Education The Root of All That Is Good

Let us face the facts; education is the root of all that will make our Good county GREAT, to steal a line from County Executive Rushern Baker. The future of Prince George’s County Maryland does not rest in the arrival of the County’s first state agency to call Prince George’s County home, albeit, this is a good thing.

The future of Prince George’s County Maryland rests squarely on the shoulders of our K-12 public school system and its ability to prepare students to compete academically nationally and more importantly globally. The County’s aspirations, the hopes for a booming economy, and a community which is viewed as the beacon of innovation and a cradle of artistic creation is dependent upon an educational network. A network where its K-12 public school district, its community college with its various satellite campuses and its multiple 4-year public and private colleges and universities work to establish a seamless network of educational opportunities. The opportunities must be grounded in high academic standards, open access and affordability.

However, this path we call the future, begins with a high performing K-12 public school system, that embraces innovation, provides transparency, and builds parent and community trust through sound fiscal management, all with the goal to creating an educational environment envied by others and desired by all.

Prince George’s County Public Schools have many, if not most of the ingredients to become one of the best school districts in the nation. The system has some of the most qualified teachers in the state of Maryland, hundreds of the most experienced school based and central office administrators in the nation, and there are thousands of top ranked students sitting in classes across the County. The would be scholars are meeting the demands to challenge themselves academically and they are demanding more of their teachers. When you aligned these strengths with the most engaged group of parents and community stakeholders in the state of Maryland, you have the foundation to move the academic needle beyond a mere smidgen.

Now it is time to match all our strengths with educational leaders who desire only the best for our children, our families, our communities and our county.

Is Fatherhood In the Gene(s): An Imaginary Tail About How Great Dads Are Made

By:
Dr. Michael A. Robinson

Over the years, I have been told by the elder men in my family as well as by the dads and uncles of some of my closest friends there is an art to being a father. These wise men, all of whom are married and appear to be happy and well adjusted or as my wife would say, they have been well versed on the inner processes of keeping a wife happy and a family strong and together. These men, these rock solid brothers, offered advice to young foolish souls such as me. If honesty is the best foundation for a great story based on real events, then I honestly must admit that at times I found little use for their pearls of wisdoms. The facts are less flattering; on numerous occasions I completely ignored their guidance. Fortunately my avoidance of these opportunities did not come back to haunt me, thus suggesting on some subconscious level, I must have some way, somehow absorb their messages.

Now, as father, I reminisce over the many conversations and the countless hours of sage advice presented by these unassuming, yet giant figures of our community. Then it hit me! These guys got it! They understood it! They had it! The question is what was is it and where did their gift to stand tall as men of faith; good husbands and loving fathers begin? The similarities in their descriptions of the multiple aspects of fatherhood and the commitment it took were uncanny. How they explored what it took to accept and maintain a strong and vibrant relationship with their spouses and children were not lessons delivered in an hour long dissertation, but over time. These great men led by example and spoke frankly, but not preachy. These pillars of my world and my community who walked and talked with the confidence of Gods, but loved and respected their families as mere men, appeared to have been passing on the secret to eternal wedded bliss and family cohesiveness from which kingdoms and nations were forged.

From my days of reminiscing, as coined by a great African American poet and singer, Mary J. Blige; I came to understand, there was something special within these men. This generation of men, these remarkable brothers, who were in some cases unrelated and not from the same community, but whose essences were parallel had to have a common thread. What was this strand that linked these men? Where is it now? Does it exist in our fathers, brothers, uncles, and the other significant males in our community?

Recently, I overheard a conversation between five graduate students at an well-known historical black university discussing their views on how men, but more specifically African American men become great fathers. Their discourse was fascinating, intriguing, mind boggling, intellectually stimulating and very funny. These future scholars were pursuing doctoral degrees from different academic fields. While all offered unique views to how African American men go from good men to great dads, it was perhaps the views of the medical student I found the most amusing. Her view was both funny and intriguing.

Medical experts assert there may be a cell within the male DNA that appears to represents the characteristics typically associated with the desire of men to become fathers. The DADDY gene or DDG for us non-clinician minded individuals is a tiny organism living inside every male. This DDG grows as the young man matures.

The great thing and the not so great thing about the DADDY gene it is a blank gene, with the exception of the limited coding for daddy responsiveness. The DADDY gene is without a bulk of the DNA coding that has been placed on every other form of genetic material in our body. Therefore, the DADDY gene is somewhat impressionable. This gene is like the proverbial lump of clay, unmolded and ready to be shaped into this great work of art. However, if the DADDY gene falls into the wrong hands, it could have a devastating impact on society.

This remarkable tiny cell has the potential to change the course of a world, a nation, a state, a community, a school, but more importantly a family. The DADDY gene if not nurtured in the best possible environment by those who respect and honor its power can become self-destructive. The DADDY gene determines the type of father all men who decide to take on fatherhood will become. There is no way around it; the DADDY gene guides the parental instincts of all men.

While the DADDY gene has slight hereditary features already encoded within, the volume of what this gene is to become is engraved by the many influential adults this young man will encounter in his life. The first and far most influential figures will be his parents. Typically this means mom and dad. However, there is a special place on the young man’s DADDY gene that has been set-a-side for his father. The father’s values, beliefs, and views on life that are embedded on the DADDY gene by fathers are typically permanent and become visible shortly after birth.

Given, the delicate nature of the DADDY gene and how it will and can impact the development of future fathers, it becomes imperative for all fathers to step up to their responsibilities as dads. This requires that fathers work tirelessly to ensure they are placing the right messages on their son’s DADDY gene. Their sons will take whatever they have learned from their fathers, they will internalize what their fathers have written or failed to write on their DADDY gene and enter society prepared or ill-prepared to fully accept their role as leaders of communities and families.

The DADDY gene is not impervious to misinformation and unfulfilled promises associated with childhood. However, what makes the DADDY gene one of the most resilient of all cells in the male body is its uncanny nature to decode itself once it realizes that unhealthy messages and misleading information has been implanted. Albeit the DADDY gene has the capability of throwing off facets of the common cold, it is not immune to the multitude of other forms of viruses and thus needs to be nurtured like all other genes in the body. Consistent attacks to the DADDY gene will eventually result in the permanent infection of the gene.

2009-2010 “Teacher of the Year”. in Black Enterprise.

Greetings Engaged Parents and Dedicated Educators,

“Education is the great equalizer” (I. McPhail, 2001).

Perhaps no greater words have been spoken with regards to the value, importance, and significance of education. However, the great equalizer that Dr. Irving McPhail reference is now facing a myriad of challenges. One looming challenge is the state of the teaching profession, more specifically the number of males entering teaching. There has been a major emphasis on the shortage of African American male teachers. As you know, Forest Of The Rain Productions has been a leading voice on the importance of increasing the number of African American male teachers. Thus the impetus for our national initiative Men Make A Difference Day, our radio discussions and our television interviews with seminal researchers in the area of male teacher recruitment.

The African American male teacher makes up less than 2% of the teaching profession. While increasing the African American male teachers will not end all that ails the educational systems across America, their presence can send a message to all young learners that teaching is profession worthy of your consideration.

There is a great article on the state of education and the need to create a new type of teaching workforce. The article features Mr. Will Thomas, PGCPS 2009-2010 “Teacher of the Year”. Mr. Thomas’ article appears in the November edition of Black Enterprise. Please read and enjoy.

If you are interesting in more information regarding the need for African American male teachers, please visit the links below.

Two Thinkers: The Importance of the African American Male Teacher
http://www.yudu.com/item/details/354142/Living-Education-eMagazine-Vol.--1
Dr. Ivory Toldson, Howard University
Dr. Roy Jones, Clemson University

African American Men in the Classroom
http://vimeo.com/29640207

The Important Role Men Have In The Academic Success of Students Both In and Out of The Classroom

Living Education eMagazine Presents Men In The Classroom from Forest Of The Rain Productions on Vimeo.

Kimberly K. Parker Tells Us: YOU CAN DO IT

My commute to work this morning was as cool as a cucumber. Listening to the very insightful teachings of Joyce Meyers as I sipped green tea, I coasted with ease over the river and through the woods. There was no traffic as far as my four eyes could see and fellow drivers, at their most courteous best, allowed one another to segue with a smile. This, my friend, was mobile poetry in motion.

As I rounded a corner in a quiet residential neighborhood, I saw a plus size woman jogging with a look of “I can do it” on her face. She had earphones in her ears, weights on her legs and wrists, and a hand towel snuggly tucked in her waist belt. Her gait was slow, steady…which, by the way, wins the race. Victory was definitely in her future.

I became transfixed on that powerful sight. I tried to pull over, but the car behind me was trailing rather closely so my attempts were prevented. I anxiously felt my eyes widening and my smile broadening. My mouth was about to erupt as I struggled to capture what I felt would be appropriately encouraging words to scream out of my window. I could not contain myself any longer! I rolled down my window, gasped and swooned, and slowed down long enough to yell, “Go ‘head! You can do it!” The woman raised her fist in solidarity, smiled, and kept on moving.

Inspiration comes in the most unexpected form. That woman – who I may never see again – served as a reminder of my ability to be, to create, to live! Without speaking a word, she told me that I can do it…whatever “it” may be only if I pattern my actions around these five very simple yet profound thoughts:

1. Decide to take action. As I mentioned, the woman was plus sized. However, she made a decision to take exercise in an attempt to live a healthier life.

2. Determine that you must move forward. I can only imagine the defeating thoughts she internalized as well as heard from other. In spite of it all, she was determined to put one foot in front of the other.

3. Be driven. In case you did not know, you are already empowered. You have the wherewithal to accomplish your goals whether or not someone cheers you onward. Allow the powerful force of God on the inside to steer you in all of the right directions.

4. Just do it. Period.

5. Arrive at your destination. You have a goal in sight and it’s most attainable. As Michael Jackson said, “Keep on with the force…don’t stop! Don’t stop ‘til you get enough!” When you get to your expected end, do as that woman did: raise you fist in solidarity, smile, and keep it moving!

Kimberly K. Parker is the President and CEO of Writing Momma Publishing, LLC (www.writingmomma.com). This past summer, her company published three books for young authors age nine to nineteen! This fall, she will host “Write On!” an eight week writing program for youth and she is currently looking for a few young writers who want to participate. Visit www.writingmomma.com for more information. Kimberly is a ghostwriter, author and blogger living in Maryland with her husband and three children.

Funding Parental Engagement Services Is A Sound School District Policy

By:
Dr. Michael A. Robinson

It has been stated many times over that organizations fund what they believe is crucial to their mission. When a monetary importance is attached to a strategic objective or an organizational goal, one is made aware of its significance to the organization. This basic management concept easily applies to the educational arena. The funding associated with a school district’s departments or units of family and community engagement allows stakeholders to potentially evaluate the significance school districts associate with the importance of parent and community involvement.

If school districts desire a robust and effective parental engagement program, one where families, communities, and schools become authentic partners in forming a high performing school system those departments must be sufficiently funded. A sense of priority is communicated to internal and external stakeholders when parent and community outreach programs are satisfactorily provided resources. Seminal researchers in the area of parental engagement do not suggest parent and community support programs and services be funded at the levels of academic and or student services. Albeit, research has shown effective parental engagement and community involvement policies and programs have a direct impact on student achievement while reducing strain on student service personnel who perform home visits, parent conferences, and or counseling sessions with students.

School districts which have elected to eliminate part or their entire parental engagement department in the name of budget reductions have a very limited understanding of the indispensable role parent involvement plays in relation to the academic success of students and school systems. Abolishing family and community outreach services, specifically those aimed at increasing parental and community connections to their neighborhood schools and the school district overall will result in an eventual eroding of confidence from parents about the real mission of their public school system. Failure of school leadership to embrace the impact of parents supporting learning at home while working in concert with school based leadership can do damage to the educational community that possibly will take years to reverse.

A strong recommendation for school districts considering reducing or eliminating their family and community outreach departments would be not to do so, but to re-consider the benefits to actually adding more resources and what it would mean to overall school performance. Finally, for those school districts which have severely reduced or eliminated their parent and community outreach services restore them as soon as possible. Re-establish the relationship with your families and community by committing to ensure effective two-way unfettered communication. A sound and fully supported program of services in the area of parental engagement will help schools in achieving its schools in closing achievement gaps, increase in the number of students enrolled in advance classes, assist in preparing students to career and college ready.

Kimberly K. Parker Talks Summer Time Fun

SUMMER TIME FUN

There are exactly six weeks left before school begins again. Wow! Where has the summer gone? Holding on to all the joys of summer for as long as they can, children everywhere are still looking forward to spending countless hours in the pool and attending a variety of summer camps specializing in culinary arts, horseback riding, and academic enrichment. After all the work they have done during the 2010-2011 school year, they really deserve a break.

As you may very well know and may even have experienced, the state of the economy has forced many households to forego tuition based activities. Realistically, the luxury is one many parents simply cannot afford. Yet, the need to actively engage children still remains.
Determined not to plant them in front of the television for hours on end, one question remains: What am I going to do to ensure my child has fun while learning for the remainder of the summer and not break the bank in the process?

I am so glad you asked! Here are a few suggestions to help you not only enrich your child’s summer academically, but socially as well…all while having a very cost effective great time:
1. Start with a schedule. Just like teachers during the school year, parents need to plan every moment of a child’s day. Be sure to incorporate a little rest and relaxation as well.

2. Visit your local museum. Here in the Washington, DC metropolitan area, the Smithsonian museums are plentiful. Also, the Newseum is offering free admission for children with a paid adult. Visit www.si.edu and www.newseum.org for more information.

3. Incorporate curriculum enrichment. Before you know it, science fair projects will be due. Why not get a jump start on them now? Since your child will more than likely read at least 30 minutes a day anyway (I hope), may I suggest you have them read a book centered around their upcoming science fair project? What a way to accomplish two goals with one task, huh?

4. Hang out at the local library. Story time, games and activities on the computer, and events are always funs to enjoy. Most importantly, it’s free! Visit www.publiclibraries.com to find a library near you.

5. Spend a cool evening at The National Harbor in Fort Washington, MD (if you’re in the area). They have a free movie night on Friday and Sunday. Visit http://www.nationalharbor.com/consumer/entertainment.htm#movies.

6. Make the Community News section of your local newspaper the “go to” resource for other free events. You’d really be surprised at what you will find.

There you have it! I sure hope these will help you to enjoy the last few weeks of the summer with your children!


Kimberly K. Parker is the President and CEO of Writing Momma Publishing, LLC (www.writingmomma.com). On July 23, 2011, she is hosting "The BEST Young Writer’s Workshop EVER” in Clinton, MD for youth between the ages of nine and 18. Additionally, she is hosting “Write On!” an eight week summer writing program for youth. Visit www.writeonprogram.eventbrite.com for more information. Kimberly is a ghostwriter, author and blogger living in Maryland with her husband and three children.

Summer Learning Loss Can Be Prevented

Dr. Michael A. Robinson

I just reviewed data on the percentage of fourth grade students passing their 2008-2009 state reading exams, according to NBC’s Education Nation website. Click here to see the Maryland data for yourself. Below are a few Maryland public school systems and their percentages of fourth grade students passing state reading:

Anne Arundel County (91%)
Baltimore City (78%)
Baltimore County (87%)
Calvert County (94%)
Howard County (93%)
Montgomery County (91%)
Prince George's County (77%)

As engaged parents, we have to address the low percentage of students performing well in the classroom and on state exams. This is especially important during the summer when academically centered activities give way to summer fun and frolic.

Former CEO for the National Summer Learning Association Ron Fairchild stated that 65% of the achievement gap can be attributed to summer learning loss. If this is true, we as parents cannot sit idly by and watch all the gains our children have made during the previous school year fall back. In a report released by the National Summer Learning Association, summer learning loss has been linked to low academic achievement and extremely high dropout rates.

The research brief cites the work of Dr. Karl Alexander and his colleagues which suggested that students from low economic backgrounds tend to experience a greater degree of academic drops in skills during the summer. Their research also discovered that students from economic disadvantaged backgrounds typically enter the school year at a lower level than typically middle class students, however, the researchers’ suggested that by the end of the year students from the low income families have progressed at or about an equal rate of those from a more affluent economic background. According the writers, their struggles really pick up during the summer when they experience the summer slide. The summer slide was not a phenomenon their more well off peers encountered.

Dr. Alexander when asked to explain why income levels impacted summer learning and more specifically why higher income students performed better upon return from summer breaks, he posited there were “some definite differences (Alexander, 2010). He further explained,

I don’t want to break it down into a checklist, but some differences seemed relevant. For example, better-off children were more likely to go to the library over the summertime and take books home. They were more likely to engage in a variety of enrichment experiences such as attending museums, concerts and field trips. They were more likely to take out-of-town vacations, be involved in organized sports activities, or take lessons, such as swimming or gymnastics lessons. Overall, they had a more expansive realm of experiences.

Many of the activities outlined by Dr. Alexander could be out of the reach of lower income families and to an extent a growing number of middle class families. Thus families have to create alternative learning opportunities to for their children. Scholars and school administrators agree there are ways this can be accomplished.

Guest Blogger: Kimberly Parker talks about her child the bully

MY CHILD IS A BULLY

Recent news headlines of how bullying is pervasive in schools all across the nation sounded the alarm in my heart and mind. What’s worse, such incidences have led to “bullycide.” Bullycide, according to Wikipedia, “refers to suicide attributable to the victim having been bullied.” I’m truly saddened that tragedy strikes our children in this manner. To think that a child feels such a sense of hopelessness should sadden us all.

While chatting with a parent not long ago, I began to share my thoughts and concerns on the subject. She, too, was concerned and thought that we should do something about it. After brainstorming for a moment, she suggested that we have a workshop in an attempt to bring awareness to other parents in the community. No longer, we felt, that the subject was taboo; the time was ripe to shed light on this not-so-often spoken of problem. Ironically, neither of us was aware that National Bullying Week was on the horizon.

I will be the first to admit that my expertise was not in “bullying prevention.” While I can speak about it from a victim perspective considering I was bullied from kindergarten through sixth grade, I was not equipped to impart information from the clinical vantage point. With that, I searched the internet and discovered tons of information. In the interest of time, I’ll merely highlight a few thoughts I pulled from a Power Point presentation entitled “Take a Stand Against Bullying”:

1. Bullying is an intentional written, verbal, or physical act that intimidates or subjects a person to hostility or ill treatment.

2. Bullying involves repeated actions which causes another to feel afraid, humiliated, embarrassed, threatened, or shamed.

3. There are four ways bullying happens: verbally, physically, sexually, or whereby property is extorted or vandalized.

4. There is typically an imbalance of power in the relationship whereby the culprit seeks control.

5. Bullying can lead to feelings of alienation, insecurity, anger, and fear. The victim can experience a drop in grades, weight loss or gain, headaches, and even suicide.

6. If you suspect your child is being bullied, talk to your child, contact the school, and/or notify the police. (NOTE: My mother never knew I was being bullied because I was afraid to tell her. I thought I was going to get in trouble and be blamed for what was happening to me. Please assure your child that it’s not their fault if this is taking place and that you are there to advocate and support them.

7. If you suspect your child is a bully, talk to your child, encourage empathy for others, review consequences of bullying behavior, and, if necessary, contact the school for help.

Two days after this presentation, I received this email from a parent:

Good Morning, Mrs. Parker. I was planning to not come to the meeting the other night because I was very tired from working all day. However, I am very glad that I did. The information you shared helped me to realize that my child is a bully. Up until the meeting, I dismissed what he was doing as “kids being kids.” But, when you started sharing those bullying traits and said, “It can lead to the death of another person” I knew I could no longer be in denial.

Initially, I was at a lost for words. I never expected an email like this. In short, I told the parent I was glad to assist and encouraged her to reach out if I could do more.

There is so much more helpful information I gleaned from this presentation. Unfortunately, I can not capture it all here. If you would like a copy, feel free to contact me directly. I will gladly share it with you.

Bullying is very serious. It is neither a normal childhood activity of rite of passage. Please take a moment to share this information with your child. In fact, let them read some of the news articles for themselves, if age appropriate. We can no longer afford to ignore this very serious problem. It’s time to take a stand against bullying.

Kimberly K. Parker is the President and CEO of Writing Momma Publishing, LLC (www.writingmomma.com). On July 23, 2011, she is hosting "The BEST Young Writer’s Workshop EVER” for youth between the ages of nine and 18. Additionally, she is hosting “Write On!”, an eight week summer writing program for youth. Visit www.writeonprogram.eventbrite.com for more information. Kimberly is a ghostwriter, author and blogger living in Maryland with her husband and three children.

UPCOMING INTERVIEWS

UPCOMING INTERVIEWS
“PARENT TALK LIVE”
HOSTED BY:
Dr. Michael A. Robinson

Parent Talk Live is a weekly radio show for families and members of the community who aspire to become an integral part of their children’s academic success and the growth of communities. Parent Talk Live is hosted by Dr. Michael A. Robinson.

Felecia Hatcher
Author
The “C” Students Guide to Scholarships
Topic: “The “C” Students Guide to Scholarships”
Date: June 5, 2011
Time: 8:30pm-9:30pm
Call-in Number: 914.803.4591
Tweet Questions: http://twitter.com/pgcpsparents

Felecia Hatcher was recently named one of the Top 10 Superstar Entrepreneurs under the age of 30 by Allbusiness.com and she has been featured in Essence Magazine, Black Enterprise Magazine, ABC News, Inc.com, Entrepreneur and the Food Network. As an entrepreneur, motivational speaker and author Hatcher has dedicated her life to motivating young people to look past their circumstances and get creative!

Hatcher has recently published her first book titled The 'C' Students Guide To Scholarships, to help students with less then stellar grades beat the odds and put themselves in the running for scholarship funds. As an average high school student - with a GPA that fluctuated between 2.1 and 2.7 - Hatcher beat the odds and managed to pull down over $100,000 in scholarship money to attend Lynn University. At 19, she started her first college coaching business called Urban Excellence. Hatcher has since traveled around the country conducting workshops and building successful college prep programs for companies like DeVry, the YMCA, Texas A&M, TED and the Urban League.

Hatcher has also spearheaded a number of successful experiential marketing campaigns while working for Nintendo, Sony and the WNBA, and in 2008 she embraced her inner foodie and took to the Miami streets with her now wildly successful Feverish Ice Cream Truck and boutique ice cream catering company. In her free time, Felecia Hatcher works with the NFTE (National Foundation for Teaching Entrepreneurship), consults with start-ups, and travels the country speaking to parents and students about scholarships and youth empowerment.

Dr. Jonathan Cohen
Cofounder and President
National School Climate Center
(Formerly the Center for Social and Emotional Education)
Topic: The Importance of a Positive School Climate
Date: June 12, 2011
Time: 8:00pm-8:30pm
Call-in Number: 914.803.4591
Tweet Questions: http://twitter.com/pgcpsparents

Dr. Cohen is an adjunct professor in psychology and education at Columbia University, adjunct professor in education at City University of New York and a practicing clinical psychologist and psychoanalyst. Dr. Cohen has worked in and with K–12 schools for over 30 years in a variety of roles: as a teacher, program developer, school psychologist, consultant, psycho-educational diagnostician and mental health provider.

Dr. William R. Hite
Superintendent
Prince George's County Public Schools
Topic: Leading A Large Urban School System in Times of Fiscal Challenges
Date: June 17, 2011
Time: 2:00pm-2:30pm
Call-in Number: 914.803.4591
Tweet Questions: http://twitter.com/pgcpsparents

Dr. William R. Hite, Jr. was named Superintendent of Prince George’s County Public Schools (PGCPS) on April 3, 2009, by the Prince George’s County Board of Education, after serving as Interim Superintendent since December 1, 2008.

In June 2006, Dr. Hite was hired as Deputy Superintendent of PGCPS, Maryland’s second largest school system and the 18th largest system in the nation. During his tenure, he focused on student access and educational equity to ensure that all students graduate college-and work-ready. This work continues at a rapid pace and without interruption.

Among his many leadership responsibilities, Dr. Hite has led major efforts resulting in increased student achievement, significant improvements in teaching and learning, and school improvement status. This included work on the Intensive Support and Intervention Schools (ISIS) that provided significant support to schools most in need based on student and school performance indicators, as well as work in partnership with the Institute for Learning at the University of Pittsburgh, which focused on improving the capacity of teachers and administrators to strengthen the teaching and learning process. Most recently, he oversaw a major reorganization of the district’s regions into zones to reduce cost and provide greater support to schools.

SUMMER LEARNING LOSS

FACTS

“For many children in America, summer vacation means camp, trips to new or familiar destinations, visits to museums, parks and libraries, and a variety of enriching activities – either with families or as part of a summer learning program. But for millions of others, when schools close for the summer, safe and enriching learning environments are out of reach, replaced by boredom, lost opportunities and risk” (America After 3PM Special Report on Summer, 2010).

Part 1: National Facts about Summer Learning Loss

In the United States today, only 25 percent of school-age children (an estimated 14.3 million children) participate in summer learning programs.

• Based on parent interest in enrolling their child in a summer learning program, 56 percent of all non-participating children (an estimated 24 million children) would likely enroll in summer learning programs.


• Parents of only one-third of children show no interest in enrolling their children in summer learning programs.


• Low-income and ethnic minority children are more likely to attend summer learning programs than other children, but the unmet demand among low-income and minority families are also greatest.


• By an overwhelming margin, parents support public funding for summer learning programs, with the strongest level of support coming from low-income and ethnic minority parents (America After 3PM Special Report on Summer, 2010).

Part 2: Maryland Facts about Summer Learning

• Just 31 Percent of Maryland Children Attend Summer Learning Programs


• An Estimated 358,000 Maryland Kids Would Likely Participate in a Summer Learning Program, Based on Parent Interest

Part 3: Just The Facts and Nothing But The Facts

• All young people experience learning losses when they don't engage in educational activities during the summer.


• Students typically score lower on standardized tests at the end of summer vacation than they do on the same tests at the beginning of summer vacation (Reading Is Fundamental, 2011).


• Low-income children and youth experience greater summer learning losses than their higher-income peers (Reading Is Fundamental, 2011).


• On average, students lose approximately 2.6 months of grade level equivalency in mathematical computation skills over the summer months (Reading Is Fundamental, 2011).


• Low-income students experience an average summer learning loss in reading achievement of more than 2 months (Reading Is Fundamental, 2011).


• Studies show that out-of-school time is a dangerous time for unsupervised children and teens. They are more likely to:
  
  
  
  • Use alcohol, drugs, and tobacco
  
  
  • Engage in criminal and other high-risk behaviors
  
  
  • Receive poor grades; and drop out of school than those who have the opportunity to benefit from constructive activities supervised by responsible adults.
  
  
  • Without practice, students lose reading skills over the summer months and children from low-income families lose the most (The National Summer Learning Association’s Research website, 2011).

Part 4: An Interview with Dr. Kim James of Harvard University

• Here is a snippet of an interview between Dr. James and The National Summer Learning Association.

Q. So it’s not enough to just give a child a book and expect him or her to read it?

A. Access to reading materials is crucial, of course, but according to our research, that’s not enough, especially in the early elementary school years. Many people are aware that children lose reading skills over the summer and that low-income children fall behind, compared to their more advantaged classmates. We also know that kids who read a lot over the summertime sustain reading comprehension and vocabulary. Consequently, some people conclude that, in order to increase reading skills, we need to increase access to books—but the research indicates it’s not that simple. In fact, in one study, when we gave books to kids but did nothing else, they did no better than the kids who did nothing over the summer. There was no difference.

Part 5: Information, Tidbits, and Knowledge about Summer Learning Loss

• About two-thirds of the ninth-grade achievement gap between lower and higher income youth can be explained by unequal access to summer learning opportunities during the elementary school years. As a result, low-income youth are less likely to graduate from high school or enter college (Alexander et al. 2007).


• Parents consistently cite summer as the most difficult time to ensure that their children have productive things to do (Duffett et al. 2004).

Outstanding community partners

Christine Diepenbrock (left), president of Washington University’s Latino Youth Tutoring/Mentoring Programs and a rising junior in biology in Arts & Sciences, and Rachel Mandelbaum, a tutor in the programs and a rising senior in anthropology in Arts & Sciences, attended the St. Louis Public Schools Community Education Council’s 43rd Annual Awards and Recognition Ceremony May 6 at Vashon High School. Diepenbrock accepted on behalf of the Latino Youth Tutoring/Mentoring Programs the St. Louis Public Schools (SLPS) Award for Outstanding Community Partners 2011. Virginia Braxs, senior Spanish lecturer in WUSTL’s Department of Romance Languages & Literatures in Arts & Sciences and coordinator for the Latino youth mentoring programs, started the programs in 1996 and they have grown from five student volunteers to more than 40 per semester. The WUSTL volunteers tutor/mentor Latino SLPS students from elementary to high-school age.

Parent Talk Live will speak with Kim Carrington About Creating an After Prom Safe-Haven for Students

Parent Talk Live
Hosted
By
Dr. Michael A. Robinson

Parent Talk Live is a weekly radio show for families and members of the community who aspire to become an integral part of their children’s academic success and the growth of communities. Parent Talk is hosted by Dr. Michael A. Robinson

This week’s Parent Talk Live will speak with Kim Carrington, a mother of six who has created an alternative after prom event designed to offer students who want to continue to enjoy their prom evening in an environment that is safe and free of drugs and alcohol.


Mrs. Kim Carrington
President
United Health Heroes
Topic: Creating an After Prom Safe-Haven for Students
Date: May 15, 2011
Time: 8:30pm-9:30pm
Call-in Number: 914.803.4591
Online: Chat Live

Kim Carrington is a mother in Maryland who has created an alternative after prom event designed to offer students who want to continue to enjoy their prom evening an opportunity to do so in an environment that is safe and free of drugs and alcohol.

Proms and graduations are a time for celebration in the lives of students. Teens all over America will be celebrating their prom and graduation with friends and families. All engaged parents and dedicated educators must encourage teens to celebrate responsibly and to arrive home safe and sound from prom and graduation. Underage drinking is real and it cost thousands of lives each year. A large percentage of fatal car crashes involving teens occur during prom and graduation season

"Your Money, Your Future", Carmen Johnson, Financial Educator

Today's Reality on Student Loans

This is it! The day you have been waiting for. Your eighteen year old has graduated from high school and is headed to college. You couldn’t be more proud. Sure, you and your spouse have saved a few dollars here and there just for this occasion only to learn that what you had been holding on to isn’t nearly enough to even cover books.

Still excited and determined your child runs home with a FAFSA form. The Free Application for Federal Student Aid. This form, for some, can be the beginning of the end. Basically, after completing the application and submitting it back to your child’s school of choice your information is shopped around to different banks until funding is approved. Note! I said YOUR information.

What most parents don’t know or even expect is that they may have to co-sign or become the primary signer for their child’s student loan. Reason, the economy has changed and the days of bank lending money to persons with no or limited credit history is over.

So what’s the solution? That’s something that you have to decide. Are you and your spouse in a financial position where you can take on more debt? What are the long term effects that this can have on your credit? Is your credit even up to par to act as a co-signer on a student loan? What other loan or funding options are available for your child? These are all questions that you can consider. I know we love our children but going in to debt for them may not be the answer.

Until next week this is Your money, Your future, I am Carmen Johnson, your Financial Educator and the Founder and CEO of the Katie Able Foundation.

Please check us out at Katieablefoundation.org and remember, Do something to justify your Existence, TOGETHER we can create the future!

"Your Money, Your Future" with Financial Educator, Carmen Johnson

What are your financial Goals ?

This week’s financial tip is putting together your financial goals.

At this point you have your monthly budget and you have a pretty good idea what your net worth is. By having your budget and your net worth, you have the tools needed to set your financial goals. Your financial goals can be whatever you want them to be. Perhaps it’s a new car or vacation. It could be repairs on your house or it could be catching up on all your bills. In order to develop good sound goals you must be disciplined and be ready to set and implement your goals. This will make you feel very empowered and in control of your life with your finances. A change in behavior can go a long way in reshaping one’s finances through a sound budget and financial goals. Writing down your financial goals and make them achievable and ways to reach them. Commit to a sound plan and follow through with it. Next you need to prioritize your goals and if they are short term or long term.

Next create a Financial Goal action plan. This action plan identifies the steps needed to make these goals reality. Make sure in your action plan you think about what is needed to accomplish your financial goals. The more detailed and refined your action plan the more successful you will be accomplishing your financial goals. Make sure your goals are realistic and achievable. Financial goal setting allows you to actively work toward achieving your goals you want, to manifest them through action. By learning to calculate your budget, net worth and you financial goals you will have created a solid knowledge base and a foundation for financial health.

Until next week this is Your money, Your future, I am Carmen Johnson, your Financial Educator and the Founder and CEO of the Katie Able Foundation. Please check us out at Katieablefoundation.org and remember, Do something to justify your Existence, TOGETHER we can create the future!

Athletes Drop Out Rate a Crisis in the Making

Dr. Stephen Jones

Springfield, Pa. According to Dr. Stephen Jones each year more than 50 percent of African American students drop out of high school and college. This has a significant impact on athletes who play sports. The drop out rate is greatly affected by poor college preparation and study skills. The lack of academic preparation is evident in middle school and high school. Too often athletes are accepted to college without the preparation they need to graduate. The student athletes’ athletic prowess is valued more than their intellectual abilities. Some athletes are also blindsided when they uncover the huge academic deficits when they start college classes. This crisis will continue because of the abundance of athletes who can replace the athlete who is in academic difficulty.

This problem must be attacked head on. Athletes deserve to be prepared to succeed at all levels. The NCAA requires colleges to have an academic support center. Unfortunately often the academic gap is too large even for the tutors that are assigned to students. Although these students have graduated from high school these students arrive to college academically three and four years behind their peers. Middle schools and high school students must get academically caught up prior to enrolling in the college. Many of these students are coming from schools that are not making Adequate Yearly Progress according to the standards set by No Child Left Behind. There are some very basic elements of the education process that are critical for students to succeed in college and they include the ability to read and compute.

This crisis is not one that we can ignore. Too many extremely bright African Americans are ending up in prison. This includes former college athletes who do not have a degree. Every so many weeks it seems that there is an article about some athlete who is escorted into a court room and sent to jail. This is especially detrimental when they leave a stable wife and children to make it by themselves. This foretells a disastrous educational outcome for their children who cannot afford to attend the better schools.

Some organizations and colleges are tracking the exceptional student athlete as early as ten and twelve year old. Yet attention and devotion to ensuring that they maintain high levels of academic performance is given little attention. It seems that there is a viscous cycle of poor study skills and academic preparation that’s repeated in inner city communities throughout the country. A fundamental academic requirement must be established for athletes early in their K 12 experience. Colleges and school districts must make a greater commitment to these students. There must be a break in the pattern of the deepening despair that has become a viscous cycle for so many athletes who do not graduate. Too many families can point to athletes in their family who have never competed a high school diploma or college degree.

Dr. Stephen Jones is a nationally recognized author who has written the “Seven Secrets of How to Study and the “Parent’s Ultimate Education Guide.” You can contact him at 610-842-3843 and at stephenjoness@rcn.com or visit http://sevenbooks.net.

Strengthening Home-School

Written by: Patricia Hawke

In St. Louis, their public schools are starting a program that connects home-schooled students with the district and their teachers. By creating this program called Schoolwires, students will have access to an online community to be able to interact with other educators and be involved in the community. Home schooling is beginning to be much different from the past. Instead of getting packets from the school district that need to be completed and having textbooks to read over, it is turning into an online wonderland of endless content. They are now able to log on to an online community that the home schooled student can see content from multiple educators.

By having access to this online community of educators and district officials, the home-schooled student is able to get many different perspectives on lesson plans and homework. Related Coverage Home-school High School - Clep, Community College, And Scholarships CLEP exams, Community College, and Scholarships can be confusing topics when homeschooling in high school.

Ideas About A Home School Diploma

Do you want to know more about home school diploma and its advantages? Want to know if your children can qualify for a home school program? Can your children learn normally through a home-based education? Know more about the basics and advantages of home school. The article below talks about the possible reasons why you should consider home school for your children.
Baby Fingers ASL For Home Schooled Children Baby Fingers offers best ASL program for home schooled children and conventionally educated children.

Home School Training

Let's take a look at what is required to become a home school teacher. There are many different aspects to take into consideration.Instead of having to rely on a text book, the home schooled student can now email educators and get instant help with any question that arise during a normal school day for them. They are able to have access to content uploaded by school officials that could help them understand their subjects better. By having this online educational network, it makes it much easier for the home-schooled student to stay connected.

It’s very important for students to have social life, as well as an education. By creating social skills, the students will take this with them throughout their life. Weather it is in a job environment or social interaction, social skills are extremely helpful in life. Home-schooled student are not constantly around peers or able to debate or communicate with others on a day-to-day basis, so they need a way to get involved with other students.

By creating this website, it is constantly updated by school educators and district officials to provide the home schooled student with vital information that is missed by them not attending a physical school. They update the website with certain after school programs they could attend, community events such as picnics, or holiday parties and other educational tools that could help the student throughout their time home schooling.

Not only does Schoolwires give the student a chance to be a part of their community, but it also helps their grades as well. By giving them access to multiple teacher’s lesson plans and online educational tools, the home-schooled student can potentially learn more and get better grades. This student achievement helps the students to feel proud of themselves and what they were able to achieve. It also helps the districts ratings to go up because of the achievements their home schooling program is acquiring.

By using Schoolwires, home-schooled students, for the first time, will be able to feel a more sense of belonging. They are able to be more involved in the district and feel lie they are a part of the community. For a home schooled student where home is all they know, Schoolwires gives home schooled students the chance to break the monotony of home school and get them out into the community.

Kimberly Parker Presents: The Resolve to Volunteer

Resolve to Volunteer

Here we are nearing the end of January 2011. Like many of you, I stepped into the New Year determined to make changes, implement plans, and amp up my “game” in one area of life or another. Some call these bulleted items resolutions. For the sake of being aligned, I concur. More than a cute story laced with anecdotes from my children, herein lays a heartfelt plea. My sincere request to all who read is to make one more resolution for 2011: resolve to volunteer!

I know and proudly boast that Prince George’s County parents are the cream of the crop! We are homemakers, entrepreneurs, CEO's, educators, military personnel, activist...and the list goes on! Oh yes, we are simply the best! By no means is my perspective portrayed to slight parents from other parts of the world. It’s merely to highlight the greatness right here in our own backyards.

There is a universal principle called the "vital few and trivial many." In short, it's equivalent to the 80/20 rule where we find that just a little bit of people do a large amount of work. As a parent volunteer at my children’s school, I’ve witnessed parents who sign up to participate at events, yet do not show up. Or, they show up and do not do what they signed up to do. Or even still, they begin doing such marvelous work, find "something wrong" with the assignment, but instead of providing solutions they step down from their position.

Now, I am not soliciting any argumentative replies and by no means am I trying to make anyone feel guilty. I’ve dropped the ball a time or two as well. But what I am hoping to do is inspire you to take self-inventory to see where you stand in this equation. The operative word here is “volunteer”. As one parent told me, "Nobody forced your hand to work with the PTSA!" True. However, the same vital few can not be the only one's serving on the board or heading committees that provide services to thousands of parents, teachers, and students year after year. And let's not forget about our partners and stakeholders!

I know you have 2.5 children -- so do we (four, in my case). I know you work 10, 12, and even 14 hours a day -- so do we. I know you live your share of miles away from the school -- so do we. I know you have a child in elementary school, one in middle school, and one about to graduate from high school -- again I say, so do we! As Michael Jackson so poignantly stated, “You are not alone!”
Madame, Sir, please resolve to volunteer. I know a few of you have been considering the possibility of increasing your service and I truly appreciate that! It all starts with a thought. I ask you to consider this as well: the phenomenal difference you can make as a volunteer!

Kimberly K. Parker is the owner of Writing Momma Publishing (www.writingmomma.com). She is hosting “Isn’t She Lovely!”, an elegant father and daughter event in March 2011 in hopes of promoting the importance of the relationship between little girls and their fathers. Visit www.isntshelovely.eventbrite.com to purchase tickets and for more information. Kimberly is an author and blogger living in Maryland with her husband and three children.

"Your Money, Your Future" with Financial Educator, Carmen Johnson

Welcome to Your Money, Your Future. I am Carmen Johnson, your Financial Educator and the Founder and CEO of the Katie Able Foundation. Today on Your Money, Your Future... Bring back the family.

This week’s financial tip is about the importance of family. Let's go back in our minds to when we were kids. Think back we ate as a family, we gathered around the TV to watch our favorite shows as a family, we even had household meetings as a family. Somehow we've gotten away from all of that. Your challenge this week is to take your family back to that time.

Let’s start with family financial meetings twice a month where you sit down and go over all the bills and create a household budget. Involve your children. Let them place the bills in alphabetical order and then write them in a spreadsheet.

Explain to them what type of bills they are one by one and how to read them and what bills your family may be able to cut back on. Ask them what they can do to make your family financially stronger. Ask your kids what they are will to cut back on in this hard times. Don't be surprised if they already know how to do some of these things.

Keep it fun by assigning roles. Make one of your children the light captain - in charge of making sure that the lights are turned off in unoccupied rooms. Another child can be the coupon captain- in charge of clipping coupons in the paper and searching for them online, finding the best grocery store deals.

Together, the children can monitor the household budget and make sure that we as a family stay on track. Bring back the kids, bring back the parents, bring back together our families.

Until next week this is Your money, Your future, I am Carmen Johnson, your Financial Educator and the Founder and CEO of the Katie Able Foundation.

Please check us out at Katieablefoundation.org and remember,

Do something to justify your Existence, TOGETHER we can create the future!


Ms. Carmen Johnson

Katie Able Foundation
Founder/CEO
www.katieablefoundation.org
301-352-5855 work

Do something to justify your Existence, TOGETHER we can create the future!

Bullying is everyone's problem. If you do not think it is your problem, just ask Brenda High

The most horrible consequences of bulling, shootings and suicides, regularly make news, and seem like isolated incidents; but all schools and communities are impacted and damaged by bullying every day. Bullying research shows that 160,000 students miss school each day because they fear being bullied. Is bullying your problem, if you don't have a child in school? Is it your problem if you work in a school, and bullying doesn't seem to be a problem there? (Bell, 2005)


Brenda High is a passionate crusader, a mom on a mission to stop school bullying and peer abuse. She driven to see an end to bullying by the memory of her son Jared, who was the victim of severe bullying and teasing.

Jared's story

Jared High was 12 years old when older students bullied him in his middle school. The bullying came to a head when a well known bully assaulted Jared inside his middle school gym. Because of the bullying and the assault, Jared began to show signs of depression, which included lack of sleep and emotional outbursts. On the morning of September 29, 1998, just six days after his 13th birthday, Jared called his father at work to say good-bye. While on the phone with him, Jared shot himself, dying instantly.

Forest Of The Rain Productions spoke with Brenda and discussed the impact of bullying on families, communities and more importantly children. It is a fascinating discussion that we encourage all to hear.

An Exclusive Interview with Brenda High: Founder of Bullying Police USA


Mike Robinson: What do you say to those who suggest bullying or teasing is a phase that all children go through?


Brenda High: “Well, in all honesty. If someone would have said that to me after I reported a bullying incident, I would turn to them and say, and so what you are trying to say to me is you are too lazy to deal with this. That’s a lazy man’s response. If a child comes to an adult and complains about bullying, it is the responsibility of the adults to do something. The boys will be boys or girls will be girls is just an excuse and are just pure laziness by adults.

Kids are kids and adults are adults and when something happens to kids, the adults are in charge. The adults are the ones who have the problem at this point. Adults take charge, parents take charge. Schools need to know that bullying is not a child’s problem it is an adult problem and if bullying is happening in school some adult is not doing their job, it is as simple as that.”

As a healing project, Brenda began to write Jared's story. Since 1999, Jared Story has attracted over two million visitors looking for information on bullying, depression, suicide and needing healing from the loss of a loved one.

Parents and PGCPS encourage all engaged parents and dedicated educators to listen to this Brenda’s story and to join her fight to end school house bullying.

To hear Brenda’s interview with Mike Robinson, host of Parent Talk and Educational Gateway, click on the link below.

Stop Bullying Now!
http://education4and2parents.podbean.com/2010/01/08/an-exclusive-interview-with-brenda-high-founder-of-bullying-police-usa/