Fill out the brief form below for access to the free report.
The Road to the Middle Class Starts in School -- Now
As August draws to a close, students are on their traditional end-of-summer return to the classroom. For some, graduation from high school might be on the horizon. For others, graduation might be a long way off. Whatever their grade, the road to the middle class increasingly starts in the classroom. And it won’t end until students have achieved at least some form of education after receiving their high school diploma.
This modern reality is borne out by the fact that education after high school increases the likelihood of students entering the middle class. This need not mean a four-year degree, as this Georgetown University Center for the Education and the Workforce study reports. That said, a four-year degree is preferable, particularly with the forces of automation putting a premium on problem-solving jobs.
This recent AP story on the future of work highlights this economic truth. The report details how managing robots is one of the ways in which technology is reshaping modern manufacturing. As the AP explains, “More and more factory jobs now demand education, technical know-how or specialized skills.”
In other words, college of some sort. Unfortunately, students are not always prepared for that next step. A recent YouthTruth poll shows that half of graduating high school students don't believe they are ready for college. That disturbing finding tracks a number of reports about whether students are on track for school beyond 12th grade. In many cities, less than 30 percent of students are prepared.
The Texas Higher Education Coordinating Board, for one, has made equipping students for some kind of post-secondary education a top priority. The board’s goal is to have at least 60 percent of Texans ages 25-34 acquire a degree or certificate by 2030. That aim is important for students in a state where the highest-paying jobs are connected to the global economy.
This emphasis on getting more students to complete college tracks what the Bush Institute is hearing in interviews with education leaders and policy makers on school accountability. Several leaders have emphasized that the next phase of accountability must include a stronger understanding of whether students are ready for college -- and whether they are completing some form of college. Otherwise, schools are not succeeding if many of their students need remedial work once they enter college.
So, what can states, school districts, and schools do?
One way is to continually work on making learning compelling and relevant. My Bush Institute colleague Anne Wicks made this point in a Catalyst article earlier this year, writing that “People stick with something difficult if the end result is meaningful. Students are no different. Their work takes on a clearer focus if they understand their studies are connected to their goals and their lives.”
Here’s one example of making learning relevant and compelling: The Winnetka Elementary School in the Dallas school district has such a strong robotics program for aspiring students that the campus won a variety of top prizes in international, national, and state competitions last spring.
An innovative robotics program doesn't require a major legislative breakthrough, or even a ton of money. But it does require a strong math curriculum, qualified and passionate teachers, and resources aligned to the goal of preparing students for a technology-driven economy. These elements can lead students to jobs that require conceptual thinking, problem-solving, and technical skills.
Schools also need timely information that show the trajectory of their students. As far back as elementary school, educators, parents, and administrators need to know how well students are performing on state achievement exams. Information from independent, annual exams can drive interventions with students and expand supports for classrooms.
At the same time, states and school districts need to do a better job getting that information rapidly to teachers, parents, and administrators. As one participant in the interviews said, it does not help to wait several months to get the results. Teachers need data fast so they can use it to improve their classrooms.
These education strategies and goals apply equally to rural and urban school districts. The sharp urban-rural divide that we saw in last year's election can be overcome in part with educational systems that, no matter their locale, are committed to high standards, strong school leaders, and preparing students to succeed in a fast-evolving economy.
Put another way, the road to the middle class starts everywhere for students across America this month. Their annual pilgrimage will soon turn into studying subjects that will help them advance throughout their lives. The responsibility is upon us as adults to make sure they have the opportunities to learn those subjects and go beyond high school into a lifetime of learning and mobility.
William McKenzie is editorial director for the George W. Bush Institute, where he also serves as editor of The Catalyst: A Journal of Ideas from the Bush Institute.
Active in education issues, he co-teaches an education policy class at SMU’s Simmons School of Education and Human Development. He also participates in the Bush Institute’s school accountability project.
Before joining the Bush Institute, the Fort Worth native served 22 years as an editorial columnist for the Dallas Morning News and led the newspaper’s Texas Faith blog. The University of Texas graduate’s columns appeared nationwide and he has won a Pulitzer Prize and commentary awards from the Education Writers Association, the American Academy of Religion, and the Texas Headliners Foundation, among other organizations. He still contributes columns and essays for the Morning News and The Weekly Standard.
Before joining the News in 1991, he earned a master’s degree in political science from the University of Texas at Arlington and spent a dozen years in Washington, D.C. During that time, he edited the Ripon Forum.
McKenzie has served as a Pulitzer Prize juror, on the board of a homeless organization, and on governing committees of a Dallas public school. He also is an elder of the First Presbyterian Church in Dallas, where he lives with his wife and their twin children.Full Bio
Keep Testing Alive -- But Right-Size Assessments
Lessons Learned from The A Word: Accountability-The Dirty Word of Today's Education Reform
No Child Left Behind’s Legacy – and What School Accountability Means Today
In an essay published this week on The 74, a national education news site, Holly Kuzmich, the Bush Institute’s executive director, provides an insider’s look at the creation of No Child Left Behind (NCLB). Kuzmich, who worked on the landmark legislation that President Bush signed into law 16 years ago this month, also describes the bipartisan bill’s legacy. Anne Wicks, the Bush Institute’s education reform director, and William McKenzie, the Bush Institute’s editorial director, describe as well on The 74 what school accountability means today – and how it can be improved. Their essay includes lessons learned from The A Word: Accountability—The Dirty Word of Today’s Education Reform, a new Bush Institute series of interviews with respected education leaders.
The Next Big Thing in School Accountability: Better Supports for Students and Teachers
Lessons Learned from The A Word: Accountability--The Dirty Word of Today's Education Reform