(CNN) - This summer marks the 41st anniversary of Title IX, the federal civil rights law that banned discrimination based on gender in federally funded education. "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance," it states. Title IX is 37 words, and 41 years later, it continues to affect education opportunity, greater participation of women in athletics and equal opportunity in learning environments. Learn about the women who had a hand in and benefited from Title IX, and how it changed America.
By Jamie Gumbrecht, CNN
(CNN) - On page 73 of the elementary school handbook in Moore, Oklahoma, among entries about chewing gum and bicycles, there’s a warning about the weather.
“Sudden tornadoes are a common occurrence in Oklahoma, especially in the spring,” it cautions. “Teachers should strive to maintain an atmosphere of orderliness and calmness.”
Indeed, they knew just what to do last week as a massive EF5 tornado approached. Children crouched along interior walls, faces down, legs tucked, fingers woven over their necks. They bunched into closets or huddled beneath their desks. Teachers positioned themselves between the kids and the howling, quaking wind they heard coming.
At Briarwood Elementary School, Tammy Glasgow told her second-graders she loved them as she shut the doors to the bathrooms where they sheltered.
First-grade teacher Waynel Mayes commanded her kids to sing “Jesus Loves Me” over the roar of the wind - to scream it if they needed to.
When the walls quivered at Plaza Towers Elementary School, principal Amy Simpson shouted “In God’s name, go away, go away!,” again, again, again, until the tornado had.
But gone, too, in the aftermath were Briarwood and Plaza Towers schools, decimated into a tangle of bricks, desks, school books and mud. Seven Plaza Towers students died in the rubble. All of Briarwood’s students survived, along with thousands more around the district.
At a news conference late last week, Simpson recounted, “Not one parent blamed us … because they’re Oklahomans, too, and they know what a tornado means, and they know what it means in school.”
They know, just as she does, that teachers were watching over their children.
“The teachers,” Simpson said, “were able to act quickly, stay calm and take literally the weight of a wall onto their bodies to save those that were under them.”
After years of political beatdowns and public backlash, educators have emerged as heroes time and time again in recent months.
It happened at Sandy Hook Elementary in Newtown, Connecticut, where six educators died along with 20 students when a gunman burst in.
Again in Taft, California, where a teacher stood before a 16-year-old shooter who had already wounded a student and persuaded him to hand over his shotgun.
Another time in January, when a school bus driver in Dale County, Alabama, died while blocking an armed kidnapper from snatching multiple children from his bus.
Even last week, when Ingrid Loyau-Kennett approached a man wielding a bloody meat cleaver on a busy street in London. She calmly kept the man talking until police arrived. Loyau-Kennett hadn’t trained for this, exactly, she told ITV’s Daybreak, but said she used to be a teacher.
As the man with the butcher knife spoke, she said she thought of a school nearby that would soon release children in the middle of the gruesome scene. She said it was more important to keep talking than to worry for herself.
“Better me than the child,” Loyau-Kennett said.
By Nicole Saidi, CNN
(CNN) - Teachers and parents share a common purpose: educating children.
But differing beliefs, expectations and methods can make collaboration more challenging.
A 2011 story published on CNN.com by author and teacher Ron Clark, entitled "What teachers really want to tell parents," looked at reasons why educators give up on their field.
He asserted that negativity from parents places undue pressure on teachers and advised greater cooperation.
"We are educators, not nannies," Clark wrote. "We are educated professionals who work with kids every day and often see your child in a different light than you do. If we give you advice, don't fight it."
His opinion consistently resonated with readers over the next couple of years, which made it one of CNN's most-shared stories on Facebook. The story has been recommended more than 898,000 times.
Clark founded the Ron Clark Academy in Atlanta and was named "American Teacher of the Year" by Disney and a "Phenomenal Man" by Oprah Winfrey.
But even Clark's status as a leader in his field didn't fully explain why this story captivated people, so CNN revisited the idea with Facebook users last week by asking them to finish this sentence: "The one thing parents/teachers really need to know is _____."FULL STORY
(CNN) - As Washington lawmakers try to hammer out an immigration reform plan, millions find themselves caught in the middle, including many students.
With protestors outside, President Barack Obama threw his support behind comprehensive immigration reform on Tuesday while speaking inside a Las Vegas high school with a majority-Latino student population. Some 1.8 million young people could apply for "deferred action," an executive order Obama signed last year that allows people who entered the country illegally as children to remain and work without fear of deportation for at least two years. But the policy change doesn't apply to everyone in their families. One 16-year-old girl said, "It's like being out in the cold and me having the only blanket in the family."
Some undocumented students are trying to get an education now, despite uncertainty about what job prospects or additional educational opportunities will be available to them in a couple of years. For now, they're keeping one eye on their studies, and one on the immigration debate.
By Brad Lendon, CNN
(CNN) - Schools must give students with disabilities equal opportunities to participate in extracurricular athletics, including varsity sports, the U.S. Department of Education said Friday. And if existing sports don't meet the needs of those students, schools must create additional athletic programs.
Some advocates compared the move to Title IX, the 1972 amendment that mandated gender equity in education and sports programs at schools receiving federal funds. The department’s Office for Civil Rights pointed to a 2010 report from the Government Accountability Office that said disabled students were not getting equal opportunities to participate in sports, a right they were granted under the Rehabilitation Act, passed in 1973.
Denying disabled students’ participation meant that they “may not have equitable access to the health and social benefits” of playing sports, the education department said in a statement Friday.
“Sports can provide invaluable lessons in discipline, selflessness, passion and courage, and this guidance will help schools ensure that students with disabilities have an equal opportunity to benefit from the life lessons they can learn on the playing field or on the court,” Education Secretary Arne Duncan said in the statement accompanying the guidelines.
Examples of the kinds of accommodations the department is seeking included offering a visual cue, along with a starter pistol, to allow deaf students to participate in track races or allowing a one-hand touch to end swimming races, rather than a two-hand touch, which would allow students with only one arm to participate.
By Michelle Rhee and Joel Klein, Special to CNN
Editor's note: Michelle Rhee is the founder and CEO of StudentsFirst, a nonprofit organization that identifies as a “grassroots movement” to produce “meaningful results" for education on local and national levels. She previously served as chancellor of schools in Washington D.C.
Joel Klein is CEO of Amplify, the education division of News Corporation, and a StudentsFirst board member. He is the former chancellor of New York City schools.
(CNN) - It’s hard to watch Robert Griffin III play football and not think about education policy.
RG3, as fans call him, is a rookie who has been playing in the National Football League for all of 18 weeks, but led the Washington Redskins to twice as many victories as they had last year, their first winning season since 2007 and their first divisional championship in 13 years. Now imagine if the Redskins had a little less money to pay salaries next year and cut Griffin from the team, keeping instead a handful of bench-warmers. It sounds ridiculous, but that practice is exactly what happens in most school districts where policies require teachers to be laid off based on seniority, not talent.
Here’s another nonsensical example: There’s overwhelming evidence that quality public charter schools provide a viable education option, particularly for students from disadvantaged socio-economic backgrounds. In fact, test scores released in July 2012 showed New York City public charter schools outperforming traditional schools throughout the entire state, despite poverty rates 150% of that of the rest of the state and far greater numbers of minorities. Incredibly, eight states still do not allow public charter schools to exist. That means children assigned to low-performing schools in places such as Birmingham, Alabama, Louisville, Kentucky, and Omaha, Nebraska, are trapped without a choice or a way out.
These aren’t teacher problems, or student problems. These are policy problems. In far too many states, the laws and policies in place that govern education put up significant barriers to higher student achievement.
In fact, according to a first-of-its-kind report card that we published this week, nearly 90% of states earned less than a “C” grade on the subject of education policy. Ours is a new type of education report card that doesn’t look at teacher performance or students’ test scores, but instead focuses solely on the laws in place determining how our schools are allowed to operate. StudentsFirst will publish it annually, and this year no state earned higher than a B-minus.
That ought to shock parents, educators, and lawmakers alike. It indicates that no matter how hard our children study, and no matter how much passion teachers pour into their classrooms, the rules and regulations governing education are holding schools back.
(CNN) - Arizona's attorney general proposed arming one principal or employee at each school to defend against attacks such as the recent Connecticut school massacre.
"The ideal solution would be to have an armed police officer in each school," Attorney General Tom Horne said in a news release Wednesday. But budget cuts have limited the number of Arizona schools with "school resource officers" on campus, he said.
The "next best solution," Horne said, "is to have one person in the school trained to handle firearms, to handle emergency situations, and possessing a firearm in a secure location."
A shooter, armed with a semiautomatic rifle and two other guns, on December 14 killed 26 people - including six faculty members and 20 young students - at Sandy Hook Elementary in Newtown.
Horne compared the plan to the FAA's program adopted after the September 11, 2001, attacks to arm airline pilots.
A school would be invited to send the principal "or another designee" to "training in the use of firearms and how to handle emergencies such as that which occurred in Newtown," Horne's release said. Horne's office would oversee the free training with help from sheriffs, he said.
"The designated individual (no more than one per school) would then be authorized to keep a firearm locked in a secure place, and would have adequate communication to be alerted to an emergency in any part of the school," the release said.
Florida 4th graders rank #2 in a worldwide reading test. Florida Education Commissioner Pam Stewart shares the success story.
By Aadina Balti, Special to CNN
Editor's note: Aadina Balti is a veteran teacher and math coach in Boston's public school system. Balti is certified in moderate disabilities and elementary education. She is also a Teach Plus Teaching Policy Fellow.
(CNN) – I've been in the classroom for 11 years - that makes me a minority in the teaching profession, as more than half of all teachers have taught for a decade or less. But I'm still striving to be a better teacher.
A recent report from national nonprofit Teach Plus shows that veteran teachers like me tend to be less receptive to the growing emphasis on teacher performance than our less-experienced colleagues.
The report, "Great Expectations: Teachers' Views on Elevating the Teaching Profession," highlights data from Teach Plus' recent national survey of teachers, showing that 42% of earlier-career teachers (called the "new majority" in the report) support more performance-based tenure and compensation systems, compared to just 15% of my fellow veterans.
As a teacher who has just crossed the line from new majority to veteran status, I understand how experienced teachers feel about the protections afforded them by the tenure system.
I understand because I’ve put in the time and effort necessary to establish myself in the school system. I understand because I, too, value my job security. Sometimes I even understand that it's easy to get comfortable and fall into doing the same old thing.
But the current lack of accountability is bringing our profession down.
While I value the tenure I've been granted, I would be willing to give up that protection to move our profession toward one that emphasizes performance.
I got into this profession because I want to have a positive impact on society and because I feel confident that all children can learn. As an educator, it's my job to make that happen. I ask my students to push themselves for excellence every day. If I’m not pushing myself for excellence, too, then I’m not just failing myself, I’m failing my students.
By Sam Chaltain, Special to CNN
(CNN) – Now that five states are planning to add 300 hours of class time in an effort to close the achievement gap and re-imagine the school day, I can only come to one conclusion: Something’s got to give.
On one hand, the Time for Innovation Matters in Education Collaborative is a welcome chance for us to shake off the anachronistic trappings of the agrarian school calendar. After all, just because we went to school from August to June doesn’t mean our kids should, and just because we got out of school at 3 p.m. doesn’t mean that dismissal time is a good idea. In fact, for poor kids in poor communities, the period between 3 and 6 p.m. is the most dangerous time of the day. So I take great hope in the project’s intent to “empower each student with the knowledge, skills, and experiences essential for college and career success.”
And I admire any plan to expand the sorts of learning experiences students have during the day - and where (and how) the day unfolds. As the Ford Foundation’s Jeannie Oakes puts it, “More time must mean better time.”
On the other hand, the 40 schools participating in this project in Colorado, Connecticut, Massachusetts, New York and Tennessee, don’t exist in a vacuum, and here in America we still rank schools as successful or unsuccessful based on a single metric - standardized reading and math scores. Knowing that, will these schools be able to follow through on their plans to explore academic content more deeply, provide teacher collaboration time more regularly and revitalize the arts more fully? Or will the extra hours be used to turn a small subset of “failing” schools into high-achieving ones?