Ch.8+resources

  Denise Alexander Chapter 8: Corporations, Commerce and Schools School-Business Partnerships are very beneficial for both the school and the businesses. The schools are able to gain access to resources and finances that may not have otherwise been available to the school. In our current economic climate, both government and public education are struggling to provide adequate funding for the necessary education programs and materials. For-profit businesses often are able to financially supplement these school programs. In addition, the businesses can help provide schools with education based on the newest business models so that the students graduate with the most current information. Businesses can provide students with incentives, such as scholarships and jobs in exchange for higher test scores, grades and diplomas. Lastly, businesses often have political connections or political expertise that can help a school expedite the resolution of a problem. School administrators often need a voice in order for problems to be addressed publicly, and businesses can provide this service, and often can connect school officials with the proper authority to help them be heard. The businesses are able to guide the students’ and shape them into productive future employees of their companies. A business owner can help the students’ gain experience in a internships while simultaneously determining if the students would be well-suited for future employment in the companies. Businesses can have a positive influence through direct community involvement and can “give back” to the children of the local community. Jobs have shifted from manufacturing to service and information sections. These jobs require that employees know current technology and business practices, an these types of information often change quite rapidly. The partnership between schools and businesses can help to keep students abreast of the most current business practices and can also expose students to the most current technological advances in the workplace. This exposure to the current technology will decrease the amount of training these students will need once they join the workforce. 

 Lisa Banavich Reaction Paper- Chapter 8 EDUC610 I agreed with parts of Position One’s argument for businesses to be school partners. I think a lot can be done for schools when businesses are appropriately invested in the education of students. They can provide substantial financial aid, materials, consultants, and even employment for parents, students and other taxpayers. It is quite true that the success of businesses in the future depend on the success of today’s students. It just makes good business sense that they would do something to support the education of their future workers. High quality products are now manufactured in places like China, Japan, and India. There has been a recent shift in the information and service industries from the United States to these other nations. The author of Position One says that there is a direct correlation between this change and the improved education in these nations. I don’t particularly agree with the author’s opinion that the use of performance based pay for teachers, as is used in the business world, would increase efficiency. What happens if a teacher has a class that is low achieving? Do they get punished because their students are not smart enough? The makeup of the class can make a huge difference in how students do on a test- whether it is the girl/boy ratio, class size, or even age. What about the teachers who get first or second graders who are taking a standardized test for the first time? Isn’t it more likely that those students will not do as well, purely based on the fact that they have not been exposed to standardized testing in the past? The author also states that there should be administrator incentives, so that higher test scores would equal bonuses or rewards. What choice would administrators make but to push for higher test scores, which equals more time for test prep during class, instead of real, meaningful learning? How effective will an individual’s teaching really be if that person knows in the back of their mind that they will get more money if their students get higher scores? Scores might be higher, but we will not know if meaningful instruction has occurred or if critical thinking skills were really taught. Most likely they were not if the teacher was focused on test prep. I also agreed more with the second position’s author when he wrote about the business model not being a good fit for schools. It sounds more like the students are not being treated as human individuals, but just as numbers. Scores are so important on a test to businesses that they may not see the students as little more than that very number. After finishing my reading of both sides, I would have to say I agree more with the second position, Commercializing the School. Businesses do not truly belong in education if they are the ones who will be dictating what will be taught, and how it will be taught. Schools can always use a helping hand, but if it comes with the strings attached that come with having a business as partner, I am not sure that any school would want to take that hand. 

Maura Costello Education 610 Dr. Patricia Williams

It is hard enough for a young student to keep up pace in this fast moving world and within the classroom, and throwing on top of that a student that cannot speak the language makes it almost impossible. People come to this country for a better life and they have been for hundreds of years. Years ago immigrants that came to the United States adapted their life to fit the “American” lifestyle. Another difference is that there were separate schools for students who spoke different languages, and not all immigrants spoke something other than English. Today’s immigrants, which are mostly from Latin countries, don’t seem to be as eager to adapt to life here, and part of that issue is that they are not making a mad rush to learn English. These students are being thrown into these schools, where English is spoken, and expected to learn the same as the English speaking child next to them. This problem is making a difficult situation in the education system. It is not only a hardship to the child but it also becomes a burden to the school and the teachers. The public education system unfortunately does not have the resources to support these children, and on top of that the state expects them to be ale to take the English standardized test after those children are in the country for only a year. Especially with the growing immigration, as society we need a solution. These students need specialized attention, if the government is going to allow them to be in the country and expect the children to attend school, then the government needs to put money towards more resources for these students.