Jennifer Singleton is an elementary music teacher with nearly 8 years experience teaching in several corners of the Portland metro area, in both suburban and rural settings. After studying vocal music at Southern Oregon University and completing her Masters in Teaching at Pacific University, Jennifer began as a middle school choir teacher, but quickly found that elementary music was a better match for her personality. Although she’s traveled to many countries, and even aspires to be a fluent Spanish speaker, she’s a native Oregonian who has never lived anywhere else. In addition to teaching music and afterschool choir, she is involved in her school’s Positive Behavior Intervention Support Team. As a school-wide specialist, Jennifer has a unique position being able to know all of the staff, students, and many parents. Her favorite thing about being a music teacher is bringing the community together to celebrate in song.
Here it comes…the first day of school! Walking through the doors, you can feel the exhilarating mixture of excitement and nervousness in the air. Kids will be meeting new teachers, seeing old friends, and showing off their stylin’ new clothes. It’s fantastic fun for some, but for students with high geographic mobility, the prospect of yet another new school, filled with unfamiliar faces isn’t exciting—it’s scary. How can teachers help these kids feel welcome, and make their transition into another new environment a little easier?
Students with high geographic mobility are those who have attended many schools during their K-12 years due to frequent moves. For some families, moving more than once in the course of a single school year is common. Usually these moves are associated with employment, housing, or relationship problems, and can be a contributing factor in low academic achievement (http://www.edweek.org/ew/issues/student-mobility/).
Every child is different, and deals with change in his or her own way. I spoke with several friends who moved around a lot, attending as many as 11 schools during their K-12 years. They were all affected differently.
The summer weather has finally arrived in Oregon and summer vacation is in full swing. Some kids are camping, some are at summer camp. Many teachers are taking a much-needed break, while others are enrolled in summer courses.
Summer vacation has been a tradition in the United States since the mid-19th century, but as the students of the United States fall behind in reading, math and science, the trend towards year-round education is gaining momentum. Is it possible that summer vacation is a tradition that is doing more harm than good for our children? Could year-round school be the key to improving our struggling public education system?
Public schools in the United States haven’t always had a long summer vacation; in fact, in the 1800s different areas of our country had different school schedules. In the city schools were open as many as 48 weeks a year while rural areas had a summer and winter term for school and a fall and spring break allowing children to help with planting and harvesting on the family farm. In the 1840s, popular educational reformers like Horace Mann proposed a blending of the two schedules citing the belief that year-round school was over-stimulating to children’s minds, but that 2 semesters wasn’t enough. And so it was. The “traditional” calendar was born: a 9 month school year with a long summer break. (Source)
In the middle of our nation’s major recession there are signs of an upturn here and there, but in the meantime, we are struggling to fund the most valuable piece of our future: Education. Unemployment is high, inflation is real and people are having trouble making ends meet. Simply put, there is less money to go around. So is it really any surprise that recent ballot measures asking Oregon taxpayers for even more money have failed? Where do Oregonians draw the line? To hopefully find an answer, I decided to take a look at our past.
As I reviewed Oregon’s ballot measures for the past 40 years, I noticed some not-so surprising patterns. Schools only asked for more taxpayer dollars during tough economic times. Schools suffer when people are making and taking home less money. Accordingly, during times of economic prosperity, Oregon would go years without a mention of educational funding on the ballot.
In general, voters have failed nearly every measure that proposed a tax hike to cover education costs. Since 1970, voters have failed at least 10 such ballot measures. Most recently last month, two local measures to fund education failed. Oregon City voters overwhelming turned down measure 3-376. It’s failure has forced the district to cut two school weeks from the 2010-2011 year in addition to numerous other deep cuts they have already made. Portlanders failed measure 26-121, which was earmarked for improving and repairing facilities.
I should note that voters have made some exceptions. Some measures have passed to keep schools open, keep class sizes down, and retain teacher jobs (Oregon Ballot Measure 2 in 1987; Oregon Ballot Measures 66 and 67 in 2010; and Portland Public School Measure 26-122 in 2011, respectively). But what did taxpayers really agree to? Measure 2 continued levies that were already in place; Measures 66 and 67 taxed businesses and the wealthiest Oregonians; and two other measures in the 1990’s allotted lottery funds for education. In most cases, the average citizen wasn’t giving up much.