Indianapolis Recorder, Indianapolis, Marion County, 14 November 2003 — Page 7

FRIDAY, NOVEMBER 14, 2003

THE INDIANAPOLIS RECORDER

PAGE A7

EDUCATION DOES MATTER

Breaking tradition: Knowledge Is Power Program

By LEROY ROBINSON With the dismal standardized test scores and the enormous (widening) education achievement gap that exists between Asian-American and white students, compared to thatoflow- income Hispanic and African-American students, it is past the time for public school legislators to make changes in the manner in which they educate all public school children. Sure, President Bush is in the process of incorporating his No Child Left Behind legislation, but after one year of its implementation, opposition and frustration are beginning to surface on a variety of different levels. There is not one particular methodology or strategy that will equally educate all students. There are a variety of different learning styles and each student learns at their own individual pace. However, with such large numbers of low-income and minority students consistently failing in public schools across the country, alternatives to traditional schooling must be put in place. One such program which champions itself on providing the “educationally under-served” students with the “knowledge, skills, and character” needed to succeed in “top-quality high schools, colleges, and the competitive world beyond,” is the KIPP Schools program. KIPP is an acronym for Knowledge Is Power Program. The nonprofit KIPP group operates 32 schools across the countiy in 13 states. These schools are funded by tax dollars, similar to charter schools and they also receive a great deal of private donations: Over 80 percent of all KIPP students qualify for federal breakfast and lunch programs. Each of the KI PP schools share a core value system known as the Five Pillars: High Expectations - KIPP schools have clearly defined and measurable high expectations for academic achievement.

Choice and Commitment - Students, their parents, and the faculty of each KIPP School choose to participate in the program. More Time - With an extended day, week, and year, students have more time in the classroom to acquire the academic knowledge and skill that will prepare them for competitive high schools and colleges. Power to Lead - The principals of KI PP Schools have control over their school budget and personnel. They are free to move dollars around or make staffing changes without the traditional bureaucratic red tape. Focus on Results - KIPP Schools relentlessly focus on high student performance on standardized tests and other objective measures. In addition to the Five Pillars, all KIPP schools also share the same philosophy on how to bring about success in the classroom, on standardized tests, and in life after public school. Each school operates along this format: • Students attend school from 7:3Q a.m. until 5 p.m. on weekdays, four hours on Saturday, and four weeks during the summer. • Students complete 2-3 hours of homework each night. • Students, parents, and teachers sign a Commitment to Excellence form that confirms their commitment to the school and each other. • Rigorous college preparatory instruction is balanced with extracurricular activities like martial arts, music, chess, and sports. • Students take high quality experimental lessons/field trips to national parks, historically significant landmarks, and college campuses. Across the country, KIPP Schools are making a tremendous difference in the lives of the students who are classified as “educationally under-served." In Oklahoma City, KIPP Reach College Preparatory outperformed the Oklahoma City public schools passing rates in all seven subjects tested by the state. In Asheville, N.C., the KIPP Asheville Youth Academy students earned an 86 percent passing rate in reading and 93 percent in math on the

North Carolina End of Grade tests. In Baltimore, the KIPP Ujima Village Academy 5th graders earned the second highest 5th grade CTBS Terra Nova math scores in the Baltimore City Public School System. Also, in Helena, Ark., where zero growth in Stanford 9 scores indicates normal educational growth, at KIPP Delta College Preparatory, student achievement in math increased 53 percent and reading increased 31 percent between the fall and spring of their first year at KIPP. And in New York City, 72 percent of KI PP 8 lh graders, who are accepted by lottery only, scored at or above grade level in reading this past year. In comparison with 32 percent of all New York City 8 lh graders who scored at or above average. KIPP Schools are indeed making a difference in the lives of the low-income and minority school children that they serve. KIPP began in 1994 and the first class of KIPP alumni started college this school year. Ninety-nineofthe KlPPgraduates go on to perform very’ well in high school and have earned more than $18 million in scholarship dollars over the last 10-years. Although there are many who complain about these “charter” or “special interest” schools, the results often prove them worthy. Sure, a majority of the funding does come from the traditional public schools, but if these traditional public schools cannot adequately educate a larger majority of its public school children, then changes must be made and alternatives must be provided. And if history serves me correctly, many ofthese traditional schools, with their traditional methods of teaching, have been traditionally failing low-income and minority students, since their traditional inception. For speaking engagements or education workshops, contact me at: educationdoesmatter@ hotmail.com or write me at: 9701 E. 63rd St., Indianapolis, IN. 46236. My contact number is (317) 502-0272.

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EDUCATOR OF THE WEEK

Name: Wendy Cl. Mayes Hometown: Indianapolis College(.s) attended: Dillard University. I received a master's in social work from IUPUI. Year(s) of graduation: 1991 Began teaehing in: I began teaching through counseling in 19.95.1 started in the Decatur Township School System. School currently working at: St. Richard's Independent Episcopal Day School How Ixing: This is my third year. Position: This is my first year .is dean of students Grade levels in school: St. Richard’s begins at Pre-K to eighth grade Why do you have the desire to educate? I realized after graduate school, that for me nothing would be more rewarding than to have an opportunity to help shape the lives of young people. I chose to pursue this goal by working with children through school counseling. This type of counselor has the role of assisting students and families in an academic environment. On a daily basis, a school counselor will conduct groups, teach a concept in health, or emotions, and help with other after school activities. At St. Richard’s, our slogan is “knowledge and values for a life time.” This has been a great environment to be in as a counselor, because there are so many opportunities to instill strong life-long lessons. What has been the mast rewarding thing I have done as an educator? In a convoluted way I believe the most rewardingthingabout being an educator is that I have an opportunity to be a constant

learner, which enables me to re- ing new way to combine my fleet on new approaches to com- knowledge as a counselor to the municatingwith kidsasourworld position as a disciplinarian, and the environment change Although the transition from around us. Therefore, I am able being a compassionate counselor to grow as a person and become to a firm disciplinarian is diffirecharged to continue my com- cult, I try to bridge the two, so mitment to the betterment ofeaeh that my personal qualities are not child. compromised. What has been the most I n the future, what changes challenging aspect of cduca- would you like to see in tion? schools? The most challenging aspect of Candidly speaking I would like my career in education has been . to see the adoption a new reality accepting my new position as by legislators that reflects the 21st Dean ofStudents at St. Richard's century. We need money, time School. The transition from the and the courage to teach in new position of counselor to adminis- ways of thinking. As adults we trator has brought forth an excit- owe it to our students.

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Indiana University School of Law - Indianapolis

MINORITY LAW DAY

INDIANA UNIVERSITY SCHOOL OF LAW IU06W

P O l I

When & W here:

Ibpies W ill Include:

Novembet 22 2003 at the NEW Law School Building 530 W New YoiK St Indpls IN The event is tree to registrants E-mail lelmatthWiupin edu or call (317) 274-2469 by November 17 to register

T ips on how to apply to law school Information on ttie LSAT Information on Indiana CLEG Panel discussion with law students Open tor urn with law graduates Financial aid information Information on the |Ob market

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Sponsored In the Black I aw Student Association (111 SA) f lic Hispanic I aw Soctelv (HI S) I he \sian I aw Student Assoc iation t VI S \> ’ and the II 1 School of I aw Indianapolis