Figure 3: Education Function in Canonical Form
Definition: The educational function [1] within the system of Figure 3 must remain dynamic in order to respond to goal/metric-driven reflections of system outcomes and changing needs [7]. A perfectly functioning and inclusive educational system provides appropriate resources [6] to prepare all children and other 'student' populations [3] to lead self-fulfilling and productive lives which include all of the positive counterparts to the spectrum of inequalities [2]. Completing the continuous, closed-loop dynamics is the hierarchy of plans, programs, initiatives, etc, [5] that enable positive outcomes. A significantly imperfect system, on the other hand, introduces and enables the negative aspects noted in [2].
The collective 'brain trust' for the educational system of Figure 1 lies within the responsibility, authority and accountability skills of federal, state, local, private, corporate and family entities.
Description: The intergenerational compact mandates the older generations have a responsibility to prepare the young to assume the roles of those in the older generations. Those roles include the inherent civic, familial and career responsibilities of the entities listed in [4],
In fact, assuming this responsibility is, on its face, self-serving for the older generations in that they cannot expect relief in the roles they fill for society if there is no one prepared to take their place.
Considering that the needs of growing populations of students extend far beyond those that can be conventionally provided by schools, attention, priority and resources outside of schools must be provided to support the efforts of the schools and to remove impediments to learning which lead to unsatisfactory student outcomes.
The principles of responsibility imbedded in the above cited intergenerational compact apply not only to education but to all of the supports required to address the needs of the younger generation - our children.
Today's American system for educating its youth - all its youth, (i.e., no exclusions, no exceptions) is currently imperfect in that far too many youth are not prepared to assume productive roles in society. This is due mainly to the reliance on a public school system to overcome obstacles to the education of its children in poverty (medical and dental needs, parents poorly prepared to support education in the home, stresses of living in poverty, etc.) while federal, state and local governments and the private and corporate world provide inadequate supports to ameliorate these obstacles. As been noted by many, although by too few Americans with the authority to make needed changes, the school cannot do it alone.
Keywords:
See Figure 5, Educational Function in Canonical Form with Linkages to 'Cluster Sets' for a list of key words also applicable to Figure 3.
Selected References:
- Poverty & Despair versus Education & Opportunity; Appendix A, Systens Prologue; Al Colella, Joseph H, Crowley; Stillwater Publications; 2015
- David and Goliath, Malcolm Gladwell, Little, Brown and Company; 2013
- Teaching with Poverty in Mind; Eric Jensen; ASCD; 2009
- Schools Cannot Do It Alone, Jamie Vollmer; Enlightenment Press; 2010
- A Framework for Understanding Poverty; Ruby K. Payne; Aha! Process, Inc.; 2005
- How Children Succeed; Paul Tough; Houghton, Mifflin, Harcourt; 2012
- Visible Learning; John Hattie; Routledge; 2009
- Long-Term Gains Seen for Kids Who Move Out of Poverty; Liana Heitin; Education Week; May 20, 2015
- The Illusion of Closing the Achievement Gap; Paul Reville; Education Week; July 8, 2014
- Districts Must Address Effects of Trauma on Students, Suit Says; Blog; Education Week, June 3, 2015
- The Youngest Americans: A statistical portrait of infants and toddlers in the United States; Murphy, Cooper and Forry; Child Trends; 2013
- The Effects of Poverty on the Childhood Brain; Luby, et al; Abstract: JAMA Pediatrics; 2013
- The Effects of Poverty on Teaching and Learning; Karen Pelino; Teach-nology!.com; 2007
- It Takes More Than Schools to Close Achievement Gap; Diana Jean Schemo; On Education; 2006
- The nation, not schools, takes lousy care of our children; Julia Steiny; Providence Journal; June 3, 2007
- Thirty Million Words: Building a Child's Brain; Suskind, Suskind and Suskind; Dutton; 2015
- Lifetime effects: The High/Scope Perry Preschool study through age 40; Yypsilanti; High/Scope Press; 2005
- Robust K-16 System Key to Economy, Julia Steiny,Providence Journal, Section H, May 25, 2003.
- School Helps Put Latinas with Drive on Road to Success, Linda Borg, Providence Journal, May 24, 2003.