Articles tagged with Minnesota

In Minnesota, nearly half of students report being bullied

0001-0405-0521-2248_TNYou don’t have to be a Prairie Home Companion fan to have heard Garrison Keillor’s famous description of Lake Wobegon, that mythical Minnesota town “where all the women are strong, all the men are good looking, and all the children are above average.”

Everyone knows it’s impossible for all children to be “above average,” yet we believe somewhere in our hearts that maybe ours are different.  Or that maybe there’s a place – bucolic Minnesota perhaps? – where all the children are doing just great and aren’t touched by the kind of social problems that plague the rest of us.

A recent survey on bullying by the Minnesota Department of Education puts those fantasies to rest. It seems some problems are, indeed, national in scope; and, unfortunately, bullying is one of them.

According to the survey, “more than half of Minnesota students reported they had been bullied or had bullied someone else at least once in the past year,” said the Associated Press. And 13 percent said they were bullied once a week or more.

According to the survey, bullies and their victims were more likely to skip school, less likely to have As or Bs, and more than twice as likely to be obese as students not involved in bullying. And they had higher rates of alcohol and drug use.

“On a positive, note, nearly half of all students responding had no involvement with bullying as a victim or bully,” the report said. “This group benefits from not being a target or engaging in bullying activities, but also seems to be supported by assets in home, school, community, and peer contexts.”

ASBJ has written many stories on bullying and how schools can confront the problem. The most recent was my December 2010 piece on harassment of gay students.

Lawrence Hardy, Senior Editor

Naomi Dillon|May 17th, 2011|Categories: Governance, Leading Source, School Climate|Tags: , |

Failed test, failed system. Minnesota ponders ditching exit exam

I’ve never really agreed with the practice among some states and districts to hinge a student’s diploma on one graduation test. Not all students are able to demonstrate their mastery of a subject through written tests. Some need a variety of methods to show what they’ve learned.

So it was with some  acceptance that I read about a proposal currently wending its way through Minnesota legislature that would allow juniors who failed the state’s graduation test to move on and receive their diploma any way.

I said “some” acceptance.

Because while the proposed bill prevents exactly what I dislike most about one-size-fits-all assessments, it doesn’t seem to offer another valid and acceptable alternative to gauge student learning.  

Sure, the bill has some provisions: students have to retake the failed test at least twice, take remediation classes, and meet other graduation requirements, but the bill’s author makes me question the authenticity of these measures.

“Frankly, until we get things right in our K-12 system, I’d rather move kids forward … than kick them to the streets without a diploma,” Rep. Carlos Mariani, D-St. Paul, told the Pioneer Press. I imagine, Mariani pitched the bill, because last year only 35 percent of students passed the math portion of the test.

So, it’s move ‘em up or move ‘em out?

That should never be a choice educators have to make—though I’m sure there are many who will say that is the reality of public schools today. Still, a sound educational foundation is what every student should leave school with. And diplomas should only be granted when that is true.

“Is it fair to give students a diploma when we know they don’t have the preparation they need?” asked Jim Bartholomew, education policy director at the Minnesota Business Partnership.

Clearly, the answer is no, it’s not fair. The real question is, who is it most unfair to?

Naomi Dillon, Senior Editor

Naomi Dillon|March 16th, 2009|Categories: Assessment, Governance, Leading Source|Tags: , , , , |
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