Ohio High Schools and the Need for Change - Coursework Example

Running header: OHIO HIGH SCHOOLS AND THE NEED FOR CHANGE Ohio High Schools and the need for change; public administration and the implementation of organizational theory in Cleveland March 10, 2011 Ohio High Schools and the need for change Abstract Public administration of public schools is a necessary approach and the subject of much debate. What is the most efficient way to provide education for students and still do so within the desired economic and societal requirements? Organizational theory, specifically symbolic interaction coupled with service learning, is one applicable approach to the public education system as a whole and specifically that within the state of Ohio. Included in the paper will be a theoretical perspective of the problem and theory selected. Various areas that may be specifically impacted and a problem analysis addressing the rates of graduation and test scores, additionally a solution analysis will be included with hypothetical returns based on current observations and available data. Ohio High Schools and the need for change Public education in Ohio In the school year ending in 2006 approximately 74% of all students in Ohio high schools graduated with a regular diploma. One contributing factor in this may be the earnings gap that exists with those not graduating generally making $10,000 less annually. (Alliance of an excellent education, 2009) In a 2008 report by the Americas Promise Alliance education group found that there was a large disparity in urban graduation rates versus suburban graduation rates, Columbus Ohio for instance averaged 40.9% graduation rate while the suburban districts had an average graduation rate of 82.9% showing a glaring disparity in the two geographical areas. (Swanson, P.h.D, 2008 p. 12) This glaring disparity does bring the idea that there may be race related issues as well, though it is likely it is simply the result of economic changes and geographical location. As can be seen with the available information there is a difference between urban and suburban locations and school districts. Overall scores in the state of Ohio increased in the school year ending in 2008 from the school year ending in 2000; however, these scores were down from the school year ending in 2006 from 92.9 to 92.3. (Ohio Department of Education, 2008) More importantly the disparity in graduation numbers still exists, which while the test scores are improving the reduced graduation in urban areas remains a problem. There have been local attempts at improving the level of education and rates of students graduating specifically from Cleveland Ohio. One of those efforts encompasses the philosophy that living away from home may in fact assist with the student’s ability to learn. Educational Options LLC., offers a private solution for a public issue. The founder Ms. Simon offers a service which locates educational opportunities for teens with learning disabilities, from oppositional behavior through Autistic Spectrum Disorders. (Simon, 2011) Organizational theory, symbolic interactionism relating to the disparity of rates Symbolic interactionism as a theory focuses on the individual versus the more general societal implications of organizational theory. Within the public school system specifically within the Ohio High School public education program this approach would be a positive benefit. Sociologist Herbert Blumer defined the theory with three core principles. The first was meaning which states that humans act or react based on the meaning they have given those people or things they are reacting to. The second was language, which allows humans a means to negotiate through the meanings they have devised for the objects or persons. This further allows the basis for society as we understand it. The third principle is thought, each person’s thoughts changes the meanings of the symbols and or language. (Nelson, 1998 np) This administration approach applied within the school system would allow for a more specific approach which could assist in preventing the large disparity between the urban and suburban areas rates of graduation. Specific impact areas selected to apply this theory would be in urban schools. Implementation would need to be within the guidelines of the No Child Left Behind act and yet still be able to provide a solution to the current issue with regards to declining rates of graduation. Due to the requirement that requires that a school meet the state standard for graduation many of these schools that have a low graduation rate may in fact be jeopardizing their funding through the No Child Left Behind act. Institution of a service learning program could allow for a more hands on learning approach and would likely increase the graduation rate through interaction with the community which would allow the students to understand the importance of education. Analysis of the problem There are many factors which can be ascertained, from low incomes through higher crime rates the possibilities remain harder to grasp for urban youth. In Cleveland for example the estimated per capita income is $15,583. (Cleveland, Ohio, 2010) While statewide the median income in 2008 was $48,011. (U.S. Census Bureau, 2010) This glaring disparity in incomes could show the reason why Cleveland Ohio is falling drastically behind in the graduation of teenagers and young adults from high school. While income is an “adult” problem the lack of monetary means and the restrictions caused by reduced incomes can cause additional stress throughout the family unit. Another contributing factor is the rates of crime in urban areas versus that of suburban areas. Crime rates are generally higher in urban areas versus suburban. In 2008 there were 11, 528, 072 residents in the state of Ohio, there were 433,071 crimes reported the same year. Statewide this means that there were approximately 4 crimes committed per every 100 residents in the state of Ohio. (Ohio Crime Rates, 2010) Unfortunately individual data for the city of Cleveland was not available. However, given the data available it is likely that the rates of crime may have been higher in Cleveland in comparison to the rest of the state. National averages of tabulated available crime data show that higher density areas, i.e. urban locations tend to have increased rates of crime per geographical unit. Other factors contributing to the reduced graduation rate seen in Cleveland can include teen pregnancies, single parent families or other local social issues. Family unit problems tend to cause many issues with young adults and teenagers as they are in a physical and emotional set of changes. Teen pregnancies are also an issue which could cause problems; the United States has one of the highest teen pregnancy rates in the world. What should be noted is that there is a great opportunity to introduce a positive program to the Cleveland Ohio school district. This option could help reduce many more problems than just the reduced rates of graduation, including but not limited to juvenile crime rates and community involvement in education. Service learning utilizing symbolic interactionism, solution Service learning is the approach that includes the community in the educational effort through the application of the student’s education to the community through volunteerism. Robert Sigmon defined service-learning as an experiential education approach that is premised on reciprocal learning. Specifically he defined the following approaches, those being served control the service provided, those being served become better able to serve and be served by their own actions and those who serve are also learners and have a significant control over what is learned. (Sigmon 1979 p. 9-11) Service learning is a positive approach for school age youth because it allows them to actively participate versus simply sitting in a classroom environment for eight hours. By applying this approach to the Columbus Ohio high schools one could assume that given the desire of teenagers and young adults to be independent their having partial control over what they learn and how would produce better results in the end. Adapting modern math and English skills to these projects would allow a more sustained rate of knowledge absorption and at the same time could assist in helping the students understand the benefits included in graduation and pursuit of higher educational goals. One potential approach could be the use of horticulture as a means of revitalizing areas of Columbus. Through interaction and the need to write progress reports, memo’s and subjective analysis of the projects success or potential failures as well as the need to analyze why the project is failing or succeeding would allow the integration of mathematics and English principles through the need for those skills in writing the reports necessary to the success of the service learning programs. Another possible application could be in the renovation of various areas in Cleveland that are currently in a state of disrepair. This could be done in conjunction with local builders and charities and would allow the students to apply mathematics skills to the necessary measurements and needs for material supplies while getting hands on trade education as well. Additionally by writing proposals and memos related to the ongoing projects the students would practice their English skills as well. More importantly they would be contributing to their communities and reducing the chances for failure through those contributions. Renovation of recognized local landmarks or areas would call for increased community pride, awareness and inclusion in ensuring that these landmarks stay in the newly renovated shape. Increased pride in one’s ability and community reduces the lure of criminal activity that could potentially hurt that. By instituting these approaches for high school age juveniles the teachers and staff can administer these approaches in pairs or as a group contributing their skill set as needed to ensure that things run smoothly. A shop instructor, gym coach, English teacher and mathematics teacher could all contribute to a building project. The shop instructor could teach them the fundamentals regarding tools and the safe handling of these tools, the gym coach could monitor and promote their physical activity, and the English teacher could help them formulate the proposals and memos. While the mathematics instructor could show them real world applications for the various algorithms and principles, all of this could be happening in a way that would not only benefit the community but could ensure higher rates of graduation and test scores. Conclusion A program like this is beneficial regardless of the short term results and would be best measured by its long term results. Understanding that there would be a severe adaptation curve with the introduction of this program would allow for a much better reception by the general public. The ultimate goal being, to increase the Cleveland Ohio high school scores and rates of graduation to the current state median. It would be beneficial to gain local residents and parents input as well as that of the students. This would help secure the public support necessary to institute a program like this. There will always be programs and approaches available to use, however, what becomes important is the need to show the teenagers and young adults the need to contribute and what contributing can do for them individually. References Alliance of an excellent education,. (2009). Understanding high school graduation rates for Ohio. www.all4ed.org. Retrieved March 10, 2011, from http://www.all4ed.org/files/Ohio_wc.pdf Cleveland, Ohio,. (2010). city-data.com, estimated per capita income. Retrieved from http://www.city-data.com/city/Cleveland-Ohio.html Nelson, L. (1998). Herbert Blumers Symbolic Interactionism. University of colorado at boulder. Retrieved March 10, 2011, from http://www.colorado.edu/communication/meta-discourses/Papers/App_Papers/Nelson.htm Ohio Crime Rates, . (2010). Fbi, uniform crime reports. the disaster center. Retrieved from http://www.disastercenter.com/crime/ohcrime.htm Ohio Department of Education,. (2008). Educational progress in Ohio. Annual report for ohio department of education. Retrieved March 10, 2011, from http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1266&ContentID=50598&Content=96758 Sigmon, R. (1979). Service-Learning: Three Principles, Synergist, 8 (1), pp.9-11 Simon, . (2011). Educational options is a nationwide comprehensive educational consultation service. Retrieved from http://www.iser.com/edoptions-OH.html Swanson, P.h.D, C. (2008). Cities in Crisis a special analytical report on High School Graduation. America. Page 12 Retrieved March 10, 2011, from http://www.americaspromise.org/Our-Work/Dropout-Prevention/~/media/Files/Our%20Work/Dropout%20Prevention/Cities%20in%20Crisis/Cities_In_Crisis_Report_2008.ashx U.S. Census Bureau, . (2010). Ohio quick facts, median income. Retrieved from http://quickfacts.census.gov/qfd/states/39000.html Read More