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Our Children Deserve Better Education. Parents Can and Must Act Now.
This issue of insufficiency, inaccuracy and possible lack of fundamental teaching in nonpublic and religious schooling is nothing new. For years, parents, local school authorities and departments of education have been in constant exchange on the matter of regulating the instructional materials of nonpublic schooling for children.
As upsetting as the news surrounding public and nonpublic education in The United States may be, instead of simply viewing it as a call to worry or a call to complain, Self Exploration Academy sees this as an opportunity and a call to take action and create real change. Now more than ever, parents need to know that there are opportunities to ensure their children have access to the education they need in order to be successful and productive citizens in their communities.
The dwindling state of public and nonpublic education is presenting a strong call to action for parents across the United States.
Recent reports on the state of education in the United States have been alarming to say the least. From the religious and nonpublic to the public sector of P-12 learning, statistics show a troubling decline in instructional content of the institution, and in the learning progress of students. In some cases, parents and caretakers are doing everything they can to take action or supplement learning for their children where institutionalised education has failed them, and in many other cases, parents struggle to discover practical options.
An article published in The New York Times on December 12, 2022 shone a light on the unique challenges parents are facing in Hasidic Jewish communities when trying to withdraw their children from yeshivas and place them in secular schools. A core concern of the parents taking action in many of these cases is the insufficiency, inaccuracy and possible lack of teaching around fundamental subjects such as Mathematics, History, English and Science. A major reasoning behind this issue is the traditional prioritisation of praying and studying Jewish law above all else. A 10-year-old boy with dreams of working for NASA, according to his mother, was told by his teacher “that the planets revolve around the Earth.” (New York Times, 2022)
This issue of insufficiency, inaccuracy and possible lack of fundamental teaching in nonpublic and religious schooling is nothing new. For years, parents, local school authorities and departments of education have been in constant exchange on the matter of regulating the instructional materials of nonpublic schooling for children. Case in point – just this September, a new proposal was sent to the P-12 Education Committee from James N. Baldwin, the Senior Deputy Commissioner of The State Education Department. The proposal is an amendment to Part 130 of the Regulations of the Commissioner of Education relating to nonpublic schools and substantially equivalent instruction for nonpublic school students. Substantially equivalent instruction is a legal term used in this scenario as a way to say that the teachings of nonpublic schools should at least meet the basic requirements or standards of public school education.
Generally speaking, public schools ought to be seen as the basic standard for education for students of P-12 learning age. Unfortunately though, recent data demonstrates that over the last 20 years, and certainly since the onset of the pandemic, there has been a noticeable decline in the learning progress of students enrolled in public schools across the United States. A recent article published to The Academy Blog explored how more than half of all K-12 public schools in the nation being understaffed has contributed to this decline, and yet another article documented the social and economic stress of learning loss amongst public school students during the pandemic, students who in some cases have fallen behind by more than a year in their academic performance.
As upsetting as the news surrounding public and nonpublic education in The United States may be, instead of simply viewing it as a call to worry or a call to complain, Self Exploration Academy sees this as an opportunity and a call to take action and create real change. Now more than ever, parents need to know that there are opportunities to ensure their children have access to the education they need in order to be successful and productive citizens in their communities. From the rudimentary and essential contents of Mathematics, English, History and Science, to the more nuanced subjects of the Arts and Social Emotional Learning. The future belongs to the next generation, but only if they develop the skills needed to take ownership in the lives they lead.
For parents who wish to see their children succeed, we want to help. Self Exploration Academy offers courses focused on social emotional learning to help build awareness, agency, confidence and competency within its students. We fill the gap between the essentials of core academic instruction and core competencies needed to navigate the real world successfully, however, many institutions responsible for providing sufficient core academic instruction are failing to do just that. So we are building a short list to resource parents and caretakers who wish to create every opportunity for their children to learn, grow and succeed.
The list will be published one week from today. In the meantime, please feel free to explore our headline on demand course, Identity, Expression and Desire. This course is designed for students aged 13 and up, to build up each student’s skills in self-awareness, self-expression and self-determination. You can view the course outline here, and pre register for the course here. Orientation begins Monday, January 02, 2023.
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Who is Going to Save Humanities?
One might suggest that it is merely optics, or poor marketing that is to be held accountable for the way the study of the liberal arts and humanities is viewed today. For some reason, fewer people seem eager to perceive the value of these fields than ever before, or at least since in the last 20 years or so. Then again, the world has changed a lot in the last 20 years.
And who is going to protect the progress of human innovation?
The study of liberal arts and humanities was once much more respected than it is today. And for anyone who was in school in the last 20 years, you probably know and agree with this yourself. Things are not what they used to be.
In November 2021, The Hechinger Report announced that college graduates who studied in the field of humanities (English, history, philosophy, religion, foreign languages, ethnic studies and communications) have lowered in numbers for the eighth consecutive year. Using info gathered from the Integrated Postsecondary Education Data System, the report noted that “Fewer than one in 10 college graduates obtained humanities degrees in 2020, down 25 percent since 2012.” Meanwhile, the number of graduates studying business in 2020 exceeded 430,000, measuring a 60% increase over 20 years of postsecondary education data. (Hechinger Report, 2021)
One might suggest that it is merely optics, or poor marketing that is to be held accountable for the way the study of the liberal arts and humanities is viewed today. For some reason, fewer people seem eager to perceive the value of these fields than ever before, or at least since in the last 20 years or so. Then again, the world has changed a lot in the last 20 years. The rise of social media and digital marketing has impacted societal norms in major ways, including the ways in which children interact with their parents and their peers, as well as the ways in which they engage new information and opportunities to learn.
Mr. John Agresto, described recently in the Wall Street Journal as a “lifelong champion of liberal-arts education,” made a statement regarding his observations of how students’ attitudes have changed over the years. “They have gone from docile to uninterested to fiercely combative,” he said. Mr. Agresto served for five decades as a professor and an administrator during his career in education. (Wall Street Journal, 2022)
Arguments for and against the study of the liberal arts and humanities really go the distance. According to the American Academy of Arts & Sciences, life was deemed as generally satisfactory for 90 percent of humanities graduates in 2019. The same publication reported that humanities graduates generally make less than business and other STEM graduates. Even with both these factors in mind, the publication notes that a rise in technology use and its impact on the reading habits of newer generations may have a considerable role to play in the decline of new humanities students, a field of study that requires a lot of reading. (American Academy of Arts & Sciences, 2021)
Ultimately, the fate of the study of humanities is in our hands. And the time to make a change is now.
At SEA, we believe that the study of the liberal arts and humanities, and the respect thereof, is vital to the progress of human innovation. Think Apple. Think Twitter 2.0, or Disney+. Think Franz Kafka, Marina Abramovic or Rupi Kaur. Think Beyoncé, Ye, Lizzo or Kim Kardashian. Or maybe just think about yourself, and all the ideas driven and inspired by what you’ve learned in your own studies of the liberal arts and humanities through the years, whether by institutionalised education or independent means.
The study of English, history, philosophy, religion, foreign languages, ethnic studies and communications drives curiosity and conversation in ways that are unique to the condition of being human – filled with passion, desire, perspective and emotion. As Mr. Agresto so eloquently put it, “no matter what you want to become… the liberal arts have something to teach you.” (Wall Street Journal, 2022)
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The Economic Stress of Learning Loss During Covid May Far Outlive the Pandemic, Unless Relief Comes
The conclusion reached in the study by researchers at Harvard and Dartmouth recommends a federal pandemic relief investment of $190 billion to directly fund the reversal effort of learning loss in grade school math across the nation, however, whether or not the federal funding is supplied in time, there may now more than ever be an even stronger case for creating programs that help build integrative and deductive reasoning skills within young learners, who are soon to be the leaders of tomorrow whether they are ready by previously upheld standards or not.
We must create sustainable solutions to the losses endured by young learners, and we should do so sooner rather than later.
The Covid-19 pandemic is one that took most by surprise, and left many of us feeling more uncertain than ever about our future, and the future of our loved ones. According to the editorial board at The Wall Street Journal, the long term economic impact on a generation of kids in grade schools across the United States is also a cause for genuine concern after many students have fallen behind in their learning journey.
“If the recent learning loss can’t be reversed, it would equate to a 1.6% drop in lifetime earnings for the average K-12 student, or a nationwide total of some $900 billion.” (Wall Street Journal, 2022)
A study conducted by researchers at Harvard and Dartmouth discovered that after three decades of improved math performance within eighth graders across the United States, an estimated 40% of progress made was lost between the years 2019 and 2022. Furthermore, the study suggested that if these learning losses accrued during the pandemic were not somehow made up for, the long term implications would amount to a “1.6 percent decline in present value of lifetime earnings for the average K-12 student (or $19,400), totaling $900 billion for the 48 million students enrolled in public schools during the 2020-21 school year.”
As the article published in the Wall Street Journal mentions, learning losses for students from more affluent families, neighborhoods and schools are not nearly as dramatic or concerning. The major concern comes into play with lower income public school families, most of whose children qualify for free or reduced cost lunch (for perspective). Parents who cannot afford to whisk their children away from insufficient or otherwise dissatisfactory learning opportunities and environments are in dire need of an alternative to help secure a better future for the next generation of their families.
The conclusion reached in the study by researchers at Harvard and Dartmouth recommends a federal pandemic relief investment of $190 billion to directly fund the reversal effort of learning loss in grade school math across the nation, however, whether or not the federal funding is supplied in time, there may now more than ever be an even stronger case for creating programs that help build integrative and deductive reasoning skills within young learners, who are soon to be the leaders of tomorrow whether they are ready by previously upheld standards or not.
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US Politics Seriously Impact the Way Students Understand and Communicate Identity
Tuesday November 06 marks another midterm election in the democratic system of the United States, and its impact on the way students will be able to develop their understanding and communication of identity is nothing to ignore.
Let’s explore three examples of how your vote impacts the learning outcomes of the next generation.
Let’s explore three examples of how your vote impacts the learning outcomes of the next generation.
Tuesday November 06 marks another midterm election in the democratic system of the United States, and its impact on the way students will be able to develop their understanding and communication of identity is nothing to ignore.
Across the country, a number of amendments and propositions have made their way onto the ballot this season, and while each of them may have a unique high level focus, the real-life implications on the way students perceive and express themselves and each other is worth analysis.
Arizona Proposition 308, In-State Tuition for Non-Citizen Residents Measure (2022)
The aim of Proposition 308 is to allow non-citizen students – so long as they are not considered non-resident aliens according to federal law – access to in-state tuition, provided they have met the following criteria:
The student must have attended school in Arizona for a minimum of two years AND
The student must have graduated from a public school, private school or homeschool in the state of Arizona
The following are examples of non-resident aliens in accordance with United States Code Title 08, and would therefore be ineligible for in-state tuition under this provision:
Families of foreign ambassadors
Families of foreign diplomats
Families of foreign employees
Non-citizens with foreign residency and zero intent to abandon such
As referenced on the BallotPedia page concerning this proposition, “Proposition 308 is also designed to repeal provisions of Proposition 300, which voters approved in 2006. Proposition 300 provided that non-citizens could not receive certain state-subsidized services, benefits, or financial aid or in-state tuition rates."
Why do people want to vote yes on this matter?
“K-12 education has long been a place where students become comfortable and successful as they prepare to participate in our local economy and workforce. But for dreamers, high school graduation marks the expiration of those opportunities. Dreamers have faced many challenges throughout their lives. For many of them, Arizona is the only home they know. They live in our neighborhoods, go to our schools and are part of our communities. We need to be offering opportunities to them to succeed and Prop 308 will do just that.
Prop 308 will give Arizona Dreamers the chance to earn a higher education, giving every Arizona student a fair shot and making our state and workforce stronger. Dreamers deserve the same opportunities as all other Arizona students.” — Georgina Monsalvo, Organizing Director, Stand For Children, Phoenix
“Valley Interfaith Project strongly supports Prop 308 which would ensure that all Arizona high school graduates, including Dreamers, will pay in-state tuition at our state colleges and universities.
Approximately 2,000 Dreamers graduate from Arizona high schools each year. These young people and their families are integral to our communities, and they should have the same opportunities as all Arizonans. Their success benefits us all.
Proposition 308 will make post-secondary schooling truly accessible, enabling students to pay their own way through college and prepare them to become self-reliant and contributors to our social fabric and to our economy. We need their talent, energy, and leadership to help shape a dynamic future for the next generation.
It is time to set this matter right and make Arizona a place to realize the American Dream. — Martha Seaman, President of VIP Board, Valley Interfaith Project, Phoenix • Sponsored by Valley Interfaith Project
“Please join me and a bipartisan coalition of supporters in voting YES on Proposition 308. Currently, Dreamers - students who often have only known Arizona as their home - pay thousands more in tuition than their peers. We are proposing a very simple change in the law: anyone who has lived in Arizona for two years and graduated from a local high school will qualify for in-state tuition at Arizona universities.
These students deserve a chance at a college education and to make their full contribution to our state’s economy. Preventing hardworking students from realizing their dream of a college degree doesn’t make sense. Allowing for more students to succeed will benefit all of us. Join me in voting YES.
Phoenix Mayor Kate Gallego” — Kate Gallego, Mayor of Phoenix, City of Phoenix, Phoenix
Each of these statements were published as submitted in the Arizona 2022 General Election Publicity Pamphlet.
Why do people want to vote no on this matter?
“Proposition 308 is an attempt to overturn Prop. 300 No Tax Dollars for illegal aliens for higher ED PASSED BY 73%. AMERICAN CITIZENS have to pay more. Why do criminals deserve a better rate than taxpaying citizens?
• AZ Supreme Court upheld unanimously
o No instate tuition or tax dollars directly or indirectly, no grants, no scholarships for illegal aliens
o No day care,
o No English learning classes
The cost of illegal immigration in AZ is a whopping $2.7B! This does not include crime and the cost to victims of crime. Remember Phoenix is #2 in the World in kidnappings. Murders, maimings, molestations, rapes, jobs taken from Americans, wages suppressed.
To give illegal aliens in-state tuition will cost taxpayers additional hundreds of millions and be in violation of federal law, 8 USC 1324. Are the open border crowd just stupid or do they hate America?
“Let me be clear. Russell Pearce is the most effective legislator on immigration issues in the country.... state or federal! He is the architect of SB 1070—the most effective piece of legislation against illegal immigration ever written and passed.” Team America, Co-Chairs Bay Buchanan, Congressmen Tom Tancredo and Steve King.
Who would believe America/Arizona would get this bad? Illegal aliens marching down our streets demanding stuff, protesting America and our laws.
Over 9,000 people killed in the U.S. each year by illegal aliens:25 each day, 12 by stabbings and shootings and 13 by DUI or other crimes.
1,000,000 gang members in American, most of them illegal aliens.
Wake up America. You want lower taxes? You want smaller class sizes? You want less crime? Protect American jobs? Better wages? THEN ENFORCE OUR LAWS.
Russell Pearce former President Arizona State Senate” — Russell Pearce, Former President of Arizona State Senate, Self, Mesa
“Dear Voter,
I ask you to VOTE NO on 308 for three reasons: Fairness, The Law and Financial Needs
Fairness: US citizens from other states attending Arizona schools must pay the full cost of tuition. Why then, should the undocumented, who have entered America illegally, be given a reduced tuition rate? Yes, undocumented college students are here based on their parent’s choice to bring their families here illegally. It wasn’t the fault of the student, and it sure isn’t your fault or mine. However, allowing undocumented the same in-state tuition benefit offered to legal residents disrespects the immigration process, and that is not fair to the many people who have immigrated to our country the legal way.
The Law: In 1996, Congress passed—and President Bill Clinton signed into law—the Illegal Immigration Reform and Immigrant Responsibility Act (IIRIRA) which, prohibits state colleges and universities from providing in-state tuition rates to illegal aliens “on the basis of residence within the state” unless the same in-state rates are offered to all citizens of the United States. How can we expect anyone to follow immigration law if Arizona keeps giving away the benefits to those who ignore our laws? It’s a slap in the face to people who have immigrated here legally and followed the law.
Financial Needs: According to supporters of Prop 308, the undocumented can’t go to college because they can’t afford it. But they argue, these undocumented students are the “Cream of the Crop, Educated, Determined, etc.”. So why then don’t the undocumented utilize the 100’s of grants offered to undocumented students? If these kids are driven, they should have no problem accessing grants for financial help with tuition.
I urge you to VOTE NO on Prop 308.
Tim Rafferty, Gilbert, AZ” — Timothy Rafferty, Self, Gilbert
“RidersUSA urges you to vote NO on Prop 308.
The way this proposition is written it would allow any illegal alien, at any age, who criminally trespassed into America in violation of U.S. Immigration Law the opportunity and benefit of paying in-state tuition fees for a higher education as long as they proved two years of residency in the State and completed some type of high school.
Why should they pay a subsidized lower tuition rate?
Why should Arizona tax payers contribute to the higher education costs for illegal alien/criminal trespassers as this proposition would allow if passed? They haven’t earned the benefit.
We urge you to vote NO on Prop 308.
Tom Collinson, RidersUSA Chairman of the Board” — Tom Collinson, Chairman of the Board, RIDERSUSA, Phoenix • Sponsored by RIDERSUSA
Each of these statements were published as submitted in the Arizona 2022 General Election Publicity Pamphlet.
How could this item potentially impact students’ understanding and communication of identity if approved through the democratic process?
Increasing accessibility to higher education for Arizona dreamers through Proposition 308 creates an opportunity for students who already identify as members of the community by affiliation the opportunity to develop a stronger sense of pride as an Arizona resident and student.
With very clear criteria for in-state tuition eligibility, students would be able to take advantage of more learning opportunities with a straightforward understanding of the status of their residency. For students who are legally defined as citizen residents of Arizona, it allows them to build stronger and more authentic connections with non-citizen students – many of whom they have already been studying alongside before embarking on their higher education journey in-state. This expands the range of economic opportunities and possibilities within the state of Arizona because it successfully aids awareness, agency and confidence for students whether they are natural citizens or non-citizen residents of the state.
West Virginia Amendment 4, Legislative Approval of the State Board of Education Rules Measure (2022)
Considering the constitutional assertion that "the general supervision of the free schools of the State shall be vested in the West Virginia board of education," and that the board would carry out "such duties as may be prescribed by law," the amendment proposed to the people of Virginia has been to add a caveat to the authority of the board.
The proposed amendment would require the board to submit its rules and policies to the legislature “for review and approval, amendment, or rejection according to a process determined by the legislature by law.” (BallotPedia)
Why do people want to vote yes on this matter?
"The laws and rules under which we have to live in a free society must be crafted ultimately by people who are accountable to the citizens of our state through our elections and our state board [of education] is not." — State Sen. Charles Trump (R-15)
This statement was originally published in the Charleston Gazette-Mail.
"It's actually making certain for those who elected us that we are overseeing and holding accountable, and that the laws that we do pass do get applied correctly." — State Sen. Patricia Rucker (R-16)
This statement was originally published in the Charleston Gazette-Mail.
Why do people want to vote no on this matter?
"I mean look at us. I mean, we can't agree on a lot, but when we do agree, sometimes it changes from year to year. What's that going to do to public education in this state?" — State Sen. Mike Romano (D-12)
This statement was originally published in the Charleston Gazette-Mail.
"To add another layer of politics, I don't think it's good; I don't think that's a good move." — Miller Hall, president of the State Board of Education
This statement was originally published in the Charleston Gazette-Mail.
How could this item potentially impact students’ understanding and communication of identity if approved through the democratic process?
The proposed amendment to the constitution of West Virginia creates an additional layer of politics in the state education system, and ultimately opens a window of opportunity for unprecedented inconsistencies for the learning journey of its students.
Such inconsistencies as would be invited by the adoption of this amendment could potentially impede the clarity and confidence of individual students as they develop, define and express their ideas and identities. Science has determined that consistency begets momentum. If public school students were subjected to curriculum changes as frequently as the West Virginia legislature was adjusted, it could quickly impede the social and economic development of an entire generation, requiring families to seek alternatives or suffer the consequences.
California Proposition 28, Art and Music K-12 Education Funding Initiative (2022)
According to Ballot Pedia, “A "yes" vote supported this ballot initiative to:
require an annual source of funding for K-12 public schools for arts and music education equal to, at minimum, 1% of the total state and local revenues that local education agencies receive under Proposition 98;
distribute a portion of the additional funding based on a local education agency's share of economically disadvantaged students; and
require schools with 500 or more students to use 80% of the funding for employing teachers and 20% to training and materials.”
Adversely, the same site explains “A "no" vote opposed requiring an annual source of funding for K-12 public schools for arts and music education equal to, at minimum, 1% of the total state and local revenues that local education agencies receive under Proposition 98.”
Why do people want to vote yes on this matter?
"Music education supports all education – it fosters reasoning and skills that are the building block for learning other subjects. This measure is critical not only for education and learning, but also to mental well-being and even the state's economic health. Companies like ours, that moved to California to be at the nexus of entertainment and technology, rely on a skilled workforce to fill the high-quality jobs we create here. If enacted, this initiative will ensure a future job-ready workforce and secure California's position as the global epicenter of music and the arts." — Sir Lucian Grainge, chairman and chief executive officer of the Universal Music Group
This statement was published in Yahoo Finance.
"Only 1 in 5 public schools in California has a dedicated teacher for traditional arts programs like music, dance, theater and art, or newer forms of creative expression like computer graphics, animation, coding, costume design and filmmaking. ... This initiative is timely as our country seeks to create a more just and equitable future for all children. A boost in arts and music education will help ensure the future workforce in media and technology properly reflect the diversity of the children in our public schools." — Austin Beutner, former Superintendent of Los Angeles Unified School District; and Arne Duncan, former U.S. Secretary of Education and former CEO of Chicago Public Schools
This statement was published in CalMatters.
"This ballot measure will help define the promise of the next generation of storytellers by ensuring all California students get the high-quality arts and music education they deserve. It will especially benefit students from communities of color, who often experience a lack of access and equity in access to arts and music education." — Issa Rae, actress, writer, and producer
This statement was published to Patch.com.
Why do people want to vote no on this matter?
"Prop 28 sounds good on the surface — more funding for arts and music — but the language is fatally flawed to allow diversion of funding from other education programs that are already not meeting the performance goals we’ve set. ... Instead of voting Yes on Prop 28, I’d encourage concerned voters to help us elect better school board members in every school district in the state." — Carl DeMaio, chairman of Reform California
This statement was published to KOGO, a radio news site.
How could this item potentially impact students’ understanding and communication of identity if approved through the democratic process?
It seems as though Proposition 28 would improve the learning experience for public school students participating in the arts and music education programs. This would likely promote a higher sense of inherent value and potential for students, especially those who are very passionate about these areas of education.
Art education amplifies self-expression. It supports interpersonal communication, critical, analytical and integrative thinking, as well as a myriad of other skills and universal core competencies. Making access to higher quality art education a priority can improve confidence in students as they discover their identities and their interests. Additionally, it could foster a greater sense of trust in the education system overall, leading to higher academic achievement and longer journeys of institutional learning.
In Conclusion
Across the United States, there are many issues that deeply impact the potential capacity of students to learn, understand and communicate effectively. The above are just a few of the lot that were on the ballot in local, regional and statewide elections this week.
Regardless of any individual political agenda, the aim at SEA will always be advocating more awareness, agency, confidence and competency in the next generation of world leaders. That is why we believe it is important to be attentive to the way education is structured in your community, and to understand the implications of that structure for your children, your loved ones and yourself.
The Self Exploration Academy is not affiliated with any political party, nor does it promote any partisan mission, agenda or effort outside the scope of advancing accessibility to holistic higher education that builds awareness, agency, confidence and competency within its students.
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Recently, we published an article that touched on the current plight of the public and nonpublic school system in the United States. Unending as the list of plight-related woes may seem, our ultimate goal is to highlight the very practical courses of action available to parents, community leaders and local school authorities to help remedy the adverse situations we are facing when it comes to educating our children.
As promised, here is a shortlist of viable options for improving the education of the next generation of world leaders. This list includes resources to fill in the gap of Social Emotional Learning experienced by most students, as well as core learning subjects such as English, History, Mathematics and Science.