Rethinking Reliability and Validity: Insights from Golafshani’s Framework on Qualitative Research and Christianakis’s Study

In qualitative research, the concepts of reliability and validity must be redefined compared to their use in quantitative research, where these terms originate from a positivist paradigm. Golafshani (2003) asserts that “reliability and validity are rooted in positivist perspective, then they should be redefined for their use in a naturalistic approach” (p. 598). Through the application of triangulation—using multiple methods or data sources to develop a comprehensive understanding of a phenomenon—qualitative research aims to increase credibility and ensure that the findings represent participants’ realities accurately. Evaluating Christianakis’s article, Parents as Help Labor, through the lens of Golafshani’s discussion of reliability and validity offers insight into which data segments from the interviews presented are reliable, valid, or trustworthy.

Defining Reliability and Validity in Qualitative Research

Golafshani (2003) highlights that in qualitative research, reliability is not about replicating results, as it might be in quantitative studies. Instead, it is about consistency in the process and dependability of the findings. She explains that reliability and validity in qualitative research focus on “truth value, applicability, consistency, and neutrality” (p. 601). Trustworthiness, a concept that substitutes for both reliability and validity in qualitative paradigms, is achieved when the research presents a truthful representation of the participants’ experiences and the context being studied.

Golafshani (2003) further emphasizes the use of triangulation to enhance reliability and validity in qualitative research. Triangulation involves collecting data through multiple methods or sources and analyzing them to check the consistency of findings. This process reinforces the study’s credibility by ensuring that the data is scrutinized from various angles, thereby addressing potential biases and providing a more comprehensive understanding of the phenomena under investigation (p. 603).

Evaluating Reliability and Validity in Christianakis’s "Parents as Help Labor"

In Christianakis’s Parents as Help Labor, the data segments derived from interviews with parents provide key insights into their experiences and perspectives. Two segments stand out in terms of their reliability, validity, and trustworthiness when assessed based on Golafshani's (2003) criteria.

Data Segment 1: Direct Quote from Parent on Perception of Volunteer Work

One significant data segment is a parent's quote: “I come to the school to volunteer, but sometimes it feels like I’m just free labor. I don’t always feel appreciated for what I do” (Christianakis, 2011, p. 162). This quote can be considered reliable and valid based on Golafshani’s discussion of qualitative rigor for several reasons. First, the statement is drawn directly from a participant, which lends it credibility as it reflects their lived experience and personal perspective. The quote illustrates the parent’s emotional response to the role they feel they have within the school, suggesting that the school’s power dynamics may devalue parental labor.

Reliability of this Segment

According to Golafshani (2003), reliability in qualitative research refers to the consistency with which data represents the participants' experiences (p. 600). This parent’s consistent emotional response, mirrored by other quotes in the study, suggests reliability. The consistency across similar parent responses reflects what Golafshani terms "internal reliability," where the participant’s experience is repeatedly validated through multiple testimonies or examples (p. 601). The triangulation of similar responses from different parents further increases the reliability of this data.

Validity of this Segment

Golafshani (2003) explains that validity in qualitative research refers to how well the research captures the true essence of the phenomenon under study (p. 602). In this instance, the parent’s feeling of being "free labor" aligns with the study’s broader exploration of how schools utilize parental involvement. The validity of this data is evident because the parent’s words provide direct evidence of how schools may exploit unpaid labor, which is a key argument in Christianakis’s overall analysis. The parent’s perspective is also contextually situated in the broader discourse of how schools manage parent-teacher relationships, reinforcing the data’s validity (Christianakis, 2011, p. 162).

Data Segment 2: Direct Quote from Parent on Lack of Support

Another data segment worth analyzing is: “They ask for help with fundraising and events, but I never feel like they’re helping me understand how to support my child’s learning” (Christianakis, 2011, p. 165). This parent expresses frustration over the imbalance between requests for logistical support versus the school's perceived lack of meaningful engagement in their child's academic needs.

Reliability of this Segment

This segment exhibits reliability because it reflects a common sentiment echoed by other parents in the study, demonstrating consistency in parents' concerns regarding the school’s treatment of their involvement. As Golafshani (2003) notes, reliability in qualitative research refers to the consistency of the findings (p. 600). The fact that multiple parents articulate a similar sense of frustration enhances the reliability of this data. Christianakis strengthens the reliability of this data by drawing on multiple parent testimonies that mirror this experience, adhering to Golafshani’s (2003) principles of triangulation, where different perspectives are used to verify the authenticity of a theme (p. 603).

Validity of this Segment

In terms of validity, this segment highlights the disconnect between what parents expect from their involvement and what they actually experience, which directly relates to the study's central inquiry about the roles parents are asked to play in schools. The parents’ perception of being underutilized aligns with Christianakis’s analysis that schools prioritize logistical labor over genuine collaboration with parents regarding academic support. As Golafshani (2003) argues, validity in qualitative research is achieved when the data accurately reflects the phenomenon under study (p. 602). In this case, the parent’s complaint about the lack of educational guidance from the school supports Christianakis's argument that parental involvement is often more about labor than partnership, lending the data segment substantial validity (Christianakis, 2011, p. 165).

Conclusion

Evaluating the data from Christianakis's article through the lens of Golafshani’s framework for reliability and validity in qualitative research reveals the strength of the presented interview data. The two segments analyzed demonstrate both reliability and validity as they provide consistent, credible, and contextually relevant insights into the lived experiences of parents navigating their roles within the school system. The use of direct quotes, combined with the triangulation of multiple parent perspectives, reinforces the study's trustworthiness, aligning with Golafshani's (2003) assertion that reliability and validity in qualitative research are about capturing the truth of participants' experiences and ensuring that the findings are representative of the broader phenomenon being studied.

References

Christianakis, M. (2011). Parents as "help labor": Inner-city teachers' narratives of parent involvement. Teacher Education Quarterly, 38(4), 157-178.

Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4), 597-607.

Bridging the Gap: Kenneth Howe on the Compatibility of Quantitative and Qualitative Research

 Kenneth R. Howe’s article, "Against the Quantitative-Qualitative Incompatibility Thesis or Dogmas Die Hard" (1988), challenges the belief that quantitative and qualitative research methods are inherently incompatible. The article questions the long-held belief that quantitative and qualitative research methods are incompatible or fundamentally at odds. Howe advocates for a pragmatic approach to research, where methods are selected based on their effectiveness rather than strict adherence to epistemological paradigms. He argues that both quantitative and qualitative research can be complementary. Howe suggests that both methods share common goals such as generating knowledge and answering important research questions.

One of the key points Howe makes is that both quantitative and qualitative methods share common goals in research, such as generating knowledge and answering important questions. The distinction between the two methods, he argues, is often overemphasized. In practice, the choice of methods depends more on the research question and context than on a rigid dichotomy. Howe suggests that the debate about their incompatibility is unnecessary and even counterproductive. He critiques the "incompatibility thesis" – the belief that the philosophical foundations of these methods; positivism for quantitative, interpretivism for qualitative, make them fundamentally irreconcilable. Instead, Howe promotes the "compatibility thesis," which argues that the two methods can and should be integrated when appropriate.

In discussing mixed methods research, Howe would likely be highly supportive of mixed research methods. He believes that there is no philosophical or practical reason to avoid using both quantitative and qualitative approaches in the same study. According to Howe, "combining quantitative and qualitative methods is a good thing and denies that such a wedding of methods is epistemologically incoherent" (Howe, K., 1988, p. 10). He emphasizes that the goal of research should be to employ the methods that best suit the research questions at hand, rather than adhering to rigid paradigms.

Howe also critiques the notion that paradigms should dictate methods in a one-way fashion, stating that paradigms and methods should inform each other. This two-way relationship allows researchers to evaluate their paradigms based on how well they work in practice. As he writes, "paradigms are evaluated in terms of how well they square with the demands of research practice—and incompatibilism vanishes" (Howe, K., 1988, p. 12).

Howe would support mixed methods research, arguing that combining quantitative and qualitative approaches enhances the research process. His pragmatic perspective emphasizes the flexibility and adaptability of research methods to best address the research objectives. By moving away from the rigid distinction between these methods, researchers can achieve more comprehensive and insightful results.

Reference.

Howe, K. R. (1988). Against the quantitative-qualitative incompatibility thesis or dogmas die hard. Educational Researcher, 17(8), 10-16. https://doi.org/10.3102/0013189X017008010

Preparando a los Estudiantes para el Mercado Laboral: Transformando la Educación para Satisfacer las Demandas del Siglo XXI

En el panorama educativo contemporáneo, el sistema se enfoca cada vez más en preparar a los estudiantes para el mercado laboral, dotándolos de habilidades esenciales para el siglo XXI. Estas habilidades, que incluyen la alfabetización digital, el pensamiento crítico y la resolución de problemas, se consideran cruciales para mantenerse competitivos en el mercado en rápida evolución de hoy. A medida que avanza la era digital, el énfasis en estas competencias asegura que los estudiantes estén bien preparados para satisfacer las demandas globales y prosperar en diversos entornos profesionales.

La transformación de los sistemas escolares en los Estados Unidos para alinearse con estas demandas globales implica varios pasos estratégicos. Las instituciones educativas están renovando los planes de estudio para integrar la tecnología y fomentar el pensamiento crítico. Las escuelas también están enfatizando el aprendizaje basado en proyectos y las actividades colaborativas que reflejan escenarios del mundo real, lo que permite a los estudiantes desarrollar habilidades prácticas y una comprensión más profunda de su aplicabilidad en el lugar de trabajo.

Un artículo titulado "Determinación de la Relación entre la Elección Profesional de los Estudiantes y la Misión y Visión de su Escuela Secundaria" explora cómo la visión y misión de las escuelas secundarias influyen en las elecciones académicas y profesionales de los estudiantes. El artículo destaca varias declaraciones de misión de diferentes escuelas secundarias, cada una con un enfoque único. Por ejemplo, una escuela secundaria enfatiza el respeto por las personas, el pensamiento, la libertad, la moralidad y el patrimonio cultural, mientras que otra prepara a los estudiantes para la educación superior y la profesión docente. Una tercera escuela secundaria se centra en formar científicos altamente calificados en matemáticas y ciencias, animando a los estudiantes a participar en la investigación y mantenerse al tanto de los avances científicos y tecnológicos (Giirses, A., et al., 2011, p. 2596).

Crear una visión y misión escolar fuerte y relevante es crucial para el éxito de los estudiantes. Los estudiantes deben poder conectarse con la visión y misión de la escuela para lograr sus objetivos académicos. Si los estudiantes no pueden relacionarse con la visión y misión de la escuela, esto puede resultar en sentimientos de desconexión y falta de motivación. Los estudiantes buscan orientación en los líderes y maestros de sus escuelas, y esta orientación comienza con una adecuada visión y misión escolar.

En el artículo, se entrevistó a 180 estudiantes de tres escuelas secundarias diferentes sobre su percepción de la visión y misión de la escuela y su impacto en su crecimiento académico. Los hallazgos sugieren que el rendimiento estudiantil está relacionado con creencias fundamentales compartidas, un sentido de propósito enfocado y claro, el reconocimiento de los logros del personal y los estudiantes, el compromiso intelectual y la celebración del éxito (Deal, T.E., & Peterson, K.D., 2016, p.12). Sin embargo, los estudiantes de secundaria involucrados en la investigación no se centraron particularmente en la misión y visión de la escuela. En cambio, estaban más influenciados por el ambiente escolar y los programas académicos ofrecidos, especialmente aquellos alineados con sus intereses.

Aunque los estudiantes parecían priorizar los aspectos académicos y otros factores, la base de las escuelas se presenta efectivamente a través de sus declaraciones de visión y misión. Estas declaraciones proporcionan un marco que guía la dirección general de la escuela y establece el tono para la experiencia educativa. Las escuelas deben asegurarse de que su visión y misión no solo estén bien definidas, sino que también se comuniquen de manera efectiva para resonar con los estudiantes y apoyar sus aspiraciones académicas y profesionales.

El sistema educativo se está transformando activamente para preparar a los estudiantes para el mercado laboral, integrando habilidades del siglo XXI en el currículo y fomentando entornos que apoyen el pensamiento crítico y la resolución de problemas. Una visión y misión escolar bien articuladas juegan un papel vital en esta transformación, proporcionando la base sobre la cual los estudiantes pueden construir su futuro.

Referencia.

Deal, T. E., & Peterson, K.D., (2016). Shaping school culture: The heart of leadership. Jossey-Bass.

Giirses, A., Kuzey, B., Mindivan, F., Dogar Çetin, Giine§ Kübra, & Yolcu, H. H. (2011). Determining the relationship between students’ choice of profession and mission and vision of their high school. Procedia - Social and Behavioral Sciences, 15, 2595–2598. https://doi.org/10.1016/j.sbspro.2011.04.152

El impacto de las declaraciones de visión y misión en las instituciones educativas

Los educadores, estudiantes y la comunidad se conectan de manera poderosa con los símbolos, artefactos y logotipos de una escuela. Estos elementos aparentemente mundanos son, en un nivel más profundo, señales invaluables de su viaje educativo, cargados de emociones y sentimientos que perduran toda la vida (Deal, T.E., & Peterson, K.D., 2016, p.49). La visión y misión de una escuela proporcionan un marco claro que permite a los estudiantes conectarse a nivel personal. Estas declaraciones delinean cómo los estudiantes tendrán éxito y qué lograrán, ofreciendo ideas sobre lo que les depara el futuro y sirviendo como una guía para alcanzar metas académicas.

Las declaraciones de visión y misión son fundamentales en todos los niveles educativos. El artículo "Declaraciones de misión en universidades: legibilidad y rendimiento" se centra en cómo estos elementos impactan en la educación superior. La declaración de misión (DM) es una de las herramientas más utilizadas para la planificación y gestión. Desde la década de 1980, las universidades de todo el mundo han implementado la DM en sus procesos de planificación y gestión del conocimiento (Cortés, J. D., et al., 2022, p.1). El artículo enfatiza la importancia de comunicar claramente la misión a la comunidad escolar para fomentar una relación positiva con la institución, lo que resulta en un alto rendimiento.

La misión y el propósito de la escuela van más allá de la forma arquitectónica, los artefactos y las palabras escritas. El año escolar está lleno de rituales y ceremonias para todos: estudiantes, personal, miembros, padres y mayores, que refuerzan los valores y creencias fundamentales (Deal, T.E., & Peterson, K.D., 2016, p.49). Estos rituales y ceremonias no son meras formalidades, sino eventos significativos que resaltan el ethos y las tradiciones de la escuela. Sirven para construir una comunidad cohesionada, inculcando un sentido de orgullo y pertenencia entre todos los participantes. A nivel universitario, esto incluye diversas sociedades de honor que celebran la misión de la institución y crean conexiones directas con los estudiantes. Estas sociedades reconocen la excelencia académica y el liderazgo, motivando aún más a los estudiantes a encarnar los valores de la institución en sus actividades académicas y extracurriculares.

La declaración de misión sirve como una meta que proporciona dirección a toda la institución y la comunidad escolar. Los componentes clave que respaldan la misión a nivel universitario incluyen la filosofía, el autoconcepto y la imagen pública. La filosofía refleja las creencias y valores educativos de la institución, guiando los enfoques pedagógicos y el desarrollo curricular. El autoconcepto implica cómo la institución percibe su rol e identidad en el panorama educativo más amplio, influyendo en las decisiones estratégicas y prioridades. La imagen pública se refiere a la reputación de la institución y cómo es percibida por los actores externos, incluidos los posibles estudiantes, padres y la comunidad. La declaración de misión se trata como un logotipo empresarial, analizando a los clientes objetivo, los servicios básicos proporcionados y los mercados principales. Este enfoque orientado al negocio asegura que la declaración de misión sea relevante, enfocada y alineada con los objetivos estratégicos de la institución.

En todos los niveles educativos, la declaración de misión se centra en comunicar claramente el propósito y los objetivos de la institución a los estudiantes, profesores, familias y partes interesadas. Es crucial mantener la declaración de misión atractiva, comprensible y fácil de leer para todos. Una declaración de misión atractiva captura la esencia de la visión de la institución y resuena con su audiencia. Debe ser comprensiva, cubriendo todos los aspectos de los objetivos y metas de la institución, mientras es lo suficientemente concisa como para ser fácilmente comprendida. El artículo concluye que el factor más importante al crear una declaración de misión es la legibilidad; debe ser fácilmente entendida por todos en la comunidad escolar. La legibilidad asegura que la declaración de misión sea accesible, fomentando una comprensión compartida y un compromiso con los objetivos de la institución.

La visión y misión de las instituciones educativas juegan un papel fundamental en la formación de las experiencias y logros de los estudiantes. Estas declaraciones proporcionan un marco claro y relatable que guía a los estudiantes hacia sus metas académicas y profesionales. Al comunicar efectivamente su misión y visión, las escuelas y universidades pueden fomentar un entorno educativo positivo, inclusivo y de alto rendimiento. Los símbolos, artefactos y logotipos asociados con estas instituciones fortalecen aún más la conexión entre la comunidad escolar y sus valores fundamentales, creando lazos emocionales e intelectuales duraderos. A través de una visión y misión bien articuladas, las instituciones educativas pueden inspirar y motivar a sus estudiantes, personal y comunidad en general para esforzarse por la excelencia y contribuir de manera significativa a la sociedad.

Referencias

Cortés, J. D., Rivera, L., & Carbonelld, K. B. (2022). Mission statements in universities: readability and performance. European Research on Management and Business Economics, 28(2). https://doi.org/10.1016/j.iedeen.2021.100183

Deal, T. E., & Peterson, K.D., (2016). Shaping school culture: The heart of leadership. Jossey-Bass.

Enhancing Educational Equity: New Jersey’s 2024-2025 Initiatives for Multilingual Learners

As the 2024-2025 school year approaches, New Jersey is significantly enhancing educational opportunities for English as a Second Language (ESL) and multilingual learners. These efforts are part of a broader commitment by the New Jersey Department of Education (NJDOE) to ensure that all students, regardless of language background, have access to high-quality education and can achieve academic success on par with their English-speaking peers.

Expanding Support for Multilingual Learners

One of the key initiatives from the NJDOE is the adoption of updated regulations under N.J.A.C. 6A:15, which govern bilingual education and set forth requirements for local educational agencies (LEAs) that identify students as multilingual learners. These amendments, approved by the New Jersey State Board of Education in July 2023, aim to align state policies with federal mandates, ensuring that multilingual learners are not only included in educational programs but are also provided with meaningful and equitable opportunities to succeed academically (NJDOE, 2023).

These regulations emphasize the importance of holding multilingual learners to the same rigorous standards as their English-speaking peers. The NJDOE is committed to providing the necessary resources and guidance to educators and schools to implement these regulations effectively. This includes ensuring that multilingual learners have access to standards-based curricula and assessments, which are crucial for their academic growth and integration into the broader educational environment (NJDOE, 2023).

New Resources and Tools for Educators

In support of these regulatory changes, the NJDOE has launched a new website dedicated to providing guidance and resources for educators working with multilingual learners. This platform offers detailed information on topics such as identification and exiting procedures, assessment protocols, and compliance with NJ SMART requirements, a state-level data management system (New Jersey School Boards Association, 2024). The website also includes additional resources that can help LEAs develop and implement effective Language Instruction Educational Programs (LIEPs) tailored to the needs of multilingual learners.

These resources are particularly valuable for educators as they navigate the complexities of supporting students who are acquiring English while also mastering academic content in other subjects. By providing clear guidelines and practical tools, the NJDOE is helping schools create learning environments where multilingual learners can thrive (NJDOE, 2023).

Focus on Early Education

The NJDOE's efforts extend to early education as well. Recognizing the importance of addressing language needs from the earliest stages of learning, the department has incorporated specific guidance for preschool programs serving multilingual learners. This early intervention is critical, as research shows that language development in the early years sets the foundation for future academic success (NJDOE, 2023). By integrating bilingual education principles into preschool curricula, New Jersey is working to ensure that young learners are well-equipped to transition into kindergarten and beyond.

Goals for the 2024-2025 School Year

Looking ahead, the NJDOE has set ambitious goals for the 2024-2025 school year to further enhance the educational outcomes of multilingual learners. These goals include increasing the number of schools that offer dual-language programs, expanding professional development opportunities for teachers, and improving family engagement initiatives (New Jersey School Boards Association, 2024). The department is also focusing on strengthening collaboration between schools and community organizations to provide holistic support for multilingual learners and their families.

Additionally, the NJDOE is committed to using data-driven approaches to monitor the progress of multilingual learners and to make informed decisions about program improvements. This includes ongoing assessments and evaluations of LIEPs to ensure they are meeting the needs of students and contributing to their academic achievement (NJDOE, 2023).

Impact on Local Communities

The impact of these initiatives is already being felt in communities across New Jersey. In districts with large populations of multilingual learners, such as Paterson and Jersey City, schools are reporting positive outcomes from the implementation of updated bilingual education programs. Teachers are better equipped to address the diverse language needs of their students, and families are more engaged in the educational process, thanks to improved communication and support services (New Jersey School Boards Association, 2024).

In smaller districts, where resources may be more limited, the NJDOE's guidance and tools are helping schools develop tailored approaches that leverage community assets and partnerships. These efforts are crucial in ensuring that all students, regardless of their location, have access to the resources and support they need to succeed (NJDOE, 2023).

New Jersey's commitment to supporting ESL and multilingual learners is evident in the comprehensive initiatives and resources being rolled out for the 2024-2025 school year. By focusing on early education, providing targeted support to educators, and setting clear goals for the future, the NJDOE is paving the way for a more inclusive and equitable educational landscape. These efforts not only benefit multilingual learners but also enrich the entire school community, fostering a culture of diversity, inclusion, and academic excellence.

References

New Jersey Department of Education. (2023). Implementing Language Instruction Educational Programs (LIEPs) for Multilingual Learners in N.J. Retrieved from https://www.nj.gov

New Jersey School Boards Association. (2024). New Website Provides Guidance and Resources to Support Multilingual Learners. Retrieved from https://www.njsba.org

El Impacto de la Ayuda para la Expansión de la Educación Preescolar en los Barrios de Nueva Jersey: Progreso y Metas para 2024-2025

El compromiso de Nueva Jersey con la expansión del acceso a la educación preescolar de alta calidad lo ha convertido en un líder nacional en la educación infantil. La Ayuda para la Expansión de la Educación Preescolar (PEA, por sus siglas en inglés) del estado ha sido fundamental para ampliar el alcance de los programas públicos de preescolar, particularmente en las comunidades desatendidas. A medida que avanza el año escolar 2023-2024, esta iniciativa sigue aportando beneficios tangibles a diversos vecindarios en todo el estado. La expansión no es solo una política en papel; está transformando activamente el panorama educativo, con impactos de gran alcance en los niños, las familias y las comunidades.

Ayuda para la Expansión de la Educación Preescolar: Una Mirada Más Cercana

En el año escolar 2023-2024, Nueva Jersey destinó casi 25 millones de dólares en PEA a 26 distritos escolares adicionales. Este financiamiento permitirá la creación de más de 1,700 nuevos lugares en preescolar, aumentando significativamente el acceso para niños de tres y cuatro años en estos distritos (Oficina del Gobernador, 2023). La ayuda forma parte del objetivo más amplio del Gobernador Phil Murphy de proporcionar educación preescolar universal a todos los niños elegibles en el estado.

La expansión es especialmente impactante en las comunidades que anteriormente tenían un acceso limitado a una educación infantil de alta calidad. Por ejemplo, distritos como West Long Branch han utilizado los fondos para establecer programas de preescolar de jornada completa que atienden a todas las familias del distrito. Esto no solo prepara a los niños para el jardín de infantes, sino que también mejora su desarrollo social y emocional, proporcionando una base sólida para el éxito académico futuro (Insider NJ, 2023).

Impacto en Diferentes Barrios

El impacto de la expansión preescolar es evidente en diversos vecindarios de Nueva Jersey, particularmente en áreas de bajos ingresos y históricamente desatendidas. Estas comunidades a menudo enfrentan disparidades educativas significativas, las cuales pueden ser mitigadas con el acceso temprano a programas de preescolar de alta calidad.

West Long Branch: Uno de los beneficiarios de la reciente PEA, el Distrito Escolar de West Long Branch, ha utilizado el financiamiento para expandir sus ofertas de preescolar. La escuela Betty McElmon del distrito ahora ofrece preescolar de jornada completa a todas las familias del distrito, asegurando que cada niño, independientemente de su origen socioeconómico, tenga la oportunidad de comenzar su camino educativo con una base sólida. Se espera que esta expansión lleve a una mejor preparación para el jardín de infantes y a mejores resultados académicos a largo plazo (Insider NJ, 2023).

Union City: Union City, una zona urbana densamente poblada, también se ha beneficiado de las iniciativas preescolares de Nueva Jersey. El distrito ha visto mejoras significativas en los resultados educativos desde la implementación de programas de preescolar financiados por el estado. La ayuda para la expansión ha permitido a Union City mantener y crecer estos programas, ayudando a cerrar la brecha de logros para su población predominantemente hispana. La educación temprana proporcionada a través de estos programas es crucial para preparar a los niños para los desafíos académicos futuros, particularmente en comunidades donde el inglés puede no ser el primer idioma hablado en casa (Departamento de Educación de Nueva Jersey, 2023).

Newark: Newark, la ciudad más grande de Nueva Jersey, ha sido un foco importante de los esfuerzos de expansión preescolar del estado. Con el financiamiento adicional, las Escuelas Públicas de Newark han podido aumentar el número de aulas de preescolar, permitiendo que más niños se beneficien de un currículo diseñado para fomentar la alfabetización temprana, la numeración y las habilidades sociales. La expansión de estos programas en Newark forma parte de una estrategia más amplia para mejorar los resultados educativos en una ciudad donde muchos niños provienen de familias de bajos ingresos (Oficina del Gobernador, 2023).

Metas para el Año Escolar 2024-2025

De cara al año escolar 2024-2025, Nueva Jersey ha establecido metas ambiciosas para ampliar aún más el acceso a la educación preescolar. El estado pretende continuar con su enfoque escalonado hacia la educación preescolar universal, con un énfasis en inscribir a más niños en programas de jornada completa y asegurar que todos los distritos, sin importar su tamaño o ubicación, puedan ofrecer educación infantil de alta calidad.

La administración del Gobernador Murphy, en colaboración con el Instituto Nacional para la Investigación de la Educación Infantil (NIEER) de la Universidad de Rutgers, ha desarrollado un plan estratégico para la siguiente fase de la expansión preescolar. Este plan incluye aumentar la inscripción, mejorar las instalaciones y aumentar la fuerza laboral preescolar para satisfacer la creciente demanda (Insider NJ, 2023). El estado también pretende integrar centros de cuidado infantil privados en el sistema público de preescolar, creando un modelo de prestación mixta que aproveche tanto los recursos públicos como privados para ofrecer servicios integrales de educación temprana.

Además de aumentar la inscripción, Nueva Jersey planea invertir en el desarrollo profesional de los maestros de preescolar, asegurando que tengan las habilidades y recursos necesarios para ofrecer una educación de alta calidad. El estado también tiene la intención de mejorar la infraestructura física de las instalaciones preescolares, asegurando que las aulas estén equipadas para satisfacer las necesidades de los jóvenes aprendices (Departamento de Educación de Nueva Jersey, 2023).

La Ayuda para la Expansión de la Educación Preescolar en Nueva Jersey es más que una inversión financiera; es una inversión en el futuro de los niños del estado. Al ampliar el acceso a programas de preescolar de alta calidad, Nueva Jersey está trabajando para asegurar que todos los niños, independientemente de su código postal, tengan la oportunidad de tener éxito académica y socialmente. A medida que el estado avanza hacia la educación preescolar universal, se espera que los impactos positivos en las comunidades crezcan, allanando el camino para un futuro más brillante para todos los niños de Nueva Jersey.

Referencias

Oficina del Gobernador. (2023). El Gobernador Murphy anuncia casi 25 millones de dólares en Ayuda para la Expansión de la Educación Preescolar para 26 distritos escolares. Recuperado de https://www.nj.gov/governor/news/news/562023/20230815b.shtml

Insider NJ. (2023). El Gobernador Murphy destaca la financiación para programas de preescolar y anuncia la primera fase del plan estratégico de educación preescolar universal. Recuperado de https://www.insidernj.com/gov-murphy-highlights-funding-preschool-programs-announces-first-phase-universal-preschool-strategic-plan/

Departamento de Educación de Nueva Jersey. (2023). Educación preescolar: Mejorando la educación infantil en Nueva Jersey. Recuperado de https://www.nj.gov/education/preschool/

Addressing the Teacher Shortage Crisis in New Jersey: Strategies from Across the State

The teacher shortage crisis in New Jersey has become increasingly pronounced, with over 150 teaching positions still vacant in various school districts as of late August 2024 (nj.com, 2024). This shortage poses significant challenges for educational institutions, affecting the quality of instruction and overall student outcomes. Different districts across the state are employing a range of strategies to mitigate this issue, showcasing innovative and varied approaches to solving the problem.

Recruitment and Retention Initiatives

One of the primary strategies employed by districts is the enhancement of recruitment and retention efforts. For example, Paterson Public Schools has launched a targeted recruitment campaign to attract qualified candidates. This campaign includes increased outreach at local universities, job fairs, and virtual recruitment events. Additionally, Paterson has introduced signing bonuses and enhanced salary packages to make positions more attractive (nj.com, 2024).

Similarly, Jersey City Public Schools has implemented a comprehensive retention program to support current teachers. This program includes mentorship opportunities for new teachers, regular professional development sessions, and a dedicated support team to address classroom challenges. By focusing on teacher support and career development, Jersey City aims to reduce turnover and build a more stable teaching workforce (NJ Spotlight, 2024).

Alternative Certification Programs

Another approach to tackling the teacher shortage is the expansion of alternative certification programs. Newark Public Schools has partnered with local universities to offer accelerated certification programs designed to fast-track individuals with bachelor's degrees into teaching roles. By providing a streamlined path to certification, Newark aims to fill vacancies more quickly and efficiently (New Jersey Advance Media, 2024).

Trenton Public Schools has also embraced alternative certification by offering financial incentives to career changers and recent graduates. This initiative includes scholarships for certification programs and a structured induction process to help new teachers transition smoothly into the classroom (Education Week, 2024). These efforts are crucial in expanding the pool of qualified educators and addressing immediate staffing needs.

Collaboration with Community Organizations

Collaboration with community organizations is another effective strategy for addressing the teacher shortage. Camden City School District has developed partnerships with local non-profits and businesses to support its staffing needs. These partnerships involve joint initiatives to recruit and train new teachers and provide additional resources for professional development (The Philadelphia Inquirer, 2024).

Camden has also implemented community-based mentoring programs where experienced educators provide guidance and support to new teachers. This community involvement not only helps with recruitment but also fosters a supportive network for teachers, contributing to higher job satisfaction and retention (The Star-Ledger, 2024).

Utilizing Technology and Remote Learning

In light of the teacher shortage, some districts are turning to technology and remote learning solutions to bridge gaps. Elizabeth Public Schools has adopted a hybrid teaching model that incorporates online instruction alongside in-person classes. This approach allows the district to manage classroom sizes more effectively and provide consistent educational experiences despite staffing shortages (nj.com, 2024).

Elizabeth's use of technology also includes virtual classrooms and online resources to support both students and teachers. By leveraging digital tools, the district aims to maintain educational standards and provide flexible learning options (NJ Spotlight, 2024).

The teacher shortage in New Jersey is a multifaceted issue requiring a range of strategies to address effectively. Through targeted recruitment efforts, alternative certification programs, community collaboration, and innovative use of technology, districts across the state are working to mitigate the impact of this crisis. While challenges remain, these initiatives demonstrate a commitment to ensuring that all students have access to high-quality education despite staffing difficulties. Ongoing evaluation and adaptation of these strategies will be essential for achieving long-term success.

References

nj.com. (2024). More than 150 jobs still open in New Jersey school districts struggling to find teachers. Retrieved from https://www.nj.com

NJ Spotlight. (2024). Jersey City’s retention program supports teachers with mentorship and professional development. Retrieved from https://www.njspotlight.com

New Jersey Advance Media. (2024). Newark’s accelerated certification programs address teacher shortages. Retrieved from https://www.nj.com

Education Week. (2024). Trenton Public Schools’ financial incentives attract new teachers. Retrieved from https://www.edweek.org

The Philadelphia Inquirer. (2024). Camden City School District partners with community organizations to recruit teachers. Retrieved from https://www.inquirer.com

The Star-Ledger. (2024). Camden’s community-based mentoring programs for new teachers. Retrieved from https://www.nj.com

The Impact of Preschool Expansion Aid on New Jersey Neighborhoods: Progress and Goals for 2024-2025

New Jersey's commitment to expanding access to high-quality preschool education has made it a national leader in early childhood education. The state's Preschool Expansion Aid (PEA) has been instrumental in broadening the reach of public preschool programs, particularly in underserved communities. As the 2023-2024 school year unfolds, this initiative continues to bring tangible benefits to various neighborhoods across the state. The expansion is not just a policy on paper; it is actively transforming the educational landscape, with far-reaching impacts on children, families, and communities.

Preschool Expansion Aid: A Closer Look

In the 2023-2024 school year, New Jersey allocated nearly $25 million in PEA to 26 additional school districts. This funding will enable the creation of over 1,700 new preschool seats, significantly increasing access for three- and four-year-olds in these districts (Governor's Office, 2023). The aid is part of Governor Phil Murphy's broader goal to provide universal preschool to all eligible children across the state.

The expansion is especially impactful in communities that previously had limited access to high-quality early childhood education. For example, districts like West Long Branch have used the funds to establish full-day preschool programs that cater to all district families. This not only prepares children for kindergarten but also enhances their social and emotional development, providing a strong foundation for future academic success (Insider NJ, 2023).

Impact on Different Neighborhoods

The impact of preschool expansion is evident across various neighborhoods in New Jersey, particularly in low-income and historically underserved areas. These communities often face significant educational disparities, which can be mitigated by early access to high-quality preschool programs.

1. West Long Branch: One of the beneficiaries of the recent PEA, the West Long Branch School District, has utilized the funding to expand its preschool offerings. The district's Betty McElmon School now offers full-day preschool to all district families, ensuring that every child, regardless of socioeconomic background, has the opportunity to start their educational journey on solid ground. This expansion is expected to lead to improved kindergarten readiness and better long-term academic outcomes (Insider NJ, 2023).

2. Union City: Union City, a densely populated urban area, has also benefited from New Jersey’s preschool initiatives. The district has seen significant improvements in educational outcomes since the implementation of state-funded preschool programs. The expansion aid has allowed Union City to maintain and grow these programs, helping to close the achievement gap for its predominantly Hispanic population. The early education provided through these programs is critical in preparing children for the academic challenges ahead, particularly in communities where English may not be the first language spoken at home (New Jersey Department of Education, 2023).

3. Newark: Newark, the largest city in New Jersey, has long been a focus of the state's preschool expansion efforts. With the additional funding, Newark Public Schools have been able to increase the number of preschool classrooms, allowing more children to benefit from a curriculum designed to foster early literacy, numeracy, and social skills. The expansion of these programs in Newark is part of a broader strategy to improve educational outcomes in a city where many children come from low-income families (Governor's Office, 2023).

Goals for the 2024-2025 School Year

Looking ahead to the 2024-2025 school year, New Jersey has set ambitious goals to further expand access to preschool education. The state aims to continue its phased approach to universal preschool, with a focus on enrolling more children in full-day programs and ensuring that all districts, regardless of size or location, can provide high-quality early childhood education.

Governor Murphy’s administration, in collaboration with the National Institute for Early Education Research (NIEER) at Rutgers University, has developed a strategic plan for the next phase of preschool expansion. This plan includes scaling up enrollment, enhancing facilities, and increasing the preschool workforce to meet growing demand (Insider NJ, 2023). The state also aims to integrate private childcare centers into the public preschool system, creating a mixed-delivery model that leverages both public and private resources to provide comprehensive early education services.

In addition to increasing enrollment, New Jersey plans to invest in professional development for preschool teachers, ensuring that they have the skills and resources necessary to deliver high-quality education. The state also intends to improve the physical infrastructure of preschool facilities, ensuring that classrooms are equipped to meet the needs of young learners (New Jersey Department of Education, 2023).

The Preschool Expansion Aid in New Jersey is more than just a financial investment; it is an investment in the future of the state's children. By expanding access to high-quality preschool programs, New Jersey is working to ensure that all children, regardless of their zip code, have the opportunity to succeed academically and socially. As the state moves towards universal preschool, the positive impacts on communities are expected to grow, paving the way for a brighter future for all of New Jersey’s children.

The goals for the 2024-2025 school year are ambitious but achievable, with a continued focus on equity, quality, and access. If these goals are met, New Jersey will not only maintain its status as a leader in early childhood education but also set a standard for other states to follow in ensuring that every child has the best possible start in life.

References

Governor’s Office. (2023). Governor Murphy announces nearly $25 million in Preschool Expansion Aid for 26 school districts. Retrieved from https://www.nj.gov/governor/news/news/562023/20230815b.shtml

Insider NJ. (2023). Governor Murphy highlights funding for preschool programs & announces first phase of universal preschool strategic plan. Retrieved from https://www.insidernj.com/gov-murphy-highlights-funding-preschool-programs-announces-first-phase-universal-preschool-strategic-plan/

New Jersey Department of Education. (2023). Preschool education: Improving early childhood education in New Jersey. Retrieved from https://www.nj.gov/education/preschool/

Continuidad y Cambio: Comparando el Acceso a la Educación Superior en las Décadas de 1960 y 1970 con la Actualidad.

Comparando el proceso y las poblaciones de la educación superior en las décadas de 1960 y 1970 con la actualidad, surgen varios patrones continuos y diferencias significativas. Durante los años 60 y 70, las acciones afirmativas y los programas de ayuda financiera, como la Ley de Educación Superior de 1965 y la introducción del Programa de Becas Pell, fueron fundamentales para promover el acceso a la educación superior para los grupos subrepresentados. Estos esfuerzos continúan hoy en día, aunque en formas evolucionadas, ya que la acción afirmativa y la ayuda financiera siguen siendo cruciales para garantizar oportunidades educativas para diversas poblaciones. Los colegios comunitarios, que se expandieron significativamente durante el período anterior para ofrecer vías educativas más accesibles, continúan desempeñando un papel vital al servir a comunidades diversas y a menudo desatendidas.

Sin embargo, el panorama actual de la educación superior enfrenta nuevos desafíos y cambios. El costo de la educación superior se ha disparado en comparación con las décadas de 1960 y 1970, lo que ha aumentado significativamente la carga financiera sobre los estudiantes. Este aumento en los costos ha llevado a un incremento sustancial en la deuda estudiantil, una preocupación mucho menos pronunciada en las décadas anteriores. La demografía de la población estudiantil también ha seguido evolucionando. Hay un aumento notable en los estudiantes no tradicionales, incluidos los adultos que aprenden, los estudiantes a tiempo parcial y los estudiantes en línea. Estos cambios reflejan las necesidades y preferencias cambiantes de la población, con muchas personas buscando opciones de aprendizaje flexibles que se adapten a sus vidas personales y profesionales.

Las políticas de acción afirmativa han enfrentado desafíos legales significativos y debates públicos a lo largo de los años, lo que ha alterado la forma en que las instituciones pueden reclutar y apoyar activamente a los estudiantes subrepresentados. A pesar de estos desafíos, los esfuerzos para promover la diversidad y la inclusión siguen siendo un enfoque clave para muchas instituciones. Los avances tecnológicos también han transformado la entrega de la educación. El auge del aprendizaje en línea ha ampliado el acceso a la educación superior, haciendo posible que los estudiantes aprendan desde cualquier lugar. Sin embargo, este cambio también plantea interrogantes sobre la calidad y la equidad de la educación en línea en comparación con el aprendizaje tradicional en persona.

Si bien los objetivos fundamentales de aumentar el acceso y promover la equidad en la educación superior se mantienen consistentes desde las décadas de 1960 y 1970 hasta hoy, las estrategias y desafíos han evolucionado. El compromiso continuo de apoyar a los grupos subrepresentados a través de la acción afirmativa y la ayuda financiera sigue siendo crucial. Al mismo tiempo, el aumento de los costos, el incremento de la deuda estudiantil, el cambio en la demografía estudiantil y los avances tecnológicos presentan nuevas dinámicas que configuran el panorama actual y futuro de la educación superior.

Referencias.

Cohen, A. M., & Kisker, C. B. (2010). The shaping of American higher education: Emergence and growth of the contemporary system (2da ed.).

Creating Equitable and Connected School Environments: The Role of Vision and Mission Statements

In the late 1970s and early 1980s, studies of effective schools consistently acknowledged a climate and ethos (related to culture) that was purposeful and conducive to learning (Levine & Lezotte, 1990). A clear mission focused on student learning fostered high expectations for all students, concentrated the efforts of staff members, and generated motivation to learn (Deal, T.E., & Peterson, K.D., 2016, p.10). This foundational approach is critical for developing a positive school culture that supports student achievement and engagement. Schools that embody this ethos create an environment where both students and staff are aligned with the institution's goals, promoting a unified effort towards academic success and personal development.

The article "Teacher-Student Incongruence in Perceptions of School Equity: Associations with Student Connectedness in Middle and High Schools" delves into the differing perceptions of school equity and culture between teachers and students. School equity refers to the extent to which students are treated fairly, ensuring that each student receives what they need to be successful (Debnam, K., et al., 2021, p.1). School staff play a vital role in creating an equitable school climate for adolescents by understanding and addressing these perceptions. Recognizing the gap between teacher and student perceptions of equity is essential in addressing systemic issues within the educational environment and ensuring that all students feel supported and valued.

Understanding students' perceptions of school equity can be a resourceful tool for teachers to create a positive school mission and vision, resulting in an equitable school culture. A school climate where students can succeed regardless of their background is one of the great promises of public education. Adolescents’ perceptions of an equitable school climate, with respect to fair treatment by race, ethnicity, sex, and socioeconomic status (SES), are associated with a variety of positive outcomes (Debnam, K., et al., 2021, p.1). These outcomes include higher levels of academic achievement, improved mental health, and greater overall satisfaction with the school experience. By addressing these perceptions, schools can create a more inclusive and supportive environment for all students.

Research indicates that students' perceptions of school climate and equity often differ from those of school staff, including teachers and administrators. These perceptions can also vary according to socioeconomic status, social position, and identity characteristics. When school staff and students hold similar views on the equitable treatment of students, it suggests a more positive climate. In contrast, incongruence in views may relate to lower levels of connectedness among students and indicate areas needing intervention (Debnam, K., et al., 2021, p.1). Therefore, it is essential for a school vision and mission to resonate with the entire school community. Students must identify with the vision and mission statements to feel included and valued. Aligning the views of staff and students on equity can lead to a more harmonious and effective educational environment.

The article highlights the importance of comparing perceptions between students and teachers to achieve equitable education for all students. School connectedness is a crucial factor in assessing student perceptions. Students need opportunities to engage in a positive school culture where they feel involved with the school community. The vision and mission must reflect a strong school community that shares common goals. Students who feel part of the school community, engaged, and personally included are more likely to succeed than those who do not feel connected. This sense of belonging can be fostered through inclusive practices, equitable policies, and a supportive school culture that prioritizes the well-being of every student.

To create an equitable school environment, teachers and administrators must listen to and study student perceptions to facilitate a positive impact on the school community. This requires ongoing dialogue and collaboration between students, teachers, and administrators to ensure that the vision and mission of the school are inclusive and representative of the diverse student body. Engaging students in the decision-making process and providing platforms for their voices to be heard can significantly enhance their sense of belonging and investment in their education.

Furthermore, schools can implement various strategies to enhance equity and connectedness. Professional development for teachers on cultural competency and equity can help them better understand and address the needs of diverse students. Schools can also establish student-led committees to provide feedback on school policies and practices, ensuring that student voices are heard and valued. Creating inclusive curricula that reflect the experiences and contributions of all students can also foster a sense of belonging and engagement. By promoting cultural awareness and sensitivity, schools can create an environment where all students feel respected and valued.

The vision and mission of educational institutions play a pivotal role in shaping the experiences and achievements of students. These statements provide a clear and relatable framework that guides students toward their academic and professional goals. By effectively communicating their mission and vision, schools and universities can foster a positive, inclusive, and high-performing educational environment. The symbols, artifacts, and logos associated with these institutions further strengthen the connection between the school community and its core values, creating lasting emotional and intellectual bonds. Through a well-articulated vision and mission, educational institutions can inspire and motivate their students, staff, and broader community to strive for excellence and contribute meaningfully to society. Addressing disparities in perceptions of equity and fostering a sense of connectedness are crucial steps in achieving this goal, ensuring that all students have the opportunity to succeed and thrive.

References.

Debnam, K. J., Milam, A. J., Bottiani, J. H., & Bradshaw, C. P. (2021). Teacher-student incongruence in perceptions of school equity: associations with student connectedness in middle and high schools. The Journal of School Health, 91(9), 706–713. https://doi.org/10.1111/josh.13062

Levine, D. U., & Lezotte, L. W. (1990). Effective schools in action. Association for Supervision and Curriculum Development.

The Impact of Vision and Mission Statements on Educational Institutions

Educators, students, and the community connect in powerful ways to the symbols, artifacts, and logos of a school. These seemingly mundane elements are, on a deeper level, invaluable signs of their educational journey, carrying emotions and sentiments that last a lifetime (Deal, T.E., & Peterson, K.D., 2016, p.49). The vision and mission of a school provide a clear framework that allows students to connect on a personal level. These statements outline how students will succeed and what they will accomplish, offering insights into what the future holds and serving as a guide for achieving academic goals.

Vision and mission statements are integral at all levels of education. The article "Mission Statements in Universities: Readability and Performance" focuses on how these elements impact higher education. The mission statement (MS) is one of the most-used tools for planning and management. Since the 1980s, universities worldwide have implemented MS in their knowledge planning and management processes (Cortés, J. D., et al., 2022, p.1). The article emphasizes the importance of clearly communicating the mission to the school community to foster a positive relationship with the institution, resulting in high performance.

The school's mission and purpose extend far beyond architectural form, artifacts, and written words. The school year is filled with rituals and ceremonies for everyone—students, staff, members, parents, and elders—that reinforce core values and beliefs (Deal, T.E., & Peterson, K.D., 2016, p.49). These rituals and ceremonies are not merely formalities but are significant events that highlight the school's ethos and traditions. They serve to build a cohesive community, instilling a sense of pride and belonging among all participants. At the university level, this includes various honor societies that celebrate the institution's mission and create direct connections with students. These societies recognize academic excellence and leadership, further motivating students to embody the institution's values in their academic and extracurricular activities.

The mission statement serves as a goal that provides direction to the entire institution and school community. Key components that support the mission at the university level include philosophy, self-concept, and public image. The philosophy reflects the institution's educational beliefs and values, guiding pedagogical approaches and curriculum development. Self-concept involves how the institution perceives its role and identity in the broader educational landscape, influencing strategic decisions and priorities. Public image pertains to the institution's reputation and how it is perceived by external stakeholders, including potential students, parents, and the community. The mission statement is treated as a business logo, analyzing target customers, basic services provided, and primary markets. This business-oriented approach ensures that the mission statement is relevant, focused, and aligned with the institution's strategic goals.

At all educational levels, the mission statement focuses on clearly communicating the institution's purpose and goals to students, teachers, families, and stakeholders. It is crucial to keep the mission statement engaging, comprehensive, and easy to read for all. An engaging mission statement captures the essence of the institution's vision and resonates with its audience. It should be comprehensive, covering all aspects of the institution's goals and objectives, while being concise enough to be easily understood. The article concludes that the most important factor when creating a mission statement is readability; it should be easily understood by everyone in the school community. Readability ensures that the mission statement is accessible, fostering a shared understanding and commitment to the institution's goals.

The vision and mission of educational institutions play a pivotal role in shaping the experiences and achievements of students. These statements provide a clear and relatable framework that guides students toward their academic and professional goals. By effectively communicating their mission and vision, schools and universities can foster a positive, inclusive, and high-performing educational environment. The symbols, artifacts, and logos associated with these institutions further strengthen the connection between the school community and its core values, creating lasting emotional and intellectual bonds. Through a well-articulated vision and mission, educational institutions can inspire and motivate their students, staff, and broader community to strive for excellence and contribute meaningfully to society.

References.

Cortés, J. D., Rivera, L., & Carbonelld, K. B. (2022). Mission statements in universities: readability and performance. European Research on Management and Business Economics, 28(2). https://doi.org/10.1016/j.iedeen.2021.100183

Deal, T. E., & Peterson, K.D., (2016). Shaping school culture: The heart of leadership. Jossey-Bass. 

Preparing Students for the Workforce: Transforming Education to Meet 21st-Century Demands

In the contemporary educational landscape, the system is increasingly focusing on preparing students for the workforce by equipping them with essential 21st-century skills. These skills, which encompass digital literacy, critical thinking, and problem-solving, are deemed crucial for remaining competitive in today's rapidly evolving market. As the digital age advances, the emphasis on these competencies ensures that students are well-prepared to meet global demands and thrive in various professional environments.

The transformation of school systems in the United States to align with these global demands involves several strategic steps. Educational institutions are revamping curricula to integrate technology and foster critical thinking. Schools are also emphasizing project-based learning and collaborative activities that mirror real-world scenarios, thereby enabling students to develop practical skills and a deeper understanding of their applicability in the workplace.

An article titled "Determining the Relationship Between Students’ Choice of Profession and Mission and Vision of Their High School" explores how the vision and mission of high schools influence students' academic and professional choices. The article highlights various mission statements from different high schools, each with a unique focus. For instance, one high school emphasizes respect for people, thought, freedom, morality, and cultural heritage, while another prepares students for higher education and the teaching profession. A third high school focuses on training highly qualified scientists in math and science, encouraging students to engage in research and stay abreast of scientific and technological developments (Giirses, A., et al. 2011, p. 2596).

Creating a strong and relatable school vision and mission statement is crucial for the success of students. Students should be able to connect with the vision and mission of the school to achieve their academic goals. If students cannot relate to the school's vision and mission, it may result in feelings of disconnection and lack of motivation. Students look to their school leaders and teachers for guidance, and this guidance starts with an adequate school vision and mission.

In the article, 180 students from three different high schools were interviewed about their perception of the school vision and mission and its impact on their academic growth. The findings suggest that student achievement is related to shared core beliefs, a focused and clear sense of purpose, recognition of staff and student accomplishments, intellectual engagement, and the celebration of success (Deal, T.E., & Peterson, K.D., 2016, p.12). However, the high school students involved in the research did not particularly focus on the school's mission and vision. Instead, they were more influenced by the school environment and the academic programs offered, particularly those aligned with their interests.

Although students seemed to prioritize academics and other factors, the foundation of schools is indeed presented through their vision and mission statements. These statements provide a framework that guides the overall direction of the school and sets the tone for the educational experience. Schools must ensure that their vision and mission are not only well-defined but also communicated effectively to resonate with students and support their academic and professional aspirations.

The educational system is actively transforming to prepare students for the workforce by integrating 21st-century skills into the curriculum and fostering environments that support critical thinking and problem-solving. A well-articulated school vision and mission play a vital role in this transformation, providing the foundation upon which students can build their futures. 

Reference.

Deal, T. E., & Peterson, K.D., (2016). Shaping school culture: The heart of leadership. Jossey-Bass. 

Giirses, A., Kuzey, B., Mindivan, F., Dogar Çetin, Giine§ Kübra, & Yolcu, H. H. (2011). Determining the relationship between students’ choice of profession and mission and vision of their high school. Procedia - Social and Behavioral Sciences, 15, 2595–2598. https://doi.org/10.1016/j.sbspro.2011.04.152

Continuity and Change: Comparing Higher Education Access in the 1960s and 1970s to Today

Comparing the process and populations of higher education in the 1960s and 1970s with today, several ongoing patterns and significant differences emerge. During the 1960s and 1970s, affirmative action and financial aid programs, such as the Higher Education Act of 1965 and the introduction of the Pell Grant Program, were pivotal in promoting access to higher education for underrepresented groups. These efforts continue today, albeit in evolved forms, as affirmative action and financial aid remain critical in ensuring educational opportunities for diverse populations. Community colleges, which expanded significantly during the earlier period to provide more accessible education pathways, continue to play a vital role in serving diverse and often underserved communities.

However, today's higher education landscape faces new challenges and changes. The cost of higher education has skyrocketed compared to the 1960s and 1970s, significantly increasing the financial burden on students. This rise in costs has led to a substantial increase in student loan debt, a concern that was much less pronounced in the earlier decades. The demographics of the student population have also continued to evolve. There is a notable increase in non-traditional students, including adult learners, part-time students, and online learners. These shifts reflect the changing needs and preferences of the population, with many individuals seeking flexible learning options that accommodate their personal and professional lives.

Affirmative action policies have faced significant legal challenges and public debate over the years, altering the ways institutions can actively recruit and support underrepresented students. Despite these challenges, efforts to promote diversity and inclusion remain a key focus for many institutions. Technological advancements have further transformed the delivery of education. The rise of online learning has expanded access to higher education, making it possible for students to learn from anywhere. However, this shift also raises questions about the quality and equity of online education compared to traditional in-person learning.

While the foundational goals of increasing access and promoting equity in higher education remain consistent from the 1960s and 1970s to today, the strategies and challenges have evolved. The ongoing commitment to supporting underrepresented groups through affirmative action and financial aid continues to be crucial. At the same time, rising costs, increasing student debt, changing student demographics, and technological advancements present new dynamics that shape the current and future landscape of higher education.

References.

Cohen, A. M., & Kisker, C. B. (2010). The shaping of American higher education: Emergence and growth of the contemporary system (2nd ed.).

Ampliando Horizontes: Cómo los Años 60 y 70 Transformaron el Acceso a la Educación Superior en los Estados Unidos

Las décadas de 1960 y 1970 fueron épocas de profundas transformaciones sociales y políticas en los Estados Unidos, y estos cambios se reflejaron en el ámbito de la educación superior. Durante este período, las universidades y colegios adoptaron numerosas iniciativas para ampliar el acceso a la educación superior, haciéndola más inclusiva y equitativa. El impulso para expandir las oportunidades educativas fue impulsado por una combinación de políticas federales y estatales, el movimiento de derechos civiles y un reconocimiento creciente de la importancia de la educación superior para el avance personal y social.

Un pilar fundamental de la reforma educativa de esta época fue la Ley de Educación Superior de 1965. Esta legislación histórica fue diseñada para mejorar los recursos disponibles para las universidades y, crucialmente, para proporcionar asistencia financiera a los estudiantes. La ley introdujo las Becas de Oportunidad Educativa, que fueron precursoras de lo que más tarde se convertiría en el Programa de Becas Pell. Estas becas estaban específicamente dirigidas a estudiantes de familias de bajos ingresos, haciendo la universidad más asequible y accesible para aquellos que de otro modo habrían sido excluidos debido a limitaciones financieras.

Otro desarrollo significativo fue la rápida expansión de los colegios comunitarios. El número de estas instituciones aumentó drásticamente durante las décadas de 1960 y 1970, ofreciendo una opción más asequible y flexible para la educación postsecundaria. Los colegios comunitarios jugaron un papel crucial en la democratización de la educación superior al adoptar políticas de admisión abierta, que permitían a cualquier graduado de secundaria inscribirse. Esto eliminó muchas barreras tradicionales de entrada y proporcionó oportunidades educativas a una población estudiantil diversa, incluidos los adultos que trabajaban y aquellos que no cumplían con los requisitos de admisión estrictos de las universidades de cuatro años.

Las políticas de acción afirmativa también comenzaron a tomar forma durante este período, con el objetivo de abordar las inequidades históricas y aumentar la matrícula de grupos subrepresentados, incluidas las minorías raciales y las mujeres. Estas políticas incluían esfuerzos de reclutamiento dirigidos, programas de admisión especiales y becas diseñadas para diversificar los cuerpos estudiantiles y promover la inclusión. La acción afirmativa fue instrumental para abrir las puertas de la educación superior a individuos que habían sido sistemáticamente marginados.

Los programas de ayuda financiera a nivel federal y estatal se ampliaron aún más para reducir las barreras financieras a la educación superior. Además de las Becas de Oportunidad Educativa, programas como el Programa de Préstamos Estudiantiles Garantizados (más tarde conocido como el Programa de Préstamos Stafford) proporcionaron préstamos a bajo interés a los estudiantes. Esto hizo que la universidad fuera más accesible para un segmento más amplio de la población. Los estados también desarrollaron sus propios programas de ayuda financiera para complementar los esfuerzos federales, asegurando un sistema de apoyo más integral para los estudiantes.

El movimiento de derechos civiles de la década de 1960 jugó un papel crucial en la promoción del acceso equitativo a la educación superior. La Ley de Derechos Civiles de 1964, particularmente el Título VI, prohibió la discriminación por motivos de raza, color u origen nacional en programas y actividades que recibieran asistencia financiera federal. Esta legislación obligó a las universidades a adoptar políticas y prácticas más inclusivas, fomentando un entorno educativo más equitativo.

La equidad de género en la educación también vio avances significativos con la aprobación del Título IX de las Enmiendas Educativas en 1972. El Título IX prohibió la discriminación por sexo en cualquier programa o actividad educativa que recibiera asistencia financiera federal. Esto llevó a mayores oportunidades para las mujeres en la educación superior, tanto en términos de admisión como en la disponibilidad de programas y actividades, incluidos los deportes y las escuelas profesionales.

Además de estos cambios legislativos y de políticas, las universidades desarrollaron diversos servicios de apoyo y programas destinados a asistir a estudiantes no tradicionales y subrepresentados. Estos incluían tutoría, asesoramiento, mentoría y programas diseñados específicamente para apoyar a los estudiantes universitarios de primera generación. Programas especializados como TRIO, que abarcaban Upward Bound, Talent Search y Student Support Services, fueron creados para identificar y proporcionar servicios a individuos de entornos desfavorecidos.

A través de estas iniciativas comprensivas, las décadas de 1960 y 1970 marcaron un período transformador en la historia de la educación superior estadounidense. Los esfuerzos para promover el acceso y la equidad sentaron una base que continuaría evolucionando en las décadas siguientes, esforzándose hacia un paisaje educativo más inclusivo y accesible para todos.

Referencias.

Cohen, A. M., & Kisker, C. B. (2010). The shaping of American higher education: Emergence and growth of the contemporary system (2nd ed.).