Back to School: Importance of Education in Individual Success by Barbara Baggerly-Hinojosa

America’s expectation that all students will graduate from high school has increased throughout the 20^th century and continues to be a focus for educational policies in the United States.  High school graduation rates have gained increasing prominence as a key issue in educational policy since the No Child Left Behind Act (NCLB) was passed into law in January 2002. The NCLB has generated a great deal of research regarding high school dropouts. According to the Children’s Defense Fund, researchers agree that every nine seconds a student decides to permanently leave high school prior to graduation.  This early exit from high school has forced policymakers to investigate and research the educational, economic, and civic impact of dropouts on society. 

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A high school diploma has long been regarded as a requirement for economic and social well-being. Generally, the higher levels of education an individual has, the higher the income, the more stable the employment, and the less the individual is dependent on public assistance.

The decision to drop out of high school is rarely caused by one event. Many students show warning signs years before they leave high school. Whatever the causes, a decision to drop out of high school can have future negative effects on the individual as well as society.  Every year, more than one million United States students decide to drop out of high school.  These dropouts are unprepared for meaningful work or postsecondary education. 

Our communities can no longer afford to allow this trend to continue.  We all need to work together to keep children in school and improve the well being our communities.   

Here are some things you and I can do to help:

• If you are a parent and you want your child to graduate on time and prepared for college, talk to your child’s teachers and counselors to ensure that he/she is on track to meet the school’s graduation requirements.

• If you are a concerned citizen, attend local school meetings to gather more information of what your local high school reform efforts are.

• If you are an educator, pursue professional development opportunities that present new ideas about high school curriculum and instruction.  Have an open mind.

Barbara Baggerly-Hinojosa is a mother, educator, and wife living in the Rio Grande Valley in Texas.  She is a PhD student with Our Lady of the Lake University in Leadership Studies.  Mrs. Baggerly-Hinojosa is the President of the Leadership Empowerment Group, LLC and is currently researching the relationship between the leadership of the high school principal and the high school drop out rate.  Mrs. Baggerly-Hinojosa is the author of Are You A Ten?  The Ten Characteristics of a Servant Leader.   For ordering information, please contact Mrs. Baggerly-Hinojosa at Barb313679@aol.com.

Conflict Can Be Good by Barbara Baggerly-Hinojosa

With over one third of our public high school students failing to graduate each year, we are beginning to realize the effects of undereducated citizens in our communities.  

Many of our students are driven away from school for a variety of reasons, one of which may have originated from conflict. 

We have always heard that we should avoid conflict, that conflict isn’t good, and that conflict is a sign of an organization or family with troubles.  According to George Kohlrieser, author of Hostage at the Table, constructive conflict is actually a good thing.  Kohlrieser describes constructive conflict as that which we can learn to manage so that the idea of conflict has a positive rather than negative connotation.

“Conflict can be defined as a difference between two or more persons or groups characterized by tension, emotionality, disagreement, and polarization when bonding is broken or completely lacking.”  At the root of all conflict is a broken relationship.  The content of the conflict is generally not the problem.  We must realize that, in the end, all conflicts can be resolved.

Conflict must be seen as a challenge, a problem to be solved, an opportunity, and something positive.  Conflict can reflect a certain kind of energy and commitment to a team or organization.  Many teams and groups can become high performing as a result of the candid discussions that occur during conflict.  

Leaders, teachers, parents, coaches, etc. must learn to like handling conflict because it is a natural part of human relationships.  Handled well, the differences between people can lead to creative problem solving and higher performance that can lead to personal and professional growth.

Learning to manage conflict can help us all live richer lives.  When we understand the constructive aspects of conflict, we are better able to manage and deal with it.  As we all work to improve our schools and our communities, lets try to resolve conflicts, keep students in school, and build our relationships with others.

Here are some points to remember when dealing with conflict:

• Discuss the issues.  Lay everything out on the table and discuss the conflict.
• See the positive.  As you go about your day, look for friends not enemies.
• Conflict is a source of creativity.  Recognize that conflict can be a major source of creativity and a potential for innovation.

Barbara Baggerly-Hinojosa is a wife, mother, and educator living in the Rio Grande Valley in Texas.  She is a PhD student with Our Lady of the Lake University in Leadership Studies.  Mrs. Baggerly-Hinojosa is the President of the Leadership Empowerment Group, LLC. and is currently researching the relationship between the leadership of the high school principal and the high school drop out rate.  Mrs. Baggerly-Hinojosa is the author of Are You A Ten?  The Ten Characteristics of a Servant Leader.   For ordering information, please contact Mrs. Baggerly-Hinojosa at Barb313679@aol.com , visit www.leadershipempowermentgroup.com, or follow Leadership Empowerment Group, LLC. on Facebook.

What If YOU Could Solve the Dropout Problem? By Barbara Baggerly-Hinojosa

It has been shown that the drop out problem affecting our youth is an issue that calls for action.  The National Center for Education Statistics reported that in the fall of 2009, about 75.2 million people were enrolled in American schools and colleges. 

About 4.7 million people were employed as elementary and secondary school teachers or as college faculty, in full-time positions.  There are about 5.4 million professional, administrative, and support staff in educational institutions.   

They also report that there has been a 26% increase in public school enrollment since 1985.

In other words, there are now about 49.8 million students enrolled in public schools. It is interesting to note that there was a decline (12.4% to 10.5%) in 2009 in elementary and secondary students enrolled in private schools. The 2009 statistics are anticipated to forecast an 8% increase in public secondary school enrollment between 2009 and 2018.

For the 2008-2009 school year, it was projected that a little over 3 million high school students are expected to graduate (receive diplomas). The 2009-2010 projection will see a lower number graduating.  An alternative to graduating is the obtaining of a GED (General Educational Development).  As of 2008, 469,000 passed the GED test which is an increase from 2002.

High School Dropouts are 5-8 times more likely to become incarcerated.

Despite numerous articles and reports concerning dropout rates, the 2009 National Center for Educational Statistics reports that percentage of dropouts among 16-24 year olds has decreased over the past 20 years.  Although there was a decline in dropout rates for Blacks and Hispanics, they were still higher than rates for Whites.

The lack of a high school diploma can be the cause of various social problems such as poverty, unemployment, higher suicide rates, higher dependence on government assistance and participation in criminal activity.  In order to remedy this problem, changes in policy along with changes in educational cultures and expectations regarding has to take place.

The following recommendations are made to address the drop out problem:

•      What would happen if the drop-out age was increased from 16 yrs. to 18 yrs of age?

•      What would happen for those students who are identified as “potential drop-outs” or “at risk”, be offered a different or flexible or a more challenging curriculum that best suit their needs?

•      What if school districts would hire counselors who actually had time to counsel students and school social workers who could work with students and their families? 

•      What if in the freshman and sophomore year, teachers, counselors, and social workers would work more closely with students? 

•      What if school leaders would unite and challenge leaders who are making decisions for schools concerning “drop outs”? 

•      What if schools would have reduced classes so that students would pay more attention and receive more assistance?

•      What if school leaders would reduce the workload requirements of freshman and sophomore teachers so that they could dedicate more time and attention to “at risk students”?

 Thank You for Reading and Sharing!

Barbara Baggerly-Hinojosa is a wife, mother, and educator living in the Rio Grande Valley in Texas.  She is a PhD student with Our Lady of the Lake University in Leadership Studies.  Mrs. Baggerly-Hinojosa is the President of the Leadership Empowerment Group, LLC. and is currently researching the relationship between the leadership of the high school principal and the high school drop out rate.  Mrs. Baggerly-Hinojosa is the author of Are You A Ten?  The Ten Characteristics of a Servant Leader.   For ordering information, please contact Mrs. Baggerly-Hinojosa at Barb313679@aol.com , visit www.leadershipempowermentgroup.com, or follow Leadership Empowerment Group, LLC. on Facebook.

Importance of Effective Educational Leadership to Successful Student Outcome by Barbara Baggerly-Hinojosa

America’s high schools have an important role to play in preparing students for college and work in the 21^st century. In the last decade, schools have been impacted by such things as technological advances, changes in society, a shortage of qualified educators, and increased accountability pressures. Calls for dramatic reform in our educational organizations will no doubt change the way our schools will be doing business in the future.

School success is more important now than ever before for the health of our economy.  Due to our current economic conditions, high school reform is of particular importance as Federal, State, and Local leaders devote attention and resources to improving high school graduation rates and increasing the attainment of college and work readiness.  

 The definition of leadership adopted by Yukl and Van Fleet in their seminal literature review states that leadership is, “a process that includes influencing the task objectives and strategies of a group or organization, and influencing people in the organization” (Yukl, 1992). According to the American Educational Research Association findings from research on school leadership, the following claims were submitted:

1.         Leadership has significant effects on student learning, second only to the effects of the quality of curriculum and teachers’ instruction.

2.         Other potential sources of leadership exist besides administrators and teacher leaders.

            3.         A core set of “basic” leadership practices are valuable: articulating a vision, setting high expectations for performance, facilitating the acceptance of group goals, monitoring performance, communicating, offering intellectual stimulation, providing individualized support, strengthening positive school culture, building collaboration processes, and maintaining a positive environment.

4.         Successful school leaders accept policies that emphasize accountability as opportunities. These principals create a competitive school by empowering others to make decisions, providing instructional leadership, and performing strategic planning efforts.

5.         Successful school leaders understand the challenges of educating diverse groups of students. These principals see this challenge as an opportunity to build powerful forms of teaching and learning, develop strong communities in schools, and nurture the development of families’ educational culture.           

Most effective schools studies have identified school leadership as a key characteristic to being a successful and effective school. Most of these studies also indicate that good schools have good principals. These principals are considered good because they are able to articulate a common vision (U.S. Department of Education, 1996 embraced (Hodges 2000).

For public school systems in the United States, high school graduation rates represent a key indicator of school performance. Schools and districts in which more students earn high school diplomas are generally regarded as better performers than those school districts with more students dropping out of school.  Engaging students in school and helping them work toward graduation is a critical task for many educators at this time.  We all can play an important role in providing quality school leadership in our schools.  Key points to keep in mind related to school leadership are:

·         Everyone should take on a leadership role in educating our children.

·         Be active in local school decision making.

·         Volunteer your time and expertise to local schools.

Barbara Baggerly-Hinojosa is a mother, educator, and wife living in the Rio Grande Valley in Texas.  She is a PhD student with Our Lady of the Lake University in Leadership Studies.  Mrs. Baggerly-Hinojosa is the President of the Leadership Empowerment Group, LLC and is currently researching the relationship between the leadership of the high school principal and the high school drop out rate.  Mrs. Baggerly-Hinojosa is the author of Are You A Ten?  The Ten Characteristics of a Servant Leader.   For ordering information, please contact Mrs. Baggerly-Hinojosa at Barb313679@aol.com.