Today’s Classrooms Are Now Teaching Tomorrow’s Techies

Remember the days when you were better at explaining the internal workings of an iPhone app than your 12-year-old niece was? Well, take note: Your superiority in that department is headed the way of the VCR.

As the New York Times reports, across the country, public school systems in major cities are shifting their thinking on computer programming classes, bumping them up from elective-only status to full-fledged requirements for all students.

Take Chicago. Within five years, the Windy City’s public schools plan to make computer science a prerequisite for graduation. Additionally, the district plans to offer coding classes in a quarter of its elementary and middle schools by that time as well. In New York City, the coming school year will bring 60 newly-trained teachers (across 40 schools) to impart computer programming on students.

And this tech movement doesn’t stop with just major metropolitan areas. In nine states, students can earn now core math and science credits when they sign up for computer classes.

A nonprofit called Code.org is doing its part to push the mainstreaming of basic coding classes in schools by offering free curriculums for teachers’ use. These programs game-ify the arduous task of young children learning to code by using, for example, the popular app Angry Birds in an effort to make lessons fun. To do this, the curriculums developed by Code.org — which is funded in part by big tech names like Bill Gates and Mark Zuckerberg — borrow from a visual programming language called Scratch, which was developed within MIT’s Media Lab in 2007.

So what can you learn from all this? Well, it sounds like now’s a good time to start spoiling your niece. After all, she’s going to be the one you’ll be calling for tweaks to your website in just a few short years.

Music and Mentorship: How an Austin Org Is Helping Foster Kids Survive the System

Working as a prosecutor in the juvenile justice system can be a daily lesson in despair, so when Karyn Scott left her job as a felony prosecutor in Austin, Texas, in 2000 she wanted to find some way to work with troubled youth, especially children in foster care. She had grown discouraged watching a parade of foster kids get shuffled through a burdened system, failing to receive the added help many needed to overcome upheaval, neglect and sometimes abuse.
The courts just don’t have the resources to keep up. There are some 400,000 kids in foster care in the United States and about 30,000 in Texas, according to federal and state agencies. About 59 percent eventually are reunited with a parent, legal caretaker or a family member, and only 22 percent are legally adopted, according to the U.S. Department of Health and Human Services. The rest are left under court supervision or transferred to a variety of agencies, including, unfortunately for a few, juvenile correctional facilities. Some 10 percent are emancipated, given adult status, by the courts and 1 percent run away. During their time in foster care, most children live in family homes, while a small minority are placed in group homes. Many kids bounce in and out of the system.
Scott wanted to find a way to keep children from becoming unmoored as they traveled through the foster care system, a tempestuous journey that can be dispiriting and difficult. She also wanted to offer the courts more resources to address each kid’s particular needs. “They need a consistent friend in their life,” Scott says, especially since their lives are marked by so much volatility — they’re moved often from one care setting to another, disrupting their home and school routines.
Scott’s mission was to create a program that would help encourage bonds with a child or teenager that would last. In 2009, after exploring various programs targeting foster kids, she came up with the idea of using music to ease that connection. Austin, which touts itself in true Texas style as the “live music capital of the world,” seemed like the perfect spot to launch her new initiative: Kids in a New Groove (KING). In its early days, the program, which pairs music teacher-mentors with foster kids in one-on-one relationships, “grew organically,” says Scott, as word spread quickly among Austin’s abundance of music teachers. To date, hundreds of kids have graduated from KING, with 80 children in the program at any one time.
MORE: Every Disabled Kid Should Have a Music Teacher Like This
KING uses both volunteer and paid teachers — the latter are those who have served with the program over the long haul. One veteran is Missy Hance, who studied music education at West Virginia University, before moving to Austin to teach music to both public- and private-school kids. She’s been teaching and mentoring KING students for more than four years. Working with foster care children requires her to be “more sensitive to their needs,” Hance says, since many of them are “down on themselves and do give up a lot easier.” It’s taught Hance a lot of patience, and led her to explore new methods of instruction and communication to better reach foster kids, many of whom may have been neglected or abused. She says music allows her students “to express emotions that they are not always able to express in words. It gives them a voice.”
The program uses a reward system that offers both stability and motivation. Each student earns stickers as they reach a series of curriculum goals set by their teacher. Achievements are continually reinforced: Five stickers earn a small reward, perhaps a T-shirt. Then, as students progress, the rewards grow larger, and if they complete the program, the ultimate reward — they get their own instrument. “I always push myself and try to get the child to get better,” says Hance. “Foster kids or not, theyʼre kids and they are just like any other kids.”
But the programʼs true success stems from its core element, says Scott — mentoring. KING emphasizes developing each teacherʼs mentoring skills and the cementing of a steady, personal connection between teacher and student. Over time, the kids learn to trust an adult, even though so many grown-ups have failed them in other areas of their lives. That “consistent friend in their life,” as Scott characterizes it, never deserts them, not when the child is adopted, moves on or comes of age and graduates from the program. One student, Anthony (his last name is withheld for privacy), learned to play the guitar during his stay in a group home. He was so enthusiastic that he began teaching his roommates how to play. Eventually Anthony, now 14, was placed in a rural home outside of Austin, but he continued to get lessons from his teacher via Skype.
ALSO: Meet the “Million-Dollar Scholar” Who Wants to Help Other Disadvantaged Kids Pay for College
The act of learning an instrument may confer immeasurable benefits too. Research has shown that studying music can rewire the brain in ways that may affect the processing of emotion and self-awareness, which is “why this program works for kids who have been abused,” Scott says. A 2012 study by the National Endowment for the Arts showed socially and economically disadvantaged children and teenagers exposed to the arts did better both in academic and social development. Studies by the Society for Neuroscience released in 2013 also found that music education helped boost neural pathways in the parts of the brain associated with creativity and decision-making.
One of the programʼs notable graduates is Joshua Moore, a member of the Austin alternative pop band Scarecrow Birdy, which plays in the city’s clubs and, thanks to KING underwriting, recently recorded its first EP. As a child, Moore was in and out of foster care, living in various temporary homes and a shelter while his parents grappled with drug addiction and prison. Moore, a guitar player and songwriter, credits KING for helping him survive his childhood, and has performed at the program’s fundraisers to give back. “Music is not so much expression of life as it is and life as it should be. It’s life as you want it to be,” he told the newspaper Austin American-Statesman in 2012.
Austin’s music community has come out to support KINGʼs efforts wholeheartedly. The organization relies on donations — it holds an annual major fundraiser — to pay for kids’ lessons. A yearʼs worth of instruction for each KING student costs about $1,000. This yearʼs Music for the Soul fundraiser, which will take place on May 1, will headline Martie Maguire and Emily Robison, the founding members of the Dixie Chicks, who now perform as the Court Yard Hounds.
Further down the line, Scott is planning to expand KING’s mentoring-teaching model beyond its current geographic limits — for now, KING works primarily with children in Austin, and also with some in Houston and Dallas. But wherever KING’s future students may come from, Scott has the same aspiration for all of them: using long-term loving relationships to teach them skills like goal setting, accountability and perseverance that will help them navigate the foster care system and life thereafter.
DON’T MISS: Foster Kids Need One Thing to Succeed in School. A Former Teacher’s Goal Is to Give It to Every Single One

The Man Behind No Child Left Behind Has a Surprising Answer on How to Improve Education

If you’re a music fan or a film buff, guaranteed you’ve heard of South by Southwest, a gathering in Austin, Texas that’s more commonly known by its acronym SXSW. But the annual event isn’t only rocking concerts and documentary viewings. It also attracts some of the brightest, innovative minds in education. The SXSWedu sessions discuss ways to improve teaching and learning and are filled with a-ha moments of invention and inspiration around how to help our kids.
But in a keynote session titled “Education: The Civil Rights Issue of Our Time,” Rod Paige, the former U.S. Secretary of Education, focused on the achievement gap that exists in our country and what needs to change.
After the session ended, NationSwell had the opportunity to ask him two exclusive questions: What is working in education and what is his call to action for the room of people he had just addressed?
He quickly replied: “Go visit Rocketship and visit KIPP.”
By mentioning these charter schools networks (KIPP is national network consisting of 141 schools; Rocketship currently serves three regions: The Bay Area in California; Milwaukee, Wisconsin; and Nashville, Tennessee), Paige echoed what has come up time and again in the full days of conversations and long halls of conference rooms at the Austin Convention Center: The importance of re-imagining the traditional school system. The underlying message of his two answers in one? His belief that bottom-up solutions (such as charter schools) are more exciting than some of the innovations in the public arena.
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The focus of Paige’s keynote conversation with Evan Smith, Editor in Chief and CEO of the Texas Tribune, comes out of a stance the former secretary of education has taken for years — that education is a civil right. That position was a driving force behind his work in the George W. Bush administration and in his book The Black-White Achievement Gap: Why Closing it is the Greatest Civil Rights Issue of Our Time, which was published in 2010.
“There is no strategy available that has a higher leverage opportunity to change the ethnic equality issue than closing the achievement gap in education,” he said on Wednesday. When Smith asked whether closing the gap should be dealt with at the federal level, Paige responded that while the federal government can have some influence, “the primary impact has to be at the place where the people walk the halls of the schools and look in the eyes of the children.”
Coming from a man who helped develop the controversial No Child Left Behind Act, this was certainly an interesting answer. However, Paige said he views education as a three-legged school made up of “the school, the home, and the community.”
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“We are doing all we can” to improve what goes on in the school and “very little” to improve what is going on in the home and the community, Paige added. “A child who has a loving and caring and supportive parent has a huge advantage,” he said. Those who lack that support are at a major disadvantage — a void that a teacher cannot fill on his or her own.
And when it comes to making sure that the original intent of No Child Left Behind Act “to close the achievement gap with accountability, flexibility, and choice” is realized, Paige said the leadership in African American and American Latino communities have to own this issue.
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Still, he said he does see a place for a national approach to education when it comes to the Common Core (also a controversial topic in education), explaining that 50 different state systems cannot control the public education of the United States.
Referencing the 1983 report by the National Commission on Excellence in Education, Paige said it was called “A Nation at Risk,” not “50 States at Risk,” for a reason. “There has to be some coordination,” he said explaining that there cannot be efficiency when there are too many points of authority.
But real change cannot come without those aforementioned three legs of the stool.
Perhaps that is why Paige was so quick to mention Rocketship. Its motto? “We do more than educate students. We empower teachers, engage parents, and inspire communities.”