Posts Tagged ‘learning’
Posted by The Editorial Desk / Wednesday, December 17th, 2008
Shadow education thrives in our communities. So why do some take the don’t-ask-don’t-tell approach?
By Jill Stewart Brigati
For the third year in a row, *Matt’s parents wrote a $26,000 check for their son’s private high-school education at Flint Hill School in Oakton. They have also been writing a check every week to their son’s math tutor and another one to his writing tutor since he was a freshman. It adds up to an additional $3,000 per year. They think the money is well spent. “My parents are fine with it,” shrugged the junior. “They just want me to be happy.” Matt is an honor-roll student who welcomes the extra help. “My parents can’t really help me with the math anyway,” he smiled.
Isn’t Tuition Enough?
Thousands of Northern Virginia parents supplement their children’s private-school educations with private tutors, a multibillion-dollar industry nationwide. Why? Some area school administrators and tutors are reticent to answer that question, but for the most part it is private school families who aren’t talking.
Education researchers say that families are hush-hush on this topic all over the world. Mark Bray, director of the Comparative Education Research Centre in Paris, published a 2006 study of the huge international private tutoring industry. He found that families hesitate to reveal the amount of tutoring they commission in part because they want to keep a competitive edge over their peers.
According to British journalist Jenni Russell, author of “The secret lessons,” there is “no official information on the extent of private tutoring, because it’s in nobody’s interest to collect it.” Russell said parents are often reluctant to admit they have hired tutors, and “schools would rather take the credit for their pupils’ results themselves.” However, she said, “The anecdotal evidence is sobering.”
Some educators think it is folly to believe that private school is all a student needs to excel. Fairfax tutor Jennifer McKain-Dausch said some private-school parents view tutoring as overkill, but “others understand that sometimes a neutral party is needed.” McKain-Dausch noted that even top students use her as a sounding board. “I work with one student who consistently earns grades in the A and B range [yet] he always wants me to review with him before a test … I help him sort through his ideas.” The former private-school teacher said tutoring addresses students’ needs the way nothing else can. “They feel they can be very open with me about their struggles.”
Learning therapist Julia Visconti in Washington, D.C., knows that even kids from the most highly regarded schools need after-school help from time to time. “Learning success depends on how subject matter is presented,” she said. Visconti explained that our brains work in such a way that the teacher must allow time for student inquiry and interaction to ensure learning. “This is how a student retains details of a concept,” she said. The parent of an area private-school freshman feels her son’s teachers are highly qualified, but “he’s a kid who needs to be exposed to challenging concepts more than once in order to get it.”
Tutors to Close the Gap
Debbie Danoff, a Metro math and college prep tutor, noted that parents are often willing to hire a tutor when they realize that their child’s curriculum is more challenging than what they have time, patience and or the skill set for. Not only is there more material to sort through, according to Danoff, but most of her private-school students are on the accelerated track.
“A senior who transferred from public to private in ninth grade told me that she still feels less prepared than her classmates” now that she has reached upper-level French, Danoff said. “There are ninth graders taking French IV with this girl.”
Danoff sees kids under pressure, sometimes self-imposed, to take “that honors or AP class rather than a truly grade-level option.” She believes that proper placement would reduce the need for supplemental help. “They can understand the work, but with the fast pace, they need reinforcement. So I have kids in between, but they still go into accelerated classes,” she said.
When rigorous curriculum requires brisk teaching, after-school tutors have the luxury of expanding upon classroom instruction. Matt said that although his teachers and his grades are top-notch, his two tutors provide a slower-paced home setting he likes.
“We’ll talk about more than just the unit we’re working on, and then when the class gets to it, I’ll be like, Oh, yeah. It clicks.”
Matt takes advantage of the school’s learning center, but sometimes he would rather use his study hall to work independently “or take a break once in awhile and talk to my friends.” The junior added that he’d rather “save” the tutors until after the school day ends to assist him in regaining focus. “They help me manage my time at home, which is where I need it more,” he said.
Tutors in the Shadows
At Wakefield School in The Plains, outside enrichment starts early. “Kumon [tutorial program] is a popular one,” said one mom. Her sixth-grader son gets straight As, but math has never been a strong suit. “He’s not going for remedial reasons. It’s just a good way to stay on top of things.”
She added that her younger son, a third grader, started attending the sessions “instead of just sitting in the car.” Several of her sons’ classmates are signed up, too, but their parents were not willing to talk about it.
There are even some tutors who prefer to keep their business under wraps. “They’re leery to discuss the topic because sometimes these are teachers from other schools supplementing their income,” a Purcellville college advisor explained. “They don’t want their administrators to find out.”
And some private schools have their own reasons for keeping stealthy on the subject. One area learning specialist remarked, “Some schools don’t want to be seen as a school that has kids with special needs or [as having a program] so hard that kids can’t get through it without a tutor. ‘None of our kids have learning issues.’ That’s the mindset.”
According to the parent of a recent graduate of McLean’s Madeira School, “If there’s an academic problem they’d rather take care of it [in-house].” The local mother said she also believes there is a common assumption among parents that “everything will be taken care of when you’re paying for it.”
Administrators at The Madeira School declined to comment on the subject.
Danoff noted that private schools are often more capable than public schools of addressing academic problems because of their smaller class sizes. “It’s easier for teachers to identify who’s slipping. The problem then becomes students are embarrassed if they have to take a step back.” She paused. “At that point, I’m helping them keep their heads above water.”
Tutors in the Spotlight
All students at Flint Hill School have a team of specialists watching whether they sink or swim. Nelson said she will point a struggling student toward a private tutor only after the team—which includes the student and parents—have done everything they can to help.
All students are offered extra-help sessions, blocks of time built into the day’s schedule to meet with classroom teachers, and qualified students can utilize the Learning Center, which offers assistance from counselors, coaches and the dean. When a student requires additional assistance, the school offers up names for outside help.
“We’re realistic; we have a very challenging program. We have kids who can handle it just fine with no support, and we have others who need support in a particular area.
“Because not everybody’s good at everything all of the time,” Nelson emphasized.
Flint Hill’s open-door policy with outside tutors serves their students well. “We see the kinds of kids we turn out—they’re great kids. And if they need a tutor, that doesn’t take away from how great they are in our minds,” Nelson said.
“They are all learners. They are learning about themselves just as they are learning academically,” she added. Her center’s mission is to help students figure out just what type of learners they are. “It’s always going to be different than the person next to you, and sometimes that means it’s with the help of a tutor.”
When private schools act as a resource for private tutoring it can be a winning combination.
A private-school 10th grader explained ticked off the reasons why he feels successful in school. “I feel like the school helps me, and so does the tutoring. It’s not one more than the other.”
A Culture of Support
Local private-school parents are part of a tutoring trend that has exploded in recent years. Sylvan Learning Center cites that five years ago there were a mere 250,000 tutors in the United States, whereas today there are two million.
Janice Aurini, a post-doctorate fellow at Harvard University, explained that the rise of tutoring is part of an expanding repertoire of parent-driven activities. “To paraphrase one of my interview subjects, ‘You put your kid in soccer, you put your kid in piano lessons, and now you put your kid in tutoring.’ It’s just one of the many things you do for your children,” she observed.
Match Makers
How you and your private school can help find the right tutor for your child
Credentials: There is no regulation in the tutoring industry, so buyer beware. Look for a tutor who has experience working directly with students in addition to checking his or her diploma. For students with learning disabilities, schools should only suggest tutors who are accredited specialists. Multiple references and a criminal background check are often required before a tutor can get on a recommendation list.
Curriculum: Education-industry analyst Steve Pines said familiarity with curriculum is a must. Since anyone who tacks up a sign at Safeway can wind up working with your child, make sure your tutor knows exactly what is being studied in class. Flint Hill’s Learning Center director Linnea Nelson explained: “It’s tough to get on our list. You have to have worked with a student here in order to get on.” She recommends many former faculty members and substitute teachers.
Keep watch: It’s hard for a private-school student to slip under the radar; usually there are regular team meetings to discuss each student’s progress. Many private schools also have learning centers that will help evaluate your child’s needs and suggest further testing, if necessary. But no one knows your kid is up until midnight doing homework on a regular basis unless you tell them.
Know your players: Matching personalities is just as important as credentials, Pines said. “I can’t emphasize enough the importance of chemistry. Involve your child in finding the right match.” The school might suggest peer tutors as a more informal, money-saving option.
Choose a path: Does your student want a tutor for enrichment, reinforcement or remediation? Private schools have often already researched who the appropriate professionals are.
Select a timeframe: According to Visconti, your child will give you the cues. “If the tutor hasn’t sparked a fire within three months, it’s not going to happen,” she said.
Nelson pointed out that private schools’ main objective is embedded in many of their names. “They are preparatory schools. No one wants Junior moving back home at 22,” she laughed.
If that preparatory process involves a tutor, many Northern Virginia private-school students and their advocates are all for it. “We want to do everything we can to get the job done thoroughly now,” Nelson said.
(October 2008)
Posted by The Editorial Desk / Wednesday, December 17th, 2008
More and more, colleges and universities are acknowledging the demanding schedules, harried lives and educational needs of adult students.
By Elaina Loveland
“Going back to college was something I always wanted to do,” said Wendall Dayley, who used to commute 55 miles each way from Winchester to attend classes at George Mason University. “It was one of my lifelong goals that I wanted to accomplish, and finally—I did.”
At 34 years old, Dayley is one of many Northern Virginia residents who returned to college later in life to finish his undergraduate degree.
In 2005, American adults pursuing undergraduate degrees made up 18.8 percent of the total undergraduate population of approximately 17.5 million, according to the National Center for Education Statistics. From 2005 to 2015, it is projected that the number of students over 25 years old pursuing degrees will increase by 18 percent.
In 2007, Sen. Hillary Clinton reintroduced the Non-Traditional Student Success Act, a bill that helps non-traditional students get into and succeed in college. It aims to increase Pell Grants for adults, allow less than half-time students to receive federal aid, increase the income protection allowance to allow working students to keep more of their income without losing student aid, and expand the Lifetime Learning Credit to allow students to receive more money in advance for tuition costs. Some success has been attained; two provisions have been made law: expanding access to Pell Grants for part-time students and reducing the work penalty for independent students.
Educational Programs for Working Adults
According to Andrew Flagel, dean of admissions, George Mason University has 4,500 undergraduates over the age of 24.
“What makes George Mason distinctive is that it always worked closely with the economic drivers within the region to meet the needs of the local workforce,” Flagel noted. “The degree programs students, including adults, enroll in reflect the high demand of employers in the region. Some of the hot fields are IT, conflict resolution and health sciences.”
With 570 students, George Mason has the largest individualized program for adult students in Virginia, according to Mark Sistek, advising director of the Bachelor of Individualized Studies (BIS) program.
The BIS program, started in 1975, houses students from 35 to 68 years of age in its classrooms. Participants can enroll in any traditional degree program in the university, but the opportunity to create their own degree program by designing their majors is attractive to many adults. “For a number of adult students, they are looking (for) a way to focus their last years of study on coursework that is meaningful to them,” Sistek said.
Dayley chose the BIS program. “I learned that I could set up my own degree program that fit better with my personal goals,” he said, adding that he was able to combine his interests in history and creative writing into a “historical and creative writing” degree.
South of the Beltway, the University of Mary Washington started a bachelor of professional studies program for adults in 1999. The college serves students in the City of Fredericksburg and Prince William, Caroline and Fauquier Counties, as well as Westmoreland Beach.
With students ranging from late 20s to early 50s, the program offers “concentrations,” rather than majors, in such fields as leadership and management, computer information systems, accounting, network security and interdisciplinary studies. Undergrad liberal studies’ degrees are also offered.
“Adult students contribute very differently in class discussions because of their work experience,” said Jeanie Kline, UMW’s associate vice president for academic affairs and administrative services. “Students in the program work in government, insurance companies, hospitals and other local employers.”
For Stafford resident Heather Knight, going to college right out of high school wasn’t the best option. “I changed my major too many times,” she said.
An opportunity came her way to gain training in information technology, and she started her career at Geico, where she has been for 11 years. “I always wanted to go back to finish my degree,” she explained. Now 38, Knight is enrolled in the University of Mary Washington’s Bachelor of Professional Studies program in Computer Technology.
Recently promoted to information technology manager at Geico, Knight’s plan to enter this program was well timed: Her new job requires her to either have a degree or be pursuing one, and before enrolling at the University of Mary Washington, Knight had taken a couple courses in the traditional college classroom during the day, with little success. “It was difficult,” she explained. “The atmosphere wasn’t very comfortable because the students didn’t have the same level of life experience.”
Developing Programs
Developing quality adult undergraduate education options is no easy task.
“Institutions need to be able to offer a clear pathway to a degree,” said Robert Otten, associate vice president for academic affairs at Marymount University in Arlington. “Traditional college students have leisure and flexibility in what they want to major in. With adults who don’t have the extra time to experiment with what courses to take and when to take them, they need a clear path; they need to know exactly what they need to take and when those courses will be available.”
Mike Canfield, director of the school’s undergraduate admissions, said 33 percent of undergraduate students who transfer to Marymount are 25 years or older.
The Marymount program is constructed differently than a typical undergraduate degree, as the students’ unique needs were considered in developing the curriculum. Rather than a major, this program requires two concentrations.
“Adults returning to school aren’t often able to complete courses in the same way as a typical undergraduate plan because the curriculum is often highly structured and demands students complete certain courses in a particular order, which is why adults can benefit from a flexible major that has more options,” Otten said.
Aside from offering adult students a special program, Marymount strives to meet the need it saw for more options beyond its main campus, and opened a new site in Reston in May. Of the programs they are offering, two are specifically geared toward adults finishing their degrees in nursing and business.
“Demand is one reason,” Otten explained. “There is a nursing shortage. The Northern Virginia community college system is doing a good job at offering entry-level nursing programs pipeline at the other end. And the BBA is a good option to either enter or advance the field of business.”
The Balancing Act
Adult students have challenges that a typical college student doesn’t face.
“It’s a balancing act for them,” Kline said. “Adults have a lot of balls in the air between family, work and school.”
“It can be very taxing,” Knight admitted. “I work eight to 12 hours a day depending on projects at work, and I have a 4-year-old son.”
Fortunately, many college programs are designed with adults’ time in mind. At the University of Mary Washington, students meet only one night a week and complete the rest of the coursework outside of class. Participants of programs at George Mason and Marymount also meet in the evenings.
“Balancing my family and the academic work was the hardest challenge,” explained Dayley, who is married and has two children. “Three hours of commute time put a strain on spending time with family and studying.”
Morrya Jone, 38, a recent graduate of Marymount, emphasized that time management is vital to success. “You can get frazzled if you aren’t organizing, especially if you are working and going to school. So students must prioritize what they have to do,” she suggested.
Advice for Adult Students
Many options exist for the many adults returning to college.
“Look for a program that is flexible and geared toward adult professionals,” Knight advised. “You can learn so much from the experiences from other adults in the classroom and can relate to them better than younger students. Also, the professors typically teach in addition to their full-time jobs, so you can learn a great deal from their life experiences, too.”
When a student finds a program that appeals to him or her, Otten said, the next step should be meeting with an advisor who is a representative of the program to ensure it is a good fit before making an investment by enrolling. “Prospective students really have to know the people who will administer the program. It makes a crucial difference, making the right decision about which program to attend.”
Perseverance is perhaps the most important piece of advice for adults contemplating going back to school.
“Stick with it,” Jone recommended. “It’s easy to want to give up at times. But surrounding yourself with people who want to help you succeed, like your friends and family—and sometimes, even your boss—can make a huge difference.”
Rising Trends and the Online Option
Argosy University, a national university with an Arlington campus, has attracted adult students to its graduate programs for several years but has recently witnessed a growing interest among adults for undergraduate degrees. This fall it began offering four-year undergraduate programs, including a Bachelor of Science in Business and a Bachelor of Arts in Psychology.
Additionally, Argosy recognizes that offering courses online is attractive to adult learners, and has been providing online and blended courses since 2002. “Northern Virginia’s workforce is highly educated and highly motivated to further their education. In this way, the flexibility of online course formats lends itself well to the lifestyle of our area,” said William Brown, president of Argosy University’s campus in Washington, D.C.
And recently, the university began offering complete degree programs online. “We do have a large portion of students who are interested in this, but also in the opportunity to combine classroom and online learning to get the best of both worlds: face-to-face interaction and flexibility of schedule.”
(August 2008)