I've pondered upon this very moment in time when the Soviet Union changed to more Capitalistic Russians (the elitism) and wondered why I liked Gorbi! I don't have an answer. What I do know is that I would never or could not live in a communist country. Okay what do I do go to the moon?
I don't see how Independence, Free Hawaii and Hawaiian Kingdom will match up in the future? Nor do I want a police state or one that is operated by psycho hate!
All that I can do at this time is to keep the doors open for young people to pass through safely, respectfully and responsibly. It's the only way that I know that can venture a plausible future in Hawaii for Na Kanaka on their ancestral lands. A bit simplistic, true!
Moving on to the more complexity of quality of life. Public School systems should not divide our economy with an elitist group, poor group, and poverty group. I believe that we should have a one diploma not three different types of diploma. Recognizing the problem today is important for our childrens future here in Hawaii. Need I explain? No, just get the end game!
HOW IS THE “STEP UP DIPLOMA” DIFFERENT FROM THE REGULAR HIGH SCHOOL DIPLOMA?
It requires the workforce. The BOE “Step Up” Diploma,
Students must also complete all other requirements associated with a high school diploma. These requirements are listed at http://graduation.k12.hi.us or on the Educators Link at www.stepuphawaii.org. rigorous math, English and science coursework needed for successful entry into either college or the unlike the regular high school diploma, requires:
I agree with the DOE Superintendent Kathyrn Matayoshi, we need one diploma not three different types of diploma.
I am being an up front hyprocrit on this subject too, for public education is for all not just for a few. Unlike private schools--parents pay for their childrens education and there is no similarity here. Public Education is for all and NCLB should not reverse to the old ways in the middle of the stream in Hawaii. Not too long ago 2 out of a hundred saw quality education in public schools, and Hawaii must never return to those losses ever again! Moving on to clear understanding to the manipulation of the rich and its addictions are necessary for the children of Hawaii. These lands of my ancestors belongs to the future generation.
Here is something to read which explains far better than I:
Conclusions
Every student must have equal access and equal opportunity to meet all the requirements set by the DOE. Before the DOE implements a mandatory diploma requiring students to complete four (4) credits of math, it must first demonstrate that it has: 1) sufficient supply of highly qualified math teachers; and 2) equitable distribution of these teachers throughout each complex area across the state.
Too often those same individuals who would be great math teachers would also make great nurses. Both professions require mathematical literacy and a desire to help others. According to U.S. Bureau of Labor Statistics, the 2009 mean annual salary for public or private secondary school teachers in Hawaii was $48,660 compared to registered nurses earning $80,020. Similar years of education and professional testing required.
We need to address the very real impact that competitive professions have on the supply of licensed math teachers. Perhaps it is time to implement a differentiate pay scale attached to teacher licenses in shortage areas. The University of Hawaii uses a differentiated pay scale: economics professors are often compensated at much higher salaries than English professors because there are fewer economists seeking work as professors. Another approach would be to attach a bonus to the license itself and not the position; similarly to the way National Board Certified Teachers receive a $5,000 annual bonus for having the additional certification.
Equitable distribution is also a difficult task to mitigate without additional funds and amendments to the collective bargaining contract. There will be a real risk to losing teachers from the DOE system who will not want to be forced to teach at a school that the individual teacher considers “undesirable”, whether it is the remote location of the school or the teacher’s own prejudices. Again the DOE could provide an additional annual bonus to teachers who voluntarily identify their willingness to be place wherever they are needed on a specific island or statewide.
The DOE must implement the necessary infrastructure to ensure that every student is provided equal access to meeting the current graduation requirements. And then it must be able to present evidence that demonstrates that it has the necessary resources and infrastructure to support additional requirements for graduation. Moving forward prematurely, without the two prerequisites in place, will increase the negative impacts already facing our most remote and marginalized students.
About the author: Kim Coco Iwamoto, a civil rights attorney, was elected to the Board of Education in 2006 and 2010 and served on the BOE until April 2011. She has also served on the DOE's Safe Schools Community Advisory Committee, the Hawaii Teacher Standards Board, and the Career & Technical Education Coordinating Advisory Council.
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