What the Military Knows about Education - CCF - May 2007

8/14/2019 What the Military Knows about Education - CCF - May 2007

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Demilitarizing What the PentagonKnows About Developing Young People

A new paradigm for Educating Students Who are Struggling in School and in Life

y H B. P

T HE B ROOKINGS I NSTITUTION CCF Working Paper

With the Governance Studies Program


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CCF Working Pap

Demilitarizing What the Pentagon Knows About Developing Young People:

A New Paradigm for Educating Students

Who Are Struggling in School and in Life

Hugh B. Price

In collaboration withGovernance Studies at the Brookings Institution

The Brookings Institutionmay


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2

Hu h B. P c s S F ll w t th B s I st tut d th f m P s d t d CEO f th N t lU b L u . As V c P s d t f th R c f ll F u d t f m 1988 u t l 1994, h w s st um t l c -c v d l u ch th qu s -m l t y m f sch l d uts th t c m t b w s th N t l Gu d Y uth Ch ll NG C s. T s w s d w th th us su t f th G ldm S chs F u d t dth c c F u d t . T uth w sh s t th Is b l S wh ll d R H s s, C -D ct s f th C tf Ch ld d F m l s t B s, d P t N v l , V c P s d t d D ct f G v c Stud s tB s, f th u d c d c u s l. T uth s mm s ly t ful t Ol v Sl m f v lu bl s chss st c d ut t th s .

Tis working paper from the Brookings Institution is distributed in the expectation that it will elicit useful commin the hope that it will spawn demonstration programs and, if these prove successful, large-scale education initiare derived from the ideas advanced herein. Te views expressed in this paper are those of the author and should n

tributed to the staff, offi cers, or trustees of the Brookings Institution or of the foundations that supported this


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Parent Testimonials: Young Lives Turned Around by the Military

M th f D v ( t c t th N t l Gu d Y uth Ch ll NG P m, qu s -m l t y s -d t l c s f sch l d uts):

Ou s , D v . . . w s th th f s lf-d st uct . . . . T c st t s f sch l(wh ch ct d h s t c d st ht Ds, Fs), ly , b d s s ctful t uth ty,s ut f th h us t ll h u s f th ht, x m t w th lc h l . . . w s tth m wh xc t l t f t ubl d h w t.

D v ll d th Ch ll NG C s, th N t l Gu d m f d uts. Wh hc m h m t v s t . . . [w] w t ss d y u m w th s ct, d ty d s t v utl l f . . . . D v s w th t v c t l f h s cl ss. 1

D v d Pum h y, t f M tth w Pum h y, th Ch ll NG t c t:

E ch t m h c ll d, h c st tly t l d b ut ls h h s s t d h s h l s t .T t s t th s m d th t I d d ff t Tu d b d. 2

D b h Hu h s f G :

I v [Y uth Ch ll NG m] y, c fus d, u h y ch ld, d y u tu d tm t s c fus d, h , d s m wh t t s y y u m . Y u v m y u

m w th u s , l, d f u d t t b m . Als , just s m t t, I c v d b c y u m wh st ll m d t h s u qu ss d h s w d s s f hum (wh ch Il v ). 3

A l f G

My s l st t st sch l (ADD), b c us h d d t u d st d, th f h w s t dt 9th d f th 3 d t m . H w s h u d th w c wd, sm d dd h d v y b d t w d m , h s m th . B s l m m I h d t w d l st

c t l v h m. My s st t d Y uth Ch ll NG Ft. St w t, [G ], J 04. WhI c d h m u h s ss f th w d, I c uld t b l v th t I c d u th s m ch ldth t I h d d d ff. H w s c u t us, s m d s w u , v t ld m m m I l z Imb c m m . A d th b st d ff c , h w s tl m t w d m d v y h l fulb b th . 4


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Table of Contents

Parent Testimonials: Young Lives Turned Around by the Military . . . . . . . . . . . . . . . 3

Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Prologue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Education - The Ticking Time Bomb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81. Basic Skills Gap . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92. Preparation Gap . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103. The Dropout/Disengagement Crisis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Urgently Needed: A New Paradigm for Educating Low Achievers . . . . . . . . . . . . . . . . 12

Why the Military? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

The Military Way . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141. Basic Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .142. Pre-Military Development Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .153. JROTC Programs and Career Academies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .164. Youth Challe NG e Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .165. Public Military Academies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Attributes Worth Emulating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201. Belonging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .202. Teamwork . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .213. Motivation and Self-Discipline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .214. Valuing and Believing Every Youngster Can Succeed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .225. Educating and Developing the Whole Adolescent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .236. Curriculum and Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .257. Structure and Routine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .268. Mentoring and Monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .279. Rewards and Recognition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2710. Accountability and Consequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2811. Safety and Security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2912. Demanding Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Problematic Characteristics and Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301. Inappropriate Discipline or Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .302. Constraints on Individuality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .303. Not for Everyone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .304. Implementation Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Promising Ideas Worth Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Military vs. Civilian: Best Bet for Going to Scale? . . . . . . . . . . . . . . . . . . . . . . . . . . 341. Military Devotion to Mission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .342. Military Content in the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .353. Vehicle for Military Recruitment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .354. Unstable Military Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

Deploying the National Guard to Rescue Americas Troubled Adolescents . . . . . . . 37

Alternative Strategy for Going to Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41


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Executive Summary

A d c d , th N t l C mm ss ch d Am c s Futu ssu d sc t w ts -t, t tl d What Matters Most:

T h s b v us t m h st y wh th succ ss, d d th su v v l, f t s d lh s b t d s t htly t th b l ty t l . d ys s c ty h s l ttl m f th s wh c t d, w t d c m ut c tly; d d us s u c s; f m d s lv bl ms; d c t u lly l

w t ch l s, s lls, d ccu t s. . . . I c t st t 20 y s , d v du ls wh d t succ d sch l h v l ttl ch c f d j b c t but t s c ty d s c t s th t d t succ dt duc t h v l ttl ch c f succ ss l b l c my. 5

D m h c t ds d c t th t th U.S. c my w ll ly c s ly u L t s d Af c Am c sb c us t th th y, d s c lly th f m , w ll c m s st d ly w t f th dult w -f c . By 2020, u hly 30 c t f th w - ul t th U t d St t s w ll b L t d Af c Am c . Y t th s c m c lly d s s bl ul t u s, l w th l w- c m y u st s, c s s-

t tly l f th st b h d c d m c lly. As c tly s 2005, u hly h lf f f u th d hth d bl c d L t stud ts f m d B l w B s c

d d m th cc d t th N t l Ass ssm t f Educ t l P ss. Actu lly, th m t v f b st ch v m t t sc ds th c ty. Wh t stud ts f ut umb th s f m th th c u s dc st tut v -th d f ll y u st s sc th l w st qu t l . C m u d th s c d m c s,d st ss ly l umb s f L t d Af c -Am c y u st s d ut f h h sch l.

G v th m us st s f u s c ty d c my, u c mmu t s, d th y u l th ms lv s, tht s duc t s d l cym s sh uld f cus w th l s -l c s , t s ty, d u ty qu

th s d d y u l f s lf-suffi c cy d c t z sh th tw ty- st c tu y. T m ty, v-ty, d stubb ss f th s ch ll d m d ut- f-th -b x th d t v t s th t m l m t d sc l c mm su t w th th sc f th u d ch v m t bl m. F cus bs ss v ly st d ds d

t sts, tw wh t l dy h s t w d, st tut m d st f ms w th ll d l b t s d f l t s vs c tys b st t sts b c us th y f ll f sh t f m t th duc t l d d v l m t l ds f y u st s wh st u l sch l d l f .

T ffus v c mm ts f tu d l by ts f t s wh j d th N t l Gu d Yuth Ch ll NG P m tt st t th c c ty f th s qu s -m l t y m, st bl sh d 1993, t tu u d th l v s f th us ds f sch l d uts. T s d sc ct d y u l , l w th th s wh h v l st t st sch lv th u h t ch c lly th y m ll d, s t v st u t d s v f hum c t l th t, f l ftu duc t d d u d d v l d, w ll b c m m us d s c ty f t s t c m .

T s w x m s th ch s, w sd m, d x c t d by th Ch ll NG m s w ll s th v st st h us f wl d d s ch, m d ls d syst ms ss ss d by th m l t y s v c s th t

t t lly l c bl t duc t d d v l y u st s wh t t st s f c d m c f lu ,c m c m l ty, d ut ht v ty.

T m d st u s f th s s t sc t wh th th s ch s sh w suffi c t m s th t th y m ht w f th s y u l , t wh th th s s l d f th t th y ctu lly d w , T v d c th ddu u c ss c , wh ch u s th mut f m s tchy st t st cs d t l stud s t cd t s d j u l st c bs v t s, s t y t bust u h t qu l fy s c clus v f.


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Why f cus th m l t y? T U t d St t s m l t y j ys w ll-d s v d ut t f ts b l ty t ch,t ch, d d v l y u l wh udd l ss, d f s tt th c m Am c st tut s dv c m t s. Y u l c v m l t y-styl duc t d t y f s tt s, m stty c lly b ch f th m l t y. V us b ch s ls t w th ubl c sch ls t t ms th tmul t th m l t y tm s h d m th ds.

T s m l t y d qu s -m l t y ms xh b t m y tt but s th t t c t but t th y u l ssucc ss d th f m ht b t t c t w ch t duc t y u st s wh -f m w y b l w , d s d f m sch l, d ut. P tt th duc t f c v l y u st sft th m l t y d s s l t m t x t s d w s m ssu s. T y s t mb c d cust m z th stt but s th t st th th duc t d d v l m t f d l sc ts, wh l sch w th ch ct st cs dm th ds th t d t b l c v l t s . Sch l d st cts m y c t u t d t th s tt but s th t h l th m duc t y u st s wh h t f h vb d ffi cult t ch d t ch. T s d h c ch t t m s ct c s t sc l ch ct z s th w y

ss ft ccu s sch ls th s d ys.

T f bl sc my v w s t d v s st t y f t st s v l d s th t m f m th s lys s dth t th m t sc l f th y duc c m ll sults. T v c c ts w th l t : (1) f st-t c mm s ms t h l l w ch v s c tch u qu c ly; (2) qu s -m l t y ubl c h h sch ls th t dh t st d d z d f m t c ss d w th sch l d st cts; (3) qu s -m l t y ubl c b d sch ls f y u st s

wh d sust d d t t l sul t f m d st uct v f m ly c mmu ty u c s; (4) s d t lms f c c t d juv l ff d s wh stly w t s c d ch c ; d (5) u s ful d f thful

t duct f th s m s tt but s t ul sch ls.

T f s b l ty d ff ct v ss f th s qu s -m l t y m c c ts sh uld b t st d v d m st t j-cts th t subj ct d t us v lu t . If y f th s duc st ly s t v sults, th th y sh uldb t t sc l .

T m st l c l d st htf w d w y t d s s f v s t v th N t l Gu d u ts th st t sth s ss m t. sul t th s v t lly m t t d m st c l f m y t l d f s bl t s m s dby th P s d t th P t , th s w duc t t t v s u d t by th N t l Gu d ths ct v st t s sh uld b c d by st t d l c l t s, ss bly u m t d by ts f m f d l

d m st c c s, but d t ly t th u h th U.S. D tm t f D f s .

M ll s f d l sc ts m l z d c d m c lly d d st d f bl v th tw ty- st c tu y c -my. T y b ly, f t ll, w ll b bl t u h ld th bl t s s c t z s d v d s. T U.S. m l t y u d ut h w t u tu d u l sh th t t l f y u l l th s t s . By d m l t zd d l y wh t th P t ws b ut duc t d d v l ml ss y u l , th s t ubl dd t ubl s m y u Am c s c b t sf m d t v lu d s c l d c m c ss t t u t .


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Prologue

T ty y s , th c c F u d t w d d t t u b ff s c sult m wh I w s tt x m th ssu f why s m y bl c t s, t cul ly m l s, l u sh d uts d th l b

m t d, m m t tly, t t y t c m u w th c t v l cy c mm d t s d m t v -t s t dd ss th bl m. I s v d s j ct l d f th x c s .

Du th c u s f u w , I c ll d my w x c w u W sh t , D.C. th 1950s. Wh I w s t , m y f my cl ssm t s s m ly w t t sch l. S m f th b ys w wh t w qu tly c ll d thu s d u h c s wh b ly sc d f m sch l. Oth s b bly ss ss d y f - c -d m c t ll c s th t H w d G d f th H v d G du t Sch l f Educ t h s d t d d th tm d sch l b .

As s s th y c uld, th s ml ss t d b ys d d ut f sch l d ut f s ht. I c ll c u t umb f th s f ll ws s v l y s l t . S m h w th y h d m d t l st th m l t y ls th ydb d ft d. E th w y, th y st utt d b ut udly th u f ms, full f u s .

T t sf m t t u d d myst d m , s c lly s c I v s v d th m d f c s. Wh my c ll u s t th m d I d b t d th s sum d b ts f m l t y s v c f udd l ss b ys, w st t dm c t m y qu v l t f th A my x c d c m u w th th c c t f qu s -m l t y d m st c y uth c s f d uts. B s c lly, th d w s th t y u st s w uld ll v lu t ly d b s-s d t m l t y b s s wh th y w uld c v t s v c d m c t , f m c mmu ty s v c , dd v l s lf-d sc l .

R tt bly, th t m f u d c uld t h v b w s . W th th t m th m d-1970s f mth l t c lly f ct us V t m W , l cym s, v m t ffi c ls d f u d t s s m ly w m d t mb c m l t y-l m l t y-l ht s lut f th s d m st c bl m, m tt h w t ubl s m

t ct bl .F st f w d, tw c s d t y s l t , t th R c f ll F u d t , wh ch I j d s v c s d t thf ll f 1988. I d c d d t su ct th qu s -m l t y c s d , u d t t, d t y t m t l. I bt dt duct s t W ll m yl f th C t f St t c d I t t l Stud s (CSIS), d f s l cy

th t , d t G l H b t m l , h d f th N t l Gu d t th P t .

B th f th m l d th d ht w y d w st t d f cus h w t m th y uth c s l ty. I tht th R c f ll F u d t t v d t t CSIS t c t study u , c m s d f l d m l t y d -m l t y ty s, wh w uld v t th qu s -m l t y c s c c t d th , f ll w t w ll, ssu f v -bl t d s t. W b th f lt th t d s m t by h hly s ct d d f s l cy th t w sc uc l t th c d b l ty f th d s d th P t d c ss l c cl s. T study u , w s th

CSIS N t l C mmu ty S v c f Out- f-Sch l Y uth P j ct, w s c -ch d by S t J h McCd R s t t v D v McCu dy.

G l m l d h s Ch f f Publ c I f m t , D D hu , w v m thus st c d d t m dt c t such c s. T y f cus d t tly d s t d su d C ss t t fu ds fl t s t s. T t d by CSIS h l d sm th th w y f th d th u ch l s f th P td th l t c l st bl shm t.


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I 1993 th N t l Gu d Y uth Ch ll NG C s d f bus ss t st t s. T d s th t DD hu d h s t m d v s d c ll d f t c ts, ll f wh m must b sch l d uts, t s d tw ty-tw w s m l t y b s . T y w mm s d x ctly th d f us, h hly st uctu d mx ct d f m l t y t . T cu culum, d w f m y s f P t s ch d x c , m d tm v th l f -c s lls d m l ym t t t l. d y th Ch ll NG m t s th ty-f u

s t s tw ty-s v st t s, Pu t R c d W sh t , D.C.

Ch ll NG w s ts x st c t c mb t f tu t d x c , s ch d x m t t , d -t m t d x cut . As sult, t h s qu t ff ct v ly ll d v d th c t uum f s v c s v l blt y u l wh h v ds th t t d t l st tut s, such s ubl c sch ls, c mmu ty-b s d z -t s, v f m l s d chu ch s, s m u bl d s cl d t ll.

T s s s t bu ld th ch s, w sd m, d x c t d by th Ch ll NG m, d th v st st h us f wl d , s ch, m d ls, d syst ms ss ss d by th m l t y s v c s th t t t lly l c bl t duc t d d v l th s y u st s. I d t sum t ff c clus v f

th t m l t y-l ch s w ll w w th th s y u st s. I st d, my th m d st u s s t sc t wh th th s ch s sh w m s th t th y m ht w f th s y u l . T s d ws s tchy v d c , s htful j u l st c cc u ts, d c m ll sth d cd t s d hu ch s d st ctsl d f m l m y c ss c th t cumul t v ly t ctu f t v t s th t t h ldc s d bl m s .

T t f th s t s qu st s d s t d s b ut u c v t l w ys f duc t y u st s wh st u l d f z sch ls th t m ht b qu dc c tu lly, c d m c lly, d t -llyt v th m b tt sh t t succ ss l f . F f m tch d st , th d s dv c d h ff dt s u v us s ch f v t v w st t s t scu y u st s wh h v v tu lly d s d f ms c tys d sc .

Education - The Ticking Time Bomb

C B tt, th CEO f I t l, c cl m d th t th b st t c t m b mb th U t d St t s s ths y st t f u K-12 duc t syst m. 6 H v d th t d m t h t w Am c s t th f ct th tth duc t l qu l ty f th t s w f c w ll d t m u c m t t v ss.

M . B tt ch d th t ch t w ssu d v d c d by th N t l C mm ss ch d Am cs Futu . As th C mm ss bs v d ts t, t tl d What Matters Most:

T h s b v us t m h st y wh th succ ss, d d th su v v l, f t s d lh s b t d s t htly t th b l ty t l . d ys s c ty h s l ttl m f th s wh c t d, w t , d c m ut c tly; d d us s u c s; f m d s lv bl ms; d c t u lly l

w t ch l s, s lls, d ccu t s. . . . I c t st t 20 y s , d v du ls wh d t succ d sch l h v l ttl ch c f d j b c t but t s c ty d s c t s th t d t succ dt duc t h v l ttl ch c f succ ss l b l c my. 7

T c d m c s lls d d f succ ss th w l c c v w th th s qu d f succ ss th sty f c ll , cc d t study c duct d by AC, th t t st utt. 8 T m l f th s d ss s m l , cc d t A thu R th f, S V c P s d t f th U.S. Ch mb f C mm c : If y u w t


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l j b, v blu -c ll j b, y u b bly t d s m sts c d y duc t , but t th v y l sty uv t t t th s s lls h h sch l. 9

D m h c t ds d c t th t th U.S. c my w ll ly c s ly u L t s d Af c Am c sb c us t th th y, d s c lly th f m , w ll c m s st d ly w t f th dult w -

f c . By 2020, u hly 30 c t f th w - ul t w ll b Af c Am c d L t , ly d ubl th c t 1980. 10 Y t th s c m c lly d s s bl ul t u s, l w th l w- c my u st s, c s st tly l f th st b h d c d m c lly.

1. Basic Skills Gap

T N t l Ass ssm t f Educ t l P ss (NAEP) s v s ff ct s th t s t c d. T x m, wh ch s m l s stud t ch v m t c ss st t s st d f t st v y u l, s ts th l v ls f c d m cc m t c :

B s c: d t s t l m st y f qu s t wl d d s lls th t fu d m t l f c t

w t ch d .P c t: s ts s l d c d m c f m c f ch d ss ss d.

Adv c d: s s su f m c . 11

I ctu l ty, th s u ffi c l f u th l v l f ch v m t NAEP. T t s B l w B s c, wh d sm y ly h h t f Am c y u st s h v l u sh d f y s. As m su d by NAEP, Am c stud ts,clud m t s, h v m d s m h dw y c d m c lly. T s s s c lly th c s m th, but m dly l ss

s d . As d ct d bl 1, l m ly h h t f stud ts t cul ly l w- c m s w lls L t , Af c -Am c d Am c I d y u st sc t u d t f m B l w B s c s c tly s2005:

able 1: NAEP Results for Fourth and Eighth Graders in Mathematics and Reading 1992-2005 :

P c t Sc B l w B s c1992 2000 2002 2005

H s c4th d d 61 63 . . 548th d d 51 . . . . 444th d m th 66 58 . . 328th d m th 65 59 . . 48

Af c Am c

4th d d 68 65 . . 588th d d 55 45 . . 484th d m th 78 64 . . 408th d m th 80 69 . . 58


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10

1992 2000 2002 2005 Am c I d

4th d d . . . . 49 528th d d . . . . 39 41

4th d m th . . . . 36* 328th d m th . . . . 48* 47

El bl f f / duc d- c lu ch4th d d . . 62 . . 548th d d . . . . 40 434th d m th . . 57 . . 338th d m th . . . . 59 49

Wh t4th d d 29 30 . . 248th d d 23 . . 16 184th d m th 31 22 . . 108th d m th 32 24 . . 20

As -P c c Isl d4th d d 40 30 . . 278th d d 24 . . 24 204th d m th 27 . . 13* 108th d m th 24 25 . . 19

*Note: Tese numbers are from 2003.Source: National Center for Education Statistics, 2005 Assessment Results: National rends (http://nces.ed.gov/ [May 200

T m t v f b st y u st s f m B l w B s c t B s c d b y d t sc ds th c ty, v th u hth t s f l w- ch v y u st s m st u c d m Af c -Am c , L t d Am -c I d stud ts. Wh t stud ts f ut umb th s f m th th c u s d th y c st tut 37.6

c t f ll y u st s sc th l w st qu t l cc d t NAEP. 12

2. Preparation Gap

N t su s ly, th s z bl s lls ct d by NAEP, c u l d w th th d stu b d ut t d scuss db l w, c t wh t I c ll t f l w ch v s. By th s I m th b tw wh t y u st s

w d bl t d v sus wh t th y d t w d b bl t d d t ss succ ssfully th u h

sch l, fu ct ff ct v ly st-s c d y duc t , l d j b w th d y d b ts, d thus j y m ddl -cl ss l f styl .

Acc d t Ch l s K lb, CEO f th C mm tt f Ec m c D v l m t, ly 20 c t f bl c stu-d ts d 16 c t f L t stud ts du t f m h h sch l d qu t ly d f c ll . 13 T ctus v bl W sh t , D.C., wh study c mm ss d by c ty d sch l ffi c ls t d c tly th t ly c t f th d s th ubl c sch ls w ll c m l t c ll w th v y s ft du t-

f m h h sch l. 14 T t fu th ss ts th t ut f t f shm th D.C. sch ls w ll b c - d t l w- y j bs b c us th y v b c ll ls f l d t c m l t t.


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3. The Dropout/Disengagement Crisis

C m u d th s c d m c s, d st ss ly l umb s f L t d Af c -Am c y u st s dut f h h sch l. Acc d t D l m s C u t, s c l su l m t ssu d by Education Week , m ly h lf f Af c -Am c stud ts d u hly 55 c t f L t stud ts du t f m h h sch l c m d

w th m th th -qu t s f -H s c wh t s d As s. 15

S m sch l s, l L w c M sh l f th Ec m c P l cy I st tut , c t d th t d ut t s th s l x t d. 16 B s d h s lys s, M sh l u s th t 73 c t f bl c stud ts du t t m . Wh thth d ut t l ty s 25 c t, tw c th t, s m wh b tw , th l ss f hum c t l c sts thd uts, th v tu l f m l s, d th t s c my d ly.

T d ut h m s c c t t d th c lly, s c - c m c lly, d h c lly d tt w s . Acc d t R b t B lf z d N tt L t s f J h s H s, ly h lf f th t s Af c -Am c

d L t stud ts tt d h h sch ls w th h h v ty t s d l w du t t s. R u hly 15 c t f U.S. h h sch ls duc cl s t h lf f th t s d uts. B lf z d L t s b d th s 2,000 dysfu c-t l h h sch ls d ut f ct s. 17

I t st ly u h, s m f cus u s c duct d w th d uts, th y w f m l ly t s y th y l ftsch l b c us th y w u m t v t d, t ch ll d u h, v wh lm d by t ubl s uts d f sch l,th th b c us th y w f l c d m c lly. 18

T m st c mm ly c t d ch s th t th y u st s s y w uld h v b st d th cl t t st y sch lclud d: t ch s wh x ct d m f th m; sm ll cl ss s w th m d v du l z d st uct ; sch ls th t

h l d th m m wh th y st u l d; b tt t ch s d cl ss s th t w m ; tu t s fl-w ld l ; c s d su v s t sch l; d cl s t l m t f wh th th y w tt d- sch l v y d y.

Wh l th y u st s cl m th t c d m c f lu l y d l ttl f y t th d c s t d ut sh uld bt d w th s t c sm, th bs v t s b ut th d s bl tt but s f sch l llum t d st uc-t v . It s ls w th t th t, u b w st t th m, th c mm d t s m s m s l t ch ct st csf m l t y t .

L ss d cum t d d ubl c z d, but l ss m us, s th h m f stud t d s m t. I f ht y u st s wh l s t st sch l d v tu lly v u t y t l d ch v , v th u h t ch c lly th y m y m ll d. T s y u st s st d th c c f d ut.

I th w w th d ut f ct s, B lf z d L t s h v f u d th t m y f th s stud ts t h hsch l ly d f c d m c succ ss d ly ( b ly) m t ut f th th d . y c lly th y d s f m sch l, tt d f qu tly, u t m y c u s s t b m t d t th t th d , t y w th b tt sults, d ult m t ly d ut. I th c t s B lf z d L t s stud d, 20 t 40 c t f stu-d ts t th th d , but ly 10 t 15 c t f t s t du t . 19

I th v w f Eddy B y d ll , h d f th M ll Ly ch F u d t d f m t ch d c l thN w Y C ty sch l syst m, sch ls ll d w th y u st s wh h v tu d ut f sch l. 20 H c t ds th tsch l syst ms d t w wh t t d w th th m, t d t l sch ls d t ch th m, d th y u st s dt t cul ly c th t th y d t. T y s m ly t t th duc t th ts b ff d.


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12

B s d h s x c w th th s c d m c lly d s d y u l , B y d ll dv c t s t ly w ch t l . Id lly th s y u st s d t b v l d ll- c m ss v m t,

t th m l t y, th t h l s sul t th m f m t v f c s sch l, t h m , th c mmu ty, d ms. T y ls d cu culum d st uct th t c cts th m t th l w ld th t th y s d t uch.

Oth w s th y d t s th t f tt duc t . Als , th s ch ld h v y t bu . B y d ll

u s th t t ch th s d l sc ts, sch ls d t c sum s m f th t y v hys c l duc t , h ds- l , d th ts. N x cts dults t s t st ll f s x h u s m d y, h t s, y t th ts wh t w x ct f y u st s, wh ch m s s s .

Urgently Needed: A New Paradigm for Educating Low Achievers

A t , th N t l C mm ss Exc ll c Educ t , wh ch h d b t d by U.S.S c t y f Educ t ll H. B ll, ssu d th l dm t t tl d A Nation at Risk . T 1983 tl mb st d Am c ubl c duc t , d cl m st m m bly th t: If u f dly f w h d t-t m t d t m s Am c th m d c duc t l f m c th t x sts t d y, w m ht w ll h vv w d t s ct f w . 21

T s b ds d t d w v f ff ts t f m ubl c sch ls th t s sts t th s d y. T ch th td th t st l t c l t ct th su y s s s -c ll d st d ds-b s d f m. T l t st d m st

m t t t f st d ds-b s d f m s N Ch ld L ft B h d (NCLB), th f d l l w ct d 2001th t m d t d w t st d cc u t b l ty m su s f ubl c sch ls.

I dd t t NCLB, t u f th , m stly u sy ch z d f d l, st t , d l c l t t v s h v f cus d c t y s m s t u h h h sch l du t st d ds, v s st t sch l d f mul s, d w s z- sch ls d duc cl ss s z s, c t s c l z d sch ls w th sch ls, f m cu cul , x d

qu l ty sch l ms, l u ch ch t sch ls d th v t s f ut m us sch ls, u d thc l b f t ch s, d ss t m y l c t l v sch l syst ms.

Wh t h s t f sch l f m w u ht w th d t sch l ff ct v ss d stud t ch v m t,s c lly wh t c m s t ch c l w ch v s? By sh s tl ht sch l f m c d sh tc m-sN Ch ld L ft B h d h s v d h ht d l c l m d c v f h w d v du l sch ls dd st d t l w ss f h w th ch ld f . T f d l l w sh ds w lc m l ht h w w ll

v us c t s f stud ts, s c lly ch c u d ch v s, f m ch sch l.

T ctu v s--v s stud t f m c s mu y, h w v . As t d by Education Week Qu l ty C u tst 10: A D c d f St d ds-B s d Educ t , th sults b th h t d s b . S c 1992, f u th d s t lly h v su d ly tw d l v ls m th s m su d by NAEP. T m th s st d

by L t d Af c -Am c u ls v m c u , u m th tw d l v ls. U b sch lsyst ms th t b l t th C u c l f th G t C ty Sch ls sh w s m ss b th d d m th t sts

dm st d by th st t s.22

T s w lc m sults tw thst d , th v ll s tu t cl s stubb ch v m t s c t ly d st m t d f s t sf ct y ss. It s t l ttl d t s t f t l . As v d c d by th NAEP

d t c t d l , d stu b ly h h t s f Am c sch lch ld c t u t f m b l w dl v l. T s st c f th s y w ch v m t s s just s d st ss s th s z , d c t ly l ssd u t .


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G v th m us st s f u s c ty d c my, u c mmu t s, d th y u l th ms lv s, tht s duc t s d l cym s sh uld f cus w th l s -l c s , t s ty, d u ty qu

th s d d y u l f s lf-suffi c cy d c t z sh th tw ty- st c tu y. T m ty, v-ty, d stubb ss f th s ch ll d m d ut- f-th -b x th d t v t s m l m t d t sc lth t s c mm su t w th th sc f th u d ch v m t bl m. F cus bs ss v ly st d ds d

t sts, tw wh t l dy h s t w d, st tut m d st f ms w th ll d l b t s d ll f l t s vs c tys b st t sts b c us th y f ll f sh t f m t th duc t l d d v l m t l ds f y u st s wh st u l sch l d l f .

T f d ct f th y w ch v m t d t s, c u l d w th th d s s f why t -d t l sch l f ls t w w th d s d stud ts d d uts, su st t s h h t m f w d md b - ctu st t y f duc t y u l t cut s f sch l f lu .

F b t f m m t cl m th s ly w y t ch th s y u l . H w v , x c w th th Ch l-l NG m c v c s m th t th m l t y m th d f t h lds c s d bl m s . Tus I w ll by ssth w ll- d d sch l-b s d d lt t v ch s, d w ll d v t th b l c f th s t l ss sth t m ht b l d f m th m l t y.

Why the Military?

T U.S. m l t y j ys w ll-d s v d ut t f ts b l ty t ch, t ch, d d v l y u l wh udd l ss, d f s tt th c m Am c st tut s dv c m t s. T m l t ys

st ths clud v c m t c such s s t , t m bu ld , z sm ll u ts, c ductl -sc l t s, qu c m b l z t , m d v s ty, d c v t s m t m s ml ss c u ts tf cus d d duct v d v du ls. 23 T m l t y cl ly ws h w t l , m b l z , d t t

ms hu sc l . T s x t s s s c lly t c v th s st t b l ty f th d c t l z dubl c duc t syst m t b st th c d m c f m c f ch c l w ch v s. F m S t S m Nu

c bs v d th t:T Am c t x y s h v v st d d h v bu lt t st c l f v t v d s, wl-d , t d, t l t d l , d qu m t th m l t y v th y s. T s s u c s, f ly m tch d t l c l ds, d c d t d w th c v l ff ts, c m us ful c t but t dd ssth bl ms w f c bl ht d u b s, l ct d u l s, sch ls, d ls wh . 24

As D J h s w t Newsweek , F m y ch ld w u w th ut c h s v f m ly, th m l t y m d l s ms t ff b d c f st b l ty w ld f cl -cut ul s d u m st bl uth ty u s. 25 El z b th H h O d tj f RAND s fu th :

T A mys m y c t but t y uth d v l m t c s sts f duc t d t ts wl st s, m y f wh m f m d s dv t d b c u ds. T A mys succ ss th s d s w ll

d cum t d d w ll c z d. 26

Ch l s M s s, th m l t y s c l st, u s th t th A my t cul h s ch v d c d b l ty m y um t s d th ts, l t b c us t s th st tut th t s t d m t d t t l v ls by wh t s. T A my s th ly l c Am c s c ty wh wh t s ut ly b ss d u d by bl c s. 27 P f ss M s s d J h S bl y Butl , c - uth s f All Tat We Can Be: Black Leadership and Racial Integra-tion the Army Way , c t d th t bl c ch v m t th m d f c s s m u c d th ywh ls


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14

Am c s c ty. As f 1998, Af c Am c s m d u 29 c t f ll l st d s l, 37 c t f s -c mm ss d ffi c s, d 12 c t f ll ffi c s. 28 T s f th A mys succ ss, th y u , sth t st d f l w st d ds t cc mm d t Af c -Am c c u ts, t v sts h v ly su th tth y h v th tu ty t m t th st d ds.

Acc d t M s s d Butl , th A my t s f th l st c t u duc t ms th w ld. Of th 50,000 s ld s th m w s Fu ct l Ac d m c S lls (FAS ), 60 -c t w bl c , s t h h c t f bl c -c mm ss d ffi c s. A l v l l y ld s t

u h, th y dd. T A mys succ ss duc bl c l d s ccu s b c us t c z s th t c m s t y ct m y b d d t h l m mb s f d s dv t d u s m t th st d ds f c m t t . 29

S m s ch su sts th t m l t y s v c m y h c m l y b l ty. F x m l , 1990 su v y f 600 m-l y s c duct d by th A my R s ch I st tut f u d th t m l y s b l v d A my v t s h v m f thch ct st cs th y d s th j b l c ts l. 30 As B th Asch f RAND w t f th s study:

Am th ch ct st cs c s d d th m st m t t by m l y s f succ ss t y-l v l s -t s w d d b l ty, l st t st uct s, c f c m y ty, s cl c t , f-c cy, thus sm, s ct th s, u ctu l ty, sh w d jud m t, w s t m m mb ,st c w th t s , d s lf-d sc l . 31

The Military Way

Y u l c v m l t y-styl duc t d t y f s tt s, m st ty c lly ft l st b ch f th m l t y. V us b ch s t w th l c l sch l d st cts t t ms ubl c sch lsth t mul t th m l t y tm s h d m th ds t s m xt t. T s s ct f th f cus s b s ct s w ll s t t v s ubl c sch ls d th s tt s wh th x ss u s s t sh u y u

l wh st u l c d m c lly b h v lly, s s d, f x m l , t sch ls th t s v th ch ldf m l t y s l.

1. Basic Training

B s c t , wh ch l sts b tw s x d ht w s, t duc s l st s t th s d x ct t s f m l t y s v c . T l f b s c t s t duc s ld s wh m t v t d, d sc l d, hys c lly c -d t d, t d c mm s ld t s s . . . d c bl f t th l c th ld. 32

G l C l P w ll, th f m U.S. S c t y f St t d Ch m f th J t Ch fs f St ff, c vm b f m th u s f b s c t . 33 As h x l d t m , b s c t s b ut m y th s.O l s t d t th c u ts h lth d m v th hys c l t ss d t t th b d s dy f wh t v m l t y m ss w ts th m. B s c t ls ms t s y ff cts f b d u b d -t . It s s t m v t v h b ts by m t cl th mm d t c s qu c s f t

b h v . T m ss t sm tt d th u h ut b s c t s s m l . If y u w t t b h , y u must f m.If y u d t w t t b h , th h m , s d 25 t 30 c t f c u ts.

D ll st uct s d l ts f sh ut d sc m t sl c s t m th m l f l sh. T t, G lP w ll x l d, s t t ch c u ts th t th y t f t m d th t v yb dy ys f v d v du l f lst f m. T t m ly succ ds f ll m mb s f th t m d wh t th y su s d t d . Cl s d d llc t s u c sc us ss d b h v . Ev tu lly th s wh t lly d t d w ll b t t th h f td f l ud th t th y h v . T s st lls th s f d sc l , cc u t b l ty, d ch v m t v y ly .


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B s c t b ds s s f c ll ct v sm. I st uct s ut l z th buddy syst m d mb d d ly c u tsm ds d b h v th d s s bl m l t y v lu s f t c f s s lf wh l ls b s s bl fd t s m ls . D sc l , cc u t b l ty, d f thful ss t th t s t h d b d d th z -

t s w ll s d b t f th z t . 34

2. Pre-Military Development Program

O f tu f m l t y t d duc t th t s l ttl tt t c v l c cl s s ts c c ty f f st-t c l . T f m d uts th Ch ll NG m v d d h lf d d

ly tw d s m th just v m ths.

M s s d Butl t ut th ch t f st-t c l th t w s l d t th m l t y. Du th 1980sd ly 1990s, b ut th d f ll bl c y uths d qu t f wh t s th U.S. w l bl t s v ,

m ly b c us f th l w sc s th A m d S v c s V c t l A t tud B tt y (ASVAB), th m l t yst c x m. 35 I M ss ss , sch l t ch m d J B , wh w s th st wh t duc t t ll-

bl c l m t y sch l N th Gulf t, w s d st ss d t l th t h lf f th y u m d w m f mM ss ss wh w t d t l st th m l t y c uld t d s b c us f d c c s d d m th.

Ms. B t m d u w th c ll u m d G l Cl C tt t c t v t v m wh s u s w s t v y u l wh h d f l d th ASVAB s c d ch c . W th fu d f m th st t d th U.S.D tm ts f L b d D f s , th P -M l t y D v l m t P m (PMDP) w s l u ch d A l1990 th c m us f Gulf C st C mmu ty C ll P st .

Ov th ms tw -y l f , t s v d 296 stud ts, u s f b ut 30 t t m . All h d f l d th ASVAB,but ch w s c mm d d f PMDP by c u t s ts wh th u ht th l c t h d ch c f ssth t st th s c d t m u d. T ll s by d l c m f m d s dv t d u s. S v ty- c t w bl c d m ly f m u l s. Ab ut 20 c t w f m l . F w f th stud ts m t d c t ct w th th f th s. W uld-b c u ts wh w d m d u l ly v t ss th ASVAB w sc d ut. 36

E ll s h d just l m d ss th x m w th h h u h sc t b cc t d by th m l t y. 37 P t c t th s mm s m d d t u f sc b d l th f t m . Stud ts t d d t tf m th w s t v m ths t ss th c u s , w th th v st y l st s x w s. T y w t ch dtu t d th y l v d, ls f f ch , d m t s th Gulf C st c m us.

T m l d h v ly s lf- c d c m ut t ch m th d w s th CYBER-B s d I st uct lSyst m (CYBIS). L ss s w t d d ff t f ms u t l stud ts u d st d th m t l. E ch stud th d t c v 100 h u s f CYBIS d t st th th w s lls m th m t cs d E l sh. T c f th PMDP d y c s st d f d , w t , d m th m t cs. T sch dul w s h v ly m t d, w thch d y b w th b f st t 7:00 .m. d d w th l hts ut t 11:00 .m. Du th d y, thd h lf h u s w d v t d t CYBIS cl ss s, tw h u s t l f -c s lls, tw h u s t s lf- c d study

us c m ut , d tw d h lf h u s t hys c l t . 38

T mm s m duc d st sults. E hty- ht c t f th stud ts m d s f tw t thd l v ls d c m h s d m th m t cs, ll v m s x w s. S c th m

l c d c m l t f m t ll f th t c ts, th v tu l f t f 30 c t f th m w s u w . Of th s stud ts wh s ss w s t c d, t l st f sh t wh l , 46 c t ss d th ASVAB u tt, 33 c t ch d th m ds b ut l st th m l t y d st d f u d c v l m l ym t ls

ll d sch l c ll , d 11 c t w w t t t th t st wh PMDP d d. O ly 10 c td d ut. 39


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16

3. JROTC Programs and Career Academies

C ss st bl sh d th Ju R s v Offi c s C s (JRO C) b c 1916 s v h cl t m td c t z sh d s s b l ty m y u l . 40 F d c d s t t d m stly ubl c h h sch ls s uth st t s. 41 T t ll ch d ft G l P w ll, th Ch m f th J t Ch fs f St ff, v s t d

S uth C t l L s A l s f ll w th ts th 1992. D cl th t -c ty y uth d d th d sc ld st uctu ff d by th m l t y, h d c d d t x d JRO C. 42

All f u b ch s f th m l t y s s JRO C ms. T s d ys, s m y s 3,500 sch ls d h lf m l-l c d ts t w d t c t JRO C. 43 It s ff d s l ct v c u s th t c mb s cl ss m st uc-t w th xt cu cul ct v t s d s t u ht by t d m l t y ffi c s d c mm ss d ffi c s. Tcu culum ty c lly c v s c t z sh , l d sh , hys c l duc t , d c mmu c t .

JRO C t y t th l f w d wh th U.S. D tm ts f D f s d Educ t j d f c s tm l m t v t v v c t l duc t m d s d t d ut- stud ts sch l. T y c t d JRO C c c d m ssm ll sch ls w th sch lsth t m t stud ts t th th s mcl ss s d th t t t c d m c st uct w th l c l bus ss v lv m t m l ym t d c u s l . 44 T A my l u s b ut th ty c c d m s d t s th s.

T s s m v d c th t JRO C c d ts d m st t sl htly b tt c d m c f m c th th c t m-s th l sch l ul t . Acc d t M s s, th y h v 10 t 15 c t h h du t

t th th s th s m h h sch l. 45

I Ch c , f st c , th C t f St t c d I t t l Stud s t d th t sust d m mb sh JRO C v s v l y s d ff. Alth u h m y f th ll s w c s d d t- s y uth, cl ss m -f m c d b h v l d c t s qu l d xc d d th v d v du l sch ls. 46 S v ty- c tf th 2004 du t JRO C c d ts Ch c c t u d t st-s c d y duc t , wh l 18 c tl st d th m l t y. 47 Stud s c duct d by th A my f u d th t th JRO C c d ts h v l w l v ls f

d sc l y f ct s th th v ll stud t ul t , h h tt d c d du t t s, d std t v s d SA sc s. 48

Alth u h JRO C s st s bly t t d d s m l t y c u tm t v h cl d wh l c d ts cu bl tt s v c th y du t f m h h sch l, su v ys d c t th t x m t ly 42 c t f JRO C du t sx ct t st bl sh s m c ct w th f th m l t y s v c s d th t th y v t m s m l ly thth s t j th m l t y. 49

4. Youth Challe NG e Program

E l th s I c u t d th s d v lut f th Y uth Ch ll NG m. It s u by th N -t l Gu d w th fu d f m th U.S. D tm ts f D f s , Just c , d L b , u m t d by m tch

ts f 40 c t f m th t c t st t s.

T st htf w d m ss f Ch ll NG s t t v th l v s f t- s y uth d duc mdu t s w th th v lu s, s lls, duc t , d s lf-d sc l c ss y t succ d s dults. 50 It s v s 16- t -

18-y - lds wh h v d d ut f h h sch l. T y c b u m l y d u d m l y d, but th y must bd u -f , v c v ct d f f l y, d t l , b t , u d d ctm t. 51

T Ch ll NG m c s sts f R s d t l Ph s l st tw ty-tw w s, wh ch s s tu t d qu s -m l t y v m t, ty c lly u d ut l z d m l t y b s , d wh ch f cus s b s c l f styl ch s


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ch d th u h us m f duc t , t , d s v c t th c mmu ty. 52 Du th P st-R s d t l Ph s , du t s m t d by c dult wh s c s st t d s t v l m d l d wh w s w th th du t t sust th s t v w utl d l f styl .

y c lly b ut tw ty c t f l st s w sh ut th u l ly st s, wh ch m d t d t m

wh h s th b l ty d um t t s v . 53 Ab ut 7,000 ll s c m l t th R s d t l Ph s u lly.T v s s v t y s d f u m ths. B tw ts c t 1993 d th d f th 2005

m y , th Ch ll NG m c v d ly 130,000 l c t s, ll d cl s t 77,000 d uts,d du t d 60,000 c d ts. 54

T utc m s h t . A d d t m, AOC S lut s, c ducts u l ss ssm t f th -m. T m st c t study f u d th t s c 1993, 65 c t f du t s h v b w d d c d m c

c d t ls u c m l t , w th th v st m j ty f th m ss th GED d s m h h sch ld l m s. I 2005, th Ch ll NG du t s s d th m th sc s by 2.1 d l v ls d l ft d th dsc s by 1.6 d l v ls. A d th s du th v -m th s d t l h s l . AOC m d t m tc t ct w th 71 c t f th du t s wh c m l t d th tw lv -m th P st-R s d t l Ph s 2005. F uut f v f th s c d ts w th m l y d c t u th duc t , just u d 15 c t h d j dth m l t y, d f w th c t w c c t d. 55

C d M ds , m m t c sult t wh s l t m bs v f th Ch ll NG m, c t s thss bl b ts l d f m h s c v s t s w th l c l j ct d ct s. S m y u l v usly c -

s d d l d s bl d hy ct v wh c m l t th t x m m t sh d th s l b ls thc ss. M ds w s ls t ld th t s m f th s y u st s ctu lly d th l c sych t c m d -

c t s l R t l . 56

F th st d c d , th Ch ll NG u t O l h m h s t d l d v t th t s ms m s .T s -c ll d Tu d b d R m t d P m, B v C m y, s v s c d ts b tw th s f tw lv d ht wh ffi c lly th cust dy f th st t juv l just c syst m d w uld th w s b

c d t c ct s f c l ty.57

5. Public Military Academies

S v l sch l d st cts h v c t d t sch ls, t s m ly sch ls w th sch ls, th m f th m l -t y. O l d l u ch d m l t y c d my th f ll f 2001. Ch c u s s v l A my- t d h h sch lss v m th 1,600 stud ts. 58 Ph l d l h h s t d tw m th ffi . M s t ,M yl d, d Fl d t dly h v c d m s t th d w b ds.

Wh t x l s th s t d? As R b t C v t s, m l t y l s b tw C l f s D tm t f Educ td th ct v m d f c s, uts t: D st cts d s t ly l f s m th th t w s. d t l

sch ls t w . Stud ts t tt th tt t th y d. 59 H dds th t sch l d st cts lt ubl c m l t y sch ls b c us th cl x ct t s f stud ts c duct, tt d c , d f -

m c . Als , u f ms d m l t y st uct s th cl ss m f st m st uctu d l tm s h .

T d m d f sl ts s bust, w th 1,300 y u st s ly t f th Ch c m l t y sch ls t ll 140s d 2,000 l c ts f 250 sl ts Ph l d l h . 60 S m f th s sch ls st cl f b th th b ht-

st th m st t ubl d y u st s d st d s l ct wh t th y v w s w ll- u d d l c ts. As B dG l F B c , wh h ds Ch c M l t y Ac d my, t d, T y c h v b t ubl d st llc m h . T y just c t st y t ubl d st y h . 61 T Ph l d l h M l t y Ac d my s c y s w ll.


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A l c ts must b f m d l v l d d m th, subm t tw l tt s f c mm d t f msch l f culty, h v d tt d c d d sc l y c ds, d c m l t m d t y tw -w summ t -

m. 62

Wh l th c d m s x st t h l y u st s sc th h sh su u d s, th s sch ls ty c lly t th

m dst f dv s ty. St t th 2002-2003 sch l y , P c G s C u ty, M yl d c v t d F stv llH h Sch l, f ts l w st f m h h sch ls f ts u h st hb h ds, t th F stv llM l t y Ac d my, wh ch v tu lly w ll h us v 1,000 c d ts. N ly h lf f th stud ts qu l fy f f duc d c lu ch s. Much l F stv ll , th B z v ll hb h d su u d th Ch c M l t y

Ac d my s d m t ly Af c Am c d s ddl d w th h h t s f c m , u m l ym t, d u us , d ct v ty. 63 T c d ts c m f m f m l s d h v x c d c d m c f lu th st. 64

T Ch c M l t y Ac d my (CMA) m s s cu culum th t s h vy b s cs d l ht l ct v s. Stu-d ts t such c subj cts s E l sh, m th, s c l stud s, d sc c ll f u y s. Su s ly u h vth m l t y tu f th t s , s m c d m s st u l d th ly w th u uly stud ts wh wccust m d t h v th w y. But th c d m s v bly st bl sh d d ly d d sc l d tm s h .M l t y st uct s, usu lly s v sts t s, m th c d s d c f t th l ut f u t w db h v , v t th t f sh ts th t t tly tuc d . D sc l f m sb h v f l t f ll w d s s m t d ut qu c ly d u qu v c lly. Pu shm t m y b l v d t th t ch s d sc t wh c d ts t dy, f ls t tu h m w , cts ut. 65 It m y t th f m f ush-u s, st d du t cl ss, c lls h m t ts.

Alth u h th v d c f wh th d t wh t xt t th s m l t y c d m s w h dly m ts th ld st -d d f v lu t , th s tchy d t th ts v l bl ts c u ctu f wh t th s ds f sch lst t lly c cc m l sh. F x m l , th Ch c M l t y Ac d my B z v ll d th t qu tf ll ubl c h h sch ls c t u d f st d d z d t sts. T l t st st f Ach v m t d P c cy dm st d h h sch ls sh w d th t CMAs c d m c f m c s mbl d th t f m t sch l, thth hb h d sch l wh th m j ty f ts 150 stud ts w c u t d. F fty- c t f CMAs

c d ts f m d t b v t l ms d . T u w s 62 c t m th. T s sc s xc d dth c tyw d v d by 40 c t d m th by 30 c t. 66

I Ph l d l h , th tt d c t f 97 c t t th c d m s su ss s th d st ct-w d v f 83 -c t. T du t t f 97 c t t th c d m s s ly utsh s th d st ct t f 61 c t. Wh tsm , th t ch bs t t t th c d m s f l ss th c t, v sus th d st ct t f 8 c t, -

s t tt st t th t ch s d s t w th s d st ct v v m t. 67

Of th 98 s s th st du t cl ss t Ch c M l t y Ac d my, 85 w cc t d t c ll , c v- m th $1 m ll ts d sch l sh s. 68 At F stv ll M l t y Ac d my, th sus s t s

l w th s m by h h sch ls d, cc d t sch l ffi c ls, th umb f stud ts t th SAh s w . 69

T c m ll st s f c d ts d th ts, cull d f m ws cc u ts f th s ubl c m l t y c d-m s, llum t th f u d d ff c th t th s u c v t l ch t duc t d d v l y u

l c m . T m ss d d uth t c v c s s v lum s b ut th t t l b ts f th s ch.


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Marcia Colbert is the single mother of atrell Sims and three other children. Te Oakland Military Institute represents her last hope of ensuring that atrell gets an adequate education. Earlier in the year he was causing disruptions and was often asked to leave the classroom because he couldnt settle down.

atrell, dressed in army gray pants, white shirt, black boots, and black hat, leaves his West Oakland home every morning at 6:30, goes to a nearby deli for breakfast, and catches a bus to arrive at school ontime. After eight hours at school, he catches a bus home at 4:30 in the afternoon. Upon arrival home,he does a daily round of household chores before being allowed to play outside.

atrell and his mother meet regularly with his teachers to discuss his behavior, devise plans and set daily academic goals for him to succeed. She says: Right now he is on an academic point system, Imtrying out everything. When he was in public schools, I wasnt consistent about making him go to bed at the right time and do all his homework. But the school is keeping me strong and it is helping me be

consistent. If atrell does well in each class, he receives a number of points for which he is rewarded at the end of the week.

According to atrell, At my other school I use [sic] to be a follower, but now Im a leader. I used tobelieve that if other kids could do bad stuff, I could do it too. But Im a squad leader now. And I feel good because I never did anything like this before.

Marcia Colbert poignantly sums up the difference OMI has made in her sons life: So far the school is working well for atrell. Tey are working with him. Tis is the only school that has gone the extramile for my kid. Tey arent trying to kick him out. Tey are trying to build up a sense of tolerance inhis life. Te teachers are trying to work with him, but it is up to him. If he makes it through this rst year, hopefully, next year hell do better. 70

Attributes Worth Emulating

T m l t y ms d sc b d b v xh b t m y tt but s th t t c t but t th y u l ssucc ss d th f m ht b t t c t w ch t duc t y u st s wh f ll w y b h d c d m c lly, d s f m sch l, d ut. E ch h s m t ts w ht. Ic mb t , th y s t t t lly c m ll v s h w t d s d t duc t l msd sch ls wh s m ss s t m x m z d l sc ts ch c s f succ ss. It sh uld b t d th t th s ch c-

t st cs t xclus v t m l t y ms. T y f u d t v y d s th J b C s, C s v tC s, Y uthBu ld, d succ ssful ubl c sch ls d ch t sch ls, m th ms.


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1. Belonging

T s b u d b ut why t s b l t st t s. R s ch s c t w d y f s s, m th ml w s lf- st m, hu f s ct, l m t d c m c tu ty, ssu , hys c l t ct , l tf m ts, c l c t v s, c mmu l h d l y lty, d f ll wsh . 71 T m st m m bl d

s htful x l t I h v v h d w s ff d by R s, L s A l s l d , wh w uld w. Acc d t R s:

Wh t I th s f mul t h s th t hum tu w ts t b cc t d. A hum b v s l ss f d m wh t h s cc t d t . At th t 11-17 ll ds w t t b l . T y u l . 72

I th v w f N m J h s , t d A my c l l wh h l d f u d d w u s th I t t d D sd El ct cs Ac d my Publ c Ch t Sch l Wsh t , D.C.:

I d t t th tt t f th c ty y uth, y u must st l t t th m s m w y. T m l -t y st uctu h s [b ] succ ssful l t t th m b c us th m l t y h s b l tm s h wh ch c ty y uth f l th y c l t . I c ty y uth u d st d th st uctu d th s sf b l s th y c s ly d t t th s ty f st uctu t th 8th th u h 12th d l v ls . . . Tm l t y st uctu ll ws f st t t f ld stud ts t m c t v s t f l dth f t c d m c succ ss. 73

E ly d l sc c s th f h h st u c b l ty cc d t C l G d w f ufts U v s ty . Tstud t-t ch l t sh f qu tly d t t s just t th st th d v l m t wh m y t sb t l t dults uts d f th f m ly s t t l l m d ls s u c s f su t. 74 G d w u s th t:

H ht d s lf-c sc us ss, c s d s c c f f dsh s d l t s, d d c s ds l c t ct w th t ch s c mb t m th m ddl ju h h sch l cl ss m s c l c -

t xt wh ch stud ts s s f b l , s l cc t c , d s c l- m t l su t b th

c uc l d bl m t c.75

Sh c t u s:

Alth u h x ct cy f succ ss w s th m y d ct f c d m c ff t d d s, th subj ct vs s f b l d su t w s ls s c tly ss c t d w th th s utc m s. 76

Wh l th v d c ft c s sts f s lf- t , su v ys su st th t b l t s t v y uth u s m y b st t c ts s lf-c d c d cu b s y b h v s. As sch l sych l st St v R s b bs v s,utc sts d t f l th t th y b l t s c lly cc t bl u . R s ch d c mm s s t ll us, h s ys,th t m y bl ms sch ls d v f m th d s f y u l t b l t u u wh th y m tt , wh th y d d d u , wh th s c bs c s t c d. 77 R s b c t u s:

Such succ ss [w th f stud ts] b s by v stud ts s t b h v t lyby v th m, st, th x c f b l d c t but t s t v u d d c t d t

mutu lly d-u j ct d, s c d, th x c f b th s t v d t v c s qu c s f th u s ct s. 78

G v th sh s z d ym ty, c v t l sch ls s t th t th s s f b l . Sch ls dth y uth ms tt d ft th m l t y h ld s much m s b c us , m m y th s s, th y t m z b l . As G dm w t s,


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M y stud ts wh v t t t th m [ t th Ch c M l t y Ac d my] s m t d t l c f b l -. JRO C cl ss ms ft h v th f l f clubh us , d l y ul club, th y ff llu s: th

ld t s, d c s, d ll c m t t s, d c mmu ty s v c j cts bu ld c m d d s lf- st m. 79

B l t th ht d f c t sf m th tt tud f y u st s l R b t Sh s, stud t t

Ch c M l t y Ac d my. H s m th w s d u dd ct d h s f th d s ct. H t t l ts f hts. Y t th sch l m d t ch h m.

If y u f l l b dy c s b ut y u, th y u f l l b dy. But th s l t f l h whlly l m . T yll ull m s d d t ll m wh t I d d w . A d th y t ll m wh t Iv d ht. 80

2. Teamwork

Y u l wh b l b c m t f t ms. As CSIS t d ts t b ut m l t y cultu :

C h s d s t d c s th f u th f u d t f U.S. m l t y cultu . C h s s th sh ds s f s c c d d t ty th t b ds s v c m mb s t th c m d s ms. Es t d c s s

d th l u t d s v c s wh l . M l , cl s l t v , s ts th l v l f thus smd s t sf ct f lt by d v du ls u t. 81

I h s d sc t f b s c t , G l P w ll m h s z d th m t c f t ch y u l tfu ct s t m m mb s u wh m th s c c u t, th th L R s cc u t bl t . Ith l w ld, mutu l l c d t d d c c mm l c s c w s ut ly fu ct u ts w th su v s s, s, d sub d t s. Succ ss h s h w ffi c tly d h m usly th u t t m

f ms. By th s m t , t m m mb s l th t v y f m th c m s d c ll u s t thf m ly m mb s d f dsc uld suff f th y f l t f m b h v s s bly. Abs b th s l ss s

f th ys t w u d tt h d. A d ts ss t l tt but f th m l t y ch t duc t- d d v l y u l .

3. Motivation and Self-Discipline

M y s ch s h v d t d su s v l s b tw l c f m t v t d l w ch v m t. 82 I t -st ly u h, su v y t d Education Week f u d th t h h sch l d uts th ms lv s w f ml ly t s y th y l ft sch l b c us th y w u m t v t d, t ch ll d u h, v wh lm d by t ubl suts d f sch l, th b c us th y w f l c d m c lly. 83

T s w s m m t v t d c t su f c s s c lly l w- c m d m ty y u st s. T x l t sf th s c u t duct v tt tud s u th mut f m th ch ll ff cts f s c c m c d s dv t , tth l t d b l ty t s c ct b tw c d m c ch v m t d tu ty f succ ss l f , d t mb c f s -c ll d s t l cultu s th t j ct ch v m t. As R sly M c ls h s bs v d, W --cl ss d m ty y uths h v ts, ld s bl s, d hb s wh s l-w ld x c s ch ll

th myth th t duc t qu ls tu ty f ll. 84

T st ct d sc l l ss c t d w th m l t y t h l s st ll th m t v t th t m y b sh t su ly m s m y u l . As CSIS st t d,

T s wh t m l t y c u ts, h w v , l w th y x c d ts, w ll tt st th t d sc ls t f wh t y u l d m st. It s m y f ms, wh th t m s thl t s t


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d w t t , d v s w t t s d s l t m sh ch t , m t v t s m l t y c u tt f ll w squ d l d s st uct s. . . . S lf-d sc l , s c t f ct f m tu ty, s wh t ll ws

ts, t d f m d ys w , t st ll c f h m d ch ld , d t s wh t m s th m t w th st l c . 85

I th w ds f P c l Phyll s G ds , c l f th Ch c M l t y Ac d my-B z v ll :

M l t y s th cultu w f ll w; w s y Y s s d N m m. But w t s utw d c t l m ul t f u stud ts. W t d d t ch ld d t ch th m s lf-d sc l , s lf-

c t l d c d c . 86

Sh dds:

Wh th y c m , th y l d w . As th y b t , th y b t w l st ht, th y h ldth h ds u . Im w tch th m w. Im w tch th m ch . A l t s ss bl . Y u just h v tv th m th ht ss b l t s. 87

4. Valuing and Believing Every Youngster Can Succeed

M y y u l wh st u l c d m c lly y f dults wh u ly v lu th m d b l v th y cb succ ssful. Cl ud St l , s c l sych l st t St f d U v s ty, c t ds th t th s bl m s s c lly cut m bl c ch ld . H f s t th s h m s:

[A] cul t th t c u d m bl c ch v m t s ff ct v ly s l c sch lh us d . Tcul t I s s st m , th d m c d v lu t m y bl c s f c u s c ty d sch ls. T s st tus sts w c d t f l f , d ff t f m cl ss, m y, cultu . . . .[I]ts c ct t sch l ch v m tm bl c Am c s h s b v stly u d c t d. 88

D v lu t s t l m t d t bl c ch ld . Oth l w- c m d m ty y u st s, ch ld w th Att tD c t D s d , d stud ts t l c m t s c l duc t wh t d t st u l sch l b bly susc t bl t b u d c t d by th t ch s. D w ll sch l qu s b l f th t sch l

ch v m t c b m s b s s f s lf- st m, St l u s, d th t b l f ds c st t ffi m tv f dv t d stud ts. 89 Ch ld wh d v lu d c d m c lly m y d s d t fy w th d w ll sch l.

I St l s v w, H sych l y s v yth : m d t d f ts, ch ll st th s ffi m th -t t l, c d t th m w th th ch v m ts, s th m. T y, h u s, s su th t y u st s wh vul bl s m y c u ts t t t d ss t lly l m ddl -cl ss stud ts, w th c v ct b utth v lu d m s . As th s h s, th vul b l ty d m sh s, d w th t th c m d f s f d s d t c t d m sc duct. Wh stud ts v lu d d ch ll d, St l t s, th y lly suc-c d. 90

T m l t y xc ls t v lu d ch ll y u l , d t b l v th t t l f v y c u t dc d t. I d d, th t s th ss c f th w y t t s. T d t m t f L v Cu ys c mm d t dst uct s t th Ch c M l t y Ac d my t ull h m b c f m th byss f c d m c f lu llust t s th sh l s hy ct . O s Sh lly G z c u ts, wh h d u ht K z d , wh tt ds O l d M l t y I st tut , l d d b t , th O l d M l t y I st tut st t d d d ubl t m t h l h c tch u ,


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H d s d d b c us sh s t th st tw w s l lly , but th t t lls y u ts lf s m -th s w , b c us sh us d t d th s m th ubl c sch l d v t c d. 91

Ch y C m b lls st y m s Sh lly G z s. I ws t v w, sh f u ht b c t s wh l d sc bh w OMI h s ch d h s s tt tud t w d l , s w ll s h s h b t f cu s d th uth ty-ch l-

l b h v th t sult d m y t s t th c ls ffi c t h s f m sch l. Ev y th sch l [h s]b t h s b utc st, sh c ll d. N w, s c th duc t h s l t m c t l f th cl ss m, h smuch m f cus d. 92

5. Educating and Developing the Whole Adolescent

D sm y d by th m u t f cus m l t c s d l cym s t st d cc u t b l ty t th v -tu l xclus f th t v t s, f ss l u s l th Ass c t f Su v s d Cu culumD v l m t (ASCD), w d sch l f m s l D . J m s C m , d th s ct d duc t x tsh v b u s st th t f cus duc t d d v l m t, th t s, th wh l ch ld, w ll ducb tt utc m s f y u st s wh st u l sch l d f s c ty w t l . As D . C m , th m t Y lch ld sych t st wh f u d d th t lly- ccl m d Sch l D v l m t P m, h s w tt :

[ ]h tt t f th t duc t t s t y st tut s, ct t s, stud ts,ts, d l cym sh s b v t d c d m c- ch v m t utc m s, t d v l m t l

ssu s. Tus, d s t l b dy f s ch sh w th c ct b tw d v l m t, l , dd s bl b h v , su t d v l m t c t u s t c v d qu t tt t , th tf duc t s s w ll s duc t ct c . 93

D . C m c t u s:

L f succ ss th s c m l x qu s h h l v l f d v l m t. S , lm st ll stud ts dv s ly ff ct d by th s s tu t . But th stud ts wh c m f m f m l s d m y s c l tw s u bl

t v d th m w th d qu t d v l m t l x c s hu t th m st. M st f th m d t d w ll. A d stud t, st ff, d ft t l s s s t f lu f m ct ut, t c s d c t l-d- u shm t ff ts, t w thd w l d thy duc d ffi cult l t l v m ts d u -

d ch v sch ls. I t m , th s l ds t d ut f sch l . . . . D v l m t l c l s ly us d t u d cu culum, st uct , d ss ssm t c t t d st t s; sch l z t

d m m t; st ff d stud t t ct s. 94

I t st ly u h, th N t l Gu d Yuth Ch ll NG P m b bly ts th wh l ch ld h l s hy m s th m st sch ls. Wh ts d st ct v s th t t l ty f th Ch ll NG ch t tu th s y u -st s u d, t ts c d m c cu culum d st uct l m th ds s . T ht c c m ts f thCh ll NG m ct ts c mm tm t t duc t d d v l th wh l d l sc t:

Ac d m c Exc ll c : All Ch ll NG t c ts tt d d ly c d m c cl ss s c s th c d m cl v ls f f m c d th m f t st f th G l Educ t D v l m t (GED) c -d t l h h sch l d l m . Ev lu t f C d ts ss du th R s d t l Ph s s m su dus th su v y th c m l t b tt y f sts f Adult B s c Educ t ( ABE) sc l sc s.

H lth d Hy : A st uctu d h l st c ch c mb s hys c l d m t l w ll b s C d tsx l th ff cts f subst c bus d s xu lly t sm tt d d s s s th l v s. C d ts l thhys c l d mt l b ts f ut t th u h t c t cl ss s d st uctu d u d scuss s.


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s m t stud ts wh d ly. By f cus l t cy t th c t t d l d m ds f l v t t s s, sh t s, t s ss bl l t v ly sh t m u t f t m t d v l d c m t c t ly th t s s t h d, but ls l d . 99

T O l d M l t y I st tut m y h v m ss d th m th b by b s ts cu culum th s-sum t th t v y t stud t c uld f m t th s v th d l v l f c cy. F w stud ts c uldh dl th t l v l f w t th uts t. M st d d ly b c us th y c uld t. Acc d t G P l , h st y t ch : W t ld t t ch th m s v th- d l v l but m y f th s ds b l w th d- d d-

l v l. T y c b d sc l d ll y u w t, but t s t t m th m d. 100 Sh qu t l st c lly c t ds th t t ch s such ms sh uld f cus m v stud ts d d w t t su th tth y u d st d wh t w ll b s d f th m v y subj ct.

m u f l st t m , f st-t c ch s t st uct sh uld b st l f duc t l ms m d ty u st s wh f b h d c d m c lly. G v th sh s d s lls st d by Y uth Ch ll NG

t c ts m tt f v m ths, th m s ms t ss ss st uct l m th d f dly cl sth m st fu d m t l f ch v m t s.

A th m d l f cc l t d l th t m y b w th mul t s th P -M l t y D v l m t P m(PMDP) d sc b d l th t w s st tut d M ss ss t h l s s ld s qu c ly m v th dsc s th A m d S v c s V c t l A t tud B tt y (ASVAB), th m l t ys qu l fy x m. It m y w llb th t th s f st-t c ms sh uld b st uctu d s l t cy mm s x c s, t th xclus f thsubj ct s, d ff d du th sch l y d v th summ .

Fu ct l l t cy sh uld t b th d m f y u l s v d by qu s -m l t y ms, y m tht s f stud ts ul sch ls. N s t f c d ts tt d th Ch c M l t y Ac d my. T sch dul s c sum d by b s cs d l ht l ct v s. T y t such cust m y c u s s s E l sh, m th, s c l stud s,d sc c th u h ut th h h sch l y s. G v th c v c f c d m c s lls qu d f c ll d

th w l c , th s ms sh uld st v f th s l v l f c cy v y y u s th y s v .

O f th m y ss ts f m l t y t ms s th u f m t cul t f wh t v y t c t mustw d b bl t d d t b djud d succ ssful. U f m ty d c s st cy f f m c x ct -

t s s d c d d st th, sh c t st t th v t d c d m c x ct t s, ss ssm t syst ms, d ssl v ls th t ch ct z ubl c duc t f m st t t th xt.

7. Structure and Routine

T m l t y s w d f st uctu d d sc l . I d d th s v bly th st ch ct st cs c t d by m y l wh th y t lly l b ut my t st wh t th m l t y h s t ff l w ch v s, d s -

d stud ts, d d uts. T bj ct v f m l t y- s d ms l Y uth Ch ll NG d JRO C st t wh y u st s t sh f c mb t. T l s t t th cultu f th st ts d st ll y ul th s lls d s lf-d sc l d d t fu ct th w f c d l f . F m y y u st s wh h v

d s d f m sch l d d ut, th t d t f d ly d b h v l bl ms d dysfu ct lt s h vy d s s f st uctu d m t t . As P c l Phyll s G ds s ys f CMA:

I u b s c t s, t v ty s c u d. Y u h v t c m c ss s t sm t t t t th -z d, st uctu d w ld f s. H , w h v st uctu but w m v s t v w y, by v

stud ts s s b l t s d ll w th m tu t s t ch v . 101


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Ms. G ds s :

[P]utt u f m s f cus d v c . . . . T y w th c t th s th y c t d whth y u f m. S m l ly, h v th m m ch s t f m l t y c t xt th t h s s c c u s :t m s th m w l t ll. T d sc l th t w m s th m v d s st uctu f th m t bu ld .

T y l v h m d d t. T y b c m c t but s. 102

As llust t f th st uctu d m t t th s ms, c d ts t th O l d M l t y I st tut w u f ms d t c t ly m m ch d - s d lls. 103 M mb s f th N t lGu d m t cl ss ms t su t th t ch s d h l th c d ts l . Stud ts l L v Cu y h vs d d f v bly t th st ct m l t y-l tm s h .

When Lavin Curry arrived at the Chicago Military Academy as a freshman in 1999, he was brash. He wwild. As Frank C. Bacon, the academys superintendent and a retired Army Brigadier General, said of LaHe was a bad little sucker, always into something, always thought he was right.

Lavin couldnt live with his mother and he never met his father. He was raised by his cousin. By the tim got to high school, he was drinking, smoking, and ignoring everyone. I just didnt care about the rules school, Lavin recalls. I didnt think about the consequences of my actions.

One day he got drunk before the rst period and passed out in the school bathroom. He was almost kickeof school. Instead, his instructors and the commandant prodded him to change his behavior and salvageacademic career. Lavin was allowed to stay after he promised to attend a weekend counseling program.

A traffi c accident where his cousin was injured proved to be a turning point. Lavin came to realize thatteachers had simply been trying to give him what he needed: some order in his life. Te marching, the saluthe obeying of rules were all part of turning him into someone who deserved respect.

As Lavin acknowledges, Tey changed my life. Tey fought for me to stay in school. Tey really cared about m

Now at 17, he has stopped drinking and smoking. He has bumped his grades up to As and Bs and begun talabout college, maybe even law school. Hes also a running back on the football team, sketches Japanese ation characters, and holds a part-time job at the Loews Cineplex.

In the halls of the military academy, Lavin Curry feels safe, I dont have to worry about somebody jumpinin the hallways or someone messing with me. But outside is different. He knows not to look directly ateenagers in the neighborhood, especially when wearing his uniform.

I feel proud when I go out in my uniform, Lavin says, Teres something about wearing it. You carry you

differently. 104


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8. Mentoring and Monitoring

T ms d sc b d l y cl s tt t t h w t c ts f s lly d c d m c lly. Wh l th s l v l f tt t v ss t stud ts v ll d v l m t cl ly qu s m t s v st ffi tht d t l sch ls, y u l v d tly c t d t f m th h ht d tt t . T m t

d m t xt ds t s l m tt s. As H th S c st, s JRO C c d t t M tt H h Sch l M tt , Ill s, s d:

D w h y u c t l t th m b ut yth ; s l bl ms. T y l y u ts, y uc u s l s; th y l v yb dy t y u. Y u c c m d w h d just s y, Im h v b d d y,d th yll s t d w d t l t y u. 105

9. Rewards and Recognition

I duc t , th v l ct c s t c z d w d th t ch v s y v c t y, wh thf x m l y sch l st c cc m l shm t c mmu ty s v c . T s s f ctly u d st d bl . T t ubl sth t stud ts wh st u l c d m c lly d s ch t d w th sch l m y c v th s t d t l f ms f c t s h l ssly ut f ch. Tus th s m th ds d l ttl t st th m t v t f th s stud ts.

T m l t y s t cul ly d t t d m st t t th b d sw th f th ch s th t th c t but s dcc m l shm ts v lu d. It l m st d th t f f qu t c t f v tu lly y c t but f v lu . As D D hu , Ch f f Publ c Aff s f th N t l Gu d d m st m d f th Y uth Ch ll NG

m, uts t, th m l t y, s ld s w th m t c th sh uld s d th w th th ch sts.

C m s d tu ls ffi m th t s c ty v lu s th c t but s d cc m l shm ts, b th y m um t l m d st, f th s wh c l b t d. T m l t y tu l st c lly m t s ut f qu t d s s f c t v c -m s d hts f ss . T s m l t y ch s ms t w h h sch ls s w ll. As th su v s f th JRO C m t L c y H h Sch l Ch l s C u ty, M yl d, s ys f th stud ts wh h d,

t v s m y f th m tu ty t d th s d b c z d wh th y m ht t th w s c vc t . T t sch l s d t thl t s t c t . T s s l c wh th y c z d w th thw . 106 At th OMI, ubl c h h sch l st t d v much l c l s t by M y J y B w , w ds s-s mbl s h ld tw c w .

Y u l c t d t f m th ds f w ds d c t b st w d by th s ms. AsH th S c st s d, wh h st t d th stud ts m c d h s JRO C u f m d c ll d h m b .S c st w th d th h z d w s ys:

T u f ms w s m . St t d Julyw th u f m t m t d t d I l v my u f m w, Im l Ch stm s t . 107

K lly V l squ z, c d t t OMI, udly d s l y d th w d sh c v d f utst d u f m. A d v s Wh t c u t d th t m h d th c d ts f m DuV l H h Sch ls JRO C m w th u f ms

ld t t th A d S c Mus um W sh t , D.C. H c lls w th w d m t d d th tm y t u sts m st ly t th m f ffi c s f m th P t d s d t s w th th m f ctu s. 108


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10. Accountability and Consequences

O st l f m l t y-styl ms s mm d t cc u t b l ty d d ct bl c s qu c s f m sb h v .T s l s t th s wh f ul u , f c u s , but m y ls xt d t m mb s f th u t, v t th s wh w t v lv d th m sd d. As N cy j s, Washington Post t wh w t s f qu tly b ut ubl cm l t y c d m s, c bs v d, th m l t y s t w f f v ss, wh s f v ss s b st w d lm std ly ubl c h h sch ls. St th ht b l c h s b ch ll s m ubl c m l t y c d m s.E c Lyl s, c l f F stv ll M l t y Ac d my, c mm ts th t: My m l t y st uct s t us d t v-

d c v xcus s. Im w w th th m t m mb th y d l w th d l sc ts. 109

M l t y ms t cc u t b l ty d s ct s s s usly b c us th y w t t st bl sh d ly cl m t wh f culty c f cus t ch d wh stud ts d t f f th s f ty. T th t f s ct s lst sm ts cl m ss th t stud ts x ct d t l ls th w ll b u w lc m c s qu c s.

P lt s c m m y f ms. A c d t c u ht w th h s h ds h s c ts m y b t ld t d t th dd ush-u s. At sch l, c d ts wh d s b y d d s w qu d t c u t th b c s w ll. F lu tc m l t h m w ss m ts c sult u shm t, l cl scuff m s ff th ym , v d m t , sus s , f th c lc t c s sts, x uls f m sch l. If stud t cts ut cl ss s ss s t ch , ts w ll b c ll d d t ld b ut th ch lds m sb h v . Stud ts wh d t tt d m d t y tut b d f m t f t m th ym. I s m st c s, t ch s m l t y m t s m t utth u shm t. At Ch c M l t y Ac d my, d m t s w ll s m t s ft d t m d by s.

T t s t u shm t f ts w s . I O l d, c d ts w th b h v bl ms ss d t s tl t f s xt y u st s. T th y c v m tt t f th u s f m v th tt tud dbl th m t j th s ul cl ss s. OMI stud ts c d m c b t must tt d S tu d y

sch l, v tut s ss f u t m s w , d cl ss s du h l d y b s. 110

f c th m l t y h l s hy f c ll ct v s s b l ty f th c duct f t m m mb s, l s

m y v y th c s qu c s f th m sd ds f t t s. O d y t th Ch c M l t y Ac d my B z v ll , v stud ts th fth d lu ch hu l d s s u d th c f t . Aft w d, ll s v ty stu-d ts th c f t t th t m h d t cl u th m ss d th w t ss ys b ut lu ch m c ductd t th ts t s ff. 111 T xt d y, stud ts ll f th lu ch ds w qu d t s t s l c .

N t su s ly, s m stud ts th u ht th bl t u shm t w s u f . But J m s Ph ll s, f shm , tth t:

It w s m ss s t ut t l t y u w th sch l w s t l y y m s. I b t w ll vth w s s . . . . Its l ss t t d t, v f y u d d t d t. Its l s y , w c t l t f us d b d b c us th st f us w ll b u sh d. W h v t ct v t s u . W h v t w t th . 112

11. Safety and Security

S c th ch s d v l c f u b hb h ds ft s lls t sch l u ds, v s d th cl ss m,m l t y ms d c d m s st ss s f ty d s cu ty. M l t y s v sts d t s m th c d s dcl ss ms t t ht l d ct ut d ct v ty. T s bl s duc t s t t ch d c d ts t l w th ut f f d s u t d .


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Alth u h s m c d m s st u l t m t d th b , m st succ d m s d m td . Stud ts ffi m th t th y f l s f m l t y s tt s wh th s th y c u t th hb -

h ds d t th ubl c h h sch ls t t l t d. 113 F x m l , wh L C m R ss w s s xth d tR s v lt M ddl Sch l O l d, w s d v l c w ll-t -f m l l t s f c m us l f . 114 S mR s v lt stud ts, sh s ys, w ut f c t l, st l l y qu m t, d m d l ly m ss bl .

At L C m s w sch l, th O l d M l t y I st tut , th st ct c d s f b h v d d sc l th v t t f f m y bl ms ff ct th sch ls th c ty. S v th d s s t m l t y-ld ss u f ms th just ft su s v y d y th f m l t t th O l d A my B s . T s -d ly m c m y s ts th t f th t d y. 115 L u s Ad ms, s vvy 14-y - ld t th Ph l d l hM l t y Ac d my, ch d why s f ty m tt s, st t th t PMA s t b t c m but c t ll d v m t wh y u d t w y b ut th d xt t y u ull f y u. 116

12. Demanding Schedule

T qu s -m l t y ms d sc b d b v l c c s d bly t t m d m ds y u l thul sch ls. Of c u s , Ch ll NG s s d t l m th t s t c ts m l t y b s s u d

th cl c f v m ths.

Ev ubl c m l t y c d m s t l h u s. Its c mm l c f c d ts t l u f m t by b ut7:30 th m . At th Ch c M l t y Ac d my, c d ts c v f th b d d d ll t m t 6:30 chm . 117 Ext cu cul ct v t s ft u l t t th ft , wh l xt h l s ff d S tu d ys.I dd t , stud ts must c m l t f ty h u s f c mmu ty s v c t du t . T sch l y m y st tch ut s w ll. T O l d M l t y I st tut h lds cl ss s 220 d ys y , c t st t 180 d ys t thubl c sch ls. 118

Problematic Characteristics and Issues

P tt th duc t f c v l y u st s ft th m l t y d s s l t m t x t s d w s mssu s. T m l t y ch sh uld t b m m c d s b c us th ult m t u s f m l t y t sm dly d ff t th ubl c duc t . T y s t mb c d cust m z th s tt but s th st thth duc t d d v l m t f ch ld wh h v d s d d d ut f sch l, wh l v d thch ct st cs d m th ds th t d t b l c v l t ty.

1. Inappropriate Discipline or Tone

M l t y-styl duc t l ms d t d l sc ts c d d m t ut u shm t d s ct s, butth s l f hys c l d sych l c l t m d t th y u ht t t c ss. Aft ll, th s y u st s t A my c u ts ll d b s c t s . I st d f tch t u th s ct s b y d s , stud ts wh d t t t th st uctu d d sc l s m s d sh uld b sc d ut th b , t sf dt th sch l, , f d b , x ll d.

2. Constraints on Individuality

M l t y s v c d ff s f m c v l t t s th s c t s cts, clud th t s b tw c h sd d v du l ty. As CSIS st t d ts t m l t y cultu :


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Alth u h c v l d m l t y cultu s sh m y v lu s d m c cy, th must b s c t d f-f c s b tw th cultu s. F x m l , wh l u c v l cultu t ly m h s z s l b ty dd v du l ty, m l t y cultu d w l ys th m d m h s z s v lu s such s d sc l d s lf-s c c

th t st m f m th m t v f m l t y ff ct v ss th b ttl ld. 119

CSIS c t u s:

B c us th d v m t v b h d U.S. m l t y cultu s th u qu s s b l ty t ht d wth t s w s, b s c d v du l f d ms th m l t y ft cu t l d f th s f d dd d sc l , d th m d f c s s v th ht t d ct t st ct ul s f b h v th t w uld b

cl ly t f c v l m l y . 120

Educ t l ms th t mul t th m l t y must b m dful t t utt ly st th d v du l ty d c t v-ty th t c v l s h v v y ht t j y d th t s c lly u ht t b u tu d y u l . I th d sf duc t l ms f stud ts wh h v d d ut d s d f m t d t l sch ls, st thht b l c b tw m l t y- s d st uctu d c h s th h d, d tu t s f s lf- x s-

s d d sc v y th th , w ll b ch ll but u v d bl . T s t s sh uld b w h d d s lv dt th v y uts t.

3. Not for Everyone

N t su s ly, s m stud ts wh t y qu s -m l t y ms b c m l t d by ll th st uctu , ssu ,d c st t th t f s ct s. O f th f lt th JRO C st uct s y ll d t much t th t s d

sus d d th m t f qu tly. N t v ty b ds t v ty, s ys R b t bbs. S l t f t m s, [stud ts]ut d f s u . 121

y c lly th m l t y-l ms t y t sc ut y u st s wh t l ly t mb c th d sc l dth v th tm s h . S m y u st s t sf t th sch ls. St ll th s m y b x ll d f th y ct ut

t usly d t dly. A d th th y u st s l Ch st h W dy wh summ th st th t v c m th t l s t c sm d d u s th qu s -m l t y s tt .

Christopher Woody originally insisted that Forestville Military Academy hadnt done him any good, thashouldnt have to put up with teachers who scream at him like hes a soldier, that his mother was raising just ne without the militarys help. He spent the early months in the academy ghting change with the determination that the school wanted him to apply to his conduct and his studies.

Te Christopher who rst roamed the halls wearing baggy jeans and shoulder-length cornrows was not the s14-year-old who four months later knew how to march, dress for school in a uniform, and respond to teacin Army speak.

According to his mother, Linda Woody, I was getting desperate. I felt like, I know this child is bright, I khes creative. Hes not dull. We can expect more of him.

Te changes in his behavior have been quite noticeable. Last year Christopher came home scuffed and bruand bloodied from the many ghts he got into at Andrew Jackson High School. Tis year, his mother hasntticed a scratch. His grade point average, which had sunk to 0.5 out of a possible 4.0 during part of eighth grstood at 1.29 for his rst report card at Forestville. His highest grade was C and he had earned four of the


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4. Implementation Challenges

D s t th m l t ys d s v d ut t f x cut , th qu s -m l t y ms t u s t s t- f c m y f th st t-u d m l m t t st u l s c f t d by th v t v ms

ubl c sch ls. R s v sts d v t s wh c u t d f th s ms must b sc d c fully d tht d t w ff ct v ly w th y u st s wh h v s us c d m c sh tc m s d s l ssu s. Edu-c t l d m l t y s l w l s d th d t st bl sh s s bl d v s f l b dc c l th c v l d m l t y cultu s l st th y c ct d f m t c fus th sch l bu ld d th

m ds f stud ts.

L d sh tu v t th t f sch l d st cts c m d t s th sch ls. Sch l su t d tsc m d w th d st b l z f qu cy. T y m y v w th d c ss s t s d t t v s w th s t -c sm, d t m d t m l m t th w d thus u d m th c t u ty f s l d ms l dy l c .

T R d C t stud d th ll ut f JRO C c c d m s d f u d th t th y c u t d m y f th s m bl ms th t h v b d v l d th ff ts t l u ch w sm ll sch ls. Alth u h th s v t v sch lst ff th u d, f st c , th y ft v d l ss succ ssful ch th cu cul d st uct l f cus.

T sch l d st ct m y l c suffi c t fu d f c mm l t m f t ch s d th st t -m d t d cu -cul u d l s m y l m t th x b l ty th y d t d v t t th ccu t l f cus f th c d my. 124

Stud ts ll d th s ms b s c t c d m c d c ts d f culty tu v c st ll th -ss. F x m l , t OMI, -th d f th y u st s d D v s du th st m d d

l d d c d m c b t . U f tu t ly th d t ch th d t d f h h y j b, d s u t- th ll ut f w h cs m t d d t dd ss th stud ts d bl ms.

As w th y v t , th s qu s -m l t y ms c b w s ss du th f m t v y s. C l.Ch l s Fl m s c l f th Ch c M l t y Ac d my. H c u s ls l sm, t c , d s st c . Its

t b m x s v ht u f t th y u v yd y h h sch l. G v t t m t l t t w t l st vt s v y sth th d v d ds w ll y d w th d. 125 O s B d G l R l h M , OMIssu t d t, ut t w yly: T s s t st t udd ; y u c t just dd w t d t c ll -b u d stud t. 126

Even so, Christopher Woody claimed that the Forestville environment is too controlling, I dont want a father gure. . . Te military is not for everyone. Its not for me. 122

A year later, there are times when Christopher Woody surprises even himself. Hes now the one who inspects his

classmates to make sure every shoe is polished and every shirt is tucked. At lunchtime he stands at attentionuntil his instructors grant permission to talk. After strongly resisting the rigor and rituals imposed on cadets, the transformation in Christopher has not gone unnoticed by his instructors. Tey gave him the Most Improved Cadet award at the end of the school year. He agreed reluctantly to be a cadet corporal, the highest rank givento sophomores. His GPA is still not stellar, at just over 2.0 out of 4.0, but it represents an improvement over last year and the 0.5 he got for a while in middle school.

His mother summed up her gratitude for Forestville: Tey seem to have something invested in Christopher. 123


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Promising Ideas Worth Testing

S v l t t lly m t t t v t s m f m th f l ss s l d f m th m l t y cht t . T y :

1. Offer reading and math immersion programs tt d ft th m l t ys f st-t c st uct l m th ds.t th ms s c d y sch l stud ts wh f m b l w d l v l th qu v l t

f B l w B s c NAEP. Off th mm s ms du th sch l y , v th summ , b th.T m s t t f lt y u st s b c t c c d m c lly s qu c ly s ss bl s th y c th ssf w d t w d th l v l f c cy qu d f succ ss st-s c d y duc t , th l b m t,d l f .

Eddy B y d ll f th M ll Ly ch F u d t b l v s th t th s ms must b qu t d ff t f mst uct s usu l, wh ch h s l dy b sh w t t w . F st-t c c t t d d l v y, h u s,

sh uld b m t st , t s , d t c . 127 S c t s ft w th summ d ftsch l t h l su t th f m l s d s d ch , f st-t c c u s s m y d t b c u l d w th j bs, d d w th th tu ty f th l tt m d c t t t c t th f m . 128

2. Establish quasi-military public middle schools and high schools.T s sch ls w uld mul t th s d s bltt but s d t d l th s . Qu s -m l t y sch ls c uld b c t d ut f wh l cl th s ch tsch ls v th m ch sms us d t c t v t v th m sch ls. T y c uld ls b s tu t d t -d t l sch ls th t w shutt d b c us f cu bly f m c lu llm ts. T ss -c ll d d ut f ct s m ht b m c d d t s f c v s t qu s -m l t y h h sch ls.

O t cul ly tty ssu t b s lv d s wh th th sch ls sh uld b t b d c ss-s ctf stud ts wh x ss u t st. A th t s t st ct dm ss t y u st s wh st u l sch l, h s v just t th d t s wh w uld t f m m dly d ff t

ch. Y t th sc s t t th m st ctly f d uts. D v s stud t b d s h v m y s lf- v d t v tu s, wh l th s st ct d t l w ch v s s b b d d s sch ls f l s s. T s s t u h c ll b c us ubl c s u c s sc c d sl ts t by s l d ch v s l m t tu t s f l w ch v s t st d f m s lt t v s.

U d y f th s sc s, th sch ls w uld b st ctly c v l t s. I ll l l h d, th y w uld bst ff d t by m l t y v t s d ut l z m th ds f sch l z t , st uct , st uctu , b l -

, d sc l , m t , m t , c t , d s f th th t t d th m l t y x c .T s t ch s m c uld h l th s sch ls h v t b th w ys by c u t m l t y v t s

t t ch ubl c sch ls. T f s b l ty f th s ch h s th w ll ss f th m l t y tsh ts wl d , m th ds, d syst ms, d th b l ty f th sch ls t m ss th s wl d dd s th s syst ms th w .

3. Create quasi-military public boarding schools f th th u h tw lfth d s, clud d uts s s c d ch c . T s sch ls w uld m th qu s -m l t y m ddl sch ls d h h sch ls d sc b db v . As 24/7 t s, th y h ld th m s f ff m t s v , c m h s v , d sust dduc t l d d v l m t l su ts d f v d v s f h v s f y u st s wh s h m dc mmu ty v m ts s c lly c u t duct v . E v l t ubl d d l sc ts t t lly d f-f t d d v l m t lly su t v v m t m y b th ly sc f m th c us u-c f th m st ts.


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S c t s u l st c t x ct v m t t bu ld w s d t l f c l t s, th b d sch ls c uld bs tu t d dl u d ut l z d m l t y b s s, wh ch sum bly l dy h v m y f th c ss y f c l t sl h us , c f t s, cl ss ms, ym s , d thl t c lds. It s d ffi cult t d ct h w m y y u

l w uld t f b d sch ls d h w m y ts u d s w uld l t th m tt d, m tt

h w h d th y st u l t m th y u st s. F sc l ud c d ct t s th t th s b sc t d td v l th f c l t s.

As s d t l t s, th s b d sch ls bv usly w uld c st m stud t th c v t ld y sch ls. T f , th y w uld qu th s c l t s c mb t s f fu d f msch l syst ms s w ll s duc t , l b , s c l s v c s, l w f c m t, d c ct s c s t thf d l d st t l v ls th t h v sh d st tt th s y u st s s l dly t c .

4. Establish quasi-military alternatives to incarceration.D w th c c t b h d B v C m y O l h m , t s wh u f ul f th l w d d st d f c m t c uld b ff d th ch ct st ht ut th l v s by ll qu s -m l t y s d t l m th t s us d cl s ly su v s d. T s wh bl w th s tu ty w uld b m d d t f m sch l j l. B c us th st t c s th c ct s d tm t, t sum bly w uld y f th s lt t v . Im t t d s c s d -t s clud wh w uld b l bl d l bl t ly, d h w th uth t c ty f th sst t c t sh uld b u d.

5. Help public schools implement the key attributes. A lt t v t l tt sch ls f d f th ms lv s s tv d v us u d c d su t s v c s f m t d m d ls, t st d ds d syst ms,

t d t ch c l ss st c , m t d ss ssm tt sch ls th t d s t m l m t m st, f t ll, f th m l t y-l tt but s d t d l . T f m c f th s sch ls d th stud ts

c uld b v lu t d d c t st d w th c m bl sch ls d stud t b d s th t h w t c v t lm th ds s w ll s w th lt t v s th t t v m us m l t y ch.

P m s d s l th s ty c lly f ll w f s v l thw ys t ubl c sch ls. O ut s b s c lly dh c d m s much th w y ubl c duc t fu ct s w. I th w ds, t u l sch l d st ctsc uld ch y c th s m l t y-l tt but s d m th ds th t th y b l v w uld h c th b l ty t chd t ch l w- ch v , d s d stud ts. L c l d st cts th w t t v c uld ls st bl sh t

ms d sch ls th t tt d ft th s ch s d c bbl t th th c ss y fu d f mth w bud ts u m t d by ts f m v m t c s d c t d h l th c b f ct s.

I v t d x s c ccu th s w y, lb t by ts d st ts

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What the Military Knows about Education - CCF - May 2007