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Diane Halpin, DirectorChange the way we serve learns with Autism!

Trends in Education that are Calling for Change
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Major Factors Pressing Need for Change in Public Education   Six major societal trends are pressing the need for change and improvements in public education.  These trends are:   

  1. Availability of mobile technology and a wide range of curriculum available by internet to anyone with access.  Students can find many ways to learn, earn certifications, diplomas and degrees. More students will seek alternatives if public schools do not meet their needs, 
  2. Introduction of competition in the national public school marketplace through charter schools and changes with open enrollment policy.  Superintendents and school boards must respond directly to competition and implement strategies to attract students to the school district or lose revenue,
  3. Increased local and national attention given to the growing costs of public schooling and the lack of apparent increase in student achievement when compared internationally, in particular, with populations of students of color and in urban school districts.  School superintendents and school boards must learn new ways to deliver services in order to reduce costs of doing business and improve student outcomes and address long term student achievement issues,
  4. Measurement of student performance and comparisons of school districts on national and state measures with grave consequences if standards are not met.  This forces the education industry to look for evidence of what works and implement changes for improved results,
  5. An aging population with growing health issues and less money to dedicate to public education.  While many give lip service to paying for the education of the work force and the value of an educated populace, when pressed, most voters are less likely to vote for tax increases, and
  6. A well informed business community that, in the past decade found ways to achieve new levels of efficiency in various aspects of operations, share a more skeptical view of public school systems that continue to operate with an early manufacturing model of organization, one that requires the same or more resources to achieve the same results for students.
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