How to Reverse the Effects of "Summer Melt"

Summer melt is a major problem facing students across the US. Summer melt occurs when a student commits to attending a college post high-school graduation and even pays a deposit to secure this commitment, but fails to turn up at the college following fall. This phenomenon is largely seen mostly among students from low-income households, ones planning to attend two-year colleges, and students of color.

There are a number of reasons that are attributed to summer melt. The top three reasons being: the cost of further studies, social anxiety and informational barriers.

Cost of funding college education

The biggest barrier for students of color from low-income households is the cost of funding education, stay, and other living expenses once they start college. College education can be expensive and living expenses added to it can become a major source of tension for students. Faced by this problem, they prefer to shut the idea of going to college altogether.

Providing finance focused counseling to these students can help them understand the ways in which they can fund their education and living expenses and lower their chances of melting. Giving financial aids and grants to these students might also help in getting them to college as there might be many students who are genuinely interested in getting a college education, but financial problems are hindering them from getting one.

Dealing with social anxiety

Transitioning from school life to college life is quite a different experience. Students are no longer bound to school routines and have much more freedom when it comes to social engagements. But this very freedom can lead to social anxiety as youngsters try to remove themselves from the shell and reach out to new individuals, groups, and communities and make new friends. Many a time, the thought of being unable to make new friends and belong to the new institution make students melt.

This can be taken care of by forming communities through social media platforms that keep students in loop and up-to-date about the events at the college and facilitate finding new friends and interact with students who are already studying at the college. This will help students mingle better, make new friends, and look forward to meeting them when they go to college the following fall. College developed social communities should make it a point to reach out to every registered student and have them connect with other students based on hometowns, majors, and common interests.

Informational barriers

Not being updated about the events and deadlines of the college also lead students to miss out on important dates. Colleges send out emails with reminders and other important information but due to many reasons- students not accessing their emails being one- the information is lost.

A foolproof way of sending information and updates to students is necessary. Colleges should find out a way to use social media and text messaging to reach out to students, as these are communication channels they follow up on a daily basis. Through these modes of communication, students can stay up-to-date about all relevant information and make sure that no melt occurs due to missing information.

Building Non-Cognitive Skills in Students to be Successful in College

Although success in life is mostly attributed to the kind of education one has, their profession and their intellectual capabilities, the importance of non-cognitive skills is something that seems to have taken a backseat when it comes to imparting education in the nation. When considering the importance of non-cognitive skills in one’s life and the role it plays in shaping an individual, we realize how important it actually is.

How education is viewed and why it needs to be corrected?

The term educated often refers to a person with the knowledge of theories and practices of different fields and areas of expertise. Based on this very definition of education schools and colleges impart theoretical learning through mediums such as books, CDs and classroom-teaching. What is completely overlooked is that what one does with the education they have acquired in school and college. The way each individual uses their knowledge depends on their non-cognitive skills and how they perceive their education. In order to make sure that students are able to put their education into good use and be successful in life emotionally, professionally and personally, building strong non-cognitive skills in them is indispensable.

What are non-cognitive skills and how to impart them to students?

Unlike cognitive skills that relate to learning, problem-solving and attention-paying skills of individuals, non-cognitive skills refer to thoughts, feelings and behavior. The thought behind non-cognitive skill tells us that apart from being able to solve math problems or memorize chemical formulas, students should be capable of socializing, being emotionally developed, practicing self-control, and working in teams among others. The best time to start imparting these skills is when students are in school and are at an age when their personalities can be shaped. However it is never too late to start for anyone. The task might be a bit more difficult when it comes to college students as they have matured and have their own opinions, but it is not impossible. Through soft-skill classes and conducting personality tests that point out areas of improvement in their non-cognitive skills, students can focus on working on these areas that will help them prosper in college and at workplace.

Importance of non-cognitive skills in college and workplace

College and offices are places where students and professionals are completely on their own. They are not shielded by parents, teachers and counselors as they were in school. Their ability to make place for themselves, work with others in a group, create healthy personal and professional relationships, and building good work ethics, all depend on how developed their non-cognitive skills are. Creativity, communication skills, persistence, self-regulation, and self-control are some of the other important non-cognitive skills that are indispensable for success in life. Employers too stress on the non-cognitive skills when interviewing employees. They are concerned if the employee will be a good fit for the organization or not. Since they can be trained in the cognitive skills that are required for the job, hence non-cognitive skills are something they would look for in the interviewee first.

Through proper guidance, workshops, soft-skills tools and courses, non-cognitive skills can be built in both school and college students to shape their personality well so that they come out as a winner at whatever they attempt.

Designing Ideal School Environments for Boys and Young Men

By Anthony L. Hubbard

Studies, surveys and research over the last few decades have proven time and again that single sex schools function better to serve students in a more wholesome way as compared to coeducation schools. It is a proven and widely known scientific fact that boys and girls develop differently at different ages, both physically and psychologically. Single sex schools are better able to modify their assessment and training systems to accommodate these developments, since they have to only optimize it for either boys or girls, instead of for both.

The central idea behind this discussion is that urban boys, especially those of color, should have access to high quality public school education on par with private educational institutions to help them succeed academically and professionally. African American children should have high quality single sex education centers, which concentrate on developing them as unique individuals and provide them good role models from within their own community who they can readily identify with.

Designing and creating a good single sex school for young African American men

What are the parameters and factors that need to be considered, analyzed and customized to create single sex schools that can provide unique learning ecosystems to young urban African American boys and men? We discuss a few vital parameters here that need to be considered when designing a single sex school for boys, and how to go about doing it right.

Developing a vision and mission – It is the first and most important step in designing a good single sex school for boys. Knowing the reason behind starting a school and the results you wish to achieve, forms the foundation for designing a good school.

Your vision should enumerate why you wish to start a single sex school for African American boys in the city. It should clearly state what your idea is, why you wish to pursue the idea and what you plan to achieve by pursuing and implementing your idea.

Your mission should talk about how you plan to achieve the results and impact you have detailed in your vision. It should also talk about the values you wish to incorporate at the core of all your work.

The mission should take into consideration the following differences in genders and optimize educational plans for boys:

• Boys take more time learning vocabulary, writing and language skills.
• Boys are better in computation and motor skills related activities.
• Boys tend to move around a lot, prefer playing outdoors and using touch and physical handling to discover new objects.
• Boys also tend to be more aggressive, which means you will have to plan for avoiding or discouraging fights at school.

Teaching/learning/academic support and assessment systems – This refers to the various systems in place to ensure the school moves successfully towards fulfilling its vision and mission. The school education system should be designed such that it helps both students and teachers to develop their skills and grow over time, making the education system beneficial for all those involved.

It should have programs for teachers, educators and other academic staff at schools to help them understand the changing social, economic and legal structures related to education. This could include regular training and workshops, along with tickets for local, national and international educational conferences.

Sports should be given a lot of importance in the curriculum and boys should be encouraged to engage in healthy competition. Physical education and exercise should be made an intrinsic part of the entire education setup. Such physical activities help boys deal with all the youthful energy in a positive way so that they can concentrate better during classes.

It should have special programs and assessment systems in place to ensure students learn to the best of their ability and teachers are able to provide high quality education. Assessment systems should help better learning among students, should be fair to all and should be constantly reviewed and updated as students’ requirements change.

School climate and culture – The school environment should be inspiring, comfortable and ensure safety for all students. No matter how young or old, big or small, strong or weak a student, he should not feel endangered at school. He should be able to feel safe and secure within the premises and gain confidence to feel that way in the outside world as well. The school should feel comforting and nurturing to every student who comes to study.

Creating such an atmosphere at our school requires careful thought and consideration during the initial stages of designing a school, with detailed reviewing of plans on a regular basis to ensure it serves the purpose of good education well. You need to talk to students about concerns they might have about going to school, instances of bullying and feeling left out due to interests that are different from most other students, so that you can think of all that needs to be included in your design to make your school student-friendly.

A conducive environment for a boys' school should also incorporate a lot of physical activity. The seating arrangement should be such that they can keep moving around, as that would help them concentrate better.

Culture at the school should be one that is inclusive and unbiased. Cultural differences and uniqueness should be celebrated, encouraged and upheld as an asset to the school than as a liability. Diversity helps students get acquainted and be comfortable with differences among people, helping them adapt to the outside world much better and more easily.

School counseling and guidance – Most young boys go through developmental phases, where they are unsure of who they are, what they want to do with their lives or what choices they need to make in life. It is essential to be able to address these concerns at school, so that every student can perform well academically without being bogged down by problems and lack of guidance.

There needs to be a dedicated space with experts, where students can go to talk about their problems, ask questions and get help regarding personal, academic and professional queries. This space needs to inspire students to feel comfortable and open up about things that are bothering them, to actively seek out guidance and counseling without fear of rejection, ridicule or judgment.

Overall, single sex schools for boys need to take into consideration the following factors during planning and implementation of the school design and curriculum:

• Vision and mission that takes into account gender differences, so that the school is optimized for boys to study well, learn better and excel in life.
• Teachers should be made aware of gender differences and trained to teach boys in a way that they understand and learn.
• The school climate should be conducive for boys to move around, be physically active. It should be a place where they feel physically and emotional safe and secure.
• Counselors and guides who understand boys well should be appointed to talk to boys who may be facing problems at home, school or with other facets of life. They should feel understood and have someone to guide them the right way.

Well-designed single sex schools for urban African American boys and men can go a long way in putting them on an equal platform with their urban peers and help them succeed professionally. It can assist them with making informed decisions about their career and life, enabling them to pursue their goals with absolute passion and dedication.

Why is Single-Sex Education Important?

Boys and girls are different – there is no denying that. They have different needs and react differently in different situations. Considering this, putting them together in coeducation classes does not seem to be a really bright idea. It doesn't allow educators to care for all their needs equally. This may result in either gender feeling neglected. In order to prevent this, single-sex education systems have to be implemented. Here's how they can help:

• Overcomes stereotypes: Talent comes in many forms. Some students are good in academics, some can paint well and some are great actors. Some excel in soccer and others in athletics. And there may be those who write very well – either stories or poems. One of the biggest problems for students in coeducational classrooms is the reinforcement of stereotypes - “Poetry is not for boys” or “Soccer is not for girls”.

These stereotypes in combination with peer pressure may result in smothering of budding talent in both boys and girls. Or, this may result in students not overtly showcasing their talents which can lead teachers to feel that those students have no talents at all. Either way, students are unable to get the attention that they deserve. On the other hand, in the single-sex education system, where a class full of boys learns to love poetry or a class full of girls plays football, the stereotypes won't even raise their heads. Single-sex systems allow students to explore all their interests without having to worry about what the other gender thinks of their choices.

•   Makes handling puberty easier: Another advantage of single-sex classrooms is that there will be no unnecessary showing-off for the opposite sex. This is particularly beneficial when the students start hitting puberty. They can concentrate more on their studies than on the hot girl in the first row or the cute boy standing in the corridor. 

• Caters to each sex individually: Boys are generally more boisterous and have higher energy levels than girls. They need to be engaged all the time. Not giving them enough attention can cause them to misbehave. On the other hand, a teacher cannot dedicate all of his/her attention to boys only. This will result in neglecting the girls. And, girls are less likely to speak out in coeducational classes. Single-sex educational systems are the best solutions.

• Better academic performance: In 2007, neuroscientists from NIMH (National Institute of Mental Health) released the report of a study which clearly shows that there are physiological differences in the brains of boys and girls. They develop differently in different ages and it is important to use appropriate training methods. Approaching teaching in the same way is a mistake. Single-sex systems will allow for utilizing the correct approach that can help improve the academic performance of students.

In addition to these, single-sex systems will also provide a proper environment for students to handle their social and emotional development needs. Students can ask any question in class without hesitation or fear of embarrassment. Boys are also more likely to socialize and collaborate in a single-sex environment than in a co-ed one. And, they can show emotions openly. 

Of course, for some students, the setting may not matter at all; but, not for all. Single-sex systems have a clear advantage over co-ed ones and implementing them can provide students an environment where they will flourish.

Strengthening the Socio-Emotional Development of Boys of Color

Providing an educational environment that will work extremely well for Boys of Color can be a great challenge especially when they enter the transition to high school/college and career. Research indicates that the ideal educational setup is a combination of important factors which include high standards of education, commitment of the entire school community, and setting higher level of expectations. The learning environment should be sensitive to address the social and emotional factors that affect the development of Boys of Color which can be done by helping them to have a sense of belonging and leading them to relate their identities to their rich cultural and historical heritage. The students should also be taught to become responsible members of the society through delegation of tasks that will allow them to serve their communities.