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AngelWorth
Dr.SusanKates
ENGL3223
5May2014
FailingOurFuture:ALookatOklahomaEducation
Shewassittingontheconcretetenyardsawayfromtherestoftheclass.Herlegs
weretuckedsnuglytoherchest,armswrappedaroundherselfinatightembrace.Though
abeautifulyounggirl,herfacewasobscuredbyadarkhoodandherhairfellchaotically
acrosshershoulders.IrememberwatchingDrewonthatfirstdayofclass,wondering
howIastudentfacilitatorforthepeertaughtclassatmyhighschoolcouldever
motivatesomeonewhopossessedsuchdeterminedresistance.
Fourmonthslater,Drewseyeswerebrightwithinspirationandsheenergetically
gesturedaroundtheclassroomasshedeliveredassertivedirectionstoherclassmates.
Drewradiatedwithconfidenceandsuccessfullyledtheclasstocompleteateambuilding
initiative,whichincorporatedthethemeofparticipationandcommunication.Having
beeninvolvedinDrewstransformationastudentthatmyschoolhadwrittenoffas
possessingpooraffectiveskillsIwasovercomewithprideinbothmypeer,andmy
ownabilitytoinspiresuchchange.IrealizedthenthattherewasnothingmoreIwanted
thantocontinuetopositivelyinfluencestudentsfortherestofmylife,andsobeganmy
passionforteaching.
Severalyearslater,IhavefoundmyselfenrolledintheUniversityofOklahomas
CollegeofArtsandSciencesandtheJeannineRainboltCollegeofEducation.Im
pursuinganundergraduatedegreeinEnglishWritingwithcertificationinLanguageArts
Educationand,inmyshorttimeatOU,Ihavemaintaineda4.0GPA,madethe
PresidentsHonorRoll,andthrownmyselfintoschoolandcommunityactivities
includingaserviceorientedlifegroupthroughmychurchandaleadershiporiented

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transferstudentorganizationthroughtheuniversitywhileworking40hoursperweekto
putmyselfthroughcollege.Byallaccounts,itwouldseemthatIamontrackinmy
pursuitofacareerasateacherandIwaselectricinmyexcitementtogettoworkin
Oklahomaschools.Thoughtheplanhadinitiallybeentoteachoverseas,whereIhad
donepartofmyschoolingasamilitarychild,Ifoundmyselffallingheadoverheelsin
lovewiththestateofOklahoma.ThemoreIhavelearnedabouttheconditionof
Oklahomaseducationsystem,however,themoredisenchantedIhavebecome.In
conductingmyresearchforthisarticle,Ihaveneverfeltfurtherremovedfrommy
passionforteaching.
Onthesurface,suchdisenchantmentappearsunwarranted.Inrecentyears,
Oklahomahasmadegainsinnationalrankings.Accordingtotheannuallyreleased
QualityCountsreportconductedbyEducationWeek,Oklahomahasclimbedfromthe
26thrankedtothe17thrankedstateinthenationbasedonalettergradeinfluencedbysuch
factorsrangingfromaschoolschanceforsuccess,toschoolfinanceanalysis.Muchof
OklahomasgainineducationrankingscanbeattributedtotheirAachievementinthe
categoryStandards,Assessments,andAccountabilitywhichiscomprisedofsuch
elementsassubjectspecific,statewidecurriculumstandards,qualityoftestsandtheir
correlationwithcurriculumcontent,andthestatessystemformonitoringperformancein
schools.Inotherwords,Oklahomahaseffectivelydevelopedahighqualitysystemto
measureschoolsperformances.
However,Oklahomaisranked41stinthenationinQualityCountsK12
AchievementIndex.Thiscategorygaugesachievementrelatedtoreadingandmath
performance,highschoolgraduationrates,andtheresultsofAdvancedPlacement

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examsandincludesmeasuresofpovertybasedachievementgapsandprogressin
closingthosegaps.Essentially,Oklahomahasexcelledinstructuringstandardsand
assessmentsbywhichtomeasurestudentperformance,butthestatehasfailedtoactually
improvestudentachievementasmeasuredbytheverymethodstheydesignedtotest
studentsuccess.ThoughOklahomaslackofprogressintheachievementcategoryof
nationalrankingscannotbeneatlyattributedtojustafewfactors,theissuesregarding
lackoffundingparticularlyinruralareasofOklahomaandpooreducational
legislationacrossthestatearearguablytheleadingfactorsinthemediocreconditionof
Oklahomaseducationsystem.Similartohowtheeducationproblemslacksimplicity,the
solutionstotheeducationcrisisarequitecomplex.Potentialmethodsofimprovement
wouldinvolveraisingtaxesandsmarterallocationofbudgetfundsincluding
consolidationinruraldistrictsaswellasbettercommunicationbetweenlegislatorsand
educationalexpertsinthedraftingoflawsregulatingcurriculumandstatestandards.
Perhapsthelargestpointofcontentionbetweencriticsoftheeducationsystem
andtheOklahomalegislatureisthestateslackoffundingfortheeducationbudget.Ina
studyconductedbyexecutivemembersoftheEducationLawCenter(ELC)apublic
interestlawfirmwhichworkstoreformelementaryandsecondaryschoolswithinthe
stateofNewJerseyOklahomais46thinthenationregardingstateandlocalrevenues
perpupil.ThedollaramountthatELCcalculatesforeachstateisadjustedtonegatethe
varyinginfluencesofchildpovertyrates,regionalwagevariation,populationdensity,and
economiesofscale.Withthenationalaverageofperpupilexpendituresbeing$11,864
perstudent,Oklahomalagsfarbehindat$7,406perstudentthelowestspendingstate
beingIdahoat$6,753perstudent.

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Thegravityofsuchperpupilfundingcannotbegenuinelygraspedwithouta
contextofhowimportanteducationalspendingistoastudentsachievement.Astudyof
therelationshipbetweenschoolfundingandstudentachievementinOklahomaimplies
thatschoolswithhigherrevenueswillhavehighertestscoreswhichbearssignificance
consideringOklahomasaforementionednewlyrevampedemphasisontestingstandards.
Thisstudyfoundthata$100increasesperstudentresultedina2.7percentincreasein
testscoresbetween1990and1991.Suchasignificantincreasesupportsthenotionthata
greatereducationbudgetwillyieldhigherachievingstudents.Consideringstudent
achievementistheOklahomaeducationsystemsweakestpointofprogress,increasing
theschoolbudgetcouldpotentiallybolsterOklahomasstudentachievementranking.
Withinthesamerealmoffunding,Oklahomaschoolsinruralregionshaveseen
limitationsinfundinginrecentyearsduetostricterbonusallocationsamongschool
districts.DebbieSelfisaneighthgradeteacheratLittleAxeMiddleSchool
approximately20minutesfromthecityofNorman,Oklahoma.Mrs.Selfspeakswith
disdainfornewschoolgradingpoliciesandcurriculumstandardsimplementedacrossthe
statein2010.Selfstatesthatpriortorevisededucationlegislation,LittleAxewas
consistentlyconsideredatoptiermiddleschoolwithinOklahoma.Sincetheadoptionof
educationstandardsknownasCommonCore,however,OklahomaschoolslikeLittle
AxeMiddleSchoolhavebeenexposedfortheircurriculumslackofmeaningfullearning
knowninthefieldofeducationasproceduralknowledge.
ProceduralknowledgeisatypeofknowledgeemphasizedintheCommonCore
Standards,whichhavebeenadoptedasthefoundationofeducationalcurriculumacross
45states.Itinvolvestheknowledgeofhowtodo,orperformaspecifictaskessentially

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theabilitytoapplywhatastudenthaslearned.TheCommonCorestandardsstressthe
importanceofproceduralknowledgeoverdeclarativeknowledgerelatedtorote
memorization,whichinvolvesrecitingconcepts,ratherthanapplyinglearnedconcepts
thatmanystatecurriculumsweregearedtowardsbeforeeducationreform.When
OklahomaadoptedtheCommonCorestandards,curriculumchangedrapidlyand
standardizedtestsalsoevolved.
ThischangeinstandardizedtestssupportsMrs.SelfsassertionsthatLittleAxe
MiddleSchoolstestingratesdroppedaftertheimplementationofnewstatestandardsas
itcorrelateswithtestscoredataconductedbytheOklahomaStateBoardofEducation
(OSBE).AccordingtotheOSBEspublishedtestscorereports,studenttestscoresin
gradesthreethrougheightdroppedfroma81.17%proficiencyrateinthe20072008
schoolyeartoa68.67%proficiencyrateinthe20102011schoolyear.Thisdatasuggests
thatsomethingtranspiredintheyearbetweenthesetworeportstocontributetosucha
drasticfallinstudentproficiency.Perhapsnoncoincidentally,theadoptionofthe
CommonCoreStandardsandresultingtransitionfromadeclarativetoprocedural
knowledgeemphasistookplacebetweenthedropinproficiencyandis,arguably,a
contributingfactorinpoorertestscores.Despitelowertestsscoressincethestatewide
implementationofCommonCore,itisdifficulttomakeacaseagainstpublicschools
beingheldtoahigherstandard.However,Oklahomaschoolshavenotbeengiventhe
propertoolstorisetoelevatedstandards.
Infact,schoolsthathavestruggledtoachievehighpercentagesinproficiency
havesufferedinthealsonewOklahoma,AFlettergradingsystem.Schoolsthatare
identifiedashighperformingbasedonthegradingsystemareallocatedadditionalgrants

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throughtheOklahomaStateDepartmentofEducation.Toearnahighlettergradeandbe
consideredahighperformingschool,schoolsmustscorehighlyintermsofstudent
performanceontestsaswellasdemonstratehighscoresinstudentgrowthbetween
testingyears.Schoolsalsohaveanopportunitytoattainbonuspointsformeeting
criteriainvolvingsuchelementsasattendanceandadvancedcourseworkofferedatthe
school.Itreallyisntfair,saysMrs.Self.Theyexpect[teachers]toactasstudents
parentsandmakethemcometoclass.Shortofgoingdoortodooranddraggingthemto
school,[teachers]cantcontrolifkidsshowup.
Mrs.Selfsperspectiveasaruralteacheroffersinsightintohowlittleemphasis
someruralfamiliesplaceoneducationandhowthatcan,inturn,affecttheschool
district.Kidsthathavefarmingfamilieswillmissschoolsotheycanhelpinthefield,
Mrs.Selfsays.BeingthatOklahomaisidentifiedasaleadingruralstate(Jimerson,
2003),theattendanceissuesthatMrs.Selfexperiencesarenotparticularlyuniquetoher
district,butcanratherbeseenacrossthestateofOklahoma.Thisstrugglewith
attendance,therefore,impactsruralcommunitiesabilitytoachievebonuspointsinthe
AFgradingsystemandinhibitsdistrictspotentialtoacquirebonusfundingforschool
improvements.
Inadditiontothechallengeofgettingstudentsinruralcommunitiestocometo
class,ruraldistrictsencounterdifficultiesinofferingadvancedcourseworkinschools
suchasLittleAxe.With1/3ofOklahomastudentslocatedwithinruralcommunities,
offeringqualityeducationbeyondurbanandsuburbanenvironmentsisamongthelargest
prioritieswithinoureducationsystem.However,inruraldistrictsunderemploymentis
oftenachallengingissue.Itisdifficulttoenticeeducatorstomovetorurallocationsand

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sacrificemanyoftheconveniencesdailylifeinanurbanorsuburbansettinghastooffer.
Forthisreason,ruraldistrictsinOklahomahavehighturnoverratesandsmallerstaffs.
TheteachersthatdocomprisemanyruralschoolstaffswithinOklahomahaveMasters
degreesandseveraldecadesofexperience(Casey,2012).Itmaybethatsuchteachers
eventuallyfindworkinruralschoolsbecausetheyarereturninghome,orbecausethey
seektoexchangethegrindofurbanschoolenvironmentsforsimpler,morepeaceful
communities.Regardlessofwhy,thefactremainsthatstaffsizeinruraldistrictsis
considerablysmallerthanthatofitslargerschoolcounterparts.Becauseofthis,the
quantityofclassesthatcanbeofferedinthesedistrictsislimitedbytheamountof
teachersavailabletoteachbeyondthecorecurriculumrequirementsasmandatedbystate
standardsforgraduation.
InLittleAxeMiddleSchool,forinstance,Mrs.Selfdescribesaneducational
environmentinwhichstudentsareassignedstudyhallsbecausetherearesofewelectives
available.Therearenodramaclasses,bandstudentsarelumpedintothehighschool
class,andcoursessuchasdebateandcreativewritingarenonexistent.Mrs.Selfrecalls
anACTpreparatoryclassshetaughtoneyear.Ihadsomuchfunwiththatclass,she
recalls,Wedidsomanyfun,uniqueactivities.Mrs.Selfproceedstoreflectonalesson
shetaughtthatwasdesignedmuchlikejeopardy,butincludedstudentsrollingup
answersonsheetsofpaperandtossingthemintoapaperbasketforpoints.Thekids
lovedit!Mrs.Selfsmiledinherreminiscence.Whenaskedwhytheclasswasnottaught
anymore,sheshruggedhershouldersandsaid,Itis.Theyjustgaveittoanotherteacher
becausetheyneededmeforacoreclass.Shedoesntdomuchwiththekids.Just
worksheetsandoutofthebookassignments.Itisinstanceslikethesethatdemonstrate

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howruraleducationinOklahomasuffersinitsabilitytoprovideclassesbeyondcore
curriculumand,thusly,facesasteepbattleinbeingawardedbonuspointsbasedonthe
amountofadvancedcoursesofferedwithinthestatesAFlettersystem.Intheirinability
toearnbonuspoints,ruralschooldistrictsarealsoatadisadvantageintheirpotentialfor
theallocationofbonusfunding.Thus,aschoolthatstrugglestoaffordteacherstooffer
electiveswillbesurpassedinbonusmoneyallocationforaschoolthatalreadysucceeds
inofferingavarietyofadvancedcoursework.
WiththechangeincurriculumstandardsandrestructuringofOklahomasschool
evaluationsystem,ruralschoolsthoughperhapsslightlymoredisadvantagedarenot
aloneinfeelingtheeffectsofthefluctuatingeducationsystem.Thisisparticularly
evidentintheimplementationofneweducationallegislationsuchastheReading
SufficiencyActandthewidespreadoutrageithasignitedacrossthestate.Inrecentyears,
Oklahomahasbeguntoemphasizetheimportanceofliteracy.AccordingtoOklahoma
GovernorMaryFallin,itisimportanttoteachstudentsthroughthirdgradetolearnto
read,butfromfourthgradeforwardstudentsmustreadtolearn(Ladner,2013).Inan
efforttoensurestudentliteracy,thestatelegislatureenactedtheReadingSufficiencyAct.
Thisbill,whichwillbeenforcedbeginningwiththecurrent201314schoolyear,
involvestheassessmentofkindergartenthroughthirdgradestudentsreadingproficiency
inareasincludingfluency,phonetics,andspelling.If,attheendofthirdgrade,astudent
isdeemednotproficientbythirdgradereadingstandards,asmeasuredbyanendofyear
standardizedexam,theywillberetained.
WhenaskedabouttheeducationalmeritofsuchlegislationastheReading
SufficiencyAct,MatthewKing,adoctoralstudentattheJeannineRainboltCollegeof

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EducationwithaM.Ed.inInstructionalPsychologyandTechnology,statesthatthe
Oklahomalegislativebodymightaswellnothaveconsultededucationalexpertsin
theirdraftingofsuchlegislation.AccordingtoKing,theconsequenceofretaining
childrenbasedonstandardizedmeansofmeasurementisdamagingtostudentself
efficacyorastudentsbeliefintheirownabilitiestoachieveandcanplaguestudents
performanceinschoolthroughouttheireducationalcareer.Kingdoesnot,however,
encouragepromotingstudentstothenextgradeforthesakeofsolelypreservingtheir
selfefficacy.
Rather,incaseslikethatofAnnaJones*,Kingarguesthatretainmentis
unnecessaryandevendetrimental.AnnaisasecondgradestudentenrolledintheMoore
PublicSchoolDistrict.Sheisawellspokeneightyearoldandhercharismatic
personalityisinfectious.Inthe201314schoolyear,AnnahasreceivedallAsexcept
foroneBinMath!sheexclaimsthroughoutbothsemesters.Herteacherdescribesher
asajoytohaveinclassandhermom,LesleeJones,fondlyappreciatesAnnaforbeinga
verylowmaintenancechildwhosegreateststruggleinhershortlifehasbeenacoupleof
earinfectionswhenshewasafewmonthsold.ItwasashocktoLeslee,then,when
AnnasteacherstronglyadvisedLesleetoholdherdaughterback.Iguessshedoesnt
readfastenough?Lesleetriestoexplain.Annassupposedtobereading90wordsa
minuteandsheonlyreads60wordsaminuterightnow,shesighs,HerteachersaysI
shouldholdherbackbecauseshewontpassthereadingpartofherendofyearexam.
DespiteAnnasidentificationasnonproficientinreadingfluency,herschoolhas
offeredhernoremedialassistance.Theprevioussummer,Annahadattendedsummer
schoolasameansforadvancingherknowledgeandhelpinghersucceedinhersecond

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gradeyear.AtherparentteacherconferenceAnnasteachersimplysuggestedthatAnna
beputthroughsummerschoolagainfollowedbyarepeatofhersecondgradeyear.As
theteacherwassuggestingsummerschool,Lesleeremembers,Annainterruptedand
said,ButMomwedidntevenreadlasttime.WhenspeakingwithAnnaaboutschool
sincelearningsheisbeingretained,sheexpressesembarrassmentoverwhatherpeers
willthink,shefabricatesreasonsfornotbeingabletoattendclass,andshehasasked
Lesleeonrepeatedoccasionstohomeschoolher.Achild,whoonceenjoyedschool,now
dreadsgoingbecauseofherschoolsinterpretationoftheimplicationsofastandardized
test.
Annaisnotaloneinherfeelingsofapprehensionconcerningschool.Dan
VincentssonisalsoinsecondgradeandheattendsschoolinEdmond,Oklahoma.
Vincentrecallshissoncominghomefromschoolonedayandaskingthathenotbemade
gobackbecauseofthereadingtest(Edwards,2014).Havingneverdiscussedthethird
gradetestwithhisson,Vincentlearnedthatthesubjecthadariseninhissonsclass.He
wasperplexedastowhysecondgraderswouldbediscussingatestproctoredattheend
ofthirdgrade.Ashelearnedmoreaboutit,Vincentbecamefurtheropposedtothethird
gradereadingtest.ItsohappensthatVincentisacollegeprofessorwithabackgroundin
elementaryeducationandis,therefore,qualifiedtospeakonthesubjectofTheReading
SufficiencyActasbothaneducatorandaparent.Werebasicallytakingeightyearolds
andtellingthemheresatestandyouaregoingtoberetainedifyoudontdowell.That
justdoesnotmakealotofsenseonetest,oneday.Thatshighstakes,Vincentsays.
Thepressureforsecondgraderstodowellhasadverseeffectsasdemonstratedbyboth

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LesleesdaughterandVincentssonsreluctancetogotoschoolandfearoverfailingthe
standardizedassessment.
Thispressureexistsnotjustforstudents,however,butalsoforteachers.Asher
eighthgradestudentsarepreparingfortheirOklahomaCoreCurriculumTest(OCCT),
Mrs.Selfisoverheardtellingoneofherstudentshowimportantthetestis.Dontfool
aroundwithit,Selftellshim,Ifyoudontdowell,youwontgetyourdriverslicense.
ThatsalsoapoorreflectiononmeandIcanlosemyjobifyouguysdonttakethese
testsseriously.Thepressurethatexistsforteacherstogettheirstudentstodowellon
theOCCTshaspushedoutoriginalityinlessoncontentandusheredinanextremely
regulatedcurriculum.Acultureofteachingtothetesthasreplacedcreativelessonplans
andstudentsareinsteadtaughtexactlywhatisexpectedtoappearonthetestwithaseries
ofworksheetsandapacedcurriculum.Ifthestudentsarentgettingsomething,Mrs.
Selfsays,Icantspendmoretimeonitbecauseitwillinterferewiththecurriculum
scheduleIhavetoabideby.
Itisthisdivideinstateexpectationsasmeasuredbystandardizedtests,andthe
resourcesofferedtostudentstomeetsuchexpectationsthatinhibitschildrensuchas
Annasabilitytoachieve,Vincentssonsdesiretocontinuegoingtoschool,andMrs.
SelfsabilitytocreateoriginalcontentinherclassroomwithinthecurrentOklahoma
educationsystem.
Betweentheallocationoflimitedstatefundsandtherecenteducationlegislation
withinOklahoma,theeducationsystemisinacriticalstate.ThecurrentOklahomanstate
governmenthaseverystateofficefilledwithaRepublicanofficialandtheGOPalso
possessesasupermajorityinboththeHouseandtheSenate.BecauseOklahomanpolitics
aresodominatedbytheRepublicanParty,thedomorewithlessmantrahasbeen

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appliedtomuchoftheOklahomabudgetincludingtheeducationfacet.Doingmore
withlessiscertainlyanadmirableendeavorandtrimmingthefatwithinthestatebudget
hasthepotentialtobeeconomicallybeneficial.Whenitcomestoeducation,however,the
conceptofdoingmorewithlessfalters.
Muchoftheeducationbudgetiscutfrompropertytaxes.Withtheamountof
moneyinpropertytaxesaschooldistrictmakesvaryingfromregiontoregion,schoolsin
ruralregionsareoftendealtapoorerhandbecausetheydonotpossessaslargeabudget
astheirurbanandsuburbancounterparts.Inordertoincreaseschoolbudgets,thereneeds
tobeeitheranincreaseinpropertytaxes,oranothersourceofrevenuefortheeducation
budget.Therehavebeensuggestionsofcuttingmoneyfromthetransportationbudgetto
funneltotheeducationbudgetinstead,butthenthatcreatestheproblemofunderfunding
intherealmofbuildingandupgradingroadsandbridges.RatherthanrobbingPeterto
payPaul,Oklahomacouldtakepercentagesofsourcesofrevenuesuchastheincome
taxandincludethemintheeducationbudget.
Othersuggestionshavebeentoconsolidateruralschools.InOklahoma,thereare
527schooldistricts.ComparingthattostateslikeColoradoandVirginia,whohave181
and135schooldistrictsrespectively,itappearsthatOklahomahasapotentialfor
downsizing.WithinOklahomaCounty,themostpopulatedcountyinOklahoma,thereare
15differentschooldistricts.InLefloreCounty,wherethepopulationislessthan10,000,
thereexists17differentschooldistricts.Eachschooldistricthasitsownadministration,
andeveryadministratorneedstobepaid.Thecostoffundingsuchunnecessarynumbers
ofstaffburdensthealreadylimitededucationbudget.Byconsolidatingschooldistricts
andpayingalittlemoreinthecostoftransportationtomovestudentsfromonedistrictto

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thenext,theneedtopaysuperintendents$51milliondollarsinsalaryaswasallocated
in2010wouldbeeliminatedandthesavedfundscouldgotowardsimprovingcourse
curriculumsandcreatingresourcestoassistinstudentachievementofelevated
curriculumstandards.
Thenotionofcreatingmoreresourcesforstudentsisnotanovelconceptanditis
pointofchangethatcouldbolsterstudentachievementwithinOklahoma.Withlegislation
suchastheReadingSufficiencyActbeingimplementedacrossthestatein201314,itis
vitalthattheproperinfrastructureexiststohelpstudentsreachthegoalsnewlegislation
setsoutforthem.TheReadingSufficiencyActwasactuallymodeledafterasimilarlawin
Floridathatwasimplementedandfoundsuccessfulin2011.Thedifferencebetweenthe
successofFloridaslegislationandtheimpendingfailureofOklahomasisthatFlorida
hasamuchlargereducationbudgetthanOklahoma(King,2014).Becauseofthis,
studentsthataredeemednonproficientbystatestandardsareputthrougheffective
remedialcurriculumwhichremediestheirknowledgedeficienciesandimprovestheir
educationalabilitiesoverall.IftheOklahomalegislatureintendstoimplementabill
basedoffofFloridaseducationsystem,thenthelegislatureneedstoconsiderthe
surroundingcircumstancesthatcontributedtoFloridianstudentssuccessandadjust
accordingly.
Perhapsmoreimportantthanproperlymimickingotherstateseducational
legislation,however,wouldbetheinclusionofexpertsinthefieldofeducationas
consultantsforeducationalreform.Thedisconnectbetweenpolicymakersandthe
classroomistangibleandcanbefeltinthepassingofelevatedstatestandardswithan
utterlackofresourcesandassistanceintheteachingofnewcurriculum.Asastate,we

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needtodismissthefaadethatmorecanbedonewithlessandpayproperattentiontothe
educationsystem.Withadoptionofnewcurriculumstandards,Oklahomamustcreatea
properstructurethatnurturessuchstandardsandallowsstudentstosucceedinmeeting
them.RebeccaVano,ahighschoolEnglishteacherforherentire14yearcareer,
conciselycharacterizesOklahomasattempttouseneweducationstandardswithinitsold
construction.Vanosays,Ithinkthesuccessorfailureofanynewapproachineducation
isabout90%reliantonimplementation.Andwearedefinitelybungling
implementation.
Withourstatesrefusaltocleanlyenactandsupportnewcurriculumstandards
throughsupplementallegislationandincreasedfunding,thereislittletobegainedby
stayingOklahomatoteach.AsanonnativeOklahoman,Ilovethisstateforthepeople
thatresidewithinit.Apeoplethatarekindandcourteous,apeoplethatrefuseto
apologizefortheirbeliefsandwillfightpassionatelyforwhatisright.Ihopeitisthese
samepeoplethatIfeelsoblessedtoliveamongthatcometogethertovoicetheneedto
rectifyOklahomascurrenteducationproblems.Asresidentsofthisgreatstate,wehave
anobligationtodowhatisbestforourfuturegenerations.Thatdoesnotinvolvesitting
idlybyasthelegislativesystemmakesuniformeddecisionsabouteducationalpolicyand
haphazardlyallocatesminimalfundsacrossthestatesschooldistricts.Itisthesevery
actionsthatmomentarilyseveredmyconnectiontothefieldofeducation.Ifeltmy
passiondissipatinginthefaceofsomuchredtape.OnlyrecentlydidIrealizethatIwas
withdrawingintothestateofapathythatIhadwitnessedmystudentDrewinsomany
yearsago.ItwaseducationthatwithdrewDrewfromheruncaringstuporand
transformedherintoabright,productivememberofhercommunity.Itneedstobethe

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futureofeducationthatdrawstheresidentsofOklahomaoutoftheirstatesoflethargy
andtransformusintoaunified,influentialcommunityamongwhichthefutureofthe
nextgenerationisavaluedpriority.

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Bruce, Baker D., Sciarra D. David, and Farrie Danielle. Is School Funding Fair?
Publication. Third ed. N.p: Educational Law Center, 2014. Print
Casey, Diette C. Best Paid Teachers in Oklahoma Work in Rural Districts. Education
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<http://blogs.edweek.org/edweek/rural_education/2012/04/best_paid_teachers_in
_oklahoma_work_in_rural_districts.html>.
Edwards, Wendell. Edmond Father Says Son Wont Take Reading Test. KOCO.com.
N.p., 13 Mar. 2014. Web. 2 May 2014. <http://www.koco.com/news/edmondfather-says-his-thirdgrader-wont-take-reading-test/24971322>.

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Ellinger, Ken, David E. Write, III, and Michael W. Hirlinger. Brains for the Bucks?
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1995. Web. 2 Mar. 2014.
<http://www.sciencedirect.com/science/article/pii/0362331995900144>.
Jimerson, Lorna. The Competitive Disadvantage: Teacher Compensation in Rural
America. Rep. N.p.: Rural School and Community Trust, 2003. ERIC Document
Reproduction Service No. ED474248. Print.
King, Matthew S. Personal interview. 11 Mar. 2014.
Ladner, Matthew, and Dave Myslinski. Report Card on American Education Ranking
State K-12 Performance, Progress, and Reform. Rep. N.p.: American Legislative
Exchange Council, 2013. Print.
Self, Deborah. Personal interview. 20 Feb. 2014.