The Academic Budget Crisis – Reform Strategies to Fill the Gap, by Michael Kohlhagen (1/2)

by Michael Kohlhagen

Facing a multitude of challenges in recent years due to widespread budgetary cuts, academic administrators must reevaluate some commonly accepted approaches to their work. Coping with diminished resources, many education professionals like myself opt to employ new directorial tactics, allocating additional funds for pioneering efforts targeted to reform existing classroom modules. According to recent statistics obtained by the American Association of School Administrators (AASA), the economic recession of the past few years has inflicted a notable fiscal blow to the budgetary infrastructure of elementary and secondary schools across the country.

Data gleaned from the AASA survey shows that 34 percent of respondents expect furloughs in 2011, with 66 percent anticipating layoffs in the coming year as well. Regarding the effect that sweeping budget cuts elicit on students, 57 percent of those surveyed reported increased class sizes during the 2010-2011 school year, and 65 percent foresee a similar trend in 2011-2012. Compounding the difficulties confronting administrators and teachers, 27 percent of AASA survey respondents noted that they eliminated summer school programs during the 2010-2011 academic year, and 40 percent predict summer program cuts in 2011-2012.

Moreover, 17 percent of those polled were forced to reduce the frequency and duration of collaborative planning sessions between Administration and faculty with26 percent forecasting the continuation of this trend in 2011-2012. A large volume of research exists that spotlights the positive effects of smaller class sizes, special programs, and teacher collaboration.

In a December 2010 article published by the Learning First Alliance, Anne O’Brien points out that students in grades K-3 placed in classes with fewer than 18 students perform at a higher level on standardized reading and mathematics exams. In a similar vein, minority students demonstrate marked gains in test performance when they receive individualized attention from teachers, yet another positive facet tied to a reduction in class size. The Learning First Alliance article also acknowledges an analogous correlation between minimized class size and scholastic achievement for middle and high school students.

by Michael Kohlhagen

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Michael Kohlhagen’s Experience at Columbia University

Before he embarked on a career in education, Michael Kohlhagen studied at several universities to grasp a comprehensive understanding of developmental and behavioral issues. Michael Kohlhagen started attending Columbia University in 1995, and he plans to complete his Doctor of Education within the next year.

Those who attend the Teachers College Education Urban Leadership Program study a broad range of courses designed to prepare them for careers in teaching or education administration. The program meets the needs of all students equitably. Examples of fundamental ideals taught at Columbia University in New York include an overview of educational policy, leadership qualities, effective teaching principles, organizational culture and behavior, and social science practice and research. After attending this program, Michael Kohlhagen grasped a comprehensive understanding of the issues presented in the course of teaching and managing students and faculty in a contemporary environment. At Columbia University, Michael Kohlhagen studied under some of the most talented professors in the country. Michael Kohlhagen remains grateful for the fundamental training he received at Columbia.

 

 

Columbia University

An accomplished education administrator with more than 20 years of experience, Michael Kohlhagen is currently working toward his Ed.D. in Educational Leadership at Columbia University. A member of the Ivy League, Columbia University stands as one of the oldest institutions of higher learning in the United States. Founded in 1754 as one of the nine original Colonial Colleges, Columbia University originally existed as King’s College thanks to a royal charter from King George II of England. During its early years, Columbia University existed as a Church of England school created in opposition to the largely Presbyterian College of New Jersey (now Princeton University). Classes at Columbia University came to a halt for eight years during the American Revolution, with the school’s only building serving as a military hospital.

Columbia University continued to expand over the next 200 years, changing locations on a number of occasions and establishing a host of new structures and graduate schools. Widely recognized as one of the top universities in the United States, Columbia University ranks fourth in the country according to the 2010 U.S. News & World Report. A number of schools within Columbia University also enjoy a top 10 ranking, including the School of Engineering and Applied Science, Business School, Law School, and the School of Social Work. Columbia University is also one of the most selective schools in the country, admitting only 9.16 percent of applicants for the class of 2014.

A number of famous alumni have passed through Columbia University over the years, including 5 Founding Fathers, 4 U.S. Presidents, 9 Supreme Court Justices, 26 foreign leaders, and 97 Nobel Prize winners. In 1968, students at Columbia University protested against the building of a gymnasium in Harlem and the school’s involvement in the Pentagon’s weapons research think-tank, causing New York City police to arrive and forcibly break up the protest. During the 1970s and 80s, Columbia University students led hunger strikes and barricades of Hamilton Hall in protest of South African apartheid.