NYACCA Conference

The New York Association for Continuing & Community Education (NYACCE) held a very important Conference in 2011 that proved to be crucial for the future of Adult Education across the U.S. The NYACCA Conference is an annual event, but the 2011 edition in Saratoga, NY was special. The theme was ‘Proud History, Bright Future’. It marked a turning point in how we view Adult Education today.

The NYACCE Conference is an important meeting for adult education professional from numerous disciplines. Each year, many practitioners from English as a Second Language, workforce readiness agencies, basic skills education, GED prep facilities, Language and life skills institutions, career readiness training programs, and community colleges, vocational and technical colleges, and other post-secondary schools are coming together to exchange their experience and learn from each other. The conference is a great opportunity to present innovative program ideas, best practices, and engage in the best stimulating discussions. This is a great opportunity to set up or develop professional relationships, and explore new perspectives.

Check also this very relevant Craig Boykin video at the 2013 Alabama Adult Education Conference.

In this post, we’ll address the many myths that are around about public schools and that are often used by so-called ‘reformers’ to fool the American public. First, we’ll take a look at the myth itself and help you recognize one when it is used, and later we’ll explain why it’s a myth. Something more on ‘reform’ and ‘reformers’ and why we use quotation marks. We believe that most so-called ‘reformers’ are actually not aiming to reform public education to improve the lives of all children. Most of these so-called ‘reformers’ are not aiming to improve the education system for all children. From time to time, we will present evidence that indicates why we think this is true. Sure, many of those who are labeling themselves ‘reformers’ are indeed driven by their strong desire and convictions to help all children, but unfortunately, when others who lay claim to the label are lying to the public, and hiding information from the public, and failing to disclose their connections with those who are positioned to make large profits from the “reforms,” we believe it is time to call for truth!

  • Myth: Charter Schools Produce Higher Academic Achievement
  • Myth: Teachers are the most important factor impacting student achievement
  • Myth: “Miracle Schools” show us how to overcome the effects of poverty!
  • Myth: We have Schools that “Prove” that Poverty Doesn’t Matter!

Join us as we work collaboratively with educational leaders to improve education and ensure a bright future for our children.

Sponsoring provides support to a Network of some of  finest educators  and connects Your Name and Organization To Educational Leaders

Our Committee encourages everyone to assist in the raising of funds for the Annual Conference and/or the ongoing operation of the Network itself.  The Network is providing you with the current solicitation letter in Word format which you can modify as needed to approach possible sponsors.  The printable documents below may also be used for mailings or to hand to a potential sponsor.  For additional information read through and/or refer potential sponsors to the “Sponsor the JustSUE Network” button on the home page.

Have you been involved in a community/school partnership initiative that has produced measurable outcomes? We want to hear from you!

JustSUE readers want to see how others have built relationships between the community and school partners, collaboratively designed partnership initiatives, and worked together to meet and exceed set outcomes.

Our core principles include:

We want to feature projects with measurable objectives that are tracked and reported.Partnership projects should be designed by partners who work together to determine what specific outcomes they wish to achieve, how those are reflected in measurable terms, and how data will be gathered, tracked, and measured for benchmarking and evaluation purposes. Data may be qualitative or quantitative, but the partnership should have clear objectives and a way to gauge progress towards success.

We want to highlight the value that each primary partner receives. Good partnerships provide a return to each partner making an investment in the project. For schools, that may involve improving the dropout rate, increasing proficiency rates, exposing students to possible careers or building workplace skills. For business partners, it may involve community goodwill, employee morale, or workforce development. Partnerships that are sustainable over the long term require some kind of return to those making an investment, and we want to highlight the types of returns partners can generate from their work.

We want to showcase a variety of partnership models. Many partnerships focus (correctly) at the classroom level; however, there are many other possible models, such as executive mentorships of school leaders and district-level partnerships that improve outcomes in non-academic areas (such as improving efficiencies in food service, warehousing, and distribution of school resources, etc.).