Fixing Our National Accountability System



National Center on Education & The Economy:

In this new report, Marc Tucker, NCEE’s President, calls for replacing the current system of test-based accountability with a system much more likely to result in improvements in student performance. Tucker points out that the current system has not only failed to improve the performance of the at-risk students it was designed to help, but has alienated the best of our current teachers and created an environment in which able young people choosing careers are less likely to choose teaching.

The report explains that the countries in which student performance is outstripping the achievement of American students are not using accountability systems like ours, which they view as more appropriate for industrial-era blue-collar workers than the kind of professionals they want in their schools.

Fixing Our National Accountability System argues for a much needed alternative to the kind of punitive accountability measures now dominating American policy. Fixing accountability will not just require a different accountability system but a different kind of education system altogether.




MIT Offers STEM Institute for Middle School Students



Joshua Bolkan:

Students entering grades 6-9 in the Boston, Cambridge and Lawrence, MA area recently had an opportunity to learn about science, technology, engineering and math (STEM) concepts thanks to a STEM Summer Institute offered by MIT’s Office of Engineering Outreach Programs.

The institute was taught by 15 instructors, mostly graduate and undergraduate students, who “worked closely with expert mentors to prepare their curricula, and academic advisors provided additional student and instructional support,” according to an MIT news release.




The Talk How black parents prepare their young sons for life in America



Bijan Stephen:

I remember the talk. (The Talk? It certainly carried the psychological weight of a proper noun.) I guess it was never actually one Talk — it was more that I heard a series of smaller talks from my parents, both of whom are Caribbean immigrants. They’d couch it in the language of difference, and it now occurs to me that they were trying to instill in me a sense — a niggling unease, maybe, or a vague nausea — of when situations might not be safe for me, as a young black male growing up in small town East Texas.

“Don’t stay out too late. Nothing good happens after midnight,” my mom would say. “You have to protect yourself! When the police show up, who do you think is going to get in trouble — you or those little white girls you’re hanging around with?”

I’d always argue with her when she said things like that. Not because she was wrong; because she was right, and her rightness hurt me somewhere deep and inarticulate. American society has indelibly marked my body as exotic, as dangerous, as uncontrollably lustful, as rage-filled, as a symbol of every single societal ill. Black. Nigger.




Residency program tries to solve problem of teacher burnout



Liz Bowie:

As principal of a small Southeast Baltimore school, Anthony Ruby has guided an array of first-year teachers, from the stars who seem to have an innate sense of how to handle a class to those who were so ineffective he declined to renew their contracts.

When teachers aren’t effective, he said, “it is not fair to our kids,” many of whom are low-income and immigrant.

Hundreds of teachers are hired each year to fill vacancies in Baltimore, and the majority will be newcomers to the profession. In urban districts, where many are assigned to teach children with some of the greatest challenges, the national burnout rate is astonishing. Fifty percent of new teachers leave the profession in the first three years.




S.F. teachers miss more school than students on average



Jill Tucker:

If last year’s numbers hold steady, the 4,100 teachers in San Francisco, on average, will each be absent about 11 times this school year, about once every three weeks. That’s four to five days more than a typical student, out of 180 days total.

About seven of those days were for sick or personal leave, and the rest were training days offered or required by the district.




Diane Ravitch: Campbell Brown Shouldn’t Worry Her Pretty Little Head About Education Policy



Jonathan Chait:

Paul Farhi profiles Campbell Brown, the former CNN anchor turned education-reform activist, who is working to end strict teacher tenure protections. Naturally, this enrages teacher-union evangelist Diane Ravitch, who not only disagrees with Brown’s position, but expresses offense that anybody should listen to Brown at all:

“I have trouble with this issue because it’s so totally illogical,” says Diane Ravitch, an education historian. “It’s hard to understand why anyone thinks taking away teachers’ due-process rights will lead to great teachers in every classroom.”




“More Rigor is Needed” – Madison Superintendent Jennifer Cheatham; Possible?



Pat Schneider:

Middle schools in the Madison Metropolitan School District have become caring environments for students, but aren’t rigorous enough to prepare them for high school academic work, says Superintendent Jennifer Cheatham.

“We know there are quite a few things that highly effective schools do that we have not been doing in both our middle and our high schools,” Cheatham told Madison School Board members Monday during a review of a district report on coursework in the high schools.

“We haven’t established a coherent approach to instruction, as you’ve heard me say again and again, but we are making progress. We’ve all spent quality time in our middle and high school classrooms, and in middle schools in particular, we’ve made tons of progress in creating very caring environments, but the level of rigor and academic challenge isn’t where it needs to be,” Cheatham said.

Related:

Madison’s High School Coursework Review

English 10

Connected Math and https://www.schoolinfosystem.org/?s=%22Everyday+Math%22″>Everyday Math

High School Redesign & Small Learning Communities.

At the end of the day, given the District’s long term disastrous reading results, is it possible to see meaningful achievement improvement with an agrarian / Frederick Taylor era structure?




“poor white British children do worse in school than those of any other group save Romany gypsies”



The Economist:

This also makes the town fashionable in Westminster, where the travails of Britain’s white working class are causing concern. Underscoring how stubbornly they languish, a recent parliamentary study confirmed that poor white British children do worse in school than those of any other group save Romany gypsies. But this fresh attention to the issue is also because it is election season and winning working-class love is, for differing reasons, a preoccupation of all the main parties. For David Cameron’s ruling Conservatives, getting such Britons off welfare and into work is a fiscal and moral mission and a test of Britain’s ability to endure austerity. For Labour, they represent an identity crisis.

Though increasingly drawn from and oriented towards middle England, where most voters reside, Britain’s main opposition still finds its cherished moral authority in a romantic association with the working-class people for whom it was formed. That is why Labour’s unexpected losses to the populist UK Independence party (UKIP) in recent local elections, in hard-up places such as Tilbury, sent the party’s leader Ed Miliband scuttling to Thurrock, the Tory-held marginal in which the town falls. There is now an argument within Labour over how to avoid a repeat of this disaster in next year’s general election, for which Thurrock is UKIP’s number two target seat; some want to ape UKIP with a more populist, especially anti-immigration, message.




Facts Are More Important Than Novelty: Replication in the Education Sciences



Matthew C. Makel & Jonathan A. Plucker:

Despite increased attention to methodological rigor in education research, the field has focused heavily on experimental design and not on the merit of replicating important results. The present study analyzed the complete publication history of the current top 100 education journals ranked by 5-year impact factor and found that only 0.13% of education articles were replications. Contrary to previous findings in medicine, but similar to psychology, the majority of education replications successfully replicated the original studies. However, replications were significantly less likely to be successful when there was no overlap in authorship between the original and replicating articles. The results emphasize the importance of third-party, direct replications in helping education research improve its ability to shape education policy and practice.




Our higher education system fails leftist students



Michael Munger:

Too often, American college students face a one-question test, one based not on facts, but on ideology. The test: “Are you a liberal, or conservative?”

The correct answer is, “I’m a liberal, and proud of it.” That concerns me.

However, the nature of my concern may surprise you. I’m not worried much about the students who get it wrong; for the most part, they actually get a pretty good education.

I’m worried about those who get it right. The young people that our educational system is failing are the students on the left. They aren’t being challenged, and don’t learn to think.




Unschooling



Ben Hewitt:

In early September, in a clapboard house situated on 43 acres just outside a small town in northern Vermont, two boys awaken. They are brothers; the older is 12, the younger 9, and they rise to a day that has barely emerged from the clutches of dark. It is not yet autumn, but already the air has begun to change, the soft nights of late summer lengthening and chilling into the season to come. Outside the boys’ bedroom window, the leaves on the maples are just starting to turn.




Commentary on the Teaching Climate, Cost Disease & Curriculum



David Kirp:

The same message — that the personal touch is crucial — comes from community college students who have participated in the City University of New York’s anti-dropout initiative, which has doubled graduation rates.

Even as these programs, and many others with a similar philosophy, have proven their worth, public schools have been spending billions of dollars on technology which they envision as the wave of the future. Despite the hyped claims, the results have been disappointing. “The data is pretty weak,” said Tom Vander Ark, the former executive director for education at the Bill and Melinda Gates Foundation and an investor in educational technology companies. “When it comes to showing results, we better put up or shut up.”

While technology can be put to good use by talented teachers, they, and not the futurists, must take the lead. The process of teaching and learning is an intimate act that neither computers nor markets can hope to replicate. Small wonder, then, that the business model hasn’t worked in reforming the schools — there is simply no substitute for the personal element.

Related: Since 1950, US schools increased their non-teaching positions by 702%; rank #2 on non teacher staff spending.

“Cost Disease“.

Thinking different in Oconomowoc.




What is the most blatant lie taught through Pakistan textbooks?



Dawn:

Nationalism and patriotism in Pakistan are contested subjects. What makes us Pakistanis and what is it that makes us love our land and nation?
The answers to these questions vary widely depending on who is being asked. A large part of our national identity stems from our sense of history and culture that are deeply rooted in the land and in the legacy of the region’s ancient civilisations. Religion has also played a big part in making us what we are today. But the picture general history textbooks paint for us does not portray the various facets of our identity.

Instead it offers quite a convoluted description of who we are. The distortion of historical facts has in turn played a quintessential role in manipulating our sense of self. What’s ironic is that the boldest fallacies in these books are about the events that are still in our living memory. Herald invited writers and commentators, well versed in history, to share their answers to what they believe is the most blatant lie taught through Pakistan history textbooks.

The fundamental divide between Hindus and Muslims
The most blatant lie in Pakistan Studies textbooks is the idea that Pakistan was formed solely because of a fundamental conflict between Hindus and Muslims. This idea bases itself on the notion of a civilisational divide between monolithic Hindu and Muslim identities, which simply did not exist.




What the Ivies can learn from Wellesley



The Economist:

PROFESSORS at Harvard University used to be vicious examiners. In 1950, according to one source, its average grade was a C-plus. Today things are different. The median* grade is A-minus: the most commonly awarded grade is an A. Yale’s may be little better: from 1963 to 2008 the average grade increased by 37%. (We can’t verify any of these stats, and comparing over time is fraught with difficulty; but you get the idea).

Grade inflation gets some cogent defences. It may reflect harder-working students. But it irritates many—particularly those who don’t benefit from it. There is even a website that allows Princetonians, who are marked notoriously harshly, to compare themselves to cosseted Crimsons. The nerdiest Harvard students have their own complaints: when lots of students are squashed together at the top, they say, separating out the top scholars is trickier.

Some colleges have pursued anti-inflation policies of which Paul Volcker would be proud. In 2004 administrators at Wellesley College, a prestigious, women’s-only university, mandated that in introductory and intermediate courses (with at least ten students) the average grade could not exceed a B-plus, equal to a grade-point average of 3.33. Three economists look at the impact.

Only courses in high-grading departments in the humanities and social sciences needed to change grading practices: science subjects were unaffected by the policy. That gave the economists a good “control”, allowing for a meaningful analysis of the policy.




We’re too ignorant to see why we need tests



Matthew Syed:

Is development aid effective? Do school uniforms improve discipline? Don’t guess – try it out

Doctors have been given the go-ahead to conduct a trial on victims of heart attacks. Some randomly assigned patients will get a shot of adrenaline, the treatment conventionally used in these situations. Others will get a shot of saltwater: in other words, a placebo. Doctors will then measure the outcomes to see which, if any, work better.




Apple’s iPhone Is at the Center of Another Major Revolution to address disabilities



Victor Luckerson:

Improving lives in unexpected ways

The most essential app Aimee Copeland has downloaded for her iPhone isn’t Facebook, Candy Crush Saga or Evernote. It’s “my i-limb,” an app that allows her to easily change the gestures her two prosthetic hands can make while on the go. Copeland, who lost her hands after a zipline accident in 2012, used to have to visit a registered prosthetist who had access to special software in order to adjust the grips on her hands for different physical activities. Now, with the i-limb bionic hand and its accompanying mobile app, such changes are as simple as booting up her phone or tablet.




Head UK teachers’ unions and academies team up to establish new league table



Richard Adams:

After years of objecting to school league tables, headteachers’ unions are to establish a rival league table promising to offer more information for parents and downplay recent Department for Education rule changes.

The Association of School and College Leaders and the National Association of Head Teachers – which together represent the bulk of state school heads – are to join the United Learning academy chain and the PiXL network in promoting the league table




Do the maths on education choices



Letters to tge Guardian:

Jenkins uses the latest data from the Higher Education Statistics Agency (Hesa) to argue that employment prospects for mathematicians are worse than those for, eg, historians. While it is true that 9% of mathematicians were unemployed six months after graduating compared with 7% of historians, the tables are turned in the longer term. The same annual Hesa reports used by Jenkins show that three years later in their careers:

(a) 2.3% of mathematicians were assumed unemployed compared to 3.8% of the historians;

(b) 75% of mathematicians thought their degree was good value for money, and 63% of historians thought theirs was;

(c) more than half the mathematicians in employment were earning more than £27,500, while this was true of only a quarter of the historians (92% of mathematicians were classified as being in “professional” employment compared with 77% of historians).




The Lower Ambitions of Higher Education



Dwight Garner:

Are you a HYPSter? That’s William Deresiewicz’s term, in his new book, for Harvard, Yale, Princeton and Stanford, though it seems more idiomatic to apply that acronym to these schools’ graduates. With HYPSters, and with the recent graduates of the tier of elite American colleges a rung or two below them, he is unimpressed.

Far too many are going into the same professions, notably finance or consulting. He detects a lack of curiosity, of interesting rebellion, of moral courage, of passionate weirdness. We’ve spawned a generation of polite, striving, praise-addicted, grade-grubbing nonentities — a legion of, as his title puts it, “Excellent Sheep.”

Books like this one, volumes that probe the sick soul of American higher education, come and go, more than a few of them hitting the long tail of the best-seller lists. As a class of books, they’re almost permanently interesting, at least if you work in or around education, or if you, like me, have kids who are starting to freak out about their SATs.




Find More Than 4,000 Math Lessons on Open Curriculum



Richard Byrne:

Open Curriculum is a new entry into the lesson depot market. Like similar sites, Open Curriculum offers a collection of thousands of resources for teaching mathematics. You browse the Open Curriculum resource lists according to grade level and topic. As you might guess, a lot of the featured resources are Khan Academy materials. In addition to the Khan Academy materials you will find lessons created and shared by other teachers.

Open Curriculum provides more than just a collection of mathematics lesson materials. In your Open Curriculum account you can create and share your own lessons and units of study. You can also upload existing materials to incorporate into the lessons and units that you create in Open Curriculum.




America’s Math Crisis



Dick Resch

Americans could use a crash course in math.
According to a new study from the Brookings Institution, jobs in science, technology, engineering and math are vacant for more than twice as long as other positions — largely because employers can’t find people with the math and science skills to fill them.

In fact, high school graduates with science, technology, engineering and math (STEM) skills are in greater demand than college grads without them.

Related: Math Forum Audio & Video and wisconsin2.org.




Let’s Stop Trying To Teach Students Critical Thinking



Dennis Hayes:

in knowledge passively? But there is a problem with the widespread treatment of critical thinking as a skill to be taught.

The truth is that you can’t teach people to be critical unless you are critical yourself. This involves more than asking young people to “look critically” at something, as if criticism was a mechanical task.

As a teacher, you have to have a critical spirit. This does not mean moaning endlessly about education policies you dislike or telling students what they should think. It means first and foremost that you are capable of engaging in deep conversation. This means debate and discussion based on considerable knowledge – something that is almost entirely absent in the educational world. It also has to take place in public, with parents and others who are not teachers, not just in the classroom or staffroom.




Rating US Colleges: in 1911



US Archives (PDF)

President Obama wants to rate colleges’ “value.” Higher ed leaders hate the idea, writes Libby Nelson on Vox. When the feds tried to rate colleges by quality — in 1911 — college leaders lobbied so vigorously they got the Babcock report quashed.

The U.S. Bureau of Education’s Kendric Babcock, a former college president, rated 600 colleges and universities by how well they prepared students for graduate work. Class 1 graduates would need only a year of graduate school to finish a degree, he estimated. In Class 2 and 3, students would need more time. Class 4 graduates would start out two years behind, he predicted.

via Joanne Jacobs.




What Are the Most Powerful Uses of Tech for Learning?



Katrina Schwartz:

When we talk about the digital divide in education, the discussions revolve mainly around two factors: lack of access to the internet and lack of knowing how to use that access in powerful ways that can fuel learning beyond consuming content.

There are a lot of powerful tools for change available to educators and plenty of creative, inspired educators working hard to put available technology to work in classrooms. A lack of excellence is not the problem in education; access to technology and guidance for participating in the digital space in powerful ways are much bigger challenges.

That is the message Karen Cator, president and CEO of Digital Promise and former head of the Office of Technology at the US Department of Education, is spreading around the country. “When we think about students who do not have access to these kinds of powered-up learning environments, that’s a problem,” Cator said at a presentation sponsored by SVForum, a non-profit that organizes ed-tech events. From Cator’s perspective, the digital learning gap can be broken down into three parts: access, participation and powerful use.




Finnish Basic Education Standards



Finnish National Board of Education

The overall distribution of lesson hours for basic education and the minimum number of lessons for core subjects during basic education are decided by the Government. The present distribution of lesson hours was confirmed in 2012 and will be implemented together with the new core curriculum in 2016.

The new distribution of lesson hours in basic education (pdf, in Finnish)

The distribution of lesson hours stipulate such matters as the core subjects taught to all pupils, and the distribution of teaching hours between various subjects.

The national core curriculum is determined by the Finnish National Board of Education. It includes the objectives and core contents of different subjects, as well as the principles of pupil assessment, special-needs education, pupil welfare and educational guidance. The principles of a good learning environment, working approaches as well as the concept of learning are also addressed in the core curriculum. The present national core curriculum for basic education was confirmed in January 2004 and it was introduced in schools in August 2006.




Secrets of amazing teachers: What both sides of the education reform debate get wrong about autonomy and accountability



Elizabeth Green:

The common view of great teachers is that they are born that way. Like Michelle Pfeiffer’s ex-marine in “Dangerous Minds,” Edward James Olmos’s Jaime Escalante in “Stand and Deliver,” and Robin Williams’s “carpe diem”–intoning whistler in “Dead Poets Society,” legendary teachers transform thugs into scholars, illiterates into geniuses, and slackers into bards through brute charisma. Teaching is their calling—not a matter of craft and training, but alchemical inspiration.

Bad teachers, conversely, are portrayed as deliberately sadistic (as with the Sue Sylvester character on “Glee”), congenitally boring (Ben Stein’s nasal droner in “Ferris Bueller’s Day Off”), or ludicrously dim-witted (Mr. Garrison from “South Park”). These are the tropes of a common narrative, a story I’ve come to call the “Myth of the Natural-Born Teacher.”

Even in the rare cases where fictional teachers appear to improve—as happens in “Goodbye, Mr. Chips,” the novel-turned-film, in which a bland schoolteacher named Mr. Chips comes to “sparkle”—the change is an ugly duckling–style unmasking of hidden pizzazz rather than the acquisition of new skill. Others think Mr. Chips has become a “new man,” but in fact, we are told, he has only peeled back a “creeping dry rot of pedagogy” to reveal the “sense of humor” that “he had always had.”




A New Ratio for the Japanese Cram School



Yuriko Nagano:

Yuuki Takano, an athletic sixth grader, hopes to attend a private junior high school with a strong soccer team after he graduates from his Tokyo public elementary school next year.

To help him pass the junior high school’s notoriously difficult entrance exams this winter, Yuuki’s mother, Asuka Takano, decided to place him in a traditional Japanese preparatory school, made up of big classes with dozens of students. The schools are often called cram schools, or juku in Japanese.

Mrs. Takano assumed her son would do well there, as she had attended a big cram school herself when she was preparing to enter a private high school.




Princeton committee recommends end of grade deflation era



Angela Wang:

Following decades of rampant grade inflation, the average GPA and fraction of A-grades given dropped dramatically from 2003-05 — the years right before the current grading policy was implemented — according to a report released by the University on Tuesday morning.

The report, which was prepared at the request of University President Christopher Eisgruber ’83 after only a few months in office, suggests that the controversial grade deflation policy has had little direct effect on grading. Implementation began in the fall of 2005 at a time when A-grades and GPA averages had decreased significantly already, only to increase unabated soon after the policy was put in practice, the report noted.

The grade deflation policy — which states that no department should give more than 35 percent A-grades overall — has been widely criticized since its inception. At the time it was approved, it was thought that the policy would curb grade inflation and other colleges would follow suit.

Related: WHEN A STANDS FOR AVERAGE: STUDENTS AT THE UW-MADISON SCHOOL OF EDUCATION RECEIVE SKY-HIGH GRADES. HOW SMART IS THAT?.




The Diploma is the Message: Doug Rushkoff Invents a Master’s Program That Matters



Jed Oelbaum:

As you sit back in your Aeron chair, drinking stale office coffee and letting your eyes swim out of focus in the artificial glow of your MacBook, take a moment to consider where you went wrong. You were going to be great! You were going to write a book, or go to law school and represent the poor and oppressed, or something. Face it – it’s probably time to quit your job and do something exciting. Why not go back to school? God knows your job isn’t making you any smarter. The rat race will be there when you get back. And while your stupid friends are slaving away towards their grad degrees in fetid hellholes like Cambridge and New Haven, you could be a pioneering student of the future in the veritable heaven on Earth that is Queens, NY.

City University of New York’s Queens College and digital media theorist Douglas Rushkoff are teaming up to create a Master’s program in Media Studies for the technologically minded, socially conscious upstarts who will define the way we see the world for years to come. “Instead of training people to become marketers or to write the next useless phone app, we’re going to support people who want to see through the media, and use it to wage attacks on the status quo,” Rushkoff says. “This is media studies for Occupiers.”




UK Free schools ‘popular with non-white families’



Richard Adams:

The government’s free schools programme has proved to be popular with non-white families, according to the first academic analysis of the policy, which also found free schools attracted brighter and slightly better-off primary-aged pupils compared with the national average.

“Free schools have emerged most strongly in neighbourhoods with high proportions of non-white children, compared with the national average, and that within those neighbourhoods they have admitted even higher proportions of non-whites,” the report’s authors, led by Prof Francis Green of the Institute for Education, said.

The research, funded by the Economic and Social Research Council, looked at the neighbourhoods and enrolments of 88 primary and 63 secondary mainstream free schools that opened between 2011 and September 2013.

In primary schools, researchers found that white children made up only a third of the free school population, which is less than half the national average in England and well below the proportion of the white ethnic population in the neighbourhoods where the schools were sited.




Explaining how pensions work might alarm rather than empower – strongly disagree….



Pauline Skypala:

What is the difference between per cent and percentage points? I was pulled up on this some years ago soon after joining the FT, and have since discovered many others, including prominent academics, who are not aware of the distinction.

Does it matter? For the sake of accuracy, yes it does. Given the general lack of numeracy and financial understanding though, it is a minor detail.

The financial industry has long maintained that financial education is the missing factor in making us all better customers for their wares. As financial decision-making is increasingly passed from institutions to individuals and becomes more and more complex, the apparent need for better education becomes more pressing.

Few would disagree that an appreciation of interest rates, compound interest, annual percentage rates and inflation should be taught as standard to all school children. It would not go amiss if they learned about the stock market either.

That alone, though, would not necessarily equip them to make decisions about how to invest for retirement, say. There is a distinct lack of agreement about how to do that among the professionals, for a start. There is also no agreement on the extent to which a better understanding of investment risk would lead to better decision-making.

A recent publication by Allianz, the insurer, reveals a belief on the part of some contributors that financial education would prevent the recurrence of a 2008-style crisis and contribute to lowering wealth inequality, while others maintain it is all too complex and we should leave decisions to the experts.




Commentary on College Remediation Rates



Carol Burris:

College remediation rates are used to justify the need for the Common Core. For diehard reformers, the lack of “rigorous standards” is res ipsa loquitur –the culpability is such that one can disregard the other possible contributing factors that result in student remediation.

The argument is both political and simplistic. It is political because time and again the facts about college remediation are distorted or framed to cause maximum alarm. It is simplistic because it fails to acknowledge the complexity of the problem, seeing college remediation solely as a function of inadequate high school preparation.

Let’s begin with how reformers distort the facts. Here is one example. According to Boston Globe columnist Scot Lehigh, Secretary of Education Arne Duncan said the following in Massachusetts earlier this year:




Kardashian Index



Judith Curry:

I am concerned that phenomena similar to that of Kim Kardashian may also exist in the scientific community. I think it is possible that there are individuals who are famous for being famous. – Neil Hall

If you are scratching your head wondering who Kim Kardashian is, she is a reality TV star with millions of fans and online followers. When I first spotted tweets about the Kardashian factor, I rolled my eyes and ignored them. I inadvertently landed on an article about the Kardashian factor by following a tweet from Kirk Englehardt. Its interesting, sort of entertaining and irritating at the same time, but the article and the responses to it are raising some important issues.

The Kardashian Index: a measure of discrepant social media profile for scientists




Big jump in number of millennials living with parents reported



Walter Hamilton:

More Americans than ever live in multigenerational households, and the number of millennials who live with their parents is rising sharply, according to a study released Thursday.

A record 57 million Americans, or 18.1% of the population, lived in multigenerational arrangements in 2012, according to the Pew Research Center. That’s more than double the 28 million people who lived in such households in 1980, the center said.

A multigenerational family is defined as one with two or more generations of adults living together.

Moving in with parents becomes more common for the middle-aged
Walter Hamilton
The sluggish job market and other factors have propelled the rise in millennials living in their childhood bedrooms.

About 23.6% of people age 25 to 34 live with their parents, grandparents or both, according to Pew. That’s up from 18.7% in 2007, just prior to the global financial crisis, and from 11% in 1980.

“Parasite Single“.




Licensed teachers overwhelm number of job openings



Chicago Tribune:

School officials who hire teachers who aren’t properly credentialed for their positions often cite a lack of suitable candidates, in part because of teacher shortages in certain areas. But the most current state data available show that most fields actually had a surplus of newly licensed candidates available for hire. A higher ratio means fewer newly qualified teachers were hired.




Eton headmaster: England’s exam system unimaginative and outdated



Rebecca Ratcliffe:

England’s “unimaginative” exam system is little changed from Victorian times and fails to prepare young people for modern working life, Eton’s headmaster has said.

Tony Little said there was a risk that “misleading” test scores may become more important than education itself, and warned against a narrow focus on topping rankings.

“There is a great deal more to an effective and good education than jostling for position in a league table,” Little wrote in a Viewpoint article for the Radio Times.

He said England’s attempts to copy the highly academic schooling offered in areas of the far east such as Shanghai was ironic, since schools there were now looking at the value of giving children a more rounded education.

“Here is the irony; we seem intent on creating the same straitjacket the Chinese are trying to wriggle out of,” he wrote. “We should be wary of emulating Shanghai just as they themselves see some value in the liberal values of an all-round education – something we have traditionally been good at.”

Shanghai is rated the top education system in the OECD’s Pisa tests (Programme for International Student Assessment), which compare the performance of children in 65 countries.




Comparison of letter positions in eight languages



Proofreader.com:

My May 27 blog post of the distribution of letters in English toward the beginning, middle and end of words seemed well-received, and generated quite a few compliments, and not a few requests to do the same for other languages. One reader was even inspired to do a similar project in French.

Since I already had the code, I thought, why not? Now the only problem was getting my hands on a corpus; you can read about my adventures in this regard, as well as some more esoteric analysis of this data set, on my other, geekier blog; suffice it to say I was quite fortunate to find the Europarl Parallel Corpus, a collection of proceedings of the European Parliament with simultaneous translations in twenty languages. Since every language has the same subject matter, we’re maximizing the chances that any differences we see are actually due to the language, not because of differences in the corpus.

I chose the seven languages with the most speakers in the European Parliament, plus Finnish because I thought it would be interesting to have a non-Indo-European language to compare as well.

Note that accents are aggregated with their non-accented versions; this is not ideal, since many languages consider accented characters separate letters, but it’s really the only way we can make the datasets comparable, by reducing everything to the Basic Latin alphabet.




A Short List of Things that Do Not Explain Our Educational Mediocrity…



Amanda Ripley:

Everywhere I go, people bring me theories about why one country’s students seem smarter than another. Many of these theories make intuitive sense. Some make no sense at all. The good news is that the research helps us rule out a bunch of things based on what we do know about educational outcomes around the world:

A Short List of Things that Do NOT Explain Education Outcomes:

1. School Lunches

I hear this a lot, mostly because many people have heard that Finland–an educational utopia–gives free lunches to all students. While I think it’s a good idea to provide free lunch to all students, and I agree Finnish school lunches are quite delicious (as are Korean school lunches–see photo), free lunch does not seem to be a common theme among top performing countries.

For example, Canada, which has significant child poverty but very strong education outcomes, is rather stingy when it comes to lunch. Nine out of 10 students bring their own lunches in Canada, according to this 2008 report (which is fascinating, though a bit dated). In Poland, which also has better education outcomes than the U.S., the high school where I spent the most time did not even have a cafeteria, let alone free meals.




“Equal Access to Good Teachers”



Joy Resmovits:

The Obama administration will announce plans on Monday to enforce a long-ignored federal mandate: a decade-old requirement that states give students of all ethnic and socioeconomic backgrounds equal access to good teachers.

The new initiative, called “Excellent Educators for All,” aims to bring states into compliance with a teacher equity mandate in the No Child Left Behind Act, the George W. Bush-era law that requires states to reward and punish schools based on standardized test scores.

There are three parts to the effort: By April 2015, states must submit “comprehensive educator equity plans” that detail how they plan to put “effective educators” in front of poor and minority kids. To help states write the plans, the Education Department will create a $4.2 million “Education Equity Support Network.” And this fall, the Education Department will publish “Educator Equity profiles” that highlight which states and districts fare well or poorly on teacher equity.

Secretary of Education Arne Duncan will announce the changes Monday at a roundtable with teachers and President Barack Obama. The White House is framing the initiative as the latest of Obama’s executive actions to circumvent congressional gridlock.

It’s not yet clear, though, exactly how the department will hold states accountable for all this planning — and ultimately produce changes in classrooms. The department’s initial press release on the effort also did not specify how it will define “effective” teachers.




How Finland Keeps Kids Focused Through Free Play



Tim Walker:

Like a zombie, Sami—one of my fifth graders—lumbered over to me and hissed, “I think I’m going to explode! I’m not used to this schedule.” And I believed him. An angry red rash was starting to form on his forehead.

Yikes, I thought. What a way to begin my first year of teaching in Finland. It was only the third day of school and I was already pushing a student to the breaking point. When I took him aside, I quickly discovered why he was so upset.

Throughout this first week of school, I had gotten creative with my fifth grade timetable. Normally, students and teachers in Finland take a 15-minute break after every 45 minutes of instruction. During a typical break, students head outside to play and socialize with friends while teachers disappear to the lounge to chat over coffee.

I didn’t see the point of these frequent pit stops. As a teacher in the United States, I’d spent several consecutive hours with my students in the classroom. And I was trying to replicate this model in Finland. The Finnish way seemed soft and I was convinced that kids learned better with longer stretches of instructional time. So I decided to hold my students back from their regularly scheduled break and teach two 45-minute lessons in a row, followed by a double break of 30 minutes. Now I knew why the red dots had appeared on Sami’s forehead.

Come to think of it, I wasn’t sure if the American approach had ever worked very well. My students in the States had always seemed to drag their feet after about 45 minutes in the classroom. But they’d never thought of revolting like this shrimpy Finnish fifth grader, who was digging in his heels on the third day of school. At that moment, I decided to embrace the Finnish model of taking breaks.




How hard is it to be a teacher? Story from Japan.



Daniel Willingham:

About six weeks ago, Amanda Ripley published an article suggesting that it be made more difficult to become a teacher. I’ll add one story.

My colleague at the University of Virginia, Shige Oishi, is, without exaggeration, a brilliant and highly accomplished man. I recently learned that he briefly thought about a career in teaching in Japan. I asked why he didn’t pursue it.

He told me “I wasn’t sure I could do it. The entrance examination is very very difficult. I knew I would have to study at least a year, and then I wasn’t sure I could pass.”




Commentary on Madison’s Long Term Achievement Gap Challenges; Single Year Data Points…



Pat Schneider:

“It seems reasonable to attribute a good share of the improvements to the specific and focused strategies we have pursued this year,” Hughes writes. The process of improvement will become self-reinforcing, he predicts. “This bodes well for better results on the horizon.”

Not so fast, writes Madison attorney Jeff Spitzer-Resnick in his Systems Change Consulting blog, the results are not all they’re cracked up to be upon closer examination.

At Madison East High School, for example, the results reveal significant academic problems and huge racial disparities, but no information about school discipline issues, Spitzer-Resnick writes.

The number of East High 9th graders failing two or more courses dropped to 33 percent last school year from 38 percent the year before, the report says.

“This is still a very high rate of failure,” Spitzer-Resnick says and points out the significantly more troubling breakdown for African-American (49 percent) and special education (45 percent) 9th graders who failed two or more courses.

Spitzer-Resnick plots out other disparities in student achievement and argues that the lack of data on school discipline means there are no goals or accountability for the implementation of a new behavior plan the school district will launch next year.

Tim Slekar, education policy activist and dean of the School of Education at Edgewood College who blogs at The Chalk Face, says that the gains in the MMSD report “are so small that attributing a cause and effect relationship between the scores and the improvement plan is way too premature.”

Background links: Ed Hughes and Madison’s long term disastrous reading results.

Much more on Madison and nearby Districts use of the MAP assessment, including results from 2011-2012.

It would be useful to compare results over the past few years, rather than just the current school year.




Academics call for guidelines on use of online learners’ data



Chris Parr:

Guidelines to ensure the ethical use of data gathered from online learners need to be developed, to prevent the misuse of personal information, a group of academics has said.

Delegates at the Asilomar Convention for Learning Research in Higher Education, which took place in California earlier this month, have produced a framework to promote the appropriate use of both learners’ personal information, and any research based on their activity.

The document states that six principles should inform the collection, storage, distribution and analysis of information gathered from people who engage with online learning resources such as massive open online courses.

These include having respect for the rights and dignity of learners and ensuring that digital technologies never erode the relationships that make learning “a humane enterprise”.

“Virtually all modern societies have strong traditions for protecting individuals in their interactions with large organizations, especially for purposes of scientific research, yet digital media present problems for the inheritors of those traditions,” the document says.




Middle-class parents should give their children more freedom



The Economist:

IN 1693 the philosopher John Locke warned that children should not be given too much “unwholesome fruit” to eat. Three centuries later, misguided ideas about child-rearing are still rife. Many parents fret that their offspring will die unless ceaselessly watched. In America the law can be equally paranoid. In South Carolina this month Debra Harrell was jailed for letting her nine-year-old daughter play in a park unsupervised. The child, who had a mobile phone and had not been harmed in any way, was briefly taken into custody of the social services.




The Benefits of Failing at French



William Alexander:

I USED to joke that I spoke French like a 3-year-old. Until I met a French 3-year-old and couldn’t hold up my end of the conversation. This was after a year of intense study, including at least two hours a day with Rosetta Stone, Fluenz and other self-instruction software, Meetup groups, an intensive weekend class and a steady diet of French movies, television and radio, followed by what I’d hoped would be the coup de grâce: two weeks of immersion at one of the top language schools in France.
 
 “French resistance” took on an entirely new meaning as my brain repelled every strategy I employed. Yet my failure was in fact quite unremarkable. Advertising claims notwithstanding, few adults who tackle a foreign language achieve anything resembling proficiency. In the end, though, it turns out that spending a year not learning French may have been the best thing I could’ve done for my 57-year-old brain.




Estimates of the Continuously Publishing Core in the Scientific Workforce



John P. A. Ioannidis, Kevin W. Boyack, Richard Klavans:

The ability of a scientist to maintain a continuous stream of publication may be important, because research requires continuity of effort. However, there is no data on what proportion of scientists manages to publish each and every year over long periods of time.

Methodology/Principal Findings

Using the entire Scopus database, we estimated that there are 15,153,100 publishing scientists (distinct author identifiers) in the period 1996–2011. However, only 150,608 (<1%) of them have published something in each and every year in this 16-year period (uninterrupted, continuous presence [UCP] in the literature). This small core of scientists with UCP are far more cited than others, and they account for 41.7% of all papers in the same period and 87.1% of all papers with >1000 citations in the same period. Skipping even a single year substantially affected the average citation impact. We also studied the birth and death dynamics of membership in this influential UCP core, by imputing and estimating UCP-births and UCP-deaths. We estimated that 16,877 scientists would qualify for UCP-birth in 1997 (no publication in 1996, UCP in 1997–2012) and 9,673 scientists had their UCP-death in 2010. The relative representation of authors with UCP was enriched in Medical Research, in the academic sector and in Europe/North America, while the relative representation of authors without UCP was enriched in the Social Sciences and Humanities, in industry, and in other continents.

Conclusions

The proportion of the scientific workforce that maintains a continuous uninterrupted stream of publications each and every year over many years is very limited, but it accounts for the lion’s share of researchers with high citation impact. This finding may have implications for the structure, stability and vulnerability of the scientific workforce.




Advice to a Beginning Graduate Student



Manuel Blum:

READING, STUDYING, THINKING,
STARTING OFF on the PhD,
DEEP in the MIDDLE of the PhD,
WRITING it all up.
YOU

READING:
Books are not scrolls.
Scrolls must be read like the Torah from one end to the other.
Books are random access — a great innovation over scrolls.
Make use of this innovation! Do NOT feel obliged to read a book from beginning to end.
Permit yourself to open a book and start reading from anywhere.
In the case of mathematics or physics or anything especially hard, try to find something anything that you can understand.
Read what you can.
Write in the margins. (You know how useful that can be.)
Next time you come back to that book, you’ll be able to read more.
You can gradually learn extraordinarily hard things this way.

Consider writing what you read as you read it.
This is especially true if you’re intent on reading something hard.

I remember a professor of Mathematics at MIT,




The Decline of Drudgery and the Paradox of Hard Work



Brendan Epstein Miles S. Kimball:

We develop a theory that focuses on the general equilibrium and long-run macro- economic consequences of trends in job utility. Given secular increases in job utility, work hours per capita can remain approximately constant over time even if the income e§ect of higher wages on labor supply exceeds the substitution e§ect. In addition, secular improvements in job utility can be substantial relative to welfare gains from ordinary technological progress. These two implications are connected by an equation áowing from optimal hours choices: improvements in job utility that have a significant e§ect on labor supply tend to have large welfare effects.

Keywords: Labor supply, work hours, drudgery, income e§ect, substitution e§ect, job utility.




Status Quo Governance: 9 months after development deal, Malcolm X Academy remains empty



Erin Richards:

Remember last fall when the Common Council and Milwaukee Public Schools approved plans to turn the vacant Malcolm X Academy into a renovated school, low-income apartments and commercial space?

Critics at the time said it was a poorly conceived rush job designed to prevent a competing private school, St. Marcus Lutheran School, from acquiring the building as an expansion site.

Supporters said the public-private partnership would help kids and put part of the sprawling Malcolm X building, covering almost five acres on the city’s north side, back on the tax rolls.

Nine months later, nothing has been done.

The developer hasn’t applied for tax credits, let alone bought the building. Both were key to the deal. The Common Council still must act on final development plans before permits for construction can be issued, city officials say.

MPS and one of the development partners say the deal is still on, but nobody will say — publicly, anyway — the cause for the hold-up. Both suggest the other is dragging its feet.

Meanwhile, Henry Tyson, the superintendent of St. Marcus Lutheran School, submitted a letter of interest for another nearby empty MPS building — Lee School. That was in May. Six weeks later, a Milwaukee teacher who works for the teachers union submitted a proposal to turn Lee into a charter school run by district staff.

“We continue to say what we’ve said before: that this is a shell game to keep usable buildings out of the hands of high-quality voucher and charter school operators,” Tyson said.




Core Supporters: We’ve Just Been Too Darned Principled!



Neal McCluskey:

The argument for the Core – to the extent one has even been given – has mainly been a simple one of “build high standards and success will come.” See, for instance, this recent op-ed from former Tennessee Representative Harold Ford (D), or these superficial videos from the U.S. Chamber of Commerce Foundation. For the most part, they simply assert that the Common Core represents high standards, and that’s what we need to vault near top place in the world educational and economic competition. This ignores the major empirical evidence I and many others have brought against the Core, and national standards generally, showing that standards – much less the Core itself – have demonstrated no such power. But Core supporters have very rarely engaged that crucial evidence, including before Washington did their bidding and coerced lightning-quick state adoption of the Core.

Of course, most of the pro-Core strategy has not been to rigorously defend the Core or nationalization generally, but to denigrate opponents. And perhaps there is some good news in that regard: some Core advocates are rebuking that strategy. This could simply be because the effort has not worked – indeed, much of the repentance in the Politico article seems to be a back-handed compliment about how principled and high-brow Core advocates have been – but if nothing else, at least dropping the cheap shots will make the debate a bit less acrimonious.

Much more on the Common Core, here.




Average European IQ by Country



Jakub Marian :

Please note: Quality of education greatly influences IQ scores, i.e. a lower average IQ is more indicative of lower access to wide-scale quality education rather than innate intelligence (see my explanation of the issue). Also, testing conditions influence results; wealthier countries are more likely to be able to afford better testing conditions for participants.

The data may be outdated for some countries (not all up-to-date statistical data was available for all countries). Because of inevitable statistical errors, isolated figures must be taken with a grain of salt.

Before using strong words in the comments, please consider:




The Curse of Smart People



apenwarrm:

Anyway, this big company that now employs me is rumoured to hire the smartest people in the world.

Question number one: how true is that?

Answer: I think it’s really true. A suprisingly large fraction of the smartest programmers in the world *do* work here. In very large quantities. In fact, quantities so large that I wouldn’t have thought that so many really smart people existed or could be centralized in one place, but trust me, they do and they can. That’s pretty amazing.

Question number two: but I’m sure they hired some non-smart people too, right?

Answer: surprisingly infrequently. When I went for my job interview there, they set me up for a full day of interviewers (5 sessions plus lunch). I decided that I would ask a few questions of my own in these interviews, and try to guess how good the company is based on how many of the interviewers seemed clueless. My hypothesis was that there are always some bad apples in any medium to large company, so if the success rate was, say, 3 or 4 out of 5 interviewers being non-clueless, that’s pretty good.




Teacher tenure refugees flee public schools



James Richardson:

When public school administrators and teachers in Washington, D.C., recently laced up their sensible shoes and launched an unprecedented canvassing campaign to goose slumped enrollment rates, the panicked affectation was unmistakable.

Short of horse-drawn carriage makers, few industries have suffered such a pronounced decline in market share than government-run schools in America’s urban centers. Consider the numbers: forty-four percent of the District’s public student population has abandoned conventional neighborhood schools for public charters.

But while the taxpayer-financed campaign was designed to signal fresh responsiveness to parents, the effort merely reinforced the perception that entrenched teachers and labor unions were braving the sweltering heat out of self-interest. No students means no jobs.

Here, where traditional public school enrollment has dipped by 30,000 students in just the last 18 years, administrators believe the key to stemming the exodus of public school refugees lies in diverting precious resources from improving instruction to marketing.

To augment the hard sell being made door-to-door by principals, the school system even retained the pricey data miners who twice won the White House for President Barack Obama.




Wanted: A Future for Philosophy



Adam Briggle & Robert Frodeman:

How goes it with the institution of philosophy? Consider the situation of “Jeremy,” a Ph.D. student in the graduate program at the University of North Texas. As a second-year student, he has a teaching fellowship. This means that in addition to taking nine credit hours of graduate coursework, he teaches two sections of “Contemporary Moral Issues” each semester. Each section has 45 students. Jeremy is responsible for the entirety of the class, just as any professor would be.
 
 In 2014, for teaching four courses a year, Jeremy earns $14,199. That’s about $2,500 above the poverty level as established by the U.S. Department of Health and Human Services. But Jeremy, like most graduate students at UNT, does not receive a tuition waiver. After he pays tuition and fees—some $8,000 a year—his annual salary comes to about $6,000 for nine months’ work.




How to Read a Research Paper



Michael (PDF):

Later in the semester, we will talk about how to write a research paper. To begin the course, however, we consider how to read a research paper. This discussion presupposes that you have a good reason to carefully read a research paper – for example, the fact that I assign a paper is (probably) a good reason for you to read it. You may also need to carefully read a paper if you are asked to review it, or if it is relevant to your own research. We might also later discuss how to skim a paper, so that you can decide whether a paper is worth a careful reading.




The Plot Against Merit



Dennis Saffran:

In 2004, seven-year-old Ting Shi arrived in New York from China, speaking almost no English. For two years, he shared a bedroom in a Chinatown apartment with his grandparents—a cook and a factory worker—and a young cousin, while his parents put in 12-hour days at a small Laundromat they had purchased on the Upper East Side. Ting mastered English and eventually set his sights on getting into Stuyvesant High School, the crown jewel of New York City’s eight “specialized high schools.” When he was in sixth grade, he took the subway downtown from his parents’ small apartment to the bustling high school to pick up prep books for its eighth-grade entrance exam. He prepared for the test over the next two years, working through the prep books and taking classes at one of the city’s free tutoring programs. His acceptance into Stuyvesant prompted a day of celebration at the Laundromat—an immigrant family’s dream beginning to come true. Ting, now a 17-year-old senior starting at NYU in the fall, says of his parents, who never went to college: “They came here for the next generation.”




The Uses of Being Wrong



Daniel Drezner:

Confessions of wrongness in academic research should be unsurprising. (To be clear, being wrong in a prediction is different from making an error. Error, even if committed unknowingly, suggests sloppiness. That carries a more serious stigma than making a prediction that fails to come true.) Anyone who has a passing familiarity with the social sciences is aware that, by and large, we do not get an awful lot of things right. Unlike that of most physical and natural scientists, the ability of social scientists to conduct experiments or rely on high-quality data is often limited. In my field, international relations, even the most robust econometric analyses often explain a pathetically small amount of the data’s statistical variance. Indeed, from my first exposure to the philosopher of mathematics Imre Lakatos, I was taught that the goal of social science is falsification. By proving an existing theory wrong, we refine our understanding of what our models can and cannot explain.

And yet, the falsification enterprise is generally devoted to proving why other scholars are wrong. It’s rare for academics to publicly disavow their own theories and hypotheses. Indeed, a common lament in the social sciences is that negative findings—i.e., empirical tests that fail to support an author’s initial hypothesis—are never published.




Colleges are hoping predictive analytics can fix their dismal graduation rates



Libby Nelson:

Decades ago, colleges would start off freshmen orientation by pointing out how many students wouldn’t succeed. The practice has gone out of style. But the graduation rate has barely budged: less than two-thirds of students who start college ever finish. So the central mystery of higher education remains the same: who will graduate? Who won’t? What separates the successes from the dropouts? And how can colleges turn the latter into the former before it’s too late?

Ellen Wagner’s job is to answer those questions. The longtime education technology expert directs the Predictive Analytics Reporting Framework, one of the biggest data sets of higher education’s nascent era of Big Data.

Using data on 1.8 million students from the past, Wagner can see the future. Give her the bare bones of a college freshman’s biography — age, major, whether he is the first in his family to go to college, whether she has served in the military — and she can predict whether that student is likely to graduate.




College Graduates Don’t Always Out-Earn High School Grads



Allison Schrager:

One of the biggest arguments in favor of a college education is that college grads make more money than do those with only a high-school diploma or a few years of college. The difference in earning power over a lifetime—the college wage premium—has been well-documented: One of the most popular recent sources, a paper by Christopher Avery and Sarah Turner, estimated the gap at more than $500,000, on average.

Those last two words are more important than anyone gives them credit for. Focusing on the average college wage premium puts the emphasis on the expected gains from education, which is not a bad thing if you’re trying to persuade lots of people to go to college. But it’s only part of the story. College tuition is expensive, and plenty of students take on tens of thousands of dollars of debt in pursuit of that wage premium—when what matters just as much is how risky it is relative to other ways they might spend their money or time.

When we look at distribution of the college wage premium—how much more the lowest-, middle-, and highest-earning quartiles make relative to high-school grads, the picture of risk becomes clearer. At every level short of graduate school, there’s a not-insignificant chance that a successful high-school graduate will out-earn you. The chances are greatest for college dropouts—the people who spend some time and money but don’t walk away with a degree.




Concerns rise about cheating by Chinese applicants to U.S. colleges



Timothy Pratt:

The application essay from a student in China sounded much like thousands of others sent each year to the University of Washington at Seattle.

“ ‘I did this,’ ” admissions officer Kim Lovaas remembers the essay saying, and, “ ‘I did that.’ ” Then she came to a phrase that stopped her short: “Insert girl’s name here.”

“I thought, ‘Did I just read that?’ ” said Lovaas, associate director for international student enrollment, admissions, and services. “To me, that was a really big red flag.”

The obvious clue in the essay was an indicator of a serious problem that’s not always so easy to detect: fraudulent applications from Chinese students seeking to get into U.S. colleges and universities.




In NSA-funded (taxpayer) initiative, Palo Alto students sharpen their Mandarin skills



Chris Kenrick:

As Americans debate revelations about sweeping data collection by the National Security Agency, the secretive federal department has funded a seemingly more benign agenda at Ohlone Elementary School in Palo Alto.

In a summer program known as STARTALK, 20 fifth- and sixth-graders are honing their Mandarin speaking, listening, reading and writing skills through in-depth study of the centuries-old Chinese folk tale “The Magic Paintbrush.”

Students have read the text in Mandarin, sung its stories, incorporated its lessons into their own 21st-century versions of the folk tale and created iMovies of the rewritten versions. On Thursday, July 3, they were to perform the original story in colorful, hand-made costumes for their parents.

The Ohlone program is one of more than 100 similar summer initiatives across the country aimed at boosting Americans’ abilities in Chinese languages and other “less commonly taught languages,” said Duarte Silva, the Stanford University-based executive director of the California World Language Project.

Those “strategic languages” include Arabic, Russian, Hindi and Farsi, with Korean soon to be added to the list.

Since the federal program began in 2006 Silva has been securing summer STARTALK grants, $90,000 of which this year is funding the four-week Ohlone program as well as a program for Sunnyvale middle school students that began this week. Later in the summer Silva and Stanford colleague Helene Chan will present their research about language training in a workshop for language teachers from across the nation.




Idiocy as Scholarship



Subash Gatade::

It was probably late sixties or early seventies – when this pen pusher was a school student – one came across an article by a gentleman called P N Oak in a Marathi magazine called ‘Amrit’. The article made a particular case about Taj Mahal which it termed as ‘Tejo Maha Aalay’ or hindu god Shiva’s abode. It tried to establish through various ‘explanations’ that a Shiva Temple was destroyed to build Taj Mahal and if we dig deep we can find ‘remnants’ of the earlier structure.
 
 For someone who was taught in an ambience, where few of our teachers never lost any opportunity to fill our gullible minds about the ‘hated other’, it was rather difficult to immediately grasp the lie which was peddled by this soldier turned writer. Nobody could then have the premonition also that such false claims – that their places of worship were buried beneath the Mosques as a lame excuse to demolish them – would become order of the day, in Hindutva politics.




What every computer science major should know



Matt Might:

Given the expansive growth in the field, it’s become challenging to discern what belongs in a modern computer science degree.
 
 My own faculty is engaging in this debate, so I’ve coalesced my thoughts as an answer to the question, “What should every computer science major know?”
 
 I’ve tried to answer this question as the conjunction of four concerns:
 
 What should every student know to get a good job?
 
 What should every student know to maintain lifelong employment?
 
 What should every student know to enter graduate school?
 
 What should every student know to benefit society?
 
 My thoughts below factor into both general principles and specific recommendations relevant to the modern computing landscape.
 
 Computer science majors: feel free to use this as a self-study guide.
 
 Please email or tweet with suggestions for addition and deletion.




Wearable Technology in Education



Kattie Lam:

Wearable technology in education can increase a child’s ability to more naturally interact with their environment, and to be be creative and innovative. Students can more easily access information without any obstructions. Examples of wearable technology in the classroom are: Autographer, Keyglove, Muse, VR, Smart Watches, GoPro, and Google Glass. Autographer allows students to capture students direct notes to ensure complete note taking. Keyglove are wireless gloves that are useful in gaming, design, art, music, data entry, device control, and 3D objects. Muse tracks students’ brain activity onto a smartphone or tablet so that it can detect what activities they might need to keep them focused on studying. Virtual Reality gives students hands-on experience that allows students to interact with the object in that particular environment. The iPod is also an effective learning tool that empowered students to creatively think about the subject as well as to allow greater collaboration. GoPro is a camera that can capture a student or teacher’s point of view of events, such as a lesson or student behavior. Finally, the Google Glass enables students and teachers to search, take a picture, record video, and answer and translate questions in a foreign language. One application would be for medical students to watch different medical procedures in real time.




More on American Colleges’ Standing in the World



Kevin Carey:

Last week I wrote that, contrary to conventional wisdom, there is no reason to believe that American colleges are, on average, the best in the world. A number of people who responded, including several in letters to The Times, raised issues worth addressing more broadly.

Several of the questions concerned whether the American graduates in the study, known as Piaac, short for the Program for the International Assessment of Adult Competencies, are somehow different from those in other countries to whom they’re being compared.

Steve Hochstadt, professor of history at Illinois College, noted that a third of Americans have a bachelor’s degree, “compared with about 23 percent” in member countries of the Organization for Economic Cooperation and Development, and asserted that this causes Americans, on average, to score lower on tests.

A chart with the article showed that Austrian graduates scored highest in a test of numeracy; Mr. Hochstadt noted that less than 15 percent of Austrians complete college, implying that those who do are likely to be higher achievers.




Raising the bar: New Mexico State Unversity to vote on minimum 2.75 GPA; UNM likes idea



Mike Bush:

At a time when the number of high school graduates and college enrollment rates are flat, New Mexico State University is poised to raise an important admission standard for incoming freshmen: the minimum grade point average.

The university’s Board of Regents will likely vote on a measure on July 23 that includes raising the GPA from 2.5 to 2.75, effective in the fall of 2016.

“I expect it to pass,” Provost Dan Howard said Friday, “but I don’t know that it will.”

A similar discussion is just getting started at the University of New Mexico, where the issue has caused heated controversy in the past.

Raising standards would almost certainly – at least at first – reduce the number of entering freshmen at the state’s two largest schools. And that would come at a time when the state

is projected to see only a small increase in its number of high school graduates over the next decade.

But officials say, in the long term, the move is expected to strengthen the NMSU brand, improve graduation rates and bolster the university’s image outside of New Mexico, all of which would make it easier to compete for out-of-state and foreign students.

The provost, however, said none of those benefits were behind the move to raise the admission standard.




School starts Monday for 2,800 Charlotte students



Andrew Dunn:

Summer break has come to an end for about 2,800 K-8 students in four Charlotte year-round schools.
 
 Monday starts the 2014-15 school year at Bruns Academy, Walter G. Byers School, Druid Hills Academy and Thomasboro Academy. The schools are part of Project LIFT, a public-private partnership between Charlotte-Mecklenburg Schools and donors who pledged $55 million to improve academics and graduation rates at nine westside schools. The private money helps cover the cost of extra teacher time and busing.




Melinda Gates On Common Core Concerns



WBUR:

The Bill and Melinda Gates Foundation is perhaps best known for funding global health programs, but in the U.S., it has focused largely on education.

The foundation has strongly backed the national education guidelines known as the Common Core. The standards in math and English that specify what skills a student should have for every grade.

“Where it got tricky was in the implementation.”
– Melinda Gates on
the Common Core
“We got so interested in Common Core because we saw such a huge number of students not being prepared to go on to college,” Melinda Gates told Here & Now’s Jeremy Hobson.

Gates attributes this to different education standards from state to state. She said it was time for something “different.” That different standard was the Common Core, which has now been adopted fully by 45 states.

“We saw the difference they could make in kids lives and we also saw that it brought flexibility to the way you were teaching and that teachers could start to collaborate with one another on lesson plans,” Gates said. “We can help come up with tools that help teachers teach the Common Core. If a teacher wants to teach ‘The Scarlet Letter’ or ‘Beloved’ or ‘The Secret Life of Bees,’ we can have tools there that then help them teach and then scaffold those lessons appropriately to meet the needs of their students.”

But Common Core has been criticized by teachers unions and parent groups, and at least three states have dropped the program this year.




To Fight Grade Inflation in the Humanities, Add Context



Andrew Perrin:

“You don’t understand,” the student said. “This is sociology. I took this class to increase my GPA. It wasn’t supposed to be hard!”

It was my first semester on the faculty, and the student had come to my office to complain about the grade she’d earned on the first paper for my sociology class: a B-minus. I had explained to her why the grade was appropriate, and one she could feel proud of. (UNC’s official grade system says the B range indicates “strong performance demonstrating a high level of attainment,” and that “the student has shown solid promise in the aspect of the discipline under study.”) But the student remained dissatisfied.

Alongside too many such conversations I’ve had, I’m happy to say that there have been at least as many with genuinely curious students who want to explore the material and see where it takes them. But the governing assumption—particularly in relatively humanistic fields like mine—that merely adequate performance deserves an A makes it difficult to document or reward the outstanding work of such curious young minds. That is why I became an advocate for curtailing grade inflation and grading inequality.

When A stands for average.




How Tests Make Us Smarter



Henry L. Roediger III:

TESTS have a bad reputation in education circles these days: They take time, the critics say, put students under pressure and, in the case of standardized testing, crowd out other educational priorities. But the truth is that, used properly, testing as part of an educational routine provides an important tool not just to measure learning, but to promote it.

In one study I published with Jeffrey D. Karpicke, a psychologist at Purdue, we assessed how well students remembered material they had read. After an initial reading, students were tested on some passages by being given a blank sheet of paper and asked to recall as much as possible. They recalled about 70 percent of the ideas.

Other passages were not tested but were reread, and thus 100 percent of the ideas were re-exposed. In final tests given either two days or a week later, the passages that had been tested just after reading were remembered much better than those that had been reread.




Citizen Oversight: Seattle Schools’ Pre-K “Mission Study”



Melissa Westbrook:

This will be Part One of a thread about the Pre-K “mission trip” that several Seattle schools’ employees took as well as one Board director.
 
 Part One will be the Narrative of what happened. Part Two will be the day-by-day planning for this trip.
 
 Mirmac1 got e-mails via public disclosure and they paint a very damning picture. Because of my concerns over this troubling incident, I wrote a full report to the State Auditor. I can only say that I believe there may have been some illegalities in what happened but that’s not my call.
 
 I DO think whether or not funds were misused, some of it feels unethical and it is clear there is a heavy push – from outside the district – on those inside the district for more and more pre-K in Seattle Schools.
 
 There are a couple of SPS individuals who are either myopic or simply do not care about how their push for pre-K could affect/impact other programs and that money is scarce. There was very much of a “just find me the money for this trip” attitude.

Part ii here.




“Promoting diversity appears to be more important than teaching students”



W. Lee Hansen:

This Framework for Diversity and Inclusive Excellence sailed through our Faculty Senate without the least bit of attention, much less the “sifting and winnowing” on which it prides itself.

Although much of the language is a thicket of clichés, no one dared challenge it. Moreover, there was no probing of the ramifications of the plan. Apparently, “diversity” has become such a sacred cow that even tenured professors are afraid to question it in any way.

To begin, the university’s justification for the new policy is difficult to understand: “Our commitment is to create an environment that engages the whole person in the service of learning, recognizing that individual differences should be considered foundational to our strength as a community.”

That language is mere education babble, but the Faculty Senate swallowed it whole. So did the academic staff and the students.

The plan¹s definition of diversity focuses on a wide array of differences that can be found in every enrolled student. Here’s what it includes:




See Inside The U.S. Neglects Its Best Science Students



Rena F. Subotnik, Paula Olszewski-Kubilius and Frank C. Worrell:

The U.S. education policy world—the entire country, for that matter—is on a quest to increase the ranks of future innovators in science and technology. Yet the programs that get funded in K–12 education do not support students who are already good at and in love with science. These students have potential for outstanding contributions, but without public investment they will not be prepared for the rigors of a scientific career. This is especially true for those without highly educated and resource-rich parents.

This lack of investment is not a matter of chance. It is the result of two related myths about who these students are and what they need from our education system. The first myth is that all talented students come from privileged backgrounds. A second is that students who are successful at a particular time in their school career can somehow thrive on their own, unassisted and unsupervised. We argue that all children deserve to be challenged cognitively, including the most able. Many students with low socioeconomic backgrounds never get the opportunity to develop their talents beyond the rudimentary school curriculum. Jonathan Plucker of the University of Connecticut has shown that high-achieving, low-income students fall further behind their higher-socioeconomic-status peers the closer they get to graduation. Moreover, international comparison studies show science scores improving for all students except those in the top 10 percent.

We know how to identify students who are talented in science and motivated to achieve. We find them thriving in enriched environments (think math and rocketry clubs) inside and outside of school. Standardized tests identify exceptional reasoning abilities in mathematics and spatial skills. Expressing and showing interest in science in elementary or middle school are good predictors of future pursuit of career interests in science, technology, engineering or mathematics.




Wisconsin’s DPI Lags again: Minnesota Publicly Links High School Graduation to College Achievement Data



Mila Koumpilova

Six years ago, 225 students graduated from St. Paul’s Como Park High School. More than 70 percent went to college. Almost 40 percent got a degree.

That’s the sort of information Minnesota educators and parents have long wished they had. Now, it is readily available for the first time on a newly launched website that shows where a high school’s graduates went to college, how long they stayed on campus and how many graduated.

For state officials like Education Commissioner Brenda Cassellius, the information promises to highlight hidden success stories and inform policy decisions at a time of intense focus on college and career readiness. High schools can use it to assess how well they are preparing students and to spur partnerships with campuses popular with their graduates.

“This is a huge step forward in understanding how our students do when they leave us,” said Joe Munnich, the St. Paul district’s assistant director of research, evaluation and assessment. “It opens up amazing possibilities.”

Of Minnesota’s 2008 high school graduates, 69 percent went to a two- or four-year college, and 45 percent have since gotten a diploma. Eventually, the web site will also include information on how college graduates are faring on the job market.

The new data and web site are a joint effort by Minnesota’s Office of Higher Education, the Departments of Education and the Department of Employment and Economic Development. The project is funded with the same federal grant that has supported the state’s “Getting Prepared” reports, which show what portion of a high school’s graduates had to take remedial courses in college.

Until now, high schools knew which of their students graduated in a given year. Higher education institutions knew which students arrived on their campuses and which stuck around until graduation. The state project linked up that data for each student.

This data has been discussed from time to time in Madison & Wisconsin. Yet, our Wisconsin DPI – parent of the oft criticized WKCE – seems to be living in the status quo.

It appears that the Wisconsin DPI spent $48,531,028.75 during 2013 according to the Wisconsin “Open Book” site.

Here’s an example from Minnesota’s “SLEDS” System:


Dive in at the SLEDS site.




Politics, Wisconsin & the Common Core



Erin Richards & Patrick Marley:

Gov. Scott Walker’s call to drop the Common Core State Standards in Wisconsin threw a new dart at the beleaguered academic expectations this week.

But his plan to have lawmakers pass a bill in January that repeals and replaces the standards might be easier said than done, especially because the standards are voluntary for districts.

A leading Republican senator said that establishing new, state-specific standards could actually shift power away from local school boards and to the state.

Sen. Luther Olsen (R-Ripon), chairman of the Senate Education Committee and a vocal supporter of the standards, said there’s actually nothing to “repeal” with Common Core. That’s because the standards are not codified in state law.

Much more on the Common Core, here.

And, a primer.




Miichael Gove and the Bitter Pills of UK Education Reform



UK Teacher:

I actually began writing this post as soon as I heard the news that Michael Gove was to be replaced as Secretary of State for Education. However, it has taken me rather longer than I expected to get back into the swing of writing, and I know that many bloggers have now beaten me to it. Nonetheless, here is my take on the legacy of Gove (with apologies if it seems somewhat skewed towards my subject of secondary English). So, what chains did Michael Gove forge in post as SoS that may have lasting impact on the future of our education system? *Please note that this is simply my take on the matter, and, as ever, all comments and opinions are welcome. • He knew that there was exam dumbing down, and he dealt with it. This was a hugely unpopular stance, at the time. Prior to the reforms, some educationalists were (and some still are) suggesting that teaching was improving year on year and kids were simply getting brighter. In fact, it is now widely accepted that exam boards were deliberately making courses easier. The course with the reputation for being the easiest naturally proved more popular. The inflated grades supplied kudos for teacher, school and pupils in one fell swoop – not to mention extra business for the board’s.




Teachers’ Practical Guide to A FLipped Classroom



Education Sector:

Unlike the numerous graphics I shared here on the topic of flipped learning which were substantially theoretically based, the one I have for you today provides a practical demonstration of how Dr.Russell flipped his classroom . The graphic also features some of the activities and procedures he drew in his flipped instruction. Another section of this graphic highlights some of the bearings of this flipped methodology on students performance particularly in terms of the enhanced test scores. The purpose behind sharing this visual is to provide you with a concrete example of how you can go about integrating a flipped learning methodology in your instruction. This is only a paradigmatic example which you can adapt with due modifications to your own teaching situation.




Best state in America: Massachusetts, for its educational success



Reid Wilson:

That’s according to the Education Week Research Center, a nonpartisan group that measured indicators such as preschool and kindergarten enrollment, high school graduation rates, and higher education attainment. The yearly study also considered family income and parental employment, which are linked to educational achievement.

In almost every category, the Bay State beats the national average: More than 60 percent of Massachusetts children have a parent with a post-secondary degree, 14 points higher than average, and nearly 60 percent of 3- and 4-year-olds are enrolled in preschool, more than 10 points above the national average.

No surprise, nearly half of Massachusetts fourth-graders are proficient on National Assessment of Educational Progress reading tests, and more than 54 percent of eighth-graders get proficient scores on NAEP math tests — both the highest rates in the country.

The underlying reason is a bipartisan commitment to education reform. Massachusetts passed a major school reform package in 1993, increasing spending, particularly in poorer districts; raising assessment standards; and making licensure exams for new teachers more difficult. Several other states improved their standards around the same time. But when partisan priorities shifted in other places, Massachusetts Republicans and Democrats alike continued investing heavily in education.

Improving scores, particularly among low-income and minority students, is still a challenge, and Massachusetts has done no better in closing the achievement gap than most other states.

Wisconsin took a very small step toward Massachusetts’ content knowledge requirements by adopting MTEL-90 for elementary English teachers.

Wisconsin results are available here.




Get a liberal arts B.A., not a business B.A., for the coming artisan economy



Lawrence Katz:

Editor’s Note: In Making Sen$e’s report on “the artisan economy” Tuesday evening on the NewsHour, Paul Solman speaks with two exterminators and a dementia coach. Not what you typically think of as “artisans”? Well, how about operators of a fresh fruit Popsicle company or a line of handmade dog leashes, both crafted in a repurposed Brooklyn factory? Any of those jobs can be artisan says Larry Katz, the Harvard professor who’s coined the term “artisan economy.” What makes them artisan is that they’re not standardized occupations; they involve what he calls “personal flair” in each stage of the job.
 
 But this movement is about a lot more than hipsters bucking a traditional career path. Katz believes the artisan economy can help shore up the American middle class by creating new jobs to replace those mass production and middle management jobs lost to outsourcing or new technology. And he thinks that a firm grounding in the multidisciplinary liberal arts is the best preparation – better even than a business degree – to taking advantage of the artisan economy that he hopes will be a path to upward mobility for the average American. His extended interview with Paul Solman, edited and condensed for clarity, is below.




Commentary on School Choice in Sweden



Ray Fisman:

very three years, Americans wring their hands over the state of our schools compared with those in other countries. The occasion is the triennial release of global scholastic achievement rankings based on exams administered by the Program for International Student Assessment, or PISA, which tests students in 65 countries in math, science, and languages. Across all subjects, America ranked squarely in the middle of the pack when the tests were first given in 2000, and its position hardly budged over the next dozen years.
 
 The angst over U.S. student performance—and its implications for the American workforce of the near future—is inevitably accompanied by calls for education reform: greater accountability, more innovation. Just as inevitable are the suggestions for how more accountability and innovation could be realized: more charter schools, more choice, less bureaucratic oversight.
 
 Advocates for choice-based solutions should take a look at what’s happened to schools in Sweden, where parents and educators would be thrilled to trade their country’s steep drop in PISA scores over the past 10 years for America’s middling but consistent results. What’s caused the recent crisis in Swedish education? Researchers and policy analysts are increasingly pointing the finger at many of the choice-oriented reforms that are being championed as the way forward for American schools. While this doesn’t necessarily mean that adding more accountability and discipline to American schools would be a bad thing, it does hint at the many headaches that can come from trying to do so by aggressively introducing marketlike competition to education.




Year after Rocketship’s scrutinized Milwaukee launch, signs point to progress; Status Quo in Madison



Erin Richards:

What were the highlights of Rocketship’s first year here?

Strong growth. Rocketship set a goal of having 65% of its Milwaukee students meet the national average for reading and math growth over the course of the year. In fact, 72% of the school’s students, almost all of whom are low-income and Hispanic or black, learned as much as a typical American student in English and language arts. In math, 87% of Rocketship students met or exceeded that average growth target.

New style. Rocketship introduced children to spending part of the day doing reading and math exercises on the computer, using software that adapts to each child’s skill level. Sessions are overseen by an aide rather than a teacher, which is one way Rocketship keeps costs down. Most teachers also specialize by subject matter.

Parent involvement. A Rocketship hallmark is involving parents in schools, not only to help their children with homework and goal-setting, but also to advocate in the community. Kinser said almost all teachers had 90% of their parents meet the 30-hour goal of interacting with the school.

Enrollment. This year’s enrollment goal is 487 children in kindergarten through fifth grade, and the school on its way to meeting it, Kinser said.

Rocketship’s challenges

The turbulent first year in Milwaukee also set Rocketship on its heels at times. Some challenges included:

Special education. About 17% of Milwaukee Rocketship children had special needs last year, which is close to the district average in Milwaukee Public Schools. Venskus said Rocketship went about $500,000 over budget to serve those students.

Teacher turnover. Rocketship, like other demanding urban charter schools with long hours and high expectations, was not a good fit for some teachers who left early in the school year. Rocketship did not renew some others. This fall there will be four new teachers at the school from Teach For America, the alternative teacher certification program from which Rocketship frequently recruits.

Political challenges. Rocketship leaders had to negotiate with lawmakers in Madison to try to clear a path for their staff with out-of-state teaching or administrator credentials to be recognized in Wisconsin.

Rocketship has a charter agreement with the Milwaukee Common Council to open up to eight schools serving 500 students each.

Links:

Rocketship.

Madison’s disastrous long term reading results.

A majority if the Madison School Board rejected the proposed Madison Preparatory Academy IB Charter School.

Commentary on structural change.

Via Molly Beck.




In an era of high-stakes testing, a struggling school made a shocking choice.



Rachel Aviv:

One afternoon in the spring of 2006, Damany Lewis, a math teacher at Parks Middle School, in Atlanta, unlocked the room where standardized tests were kept. It was the week before his students took the Criterion-Referenced Competency Test, which determined whether schools in Georgia had met federal standards of achievement. The tests were wrapped in cellophane and stacked in cardboard boxes. Lewis, a slim twenty-nine-year-old with dreadlocks, contemplated opening the test with scissors, but he thought his cut marks would be too obvious. Instead, he left the school, walked to the corner store, and bought a razor blade. When he returned, he slit open the cellophane and gently pulled a test book from its wrapping. Then he used a lighter to warm the razor, which he wedged under the adhesive sealing the booklet, and peeled back the tab.

He photocopied the math, reading, and language-arts sections—the subjects that would determine, under the No Child Left Behind guidelines, whether Parks would be classified as a “school in need of improvement” for the sixth year in a row. Unless fifty-eight per cent of students passed the math portion of the test and sixty-seven per cent passed in language arts, the state could shut down the school. Lewis put on gloves, to prevent oil from his hands from leaving a residue on the plastic, and then used his lighter to melt the edges of the cellophane together, so that it appeared as if the package had never been opened. He gave the reading and language-arts sections to two teachers he trusted and took the math section home.




Diane Ravitch: Campbell Brown Shouldn’t Worry Her Pretty Little Head About Education Policy



Jonathan Chait:

“I have trouble with this issue because it’s so totally illogical,” says Diane Ravitch, an education historian. “It’s hard to understand why anyone thinks taking away teachers’ due-process rights will lead to great teachers in every classroom.”

As for Brown, Ravitch is dismissive: “She is a good media figure because of her looks, but she doesn’t seem to know or understand anything about teaching and why tenure matters … I know it sounds sexist to say that she is pretty, but that makes her telegenic, even if what she has to say is total nonsense.”

Why, yes, that does sound rather sexist. Now, Ravitch suggests here that Brown’s analysis is so transparently illogical that perhaps only her looks can account for her views. Why, Ravitch wonders, would the elimination of a job protection help attract better teachers? Let me reveal, via the power of logic, how this can work.

The basic problem is that some proportion of American teachers is terrible at their job and immune to improvement, yet removing them is a practical impossibility. (A good overview of the research on chronically ineffective teachers can be found here. Standard caveat: The author is my wife.) Under some conditions, loosening tenure laws can lead directly to more effective teachers in the classroom. For instance, when the Great Recession drove states to lay off teachers in order to balance their budgets, last-in, first-out hiring rules led them to fire teachers regardless of quality, thus removing highly effective (yet unprotected) teachers from classrooms.

Our Frederick Taylor style monolithic education model has obviously run its course.




Get Thee to Physics Class



:

There’s a great anecdote one often hears from professional dancers: As a kid, I could never sit still, they’ll say. My teacher wanted to put me on Ritalin, but my parents put me in dance class.
 
 
 I think we ought to tell a similar story for a different kind of troubled adolescent, the kind more burdened by angst than by ADD. You know the type: sullen, apathetic, bored. Perhaps she’s dressed all in black. Perhaps he’s failing geometry. This child’s teacher wants to put the rebel in detention. I say, Put the kid in physics class.
 
 Despite the stereotype of the lovable nerd being embraced by popular culture in TV shows like The Big Bang Theory and on T-shirts like “Talk nerdy to me,” the truth is that physics is the rebel’s subject. It’s for those who reject all authority, even that of our most basic assumptions, those who know in their bones that the world is not what it seems and who refuse to take the common, easy route of living unquestioningly on the surface.




Turning College Into a No-Thought Zone



Virginia Postrel:

Last September, Vincenzo Sinapi-Riddle, a student at Citrus Community College near Los Angeles, was collecting signatures on a petition asking the student government to condemn spying by the National Security Agency. He left the school’s designated “free speech area” to go to the student center. On his way there, he saw a likely prospect to join his cause: a student wearing a “Don’t Tread on Me” T-shirt. He stopped the student and they began talking about the petition. Then an administrator came out of a nearby building, informed them their discussion was forbidden outside the speech zone, and warned Sinapi-Riddle he could be ejected from campus for violating the speech-zone rule.
 
 Sinapi-Riddle has now sued Citrus College, a state institution, for violating his First Amendment rights by, among other things, demanding that “expressive activities” be confined to the 1.34 percent of campus designated as a “free speech area.” Perhaps the most outrageous part of his experience is how common it is. The vague bans on “offensive” language and other “politically correct” measures that most people think of when they imagine college speech codes are increasingly being joined by quarantine policies that restrict all student speech, regardless of its content.




Students paying extra for business skills they say they haven’t learned on campu



Laura Colarusso:

Ben Wei was already paying hefty tuition to earn a sociology degree from Bowdoin College, which charged nearly $57,000 at the time, but worried his classes weren’t teaching him skills he needed in the workplace.
 
 So he gave up his winter break just a semester before graduating and paid another $3,000 to take a three-week business boot camp designed to teach him how to work a full-time job.
 
 The course, offered by a company called Fullbridge, covered problem-solving, collaboration and communication—the kinds of skills employers say they want but aren’t getting from college grads.
 “You can sit in a room and learn economic theory from a professor or a textbook, but at the end of the day, it’s still just theory,”said Wei, who now works as a data analyst. “They don’t really teach you how to apply that theory.”




Students Fail to Embrace Digital Textbooks



Michael Kozlowski:

American students have yet to embrace digital textbooks in considerable numbers. Many of the top universities and colleges have a very slim minority that either use them exclusively or in parallel with print. A recent survey by Hewlett Packard illiminates the role digital is playing in the classroom.
 
 HP conducted a survey last winter, talking to 527 students at San Jose State. 57% of the respondents said they prefer the standard textbook. A paltry 21% said they prefer the digital variant and 21% stated that they utilize both formats.
 
 The preference for print was also much higher with ages 18 to 35 year-olds with 62%, which accounted for 75% of the respondents. Contrary to what most would expect, the younger and supposedly tech-savvy students are not all that into e-textbooks. The survey also reveals that Education and Library & Information Science students, representing 49% of the total respondents, used printed textbooks more than other majors, including Business and Science.




How to Teach Reading and Writing



Letters to the New York Times Editor on The Fallacy of ‘Balanced Literacy, via a kind reader:

To the Editor:

Kudos to Alexander Nazaryan for his eloquent defense of “conventionally rigorous” teaching techniques.

The decision by the New York City schools chancellor, Carmen Fariña, to reinstate balanced literacy despite the unfavorable results of studies done during the Bloomberg administration reflects, in my opinion, a general aversion to empirical evidence within the educational establishment in favor of ideology and faddish group think.

I very much appreciate the excellent K-12 teaching I received in Brooklyn public schools during the 1940s and ’50s, when a “conventionally rigorous” approach was the norm.

My more recent experience as a volunteer tutor in Wisconsin elementary schools during the past 12 years mirrors that of Mr. Nazaryan in Brooklyn in 2005-06. Again, an approach appropriate for the Midwestern equivalent of “brownstone Brooklyn” kids was employed in classrooms where half the kids were poor or minorities or both. The results of this approach are what the local press has described as a notoriously high racial achievement gap.

Carl Silverman
Madison, WI

Much more on “balanced literacy”, here along with Madison’s long term disastrous reading results.




France to teach programming languages beginning with 10 year olds



Le Monde:

« Cette initiation devrait être inscrite dans les programmes du second degré », selon le ministre, qui considère que « certains professeurs pourraient, plus naturellement que d’autres, être des pédagogues du code : les professeurs de technologie et de mathématiques ».

« Nous lançons par ailleurs, avec Arnaud Montebourg, un grand programme en faveur de la filière industrielle française du numérique éducatif », ajoute Benoît Hamon, précisant que 70 % des élèves du primaire et de collège et 100 % des enseignants seront équipés à l’horizon 2020 en ordinateurs et tablettes dotés de ressources pédagogiques numériques.




Why Middle School Should Be Abolished



David Banks:

America should do away with middle schools, which are educational wastelands. We need to cut the middle out of middle schools, either by combining them with the guidance and nurturing that children find in elementary school, or with the focus on adult success that we expect from our high schools.

For much as half of middle schools across the country, national statistics show substantial performance gaps, especially in math and reading achievement, between middle school and high school. It’s time to admit that middle school models do not work—instead, they are places where academics stall and languish.

via Marc Eisen.

Mr Eisen wrote “My Life & Times with the Madison Public Schools” in 2007. Well worth reading.




World University Rankings



Times Higher Education:

The Times Higher Education World Reputation Rankings 2014 employ the world’s largest invitation-only academic opinion survey to provide the definitive list of the top 100 most powerful global university brands. A spin-off of the annual Times Higher Education World University Rankings, the reputation league table is based on nothing more than subjective judgement – but it is the considered expert judgement of senior, published academics – the people best placed to know the most about excellence in our universities.




American Teens Achieve Mediocrity In Financial Literacy, Local math & reading background



Michelle Hackman:

When it comes to financial literacy around the world, American teens are middling.

The United States may fuel the world’s largest economy and operate its most robust financial system. But compared to the financial prowess of teenagers in 17 other countries, U.S. teens come off downright mediocre.

That’s according to a new study published Wednesday by the Organization for Economic Cooperation and Development as part of its Program for International Student Assessment, conducted once every three years.

The OECD, a 34-nation organization based in Paris, surveyed 15-year-old students in 13 member nations and five other nations throughout 2012 to ascertain their level of familiarity with the financial system as they neared adulthood.

“Finance is part of everyday life for many 15-year-olds, who are already consumers of financial services, such as bank accounts,” the report said. “As they near the end of compulsory education, students will face complex and challenging financial choices, including whether to join the labor market or continue with formal education and, if so, how to finance such study.”

Unfortunately, this is unsurprising. Read two useful articles on local math difficulties and long term disastrous reading results.

The OECD report.




Building a Community for High Schoolers Who Code



Avi Romanoff:

Last September, the day before PennApps 2013f, a 48-hour, 1,000+ student hackathon at the University of Pennsylvania, I created a Facebook Group called “PennApps HS Hackers” for the dozen or so high school students who were also attending the event.

If the words “hacker” and “hackathon” evoke mental images of scary-looking criminals breaking into computers, I can assure you we’re nothing like that. Hackers, in the original spirit of the term, are programmers and designers who use technology to build things — not destroy things. Hackathons are events where hackers of all kinds come together to collaborate on new projects and compete for prizes, often on college campuses.

Turns out I picked an incredible time to start a community — the hackathon scene exploded in rhythm with my Facebook Group. In the course of a school year, the group would grow to include high schoolers from all 50 states and more than a dozen countries, organizers from nearly every major U.S. college hackathon, founders of high school hackathons and hacker meetups, and even the president of the well-known startup incubator, Y Combinator.




For years we’ve been telling kids to sit still and pay attention. That’s all wrong.



Annie Murphy Paul:

Today’s educational technology often presents itself as a radical departure from the tired practices of traditional instruction. But in one way, at least, it faithfully follows the conventions of the chalk-and-blackboard era: EdTech addresses only the student’s head, leaving the rest of the body out.

Treating mind and body as separate is an old and powerful idea in Western culture. But this venerable trope is facing down a challenge from a generation of researchers—in cognitive science, psychology, neuroscience, even philosophy—who claim that we think with and through our bodies. Even the most abstract mathematical or literary concepts, these researchers maintain, are understood in terms of the experience of our senses and of moving ourselves through space.

This perspective, known as “embodied cognition,” is now becoming a lens through which to look at educational technology. Work in the field shows promising signs that incorporating bodily movements—even subtle ones—can improve the learning that’s done on computers.




“Value-added measures are the Mark of the Devil”



Caitlin Emma:

Eskelsen García already has fiery words for the feds, who she holds responsible for the growing use of “value-added measures,” or VAMs, an algorithm that aims to assess teacher effectiveness by student growth on standardized tests. The idea has gained traction under the Obama administration through waivers from No Child Left Behind and the administration’s signature Race to the Top program. But studies, including some funded by the Education Department, have cast doubt on the validity of the measures.

VAMs “are the mark of the devil,” Eskelsen García said.

The algorithms do aim to account for variables such as student poverty levels. But Eskelsen García said they can’t capture the complete picture.

The year she taught 22 students in one class and the year she taught 39 students in one class — “Is that factored into a value-added model? No,” she said. “Did they factor in the year that we didn’t have enough textbooks so all four fifth-grade teachers had to share them on a cart and I couldn’t send any books home to do homework with my kids?”

“It’s beyond absurd,” she added. “And anyone who thinks they can defend that is trying to sell you something.”

Locally, Madison schools have been spending money and time on value-added assessment for years.




A Billionaire Mathematician’s Life of Ferocious Curiosity



William Broad:

James H. Simons likes to play against type. He is a billionaire star of mathematics and private investment who often wins praise for his financial gifts to scientific research and programs to get children hooked on math.

But in his Manhattan office, high atop a Fifth Avenue building in the Flatiron district, he’s quick to tell of his career failings.

He was forgetful. He was demoted. He found out the hard way that he was terrible at programming computers. “I’d keep forgetting the notation,” Dr. Simons said. “I couldn’t write programs to save my life.”

After that, he was fired.




At Sea in a Deluge of Data



Alison J. Head and John Wihbey:

This spring, more college students than ever received baccalaureate degrees, and their career prospects are brighter than they were for last year’s graduates.

Employers responding to this year’s National Association of Colleges and Employers’ “Job Outlook 2014 Survey” said they planned to increase entry-level hiring by almost 8 percent. But what they may not realize is that these seemingly techno-savvy new hires could be missing some basic yet vital research skills.

It’s a problem that we found after interviewing 23 people in charge of hiring at leading employers like Microsoft, KPMG, Nationwide Insurance, the Smithsonian, and the FBI. This research was part of a federally funded study for Project Information Literacy, a national study about how today’s college students find and use information.

Nearly all of the employers said they expected candidates, whatever their field, to be able to search online, a given for a generation born into the Internet world. But they also expected job candidates to be patient and persistent researchers and to be able to retrieve information in a variety of formats, identify patterns within an array of sources, and dive deeply into source material.




Charters Catch On Fast in Newark Parents Increasingly Look Outside District Schools



Leslie Brody:

In the debut of a system that lets families apply to charter schools and district schools at the same time, Newark got an eye-opening lesson: More than half of the applicants for kindergarten through eighth grade ranked charters as their first choice.

The application numbers, supplied by the state-operated district, show the popularity of charters at a time when Superintendent Cami Anderson’s One Newark reorganization plan faces heated opposition from some residents.

One part of the complex plan aims to make it easier for children to sign up for schools outside their neighborhoods. Ms. Anderson said the application data show many families want greater choice.

“Universal enrollment is giving us a real sense of demand and allowing families of all learners, including those who struggle, more options,” she said. Some critics, meanwhile, say the superintendent’s push to consolidate, overhaul and restaff many district schools has created such uncertainty that it hastened a flight to charters.

Via Laura Waters.




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