Search Results for: We know best
New Evidence Raises Doubts on Obama’s Preschool for All
Last week legislation was introduced in the Senate and House to create federally funded universal pre-k for 4-year-olds. The details of the legislation are largely consistent with the White House proposal, called Preschool for All, that was announced in the president’s state of the union address in February.
The rhetoric around the introduction of the legislation includes the by now entirely predictable and thoroughly misleading appeal to the overwhelming research evidence supporting such an investment. For example, Senator Harkin, the lead author of the Senate version of the legislation, declared that “Decades of research tell us that … early learning is the best investment we can make to prepare our children for a lifetime of success.”
By way of background, I’m a developmental psychologist by training and spent the majority of my career designing and evaluating programs intended to enhance the cognitive development of young children. For instance, I directed a national Head Start Quality Research Center; created a program, Dialogic Reading (which is a widely used and effective intervention for enhancing the language development and book knowledge of young children from low-income families); and authored an assessment tool, the Get Ready to Read Screen, that has become a staple of early intervention program evaluation. My point is that I care about early childhood education and believe it is important – as witnessed by how I spent my professional life for 30 years.
My career since 2001 has largely been about advancing evidence-based education, which is the endeavor of collecting and using the best possible evidence to support policy and practice in education. Since the president’s state of the union address, I’ve been writing that the evidence is decidedly mixed on the impact of the type of preschool investments the president has called for and that we now see in the legislation introduced in Congress. It may seem in the pieces I’ve written that I’m wearing only my evidence-based education hat. But in fact if you’re an advocate of strengthening early childhood programs, as I am, you also need to pay careful attention to the evidence – all of it. Poor children deserve effective programs, not just programs that are well-intentioned.
New NAEP data brings fresh round of questions on how to improve education
What are we doing wrong? Why aren’t things getting better?
No, I don’t have some powerful secret answer. But I know the urgency behind the questions became all the clearer last week, whether you’re talking about Milwaukee or Wisconsin as a whole. Whatever it is that would work, we haven’t done it yet or, at best, we haven’t done it well enough.
There are so many people trying to change education outcomes for the better. I respect so many of them and think some are having praiseworthy impact in specific arenas. But the overall pursuit? Look at the record.
There are two reasons for my fresh agitation:
First are new results from the National Assessment of Educational Progress (NAEP). NAEP is the best, most nailed-down gauge of how students are doing nationwide. About every two years, NAEP releases results from reading and math tests of samples of fourth and eighth graders in every state. New results came out Thursday.
Nationwide, there were some bright spots, but overall, not much was new or better.
For Wisconsin, the results were disheartening. The average score of a fourth grader in reading was lower than in 1992. We pride ourselves on being a high performing state, but the Wisconsin score and the national score were the same. Sounds pretty middle-of-the-pack to me.
There has been long-term improvement in math scores in Wisconsin. But almost all of it occurred years ago — scores have been flat for the last half-dozen years.
Indiana Community College Makes Studying Pay Off
The typical community-college student works at least part time while attending classes and often doesn’t complete a degree even after three years, according to the U.S. Education Department.
Derrick Johnson is on a different track. The 19-year-old first-year student from a low-income neighborhood of Indianapolis received a scholarship for spending six hours in class each day and another six hours a day studying with classmates. He has pledged not to work during the week. His scholarship, besides tuition and fees, also helps cover expenses, such as some food and transportation costs. Best of all, he expects to earn an associate’s degree by May, within one year.
Mr. Johnson sleeps on a couch at his dad’s house and rises at 5 a.m. He then rides two buses for about an hour to get to school each day by 7 a.m., and usually leaves campus by 7 p.m. His weekdays consist of little more than attending class, studying and commuting. Other students have more breathing room because they can drive to school, avoiding a lengthy trip on public transportation.
“It takes up a lot of time,” Mr. Johnson said. “But I can get stuff done in a year and the cost is less” than a traditional two-year associate’s degree.
Mr. Johnson is part of an experimental program at Ivy Tech Community College, a public community college in Indiana. The Associate Accelerated Program, known by the nickname ASAP, aims to chart a new path to a degree as two-year schools across the nation wrestle with poor graduation and retention rates and a growing need to upgrade the skills of people entering the workforce.
History Paralysis
When it comes to working together to support the survival and enjoyment of history for students in our schools, why are history teachers, as a group, as good as paralyzed?
Whatever the reason, in the national debates over nonfiction reading (history books, anyone?) and nonfiction writing for students in the schools, the voice of history teachers, at least in the wider conversation, has not been clearly heard.
Perhaps it could be because, as David Steiner, former Commissioner of Education in New York State, put it: “History is so politically toxic that no one wants to touch it.”
Have the bad feelings and fears raised over the ill-fated National History Standards which emerged from UCLA so long ago persisted and contributed to our paralysis in these national discussions?
Are we (I used to be one) too sensitive to the feelings of other members of the social studies universe? Are we too afraid that someone will say we have given insufficient space and emphasis to the sociology of the mound people of Ohio or the history and geography of the Hmong people or the psychology of the Apache and the Comanche? Or do we feel guilty, even though it is not completely our fault, that all of the Presidents of the United States have been, (so far), men?
I am concerned when the National Assessment of Educational Progress finds that 86% of our high school seniors scored Basic or Below on U.S. History, and I am appalled by stories of students, who, when asked to choose our Allies in World War II on a multiple-choice test, select Germany (both here and in the United Kingdom, I am told). After all, Germany is an ally now, they were probably an ally in World War II, right? So Presentism reaps its harvest of historical ignorance.
Of course there is always competition for time to give to subjects in schools. Various groups push their concerns all the time. Business people often argue that students should learn about the stock market at least, if not credit default swaps and the like. Other groups want other things taught. I understand that there is new energy behind the revival of home economics courses for our high school future homemakers.
But what my main efforts have been directed towards since 1987 is prevention of the need for remedial nonfiction reading and writing courses in college. My national research has found that most U.S. public high schools do not ask students to write a serious research paper, and I am convinced that, if a study were ever done, it would show that we send the vast majority of our high school graduates off without ever having assigned them a complete history book to read. Students not proficient in nonfiction reading and writing are at risk of not understanding what their professors are talking about, and are, in my view, more likely to drop out of college.
For all I know, book reports are as dead in the English departments as they are in History departments. In any case, most college professors express strong disappointment in the degree to which entering students are capable of reading the nonfiction books they are assigned and of writing the term papers that are assigned.
A study done by the Chronicle of Higher Education found that 90% of professors judge their students to be “not very well prepared” in reading, doing research, and writing.
I cannot fathom why we put off instruction in nonfiction books and term papers until college in so many cases. We start young people at a very early age in Pop Warner football and in Little League baseball, but when it comes to nonfiction reading and writing we seem content to wait until they are 18 or so.
For whatever reason, some students have not let our paralysis prevent them either from studying history or from writing serious history papers, and I have proof that they can do good work in history, if asked to do so. When I started The Concord Review in 1987, I hoped that students might send me 4,000-word research papers in history. By now, I have published, in 98 issues, 1,077 history research papers averaging 6,000 words, on a huge variety of topics, by high school students from 46 states and 38 other countries.
Some have been inspired by their history teachers, other by their history-buff parents, but a good number have been encouraged by seeing the exemplary work of their peers in print. Here are parts of two comments from authors–Kaitlin Marie Bergan: “When I first came across The Concord Review, I was extremely impressed by the quality of writing and the breadth of historical topics covered by the essays in it. While most of the writing I have completed for my high school history classes has been formulaic and limited to specified topics, The Concord Review motivated me to undertake independent research in the development of the American Economy. The chance to delve further into a historical topic was an incredible experience for me and the honor of being published is by far the greatest I have ever received. This coming autumn, I will be starting at Oxford University, where I will be concentrating in Modern History.” And Emma Curran Donnelly Hulse: “As I began to research the Ladies’ Land League, I looked to The Concord Review for guidance on how to approach my task. At first, I did check out every relevant book from the library, running up some impressive fines in the process, but I learned to skim bibliographies and academic databases to find more interesting texts. I read about women’s history, agrarian activism and Irish nationalism, considering the ideas of feminist and radical historians alongside contemporary accounts…Writing about the Ladies’ Land League, I finally understood and appreciated the beautiful complexity of history…In short, I would like to thank you not only for publishing my essay, but for motivating me to develop a deeper understanding of history. I hope that The Concord Review will continue to fascinate, challenge and inspire young historians for years to come.”
Lots of high school [and middle school] students are sitting out there, waiting to be inspired by their history teachers [and their peers] to read history books and to prepare their best history research papers, and lots of history teachers are out there, wishing there were a stronger and more optimistic set of arguments coming from a history presence in the national conversation about higher standards for nonfiction reading and writing in our schools.
—————————–
“Teach by Example”
Will Fitzhugh [founder]
The Concord Review [1987]
Ralph Waldo Emerson Prizes [1995]
National Writing Board [1998]
TCR Institute [2002]
730 Boston Post Road, Suite 24
Sudbury, Massachusetts 01776-3371 USA
978-443-0022; 800-331-5007
www.tcr.org; fitzhugh@tcr.org
Varsity Academics®
tcr.org/bookstore
www.tcr.org/blog
Why Local Educators Haven’t Heeded the Warnings in ‘A Nation at Risk’
Editor’s Note: Recently, six well-known AIR thought leaders including George Bohrnstedt, Beatrice Birman, David Osher, Jennifer O’Day, Terry Salinger, and Jane Hannaway posted blogs on the AIR website about A Nation at Risk. Gary Phillips, AIR Vice President and AIR Institute Fellow, joins these thinkers with his blog, “Why Local Educators Haven’t Heeded the Warnings in A Nation at Risk,” which we’ve reposted below.
For the last 30 years national education leaders have believed that our underachieving educational system has put our nation at risk. One persistent problem with that belief is that the international data examined by national policy makers to support the claim don’t match the state data reported to the local press and parents. International assessments generally show that the United States is, at best, in the middle of the pack among other industrialized nations while state data generally show that students are proficient and performing above average. No wonder the crisis experienced by policy makers doesn’t seem so urgent to local governors, boards of education, and parents. And no wonder local educators haven’t acted on what national policy makers consider crises.
A graph helps illustrate the problem. The beige bars represent the state performance in 2007 based on the data reported by states to the federal government under the 2001 reauthorization of the Elementary and Secondary Education Act, also known as No Child Left Behind. Look at Tennessee, for example. In 2007, the state reported that 90 percent of its 4th graders were proficient in mathematics based on challenging performance standards established by the state.
The China Americans Don’t See
The 21st-century romance between America’s universities and China continues to blossom, with New York University opening a Shanghai campus last month and Duke to follow next year. Nearly 100 U.S. campuses host “Confucius Institutes” funded by the Chinese government, and President Obama has set a goal for next year of seeing 100,000 American students studying in the Middle Kingdom. Meanwhile, Peking University last week purged economics professor Xia Yeliang, an outspoken liberal, with hardly a peep of protest from American academics.
“During more than 30 years, no single faculty member has been driven out like this,” Mr. Xia says the day after his sacking from the university, known as China’s best, where he has taught economics since 2000. He’ll be out at the end of the semester. The professor’s case is a window into the Chinese academic world that America’s elite institutions are so eager to join–a world governed not by respect for free inquiry but by the political imperatives of a one-party state. Call it higher education with Chinese characteristics.
“All universities are under the party’s leadership,” Mr. Xia says by telephone from his Beijing home. “In Peking University, the No. 1 leader is not the president. It’s the party secretary of Peking University.”
Some data on education, religiosity, ideology, and science comprehension
Because the “asymmetry thesis” just won’t leave me alone, I decided it would be sort of interesting to see what the relationship was between a “science comprehension” scale I’ve been developing and political outlooks.
The “science comprehension” measure is a composite of 11 items from the National Science Foundation’s “Science Indicators” battery, the standard measure of “science literacy” used in public opinion studies (including comparative ones), plus 10 items from an extended version of the Cognitive Reflection Test, which is normally considered the best measure of the disposition to engage in conscious, effortful information processing (“System 2”) as opposed to intuitive, heuristic processing (“System 1”).
The items scale well together (α= 0.81) and can be understood to measure a disposition that combines substantive science knowledge with a disposition to use critical reasoning skills of the sort necessary to make valid inferences from observation. We used a version of a scale like this–one combining the NSF science literacy battery with numeracy–in our study of how science comprehension magnifies cultural polarization over climate change and nuclear power.
Is Music the Key to Success?
Joanne Lipman CONDOLEEZZA RICE trained to be a concert pianist. Alan Greenspan, former chairman of the Federal Reserve, was a professional clarinet and saxophone player. The hedge fund billionaire Bruce Kovner is a pianist who took classes at Juilliard. Multiple studies link music study to academic achievement. But what is it about serious music training […]
Skill up or lose out
For the first time, the Survey of Adult Skills allows us to directly measure the skills people currently have, not just the qualifications they once obtained. The results show that what people know and what they do with what they know has a major impact on their life chances. On average across countries, the median wage of workers who score at Level 4 or 5 in the literacy test – meaning that they can make complex inferences and evaluate subtle arguments in written texts – is more than 60% higher than the hourly wage of workers who score at or below Level 1 – those who can, at best, read relatively short texts and understand basic vocabulary. Those with poor literacy skills are also more than twice as likely to be unemployed. In short, poor skills severely limit people’s access to better-paying and more-rewarding jobs.
It works the same way for nations: The distribution of skills has significant implications for how the benefits of economic growth are shared within societies. Put simply, where large shares of adults have poor skills, it becomes difficult to introduce productivity-enhancing technologies and new ways of working. And that can stall improvements in living standards.
Proficiency in basic skills affects more than earnings and employment. In all countries, adults with lower literacy proficiency are far more likely than those with better literacy skills to report poor health, to perceive themselves as objects rather than actors in political processes, and to have less trust in others. In other words, we can’t develop fair and inclusive policies and engage with all citizens if a lack of proficiency in basic skills prevents people from fully participating in society.
How Heroin Is Invading America’s Schools
What have I become?” 23-year-old Andrew Jones asked his mom shortly before he died. “What’s happened to me?” A star high school athlete who went on to play Division I football for Missouri State University, Andrew was an honors student whom friends described as outgoing, charismatic, and loyal. He was also a heroin addict.
Never even a recreational drug user, Andrew had been the first to discourage friends at his Catholic high school from smoking pot. But his story is frighteningly typical of the current heroin epidemic among suburban American youth. It’s an issue made all the more timely by the recent heroin-related death of Glee star Cory Monteith, best known and beloved for playing squeaky-clean high school football star Finn Hudson.
What Cory and Andrew expose is that heroin isn’t at all what it used to be. Not only is the drug much more powerful than before (purity can be as high as 90 percent) but it’s also no longer limited to the dirty-needle, back-alley experience so many of us picture. Now it’s as easy as purchasing a pill, because that’s what heroin has become: a powder-filled capsule known as a button, designed to be broken open and snorted, that can be purchased for just $10. And it regularly is–on varsity sports teams, on Ivy League campuses, and in safe suburban neighborhoods.
A Report Card on Education Reform
I sat down last week in Washington with Arne Duncan, the secretary of education, and Mitch Daniels, the former Indiana governor and current Purdue University president, after they had met with several dozen chief executives of big companies to talk about education. Their meeting was at the office of the Business Roundtable, the corporate lobbying group, and joining us for the conversation was John Engler, the former Michigan governor who runs the Business Roundtable.
Neilson Barnard/Getty Images, for The New York Time Education Secretary Arne Duncan
Mr. Duncan is a Democrat, of course, and Mr. Daniels and Mr. Engler are Republicans. But they all sympathize with many of the efforts of the so-called education reform movement. I asked them whether the country’s education system was really in crisis and what mistakes school reformers had made. A lightly edited version of the first part of our conversation follows; the second part will appear on Economix on Thursday.
Leonhardt: You always hear we’re in crisis. But what is the bad news, and what is the good news, and are we making any progress?
Duncan: I do think we have a crisis. I do feel tremendous urgency. If you look at any international comparison – which in a global economy is much more important than 30 or 40 years ago – on no indicator are we anywhere near where we want to be. Whether it’s test scores or college graduation rates, whatever it is, we’re not close. So we’ve got a long way to go. That’s the challenge.
Why I am hopeful is we have seen some real progress. Some things are going the right way. The question is how do we accelerate that progress. College graduations rates are up some. High school graduation rates are up to 30-year highs, which is a big step in the right direction.
The African-American/Latino community is driving much of that improvement, which is very, very important. There is a huge reduction in the number of kids going to dropout factories. We are seeing real progress. The question is how do we get better faster.
Daniels: I am glad that the secretary didn’t pull any punches. I don’t know any other way to read it. In Indiana, we just had, by far, the best results we’ve ever seen in our state. Everything was up. The high-school graduation rate is up 10 percent in just four years. Test scores, advanced-placement scores too. But we’re just nowhere near where we need to be. And the competition is not standing still. So we need many more years of progress at the current rate, and it still maybe too slow. I’m afraid this is a half-empty analysis, but I think it’s an honest one.
Engler: The president of Purdue and the president of the Business Roundtable – we are the consumer groups here at the table. All the products of K-12 system are either going to go to the university or they are going to the work force. The military is not here, but they’re not very different.Related: Madison’s long time disastrous reading scores and wisconsin2.org
Commentary on Using Empty Milwaukee Public Schools’ Buildings
As I regularly pass by the former Malcolm X Academy that has been vacant for years, the words of a legendary African-American educator comes to mind:
“No schoolhouse has been opened for us that has not been filled.”
Booker T. Washington said that in 1896 during an address to urge white Americans to respect the desire by most African-American parents to seek the best possible education for their children.
Fast-forward to 2013 in Milwaukee, and the issue of vacant school buildings gives a pecular spin to Washington’s words. Back then, he could never have imagined the combination of bureaucracy and politics that has some educators scrambling to find spaces to fill with African-American students.
The campaign by a local private school funded by taxpayers to buy the former Malcolm X Academy at 2760 N. 1st St. has caused some in town to question why Milwaukee Public Schools hasn’t done more to turn closed school buildings into functioning houses of learning.
In particular, some conservatives question why MPS hasn’t been willing to sell valuable resources to school choice entities that are essentially their main competition for low-income minority students.
Actually, that stance seems valid from a business standpoint; why help out the folks trying to put you out of business?The City of Milwaukee: Put Children First!
St. Marcus is at capacity.
Hundreds of children are on waiting lists.
Over the past decade, St. Marcus Lutheran School in Milwaukee’s Harambee neighborhood has proven that high-quality urban education is possible. The K3-8th grade school has demonstrated a successful model for education that helps children and families from urban neighborhoods break the cycle of poverty and move on to achieve academic success at the post-secondary level and beyond.
By expanding to a second campus at Malcolm X, St. Marcus can serve 900 more students.WILL Responds to MPS on Unused Schools Issues
On Tuesday, Milwaukee Public Schools responded to WILL’s report, “MPS and the City Ignore State Law on Unused Property.” Here is WILL’s reply:
1. MPS’ response is significant for what it does not say. WILL’s report states that, right now, there are at least 20 unused school buildings that are not on the market – and practically all of these buildings have attracted interest from charter and choice schools. As far as its records reveal, MPS refuses to adopt basic business practices, such as keeping an updated portfolio of what is happening with its facilities. How is the public to know where things stand when it is not clear that MPS keeps tabs on them?
2. MPS thinks everything is okay because it has sold four buildings since 2011 and leases to MPS schools. MPS’ response is similar to a football team (we trust it would be the Bears) celebrating that they scored two touchdowns in a game – only to end up losing 55-14. Our report acknowledged that MPS had disposed of a few buildings, but when there are at least 20 empty buildings – and substantial demand for them – claiming credit for selling a few is a bit like a chronic absentee celebrating the fact that he usually comes in on Tuesdays. Children and taxpayers deserve better.Conservative group says MPS, city not selling enough empty buildings
A conservative legal group says that Milwaukee Public Schools is stalling on selling its empty school buildings to competing school operators that seek school facility space, and that the City of Milwaukee isn’t acting on a new law that gives it more authority to sell the district’s buildings.
The Wisconsin Institute for Law & Liberty, which supports many Republican causes, says its new report shows that MPS is preventing charter schools and private schools in the voucher program from purchasing empty and unused school buildings.
But MPS fired back yesterday, saying the legal group’s information omits facts and containts false claims.
For example, MPS Spokesman Tony Tagliavia said that this year, five previously unused MPS buildings are back in service as schools.
He said MPS has also sold buildings to high-performing charter schools. Charter operators it has sold to such as Milwaukee College Prep and the Hmong American Peace Academy are operating schools that are under the MPS umbrella, however, so the district gets to count those students as part of its enrollment.My entire career of close to 50 years has been focused on growing a business in and close to the city of Milwaukee. This is where I have my roots. I have followed education closely over these years.
The Aug. 17 Journal Sentinel had an interesting article about conflicting opinions on what the most viable use is for the former Malcolm X School, which closed over six years ago.
The Milwaukee School Board has proposed to have the city convert the site into a community center for the arts, recreation, low-income housing and retail stores. The cost to city taxpaying residences and businesses has not been calculated. Rising tax burdens have been a major factor in the flight to the suburbs and decline of major cities across our country.
St. Marcus Lutheran School is prepared to purchase Malcolm X for an appraised fair market value. St. Marcus is part of Schools That Can Milwaukee, which also includes Milwaukee College Prep and Bruce-Guadalupe Community School. Other participating high performing schools are Atonement Lutheran School, Notre Dame Middle School and Carmen High School of Science and Technology. Support comes from private donations after state allowances for voucher/choice students.
Their students go on to graduate from high school at a rate of over 90%, compared to approximately 60% at Milwaukee Public Schools. The acquisition of Malcolm X would give an additional 800 students the opportunity to attend a high performing school and reduce waiting lists at St. Marcus.
Should Students Use a Laptop in Class?
There’s a widely shared image on the Internet of a teacher’s note that says: “Dear students, I know when you’re texting in class. Seriously, no one just looks down at their crotch and smiles.”
College students returning to class this month would be wise to heed such warnings. You’re not as clever as you think–your professors are on to you. The best way to stay in their good graces is to learn what behavior they expect with technology in and around the classroom.
Let’s start with the million-dollar question: May computers (laptops, tablets, smartphones) be used in class? Some instructors are as permissive as parents who let you set your own curfew. Others are more controlling and believe that having your phone on means your brain is off and that relying on Google for answers results in a digital lobotomy.
Why do people view teaching as a ‘B-list’ job?
It happens a lot: I’ll introduce myself to a group of people I don’t know well, explaining that I’m a high school English teacher. And someone will invariably respond, “But you’re smart, what do you really want to do?” As backhanded compliments go, that one really rankles. What I find most irksome isn’t even the implication that my colleagues and I are typically mundane or that my work of the last decade has been a waste of my time. The most frustrating thing about hearing that I’m “too smart” for teaching is the counter-productive mentality about my profession that such a comment underscores.
In the early half of the 20th century, a bright woman’s best career option was to be a teacher. Now, thankfully, most every path is open to women, the only downside of which is the inevitable matriculation of top female graduates away from the field of teaching due to a plethora of other choices. This trend is compounded by the fact that teaching is now seen as a B-list job: Most top graduates of my college went into law, medicine, business, or academia. Those who did go into teaching, myself included, constantly encountered the assumption that this would be a short-term gig, the ubiquitous two-year foray (through Teach for America or the like) that would ultimately pad graduate school applications. For many, it was. Teaching wasn’t, and – 10 years later – still isn’t, seen as a “prestigious” career, even by liberal university graduates who would all agree that strong public education is an inviolable social good.
When Is College Worth It?
Today’s RealClearPolicy slate features a piece from Dylan Matthews of the Washington Post claiming that college is a good investment. It pushes back against arguments in the vein of critics like Charles Murray and Richard Vedder, who argue that too many people are going to college.
Several years ago, I wrote a few pieces for National Review outlining the Murray/Vedder view (here’s one from the website), but I hadn’t kept up with the debate, and Matthews’s piece features a lot of newer research on the subject. What follows isn’t necessarily a response, but more of an overview of the topic and a reconsideration of my views in light of the updated evidence. I have six main points to make.
1. It’s not about college, it’s about college-for-all.
Matthews spends a considerable amount of time explaining that attending college is a good idea for the average student. This is true — but to the best of my knowledge, no college critic disputes it. For a lot of high-paying jobs, you simply need a college degree, no matter how smart you are; today’s doctors, teachers, engineers, and so forth would not be nearly so well off if they’d stopped after high school.
What we argue is that not all students benefit from college the way that the average student does, and that efforts to draw even more students to college could do more harm than good, because such efforts are focused on students who today rationally decide that college isn’t for them. We especially bristle at the notion that America should aspire to send all students to college.
If You Sacrifice Your Child to Prove a Point about Public Education, You are a Bad Person
I have a never-ending fascination with the politics of education, principally because I drew the short end of the stick on that count. The district in which I attended school was (is) notoriously bad.
On multiple occasions, I can recall the State taking over the high school due to very poor test scores while also implementing some drastic measures, like removing administrators and scheduling mandatory reading/writing times in unrelated classes like Geometry or Physical Education.
I was so deeply affected by my education due to the inherent contradiction between what I experienced and what people told me I was experiencing.
On the one hand, I had teachers and family telling me that those were the best years of my life, that I was doing something noble and important, that I was being paid for attendance in a currency much more valuable than money-experience, knowledge, wisdom.
On the other hand, I spent most of my weekdays bored out of my mind or overly anxious about something of little consequence. I learned to game the system, doing just enough to satisfy whatever was required of me without devoting myself fully to what I ultimately found to be futile and asinine and an incredible waste of time. I never could believe those were the best years of my life. If I’d thought that had been the pinnacle of my existence, I’d have offed myself years ago.
So, that being the case, I have no sympathy for public education. It caused me nothing but trouble while blaming me for its own trouble. I don’t mean to say all public education is incompetent and ineffective (though perhaps most of it is). I only mean to give some background on why I’m opposed to the ideas presented in Allison Benedikt’s If You Send Your Kid to Private School, You are a Bad Persona.
Academy Fight Song: “There is no Santa Claus”
his essay starts with utopia–the utopia known as the American university. It is the finest educational institution in the world, everyone tells us. Indeed, to judge by the praise that is heaped upon it, the American university may be our best institution, period. With its peaceful quadrangles and prosperity-bringing innovation, the university is more spiritually satisfying than the church, more nurturing than the family, more productive than any industry.
The university deals in dreams. Like other utopias–like Walt Disney World, like the ambrosial lands shown in perfume advertisements, like the competitive Valhalla of the Olympics–the university is a place of wish fulfillment and infinite possibility. It is the four-year luxury cruise that will transport us gently across the gulf of class. It is the wrought-iron gateway to the land of lifelong affluence.
It is not the university itself that tells us these things; everyone does. It is the president of the United States. It is our most respected political commentators and economists. It is our business heroes and our sports heroes. It is our favorite teacher and our guidance counselor and maybe even our own Tiger Mom. They’ve been to the university, after all. They know.
When we reach the end of high school, we approach the next life, the university life, in the manner of children writing letters to Santa. Oh, we promise to be so very good. We open our hearts to the beloved institution. We get good grades. We do our best on standardized tests. We earnestly list our first, second, third choices. We tell them what we want to be when we grow up. We confide our wishes. We stare at the stock photos of smiling students, we visit the campus, and we find, always, that it is so very beautiful.
And when that fat acceptance letter comes–oh, it is the greatest moment of personal vindication most of us have experienced. Our hard work has paid off. We have been chosen.
Then several years pass, and one day we wake up to discover there is no Santa Claus. Somehow, we have been had. We are a hundred thousand dollars in debt, and there is no clear way to escape it. We have no prospects to speak of. And if those damned dreams of ours happened to have taken a particularly fantastic turn and urged us to get a PhD, then the learning really begins.
The disaster that the university has proceeded to inflict on the youth of America, I submit, is the direct and inescapable outcome of this grim equation. Yes, in certain reaches of the system the variables are different and the yield isn’t quite as dreadful as in others. But by and large, once all the factors I have described were in place, it was a matter of simple math. Grant to an industry control over access to the good things in life; insist that it transform itself into a throat-cutting, market-minded mercenary; get thought leaders to declare it to be the answer to every problem; mute any reservations the nation might have about it–and, lastly, send it your unsuspecting kids, armed with a blank check drawn on their own futures.
Was it not inevitable? Put these four pieces together, and of course attendance costs will ascend at a head-swimming clip, reaching $60,000 a year now at some private schools. Of course young people will be saddled with life-crushing amounts of debt; of course the university will use its knowledge of them–their list of college choices, their campus visits, their hopes for the future–to extract every last possible dollar from the teenage mark and her family. It is lambs trotting blithely to the slaughter. It is the utterly predictable fruits of our simultaneous love affairs with College and the Market. It is the same lesson taught us by so many other disastrous privatizations: in our passion for entrepreneurship and meritocracy, we forgot that maybe the market wasn’t the solution to all things.
UW Law School 2013 Graduation Speech
Judge Barbara Crabb (PDF), via a kind Susan Vogel email:
Dear Raymond, new graduates and their proud guests.
I start today with rousing congratulations to the new graduates.
I realize that some of you may be thinking that condolences are more in order, but I don’t agree. Yes, the market is not great for new lawyers. Yes, many of you have large student loans to worry about. But you are the holders of a degree many people can only dream of acquiring. And that degree is more than a piece of paper. It is evidence that you think differently today–you’ve been taught to do so critically and analytically. You attack problems differently because you have new tools for doing so. You demand proof of propositions you used to take for granted. Best of all, you understand that every complicated problem will, when properly studied, turn out to be even more complicated.
You’ve had three years of study with some great teachers. They’ve opened your minds to new possibilities. They’ve forced you to think harder than you thought you ever could. You may have worked on a law review. You may have taken part in moot problems you might never have imagined. You may have had internships–some of which were in federal court, which has given me a chance to get to know you– and those have enabled you to put into practice your classroom learning. And now, after what loomed as an eternity three years ago, you’re joining the ranks of the legal profession.
Many people have contributed to make this day a reality: parents, spouses, partners, teachers, professors, friends, the taxpayers of the state of Wisconsin. All of them believe that their investment in you is a valuable one.
Yes, the future is uncertain. But uncertainty is a fact of life. I can assure you that you are not the first or the last class to graduate into uncertainty. I always keep in mind that Nathan Heffernan, who was chief justice of the Wisconsin Supreme Court from 1983 to 1995, started his career in the only job he could find at the time of his law school graduation, which was as an insurance claims adjuster.
What is certain is that the world as we know it today will not be the world of tomorrow.
Fifty years ago, people graduating from law school were worried about the war in between the words of the Constitution and the reality of life for so many of the nation’s citizens, but they had no idea of the protests that would take place in a few years as more people began to claim their rightful place in American society. In 1963, those graduates were mostly unaware of the civil rights movement that was simmering in Nashville and that would eventually change our country forever.
The world you are entering is in its usual and fractious state, although the causes and the disagreements are different. It seems possible that governmental functions will reach a permanent condition of stasis unless courageous and enlightened people can find areas in which they can cooperate and compromise. The middle east poses a multitude of threats and opportunities, as do many other areas of the world. The widening income gap in the United States is worrisome, as is the diminution of personal privacy.
The point is that life is never settled or determinable in advance. The next fifty years are as unknowable to you as the last fifty were in 1963 to those, like me, who graduated from law school then. None of us graduates with a script; we all improvise and adjust as we perform our roles in a play in which there are no rehearsals, often finding about.
But it is this very uncertainty for which lawyers are trained. Big challenges, seemingly insoluble problems, conflict of all kinds, confrontations–they’re all grist for the lawyer’s mill. Mediating disagreements, finding common ground, defending the rights of minorities, holding those in power accountable when they abuse their power, finding solutions to problems, helping businesses grow, expand and create jobs, advising nonprofit corporations, defending the Constitution–that’s what your training has prepared you to do.
It is wholly improbable that lawyers will be underemployed for long, given the need for them in every area. With your law degree, you have skills too valuable to go unused for long. Some of you will find those skills indispensable in a job outside the legal profession; some of you will take the more traditional routes of working for a firm, or the government or a nonprofit organization providing legal services. Some of you will end up teaching. Some of you will make your contribution in politics, a field perennially in need of smart, well educated lawyers who understand the world and the Constitution about finding work.
You may have to be innovators and the inventors of your own jobs, as the media keeps predicting. That seems to be part of the future: the stars of the future will be those who can invent not just new products but whole new ways of working.
For those of you with these skills, I challenge you. Imagine a way of integrating technology with legal skills and information. Think about providing legal help to the hundreds of thousands, even millions, of people in our country who need lawyers and cannot afford them. It is a daunting challenge, especially because the only way to make it work is to make it profitable. But it is enormously important.
How can it be good for a democracy to have the kind of mismatch between legal needs and underutilized lawyers that we do? Consider these realities:
The vast majority of people seeking a divorce are unrepresented.
Parents who face the loss of their children in court actions to terminate parental rights have no right to appointed counsel.
Few persons facing foreclosure have counsel, including members of the armed
forces while they are deployed. Legal aid agencies are overworked and lack the funding to add lawyers.
It is clear that the present fee-for-service model isn’t working for these people. It is also clear that reliance on governmental or philanthropic funding is not an answer. We know how untreated medical problems can drag people down; unfilled legal needs can have the same effect. This country needs to learn how to help the millions of people whose lives could be improved and who could be contributors to society if their legal problems were be resolved.
Perhaps it’s time to rethink the assumption that legal services always have to be individualized. Maybe ideas like LegalZoom.com an answer–or at least a marker on the road to something better. Are there other, better ways of delivering and paying for legal services?
I challenge you to come up with new ideas for other problems and to question everything. Does law school have to be three years long? Should lawyers continue to better ways to organize and provide legal services? Can courts be more effective and productive? Are the prison and probation systems doing as good a job as they could of reducing crime rates and turning out offenders ready to take their proper place in the community?
You are in the position to take a fresh look at what is not working as well as it could be in our country. You can help effect change. You can do your part in making the words of the Constitution a reality for more people. You have the legal education and you have a big advantage most of us older lawyers do not, which is an innate awareness of the possibilities of electronic media.
On a personal note, my wish for each of you is to find work to do that will engage all of your talents, provide you challenges and satisfaction, free you from the shadow of debt–and even give you time for a life.
The law has given me unimaginable opportunities. From the vantage point of the judge’s bench, I have seen drama more exciting than any movie; I have seen lawyers of amazing talent. I have had fascinating cases to decide (along with many not so fascinating); some of these cases have been of great interest to the public; others have been important only to the parties. I have learned more about our society than I would have thought possible, about criminal schemes to defraud, about drug conspiracies, about family feuds over money and property, about patent litigation and about all forms of discrimination. I have had a glimpse into the unimaginable misery of the lives of some of the poorest and most deprived members of our society and have seen as well bits of the lives of some of the most fortunate and prominent members. I have seen firsthand how important the law is to people at every level of society and how every person values fairness and a chance to be vindicated. I have seen how lawyers have given them that chance and how hard the lawyers have worked in doing so.
I still believe that the law is an honorable profession and that those who practice it are among the luckiest people I know. Even with its flaws and shortcomings, it remains the bulwark of our society. I hope that you, too, will find your careers rewarding. I hope you will continue the work of your predecessors in improving the profession and in making legal services more accessible to more people. Good luck and congratulations.
M. Night Shyamalan Takes on Education Reform
M. Night Shyamalanhas spent most of his career as a filmmaker coming up with supernatural plotlines and creepy characters, but these days, he says, he’s got a different sort of fantasy character in mind: Clark Kent, the nerdy, bookish counterpart to the glamorous, highflying Superman.
Best known for producing films such as “The Sixth Sense” and “The Village,” Mr. Shyamalan is about to come out with a book called “I Got Schooled” on the unlikely subject of education reform. He’s the first to admit what a departure it is from his day job. “When you say ‘ed reform’ my eyes glaze over,” Mr. Shyamalan says, laughing. “I was going to have some provocative title like ‘Sex, Scandals and Drugs,’ and then at the bottom say: ‘No, really this is about ed reform.”
…….
Until recently, he says, moviemaking was his real passion. “I’m not a do-gooder,” he says. Still, after the commercial success of his early movies, he wanted to get involved in philanthropy. At first, he gave scholarships to inner-city children in Philadelphia, but he found the results disheartening. When he met the students he had supported over dinner, he could see that the system left them socially and academically unprepared for college. “They’d been taught they were powerless,” he says.
He wanted to do more. He decided to approach education like he did his films: thematically. “I think in terms of plot structure,” he says. He wondered if the problems in U.S. public schools could be traced to the country’s racial divisions. Because so many underperforming students are minorities, he says, “there’s an apathy. We don’t think of it as ‘us.’ ”
One reason that countries such as Finland and Singapore have such high international test scores, Mr. Shyamalan thinks, is that they are more racially homogenous. As he sees it, their citizens care more about overall school performance–unlike in the U.S., where uneven school quality affects some groups more than others. So Mr. Shyamalan took it upon himself to figure out where the education gap between races was coming from and what could be done about it.
An idea came to him over dinner with his wife and another couple who were both physicians. One of them, then the chief resident at a Pennsylvania hospital, said that the first thing he told his residents was to give their patients several pieces of advice that would drastically increase their health spans, from sleeping eight hours a day to living in a low-stress environment. The doctor emphasized that the key thing was doing all these things at the same time–not a la carte.
“That was the click,” says Mr. Shyamalan. It struck him that the reason the educational research was so inconsistent was that few school districts were trying to use the best, most proven reform ideas at once. He ultimately concluded that five reforms, done together, stand a good chance of dramatically improving American education. The agenda described in his book is: Eliminate the worst teachers, pivot the principal’s job from operations to improving teaching and school culture, give teachers and principals feedback, build smaller schools, and keep children in class for more hours.
Over the course of his research, Mr. Shyamalan found data debunking many long-held educational theories. For example, he found no evidence that teachers who had gone through masters programs improved students’ performance; nor did he find any confirmation that class size really mattered. What he did discover is plenty of evidence that, in the absence of all-star teachers, schools were most effective when they put in place strict, repetitive classroom regimens.Ah, content knowledge!
Science Is Not Your Enemy An impassioned plea to neglected novelists, embattled professors, and tenure-less historians
The great thinkers of the Age of Reason and the Enlightenment were scientists. Not only did many of them contribute to mathematics, physics, and physiology, but all of them were avid theorists in the sciences of human nature. They were cognitive neuroscientists, who tried to explain thought and emotion in terms of physical mechanisms of the nervous system. They were evolutionary psychologists, who speculated on life in a state of nature and on animal instincts that are “infused into our bosoms.” And they were social psychologists, who wrote of the moral sentiments that draw us together, the selfish passions that inflame us, and the foibles of shortsightedness that frustrate our best-laid plans.
These thinkers–Descartes, Spinoza, Hobbes, Locke, Hume, Rousseau, Leibniz, Kant, Smith–are all the more remarkable for having crafted their ideas in the absence of formal theory and empirical data. The mathematical theories of information, computation, and games had yet to be invented. The words “neuron,” “hormone,” and “gene” meant nothing to them. When reading these thinkers, I often long to travel back in time and offer them some bit of twenty-first-century freshman science that would fill a gap in their arguments or guide them around a stumbling block. What would these Fausts have given for such knowledge? What could they have done with it?
“The School District of Choice in Dane County”
MMSD School Board President Ed Hughes said that public education these days is under a lot of pointed criticism if not under an outright attack. “Initiatives like the voucher expansion program are premised on the notion that urban traditional public schools are not up to the task of effectively educating a diverse body of students,” Hughes says. “We’re out to prove that they are wrong. We agree with Superintendent Cheatham that in Madison all of the pieces are in place for us to be successful. Following the framework that she will describe to you, we set the goal for ourselves to be the model of a thriving urban school district that is built on strong community partnerships as well as genuine collaboration of teachers and staff. As we do that, we will be the school district of choice in Dane County.”
Cheatham said that Madison has a lot of great things going for it, but also had its share of challenges.
“A continually changing set of priorities has made it difficult for our educators to remain focused on the day-to-day work of teaching and learning, a culture of autonomy that has made it difficult to guaranteed access to a challenging curriculum for all students,” Cheatham said. “The system is hard for many of our students to navigate which results in too many of our students falling through the cracks.”
It starts with a simple but bold vision that every school is a thriving school that prepares every student for college, career, and community. “From now on, we will be incredibly focused on making that day-to-day vision become a reality,” she said.
“Many districts create plans at central office and implement them from the top down. Instead, schools will become the driving force of change in Madison,” Cheatham said. “Rather than present our educators with an ever-changing array of strategies, we will focus on what we know works — high quality teaching, coherent instruction, and strong leadership — and implement these strategies extremely well.”Related: The Dichotomy of Madison School Board Governance: “Same Service” vs. “having the courage and determination to stay focused on this work and do it well is in itself a revolutionary shift for our district”.
“The notion that parents inherently know what school is best for their kids is an example of conservative magical thinking.”; “For whatever reason, parents as a group tend to undervalue the benefits of diversity in the public schools….”.
Madison’s long term, disastrous reading results.
Efforts to Recruit Poor Students Lag at Some Elite Colleges
With affirmative action under attack and economic mobility feared to be stagnating, top colleges profess a growing commitment to recruiting poor students. But a comparison of low-income enrollment shows wide disparities among the most competitive private colleges. A student at Vassar, for example, is three times as likely to receive a need-based Pell Grant as one at Washington University in St. Louis.
“It’s a question of how serious you are about it,” said Catharine Bond Hill, the president of Vassar. She said of colleges with multibillion-dollar endowments and numerous tax exemptions that recruit few poor students, “Shame on you.”
At Vassar, Amherst College and Emory University, 22 percent of undergraduates in 2010-11 received federal Pell Grants, which go mostly to students whose families earn less than $30,000 a year. The same year, the most recent in the federal Department of Education database, only 7 percent of undergraduates at Washington University were Pell recipients, and 8 percent at Washington and Lee University were, according to research by The New York Times.
Researchers at Georgetown University have found that at the most competitive colleges, only 14 percent of students come from the lower 50 percent of families by income. That figure has not increased over more than two decades, an indication that a generation of pledges to diversify has not amounted to much. Top colleges differ markedly in how aggressively they hunt for qualified teenagers from poorer families, how they assess applicants who need aid, and how they distribute the available aid dollars.
Some institutions argue that they do not have the resources to be as generous as the top colleges, and for most colleges, with meager endowments, that is no doubt true. But among the elites, nearly all of them with large endowments, there is little correlation between a university’s wealth and the number of students who receive Pell Grants, which did not exceed $5,550 per student last year.
Related:Travis Reginal and Justin Porter were friends back in Jackson, Miss. They attended William B. Murrah High School, which is 97 percent African-American and 67 percent low income. Murrah is no Ivy feeder. Low-income students rarely apply to the nation’s best colleges. But Mr. Reginal just completed a first year at Yale, Mr. Porter at Harvard. Below, they write about their respective journeys.
Reflections on the Road to Yale: A First-Generation Student Striving to Inspire Black Youth by Travis Reginal:For low-income African-American youth, the issue is rooted in low expectations. There appear to be two extremes: just getting by or being the rare gifted student. Most don’t know what success looks like. Being at Yale has raised my awareness of the soft bigotry of elementary and high school teachers and administrators who expect no progress in their students. At Yale, the quality of your work must increase over the course of the term or your grade will decrease. It propelled me to work harder.
Reflections on the Road to Harvard: A Classic High Achiever, Minus the Money for a College Consultant by Justin Porter
I do not believe that increasing financial aid packages and creating glossy brochures alone will reverse this trend. The true forces that are keeping us away from elite colleges are cultural: the fear of entering an alien environment, the guilt of leaving loved ones alone to deal with increasing economic pressure, the impulse to work to support oneself and one’s family. I found myself distracted even while doing problem sets, questioning my role at this weird place. I began to think, “Who am I, anyway, to think I belong at Harvard, the alma mater of the Bushes, the Kennedys and the Romneys? Maybe I should have stayed in Mississippi where I belonged.”
Teacher training program uses rigorous preparation to produce great instructors
Ben Velderman The Match Education organization has developed a reputation over the past 12 years for operating several high-quality charter schools throughout the Boston area. Now the organization is garnering national attention for its approach to training future teachers. It all began in 2008, when Match officials opened a two-year teacher training program for graduate […]
Kennedy Center picks Madison for arts education push
All young children in Madison public schools would have greater access to the arts under a program being launched in the city this fall by the Kennedy Center.
The Washington, D.C.-based Kennedy Center — best known as a national showcase and landmark hub of the arts — has selected Madison as the 12th U.S. city for its “Any Given Child” program. The initiative is designed to create a long-range arts education plan to reach every public school student in grades K-8.
“The (Madison) district has specific goals about closing the achievement gap, and we know that the arts can help achieve that,” said Ray Gargano, director of programming and community engagement for the Overture Center for the Arts, which is coordinating the local side of Any Given Child.
In the first year of the multi-year program, two representatives from the Kennedy Center will assist a committee of about 35 local citizens to audit the arts resources in every Madison elementary and middle school, said Darrell Ayers, vice-president of education for the Kennedy Center.
That information will be used to create a long-term plan to make sure healthy arts programs are happening in every school for every child, not just some.
“The next two or three years (following the audit), we stay with the community to assure that the work is going to be completed,” Ayers said. “We’re not bringing money, but we’re certainly bringing expertise. We’ve done this in a number of communities and been very successful.”
Statistics: Male Students Are Falling Behind
Our great nation is known for the constant pursuit of equality and for “offering every citizen “life, liberty and the pursuit of happiness.” In education, while there is an increasing focus on minority achievement, especially for African American and Hispanic students, few people are acknowledging the growing disparity in gender achievement in the United States.
According to New York Times bestselling author Michael Gurian, for every 100 girls suspended from elementary and secondary school, 250 boys are suspended. For every 100 girls diagnosed with a learning disability, 276 boys are so diagnosed. Also, for every 100 girls expelled from school, 355 boys are expelled.
Similarly, boys are expelled from preschool at five times the rate of girls, and boys are 60% more likely to be held back in kindergarten than girls. More girls than boys take college prep courses in high school and take the SAT. On average, girls get better grades than boys and graduate with high GPA’s. Considering these statistics it is not at all surprising that more girls receive college degrees.
In his book, Why Boys Fail, Richard Whitmire reports that the reading skills of the average 17-year-old boy have steadily declined over the last 20 years. According to estimates, if 5% more boys completed high school and matriculated to college, the nation would save $8 billion a year in welfare and criminal justice costs.
Madison’s Proposed Property Tax Increase: Additional links, notes and emails
I received a kind email from Madison School Board President Ed Hughes earlier today regarding the proposed property tax increase associated with the 2013-2014 District budget.
Ed’s email:Jim —
Your comparison to the tax rates in Middleton is a bit misleading. The Middleton-Cross Plains school district that has a mill rate that is among the lowest in Dane County. I am attaching a table (.xls file) that shows the mill rates for the Dane County school districts. As you will see, Madison’s mill rate is lower than the county average, though higher than Middleton’s. (Middleton has property value/student that is about 10% higher than Madison, which helps explain the difference.)
The table also includes the expenses/student figures relied upon by DPI for purposes of calculating general state aid for the 2012-13 school year. You may be surprised to see that Madison’s per-student expenditures as measured for these purposes is among the lowest in Dane County. Madison’s cost/student expenditures went up in the recently-completed school year, for reasons I explain here: http://tinyurl.com/obd2wty
EdMy followup email:
Hi Ed:
Thanks so much for taking the time to write and sending this along – including your helpful post.
I appreciate and will post this information.
That said, and as you surely know, “mill rate” is just one part of the tax & spending equation:
1. District spending growth driven by new programs, compensation & step increases, infinite campus, student population changes, open enrollment out/in,
2. ongoing “same service” governance, including Fund 80,
3. property tax base changes (see the great recession),
4. exempt properties (an issue in Madison) and
5. growth in other property taxes such as city, county and tech schools.
Homeowners see their “total” property taxes increasing annually, despite declining to flat income. Middleton’s 16% positive delta is material and not simply related to the “mill rate”.
Further, I continue to be surprised that the budget documents fail to include total spending. How are you evaluating this on a piecemeal basis without the topline number? – a number that seems to change every time a new document is discussed.
Finally, I would not be quite as concerned with the ongoing budget spaghetti if Madison’s spending were more typical for many districts along with improved reading results. We seem to be continuing the “same service” approach of spending more than most and delivering sub-par academic results for many students. (Note the recent expert review of the Madison schools Analysis: Madison School District has resources to close achievement gap.)
That is the issue for our community.
Best wishes,
Jim
Related: Middleton-Cross Plains’ $91,025,771 2012-2013 approved budget (1.1mb PDF) for 6,577 students, or $13,840.01 per student, roughly 4.7% less than Madison’s 2012-2013 spending.
Work to improve ALL schools in Milwaukee
Abby Andrietsch and Kole Knueppel, via several kind reader emails:
Charter. Choice. Public.
In recent weeks, these words became more politically charged than ever before. They are emblematic of the divisive debate surrounding school funding and policy changes included in the new state budget.
Now, the time for discussion and deliberation is over. The budget is law. It is time for Milwaukee’s education stakeholders to move forward and to do so together for the benefit of all our city’s children — no matter what type of school they attend. For the sake of our city’s prosperity and quality of life today and in the future, we must turn our collective efforts toward improving the quality of all schools.
Despite decades of effort, too many Milwaukee children still lack access to an effective, high-quality education. In fact, we have the largest racial achievement gap in the country. Without the opportunity to attend an excellent school, students will continue to fall behind, their challenges compounding into insurmountable roadblocks to success in academics and life.
In Milwaukee, there are great Milwaukee Public Schools, choice schools and charter schools. Still, each of these categories contains some of the worst schools in our community. Instead of bickering over how schools are organized, we need more collaboration and sharing of best practices across all three sectors. We need to work together to ensure that every type of school is capable of equipping students for the future.
Since 2010, Schools That Can Milwaukee has partnered with and supported high-quality and high-potential schools across all three sectors to close the Milwaukee achievement gap and ensure all students have the opportunity to learn and succeed. By focusing on kids and quality instead of the differences between school types, STCM is leading an unprecedented cross-sector collaboration of talented leaders from MPS, charter and choice schools serving predominantly low-income students.
Over the past three years, schools supported by STCM have outperformed their Milwaukee peers on the annual standardized Wisconsin Knowledge and Concepts Exam, and many also have beaten state test score averages. During the 2013-’14 school year, STCM will work with 35 traditional MPS, charter and choice schools, supporting more than 150 school and teacher leaders reaching over 13,000 students. Not only are these leaders coming together with a vision of excellence for their own schools, but also a larger vision of quality for our community and our children.
A Game-Changing Education Book from England
Our educators now stand ready to commit the same mistakes with the Common Core State Standards. Distressed teachers are saying that they are being compelled to engage in the same superficial, content-indifferent activities, given new labels like “text complexity” and “reading strategies.” In short, educators are preparing to apply the same skills-based notions about reading that have failed for several decades.
E. D. Hirsch, Jr.A British schoolteacher, Daisy Christodoulou, has just published a short, pungent e-book called Seven Myths about Education. It’s a must-read for anyone in a position to influence our low-performing public school system. The book’s focus is on British education, but it deserves to be nominated as a “best book of 2013″ on American education, because there’s not a farthing’s worth of difference in how the British and American educational systems are being hindered by a slogan-monopoly of high-sounding ideas–brilliantly deconstructed in this book.
Ms. Christodoulou has unusual credentials. She’s an experienced classroom teacher. She currently directs a non-profit educational foundation in London, and she is a scholar of impressive powers who has mastered the relevant research literature in educational history and cognitive psychology. Her writing is clear and effective. Speaking as a teacher to teachers, she may be able to change their minds. As an expert scholar and writer, she also has a good chance of enlightening administrators, legislators, and concerned citizens.
Ms. Christodoulou believes that such enlightenment is the great practical need these days, because the chief barriers to effective school reform are not the usual accused: bad teacher unions, low teacher quality, burdensome government dictates. Many a charter school in the U.S. has been able to bypass those barriers without being able to produce better results than the regular public schools they were meant to replace. No wonder. Many of these failed charter schools were conceived under the very myths that Ms. Christodoulou exposes. It wasn’t the teacher unions after all! Ms. Christodoulou argues convincingly that what has chiefly held back school achievement and equity in the English-speaking world for the past half century is a set of seductive but mistaken ideas.
She’s right straight down the line. Take the issue of teacher quality. The author gives evidence from her own experience of the ways in which potentially effective teachers have been made ineffective because they are dutifully following the ideas instilled in them by their training institutes. These colleges of education have not only perpetuated wrong ideas about skills and knowledge, but in their scorn for “mere facts” have also deprived these potentially good teachers of the knowledge they need to be effective teachers of subject matter. Teachers who are only moderately talented teacher can be highly effective if they follow sound teaching principles and a sound curriculum within a school environment where knowledge builds cumulatively from year to year.
Here are Ms Christodoulou’s seven myths:
1 – Facts prevent understanding
2 – Teacher-led instruction is passive
3 – The 21st century fundamentally changes everything
4 – You can always just look it up
5 – We should teach transferable skills
6 – Projects and activities are the best way to learn
7 – Teaching knowledge is indoctrination
Each chapter follows the following straightforward and highly effective pattern. The “myth” is set forth through full, direct quotations from recognized authorities. There’s no slanting of the evidence or the rhetoric. Then, the author describes concretely from direct experience how the idea has actually worked out in practice. And finally, she presents a clear account of the relevant research in cognitive psychology which overwhelmingly debunks the myth. Ms. Christodoulou writes: “For every myth I have identified, I have found concrete and robust examples of how this myth has influenced classroom practice across England. Only then do I go on to show why it is a myth and why it is so damaging.”
This straightforward organization turns out to be highly absorbing and engaging. Ms. Christodoulou is a strong writer, and for all her scientific punctilio, a passionate one. She is learned in educational history, showing how “21st-century” ideas that invoke Google and the internet are actually re-bottled versions of the late 19th-century ideas which came to dominate British and American schools by the mid-20th century. What educators purvey as brave such as “critical-thinking skills” and “you can always look it up” are actually shopworn and discredited by cognitive science. That’s the characteristic turn of her chapters, done especially effectively in her conclusion when she discusses the high-sounding education-school theme of hegemony:
I discussed the way that many educational theorists used the concept of hegemony to explain the way that certain ideas and practices become accepted by people within an institution. Hegemony is a useful concept. I would argue that the myths I have discussed here are hegemonic within the education system. It is hard to have a discussion about education without sooner or later hitting one of these myths. As theorists of hegemony realise, the most powerful thing about hegemonic ideas is that they seem to be natural common sense. They are just a normal part of everyday life. This makes them exceptionally difficult to challenge, because it does not seem as if there is anything there to challenge. However, as the theorists of hegemony also realised, hegemonic ideas depend on certain unseen processes. One tactic is the suppression of all evidence that contradicts them. I trained as a teacher, taught for three years, attended numerous in-service training days, wrote several essays about education and followed educational policy closely without ever even encountering any of the evidence about knowledge I speak of here, let alone actually hearing anyone advocate it….For three years I struggled to improve my pupils’ education without ever knowing that I could be using hugely more effective methods. I would spend entire lessons quietly observing my pupils chatting away in groups about complete misconceptions and I would think that the problem in the lesson was that I had been too prescriptive. We need to reform the main teacher training and inspection agencies so that they stop promoting completely discredited ideas and give more space to theories with much greater scientific backing.
The book has great relevance to our current moment, when a majority of states have signed up to follow new “Common Core Standards,” comparable in scope to the recent experiment named “No Child Left Behind,” which is widely deemed a failure. If we wish to avoid another one, we will need to heed this book’s message. The failure of NCLB wasn’t in the law’s key provisions that adequate yearly progress in math and reading should occur among all groups, including low-performing ones. The result has been some improvement in math, especially in the early grades, but stasis in most reading scores. In addition, the emphasis on reading tests has caused a neglect of history, civics, science, and the arts.
Ms. Christodoulou’s book indirectly explains these tragic, unintended consequences of NCLB, especially the poor results in reading. It was primarily the way that educators responded to the accountability provisions of NCLB that induced the failure. American educators, dutifully following the seven myths, regard reading as a skill that could be employed without relevant knowledge; in preparation for the tests, they spent many wasted school days on ad hoc content and instruction in “strategies.” If educators had been less captivated by anti-knowledge myths, they could have met the requirements of NCLB, and made adequate yearly progress for all groups. The failure was not in the law but in the myths.
Our educators now stand ready to commit the same mistakes with the Common Core State Standards. Distressed teachers are saying that they are being compelled to engage in the same superficial, content-indifferent activities, given new labels like “text complexity” and “reading strategies.” In short, educators are preparing to apply the same skills-based notions about reading that have failed for several decades.
Of course! They are boxed in by what Ms. Christodoulou calls a “hegemonic” thought system. If our hardworking teachers and principals had known what to do for NCLB– if they had been uninfected by the seven myths–they would have long ago done what is necessary to raise the competencies of all students, and there would not have been a need for NCLB. If the Common Core standards fail as NCLB did, it will not be because the standards themselves are defective. It will be because our schools are completely dominated by the seven myths analyzed by Daisy Christodoulou. This splendid, disinfecting book needs to be distributed gratis to every teacher, administrator, and college of education professor in the U.S. It’s available at Amazon for $9.99 or for free if you have Amazon Prime.
Redux: Up, Down & Transparency: Madison Schools Received $11.8M more in State Tax Dollars last year, Local District Forecasts a Possible Reduction of $8.7M this Year; taxes up 9% a few years ago
Madison’s aid amount is about the same as it was in 2010-11. The district received a $15 million boost in aid last year mostly because 4-year-old kindergarten enrollment added about 2,000 students.
The Madison School Board taxed the maximum amount allowed last year, resulting in a 1.75 percent property tax increase. That amount was low compared to previous years because of the state aid increase. The additional funds allowed the district to spend more on building maintenance and a plan to raise low-income and minority student achievement.
Property tax increase coming
Cheatham said she hopes to propose a lower property tax increase than 6.8 percent when she introduces her budget on July 15. A group of local and national experts recently advised the district that it should reallocate more funding from the administration into classrooms. Cheatham expects to do a deeper review of district finances for the 2014-15 budget.
“I would not be reluctant to ask the taxpayers of Madison to support us with additional funding moving forward if I knew that we were spending every dollar in the best possible way to support the students in our school district,” Cheatham said. “I’ll know that next budget cycle.”
To reduce the budget, Cheatham said she doesn’t expect any major changes that will affect classroom learning.
Instead she could cut a 1.5 percent proposed increase in the employee salary schedule, reduce maintenance spending or make some previously recommended reductions in administrative positions.Much more in the 2013-2014 budget, here.
Related: Up, Down & Transparency: Madison Schools Received $11.8M more in State Tax Dollars last year, Local District Forecasts a Possible Reduction of $8.7M this Year.
Madison spends significantly more per student than most districts. Property taxes were increased 9% just a few years ago.
Finally the ongoing tax increases may play a role in Madison School Board member Mary Burke’s rumored race for Governor
Promise of Prizes Helps People Save
Can the lure of gambling be used to help people save?
A new working paper published by the National Bureau of Economic Research explores the possibility of using lotteries to induce savings behavior. The concept is called a prize-linked savings (PLS) account, in which holders have the chance of winning cash or other kinds of prizes for contributing money.
The authors of the paper — Emel Filiz-Ozbay, Jonathan Guryan, Kyle Hyndman, Melissa Schettini Kearney and Erkut Y. Ozbay — conducted a controlled experiment with 96 University of Marylandstudents to compare the success of a PLS account to that of a standard interest-bearing account. They found that participants were more likely to save when offered the possibility of winning a prize. “To the best of our knowledge, this is the first evidence showing that PLS products are more effective at inducing savings as compared to a standard interest bearing account offering the same expected return,” write the authors.
South Korea Tries to Curb Parents’ Education Spending
Housewife Ahn Jee Eun began looking for a job to supplement her husband’s income after the cost of sending their twin 3-year-old daughters to preschool pushed the family’s bank account into the red. “My husband and I are spending about half of our income on education,” says Ahn, who pays more than 1.7 million won ($1,500) a month on tuition. Ahn says she’d rather spend less on groceries than pull her girls out of their exclusive kindergarten, where the other kids are from wealthy families and the mothers know which schools and tutors are the best.
In the latest quarter, private consumption in South Korea fell the most since the 2009 global recession. Heavy spending on schools and tutors had an impact. “The cost of education is the biggest contributor to the decline in household spending after household debt,” says Lee Ji Sun, an economist at the LG Economic Research Institute. “Worse, some are taking out new loans to pay for schooling.”
In mid-June, President Park Geun Hye set up a task force to scale back a common practice in Korean high schools: teaching material not required by national curriculum standards and thus forcing one high school student in five to seek help from private tutors. The Ministry of Education said on June 14 that out of 17,158 private schools or tutors investigated by regulators over the past three months, almost 1,900 had broken some or all of the rules regulating the fees parents pay for extra schooling, as well as the 10 p.m. curfew after which private schools and tutors cannot teach students.
Go to Homeschool My Education Among the Strange Kids of Rural Georgia in the 90s
“To a very great degree, school is a place where children learn to be stupid.” – John Holt
My brother’s first-grade classroom was a repurposed janitor’s closet. There wasn’t enough room for aisles, so he and his 40 classmates would crawl over the tops of the desks to enter and exit the room. They went on exactly one field trip that year, to one of the actual, honest-to-God classrooms the Cherokee County, Georgia, school system was frantically building to catch up to the massive influx of families moving to suburban Atlanta. “You’d better be on your best behavior,” his teacher said, “or we’ll never move into this classroom.” They never did.
I reckon that my fourth-grade classroom, on the other end of the school, didn’t suffer from as many health-code violations. There were a half-dozen leaks in the ceiling, but those would have probably helped if the classroom had ever caught on fire. We didn’t really have aisles either; the desks were arranged in a sort of amorphous jumble to avoid the drips from above.
My parents were more concerned with the curriculum than what the classroom looked like. In third grade up North, I was learning long division, and then we moved to Georgia, where I stepped down to single-digit addition and subtraction. Worksheets featured such problems as 6-2, 3+9, even the occasional 1+1. One day, the kid next to me scooted his desk over. I thought he was going to laugh with me about the 1+1. He spoke in a thoroughly Southern drawl I was still getting used to. “You know how to do this? I don’t get it,” he said as he pointed at the first problem on his worksheet. Eight plus zero.
Clay Christensen takes closer look at how online learning will disrupt K-12 education
When you first hear disruptive economics guru Clayton Christensen’s prediction that by 2019 half of all K-12 classes will be taught online, it’s easy to wonder if brick-and-mortar schools as we know them are on their way out.
But a new study released Thursday from his think tank, the Clayton Christensen Institute for Disruptive Innovation, depicts a future of education, particularly at the elementary school level, that isn’t nearly as stark as that. The paper, which refines theories on blended learning Christensen and his colleagues have laid out in the book “Disrupting Class” and other studies, introduces the idea of hybrid innovation. While Christensen’s famous theory of innovation mostly focuses on disruptive and sustaining innovations, the new paper offers the concept of the hybrid.
Often, the researchers argue, sectors experiencing disruption go through an extended phase in which old and new technology exist side by side, providing “the best of both worlds.” In education, many approaches to blended learning, which combine online instruction with traditional classroom learning, fall into this hybrid category.
Q&A: Temple Grandin on the Autistic Brain
Temple Grandin, a professor of animal science at Colorado State University, was one of the first autistic people to chronicle her life with the condition– and is now a bestselling author and well known for her innovative designs for handling livestock. Recently portrayed by Claire Danes in an Emmy-winning HBO movie about her life, Grandin spoke to TIME about her latest book, The Autistic Brain.
What most concerns you about the way we work with autistic children today?
How to Tell if College Presidents Are Overpaid
The Chronicle of Higher Education tells us the median salary of public university presidents rose 4.7 percent in 2011-12 to more than $440,000 a year. This increase vastly outpaced the rate of inflation, as well as the earnings of the typical worker in the U.S. economy. Perhaps, most relevant for this community, it also surpassed the compensation growth for university professors.
Moreover, the median statistic masks that several presidents earned more than double that amount. Pennsylvania State University’s Graham Spanier, best known for presiding over the worst athletic scandal in collegiate history, topped the list, earning $2,906,721 in total compensation. (He was forced to resign in November 2011 and was indicted in November 2012 on charges related to the Jerry Sandusky sex-abuse scandal.)
Spanier’s package will get the attention. But the outrage should be spread around. University presidents are becoming ever more plutocratic even as the students find it harder and harder to pay for their studies. University leaders claim institutional poverty as they enrich themselves. A perennial leader of the highest-paid list, Gordon Gee of Ohio State University (more than $1.8 million last year), paid $532 for a shower curtain for the presidential mansion.
School “Pay for Performance” Plan Shorts Low-Income, Urban Students
In his proposed budget, Governor Walker recommends setting aside a portion of education funding to distribute to schools based on their performance. While this proposal might sound attractive on the surface, it will result in significant funding increases for schools with few low-income students, disabled students, or English language learners. Schools with larger percentages of those students would be allocated a much smaller share of funding.
The Governor is advocating allocating the following amounts for schools over the coming two-year budget period, based on a school report card accountability measure developed by the Wisconsin Department of Public Instruction:
$24 million for schools that score in the highest category in DPI’s school report cards;
$30 million for schools that improve their score on the school report cards by at least three points over the previous year; and
$10 million for schools that score in the category of “fails to meet expectations,” if the school submits an improvement plan that is approved by DPI.
The disparities in the student population in the schools, and the higher dollar amount allocated for high-rated schools means that low-income students get relatively little out of this deal. Only one year of school report card data has been published so far, so it’s hard to know what kind of schools would be eligible for the money allocated for schools that improve their score. But we can make some generalizations on how the money would be distributed among the best- and worst-rated schools based using 2011-12 school report cards.
Has the future of college moved online? And, the “Cost Disease” Relationship
Gregory Nagy, a professor of classical Greek literature at Harvard, is a gentle academic of the sort who, asked about the future, will begin speaking of Homer and the battles of the distant past. At seventy, he has owlish eyes, a flared Hungarian nose, and a tendency to gesture broadly with the flat palms of his hands. He wears the crisp white shirts and dark blazers that have replaced tweed as the raiment of the academic caste. His hair, also white, often looks manhandled by the Boston wind. Where some scholars are gnomic in style, Nagy piles his sentences high with thin-sliced exposition. (“There are about ten passages–and by passages I simply mean a selected text, and these passages are meant for close reading, and sometimes I’ll be referring to these passages as texts, or focus passages, but you’ll know I mean the same thing–and each one of these requires close reading!”) When he speaks outside the lecture hall, he smothers friends and students with a stew of blandishment and praise. “Thank you, Wonderful Kevin!” he might say. Or: “The Great Claudia put it so well.” Seen in the wild, he could be taken for an antique-shop proprietor: a man both brimming with solicitous enthusiasm and fretting that the customers are getting, maybe, just a bit too close to his prized Louis XVI chair.
Nagy has published no best-sellers. He is not a regular face on TV. Since 1978, though, he has taught a class called “Concepts of the Hero in Classical Greek Civilization,” and the course, a survey of poetry, tragedy, and Platonic dialogues, has made him a campus fixture. Because Nagy’s zest for Homeric texts is boundless, because his lectures reflect decades of refinement, and because the course is thought to offer a soft grading curve (its nickname on campus is Heroes for Zeroes), it has traditionally filled Room 105, in Emerson Hall, one of Harvard’s largest classroom spaces. Its enrollment has regularly climbed into the hundreds.
……
Rather than writing papers, they take a series of multiple-choice quizzes. Readings for the course are available online, but students old-school enough to want a paper copy can buy a seven-hundred-and-twenty-seven-page textbook that Nagy is about to publish, “The Ancient Greek Hero in 24 Hours.”
…
At one extreme, edX has been developing a software tool to computer-grade essays, so that students can immediately revise their work, for use at schools that want it. Harvard may not be one of those schools. “I’m concerned about electronic approaches to grading writing,” Drew Gilpin Faust, the president of the university and a former history professor, recently told me. “I think they are ill-equipped to consider irony, elegance, and . . . I don’t know how you get a computer to decide if there’s something there it hasn’t been programmed to see.”
…
The answer is c). In Nagy’s “brick-and-mortar” class, students write essays. But multiple-choice questions are almost as good as essays, Nagy said, because they spot-check participants’ deeper comprehension of the text. The online testing mechanism explains the right response when students miss an answer.
…
It is also under extreme strain. In the mid-nineteen-sixties, two economists, William J. Baumol and William G. Bowen, diagnosed a “cost disease” in industries like education, and the theory continues to inform thinking about pressure in the system. Usually, as wages rise within an industry, productivity does, too. But a Harvard lecture hall still holds about the same number of students it held a century ago, and the usual means of increasing efficiency–implementing advances in technology, speeding the process up, doing more at once–haven’t seemed to apply when the goal is turning callow eighteen-year-olds into educated men and women. Although educators’ salaries have risen (more or less) in measure with the general economy over the past hundred years, their productivity hasn’t. The cost disease is thought to help explain why the price of education is on a rocket course, with no levelling in sight.
…
King rattled off three premises that were crucial to understanding the future of education: “social connections motivate,” “teaching teaches the teacher,” and “instant feedback improves learning.” He’d been trying to “flip” his own classroom. He took the entire archive of the course Listserv and had it converted into a searchable database, so that students could see whether what they thought was only their “dumb question” had been asked before, and by whom.
What if Finland’s great teachers taught in U.S. schools?
“To prepare young people for a more competitive economy, our school systems must have less competition.”
Many governments are under political and economic pressure to turn around their school systems for higher rankings in the international league tables. Education reforms often promise quick fixes within one political term. Canada, South Korea, Singapore and Finland are commonly used models for the nations that hope to improve teaching and learning in their schools. In search of a silver bullet, reformers now turn their eyes on teachers, believing that if only they could attract “the best and the brightest” into the teaching profession, the quality of education would improve.
“Teacher effectiveness” is a commonly used term that refers to how much student performance on standardized tests is determined by the teacher. This concept hence applies only to those teachers who teach subjects on which students are tested. Teacher effectiveness plays a particular role in education policies of nations where alternative pathways exist to the teaching profession.
In the United States, for example, there are more than 1,500 different teacher-preparation programs. The range in quality is wide. In Singapore and Finland only one academically rigorous teacher education program is available for those who desire to become teachers.
Likewise, neither Canada nor South Korea has fast-track options into teaching, such as Teach for America or Teach First in Europe. Teacher quality in high-performing countries is a result of careful quality control at entry into teaching rather than measuring teacher effectiveness in service.
In recent years the “no excuses”‘ argument has been particularly persistent in the education debate. There are those who argue that poverty is only an excuse not to insist that all schools should reach higher standards. Solution: better teachers. Then there are those who claim that schools and teachers alone cannot overcome the negative impact that poverty causes in many children’s learning in school.
Solution: Elevate children out of poverty by other public policies.
For me the latter is right. In the United States today, 23 percent of children live in poor homes. In Finland, the same way to calculate child poverty would show that figure to be almost five times smaller. The United States ranked in the bottom four in the recent United Nations review on child well-being.Related: MTEL 90: Teacher Content Knowledge Licensing Requirements Coming To Wisconsin…..
A Life of Science Was in the Cards
Anjelica L. Gonzalez I AM a proud member of a small, emerging class of minority women with careers in science, technology, engineering and mathematics — the STEM fields for short. As a professor at Yale University and a scientist in the field of tissue engineering, or regenerative medicine, I’m often asked how I got to […]
Milwaukee teacher’s linguistics class an example of valuable, enterprising course
Think of all the different ways you can say the word interesting. Different inflections carry different messages. Different accents change what letters are sounded or the number of syllables and can hint at your background. Probe the word and it can become really interesting – and educational.
Here’s another thing that’s interesting, educational and, I would add, a special jewel in Milwaukee education: The linguistics class at the Milwaukee School of Languages taught by Suzanne Loosen.
If I had taken this class when I was in high school, I would remember it to this day, 45 years later. Which got me thinking about two questions:
What makes a high school class especially memorable and valuable? What are we doing to encourage, support and respect classes such as this one and teachers such as Loosen?
A few things are special about Loosen’s class:
First, the course itself. Linguistics – “the scientific study of language,” as Loosen teaches her students – is normally a college-level subject. Best as Loosen knows, the course, an elective for 10th through 12th-grade students, is the only high school class in the nation devoted entirely to the subject, although many teachers include linguistics as part of broader courses.
Second, the enterprising aspects of creating the course. There are pluses to the increasingly standardized, regulated and monitored world of education. But there are minuses, like not seeing very often what Loosen offers: the creativity and zest of teaching a beloved subject that is a bit off the conventional path.
Top teachers merit more
School principals should know who their best teachers are, and those top performers deserve higher pay.
Jeff Charbonneau, honored last week by President Barack Obama at the White House as national teacher of the year, helps show why.
Charbonneau teaches chemistry, physics, engineering and architecture at Zillah High School in Zillah, Wash.
“I fight a stigma,” Charbonneau wrote in his award application. “Students hear the words ‘quantum mechanics’ and instantly think ‘too hard’ and ‘no way.’ It is my job to convince them that they are smart enough, that they can do anything.”
He’s succeeding. About two-thirds of juniors and seniors at the small, rural school are signing up for chemistry and physics. And nearly every student is graduating with some college credit, according to the Associated Press.
Charbonneau can award college credits to his high school students because he attained adjunct faculty status with local universities, and many of his fellow teachers at Zillah now are doing the same. Zillah offers 72 classes that can lead to college credits, and 90 percent of students go on to college, an apprenticeship or the military.Much more, here.
Time to Scrap Affirmative Action
ABOVE the entrance to America’s Supreme Court four words are carved: “Equal justice under law”. The court is pondering whether affirmative action breaks that promise. The justices recently accepted a case concerning a vote in Michigan that banned it, and will soon rule on whether the University of Texas’s race-conscious admissions policies are lawful. The question in both cases is as simple as it is divisive: should government be colour-blind?
America is one of many countries where the state gives a leg-up to members of certain racial, ethnic, or other groups by holding them to different standards. The details vary. In some countries, the policy applies only to areas under direct state control, such as public-works contracts or admission to public universities. In others, private firms are also obliged to take account of the race of their employees, contractors and even owners. But the effects are strikingly similar around the world (see article).
The burden of history
Many of these policies were put in place with the best of intentions: to atone for past injustices and ameliorate their legacy. No one can deny that, for example, blacks in America or dalits in India (members of the caste once branded “untouchable”) have suffered grievous wrongs, and continue to suffer discrimination. Favouring members of these groups seems like a quick and effective way of making society fairer.
Most of these groups have made great progress. But establishing how much credit affirmative action can take is hard, when growth also brings progress and some of the good–for example the confidence-boosting effect of creating prominent role models for a benighted group–is intangible. And it is impossible to know how a targeted group would have got on without this special treatment. Malays are three times richer in Singapore, where they do not get preferences, than in next-door Malaysia, where they do. At the same time, the downside of affirmative action has become all too apparent.
State Test Scores Confirm Urban League’s Concerns and Call to Action
The Madison Urban League, via a kind Kaleem Caire email:
FOR IMMEDIATE RELEASE
April 23, 2013
Media contact: Kaleem Caire
kcaire@ulgm.org
608.729.1249
Click Here for Urban League’s 2013-14 Agenda
State Test Scores Confirm Urban League’s Concerns and Call to Action
Madison, WI – Today, the Wisconsin Department of Public Instruction released students’ results on the annual statewide achievement test, Wisconsin Knowledge and Concepts Exam (WKCE). The results confirm concerns raised by the Urban League of Greater Madison, that disadvantaged students and students of color are severely underperforming in many of Wisconsin’s public schools, particularly in the Madison Metropolitan School District.
All Wisconsin public school students completed the test in November 2012. This revised test raised the standards of performance for all students, thereby providing a more accurate picture of students who are on track to graduate from high school academically ready to succeed in college or a career. Test results show that all students, regardless of their race, socioeconomic status or disability, are struggling to achieve to high standards in Madison-area public schools.
This afternoon, the Urban League of Greater Madison joined Madison Metropolitan School District Superintendent Jennifer Cheatham, and leaders of other community organizations, at a press conference where Cheatham shared MMSD’s results. Cheatham presented data showing that an astounding 92% of African American and 85% of Latino students are reading below their grade level, and 90% of African American and 77% of Latino children are failing in mathematics. The data further showed that a large percentage of white students have fallen behind as well, with 42% are reading below grade level and 33% failing in math.
In reflecting on the scores, Darrell Bazzell, the Chair of Urban League’s Board of Directors said, “These numbers are a stark message that Madison’s public schools are at a tipping point and that our community must embrace change. The implications for our region are profound. For the sake of our community and our children, Madison can, and must, do better for all students and families.”
Bazzell further stated that, “Every citizen in our community must say that ‘we will no longer harbor these gaps; that we accept responsibility for addressing these challenges; and that we will commit to doing all that we can to ensure all of our children succeed. We must also acknowledge where we are not succeeding and commit to change in smart, innovative and effective ways that lead to real progress for our kids’.”
In response to these troubling statistics, Urban League President and CEO, Kaleem Caire, shared that, “When 90% of Black children cannot read at their grade level, we are significantly reducing the possibility of success for an entire generation. This issue negatively affects not only this generation of children, but also the vitality of our entire region. If not addressed quickly, it will affect the quality of the lives of all citizens who call Madison home.” To address these challenges, Caire said “The Urban League is working to build a pipeline of high quality cradle to career educational and employment services that positively impact the entire family, move all children towards high performance, and prepare youth and adults for career success.” He further highlighted, “We have already begun working with the Madison Schools, other area school districts, employers and community partners to ensure that we attack the persistence of underachievement and other contributing factors, such as poverty, at its core. ”
The Urban League’s 2013-14 Strategic Plan creates opportunities that will help the community overcome these challenges. Caire enthusiastically shared that, “We are a community of great people, great teachers and great families who are passionate about helping others transform their lives. But our passion now must become our reality.”
About the Urban League of Greater Madison
The Urban League of Greater Madison’s mission is to ensure that African Americans and other community members are educated, employed and empowered to live well, advance professionally and contribute to the common good in the 21st Century. We are committed to transforming Greater Madison into the Best [place] in the Midwest for everyone to live, learn, and work. We are working to make this vision a reality through a comprehensive strategic empowerment agenda that includes programs & services, advocacy, and partnerships & coalition building. www.ulgm.org
Urban League of Greater Madison | 2222 S. Park Street | Suite 200 | Madison | WI | 53713Related: The rejected Madison Preparatory Academy IB charter school
Madison’s long term disastrous reading results.
The recently released WKCE results.
The Secrets of Princeton
SUSAN PATTON, the Princeton alumna who became famous for her letter urging Ivy League women to use their college years to find a mate, has been denounced as a traitor to feminism, to coeducation, to the university ideal. But really she’s something much more interesting: a traitor to her class.
Her betrayal consists of being gauche enough to acknowledge publicly a truth that everyone who’s come up through Ivy League culture knows intuitively — that elite universities are about connecting more than learning, that the social world matters far more than the classroom to undergraduates, and that rather than an escalator elevating the best and brightest from every walk of life, the meritocracy as we know it mostly works to perpetuate the existing upper class.
Every elite seeks its own perpetuation, of course, but that project is uniquely difficult in a society that’s formally democratic and egalitarian and colorblind. And it’s even more difficult for an elite that prides itself on its progressive politics, its social conscience, its enlightened distance from hierarchies of blood and birth and breeding.
Thus the importance, in the modern meritocratic culture, of the unacknowledged mechanisms that preserve privilege, reward the inside game, and ensure that the advantages enjoyed in one generation can be passed safely onward to the next.
My Little (Global) School
Thomas Friedman, via a kind reader’s email:
There was a time when middle-class parents in America could be — and were — content to know that their kids’ public schools were better than those in the next neighborhood over. As the world has shrunk, though, the next neighborhood over is now Shanghai or Helsinki. So, last August, I wrote a column quoting Andreas Schleicher — who runs the global exam that compares how 15-year-olds in public schools around the world do in applied reading, math and science skills — as saying imagine, in a few years, that you could sign on to a Web site and see how your school compares with a similar school anywhere in the world. And then you could take this information to your superintendent and ask: “Why are we not doing as well as schools in China or Finland?”
Well, that day has come, thanks to a successful pilot project involving 105 U.S. schools recently completed by Schleicher’s team at the Organization for Economic Cooperation and Development, which coordinates the Program for International Student Assessment, or PISA test, and Jon Schnur’s team at America Achieves, which partnered with the O.E.C.D. Starting this fall, any high school in America will be able to benchmark itself against the world’s best schools, using a new tool that schools can register for at www.americaachieves.org. It is comparable to PISA and measures how well students can apply their mastery of reading, math and science to real world problems.
The pilot study was described in an America Achieves report entitled “Middle Class or Middle of the Pack?” that is being released Wednesday. The report compares U.S. middle-class students to their global peers of similar socioeconomic status on the 2009 PISA exams.
The bad news is that U.S. middle-class students are badly lagging their peers globally. “Many assume that poverty in America is pulling down the overall U.S. scores,” the report said, “but when you divide each nation into socioeconomic quarters, you can see that even America’s middle-class students are falling behind not only students of comparable advantage, but also more disadvantaged students in several other countries.”
American students in the second quarter of socioeconomic advantage — mostly higher middle class — were significantly outperformed by 24 countries in math and by 15 countries in science, the study found. In the third quarter of socioeconomic advantage — mostly lower middle class — U.S. students were significantly outperformed by peers in 31 countries or regions in math and 25 in science.Related: www.wisconsin2.org
What Does Your MTI Contract Do for You? Health Insurance
Madison Teachers, Inc. Solidarity Newsletter, via a kind Jeannie Bettner email (PDF):
Since the late 1960’s, MTI members have had the benefit of the best health insurance available. Stressing the importance of having quality health insurance in providing economic security, members have made known that health insurance is their #1 priority via their responses to the Union’s Bargaining Survey. And, the Union not only was able to bargain specific benefits, such as acupuncture and extended mental health coverage, as demanded by MTI members, but due to a 1983 MTI victory in the Wisconsin Supreme Court, MTI was able to have an equal voice in which insurance company would provide the plan. This is important because varied insurance companies have different interpretations of the same insurance provisions.
Unfortunately, the District Administration took advantage of the increased leverage in negotiations enabled by Governor Walker’s Act 10, and forced concessions in health insurance and other Contract provisions, in exchange for agreeing to Collective Bargaining Agreements for MTI’s five bargaining units through June 2014.
Members who elected Physicians Plus health insurance under the revisions made by the District, will now lose that coverage June 30, 2013. For coverage effective July 1, options available are via Dean Health Plan, Group Health Cooperative and Unity. Each offers an HMO and a Point of Service Plan. The Point of Service enables greater coverage options, but at a higher premium.
Note: The three current carriers enabling a special open enrollment/annual choice to add or change coverage to members of ALL five MTI bargaining units until April 26, 2013. Changes in coverage will be effective July 1, 2013. The deadline for application to change coverage must be received in Human Resources by 5:00 p.m., April 26, 2013. The District has scheduled two health insurance information sessions for those with questions to seek answers from the above-referenced plans.
Health Insurance Information Sessions:
April 8 – La Follette Room C17 – 4:00 to 6:00 p.m. April 9 – Memorial Neighborhood Center – 4:00 to 6:00 p.m.
The Practical University
The best part of the rise of online education is that it forces us to ask: What is a university for?,
Are universities mostly sorting devices to separate smart and hard-working high school students from their less-able fellows so that employers can more easily identify them? Are universities factories for the dissemination of job skills? Are universities mostly boot camps for adulthood, where young people learn how to drink moderately, fornicate meaningfully and hand things in on time?
My own stab at an answer would be that universities are places where young people acquire two sorts of knowledge, what the philosopher Michael Oakeshott called technical knowledge and practical knowledge. Technical knowledge is the sort of knowledge you need to understand a task — the statistical knowledge you need to understand what market researchers do, the biological knowledge you need to grasp the basics of what nurses do.
Crucible of Change in Memphis as State Takes On Failing Schools
Not far off a scruffy boulevard lined with dollar stores and payday loan shops in a neighborhood of run-down brick bungalows, Corning Achievement Elementary School here is a pristine refuge, with gleaming tile floors and signs in classrooms proclaiming “Whatever it takes.”
In this Mississippi River town marked by pockets of entrenched poverty, some of the worst schools in the state are in the midst of a radical experiment in reinventing public education.
Last fall, Tennessee began removing schools with the lowest student test scores and graduation rates from the oversight of local school boards and pooling them in a special state-run district. Memphis, where the vast majority of public school students are black and from poor families, is ground zero: 80 percent of the bottom-ranked schools in the state are here.
Tennessee’s Achievement School District, founded as part of the state’s effort to qualify for the Obama administration’s Race to the Top grant, is one of a small handful of state-run districts intended to rejuvenate chronically struggling schools. Louisiana’s Recovery School District, created in 2003, is the best-known forerunner, and this year Michigan also set up a state district for failing schools. In February, Virginia legislators passed a measure to set up a similar statewide district.
The achievement district is a veritable petri dish of practices favored by data-driven reformers across the country and fiercely criticized by teachers’ unions and some parent groups.
Most of the schools will be run by charter operators. All will emphasize frequent testing and data analysis. Many are instituting performance pay for teachers and longer school days, and about a fifth of the new district’s recruits come from Teach for America, a program in which high-achieving college graduates work in low-income neighborhood schools. And the achievement district will not offer teachers tenure.
A Critique of the Wisconsin DPI and Proposed School Choice Changes
Chief among them has been this notion from state superintendent Tony Evers that the state’s new accountability system, known as state report cards, shouldn’t be used to determine which districts get vouchers.
Under Walker’s plan, districts with at least 4,000 students and two or more schools getting a D or an F under a new rating system would be eligible for vouchers. Evers — no fan of vouchers anyway — says the report cards were not intended for such use and need more refinement over several years.
But what was the purpose of spending more than a year working with a diverse group of education and business groups and state elected officials to create the report cards — which replaced the widely panned No Child Left Behind system — if not to use them to make consequential decisions about education?
On Thursday, Department of Public Instruction director of Education Information Services John Johnson called the report cards a “work in progress” that aren’t an appropriate tool for making a “major policy decision.”
Among their current limitations are that they are based on tests that are expected to change two years from now, they can’t show growth in high school student achievement, some schools weren’t rated, and there’s too little data to reliably identify trends in school performance.
Adam Gamoran, director of the UW-Madison-based Wisconsin Center for Education Research and a skeptic on voucher programs, agrees that the tool isn’t perfect and may well change, but “that doesn’t mean we shouldn’t use them now” to rate schools.
It’s also not as if DPI itself didn’t expect to use the report cards. Its budget request — which Walker didn’t include in his budget — included about $10.3 million over the next two years to replicate best practices from schools deemed high-performing by the report cards, as well as to help schools deemed low-performing by the report cards get better.John Nichols appears to support the present DPI approach. Status Quo K-12 vs a Little “Reform” Rhetoric at a Wisconsin Budget Hearing.
Related: The Wisconsin DPI in 2008:
“Schools should not rely on only WKCE data to gauge progress of individual students or to determine effectiveness of programs or curriculum”.
https://www.schoolinfosystem.org/archives/2013/03/wisconsin_educa_14.php
A citizen, parent, voter and taxpayer might ask what the DPI has been
with state and federal taxpayer dollars since 2008?
Meanwhile, Alabama (!), Minnesota, Florida and Massachusetts are
continuing to aim high and compare their students to the world.
http://nces.ed.gov/Timss/benchmark.asp
And, Vietnam is teaching computer science concepts in primary school.
https://www.schoolinfosystem.org/archives/2013/03/primary_school_.php
Teachers Cheating on Tests: Not a Big Deal
The Atlanta public-school system turns out to have engaged in widespread cheating, whereby teachers were pressured into altering their students’ test scores to create the illusion of massive gains. The test-cheating problem has become a favorite talking point for opponents of education reform. Eugene Robinson concludes that the whole idea of using tests to evaluate teachers or schools has been disproved: “It is time to acknowledge that the fashionable theory of school reform — requiring that pay and job security for teachers, principals and administrators depend on their students’ standardized test scores — is at best a well-intentioned mistake, and at worst nothing but a racket.”
This is a common reaction, but a highly perverse one. The factual premise — that connecting teacher and principal incentives to student achievement leads to more cheating — is probably true. Is this a reason to get rid of incentives? No, it isn’t.
Incentivizing any field increases the impetus to cheat. Suppose journalism worked the way teaching traditionally had. You get hired at a newspaper, and your advancement and pay are dictated almost entirely by your years on the job, with almost no chance of either becoming a star or of getting fired for incompetence. Then imagine journalists changed that and instituted the current system, where you can get really successful if your bosses like you or be fired if they don’t. You could look around and see scandal after scandal — phone hacking! Jayson Blair! NBC’s exploding truck! Janet Cooke! Stephen Glass! — that could plausibly be attributed to this frightening new world in which journalists had an incentive to cheat in order to get ahead.
It holds true of any field. If Major League Baseball instituted tenure, and maybe used tee-ball rules where you can’t keep score and everybody gets a chance to hit, it could stamp out steroid use. Students have been cheating on tests forever — massive, systematic cheating, you could say. Why? Because they have an incentive to do well. Give teachers and administrators an incentive for their students to do well, and more of them will cheat.
The Ivy League Was Another Planet
Claire Vaye Watkins In 12th grade, my friend Ryan and I were finalists for the Silver State Scholars, a competition to identify the “Top 100” seniors in Nevada. The finalists were flown to Lake Tahoe for two days of interviews. On the plane, Ryan and I met a boy from Las Vegas. Looking to size […]
Marquette Law School Poll shows range of public views of charter schools in Wisconsin
Marquette University Law School Poll:
A statewide Marquette Law School Poll conducted March 11-14 finds that voters view charter schools as enabling more choice in education options but are doubtful that students learn more in charter schools than in public schools. Seventy-one percent said charter schools offer more choice, while 18 percent disagreed. Thirty-four percent think students learn more in charter schools, but 51 percent disagree. The poll finds that voters have a mix of views about charter schools, reflecting varied evaluations of them as education alternatives.
Charter schools are publicly funded, independently operated schools that are allowed more flexibility over instruction and subject matter than traditional public schools. The poll also touched upon views of vouchers, which support students attending private and religious schools.
A large majority, 72 percent, think charter schools provide flexibility to meet student needs that may not be met in traditional public schools, while 16 percent disagree. Voters doubt that charter schools skim the best students: 31 percent think they do, but 58 percent disagree. Opinion is more evenly divided on whether charters take needed money away from traditional public schools: 40 percent think they do, while 48 percent think they do not drain money from traditional schools. Forty-six percent think competition with charter schools makes public schools better, but 42 percent disagree.
Voters are concerned that the public pays for charter schools but has little control over school quality, with 47 percent agreeing and 38 percent disagreeing.
Charter schools are viewed favorably by 42 percent of voters statewide, while 16 percent have an unfavorable view of them. However, 42 percent say they don’t know enough about charter schools to offer an opinion. That is a higher favorability than toward voucher schools, which are seen favorably by 27 percent and unfavorably by 24 percent. An even larger segment, 49 percent, said they didn’t know enough to express an opinion about voucher schools. Public schools, in contrast, were viewed favorably by 72 percent of the public with 18 percent having unfavorable views and 10 percent unable to say. Likewise, 24 percent said they were very satisfied with the public schools in their community and 57 percent said they were satisfied. Eleven percent were dissatisfied and 2 percent very dissatisfiedPoll topline views (PDF).
What Americans Keep Ignoring About Finland’s School Success
Everyone agrees the United States needs to improve its education system dramatically, but how? One of the hottest trends in education reform lately is looking at the stunning success of the West’s reigning education superpower, Finland. Trouble is, when it comes to the lessons that Finnish schools have to offer, most of the discussion seems to be missing the point.
The small Nordic country of Finland used to be known — if it was known for anything at all — as the home of Nokia, the mobile phone giant. But lately Finland has been attracting attention on global surveys of quality of life — Newsweek ranked it number one last year — and Finland’s national education system has been receiving particular praise, because in recent years Finnish students have been turning in some of the highest test scores in the world.
Finland’s schools owe their newfound fame primarily to one study: the PISA survey, conducted every three years by the Organization for Economic Co-operation and Development (OECD). The survey compares 15-year-olds in different countries in reading, math, and science. Finland has ranked at or near the top in all three competencies on every survey since 2000, neck and neck with superachievers such as South Korea and Singapore. In the most recent survey in 2009 Finland slipped slightly, with students in Shanghai, China, taking the best scores, but the Finns are still near the very top. Throughout the same period, the PISA performance of the United States has been middling, at best.
Madison Mayor Soglin Commentary on our Local School Climate; Reading unmentioned
The city, he says, needs to help by providing kids with access to out-of-school programs in the evenings and during the summer. It needs to do more to fight hunger and address violence-induced trauma in children. And it needs to help parents get engaged in their kids’ education.
“We as a community, for all of the bragging about being so progressive, are way behind the rest of the nation in these areas,” he says.
The mayor’s stated plans for addressing those issues, however, are in their infancy.
Soglin says he is researching ways to get low-cost Internet access to the many households throughout the city that currently lack computers or broadband connections.
A serious effort to provide low-cost or even free Internet access to city residents is hampered by a 2003 state law that sought to discourage cities from setting up their own broadband networks. The bill, which was pushed by the telecommunications industry, forbids municipalities from funding a broadband system with taxpayer dollars; only subscriber fees can be used.
Ald. Scott Resnick, who runs a software company and plans to be involved in Soglin’s efforts, says the city will likely look to broker a deal with existing Internet providers, such as Charter or AT&T, and perhaps seek funding from private donors.Related: “We are not interested in the development of new charter schools” – Madison Mayor Paul Soglin.
Job one locally is to make sure all students can read.
Madison, 2004 Madison schools distort reading data by UW-Madison Professor Mark Seidenberg:Rainwater’s explanation also emphasized the fact that 80 percent of Madison children score at or above grade level. But the funds were targeted for students who do not score at these levels. Current practices are clearly not working for these children, and the Reading First funds would have supported activities designed to help them.
Madison’s reading curriculum undoubtedly works well in many settings. For whatever reasons, many chil dren at the five targeted schools had fallen seriously behind. It is not an indictment of the district to acknowledge that these children might have benefited from additional resources and intervention strategies.
In her column, Belmore also emphasized the 80 percent of the children who are doing well, but she provided additional statistics indicating that test scores are improving at the five target schools. Thus she argued that the best thing is to stick with the current program rather than use the Reading First money.
Belmore has provided a lesson in the selective use of statistics. It’s true that third grade reading scores improved at the schools between 1998 and 2004. However, at Hawthorne, scores have been flat (not improving) since 2000; at Glendale, flat since 2001; at Midvale/ Lincoln, flat since 2002; and at Orchard Ridge they have improved since 2002 – bringing them back to slightly higher than where they were in 2001.
In short, these schools are not making steady upward progress, at least as measured by this test.Madison, 2005: When all third graders read at grade level or beyond by the end of the year, the achievement gap will be closed…and not before by Ruth Robarts:
According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.
Unfortunately, that is not the achievement gap that the board aimed to close.
In 1998, the Madison School Board adopted an important academic goal: “that all students complete the 3rd grade able to read at or beyond grade level”. We adopted this goal in response to recommendations from a citizen study group that believed that minority students who are not competent as readers by the end of the third grade fall behind in all academic areas after third grade.
“All students” meant all students. We promised to stop thinking in terms of average student achievement in reading. Instead, we would separately analyze the reading ability of students by subgroups. The subgroups included white, African American, Hispanic, Southeast Asian, and other Asian students.
“Able to read at or beyond grade level” meant scoring at the “proficient” or “advanced” level on the Wisconsin Reading Comprehension Test (WRC) administered during the third grade. “Proficient” scores were equated with being able to read at grade level. “Advanced” scores were equated with being able to read beyond grade level. The other possible scores on this statewide test (basic and minimal) were equated with reading below grade level.Madison, 2009: 60% to 42%: Madison School District’s Reading Recovery Effectiveness Lags “National Average”: Administration seeks to continue its use.
Madison, 2012: Madison’s “Achievement Gap Plan”:The other useful stat buried in the materials is on the second page 3 (= 6th page), showing that the 3rd grade proficiency rate for black students on WKCE, converted to NAEP-scale proficiency, is 6.8%, with the accountability plan targeting this percentage to increase to 23% over one school year. Not sure how this happens when the proficiency rate (by any measure) has been decreasing year over year for quite some time. Because the new DPI school report cards don’t present data on an aggregated basis district-wide nor disaggregated by income and ethnicity by grade level, the stats in the MMSD report are very useful, if one reads the fine print.
Mathematics: What do grad students in math do all day?
A lot of math grad school is reading books and papers and trying to understand what’s going on. The difficulty is that reading math is not like reading a mystery thriller, and it’s not even like reading a history book or a New York Times article.
The main issue is that, by the time you get to the frontiers of math, the words to describe the concepts don’t really exist yet. Communicating these ideas is a bit like trying to explain a vacuum cleaner to someone who has never seen one, except you’re only allowed to use words that are four letters long or shorter.
What can you say?
“It is a tool that does suck up dust to make what you walk on in a home tidy.”
That’s certainly better than nothing, but it doesn’t tell you everything you might want to know about a vacuum cleaner. Can you use a vacuum cleaner to clean bookshelves? Can you use a vacuum cleaner to clean a cat? Can you use a vacuum cleaner to clean the outdoors?
The authors of the papers and books are trying to communicate what they’ve understood as best they can under these restrictions, and it’s certainly better than nothing, but if you’re going to have to work with vacuum cleaners, you need to know much more.
K-12 Tax & Spending Climate: Too many tax-exempt properties in Madison?
Over the last 10 years, the city of Madison has been subjected to a costly 2009 state law and hit with a string of unfavorable court rulings that together have effectively removed millions of dollars’ worth of property value from city tax rolls.
Meanwhile, it seems Mayor Paul Soglin and the Madison School District can’t go a week without complaining about how Republican Gov. Scott Walker and the Republican-controlled Legislature won’t give them the state tax dollars they need or let them raise local property taxes enough to cover their bills.
So what do a pair of Democratic state lawmakers from Madison do? Well, propose to make yet another piece of Madison property exempt from property taxes, of course.
It’s not like Sen. Fred Risser and Rep. Chris Taylor’s bill to make the Bartell Theatre tax-exempt is a huge deal. The theater at 113 E. Mifflin St. only paid about $13,000 in taxes in 2012.
But it’s counterproductive at best given the context of tight city budgets and the whittling away of taxable property value in a city already steeped in tax-exempt properties owned by state government, UW-Madison and nonprofit agencies.
“It’s inappropriate,” said Soglin, who said the lawmakers didn’t talk to him about the bill. “If anything, the state should be working with us to close the loopholes.”Related: Up, Down & Transparency: Madison Schools Received $11.8M more in State Tax Dollars last year, Local District Forecasts a Possible Reduction of $8.7M this Year.
and
Fiscal Indulgences:Mr Munger observes that America’s blockheaded debt-ceiling debate flows in part from a bipartisan commitment to the medieval theology of our tax code:
The Republicans in Congress are prepared to sacrifice our immortal debt rating to the proposition that not one penny increase is possible, even though almost no one actually pays those rates.
The Democrats in Congress like high rates, so that they can sell indulgences.Republicans depend on selling indulgences, too, Mr Munger is keen to stress. Bowles-Simpson recommended closing some of the tax code’s most egregious loopholes. But the political incentives led President Obama to refuse the chance to go after tax expenditures; he has mostly pushed for higher rates. This is all incredibly depressing. You know we’re in trouble when Mr Munger, one of our sharpest scholars of political economy, is unable to offer useful advice beyond calling for a reformation, “a Martin Luther to speak out and tell the truth”.
College: Where Free Speech Goes to Die; Thanks to unconstitutional university speech codes, students are losing their intellectual edge.
The value of the university once lay in its providing a nurturing space for what English poet and essayist Matthew Arnold called “the free play of the mind upon all subjects,” which would foster the “instinct prompting [the mind] to try to know the best that is known and thought in the world, irrespective of practice, politics, and everything of the kind.”
Critical to these enterprises is the notion of academic freedom–the ability to study, teach, and talk about subjects, no matter how controversial, without fear of retribution or censorship. For only by discussing openly a wide range of subjects can the liberally educated mind “make the best prevail,” as Arnold put it, and turn “a stream of fresh and free thought upon our stock notions and habits, which we now follow staunchly but mechanically.”
Commentary on the 2013 Madison School Board Races
As The Capital Times prepares to make endorsements in Madison School Board races that will be decided April 2, our editorial board will ponder issues ranging from the reactions of candidates to Gov. Walker’s voucher plan, the achievement gap and the challenge of maintaining quality schools in a time of funding cuts and shortfalls.
Our editorial board will make endorsements in two contested races, for Seat 3 between former La Follette High School teacher and low-income housing provider Dean Loumos and retired Madison police lieutenant Wayne Strong, and for Seat 4 between incumbent James Howard and challenger Greg Packnett, a legislative aide. The candidates all have strengths, and present voters with distinct options.
In the third race, there isn’t really a race. Candidates TJ Mertz and Sarah Manski won the primary Feb. 19. Then Manski surprised the community by dropping out of the contest several days later — announcing that her husband has been admitted to graduate school in California and that she would not be able to finish a term. We didn’t editorialize about the primary race. But after Manski dropped out, we said she had done the right thing because it would have been entirely inappropriate to maintain a campaign for a term she could not complete. But, as a board, we were disappointed by the loss of competition and urged the candidate who finished third in the primary, Ananda Mirilli, to make a bid as a write-in contender.
Mirilli made a great impression during the primary race and, had she waged a write-in campaign, she would have done so as an innovative thinker about how best to make great public schools work for all students. As the parent of an elementary-school student and a big proponent of public education, I’m familiar with a number of the people who organized Mirilli’s primary campaign, and who would have supported a write-in run. They form an old-fashioned grass-roots group that recalls the sort of organizations that traditionally backed School Board candidates in Madison. They could have mounted a fine campaign. But I also respect Mirilli’s decision not to run. The race would have been expensive and difficult. We’ve spoken several times, before the primary and since, and I’m convinced Mirilli’s voice will remain a vital one in local and state education debates. There’s a good chance she will eventually join the School Board, just as current board member Marj Passman was elected a year after she lost a close race to another current School Board member, Maya Cole.
Unfortunately, with Mirilli out of the running, the Seat 5 race is an uncontested one. That’s focused a good deal of attention on Manski, who I’ve known since she was writing for the Daily Cardinal on the University of Wisconsin campus. Among the several boards I have served on over the years, including those of the media reform group Free Press and Women in Media and News, I’ve been on the board of the reform group Liberty Tree, for which Manski has done fundraising work. Manski’s husband, Ben, worked for Liberty Tree before he left to manage Green Party candidate Jill Stein’s presidential run.Much more on the 2013 Madison School Board Elections, here.
Top universities by reputation 2013
The Times Higher Education World Reputation Rankings 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 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.
The Competition Drug
Roger Cohen THIS is America’s college town par excellence. Kids from all over the world flock to Boston to learn. I have a son who is a freshman here. Last autumn, as he entered school, I listened to warnings about the dangers of binge drinking. I think they missed the point. The real epidemic involves […]
The Madison School Board Elections; setting the record straight
Kaleem Caire, via a kind email
March 6, 2013
Dear Madison Leaders.
As the 2013 Madison school board race continues, we (the Urban League) are deeply concerned about the negative politics, dishonesty and inaccurate discussions that have shaped the campaign. While I will not, as a nonprofit leader, speak about the merits of individual candidates, we are concerned about how Madison Prep has become a red herring during the debates. The question of all the candidates has been largely narrowed to, “Did you support Madison Prep or did you not?”…as if something was horribly wrong with our charter school proposal, and as though that is the most important issue facing our school children and schools.
While the Urban League has no interest in partaking in the squabbles and confusion that has unfortunately come to define public conversation about our public schools, we do want to set the record straight about deliberations on Madison Prep that have been falsely expressed by many during this campaign, and used to dog individuals who supported the school proposal more than one year ago.
Here is how things transpired.
On May 9, 2011, Steve Goldberg of the CUNA Mutual Foundation facilitated a meeting about Madison Prep, at my request, between Madison Teacher’s Incorporated President, John Matthews and me. The meeting was held in CUNA’s cafeteria. We had lunch and met for about an hour. It was a cordial meeting and we each discussed the Madison Prep proposal and what it would take for the Urban League and MTI to work together. We didn’t get into many details, however I was sure to inform John that our proposal of a non-instrumentality charter school (non-MTI) was not because we didn’t support the union but because the collective bargaining agreement was too restrictive for the school model and design we were proposing to be fully implemented, and because we desired to recruit teachers outside the restrictions of the collective bargaining agreement. We wanted to have flexibility to aggressively recruit on an earlier timeline and have the final say on who worked in our school.
The three of us met again at the Coliseum Bar on August 23, 2011, this time involving other members of our teams. We got into the specifics of negotiations regarding the Urban League’s focus on establishing a non-instrumentality school and John’s desire to have Madison Prep’s employees be a part of MTI’s collective bargaining unit. At the close of that meeting, we (Urban League) offered to have Madison Prep’s teachers and guidance counselors be members of the collective bargaining unit. John said he felt we were making progress but he needed to think about not having MTI represent all of the staff that are a part of their bargaining unit. John and I also agreed that I would email him a memo outlining our desire to work with MTI, and provide the details of what we discussed. John agreed to respond after reviewing the proposal with his team. That memo, which we have not released previously, is attached [336K PDF]. You will see clearly that the Urban League initiated dialogue with MTI about having the teacher’s union represent our educators.
John, Steve and I met for a third time at Perkins restaurant for breakfast on the West Beltline on September 30, 2013. This time, I brought representatives of the Madison Prep and Urban League Boards with me: Dr. Gloria Ladson Billings, John Roach and Derrick Smith. It was at the close of this meeting that John Matthews told all of us that we “had a deal”, that MTI and the Urban League would now work together on Madison Prep. We all shook hands and exchanged pleasantries. Our team was relieved.
Later that evening, I received calls from Matt DeFour, a reporter with the Wisconsin State Journal and Susan Troller of The Capital Times. They both asked me to confirm what John had told them; that we had a deal. I replied by confirming the deal. The next day, The Capital Times ran a story, Madison Prep and MTI will work together on new charter school. The State Journal ran an article too, Prep School agrees to employ union staff. All was good, or so we thought.
Unfortunately, our agreement was short-lived. The very next day after the story hit the newspapers, my team and I began receiving angry letters from social workers and psychologists in MMSD who were upset that we did not want to have those positions represented by MTI. We replied by explaining to them that our reasoning was purely driven by the fact that 99% of the Districts psychologists were white and that there were few social workers of color, too. For obvious reasons, we did not believe MMSD would have success hiring diverse staff for these positions. We desired a diverse staff for two reasons: we anticipated the majority of our students to be students of color and our social work and psychological service model was different. Madison Prep had a family-serving model where the school would pay for such services for every person in a family, if necessary, who needed it, and would make available to families and students a diverse pool of contracted psychologists that families and students could choose from.
That Monday evening, October 3, 2011, John Matthews approached me with Steve Goldberg at the School Board hearing on Madison Prep and informed me that his bargaining unit was very upset and that he needed to have our Physical education teacher be represented by MTI, too. Our Phy Ed model was different; we had been working on a plan with the YMCA to implement a very innovative approach to ensuring our students were deeply engaged in health and wellness activities at school and beyond the school day. In our plan, we considered the extraordinarily high rates of obesity among young men and women of color. However, to make the deal with MTI work, that evening I gave MTI the Phy Ed teaching position.
But that one request ultimately became a request by MTI for every position in our school, and a request by John Matthews to re-open negotiations, this time with a mediator. At first, we rejected this request because we felt “a deal is a deal”. When you shake hands, you follow through.
We only gave in after current school board president, James Howard, called me at home to request that the Urban League come back to the negotiating table. James acknowledged not feeling great about asking us to do this after all we had been through – jumping through hoop after hoop. If you followed the media closely, you would recall how many times we worked to overcome hurdles that were placed in our way – $200K worth of hurdles (that’s how much we spent). After meeting with MMSD leadership and staff, we agreed to come back to the table to address issues with MTI and AFSCME, who wanted our custodial and food service workers to be represented by the union as well. When we met, the unions came to the negotiation with attorneys and so did we. If you care to find out what was said during these negotiations, you can request a transcript from Beth Lehman, the liaison to the MMSD Board of Education who was taking official notes (October 31 and November 1, 2011).
On our first day of negotiations, after all sides shared their requests and concerns, we (ULGM) decided to let AFSCME represent our custodial and food service staff. AFSCME was immediately satisfied, and left the room. That’s when the hardball towards us started. We then countered with a plausible proposal that MTI did not like. When we couldn’t get anywhere, we agreed to go into recess. Shortly after we came back from recess, former MMSD Superintendent Dan Nerad dropped the bomb on us. He shared that if we now agreed to have our staff be represented by MTI, we would have to budget paying our teachers an average of $80,000 per year per teacher and dedicating $25,000 per teacher to benefits. This would effectively increase our proposal from $15M over five years to $28M over five years.
Why the increased costs? For months, we projected in our budgets that our staff would likely average 7 years of teaching experience with a Master’s degree. We used the MTI-MMSD salary schedule to set the wages in our budget, and followed MMSD and MTI’s suggestions for how to budget for the extended school day and year parts of our charter school plan. Until that day, MMSD hadn’t once told us that the way we were budgeting was a problem. They actually submitted several versions of budgets to the School Board, and not once raising this issue.
Superintendent Nerad further informed us that MMSD was going to now submit a budget to the Board of Education that reflected costs for teachers with an average of 14 years’ experience and a master’s degree. When we shockingly asked Nerad if he thought the Board of Education would support such a proposal, he said they likely would not. We did not think the public would support such a unusual request either. As you can imagine, we left the negotiations very frustrated. In the 23rd hour, not only was the run we thought we had batted in taken away from us in the 9th inning, we felt like our entire season had been vacated by commissioners.
When we returned to our office that afternoon, we called an emergency meeting of the Urban League and Madison Prep boards. It was in those meetings that we had to make a choice. Do we completely abandon our proposal for Madison Prep after all we had done to see the project through, and after all of the community support and interests from parents that we had received, or do we go forward with our original proposal of a non-instrumentality charter school and let the chips fall where they may with a vote by the Board? At that point, our trust of MMSD and MTI was not very high. In fact, weeks before all of this happened, we were told by Nerad in a meeting with our team and attorneys, and his staff and attorneys, that the Board of Education had voted in closed session to unilaterally withdraw our charter school planning grant from the Wisconsin Department of Public Instruction. They reversed this decision after we informed them we would file a lawsuit against them. We were later told that a certain Board member was pushing for months to have this done. Then, after months of not being able to get certain board members to meet with us, Marj Passman, decided to meet with me alone in my office. During that meeting, she told me that we (ULGM) didn’t have the votes for Madison Prep and that we were never going to get the school approved. She the offered to donate her personal funds to Madison Prep, if we pulled our proposal and decided to do a private school instead. I told her that I appreciated her offer, but declined.
After finally meeting with all seven board of education members, both the Madison Prep and ULGM boards decided unanimously that we must in good conscience go forward, put the needs and future of our children first, and reintroduce the non-instrumentality proposal to the School Board. You know the rest of the story.
Over the next 45 days, we (ULGM) were categorically painted as an anti-union conservative outfit who proposed a flawed school model that divided Madison and threatened to join the Scott Walker effort to eliminate unions. We were made to be the great dividers (not the achievement gap itself) and me, “an Angry Black Man”. Lost in the debate were the reasons we proposed the school in the first place – because so many children of color were failing in our schools and there was no effective strategy in place to address it even though the school system has known about its racial achievement gap since it was first document by researcher Naomi Lede for the National Urban League in 1965. That gap has doubled since then.
Ironically, two of the people behind the attacks on ULGM were Ben Manski and TJ Mertz. They were uniquely aligned in their opposition to Madison Prep. John Matthews even weighed in on video with his comments against us, but at least he told a story that was 80% consistent with the events that actually transpired. Watch the video and listen to the reason he gave for why he didn’t support Madison Prep. He didn’t call us union haters or teacher bashers. He knew better. So why all the fuss now? Why have those who knew exactly what went on in these negotiations not told the true story about what really happened with Madison Prep? Why has a charter school proposal been made the scapegoat, or defining lever, in a school board race where there are so many other more important issues to address?
If all it takes to win a seat on the school board now is opposition to charter schools, rather than being someone who possesses unique experiences and qualifications to serve our now majority non-white and low-income student body and increasingly challenged schools, we should all worry about the future of our children and public schools.
So, for those who were unaware and those who’ve been misleading the public about Madison Prep and the Urban League, I hope you at least read this account all the way through and give all of the candidates in this school board election the opportunity to win or lose on their merits. Falsehoods and red herrings are not needed. They don’t make our city or our school district look good to the observing eye. Let’s be honest and accurate in our descriptions going forward.
Thank you for reading.
We continue to move forward for our children and are more determined than ever to serve them well.
Onward.
Strengthening the Bridge Between Education and Work
Kaleem Caire
President & CEO
Urban League of Greater Madison
Main: 608.729.1200
Assistant: 608.729.1249
Fax: 608.729.1205
www.ulgm.org
www.madison-prep.org
Invest in the Urban League
Urban League 2012 Third Quarter Progress ReportThe Memorandum from Kaleem Caire to John Matthews (Madison Teachers, Inc)
MEMORANDUM
Date: August 23, 2011
To: Mr. John Matthews, Executive Director, Madison Teachers, Inc.
From: Kaleem Caire, President & CEO, Urban League of Greater Madison
cc: Mr. Steve Goldberg, President, CUNA Foundation; Mr. David Cagigal, Vice Chair, Urban League of Greater Madison (ULGM); Ms Laura DeRoche-Perez, Charter School Development Consultant, ULGM; Mr. David Hase, Attorney, Cooke & Frank SC
Re: Discussion about potential MTl-Madison Prep Relationship
Greetings John.
I sincerely appreciate your openness to engaging in conversation about a possible relationship between MTI and Madison Preparatory Academy for Young Men. We, ULGM and Madison Prep, look forward to determining very soon what the possibilities could be.
Please accept his memo as a means to frame the issues.
- The Urban League of Greater Madison initially pursued a non-instrumentality public charter school
focused on young men to, first and foremost, eliminate the academic and graduate gaps between young people of color and their white peers, to successfully prepare greater percentages of young men of color and those at-risk for higher education, to significantly reduce the incarceration rate among young adult males of color and to provide an example of success that could become a learning laboratory for
educators, parents and the Greater Madison community with regard to successful ly educating young men, regardless of th eir race or socio-economic status.- We are very interested in determining how we can work with MTI while maintaining independence with regard to work rules, operations, management and leadership so that we can hire and retain the best team possible for Madison Prep, and make organizational and program decisions and modifications as necessary to meet the needs of our students, faculty, staff and parents.
- MTl’s collective bargaining agreement with the Madison Metropolitan School District covers many positions within the school system. We are interested in having MTI represent our teachers and guidance counselors. All other staff would not be represented by MTI.
- The collective bargaining agreement between MTI and Madison Prep would be limited to employee wages and benefits. Madison Prep teachers would select a representative among them, independent of Madison Prep’s leadership, to serve as their union representative to MTI.
I look forward to discussing this with you and members of our teams, and hearing what ideas you have for the
relationship as well.
Respectfully,
Kaleem Caire,
President & CEO
CONFIDENTIAL336K PDF Version
jpg version
Related Links:
Madison Preparatory Academy IB Charter School (Rejected by a majority of the Madison School Board).
Ripon Superintendent Richard Zimman on “the very public institutions intended for student learning has become focused instead on adult employment.“.
John Matthews, Madison Teachers, Inc.
Kaleem Caire, Madison Urban League
The rejected Studio Charter School.
Union politics.
2013 Madison School Board Elections.
Update: Matthew DeFour’s article on Caire’s message:Lucy Mathiak, who was on the board in 2011, also didn’t dispute Caire’s account of the board action, but couldn’t recall exactly what happened in the board’s closed sessions.
“Did (the Urban League) jump through many hoops, provide multiple copies of revised proposals upon request, meet ongoing demands for new and more detailed information? Yes,” Mathiak said. “It speaks volumes that Madison Prep is being used to smear and discredit candidates for the School Board and used as a litmus test of political worthiness.”
Matthews said the problems with Madison Prep resulted from Caire’s proposal to hire nonunion staff.
“What Kaleem seems to have forgotten, conveniently or otherwise, is that MTI representatives engaged in several discussions with him and several of his Board members, in attempt to reach an amicable resolution,” Matthews said. “What that now has to do with the current campaign for Board of Education, I fail to see. I know of no animosity among the candidates or their campaign workers.”
Passman and other board members who served at the time did not return a call seeking comment.
Khan Academy Launches First State-Wide Pilot In Idaho
More than 10,000 students across Idaho will be getting Khan Academy videos for homework, as the tutorial website launches its first state-wide pilot aimed at integrating online education with the regular classroom experience.
Khan Academy is best known as a place where elementary, high school and college students go for help learning a concept they did not quite grasp when their instructor explained it. Particularly strong in mathematics and science, Khan Academy has been broadening its curriculum to encompass all subjects.
Khan’s JavaScript-based tutorials on computer science were also cited in this week’s Code.org marketing campaign arguing that all students should learn basic programming skills.
2013 School Board Elections – Connor: Madison liberals hurting communities of color
When Sarah Manski pulled out of the school board race because her husband was accepted to graduate school in California, many asked, myself included, why would she wait until after the primary to do so?
Now we know: It was all part of a plan to silence Ananda Mirilli, restorative justice manager at the YWCA in Madison, and also a person of color. Mirilli was unfairly and falsely targeted by Sarah Manski and her husband Ben as someone who was part of a movement to privatize public schools.
When I heard about this, I immediately assumed several members of Madison’s white elite progressive community was behind this. I believe that there is a movement in this community to silence anyone that doesn’t walk in lockstep with the status quo. They will trample over voices of color in order to preserve it.
I was accused by some of rushing to judgment. Yet I have not heard any of these people call for an investigation into who else knew about Manski’s plan and when.
In my last column, I wrote that Madison’s communities of color needed to become involved and engaged. They need to get off the sidelines and get in the game.
What I failed to add to that was it’s also hard to become a part of the game when it’s rigged against you.
If these had been two Republicans placing first and second in this primary with a Democrat finishing third under the same circumstances, progressives would be storming the Capitol right now. There would be hard-hitting editorials in progressive newspapers accusing conservatives of rigging elections, not the fluff pieces that we’ve been reading.
Madison’s communities of color are constantly told by white progressives that people like Governor Scott Walker, radio talk show host Vicki McKenna and blogger Dave Blaska are the enemy. While some may agree, they haven’t been the ones silencing, patronizing and marginalizing folks of color in Madison. That distinction belongs to the liberal establishment in this community.
You have consistently done the most harm to us, and it stinks. We’re tired of it.
As a former Urban League board member and chair, I am also disgusted by the way this organization has been treated by some of Madison’s political establishment. The Urban League has been at the forefront of many issues concerning the disenfranchised and people of color in this community, in particular, education. Yet over the past couple of years they have been treated like garbage.
Ever since CEO Kaleem Caire shined a bright light on an achievement gap and low graduation rates for students of color that has plagued the Madison Metropolitan School District for decades — even offering an idea to help to address it — Caire has been painted as a right-wing operative with the intent to privatize and destroy public schools. Almost anyone else who supported Madison Prep has been labeled the enemy because communities of color are asking for a better future for their children.
The smear campaign began with Nichele Nichols failed run for school board last year, and now Mirilli this year.
While I’m angry about what happened to Mirilli, I’m also happy she decided not to run as a write-in candidate. She had no chance of winning and running would have made white progressives in this city feel better about themselves.
They’d say, “At least she had a chance.”
Make no mistake about it: She had no chance. Everyone knows it.
I understand that it’s not fair to paint all white liberal progressives in Madison with a broad brush. Many are just as outraged by what’s been happening to folks of color in this community as we are.
If you sit by and watch while it happens and fail to stand up for what’s right, you become just as complicit as the ones who are doing it.
To the communities of color in Madison, I say this: Don’t forget what happened here. If there was ever a time to organize and become engaged, it is now.Much more on the 2013 Madison School Board Election, here. And, GRUMPS resurfaces.
MIT Students Debate the Value of iPads in the Classroom
This is the time of year where I have the great pleasure of teaching an education class to undergraduates at MIT. We address two questions during the semester: “What’s worth learning?” and “How do we know that students are learning what’s worth learning?”
Most weeks, we have an online discussion about current events in education. This week, students chose to examine an article on a school district that just committed to a district-wide 1-1 iPad program. Their responses are characteristically thoughtful, and here are a few of their perspectives. We’ll be discussing this during our class meeting Wednesday at 2:30, so leave a comment or tweet a response (@bjfr) by then, and I’ll make sure the students get it.
For Individuals not Groups
As I said above, individual iPads for each student create barriers in the classroom. It’s hard for me to see how doing something on an iPad is better than doing without it. The best way to teach is to engage and motivate, and if throwing expensive technology is the school district’s plan, in my opinion they are wasting a lot of money. If everyone has an individual tablet, then it’s hard to make the argument that these iPads will bring the classroom together. Whenever we worked with laptops in my high school, the classroom felt empty when everyone quietly labored away on their keyboards. Even if the classroom is brought together through this technology, what is preventing them from working together without any Apple products? Ideally, it sounds nice to present every student with the best technology out there to do their work, but not at the expense of deteriorating classroom cohesiveness.
While I’m against the idea of having iPads in the classroom, I’m not opposed to using them outside the classroom. Great teaching is done with groups and collaboration, but reinforcement of material could be greatly improved with interactivity, social aspects and new technology. These are all areas where I think the iPad could be beneficial to learning.
Franklin D. Roosevelt Address at Temple University, Philadelphia, on Receiving an Honorary Degree
Governor Earle, President Beury, friends of Temple University, and, I am glad to be able to say now, my fellow alumni:
I have just had bestowed upon me a twofold honor. I am honored in having been made an alumnus of Temple University; and I am honored in having had conferred upon me for the first time the Degree of Doctor of Jurisprudence.
It is a happy coincidence that we should meet together to pay our respects to the cause of education not only on the birthday of the Father of this Nation, but also in the halls of a very great institution that is bringing true education into thousands of homes throughout the country. I have always felt certain that in Washington’s wise and kindly way, he deeply appreciated the importance of education in a Republic–I might say throughout a Republic–and also the responsibility of that thing known as Government to promote education. Let this simple statement stand by itself without the proof of quotation. I say this lest, in this year of 1936, if I quoted excerpts from the somewhat voluminous writings and messages of the first President of the United States, some captious critic might search the Library of Congress to prove by other quotations that George Washington was in favor of just the opposite! Therefore, on this anniversary of his birth I propose to break a century-old precedent. I shall not quote from George Washington on his birthday.
More than that, and breaking precedent once more, I do not intend to commence any sentence with these words–“If George Washington had been alive today” or “If Thomas Jefferson” or “If Alexander Hamilton” or “If Abraham Lincoln had been alive today–beyond peradventure, beyond a doubt or perhaps the other way around, etc., etc., etc.”
Suffice it to say this: What President Washington pointed out on many occasions and in many practical ways was that a broad and cosmopolitan education in every stratum of society is a necessary factor in any free Nation governed through a democratic system. Strides toward that fundamental objective were great, as we know, in the first two or three generations of the Republic, and yet you and I can assert that the greatest development of general education has occurred in the past half century, indeed, within the lives of a great many of those of us who are here today.
As literacy increases people become aware of the fact that Government and society form essentially a cooperative relationship among citizens and the selected representatives of those citizens.
Goodbye, Mr. Stork. Athens High School will miss you!
How has school changed since you began teaching?
Physically, the school and grounds have improved markedly. Our building, parking areas, playing fields, and land lab are beautiful and much more functional than 30 years ago. A great deal of the credit for this should go to Mr. Meek and to both Mr. Meek and Mr. Weinfurtner for the land lab. In addition, the educational technology we’ve come to take for granted was barely dreamed of when I first started teaching.
Our Athens High School students are pretty much the same as they have always been. They were and are bright, often intensely interested in issues and learning, naturally naive, mostly polite and caring toward one another.
On the other hand, what happens in our classrooms hasn’t changed much either. In some senses this is good because we have a dedicated and intelligent faculty who recognize the task of preparing our students to be capable, engaged citizens as the privilege it is. At the same time, we too often fail to make the most of the insights of educational research that have demonstrated repeatedly that students learn best when they are actively engaged in discovery. We have so many new tools and access to real data and original sources that can foster such learning given a knowledgeable guide, and yet we have too seldom pushed the envelope.
Measures of Academic Progress Conflict in Seattle May Affect Wisconsin
MAP is very different from the WKCE. It is given by computer, it is given three times a year (in most schools), and results are known immediately. I’ve sat in on teacher meetings where MAP results were being used well to diagnose students’ progress and prod good discussion of what teachers could do to seek better results.
Some school districts (West Allis-West Milwaukee is one) are using MAP results as part of evaluating teachers. Milwaukee Public Schools, which began using MAP several years ago, isn’t doing that, but it is using overall MAP results as an important component of judging whether a school is meeting its goals.
MAP is an “adaptive” test – that is, the computer program modifies each test based on how a child answers each question. Get a question right and the next question is harder. Get a question wrong and the next one is easier. This allows the results to pinpoint more exactly how a child is doing and aims to have every student challenged – the best don’t breeze through, the worst don’t give up when they’re entirely lost.
MAP tests are generally given three times a year, which is one of the things supporters like and critics hate. On the one hand, you get data frequently and can make mid-course corrections. On the other hand, it means more times in the year when school life is disrupted.
A MAP spokeswoman said in December there were 287 “partners” in Wisconsin, ranging from MPS down to individual private schools. Many suburban districts use MAP, as do many Catholic and other private schools and charter schools.
At a lot of schools in southeastern Wisconsin, there is enthusiasm for using MAP and it is seen as a good way to judge how kids are doing and to determine what to focus on in helping them.Madison recently began using “Measures of Academic Progress”.
What will it really take to Eliminate the Achievement Gap and Provide World-Class Schools for All Children in 2013 and beyond?
Kaleem Caire, via a kind email:
February 6, 2013
Dear Friends & Colleagues.
As the Board of Education deliberates on who the next Superintendent of the Madison Metropolitan School District will be, and as school districts in our state and across the nation wrestle with what to do to eliminate the racial achievement gap in education, while at the same time establishing world class schools that help prepare all children to learn, succeed and thrive in the 21st century, it’s important that we not lose sight of what the research continues to tell us really makes the difference in a child’s education.
More than 40 years of research on effective schools and transformational education have informed us that the key drivers for eliminating the racial achievement gap in schools and ensuring all students graduate from high school prepared for college and life continue to be:
- An Effective Teacher in Every Classroom – We must ensure every classroom is led by an effective teacher who is committed to and passionate about teaching young people, inspires all children to want to learn, has an appropriate depth of knowledge of the content they are teaching, is comfortable teaching and empowering diverse students, and coaches all of their students to high performance and expectations. Through its Race to the Top Initiative, the Obama Administration also defined an effective teacher as someone who can improve a students’ achievement by 1.0 grade levels in one school year while a highly effective teacher is someone who can improve student achievement by 1.5 grade levels annually. Schools with large numbers of students who are academically behind, therefore, should have the most effective teachers teaching them to ensure they catch up.
- High Quality, Effective Schools with Effective Leaders and Practices – Schools that are considered high quality have a combination of effective leaders, effective teachers, a rigorous curriculum, utilize data-driven instruction, frequently assess student growth and learning, offer a supportive and inspiring school culture, maintain effective governing boards and enjoy support from the broader community in which they reside. They operate with a clear vision, mission, core values and measurable goals and objectives that are monitored frequently and embraced by all in the school community. They also have principals and educators who maintain positive relationships with parents and each other and effectively catalyze and deploy resources (people, money, partnerships) to support student learning and teacher success. Schools that serve high poverty students also are most effective when they provide additional instructional support that’s aligned with what students are learning in the classroom each day, and engage their students and families in extended learning opportunities that facilitate a stronger connection to school, enable children to explore careers and other interests, and provide greater context for what students are learning in the classroom.
- Adequately Employed and Engaged Parents – The impact of parents’ socio-economic status on a child’s educational outcomes, and their emotional and social development, has been well documented by education researchers and educational psychologists since the 1960s. However, the very best way to address the issue of poverty among students in schools is to ensure that the parents of children attending a school are employed and earning wages that allow them to provide for the basic needs of their children. The most effective plans to address the persistent underachievement of low-income students, therefore, must include strategies that lead to quality job training, high school completion and higher education, and employment among parents. Parents who are employed and can provide food and shelter for their children are much more likely to be engaged in their children’s education than those who are not. Besides being employed, parents who emphasize and model the importance of learning, provide a safe, nurturing, structured and orderly living environment at home, demonstrate healthy behaviors and habits in their interactions with their children and others, expose their children to extended learning opportunities, and hold their children accountable to high standards of character and conduct generally rear children who do well in school. Presently, 74% of Black women and 72% of white women residing in Dane County are in the labor force; however, black women are much more likely to be unemployed and looking for work, unmarried and raising children by themselves, or working in low wage jobs even if they have a higher education.
- Positive Peer Relationships and Affiliations – A child’s peer group can have an extraordinarily positive, or negative, affect on their persistence and success in school. Students who spend time with other students who believe that learning and attending school is important, and who inspire and support each other, generally spend more time focused on learning in class, more time studying outside of class, and tend to place a higher value on school and learning overall. To the contrary, children who spend a lot of time with peer groups that devalue learning, or engage in bullying, are generally at a greater risk of under-performing themselves. Creating opportunities and space for positive peer relationships to form and persist within and outside of school can lead to significantly positive outcomes for student achievement.
- Community Support and Engagement – Children who are reared in safe and resourceful communities that celebrate their achievements, encourage them to excel, inform them that they are valued, hold them accountable to a high standard of character and integrity, provide them with a multitude of positive learning experiences, and work together to help them succeed rarely fail to graduate high school and are more likely to pursue higher education, regardless of their parents educational background. “It Takes A Whole Village to Raise a Child” is as true of a statement now as it was when the African proverb was written in ancient times. Unfortunately, as children encounter greater economic and social hardships, such as homelessness, joblessness, long-term poverty, poor health, poor parenting and safety concerns, the village must be stronger, more uplifting and more determined than ever to ensure these children have the opportunity to learn and remain hopeful. It is often hopelessness that brings us down, and others along with us.
If we place all of our eggs in just one of the five baskets rather than develop strategies that bring together all five areas that affect student outcomes, our efforts to improve student performance and provide quality schools where all children succeed will likely come up short. This is why the Urban League of Greater Madison is working with its partners to extend the learning time “in school” for middle schoolers who are most at-risk of failing when they reach high school, and why we’ll be engaging their parents in the process. It’s also why we’ve worked with the United Way and other partners to strengthen the Schools of Hope tutoring initiative for the 1,600 students it serves, and why we are working with local school districts to help them recruit effective, diverse educators and ensure the parents of the children they serve are employed and have access to education and job training services. Still, there is so much more to be done.
As a community, I strongly believe we can achieve the educational goals we set for our chlidren if we focus on the right work, invest in innovation, take a “no excuses” approach to setting policy and getting the work done, and hire a high potential, world-class Superintendent who can take us there.
God bless our children, families, schools and capital region.
Onward!
Kaleem Caire
President & CEO
Urban League of Greater Madison
Phone: 608-729-1200
Assistant: 608-729-1249
Fax: 608-729-1205
www.ulgm.orgRelated: Kaleem Caire interview, notes and links along with the proposed Madison Preparatory IB Charter school (rejected by a majority of the Madison School Board).
Please consider not doing a PhD.
You’re in your final year of university. You’re doing really well, you’re getting stunningly good marks and lots of praise from your tutors. You’ve probably never been so happy in your life, you’re using your incredible brain to think about really interesting, really hard problems. And you’re starting to be aware of the frontiers of knowledge in your field, the stuff that isn’t in textbooks yet, the stuff that people are right now actively trying to find out. Perhaps you did a summer project or a long finals project where you got a taste of actually doing some original research yourself, and it was mindblowingly awesome.
What could possibly be better than spending the rest of your life doing this kind of thing, and hopefully even getting paid for it? Probably everybody around you is encouraging you to go for a PhD, because after all that’s what brilliant students do. And universities look good when their best students go on to PhDs after graduating. The academics you most look up to are telling you that you, yes, you, could be like them one day. If you’re at an elite university, you’re perhaps experiencing the negative side to this, whispers and gossips and subliminal messages that anything other than a PhD is, well, y’know, a bit second-rate really.
Look, I am in fact a career academic. I know exactly what’s attractive about it, I’ve made considerable financial and personal sacrifices to get myself to a position where I can work in a university environment and spend my time doing groundbreaking research. And yet. The gateway into this life is a PhD, and the PhD system is deeply, deeply fucked up when it isn’t actively abusive. Doing a PhD will break you. It’s pretty much designed to break you. Yes, even you, you who are brilliant (that almost goes without saying; it’s because you’re brilliant that you’re contemplating doing a PhD in the first place). You who are resilient and have survived several kinds of shit that life has thrown at you just to get to the point where you’re about to graduate with a brilliant degree. You who have the unconditional support of your family and friends and partners. If you have every admirable personal quality you can think of, if you have every advantage in life, still, getting through a PhD will grind you down, will come terrifyingly close to killing your soul and might well succeed. It will do horrible things to your mental and physical health and test to breaking point every significant relationship in your life.
Act 10 will hurt state, education in long run
Retired High School Teacher Rose Locander:
The public schools in Wisconsin are some of the best in the country. Over the years, businesses have moved into this state knowing their employees will be able to feel confident sending their children to the local public schools.
What will happen as the years go by and the public schools in this state lose their ability to meet the expectations of excellence in education? Exactly what will attract businesses to this state when the public schools are no longer quality schools? Are we going to woo companies with the promise of our wonderful weather?
Too many of us have taken our public schools for granted. From early childhood through high school, we have become used to well-trained, dedicated teachers, quality educational programs, identification and early intervention of learning issues and a host of other resources found only in the public schools. We expect this of our public schools, but with Act 10, these opportunities that were of great value to all of our children will continue to disappear.Related: www.wisconsin2.org
“When controlling for demographic characteristics, the effects of additional years in MMSD on WKCE scores are largely ambiguous”: An Update on Madison’s Transfer Students & The Achievement Gap
170K PDF via a kind Andrew Statz email:MAJOR FINDINGS
1. Students who have spent more time in MMSD perform better on the WKCE than their peers who have spent less time in MMSD.
2. Students who have spent more time in MMSD are demographically different from recent arrivals, who are less likely to be white and more likely to be low-income.
3. When controlling for demographic characteristics, the effects of additional years in MMSD on WKCE scores are largely ambiguous.
Based on these findings, MMSD may be better served by refining its core curriculum to meet students’ needs based on demographic characteristics rather than the recency of their arrival in MMSD. The recent arrivals report is attached. Our official statement about our findings follows.
The most notable anomaly is among 10th grade students. In both Reading and Math, 10th grade students who had spent one year in MMSD performed as well as students who had spent their entire careers in MMSD and substantially better than new students as well as students who had spent between 2 and 9 years in MMSD. This suggests that students who enter MMSD in 9th grade are altogether different from students who enter in other grades. The high performance level for students spending one year in MMSD prior to 10th grade may reflect students entering MMSD in 9th grade after attending private schools through 8th grade.
——————————–
It is the district’s responsibility to meet students where they are in their learning and identify needed interventions, enrichment or other programs to advance that learning. That means we need to have curriculum and programs that work for all of the students we serve, regardless of demographic background or how long they have been in the district.
Unfortunately, we know that achievement gaps exist in schools across the country, and no single district has entirely eliminated them. Focusing only on how long a student has been in our district does not underscore the complexity of the issue and is not the most effective predictor of achievement.
Instead, strengthening classroom instruction and ensuring interventions and enrichment that advance learning for every student regardless of demographic characteristics will yield the best results.
However, we do know that mobility, including moving from another district or moves within MMSD, does have some impact on achievement. Exploring community solutions to enhance stability throughout a student’s education could both increase achievement and help close gaps.Related: Madison’s Mayor on Transfer Students & The Achievement Gap; District Plans to Release Data “Within 3 Weeks”.
Larry Winkler kindly published a more detailed analysis, here.
I asked several observers for their perspective on the rhetoric, assertions and the Friday report. Here’s one:
“When the data were first presented, the argument put forth was that the performance of newly arrived students explained much of the performance gap that we see in our schools. However, when the District examined the effects of race and socioeconomic status in the analysis, they found that the performance of low income and minority students who had been in the MMSD for many years was not significantly different from the performance of low income and minority students who were new to the District.
It is disappointing that the District and the Mayor’s office ran so far and so fast with their initial, incomplete analysis.”
UPDATE: Larry Winkler kindly created a set of charts scaled by percentages.
An Interview with Writopia Lab Founder Rebecca Wallace-Segal
I enjoyed a recent conversation with Rebecca Wallace-Segal, founder of New York based Writopia Lab. Here’s an excerpt:
Jim:
Thinking back to how you were educated, and then thinking about it as a parent, what you might do differently given what you know now.
Rebecca:
Going on the record, this is something I think about everyday. I grew up in the New York City public school system. Let me think about how to answer this question.
I think my parents, everyone around me, made the best choices that they could make, and everyone was trying the best that they could. I didn’t feel cared about. My classes were large, and so I didn’t have personal relationships with my teachers, starting in fifth grade. I did when I was younger, but then as the classes grew bigger, I didn’t feel anything nurturing from them. It wasn’t until I went to college that I started to develop really close relationships with my professors, in graduate school.Then I ended up working in private schools for a couple of years before I started Writopia, and I really understood how schools that are philosophically-driven, mission-driven, can create such a different world for kids. That’s why I’m encouraging parents to go to the principal.
I think the principal even of any school can bring a culture to a school. Maybe that’s where we should be starting. The power that the principal has…if the school doesn’t have a mission, doesn’t have a philosophy, like this is the kind…
MP3 Audio: Rebecca Wallace-Segall schoolinfosystem.org interview. Transcript
The End of Unions? What Michigan Governor Rick Snyder gets right and wrong about labor policy
The age of big government is now upon us. The question is how to respond to this daunting reality. One possible approach is prudential acquiescence to the inevitable. Conservatives could work toward incremental reform within today’s political paradigm. The Hoover Institution’s own Peter Berkowitz offers this advice in his thoughtful column in the Wall Street Journal. Libertarians, in particular, must “absorb” the lesson that frontal assaults on New Deal-era policies are out. He writes:
[C]onservatives must redouble their efforts to reform sloppy and incompetent government and resist government’s inherent expansionist tendencies and progressivism’s reflexive leveling proclivities. But to undertake to dismantle or even substantially roll back the welfare and regulatory state reflects a distinctly unconservative refusal to ground political goals in political realities.
Conservatives can and should focus on restraining spending, reducing regulation, reforming the tax code, and generally reining in our sprawling federal government. But conservatives should retire misleading talk of small government. Instead, they should think and speak in terms of limited government.I fear the downside of Berkowitz’s counsel of moderation. For starters, no one can police Berkowitz’s elusive line between “small” and “limited” government. At its core, Berkowitz’s wise counsel exposes the Achilles heel of all conservative thought, which can be found in the writings of such notables as David Brooks and the late Russell Kirk. Their desire to “conserve” the best of the status quo offers no normative explanation of which institutions and practices are worthy of intellectual respect and which are not. No one doubts that politics depends on the art of compromise. But compromise only works for politicians who know where they want to go and how to get there.
Abolish Social Studies
Michael Knox Beran, via Will Fitzhugh:
Emerging as a force in American education a century ago, social studies was intended to remake the high school. But its greatest effect has been in the elementary grades, where it has replaced an older way of learning that initiated children into their culture [and their History?] with one that seeks instead to integrate them into the social group. The result was a revolution in the way America educates its young. The old learning used the resources of culture to develop the child’s individual potential; social studies, by contrast, seeks to adjust him to the mediocrity of the social pack.
Why promote the socialization of children at the expense of their individual development? A product of the Progressive era, social studies ripened in the faith that regimes guided by collectivist social policies could dispense with the competitive striving of individuals and create, as educator George S. Counts wrote, “the most majestic civilization ever fashioned by any people.” Social studies was to mold the properly socialized citizens of this grand future. The dream of a world regenerated through social planning faded long ago, but social studies persists, depriving children of a cultural rite of passage that awakened what Coleridge called “the principle and method of self-development” in the young.
The poverty of social studies would matter less if children could make up its cultural deficits in English [and History?] class. But language instruction in the elementary schools has itself been brought into the business of socializing children and has ceased to use the treasure-house of culture to stimulate their minds. As a result, too many students today complete elementary school with only the slenderest knowledge of a culture that has not only shaped their civilization but also done much to foster individual excellence.
In 1912, the National Education Association, today the largest labor union in the United States, formed a Committee on the Social Studies. In its 1916 report, The Social Studies in Secondary Education, the committee opined that if social studies (defined as studies that relate to “man as a member of a social group”) took a place in American high schools, students would acquire “the social spirit,” and “the youth of the land” would be “steadied by an unwavering faith in humanity.” This was an allusion to the “religion of humanity” preached by the French social thinker Auguste Comte, who believed that a scientifically trained ruling class could build a better world by curtailing individual freedom in the name of the group. In Comtian fashion, the committee rejected the idea that education’s primary object was the cultivation of the individual intellect. “Individual interests and needs,” education scholar Ronald W. Evans writes in his book The Social Studies Wars, were for the committee “secondary to the needs of society as a whole.”
The Young Turks of the social studies movement, known as “Reconstructionists” because of their desire to remake the social order, went further. In the 1920s, Reconstructionists like Counts and Harold Ordway Rugg argued that high schools should be incubators of the social regimes of the future. Teachers would instruct students to “discard dispositions and maxims” derived from America’s “individualistic” ethos, wrote Counts. A professor in Columbia’s Teachers College and president of the American Federation of Teachers, Counts was for a time enamored of Joseph Stalin. After visiting the Soviet Union in 1929, he published A Ford Crosses Soviet Russia, a panegyric on the Bolsheviks’ “new society.” Counts believed that in the future, “all important forms of capital” would “have to be collectively owned,” and in his 1932 essay “Dare the Schools Build a New Social Order?,” he argued that teachers should enlist students in the work of “social regeneration.”
Like Counts, Rugg, a Teachers College professor and cofounder of the National Council for the Social Studies, believed that the American economy was flawed because it was “utterly undesigned and uncontrolled.” In his 1933 book The Great Technology, he called for the “social reconstruction” and “scientific design” of the economy, arguing that it was “now axiomatic that the production and distribution of goods can no longer be left to the vagaries of chance–specifically to the unbridled competitions of self-aggrandizing human nature.” There “must be central control and supervision of the entire [economic] plant” by “trained and experienced technical personnel.” At the same time, he argued, the new social order must “socialize the vast proportion” of wealth and outlaw the activities of “middlemen” who didn’t contribute to the “production of true value.”
Rugg proposed “new materials of instruction” that “shall illustrate fearlessly and dramatically the inevitable consequence of the lack of planning and of central control over the production and distribution of physical things. . . . We shall disseminate a new conception of government–one that will embrace all of the collective activities of men; one that will postulate the need for scientific control and operation of economic activities in the interest of all people; and one that will successfully adjust the psychological problems among men.”
Rugg himself set to work composing the “new materials of instruction.” In An Introduction to Problems of American Culture, his 1931 social studies textbook for junior high school students, Rugg deplored the “lack of planning in American life”:
“Repeatedly throughout this book we have noted the unplanned character of our civilization. In every branch of agriculture, industry, and business this lack of planning reveals itself. For instance, manufacturers in the United States produce billions’ of dollars worth of goods without scientific planning. Each one produces as much as he thinks he can sell, and then each one tries to sell more than his competitors. . . . As a result, hundreds of thousands of owners of land, mines, railroads, and other means of transportation and communication, stores, and businesses of one kind or another, compete with one another without any regard for the total needs of all the people. . . . This lack of national planning has indeed brought about an enormous waste in every outstanding branch of industry. . . . Hence the whole must be planned.
Rugg pointed to Soviet Russia as an example of the comprehensive control that America needed, and he praised Stalin’s first Five-Year Plan, which resulted in millions of deaths from famine and forced labor. The “amount of coal to be mined each year in the various regions of Russia,”
Rugg told the junior high schoolers reading his textbook,
“is to be planned. So is the amount of oil to be drilled, the amount of wheat, corn, oats, and other farm products to be raised. The number and size of new factories, power stations, railroads, telegraph and telephone lines, and radio stations to be constructed are planned. So are the number and kind of schools, colleges, social centers, and public buildings to be erected. In fact, every aspect of the economic, social, and political life of a country of 140,000,000 people is being carefully planned! . . . The basis of a secure and comfortable living for the American people lies in a carefully planned economic life.”
During the 1930s, tens of thousands of American students used Rugg’s social studies textbooks.
Toward the end of the decade, school districts began to drop Rugg’s textbooks because of their socialist bias. In 1942, Columbia historian Allan Nevins further undermined social studies’ premises when he argued in The New York Times Magazine that American high schools were failing to give students a “thorough, accurate, and intelligent knowledge of our national past–in so many ways the brightest national record in all world history.” Nevins’s was the first of many critiques that would counteract the collectivist bias of social studies in American high schools, where “old-fashioned” history classes have long been the cornerstone of the social studies curriculum.
Yet possibly because school boards, so vigilant in their superintendence of the high school, were not sure what should be done with younger children, social studies gained a foothold in the primary school such as it never obtained in the secondary school. The chief architect of elementary school social studies was Paul Hanna, who entered Teachers College in 1924 and fell under the spell of Counts and Rugg. “We cannot expect economic security so long as the [economic] machine is conceived as an instrument for the production of profits for private capital rather than as a tool functioning to release mankind from the drudgery of work,” Hanna wrote in 1933.
Hanna was no less determined than Rugg to reform the country through education. “Pupils must be indoctrinated with a determination to make the machine work for society,” he wrote. His methods, however, were subtler than Rugg’s. Unlike Rugg’s textbooks, Hanna’s did not explicitly endorse collectivist ideals. The Hanna books contain no paeans to central planning or a command economy. On the contrary, the illustrations have the naive innocence of the watercolors in Scott Foresman’s Dick and Jane readers. The books depict an idyllic but familiar America, rich in material goods and comfortably middle-class; the fathers and grandfathers wear suits and ties and white handkerchiefs in their breast pockets.
Not only the pictures but the lessons in the books are deceptively innocuous. It is in the back of the books, in the notes and “interpretive outlines,” that Hanna smuggles in his social agenda by instructing teachers how each lesson is to be interpreted so that children learn “desirable patterns of acting and reacting in democratic group living.” A lesson in the second-grade text Susan’s Neighbors at Work, for example, which describes the work of police officers, firefighters, and other public servants, is intended to teach “concerted action” and “cooperation in obeying commands and well-thought-out plans which are for the general welfare.” A lesson in Tom and Susan, a first-grade text, about a ride in grandfather’s red car is meant to teach children to move “from absorption in self toward consideration of what is best in a group situation.” Lessons in Peter’s Family, another first-grade text, seek to inculcate the idea of “socially desirable” work and “cooperative labor.”
Hanna’s efforts to promote “behavior traits” conducive to “group living” would be less objectionable if he balanced them with lessons that acknowledge the importance of ideals and qualities of character that don’t flow from the group–individual exertion, liberty of action, the necessity at times of resisting the will of others. It is precisely Coleridge’s principle of individual “self-development” that is lost in Hanna’s preoccupation with social development. In the Hanna books, the individual is perpetually sunk in the impersonality of the tribe; he is a being defined solely by his group obligations. The result is distorting; the Hanna books fail to show that the prosperous America they depict, if it owes something to the impulse to serve the community, owes as much, or more, to the free striving of individuals pursuing their own ends.
Hanna’s spirit is alive and well in the American elementary school. Not only Scott Foresman but other big scholastic publishers–among them Macmillan/McGraw-Hill and Houghton Mifflin Harcourt–publish textbooks that dwell continually on the communal group and on the activities that people undertake for its greater good. Lessons from Scott Foresman’s second-grade textbook Social Studies: People and Places (2003) include “Living in a Neighborhood,” “We Belong to Groups,” “A Walk Through a Community,” “How a Community Changes,” “Comparing Communities,” “Services in Our Community,” “Our Country Is Part of Our World,” and “Working Together.” The book’s scarcely distinguishable twin, Macmillan/McGraw-Hill’s We Live Together (2003), is suffused with the same group spirit. Macmillan/McGraw-Hill’s textbook for third-graders, Our Communities (2003), is no less faithful to the Hanna model. The third-grade textbooks of Scott Foresman and Houghton Mifflin Harcourt (both titled Communities) are organized on similar lines, while the fourth-grade textbooks concentrate on regional communities. Only in the fifth grade is the mold shattered, as students begin the sequential study of American history; they are by this time in sight of high school, where history has long been paramount.
Today’s social studies textbooks will not turn children into little Maoists. The group happy-speak in which they are composed is more fatuous than polemical; Hanna’s Reconstructionist ideals have been so watered down as to be little more than banalities. The “ultimate goal of the social studies,” according to Michael Berson, a coauthor of the Houghton Mifflin Harcourt series, is to “instigate a response that spreads compassion, understanding, and hope throughout our nation and the global community.” Berson’s textbooks, like those of the other publishers, are generally faithful to this flabby, attenuated Comtism.
Yet feeble though the books are, they are not harmless. Not only do they do too little to acquaint children with their culture’s ideals of individual liberty and initiative; they promote the socialization of the child at the expense of the development of his own individual powers. The contrast between the old and new approaches is nowhere more evident than in the use that each makes of language. The old learning used language both to initiate the child into his culture and to develop his mind. Language and culture are so intimately related that the Greeks, who invented Western primary education, used the same word to designate both: paideia signifies both culture and letters (literature). The child exposed to a particular language gains insight into the culture that the language evolved to describe–for far from being an artifact of speech only, language is the master light of a people’s thought, character, and manners. At the same time, language–particularly the classic and canonical utterances of a people, its primal poetry–[and its History?] has a unique ability to awaken a child’s powers, in part because such utterances, Plato says, sink “furthest into the depths of the soul.”
Social studies, because it is designed not to waken but to suppress individuality, shuns all but the most rudimentary and uninspiring language. Social studies textbooks descend constantly to the vacuity of passages like this one, from People and Places:
“Children all around the world are busy doing the same things. They love to play games and enjoy going to school. They wish for peace. They think that adults should take good care of the Earth. How else do you think these children are like each other? How else do you think they are like you?”
The language of social studies is always at the same dead level of inanity. There is no shadow or mystery, no variation in intensity or alteration of pitch–no romance, no refinement, no awe or wonder. A social studies textbook is a desert of linguistic sterility supporting a meager scrub growth of commonplaces about “community,” “neighborhood,” “change,” and “getting involved.” Take the arid prose in Our Communities:
“San Antonio, Texas, is a large community. It is home to more than one million people, and it is still growing. People in San Antonio care about their community and want to make it better. To make room for new roads and houses, many old trees must be cut down. People in different neighborhoods get together to fix this by planting.”
It might be argued that a richer and more subtle language would be beyond third-graders. Yet in his Third Eclectic Reader, William Holmes McGuffey, a nineteenth-century educator, had eight-year-olds reading Wordsworth and Whittier. His nine-year-olds read the prose of Addison, Dr. Johnson, and Hawthorne and the poetry of Shakespeare, Milton, Byron, Southey, and Bryant. His ten-year-olds studied the prose of Sir Walter Scott, Dickens, Sterne, Hazlitt, and Macaulay [History] and the poetry of Pope, Longfellow, Shakespeare, and Milton.
McGuffey adapted to American conditions some of the educational techniques that were first developed by the Greeks. In fifth-century BC Athens, the language of Homer and a handful of other poets formed the core of primary education. With the emergence of Rome, Latin became the principal language of Western culture and for centuries lay at the heart of primary- and grammar-school education. McGuffey had himself received a classical education, but conscious that nineteenth-century America was a post-Latin culture, he revised the content of the old learning even as he preserved its underlying technique of using language as an instrument of cultural initiation and individual self-development. He incorporated, in his Readers, not canonical Latin texts but classic specimens of English prose and poetry [and History].
Because the words of the Readers bit deep–deeper than the words in today’s social studies textbooks do–they awakened individual potential. The writer Hamlin Garland acknowledged his “deep obligation” to McGuffey “for the dignity and literary grace of his selections. From the pages of his readers I learned to know and love the poems of Scott, Byron, Southey, and Words- worth and a long line of the English masters. I got my first taste of Shakespeare from the selected scenes which I read in these books.” Not all, but some children will come away from a course in the old learning stirred to the depths by the language of Blake or Emerson. But no student can feel, after making his way through the groupthink wastelands of a social studies textbook, that he has traveled with Keats in the realms of gold.
It might be objected that primers like the McGuffey Readers were primarily intended to instruct children in reading and writing, something that social studies doesn’t pretend to do. In fact, the Readers, like other primers of the time, were only incidentally language manuals. Their foremost function was cultural: they used language both to introduce children to their cultural heritage [including their History] and to stimulate their individual self-culture. The acultural, group biases of social studies might be pardonable if cultural learning continued to have a place in primary-school English instruction. But primary-school English–or “language arts,” as it has come to be called–no longer introduces children, as it once did, to the canonical language of their culture; it is not uncommon for public school students today to reach the fifth grade without having encountered a single line of classic English prose or poetry. Language arts has become yet another vehicle for the socialization of children. A recent article by educators Karen Wood and Linda Bell Soares in The Reading Teacher distills the essence of contemporary language-arts instruction, arguing that teachers should cultivate not literacy in the classic sense but “critical literacy,” a “pedagogic approach to reading that focuses on the political, sociocultural, and economic forces that shape young students’ lives.”
For educators devoted to the social studies model, the old learning is anathema precisely because it liberates individual potential. It releases the “powers of a young soul,” the classicist educator Werner Jaeger wrote, “breaking down the restraints which hampered it, and leading into a glad activity.” The social educators have revised the classic ideal of education expressed by Pindar: “Become what you are” has given way to “Become what the group would have you be.” Social studies’ verbal drabness is the means by which its contrivers starve the self of the sustenance that nourishes individual growth. A stunted soul can more easily be reduced to an acquiescent dullness than a vital, growing one can; there is no readier way to reduce a people to servile imbecility than to cut them off from the traditions of their language [and their History], as the Party does in George Orwell’s 1984.
Indeed, today’s social studies theorists draw on the same social philosophy that Orwell feared would lead to Newspeak. The Social Studies Curriculum: Purposes, Problems, and Possibilities, a 2006 collection of articles by leading social studies educators, is a socialist smorgasbord of essays on topics like “Marxism and Critical Multicultural Social Studies” and “Decolonizing the Mind for World-Centered Global Education.” The book, too, reveals the pervasive influence of Marxist thinkers like Peter McLaren, a professor of urban schooling at UCLA who advocates “a genuine socialist democracy without market relations,” venerates Che Guevara as a “secular saint,” and regards the individual “self” as a delusion, an artifact of the material “relations which produced it”–“capitalist production, masculinist economies of power and privilege, Eurocentric signifiers of self/other identifications,” all the paraphernalia of bourgeois imposture. For such apostles of the social pack, Whitman’s “Song of Myself,” Milton’s and Tennyson’s “soul within,” Spenser’s “my self, my inward self I mean,” and Wordsworth’s aspiration to be “worthy of myself” are expressions of naive faith in a thing that dialectical materialism has revealed to be an accident of matter, a random accumulation of dust and clay.
The test of an educational practice is its power to enable a human being to realize his own promise in a constructive way. Social studies fails this test. Purge it of the social idealism that created and still inspires it, and what remains is an insipid approach to the cultivation of the mind, one that famishes the soul even as it contributes to what Pope called the “progress of dulness.” It should be abolished.
K-12 Tax & Spending Climate: The US Fiscal Outlook
Mary Meeker’s Address on the State of USA Inc.1) America is losing its edge – some of this is inevitable as other countries improve their competitiveness, some of this is self inflicted.
2) Financial strength is vital to competitiveness – it’s core to a healthy economy, job creation, vibrant education / culture and military leadership.
3) Positive cash flow and a strong balance sheet are key to financial strength – bottom line, it’s bad to spend more than one brings in, as America is doing. In effect, as each day passes – with our rising losses and debt load – we rob just a little bit more from the future.
4) America does not need to lose its edge, it needs conviction and leadership to move its ‘business model’ in the right direction – we are all in this together, we need to understand and acknowledge our problems and agree to move forward with collective inspiration and sacrifice.
5) American tax dollars fund our government – we all need to understand where our taxes go and decide if we believe our hard-earned dollars are put to their highest-and-best use. The politicians we elect decide where our money goes.View Meeker’s complete presentation, here (1.6MB PDF).
McCullough on Teaching Training: Don’t Major in Education!
David McCullough, author of Truman and John Adams and two-time winner of the Pulitzer Prize and the National Book Award, was interviewed by Morley Safer on Sixty Minutes recently. During a discussion regarding Americans’ “historical illiteracy,” McCullough opined on teacher training:
Well we need to revamp, seriously revamp, the teaching of the teachers. I don’t feel that any professional teacher should major in education. They should major in a subject, know something. The best teachers are those who have a gift and the energy and enthusiasm to convey their love for science or history or Shakespeare or whatever it is. “Show them what you love” is the old adage. And we’ve all had them, where they can change your life. They can electrify the morning when you come into the classroom.
Related: When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That? and the National Council for Teacher Quality has been looking into school of education curriculum.
Younger Students More Likely to Get A.D.H.D. Drugs
Anahad O’Connor A new study of elementary and middle school students has found that those who are the youngest in their grades score worse on standardized tests than their older classmates and are more likely to be prescribed stimulants for attention deficit hyperactivity disorder. The findings suggest that in a given grade, students born at […]
Please let them Fail and Make Mistakes
The best thing was seeing them make mistakes. Good mistakes.
Same mistakes that we made when we were younger. First urge was to tell them not to make those mistakes. After all that’s how adults behave around us – learn from our experience, don’t make same mistakes as we did, they say. But does that really work? Is it even healthy to intend that?
When I read back old notes on this website. I don’t agree with many of them! One day I was about to pull them down or re-write them. But then I remembered how strongly I felt about each one of them at the time of writing. Somewhere a kid is making same mistakes as I did and those are the things s/he will relate to more. And anyway, if no one is reading it I am proud to look at how far I’ve come.
Wisdom comes from experience and telling them not to repeat your mistakes it to deprive them of experience and hence the wisdom. Never do that. Please. You telling them that it something won’t work is knowledge, not experience.
Middle school students to showcase Girls’ Biz at Women’s Expo
When Sarah Buob moved from Rockford, Ill., to Madison last year, one of her first moves was to join the Wisconsin Women’s Entrepreneurs South Central Chapter.
As a freelance graphic artist, she figured it would be the best way to make some business contacts and develop some friendships along the way.
It didn’t take long for her to realize her daughter Quinn could accomplish much the same thing by joining the Girls’Biz program co-sponsored by the WWE and the Girls Scouts of America-Badgerland Council.
“I thought it would be good for Quinn because she didn’t know anybody up here either,” Buob said. “She liked the fact that she could make some money, make some friends and learn a little bit about business and make some money on top of it.”
How to Get an A in Lifelong Learning
Albert Einstein once said, “Intellectual growth should commence at birth and cease only at death.” And these days, experts on aging agree. Studies continue to show that lifelong learning is the key to keeping our minds sharp and our brains strong, an important contributor to wellness overall, as we grow older. “Cognitive decline is not a normal function of aging,” insists Andrew J. Carle, executive in residence and the founding director of the program in senior housing administration at George Mason University in Fairfax, Va. “The brain doesn’t have to be in decline. You can keep it strong; you can exercise your brain.”
For many years, the idea of cognitive calisthenics conjured up images of silvered-hair retirees playing bridge or noodling over the New York Times crossword puzzle, ideally while relaxing by the pool. While those activities certainly do contribute to brain health, they’re only the tip of the iceberg of what’s available to mature adults who want to educate themselves in effective, enjoyable, and, in some cases, luxurious, ways. From downloading Harvard lectures to their computers, to spending a semester at sea with a ship full of students and professors, options for lifelong learners abound. Here are five of the best:
Lectures in the Living Room
You don’t have to leave home to exercise your brain — just pop a disc into your CD or DVD player, or download a digital video. The Great Courses of Chantilly, Va., formerly known as the Teaching Company (thegreatcourses.com), makes and sells video and audio recordings of some 390 classes, taught by professors of top universities, on everything from literature to math to wine-tasting. Best sellers include “Understanding the Universe: An Introduction to Astronomy” ($229.95 on DVD); and “How to Listen to and Understand Great Music” ($699.95 on DVD).
Arthur R. Jensen Dies at 89; Set Off Debate About I.Q.
Margalit Fox Arthur R. Jensen, an educational psychologist who ignited an international firestorm with a 1969 article suggesting that the gap in intelligence-test scores between black and white students might be rooted in genetic differences between the races, died on Oct. 22 at his home in Kelseyville, Calif. He was 89. His death was confirmed […]
College Marketing Experts Set Sights on Kids Who Pay
urdue University was always a back-up school for Kemsley Corell. But once she was accepted, she was won over by the barrage of mail advertising the school. She received plenty of marketing materials from other schools, but what impressed her about Purdue were the letters from faculty and staff from the Animal Sciences department, the College of Agriculture. She even received one from the dean himself.
Specific phrases in the letters made them seem personal – like the one from Marcos Fernandez, associate dean at the College of Agriculture, who underlined the words, “Congratulations” and “I look forward to meeting and getting to know you.” The letters made the Pleasant Grove, Utah applicant , feel “like I was important to Purdue and that I could really fit in there.” She started as a freshman at Purdue this fall.
Corell’s story is music to the ears of Teri Lucie Thompson, chief marketing officer for Purdue University. She’s one of the many marketing pros hired recently by universities to reach out more aggressively to students. The economic downturn and growing competition among institutions for students is prompting many schools to employ increasingly sophisticated marketing techniques to appeal to their pool of applicants – including those that can pay full price – and ensure they’ll get the highest caliber of students.
The term “marketing” once was a dirty word at universities and colleges, as many faculty felt the school’s stellar reputation should be enough to draw students. But now many schools have hired chief marketing officers, or CMOs, with six-figure salaries. Thompson, who makes a base salary of $265,000 with an annual 14-percent pension contribution, points to Bentley University and Utah State University as just two recent examples. Others schools are also hiring outside marketing firms.
“More than ever, higher education is a buyer’s market,” said Tony Pals, a spokesman for the National Association of Independent Colleges and Universities. He says students are increasingly concerned about the economic returns of their degree and are looking for a college with the best value.And, many colleges spend a boatload of money on marketing, often paid by prospective students’ application fees.
Young, Gifted and Neglected
Chester E. Finn, Jr. BARACK OBAMA and Mitt Romney both attended elite private high schools. Both are undeniably smart and well educated and owe much of their success to the strong foundation laid by excellent schools. Every motivated, high-potential young American deserves a similar opportunity. But the majority of very smart kids lack the wherewithal […]
UW-Madison lab works with controversial data for Chicago schools
Nearly 30,000 public school teachers and support staff went on strike in Chicago this past week in a move that left some 350,000 students without classes to attend.
And while this contentious battle between Chicago Public Schools and the Chicago Teachers Union blew up due to a range of issues — including compensation, health care benefits and job security concerns — one of the key sticking points reportedly was over the implementation of a new teacher evaluation system.
That’s noteworthy locally because researchers with UW-Madison’s Value Added Research Center (VARC) have been collaborating with the Chicago Public Schools for more than five years now in an effort to develop a comprehensive program to measure and evaluate the effectiveness of schools and teachers in that district.
But Rob Meyer, the director of VARC, says his center has stayed above the fray in this showdown between the Chicago teachers and the district, which appears close to being resolved.
“The controversy isn’t really about the merits of value-added and what we do,” says Meyer. “So we’ve simply tried to provide all the stakeholders in this discussion the best scientific information we can so everybody knows what they’re talking about.”Much more on “value added assessment”, here.
Who Killed the Liberal Arts?
In a loose definition, the “liberal arts” denote college study anchored in preponderantly Western literature, philosophy, and history, with science, mathematics, and foreign languages playing a substantial, though less central, role; in more recent times, the social science subjects–psychology, sociology, political science–have also sometimes been included. The liberal arts have always been distinguished from more specialized, usually vocational training. For the ancient Greeks, the liberal arts were the subjects thought necessary for a free man to study. If he is to remain free, in this view, he must acquire knowledge of the best thought of the past, which will cultivate in him the intellectual depth and critical spirit required to live in an informed and reasonable way in the present.
Expats in Singapore arm children for Chinese century
As far back as 25 years ago, US investor Jim Rogers already believed China would be the next economic superpower and young people the world over should prepare for the future by learning Mandarin.
Now 69, the billionaire had a chance to practise what he preached when he moved in 2007 to Singapore with his wife Paige Parker, 43, after visiting Hong Kong and Shanghai in search of an ideal place to bring up his children.
Their daughters Happy, now nine, and Baby Bee, four, are studying in public schools in Singapore, which promotes mastery of Mandarin as part of its own ethnic Chinese heritage and, more pragmatically, to give its people economic opportunities.
“Singapore has the best education in the world, the best healthcare, the best everything. I think that the best gift that I can give two children born in 2003 and 2008 is to know Asia and to speak Mandarin,” Rogers told AFP.
When to Brief the Teacher, and When to Bite Your Tongue
Is your child left-handed? Left-brained? Sensitive to feeling left out? And to the extent you know that these things impact her schoolwork, how much of a heads-up will you give her teachers before or around the first day of school?
The question of whether to brief the teacher on your child’s particular quirks or learning style is one that dogs parents of typically developing children at the start of every school year. Of course, we know our children best. We know which ones weep in frustration over a setback, which will listen to verbal instructions and which need to be shown, and which just need to be allowed to make their own mistakes. Why not help the teacher get them off to a good start?
College Becoming the New Caste System
School is in the air. It is the time of year when millions of apprehensive young people are crammed into their parents’ cars along with all their worldly gadgets and driven off to college.
The rest of the world looks on with envy. American universities are the best in the world–22 out of the world’s top 30, according to the Graduate School of Education at Shanghai Jiao Tong University. Once it was Oxford or Cambridge that bright young Indians dreamed of attending; now it is Harvard or Stanford. Admission to a top U.S. college is the ultimate fast track to the top.
Little do the foreigners know that all is far from well in the groves of American academe.
Let’s start with the cost. According to the College Board, average tuition and fees for in-state residents at a sample of public colleges have soared by 25 percent since 2008-09. A key driver has been the reduction in funding as states have been forced to adopt austerity measures. In the same time frame, tuition and fees at private universities rose by less (13 percent), but still by a lot more than inflation.
A different Kind of College Ranking
Washington Monthly: Our ranking of liberal arts colleges also reveals institutions that stand out in unconventional ways. Bryn Mawr is ranked first this year, continuing a long tradition of women’s colleges serving their country. Berea College in Kentucky is ranked third, far above its U.S. News position, because it enrolls a predominantly low-income student population […]
Commentary on Teacher Pay for Performance
The Milwaukee Journal-Sentinel:
As Wisconsin school districts enter their second year in a post-Act 10 world, some are beginning to experiment with performance-based pay. It’s a good idea.
But it’s also an idea that will work only if it’s based on sound measures to determine who gets that extra pay.
A few districts, including Hartland-Lakeside in Waukesha County, are trying performance-based pay on a voluntary basis this year; it would be mandatory for all teachers by 2015 in that district, reports the Journal Sentinel’s Erin Richards.
We think districts are wise to wait for full implementation until a new statewide educator evaluation system is in place. The Educator Effectiveness System is being piloted in a few districts this year and is expected to be implemented during the 2014-2015 school year.
“We have to get the evaluation part right in the beginning, or this won’t work,” state Superintendent Tony Evers said during a meeting with the Editorial Board last week. He’s right.
It’s important to acknowledge a few facts of life:In an effort to improve teacher quality, legislators and education reformers now are turning to performance-based pay.
Their aim appears to be noble: improving student outcomes.
But I can tell you from experience, it won’t work. And, in fact, it may be harmful if the whole range of factors that affects achievement isn’t considered.
Performance-based pay is a formula derived from behaviorist business models. Like the laboratory mouse and wheel, performance-based pay distributes rewards for correctly modeled behavior.
But this isn’t a realistic model for education; educators aren’t like employees in the business world where incentives are based on profit growth.
Why create an environment that breeds competition among colleagues, that creates situations in which one teacher is rewarded because her class gets high marks while another has less success because of the variables of her students in that particular year?
Also, since student success on standardized tests may be a large part of a teacher’s evaluation, a flaw with performance-based pay is that decision-makers haven’t decided yet on what our children should be learning. Do they want students to learn how to pass tests or to gain tools that will sustain them through life and careers?
Merit pay also will produce educators who teach to the test, which hurts students and teachers alike. As noted in the 2000 article by John R. Deckop and Carol C. Cirka, “The Risk and Reward of a Double-edged Sword: Effects of a Merit Pay Program on Intrinsic Motivation,” teachers are largely driven by two factors: helping students achieve and collaborating with colleagues. Effective teachers are motivated by their collective efforts to ensure the day-to-day growth of students.
The State of Teacher Retention in Urban Schools
Experts agree that teacher retention is one of the biggest challenges facing urban school districts. Everyone knows that an aging teacher workforce will lead to projected shortages in the years to come, but, worse still, some studies estimate that as many as 50% of newer teachers are leaving the classroom after just five years. In light of the crisis, a new study by The New Teacher Project (TNTP) aims to identify the reasons teachers leave and promotes long-term strategies for empowering a successful teacher workforce.
According to TNTP researcher, the best and worst teachers leave urban schools at strikingly similar rates. The nation’s 50 largest districts lose approximately 10,000 effective teachers each year. Meanwhile, about 40% of teachers with more than seven years of experience are considered less effective at advancing academic progress than the average first-year teacher.
Open Access facts from Peter Suber
I’m enjoying my friend Peter Suber’s small book Open Access. He’s a very clear and concise writer, and of course he knows this topic better than anyone.
Here are some facts Peter mentions:
In 2008, Harvard subscribed to 98,900 serials. Yale subscribed to 73,900. “The best-funded research library in India…subscribed to 10,600.” And, Peter points out, some Sub-Saharan universities cannot afford to subscribe to any. (pp. 30-32) Way to make yourself smart, humanity!
“In 2010, Elsevier’s journal division had a profit margin of 35.7 percent while ExxonMobil had only 28.1 percent.” (p. 32)
The cost of journals has caused a dramatic decrease in the percentage of their budgets research libraries spend on books, from 44% in 1986 to 28% now. “Because academic libraries now buy fewer books, academic book publishers now accept fewer mauscripts…” (p. 33)
Inside the Coursera Contract: How an Upstart Company Might Profit From Free Courses
Coursera has been operating for only a few months, but the company has already persuaded some of the world’s best-known universities to offer free courses through its online platform. Colleges that usually move at a glacial pace are rushing into deals with the upstart company. But what exactly have they signed up for? And if the courses are free, how will the company–and the universities involved–make money to sustain them?
Some clues can be found in the contract the institutions signed. The Chronicle obtained the agreement between Coursera and the University of Michigan at Ann Arbor, the first public university to make such a deal, under a Freedom of Information Act request, and Coursera officials say that the arrangement is similar to those with the other partners.
The contract reveals that even Coursera isn’t yet sure how it will bring in revenue. A section at the end of the agreement, titled “Possible Company Monetization Strategies,” lists eight potential business models, including having companies sponsor courses. That means students taking a free course from Stanford University may eventually be barraged by banner ads or promotional messages. But the universities have the opportunity to veto any revenue-generating idea on a course-by-course basis, so very little is set in stone.
Bound Hand & Foot
In ancient China, upper-class women had their feet tightly bound as children, preventing the bones from growing normally, so that they could be hindered in their walking, and only capable of cute little “feminine” steps around the house.
We don’t do that, of course. What we do instead with all our young people is see to it that they do not read a single complete history book in school (maiming their knowledge of history) and we confine their writing mostly to fiction, compositions about themselves, or brief little five-paragraph “essays” about something else (doesn’t matter what), which cripples their ability to write.
Even when we ask them to apply to college and show us their writing, admissions officers ask only for 500-word pieces in which they talk about themselves and their lives.
In Boston the Boston Globe has a competition that asks young people to write about courage. But is it the courage of Elizabeth Cady Stanton, or John Quincy Adams, or James Otis, or Patrick Henry or John Paul Jones, or Florence Nightingale that they want to hear about? Not a chance. They want the youngsters to write about their own courage, for instance perhaps when they spoke to a fellow student who was not popular, etc.
Thus we bind their learning and their imagination, and we try to prevent their access to knowledge of history and the achievements of mankind, and we try to keep them from learning how to write a serious term paper or read a substantial history book.
Why is this happening? One example of the problem is a writing consultant from Teachers’ College, Columbia, who was given a $50,000,000 (yes, $50 million) contract to teach students reading and writing in New York City. When I asked her if she would be having the students write about history, she told me: “I teach writing, I don’t get into content that much.” So, naturally, the students her grant enabled her to “work” with probably didn’t get into content that much either.
Mark Bauerlein wrote (The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future) that on the NAEP history test 57 percent scored “Below Basic.” To score “Basic,” the student has to know who George Washington was. To score “Below Basic” the student has to know that Scooby-Doo was never President, but they probably could not name anyone who ever was President. “Of those taking the exam, a majority, 52 percent, when asked to identify a U.S. Ally during World War II selected a member of the Axis powers–Germany, Italy, and Japan–rather than the Soviet Union” [or Great Britain].
We hear lots of complaints from many quarters that our kids are ignorant of history and cannot write. It would have made as much sense to criticize upper-class Chinese women in the Imperial days because they had such poor times in the 100-yard dash.
If we continue to keep history books away from our students, and limit their writing to brief solipsistic exercises, then we can only expect that they will continue to demonstrate the damage we have done to them, when we test them and look over the writing they are able to produce for us.
==============
“Teach by Example”
Will Fitzhugh [founder]
The Concord Review [1987]
Ralph Waldo Emerson Prizes [1995]
National Writing Board [1998]
TCR Institute [2002]
730 Boston Post Road, Suite 24
Sudbury, Massachusetts 01776-3371 USA
978-443-0022; 800-331-5007
www.tcr.org; fitzhugh@tcr.org
Varsity Academics®
www.tcr.org/blog
A cure for bad teaching of writing
Forty-five years ago, I married the best editor I have ever known. Most of the reasons I love Linda have nothing to do with writing, but it’s useful to have her around when wrestling with a difficult column.
I’m lucky. Few people are willing to and capable of helping others produce engaging and instructive prose. Many editors of my books were helpful, but I still remember the one who did not change a word, good for my ego but not for the book. Newspaper editors, at The Washington Post and elsewhere, have more stories to deal with than ever before, but no more time to fix them.
This problem is particularly acute in our schools, where almost all of us learn to write. I got little instruction before a required composition class my sophomore year of college. The situation has gotten worse since then. Few teachers have enough experience and training to show students what is good writing and what is not. Those who have that skill lack the time to share it with all their students and still have lives.
In a recent column, Michael Shaughnessy of EducationViews.org discussed this with Will Fitzhugh, whose Concord Review publishes exemplary high school research papers. They agreed that writing instruction is in crisis. The latest solution – letting computers grade papers – is a dead end.
“These programs don’t care if you are writing an ‘Ode to a Grecian Urn’ or an ‘Ode to an iPhone,’ ” Fitzhugh said. “The content is of no interest to the robo-graders. They are programmed only to ‘worry’ about a small circumscribed set of writing skills, and the subject of your composition counts for nothing. You can write a dull composition, which amply displays ignorance, and still get a good score from the computers.”
To be fair to the software that reads essays, and the people who created it, in most cases at least one human being also assesses the writing when the grade means something. Rachel Toor, a former editor who is an associate professor of creative writing at Eastern Washington University, acknowledged in a piece she wrote for the Chronicle of Higher Education that a student can be helped by an Apple program that points out clichés, wordy phrases and needlessly complex words, such as “conceptualizing” instead of “thinking.”
But the rest of Toor’s essay was chilling. She cares about improving her students’ writing. She finds that most college professors won’t or can’t do it. At a party, she met a political scientist with an Ivy League education who teaches at a good liberal arts college. He told her he never commented on his students’ writing. “It’s simply not part of his grading process,” she wrote. “He assesses their ideas, he says, not the prose.”
When she asked how he could separate the ideas from their expression, he said “he didn’t feel that he had the expertise to comment on their writing,” she wrote. “He wouldn’t know, he said, what good writing looked like.” She asked whether he thought he was a good writer. “He said yes, because he’s been published,” she wrote.
That suggests that it is better to teach writing in high school. I know several fine, if marginally employed, journalists who could do it. Writing is often mentioned as one of the premier 21st century skills, and it can be taught without exhausting the teachers.
Require students to take at least one semester of reading and writing instead of their regular English class. A paper is due each Monday. In class, students read whatever they like or work on next week’s essay while the teacher calls them up in turn and edits their papers as they watch.
At the end of the day, there are no stacks of student papers to ruin the instructor’s home life. Each student gets personal attention. Even Linda Mathews might be persuaded to teach that class.
A cure for bad teaching of writing
Forty-five years ago, I married the best editor I have ever known. Most of the reasons I love Linda have nothing to do with writing, but it’s useful to have her around when wrestling with a difficult column.
I’m lucky. Few people are willing to and capable of helping others produce engaging and instructive prose. Many editors of my books were helpful, but I still remember the one who did not change a word, good for my ego but not for the book. Newspaper editors, at The Washington Post and elsewhere, have more stories to deal with than ever before, but no more time to fix them.
This problem is particularly acute in our schools, where almost all of us learn to write. I got little instruction before a required composition class my sophomore year of college. The situation has gotten worse since then. Few teachers have enough experience and training to show students what is good writing and what is not. Those who have that skill lack the time to share it with all their students and still have lives.
In a recent column, Michael Shaughnessy of EducationViews.org discussed this with Will Fitzhugh, whose Concord Review publishes exemplary high school research papers. They agreed that writing instruction is in crisis. The latest solution — letting computers grade papers — is a dead end.
Private schools leader vs. me
After I accused American private schools of hiding vital data, a practice that makes it hard for me to compare them to other schools, National Association of Independent Schools President Patrick F. Bassett agreed to a chat. His organization represents many well-known private schools:
Mathews: You have said you don’t like my way of comparing schools. Okay, what way of comparing schools would you prefer?
Bassett: When parents ask us, “What’s the best school,” we say, “The school that best meets your child’s needs.” The first step in finding that perfect school is to evaluate what your child needs. An environment that’s more nurturing? Or more competitive? Does she thrive in a larger community or one that is smaller? Is he looking for specific classes or programs? Does the philosophy of the school mesh with your family’s values? Look at the websites and other materials from the schools. Would the approach and program at a school work for your child?
Common Core State Standards and Exxon Mobil
ExxonMobil supports the efforts of local educators in 45 states who, along with community and business leaders, have come together to develop voluntary, rigorous Common Core State Standards in math and English. For the US to remain competitive globally, we must ensure all children, no matter where they live, are provided the best education possible and are prepared to go to work or college when they finish high school.
The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. The Common Core State Standards are anchored by requirements for college and career success, providing a more accurate and rigorous description of academic readiness.Exxon Mobil is running Olympic event television advertisements promoting the “Common Core“. Steve Coll’s latest book is worth reading: ExxonMobil: A ‘Private Empire’ On The World Stage.
Why Johnny Can’t Add Without a Calculator
When Longfellow Middle School in Falls Church, Va., recently renovated its classrooms, Vern Williams, who might be the best math teacher in the country, had to fight to keep his blackboard. The school was putting in new “interactive whiteboards” in every room, part of a broader effort to increase the use of technology in education. That might sound like a welcome change. But this effort, part of a nationwide trend, is undermining American education, particularly in mathematics and the sciences. It is beginning to do to our educational system what the transformation to industrial agriculture has done to our food system over the past half century: efficiently produce a deluge of cheap, empty calories.
I went to see Williams because he was famous when I was in middle school 20 years ago, at a different school in the same county. Longfellow’s teams have been state champions for 24 of the last 29 years in MathCounts, a competition for middle schoolers. Williams was the only actual teacher on a 17-member National Mathematics Advisory Panel that reported to President Bush in 2008.
Williams doesn’t just prefer his old chalkboard to the high-tech version. His kids learn from textbooks that are decades old–not because they can’t afford new ones, but because Williams and a handful of his like-minded colleagues know the old ones are better. The school’s parent-teacher association buys them from used bookstores because the county won’t pay for them (despite the plentiful money for technology). His preferred algebra book, he says, is “in-your-face algebra. They give amazing outstanding examples. They teach the lessons.”
Should All U.S. Students Meet a Single Set of National Proficiency Standards?
The U.S. has a problem: Today’s young Americans are falling behind their peers in other countries when it comes to academic performance. What makes the situation particularly concerning is research showing a close link between economic competitiveness and the knowledge and skills of a nation’s workforce.
What’s the solution?
One school of thought says the U.S. needs to set clear standards about what schools should teach and students should learn–and make it uniform throughout the country. These advocates say our decentralized approach to education isn’t preparing students for the demanding challenges they will face in a global economy.
The Wall Street Journal
Others say be careful what you wish for. Proposing that all children meet the same academic standards, they say, is essentially proposing a nationalized system of education, where everyone is taught the same thing at the same time and in the same way. The best way to improve student performance, they argue, is to give schools the ability to experiment with different standards, assessments and curricula to see what does and doesn’t work.
