Search Results for: "Common Core"
Literature’s Emotional Lessons
Andrew Simmons: I’d drawn a little tombstone on the board. I was in the middle of leading a class of 10th-grade English students through Piggy’s death scene in Lord of the Flies: the rock, the shattered conch, Piggy’s long fall, the red stuff flowing out, the twitching legs. The corners of her eyes bubbling, a […]
Commentary On Wisconsin’s Most Recent K-12 Assessment Exam (8.5% of Madison students did not take the test, 13% with disabilities)
Molly Beck: More than 700 students in the Madison School District opted out in 2015, part of the 8,104 public school students who opted out statewide, a substantial increase from the 87 and 583 students, respectively, who opted out last year, state and school district data show. The surge nationwide in recent years represents a […]
Education dwindles as an issue in national, local elections
Alan Borsuk: That’s not a platform. It’s a couple of slogans, a vague concept, and a sort-of position that has been pretty much already settled in favor of Trump’s view. The education law passed a few months ago by Congress stops the federal government from promoting the Common Core education standards and shifts education decision-making […]
Badger Exam results; Madison Substantially Lags State Results….
Tap for a larger version. Wisconsin Reading Coalition, via a kind email: LETRS Training For the fourth year, the Milwaukee Summer Reading Project will offer free training in Language Essentials for Teachers of Reading and Spelling (LETRS) in Milwaukee. Ten Saturday classes run from March into June. There are approximately ten open spots, with registration […]
How Do New NAEP Scores Compare With Smarter Balanced and PARCC?
Marianne Lombardo: Overall, the 2015 National Assessment for Educational Progress (NAEP) data released today were disappointing. We’ll be delving into it for weeks, looking for insights along with many of our fellow edu-data nerds. For today, we’ll refer you to some of the good work that’s already been done from our friends at the The […]
Wisconsin’s K-12 Math And Reading Performance: NAEP 37% at or Above Proficient
Annysa Johnson: They do not include individual district- and school-level data for public schools or the scores for private schools participating in the state-funded voucher programs. Among the highlights: The composite score for juniors who took the ACT was 20 on a scale of 36. That’s below the 22.2 reported in August 2015. Again, DPI […]
How Business Got Schooled
Peter Elkind: When Exxon Mobil, GE, Intel, and others pushed for the education standards, they incurred the wrath of Tea Party conservatives and got a painful lesson in modern politics. In February 2014, two of the world’s richest men, Bill Gates and Charles Koch, dined together at a West Coast restaurant. They made quite the […]
Chicago school has the answer for PARCC Test
Sun Times: new test designed to see whether students are meeting tougher national educational standards has been attacked by more than a few vocal critics. But rather than lambaste the Partnership for Assessment of Readiness for College and Careers test, critics should take a close look at one Chicago school that chose to make the […]
Teachable Moment for Andrew Cuomo: Lead the State, Not Just the Loud
Laura Waters: Poor Andrew Cuomo: he just can’t get it right. First he signed the Education Transformation Act of 2015 that, in part, ties teacher evaluations to student outcomes and was toasted by those who believe that we can do a better job of ensuring that effective teachers are in New York State classrooms. Then […]
How Hard Is New York’s Algebra Exam?
New York Times: On this year’s New York Regents Algebra I exam, which was aligned with the Common Core curriculum, the percentage of students passing fell, even as the minimum passing grade was scheduled to increase. Below is a sample of questions from the test.
NYT’s Mass. Testing Story Contradicted By Other Outlets, Appears To Overstate Decision
Alexander Russo: Things have begun to look pretty bad for the multistate assessment known as PARCC in Massachusetts, according to a November 21 New York Times story: State education chief Mitch Chester was “walking away” from the Common Core-aligned tests he helped create. The state would now “go it alone” rather than using one of […]
MA Replaces PARCC with PARCC: Tea Party and Teacher Unions Cheer
Laura Waters: Today’s New York Times features a doomsday article on the demise of the PARCC assessments aligned with the Common Core State Standards in Massachusetts. In language that would have warmed the cockles of Cotton Mather’s heart (fun fact: the Puritan Boston preacher predicted the end of the world in 1697), the Times describes […]
Financial Woes Plague Common-Core Rollout
Michael Rothfeld: Educators in this Oklahoma City suburb jumped into action when state leaders in 2010 adopted the Common Core academic standards that were sweeping states across the country. The Edmond school district has a big military population that moves frequently, so officials liked the idea of using the same standards as other states. They […]
Milwaukee RFP for Tutoring Services
Milwaukee Public Schools (PDF): MPS seeks proposals to identify qualified providers of T4U services for the remainder of the 15/16 school year and the 16/17, 17/18 and 18/19 school years. Providers hire and pay tutors and invoice MPS for services rendered. The target population for T4U services are those K5 – 12th grade students, at […]
Why Black and Latino Parents are Placing a Premium on Education
Chris Stewart: e results of a new Education Post poll illustrate varying perspectives on secondary education in America across racial and socio-economic lines. The 2015 Parent Poll surveyed a cross-section of over 1,000 parents and guardians of K-12 public school students on topics related to education ranging from the use of common core in schools, […]
“Half of the top-performing schools serving low-income students in California are charters, Status Quo In Madison
Kimberly Beltran: , according to a new analysis of scores from this year’s Common Core-aligned assessments. In a brief report that underscores large achievement gaps between student subgroups on the state’s new standardized tests, the non-profit Education Trust-West study revealed that on lists of the top 10 highest performing schools in English language arts and […]
Commentary On Wisconsin’s State School Superintendent
Alan Borsuk: Being superintendent was a pretty low profile matter for much of the last 166 years, but no more. Here are three reasons why: Vouchers: DPI oversees administration of the private school voucher program. Evers and his two predecessors were big advocates of the conventional public school system. Voucher advocates generally regard all of […]
Education Law Center Files Complaint about DOE Bureaucracy; Can We Talk About Kids?
Laura Waters: The members of New Jersey’s “review” of the Common Core State Standards are faced with a thankless task: fussing over highly-regarded academic standards that were successfully implemented in all the state’s public schools five years ago simply because this past summer Gov. Christie, in a desperate attempt to revive a dead presidential campaign, […]
Wisconsin DPI’s Ongoing Assessment Process (those Who Brought Us The WKCE)
Molly Beck: State education officials have tapped a former state lawmaker’s company to create a new exam for Wisconsin elementary and middle school students, replacing the problematic Badger Exam that students took for the first and last time this spring. The state is negotiating a contract with Minnesota-based Data Recognition Corporation to build a test […]
Why Data Matters
Rishawn Biddle: Two things can be said about California’s state government when it comes to its efforts on school data. The first? That the Golden State has always blundered when it comes to developing robust comprehensive data systems that can be easily used by families, school leaders, researchers, and policymakers. As I reported seven years […]
Rising to the Challenge of New Tests
Peter Cunningham: Every parent knows that kids must be challenged to be well prepared for life’s tests. The worst thing a parent can do is lower expectations for their children. Yet, that’s precisely what most states in America did. Until now. In the months ahead, for the first time, many states will release scores to […]
Homeschooling in the City Frustrated with the public schools, middle-class urbanites embrace an educational movement
Matthew Hennessey: For Wade and her husband, and for city dwellers with concerns ranging from classroom environment to the Common Core, public school is out of the question. And for them, as for many urban middle-class families, paying hefty private school tuition is not a realistic option, either. “It wasn’t so much a decision of […]
San Francisco Middle Schools No Longer Teaching ‘Algebra
Ana Tintocalis: Van Zandt admits he has high expectations for his children. He also has high expectations for San Francisco Unified, which is why he and many parents like him were outraged when they learned Algebra 1 will no longer be taught in middle school under Common Core, the state’s new academic standards. Instead, all […]
Why the “Every Child Achieves Act” Needs a Little More Tweaking
Laura Waters: Marianne Lombardo at Education Reform Now looks at the recent report on NAEP scores from the National Center for Education Statistics. Results show that many states have standards that are less ambitious than the concepts tested, especially in 4th grade reading. While, she says, “NAEP frameworks and benchmarks are established by the National […]
What Did Race to the Top Accomplish
Joanne Weiss & Frederick Hess: Race to the Top was the Obama administration’s signature education initiative. Initially greeted with bipartisan acclaim, it has figured in debates about issues ranging from the Common Core to teacher evaluation to data privacy. Five years have passed since the U.S. Department of Education announced the winners in the $4 […]
w N.J. Lies to Students About College and Career Readiness: A Story
Laura Waters: This article in South Jersey Magazine is two years old, but it could have been written today. Here, journalist Jayne Jacova Feld profiles a young woman named Rebecca Basenfelder, who graduated from Shawnee High School, part of Lenape Public School district in a suburb of Burlington County, and proudly headed off to Burlington […]
What learning cursive really taught me
Anne Quito: Since cursive writing was omitted when the Common Core academic standards was drafted in the US in 2010, the debate on the value of learning penmanship has raged. Some argue that the skill is obsolete, akin to learning how to use an abacus in the age of supercomputers. “[The] time kids spend learning […]
Schools Can’t Innovate Until Districts Do
Robin Lake, via a kind Deb Britt email: Every sector of the U.S. economy is working on ways to deliver services in a more customized manner. In the near future, cancer treatment plans will be customized to each patient based on sophisticated genetic data and personal health histories. If all goes well, education is headed […]
Proposed Changes To Wisconsin k-12 Governance & Curricular Requirements
Molly Beck: The added funding comes from a $250 per student special funding stream for school districts in the second year of the budget, according to the legislation package proposed by Republican co-chairs of the Joint Finance Committee. At the same time, the 1,000-student cap on the statewide voucher program would be lifted and students […]
Welcome to the Education-Industrial Complex
socialist worker.org That night, the Warren school district’s testing coordinator received a call from a state official informing her about the “breach” and requesting that the student be suspended. The next morning, Warren school superintendent Elizabeth Jewett e-mailed her colleagues about the incident: The DOE informed us that Pearson is monitoring all social media during […]
Stakes for “high-stakes” tests are actually pretty low
LILLIAN MONGEAU, EMMANUEL FELTON and SARAH BUTRYMOWICZ Of the 21 states that plan to use the tests as part of teacher evaluations in the future, many have already specified that the score will count for only a percentage of the evaluation. For example, Wyoming plans to use test scores as 20 percent of teacher evaluations […]
Teaching Math in the 21st Century
Barry Garelick, via a kind email: “I am not an outright proponent of the philosophy that ‘If you want something done right, you have to live in the past’, but when it comes to how to teach math there are worse philosophies to embrace,” Barry Garelick explains as he continues from where he left off […]
Weakening Standardized Tests Amounts to ‘Killing the Messenger’
Eva Moskowitz: This week, 1.1 million children in New York State will take Common Core-aligned standardized tests amidst a growing national revolt against testing. Standardized tests don’t measure real learning, just superficial test-taking skills, and our obsession with them is destroying our nation’s schools by taking away from real learning. As the mother of a […]
America’s most controversial educator
Robert Pondsco: If you don’t live in New York City or within the education policy universe, Eva Moskowitz might not be on your radar screen. She should be. With a recent front page piece in The New York Times about the extraordinary results posted by her network of 32 Success Academy charter schools and how […]
Social Studies [and history] Education in Crisis
Gorman Lee, via Will Fitzhugh: The Massachusetts Board of Elementary and Secondary Education’s decision to indefinitely suspend the History and Social Science MCAS in 2009 has placed social studies education in a high risk of marginalization in K-12 public school districts across the Commonwealth. The problem has only exacerbated with increased emphases of English language […]
The real case against AP U.S. History
Alexandra Petri, via Will Fitzhugh: Stepping back from State Legislatures And Their Strange Hobbies, if you wanted to object to AP U.S. History—which is run by the College Board, a private company, not, as many legislators seem to suspect, a Vast Conspiracy To Take Over State Control Of Learning — a better case might be […]
Study praises Wisconsin for raising the bar on state exams; RIP WKCE Low Standards?
Erin Richards Eight years ago, a study found Wisconsin had one of the lowest bars in the country for rating students proficient in reading and math on the state standardized test. That means children here looked more academically accomplished than they probably really were — something the state aimed to remedy by raising the scores […]
Why Children Need Chores
Jennifer Breheny Wallace: Today’s demands for measurable childhood success—from the Common Core to college placement—have chased household chores from the to-do lists of many young people. In a survey of 1,001 U.S. adults released last fall by Braun Research, 82% reported having regular chores growing up, but only 28% said that they require their own […]
Conversations on the Rifle Range 26: Moving On and the Sedimentation of Students
Barry Garelick, via a kind email: I am currently working at a middle school in a neighboring school district. I do not have my own classes; I assist the math teachers there by identifying and working with students who are struggling. Like most schools these days, it has fallen under the spell of Common Core, […]
One of N.J.’s Top Superintendents Explains What’s Wrong with the Opt-Out Movement
Laura Waters: Remember, we’re arguing about standards that have been in place for five years and assessments that haven’t even been given yet. Can we wait two weeks before passing judgement? Also in the comments section, Anne Clark, who never takes fools lightly, has her own responses to anti-testers. She notes that there was plenty […]
Governance Diversity: Measure would allow tech colleges to run charter high schools
Erin Richards: Wisconsin’s 16 technical colleges could establish independent charter high schools staffed by college instructors, under a proposal being circulated by two Republican lawmakers that aims to better prepare students for the workforce. Rep. Tom Weatherston (R-Racine) says charter high schools focused on occupational education or technology could attract students who would not otherwise […]
Accountability Bill Really Enables STATE TAKEOVER
Madison Teachers, Inc. Newsletter via a kind Jeanie Kamholtz email (PDF): The January 14 hearing by the Assembly Education Committee produced ONLY ONE speaker who favored the Accountability proposal, Assembly Bill 1 (AB 1), and that was the Bill’s author, Rep. Jeremy Thiesfeldt. During his testimony, Thiesfeldt refused to name either the person or organization […]
Problem’s Swirl Around Wisconsin’s next student test….
Erin Richards: Costs to administer the new test have gone millions of dollars over budget. And administrators learned last week that a key technological feature of the new test — its ability to adapt to students’ individual ability levels by offering harder or easier questions as they take the exam — won’t be ready this […]
Hill fight on No Child Left Behind looms
Maggie Severns: Alexander raised eyebrows last fall when he indicated he might be willing to get rid of the law’s annual testing mandate. No Child Left Behind requires schools to test students in reading and math each year from third through eighth grades and once in high school. And students must be tested in science […]
Helping the Poor In Education: the Power of a simple Nudge
Susan Dynarski: There are enormous inequalities in education in the United States. A child born into a poor family has only a 9 percent chance of getting a college degree, but the odds are 54 percent for a child in a high-income family. These gaps open early, with poor children less prepared than their kindergarten […]
DPI Standard of the Week: Using phonics as building blocks for reading
Wisconsin Reading Coalition, via a kind email: The Department of Public Instruction chooses an English Language Arts standard each week and posts resources and ideas for practicing in the classroom and at home. The standard for the week of January 5 is phonics. Follow this link to the site http://dpi.wi.gov/my-wi-standards/ela/1-6-15 As is usually the case […]
Why a Christie presidential bid is good for New Jersey’s teachers union
Laura Waters: The nation’s atwitter about a potential Republican nomination brawl between Jeb Bush and Chris Christie, as well as a posse of Tea Party candidates. One of the wedge issues, pundits predict, will be education policy. Picture it now: Bush and Christie, both moderate Republicans, saddled up at debate podia and straddled by an […]
The plot to overhaul No Child Left Behind
Maggie Severns: The president may be hard-pressed to veto even a very conservative bill, though the administration has signaled in the past it will take a hard line when it comes to preserving annual tests and other provisions that focus on equal access to education in NCLB. The Obama administration ushered in what has been […]
Wisconsin Reading Coalition Update
Wisconsin Reading Coalition: Reading proficiency in 50 low-income, high-minority Milwaukee schools is less than 8%. See this 12/5/14 PolitiFact article from the Milwaukee Journal Sentinel. Earn a graduate degree from a program that has been accredited by the International Dyslexia Association as meeting the IDA Knowledge and Practice Standards for Teachers of Reading. Coursework […]
What Students Do (And Don’t Do) In Khan Academy
Dan Meyer: tl;dr — Khan Academy claims alignment with the Common Core State Standards (CCSS) but an analysis of their eighth-grade year indicates that alignment is loose. 40% of Khan Academy exercises assessed the acts of calculating and solving whereas the Smarter Balanced Assessment Consortium’s assessment of the CCSS emphasized those acts in only 25% […]
Wisconsin Education Political Commentary
Alan Borsuk: everal years ago, I was writing about how the most significant debates in approaches to improving education didn’t pit Republicans against Democrats. They pitted Democrats against Democrats. Now, the dynamic to watch is between Republicans and Republicans. Both in Washington and Madison, they have so much power now — and they have some […]
When unions attack standardized testing they should at least do their homework
Laura Waters: Last month the Executive Committee of the Delran Education Association (Burlington County) issued a “massive position statement” detailing its “defiant opposition to the New Jersey Department of Education’s obsession with the use of high-stakes standardized testing.” Certainly, the leadership of DEA is not alone in its indignation at the state’s implementation of a […]
New Anti-Reform Meme: Too Many Kids Go to College
Laura Waters There’s a relatively new meme running through the edu-blogosphere that claims that the Common Core and its attendant standardized tests are built on the false premise that all kids should prepare for college and careers. For example, on Monday New Jersey blogger Marie Cornfield claimed that the “big, fat myth of standardized testing […]
Improving education and the UAB football situation
Danny Garrett: The focus of the meeting was improving education in the United States. Participants had the opportunity to attend break-out sessions and learn more about the challenges and opportunities facing education in the U.S. A variety of viewpoints were expressed; some presenters/attenders favor the Common Core standards and approach, while other presenters/participants strongly oppose […]
On Preserving the K-12 Governance Model, despite Reform Efforts
Larry Cuban The notion of institutions adopting reforms in order to maintain stability—sometimes called “dynamic conservatism”—captures how U.S. public schools, especially in big cities have embraced new policies (e.g., charter schools, Common Core standards, new technologies) signaling stakeholders that schools are, indeed, changing. Yet those districts and schools have left untouched essential structures that make […]
Should the U.S. Make Standardized Tests Harder?
Mikhail Zinshteyn: With opposition to the new Common Core State Standards and the assessments linked to them reaching a fever pitch, advocating for better tests seems like an unpopular proposition. But what if U.S. students took fewer tests that measured their ability to understand academic concepts far more deeply than current tests permit? A growing […]
Nobody likes to be told their children are overrated – especially if it is true.
Edward Luce: Finally, there are Mr Duncan’s angry suburban mothers. They deserve sympathy. Nobody with a child in a US public school would disagree that their children are sitting far too many tests yet learning far less than they ought to be. The answer, of course, is to have fewer and better tests and to […]
Q&A: Lamar Alexander On Education In The New Congress
Claudio Sanchez: What’s your first priority? Our first priority is to fix No Child Left Behind. The Republican proposal to fix NCLB would give states the option — not mandate — to take federal dollars and let those dollars follow children to the schools they attend. We want to expand choice, but my view is […]
Using photos with English language learners
Larry Ferlazzo: “A picture is worth a thousand words.” — Unknown Though the origin of this popular adage is unclear, one thing is clear: using photos with English-Language Learners (ELLs) can be enormously effective in helping them learn far more than a thousand words — and how to use them. Usable images for lessons can […]
Commentary on Monolithic K-12 a Governance
Larry Cuban: I do not suggest that educational philanthropists have caused centralized policymaking or loss of faith in professional educators’ judgment since both had begun in the mid-1960s with the Elementary and Secondary Education Act underwriting federal and state actions and continued through the 1980s–A Nation at Risk called for states to act on their […]
Missouri education department facilitators are paid $500 per meeting “plus necessary expenses”
Alex Stuckey: Every couple of weeks since late September, educators, parents and business leaders have traveled to Jefferson City to participate in work groups tasked with developing standards to replace Common Core. The meetings were scheduled by the Department of Elementary and Secondary Education in two-day clusters during the work week, forcing participants to miss […]
On Teacher Quality (Status Quo in Madison)
Frank Bruni: More than halfway through Joel Klein’s forthcoming book on his time as the chancellor of New York City’s public schools, he zeros in on what he calls “the biggest factor in the education equation.” It’s not classroom size, school choice or the Common Core. It’s “teacher quality,” he writes, adding that “a great […]
Teaching to the Authentic Assessment
Barry Garelick, via a kind email: Back in September, when I was doing my sub-assignment for the high school, I attended a math department meeting the day before school began. Sally from the District office presided, and among the many things she told us at that session was that this year the students in the […]
Teachers Expectations Strongly Predict College Completion
Ulrich Boser, Megan Wilhelm, and Robert Hanna: People do better when more is expected of them. In education circles, this is called the Pygmalion Effect. It has been demonstrated in study after study, and the results can sometimes be quite significant. In one research project, for instance, teacher expectations of a pre-schooler’s ability was a […]
Preparing world-class teachers
Louis Freedberg, Ph.D., and Stephanie Rice, via a kind email (PDF): Despite the fundamentally important role of teachers in our public school system, how they are prepared is receiving far less attention than other current reforms, such as the Common Core State Standards, the Local Control Funding Formula, and new ways to assess and hold […]
How college ed programs try, fail to recruit teachers of color
Andre Perry: Nationally, black males account for 2 percent of the teacher population. Blacks in total represent 8 percent of all teachers; Latinos, 7 percent; and Asians, 2 percent. My 3-year-old son could have approximately 50 different teachers by the time he graduates from high school. How many times should he expect to see an […]
Leveled reading: The making of a literacy myth
Robert Pondiscio & Kevin Mahnken, via a kind reader’s email: Among opponents of the Common Core, one of the more popular targets of vitriol is the standards’ focus on improving literacy by introducing higher levels of textual complexity into the instructional mix. The move to challenge students with more knotty, grade-level reading material represents a […]
A New Start on Accountability
Paul Hil, l Robin Lake & Michael Petrilli, via a kind Deb Britt email: Every child should be in a school where he or she can learn effectively. That’s not a controversial goal in itself, but the methods meant to accomplish it can become hot buttons. That’s the case with No Child Left Behind (NCLB), […]
Core Deception
Sol Stern & Peter Wood he political fortunes of the Common Core are fast changing. When the Common Core first caught public attention in early 2010, it seemed like an unstoppable locomotive. It had the support of President Obama, and within a matter of a few months forty states and the District of Columbia had […]
Teaching Math-Conversations on the Rifle Range 7: Winds and Currents, Formative Assessments, and the Eternal Gratitude of Dudes
Barry Garelick, via a kind email: All my classes were getting ready to take their first quiz later in the week. My second period class was the second-year Algebra 1 class. We were working on systems of linear equations covering the various ways of solving two equations with two unknowns. I was preparing for my […]
College Board Erases the Founding Fathers. Protect the Spirit of ’76.
Patrick Jakeway The classic novel Brave New World describes a future in which people have lost all of their liberty and in which they have become drugged robots obedient to a central authority. It also details how this control was first established. First, the rulers had to erase all history and all the people’s memory […]
PDK/Gallup Poll on Public Education
Phi Delta Kappa International: Are Americans convinced that the common core will improve education? And what about federal programs supporting school accountability and charter schools? Do these programs have American’s support or is it time to go back to the drawing board for school reform? Related: wary of growing federalism.
Commentary on College Remediation Rates
Carol Burris: College remediation rates are used to justify the need for the Common Core. For diehard reformers, the lack of “rigorous standards” is res ipsa loquitur –the culpability is such that one can disregard the other possible contributing factors that result in student remediation. The argument is both political and simplistic. It is political […]
Core Supporters: We’ve Just Been Too Darned Principled!
Neal McCluskey: The argument for the Core – to the extent one has even been given – has mainly been a simple one of “build high standards and success will come.” See, for instance, this recent op-ed from former Tennessee Representative Harold Ford (D), or these superficial videos from the U.S. Chamber of Commerce Foundation. […]
Education Issues & The Wisconsin Governor’s Race
Molly Beck: As governor, Burke said she would seek to improve the high school experience for students to decrease the number of students who drop out or leave without much direction. “I see too much — we have either students who are not graduating or not engaged in their learning along with students who graduate but […]
Test Scores Are No Sure Guide to What Students Know
Joe Craven McGinty: When New York and Kentucky rolled out the first tests aligned with the Common Core State Standards, the results were dismal: Most students failed the new standardized tests, in stark contrast to the old assessments, which the vast majority passed. The results alarmed parents, but the scores on these new tests—just like […]
Conversations on the Rifle Range 3: The Broom in the Store Room, Multiple Answers, and the Rituals of Groupthink – See more at: http://oilf.blogspot.com/2014/07/conversations-on-rifle-range-3-broom-in.html#sthash.y48Wbg1F.dpuf
Barr Garelick, via a kind email: I believe strongly in how math should be taught, and even more strongly in how math should not be taught. Nevertheless, when I am involved in teaching it as I believe it should be taught, I feel vaguely guilty, as if I am doing something against the rules and […]
New York Schools Chief Advocates More ‘Balanced Literacy’
Javier Hernandez: The reading lesson began like any other. Tara Bauer, a teacher at Public School 158 on the Upper East Side of Manhattan, took her perch in front of a class of restless fourth graders and began reciting the beginning of a book about sharks. But a few sentences in, Ms. Bauer shifted course. […]
Americans think we have the world’s best colleges. We Don’t
Kevin Carey: Americans have a split vision of education. Conventional wisdom has long held that our K-12 schools are mediocre or worse, while our colleges and universities are world class. While policy wonks hotly debate K-12 reform ideas like vouchers and the Common Core state standards, higher education is largely left to its own devices. […]
Conversations on the Rifle Range, I: Not Your Mother’s Algebra 1 and the Guy Who Really Knows
Out in Left Field, via a kind Barry Garelick email: Barry Garelick, who wrote various letters under the name Huck Finn and which were published here is at work writing what will become “Conversations on the Rifle Range”. This will be a documentation of his experiences teaching math as a long-term substitute. OILF proudly presents […]
Dumping Everyday Math? The Future of Seattle Elementary Math Education Will Be Decided on Wednesday
But I would suggest an even more important vote will occur on Wednesday, one that will decide the future of tens or hundreds of thousands of Seattle students over the next decade: the Seattle School Board’s vote on the future elementary math curriculum. As I have noted in previous blogs, Seattle Public Schools is now […]
Who or What Broke My Kids?
Brooke Powers: I am Desperate I am on a desperate search to find out who or what broke my students. In fact I am so desperate that I stopped class today to ask them who broke them. Was it their parents, a former teacher, society, our education system or me that took away their inquisitive […]
Madison Governance Status Quo: Teacher “Collective Bargaining” Continues; West Athens Parent Union “Bargains Like any other Union” in Los Angeles
Ben Austin, via a kind email: Last week was an important moment in the Parent Power movement. On Friday, LAUSD Superintendent John Deasy came to West Athens Elementary School in South LA to sign a groundbreaking Partnership Agreement with the leadership of the West Athens Parents Union, called the “Aguilas de West Athens” (AWA) – […]
America’s educational failings
Fareed Zakaria: The United States has high levels of education and a large percentage of its workers in adult learning and training programs, and it spends lots of money on all these activities. And yet, it does worse than many countries with few advantages and resources. (And no, it isn’t just because of immigrants. About […]
Madison Schools’ 2014-2015 $402,464,374 Budget Document (April, 2014 version)
The Madison School District (3MB PDF): Five Priority Areas (just like the “Big 10”) but who is counting! – page 6: – Common Core – Behavior Education Plan – Recruitment and hiring – New educator induction – Educator Effectiveness – Student, parent and staff surveys – Technology plan 2014-2015 “budget package” 3MB PDF features some […]
Keep reading and math scores going up
Wisconsin State Journal: First the good news: Reading scores in Wisconsin are improving. The latest statewide test suggests 36.6 percent of students are proficient or advanced in reading, and 48.6 percent are proficient or advanced in math. That’s up slightly from the previous year, with slow yet steady improvement over several years. Let’s keep those […]
“Connected” Math problems: Brandon, Michigan School District underperformed compared to county average
Susan Bromley: On average, less than one-third of students in third through eighth grades in the
Choosing to Learn: Self Government or “central planning”, ie, “We Know Best”
Joseph L. Bast, Lindsey Burke, Andrew J. Coulson, Robert C. Enlow, Kara Kerwin & Herbert J. Walberg: Americans face a choice between two paths that will guide education in this nation for generations: self-government and central planning. Which we choose will depend in large measure on how well we understand accountability. To some, accountability means government-imposed […]
The SAT Upgrade Is a Big Mistake
Peter Wood: The new changes, like others that have been instituted since the mid 1990s, are driven by politics. David Coleman, head of the College Board, is also the chief architect of the Common Core K-12 State Standards, which are now mired in controversy across the country. Coleman’s initiative in revising the SAT should be […]
Schools That Turn Students into Outcasts Are Unamerican
Nat Hentoff: Former Chief Judge of New York State Judith S. Kaye always makes necessary sense, as she did when she recently wrote this in the opinion pages of The New York Times: “As universal pre-K and the Common Core standards dominate the headlines, we cannot overlook a third subject that deserves top billing: keeping […]
Civics & the Ed Schools; Ripe for Vast Improvement
I have a special interest in Civics education. My high school civics/government teacher drilled the Constitution, Bill of Rights and the Federalist Papers into our small brains. This Vietnam Vet worked very hard to make sure that we understood how the US political system worked, or not. While reading the ongoing pervasive spying news, including […]
Global Leader Pearson Creates Leading Curriculum, Apps for Digital Learning Environments
Pearson via Will Fitzhugh: Today Pearson announced a collaboration with Microsoft Corp. that brings together the world’s leading learning company and the worldwide leader in software, services and solutions to create new applications and advance a digital education model that prepares students to thrive in an increasingly personalized learning environment. The first collaboration between the […]
Pricing Study: Machine Scoring of Student Essays
Barry Topol, John Olson, and Ed Roeber:
Education experts agree that the next generation of assessments (such as those being developed by the Partnership for the Assessment of Readiness for College and Careers (PARCC) and the Smarter Balanced Assessment Consortium (SBAC) in response to the new Common Core State Standards (CCSS)) need to do a better job of measuring deeper learning to determine if students are acquiring those skills critical to success in the 21st century.
Existing assessments tend to emphasize “bubble in” multiple choice type questions because they are easier, more timely and cheaper to score. However, multiple choice questions do not provide as good a measure of critical thinking skills as performance type questions, in which students are asked to read a passage or passages and present an argument based on synthesizing the information they have read. The answers to these performance type questions tend to be scored by humans, which is a time intensive and expensive process.
While some discussion about finding ways to increase the amount of
money spent on state assessment systems overall has begun, at least for the near future, states only appear to be able to spend roughly what they spend today for new summative assessments. Therefore, the question is, can the next generation of assessments be designed to better measure student critical thinking skills while costing roughly the same amount as states spend today (about $25 per student)?
Madison’s education academics get involved in the argument over education reform; What is the Track Record of ties between the Ed School and the MMSD?
“I’m an academic,” says Slekar, a Pittsburgh-area native whose mother and grandmother were elementary school teachers and who was a classroom teacher himself before earning a Ph.D. in curriculum from University of Maryland.
“I understand scholarship, I understand evidence, I understand the role of higher education in society,” he says. “When initiatives come through, if we have solid evidence that something is not a good idea, it’s really my job to come out and say that.”
Michael Apple, an internationally recognized education theorist and professor at University of Wisconsin-Madison agrees. In the face of conservative state legislators’ push to privatize public education, “it is part of my civic responsibility to say what is happening,” says Apple.
“In a society that sees corporations as having all the rights of people, by and large education is a private good, not a public good,” he says. “I need to defend the very idea of public schools.”
Both Apple and Julie Underwood, dean of the School of Education at UW-Madison, share Slekar’s concern over the systematic privatization of education and recognize a role for scholars in the public debate about it.
…
A wide-ranging, animated, sometimes loud conversation with Slekar includes familiar controversies hotly debated around the country and in the Wisconsin Capitol, like high-stakes testing, vouchers and Common Core standards. The evidence, Slekar says flatly, shows that none of it will work to improve student learning.
The reform initiatives are instead part of a corporate takeover of public education masquerading as reform that will harm low-income and minority students before spreading to the suburbs, says Slekar, in what he calls the civil rights issue of our time.
A 30-year attack has worked to erode the legitimacy of the public education system. And teachers are taking much of the blame for the stark findings of the data now pulled from classrooms, he says.
“We’re absolutely horrible at educating poor minority kids,” says Slekar. “We absolutely know that.”
But neither the so-called reformers, nor many more casual observers, want to talk about the real reason for the disparities in achievement, Slekar says, which is poverty.
“That’s not an excuse, it’s a diagnosis,” he says, quoting John Kuhn, a firebrand Texas superintendent and activist who, at a 2011 rally, suggested that instead of performance-based salaries for teachers, the nation institute merit pay for members of Congress.Local Education school academics have long had interactions with the Madison School District. Former Superintendent Art Rainwater works in the UW-Madison School of Education.
Further, this 122 page pdf (3.9mb) includes contracts (not sure if it is complete) between the UW-Madison School of Education and the Madison School District between 2004 and 2008. Has this relationship improved achievement?
Related: Deja Vu? Education Experts to Review the Madison School District and When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?
Monstrous (aka CC “deeper learning”)
[The Prentice Hall Common Core literature textbook for the tenth grade:]
….Teachers may (or may not) ask interested students (two, four, or half a dozen?) to read a segment of the book (presumably a brief one only describing the monster) that will lead to two silly compare-and contrast-assignments, one involving “similar novels they have read.” (Have they read any? They haven’t read Frankenstein yet.) What about the students who are not “advanced readers”? What is being done to help them become better readers? And why should even the advanced readers read only a few pages out of this classic? What should students be doing if not reading Frankenstein?
According to the notes in the margins of the Teacher’s Edition, they should begin by offering to the class “classic examples of urban myths, tales of alien abductions, or ghost stories. (Examples include stories of alligators in the sewers, a man abducted for his kidneys, and aliens landing in Roswell, New Mexico).” (The word “classic” is being used very loosely.) To reinforce the findings of this “brainstorming activity,” students should also “write a paragraph based on one of these modern urban myths.” The class will also discuss Mary Shelley’s introduction in various ways. Helping out, Elizabeth McCracken offers several more “scholar’s insights,” including one informing us of another ghost story about a man who buried his murder victim at the base of a tree “only to find that the next year’s apples all had a clot of blood at the center of them.” On the following page, we learn that Elizabeth McCracken did read the book, which she found better than the movie because, she tells us, in the book the monster can actually talk. Teachers are prompted to ask students why they think the film version would choose to keep the monster silent. Since the class will not be diverted enough with all this talk of movies, the Teacher’s Edition also recommends that talented and gifted students “illustrate one aspect of Shelley’s imaginings that is especially Gothic in its mood” and “display their Gothic art to the rest of the class.”
Do the editors realize that all this extraneous discussion of monsters and ghosts only serves to preserve the silly Halloween caricature of Frankenstein? Apparently this caricature is what they want. On page 766, students are encouraged to “write a brief autobiography of a monster.” The editors point out that monster stories are usually told from the perspective of “the humans confronting the monster.” The editors of The British Tradition want to turn the tables and have students ask themselves “what monsters think about their treatment.” Now there’s a great exercise in multiculturalism! Those poor, misunderstood monsters. Thus, students are being asked to write a monster story. What good could come from this? Without reading the novel Frankenstein itself (which does in fact tell much of the story from the monster’s perspective), students have no way of knowing how human this Gothic tale really is. After a mere three and a half pages of Mary Shelley’s introduction, the book offers a series of questions under various headings: Critical Reading, Literary Analysis, and so forth. Some of these questions are steeped in two-bit literary criticism. Others require students to delve into the moral realms of science and creation. One is a question asking students to interpret a modern cartoon about Frankenstein–funny, but out of place in this literature book. Notwithstanding whether the questions are good or bad, the enterprise is as false as the worst Hollywood versions of Frankenstein. The questions offer the façade of learning without genuine learning having taken place. That is for a very simple reason. My wife, the former English teacher who recognizes pretense when she sees it, took one look at these pages and put it very simply:
“They (the editors) are requiring students to have opinions on something they know nothing about.”
Moore, Terrence (2013-11-29).
The Story-Killers: A Common-Sense Case Against the Common Core (pp. 176-177). Kindle Edition.
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12 thoughts on a fractious week for Wisconsin’s education scene
Whatever appeared to be coming together a week ago seemed to be reduced to splinters in the last few days when it came to pursuit of ideas for low performing schools in Milwaukee.
I think it’s contagious and my brain has splintered into thoughts about the fairly tumultuous recent developments. So instead of a single column, I offer fragments.
Fragment 1: Last week was a good one for fans of the status quo. Plans for Republicans in the Legislature to push through new and fairly dramatic steps came to a halt when the lead author said he couldn’t get enough votes.
Milwaukee School Board members went through much rhetoric on what to do in meetings two weeks in a row — and sent the whole issue back to committee. Maybe doing nothing is better than doing the things being suggested. In any case, “doing nothing” is ahead at the moment.
Fragment 2: It’s all about counting to 17. There’s a big roster of education ideas up for action in the Legislature — school accountability, including public and voucher schools; charter school expansion statewide; dealing with the future of the Common Core initiative.
But if 17 of the 18 Republican state senators don’t agree to get behind any of these, nothing will result, at least this year. So far, no one has counted to 17 on any of these fronts. What could change that? Maybe concerted involvement by Gov. Scott Walker. Maybe not. The Senate Republicans are not easy to unite.
Fragment 3: The hostility was strong in the large audiences at the two recent meetings of Milwaukee School Board members focused on low performing schools.
Much of it was aimed at anything to do with charter schools. At one point, mention by Superintendent Gregory Thornton of Teach for America, City Year and especially Schools That Can Milwaukee drew audible rumbling from the crowd.
These organizations are controversial to some folks, but I think they each are bringing positive, good energy and commitment to helping kids in Milwaukee. It’s one thing to disagree on approaches. It’s another to add so much anger to the environment.
A Student’s Thoughts on Education
Sometimes I see a video or a blog post and think to myself…”yeah!” This is one of those times. This is a short speech from Tennessee student Ethan Young. He talks about education and issues such as common core and evaluations. Go ahead and watch the whole thing (only 5 minutes long).
Let me just point out a few of his points:
In regards to Common Core, Ethan says that “rigorous” standards are just a buzz word.
Common Core standards represent a mistrust of teachers.
Ethan claims that part of the problem with the administrative side of education (evaluation, standards, testing) is that we (the people) try to apply the same management model to education that we use for nuclear reactors.
Great quote: “Why don’t we just manufacture robots instead of students? They last longer and always do what they’re told.”
Another great quote regarding the measurement of teaching: “If everything I learned in high school was a measurable objective, I haven’t learned anything.”
What is the point of education? It is to free minds and to inspire. We do not teach to train for careers, those will come naturally.
All great points. When I think about the educational process, there are two other important pieces that present interesting ideas.
Lockhart’s Lament (pdf). This is an excellent essay from Paul Lockhart where he looks at the state of mathematics education. He creates an excellent analogy between the way we learn art and math. It’s a great essay.
Sir Ken Robinson’s Changing Education Paradigms (youtube). In this video, Robinson gives a great historical perspective as a reason for some of the way education works today.
Seattle Redefines Curriculum, v6
Seattle Public Schools has re-defined the word “curriculum” no fewer than six times in the past four years. It seems to change with each new Chief Academic Officer, Assistant Superintendent of Teaching and Learning, or Executive Director of Curriculum. It also changes anytime the District needs to weasel or make other people (the Board or members of the public) appear ignorant.
Here is the most recent definition provided. It comes with the FAQ on Common Core:
The Common Coring of Private Schools
Andrew J. Coulson & Jason Bedrick:
Should private schools be primarily accountable to parents or to government bureaucrats?
That’s the central question the Thomas B. Fordham Institute seeks to answer in the report it released Tuesday. The institute proposes that state governments should require private schools to administer state tests to all students participating in school-choice programs, and that the results should be publicized. Any private school the state deemed “persistently underperforming” would be expelled from the choice program.
”
The Fordham Institute’s recommendation for regulating subsidized private schools is dangerous.”
This policy is well-intentioned, but a bad idea. It isn’t supported by the evidence and would be detrimental to the hundreds of thousands of students participating in school-choice programs nationwide.
First, the evidence: It is telling that the Fordham Institute cites only one study that suggests its policy “may boost student achievement.” Problematically, one of the authors of that study has already publicly cautioned against drawing this conclusion, noting that his finding is “enticing and suggestive but hardly conclusive.”
But even if the support of that one study were not in question, it would still only be one study. And a single study, no matter how carefully executed, is not a scientific basis for policy.Much more on the “Common Core”, here.
“Who Is Carmen Fariña?” Mayor De Blasio’s new schools chancellor is a longtime champion of failed progressive pedagogy.
In his press conference introducing Carmen Fariña as New York City’s next schools chancellor, Mayor Bill de Blasio suggested that he had picked her over several other candidates because she was on the same page with him in opposing Bloomberg-era education reforms. Most of the city’s education reporters took the new mayor’s spin and ran with it, even though Fariña had served loyally as Michael Bloomberg’s second-highest-ranking education official. Daily News columnist Juan Gonzalez predicted that Fariña would now bring “revolutionary” changes to the department of education that she left in 2006. A headline in The Hechinger Report claimed that Fariña wanted DRAMATIC–EVEN JOYFUL–DEPARTURE FROM BLOOMBERG ERA. But that depends on what Bloomberg era you’re talking about: during the years that she served in the administration, Fariña was fully on board with its education policies.
In fact, considering Fariña’s pivotal role during the first Bloomberg term in shaping the Department of Education’s radical initiatives, portraying her as a dissident from within seems absurd. Mayor Bloomberg took control of the schools in June 2002, but he knew little about what actually went on in the city’s classrooms. He appointed Joel Klein, a corporate lawyer with no background in instructional issues, as his first schools chancellor. Bloomberg and Klein deferred virtually all decision-making on classroom instruction and curriculum to a cadre of veteran progressive educators led by Diana Lam, Klein’s first deputy chancellor for teaching and learning. Lam and Fariña convinced Klein to introduce the constructivist “balanced-literacy” reading and writing program, developed by Lucy Calkins of Columbia Teachers College, along with a fuzzy constructivist-math program called Everyday Math, into just about every elementary school classroom in the city. (Klein would eventually realize that adopting balanced literacy was a serious mistake.)
In an early 2003 speech presenting his administration’s new education reforms, Mayor Bloomberg declared that the “experience of other urban school districts shows that a standardized approach to reading, writing, and math is the best way to raise student performance across the board in all subjects,” and therefore that “the chancellor’s office will dictate the curriculum.” And so it did. Lam soon became embroiled in a nepotism scandal and had to resign. Fariña then took over as deputy chancellor for instruction. She became the DOE’s enforcer, making sure that all teachers in the elementary schools toed the line and implemented Calkins’s constructivist methods for teaching reading and writing. Teachers received a list of “nonnegotiable” guidelines for arranging their classrooms, including such minute details as the requirement that there must be a rug on the floor for students to sit on in the early grades and that nothing but student work be posted on the walls.
Balanced literacy has no track record of raising the academic performance of poor minority children. No independent research study has ever evaluated its methodology. Nevertheless, it was popular in education schools because it promulgated two of progressive education’s key commandments: that teachers must abandon deadening “drill and kill” methods and that students are capable of “constructing their own knowledge.” Progressives such as Calkins evoked ideal classrooms, where young children naturally find their way to literacy without enduring boring, scripted phonics drills forced on them by automaton teachers. Instead, in a balanced-literacy classroom, students work in small groups and follow what Calkins calls the “workshop model” of cooperative learning. The program takes for granted that children can learn to read and write naturally, with minimal guidance. Calkins rejects E.D. Hirsch’s finding (based on an overwhelming consensus in cognitive-science research) that the key to improving children’s reading comprehension is grounding them in broad knowledge, which she and other progressives dismiss as “mere facts.” Calkins also believes that her model classrooms promote “social justice” for all. In an interview I conducted with her at the time the DOE selected her program, she told me that “It’s a great move to social justice to bring [balanced literacy] to every school in the city.”
That’s what Fariña tried to accomplish in the early years of the Bloomberg administration–including the social-justice part. She was instrumental in creating the most centralized, top-down instructional system in the recent history of American public education. Agents of the deputy chancellor (euphemistically called “coaches”) fanned out to almost all city elementary schools to make sure that every teacher was marching in lockstep with the department of education’s new pedagogical approach. Under the rubric of “professional development,” DOE central headquarters launched an aggressive campaign to force teachers to teach literacy and math only one way–the progressive way. Each of the city’s 80,000 teachers got a six-hour CD-ROM laying out the philosophy behind the new standardized curriculum and pedagogy. The CD portrayed the world of progressive education writ large, with all its romantic assumptions about how children learn. In addition to inculcating Calkins’s balanced literacy, the DOE’s training manual celebrated the theories of an obscure Australian education guru–Brian Cambourne of Wollongong University in New South Wales, a leader of the whole-language movement (a cousin of balanced literacy) then dominating Australian public schools. Cambourne’s ideas gave city teachers not only more balanced literacy (or whole language) theory, but also a warrant for social-justice teaching.
Cambourne claims that as a young teacher, he discovered that many of his poorly performing students were actually quite bright. To his surprise, almost all demonstrated extraordinary competence in performing challenging tasks. The son of the local bookie, for example, “couldn’t learn basic math,” according to Cambourne, “but could calculate the probability the Queen of Spades was in the deck faster than I could.” Cambourne decided that children learn better in natural settings, with a minimum of adult help–a staple of progressive-education thought. Thus the role of the educator should be to create classroom environments that stimulate children but also closely resemble the way adults work and learn. Children should no longer sit in rows facing the teacher; instead, the room should be arranged with work areas where children can construct their own knowledge, much as in Calkins’s workshop model of balanced literacy.
Such constructivist assumptions about how to teach literacy were enforced with draconian discipline in city schools for several years. Progressives like Calkins, Cambourne, and Fariña don’t insist that more learning occurs when children work in groups and in “natural” settings because they’ve followed any evidence. To the contrary, as much as it tells us anything on this issue, science makes clear that, particularly for disadvantaged children, direct, explicit instruction works best. But under Fariña, reeducation sessions for teachers were meant to overcome dissenting opinion and drive home the progressive party line. To quote the directives to teachers included on the CD: “Your students must not be sitting in rows. You must not stand at the head of the class. You must not do ‘chalk and talk’ at the blackboard. You must have a ‘workshop’ in every single reading period. Your students must be ‘active learners,’ and they must work in groups.”
As I reported at the time, some brave teachers objected. At Junior High School 44 in Manhattan, a teacher tried to point out to his supervisor, quite reasonably, that some teachers feel more comfortable with and get better results through direct instruction and other traditional methods. The school’s literacy coach, sent by the DOE, then responded: “This is the way it is. Everyone will do it this way, or you can change schools.”
Calkins was grateful for Carmen Fariña’s efforts in advancing her instructional agenda, her career, and her organization’s bottom line. (Calkins’s Readers and Writers Program at Teachers College received over $10 million in no-bid contracts from the city.) Calkins expressed her appreciation in a forward she penned for Fariña’s book, A School Leader’s Guide to Excellence, coauthored with Laura Koch, Fariña’s closest associate and collaborator at the DOE. “When Carmen and Laura took the helm of New York City’s school system, teachers, staff developers, and principals across the entire city let out a collective cheer of enthusiasm,” Calkins writes. She conjures a glorious history: “Within a week [of Fariña’s promotion to deputy chancellor for instruction] our education system began to change. Educators at every level could feel possibility in the air; the excitement was palpable.” And because of Fariña’s magic, “sound practices in the teaching of reading and writing became the talk of the town–the subject of study groups and hallway conversations in every school . . . The entire city began working together afresh to meet the challenge of improving education for all children.”
In reality, though, the balanced-literacy advocates failed in this task. The city’s eighth-grade reading scores on the National Assessment of Educational Progress (NAEP) tests barely budged over 12 years, despite a doubling of education spending–from $12 billion to $24 billion. There was no narrowing of the racial achievement gap. (In sounding his tale of two cities theme, Mayor de Blasio makes no accounting for the failure of progressive education programs to reduce the academic achievement gap between poor and middle-class children.)
Recognizing balanced literacy’s meager results, Chancellor Klein reverted to a system of more autonomous schools, giving principals far more discretion over instructional matters. Klein apparently came to believe that he had been misled by Fariña and Calkins. The chancellor then became a supporter of Hirsch’s Core Knowledge curriculum, with its focus on direct instruction and the teaching of broad content knowledge. He set up a three-year pilot program, matching ten elementary schools using the Hirsch early-grade literacy curriculum against a demographically similar cohort of ten schools that used balanced literacy. The children in the Core Knowledge schools significantly outperformed those in the schools using the Calkins approach.
Still opposing the direct teaching of factual knowledge, Fariña recently shrugged off the pilot study, saying that not enough schools were involved. But if Fariña is serious about that criticism, she now has an opportunity to run a much larger evaluation of Core Knowledge. As a result of the city’s adoption of the Common Core State Standards and of aligned curricula emphasizing the “rich content knowledge” that the standards require, 71 elementary school principals have chosen to use Hirsch’s Core Knowledge literacy program in their schools.
Let Fariña visit and study those schools over the next year. If she really is committed to changing the tale of two cities, as she and the new mayor claim to be, one way to start would be to cast aside ideology and judge whether those Core Knowledge classrooms, drenched in “mere facts,” are actually the key to narrowing the devastating knowledge gap between middle-class kids and poor children, who begin school with little knowledge of the world and with a stunted vocabulary. She might also find that there is at least as much “joy” in classrooms in which children get taught explicitly about the world around them as there is in classrooms in which children “construct” their own knowledge.
