Our research revealed no obvious, simple way to improve teacher retention. The differences in retention rates that we saw across districts are not explained by easy-to-observe factors such as student demographics or teacher salaries. But related research shows that teachers leave schools with poor working conditions where they feel they cannot have success with their students, and they stay in schools where they feel supported by their colleagues, their principals and their school culture. Working to build more supportive school environments can both help students and ameliorate the retention crisis plaguing some of our urban school systems.
NY State test results have been released: trends are positive
This year’s tests can actually be compared directly to last year’s, so inferences are slightly more valid. Statewide, ELA proficiency went up 1.9 points and math 1.1.
It will be interesting to see what narratives spring out of this. Even more interesting will be how anti-charter constituents spin the positive results from charters.
Look for all sides spinning these results in the way that suits them best.
Speaking of measurement: How can we measure SEL?
Some interesting suggestions here from a recent design challenge:
- How quickly kids answer questions on an on-line test (too quickly means less self-control/engagement)
- Asking kids questions about a video to assess their perspective-taking abilities
It should go without saying that laptops alone do not a quality education make
You know, like, how are you actually using the laptops?
How we teach history depends on where we teach it
I’ve argued before that one of the biggest problems with what we teach students across our nation is that it’s completely incoherent, and we do little to nurture a collective sense of values, knowledge, and civic engagement.
Here’s that problem in action:
Virginia’s standards of learning for U.S. history to 1865 include “describing the cultural, economic and constitutional issues that divided the nation” and “explaining how the issues of states’ rights and slavery increased sectional tensions.” Alabama fifth-graders “identify causes of the Civil War from the Northern and Southern viewpoints.”
Contrast that with Delaware, where school districts set their own curriculum but a syllabus for the eighth grade suggesting what might be covered during instruction says that abolition meant that the American people could for the first time “seriously claim to be living up to their commitment to the principle of liberty rooted in the American state papers.”
In Michigan, curriculum also is decided locally, though the state’s social studies standards for the Civil War and Reconstruction in eighth grade include the instructions: “Explain the reasons (political, economic, and social) why Southern states seceded and explain the differences in the timing of secession in the Upper and Lower South.”
Civil War lessons often depend on where the classroom is, Associated Press
Teacher shortages in high needs areas, such as SPED and math, with no end in sight
One of the suggestions here for addressing this makes a lot of sense to me:
“Make teacher certification national instead of state by state. Prospective teachers must pass an exam specific to the state they want to work in. But if a teacher wants to move from, say, Pennsylvania to California, they can’t immediately apply for jobs there. By having a national certification exam, teachers would have more mobility to go where they’re needed.”
One way of addressing teacher shortages in SPED: draw from the paraprofessionals
They’re already in the field. Make it easier for them to transition into teaching.
Makes sense to me. But one thing to be aware of: paras have great experience in managing behaviors and working with kids, but may not have a strong background on content.
Which is why having a strong curriculum and departmental teams that can support adaptation and implementation of that curriculum are so critical.
This Tuesday I had the opportunity, thanks to a NY Educator Voice Policy Fellowship, to advocate for the desegregation of our schools in Albany. Many thanks to Assemblyman Michael Blake, Assemblyman Luis Sepulveda, Senator Gustavo Rivera, Senator Jesse Hamilton, Senator Marty Golden, and Assemblywoman Yu-Line Niou and their staff for listening and for their time. And many thanks to America Achieves and the Educator Voice fellows who joined me in this advocacy: Arthur Everette, Ingrid Lafalaise, Darlene Cameron, Jodi Friedman, and John Heneghan. They were truly a great team. You can read more about them here.
On to our roundup of links and thinks on education and more:
de Blasio, supposed progressive champion, keeps hedging on school desegregation
“Could we create the perfect model for diversified schools across the school system? No,” de Blasio said. “Because you have whole districts in this city that are overwhelmingly of one demographic background. You would have to do a massive transfer of students and families in order to achieve it. It’s just not real.”
It blows my mind that someone who campaigned on progressivism and “a tale of two cities” can make blithe statements like this.
When we talk about desegregating schools, I don’t think any advocate is saying that every school should be some perfect mix representative of the entire city. That’s not geographically possible. What we are talking about is leveraging the many opportunities to promote diversity where they exist.
If our mayor can’t understand the nuance of that, which he and his chancellor have repeatedly demonstrated, then I have little hope that this mysterious “big vision plan” will do anything at a structural level to address the issue.
And by the way, mayor: no one expects you to wipe away 400 years of American history of discrimination and poor housing and schooling policy. But we do expect you to take leadership when you are in charge of one of the largest and most segregated school systems in our nation.
The relationship between property and segregation
Matthew Desmond has a powerful piece on the housing subsidies for the middle and upper class and it’s devastating effect on increasing inequality. This problem relates strongly to segregation in the northeast — starting with the GI Bill and extending to the selfish property value battles over public schools today.
Meanwhile, white and wealthy districts are quietly splitting away to further segregate themselves
Behind the rhetoric of “local control,” what we see is more for some kids, and less for others. Guess who.
School choice alone is not enough to diversify schools, nor provide quality options
If schools are going to become more diverse, than school choice must be coupled with admissions policies to cultivate diversity more intentionally. And all schools must be held to a higher standard to ensure quality.
Emotional expressiveness is correlated with diversity
“In the countries with more immigrants, people smiled in order to bond socially. Compared to the less-diverse nations, they were more likely to say smiles were a sign someone “wants to be a close friend of yours.” But in the countries that are more uniform, people were more likely to smile to show they were superior to one another.”
Why Americans Smile So Much, The Atlantic
Insights from a researcher
On Head Start:
“The bottom-line question is whether Head Start helps kids in the long run, and the answer is yes.”
On accountability system design:
“I think that there is a lot of evidence, not just from our study but others, that we should be kind of small-c conservative in the design of these [accountability] systems. The more complicated you make it, the more incentives you create for strategic responses. I think really complicated systems and multiple targets and multiple ratings are kind of like technocratic exuberance. I think we really should scale back our ambitions with the accountability systems and focus on the most important challenges.”
On crime and social context:
“I think of school as the main social institution for kids at the age of peak criminality. When you think about it that way, it’s not surprising that the school context could have an important effect on crime.”
On school integration:
“I think [school integration is] about the non-academic outcomes: crime, civic participation, racial tolerance, all those things. If you look at the original justification for Brown v. Board of Education, it had nothing to do with achievement gaps.
It’s about, we want to bring society together, so that we can live together. Somewhere along the line, with the Coleman Report, we started to think about integration as a tool for closing achievement gaps. When actually to me, the first-order reason to integrate schools is so that we can all get along as a society and so that people can be more civically engaged and appreciate the perspectives of those who are different from them.”
Another way to say it is, we have other tools for closing achievement gaps. Like, we can do separate-but-equal if we want to — that’s what some of these no-excuses charter schools are: really good schools that are highly segregated. To me that’s an incomplete solution, because schools aren’t just factories for producing achievement — they’re social institutions, they’re democratic institutions.”
Let’s put our metrics on social relationships
“If relationships are a core component of opportunity, why not treat them as a 21st-century outcome unto themselves?
Alternatively, if our notion of an ideal graduate does not include a strong and diverse network, we’re likely to find ourselves routinely underinvesting in relationships.”
Really interesting point to consider here. As far as I know, absolutely no ESSA plans are considering social metrics for inclusion in accountability measures.
But I don’t know that accountability would be the right focus for these kinds of measures in any case, though I agree they should be measured. The author suggests utilizing name generator surveys, surveys of whether students know people in different professional fields, and relationship mapping between students and adults. This could be critical information for school staff to consider, alongside the kind of environmental survey information that is obtained from surveys like the NYC student/teacher/parent surveys and surveys like the Tripod survey or Panorama surveys.
If you think of a school as an ecosystem, mapping the social networks of students and adults and seeking to expand and diversify those networks makes a whole lot of sense.
The only way to ensure there’s no lead in school water is to install new pipes
While we’re at it, might as well update the infrastructure and install air filters.
Cormac McCarthy writes a science article, and it’s brilliant
What does it have to do with education? Well, his topic is language, and if you teach, then you should know something about linguistics. And his points about the relationship between problem-solving, the unconscious, and language bears some interest to educators as well.
Plus, it’s Cormac McCarthy.
“The evolution of language would begin with the names of things. After that would come descriptions of these things and descriptions of what they do. The growth of languages into their present shape and form—their syntax and grammar—has a universality that suggests a common rule. The rule is that languages have followed their own requirements. The rule is that they are charged with describing the world. There is nothing else to describe.”
The Kekulé Problem, Nautilus
Have kids first attempt to write a new word before showing them the correct spelling
Maybe a little tiny piece of initial “discovery learning” ain’t always a bad thing–when it comes to spelling and reading new words?
“To put this into practice, Ouellette recommends that teachers let students attempt to write words before showing them the correct spelling. “Instead of giving them a word list and telling them to memorize it, before a student has ever seen the word, you’d encourage them to spell it,” he said. “It’s a spelling-first approach.”
IEPs are the inspiration for personalized learning, apparently
“Our public education system essentially piloted personalized learning when it adopted the Individualized Education Plan (IEP) for students with disabilities. Perhaps ironically, special education is one of the few areas where policy and practice recognizes that kids are unique and that the one-size-fits-all approach won’t work. With personalized learning, we can take that idea to scale.”
It’s interesting to premise your advocacy for personalized learning on IEPs. Here’s a question: have IEPs demonstrated a significant impact on outcomes for students with disabilities?
IEPs are important to ensure that a student is guaranteed services and that they are given education commensurate with all other children. But unfortunately, they don’t necessarily equate with an improvement in outcomes.
Though actually, personalized learning originated in the 1960s
It’s precursor was called “Individually Prescribed Instruction.”
The Rear-View Mirror on Personalized Learning, Larry Cuban
Multiage classrooms are an interesting idea, but they may present a problem for building knowledge
In order to effectively build and reinforce essential knowledge and skills, a curriculum must be carefully sequenced and aligned across classrooms and grades, as we’ve explored here before.
Fannie Lou Hamer, a school in the Bronx, is profiled in this Atlantic article on the potential of multi-age classrooms. But their approach necessitates a non-sequential curriculum:
Sumner says this fits with his school’s commitment to inquiry-based education, which teaches students certain key skills instead of facts that they can “regurgitate” on command.
“We’re leaving a lot of things out—we acknowledge that,” he says, explaining that their approach prioritizes depth over breadth. Students do not cover American history from the beginning to the present day, he says, but instead “learn to think like a historian and to understand the social, economic, and political drivers of any situation, so they know what the right questions are to ask about any period in history.”
Seems to me like this runs counter to everything we know about effective retention of information and learning. I’m not opposed to the idea of multi-age classrooms — I think it makes sense not to make curriculum dependent on a grade — but approaching curriculum like this is a disservice to students most in need of support.
Inside a Multiage Classroom, The Atlantic
A special education teacher on the importance of accountability
“The accountability part is really key. I started teaching with the implementation of No Child Left Behind, and that was really the first time where we required states to report on their testing scores for students with severe disabilities … As a classroom teacher and someone who is advocating for inclusion, that gives me a leg to stand on when I go talk to administrators about why kids need to be in academic, grade-level classes, that we didn’t have before. I think focusing on designing assessments that align to standards, and that are also accessible to students with severe disabilities, is really important to show that there’s growth happening.”
Maybe public education needs to be run more like Central Park
Meaning more public-private partnerships
How Central Park Could Fix Public Education, The Atlantic
Maybe we need to sing together more, folks
“It dawned on me not long ago that people don’t gather to sing together much anymore. And it might help if we did. People do go to hear other people sing quite a lot these days. But it might help us all to move our muscles, get out of our heads, breathe the air, and sing together so that we might feel human again.”
There was an interesting recent the74 piece on a Philadelphia charter organization, Mastery, which takes low performing schools and works to “turn them around.”
Embedded within this article is the implication that a shift to a focus on the teaching of conceptual math, rather than “rote” procedural teaching, led to a swift downturn in math scores.
“So this year, the network began reintroducing teaching techniques that had been a staple at Mastery schools for years, while seeking a middle ground between no excuses and restorative practices. It’s a ‘journey of trying to find out what’s the right mix,’ Gordon said.
Specifically, the network is reintroducing procedural math instruction, which focuses on rote instruction like memorization and repetition.”
It seems worth digging into this supposition a bit more.
Is Mastery’s downturn in math scores due to the failure of conceptual math in general as a pedagogical approach? Or is it a failure of the network to attract and train teachers who can teach this type of math more effectively?
Or is it a failure in the assessments that were used as a reference? Or was it that conceptual math takes longer to “stick” and pay dividends? Or was it a failure of the curriculum they used to move in a more conceptual direction? . . .
“…many trucking companies use cameras that automatically record a driver whenever there’s sudden braking, swerving or speeding up. But in one company Bernstein studied, the videos never go to management and are not used in performance reviews (unless the driver is texting-at-the-wheel dangerous). Instead, a team of coaches, whose only job is help drivers improve, receives the videos. Drivers, he says, like and trust that the system is there to help them, because it keeps their mistakes within a trusted circle of people who are not wielding power over their lives.
…In instituting these four forms of privacy—privacy within team boundaries, privacy limits on employee data, privacy in decision-making, and privacy about time—the organizations Bernstein studied refused the temptation to observe (or try to observe) everything. That refusal did not cost them profits or effectiveness. Instead, respect for privacy enhanced their success.”
–David Berreby, “Want People to Behave Better? Give Them More Privacy” on PsychologyToday
Observations of teacher practice have become a rote chore of paperwork to try and please accountability mavens. Those same mavens then get in a huff when they don’t find a whole bunch of teachers rated ineffective.
How about you just let teachers observe one another and give each other feedback, and administrators just sit in on that process every now and then? You might find that to be much more effective than the rigmarole of compliance that teacher evaluations have become.
EdBuild has released a damning indictment of economic segregation in the United States. The report and interactive sheds much-needed light upon an illogical system that ensures poor kids are kept segregated by arbitrary district lines and confined to poorly resourced schools.
I urge you to read EdBuild’s full report. There’s a scathing resonance to the sentences that helps to convey how cruelly unjust and unnecessary school district lines are. Here’s one example:
“The fact, too seldom acknowledged, is that district boundaries themselves compound the inequalities that our public schools were intended to conquer. In present day America, we allow invisible lines to determine the fate of our youngest and most vulnerable citizens.”
“Our wealthy are consigning lower-income students to a lesser caste by cordoning off their wealth and hiding behind the notion of ‘local control’.”
Reading this report, I couldn’t help but think of parallels to the current political battle on NYC’s Upper West Side over potential rezoning of a school district. The rezoning would place a well-off segregated school in the same zone as a segregated school that serves the projects just down the street.
Some well-off Upper West Side parents have made statements such as:
“It’ll take thousands, maybe a hundred thousand dollars off the value of my apartment.”
“We moved here basically for that school, and that school is kind of like our right.”
Is this what a public school has become? A status symbol of the property value of a neighborhood?
Even “progressive” NYC Mayor De Blasio has defended the rights of private property owners to their own segregated public schools:
“. . . families who have made a decision to live in a certain area . . . made massive life decisions and investments because of which school their kid would go to.”
Our public schools have become de facto private schools for those with money and means. Such parents can “invest” in the property that allows them to live within the district boundaries of their chosen school. They then can rely upon hale and hardy school district boundaries to keep less fortunate kids out. In this dismal reality of the US education system, instead of a Game of Thrones, it’s the Game of School Zones. This cut throat game determines the fate of our nation, and we play it with our children.
What does a public school really stand for in this country?
Must providing a quality education for some students mean denying a quality education to others?
Does ownership of property entitle you to be relieved of any commitment to the common good?
“Whenever you make huge decisions about complex situations based on one or two numbers, you’re headed for disaster — especially when those numbers can be gamed.”
—Mark Palko and Andrew Gelman, “How schools that obsess about standardized tests ruin them as measures of success” on Vox
We’ve questioned Success Academy’s “success” on this blog before. These statisticians bring a new lens to that question.
I don’t want to denigrate the good work that Success Academy teachers and students are doing. There are practices and systems well worth replicating and investigating in these schools. But Eva Moskowitz’s political framing and marketing of her schools as the solution to poverty is problematic.
Last week, I wrote about how NY was moving to lower high school diploma expectations for students with disabilities. Since writing that post, the NY Board of Regents has voted in the law, effective immediately, which has created some confusion for principals.
I’ll admit I know little of the landscape of NY high school exit requirements, since I’ve spent my career at the elementary and middle school levels. What remains unclear to me is what a “local diploma” really means, and how it connects to a viable career, as some advocates for students with disabilities are saying (as reported in this Chalkbeat piece). I’m open to being further educated on this, if anyone out there wants to school me. But right now it seems to be a mechanism for diminished expectations for some students, while enabling adults to claim higher grad rates.
Chalkbeat reporters Alex Zimmerman and Annie Ma further report that “Todd Kaminsky, a state senator who pushed for the new graduation requirements, said the change isn’t about watering down standards, but paving the way for more appropriate, “project-based” measures for students who struggle to meet graduation requirements.”
It’s also unclear to me how reducing requirements for students with disabilities connects to “project-based” measures, as this is not an explicit component of the law itself, which you can view in an overview of on this document provided by NYSED. I’m all for performance-based assessment (which is maybe what Kaminsky meant to refer to—to my knowledge, project-based learning is a pedagogical strategy, not a form of assessment), but utilizing PBA does not require lowering expectations. If these supplanted the traditional Regents exams, I’d be all for it. But I still wouldn’t stand by reducing expectations for students with disabilities.
On Twitter, The74’s Matt Barnum challenged my thinking on high school diploma requirements:
His post provides an overview of research which suggests that stringent high school diploma requirements may have little of the expected benefits (increased academic achievement), while it can have many unintended downsides, such as an increase in drop-out and incarceration rates.
I find this research compelling and a fit rebuttal to the imposition of high standards without compensatory attention paid to providing alternative options.
But I still don’t think lowering expectations for an academic diploma for some, or any, students is the answer. A high school diploma should signify that a student is prepared to enter college.
Not all students are prepared to enter college, whether due to ability or interest. However, all students could be better equipped to begin a career.
The greatest underreported story of last year, in my opinion, is that dramatically greater numbers of students are now failing the GED. This is far more problematic than students failing to obtain a HS diploma.
Couple this with the general dearth of well designed and funded vocational programs and opportunities in the US.
Over in Kentucky, however, there is a more sane and equitable approach that does not require diminishing expectations, as Emmanuel Felton reports. In KY, they are building two tracks between what it might mean to be “college” and/or “career” ready, and this makes a lot of sense to me. Instead of devaluing a high school diploma just to allow states to claim higher graduation rates, we should be investing in alternative pathways to a career that are both viable and rigorous.
“As it turns out, living in poor neighborhoods isn’t just an inconvenience. It’s a huge factor in what our lives — and our children’s lives — turn out to be.
Research shows it’s like breathing in bad air; the more you’re exposed to it, the more it hurts you. And it isn’t just because of the lack of opportunity. It’s that living in these distressed areas changes your brain — and your kids’ brains.”
—Alvin Chang, “Living in a poor neighborhood changes everything about your life“
“Silvia Abbato, the district’s superintendent, said she could not pinpoint any one action that had led to the better scores. . . .
“It’s not something you can do overnight,” Ms. Abbato said. “We have been taking incremental steps everywhere.”
—Motoko Rich, Amanda Cox, and Matthew Bloch, “Money, Race, and Success: How Your District Compares” in The NY Times