Use #CharlottesvilleCurriculum for suggestions on what to start your school year discussions off with
Queens teacher Vivett Dukes writes:
“We do our children and ourselves a disservice when we don’t have these difficult conversations as a part of our collective curriculums. However, many teachers from various walks of life are neither well-versed nor fully comfortable discussing race on any level with their students. Not talking about racism won’t make it go away. If anything, not talking about racism in the classroom further perpetuates racist ideologies that are, at their root, born out of ignorance. Education’s goal is to dispel ignorance and replace it with truth.”
I agree. I’ve written before about the need to have tough–and nuanced–conversations with kids about race. You can find some useful classroom materials for doing this using the #ChartlottesvilleCurriculum hashtag.
Here’s a particularly great one from Facing History on the Reconstruction Era. Because everything that is happening right now in VA can be traced directly back to it.
Betty Rosa and MaryEllen Elia call for integration
“We committed to, as a department and as a Board of Regents, [the] notion of naming it,” Rosa said, referring to the state’s draft integration statement, which referred to New York schools as the most segregated in the country. “You’ve got to name it.”
Elia chimed in too, tying integration to the recent events in Charlottesville.
“I would say the last six days have pointed out to all of us that, clearly, this is something that must be on the agenda,” Elia said.
It’s nice to see them taking a strong stand on this issue, and making definitive statements. This is the most positive direction I can point to from our state ed leaders.
On other issues, however, I’ve really been struggling to understand what the vision from NY state ed leaders is for moving forward on education. The Board of Regents seems very clear about its intent to dismantle prior efforts at ed reform, but not very clear about what sort of system they would wish to put in its place. It’s easy to lambast what’s wrong; it’s much harder to put in place something better.
Understanding data on English language learners
Janie Tankard Carnock at New America has a useful compilation of points to bear in mind when looking at data on ELs.
Here’s a good example of one: ELs at different stages progress at different rates.
“This growth principle is an important one to keep in mind when evaluating current EL progress to make claims about a school’s performance. For example, it will be easier for an average kindergarten EL to move from level 1 to 2 on the ELP exam than a sixth grade EL to move from level 4 to 5. This reality suggests the need for differentiated growth goals, ones that are more ambitious earlier on and more conservative in older years and/or at higher ELP levels.”
And another key one: Poverty affects most ELs and, as a result, their educational outcomes.
“…the school and district context as it intersects with poverty is another significant factor for ELs. Around 70 percent of ELs nationwide attend schools with disproportionately greater numbers of low-income students and other ELs. Such schools are typically under-resourced and have higher dropout rates, higher student mobility, more difficulty hiring and retaining effective teachers, and poorer quality curricular resources.”
Data is complex, people. Too many folks in schools are judging their students and programs based on one state test score.
Seeing Clearly, New America
Mike Goldstein is guest blogging over at Eduwonk
“Strategy matters, but execution matters more. . . . Without elite/unusual execution, it’s hard to help kids make large gains through school-based strategies.”
Old-School Personalization, Eduwonk
Uncommon Schools on why some kids weren’t making it through college
“Some of the obvious reasons included the very real fact that financial problems dogged many students, as did the difficulties of transitioning to a completely unstructured college setting with complete freedom.
But Uncommon also discovered other insightful reasons why students struggled. First, students, far too often, were “undermatching.” Capable students were enrolling in colleges beneath their academic level, which increased their odds of dropping out of school. Data collected from Uncommon Schools also revealed definitive evidence that students who received less than a 3.0 GPA in high school struggled the most to stay in college.”
All school systems should be tracking and taking action on whether their students are making it to and graduating from college. This is the real work.
Though I would suggest that tracking and taking action on whether students are entering a successful career should be another component of this as well.
Dennis Walcott speaks up about Success Academy controversy
“If Success is a civil rights organization and liberates and educates students of color, then they’re going to have to grapple with this,” Walcott said.
Sometimes responsiveness to parents can result in inequity
Some private and suburban schools are inflating grades, most likely due to pressure from parents. This puts urban kids at a disadvantage when applying to college.
“This is one of those things that works like a contagion,” Weissbourd said. “If you’re an independent school or a suburban school and you’re giving Bs and the school in the next community is giving A-minuses, you start to feel like those kids are going to get a leg up. So you start giving out A-minuses.”
Another example that context is everything (rather than isolated data points supposedly based upon meritocracy). Some colleges are adjusting for this, but most are not.
“A lot of people are going to do what’s best for their own kids,” Nichols said. “They’re trying to set things up to give their kids the best opportunity they can have. And that doesn’t lead to particularly good public policy.”
The newest advantage of being rich in America? Higher grades, The Hechinger Report
UK research shows 2 month progress as result of “dialogic” academic discussions
“Children in Dialogic Teaching schools made two additional months’ progress in English and science, and one additional month’s progress in maths, compared to children in control schools, on average. The three padlock security rating means we are moderately confident that this difference was due to the intervention and not to other factors.”
There was one strange little tidbit in the overview on this, though:
“The consistent results across subjects and the lack of any subject specific content in the training suggest that the approach may improve children’s overall thinking and learning skills rather than their knowledge in a given topic.” (bold added)
This seems like a problematic assertion to me. I think these results across content areas demonstrate that academic discussion holds great potential as a general strategy, which therefore means that if we make it dependent upon domain-specific knowledge, then we can see much greater advances in knowledge, rather than only “overall thinking and learning skills.”
Dialogic Teaching, Education Endowment Foundation
A really good piece from UK educator Harry Fletcher-Wood on approaching planning as a department
I strongly agree with this approach and have begun targeting departmental coherence as my focus when working with ELA teachers here in the Bronx. Fletcher-Wood provides some really concrete and useful guidance on how to do this work.
I’ll be writing more about how I approach this work with ELA teams.
Improving teaching and learning: ideas for heads of department, Improving Teaching