Friday Smorgasbord: Neoliberalism, Charters, & Glasses

A friendly reminder: Schools are complex

“More interventions might not always be better and may have unintended consequences that impact a school’s long term ability to improve,” write Dougherty and Weiner.

New study deepens nation’s school turnaround mystery, finding little success in Rhode Island, Chalkbeat

The pervasive problem of neoliberalism

Society reconceived as a giant market leads to a public life lost to bickering over mere opinions; until the public turns, finally, in frustration to a strongman as a last resort for solving its otherwise intractable problems.

…When we abandoned, for its embarrassing residue of subjectivity, reason as a form of truth, and made science the sole arbiter of both the real and the true, we created a void that pseudo-science was happy to fill.

Implications for education here.

Neoliberalism: the idea that swallowed the world, The Guardian

Irony in the daggers thrown at NY state proposal for new charter teacher training

Calling the proposal “insulting,” Rosa said, “don’t compromise my profession.”

This is from the same Board of Regents that has removed basic literacy requirements for new teachers.

There’s a teacher shortage in high needs subjects and of teachers of color. Seems to me if charters can demonstrate they can train new teachers adequately without certification, then this could be a viable pathway into the profession that we should be welcoming, rather than fighting against. In the meantime, we can work on actually elevating the certified pathway by beefing up our higher ed programs and more closely examining how well they really are preparing teachers in the field.

Yes, I think charters overwork their teachers and demand a lot of them, often for less pay. I wouldn’t want to teach at Success Academy. But that would be the price to pay for not gaining certification via a more traditional route.

I’m all about honoring the profession. But I also know, like many other educators, that the real learning only began once I got into the classroom. It’s about whether or not you’ve been supported at that point thereon that really matters.

If charters can demonstrate effectiveness with these uncertified teachers, then what’s the problem? Isn’t this about the kids?

Charter Schools Could Get to Hire Teachers With Only 30 Hours of Training, DNAInfo

The importance of glasses in the classroom

Each year in my classroom, I had kids who desperately needed glasses and didn’t have them. My school worked with parents and external partners to obtain them, but it was a process. And there were some of my students who I had to “remind” to wear their glasses in my glass every single day, because they didn’t want to wear them.

But something this elemental can have a huge impact. So I’m heartened to see this effort in Baltimore to bring free eyeglasses to students to demonstrate this impact.

“The outcomes were notable enough even with the small sample size—reading proficiency improved significantly compared with the children who did not need eyeglasses—that the researchers decided to radically expand the study to the whole city to see if the results held.”

How Free Eyeglasses Are Boosting Test Scores in Baltimore, Politico magazine

Poor children who grow up in rural counties are more likely to marry

Writers such as author and CNN commentator J.D. Vance, author of Hillbilly Elegy, look at rural areas and see dysfunction and decline. Citing Chetty, Vance wrote that in Appalachia “poor kids really struggled.”

What Chetty and Hendren find, however, is that much of rural America isn’t a source of individual pathology but a place where we can all witness the beneficial impacts of community.

Rural Upbringing Increases Odds That Young People Will Marry, The Daily Yonder

School closing and consolidations can be bad for rural communities

Schools matter to the social fabric and cultural vitality of a rural community; they are places where relationships are sustained, where traditions are preserved and values are learned.

Close A Rural School, Hurt A Rural Community, The Daily Yonder

Mini-Smorgasbord Monday: School Choice, Nuance, and Opioids

File:Stick figure - choice.jpg - Wikimedia Commons
By Obsidian Soul (Own work) [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0)%5D, via Wikimedia Commons

Choice is no guarantee of quality

“…a remark by a DeVos spokesperson last week — ‘the ultimate accountability for schools is whether or not parents choose to send their children there’ — should be seen as an attack on the idea that school quality matters. It’s fake accountability.”

This is an important point to bear in mind. There are some choice advocates who argue that rich parents already have choice and no one critiques or limits their choices, so why shouldn’t poor parents be able to make their own choices, misinformed or no?

While there’s rhetorical attraction to that proposition, it’s also a circular argument, since the primary reason choice advocates call for choice in the first place is because parents with only poor performing schools located near them should have access and options for higher quality schools.

Other than the hard-line free-marketeers, few choice advocates would argue for unfettered choice without adequate oversight. How about we have more arguments about the oversight itself, rather than choice as some mystical holy grail?

Cantor: When a Bounty of Options Aren’t Enough, How Poor Parents Really Practice School Choice, The 74

Should vouchers be equated with segregation? It’s complicated.

Matt Barnum brings in the nuance. Like many things in ed world, we need to avoid painting vouchers with a broad partisan brush (saying this as much to myself as to you).

And a lot of how vouchers or education savings accounts are perceived has to do with how they are framed.

“Advocates for school choice often point to the support of black and Hispanic voters. An Education Next poll found that nearly 64 percent of African-Americans and 62 percent of Hispanics — compared to 50 percent of white respondents — would back a tax credit program to fund private school tuition.

But support for private school choice programs tends to drop substantially when the word “voucher” is introduced or the use of public dollars is emphasized.”

Critics of vouchers say they’re marred by racism and exacerbate segregation. Are they right?, Chalkbeat

Scholarly nuance on charters vs. districts

“Despite some important differences, the teaching climates of charter and public schools do not match the enthusiastic expectations of proponents or the worst fears of critics.”

Please keep this guy away from rousing charter school debate, Huff Post

Speaking of scholarly nuance on charters vs. districts, check out these two longreads to broaden your nuanced perspective on charters and districts:

The Secret History of School Choice: How Progressives Got There First, James Forman in Yale Law School Legal Scholarship Repository (H/T Matt Barnum)

The Structure of Educational Revolutions, Andy Smarick in National Affairs

Charters should be able to hire uncertified teachers

Given that most ed programs haven’t exactly demonstrated a concern about outcomes and actually preparing their teachers for real classrooms, seems to me that it would make sense to allow charter schools in NY to hire uncertified teachers and train them as they see fit. Hold them accountable for the results.

And let’s be honest–the most successful charters have tightly managed structures that pair assessment, curriculum, and professional learning that could probably better prepare teachers — or send them on their way if they don’t perform.

How Teachers Are Taught, Monica Disare in The Atlantic

The difference a father can make

“My parents didn’t think I was less than my brothers because I’m a girl. My father Ziauddin says, ‘Don’t ask me what I did. Ask me what I did not do. I did not clip her wings.’ ”

Our Q&A with Malala Yousafzai, Nobel Peace Prize winner and education advocate, The Lily

Teen herd behavior channels the opioid epidemic into schools

“The 16-year-old, a student at a specialized and highly competitive public high school, says drug use runs rampant at her school.

‘I was drinking and smoking (pot) because it was accepted,’ said the teen-age girl, who asked to remain anonymous to prevent bullying at her school.”

During finals and midterm exams, she said, students pop prescription stimulants such as Adderall, Vyvanse and Ritalin to aid their studies.

‘It’s crazy,’ she said. ‘Even the kids who never use drugs want to enhance their brains, so they’re taking these drugs.’

The girl’s mother thinks the school didn’t do enough to help her daughter.

‘I still don’t understand why the school had no control over what kids are doing besides academics,’ she said tearfully.’

‘Teenagers are very hormonal and go through a lot of changes,’ [the student} explained. ‘Those emotions have nowhere to go. It’s the only way that they can get a grip on themselves and their feelings.’ ”

New York City’s opioid crisis seeps into public schools as drug counselors see uptick in student addicts, NY Daily News

Smorgasbord: August looms

A chart from one of my recent sessions

Teacher evaluation is about relationships and learning, not about scores

Long ago, I co-wrote a policy paper advocating for a teacher evaluation system that acknowledges that evaluation is a conversation that requires the context of a professional learning community, with input not only from the administration, but furthermore one’s peers.

While a pre and post-conference is included in most current eval systems, the reality is that the focus is on 1) compliance (paperwork), 2) the stakes/consequences attached to that paperwork, and 3) the demands of a very subjective rubric, rather than on the practices and content that will move learning forward for students.

So it should come as no surprise that few teachers are rated poorly by their principals. These systems have become all about summative evaluation, rather than formative feedback, and thus have lost sight of the real purpose of the system in the first place — to improve teacher practice and student learning. Effective principals will use the system to have those conversations — but they won’t rate their teachers poorly on paper unless they are intent on pushing them out the building.

Principals Are Loath to Give Teachers Bad Ratings, Ed Week

Research shows: Elect Democrats to fight segregated schools

Partisan tensions between individualism/choice and systems/regulation in action.

Want to reduce racial segregation? Elect a Democrat to school board, study says, Chalkbeat NY

Andy Rotherham argues against safe spaces

“. . . challenging people to become bigger than themselves is at its core an act of respect and love. Shielding them from challenge, especially in their most formative years, is fundamentally deeply disrespectful to them and their education.”

He’s talking about higher ed. But this also applies–arguably, even more importantly–in K-12.

Challenge Students, Don’t Shield Them,” US News

John King and Arne Duncan plead for sanity in regulations to protect students

“Protecting students and taxpayers shouldn’t be a partisan political issue.”

It shouldn’t. Unfortunately, however–in our country, in these times–it is.

Trump administration is putting profits over students, The Hill

The Problem with Robot Teachers

“I . . . worry that we’re slowly evolving toward a system where the affluent get that kind of education and the poor get automated schooling.”

Are The Robots Coming? Is The K-12 Sector Allergic To Accountability? Cheating In DC, College Access, David Harris Goes TEDx, Claudio Sanchez On ESSA, Jeff Walker On Systems Entrepreneurs, Curbing Eliteness, Cow Horse, More!, Eduwonk

A middle school in the South Bronx harnesses the power of testing & practice

This Bronx school is applying what we know from decades of research: repeated quizzing and practice of key skills and concepts, spaced out over time, transfers learning into long-term memory.

Kudos to MS 343. When you think about just how much of an outlier this approach is, it’s pretty disturbing. Most schools do not have a coherent and systematic approach to what they teach, nor consider how they are reinforcing what is most essential to learn across grades and classrooms.

Why this Bronx middle school believes in second — and third — chances, Chalkbeat NY

Speaking of practice, here’s 10 teaching techniques worth practicing

This is a useful list of a few pedagogical methods worth spending time mastering from UK educator Tom Sherrington, which are based on Deans for Impact’s advice for deliberate practice.

Ten teaching techniques to practise – deliberately., Teacherhead.com

NYCDOE is pressing ATRs into schools

Dan Weisberg writes an op-ed in The 74 against the move, claiming that “Principals would go back to hiding vacancies and would justifiably argue that they can’t be held accountable for student learning if they don’t get to pick their teams.”

His claim appears to be justified, as a recent Chalkbeat article reports:

“I’m going to make sure my school doesn’t have a vacancy,” said one Bronx principal who wished to remain anonymous due to the sensitive nature of the topic. “I’m not going to post a vacancy if someone will place an ATR there. I’ll be as strategic as I can and figure out another way.”

I think Weisberg’s suggestion makes much more sense: set a time limit on how long someone can be in the ATR pool.

Weisberg: Paying Teachers Not to Teach Is Absurd — but Reviving NYC’s ‘Dance of the Lemons’ Hurts Kids, The 74

New York City principals balk at plan to place teachers in their schools; some vow to get around it, Chalkbeat NY

Randi Weingarten calls Devos’s brand of choice what it is — but what is her union doing to fight segregation?

I think Weingarten is pointing out an inconvenient truth by calling vouchers a “polite form of segregation,” given their history and the folks that most typically foam at the mouth over them.

But I do wonder what exactly she and her union are doing to fight segregated schools. Public schools are doing plenty on their own to contribute to segregation without any consideration of charters nor vouchers.

TEACHERS UNION CHIEF: SCHOOL CHOICE ROOTED IN SEGREGATION, AP News

Smorgasbord: The politics of Ed

Chalkbeat takes a look at De Blasio’s campaign promises on education and how they’ve played out

Overall, seems to me De Blasio & Farina have rolled out some pretty solid stuff when you look at it as a whole, minus the politics. I think the district restructuring is a mixed bag and the top-down management is problematic, but the smooth roll-out of pre-K services, and Single Shepherd and AP and College Access programs will be gamechangers for kids in the long run.

Where we need to keep pushing De Blasio and Farina: autonomy and accountability for school leaders, reducing partisanship over charters and choice, and fighting segregation.

There’s always plenty to criticize in any Mayor or Chancellor’s reign. I’ve gotten into frequent arguments with my colleagues about Bloomberg and Klein’s administration because I’m unwilling to paint their leadership and policies with one broad stroke of good/bad. Let’s talk about what is working and criticize what’s not.

Mayor Bill de Blasio has made many education promises. Here’s what he’s delivered so far — and what he hasn’t, Chalkbeat NY

Speaking of critique–here’s the problem with the way we talk about improvement in ed

David Cantor at the 74 has insightful analysis of NY politics and how it’s affecting the Mayoral Control debate–and the way we talk about education.

“Preschools don’t yield the hard, annual data markers that reputations and public support are built on. The measurable impact of the program likely won’t reveal itself to researchers until this mayor is no longer in office.”

He’s right. This is one of the fundamental problems with how we look at education. If we are only focused on the short-term, then all we will get is short-term effects, which may ultimately be detrimental.

Here’s a case in point. Due to the outsized focus on test scores in elementary schools, many principals place their most effective teachers in the 3rd grade or higher, because that’s the grades that are tested. But a far better strategy, in the long-term, would be to place your hard-hitters in the earliest grades, because that investment will better build the foundations for learning that many kids desperately need.

Similarly, principals talk about focusing all their attention and resources on their “pushables”–the kids who are at the upper borders of a 1 or 2 or 3 on the state test. So what’s going to happen to the students that aren’t so labeled? And what’s going to happen to the coherence in your instruction across your school?

Interestingly, some reform pundit focus in response to Cantor’s cogent article is to highlight his criticism of De Blasio’s renewal school bloatware and his antipathy to the media. But here’s what Cantor says right after that:

There may be something more: apathy. Not his; ours. Fixing schools is difficult work; it’s slow; you lose people’s attention. “People are more concerned about the subways,” said Weisberg.

Holding attention is essential to warding off politicians and being able to do “the hard work that has to happen inside schools,” as Henig says.”

Indeed. The real work of education is incremental, it’s hard, and it won’t grab many headlines.

Analysis: The Fierce Fight Over Mayoral Control Reflects De Blasio’s Weakness on Education, the 74

Speaking of surface level judgments . . . college teachers grade attractive students higher

This result, they add, was “driven mainly by courses taught by male instructors.”

ATTRACTIVE STUDENTS GET HIGHER GRADES, Pacific Standard

All charters can’t be painted with the same brush–just like public schools

Sara Mead argues that “it’s hard to make any single statement that accurately characterizes the national charter school landscape as a whole.”

Indeed. It’s hard to make any single statement that accurately characterizes schools period. This is one of the core issues about how we talk about schools, whether public, charter, or private.

Look Beyond the Acela Corridor, US News

Lessons on desegregation from Dallas

1) Open up admissions (a lottery system, rather than selective admissions)

2) Set aside a certain percentage for low-income students

Dallas Schools, Long Segregated, Charge Forward on Diversity, NY Times

A new study says that diverse classrooms increase student well-being

In the more diverse schools, “kids have more opportunity to have cross-race friendships and then they become protective,” Graham said. “So if you’re in a diverse school and you’ve made friends with people from different racial and ethnic groups then they help protect you, they help introduce you to kids in their ethnic, racial group, there’s more opportunities to find your niche and fit in.”

New research: student well-being higher in diverse schools, KPCC

EdBuild releases a report on the secession of white parents from school districts that deepens segregation

“Alabama makes it particularly easy for small towns to secede from a larger school district, but 30 states have processes codified in state law that allow for secession, some more permissive than others. Procedures range from only a majority vote in a small, breakaway neighborhood in some states to a multistep process involving a state agency or legislative approval in others.”

Fractured: The Breakdown of America’s School Districts, EdBuild

Privatizing (aka “optimizing”) public services

White House spokesman Sean Spicer said the administration was focusing on technology this week. He said there was “a lot of room for optimization in the federal government.”

What does “optimizing” our public institutions and services mean?

“Cook, the Apple CEO, requested that computer coding be taught in every public school. Microsoft CEO Satya Nadella said workers need more skills for a technology-based economy. Amazon founder Jeff Bezos encouraged the government to use commercial technology to save money and develop artificial intelligence to improve government services.

Venture capitalist John Doerr asked for the government to open up its databases to private firms, saying it would transform health care.”

In other words, use public institutions to serve private interests. Hmm. What does serving public interests mean again now?

Tech CEOs visit White House to talk modernizing government, AP

The ecosystem metaphor is used to argue for an ed reform focus on two-parent families

“The education reform community has a unique responsibility as keepers of perhaps the remaining civic institution—public schools—that interacts with almost every child for prolonged periods almost every week (or at least the thirty-six weeks of the school year). That is why two-generation solutions such as a parent-home-visiting program or the Success Sequence should be explored as part of a core curriculum, given the data that show it’s nearly impossible for a poor person to remain poor if that person makes a series of life choices—finish high school, secure a job, and get married before having a child, in that order.”

If not us, who will make humans human? If not now, a new generation of fragile families looms., Flypaper

Chester Finn slams book promoting free-for-all marketplace from charter school advocates

Finn uses some choice words against a recent book from charter school advocates that promotes reduced accountability to increase parental choice:

This is idiocy. It’s also entirely unrealistic in the ESSA era. It arises from the view—long since dismissed by every respectable economist—that education is a private good and the public has no interest in an educated citizenry. Once you conclude that education is also a public good—one whose results bear powerfully on our prosperity, our safety, our culture, our governance, and our civic life—you have to recognize that voters and taxpayers have a compelling interest in whether kids are learning what they should, at least in schools that call themselves “public.”

I wish more folks understood that education is a public good.

New book from charter school advocates offers lots of bad advice, Flypaper

Smorgasbord: Last Full Week of School for NYC

graduate01
By Shuoism (Own work) [CC BY-SA 4.0 (http://creativecommons.org/licenses/by-sa/4.0)%5D, via Wikimedia Commons
This is the last full week of school for NYC student and teachers. Congrats to graduates and to their teachers.

This is also the last week of the NY legislative season. The kerfuffle is over mayoral control of NYC schools. Lost in the kerfuffle is legislative action on segregation.

Success Academy release some of its curriculum publicly

One of my biggest criticisms of Success Academy’s Eva Moskowitz has been that she makes a big deal about terming her schools “public” schools, yet keeps her curriculum private.

Now I can’t level that criticism any longer. She has released some of SA’s curriculum, with more to come. Right now there’s only K – 4.

It’s also important to note that this material is not openly licensed.

Success Academy Education Institute (requires registration) http://successacademies.org/edinstitute/

Success Academy Charter Network Opens Up Literacy Curriculum, Ed Week

Robert Pondiscio suggests that the strength of SA’s curriculum is that it’s based around rich knowledge and texts.

Though from my (admittedly cursory) glance at a unit, SA literacy looks pretty darn similar to the “balanced literacy” approach that has been utilized for years across NYC.

So what’s the difference? There are firm guidelines for how a classroom must look and the practices that accompany the curriculum. And the units do seem to be firmly oriented around text sets that can build knowledge.

To my mind, the key differentiator in SA’s favor here is coherency and consistency.

Success Academy puts its “School Blueprints” online: How many will follow the lead of our highest achieving charter network?, Ed Next

Questions to ask about charter schools

In his new seat at Chalkbeat, Matt Barnum compiles a useful list of questions that need to be asked about charter school for further research.

Beyond the test score horse race: 5 big questions researchers are asking about charter schools, Chalkbeat

The differences between De Blasio’s and Farina’s leadership

“With Bloomberg, it was like running a hamburger joint, but it was my own hamburger joint,” Hoogenboom said. “And with de Blasio, I’m running a McDonald’s and I have to serve the Big Mac.”

From power to paperwork: New York City principals adjust to a reined-in role under Carmen Fariña, Chalkbeat NY

Doesn’t matter, really, who’s on Devos’s staff

“They could bring John Dewey back from the dead, slap a MAGA hat on him, give him one of the myriad open roles, and he’d still get rolled.”

Does It Matter Who DeVos Hires? Tucker V Finn, Allen On Choice Privilege, New Paharans, Campus Politics, Pizza Essay, Bear Punching, More!, Eduwonk

Most college students can’t make a cohesive argument because they lack knowledge

“Some of the biggest gains occur at smaller colleges where students are less accomplished at arrival but soak up a rigorous, interdisciplinary curriculum.”

Exclusive Test Data: Many Colleges Fail to Improve Critical-Thinking Skills, WSJ via TopSheet

Well, yeah, chaos isn’t good for any kid

“The theory here is that chaotic schools — a loud hallway, a messy class — simply reproduce the stress that children may bring from home. Rules should be the same across the school, so students know what to expect. And students should be met with understanding and patience.”

How To Apply The Brain Science Of Resilience To The Classroom, NPR Ed

CMOs, on average, are more effective than independent and for-profit charters

My guess is this is because a CMO provides greater knowledge sharing and network effects.

“Students attending a school run by a charter management organization seem to benefit the most. CMOs lead to small but statistically significant annual gains in math and reading, relative to both traditional public schools and other types of charters.”

Who’s helping and who’s hurting? New national study looks at how charter networks measure up, from KIPP to K12, Chalkbeat

Mike Antonucci: Keep your employees happy

“I’ve had charter school people call me lots of times over the years and ask for my advice on how they keep the union out of their schools. My advice has always been the same and it’s not what they want to hear. You don’t keep the union out, your employees keep the union out because they’re happy. Happy people don’t say *we really need a union here.* They form unions because they’re unhappy and they need protection and the unions provide that.”

He also has some good advice for NEA and AFT union heads worth heeding.

Labor Pains

Rolling back accountability is NYSUT’s gameplan

NYSUT, unsurprisingly, heralded the NY Board of Regent’s recent move to limit testing from 3 days to 2.

As a next step, NYSUT President Andy Pallotta stated, “NYSUT will be strongly advocating that the new benchmarks be age appropriate, fair, and accurate in order to ensure that students and public schools are not unfairly labeled.”

So. . . All kids should get an achievement award! Woohoo!

Reduction in testing days a positive step, NYSUT

NCTQs Kate Walsh on recent moves to jettison teacher tests and credentialing requirements

“While there is good research describing the benefits of matching teacher and student race, let’s remember that those benefits are based on studies involving black and white teachers of otherwise comparable ability. Any benefits from matching race are erased when we no longer make our first priority the effectiveness of a teacher or our best estimates about who will be effective. While it’s uncomfortable to push back for fear of appearing insensitive to real problems of educational inequity, we must insist on prioritizing what’s best for students—having the most skilled teacher”

via Edu Wonk

I’ve written about Hochman’s writing method before. New book out

Here’s an article for American Educator based on the book: https://www.aft.org/ae/summer2017/hochman-wexler

Link to the book: http://www.wiley.com/WileyCDA/WileyTitle/productCd-1119364914.html

Healthier lunches don’t decrease obesity–but they increase test scores!

“In this paper, we test whether offering healthier lunches affects student achievement as measured by test scores. Our sample includes all California (CA) public schools over a five-year period. We estimate difference-in-difference style regressions using variation that takes advantage of frequent lunch vendor contract turnover. Students at schools that contract with a healthy school lunch vendor score higher on CA state achievement tests, with larger test score increases for students who are eligible for reduced price or free school lunches. We do not find any evidence that healthier school lunches lead to a decrease in obesity rates.”

School Lunch Quality and Academic Performance, NBER

Segregation, Diversity, and More

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This week is the last week of this legislative session in NY. While the political hoopla is around mayoral control, don’t let the noise detract you from something that has been simmering for decades: NY’s pervasively, deeply segregated schools.

There’s been some great momentum on the issue, at long last, both from NYSED and NYC. Yet the fact remains that there is no existing legislation on the issue that has been passed.

There is a bill that can begin the first steps in addressing that deficiency: Bill S3794 in the Senate and Bill A5795 in the Assembly.

Since I wrote my last post, there’s been some promising momentum: Senator Jesse Hamilton co-sponsored the senate bill, and Assemblyman Walter Mosley co-sponsored the assembly bill.

But the bill still needs to be put on a very busy agenda and made a priority in order to make it to the floor. Please call your senator and assembly person and ask them to help move this bill forward.

Thanks in advance. On to other news related to school diversity:

NYSED drafts a stronger statement against segregation than NYC

“Last week, the mayor’s drew headlines — and criticism — for his long-awaited diversity plan. Among the concerns — the mayor chose not to use words like “integration” or “segregation” to define the problem.

The state, on the other hand, isn’t mincing words. On Monday, the Board of Regents discussed its own draft diversity statement. “More than sixty years after Brown v. Board of Education,” it states in its opening paragraph, “New York is the most segregated state in the country.”

The use of the word “segregation,” vs. the more general word “diversity,” is a flashpoint in conversations about integration. Advocates stress that the word must be used because it acknowledges the history of discriminatory policies and choices in loans, housing, zoning, and schools that have led to and perpetuated segregation. Others, such as Mayor De Blasio, view the terminology as secondary—and even a possible impediment to—in moving forward to address inequities as they exist now.

I can see both sides on this, and when I’ve advocated for increasing diversity in schools at a policy level and to the wider public, I tend to phrase it exactly like I just did: increasing diversity in schools. Why?

I think it comes down to whether we are talking about the past, or the future. When discussing the historic conditions and policies and choices that have led to pervasive segregation, we need to call it what it is.

But when looking forward, I think it makes sense to call for increasing diversity. Because it’s not only about race and class, it’s also about making our schools into inclusive spaces, rather than exclusionary places.

Maybe that’s making the bucket too big, but the fact is that active exclusion of others who are “different”—by both children and adults—is a key issue, and that’s a problem that exists in a school of any racial composition.

State’s draft diversity statement addresses ‘segregation,’ a word the mayor’s plan avoided, Chalkbeat NY

How many white students need to attend a school before it can be declared officially desegregated?

Seems like an important thing to define. Though I also think if we end up getting caught up in talking about numbers we’re focused on the wrong thing.

What Defines a Segregated School? Debate Over Connecticut Integration Policy Heading to Court, the 74

New research from Ohio puts integration advocates who aren’t pro-choice on the spot

There’s a tension between being pro-desegregation and anti-school choice. Many advocates for integration are also opposed to school choice. A recent study out of Ohio suggests that interdistrict choice can promote improved academic outcomes (and integration).

New Research: Student Gains in Ohio’s Open Enrollment, but Top Districts Remain Closed, the 74

A rezoning effort in Baltimore reveals the difficulty in implementing integration

“Research shows that racial and socioeconomic integration benefits students of all races and backgrounds — but experience reveals the difficulty of achieving it.”

Redrawing school districts could redefine two Baltimore County communities, The Baltimore Sun

The school board ended up passing a compromise between the NIMBYists and the original rezoning plan.

Baltimore County passes compromise redistricting plan for eight schools

Two high school seniors design and publish their own curriculum to teach teachers how to talk about race with students

“Putting the project together required a huge time commitment outside school. Guo and Vulchi often met up at 4 a.m. to work on the book before classes started, and they have spent many hours traveling to schools to train teachers in how to talk about race and host class discussions on the topic.

And their work will only continue after their June 21 graduation. Vulchi has been accepted to Princeton University, and Guo plans to go to Harvard University, but they hope to defer their enrollment for a year to work on a third edition of the book. A crowdsourced fundraising effort is in the works.

“We don’t mind losing sleep for this. We feel the need. We feel the urgency,” Vulchi said.”

2 NJ High School Students Create Racial Literacy Text to Help Schools and Teens Learn to Talk About Race, the 74

Idea for increasing teacher diversity: elevate paraprofessionals

K-12 Teachers Are Disproportionately White and Monolingual. Here’s One Way That Could Change., Slate

Let’s do something about segregated schools, New York

Dear NY readers,

There has been a bill proposed that can provide a solid first step towards a statewide conversation about desegregating our schools here in New York.

The bill number is S3794 in the Senate (sponsored by Senator Bailey), and A5795 in the Assembly (sponsored by Assemblymember Sepulveda).

The bill would establish a commission to examine segregation in primary and secondary schools across the state, specifically to investigate the degree of segregation and it’s relation to funding and long-term economic impacts.

The fact is that there are no existing state-level bills on the issue. Along with the momentum that is happening in NYC (the Chancellor and Mayor announced a diversity plan on Tuesday!), we can leverage this bill to push for future legislation.

The end of the legislative session is fast approaching, and this is an opportunity to make state-level change happen. We have the next two weeks to advocate for the passage of this bill.

If your Assembly members and Senators hear more from all of us about this bill, then it is much more likely to move forward. If you aren’t sure who your assembly person or senator are, you can check here.

Here is a draft form that you can use to speak to or write to your representative:

Dear [state representative],

I am [writing/speaking] to you today to ask for your support of bill S 3794 (Bailey) / A 5795 (Sepulveda), which establishes a temporary commission to examine and review the degree of segregation in primary and secondary schools.

New York operates some of the most segregated schools and districts by race and class in our nation, according to a 2014 UCLA Civil Rights Project and 2016 EdBuild report. There is a substantial body of research that suggests there are benefits for all children from learning in socioeconomically and racially diverse classrooms. Yet there are no existing legislation to promote greater diversity in New York schools.

Therefore, I strongly support the passage of bill to begin a statewide discussion of how greater diversity can be supported in our schools and districts. This bill will help to firmly establish and clarify the relation between segregated schools and funding. Furthermore, the bill will start an examination of the long-term impact of a segregated education on students.

Establishing a commission to examine the segregation in New York schools will provide a clear direction for future policies.


Thank you for your leadership.

[Your name]

 

Smorgasbord: 3rd week of May 2017: Segregation, CTE, Curriculum, and the One Straw Revolution

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On the 63rd anniversary of Brown v. Board of Ed, worth reviewing last year’s GAO study findings

“[Segregated] schools, investigators found, offered disproportionately fewer math, science and college-prep courses and had higher rates of students who were held back in ninth grade, suspended or expelled.

What’s more, GAO investigators found, public charter schools, a key strategy in improving education for such students, may take minority and poor students from larger more diverse public schools and enroll them into less diverse schools.

Overall, investigators found, Hispanic students tended to be “triple segregated” by race, economics and language.”

GAO study: Segregation worsening in U.S. schools, USA Today

A panel on desegregation offers insight

Jill Bloomberg: “So there were lots of questions about safety, which are really very coded questions about race and racism. We assured them that their kids would be fine.”

David Goldstein: “We would create these little Shangri-Las of these beautiful little high-performing schools that were diverse and all that. Meanwhile, all the rest of the schools got squat. And that wasn’t our plan, so we went districtwide.”

And a comparison of integration to broccoli.

Upper West Side parents gather to tackle middle-school integration, Chalkbeat NY

As in Staten Island, so in the US

When it comes to Staten Island’s North Shore, as in many other areas of our society, “We make judgements about a whole community without ever walking in the door.”

Equity for North Shore schools still a work in progress, SILive

High school admissions changes in the works for NYC may promote diversity

This is good to hear. But we’re going to need to look at zoning and the elementary school level if we’re really going to fight segregation.

Chancellor: ‘We’re reconsidering how some enrollment is done’ in high schools, Chalkbeat NY

Great data visualizations and background on segregation in Indiana

Examining the Cross-Roads

Vacations (or the lack thereof) highlight class divisions

“school vacations can highlight disparities and fracture the sense that students are equal in the ways that matter most”

This piece also points to an often under discussed aspect of school integration: it takes a lot of work to ensure kids (and staff) are interacting with one another’s differing experiences and perspectives in a constructive manner.

I know as an advocate of integration myself, I don’t usually even bring this up because the very first step: just getting kids physically (or even virtually) into the same classrooms and schools is hard enough in and of itself. But it’s an essential piece. Just getting kids together is only half the battle. Curriculum, conversational protocols, academic interventions, and social-emotional support then needs to be firmly in place.

Kids’ Vacations Highlight School Segregation, motto

Student voices on segregated schools

“My reality is gym lockers with brown rust.

My reality is the suffocating phenomenon of poverty present on a daily basis.”

‘I am a product of the South Bronx’: One student on how the city’s high school choice process failed her

“Education was my only hope for redefining my life. But it seemed like the bar was always set out of reach for people like me, and most of our time was spent elevating ourselves to reach the bar instead of figuring out how to surpass it.”

‘I didn’t realize that an A in Harlem was not the same as an A in a majority-white high school’: One student’s discovery

Jeb checks the NY Times

“Florida’s McKay Scholarship Program simply gives parents options if their children are stuck in the wrong learning or social environment for their unique needs. It is not a condemnation of public schools or a seal of approval for private schools. In fact, the McKay program includes public school choice as well.”

What the Media Is Getting Wrong About Florida’s Push to Help Students With Disabilities, th74

Recent research on wrap-around services brings to light our goals for public services

MDRC has recent research that brings into question the impact of the “community school” model — if we assume that raising test scores is the goal of providing such additional services.

But as a community school advocate notes:

“The services themselves are, of course worthwhile — don’t we all agree that having kids who have access to mental and physical health care, regular nutritious meals, and quality, safe afterschool and summer programs is inherently a good thing?”

Let them eat cake?

Community schools are expanding — but are they working? New study shows mixed results, the 74

Strange things are afoot at Deborah Meier’s school

What exactly is the problem going on here? Too progressive? Not progressive enough? More to explore here, for sure.

East Harlem Elementary Principal Is Out After a Yearlong Fight, NY Times

The need for a progressive agenda for the working class

“Democrats need a comeback strategy, and the American working class needs an ally. The solution to both problems can be the same: a muscular agenda to lift up people without four-year college degrees.”

How Democrats Can Get Their Mojo Back, NY Times

Was the high-profile LA school board president race determined by the negativity bias?

So there’s this cognitive bias called the “negativity bias.”

Aside from the vast funds that were plowed into this race, I wonder whether that played a role? Here’s a description from the74 that suggests it did:

“Zimmer campaigned on a platform that the district is improving, pointing to rising graduation rates. Melvoin campaigned on the premise that the district was failing and the board needed to act with more urgency to improve student achievement and address its financial situation.”

Education Reformers Sweep Los Angeles’s School Board Elections, Setting Up Pro-Charter Majority, the74

North Carolina Representative Virginia Foxx takes a stand for CTE

“In order for these people to thrive, we must do everything we can to change the way people think about CTE, shifting the narrative from a Plan B option to a Plan A option”

Career and Technical Ed Should be ‘Plan A,’ Foxx Says as House Takes Up Perkins Bill Today, the74

And the House takes a bipartisan stand for CTE

A nice moment of positive legislation in the midst of the chaotic destruction the GOP has been nurturing in DC.

Career and Technical Education Overhaul Bill Approved by House Ed. Committee, ED Week

Sure would be nice to see this piece of legislation on school infrastructure get bipartisan support . . .

“The legislation has six other Democratic lead co-sponsors in the House, but no Republican lead co-sponsors.”

Oh, and “The IES survey also found it was an average of 44 years since the construction of the main instructional building at schools.”

School Infrastructure Spending Plan Introduced by House Democrats, ED Week

Professional development should be based on the curriculum

“We argue the need to take the important but often overlooked step of organizing teachers’ professional learning around the curriculum materials they are using with their students.”

Makes sense to me. I go into schools to support ELA teachers, and the only way my work is able to have any traction is by supporting implementation of a curriculum.

But there’s more to it than this. Which curriculum? Why? A school needs to coalesce around its vision for what skills and knowledge it wants students to graduate equipped with — and then align their curriculum to that vision.

Instead, I see schools teaching something just because they think they are supposed to. (“Why are you teaching these texts?” “Because I’m told to.”) And getting weird directives from their bosses, such as that EL (EngageNY) or CodeX are a “reading” curriculum, then adding Teacher’s College units as the “writing” curriculum. These kinds of misunderstandings become embedded into the scheduling: a teacher is teaching EL lessons for 3 days a week, and TC lessons for 2 days a week.

If you are an ELA teacher, then you know how incredibly difficult it is just to implement one ELA curriculum with fidelity, let alone two completely different and unaligned ones.

In other words, the problem isn’t just that curriculum is detached from PD — it’s that curriculum is detached from school and district leadership and the structures and schedules they enforce.

In Washington, D.C., a Road Map for Reinventing Professional Development in Schools, the 74

And there’s mounting evidence that a coherent curriculum is an effective method for improving outcomes. Like some of us have been saying all along . . .

“There are no silver bullets in education. But a growing body of both empirical and real-world evidence makes a compelling case that curriculum is a key component of student success.”

A Compelling Case for Curriculum, US News

BASIS schools exemplify what a coherent and rigorous curriculum can do

BASIS is also doing some really interesting practices worth emulating:

Student notebooks as sources of communication and data between teachers and parents. . .

“Many schools create an online grade portal that allows parents to see how their children are performing. BASIS doesn’t. Any information about grades comes to parents because their kids have shown them the contents of their planner, which contains test scores, homework assignments, and notes to see the teacher after school for help.”

Building empathy and understanding of diverse perspectives through it’s Global Classroom Project:

“…which connects kindergartners in different BASIS schools virtually to help them learn about one another. In one project, the children exchanged pictures of their local grocery stores so they could compare them. They also sent the Shenzhen school a video of second-graders sharing a Lunar New Year greeting in Mandarin.”

BASIS: Inside the Acclaimed School Network That’s Blended Together the World’s Best Education Practices, the74

More sunlight = higher test scores

One of the central tenets of this blog are that some of the most basic contextual factors are overlooked in schooling, and here’s one that’s so basic but clearly powerful: starting school later results in better test performance.

More sunlight, more fresh air, more greenery. The best method for improving test scores? Very well may be.

Sunshine Improves Test Scores, The Atlantic

As in ecosystems, so in schools?

Look to the soil for our future.

A geomorphologist and author’s book, “Growing a Revolution: Bringing Our Soil Back to Life,” outlines the drastic difference that healthy soil management practices can make, and the common practices that good soil management entails.

Not surprising at all that conventional methods (monoculture, frequent tilling) ain’t good for soil.

If you are interested in this kind of stuff, there’s a book written long before this one with the word “revolution” also in the title, in which the author lays out the philosophy and practice of no-till farming: “The One Straw Revolution” by Masanobu Fukuoka.

TODAY’S MOST INNOVATIVE FARMERS ARE GETTING DOWN TO EARTH, SAYS SOIL SCIENTIST, Daily Yonder

Smorgasbord: Advocacy, Accountability, and Singing Together

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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.

Mayor de Blasio: I can’t ‘wipe away 400 years of American history’ in diversifying schools, Chalkbeat NY

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.

How Homeownership Became the Engine of American Inequality, NY Times

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.

The Quiet Wave of School District Secessions, US News

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.

The Broken Promises of Choice in New York City Schools, NY Times

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.”

Word.

Harvard Researcher David Deming Takes the Long View on Head Start, Integration, the74

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.

For HS Grads, 21st-Century Thinking, Skills (and Robots) Can’t Replace Importance of Human Networks, the74

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.

Replacing fixtures will get rid of lead in schools’ drinking water: expert, NY Post

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.”

Invented Spelling Leads to Better Reading, Study Says, Ed Week

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.

Time for a New Conversation in Education, HuffPost

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.”

Teacher of the Year Finalist Megan Gross on Embracing Students With Severe Disabilities, the74

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.”

TO MAINTAIN HARMONIOUS COMMUNITIES, HAUL OUT THE HYMNALS, SHOW TUNES, OR ANTHEMS, The Daily Yonder

Smörgåsbord: Our prehistoric minds face the technological wilderness

“A Brook in the Forest” by Gustave Courbet. Courtesy of The MET.

Innovation is truly generated from infrastructure, standards, and contexts that are incrementally shaped by bureaucracies. Sorry, Steve Jobs idolizers.

https://aeon.co/essays/most-of-the-time-innovators-don-t-move-fast-and-break-things

What are the consequences of children interacting daily with AI voice assistants like Alexa or Google Home?

“There can be a lot of unintended consequences to interactions with these devices that mimic conversation,” said Kate Darling, an MIT professor who studies how humans interact with robots. “We don’t know what all of them are yet.”

I think the fears about transference of how kids talk to robots to humans is overblown here — after all, we all talk to our pets as kids but that doesn’t seem to taint our interactions with other humans. But definitely worth considering how these devices could potentially provide linguistic training and refinement of questioning as an educative tool.

https://www.washingtonpost.com/local/how-millions-of-kids-are-being-shaped-by-know-it-all-voice-assistants/2017/03/01/c0a644c4-ef1c-11e6-b4ff-ac2cf509efe5_story.html

Direct instruction in a “circle time” game could help promote self-control in children.

Researchers noted that “there could be educational implications to their results: ‘the irony may be that in devising strategies for parenting and schooling geared to a world of rapid technological change while neglecting the importance of traditional cultural practices, we may be contributing to a deterioration of young people’s attentive and inhibitive resources, thus promoting impulses toward instant gratification’.”

https://digest.bps.org.uk/2017/03/03/circle-time-rituals-help-children-beat-the-marshmallow-test-of-self-control/

According to an evolutionary psychologist, high school poses “an unprecedented social challenge to our prehistoric minds.”

Could just as easily switch the word parent to teacher here: “the things that the parent thinks that the child should be concerned with (preparing for a career and developing important life skills) and the things that the child is emotionally driven to actually be concerned with (being popular and having fun) are often at odds.”

https://qz.com/705770/an-evolutionary-psychologist-explains-why-you-will-always-be-haunted-by-high-school/

“indigenous people were gardeners and stewards of biodiversity.” Compare to us.

https://www.theatlantic.com/science/archive/2017/03/its-now-clear-that-ancient-humans-helped-enrich-the-amazon/518439/

A little wildness and diversity can go a long way.

“In an Urban Forestry & Urban Greening study of vacant lots in Cleveland, Ohio, where economic impoverishment and a declining population have left some 27,000 lots to go feral, the ecosystem services provided by inner-city lots far surpassed those of carefully-tended residential and suburban spaces.”

http://www.anthropocenemagazine.org/2017/03/the-value-of-vacant-lots/

Brains as ecosystems.

“Critically, these cases began with studying behaviors that the animals naturally do, not those that they had been trained to perform.”

https://www.theatlantic.com/science/archive/2017/02/how-brain-scientists-forgot-that-brains-have-owners/517599/

This is a great idea: quiz commenters on articles to ensure they have basic comprehension before they can comment.

“If everyone can agree that this is what the article says, then they have a much better basis for commenting on it.”

Not only could this ensure more level-headed commenting — but it could furthermore serve as a reinforcer of key details.

http://www.niemanlab.org/2017/03/this-site-is-taking-the-edge-off-rant-mode-by-making-readers-pass-a-quiz-before-commenting/

Respect to Mike Rowe for keeping up the call for CTE.

“If you want to make America great again, you’ve got to make work cool again,” he said.

https://www.the74million.org/article/dirty-jobs-star-mike-rowe-stumps-for-career-and-tech-ed-as-house-readies-for-new-cte-bill

Busing is always the conversation killer on the integration of schools. But Hartford demonstrates that busing can be beneficial.

http://www.csmonitor.com/EqualEd/2017/0225/Where-busing-works

An important reminder from Nikole Hannah-Jones what the word “public” means in the US — including both its dark side and it’s promise.

“as black Americans became part of the public, white Americans began to pull away.”

“schools, as segregated as many are, remain one of the few institutions where Americans of different classes and races mix. The vast multiracial, socioeconomically diverse defense of public schools that DeVos set off may show that we have not yet given up on the ideals of the public — and on ourselves.”

https://www.nytimes.com/2017/02/21/magazine/have-we-lost-sight-of-the-promise-of-public-schools.html

NY Teachers: Here’s a useful graph to share with students, courtesy of Achieve’s new report.

media-20170228

http://www.achieve.org/files/New%20York_2017.pdf

Success Academy’s Moskowitz gets called out by Politico

Suddenly, Moskowitz, one of the most vociferously and politically aggressive of education reformers, claims that “I … need to consider whether it is appropriate for me to use my position as the leader of a collection of public schools paid for with government funds to advocate politically.”

Hmm.

http://www.politico.com/states/new-york/city-hall/story/2017/02/success-staff-question-moskowitzs-ties-to-trump-109792

Though after some criticism from her own staff and from the exposure by that Politico article, it seems she suddenly re-discovered her voice.

http://www.nydailynews.com/new-york/success-academy-schools-support-transgender-students-article-1.2984127

Airplane wings that morph, inspired by birds

http://www.pbs.org/wgbh/nova/next/space/morphing-wings/