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.
“Gov. Cuomo just signed into law a measure codifying federal protections permitting the words dyslexia, dysgraphia (which affects writing ability) and dyscalculia (affecting mathematical processing) to be used in determining eligibility for special education services and developing Individualized Education Plans, or IEPs.”
This legislation matters. Before, educators were discouraged from using specific terms such as these when writing IEPs, even when the evidence was clear that a child struggled in one of these areas. I think this is a step forward in better targeting children’s needs.
That said, however, I also have some hesitation about the use of these terms.
1) Many IEPs are written with few (relatively) objective data points as a reference. Most schools don’t have sophisticated enough assessments to be able to make a diagnosis that is so specific. As I have always cautioned parents at an IEP meeting, we are making an educational diagnosis, not a medical diagnosis. But when people start throwing around terms like “dysgraphia,” it sounds officially sanctioned, like it’s the pronouncement of a doctor, when it’s really just a supposition made with little background nor training on assessing and supporting these specific disabilities. And it may also end up promoting some learned helplessness on the part of both teachers and students when they start labeling general academic difficulties with these terms.
2) Another problem with such terms is their lack of specificity. There’s debate about whether dyslexia even exists. Having worked with students with all three of these conditions, I can assure you it definitely does. But you shouldn’t have to take my word for it. Fortunately, researchers are beginning to uncover more knowledge about such conditions. For example, it appears that dyslexia is related to trouble with phonological processing which stems from a reduced plasticity of the brain.
The difficulty, however, is that even when we apply more specific terms like “dysgraphia,” it’s still not very clear about what exactly needs to be done to address the issue. We know that early intervention is essential, but what does one do with a dysgraphic student in 8th grade? Teachers (and parents) would love to know what that medicine should be.
3) What if a student demonstrates all three of these things (dyslexia, dysgraphia, dyscalculia)? We often end up just labeling them LD (a “learning disability”) and leaving it at that. But this begs the question of whether it is then even a disability at all. It may be a compounding of socio-economic factors, environmental factors, and a lack of access to early interventions and support.
But at the end of the day, whatever the cause, and whatever the label, is all less relevant than what is being done once the label has been applied.
What will we do to support children identified as struggling mightily with reading, writing, and math? And is what we’re doing actually helping? That’s the most important thing.
Finally getting serious about educating kids with dyslexia, NY Assemblymember Jo Anne Simon in the NY Daily News
Don Shalvey calls for more learning, rather than competition, between charters and districts
“Let’s leave crushing the competition to the National Football League and not act like it’s the reason educators create and work in charter public schools.”
Sounds good to me. I think the fractious debates between charter and district are largely a distraction from the real work of how to best serve families and educate kids. And I will happily learn from and collaborate with any of my colleagues working in the charter sector.
It’s important when such collaborations do occur to frame them as a two-way street, rather than one sharing “best practices” to another. We all have things to learn from different contexts, structures, and approaches.
Or maybe districts need to be a little more competitive with charters
“In their rush to score cheap political points, both camps sidestep the reality that districts and charters are in a high-stakes competition for students. The truth is that unilateral opposition to charters has never stopped them from growing, just like it hasn’t stopped thousands of parents from enrolling their children in private schools or finding ways to get them into neighboring school districts. The futures of local charters and districts hinge on the same thing—the decisions parents make for their children.”
Don’t Complain About Charter Schools, Compete With Them, Education Next
Celine Coggins advises teacher leaders to be willing to push policymakers for disagreement
“Most educators’ natural instinct is to keep the peace. Your average local politician won’t be as impolitic as the President. They’ll say they care about equity, meaning a great education for all kids. You need to get beneath the hood on that.”
Good point. I’ve met with a number of policymakers to advocate for better policies, and the tendency for these conversations is typically for teachers to share, policymaker to nod and then politely push away any accountability, everyone to get photo ops. The best conversations are when you can have a reasoned argument about something that helps to clarify where everyone stands.
Also good tidbit here from Coggins:
“Which are the policy problems and which are the relationship problems? The battle for greater equity for disadvantaged students is a war on two fronts. Some parts of the problem are best solved at the individual-level through relationships (i.e. influencing a leader’s thinking, getting invited to the decision-making table). Some parts of the problem are best solved at the system-level through formal policies (i.e. who has access to certain support services and programming; how funding gets allocated across schools). Separating the two types of problems, will help you get clear on the issues you can tackle next on each front.”
Equity is Everything (and Nothing), Eduwonk
Diana Senechal asks, “What is a civics education?”
“Civics education conveys, develops, and enlivens the premise that a country is built on principles, structures, realities, and interpretations, and that each of these has internal contradictions and contradictions with other elements.”
“This will require, among other things, renewed dedication to secular education–that is, not education that denies or diminishes religious faith, but that builds a common basis and mode of discussion among people: a basis of knowledge and a mode of reasoning, imagining, and listening.”
What Is Civics Education?, Take Away the Takeaway
A notable lack of transparency from De Blasio’s DOE
“Let’s talk about the New York City Department of Education,” said Robert Freeman, executive director of the state Committee on Open Government, which oversees open meetings and public records laws. “Terrible. Terrible. They’re terrible. They’re terrible.”
De Blasio, before becoming mayor:
“The City is inviting waste and corruption by blocking information that belongs to the public,” de Blasio said at the time. “That’s the last thing New York City can afford right now. We have to start holding government accountable when it refuses to turn over public records to citizens and taxpayers.”
Remember I said to watch how people spin NY state test results? Chalkbeat rounds up official reactions so you don’t have to
Ranging from “meaningless” to “delivering on the promise of closing the achievement gap.”
What makes math unjust?
National Council of Supervisors of Mathematics (NCSM) and TODOS: Mathematics for All are “calling on math teachers to assume a “social justice stance” that “challenges the roles power, privilege, and oppression play in the current unjust system of mathematics.”
If assuming a social justice stance means developing greater coherency in what and how a rigorous, sequential math curriculum is provided to all students, then sure.
Speaking of math, here’s sage advice from an 80 year veteran math teacher
The key to teaching math, says Miller, boils down to one thing — repetition. “Repetition is one of the foundations of learning.”
Repetition and rote memorization aren’t exactly cutting edge these days, but it’s hard to disagree with the advice Miller gives teachers who are just starting out: “Be sure that you know your subject.”
But it can’t be all memorization. At least when it comes to learning a language
Do not use flashcards! Do not emphasize memorization of the characters (bùyào sǐbèi dānzì 不要死背单字). Learn words in their proper grammatical and syntactic context. Learn grammatical patterns and practice them in substitution drills (that was one of the best ways Chang Li-ching used to train her students, and she was extremely successful in getting them up to an impressive level of fluency in a short period of time).
For examples of the kind of drills that would be really beneficial to all kids in teaching them grammatical patterns, refer to the Hochman Method.
Learning languages is so much easier now, Language Log
Speaking of learning a language, why is the US so bad at producing bilinguals?
“…it’s ironic that we have students walking up staircases at one end of their school building to attend Spanish foreign language classes while at the other end of the same building native Spanish speakers are being taught English and content in ways that lead to their loss of Spanish.”
The true failure of foreign language instruction, The Conversation
There’s a problem with special education in the US. Marc Tucker tries to get down to the bottom of things
“The most likely explanation is that the very act of formally designating a student as a special education student lowers the expectations for that student’s performance held by everyone whose expectations count: teachers, parents, the student and their peers.”
I think Tucker’s hypothesis bears some truth. From my own experience as a special education teacher, I’ve seen how the label introduces its own set of psychological burdens. And we have a lot of kids being labeled who are simply struggling with academics, but not with any overt “disability” that can be clearly discerned.
“Far from suggesting that the top performers should learn a thing or two from us about helping special education students, we should be learning from the top performers how to keep students who do not truly need it out of special education by doing what they are doing to enable them to reach high standards in the first place.”
So how do other countries keep students out of special education?
“The top performers provide far more support than the U.S. does to families with young children—everything from cash awards to nutritional assistance to pregnant women to very long and well-supported family leave for fathers and mothers to universal, high-quality child care and early childhood education. But it does not stop there. It also includes a higher ratio of teachers to students in schools serving low-income, minority students; extra funds for schools serving large numbers of vulnerable students; coordinated social services; strong incentives for their best teachers and principals to serve in schools with large proportions of vulnerable students; more time for students who need extra time to reach high standards; close monitoring of student progress to make sure that students who start to fall behind get the help they need to catch up quickly and more time for teachers to work one-on-one and in small groups with students who need extra help.”
Reading this list, it just seems so common-sense, doesn’t it? Yet the tragedy is that there is little political will nor ideological support for these kinds of investments in the US. You start saying this kind of stuff too often, you get labeled as some kind of socialist or union shill. The reality is that when it comes to things like public education and social services, the people in the US who have the money and/or power to make things happen are most interested in things that sparkle and that offer the promise of a quick fix.
Yet Tucker also provides an interesting point in his conclusion, when he brings up the outlier in special education labeling, Finland, which labels upward of 38 percent of their kids:
“In Finland, they solved the problem by simply saying that many kinds of students need special help. Some may be gifted and some might have a hearing or vision problem. Some might need one-time-only help and others might need continuous help. In Finland, most students get “special education” help at least once in their school career. Because that is true, there is no stigma. Every school has a “special education” teacher trained to provide a wide range of special help to the students in that school who need it. This is an idea worth conjuring with.”
This definitely bears promise. In fact, this is how the special education team at my former middle school began approaching services. We recognized just how much of a stigma being labeled “special ed” had on kids, so we set about rebranding our work. We called ourselves Student Support services–because at some point, every student needs some kind of support.
Sounds a lot more positive, doesn’t it? Maybe special education as a system needs to be rebranded in this way.
Have We Got Special Education All Wrong?, Marc Tucker on Huff Post
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.
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?
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
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?
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.”
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.”
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.’ ”
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.’ ”
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.
Research shows: Elect Democrats to fight segregated schools
Partisan tensions between individualism/choice and systems/regulation in action.
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.
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.
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.
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.
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.
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.
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
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.”
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.”
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?
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.”
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.
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/
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.
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.
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.”
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.”
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.”
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.”
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.”
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.
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!
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”
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.”
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.
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.
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.
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).
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.
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.”