“The doctor’s office is much more than a building. It is more than a space for examining the body and treating pathologies—it is a place to promote healthy relationships.”
“Gone are the days of designing clinics optimized only for clinical services. Today we must design holistic environments that address all factors that contribute to healthy child development.”
We’ve spoken here often about the need for a long-term perspective in education reform, as well as explored the concept of hysteresis.
A recent study, “Towards Conceptualizing and Empirically Examining Legacy of Place: An Exploratory Consideration of Historic Neighborhood Characteristics on Contemporary Dropout Behavior” provides a novel look into such a perspective by examining the historical legacy of neighborhoods and how that legacy relates to inequality.
We argue that legacy of place is formed through historic economic and racial residential segregation, which influences economic and social status resource allocation in the present day. . . . School segregation influences the amount of social capital resources available to a neighborhood, which contributes to the existence of clusters of high poverty and high dropout rates among neighborhoods with low levels of social capital.
After testing their theory through multiple analyses, the authors found “that students living in legacy neighborhoods had over 16% higher odds of dropping out of school compared to their peers not living in these types of neighborhoods.”
“these findings should provide inertia for the creation of policies that address the lasting influence of historic neighborhood racial and economic segregation. Such polices may help to equalize racial educational outcome gaps considering minorities are more likely to reside in legacy neighborhoods compared to whites.”
The school year in NYC just ended on the 28th; summer school begins this week. I’ve been facilitating training for summer school programs the last few days so have been pretty busy, but I’ve still got a few ed-related links worth reading compiled for you.
I’ve had this PDF sitting on my desktop since January and just finally got around to perusing it.
The 6 strategies, based on extensive research, are deceptively simple. And yet, barely any of them, aside from asking probing questions, are covered in most teacher prep textbooks or courses.
Here’s the 6 strategies:
These would be a good focus for any sustained PD for a school. And I would argue that numbers 5 and 6 would be the biggest bang for your buck if you looked across the curriculum of a school.
What do most teacher prep textbooks focus on? Stuff like, “How teachers and students should organize themselves (e.g., inquiry learning, direct instruction, or cooperative learning).”
You know what? That’s what most professional development focuses on, too.
National Council on Teaching Quality, Learning About Learning
“We think advocates of learning science should be more curious about why teachers believe what they believe, including learning styles.”
Why mythbusting fails: A guide to influencing education with science, Deans for Impact
If your school is committed to addressing those 6 points outlined above, Joe Kirby has some good advice that not only will promote better student learning, but furthermore reduce your workload.
Three Assessment Butterflies, Pragmatic Education
Over the last year, I spent a lot of time thinking about the problems of segregation across New York state, and something I found under-explored and often trivialized by integration advocates was how to address rural and urban divides, as well as other students who are geographically isolated in urban areas.
Plus, it must be said that the reality is that there isn’t enough affluent or white kids in our public schools to spread around, if we’re going to start counting beans. So we need to look at more than only getting kids of different backgrounds in the same schools, though that can go a long way. We also need to look at how we can bring kids together in other ways.
Kentucky is bringing people of all ages together through a Rural-Urban Exchange. This is something other states should emulate, most especially for our children.
“It’s harder to demonize someone once you’ve stayed in their homes and shared meals and stories together.”
America, Meet America: Getting Past Our Toxic Partisanship, Wall Street Journal
System-wide support and money.
“a strong support system within D.C. public schools made it a reality. Staff tracked students, often working side by side with them to apply for college in the library. It also took a lot of money. Grants, donations and district funds took kids on college tours, and the school incentivized students with pep rallies, T-shirts and free food.”
Every Senior Applied To College At This Washington, D.C., High School, NPR
Well-reported, and as Eliza Shapiro (Politico reporter who’s an ace journalist herself) stated on Twitter, “nothing cute, no triumphant narrative, just proof of how hard it is to change schools.”
The Fight for Fairmount Park Elementary, Tampa Bay Times
“for all the obstacles confronting a rebooted school desegregation movement, the legal path towards integration still lies mostly open”
‘Parents Involved,’ A Decade Later, American Prospect
“Researchers have found that the hollowing-out of heartland communities is the result of a push-pull phenomenon: Ambitious students are drawn to the attractions and opportunities of major cities, but they’re also encouraged to leave by teachers and parents who see college as a chance to escape stagnation.”
When College Grads Don’t Come Back Home: New Numbers Show a Widening Urban-Rural Education Divide, the 74
“Their creative thinking and problem solving can advance communities when given the opportunity.”
RURAL COMMUNITIES MUST EMPOWER YOUTH, The Daily Yonder
“I was taking a class called Latina Leadership Initiative — that class is all about empowerment. When I saw that I had access to these programs to bring them to Perry, I kind of let go of [my] shyness and said – this is something I need to do.”
A ONE-WOMAN EDUCATION START-UP MACHINE IN SMALL-TOWN IOWA, The Daily Yonder
“Oh, by the way. That young lady I was chasing? Twenty-eight years later, she’s still my wife.”
Bronx borough president to high school grads: ‘Start breaking the mold of what the face of techies look like’, Chalkbeat NY
We’re already incorporating “microaggressions” into trainings here in NY (the mandated 6-hour DASA trainings), but we may be jumping ahead of any solid evidence that backs up the concept.
A psychologist argues for a moratorium on use and training around the term until more evidence is gathered.
Microaggressions?, Aeon
“The ‘hidden costs’ of carbon dioxide emissions are no longer hidden, since now we can see them clearly in the data,” said Jina, a postdoctoral scholar in the department of economics at the University of Chicago. “The emissions coming out of our cars and power plants are reshaping the American economy. Here in the Midwest, we may see agricultural losses similar to the Dustbowl of the 1930s.”
Climate change damages US economy, increases inequality, ScienceDaily
Sundry Items from the World Wide Web
Here’s a handy infographic of the 74 ways characters die in Shakespeare’s plays.
Clinical psychiatrist Daniel Siegel argues that our minds are best understood as a combination of bottom-up sensory experiences and top-down schematic models.
If you want to enhance your brain, stop wasting your time with “brain training” apps and pick up a new musical instrument, instead. And exercise.
In Los Olivos, California, parents pay $49,000 a year for their kids to chop their own wood and grow their own food. Seems like a worthy trade-off, to me. Especially given the growing amount of research substantiating the positive effects of the outdoors on learning.
Speaking of the outdoors, if you have a view of the ocean, you probably have lower levels of psychological distress. Supposedly this applies across income or neighborhood quality, but let’s be real: most neighborhoods with an ocean view usually have a few other competitive advantages.
We all know being born well-off (financially speaking) comes with benefits. But here’s some depressing results from a new report: “even poor kids who do everything right don’t do much better than rich kids who do everything wrong.” So much for meritocracy.
Speaking of meritocracy, boys read less than girls and even when they do read, they comprehend less. Which is a problem since even tech startups are trumpeting the value of reading.
And what separates champions from “almost champions” is how they respond to adversity. They put in the practice and training, and most critically, they compare themselves against past versions of themselves, rather than external comparisons against others. Implications for supporting our students in self-monitoring their progress here.
Because hey, even a ball of dough can learn to learn, with the right amount of electric shocks.
Sorry to inform you, frenetic button pushers: pushing those crosswalk and elevator close buttons are just placebo placating your sense of control.
In his new book, Messy, economist Tim Harford argues that allowing a bit of disorder and chaos into our lives can make us happier and more productive. One way, he suggests, is to force ourselves to interact with others who are different than us. (And here’s a past post on how allowing a little bit of chaos in a school can also be a good thing.)
Equity and Inclusion: Can we overcome our history?
While some may see this as merely a symbolic gesture, I think it’s a pretty big deal that a “president of America’s largest police management organization” issued a formal apology for police mistreatment of communities of color.
Knowing our history, as Politico’s Eliza Shapiro reports, is important as new battles about school zones and desegregation play out. Here’s a quote demonstrating why:
Recent meetings on the proposed rezoning have turned hostile: Lincoln Towers residents have wept and pleaded with the city not to go ahead with the rezoning, arguing that it would divide their community. Parents have shouted down Department of Education officials at meetings, accusing them of lying and intentionally concealing details about the plans. One person referred to PS 191 as a “cesspool.”
The principal of PS 191, Lauren Keville, has attended some of the public meetings, urging PS 199 parents — to apparently little effect — to visit her school before forming their judgment. PS 191 parents have been largely absent from the debate.
After the Council proposed its own plan and made explicit pleas for a more integrated district at a recent meeting, scores of parents spoke out against the plan. When one member of the council claimed he’d been “blindsided” by the plan, dozens of parents gave him a standing ovation. The PS 199 parents who support the integration plan — a constant but muted minority presence at public meetings — have been largely drowned out. (Bold added)
The parent group that is calling for integration, however, is making it’s views loud and clear.
A new report highlights what schools successful at increasing diversity are doing. Keys to increasing diversity: promote the school to diverse communities and make it welcoming to all, and change admission policies.
Democracy: Should complex decisions be made by the people, or their elected representatives?
Populist democracy is on the rise. Yet our founders envisioned the US as a representative democracy. George Thomas argues that we have lost sight of the educative function of political leadership, and that we are increasingly placing complex policy decisions in the hands of voters who may lack an understanding of the need for compromise that effective and experienced political leaders possess. Repercussions are to be found in Republican kowtowing to Trump and Tea Party supporters, Democrat kowtowing to Sanders supporters, across the pond in the Brexit referendum, and California’s ever increasing ballot measures. Some argue that voting should only be left to those who have the requisite knowledge. And there’s some evidence to back this up: education levels have a correlation to who you vote for. Just take a guess.
And the 538 explores some of these issues from another angle: a science experiment in Key West open to public vote.
I’ve been moving apartments this week, so I haven’t been as closely attuned to all things ED, but here’s a few links worth reviewing when you take a break from admiring the swiftly changing color of the leaves on this lovely autumnal weekend.
Acclaiming Michaela
There’s a school entitled Michaela that has apparently been getting some guff in the UK reminiscent of the strong debate that Success Academy engenders here in NYC.
Tom Bennett, the founder of ResearchED (coming to a D.C. near you in a couple of weekends), writes a defense of the school, noting that while it’s intense structure and discipline are not for everyone, critics need to get off their high horses.
Doug Lemov has also taken a gander, and he challenges educators to learn from innovations that are worth emulating, rather than merely criticize from afar. In that spirit, he is exploring some of the practices he finds worthy of stealing in a series of blogs, beginning with this one on Michaela’s “maximum impact, minimum effort” grading policy. Schools renowned for sucking the pith out of young teachers (like, ahem, Success Academy) would do well to consider it. Teaching is a demanding profession, and the more we can reduce paperwork that bears little impact, the better.
I haven’t been much aware of any controversy around Michaela, but I have been very aware of it’s innovative and research-based approach to instruction and curriculum design, thanks to the consistently trenchant writing of Joe Kirby. This summer I switched to an out-of-classroom role designing professional development, and I’ve found myself continually revisiting some of his posts, as well as blogs of other UK educators such as Daisy Christodoulou, Alex Quigley, David Didau, David Fawcett, and many others. I don’t know what’s in the water over there, but UK educators seem to spend a lot more time blogging about practice and research, rather than politics, and it’s refreshing.
Speaking of Research
Deans for Impact founder Benjamin Riley penned a piece for Kappan presenting the case for educator practice to be informed by principles from cognitive science research. And if you haven’t read Deans for Impact’s The Science of Learning, you should probably make that priority number one. Another resource I’ve found myself continually revisiting when designing professional learning.
The Movement for Increasing School Diversity is Growing
I’ve written about the need for increasing school and neighborhood diversity before, and you’ll be hearing much more from me on this; it’s the focus I’ve selected for my NY policy fellowship with America Achieves this year. I’ve been really excited to see an increasing amount of media coverage, advocacy, and ground work taking place on this issue.
This week, NYC Councilmember Helen Rosenthal pushed back against the privileged Upper West Side parents who have been vocal opponents of school rezoning efforts.
The Hechinger Report took a deep dive in an analysis of the desegregation and resegregation of Greenville, Mississippi. Many insights and lessons to heed here.
The Century Foundation released a report on the increasing efforts at school integration, while highlighting the dinosaur progress occurring in NYC.
And Nautil.us magazine highlights research from MIT that “has shown that in both the U.S. and European Union, wealth is predicted by the diversity of face-to-face communication and that both poverty and crime levels are predicted by the isolation of a community.” This confirms my premise for increasing school and neighborhood diversity: we can only really fight discrimination and bias, and improve long-term outcomes, when we interact daily, face-to-face, with others who are different than us.
Schools & Ecosystems 