Stop wasting your time on item-analysis of standards and skills on state ELA tests, people
Tim Shanahan has some advice and candor that many principals and district leaders sorely need to hear.
“What makes the difference in reading performance isn’t practice answering certain question types, but practice in interpreting texts that are challenging–that pose barriers to meaning.
. . . The point isn’t that the standards should be ignored, but that teachers have to understand that reading comprehension tests do not/cannot measure single, separable, independent skills. These instruments provide nothing more than an overall indicator of general reading comprehension performance.”
This is the annual rigmarole that schools waste their ELA teachers’ time with at the beginning of each school year.
Stop it, folks. Just stop it. You’re not going to glean new insight about how to effectively teach literacy to your kids by doing intensive item analysis of the standards and questions on the ELA state test.
Instead, read real literature and engage your kids in learning about their world. Then you might actually have an impact.
“At least on paper, it is difficult to tell what separates the schools at the bottom of the list from those at the top, which cuts to the core of what makes school turnaround so difficult: nobody knows precisely what works.
‘The problem is that there is no silver bullet to turnaround interventions,’ said Priscilla Wohlstetter, a distinguished research professor at Columbia University’s Teacher College. ‘It’s a really tough thing to figure out what makes the difference in schools.’”
Make sure to read behind the headlines on the new CREDO study. There’s a lot of unknowns and nuance to their findings.
Matt Barnum does a nice job of drawing those out in this Chalkbeat piece.
“…the study can’t explain why closures happen more often in certain communities. For instance, if low-achieving schools with many white students are especially likely to be located in rural areas where there are fewer alternative schools, that may help explain the results.
Another explanation could be that the expansion of charter schools in high-minority areas puts additional fiscal and enrollment pressure on districts and charters — as charters expand, other schools may close as their enrollment declines.
What is clear, though, is that black and low-income students and communities are especially likely to have a school closed.”
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.”
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.”
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.”
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.”
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.
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.”
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.
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?
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.”
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.
The challenge to integrating schools: people don’t want to give stuff up
“There’s a serious problem in white liberalism in New York City,” said Emmaia Gelman, a white parent in District 3 who has advocated for integration policies. “Put to the test, it doesn’t hold up. People don’t want to give stuff up.”
The blockchain is coming to education, brought to you by Sony & IBM
You’ve probably been hearing about this “blockchain” thing for a while now. It’s yet to take hold in a way that means anything on the consumer end, but it’s sending investors into a tizzy.
There certainly is a lot of potential once some “killer app” kicks it into gear. The infrastructure and protocols for building contracts and record-keeping systems are growing increasingly advanced, and it’s only a matter of time.
Sony will be leveraging the open-source work of Linux Foundation’s Hyperledger project.
Worth keeping an eye on. Education data and it’s accompanying privacy concerns blew up prior work to make data centralized and more transparent. But a well-constructed and encrypted blockchain can potentially address concerns about privacy, while also making data more transparent and pooling it together.
I have been privileged to attend a few workshops now on these writing strategies, and have begun including them in my work with teachers here in the Bronx. My blog post on the strategies is listed on TWR’s webpage. Nice to see my little logo up there alongside NY Times, Washington Post, and The Atlantic. 🙂
The book is on pre-sale here and you can find workshops on the method from TWR here and from WITsi here.
The invisible crop killer
“Research has shown dicamba vapor can travel up to three miles, and symptoms may not manifest themselves for weeks after application. Crops with herbicide injury aren’t covered by crop insurance, and proving who was responsible and recovering damages is a little like having a hit and run on your car in the parking lot at Walmart.”
Kids struggling with disrupted education need coherent systems of support
“Thoughtfully creating coherent systems of support that enable all students to graduate from high school prepared to enter college or the workforce requires a wholesale rethinking of the ways in which education and social service agencies interact with one another, with the children in their care, and with families and caregivers.”
This one critical and overlooked aspect of the incoherency that kids experience in our educational systems. I would add to this the incoherency in content, instructional practices, and expectations to that list.
This was a key argument in support of common standards and content. Students who are struggling are often the ones who change living situations most frequently, and they experience an incoherent mess of content across classrooms and schools, rather than a thoughtfully sequenced and coherent set of topics, themes, and skills.
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.
“. . . 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.
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.
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.”
“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.
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’m waaay late to this, but this NTCQ report on what teachers need to learn in ed programs is excellent
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:
1. Pairing graphics with words.
2. Linking abstract concepts with concrete representations.
3. Posing probing questions.
4. Repeatedly alternating problems with their solutions provided and problems that students must solve.
5. Distributing practice.
6. Assessing to boost retention.
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.
Amanda Ripley forwards a wonderful idea for promoting tolerance and understanding diversity: cultural exchanges within the US
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.”
How did this DC public school get to 100% college acceptance?
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.”
Rural youth are leaving (and pushed to leave) for greater opportunities
“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.”
“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.”
“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.”
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.
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.”
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.
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.
“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.”
“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.
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”
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.”
Connor Williams on the need to carefully design systems of school choice to buffer against privilege
“Look: If we set up a system that sorted students with higher weight and/or blood sugar levels into higher-quality schools, I assure you that privileged families would start feeding their children lard milkshakes for breakfast, with cotton candy on the side.”
The correlation between conservatives and Eva Moskowitz
This piece picks at some knots about Success Academy that I’ve gnawed at myself: namely that Moskowitz’s laser focus on a meritocracy at all costs creates both extreme results and controversy. It is that she is so pragmatically focused on merit and achievement that endears her to conservatives.
Incidentally, I think this piece highlights the problem with making education such a dramatically partisan political issue. Moskowitz is a pragmatic leader and she gets results, however one may disagree with her methods. I don’t like her political maneuvering, such as pretending that her schools are “public” but then keeping her curriculum private, but I admire her chutzpah and there is clearly something to learn from her operations. I can say this both as someone who is liberal and who is deeply skeptical of her approach.
When it comes to practice — school leadership, pedagogy, and curriculum — knee-jerk partisanship doesn’t often lead to real learning; instead, our hastiness to confine ourselves to one side or the other seems only to result in a blind commitment to failure.
Even the winners are losers in Trump’s budget proposal
“While Appalachia would receive $80 million from the new infrastructure fund, it would lose $120 million through deep cuts in the Appalachian Regional Commission, a state-federal partnership that funds a variety of development projects in the economically rough region. It would also lose the region’s share of a $90 million pilot project to use Abandoned Mine Lands Fund dollars to support reclamation efforts tied to economic development.
Cuts or eliminations of $855 million are also proposed for USDA programs that support business development, job training, water treatment plants, electricity and communications infrastructure, and community facilities. Another $680 million in salaries and expenses would be eliminated from the Rural Development program area or shifted to other parts of USDA, according to the White House budget document.”
Los Angelos votes to maintain zoning barriers (and segregation)
The deciding vote was cast by Assemblymember Tony Thurmond, whose core argument, tellingly, was “Can we take some time to understand the impact on districts?”
. . . time and time again, we see that while Sacramento politicians are quick to praise the virtues of “local” control, they really mean “district control” and are more worried about protecting the system as it exists right now than affording families that opportunity to get a great education for their children.
Saying no to kids is about harnessing positive effects of scarcity – but those effects are most likely only positive when there’s a base of abundance
An op-ed in NY Times makes the relatively germane argument that we should say no to our kids so they’re not spoiled, but adds the twist of two research studies to suggest that scarcity can make our kids more resourceful.
Makes sense to me, but I think it’s important to bear in mind here that research on scarcity shows much more than such positive takeaways. In a book on the subject, Scarcity, by Eldar Shafir and Sendhil Mullainathan, the authors lay out a wider body of research that suggests that experiencing scarcity also tends to make us operate with tunnel-vision to the detriment of our long-term goals and planning.
So in thinking about advice for how to raise your kids, how about this: if you already have a base of relative abundance, then allow your kids to experience bouts of scarcity. But if you live in scarcity on a daily basis . . . Well, let’s hope this universal basic income becomes a thing.
And this surprise performance wasn’t even a good Iris Chacón impersonation
“Then he dropped to the ground and began to writhe on floor. He rolled onto his back, spread his long legs and flashed his white underwear to the shrinking crowd.
Morales’ 10-year-old son, J.D., said he was uncomfortably surprised by what he saw.
“I saw her doing things like sticking her legs out and shaking her bottom and it felt weird,” said the boy. “I don’t know why they would do that for an elementary school.””
. . . “I left the show the minute he started sticking his tongue out. I had my children with me and I wasn’t going to allow them to see that,” the irate mom said. “It was a very poor presentation of Iris Chacón, anyway. She was not like that.”
Cities where teachers can be a big fish in a small pond
Malcolm Gladwell’s book, “David and Goliath,” makes the point that to be successful, starting out in the biggest and best universities and companies may not always be the best game plan, and that in fact, it can be much more effective to be a big fish in a smaller pond.
Along the same lines, a comparison of cities for cost-of-living and salary and other factors finds that for teachers, smaller cities, mostly in the Midwest, offer opportunities to be those bigger fish.
Daniel Willingham blasts Eric Barker’s claim that valedictorians just “follow orders” and are unsuccessful later in life
“Maybe the book is better. If so, this is a case of careless reporting. Either way, it’s a case of careless thinking.”
I should note I’m a fan of Barker’s wide-ranging posts and enjoy his newsletters (http://www.bakadesuyo.com). But when reading this piece, I was disappointed to see Barker’s blithe statement that “School rewards people who follow the rules, not people who shake things up.” This is typical anti-public ed Silicon Valley tripe.
So I am glad to see Willingham challenge these “research-based” claims.
“As incongruous as it might seem to have a dog wandering the halls, Carmen Fariña, the New York City schools chancellor described it as a very successful program, and one the city could expand if other schools were interested in having a “nonperson” in the building.”