Smorgasbord: August looms

A chart from one of my recent sessions

Teacher evaluation is about relationships and learning, not about scores

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

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

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

Principals Are Loath to Give Teachers Bad Ratings, Ed Week

Research shows: Elect Democrats to fight segregated schools

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

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

Andy Rotherham argues against safe spaces

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

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

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

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

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

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

Trump administration is putting profits over students, The Hill

The Problem with Robot Teachers

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

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

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

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

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

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

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

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

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

NYCDOE is pressing ATRs into schools

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

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

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

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

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

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

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

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

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

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

Smorgasbord: Summer in the City

By Juhanson [GFDL (http://www.gnu.org/copyleft/fdl.html) or CC-BY-SA-3.0)

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.

National Council on Teaching Quality, Learning About Learning

Ideas for how to change entrenched misconceptions in education (and beyond)

“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

Joe Kirby presents important ideas on how to distribute practice and assess to boost retention

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

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.”

America, Meet America: Getting Past Our Toxic Partisanship, Wall Street Journal

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.”

Every Senior Applied To College At This Washington, D.C., High School, NPR

And a reminder that “transforming” schools is incredibly hard

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

Revisiting the ‘Parents Involved” SCOTUS case and its unrealized potential for racial integration

“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

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.”

When College Grads Don’t Come Back Home: New Numbers Show a Widening Urban-Rural Education Divide, the 74

If rural communities want to keep their youth, they must engage them

“Their creative thinking and problem solving can advance communities when given the opportunity.”

RURAL COMMUNITIES MUST EMPOWER YOUTH, The Daily Yonder

And here’s an example of that

“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

Bronx Borough President Ruben Diaz with a great finale to a commencement speech

“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 may be jumping the gun on ‘microaggressions’

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

Climate change will increase inequality in the US

“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

Smorgasbord: The politics of Ed

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

ATTRACTIVE STUDENTS GET HIGHER GRADES, Pacific Standard

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

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

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

Look Beyond the Acela Corridor, US News

Lessons on desegregation from Dallas

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

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

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

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

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

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

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

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

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

Privatizing (aka “optimizing”) public services

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

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

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

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

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

Tech CEOs visit White House to talk modernizing government, AP

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

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

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

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

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

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

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

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

Smorgasbord: Last Full Week of School for NYC

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

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

Success Academy release some of its curriculum publicly

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

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

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

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

Success Academy Charter Network Opens Up Literacy Curriculum, Ed Week

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

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

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

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

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

Questions to ask about charter schools

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Mike Antonucci: Keep your employees happy

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

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

Labor Pains

Rolling back accountability is NYSUT’s gameplan

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

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

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

Reduction in testing days a positive step, NYSUT

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

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

via Edu Wonk

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

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

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

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

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

School Lunch Quality and Academic Performance, NBER

Smorgasbord: Week of May 29

Photo von de:Benutzer:Rmarte und für GFDL freigegeben nach commons verschoben von Ixitixel

Ruby Bridges on our “moral obligation” for school integration

“Change won’t happen if we keep children separated. So it’s crucial that schools are integrated.”

Half a century after integrating a New Orleans school, Ruby Bridges says America is headed in the wrong direction, Chalkbeat NY

Integration advocates call for NYCDOE to take action

I am one of the signatories on the letter. I signed as a Policy Fellow with America Achieves, but please note that my views do not necessarily reflect that of America Achieves.

Advocates call on Chancellor Fariña to take ‘morally necessary’ steps to end school segregation, Chalkbeat NY

City Councilmen Brad Lander and Ritchie Torres sign on to letter calling for citywide plan to desegregate schools, Chalkbeat NY

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.”

Williams: The D.C. Enrollment Scandal Shows How Critical It Is to Guard Against Parent Privilege, the74

Traditional schools put up barriers against the highest needs kids, too

“Would that Burris worried as much about traditional schools that are working hard to keep out poor kids of color.

Across the country, public schools, unfortunately, are re-segregating.”

Tucker Haynes: Proof That Charters Offer Excellence to All Children Goes Beyond U.S. News’s Top 10 Ranking, the74

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.

Paul Ryan’s Favorite Charter School, Politico

A smart op-ed pushing back on partisan posturing against school funding

School funding matters. Saying this doesn’t make you a union hack.

You’re Not an ‘Interest Group’ Just Because You Believe School Funding Matters, the74

Matthew DiCarlo points to the continuing problem with most ESSA accountabilty systems

He outlines the distinction between “status” and “growth” measures, and notes that most states are just mixing the two will-nilly, with little understanding of what they actually measuring.

Improving accountability measurement under ESSA, Flypaper

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.”

TRUMP BUDGET SLASHES RURAL DEVELOPMENT AND INVESTMENT PROGRAMS, The Daily Yonder

Dual-language programs are more effective for ELLs, yet they are few and far between

“Dual-language schooling closes the academic achievement gap… This is the only program for English learners that fully closes that gap”

Unmentioned in this article: dual-language programs also can serve as an enticement to families who want their children to learn Spanish — which can help to diversify our segregated schools.

ENGLISH LEARNERS: STRUGGLING CT SCHOOLS IGNORE A PROVEN PATH, The Mirror

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.

When Kids Can’t Attend the Great School Just Across the Street: We Must Break Down the Invisible Walls, the74

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.

To Raise Better Kids, Say No, NY Times

The problem with personalized learning

“it’s easy for schools caught up in these sweeping changes to lose sight of what will really push student learning forward: high-quality, challenging, rich content.”

The author could have stopped right there.

Betheny Gross — The Key to Effective Personalized Learning: Rigorous Content, Standards, and Experiences, the74

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.”

Parents ‘horrified’ after man performs surprise drag show at Manhattan school talent event, NY Daily News

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.

New Report Names the Best Cities to Live in if You’re a Teacher, Ed Week

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.

Valedictorians, disruptors, and sloppy thinking, Daniel Willingham’s blog

Dogs provide emotional support in schools

“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.”

Where the Teacher’s Pet Sleeps in a Dog Bed, NY Times

This made me recall an earlier NY Times piece (What Does a Parrot Know About PTSD?) about rescued birds and how they could bond with war veterans suffering from PTSD.

Maybe we need more birds in schools, too. After all, they are already being used to enliven nursing homes . . .