Smorgasbord: Last Full Week of School for NYC

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

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

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

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

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

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

A panel on desegregation offers insight

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

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

And a comparison of integration to broccoli.

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

As in Staten Island, so in the US

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

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

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

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

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

Great data visualizations and background on segregation in Indiana

Examining the Cross-Roads

Vacations (or the lack thereof) highlight class divisions

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

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

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

Kids’ Vacations Highlight School Segregation, motto

Student voices on segregated schools

“My reality is gym lockers with brown rust.

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

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

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

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

Jeb checks the NY Times

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

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

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

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

But as a community school advocate notes:

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

Let them eat cake?

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

Strange things are afoot at Deborah Meier’s school

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

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

The need for a progressive agenda for the working class

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

How Democrats Can Get Their Mojo Back, NY Times

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

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

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

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

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

North Carolina Representative Virginia Foxx takes a stand for CTE

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

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

And the House takes a bipartisan stand for CTE

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

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

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

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

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

School Infrastructure Spending Plan Introduced by House Democrats, ED Week

Professional development should be based on the curriculum

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

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

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

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

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

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

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

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

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

A Compelling Case for Curriculum, US News

BASIS schools exemplify what a coherent and rigorous curriculum can do

BASIS is also doing some really interesting practices worth emulating:

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

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

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

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

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

More sunlight = higher test scores

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

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

Sunshine Improves Test Scores, The Atlantic

As in ecosystems, so in schools?

Look to the soil for our future.

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

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

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

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

Every child is different! Different cookies for all!

In this op-ed on the74 from a charter management operator and private school choice program director in Florida, their argument for the supremacy of school choice hinges on this tautological formula:

“We don’t think one option is necessarily better than another. Every child is different. Therefore, we need a diverse set of learning options to meet the needs of every child.”

I had to stop and read that seemingly indefensible and pithy line. 

“Every child is different.”

What does this really mean? Every child is different in what sense? 

Of course, every child is not the same person, therefore each one is a distinct human being. Each has their own set of fingerprints, their own personality, and so on. But one would assume that what the authors really mean here is that every child LEARNS differently. Therefore, apparently, that means different types of schools can address different types of learners.

I’ve been a teacher of special education for 7 years, so I think I have some sense of a few of the differences and challenges that some kids can face in learning. But I would not go so far as to claim that every child learns differently. In fact, I would rather claim that most kids learn far more similarly than they do differently, in whatever way you construct the meaning of “different.”

The authors seem to agree with this in the end, as they close their piece with a call to unity: 

“Let’s continue to have healthy debates about choice, accountability, and everything else in our space. But let’s also remember that our common goals far outweigh whatever differences we may have.”

The primary difference between children seems to lie in the levels of pre-existing and acculturated knowledge and skills that they bring to a classroom. But that doesn’t mean they learn differently. It just means they come to a school at different levels of academic performance, language, and ability.

Some schools do a better job at meeting kids where they are and educating them (some charters, some district, some private). Some schools do a great job at weeding out kids with lower skills and knowledge so they can maintain the appearance of high performance (Ahem, probably quite a few private schools).

So the issue may really be more about quality (regulations) and admissions policies than it is about choice.

I know I sound pretty nit-picky here, but I think it’s important to call out fallacious statements like this. I’m totally on board with increasing the diversity of QUALITY options for low-income parents. But I’m not on board with increasing school choice just because “choice.” Nor am I on board with the idea that different kids need different schools. 

There’s a name for that. It’s called “segregation.”

There’s a whole lot of processed food in our grocery stores. Tons of options for how to increase our obesity rates and decrease our life spans. Every human being is different! Different cookies for every person!

Right?

Conceptual vs. Procedural Math at Mastery charters

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“Maths” by Chris de Kok is licensed under CC BY 2.0

There was an interesting recent the74 piece on a Philadelphia charter organization, Mastery, which takes low performing schools and works to “turn them around.”

 

Embedded within this article is the implication that a shift to a focus on the teaching of conceptual math, rather than “rote” procedural teaching, led to a swift downturn in math scores.

“So this year, the network began reintroducing teaching techniques that had been a staple at Mastery schools for years, while seeking a middle ground between no excuses and restorative practices. It’s a ‘journey of trying to find out what’s the right mix,’ Gordon said.

Specifically, the network is reintroducing procedural math instruction, which focuses on rote instruction like memorization and repetition.”

It seems worth digging into this supposition a bit more.

Is Mastery’s downturn in math scores due to the failure of conceptual math in general as a pedagogical approach? Or is it a failure of the network to attract and train teachers who can teach this type of math more effectively?

Or is it a failure in the assessments that were used as a reference? Or was it that conceptual math takes longer to “stick” and pay dividends? Or was it a failure of the curriculum they used to move in a more conceptual direction? . . .

http://the74million.org/article/at-philadelphias-mastery-charter-network-culture-is-key-to-turning-around-failing-schools

Smorgasbord: It’s Been A While

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I know, I’ve mostly stopped posting. A conflux of being-really-busy at work, getting-really-sick (turns out I’m allergic to a certain type of antibiotic), and being-overwhelmed-with-information (I get way too many newsletters) and needing to just kind of hit the pause button on everything. And winter.

I guess there’s some kind of game going on, but I’m not a football person, so I’m posting this instead. So here you go:

 

On Venture Capital and Education

By Jim Gordon [CC BY 2.0, via Wikimedia Commons]
If you care about education, it’s worth paying close attention to what’s going down in Silicon Valley. The hyperdrive capitalism of venture investment, with its raw focus on the rapid scale of the highest performing and rapid failure of all the rest, parallels and in some ways informs edtech and charter models.

There’s certainly a healthy and necessary space in education for a private marketplace of rapid iteration, scale, and fail. But there’s also a necessity for the less efficient but robust, slow-growth, long-term models of public schools.

In The New Yorker there is an interesting piece on Y-Combinator’s Sam Altman relevant to this. It’s interesting purely as a biopic, but scattered throughout are insights into the driving mindsets and ethics of Silicon Valley. Let’s take a closer look at some quotes from the article with the frame of education in mind.

Altman, as he nursed a negroni after dinner, had his own warning for the timid: “Democracy only works in a growing economy. Without a return to economic growth, the democratic experiment will fail. And I have to think that YC is hugely important to that growth.”

Democracy needs a heck of a lot more than just a viable economy. It needs strong civic institutions and an active citizenry that has a shared understanding of how to engage with those institutions and of their purpose. Public education should serve the public in cultivating shared civic knowledge and values.

. . . In his book “Hackers & Painters,” Graham calculated that smart hackers at a startup could get 36x more work done than the average office drone—and that they would, therefore, eventually blow up employment as we know it. He made this sound patriotic and fun; how could an oligarchic technocracy go wrong?

Indeed? How could a focus solely on only the most productive and efficient members of society go wrong? In education, imagine if we only invested in the most gifted and talented. The rest would be herded into service professions or unskilled labor. A meritocracy! Wait. Isn’t that more or less how things used to be before the advent of a public education . . .

. . . And he told me, “It’s bad for the companies and bad for Silicon Valley if companies can stay alive just because they’re [associated with Y-Combinator]. It’s better for everyone if bad companies die quickly.”

This is a driving philosophy of venture capital and rapid scale that Silicon Valley pursues. Scale the few most successful ventures rapidly, and fail the remainder. With schools, we could only invest in and scale the ones that demonstrated strong academic performance — all the rest we would close. Sounds good, right? Kids should only be in schools that have demonstrated their worth.

But there’s a problem with rapid scale in terms of sustainability:

. . .The truth is that rapid growth over a long period is rare, that the repeated innovation required to sustain it is nearly impossible, and that certain kinds of uncontrollable growth turn out to be cancers. . . Every great startup—Facebook, Airbnb—has no idea why it’s growing at first, and has to figure that out before the growth stalls. Growth masks all problems.”

A school could be high performing, but not such a great place to be.

This isn’t to say that there isn’t a place for markets in the education system. A market doesn’t have to mean Silicon Valley style scale and fail.

A more sustainable model can be seen in an article in the NY Times about MailChimp.

…it’s possible to create a huge tech company without taking venture capital, and without spending far beyond your means. It’s possible, in other words, to start a tech company that runs more like a normal business than a debt-fueled rocket ship careening out of control. Believe it or not, start-ups don’t even have to be headquartered in San Francisco or Silicon Valley.

. . . You can simply start a business, run it to serve your customers, and forget about outside investors and growth at any cost.

Schools that do this work are the ones that get better: they put their focus on service to their students and families and adapt accordingly.

But there’s other ways that those who abide by the scale and fail model are investing in, recognizing the limitations of a brick and mortar approach.  Venture capitalist Marc Andreessen (you may have heard of AltSchools?) lays out the long-game for software and tech in the education industry in this Vox interview:

Primary education in the US is a monopoly. It’s a public sector monopoly with very little competition. Even the charter schools end up under sustained attack for violating the monopoly. You see this most recently in New York with De Blasio trying to shut them down. A government-sponsored monopoly is not easy to move.

. . . New technologies tend to vaporize on impact with those institutions. The last thing a unionized public school wants to do is to fundamentally change how they operate. Of course they don’t want to adopt new technology. It’s antithetical to the philosophy.

So the solution? Software!

Look, there’s great potential for technology in the education sphere, and I think experiments like AltSchools and Udacity are well worth making. But Andreessen’s premise here is false. Having worked in NYC public schools for even the short length of time that I have, I’ve seen so many tech fads get readily embraced by educators and districts that it’s become ridiculous. Rather than “vaporizing on impact,” new tech fads rather seem to become desperately embraced and then just as hurriedly discarded. Harried educators and administrators would love it if a SMART Board or data system or robot would magically and rapidly improve the outcomes for their kids!

But I do think Andreessen makes a more balanced analysis and point here:

We can’t revamp the entire system. Nobody can. But I think more and more, there are gaps in what the current system can accommodate compared to what people actually want. There are opportunities to build on the edges, around the sides, parallel systems. And at the very least introduce choice. In the best-case scenario, it becomes a real challenger to the status quo.

I fully agree that there are massive gaps and many opportunities to better serve our nation’s students, and I for one welcome the evolution of edtech and tools and software, as well as the vibrant niches of effective charter models and networks. But we’re on a quixotic mission if we’re shooting for supplanting public education systems, rather than supplementing them.

The argument for why this is so can be viewed in statements that Barack Obama and Vox’s Ezra Klein have made about the function of public institutions vs. private ones (I’ve posted this before):

President Barack Obama at the White House Frontiers Conference:

The final thing I’ll say is that government will never run the way Silicon Valley runs because, by definition, democracy is messy. This is a big, diverse country with a lot of interests and a lot of disparate points of view. And part of government’s job, by the way, is dealing with problems that nobody else wants to deal with.

. . . sometimes we get, I think, in the scientific community, the tech community, the entrepreneurial community, the sense of we just have to blow up the system, or create this parallel society and culture because government is inherently wrecked. No, it’s not inherently wrecked; it’s just government has to care for, for example, veterans who come home. That’s not on your balance sheet, that’s on our collective balance sheet, because we have a sacred duty to take care of those veterans. And that’s hard and it’s messy, and we’re building up legacy systems that we can’t just blow up.

Ezra Klein in an interview with Tyler Cowen:

I will say one thing about both government and private-sector production, which is something that I do think is important is there is an advantage to being willing to do kludgy, difficult, somewhat unpleasant things.

. . . As you say, there’s an attraction — recognizing the government is inefficient — to just saying, “Well, let’s just do cash transfer for everything. Let’s go UBI for everything.” But there is a lot that government does, often not that well, that somebody needs to be doing, because a lot of the people you want to help are actually really difficult to help. This is something . . . this is one of the things I believe strongly in policy that we underrate.

A lot of what we’re trying to do in government is not help people who want “free stuff,” but is help people who are actually very, very difficult to help. This is particularly true in health care.

And particularly true in education. The work of education is a slow, complicated, incremental process that will benefit from new technologies, software, and schools, but that will not rapidly scale, and provides a public service that makes rapid failure of massive amounts of schools or students a nonviable option.

Smörgåsbord: The Chaos Begins. The Work of Education Continues

What is there to say about the rude awakening that shook cosmopolitan, progressive minded Americans and the world?

Well, here’s a few positive spins on it:

  1. Trump is a chaos monkey that will assist us in building a better democracy by forcing us to re-establish the original balance of power our founders intended. (This would require the Republican party to pull up their Big Boy pants and actually govern.)
  2. The one thing that united Clinton and Trump campaigns was a commitment to investing in infrastructure — and it is the one thing Democrats are already reaching across the aisle to work on.

What does it mean for education politics and policy?

  1. Rick Hess: Who the heck knows?
  2. Chad Aldeman: NCLB will suddenly look really good to Democrats, on hindsight. And you can kiss any education related investment goodbye.
  3. Elizabeth Green: Education reformers will pivot their attention to long-neglected rural and rust-belt communities.
  4. Neerav Kingsland: Charter proponents need to recognize the populist appeal of local, traditional public schools and thus address fears that public schools will be harmed by charter expansion.
  5. Matt Barnum: If Trump actually wants to follow through on his anti-Common Core rhetoric, he’d paradoxically have to wield federal power.

What relation does this election have to knowledge or the lack thereof?

  1. Rick Kahlenberg: Civics and democratic values need to be explicitly taught. (But Andrew Rotherham and Doug Lemov are angry about the anti-choice aspect of his piece)
  2. Problems with our democracy are due to lack of knowledge. For that, we can blame schools.
  3. George Thomas: In our shift to populism, we’ve lost the educative purpose of a representative democracy as envisioned by Madison.
  4. “Trump was not elected on a platform of decency, fairness, moderation, compromise, and the rule of law; he was elected, in the main, on a platform of resentment.”
  5. An additional bonus of a knowledge-rich curriculum is that it can help kids do better on tests.
  6. Some are blaming Facebook and social media for the segregation of our attention from those who could challenge our “crony beliefs”.
  7. Three reasons to teach a knowledge-rich curriculum: cognitive, socio-cultural, and economic.

Smorgasbord: Acclaim for Michaela, Cognitive Science, and a Movement for School Integration

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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.

Success can’t be measured by one or two numbers

“Whenever you make huge decisions about complex situations based on one or two numbers, you’re headed for disaster — especially when those numbers can be gamed.”

—Mark Palko and Andrew Gelman, “How schools that obsess about standardized tests ruin them as measures of success” on Vox

We’ve questioned Success Academy’s “success” on this blog before. These statisticians bring a new lens to that question.

I don’t want to denigrate the good work that Success Academy teachers and students are doing. There are practices and systems well worth replicating and investigating in these schools. But Eva Moskowitz’s political framing and marketing of her schools as the solution to poverty is problematic.

A Successful Online School is Based On Relationships

By Arnoldius (Own work) [CC BY-SA 2.5 (http://creativecommons.org/licenses/by-sa/2.5)%5D, via Wikimedia Commons
“Students do the bulk of their learning independently. They make their own way through online lessons, digital texts and multimedia, and follow links to extra, explanatory resources. They upload all their work. Yet the students and parents interviewed for this story said that they have more one-on-one interactions with teachers than they did in traditional schools.”

—Chris Berdik, “Inside the Online School That Could Radically Change How Kids Learn Everywhere” on Wired

Unsurprisingly, one of the few virtual learning schools that demonstrates success is predicated on forming relationships between teachers and families. The competency-based aspect of its curriculum is also intriguing and worth keeping an eye on.

For students with disabilities and other students for whom more traditional schools can present significant obstacles, this form of learning holds great promise.