I’ve argued before that one of the biggest problems with what we teach students across our nation is that it’s completely incoherent, and we do little to nurture a collective sense of values, knowledge, and civic engagement.
Here’s that problem in action:
Virginia’s standards of learning for U.S. history to 1865 include “describing the cultural, economic and constitutional issues that divided the nation” and “explaining how the issues of states’ rights and slavery increased sectional tensions.” Alabama fifth-graders “identify causes of the Civil War from the Northern and Southern viewpoints.”
Contrast that with Delaware, where school districts set their own curriculum but a syllabus for the eighth grade suggesting what might be covered during instruction says that abolition meant that the American people could for the first time “seriously claim to be living up to their commitment to the principle of liberty rooted in the American state papers.”
In Michigan, curriculum also is decided locally, though the state’s social studies standards for the Civil War and Reconstruction in eighth grade include the instructions: “Explain the reasons (political, economic, and social) why Southern states seceded and explain the differences in the timing of secession in the Upper and Lower South.”
Teacher shortages in high needs areas, such as SPED and math, with no end in sight
One of the suggestions here for addressing this makes a lot of sense to me:
“Make teacher certification national instead of state by state. Prospective teachers must pass an exam specific to the state they want to work in. But if a teacher wants to move from, say, Pennsylvania to California, they can’t immediately apply for jobs there. By having a national certification exam, teachers would have more mobility to go where they’re needed.”
Schools need more embedded mental health support, like this
I’ve seen firsthand just how powerful a strong team of social workers and counselors can be on kids. So many of the issues that manifest in something like an IEP or a major academic slump or behavioral outburst in the classroom can be traced to underlying psychological or social-emotional factors. With daily support and care, kids that are dealing with a lot at home and in the streets can find sustenance and succor at school that will pay dividends into the future.
What if our system of education works exactly as intended?
Smart questions from Derrell Bradford:
“…let’s assume there are lots of interests, including student achievement, that intersect in schools. Which are most important to you? Are you OK with where minority student achievement ranks against, say, the value of property? Is the maintenance of a segregated system that prioritizes the interests of those who can cluster in the wealthiest areas more important to you than whether a young child of color has the early reading intervention necessary to unlock a future of possibility?”
“According to previous research, inherent explanations come to our minds more easily than extrinsic ones. Considering the many external factors that play a role in an individual’s success or failure requires considerable cognitive effort. In contrast, “those people are simply like that” is a simple idea to process—a way to make a reasonable-seeming snap judgment and move on.
If your tendency is to simply go with that initial explanation, you will find yourself in sync with conservative values, including the idea that society is basically fair, and people get what they deserve.”
Really interesting to consider the implications of this. But I also think we need to be conservative about making sweeping generalizations from a few studies. I’m pretty sure that a study could be designed that would demonstrate some lazy thinking on the part of liberals as well.
Perhaps the one thing that can universally be stated about human beings is that we are biased towards less thinking, rather than more.
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.
“…a remark by a DeVos spokesperson last week — ‘the ultimate accountability for schools is whether or not parents choose to send their children there’ — should be seen as an attack on the idea that school quality matters. It’s fake accountability.”
This is an important point to bear in mind. There are some choice advocates who argue that rich parents already have choice and no one critiques or limits their choices, so why shouldn’t poor parents be able to make their own choices, misinformed or no?
While there’s rhetorical attraction to that proposition, it’s also a circular argument, since the primary reason choice advocates call for choice in the first place is because parents with only poor performing schools located near them should have access and options for higher quality schools.
Other than the hard-line free-marketeers, few choice advocates would argue for unfettered choice without adequate oversight. How about we have more arguments about the oversight itself, rather than choice as some mystical holy grail?
Should vouchers be equated with segregation? It’s complicated.
Matt Barnum brings in the nuance. Like many things in ed world, we need to avoid painting vouchers with a broad partisan brush (saying this as much to myself as to you).
And a lot of how vouchers or education savings accounts are perceived has to do with how they are framed.
“Advocates for school choice often point to the support of black and Hispanic voters. An Education Next poll found that nearly 64 percent of African-Americans and 62 percent of Hispanics — compared to 50 percent of white respondents — would back a tax credit program to fund private school tuition.
But support for private school choice programs tends to drop substantially when the word “voucher” is introduced or the use of public dollars is emphasized.”
Charters should be able to hire uncertified teachers
Given that most ed programs haven’t exactly demonstrated a concern about outcomes and actually preparing their teachers for real classrooms, seems to me that it would make sense to allow charter schools in NY to hire uncertified teachers and train them as they see fit. Hold them accountable for the results.
And let’s be honest–the most successful charters have tightly managed structures that pair assessment, curriculum, and professional learning that could probably better prepare teachers — or send them on their way if they don’t perform.
Teen herd behavior channels the opioid epidemic into schools
“The 16-year-old, a student at a specialized and highly competitive public high school, says drug use runs rampant at her school.
‘I was drinking and smoking (pot) because it was accepted,’ said the teen-age girl, who asked to remain anonymous to prevent bullying at her school.”
During finals and midterm exams, she said, students pop prescription stimulants such as Adderall, Vyvanse and Ritalin to aid their studies.
‘It’s crazy,’ she said. ‘Even the kids who never use drugs want to enhance their brains, so they’re taking these drugs.’
The girl’s mother thinks the school didn’t do enough to help her daughter.
‘I still don’t understand why the school had no control over what kids are doing besides academics,’ she said tearfully.’
‘Teenagers are very hormonal and go through a lot of changes,’ [the student} explained. ‘Those emotions have nowhere to go. It’s the only way that they can get a grip on themselves and their feelings.’ ”
What’s fascinating about this is that it seems to present a real-world solution to a problem commonly referred to as the “tragedy of the commons,” in which the self-interest of individuals leads to the destruction and overuse of shared natural resources.
Spatial patterning often occurs in ecosystems as a self-organizing process caused by feedback between organisms and the physical environment. “The centuries-old Balinese rice terraces are also created by feedback between farmer’s decisions and the ecology, which triggers a transition from local to global scale control,” explains Lansing. “Our model shows for the first time that adaptation in a coupled human-natural system can trigger self-organized criticality.”
This is absolutely fascinating, and it’s interesting to consider this in relation to other ideas on a “self-organizing criticality” that we’ve explored here before, such as in brains and sand piles.
For proponents of ed reform who argue against centralized control, this seems like it could be worth digging into further.
The aspect of fractals here is also tantalizing. After chatting with a colleague about the article, he referred me to Ron Eglash, a mathematician who has studied fractals in African history and culture. Do yourself a favor and watch his TED talk, it will blow your mind.
Eglash raising an interesting point about self-organizing principles: they can be wonderful, as in Google search, or our brains. But there is also a dark side, such as in the spread of HIV or the damaging effects of capitalism. He suggests that the fractal algorithms employed in Africa could present us with “robust” “ways of doing self-organization — of doing entrepreneurship — that are gentle, that are egalitarian.”
I’d love to explore more about how the fractal design of school structures and systems could be utilized for a productive purpose. Please share if you’ve got more on this.
Their study and modeling seems to suggest that smaller self-segregated communities within a society are desirable in the long-run.
They found that the downside of the segregation is that it increases the social disharmony throughout the society as a whole. The upside, however, is that the social disharmony within each community becomes very low. In some communities, individuals are more likely to keep cooperating with each other—using the shared resource fairly—compared to the situation without segregation. These results were very similar to what the researchers observed in the segregated society of the Balinese subak.
This seems to be a dark side unmentioned in the more recent study on how the Balinese farmers exemplify a self-organizing society in harmony with nature. Or perhaps this isn’t a dark side — it’s a suggestion that some self-segregation can be positive.
But I don’t know anything about the Balinese subak, either, so not sure how much to read into this. Certainly worth going deeper into this. If any readers have knowledge of African fractal algorithms or Balinese subaks, please share!
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.”
This week is the last week of this legislative session in NY. While the political hoopla is around mayoral control, don’t let the noise detract you from something that has been simmering for decades: NY’s pervasively, deeply segregated schools.
There’s been some great momentum on the issue, at long last, both from NYSED and NYC. Yet the fact remains that there is no existing legislation on the issue that has been passed.
There is a bill that can begin the first steps in addressing that deficiency: Bill S3794 in the Senate and Bill A5795 in the Assembly.
Since I wrote my last post, there’s been some promising momentum: Senator Jesse Hamilton co-sponsored the senate bill, and Assemblyman Walter Mosley co-sponsored the assembly bill.
But the bill still needs to be put on a very busy agenda and made a priority in order to make it to the floor. Please call your senator and assembly person and ask them to help move this bill forward.
Thanks in advance. On to other news related to school diversity:
NYSED drafts a stronger statement against segregation than NYC
“Last week, the mayor’s drew headlines — and criticism — for his long-awaited diversity plan. Among the concerns — the mayor chose not to use words like “integration” or “segregation” to define the problem.
The state, on the other hand, isn’t mincing words. On Monday, the Board of Regents discussed its own draft diversity statement. “More than sixty years after Brown v. Board of Education,” it states in its opening paragraph, “New York is the most segregated state in the country.”
The use of the word “segregation,” vs. the more general word “diversity,” is a flashpoint in conversations about integration. Advocates stress that the word must be used because it acknowledges the history of discriminatory policies and choices in loans, housing, zoning, and schools that have led to and perpetuated segregation. Others, such as Mayor De Blasio, view the terminology as secondary—and even a possible impediment to—in moving forward to address inequities as they exist now.
I can see both sides on this, and when I’ve advocated for increasing diversity in schools at a policy level and to the wider public, I tend to phrase it exactly like I just did: increasing diversity in schools. Why?
I think it comes down to whether we are talking about the past, or the future. When discussing the historic conditions and policies and choices that have led to pervasive segregation, we need to call it what it is.
But when looking forward, I think it makes sense to call for increasing diversity. Because it’s not only about race and class, it’s also about making our schools into inclusive spaces, rather than exclusionary places.
Maybe that’s making the bucket too big, but the fact is that active exclusion of others who are “different”—by both children and adults—is a key issue, and that’s a problem that exists in a school of any racial composition.
New research from Ohio puts integration advocates who aren’t pro-choice on the spot
There’s a tension between being pro-desegregation and anti-school choice. Many advocates for integration are also opposed to school choice. A recent study out of Ohio suggests that interdistrict choice can promote improved academic outcomes (and integration).
Two high school seniors design and publish their own curriculum to teach teachers how to talk about race with students
“Putting the project together required a huge time commitment outside school. Guo and Vulchi often met up at 4 a.m. to work on the book before classes started, and they have spent many hours traveling to schools to train teachers in how to talk about race and host class discussions on the topic.
And their work will only continue after their June 21 graduation. Vulchi has been accepted to Princeton University, and Guo plans to go to Harvard University, but they hope to defer their enrollment for a year to work on a third edition of the book. A crowdsourced fundraising effort is in the works.
“We don’t mind losing sleep for this. We feel the need. We feel the urgency,” Vulchi said.”
“At Robin Hood, the children are allowed to be out of eyesight of their minders, but not out of earshot. “Being secretive is good for child development,” Peters said. But whenever an adult called out “cuckoo,” the children all dutifully returned from whatever dangerous thing they were doing, which on the day I spent with them included climbing at least 10 feet up a tree and sliding unsupervised across a frozen pond.”
Running Free in Germany’s Outdoor Preschools https://nyti.ms/2rvMeqY
“Ultimately, Haskell contends that guys like Bethea—not academics like himself, or Sierra Club activists, or Washington bureaucrats—are best positioned to make good judgments about landscapes and ecosystems. Bethea is a deeply rooted member of this ecological community, as are the neighborhood folks caring for Manhattan’s street trees. They have a mature sense of ecological aesthetics based on belonging, and their ethic will stem from what they view as beautiful and whole.”