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Laura Shaw

Another Legal Challenge to N.Y.C. Charter Schools - NYTimes.com - 0 views

  • About two-thirds of the approximately 125 charter schools in New York City are in public school buildings. The city generally provides the space for a nominal fee, such as a token $1 a year
  • With all those freebies, charter school students in public school buildings got about $650 more per student in public money and in-kind services in 2010 than traditional public school students, according to the Independent Budget Office.
  • lawsuit, brought by Leonie Haimson,
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  • federal government will provide New York State with $113 million in grants over five years to increase “public school choice options,”
  • money will provide start-up financing for new charter schools, particularly those for high-needs students; support the replication and expansion of charter schools that are already successful; and help to turn around the state’s worst public schools
  • Regents Chancellor Merryl H. Tisch
Laura Shaw

Reading Between the Lines | The Nation - 2 views

  • a political party that once called for the abolition of the Education Department has radically enhanced the federal presence in public schools. After repeating the mantra of local control and states' rights for a generation, the GOP now intrudes on both.
  • original aspirations for an American public school system
  • public schools were necessary to fashion a common national culture out of a far-flung and often immigrant population, and to prepare young people to be reflective and critical citizens in a democratic society. The emphasis was on self-governance through self-respect; a sense of cultural ownership through participation; and ultimately, freedom from tyranny through rational deliberation.
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  • One of the reform movement's founding documents is Reinventing Education: Entrepreneurship in America's Public Schools, by Lou Gerstner, chairman of IBM. Gerstner describes schoolchildren as human capital, teachers as sellers in a marketplace and the public school system as a monopoly
  • among those who style themselves "compassionate conservatives," education has become a sentimental and, all things considered, cheap way to talk about equalizing opportunity without committing to substantial income redistribution
  • "Child-centered" education, "progressive" education or "whole language"--each has been singled out as a social menace that can be vanquished only by applying a more rational, results-oriented and business-minded approach to public education.
Laura Shaw

Suzanne Tacheny Kubach: Let's "Save" What Matters Most: Students - 0 views

  • The SOS campaign seems more about catharsis, with vague and mostly platitudinous principles, rather than a strategy offering a specific, alternative vision for school improvement
  • basic aim
  • increase public funding through a campaign to roll back accountability
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  • streams excuses for the status quo
  • teachers near the top of the quality distribution
  • Hanushek's data refutes the claim that schools are powerless to overcome family circumstances
  • if a student has three years in a row of great teaching, that experience will overcome the average achievement deficit between low-income kids and their more well-off peers
  • Most of the policies that govern teachers and teaching treat all teachers as if they are the same. (For more on this, read The Widget Effect.)
  • backers of this rally don't want parents or the public to have the kinds of data that enable parents or school leaders to distinguish who these great teachers are
  • rally's only really specific principle calls for an end to the use of student assessment for any decisions of consequence
  • effective testing and data enable school leaders to identify what's not working so they can make sure that students and teachers get the support and resources they need to succeed
  • Children in this country have a right to a quality education -- but the public schools don't have a right to every child!
  • We use information to expose achievement gaps and other systematic inequities that work against that promise so that action can be taken to fix those problems before they destroy kids lives.
Laura Shaw

http://www.ucc.org/justice/public-education/pdfs/NatlOTL.pdf - 4 views

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    Diane Ravitch's December 9, 2011 speech.
Laura Shaw

What Influence Do Peers Have on Preschoolers' Language Skills? | NewAmerica.net - 0 views

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    "...evidence that by virtue of limiting enrollment in public preschools to low-income students, classrooms tended to have high proportions of students with low skill levels, since economically-disadvantaged children often enter school with lower language abilities than their higher-income classmates."
Laura Shaw

http://www.education.umd.edu/EDHD/faculty/Fox/publications/26.pdf - 2 views

    • Laura Shaw
       
      Rothbart (1981, 1986) found dramatic increases in positive affect and decreases in distress from 3-6 months during episodes of focused attention.  
Laura Shaw

What Happened to Obama's Passion? - NYTimes.com - 0 views

  • Instead of indicting the people whose recklessness wrecked the economy, he put them in charge of it. He never explained that decision to the public — a failure in storytelling as extraordinary as the failure in judgment behind it.
  • He would have had to stare down those who had wrecked the economy, and he would have had to tolerate their hatred if not welcome it. But the arc of his temperament just didn’t bend that far.
  • he backed away from his advisers who proposed a big stimulus, and then diluted it with tax cuts that had already been shown to be inert. The result, as predicted in advance, was a half-stimulus that half-stimulated the economy.
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  • the average American had no idea what Democrats were trying to accomplish by deficit spending because no one bothered to explain it to them with the repetition and evocative imagery that our brains require to make an idea, particularly a paradoxical one, “stick.”
  • at this point, I have no idea what Barack Obama — and by extension the party he leads — believes on virtually any issue.
  • THE real conundrum is why the president seems so compelled to take both sides of every issue, encouraging voters to project whatever they want on him, and hoping they won’t realize which hand is holding the rabbit.
  • The most charitable explanation is that he and his advisers have succumbed to a view of electoral success to which many Democrats succumb — that “centrist” voters like “centrist” politicians.
  • A second possibility is that he is simply not up to the task by virtue of his lack of experience and a character defect that might not have been so debilitating at some other time in history.
  • A somewhat less charitable explanation is that we are a nation that is being held hostage not just by an extremist Republican Party but also by a president who either does not know what he believes or is willing to take whatever position he thinks will lead to his re-election.
  • When he wants to be, the president is a brilliant and moving speaker, but his stories virtually always lack one element: the villain who caused the problem, who is always left out, described in impersonal terms, or described in passive voice, as if the cause of others’ misery has no agency and hence no culpability.
Laura Shaw

'Parent Trigger' Law Over Failing Schools Raises Debate - TIME - 1 views

  • failing schools can already be shut down by school districts under the No Child Left Behind law
  • parent trigger simply takes the option provided to the school board and hands the power to the parents
  • Gloria Romero, the former California state senator
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  • parent trigger was conceived in 2009 by Ben Austin, a former deputy mayor of Los Angeles and a policy consultant at Green Dot Public Schools, a charter-school organization
  • Green Dot provided the initial funding for Parent Revolution, though as of 2010 it no longer received funds from the group. It now receives the largest share of its funds from the Wasserman, Walton and Gates foundations.
Laura Shaw

The Weekend Interview with Bill Gates: Was the $5 Billion Worth It? - WSJ.com - 0 views

  • Since 2000, the foundation has poured some $5 billion into education grants and scholarships.
  • One of the foundation's main initial interests was schools with fewer students.
  • designed to—and did—promote less acting up in the classroom, better attendance and closer interaction with adults.
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  • overall impact of the intervention, particularly the measure we care most about—whether you go to college—it didn't move the needle much
  • Instead of trying to buy systemic reform with school-level investments, a new goal is to leverage private money in a way that redirects how public education dollars are spent.
  • next to nothing is spent on education research
  • schools of education are not about research. So we come into this thinking that we should fund the research."
  • Of late, the foundation has been working on a personnel system that can reliably measure teacher effectiveness. Teachers have long been shown to influence students' education more than any other school factor, including class size and per-pupil spending. So the objective is to determine scientifically what a good instructor does.
  • Instead, the Gates Foundation's five-year, $335-million project examines whether aspects of effective teaching—classroom management, clear objectives, diagnosing and correcting common student errors—can be systematically measured. The effort involves collecting and studying videos of more than 13,000 lessons taught by 3,000 elementary school teachers in seven urban school districts.
  • he'll have a tough sell with teachers unions, which give lip service to more-stringent teacher evaluations but prefer existing pay and promotion schemes based on seniority—even though they often end up matching the least experienced teachers with the most challenging students.
  • Mr. Gates's foundation strongly supports a uniform core curriculum for schools
  • sees common standards as a money-saver at a time when many states are facing budget shortfalls. "In terms of mathematics textbooks, why can't you have the scale of a national market?
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      Monopoly??
  • "Behind this core curriculum are some very deep insights. American textbooks were twice as thick as Asian textbooks. In American math classes, we teach a lot of concepts poorly over many years. In the Asian systems they teach you very few concepts very well over a few years." Nor does he see the need for competition among state standards.
  • Mr. Gates is particularly fond of the KIPP charter network and its focus on serving inner-city neighborhoods
  • Mr. Gates is less enamored of school vouchers.
  • honestly, if we thought there would be broad acceptance in some locales and long-term commitment to do them, they have some very positive characteristics."
  • "We haven't chosen to get behind [vouchers] in a big way, as we have with personnel systems or charters, because the negativity about them is very, very high."
  • Gates Foundation's approach to education reform—more evolution, less disruption
Laura Shaw

Education Archive at The Atlantic - 2 views

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    The Atlantic essays assembled here dramatically illustrate the pendulum swings between two extreme perspectives of role of public schooling.
Laura Shaw

Can Teachers Alone Overcome Poverty? Steven Brill Thinks So | The Nation - 0 views

  • economists Thomas Kane and Douglas Staiger, whose work on value-added teacher evaluation has powerfully influenced Bill Gates’s education philanthropy
  • teacher effectiveness could overcome those disadvantages
  • One-fifth of the middle schoolers in Providence, Rhode Island, for example, entered kindergarten in 2003 suffering from some level of lead poisoning, which disproportionately affects the poor and is associated with intellectual delays and behavioral problems such as ADHD. “It is now understood that there is no safe level of lead in the human body,” writes education researcher David Berliner, “and that lead at any level has an impact on IQ.”
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  • Food insecurity is similarly correlated with cognitive delays
  • When children attend school inadequately nourished, their bodies conserve the limited food energy that is available. Energy is first reserved for critical organ functions. If sufficient energy remains, it then is allocated for growth. The last priority is for social activity and learning. As a result, undernourished children become more apathetic and have impaired cognitive capacity. Letting schoolchildren go hungry means that the nation’s investments in public education are jeopardized by childhood malnutrition.
  • Acknowledging connections between the economy, poverty, health and brain function is not an attempt to “excuse” failing school bureaucracies and classroom teachers; rather, it is a necessary prerequisite for authentic school reform, which must be based on a realistic assessment of the whole child—not just a child’s test scores
  • Although Brill, by the end of Class Warfare, comes to recognize the limits of the education reform movement he so admires, he somehow maintains his commitment to the idea that teachers can completely overcome poverty. There’s a reason, I think, why this ideology is so attractive to many of the wealthy charter school founders and donors Brill profiles, from hedge funder Whitney Tilson to investment manager and banking heir Boykin Curry. If the United States could somehow guarantee poor people a fair shot at the American dream through shifting education policies alone, then perhaps we wouldn’t have to feel so damn bad about inequality—about low tax rates and loopholes that benefit the superrich and prevent us from expanding access to childcare and food stamps; about private primary and secondary schools that cost as much annually as an Ivy League college, and provide similar benefits; about moving to a different neighborhood, or to the suburbs, to avoid sending our children to school with kids who are not like them.
Laura Shaw

Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old - 1 views

  • Montessori (36) curriculum does not mention EFs, but what Montessorians mean by “normalization” includes having good EFs. Normalization is a shift from disorder, impulsivity, and inattention to self-discipline, independence, orderliness, and peacefulness (37). Montessori classrooms have only one of any material, so children learn to wait until another child is finished. Several Montessori activities are essentially walking meditation (Fig. 3).
  • As in Tools, the teacher carefully observes each child (when a child is ready for a new challenge, the teacher presents one), and whole-group activities are infrequent; learning is hands-on, often with ≥2 children working together. In Tools, children take turns instructing or checking one another. Cross-age tutoring occurs in Montessori mixed 3-year age groups. Such child-to-child teaching has been found repeatedly to produce better (often dramatically better) outcomes than teacher-led instruction (38–40).
  • Children chosen by lottery to enter a Montessori public school approved by the Association Montessori Internationale (AMI) were compared to those also in the lottery but not chosen, at the end of kindergarten (age 5) and the end of grade 6 (age 12) (41). At age 5, Montessori children showed better EFs than peers attending other schools. They performed better in reading and math and showed more concern for fairness and justice. No group difference was found in delay of gratification. At age 12, on the only measure related to EFs, Montessori children showed more creativity in essay writing than controls. They also reported feeling more of a sense of community at school.
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