what can policy do to limit inequality? The answer is, it can operate on two fronts. It can engage in redistribution, taxing high incomes and aiding families with lower incomes. It can also engage in what is sometimes called “predistribution,” strengthening the bargaining power of lower-paid workers and limiting the opportunities for a handful of people to make giant sums.
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Montessori preschool boosts academic results and reduces income-based inequalit - 5 views
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"Not only do Montessori children do better overall than those in conventional preschools, but Montessori preschools help low-income children to perform as well as wealthier children Children in Montessori preschools show improved academic performance and social understanding, while enjoying their school work more, finds the first longitudinal study of Montessori education outcomes. Strikingly, children from low-income families, who typically don't perform as well at school, show similar academic performance as children from high-income families. Children with low executive function similarly benefit from Montessori preschools. The study, published in Frontiers in Psychology, suggests that well-implemented Montessori education could be a powerful way to help disadvantaged children to achieve their academic potential."
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shared by Javier E on 20 May 16
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Obama's War on Inequality - The New York Times - 16 views
www.nytimes.com/...obamas-war-on-inequality.html
inequality Democratic party gop great depression New Deal obama obamacare
shared by Javier E on 20 May 16
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We can see this in our own history. The middle-class society that baby boomers like me grew up in didn’t happen by accident; it was created by the New Deal, which engineered what economists call the “Great Compression,” a sharp reduction in income gaps.
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Obamacare provides aid and subsidies mainly to lower-income working Americans, and it pays for that aid partly with higher taxes at the top. That makes it an important redistributionist policy — the biggest such policy since the 1960s.
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between those extra Obamacare taxes and the expiration of the high-end Bush tax cuts made possible by Mr. Obama’s re-election, the average federal tax rate on the top 1 percent has risen quite a lot. In fact, it’s roughly back to what it was in 1979, pre-Ronald Reagan, something nobody seems to know.
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What about predistribution? Well, why is Mr. Trump, like everyone in the G.O.P., so eager to repeal financial reform? Because despite what you may have heard about its ineffectuality, Dodd-Frank actually has put a substantial crimp in the ability of Wall Street to make money hand over fist.
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these medium-size steps put the lie to the pessimism and fatalism one hears all too often on this subject. No, America isn’t an oligarchy in which both parties reliably serve the interests of the economic elite.
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Money talks on both sides of the aisle, but the influence of big donors hasn’t prevented the current president from doing a substantial amount to narrow income gaps — and he would have done much more if he’d faced less opposition in Congress.
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The Digital Disparities Facing Lower-Income Teenagers - The New York Times - 34 views
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Teens and tweens, for instance, generally reported spending much more time watching television than they did on social media.
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Black teenagers spent a daily average of eight hours and 26 minutes on screens for entertainment purposes, according to the report. That was two hours and eight minutes more than their white peers. Within that screen time, black teenagers spent most of their time — an average of about four hours daily — on smartphones, compared with about three hours for Hispanic teenagers and two hours for white teenagers.
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Are College Lectures Unfair? - NYTimes.com - 47 views
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Research comparing the two methods has consistently found that students over all perform better in active-learning courses than in traditional lecture courses. However, women, minorities, and low-income and first-generation students benefit more, on average, than white males from more affluent, educated families.
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research has demonstrated that we learn new material by anchoring it to knowledge we already possess
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low-stakes quiz at the start of each meeting of their introductory psychology course. Compared with students who took the same course in a more traditional format, the quizzed students attended class more often and achieved higher test scores; the intervention also reduced by 50 percent the achievement gap between more affluent and less affluent students.
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act of putting one’s own thoughts into words and communicating them to others, research has shown, is a powerful contributor to learning. Active-learning courses regularly provide opportunities for students to talk and debate with one another in a collaborative, low-pressure environment.
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These 10 trends are shaping the future of education | Education Dive - 74 views
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e demands for innovation probably won't create an all-new landscape, the resulting product of ongoing changes is likely to be unrecognizable compared to that of the last several decades.
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alternative credentialing and changing demographics to testing concerns and the rise of STEM
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America's 629 public four-year institutions, 1,845 private four-year institutions, 1,070 public two-year institutions, and 596 private two-year institutions will soon be competing over a smaller pipeline of potential incoming students.
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expect to see a number of for-profits make the transition to nonprofit or benefit corporation
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5. Open educational resources gaining popularity as textbook prices rise
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Digital textbooks have solved some of those issues to an extent, carrying a lower price point on average and being capable of receiving updated content. But many in higher ed and K-12 are looking beyond the traditional-textbook-
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15 Virginia community colleges are using OER to pilot a "zero textbook cost" program that is expected to save 50,000 students $5 million in its first year.
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Inside the School Silicon Valley Thinks Will Save Education | WIRED - 9 views
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"AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat
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Why some schools are giving letter grades a fail - The Globe and Mail - 41 views
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Instead of reporting to parents only two or three times a year, teachers began regularly communicating using an online student portfolio system called Fresh Grade.
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ritish education researchers Paul Black and Dylan Wiliam published a widely-cited article demonstrating how increasing descriptive feedback raises student academic achievement
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Instead of Ms. Samson telling students how they are doing, they are expected to articulate to her what they learned in class, how it relates to their learning goals and where they’re struggling.
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standardized tests don’t predict later life success such as employment and income level
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Ms. Samson is still required to give students a letter grade at the end of each semester, but the letters have taken on a whole new meaning to her and her students.
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The move away from grades matches a growing belief among employers that traditional assessment is not the best way to help students develop the skills they need to succeed in today’s world.
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Academic Skills on Web Are Tied to Income Level - NYTimes.com - 41 views
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a new study shows that a separate gap has emerged, with lower-income students again lagging more affluent students in their ability to find, evaluate, integrate and communicate the information they find online.
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Teachers have to expect and recognize that they can’t just say ‘Google something,’ because some of our students still don’t know what that means
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teachers often assumed that because adolescents seemed so comfortable with technology that they actually knew how to use it in an academic context. Teachers have the “perception that the students are already tech savvy and can navigate and move around more quickly than the teachers,” Mr. Damico said. “B
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shared by Christophe Gigon on 09 Dec 08
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elearnspace. Connectivism: A Learning Theory for the Digital Age - 17 views
www.elearnspace.org/...connectivism.htm
connectivism MEMOIRE learning elearning theory collaboration technology community
shared by Christophe Gigon on 09 Dec 08
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Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.
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I aggree that as teachers we need to realize that technology has changed instruction and the way that our students learn and the way that we learn and instruct. -
Technology has always changed the way we live. How did we respond to changes in the past? One thought is that some institutions, some businesses disappeared, while others, who took advantage of the new tech, appeared to replace the old. It will happen again and we as educators need to lead the way. -
With technology our students brains are wired differently and they can multi-task and learn in multiple virtual environments all at once. This should make us think about how we present lessons, structure learning and keep kids engaged. -
Rubbish. The idea that digital native are adept at multitasking is wrong. They may be doing many things but the quality and depth is reduced. There is a significant body of research to support this. Development of grit and determination are key attributes of successful people. Set and demand high standards. No one plays sport or an instrument because it is easy rather because they can clearly see a link between hard work and pleasure.
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Information development was slow.
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Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
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Informal learning is a significant aspect of our learning experience.
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Learning is a continual process, lasting for a lifetime.
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Technology is altering (rewiring) our brains.
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Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
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Principles of connectivism:
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Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
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The organization and the individual are both learning organisms.
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Classrooms which emulate the “fuzziness”
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So what does this look like? I feel that when I attempt this, evaluators and administrators don't necessarily understand. They want a neat, quiet, well-managed, orderly classroom.
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If new learning approaches are required, then why are we still being evaluated in a linear way?
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John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.
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The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.
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Knowledge is growing exponentially
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amount of knowledge
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is doubling every 18 months
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To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
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(the understanding of where to find knowledge needed).
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know-where
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learning
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a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world”
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Learning theories are concerned with the actual process of learning, not with the value of what is being learned.
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The ability to synthesize and recognize connections and patterns is a valuable skill.
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knowledge is no longer acquired in the linear manner
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What is the impact of chaos as a complex pattern recognition process on learning
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An entirely new approach is needed.
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Chaos is the breakdown of predictability, evidenced in complicated arrangements that initially defy order.
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Meaning-making and forming connections between specialized communities are important activities.
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Chaos, as a science, recognizes the connection of everything to everything.
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If the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made.
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principle that people, groups, systems, nodes, entities can be connected to create an integrated whole.
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Connections between disparate ideas and fields can create new innovations.
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Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual
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decisions are based on rapidly altering foundations
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The ability to draw distinctions between important and unimportant information is vital.
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Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference.
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The health of the learning ecology of the organization depends on effective nurturing of information flow.
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This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
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This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.
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Diverse teams of varying viewpoints are a critical structure for completely exploring ideas
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An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy surviva
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As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.
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Access is not enough. Prior knowledge and understanding is needed. Processing is needed. Evaluation of processing and outputs is needed. Feeding that back into the "system" is needed.
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learning is no longer an internal, individualistic activity
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learning is no longer an internal, individualistic activity
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Lumina Foundation's Federal Policy Priorities - full report and 2 page summary - 9 views
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federal policy needs to look beyond access to encompass student success and work for all students in the 21st century, including working adults, low-income students, first-generation students and students of color
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federal government sought to promote equitable access to postsecondary education. This role continues to be critical on Capitol Hill, especially for low-income, minority and other underserved populations. ... This requires supporting innovative practices at institutions of higher education and other quality postsecondary education providers. ...Congress must help ensure that postsecondary education is affordable. ...most critically, federal policy must assure the quality of credentials in terms of student learning.
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Getting Into the Ivies - NYTimes.com - 0 views
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For American teenagers, it really is harder to get into Harvard — or Yale, Stanford, Brown, Boston College or many other elite colleges — than it was when today’s 40-year-olds or 50-year-olds were applying. The number of spots filled by American students at Harvard, after adjusting for the size of the teenage population nationwide, has dropped 27 percent since 1994.
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The share for any individual college is minuscule, of course. In 2012, about 33 out of every 100,000 American 18- to 21-year-olds were attending Harvard, down from 45 per 100,000 in 1994. These changes in the share tell you how much harder, or easier, admission has become for American teenagers on average. Between 1984 and 1994, it became easier at many colleges. The college-age population in this country fell during that time to 14.1 million in 1994 from 16.5 million in 1984, and the number of foreign students was relatively stable.
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For students from the Northeast applying to elite colleges in the region, college admissions have probably become even more difficult in recent decades than these statistics suggest. Not only have colleges globalized, they have also become less regional, admitting more students from states like North Carolina, Texas and Washington.
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Over the last 20 years, several large colleges, like N.Y.U. and the University of Southern California, have improved markedly, effectively increasing the number of seats on elite campuses
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On average, about 15 percent of students at elite colleges receive Pell grants, which as a rule of thumb go to students in the bottom half of the income distribution.
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Low-income applicants are left to compete for the remaining slots with applicants who have the highest test scores, most impressive extracurricular activities and most eloquent essays.
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After reading this i felt I could assuage the parents group at my daughter's school who were heartbroken that their siblings were not accepted into the school as well.
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One Equally Effective but Lower-Cost Option to Summer School - 9 views
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"Just improving poor children's access to books they can read and want to read may seem too simple an idea for improving reading achievement. But the evidence is clear. When children from low-income families are given the opportunity to select books for summer reading they will read those books during the summer months."
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shared by Jac Londe on 20 Jan 14
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The World Top Incomes Database - 30 views
topincomes.g-mond.parisschoolofeconomics.eu
Ecole economique Paris inequality database world corpocrats 99%
shared by Jac Londe on 20 Jan 14
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Statistics - Organisation for Economic Co-operation and Development - 18 views
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A Guide to Statistics on Historical Trends in Income Inequality - Center on Budget and ... - 31 views
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A Guide to Statistics on Historical Trends in Income Inequality
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Poor planning skills found to contribute to income-achievement gap - 42 views
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shared by Javier E on 10 May 13
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Money Cuts Both Ways in Education - NYTimes.com - 19 views
www.nytimes.com/...10iht-letter10.html
education youth prospect inequality competition meritocracy self-image
shared by Javier E on 10 May 13
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If you doubt that we live in a winner-take-all economy and that education is the trump card, consider the vast amounts the affluent spend to teach their offspring.
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This power spending on the children of the economic elite is usually — and rightly — cited as further evidence of the dangers of rising income inequality.
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But it may be that the less lavishly educated children lower down the income distribution aren’t the only losers. Being groomed for the winner-take-all economy starting in nursery school turns out to exact a toll on the children at the top, too.
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There is a lively debate among politicians and professors about whether the economy is becoming more polarized and about the importance of education. Dismissing the value of a college education is one of the more popular clever-sounding contrarian ideas of the moment. And there are still a few die-hards who play down the social significance of rising income inequality.
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When you translate these abstract arguments into the practical choices we make in our personal lives, however, the intellectual disagreements melt away. We are all spending a lot more money to educate our kids, and the richest have stepped up their spending more than everyone else.
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spending on children grew over the past four decades and that it became more unequal. “Our findings also show that investment grew more unequal over the study period: parents near the top of the income distribution spent more in real dollars near the end of the 2000s than in the early 1970s, and the gap in spending between rich and poor grew.”
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But it turns out that the children being primed for that race to the top from preschool onward aren’t in such great shape, either.
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“What we are finding again and again, in upper-middle-class school districts, is the proportion who are struggling are significantly higher than in normative samples,” she said. “Upper-middle-class kids are an at-risk group.”
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troubled rich kids. “I was looking for a comparison group for the inner-city kids,” Dr. Luthar told me. “And we happened to find that substance use, depression and anxiety, particularly among the girls, were much higher than among inner-city kids.”
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“I Can, Therefore I Must: Fragility in the Upper Middle Class,” and it describes a world in which the opportunities, and therefore the demands, for upper-middle-class children are infinite.
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“It is an endless cycle, starting from kindergarten,” Dr. Luthar said. “The difficulty is that you have these enrichment activities. It is almost as if, if you have the opportunity, you must avail yourself of it. The pressure is enormous.”
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these parents and children are responding rationally to a hyper-competitive world economy.
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“When we talk to youngsters now, when they set goals for themselves, they want to match up to at least what their parents have achieved, and that is harder to do.”
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we live in individualistic democracies whose credo is that anyone can be a winner if she tries. But we are also subject to increasingly fierce winner-take-all forces, which means the winners’ circle is ever smaller, and the value of winning is ever higher.
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Educational Leadership:Faces of Poverty:Boosting Achievement by Pursuing Diversity - 19 views
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This is a critical point. Allowing middle class families to pick and choose where there kids should go without valid reasons (i.e. work) can hurt high poverty schools.
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Residential poverty tends to be concentrated, and successful school integration requires either a district with enough socioeconomic diversity within its boundaries or a group of neighboring districts which, when combined, have enough diversity to facilitate an interdistrict integration plan.
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A weighted lottery is the simplest way for schools to ensure that they enroll a diverse student body while still relying on choice-based enrollment.
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ndividual success stories and a review of research suggest that it is possible, by offering all students a single challenging curriculum, to reduce the achievement gap without harming the highest achievers (Burris, Wiley, Welner, & Murphy, 2008; Rui, 2009).
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In the middle grades, students at City Neighbors start their day with half an hour of highly specialized, small-group instruction called intensive. Intensive provides an opportunity for extra support or enrichment in different subjects, allowing teachers to meet different students' needs while still teaching most of the academic time in mixed-ability classrooms.
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Sounds like an intervention block, something many buildings have or are looking at.
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small but growing number of schools are attempting to boost the achievement of low-income students by shifting enrollment to place more low-income students in mixed-income schools. Socioeconomic integration is an effective way to tap into the academic benefits of having high-achieving peers, an engaged community of parents, and high-quality teachers.
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A 2010 meta-analysis found that students of all socioeconomic statuses, races, ethnicities, and grade levels were likely to have higher mathematics performance if they attended socioeconomically and racially integrated schools (Mickelson & Bottia, 2010).
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Research supporting socioeconomic integration goes back to the famous Coleman Report, which found that the strongest school-related predictor of student achievement was the socioeconomic composition of the student body (Coleman et al., 1966).
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nd results of the 2011 National Assessment of Educational Progress in mathematics show steady increases in low-income 4th graders' average scores as the percentage of poor students in their school decreases (U.S. Department of Education, 2011).
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a number of studies have found that the relationship between student outcomes and the socioeconomic composition of schools is strong even after controlling for some of these factors, using more nuanced measures of socioeconomic status, or comparing outcomes for students randomly assigned to schools (Reid, 2012; Schwartz, 2012).
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Rumberger and Palardy (2005) found that the socioeconomic composition of the school was as strong a predictor of student outcomes as students' own socioeconomic status.
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Socioeconomic integration is a win-win situation: Low-income students' performance rises; all students receive the cognitive benefits of a diverse learning environment (Antonio et al., 2004; Phillips, Rodosky, Muñoz, & Larsen, 2009); and middle-class students' performance seems to be unaffected up to a certain level of integration.
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A recent meta-analysis found "growing but still inconclusive evidence" that the achievement of more advantaged students was not harmed by desegregation policies (Harris, 2008, p. 563).
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he findings suggested that, more than a precise threshold, what mattered in these schools was maintaining a critical mass of middle-class families, which promoted a culture of high expectations, safety, and community support.
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istricts have chosen to let school boundaries reflect or even amplify residential segregation.
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shared by Andrew McCluskey on 15 Apr 13
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Teachers - Will We Ever Learn? - NYTimes.com - 182 views
www.nytimes.com/...achers-will-we-ever-learn.html
teachers nytimes nytimes com education profession professionalization nation at risk
shared by Andrew McCluskey on 15 Apr 13
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Amit Sen liked it
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I get very tired of having people point to Singapore as a good model for education. Singaporeans score well on tests because their life depends on it. Doing poorly on the PSLE taken at the end of sixth grade virtually guarantees you will never attend university and will limit your income for the rest of your life. Parents in Singapore spend thousands every year on private tuition, the sole goal of which is to produce high test scores. Singapore also recognizes that they are not producing creative students. In fact they wish they were more like the US.