Education Links

Videos of testimonies.

"Attending the SOS conference this past weekend got me thinking about the roots of the debate over public education once again. I often think that there is an inherent difference between the way many of us think about the way we should organize ourselves that is not being dealt with. I think it has to do with whether you think of humanity mostly as one thing with common interests OR about 7 billion different things with about 7 billion different interests. About eight months ago I wrote about how I think this ideological divide creeps into our debate over charter schools without us even realizing it for Learning Matters. Here are my thoughts below. What do you think? Am I being overly simplistic?"

"This is must see though I know it is long. This workshop led by Mike Klonsky and featuring his brother Fred, Dr. Michael A. Walker-Jones, Executive Director, Louisiana Association of Educators, along with one of my Chicago pals Xian Barrett is loaded with meat. Even Leo Casey makes an appearance with a comment that may cause some comments. In the audience were John Elfrank-Dana, CL of Murry Bergtraum HS and Arthur Goldstein, CL of Francis Lewis HS."

"The always provocative Deb Meier makes the case that this year's meeting was actually more significant than our march and rally last July."

"President Obama and countless reports all say that improving science and engineering literacy and ensuring a next generation of U.S. scientists and engineers are vital to our future. With the notable exceptions of creationists and climate change deniers, there is little opposition to making this an educational priority. However, current education policies at the state and federal levels contradict the core values of science and engineering, and are therefore likely to inhibit rather than catalyze progress."

"A while back, I argued that Florida's school grading system, due mostly to its choice of measures, does a poor job of gauging school performance per se. The short version is that the ratings are, to a degree unsurpassed by most other states' systems, driven by absolute performance measures (how highly students score), rather than growth (whether students make progress). Since more advantaged students tend to score more highly on tests when they enter the school system, schools are largely being judged not on the quality of instruction they provide, but rather on the characteristics of the students they serve."

"In the past few weeks, two major reports on teacher turnover and retention have been released. One was rolled out with extensive media coverage, and has been the subject of much discussion among policymakers and education commentators. The other was written by me, along with Teachers College doctoral student Clare Buckley. The first report, "The Irreplaceables: Understanding the Real Retention Crisis in America's Urban Schools," was prepared by TNTP, an organization formerly known as The New Teacher Project that prepares and provides support for teachers in urban districts, and that advocates for changes in teacher policy. The second, "Thoughts of Leaving: An Exploration of Why New York City Middle School Teachers Consider Leaving Their Classrooms," was released by the Research Alliance for New York City Schools (RANYCS), a nonprofit research group based at New York University. (RANYCS published a report by Will Marinell in February 2011 that examined detailed patterns of teacher turnover in New York City middle schools apparent through the district's human-resources office.)"

"NJ Spotlight today posted a story on upcoming Task Force deliberations and public hearings over whether the state should continue to target funding in its school finance formula to local districts on the basis of counts of children qualifying for free or reduced priced lunch.  That is, kids from families who fall below the 185% income threshold for poverty. The basic assumption behind targeting additional resources to higher poverty schools and districts is that high need districts can leverage the additional resources to implement strategies that help to improve various outcomes for children at risk. "

"Education is a not a scientific enterprise. The purpose is not to describe the world, but to change it, to make it more similar to some ideal that we envision. (I wrote about this distinction at some length in my new book. I also discussed on this brief video.) Thus science is ideally value-neutral. Yes, scientists seldom live up to that ideal; they have a point of view that shapes how they interpret data, generate theories, etc., but neutrality is an agreed-upon goal, and lack of neutrality is a valid criticism of how someone does science. Education, in contrast, must entail values, because it entails selecting goals. We want to change the world - we want kids to learn things --facts, skills, values. Well, which ones? There's no better or worse answer to this question from a scientific point of view."

"This was written by Carol Burris and Harry Leonadartos. Burris is the principal of South Side High School in Rockville Centre, New York.  Leonadartos is the principal of Clarkstown High School North in Rockland County, New York. Carol is the co-author and Harry is an active supporter of the New York Principals letter of concern regarding the evaluation of teachers by student scores."

"It will be harder for public-school teachers in New Jersey to get tenure and easier to fire bad ones under legislation signed on Monday by Gov. Chris Christie that overhauls the state's century-old tenure law."

"In a conversation about the intractable problems of the Middle East, one of David Grossman's characters in his compelling novel, "To the End of the Land," says, "Who could possibly come up with a new, decisive argument that hasn't been heard?" An equal sense of frustration must lurk in the efforts to construct a reasonable, fair way to assess the performances of public school teachers."

"Backing Governor Chris Christie and Commissioner Chris Cerf's unrelenting push for more "high-quality school options" in New Jersey, the Department of Education recently approved nine charter schools to open in September, bringing the total number of charter schools in New Jersey to 86. This move is part of a broader trend toward the marketization of education policy - the incorporation of market principles into the management and structure of public schools, as well as voucher programs to subsidize alternatives to public schools. These market principles include deregulation, competition, and the unqualified celebration of "choice," all of which are embodied in the charter school movement. Despite claims of greater efficiency, innovativeness, and responsiveness, however, the growing rhetoric around choice needs to be more closely scrutinized before we wholeheartedly jump on the charter school bandwagon."

"Can a teachers' union successfully be both a hardball-playing defender of its rights and a collaborative force for the common good? It is both a question of philosophy and, increasingly, one of policy direction for the American Federation of Teachers, whose biennial convention here showed delegates grappling with the tension between the two approaches to unionism."

"Pity the new district superintendent. Like any responsible educational leader, he'd like to be sure that his district's curricular materials and interventions are grounded in solid scientific research. But no sooner does he start talking with his staff, his teachers, and various and sundry "experts" than he finds that everything is "research-based," including approaches that are clearly very different from those employed by his teachers. Should he let well enough alone, or should he introduce programs that seemed to work fine in the last district he was in? Neither. Instead, he should go read Dan Willingham's ingenious new book, When Can You Trust the Experts? The book won't tell him which programs to use, but it will help him think through -- and, in some cases, see through -- the claims their creators make on their behalf. An accomplished cognitive psychologist at the University of Virginia and the author of the must-read Why Don't Students Like School? (as well as an NCTQ advisory board member), Willingham aims to make district superintendents, principals, teachers and parents into educated consumers of education research."

"In a Louisiana public school, female students who are suspected of being pregnant are told that they must take a pregnancy test. Under school policy, those who are pregnant or refuse to take the test are kicked out and forced to undergo home schooling. Welcome to Delhi Charter School, in Delhi, Louisiana, a school of 600 students that does not believe its female students have a right to education free from discrimination. According to its Student Pregnancy Policy, the school has a right to not only force testing upon girls, but to send them to a physician of the school administration's choice. A positive test result, or failure to take the test at all, means administrators can forbid a girl from taking classes and force her to pursue a course of home study if she wishes to continue her education with the school."

"Teachers, parents, and the public who are genuinely concerned about public school quality must enter directly the teacher evaluation/pay debate, but do so informed with the following foundational facts, messages, and questions:"

"It's widely agreed that American education is in trouble.  What is missed in both the response to the crisis and the cacophony of reform efforts is a true understanding of the nature of the problem. In the early days of public schooling, Horace Mann called the schools the balance wheel of society. It was thought that schools served as a corrective for all kinds of problems ranging from skill gaps that needed to be remedied for the economy to flourish to culture gaps that were created by immigrants that needed to be Americanized. The school never worked in quite that way, but it was part of a web of social institutions that helped build a framework that allowed America to grow both in prosperity and in diversity. We face a lot of social and economic problems; we expect the schools to solve them. When they don't, we think it's a school failure. Instead, the schools are in fact a signal of a breakdown. Nowadays, the balance wheel is not working so well; it would be more accurate to think of public schools as the canary in the mine."

"In numerous previous posts I have summarized New Jersey charter school enrollment data, frequently pointing out that the highest performing charter schools in New Jersey tend to be demographically very different from schools in their surrounding neighborhoods and similar grade level schools throughout their host districts or cities. I have tried to explain over and over that the reason these differences are important is because they constrain the scalability of charter schooling as a replicable model of "success." Again, to the extent that charter successes are built on serving vastly different student populations, we can simply never know (even with the best statistical analyses attempting to sort out peer factors, control for attrition, etc.) whether the charter schools themselves, their instructional strategies/models are effective and/or would be effective with larger numbers of more representative students. Here, I take a quick look at the other side of the picture, again focusing on the city of Newark. Specifically, I thought it would be interesting to evaluate the effect on Newark schools enrollment of the shift in students to charter schools, now that charters have taken on a substantial portion of students in the city. If charter enrollments are - as they seem to be - substantively different from district schools enrollments, then as those charter populations grow and remain different from district schools, we can expect the district schools population to change.  In particular, given the demography of charter schools in Newark, we would expect those schools to be leaving behind a district of escalating disadvantage - but still a district serving the vast majority of kids in the city."

"In all my many posts about the interpretation of state testing data, it seems that I may have failed to articulate one major implication, which is almost always ignored in the news coverage of the release of annual testing data. That is: raw, unadjusted changes in student test scores are not by themselves very good measures of schools' test-based effectiveness. In other words, schools can have a substantial impact on performance, but student test scores also increase, decrease or remain flat for reasons that have little or nothing to do with schools."