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carolinewren

Research finds college placement tests in need of makeover | Education Dive - 1 views

  • majority of colleges in the United States use a single test to determine what courses incoming students are eligible to take
  • placement tests decide whether students are ready for college-level coursework or if they first need to re-take the fundamentals to prepare.
  • these placement tests aren't necessarily good predictors of success in college courses.
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  • researchers are coalescing around the need to rethink the placement process itself.
  • Some are calling for statewide policy changes, others are pushing individual schools or systems to look at their own practices and improve upon them
  • Nearly 70% of community college students are placed into remedial courses each year. Many of these students are from low-income and minority backgrounds, both of which are still highly underrepresented in science, technology, engineering, and math, or STEM, fields
  • recommend colleges incorporate student goals and motivation into their placement decision and acknowledge the realistic math needs of various degree programs.
  • Yet, placement tests are almost universally skewed to measure how well students know algebra.
  • “The way that math placement is done right now hurts a lot of students.”
  • a key recommendation for colleges is to step up professional development with advisors and help them guide students through appropriate course sequences for their end goals
  • In many places the advisor-to-student ratio is too high to allow for proper guidance
  • Placement tests must evaluate the range of skills, however
  • Single standardized tests are easy to administer and cheap to interpret, but they don’t seem to work for placement
sissij

Google Training Ad Placement Computers to Be Offended - The New York Times - 0 views

  • But after seeing ads from Coca-Cola, Procter & Gamble and Wal-Mart appear next to racist, anti-Semitic or terrorist videos, its engineers realized their computer models had a blind spot: They did not understand context.
  • Now teaching computers to understand what humans can readily grasp may be the key to calming fears among big-spending advertisers that their ads have been appearing alongside videos from extremist groups and other offensive messages.
  • But the recent problems opened Google to criticism that it was not doing enough to look out for advertisers. It is a significant problem for a multibillion-dollar company that still gets most of its revenue through advertising.
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  • The idea is for machines to eventually make the tough calls.
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    I have never think about the context of where the ads are in. I though ads just pops up randomly and now I know that there are actually codes behind where the ads appears. Why is putting ads besides extremist video a bad idea? I think it is probably because they people would mistaken that the company sponsor the video. Actually I am not very sure about why it is a bad thing. However, ads can definitely be more efficient in the right context. Different people watch different kind of video, targeting the potential costumers. It would benefit both the viewer and the company. --Sissi (4/3/2017)
carolinewren

Media Bias - 0 views

  • Since citizens cannot cast informed votes or make knowledgeable decisions on matters of public policy if the information on which they depend is distorted, it is vital to American democracy that television news and other media be fair and unbiased.
  • the majority of Americans believe that the mass media slant reports in favor of the liberal position on current issues.
  • A reporter’s job is to present a balanced story.
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  • bias by omission can occur either within a story, or over the long term as a particular news outlet reports one set of events, but not another
  • Experts in news stories are like expert witnesses in trials.
  • Journalists often go looking for quotes to fit their favorite argument into a news story
  •   If charges of impropriety are leveled at two politicians of approximately equal power, one liberal and one conservative, compare the amount of coverage given to each.
  • Story placement is a measure of how important the editor considers the story. 
  • Bias by placement is where on a website (or newspaper) or in an article a story or event is printed; a pattern of placing news stories so as to downplay information supportive of either conservative views or liberal views
  • tagging of conservative politicians and groups with extreme labels while leaving liberal politicians and groups unlabeled or with more mild labels, or vice versa.
  • bias by labeling occurs when a reporter not only fails to identify a liberal as a liberal or a conservative as a conservative, but describes the person or group with positive labels, such as “an expert” or “independent consumer group.”
  • the reporter imparts an air of authority that the source does not deserve.
  • Bias by spin occurs when the story has only one interpretation of an event or policy, to the exclusion of the other; spin involves tone – it’s a reporter’s subjective comments about objective facts; makes one side’s ideological perspective look better than another.
karenmcgregor

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started by karenmcgregor on 10 Jan 24 no follow-up yet
Javier E

An Old Ally Sends Droves of Students to U.S. - NYTimes.com - 0 views

  • Though Britain sent more than 9,000 students to the United States last year — more than ever before — and Germany sent about 9,300, both lagged behind Turkey, which has been sending more than 10,000 students a year to the United States since 2000.
  • demographics had much to do with the number of Turkish students on U.S. campuses. “There was a baby boom here from the late 1970s to the early 1990s, which is still just reaching the age to go to college,” he said. “Turkey expanded its own educational capacity a lot in the past 20 years. From a few dozen universities, the current figure is 164, and that number keeps growing. But it hasn’t grown fast enough to keep up with the demographic bulge.”
  • The highly competitive nature of admissions poses a problem for Turkish families, which traditionally place a strong emphasis on education.
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  • Irsadi Aksun, a professor of electrical engineering at Koc, said, “There are two different groups of Turkish students who go abroad.” The first, he said, is “very competitive — some have taken Advanced Placement courses in high school. Some have followed the International Baccalaureate.” “This group is quite small,” he went on, adding that most came from a handful of Turkish private schools that offer English instruction in many subjects. Such schools are increasingly popular among wealthy families in Istanbul and Ankara.
  • But we’d like to get more American students to come here.” In the 2010-11 academic year, the most recent year for which Open Door statistics are available, the United States sent slightly more than 2,000 students to Turkey — a jump of 34 percent from the previous year, and more than double the 2006-7 number. “I can definitely see Turkey as the next frontier in studying abroad,” Mr. Pierce said.
Javier E

Stanford Magazine - History Detected - May/June 2013 - 2 views

  • an approach developed at Stanford's Graduate School of Education that's rapidly gaining adherents across the country
  • trial studies of the Stanford program demonstrated that when high school students engage regularly with challenging primary source documents, they not only make significant gains learning and retaining historical material, they also markedly improve their reading comprehension and critical thinking.
  • Colglazier builds his thought-provoking classes using an online tool called Reading Like a Historian. Designed by the Stanford History Education Group under Professor Sam Wineburg, the website offers 87 flexible lesson plans featuring documents from the Library of Congress
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  • Teachers can download the lessons and adapt them for their own purposes, free of charge. Students learn how to examine documents critically, just as historians would, in order to answer intriguing questions: Did Pocahontas really rescue John Smith? Was Abraham Lincoln a racist? Who blinked first in the Cuban Missile Crisis, the Russians or the Americans?
  • The website's lessons have been downloaded 800,000 times and spawned a lively online community of history educators grateful for the camaraderie
  • just 30 percent of the people who teach history-related courses in U.S. public high schools both majored in the field and are certified to teach it.
  • " By reading these challenging documents and discovering history for themselves, he says, "not only will they remember the content, they'll develop skills for life."
  • "Textbooks are useful as background narrative. It's difficult to talk about the Gulf of Tonkin Resolution if students don't know where Vietnam is, or the Lincoln-Douglas debates if they don't know who Abe Lincoln was before he was Daniel Day-Lewis.
  • But when a ten-pound textbook becomes the script for a whole year's worth of instruction, a precious learning opportunity is lost. "Many students go through their entire middle and high school and never encounter the actual voice of a historical participant,"
  • Wineburg devoured history books as a kid and did well in Advanced Placement courses at his public high school. But when he entered Brown University, he was shocked at how ill-prepared he was in the subject. Employed after college as a high school history teacher, he saw similar weaknesses in his students. "The best ones could repeat what the text said," he recalls, "but when I asked them to critically examine whether they believed the text, I could have been speaking Martian."
  • Wineburg realized that the art of historical thinking is not something that comes naturally to most people; it has to be cultivated. Students have to be taught to look at the source of a document before reading it, figure out the context in which it was written, and cross-check it with other sources before coming to a conclusion.
  • In 2008, Reisman was ready to conduct a test of the curriculum at five schools in the San Francisco Unified School District. As expected, students in the test classes showed an increased ability to retain historical knowledge, as well as a greater appreciation for history, compared to the control group. What took everyone by surprise, though, was how much the test students advanced in basic reading.
  • Fremont 11th grader Ayanna Black agrees. "In other history courses I have taken, I wasn't able to fully understand what was going on. It seemed that it was just a bunch of words I had to memorize for a future test," she says. "Now that I contextualize the information I am given, it helps me understand not only what is being said but also the reason behind it." The approach, she says, "leads me to remembering the information out of curiosity, rather than trying to pass a test."
  • Scholars in the Stanford History Education Group hope to develop more online lesson plans in world history
  • The Common Core curriculum will bring radical changes in the standardized state tests that youngsters have been taking for decades. Instead of filling in multiple-choice bubbles, they will be expected to write out short answers that demonstrate their ability to analyze texts, and then cite those texts to support arguments—the exact skills that Reading Like a Historian fosters.
  • Wineburg and his PhD students have teamed up with the library on another project: a website called Beyond the Bubble,where teachers can learn how to evaluate their students using short written tests called History Assessments of Thinking. Each HAT asks students to consider a historical document—a letter drawn from the archives of the NAACP, for example—and justify their conclusions about it in three or four sentences. By scanning the responses, teachers can determine quickly whether their pupils are grasping basic concepts.
  • Wineburg hopes to make Reading Like a Historian lesson plans completely paperless, with exercise sheets that can be filled out on a laptop or tablet computer.
  • Though the work has been hard in history this year, she appreciates what it's taught her. "I've learned that you don't just read what is put in front of you and accept it, which is what I had been doing with my textbook all summer," she explains. "It can be frustrating to analyze documents that are contradictory, but I'm coming to appreciate that history is a collection of thousands of accounts and perspectives, and it's our job to interpret it."
Javier E

Yelp and the Wisdom of 'The Lonely Crowd' : The New Yorker - 1 views

  • David Riesman spent the first half of his career writing one of the most important books of the twentieth century. He spent the second half correcting its pervasive misprision. “The Lonely Crowd,” an analysis of the varieties of social character that examined the new American middle class
  • the “profound misinterpretation” of the book as a simplistic critique of epidemic American postwar conformity via its description of the contours of the “other-directed character,” whose identity and behavior is shaped by its relationships.
  • he never meant to suggest that Americans now were any more conformist than they ever had been, or that there’s even such a thing as social structure without conformist consensus.
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  • In this past weekend’s Styles section of the New York Times, Siegel uses “The Lonely Crowd” to analyze the putative “Yelpification” of contemporary life: according to Siegel, Riesman’s view was that “people went from being ‘inner-directed’ to ‘outer-directed,’ from heeding their own instincts and judgment to depending on the judgments and opinions of tastemakers and trendsetters.” The “conformist power of the crowd” and its delighted ability to write online reviews led Siegel down a sad path to a lackluster expensive dinner.
  • What Riesman actually suggested was that we think of social organization in terms of a series of “ideal types” along a spectrum of increasingly loose authority
  • On one end of the spectrum is a “tradition-directed” community, where we all understand that what we’re supposed to do is what we’re supposed to do because it’s just the thing that one does; authority is unequivocal, and there’s neither the room nor the desire for autonomous action
  • In the middle of the spectrum, as one moves toward a freer distribution of, and response to, authority, is “inner-direction.” The inner-directed character is concerned not with “what one does” but with “what people like us do.” Which is to say that she looks to her own internalizations of past authorities to get a sense for how to conduct her affairs.
  • Contemporary society, Riesman thought, was best understood as chiefly “other-directed,” where the inculcated authority of the vertical (one’s lineage) gives way to the muddled authority of the horizontal (one’s peers).
  • The inner-directed person orients herself by an internal “gyroscope,” while the other-directed person orients herself by “radar.”
  • It’s not that the inner-directed person consults some deep, subjective, romantically sui generis oracle. It’s that the inner-directed person consults the internalized voices of a mostly dead lineage, while her other-directed counterpart heeds the external voices of her living contemporaries.
  • “the gyroscopic mechanism allows the inner-directed person to appear far more independent than he really is: he is no less a conformist to others than the other-directed person, but the voices to which he listens are more distant, of an older generation, their cues internalized in his childhood.” The inner-directed person is, simply, “somewhat less concerned than the other-directed person with continuously obtaining from contemporaries (or their stand-ins: the mass media) a flow of guidance, expectation, and approbation.
  • Riesman drew no moral from the transition from a community of primarily inner-directed people to a community of the other-directed. Instead, he saw that each ideal type had different advantages and faced different problems
  • As Riesman understood it, the primary disciplining emotion under tradition direction is shame, the threat of ostracism and exile that enforces traditional action. Inner-directed people experience not shame but guilt, or the fear that one’s behavior won’t be commensurate with the imago within. And, finally, other-directed folks experience not guilt but a “contagious, highly diffuse” anxiety—the possibility that, now that authority itself is diffuse and ambiguous, we might be doing the wrong thing all the time.
  • Siegel is right to make the inference, if wayward in his conclusions. It makes sense to associate the anxiety of how to relate to livingly diffuse authorities with the Internet, which presents the greatest signal-to-noise-ratio problem in human history.
  • The problem with Yelp is not the role it plays, for Siegel, in the proliferation of monoculture; most people of my generation have learned to ignore Yelp entirely. It’s the fact that, after about a year of usefulness, Yelp very quickly became a terrible source of information.
  • There are several reasons for this. The first is the nature of an algorithmic response to the world. As Jaron Lanier points out in “Who Owns the Future?,” the hubris behind each new algorithm is the idea that its predictive and evaluatory structure is game-proof; but the minute any given algorithm gains real currency, all the smart and devious people devote themselves to gaming it. On Yelp, the obvious case would be garnering positive reviews by any means necessary.
  • A second problem with Yelp’s algorithmic ranking is in the very idea of using online reviews; as anybody with a book on Amazon knows, they tend to draw more contributions from people who feel very strongly about something, positively or negatively. This undermines the statistical relevance of their recommendations.
  • the biggest problem with Yelp is not that it’s a popularity contest. It’s not even that it’s an exploitable popularity contest.
  • it’s the fact that Yelp makes money by selling ads and prime placements to the very businesses it lists under ostensibly neutral third-party review
  • But Yelp’s valuations are always possibly in bad faith, even if its authority is dressed up as the distilled algorithmic wisdom of a crowd. For Riesman, that’s the worst of all possible worlds: a manipulated consumer certainty that only shores up the authority of an unchosen, hidden source. In that world, cold monkfish is the least of our problems.
mcginnisca

White Teachers Expect Less Than Black Teachers From Black Students - The Atlantic - 0 views

  • The study, conducted by Johns Hopkins University, found that when a white teacher and a black teacher consider the same black student, the white teacher is 30 percent less likely to think the student will graduate from a four-year college. White teachers, the researchers also found, are nearly 40 percent less likely to think their black students will graduate from high school
  • high-school graduation rates are lower for black students, the discrepancy has to do with unequal access to opportunity and resources, not innate ability. Black students are more likely to attend high-poverty schools with fewer resources, and to have less access than their white peers to advanced-placement courses
qkirkpatrick

Jim Harrington: Beware Revising American History Education - The Patriot Post - 0 views

  • The College Board, a nonprofit corporation founded in 1926 to make higher education accessible to more Americans, introduced the SAT (Scholastic Aptitude Test) and, after World War II, the advanced placement (AP) test.
  • Students who score three of five points on the AP test are credited with completing a two-semester introductory college course in subjects like English, math and history. But revisions are coming, and they’re not going to result in better education.
  • Periodically, the College Board publishes new frameworks to alert schools to changes in AP tests. The latest American history framework has raised a raging controversy over what should be taught in AP U.S. history classes.
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  • “By obscuring this nation’s founding principles and promise, the College Board’s U.S. history guidelines will erode the next generation’s disposition to preserve what is best in the American political tradition.
  •  
    Using standardized teaching methods in schools and how it is shaping what is taught and how it is taught in schools
Javier E

Is Algebra Necessary? - NYTimes.com - 1 views

  • My aim is not to spare students from a difficult subject, but to call attention to the real problems we are causing by misdirecting precious resources.
  • one in four ninth graders fail to finish high school. In South Carolina, 34 percent fell away in 2008-9, according to national data released last year; for Nevada, it was 45 percent. Most of the educators I’ve talked with cite algebra as the major academic reason.
  • Algebra is an onerous stumbling block for all kinds of students: disadvantaged and affluent, black and white. In New Mexico, 43 percent of white students fell below “proficient,” along with 39 percent in Tennessee
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  • The depressing conclusion of a faculty report: “failing math at all levels affects retention more than any other academic factor.” A national sample of transcripts found mathematics had twice as many F’s and D’s compared as other subjects.
  • Of all who embark on higher education, only 58 percent end up with bachelor’s degrees. The main impediment to graduation: freshman math.
  • California’s two university systems, for instance, consider applications only from students who have taken three years of mathematics and in that way exclude many applicants who might excel in fields like art or history. Community college students face an equally prohibitive mathematics wall. A study of two-year schools found that fewer than a quarter of their entrants passed the algebra classes they were required to take.
  • a definitive analysis by the Georgetown Center on Education and the Workforce forecasts that in the decade ahead a mere 5 percent of entry-level workers will need to be proficient in algebra or above.
  • “mathematical reasoning in workplaces differs markedly from the algorithms taught in school.” Even in jobs that rely on so-called STEM credentials — science, technology, engineering, math — considerable training occurs after hiring, including the kinds of computations that will be required.
  • I fully concur that high-tech knowledge is needed to sustain an advanced industrial economy. But we’re deluding ourselves if we believe the solution is largely academic.
  • Nor will just passing grades suffice. Many colleges seek to raise their status by setting a high mathematics bar. Hence, they look for 700 on the math section of the SAT, a height attained in 2009 by only 9 percent of men and 4 percent of women. And it’s not just Ivy League colleges that do this: at schools like Vanderbilt, Rice and Washington University in St. Louis, applicants had best be legacies or athletes if they have scored less than 700 on their math SATs.
  • A January 2012 analysis from the Georgetown center found 7.5 percent unemployment for engineering graduates and 8.2 percent among computer scientists.
  • “Our civilization would collapse without mathematics.” He’s absolutely right.
  • Quantitative literacy clearly is useful in weighing all manner of public policies
  • Mathematics is used as a hoop, a badge, a totem to impress outsiders and elevate a profession’s status.
  • Instead of investing so much of our academic energy in a subject that blocks further attainment for much of our population, I propose that we start thinking about alternatives. Thus mathematics teachers at every level could create exciting courses in what I call “citizen statistics.” This would not be a backdoor version of algebra, as in the Advanced Placement syllabus. Nor would it focus on equations used by scholars when they write for one another. Instead, it would familiarize students with the kinds of numbers that describe and delineate our personal and public lives.
  • This need not involve dumbing down. Researching the reliability of numbers can be as demanding as geometry.
  • I hope that mathematics departments can also create courses in the history and philosophy of their discipline, as well as its applications in early cultures. Why not mathematics in art and music — even poetry — along with its role in assorted sciences? The aim would be to treat mathematics as a liberal art, making it as accessible and welcoming as sculpture or ballet
  • Yes, young people should learn to read and write and do long division, whether they want to or not. But there is no reason to force them to grasp vectorial angles and discontinuous functions. Think of math as a huge boulder we make everyone pull, without assessing what all this pain achieves. So why require it, without alternatives or exceptions? Thus far I haven’t found a compelling answer.
Javier E

Secrets of a Mind-Gamer - NYTimes.com - 0 views

  • “What you have to understand is that even average memories are remarkably powerful if used properly,” Cooke said. He explained to me that mnemonic competitors saw themselves as “participants in an amateur research program” whose aim is to rescue a long-lost tradition of memory training.
  • it wasn’t so long ago that culture depended on individual memories. A trained memory was not just a handy tool but also a fundamental facet of any worldly mind. It was considered a form of character-building, a way of developing the cardinal virtue of prudence and, by extension, ethics. Only through memorizing, the thinking went, could ideas be incorporated into your psyche and their values absorbed.
  • all the other mental athletes I met kept insisting that anyone could do what they do. It was simply a matter of learning to “think in more memorable ways,” using a set of mnemonic techniques almost all of which were invented in ancient Greece. These techniques existed not to memorize useless information like decks of playing cards but to etch into the brain foundational texts and ideas.
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  • not only did the brains of the mental athletes appear anatomically indistinguishable from those of the control subjects, but on every test of general cognitive ability, the mental athletes’ scores came back well within the normal range.
  • There was, however, one telling difference between the brains of the mental athletes and those of the control subjects. When the researchers looked at the parts of the brain that were engaged when the subjects memorized, they found that the mental athletes were relying more heavily on regions known to be involved in spatial memory.
  • just about anything could be imprinted upon our memories, and kept in good order, simply by constructing a building in the imagination and filling it with imagery of what needed to be recalled. This imagined edifice could then be walked through at any time in the future. Such a building would later come to be called a memory palace.
  • Memory training was considered a centerpiece of classical education in the language arts, on par with grammar, logic and rhetoric. Students were taught not just what to remember but how to remember it. In a world with few books, memory was sacrosanct.
  • In his essay “First Steps Toward a History of Reading,” Robert Darnton describes a switch from “intensive” to “extensive” reading that occurred as printed books began to proliferate.
  • Until relatively recently, people read “intensively,” Darnton says. “They had only a few books — the Bible, an almanac, a devotional work or two — and they read them over and over again, usually aloud and in groups, so that a narrow range of traditional literature became deeply impressed on their consciousness.” Today we read books “extensively,” often without sustained focus, and with rare exceptions we read each book only once. We value quantity of reading over quality of reading.
  • “Rhetorica ad Herennium” underscores the importance of purposeful attention by making a distinction between natural memory and artificial memory:
  • Our hunter-gatherer ancestors didn’t need to recall phone numbers or word-for-word instructions from their bosses or the Advanced Placement U.S. history curriculum or (because they lived in relatively small, stable groups) the names of dozens of strangers at a cocktail party. What they did need to remember was where to find food and resources and the route home and which plants were edible and which were poisonous
  • What distinguishes a great mnemonist, I learned, is the ability to create lavish images on the fly, to paint in the mind a scene so unlike any other it cannot be forgotten. And to do it quickly. Many c
  • the three stages of acquiring a new skill. During the first phase, known as the cognitive phase, we intellectualize the task and discover new strategies to accomplish it more proficiently. During the second
jlessner

Should Schools Teach Personality? - NYTimes.com - 0 views

  • Self-control, curiosity, “grit” — these qualities may seem more personal than academic, but at some schools, they’re now part of the regular curriculum.
  • Some researchers say personality could be even more important than intelligence when it comes to students’ success in school. But critics worry that the increasing focus on qualities like grit will distract policy makers from problems with schools.
  • A number of researchers have been successful in improving students’ conscientiousness, Dr. Poropat said in an interview. One team, he said, found that when elementary-school students get training in “effortful control,” a trait similar to conscientiousness, “it not only improves the students’ performance at that point in their education, but also has follow-on effects a number of years afterward.” Another study found that a 16-week problem-solving training program could increase retirees’ levels of openness.
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  • In a 2014 paper, the Australian psychology professor Arthur E. Poropat cites research showing that both conscientiousness (which he defines as a tendency to be “diligent, dutiful and hardworking”) and openness (characterized by qualities like creativity and curiosity) are more highly correlated with student performance than intelligence is.
  • Some already have. “Grit” — which the psychology professor Angela Duckworth of the University of Pennsylvania and her co-authors define in a 2007 paper as “perseverance and passion for long-term goals,” and which they see as overlapping in some ways with conscientiousness — has become part of the curriculum at a number of schools.
  • We know that these noncognitive traits can be taught. We also know that it is necessary for success. You look at anybody who has had long-term sustainable success, and every one of them exhibited at some point this grit, this tenacity to keep going.”
  • One result of the class, which includes lessons on people, like Malala Yousafzai, who have overcome significant challenges: Students “are now willing to do the hard thing instead of always running to what was easy.” Ms. Benedix also coordinates a districtwide grit initiative — since it began, she says, the number of high schoolers taking advanced-placement classes has increased significantly.
Javier E

Who Wins in the Name Game? - The Atlantic - 2 views

  • Not being able to pronounce a name spells a death sentence for relationships. That’s because the ability to pronounce someone’s name is directly related to how close you feel to that person. Our brains tend to believe that if something is difficult to understand, it must also be high-risk.
  • companies with names that are simple and easy to pronounce see significantly higher investments than more complexly named stocks,
  • People with easier to pronounce names are also judged more positively and tend to be hired and promoted more often than their more obscurely named peers. 
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  • In competitive fields that have classically been dominated by men, such as law and engineering, women with sexually ambiguous names tend to be more successful.
  • Our names can even influence what cities we live in, who we befriend, and what products we buy since, we’re attracted to things and places that share similarities to our names.
  • Teachers tend to hold lower expectations for students with typically black-sounding names while they set high expectations for students with typically white- and Asian-sounding names. And this early assessment of students’ abilities could influence students’ expectations for themselves.
  • A first name can imply race, age, socioeconomic status, and sometimes religion, so it’s an easy—or lazy—way to judge someone’s background, character, and intelligence.
  • On this year’s French baccalaureate, an exam that determines university placement for high school students, test-takers named Thomas (for boys) and Marie (for girls) tended to score highest. These are, you will note, typically white, French, middle- or upper-class names.
  • A 2004 study showed that all else being equal, employers selected candidates with names like Emily Walsh and Greg Baker for callbacks almost 50 percent more often than candidates with names like Lakisha Washington and Jamal Jones.
  • The researchers concluded that there was a great advantage to having a white-sounding name, so much so that having a white-sounding name is worth about eight years of work experience. “Jamal” would have to work in an industry for eight years longer than “Greg” for them to have equal chances of being hired,
Javier E

Best, Brightest - and Saddest? - NYTimes.com - 0 views

  • Between May 2009 and January 2010, five Palo Alto teenagers ended their lives by stepping in front of trains. And since October of last year, another three Palo Alto teenagers have killed themselves that way, prompting longer hours by more sentries along the tracks. The Palo Alto Weekly refers to the deaths as a “suicide contagion.”
  • the contagion has prompted an emotional debate about the kinds of pressures felt by high school students in epicenters of overachievement.
  • the situation isn’t so different in the Virginia suburbs of Washington, D.C., where a separate cluster of teen suicides in recent years forced educators and parents to re-examine the messages they give teenagers, intentionally and unintentionally, about what’s expected of them and what’s needed to get ahead in this world.
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  • the number of advanced-placement classes that local students feel compelled to take and the number of hospitalizations for depression rise in tandem.
  • They reflect a status consciousness that bedevils Americans at all income levels, and they underscore an economic trepidation that is sadly widespread and is seemingly intensified by the gaping divide between the haves and have-nots.
  • According to a 2013 survey by the C.D.C., 17 percent of American high school students had considered suicide in the previous year. Eight percent said they’d attempted it.
  • “The suicides are tragic, but they are at the pointy head of the pyramid, the tippy top,” she said. “Beneath them is a larger number of kids who are really struggling and beneath them is an even larger number of kids who feel an amount of stress and pressure that they shouldn’t be made to and that’s untenable.”
  • It reflects on the shortfalls of some modern parenting, which, in her view, can be not only overprotective but overbearing, micromanaging the lives of children, pointing them toward specific mile markers of achievement and denying them any time to flail or room to fail. They wind up simultaneously frazzled and fragile
  • “There’s something about childhood itself in Palo Alto and in communities like Palo Alto that undermines the mental health and wellness of our children,
  • while many Palo Alto parents are “wealthy and secure beyond imagining,” they’re consumed by fear of losing that perch or failing to bequeath it to their kids. “Maintaining and advancing insidiously high educational standards in our children is a way to soothe this anxiety,” he said
  • He recommended lightening children’s schedules, limiting the number of times that they take the SAT, lessening the message that it’s Stanford or bust.
  • “I will never be neutral on this issue,” he wrote. “The ‘Koala Dad’ is the far better parent than the ‘Tiger Mom.’ ”
  • “Want the best for your child, not for your child to be the best.”
kushnerha

Is the Drive for Success Making Our Children Sick? - The New York Times - 0 views

  • results of testing he did in cooperation with Irvington High School in Fremont, Calif., a once-working-class city that is increasingly in Silicon Valley’s orbit. He had anonymously surveyed two-thirds of Irvington’s 2,100 students last spring, using two standard measures, the Center for Epidemiologic Studies Depression Scale and the State-Trait Anxiety Inventory. The results were stunning: 54 percent of students showed moderate to severe symptoms of depression. More alarming, 80 percent suffered moderate to severe symptoms of anxiety.
  • “This is so far beyond what you would typically see in an adolescent population,” he told the school’s faculty at a meeting just before the fall semester began. “It’s unprecedented.” Worse, those alarming figures were probably an underestimation; some students had missed the survey while taking Advanced Placement exams.
  • What Dr. Slavin saw at Irvington is a microcosm of a nationwide epidemic of school-related stress. We think of this as a problem only of the urban and suburban elite, but in traveling the country to report on this issue, I have seen that this stress has a powerful effect on children across the socioeconomic spectrum.
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  • Expectations surrounding education have spun out of control. On top of a seven-hour school day, our kids march through hours of nightly homework, daily sports practices and band rehearsals, and weekend-consuming assignments and tournaments. Each activity is seen as a step on the ladder to a top college, an enviable job and a successful life. Children living in poverty who aspire to college face the same daunting admissions arms race, as well as the burden of competing for scholarships, with less support than their privileged peers.
  • Yet instead of empowering them to thrive, this drive for success is eroding children’s health and undermining their potential. Modern education is actually making them sick.
  • Nearly one in three teenagers told the American Psychological Association that stress drove them to sadness or depression — and their single biggest source of stress was school. According to the Centers for Disease Control and Prevention, a vast majority of American teenagers get at least two hours less sleep each night than recommended — and research shows the more homework they do, the fewer hours they sleep. At the university level, 94 percent of college counseling directors in a survey from last year said they were seeing rising numbers of students with severe psychological problems.
  • At the other end of the age spectrum, doctors increasingly see children in early elementary school suffering from migraine headaches and ulcers. Many physicians see a clear connection to performance pressure.
  • chosen to start making a change. Teachers are re-examining their homework demands, in some cases reviving the school district’s forgotten homework guideline — no more than 20 minutes per class per night, and none on weekends. In fact, research supports limits on homework. Students have started a task force to promote healthy habits and balanced schedules.
  • A growing body of medical evidence suggests that long-term childhood stress is linked not only with a higher risk of adult depression and anxiety, but with poor physical health outcomes, as well.
  • Paradoxically, the pressure cooker is hurting, not helping, our kids’ prospects for success. Many college students struggle with critical thinking, a fact that hasn’t escaped their professors, only 14 percent of whom believe that their students are prepared for college work, according to a 2015 report.
  • At Irvington, it’s too early to gauge the impact of new reforms, but educators see promising signs. Calls to school counselors to help students having emotional episodes in class have dropped from routine to nearly nonexistent. The A.P. class failure rate dropped by half. Irvington students continue to be accepted at respected colleges.
cvanderloo

The U.S. wants Costa Rica to host refugees before they cross the border. Here's why - 0 views

  • In July, the U.S. government announced a plan for Costa Rica to temporarily host up to 200 refugees from Central America while they are processed for placement in the U.S. or elsewhere.
  • The new scale and diversity of refugees is challenging tiny Costa Rica’s capacity to manage these populations and ensure protection of their human rights. The U.S. plan to send more refugees their way will only add to this challenge.
  • The plan for Costa Rica to temporarily house refugees is in addition to an existing program that helps Central American minors gain refugee status in the U.S.
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  • While the plan offers a short-term solution for protecting those most vulnerable to violence, it does not address the magnitude of the migration. In the first six months of the current fiscal year, the U.S. border patrol apprehended 120,700 people from the Northern Triangle countries attempting to enter the U.S. Some of those who cross the border will apply for asylum, but the majority will be sent back to their countries of origin and the violence they were fleeing.
  • Costa Rica is a major destination for migrants and refugees in the region, and immigrants account for 9 percent of the country’s population of 4.8 million. Like the United States, Costa Rica has seen a dramatic increase in arrivals of refugees from Northern Triangle countries, particularly El Salvador, since 2012
  • Central Americans moving to Costa Rica today often already have established social networks in Costa Rica –
  • Immigration officials expect to continue to see around 500 Colombian refugees arriving each year, despite the newly signed peace accord. Costa Rica has also seen a large increase in Venezuelans fleeing economic crisis.
  • Costa Rica has become a popular destination and transit country because of its relatively open borders and policies, its reputation as a champion of human rights and its relatively low levels of crime, violence and poverty. I
  • Over the past 10 years, the country has increased restrictions on immigration, hoping to discourage low-income economic migrants from Nicaragua from entering. These restrictions echo the national security logic of U.S. policies.
  • It neither addresses the underlying conditions of violence that refugees seek to escape nor strengthens regional governments’ abilities to deal with the arrival of these vulnerable populations.
cvanderloo

Ending testing for New York City's gifted program may be another blow to Black and Lati... - 0 views

  • The city’s Department of Education announced in February that it would stop testing students for its gifted program, which places top students in schools with curriculum designed for high academic achievement. Instead, preschool teachers will refer students for consideration.
  • Research has shown that teacher referrals tend to lead to fewer Black and Hispanic students’ qualifying for gifted programs, though Black teachers refer Black students more equitably.
  • gifted education is a vital service to help students with exceptional academic ability realize their full potential.
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  • Any test administered at age 4 will quickly cease to provide useful information, as students develop at different rates. Some accelerate during the elementary or high school years, while others who initially looked precocious settle into average achievement.
  • For years, advocates for students in NYC have argued that using high-stakes tests on 4-year-olds to determine their school placement for the entire K-12 experience is unfair. It disadvantages students who didn’t attend academic-style pre-K or early enrichment programs.
  • 3. It limited which students fully realize their potential
  • But research shows that many students start the school year performing well above grade level and are left to become bored and not reach their full potential.
  • By failing students with advanced academic needs who come from underrepresented groups, New York City’s Department of Education risks losing the entire gifted program.
  • An overhaul is possible, but it has to start with evidence-based practices, not quick fixes.
lucieperloff

As Pandemic Upends Teaching, Fewer Students Want to Pursue It - The New York Times - 0 views

  • Kianna Ameni-Melvin’s parents used to tell her that there wasn’t much money to be made in education. But it was easy enough for her to tune them out as she enrolled in an education studies program, with her mind set on teaching high school special education.
  • “I didn’t want to start despising a career I had a passion for because of the salary,”
  • leaving teachers concerned for their health and scrambling to do their jobs effectively.
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  • Many program leaders believe enrollment fell because of the perceived hazards posed by in-person teaching and the difficulties of remote learning, combined with longstanding frustrations over low pay compared with professions that require similar levels of education.
  • But for many students, the challenges posed by remote teaching can be just as steep.
  • After months of seeing only her roommates, moving around a classroom brimming with fourth and fifth graders was nerve-racking.
  • new anxieties were most likely scaring away some potential applicants.
  • The number of education degrees conferred by American colleges and universities dropped by 22 percent between 2006 and 2019
  • At Portland State University in Oregon, some students were not able to get classroom placements while schools were operating remotely.
  • Educators have struggled with recruitment to the profession since long before the pandemic.
  • one quarter of respondents said that they were likely to leave the profession before the end of the school year.
  • California State University in Long Beach saw enrollment climb 15 percent this year,
  • Ms. Ameni-Melvin, the Towson student, said she would continue her education program for now because she felt invested after three years there.
  • Earlier in the pandemic, as she watched her parents, both teachers, stumble through the difficulties of preparing for remote class, she wondered: Was it too late to choose law school instead?
  • Ms. Ízunza Barba said she realized then that there was no other career path that could prove as meaningful. “Seeing her make her students laugh made me realize how much a teacher can impact someone’s day,” she said. “I was like, whoa, that’s something I want to do.”
runlai_jiang

A New Antidote for Noisy Airports: Slower Planes - WSJ - 0 views

  • Urban airports like Boston’s Logan thought they had silenced noise issues with quieter planes. Now complaints pour in from suburbs 10 to 15 miles away because new navigation routes have created relentless noise for some homeowners. Photo: Alamy By Scott McCartney Scott McCartney The Wall Street Journal BiographyScott McCartney @MiddleSeat Scott.McCartney@wsj.com March 7, 2018 8:39 a.m. ET 146 COMMENTS saveSB107507240220
  • It turns out engines aren’t the major culprit anymore. New airplanes are much quieter. It’s the “whoosh” that big airplanes make racing through the air.
  • Computer models suggest slowing departures by 30 knots—about 35 miles an hour—would reduce noise on the ground significantly.
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  • The FAA says it’s impressed and is moving forward with recommendations Boston has made.
  • . A working group is forming to evaluate the main recommendation to slow departing jets to a speed limit of 220 knots during the climb to 10,000 feet, down from 250 knots.
  • New routes put planes over quiet communities. Complaints soared. Phoenix neighborhoods sued the FAA; Chicago neighborhoods are pushing for rotating runway use. Neighborhoods from California to Washington, D.C., are fighting the new procedures that airlines and the FAA insist are vital to future travel.
  • “It’s a concentration problem. It’s a frequency problem. It’s not really a noise problem.”
  • “The flights wake you up. We get a lot of complaints from young families with children,” says Mr. Wright, a data analyst who works from home for a major health-care company.
  • In Boston, an analysis suggested only 54% of the complaints Massport received resulted from noise louder than 45 decibels—about the level of background noise. When it’s relentless, you notice it more.
  • With a 30-knot reduction, noise directly under the flight track would decrease by between 1.5 and 5 decibels and the footprint on the ground would get a lot skinnier, sharply reducing the number of people affected, Mr. Hansman says.
  • The industry trade association Airlines for America has offered cautious support of the Boston recommendations. In a statement, the group said the changes must be safe, work with a variety of aircraft and not reduce the airport’s capacity for takeoffs and landings.
  • Air-traffic controllers will need to delay a departure a bit to put more room between a slower plane and a faster one, or modify its course slightly.
runlai_jiang

Airbus Sees 3,700 Jobs at Risk at Troubled Plane Programs - WSJ - 0 views

  • European plane maker Airbus EADSY -0.02% SE said Wednesday it plans to cut production of its flagship A380 superjumbo and A400M military transport aircraft, threatening thousands of jobs, though overall strong demand for airliners may mitigate staff cuts.
  • But Airbus’s A380 has missed out on the boom. Airlines worry that they won’t be able to fill an aircraft that seats more than 500 passengers. Plus, the superjumbo carries a price tag of $445.6 million before typical discounts,
  • Emirates Airline, the world’s largest by international traffic, in February signed an order for 20 A380s with an option for 16 more.
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  • The deal allows Airbus to sustain annual production at six planes, which it described as the minimum at which losses are manageable.
  • The bleak outlook for the A380 was punctuated late last year when the first of the jets put into operation was placed in long-term storage after Singapore Airlines opted not to extend an initial lease period. The carrier is the second biggest A380 customer, having ordered 24.
  • Boeing also has struggled to win orders for its biggest plane, the 747-8, leading to production cuts. For Airbus, the A400M cutback comes after years during which the company struggled to get the military transport out the door and develop some of the promised technical features. Airbus said it would build 15 of the planes this year, after delivering 19 last year. It plans to build 11 of the planes in 2019, and eight annually thereafter.
  • Airbus Chief Financial Officer Harald Wilhelm said last month said that lowering build rates for the A400M and the A380 would keep them in production and buy time to secure further deals.
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