Archive for March, 2008

How About “Unacceptable”?

The Boston GlobeSchool officials in Massachusetts want to redefine failure. Literally. “To soothe the bruised egos of educators and children in lackluster schools, Massachusetts officials are now pushing for kinder, gentler euphemisms for failure,” the Boston Globe reports. “Instead of calling these schools ‘underperforming,’ the Board of Education is considering labeling them as “Commonwealth priority,” to avoid poisoning teacher and student morale. Schools in the direst straits, now known as ‘chronically underperforming,’ would get the more urgent but still vague label of ‘priority one.’”

Leave it to the lone student representative on the board to speak truth to power. “Why are we spending time on this?,” said Zachary Tsetsos, a 17-year old senior at Oxford High School, who said he finds the debate frivolous. “I don’t want to tiptoe around the issue. I’m not concerned about what title we give these schools. Let’s work on fixing them.”

In the South Bronx community where I taught, I used to say that the schools came in three flavors: bad, worse and holy #$@!. I don’t suppose those would be useful distinctions. But they might be more accurate and convey a more appropriate sense of urgency. If it’s not a school to which you’d send your child, they only term that obtains is unacceptable.

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Happy 80th To The Man Who Started It All

Don Hirsch Core Knowledge founder and ed reform pioneer E.D. Hirsch, Jr. turns 80 today. In honor of the occasion, the Core Knowledge blog asked a few friends to participate in something of an electronic surprise party. Join us as we raise a glass to an icon, a visionary, a fearless original and a great guy.

Dear Don:
Happy 80th to a real gentleman and to a courageous pioneer and leader who has transformed the way we think about education. I can’t even begin to tell you how much your brilliant work and your persistence to infuse Core Knowledge principles into the business of teaching kids has taught me about quality thinking and inspired me to persist and work harder. Your vision and work is truly a gift to this country and I want to thank you for that.

Happy Birthday!!!!
Reid Lyon

Dear Don,
Fortunate I’ve been to have you as a colleague. I much enjoyed our peripatetic walks at Stanford discussing philosophy and psychology including how Johann Friedrich Herbart’s “apperceptive mass” anticipated modern cognitive psychology. I’ve learned so much from you.

It has also been an honor for me to know you. If American K-12 education can be saved, your works and insights will serve as the foundation of curriculum content.

Happy 80th Birthday,
Herb Walberg

Dear Don,
Happy birthday!
You have been an inspiration to me since I first met you in 1983 at a conference on the future of the humanities at Asilomar Center in California. You talked about this interesting idea that you had, which you called “cultural literacy.” I was smitten, you might say it was love at first listen. We chatted over a drink, and I told you that the world needed to hear you. I said, “Why don’t you write a book?” You did, and the rest is history.

Over this past quarter-century, you have been my intellectual lodestar. I will always treasure the memory of the night we sang a rap about curriculum to the crowd at the Hoover Institution.

Your ideas, your books, and your intellectual legacy will live forever. If American education is ever to meet its lofty ideals of equity and excellence, it will be because of your leadership and courage.

Thank you, my friend, for what you have given to me, to your beloved family, and to America’s teachers and children.

Diane Ravitch

Dear Don,
I’m mighty glad that umpteen years ago Diane and I encouraged you to write a book. The three you have since authored would themselves place you in the firmament of America’s most consequential education reformers even if you hadn’t done another thing. But you’ve done so much more. I’m wowed, appreciative, and honored to know you and be your colleague. Warmest congratulations.

Checker Finn

Dear Don,
What better time than your birthday to reflect on your enormous positive impact on education. Your voice has been so important in national conversations on school curricula and effectiveness. I, and countless others, are grateful for your contributions, your tenacity, your intellectual honesty, and your heart. I should add that you are, among other things, a hell of a cognitive psychologist.
On a personal note, you are more responsible than any other individual for my exit from experimental psychology and entrance to the world of education research. I offer sincere thanks and appreciation for your role as guide and mentor.

Many happy returns of the day!

Dan Willingham

Don,
In an educational age characterized by fragmentation, false idols, and damaging fantasies, you have shown us — in your writings, your schools, your leadership — what it is to take true responsibility for teaching our children. How lucky we are to build on your work, to support your vision! A very happy birthday to you — and many, many happy returns.

David Steiner

Dear Don,
It is a privilege for each of us at the Core Knowledge Foundation, the organization that you founded in the name of educational excellence and equity for all children, to work side-by-side with you towards that goal. Your intellect inspires and challenges us on a daily basis. Your kindness and gentleness spurs us on when obstacles loom large. We — those of us at Core Knowledge and the American people — are so very lucky that you continue to lead us in the fight to improve American education and a create a more just society.

Happy 80th Birthday, Don!

Linda Bevilacqua (on behalf of the entire Core Knowledge Foundation)
P.S. to other bloggers: Ssshhh — don’t tell Don that most 8o year olds retire and go fishing!

Dear Don,

One of the questions I have always asked myself in mulling projects and opportunities is, “If I do/do not try to do this, will I regret it when I’m 80?” I can see that I’ve gotten myself into loads of trouble in deferring to this question. Yet, I’ve also learned, and — do not be surprised — I’ve learned much of it from you, Don. You are an awesome source of inspiration. Beyond puzzling, learning, speaking, and writing, you have even created curricula and schools. So very, very, very, very much work. Such dauntless vision and devotion. And your efforts have mattered so very, very much.

I wish I had the command of literature to convey this to you beautifully, as you have so often done for others.

Congratulations on being 80. Enjoy it greatly.

With love, admiration, and much gratitude,

Marilyn Jager Adams

When, in early 1985, Don sent a manuscript to Al Shanker and Al sent it to me with his usual “What do you think?” scribbled across the top, little did I know that I was being introduced to the greatest education theorist in history. That’s as in all of history. Thus began a long professional collaboration and warm friendship. I am proud to say that, starting with the Spring 1985 cover article, “Cultural Literacy,” Don’s writings appeared in the pages of American Educator probably more frequently than in any other publication.

The nation will forever be in the debt of this brilliant and courageous patriot. How lucky we are that he became interested in how children learn, and then with great generosity and steadfastness translated his theories into a real-life movement. As the ideas embodied by Core Knowledge continue to spread, as they surely will, the great promise of the American experiment will be ever so closer at hand. For that — ah, that! — no praise is sufficient.

Eighty bright candles, eighty good wishes, eighty big hugs!

Liz McPike

former editor, American Educator

Dear Don,
Happy Eightieth! Here’s to your brilliant ideas and to your unique and incredible effort to get those ideas realized in real schools. Your books on educational ideas, all the What Your -Grader Needs to Know books, the fabulous teacher handbooks, the annual conferences for teachers implementing Core Knowledge, all those articles for American Educator magazine (!), … really, it’s hard to believe you’re only eighty. Along with Al Shanker, you’ve had more impact on my educational thinking than anyone. I’m so thankful for that, for the opportunities that I’ve had to work with you, for the great fights that you have made on behalf of good educational ideas, and for the huge efforts that you’ve made on behalf of good education for all. Thanks and cheers!

Ruth Wattenberg

Don,

you remain my education mentor in virtually every regard. No other single person has given more shape to my thinking about education. I vividly recall my early visit with you in Charlottesville, the full day workshop you did for my board in Albuquerque, and the great debate with Stan Rounds in Orlando. Each of these events were milestones in the development of our education reform initiatives.

You have been so incredibly unselfish with your time and energy in guiding and helping our work in Hobbs, New Mexico. It’s hard to believe that our work has continued for twelve years!

I am deeply grateful for your guidance and friendship over these many years. Happy birthday and congratulations on such a distinguished and accomplished career.

Bob Reid
Executive Director
J. F Maddox Foundation

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Quote of the Day

“Why are we, as a country, so willing to force children into a seat for 6 hours a day and yet so unwilling to make a decision about what they need to learn?”

So asks Erin Johnson, posting to the interesting dialogue about the pros and cons of compulsory education over at Bridging Differences. Great question.

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Diane Ravitch on Data, NCLB, Testing and More

ednews.org“What now is called ‘data-driven instruction’ seems to be just a euphemism for ‘get those scores up, by any means necessary,” says Diane Ravitch in a thoughtful and wide-ranging intervew on ednews.org this morning. She continues to press the need for “a far more coherent curriculum than we now have in most schools,” and also makes a connection too few have made between a coherent curriculum and teacher training. “If teachers knew what they were expected to teach,” notes Ravitch, “we might also have far better teacher preparation.”

Ravitch confesses to becoming increasingly critical of No Child Left Behind. “Its relentless focus on basic skills in reading and math has not contributed to better education,” she notes. “It seems, in fact, to have led to dumbing down, since it does not challenge students who have leapt over its low bar. When I look at NAEP data, it is clear that national scores are virtually stagnant since the passage of NCLB and that the increases were greater before NCLB

On testing, Ravitch notes, “I have never been a critic of testing, NCLB has turned me into one. Today, many (if not most) districts are obsessed with raising scores on standardized tests, and they seem to confuse means and ends. Indeed, they seem to have lost sight of ends altogether. With the track we are now on, we might see scores go up while levels of knowledge (and education) collapse under the weight of basic skills testing and test-prep.”

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Core Knowledge Reading Program Pilot Video

 
icon for podpress  Highlights from the Kindergarten Pilot [6:32m]: Play Now | Play in Popup | Download (228)

The Core Knowledge Foundation is presently engaged in the development of a comprehensive reading program for the elementary grades. The program is based on the insight that, in order to become a truly proficient reader who is able to derive meaning from what is read, an individual must develop mastery of systematic decoding skills and possess the background knowledge, vocabulary and “cultural literacy” needed to understand what is decoded.

Continue reading ‘Core Knowledge Reading Program Pilot Video’

E.D. Hirsch, Jr.’s “Modest Proposal” to Fix State Standards

American Educator If low performance on reading tests is a function of poor content knowledge, and if broad swaths of the school day are wasted practicing reading strategies on content-free reading, why not solve both problems with reading tests that cover explicit content standards? That’s the “modest proposal” put forth by Core Knowledge founder E.D. Hirsch, Jr. in the new issue of American Educator (PDF).

Hirsch has long argued that content knowledge is the key to reading comprehension, and describes the long periods devoted to language arts, the de rigueur reading block, as a “cognitive wasteland.” Instead he proposes language arts standards that specify literary works and techniques, and directly correspond to the content standards in other subjects—especially science and social studies. Why? Because some of those non-literary topics are going to show up in passages on the reading tests.

“So my modest proposal is that reading tests should contain passages about specific topics taught not just in literature, but in all other subjects taught in that grade, except for math,” writes Hirsch. “For instance, if third-grade language arts standards specify Alice in Wonderland, third-grade science standards call for studying the speed of light, and third-grade social studies standards include the Vikings’ explorations of North America, then passages on the third-grade reading test should cover those same topics. We would then have true curriculum-based reading tests instead of the mysterious tests we now have. This cunning device would make tests fairer and pedagogically more useful, and boost our students’ abilities.”

As long as reading is viewed as a discrete set of skills that can be transferred from text to text, practiced and perfected, schools will continue to spend a disproportionate amount of time on test prep. Hirsch’s proposal is a nifty piece of intellectual jujitsu, which would make test prep make sense.

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Mission Creep

ASCDAlma Powell is urging schools to broaden their role in the lives of the children in their care. In a keynote address at last week’s ASCD Conference in New Orleans, the chair of the America’s Promise Alliance said it’s “unacceptable to sit by while millions of young people fail to complete high school, fail to get a healthy start, or get into trouble because they don’t have safe places to go.” According to the ASCD blog, Powell called for “using schools as hubs for delivering a range of services to disadvantaged young people from caring adults who know them by name.”

It’s a lovely sentiment, but perhaps an education equivalent of the Powell Doctrine—a set of rules governing the appropriate use of the U.S. military, famously described by Alma’s Powell’s husband—should be invoked here. The Powell Doctrine requires a clear attainable objective, a full examination of consequences, the support of the American people, and a clear exit strategy before involving the military. The same could be—should be—said for schools.

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Close Only Counts in Horseshoes…and Hand Grenades

Common sense prevails in Indiana, where Governor Mitch Daniels has vetoed a bill allowing alternative ways for people who have twice narrowly failed the teacher licensing exam to demonstrate proficiency and be allowed to teach.  Amazingly, the bill had passed Indiana’s House 67-29.  It passed the Senate 27-20.

Follow the link to the story in the Indianapolis Star, then read the reader comments.  The vast unwashed seem pleased with the Governor’s decision. 
 

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Yes We Can!

The Weekly StandardEverybody on the bandwagon.  Instructivism is en fuego!  

Sure, Daniel Casse of the White House Writers Group, a Washington consulting firm, writing in the Weekly Standard is merely catching up to Sol Stern’s City Journal piece and the attending sturm und drang.  (Aside to Petrilli: See?) But it’s national ink for an important idea, which Casse credits to E.D. Hirsch, Jr.: you either make curriculum content part of the agenda, or you leave it to “bureaucrats, textbook writers, and political activists” to have their wicked way with what gets taught.  “That’s not only what parents really care about,” writes Casse, “it is the thing that matters most to educational achievement.”

“That’s why the next political agenda for school reform, if it ever emerges, will be one that figures out how to redefine the notion of the public school so that traditional school authorities lose their grip on local school systems,” Casse concludes.  “In other words, school reform will have to be about not just the way we think public schools ought to be organized, but also what we want them to teach in the classroom at every grade level.  Neither the incentivist nor the instructionist side of the debate has been willing to take on both sides of the argument. But Sol Stern’s second thoughts suggest that a successful political movement for better American schools will have to do just that.”

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We Like Mike!

New York TimesI could kiss Michael Petrilli on the mouth.

A perennial, frustrating blind spot among ed reformers, with their monomaniacal focus on systems, structures and accountability, is curriculum. Trying to build good schools without looking at curriculum is like trying to build a winning baseball team by focusing on the parking lot, the stadium and the vendors and assuming the “baseball people” are the experts on the game. My new hero Mr. Petrilli gets this. Read his take in the Fordham Foundation’s Gadfly on the NY Times piece How Many Billionaires Does It Take to Fix a School System?

“In a 5,000 word forum on education, these words did not appear once: instruction, curriculum, reading, math, history, literature,” sayeth Mr. Petrilli, with the clarity of the child pointing out the Emperor is naked. “This ‘incentivist’ thinking is a fair reflection of the state of the ‘new’ education philanthropy. Staffed mostly by smart MBAs and obsessed with structures and systems and processes, their ignorance about the stuff of education leads to agnosticism. And, predictably, to trouble. (See Joel Klein’s embrace of Diana Lam and Lucy Calkins as Exhibits 1 and 2.).” As Petrilli sees it, to remain agnostic on curriculum and pedagogy is “like sending in nation-builders who can’t speak Arabic and never studied Iraqi history.”

He wraps up with a thought exercise. What if a billionaire wants to focus his philanthropy on smart instructionist investments? Petrilli offers three: Support the development of national standards and tests; create a voluntary national curriculum; and fund thousands of high-quality summer workshops.

Not a bad start. Bravo, sir! Discuss among yourselves, billionaires.

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