Archive for June, 2008

The Sharpton-Klein Education Reform Agenda

I have been a supporter of Core Knowledge from its beginning. Indeed, as Don Hirsch will testify, I urged him to write the book that eventually became Cultural Literacy, after I heard him speak iat a conference in 1983. Like Don, I believe that children need a firm command of not just vocabulary and skills, but background knowledge that will help them understand new words and new ideas.

Over the years, I have come to understand that children need a strong, rich, coherent curriculum, filled with the amazing ideas, experiences, discoveries and people that awaken children’s passion to learn and keep on learning.

Will America’s achievement gap really be eliminated by testing kids more?

But I have discovered something else. It is very difficult for children to become deeply engaged in learning when they come to school hungry; when their eyesight is so poor that they can’t read; when their hearing is impaired but no one knows it; when their family moves from place to place because they don’t have a decent home; and when their family income is so uncertain that their home is filled with anxiety about meeting basic needs.

Continue reading ‘The Sharpton-Klein Education Reform Agenda’

Required Reading

A weekly roundup of the week’s most important news, information and blog posts about curriculum, teaching, education policy and other items of interest to the Core Knowledge community.

Core Knowledge

The Smartest Bears in the Zoo
In struggling schools, educational neglect can include virtually any kid who is at or above the proficient level.

Who’s Your Baby Daddy?
The name for someone takes responsibility for his child is a “father” not “baby daddy.”

Best of the Blogs

Tough Choices at Eduwonk
Choices have to be made. It doesn’t mean that we throw different groups of student under the bus, but any accountability system that holds people accountable for everything holds them accountable for nothing.

Everyone’s Favorite Sound Bite About Highly Effective Teachers Put to the Test at Eduwonkette
Estimates suggest that only about one-fifth of the test score gain from a high value-added teacher remains after a single year.

Dueling Manifestos at The Quick and the Ed
The extremes in school-reform debates always seem to conspire against the middle, making change a lot tougher to achieve.

Can’t We All Just Get Along? at Thoughts on Education Policy
“I continue to see no reason why education policy should involve taking sides or demeaning others.”

Can You Say ‘No?’ at NYC Educator
And if you do, do you really mean it? Because if you can’t, you might not want to go into teaching.

Don’t Be Hating at The Quick and the Ed
A teacher like my aunt reading about limousines lined up outside the Waldorf-Astoria for a Teach for America fundraiser might wonder, not unreasonably, why it never occurred to all those rich and famous people to recognize or support her lifetime of service.

Teaching and Curriculum

More Schools Trying Separation of the Sexes
The Washington Post
With encouragement from the federal government, single-sex classes that have long been a hallmark of private schools are multiplying in public schools in the Washington area and elsewhere. By next fall, about 500 public schools nationwide will offer single-sex classes.

Court Upholds ‘Highly Qualified’ Teacher Rules
Education Week
A federal court in California has sided with the U.S. Department of Education, ruling that teachers who enter schools through alternative teacher-preparation programs and are still working toward certification can be labeled “highly qualified.”

Breaking the Logjam on Teacher ‘Value Added’
Douglas N. Harris, University of Wisconsin
Annual student testing has become a mainstay of the U.S. K-12 education system under the federal No Child Left Behind Act, but there remains a sticking point: We haven’t figured out what to do with the results.

Education Policy

High-Achieving Students in the Era of No Child Left Behind
The Thomas B. Fordham Institute
The nation’s top pupils have “languished” academically while the lowest-performing youngsters have gained dramatically.

House Panel Would Kill ‘Reading First’ Funding
Education Week
The controversial federal Reading First program would be eliminated under a fiscal 2009 spending measure approved by a House Appropriations subcommittee.

The Special Education Epidemic
Pajamas Media
Most states provide funds for special education based on the number of students in special education programs. That is, they provide schools with a financial incentive to label more students as disabled.

Homeschooling and Parenting

Fear Can Limit Joys of Childhood
San Jose Mercury News
School’s out. It’s summertime! Exploring the neighborhood, kick-the-can in the street? No so much. Although statistics show that abductions and accidents are both improbable and in decline, most kids are kept on much tighter reins than they were in days of yore.

Tough school year? Check home schooling
The Register-Guard (Eugene, OR)
Parents of children who have struggled through the school year may find themselves considering alternatives to public school. One of those alternatives is home schooling.

Reading can be key to limiting the ’summer slide’
The Calgary-Herald
Summer vacation for children brings to mind sunny days full of picnics, pools, lakes, and hikes… and don’t forget the “summer slide”–the term experts use to describe what happens to children’s academic skills over the summer if they don’t participate in reading and math activities.

Snellville dad quits job to become at-home teacher

The Atlanta Journal-Constitution
Moms make up the majority of those who teach home school. But it is not unheard of for dads to be the main teacher.

Et Alia

2 School Entrepreneurs Lead the Way on Change
The New York Times
Wendy Kopp and Richard Barth are a power couple in the world of education, emblematic of a new class of young social entrepreneurs seeking to reshape the United States’ educational landscape by creating new schools, training better principals and getting more smart young teachers into needy classrooms.

The flaws of the self-esteem fad
The Houston Chronicle
According to the touchy-feely pop psychology of the education establishment, high self-esteem makes children smarter and more productive. However, this approach has never been proved to work.

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See You Next Week

Your faithful correspondent is going offline for a week, but the Core Knowledge Blog will be humming with guest posters for the next week.  Watch for Diane Ravitch on the Al Sharpton/Joel Klein ed reform group…Leanna Landsmann on what it takes for low-income inner city youth to overcome the odds…John Thompson on teachers and edblogs…and more.

See you next week.

Robert

 

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Class Culture, Not Size, Matters

Class culture matters more than class size writes Pamela Felcher, a high school English department chair in Los Angeles. She makes some smart points about the classroom experience:

“I do not mean racial or ethnic or socioeconomic culture, I mean the culture of a particular group of students in a particular room in a particular institution. I have two 10th-grade classes of about 30 students each. One of them is an “honors” class; the other, “regular.” In my honors class, the 30 students are engaged and demanding. They probe texts, cultivate questions, encourage discourse and write analytically. My regular class, on the other hand, is allergic to homework; students belch aloud and feel no shame because this is “just school”; they bully and curse at one another; they cannot sit still; they cannot listen; and their distraction is heightened by the gadgets they carry.”

In both of her classes, writes Felcher in the L.A. Times, her expectations exceed her students, however the best students in the regular class, she notes “often collapse under the weight of the apathetic, the rude, the defiant, the indolent mass that defines that class’ culture.”

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Something New Under the Sun

The New York Sun’s Elizabeth Green reports NYC Schools Chancellor Joel Klein wishes for his Department of Education to have the authority to certify teachers and principals.  Ed schools have that exclusive franchise right now.  Flypaper says the Boys of Fordham were at the Excellence in Education summit in Orlando where Klein discussed this idea, and will have more to say about it shortly.   Could get interesting. 

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Another Non-Magic Bullet

Six years ago, Philadelphia made national news when it turned over dozens of its schools to private companies.  At one point, turning over the entire district to private managers was even considered.  The city’s School Reform Commission voted this week to take back six of the schools.  Twenty more are on warning and could return to district control. 

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Don’t Hate, Appreciate

Quick and the Ed’s Kevin Carey turns in a nicely written analysis of why Teach for America rubs some folks in education the wrong way:

I think there’s a sense among some that TFAers are parachuting into the teaching profession for a little while, grabbing a piece of moral authority, and then using it to further their already-privileged lives. A teacher like my aunt reading about state dinners for Prince Charles and limousines lined up outside the Waldorf-Astoria might wonder, not unreasonably, why it never occurred to all those rich and famous people to recognize or support her lifetime of service.

Another issue, says Carey is professionalism. It’s hard to argue that teaching should stand alongside law and medicine in professional stature when, as one commenter puts it “professions do not assign novices primary responsibility.”

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The Smartest Bears in the Zoo

One of the most revealing aspects of Fordham’s report on high-achieving kids in the era of NCLB is the accompanying teacher survey:

The national survey findings show that most teachers, at this point in our nation’s history, feel pressure to focus on their lowest-achieving students. Whether that’s because of NCLB we do not know (though teachers are certainly willing to blame the federal law). What’s perhaps most interesting about the teachers’ responses, however, is how committed they are to the principle that all students (regardless of performance level) deserve their fair share of attention and challenges.

This precisely describes my experience teaching 5th grade in the South Bronx. A teacher in a school where the majority of kids read below grade level is unlikely ever to be asked what he or she is doing for kids who are at or above grade level. The immediate concern is triage.

Continue reading ‘The Smartest Bears in the Zoo’

Anger Management

Steer clear of cars with these bumper stickers.

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Hyperbole Watch

In an op-ed touting Teach for America earlier this week, the Wall Street Journal noted, “Unions keep saying the best people won’t go into teaching unless we pay them what doctors and lawyers and CEOs make.”

Really?  Which union keeps saying this.  Names and dates, please. 

 

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