http://www.nytimes.com/2011/07/22/nyregion/ruling-against-teachers-union-on-school-closing-plan.html?_r=1&ref=education
In New York City, the district is attempting to close 22 low performing schools and replace them with 15 charter schools (cue debate about charter schools). In response, the United Federation of Teachers filed a lawsuit to prevent the district from moving forward with their plan (cue debate about teachers unions). The UFT claims that the district acted improperly when closing the schools and discriminated against traditional public schools by giving charters more time in the common areas (e.g., cafeteria, gymnasium) than traditional schools.
This past Thursday, Justice Paul G. Feinman of New York's Supreme Court ruled against the union, declaring that the suit did not meet the standard required for the court to immediately stop the city from closing the schools. Further, he said that the union failed to prove that the city had acted improperly with the closings. However, the suit was not dismissed outright, and the union said they planned on continuing the legal battle.
Complicating the conflict, the preeminent African-American civil rights organization, the N.A.A.C.P., joined the lawsuit on the side of the....teacher's union. They, too, allege that the district unfairly discriminated against the traditional public schools. This lawsuit rose to national attention because of the N.A.A.C.P.'s involvement and their stance against charter schools because charters serve mostly black students. Their involvement got so contentious that one charter school mother accused the leader of the N.A.A.C.P.'s New York branch of "doing the business of slave masters."
This lawsuit raised a number of noteworthy discussion points. First, it is significant that New York City decided to replace their 22 failing schools with 15 charter schools. It appears as though NYC has unabashedly embraced charter schools as a better solution than traditional public schools. Next, it's interesting that the UFT opposed such a move to such an extent as to file a lawsuit and take it all the way to state supreme court-- though not surprising, considering how charters generally want more freedom from union regulations (a la KIPP's skirmish with the AFT here in Baltimore?).
Most interestingly, though, is the N.A.A.C.P.'s involvement and it's perception in the community. What made the N.A.A.C.P. take the side of the teacher's union against charter schools? The article did not say. What's the N.A.A.C.P.'s interest in supporting traditional public schools over the opening of more charter schools? One could only guess, but I speculate that there is a relatively high number of African-Americans in the teacher's union who are politically active. Moreover, why are charter schools associated with necessarily helping African-American students, and traditional public schools with hurting such students, in the eyes of some parents? And to such a strong extent as to make one mother associate any organization supporting traditional public schools as a "slave master." To extend this comparison, that mother, and surely others who share her views, must view the district as a force who purposefully attempts to hurt black students by trying to prevent more charter schools from opening.
Though charter schools have not been proven to conclusively raise student achievement, the fact that some parents appear to swear by them while strongly and actively opposing all groups standing in charters' way makes one wonder about charters' effectiveness and the regulations that keep them from being more commonplace.
Friday, July 22, 2011
Standardized Testing.... for a 5-Year-Old.
The possibility of testing and accountability at the Pre-K and Kindergarten level is now certainly upon us. As part of the Race to the Top Early Learning Challenge, states wanting a shot at a grant will need to put in place standards and assessments that gauge student’s kindergarten readiness. Immediately the image of our youngest learners losing explorative playtime in place of standardized test prep enters people’s minds. Kindergarten readiness, however, is supposed to be thought of as a broad picture of a child’s abilities and behaviors that are observed over time in a variety of contexts. The intent of the initiative is to determine where children are upon entering kindergarten, learn of their strengths and weaknesses and use the data to improve instructional practices that are tailored to the individual child. Sounds good in theory... but I'm still wary.
So these assessments would be given during the first month of kindergarten, the same month teachers are instructing their students how to behave in a social setting. Is it fair to test a 5-year-old’s ability in their first few weeks ever in school? And would the results of that assessment even be a valuable indicator of their ability? Studies have shown that test scores of young children did not predict well what their future ability would be.
As accountability and testing become more popular, the age of testing becomes lower, and Baltimore City is already headed in that direction. Pre-K and Kindergarten students are already given the Maryland Measure for School Readiness test, a test seen in a negative light by some teachers because of the time needed to administer it and it’s almost futile results. Did this test tell me that some of my students were not ready for kindergarten? Yes (mostly because they were shy in my opinion, and again it was the first month of school). Did some of these students score in the proficient range on other reading and math benchmarks? Yes.
http://www.washingtonpost.com/blogs/answer-sheet/post/why-giving-standardized-tests-to-young-children-is-really-dumb/2011/07/18/gIQAB7OnMI_blog.html
http://www.huffingtonpost.com/rae-pica/is-prek-testing-coming_b_894834.html?ref=tw
Thursday, July 21, 2011
Student Teacher…Quality?
Today, the National Council on Student Teacher Quality issued a study reporting the flaws and shortcomings of educational schools’ student-teaching programs. The New York Times reports highlights here that reveal both poor results of training programs and the reactions from education schools.
“Student Teaching in the United States” examined 134 student teaching programs across the nation, and found that 75 percent of schools did not meet the five basic standards designed for evaluating high quality education schools. While the Times did not share the five standards, they do share Council President Kate Walsh’s comments on the lack of standards in evaluating education schools. Currently, basic accrediting bodies do not even standardize the length of time a student teacher needs to serve in the classroom. Lack of selection control over cooperative teachers also proved to bring negative scores for education schools.
Many institutions have reached out to the US News Report complaining of the council’s methods as these evaluations will contribute to the education schools’ grades of A-F to be reported.
Graduation from an educational school is supposed to bring accountability and credibility for those traditionally trained as teachers. What does this mean for Baltimore City? Education schools and their student teacher programs should be evaluated, but if we cannot agree upon assessment tactics, it undermines the idea of even trying to assess teacher quality. What makes a quality-student teaching experience and how can it be ensured and standardized? While the report appears to be heavily criticized, it does raise the important question of how we are ensuring that quality teachers are here for our kids and their education.
“Student Teaching in the United States” examined 134 student teaching programs across the nation, and found that 75 percent of schools did not meet the five basic standards designed for evaluating high quality education schools. While the Times did not share the five standards, they do share Council President Kate Walsh’s comments on the lack of standards in evaluating education schools. Currently, basic accrediting bodies do not even standardize the length of time a student teacher needs to serve in the classroom. Lack of selection control over cooperative teachers also proved to bring negative scores for education schools.
Many institutions have reached out to the US News Report complaining of the council’s methods as these evaluations will contribute to the education schools’ grades of A-F to be reported.
Graduation from an educational school is supposed to bring accountability and credibility for those traditionally trained as teachers. What does this mean for Baltimore City? Education schools and their student teacher programs should be evaluated, but if we cannot agree upon assessment tactics, it undermines the idea of even trying to assess teacher quality. What makes a quality-student teaching experience and how can it be ensured and standardized? While the report appears to be heavily criticized, it does raise the important question of how we are ensuring that quality teachers are here for our kids and their education.
Implications of Summer School Innovation
As part Baltimore City’s summer school program this year, 12 middle schools are offering a program to advanced math and science students in which students will build soapbox cars to be raced at Lake Clifton Park early next month. The program is part of the city’s “Grand Prix” of summer learning initiative, which also includes robotics competitions, foreign language immersion, and other enrichment opportunities. In addition, students at 22 elementary schools will be able to engage in similar projects involving cars. Many of the course offerings of the “Grand Prix” initiative reflect the district’s priority to emphasize the science, technology, engineering, and math (STEM) curriculum again this summer. Last summer, the programs offered reduced summer learning loss for 70% of participants. This year, teachers leading the project based learning courses received weeks of professional development. Despite many lauding the district’s innovation, the summer school program nevertheless faced budget cuts earlier this year and lost $1.5 million in federal stimulus money.
Although I applaud the city’s summer efforts, the article raised the question of why these innovations are only being implemented during the summer months. On the one hand, I am quite impressed with the summer school program that the city has put together, especially the project-based soapbox car and robotics courses. These programs directly address the STEM initiative in an engaging way and allow students to engage in hands-on experience that will benefit them not only in preventing the summer setback but also as they move on toward higher education. On the other hand, I question why these innovative approaches are only being pursued by the district for select groups of advanced students during the summer. As we discussed in class, many non-charter traditional public schools could experiment with these less traditional, more engaging methods if they wanted to do so. Even if it is argued that the district does not have the money to implement this in its traditional public schools during the school year, the article implies that the district nevertheless has the institutional knowledge to train its math, science, and technology teachers to do these kinds of projects with their classes on a smaller scale.
As Linda Eberhart, the executive director of the district’s teaching and learning office says, “We learned that we've got to make something so engaging, so compelling that this is the place to be. You can't have a kid do math six hours a day unless they don't know they're doing it." Shouldn’t her comments apply not only for the summer months but also for every day of the school year?
Wednesday, July 20, 2011
New Approach Proposed for Science Curriculums
The Committee on Conceptual Framework for the New K-12 Science Education Standards; National Research Council - (a very impressive name for an 18-member group) - has laid out a new framework for American science education that is focused primarily on "paring down" the curriculum in order to allow greater depth of study for the topics included. The newly developed framework is now in the hands of Achieve Inc., a nonprofit education group, which will expand it into a set of standards. Those standards will then be presented to the states which will decide individually whether or not to adopt them.
As far as reforms go, it could seem there's not much controversy here. The primary question is whether a curriculum should focus on exposing students to as much as possible, or allow them to fully explore a select group of concepts. Even in my short term as a professional educator, I have struggled mightily with this question. In my own opinion and experience, students benefit most from in-depth study of any concept, but I am concerned that in order to allow time for that in-depth study, I must excise other elements of the state curriculum. Doesn't sound like a big deal, but for many of my students, my US or World history class my be their only experience with the subject. For me, this raises a question: if I didn't have a chance to tell them anything about the world past the introduction of the atom bomb because I wanted to make sure they really understood the Great Depression have I done them a disservice? Is it better for my students to leave class with a cursory knowledge of as much subject material as possible - (as our current curriculum is designed) - or to provide students with opportunities to be experts on a select few concepts? I am not certain, but The Committee on Conceptual Framework for the New K-12 Science Education Standards; National Research Council seems to believe it has an answer to that question.
http://www.nytimes.com/2011/07/20/science/20curriculum.html?ref=education
As far as reforms go, it could seem there's not much controversy here. The primary question is whether a curriculum should focus on exposing students to as much as possible, or allow them to fully explore a select group of concepts. Even in my short term as a professional educator, I have struggled mightily with this question. In my own opinion and experience, students benefit most from in-depth study of any concept, but I am concerned that in order to allow time for that in-depth study, I must excise other elements of the state curriculum. Doesn't sound like a big deal, but for many of my students, my US or World history class my be their only experience with the subject. For me, this raises a question: if I didn't have a chance to tell them anything about the world past the introduction of the atom bomb because I wanted to make sure they really understood the Great Depression have I done them a disservice? Is it better for my students to leave class with a cursory knowledge of as much subject material as possible - (as our current curriculum is designed) - or to provide students with opportunities to be experts on a select few concepts? I am not certain, but The Committee on Conceptual Framework for the New K-12 Science Education Standards; National Research Council seems to believe it has an answer to that question.
http://www.nytimes.com/2011/07/20/science/20curriculum.html?ref=education
Consider New Zealand's Approach
Good learners understand what others do well and adopt those skills that have proven to work. This is how success happens - by learning from others. Can this be said about education?
New Zealand, who ranks much higher than the US in the global standardized PISA test (7th in both Science and Reading and 13th in Math), approaches education in a fundamentally opposite way than the US. They believe in a system with a high trust/low stakes model of accountability whereas the US approaches education with a low trust/high stakes model of accountability. New Zealand feels that when you educate the whole child, you must believe in your teachers to try different, innovative ways to meet the standards (or “principles” if in New Zealand). Furthermore, standardized testing should be a powerful diagnostic tool to help get positive insights into what a student’s learning challenges may be. This does not sound very radical, and it is what some would say happens across thousands of schools in the US.
I think what the US can learn most from New Zealand is their view on education. According to Dr. Hipkins who is a distinguished Chief Researcher of New Zealand’s Council for Educational Research, New Zealand doesn’t believe that school learning should be entirely based on epistemology, but rather a central focus on shaping who children are and who they can become. Furthermore, learning must focus on who students are and what they can become, not just on what they know and can do.
I couldn’t agree more with this view and it seems I would be hard pressed to find a parent or teacher who does not feel the same. However, I can say with confidence that this is not what the current school systems in the US practice. If it were, the first thing to be ousted would be high stakes testing. Maryland State Assessment data doesn’t come in until students are dismissed for the summer. If the data is not used to shape instruction specifically to each child the following year than what good does it really server? Yes it holds schools and districts accountable and informs us on what students know but at what cost?
http://www.educationnews.org/political/158758.html
Tuesday, July 19, 2011
Too Good to be Chartered?
The recent debate of whether charter schools belong in suburban areas has sparkled the age-old question, “Why fix something that isn’t broken?” This is what the group “Millburn Parents Against Charter Schools” want to know.
Add two more suburban charter schools to the relatively small, but growing list of charter schools located outside of urban areas if New Jersey State Education Department grants the founding parents their charter. Mr. Stewart, who is spearheading the petition, says “In suburban areas like Millburn, there’s no evidence whatsoever that the local school district is not doing its job. So what’s the rationale for a charter school?” This comment is backed by the commonalities that charter schools have with one another dating back twenty years when the first charter school was founded in Minnesota. Charter schools are publicly funded but have autonomy when determining the mission and areas of study the school wants to focus on. Furthermore, charter schools have been promoted as a way to give poor children an alternative to underperforming urban schools.
Another argument that petitioners of the like side with is that these unnecessary suburban charter schools take away funding from an already tight budget intended for traditional public schools.
It is tired to argue that funding does not necessarily equal achievement nor does it play as big of a role as having effective teachers who spark passions (more likely to be done in schools with higher autonomy) in students or smaller class sizes which, consequentially is what Millburn public schools would more than likely have if their attrition rates increase slightly due to a neighboring charter school.
Entities apposed to charter schools in suburban areas need to understand that education is not static. The once association that poor children equals the need for charter schools or underperforming urban schools equals the need for charter schools is not up to date. If charter schools whether in urban or suburban areas are achieving to the standards that the state was deemed “adequate”, then what’s the fuss? Even if something is not broken does not mean it can't get better.
http://www.nytimes.com/2011/07/17/education/17charters.html
The Suspension Problem
In the article, "School Discipline Study Raises Fresh Questions," Alan Schwarz explains some startling results of a comprehensive study concerning discipline rates in Texas middle and high school and their correlation to juvenile detention rates late in life. While the fact that there is a connection will be of no surprise to any education, the rate at which students are now experiencing suspension and high severity discipline is astoundingly high. Nearly sixty percent of all students in Texas throughout the study experienced some high level discipline that was ascribed to their personal records. To demonstrate the problem, one educator was quoted as having to deal with an "eighth grader who swore at teachers, threw books and pencils."
Now, I am certain that my counterparts in Baltimore are more than familiar with a few (or maybe even many) students who swear at teacher and throw something now and then. And, there is no debating that discipline remains a problem for many urban schools, and is becoming a growing problem for many suburban schools as well. The discussion in this article revolves around how suspensions and other activities by the schools are possible culprits for this growing problem. However, it also hints at a more serious possibility. The stigma once associated with suspension, expulsion or other serious disciplinary activity seems to be dissipating from main stream society. As these activities become more common place, they have almost become expected as a right of passage, thereby decreasing their effectiveness. In short, the problem may be two-fold: the overuse of these practices, and their acceptance within mainstream American society. In my opinion, suspensions can and do still work, but they should be used lightly after all other alternatives are exhausted. This increases their severity, and hopefully their effectiveness.
Monday, July 18, 2011
President Obama Meets With CEOs to Discuss Education
White House Press Release
Obama's roundtable suggests that going forward there will be even stronger ties between private businesses and public education. Aimed at creating a stronger workforce, most of the partnerships enumerated in this press release emphasize the need to get students into post-secondary education programs. Though it is difficult to argue with the goal of creating a stronger workforce, I fear that these partnerships risk giving corporations the upper hand in determining what students need to know and how school districts can demonstrate this knowledge.
It is hard to look a gift horse in the mouth when companies such as Microsoft Education donate $15 million for "learning technology, including digital archives and game-based teaching". Technology would go a long way in my classroom and at my school, but when companies get as specific as "game-based teaching", I wonder where the teacher stands in this transaction. What if teachers would rather not use games in their classrooms? Without millions of dollars to spend on initiatives such as this one or the Bill and Melinda Gates' Foundation's push for smaller high schools, will teachers and other stakeholders be able to impact what and how students learn?
In Baltimore there is a revolving door of ideas regarding the implementation of public education. This speaks volumes of the creativity of organizations and individuals dedicated to making a difference for thousands of children and their families, but it does not say much about the success of these ideas. I'm curious about how much impact Baltimore teachers can have in determining what and how to teach when faced with Race to the Top, corporate funding, and private affiliations.
"D.C. Schools Fires More Than 400 Educators" -Huffington Post
As part of Michelle Rhee's legacy, the teacher evaluation system designed by Jason Kamras - called IMPACT - has struck again, this time firing 413 teachers in the District of Columbia Public School system. (For comparison's sake, last year DCPS fired 211 educators.)
Despite being almost finished with The Bee Eater, I was unsure exactly what IMPACT entailed, so I decided to read the New York Times article linked at the bottom of this Huffington Post piece. According to Dillon, 5 observations (3 carried out by the principal and 2 carried out by "master educators" hired from outside the district) decide 75% of a teacher's evaluation. The other 25% is based on student scores on high-stakes tests and "teachers' commitment to their school communities" (how vague). The final verdict, whether a teacher is ineffective on the one extreme or highly effective on the other, will decide the bonus the teacher does or does not receive. (And in this system, teachers can earn up to $25,000, which is a pretty tidy sum.)
I think that what bothers me most about the firing of these teachers is actually not the evaluation system itself, which seems to rely more on teacher observations than test scores (although there was some debate in the NYT article about how useful and objective those "master educator" evaluations were, not to mention the bias that can be inherent in principal evaluations). What bothers me is that Rhee pushed this teacher contract through without input from the union, and while she may have done so with the best of intentions, I think teachers are feeling the sting of not getting to have their say.
This article, while about DCPS, is incredibly applicable to the Baltimore City Public School System and Baltimore County Public Schools. Since Maryland is a recipient of Race to the Top money, we are going to have to implement an evaluation system that ties teacher performance to test scores. D.C. is kind of a guinea pig for the rest of the country as to how such a system might be structured. Whether it's working or not yet is debatable, but one thing is for certain: teachers aren't going to get a "free ride" anymore. We are going to be held much more accountable for the goings-on in our classrooms, and we will have to answer to more than just our students, their parents, and our principals.
I think that I'm ambivalent about all of this change. On the one hand, I think that student achievement should be factored into teacher evaluations. However, I think that standardized test scores should only be one small piece of that puzzle, as there are many other ways student achievement can be measured that should be taken into account. On the other hand, I'm concerned about the implementation of any new evaluation system. There will undoubtedly be a period when things are being "ironed out" and I wonder if there would be an opportunity to amend any evaluation system put into place once we see how it works on the ground. Maryland has already approved a system tying 50% of a teacher's evaluation to student performance, while ignoring the teachers on the panel who decried it. If they won't even value the opinions of strong teachers in determining the evaluation system, what hope is there that they would seek our advice in revising it?
Despite being almost finished with The Bee Eater, I was unsure exactly what IMPACT entailed, so I decided to read the New York Times article linked at the bottom of this Huffington Post piece. According to Dillon, 5 observations (3 carried out by the principal and 2 carried out by "master educators" hired from outside the district) decide 75% of a teacher's evaluation. The other 25% is based on student scores on high-stakes tests and "teachers' commitment to their school communities" (how vague). The final verdict, whether a teacher is ineffective on the one extreme or highly effective on the other, will decide the bonus the teacher does or does not receive. (And in this system, teachers can earn up to $25,000, which is a pretty tidy sum.)
I think that what bothers me most about the firing of these teachers is actually not the evaluation system itself, which seems to rely more on teacher observations than test scores (although there was some debate in the NYT article about how useful and objective those "master educator" evaluations were, not to mention the bias that can be inherent in principal evaluations). What bothers me is that Rhee pushed this teacher contract through without input from the union, and while she may have done so with the best of intentions, I think teachers are feeling the sting of not getting to have their say.
This article, while about DCPS, is incredibly applicable to the Baltimore City Public School System and Baltimore County Public Schools. Since Maryland is a recipient of Race to the Top money, we are going to have to implement an evaluation system that ties teacher performance to test scores. D.C. is kind of a guinea pig for the rest of the country as to how such a system might be structured. Whether it's working or not yet is debatable, but one thing is for certain: teachers aren't going to get a "free ride" anymore. We are going to be held much more accountable for the goings-on in our classrooms, and we will have to answer to more than just our students, their parents, and our principals.
I think that I'm ambivalent about all of this change. On the one hand, I think that student achievement should be factored into teacher evaluations. However, I think that standardized test scores should only be one small piece of that puzzle, as there are many other ways student achievement can be measured that should be taken into account. On the other hand, I'm concerned about the implementation of any new evaluation system. There will undoubtedly be a period when things are being "ironed out" and I wonder if there would be an opportunity to amend any evaluation system put into place once we see how it works on the ground. Maryland has already approved a system tying 50% of a teacher's evaluation to student performance, while ignoring the teachers on the panel who decried it. If they won't even value the opinions of strong teachers in determining the evaluation system, what hope is there that they would seek our advice in revising it?
Friday, July 15, 2011
“Number of Schools Missing Academic Targets Surges” Baltimore Sun
This is a sobering article that discusses Baltimore’s progress (or lack thereof) towards reaching NCLB’s 100% standard by 2014. The term sobering may be an understatement when we consider that “90% of Baltimore’s elementary and middle schools fell short of academic targets on state assessments this year.”
To me, this article is upsetting for reasons that may not be quite as obvious. Our students' scores on the MSA matter little to me. It’s a poor test with frightening implications—teachers now have the overwhelming pressure to “teach to the test,” using any means necessary to make sure their students will score proficient or advanced on a multiple choice exam that relies on questionable standards and even more questionable measures of excellence. Students are unarguably getting a worse education, tied soley to passing state tests. What goes by the wayside is often, well, everything else: novel studies, creative thinking, innovation, engaging discussions, and the arts—some of the very things in our public education system that, in the past, have helped to make our nation great.
My concern, then, is the implication of the most likely reality that Baltimore City Public Schools (and most other school districts across the country) will not reach the unrealistic 100% goal by the 2013-2014 school year, only to face the demoralization of being labeled a failing school system, and what’s worse, all of the sanctions that accompany such a designation, including loss of funding. Is this truly the best method we can come up with for fixing broken systems?
Sadly, none of this has much to do with how much ACTUAL learning, quality instruction, and college preparedness is occurring in our schools. But of course, the article doesn’t address this point… and neither does NCLB.
Schools Chiefs See a Path to Proposing Their Own Accountability Systems
View Article Here (New York Times)
This article indicates that Arne Duncan and his aides have "signaled" that some states will be able to create their own accountability measures for schools as a sort of waiver to the proficiency provision of NCLB. Though this action is not by any means set in stone, it seems that state educational leaders have expanded their senses of possibilities in terms of what it is possible and desirable to do in their schools. Leaders in Indiana, for example, would be interested in exploring ways to ensure that the lowest 25% of every school is making gains and holding schools accountable for that growth. In Delaware, education officials are interested in experimenting with language immersion programs and summer programs in math, science, and engineering. Many of these states, in fact, have developed these accountability measures alongside NCLB provisions, and are working to meet both sets of requirements.
Maryland officials were not included in the article, so I could only imagine what might happen in classrooms if the MSA Finish Line books were packed up and stowed away. As a middle school language arts teacher, I would hope that practical measures would be used to assess writing across the entire state starting in elementary school. In general, I would like to know that my students have a working knowledge of computer technology before graduating from high school. Figures such as the number of students sitting AP exams and the graduation and attendance rates of individual schools could also be used to hold these schools accountable for rigor and engagement in the classroom. Still, action is yet to be taken, and it is possible that waivers will be granted only to states that agree to pursue specific reforms.
This article indicates that Arne Duncan and his aides have "signaled" that some states will be able to create their own accountability measures for schools as a sort of waiver to the proficiency provision of NCLB. Though this action is not by any means set in stone, it seems that state educational leaders have expanded their senses of possibilities in terms of what it is possible and desirable to do in their schools. Leaders in Indiana, for example, would be interested in exploring ways to ensure that the lowest 25% of every school is making gains and holding schools accountable for that growth. In Delaware, education officials are interested in experimenting with language immersion programs and summer programs in math, science, and engineering. Many of these states, in fact, have developed these accountability measures alongside NCLB provisions, and are working to meet both sets of requirements.
Maryland officials were not included in the article, so I could only imagine what might happen in classrooms if the MSA Finish Line books were packed up and stowed away. As a middle school language arts teacher, I would hope that practical measures would be used to assess writing across the entire state starting in elementary school. In general, I would like to know that my students have a working knowledge of computer technology before graduating from high school. Figures such as the number of students sitting AP exams and the graduation and attendance rates of individual schools could also be used to hold these schools accountable for rigor and engagement in the classroom. Still, action is yet to be taken, and it is possible that waivers will be granted only to states that agree to pursue specific reforms.
Charter Cherry-Picking
In the recent New York Times article, "Message from a Charter School: Thrive or Transfer," author, Michael Winerip, uses a situation with one New York family to ruminate on an issue that is especially prevalent with charter schools in the Baltimore area. As he says, " do [charter schools] cherry-pick students, if not by gaming the admissions process, then by counseling out children who might be more expensive or difficult to educate — and who could bring down their test scores, graduation rates and safety records." In this case, the student in question was admitted to the school and then dismissed from the school to P.S. 75, all with the child's best interests in mind according to the charter school's officials. Now, it is worth noting that the child is now thriving in his new environment, and in this case, the decision may very well have been the correct one.
However, I do not believe, simply from my own experience that this is always the case here in Baltimore. Working at a traditional PK-8 school, we often receive transfer students out of charter schools. As might be expected, the number one reason for a student's transfer is a dismissal from the charter school for behavior problems. As a result, my school becomes a dumping ground for those that the charter school has deemed too difficult to manage. Is this fair? When students are deemed too difficult to manage in a normal environment within normal K-8s, they are sent to alternative programs for smaller class sizes, not away from charters for often bigger class sizes. Should charters function outside of this system, inherently assuming that they are “above” traditional schools in the pecking chain?
Thursday, July 14, 2011
Alonso responds to decline in MSA test scores with a new program idea
http://articles.baltimoresun.com/2011-07-03/news/bs-md-ci-msa-score-follow-20110703_1_schools-ceo-andr-s-alonso-school-system-msa
After many years of increasing assessment scores, Baltimore City’s 2011 MSA scores have fallen three percentage points in reading and five percentage points in math. This small decline is considered normal for large urban districts, but is being referred to as a “wake up call” for the city’s educational leaders. In explaining this decline, Dr. Alonso cited ongoing problems with lack of quality instruction and teachers. He also reported cheating scandals at a few city schools, and noted that tackling teacher contract reform this year removed some of the focus on what was happening inside schools and classrooms. In the short-term, Alonso is doing an individual analysis of each school whose scores declined and considering opening weekend academies for 5th and 8th graders to remedy the decline in scores. In the long-term, Alonso plans to continue to implement innovative school choice options and to hold principals and teachers accountable for student achievement.
I am interested in learning more about Alonso’s potential short solution of weekend academies. Although I believe in the benefits of additional instruction time, I am skeptical that many educators and students would embrace weekend academies, especially if these academies were mandatory and did not generously compensate teachers. I therefore am wondering about the structural components of the academies, including whether or not they would target failing students and/or schools. In addition, I question why Alonso would limit these academies to 5th and 8th graders. While I understand the idea of targeting the weaker performing grades, it would seem to me that as many students as possible should get access to this supplementary program.
Wednesday, July 13, 2011
What are charter schools really doing?
http://www.nytimes.com/2011/07/11/nyregion/charter-school-sends-message-thrive-or-transfer.html?_r=1&ref=education
I know that cream rises to the top. I also know that it is important to make sure that the students who are the most capable are challenged. It is especially important in today's global economy to produce crops of students that are as strong as possible. However, what does it say when we are willing to sacrifice the education and well-being of the struggling to ensure the development of that "top level" student? This is most certainly an effective way to make certain a school performs at the highest level of academic rigor (there will not be any students who slow the class down), but is it the right thing to do?
This article tells the story of a little boy who was (arguably) forced out of a charter school because he was doing just that, slowing the class down. He later proved to be a successful student elsewhere. The disturbing part is he was only in first grade when the high performing charter decided to "redirect" this student. Should charter schools be able to select their students in this way? Is it the burden of the truly public school to take all those unwanted students? What does this do to a child's psychology? Will every student be as successful after being kicked out of a charter? I cannot know the answer to these questions and I know they are a little bit dramatic, but the point is one worthy of discussion. What do you think?
I know that cream rises to the top. I also know that it is important to make sure that the students who are the most capable are challenged. It is especially important in today's global economy to produce crops of students that are as strong as possible. However, what does it say when we are willing to sacrifice the education and well-being of the struggling to ensure the development of that "top level" student? This is most certainly an effective way to make certain a school performs at the highest level of academic rigor (there will not be any students who slow the class down), but is it the right thing to do?
This article tells the story of a little boy who was (arguably) forced out of a charter school because he was doing just that, slowing the class down. He later proved to be a successful student elsewhere. The disturbing part is he was only in first grade when the high performing charter decided to "redirect" this student. Should charter schools be able to select their students in this way? Is it the burden of the truly public school to take all those unwanted students? What does this do to a child's psychology? Will every student be as successful after being kicked out of a charter? I cannot know the answer to these questions and I know they are a little bit dramatic, but the point is one worthy of discussion. What do you think?
New statewide evaluation system denounced by BTU
In a vote at the end of last month, the Maryland Council for Educator Effectiveness approved a new standardized evaluation system that will be implemented in seven districts, (including Baltimore City and County), at the start of next year. Under this system, student performance will be worth 50% of the total evaluation - a notion so unpopular that every state and district teacher allowed to sit on the panel voted against it. BTU President Marietta English decried the system as "yet another misguided example of an obsession with test scores," and in the wake of this year's testing scandals I am surprised that there was not more trepidation on the parts of non-teachers with regards to this tremendous emphasis on student achievement. It only seems logical that the more emphasis is placed on test scores as an evaluator of one's acumen as an educator, the more likely incidents such as the recent MSA testing scandals will become. This evaluation tool is not yet even in place, but educators are already feeling enough pressure regarding test scores to forge results outright. In my opinion, it follows that the more emphasis is placed on test scores as a measure of teacher quality, the lower the actual quality of teaching being delivered will become. There will be no cause for teaching anything other than the test. People want to protect their livelihoods - to be surprised at the lengths some will go to to do so is nothing more than extreme naiveté.
http://weblogs.baltimoresun.com/news/education/blog/2011/06/baltimore_teachers_union_denou.html
http://weblogs.baltimoresun.com/news/education/blog/2011/06/baltimore_teachers_union_denou.html
Tuesday, July 12, 2011
Plan for emergency school reform in Detroit resembles reforms in Baltimore
Michigan’s governor Rick Snyder and Detroit Public Schools Emergency Manager Roy Roberts recently announced a joint plan to reform schools throughout the state. Beginning in the fall of 2012, the lowest performing five percent of Detroit public schools will taken over by the Education Achievement System (EAS) – a newly created statewide school system. At each school taken over by EAS, decision-making and responsibility will by placed in the hands of principals, staff, and parents rather than the Detroit Public Schools central office. Emphasis will be placed on hiring of qualified principals and teachers (current teachers would have to reapply for their jobs).
Gov. Snyder’s announcement has been met with strong reactions, both negative and positive. Opponents view the installation of Roberts as Emergency Manager - able to make unilateral decisions - and the severing of union contracts as deeply undemocratic. Supporters believe the reform plan is focused on student achievement and may be radical enough to give Michigan the impetus it needs to truly change. Many elements of Snyder’s plan are considered drastic, but in fact we have already seen many of these elements in Baltimore City, with turnaround, transformation, and charter schools leading the way. (Detroit Public Schools and the Detroit Federation of Teachers have opposed the expansion of charter schools despite the rampant failure of its public schools.) Reform efforts proposed by Gov. Snyder may serve as blueprint for (or a warning against) future education reform in our country.
http://www.michigan.gov/snyder/0,1607,7-277-57577-258186--,00.html
http://www.google.com/hostednews/ap/article/ALeqM5ii5X6xIoI0g4tB5U-N6XabVk-U5g?docId=ae4510d640274d94b3879e60efd98115
Biting the hand that teaches you
http://www.nytimes.com/2011/07/12/us/12aft.html?_r=1&ref=education
The president of the American Federation of Teachers (AFT), Randi Weingarten, gave an impressively strong speech at the kick off for the first day of the National Conference, according to the New York Times. I say strong because she voiced opinions that are controversial in a time when most people in the public eye strive for political correctness over their own feelings and opinions. She was not afraid to make claims like, "[the debate over the education system] has been hijacked by a group of self-styled reformers" who, in her mind are working to save the system in the entirely wrong way.
Weingarten argues that the transformation needs to be headed by and stem from the teachers and those on the front lines, not by "by people who are happy to lecture us about the state of public education — but wouldn’t last 10 minutes in a classroom" (another rather controversial remark!). Personally, I think she is right! The change does have to come from those in the classroom. No matter what happens outside (policy change, introduction of merit pay, certification changes, etc), if teachers don't change then the schools will not change. The question is, will teachers change without impetus from the outside? And will teachers stick around in the profession long enough to see that change through? It is clear, from what I have read and heard, as well as my own limited personal experience, that a transient teacher force limits the achievement of students. It is even more clear that teachers who last more than a few years become increasingly more effective (unless, of course, they become disenchanted or burnt out). So, how will we get teachers to stay? That is the real question. I think if the policy makers focused on that question and saw the lack of student achievement as a symptom (instead of the main problem) we could really make some change without biting the hand that feeds us.
The president of the American Federation of Teachers (AFT), Randi Weingarten, gave an impressively strong speech at the kick off for the first day of the National Conference, according to the New York Times. I say strong because she voiced opinions that are controversial in a time when most people in the public eye strive for political correctness over their own feelings and opinions. She was not afraid to make claims like, "[the debate over the education system] has been hijacked by a group of self-styled reformers" who, in her mind are working to save the system in the entirely wrong way.
Weingarten argues that the transformation needs to be headed by and stem from the teachers and those on the front lines, not by "by people who are happy to lecture us about the state of public education — but wouldn’t last 10 minutes in a classroom" (another rather controversial remark!). Personally, I think she is right! The change does have to come from those in the classroom. No matter what happens outside (policy change, introduction of merit pay, certification changes, etc), if teachers don't change then the schools will not change. The question is, will teachers change without impetus from the outside? And will teachers stick around in the profession long enough to see that change through? It is clear, from what I have read and heard, as well as my own limited personal experience, that a transient teacher force limits the achievement of students. It is even more clear that teachers who last more than a few years become increasingly more effective (unless, of course, they become disenchanted or burnt out). So, how will we get teachers to stay? That is the real question. I think if the policy makers focused on that question and saw the lack of student achievement as a symptom (instead of the main problem) we could really make some change without biting the hand that feeds us.
Monday, July 11, 2011
Building School Ties Over Language Barriers
In Howard County, there was been an incredible influx of Burmese refugees in the past several years- many of whom work at Coastal Sunbelt Produce. And this year, the company forged a partnership with the local Bollman Bridge Elementary School. Laurel Conran is an elementary school teacher who has volunteered her time to go to the company’s lunch break to teach about 2 dozen Burmese workers, mostly parents, some practical English skills. She has taught them how to call in sick for work, or even how to work an oven. Her philosophy is that by teaching parents English, we can build stronger ties within the school community and help educate entire families, not just the students. There is a communication breakdown between families of immigrant children and teachers because often the parents do not speak English.
I was just thinking about how this philosophy of educating parents to help the children and their families within a school system could work in Baltimore. We do have a small immigrant population, particularly at schools like Moravia Park. Many schools, including my own, have some ELL students whose parents do not speak English- thus making communicating with families extremely difficult. While we translate progress reports, report cards, and important letters home, I think about the lack of face-to-face communication with those parents of students in my class who do not speak English. When a conversation requires an interpreter, it can be easy to shy away. But by encouraging families to learn some English and with teachers working to build these ties, we can create an open and inviting atmosphere for all of our families. We can cut down on absences for unnecessary reasons, keep parents informed, and make them feel welcome to our schools. I wonder if schools with a higher ELL population will adopt such a program in their school communities.
Friday, July 8, 2011
Is long vs short days really the issue here?
http://www.nytimes.com/2011/07/06/education/06time.html?_r=1&ref=education
This article, featured in the New York Times, focuses on the amount of school students must attend in America. It discusses longer days, longer weeks, and longer years. Despite all the evidence saying that our students need more instructional time, more and more school districts are moving to shorter weeks, shorter days and shorter years. For example, next year Oregon teachers will only have 165 days to teach their students, fifteen left than the standard 180 calendar. Again, American public school systems find themselves in a great contradiction.
However, I believe that there is a greater problem that no one is focusing on here: what is going on during the school day, week, and year no matter if it is shorter or longer? I have seen teachers accomplish so much in a 50 minute lesson and teachers barely get through anything in a 100 minute class. I think the greater issue that lies here is using time effectively. We must create schedules that maximize the amount of learning that is taking place in a classroom. With required drills, announcements, silent reading times, and other daily requirements that are en vogue in education today, we must make the most of the time that we have with our children. Yes, in a perfect world, we should be moving towards being in school longer. However, public education in America is failing. We should be putting all of our focus into determining why students are not learning in the time that they are in school. If a teacher is completely ineffective and time is being wasted, it does not matter if students are there for one hour or ten hours.
This article, featured in the New York Times, focuses on the amount of school students must attend in America. It discusses longer days, longer weeks, and longer years. Despite all the evidence saying that our students need more instructional time, more and more school districts are moving to shorter weeks, shorter days and shorter years. For example, next year Oregon teachers will only have 165 days to teach their students, fifteen left than the standard 180 calendar. Again, American public school systems find themselves in a great contradiction.
However, I believe that there is a greater problem that no one is focusing on here: what is going on during the school day, week, and year no matter if it is shorter or longer? I have seen teachers accomplish so much in a 50 minute lesson and teachers barely get through anything in a 100 minute class. I think the greater issue that lies here is using time effectively. We must create schedules that maximize the amount of learning that is taking place in a classroom. With required drills, announcements, silent reading times, and other daily requirements that are en vogue in education today, we must make the most of the time that we have with our children. Yes, in a perfect world, we should be moving towards being in school longer. However, public education in America is failing. We should be putting all of our focus into determining why students are not learning in the time that they are in school. If a teacher is completely ineffective and time is being wasted, it does not matter if students are there for one hour or ten hours.
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