Monday, November 15, 2010

De-legitimizing public education

...what Erica Goldson said in her June valedictory speech at Coxsackie-Athens High School in New York:

"We are so focused on a goal, whether it be passing a test, or graduating as first in the class. However, in this way, we do not really learn. We do whatever it takes to achieve our original objective.

"Some of you may be thinking, "Well, if you pass a test, or become valedictorian, didn't you learn something? Well, yes, you learned something, but not all that you could have. Perhaps, you only learned how to memorize names, places, and dates to later on forget in order to clear your mind for the next test. School is not all that it can be. Right now, it is a place for most people to determine that their goal is to get out as soon as possible.

"I am now accomplishing that goal. I am graduating. I should look at this as a positive experience, especially being at the top of my class. However, in retrospect, I cannot say that I am any more intelligent than my peers. I can attest that I am only the best at doing what I am told and working the system."

Full Washington Post post here:

http://voices.washingtonpost.com/answer-sheet/guest-bloggers/de-legitimizing-public-educati.html

Saturday, November 6, 2010

NIEER Early Ed news roundup - Volume 9, Issue 21

October 26, 2010 (Montgomery Advertiser, Montgomery, AL)
Community partnership a recipe for success
Gov. Bob Riley, who will hand the reins of state government over to someone else next year, said that for the state to make bigger gains in increasing the state's graduation rate there must be more investment in early childhood education.
October 24, 2010 (The Star Press, Muncie, IN)
Opinion: Early childhood education and the economy
In terms of investment, we found early childhood education outweighed virtually everything else government could do to boost long-run economic performance and enhance educational outcomes.
October 21, 2010 (Press of Atlantic City)
Preschool class open to abled, disabled kids
The class looks like a typical preschool, but the program has a crucial difference. It's an inclusion class of both able and disabled children, ages 3 to 5. And some of their parents have paid for them to be here.
October 21, 2010 (The News & Observer, Raleigh, NC)
Opinion: The payoff from early education
Just as parents baby-proof the top of the stairs to prevent a dangerous fall, policymakers must protect the economy from making a major misstep. Investments in early childhood education are the economic equivalent to investments in gates for stairs and covers for electrical outlets.
October 20, 2010 (The Virginian-Pilot)
Va. part of plan to improve military families' access to care
Virginia was chosen to participate because of its high concentration of military families, a network of community partners willing to work on improving education, and the existence of its Smart Beginnings programs and Star Quality Initiative.
October 19, 2010 (The Salt Lake Tribune)
Editorial: Education plan
The commission rightly emphasized expanded early-childhood education, including all-day kindergarten; better curriculum alignments between public schools and higher education; better use of technology; coordinating curriculum with the needs of the business community; improving teaching; and strengthening post-secondary opportunities.
October 19, 2010 (The Hartford Courant)
Governor's commission proposes dozens of education reforms
The Connecticut Commission on Educational Achievement today proposed dozens of reforms designed to close the state's academic achievement gap, from providing quality preschool education for all low-income students to requiring high school students to pass a test before they can graduate.
October 19, 2010 (Los Angeles Times)
Proposal would restore state funding for child care
The program pays child-care costs for working parents who take jobs to move off welfare but can't afford day care. The governor's action means child care for 60,000 families will end Nov. 1 unless a stopgap measure is found.
October 17, 2010 (The Tennessean)
Follow-up: TN pre-K programs's effectiveness fades by 3rd grade
The Tennessee Comptroller's Office last week issued another in a series of reports on the effectiveness of pre-kindergarten education in Tennessee. The report shows students who participated in the state-funded pre-K program outperformed their peers in kindergarten and first grade. By second grade, the advantage fades, and it's undetectable by third grade.
October 17, 2010 (Pittsburgh Post-Gazette)
Report shows early learning programs are succeeding
The Pennsylvania Department of Education on Friday released a year-end report showing that Pennsylvania Pre-K Counts spent $86.4 million on early learning programs serving nearly 12,000 at-risk children ages 3 and 4 in school districts, Head Start, child care centers and nursery schools in 62 counties in 2009-10. The report noted that more than 98 percent of the children showed "age-appropriate or emerging age-appropriate proficiency" in literacy, numeracy and social skills after attending the programs.
October 14, 2010 (The Boston Globe)
Play school
Play is the occupation of childhood, the way young minds learn, authorities on development say. But as kindergarten programs grow increasingly academic, educators differ on whether preschool play should be molded and focused, or given free rein.
October 13, 2010 (Education Week)
Denver's Achievement Gap Narrows With Advanced Kindergarten
The Denver Public Schools' advanced-kindergarten program, now in its seventh year, draws families who want a faster academic pace for their children, and it helps retain some who might otherwise choose private schools or other districts.
October 11, 2010 (The Washington Post)
Opinion: Finally, Obama administration is putting Head Start to the test
A recent evaluation sponsored by the Department of Health and Human Services confirmed that at the end of the first year of school, children who had attended Head Start did no better than similar children who did not attend Head Start. The bottom line is that taxpayers get little for their annual investment of $8 billion in Head Start.

NIEER Hot Topics Volume 9, Issue 21

The Case for Data-Driven Reform is Gaining Steam
For years, experts have called for data-driven reform of early childhood programs. That push has gained steam in the wake of bold proposals from the Obama administration and the release of Investing in Children: New Directions in Federal Preschool and Early Childhood Policy, the NIEER/Brookings report, released to critical acclaim in Washington on October 13th. Drawing the attention of many is the recommendation from the co-editors, NIEER Co-Director Steve Barnett and Brookings Senior Fellow Ron Haskins, that calls for the federal government to waive some regulations for Head Start and other programs to foster innovation and more effective program delivery — and to conduct randomized trials on programs operating under the waivers. Lisa Guernsey, director of the early childhood initiative at New America Foundation, discusses the issues in her latest Early Ed Watch blog post.

Time for ECE Public Policy and Practice to Align Better with Research
Preschool in the U.S. narrows the achievement gap by as little as 5 percent — largely due to the prevalence of low-quality programs — at a time when research suggests they could be narrowing it by 30 to 50 percent. That assessment and recommendations to start early education on a new quality-based agenda are part of an article appearing in Psychological Science in the Public Interest, a journal of the Association for Psychological Science. The authors are Robert C. Pianta, University of Virginia, Steve Barnett, Rutgers University (and NIEER), Margaret Burchinal, University of North Carolina, and Kathy R. Thornburg, University of Missouri.

1 in 5 New York City Kids Misses at Least a Month of School Each Year
The pattern begins in the early grades and continues from there: Last year more than 25 percent of school children in 12 of New York City's 32 school districts were chronically absent, missing more than a month of school per year. In five of those districts, 30 percent of kindergarten through fifth grade kids were absent more than 10 percent of the time. Those statistics and a set of recommendations aimed at addressing the problem appear in a new report from the Center for New York City Affairs.

What Works Clearinghouse: RDD Now On a Par with Randomized Trials
The U.S. Department of Education's What Works Clearinghouse is broadening its definition of what constitutes the "gold standard" in research to include regression discontinuity design, a method that uses cut-off points to establish comparison groups rather than randomization. The clearinghouse says some single-case studies also make the grade. Some researchers welcomed the broadening of the standards but others urged caution. Speaking to Education Week, Jon Baron, president of the Coalition for Evidence-Based Policy, pointed out that there have been few attempts to replicate the results of randomized trials with the other methods.

Colombians Greet NIEER Study with South American Hospitality
Do a study in a U.S. city and you get good cooperation if you do things right; do one in Santa Marta, Colombia and you get the keys to the city! That's the report from Milagros Nores who is just back from visiting NIEER's research partners in Colombia, where a new long-term randomized study of preschool education is set to begin. She writes about the study and conditions on the ground in Colombia in our latest post at Preschool Matters … Today!

School takeover proposals flawed

By ALISSA WETZEL
Viewpoint
South Bend Tribune

On Oct. 29, the Indiana State Board of Education met in Indianapolis to consider the future of two local high schools that produced low scores in standardized tests for five consecutive years, making them candidates for state takeovers. Of course, the board was not merely considering the future of Washington and Riley high schools, it was considering the fate of hundreds of local students and teachers.

Yet the options put on the table by Republican State Superintendent of Public Instruction Tony Bennett are troubling. One option would outsource the management of the schools to for-profit groups — a move that would result in a de facto privatization of public high schools. Another option would close the schools all together. Such proposals are deeply flawed.

Both of Bennett's proposals could result in a mass firing of teachers. Theoretically, teachers could reapply for their jobs. But in the face of Gov. Mitch Daniel's recent $300 million cut to the education budget, teachers with little experience would logically have a competitive advantage over more experienced, better-paid teachers. In the short term, teachers at the twilight of their careers could find themselves unemployed simply because they made the decision to devote their careers to teaching in a struggling school. In the long term, talented new teachers may avoid accepting jobs at the most at-risk schools because those schools would offer little, if any, job stability.

Either move would have the net result of breaking up schools that, for many students, provide much-needed stability and a safe neighborhood haven. Gone could be the sports team or extra-curricular activity that gave a struggling student a reason to stay in school, along with the caring teacher who played a critical role in turning a kid's life around. These are important elements that no standardized test can measure and the elements that would certainly be eliminated if schools were to close.

Also, these are the types of intangibles that a for-profit company has no incentive to pursue. A school is much more than a business and should be concerned with doing much more than making a profit and hitting a test taking metric. If struggling schools close or become run by outside management firms, a vital sense of community would be lost in a time when that is the very thing the most troubled regions of South Bend need.

Bennett alleges he is protecting students from ineffective teachers who have failed them. But bad teachers are not the reason city schools are failing. It's no secret that parental involvement is a major factor in student performance, so it's no surprise that the most troubled schools in South Bend and across Indiana are also in low-income, high-crime areas. Students enter high school with difficult home lives and under-involved parents.

To be sure, solving the real issues that plague struggling schools is costly and difficult. It involves common-sense approaches, such as individualized attention for troubled students and smaller class sizes for all students. But these are measures that are unappealing to a superintendent intent on targeting teachers' unions and a governor intent on protecting his fiscal record for an eventual White House run.

Recently, Bennett accused a South Bend teachers union of putting "adult comforts and desires over the needs of the students." What's really happening is that Bennett and his Republican allies are pursuing a political agenda aimed at weakening teachers' unions while avoiding the real reasons why some students fail and others succeed.

Alissa Wetzel is an Elkhart native. She lives in Indianapolis.

Thursday, November 4, 2010

Chicago's school chief to hit the road

WBEZ News

Chicago Public Schools CEO Ron Huberman will leave his job on Nov. 29, after just one year and 10 months at the helm of the nation's third largest school district. 

Huberman’s announcement comes during a chaotic time, as the district prepares to negotiate a new evaluation system with the Chicago Teachers Union and battles a court injunction on the layoffs of tenured teachers. The news also comes as the No. 2 spot at CPS, the chief education officer, is also vacant.

full story

Monday, November 1, 2010

South Bend School Board Elections: endorsements

(part 4 of 4)

Don Wheeler

The three previous posts attempted to set the scene and assess the contest for the South Bend School Board.  Now I’ll give my views on the individual races.

Three out of the seven seats are contested -- Districts 1, 2 and 5.  The District 1 race features challengers Jay Caponigro and Nikki Hutchinson, and incumbent Sheila Bergeron.  Ms. Hutchinson is up against a well heeled challenger and an entrenched incumbent.  Though she seems a perfectly reasonable person to serve, it’s hard to see her having any chance at victory.  Narrowing to the two remaining candidates, the call is a bit closer than one might think.

Ms. Bergeron is easily the weakest of the incumbents.  Her stint as President was marked by out of control public meetings and other problems.  I’m sympathetic to the idea governing boards should evolve, but I also think challengers should show expertise and ideas.  This is a case where I think the challenger does.

Jay Caponigro has nine years of community connected experience in the educational realm as director of the Robinson Community Learning Center at the University of Notre Dame. In March, he became Notre Dame's director of community engagement, where he'll oversee the center and support the university's educational and community outreach effortsHe strikes one as a thoughtful, careful person – clearly assets needed in a Trustee.

The reason that it isn’t as easy a call as one might think, is his connection to the local Democratic “machine”.  Also, one could worry about potential conflicts of interest due to his Notre Dame employment.

The latter could (conversely) be an asset.  Notre Dame has, for the most part, proved itself a responsible citizen of the community.  As to the former, one has to hope Mr. Caponigro will exert independence from Mr. Parent and the attendant organization.  If I lived in District 1, I would vote for Jay Caponigro.

The other two contests are more clear-cut.

In District 5, challenger Michelle Engel faces incumbent Marcia Hummel.  Ms. Engel touts her past experience as an attorney in South Bend city government.  That’s pretty much it.  She wants us to think she would make the board work better because she is an attorney.

She seems pretty unfamiliar with educational law issues, or how the Board operates.  It has been noted that she’s not attended a School Board meeting since she announced for office.  In four citizen forums, she’s only deigned to attend two – sending representatives to the other ones.

Marcia Hummel is arguably the strongest incumbent running.  She has consistently been the Trustee pointing out applicable state law – when the Board might go against it.  As its current President, meetings have returned to civil parliamentary discourse.  Ms. Hummel warned long ago of the danger of state takeover if aggressive measures were not pursued.  She was a voice in the wilderness then, but now we see she was right.  Ms. Hummel has been neither combative nor conciliatory – she has been the glue which held the body together.  We should be pleased she’s willing to continue this thankless job.  If I lived in District 5 I would vote for Marcia Hummel.

District 2 features a race similar to that of District 1.  Again we have a challenger with some hands on education experience in Michael Voll, facing a well-known incumbent, Ralph Pieniazkiewicz  and a well financed machine candidacy of John Stancati.  Mr. Voll has little chance given these circumstances.

Mr. Pieniazkeiwicz taught and coached in the South Bend School System for over thirty years.  As a Trustee, he has been a vocal advocate for early education, and the development of a more comprehensive vocational program for high schoolers.  This advocacy is still needed.

Mr. Stancati gives his reason for running in the South Bend Tribune:  “He said he became interested in the school board seat after reading that the state put three South Bend high schools on academic probation because ISTEP scores didn't meet state standards, including Riley, which is in District 2.”  I’ve now heard him at two forums - the Century Center, and more recently at Hamilton Primary Center – and he failed to go any further.  He also did not offer any significant proposals, seems unclear as to the source of school funding these days and responded to a number of questions by saying that he didn’t know much about the subject, so wouldn’t offer a response.  Some of these questions were given to him in advance.

It’s been pointed out that Mr. Stancati has not attended any Board meetings.  These might have been of some help in understanding some of the issues alluded to in the questions he had trouble with.

A campaign is like a job interview.  One should be prepared, research likely issues and be able to at least discuss them intelligently – even if he/she has not formed a definite view.  To do otherwise doesn’t indicate much commitment.

Mr. Stancati’s supporters tout his lengthy service as head of the South Bend Water Works.  (He retired about a year and a half ago).That’s not an organization with much of a reputation for customer service – though it seems better lately.  More to the point, it’s hard to see the relevance for a position as school corporation trustee.  He doesn’t speak well in public either – to the point of being difficult to understand at times.

In my opinion, Mr. Stancati is the weakest candidate in the entire field.  I will vote for Ralph Pieniazkeiwicz.

Links to earlier installments:

Part 1