Don't be a Hater!

Transform Education: What if KIPP "worked"?
Peter Campbell: dont be a hater, be a congratulator!

For all the kids that are not "lucky" enough to get a place at KIPP, it is not tolerable. For all the kids that do make it into KIPP but are not able to endure the 10-hour days and two hours of homework every night and who eventually drop out or are "counseled out," it is not tolerable. And even for those kids who do make it into KIPP and make it out of KIPP, their "success" is not tolerable because it comes at a price, a price that is too high to pay.

Ryan at Edspresso responds with a small bit of sarcasm:

So because school choice might harm others in some nebulous way, it should be withdrawn? And "success" in sneer quotes? Is this writer suggesting that said students are faking it, or that their academic achievements are somehow counterfeit?

but I wanted to add one more point. It's very hard to shake the feeling that there are some who truly wish for equality... equality of failure. I have used the argument in the past, but I will use it again. These are the sort of people who would let everyone drown on a sinking ship, because they couldn't save everybody. To them it's not about excellence, it's about equivalence. They have already given up on success, and now they just want to drag everyone down to the lowest level.

Is Teaching in the 408 going to bolt?

The first week back to work/school is always rough, but do I detect hints that Teaching in the 408 is about fed up.

told the POY I needed a new assignment, not the on-grade level kids necessarily, not the ones who'll do whatever I say and then ask if they can wash my car and go buy me Jamba Juice, but maybe some kids whose classroom existence alters the vast input vs. output imbalance just a little. Maybe some barely there Basic kids, and I'll make sure every one is proficient and redesignated by the end of the year. They don't need to utilize fluent English, or know how to write, or really know anything at all, but maybe they could possess a little bit longer runway for the skills I'm trying to land on their brains. Because I keep cracking my skull on all the crash-landings and aborted take-offs, and it hurts.

...

And the email says, you can dramatically impact student outcomes as the Director of various teacher-training programs in Oakland.

parentalcation = parent education

Today I started my online psychology class. I would of preferred a traditional class, but the academic demands of my girlfriends nursing program, six kids, and work mean that I have to continue with online classes. (At least until fall).

Of course with any course I have taken, the first assignment is always to do the introduction. In my web course, this is done through a discussion board. All I have to say is how amazingly inarticulate some of my fellow students are. I know it's a community college, but you think that the students would at least use proper capitalization. I can understand being lazy about contractions, but not even capitalizing the first letter of a college course. What's that about?

I am looking forward to the class though. My instructor's biography said he specialized in learning theory. Hopefully I can stir some good debates.

Affirmative Action is a Tax - Not!

I have the feeling that this post by Kevin Carey, responding to this article in the New York Times, is going to cause some controversy.

Too Many Asians at Berkeley?

First, not all students get the same opportunities in K-12 schools. Black and Latino students, on average, are forced to attend schools that receive less funding, are taught by worse teachers, have less access to advanced curricula like Advanced Placement tests, and generally suffer from the hard bigotry of low expectations. Affirmative action helps students who would have come to the admissions process with better credentials if they’d been given a fair shot to begin with.

Of course this justification for affirmative action breaks down when we consider that schools in affluent neighborhoods also do a poor terrible job in educating minorities. Ironically a few charter schools with relatively inexpensive techniques manage to succeed at what affluent schools can't.

Affirmative action is basically an educational opportunity tax on white people. Like progressive income taxes, it redistributes resources from people who have a disproportionate share to people who need them more. This seems unfair to white people who themselves come from less advantaged backgrounds, and it probably is. But it’s no more unfair than applying the same tax rate to the rich person who earned every dollar from the sweat of his brow as to the person who inherited his money and got a cushy job in the family business. Policies are by nature imperfect, and in the end it’s still better to be rich than poor in America, and white people still enjoy huge advantages that others don’t. Having to settle for a slot in a slightly less competitive college moves the traditional losers in the zero-sum affirmative action game—unusually smart, well-qualified white people—from being in the 99.999th percentile of luckiest people on the face of the Earth to about the 99.998th. They’ll be fine. (emphasis mine)

Actually affirmative action is a tax on asians, not white people so a more apt anology would be taxing self-made successful people who got what they earned by hard work, and leaving people with family wealth alone.

Perhaps instead of enrolling more people to fail, colleges and universities should concentrate on graduating the blacks and hispanics that get to college based on actual merit.

The third justification for affirmative action is diversity, which is certainly important—it makes sense for colleges to create an academic environment with broad, differing perspectives, backgrounds, and beliefs. But I tend to value diversity less than the first two justifications for affirmative action, mostly because of how the idea gets used and applied in practical terms. Proponents don’t do a good job of explaining the theoretical limits of diversity as a value, the degree of its benefits or cases when it should be subordinate to other things. Nor do they seem eager to discuss the fact that some perspectives, backgrounds, and beliefs are more worthwhile than others.

I suppose to rebutt Kevin's arguments I could point out this recent article in the Financial Times that points out that diversity isn't all its cracked up to be, but I actually think diversity is a good thing. Perhaps its because I was raised in a multi-ethnic family, or because I am in the miliary and unlike most of America actually work in a functional ethnically diverse workplace.

Me and my brother and sisters.

Unfortunately, the United States seems to react instinctively to any problems with blunt force solutions. (In politics and in education). Instead of acknowledging or addressing the root causes of the achievement gap, we have attempted to just bandage over the wounds without treating it for infections.

There are methods of affirmative action that don't rely on racial preferences. Perhaps if we improved education for all, we could at least equalize the playing field, so we didn't have to feel guilty about the results.

Much Ado About Nothing - Gifted Education

Via La Shawn Barber:

Herald Tribune: Who's gifted? Criteria in flux

Florida policymakers are considering changes to the state's gifted education program that could redefine the smart kid and let more join the club next school year.

The proposal, which effectively lowers IQ standards, has the potential to reshape one of public education's most loved and loathed programs.

Basically, law makers want to lower the IQ threshold to be considered for the gifted program from 130 to 120 to increase minority participation in the program, because their former program of having a lower IQ cutoff for low income and minority students was struck down by the courts.

Of course the article mentions the typical "experts" who say that IQ doesn't really measure giftedness, but the article also mentions that some experts think that lowering the standards will actually increase the proportion of white students to minority students.

They are right! For a detailed explanation please go to La Griffe Du Lion and read here and here, but let me attempt to sum it up for you.

Basically, due to the distribution and mean IQ scores of different groups, the difference of frequency (percentage of any group scoring any given score) varies in a nonlinear way. See the chart below from La Griffe Du Lion:

Figure 6. Interdependence of group pass rates. Shown here for typical values of black and white distribution parameters.

And with this we can now plot the predicted B/W IQ gap relative to any given white pass rate on any given test:

Figure 7. Predicted black-white point gap vs. white pass rate.

The predicted gap dependence shown in Figure 7 makes qualitative sense. Suppose an exam is so difficult that very few students pass, both black and white pass rates will be small, and consequently so will their difference. In the high-difficulty limit, the gap vanishes. At the other end, if a test is made so trivial that nearly 100 percent of all students pass, group pass-rate differences must again be small, and go to zero in the low-difficulty limit. Between these extremes the point gap attains a maximum value.

Now we have this chart based on percentiles, all we have to do is to figure out the percentile equivalent of any given IQ score. (Note: the percentile equivalents are not disaggregated for whites but finding disaggregated IQ distribution scores is impossible unless you are willing to pay)

Now we plot the Percent of Whites Making the Cutoff (scoring a given IQ score on a test) on to Figure 7 to get the White-Black gap in percentage points. Note: Even though the gap decreases the absolute ratio of black students to white students will still be disproportionate due to the demographics of the state.

The same thing can also be seen in this chart from the Wikipedia article on Race and intelligence (Average gaps among races)

As you can see, lowering the IQ threshold for the Gifted program in Florida from 130 to 120 will result in an greater ratio of whites to blacks to the program, even though more blacks will qualify. (Some of you might notice that this is basically the same sort of thing that educators do to reduce the achievement gap as measured against state standards. See Charles Murray's article on this here.)

Of course all this arbitrary setting of cutoff points doesn't mean anything in the real world because...

gifted education in most school districts sucks!

That's right, gifted education is for a large part a waste of resources.

Unfortunately, due to the political climate in education, educrats disdain for truly gifted students, and a tendency for educators to provide enrichment instead of acceleration, gifted students get shafted.

In some ways above average students are even more shafted than average students in our country. First of all gifted education usually disappears once students get into middle school, only to be replaced with honors and AP classes. And due to a prejudice against to much acceleration, young students who are probably capable of performing at several grades above the standards aren't given the opportunity. Instead they are saddled with all sorts of enrichment activities that usually involve some multidisciplinary project that emphasizes application of skills... bla, bla, bla.

Sure it appears to outsiders that gifted programs must work since the students are so bright, but they were bright before they got into the gifted program. Just as high SES schools appear to be successful based on the performance of their (mostly upper middle class white) students, gifted programs appear successful for the exact same reasons.

If Florida's law makers ultimate goal is to reduce the achievement gap, increasing the number of minority students in gifted education is not going to do it, but somehow I think its more of a numbers game that a true effort to improve educational opportunities.

Disclaimer: My son is in his 3rd grade gifted program and it sucks!

Note: Even if my logic about lowering the IQ threshold for gifted programs is totally screwed up, gifted programs still suck.

Duke Professor Sued For Retaliation Against Duke Player

LAX Player Files Lawsuit Against Duke University

Kyle Dowd filed the lawsuit Thursday against against Duke University and visiting associate professor Kim Curtis. Dowd, who graduated with David Evans in May 2006, was not indicted in the rape case but says that Professor Curtis gave him and another lacrosse player in class a failing grade in class as a form of retaliation after the Duke Lacrosse scandal broke. The two players were apparently receiving passing grades until the scandal, and Duke University revised their grades upward months after graduation. (sic)

The Lawsuit (Note: I had to right click and save to computer to open in adobe)

Kim F. Curtis, a visiting law professor, was one of the Duke 88. In her Politics and Literature class in the spring of 2006, she gave exactly two failing grades... both to Duke Lacrosse players. Neither one of them is one of the three accused players.

Go read the case, but to sum it up. She failed the two lacrosse students, even though both were earning passing grades up until the case broke. She gave two different reasons for them failing to the students and to the faculty. Duke revised their grades up to a "D" during the summer, but only after Kyle Dowd had to beg to graduate.

I don't mind liberal or right wing professors. I enjoy a good debate. When students get to University they should be mature enough to deal with a bit of politics inserted into the lectures. However, political bias should end at the grade book. If these allegations are true, her actions were disgusting.
Hat tip: KC Johnson

My Hero - Seriously

Good Samaritan Risks Life To Save Man On Subway Tracks

A Good Samaritan jumped onto the tracks at a Manhattanville subway station at 137th Street and Broadway Tuesday afternoon to save the life of a stranger who had fallen after having an apparent seizure. The man stumbled off the platform onto the tracks, where he could have been killed if not for the heroic efforts of 50-year-old Wesley Autrey who did the unthinkable and jumped onto the tracks with a train approaching.

Ok its not about education, but we could learn alot from Wesley Autrey.

New Years Resolutions

1. Loose 10 pounds

2. Blog more reliably

3. Improve said blogging skills

Happy New Year!

The Times Shows its Stripes

KDeRosa at Kitchen Table Math, the Sequel correctly points out that an ugly baby should be called an ugly baby, just as failing schools should be called "failures" despite what this article in the NY Times says.

The editorial is pretty forgettable, but I did notice one thing. While I am always skeptical of claims of liberal bias in the MSM, one part of the article did catch my eye.

The value of the standards movement itself was underscored this year in an analysis that was part of Education Week magazine’s annual survey of student achievement. Analyzing student performance between 1992 and 2005, the study found clear signs of progress, especially in fourth-grade math performance, which had gone up nearly two grade levels since 1992. Black and Hispanic students, by the way, showed larger gains than their white counterparts over that same period. Had the scores of white students not risen at all, the progress by black and Hispanic students would have substantially erased the white-minority achievement gap.

Does anyone else detect a bit of sour grapes here. Damn those pesky white students for improving their test scores.

Oprah Winfrey’s Lavish South African School

MSNBC: Newsweek: Oprah Winfrey’s Lavish South African School

Jan. 8, 2007 issue - Two thousand and six was the year Africa went Hollywood: Madonna, Clooney, Brangelina. And now, in 2007, the most exclusive spot on the continent will undoubtedly be in the town of Henly-on-Klip, about 40 miles outside Johannesburg. Set on 22 lush acres and spread over 28 buildings, the complex features oversize rooms done in tasteful beiges and browns with splashes of color, 200-thread-count sheets, a yoga studio, a beauty salon, indoor and outdoor theaters, hundreds of pieces of original tribal art and sidewalks speckled with colorful tiles. Julia Roberts, John Travolta, Stevie Wonder, Nelson Mandela and the reigning African Queen herself—Angelina Jolie—are expected to attend the grand opening this week. By now, you're probably wondering how much a spread like this goes for per night. Actually, it's free. There's only one catch—you have to be a 12- or 13-year-old African girl to get in. As spectacular as this place sounds, it's not a resort. It's a school: the Oprah Winfrey Leadership Academy for Girls.

Winfrey has spent five years and $40 million building the school to her own Oprahlicious specifications—did we mention the huge fireplaces in every building? The talk-show diva always does things in grand style, of course. But $40 million for a school for impoverished girls in Africa does seem a bit, well, extravagant. In fact, the South African government had planned to build the school with her, but it pulled out amid reported criticism that the academy was too elitist and lavish for such a poor country. Oprah doesn't care. "These girls deserve to be surrounded by beauty, and beauty does inspire," she says, sitting on the couch of her hotel suite overlooking the deep-blue Indian Ocean. "I wanted this to be a place of honor for them because these girls have never been treated with kindness. They've never been told they are pretty or have wonderful dimples. I wanted to hear those things as a child."

I suppose I have become a major education cynic, but I read stories like this and the first think to myself is what sort of curriculum are they going to be using. It probably doesn't matter though since these girls have been hand picked by community leaders and Oprah. I am going to assume this process ensures that they are all have enormous potential and thus will probably do well if given the slightest opportunity.

The article does bring up the question of whether $40 million is to much for 152 girls and whether the money might be better spent in other ways. In fact it is hinted that the South African government pulled out of the project for this very reason. I myself hold the opinion that its Oprah's money to do with as she pleases.

I don't know enough about South African society and culture, but I wonder if even with a superior education these poor girls will be able to make a difference in South Africa. I suspect that the power structure in SA relies a good bit on nepotism. Perhaps the majority of them will emigrate to other nations, but hopefully I am wrong.

You do have to admire Oprah for one thing though... she doesn't do things half way.

Workplace rewards tall people with money, respect, UF study shows

Workplace rewards tall people with money, respect, UF study shows:

Judge's study, which controlled for gender, weight and age, found that mere inches cost thousands of dollars. Each inch in height amounted to about $789 more a year in pay, the study found. So someone who is 7 inches taller – say 6 feet versus 5 feet 5 inches – would be expected to earn $5,525 more annually, he said.

As someone who is short... this sucks royally. Perhaps instead of saving for my kids college expenses I should just be paying for growth hormone treatment.

Nifong Drops Rape Charges Against Duke Lacrosse Team

Rape Charges Dropped In Duke Lacrosse Case

Nifong's investigator interviewed the woman Thursday, and she told the investigator that she couldn't "testify with certainty" that she was raped.

Prosecutors said they couldn't proceed without her testimony, so they decided to dismiss the rape charges in the case.

Nifong said he plans to proceed with kidnapping and sexual assault charges against the three player

About frickin time. 1/3 of the way there. Keeping any charges is a joke at this point.

I wonder which Duke blogger will be the first to comment? I think I beat them all.

Update 1: 12:49 pm

MSNBC picks it up:

“It’s highly coincidental,” Cheshire said, that the charges are being dropped a week after the director of a private DNA testing lab acknowledged that he initially, with Nifong’s knowledge, withheld from the defense test results showing none of the players’ DNA was found on or in the accuser’s body.

You think?

Update 2: 12:50

LaShawn Barber is the first to post.

Final comments: 12:57

I don't know what is worse... that a prosecutor would use the case for political gain or that Duke University turned their back on the players.

Duke is probably regretting their stance now. According to the N&O, they have launched a major (read expensive) PR campaign to repair their reputation after early admission applications dropped by 20%.

Can you blame students and parents for not wanting to go to a school that faculty like the Duke 88? I have several Duke alumni that go to my church, and to a person they are disgusted by how the University treated the Lacrosse players, especially the three students charged.

For further info check out the following:

John In Carolina

Talk Left for great legal analysis

Durham in Wonderland

This Scares Me!

I ran across the 2005 science Trial Urban District Assessment (TUDA) from the NAEP.

Summary: Austin and Charlotte kick ass if your middle class white, everyone sucks if your black or low income, and Cleveland is terrible all around.

The good news is that the worse a school district does the smaller the achievement gap. The secret to eliminating the achievement gap isn't improving education, its obviously way more efficient to make everyones education equally shitty. Perhaps the education establishment has already figured it out and all the hodge podge of kooky curriculums out there is their attempt at finally achieving equality. (irony intended)

Work the System Baby, Work the System

So as you know, our 3rd grade boy was enrolled in a 2 day a week after school program called "STRETCH" designed to make sure advanced students score advanced on the SC PACT test. Last week I ran into a parent of one of the kids in my son's TAG class and she mentioned that she wasn't going to be able to let her kid do the Stretch program because of daycare issues. That started me thinking, so today while visiting the kids school for their holiday parties, we ran into the curriculum director for the school. We asked if we could get our 3rd grade girl into the program since we knew they had at least one drop out. She basically told us no problem, and then went on to explain how she was perplexed because so many kids opted not to take advantage of the program. Its too bad, but those parents/kids loss is our gain.

I'm Not Dead and "Innovation"

Yes I know, I have been slacking... you try raising six kids. First the local education stuff:

A few weeks ago, we got a letter home informing us that our 3rd grade son had been selected for an after school tutoring program called the "Stretch" program. Basically, twice a week kids who have the potential to score advanced on the South Carolina PACT will be receive extra tutoring. They are going to spend 7 sessions each on math, language arts, social studies, and science, with the soul purpose of boosting the schools test scores. Several thoughts:

1. Isn't this why he is in the Talented and Gifted program... this is what the TAG program should be about instead of all the "inquiry" based (read art projects) that they do. I did talk to the schools curriculum director and she told me that basically the TAG program is district run so they have no input, but this program is set up and run by the school.

2. Our other 3rd grader who is a little behind in her decoding skills only gets tutoring once a week. Average students get no extra help at all. It makes me wonder about the schools priorities.

3. Of course its blatant teaching to the test, but if it benefits my child then I am willing to take advantage.

Now on to Innovation:

Innovation is the latest "buzz word" that I keep reading about. Supposedly "innovation" is the key to our countries future. If we just fostered more innovation in schools, our country will maintain its lead in the global market.

BULLSHIT

Yep, I said it. Innovation as near as I can figure out it a way of saying that schools need more "inquiriy" learning and that facts are outdated. Don't get me wrong, innovation is important in todays global market place, but the for every innovator out there in the work place there has to be another hundred employees that perform the routine day to day tasks. Our country isn't lacking in innovators. Our competive swim or sink capitalist based economic system ensures that there will always be innovators out there ready to capitalize on the next great idea... think Google. Not everyone can be a Larry Page and Sergey Brin. Our country needs many many more mid-level managers, systems analysts, technichians, nurses, machinists... you get the point.

Essays and College

Why don't we just combine the college entrance essay requirement with the SAT essay. Eliminate all the editing, hand-wringing, and yes... cheating that goes with the typical college entrance essay. Give every student 25 minutes to express themselves and demonstrate their writing abilities.

Right Wing Nation#comments

Right Wing Nation#: Not Enough Homework

First, let me say I am one of those whining parents:

As far as I know, every university defines a college credit as one hour of class and two hours of outside work a week. Most classes are three-credit classes (yes, there are a few one- and two-credit courses in the catalog, but very few). By the university definition, then, a three-credit course is three hours of class and six hours of out of class work a week. In order to be full-time, a student must take at least 12 credits per semester — that would be a minimum of 12 hours of classes and 24 hours of out of class work per week.

Which means that a full time college student should be actively doing school stuff for 36 hours a week.
My 16 year old has 4 90 minute classes a day, 5 days a week. She is in class for about 30 hours. She easily has about 2 hours of homework a night. So 30 + 10 = 40 hours of homework.
My two 3rd graders and my 1st grader have 6 hours of instruction a day plus 1 hour of homework a night. At age 8 they have 35 hours of class work, not counting at home reading.
College kids have it easy.
As you mentioned, a big problem is the quality of homework that is required. To much of it, especially at the elementary school level, requires a parent to actively participate and teach to make up for the lack of instruction in the classroom. This is great if you have only one child, but for those of us with more... then after school is hell.
The amount of homework assigned at the elementary school level should be progressive, and not start until around 3rd grade. Then there should be only enough homework to reinforce what is taught at the school.
At the Middle and HS level, I really have no problems with the amount of homework given. By this time, students should be self-sufficient. I also agree that students should be taught the value of hard work.

What an Idiot

Student tapes teacher proselytizing in class

Via Joanne

On Sept. 14 -- the fourth day of class -- Paszkiewicz is on tape saying, "He (God) did everything in his power to make sure that you could go to heaven, so much so that he took your sin on his own body, suffered your pains for you and he's saying, 'Please accept me, believe me.'"

He adds, according to the tapes: "If you reject that, you belong in hell. The outcome is your prerogative. But the way I see it, God himself sent his only son to die for David Paszkiewicz on that cross ... And if you reject that, then it really is to hell with you."

Paszkiewicz didn't limit his religious observations to personal salvation, according to the tapes.

Paszkiewicz shot down the theories of evolution and the "Big Bang" in favor of creationism. He also told his class that dinosaurs were on Noah's ark, LaClair said.

And you wonder why American students fair so poorly when compared against other nations?

The Swarm of the College Super-Applicants -- New York Magazine

The Swarm of the College Super-Applicants -- New York Magazine

I have read all the stories about what it takes to get into a top-notch college, but this article really puts it into perspective.

Hmmm... I wonder if I could get into Harvard?

Rory H.

Central Carolina Technical College, Sumter
GPA: 3.8
SAT: probably somewhere around 2000 if I studied for several months.
AP scores: Whats AP?

Academic honors: Presidents Honor List for Part Time Students. Honor Graduate in Track Vehicle Mechanic School, US Army 1988.

Extracurricular activities: Currently raising six children from the ages of 8 months to 16 years old. Frequent visits to Jails, Doctors Office's, First Sergeants office, Hospitals, and Public Schools. Stationed for 12 years in Europe with the United States Air Force. Able to order beer in seven different languages. Been drunk in over 50 cities in 9 nations, on 3 different continents and four islands. Spades champion of Switzerland, 2001. Amateur blogger on eduction, despite no practical knowledge or experience. Acting as surrogate father figure to the 23 young Airmen I supervise.

Sports: Huge USC Trojan Fan. Family tag champion. Undefeated kid tickler and wrestler.

Applying to: Who ever will take me.

My chances: Slim to none.

Maybe one day colleges will realize that diversity means more than supporting different charities. Maybe I should tell my kids to just go ahead and apply to community college right now, because they obviously have one thing working against them: They are human and not cookie cutter super achieving academic clones.

D-Ed Reckoning: NYT perplexed over achievement gap

D-Ed Reckoning: NYT perplexed over achievement gap

The edublogosphere is buzzing over the latest article on the achievement gap at the NY Times. So far only D-Ed Reckoning has been brave enough to address the root of the problem.

The achievement gap mirrors the IQ gap. Of IQ gaps we cannot speak amongst polite company, such as those that read still read the NYT.

That's the elephant in the room.

Of course educators can't speak about the IQ gap, because the conversation inevitably leads to the Nature vs. Nurture debate.

Instead, education policy makers have created the "achievement gap" which is basically an arbitrary pass fail line drawn in the sand... draw the line low enough and the gap magically vanishes. Thankfully, we have the NAEP to help keep all the states honest, otherwise states could easily game the system.

Of course, even if the achievement gap is solved, it sill won't fix today's inequities. There are only a finite amount of college positions available, and success is all about higher education today. Even if everyone passed some arbitrary reading and math test, Universities are still only going to take the top performers. Of course, unless the IQ gap has been eliminated, historically low performing groups will still be under represented (especially considering the recent bans on affirmative action).

The inevitable reaction will be for educators to once again raise the standard to be considered "passing" causing another achievement gap. I suppose this might sound a little pessimistic and cynical of me, but hey its Monday morning.

Educators and policy makers need to come up with a realist and pragmatic approach to improving education. Instead of focusing on improving gaps between different groups, educators should be concentrating on ensuring that all students are taught to the highest standards that they are capable of being taught too. While we might never be able to fix the IQ gap in the United States, we need to ensure that any kid with the drive and the capability to excel is provided opportunities to do so. The problem is that there are bright driven poor/minority kids out there that are unable to live up to there full potential because they suffer in an education system that doesn't teach them the basics, doesn't provide scientifically based curriculums, and doesn't provide a safe environment.

Ok... Sermon over. Get back to work.

P.S. Did anyone else catch this in the NY Times article:

Standard & Poors has sifted test data from 16,000 schools in 18 states, identifying 718 schools making significant progress toward the national goal.

They are the classic diamonds in the rough, said Paul Gazzerro, director of analytics at Standard & Poor's School Evaluation Services. But in general, schools are not closing achievement gaps.

One of the exceptions, the unit said, is Hoover Middle School in Lakewood, Calif., a community in Los Angeles County where the aircraft manufacturing industry has been hit by job losses. The school has raised Hispanic scores so much that in the spring of 2005 Hispanic students outperformed whites, said the principal, Michael L. Troyer. He said the progress resulted from focused instruction, frequent diagnostic testing and several tutoring programs.

I suppose the Hispanic - White achievement gap is hard to accurately measure because Hispanic is an ethnic designation, not a racial one. I checked out the scores and even though Hoover Middle appeared to eliminate the one gap, there are still big gaps between other groups.

Hispanics, whites, and Pacific Islanders all appeared to be performing at approximately the same level. AfAmericansricans lag way behind, and Asian and Filipinos's are excelling. Basically, this information tells us nothing without knowing the economic and educational background of all the various groups.

Why is it after all these years, no one can ever point to one school that has eliminated its achievement gap.

My Absence

Sorry for my week off blogging.

Last weekend we discovered my 16 year old niece was "cutting". We confronted her about it which led to some major drama and a trip to the emergency room.

I spent last week dealing with councelors, pyschiatrists, and insurance companies.

A warning to parents of adolescents. Cutting is real, please be on the look out for the signs. It is a sign of much bigger problems.

The Joplin Globe, Joplin, MO - Edgar Simpson: Changing how we teach math

The Joplin Globe, Joplin, MO - Edgar Simpson: Changing how we teach math

Mr Simpson has been drinking from the educrat Kool-Aid. Some background.

What Lankford, now in his eighth year as superintendent of Webb City Schools, did instinctively has become a focal debate in public education. There is an ongoing shift from teaching math by rote, as in mesmerizing tables and formulas, to trying to impart concepts.

This change, controversial and by no means settled, spilled over into tears from an educator during an emotion-filled meeting last week in Seneca. The district introduced a reformed math program into its elementary schools in 2003.

The issue goes by a variety of names, "reform math," "Chicago Math," "Fuzzy Math" and its commercial moniker, "Everyday Math." The concept was conceived and developed in the early 1980s by a team of academics at the University of Chicago and is now peddled by a division of McGraw-Hill.

Mr. Simpson though not explicitly stating so, obviously is pulling for the so called "reform math". He goes to offer this argument.

When Chicago University researchers dug into the problem, they concluded the fundamental issue was the way students were being taught - by memorizing facts and formulas, rather than being forced to understand and apply concepts. The difference is an auto mechanic knowing how to change the spark plugs in an engine, and knowing what the spark plugs do and what happens when they don't work.

Lets take a moment to think about this. How many people out there would take your car to a mechanic who doesn't know how to change spark clubs. I don't care how much he can spout off about the theory of internal combustion engines, if he can't turn a wrench then I am taking my car elsewhere.

The other problem with this analogy is that the purpose of math instruction in school, is not to teach students to be theoretical mathematicians, but to be mathematically literate. A more apt comparison, using the spark plug analogy above, is that we are teaching our students to be competent car owners that can perform routine maintenance of their car. What we as car operators need to know is how to change tires if we have a flat, change spark plugs and oil during routine intervals, and know when to take the car into a professional.

At the end Mr. Simpson says:

She notes that the way public education had been teaching mathematics was not keeping Seneca, Missouri or the nation competitive with the rest of the world. Doing nothing is not an option.

She's right. The core reason we want to be competitive, and we should not try to pretend it is anything else, is jobs. Many employers, primarily manufacturing and technology, say some workers coming to them from public high schools and even colleges are not good at math. They know how to add, subtract, multiply and divide, but not how to think on the fly, to solve problems that require visualizing a logical sequence and then making changes to achieve the desired end.

Once again, Mr. Simpson is missing the point. It does no good to be able to "think on the fly" if you can't perform the basic math operations. California learned its lessons the hard way, but it looks like Seneca is going to have to repeat the same mistakes all over again.

MULTIPLICATION TRICKS - Danger!

Joy in the Morning: MULTIPLICATION TRICKS

Loni a homeschooling mom of nine kids is going down a treacherous path.

We bought some cheap multiplication math books, and I taped a sheet of paper at the front of each, with tricks, poems, and cartoons of ways to get them to remember these!

I found most of these at Multiplication.Com. One of my favorites is learning the 9's table:

The NINE multiplication fastest is the one less = nine method
Subtract one from the number you are multiplying by. 9 x 5 (One less than 5 is 4)
The first number in the answer is 4. The two numbers that make up the answer will equal 9. So 4 + __ = 9 (5)
The last number in the answer is 5

9 x 5 = 45
One less than 5 is 4 (45)
The answer adds up to nine. 4 + 5 =9

Tricks like this frustrate me to no end. The intentions are well meaning, but the results can be horrible.

My 6th grader was able to get through 3rd grade by using multiplication table tricks like this, but the problem is that she relied to much on them. Multiplication tables should be learned to mastery, and here is why:

Multi-digit multiplication: When performing problems such as 456 x 35, knowing your multiplication facts to mastery reduces your reliance on working memory, which in turn allows you to use your working memory to perform the carrying and adding functions in the standard algorithms. The more things you have to juggle in your working memory, the more likely you are to forget a step and end up with a mistake in a several step problem.

Division: Not only should you know that 6 x 7 = 42, but if given the number 42, you should be able to recall that its the same as "6 x 7". Unfortunately the 9's trick that is used above doesn't work backwards. If given the problem 54 divided by 9, you can not easily reverse the procedure. The problem becomes even worse if you have a problem like 56 divided by 9.

Factoring: Factoring is a key component to algebra. Factoring relies on being able to quickly recognizing multiplication facts and breaking the number down into smaller products. Once again the tricks do no work backwards.

If Loni really wants to help her kids then she will skip the shortcuts and drill her kids over and over till they can spit the facts out like they can their names.

At our house, we use flash cards. Every child in our house is tested on their multiplication tables at least once a day. We also practice doing reverse multiplication tables. The kids are shown the answer, and have to spit out all the multiplication facts that make up that number.

Last year our 6th grader had to get tutoring for her math. Since then I have re-taught her tables, and on her last interim report in math, she was getting a 91.

Don't be fooled people, some knowledge needs to be committed to memory, and hard work is required.

Update: Rightwingprof has corrected me and pointed out that the trick does work backwards... but a child would have to know all the multiples of 9's to know when to use it, and if they did... then they probably wouldn't need to.

Quirks

At my 1st graders school, they have a cute little tradition. On fridays, over the loudspeaker, they play the "Friday" song and everyone sings along. It goes like this.

Friday... Friday...

Friday is my favorite day...

Ok... its very simple, but its the cutest thing in the world to see all the Kindergarden and 1st graders sing it at the top of their lungs.

At my 6th graders middle school, friday was "Serendipity Day". At noon time any kid that was passing all his/her classes got to play games, every one else had extra tutoring in their weakess subjects. My daughter tells me its a big deal.

I have heard of Honors day's where kids on the Honor Roll get a field trip or a pizza party, but I liked the idea that they gave a reward to all the other hard working kids who can't quite make the Honor Roll.

Income doesn't explain testing gap

News-Record.com - Greensboro, North Carolina: News - Education: Income doesn't explain testing gap

GREENSBORO — Guilford County's poorest white students on average scored higher on the SAT this year than the wealthiest black students, school board members learned Monday.

Deena Hayes, a member of the Guilford County Board of Education, said the data confirms her belief that the achievement gap in the district is not solely about economics.

A study conducted by the school district showed that white students coming from a household earning less than $20,000 a year scored about 40 points higher on the math and reading sections of the SAT than black students whose households earned more than $70,000 a year.

I have to admit that this surprised me. I am well aware of the persistance of the achievement gap and the arguments over nurture and nature, but this is really depressing. I had expected that achievement would be more tied to SES than to race.

I am sure that many people will blame it on racism, but I am sceptical that this alone could account for everything. Unfortunately I think that the key to improving black academic performance is going to creating a widespread culture of educational achievement in black culture. This is going to be a slow process that can probably only be fixed over generations.

A Symbol of hope vs the Hawthorne Effect

Via Joanne Jacobs: Philadelphia Inquirer 10/30/2006 Symbol of hope:

An elementary school in the heart of North Philadelphia has grabbed the national spotlight for dramatically improving its test scores.

The initial jumps were so large the Philadelphia school district verified them by having some students retake the tests.

Over four years, the number of fifth graders scoring at the highest level - advanced - soared from 1.2 percent in math and reading to 42.1 percent in math and 29.8 percent in reading.

I double checked their results and overall they are amazing, but I did notice one thing.

In reading their results improved dramatically from a 12.2% proficiency rate in 2002 to a 72.5% in 2005, but all of the sudden in 2006 they dropped back down to a 47.5%. The same pattern is reflected in math scores.

I have noted this trend in several benchmark schools that I have looked up over my brief blogging career. Could it be that the initial rises in performance are a result of the "Hawthorne effect", and that once a system becomes established there is a leveling out of performance? Unfortunately the article doesn't mention the drop off at all. Perhaps its a statistical blip, maybe there were some changes not mentioned in the article, but its something that I might keep an eye out for in the future.

Update: I found a similar but not quite as dramatic drop off in scores at Amistad Academy of Achievement First.

2006 scores weren't available, but there was a drop off in 2005 scores from 2004 after several years of improvements.

Are there any studies that look at whether this is a common phenomenon?

Towson angles to draw males - baltimoresun.com

Towson angles to draw males - baltimoresun.com

The university's decision to tinker with its admission standards to help men comes amid growing national concern about declining enrollment of males, who make up only 42 percent of the U.S. college population. They are just 40 percent of Towson's student body.

The low grades/high scores formula allows the school to draw from a group that is mostly men, without actually using gender as a criterion. "We made a determination two years ago, because this was a group with a large number of males, that it would help us to continue to bring males into the university," said Deborah Leather, Towson's associate provost.

Ok... I should be against this, but I was one of those H.S. graudates that would of benefited from this.

I am no lawyer, but as long as the admission criteria is not based on race, sex, national origin, bla, bla, bla... I see no problem.

It is my understanding that some schools use a reverse policy and base their admissions on GPA and don't even consider SAT scores.

"Pee-Chee" Folder

So tonight I am watching VH1 Hits of the 80's count down and I had a total flashback to High School (Class of '88). Back then, before fuzzy math, new math, and new-new math everyone had "Pee-Chee" folders. My gf has no idea what I am talking about, but it was truly part of my schooling experience. Alas, a quick google told me that "Pee_Chee" folders are no longer being made. Too bad, I would love to get my hands on some.

The Power of Demographics

The Enquirer - Waldorf School teaching by arts:

While Ohio requires that kindergartners in public school be "reading ready" by first grade, Waldorf lets youngsters learn to read at their own pace, even if it takes until third grade.

...

"School is not so much about learning factual information," she said. "It's about how you figure out how to learn and make good decisions, how you conceptualize and imagine."

School Demographics

White, non-Hispanic 87%
Black, non-Hispanic 10%
Asian or Pacific Islander 3%

Rich white people trip me out.

Jim Rex, superintendent of education

Brad Warthen's Blog: Jim Rex, superintendent of education

I listened to the debate. I have read their platforms. I have made my decision.

UC would admit 'broader swath' of students under proposal

MercuryNews.com 10/27/2006 UC would admit 'broader swath' of students under proposal

Colleges are constantly tweaking their entrant requirements to broaden diversity. At first they tried this:

Signed into law by Gov. Pat Brown in 1960, California's master plan of college eligibility guarantees a spot at UC for the top 12.5 percent of the state's high school graduates, who are ranked by test scores and GPAs earned in UC-approved college prep courses.

But that only made things worse:

But that approach has widened the ``achievement gap'' in the increasingly diverse state. Access to UC for many racial and ethnic minorities and for students at ``disadvantaged high schools,'' as defined by socioeconomics or geography, is consistently low.

Now they want to try this:

The recommendation means that a student with a C+ (2.75 GPA) average, who was likely to be shut out under the old system, would now be eligible to have their application reviewed -- giving them the opportunity to list leadership positions, jobs or ways in which they have triumphed over adversity. Low SAT scores, while still considered, would not close the door..

Of course it will be hard for the poor rich and middleclass kids to show that they triumphed over adversity when they had the misfortune to be born to parents with a college degree.

Sooner or later someone is going to propose to simply make college entrance a lottery system, which is the only way they will ensure balanced racial and geographic diversity. Of course this would only ensure that their entering Freshman class is balanced. In conjunction with the lottery, they would probably need to eliminate other hinderances to diversity such as grades. To account for the dismal graduation rates of minorities, they should eliminate the outdated requirement for a high school diploma. Instead just open up the lottery system to the entire population of California.

Of course instead, the UC system could throw their considerable influence around to help fix the current K-12 education system which disproportionately fails disadvantaged populations.

Its ironic that the same systems that decry the number of students who need remedial classes in math and english also continually try and find ways to lower the bar. Sometimes it seems like the whole education system has become a vicious circle.

Its Over!

Soccer season is finally over so we can return to our normal after school routine, and I can resume my extra-curricular tutoring. We also got our first report cards so I also know more specifically where I need to direct my efforts.

1st Grader - she got all proficients on her report card, but we disagree. We are not at all happy with her reading skills and are going to concentrate on phonics. We don't yet have a organized method of doing this, but are looking into several programs. Right now we just attack each word, one at a time.

3rd Grade Girl - Her only C was in reading. She is already getting after school tutoring and her reading has made some great strides. We are going to have her preform more out loud reading to us so we can monitor her progress. We are also going to work on her multiplication times tables. She is pretty good in math, but we want her to make sure that she is ahead of the power curve. We believe that multiplication facts are the key to almost everything at this level of math.

3rd Grade Boy - His lowest grade was in health which makes it hard for us to help him, since we have he hardly has any health homework. We will be more proactive about the subject. One thing that he could really use is some organizations skills... he really is a scatter brain.

6th Grade Girl - Our hardest worker. Math was her worst grade, but we have pegged it to a lack of mastery of the multiplication tables. We are continuing to work with her on this, because it will help her division and factoring skills. In reading she is way above grade level and is quite the book worm.

10th Grader -What a challenge she is. We recently pulled her off the cheerleading squad, because she 1. got caught smoking as school and 2. slacked off slightly in her English class. She is perhaps the most frustrating since her standardized scores are WAY above average. She, like me as a teenager, has a lazy streak. I wish I had parents like me when I was that age, because my life would of turned out a lot different. As long as we stay on her she will excel, but if we blink... then its back to mediocre. Hopefully, with several more years of nagging, she will internalize good work habits.

After spending two to three hours a night at the soccer fields, it is such a relief to have time at home for the little things. We were eating take out almost every night, but now we have to get back into the routine of cooking.

Closing the Gap, Child by Child - washingtonpost.com

Closing the Gap, Child by Child - washingtonpost.com

In 2004, Gates, the principal, was stunned by scores showing that just two-fifths of his black students had passed the state reading test, compared with three-fourths of his white students.

Even before that year, the school had sought to raise minority student performance. (Scores among Hispanics at the school and others in the county were also a problem.) Hollin Meadows offered after-school tutoring and recruited volunteers to mentor selected students. Gates said the school had energetic teachers. But it wasn't enough.

In retrospect, Gates blamed a tendency to "teach to the middle." He said lessons too often were aimed toward the majority and were not tailored enough to individual students. So teachers generally would march through the curriculum on the assumption that students would either learn the material or eventually catch up.

For most children, that approach worked. But in an increasingly diverse school, some fell through the cracks. "We had kids coming in with different needs, and we didn't say, 'We have to meet you where you are at,' " Gates said.

Why did it take NCLB to force educators to acknowledge what school reformists have been telling them for decades?

Ladson-Billings cited an elementary school in Madison where black students trailed white students. She found that some basic lessons -- such as learning sounds that correspond with letters -- went untaught.

"What teachers said to us is, 'We don't actually teach that,' " Ladson-Billings said. "Most middle-class kids were learning that at home."

Well duh! I know that many teachers and educators have their own kids. Is there some sort of disconnect between what they observe at home and what they do in the classrooms?

Educator's need to come over to my house someday and see what I have to supplement. I spend my afternoons teaching multiplication tables, factoring, algebra, phonics, history, and just about every other subject that should be taught at home. Somehow I manage to teach all these subjects to my five school age kids is a very limited amount of time. Is it too much to ask the teachers to do it at school?

Next leader of L.A. school district vows to remove 'bad teachers' - Los Angeles Times

Next leader of L.A. school district vows to remove 'bad teachers' - Los Angeles Times

"It's called the right teacher in the right classroom in the right school…. Some people do not belong in the classroom, OK? They don't belong there. We're gonna get them out. The question is how is the system going to react to the way we get them out."

I am assuming that all you education junkies are keeping up with the soap opera that is the LAUSD.

I have to wonder if Mr. Brewer (the new LAUSD school chief and former military office) is going to be more than the LAUSD Board of Education bargained for when they hired him.

Now if Major Villaraigosa can managed to shirk the United Teacher's Los Angeles union's influence, perhaps the LAUSD will have a chance.

Charters hurting IPS | IndyStar.com

White: Charters hurting IPS IndyStar.com

Got to love this story; charter schools doing exactly what they are intended to do... forcing a the Indianapolis Public Schools to improve, look outside the box, and compete.

A break in launching new charter schools, White said, would give IPS time to stabilize its enrollment and draw students to new academies and magnet schools. Those are among a wave of reforms and initiatives launched by White since he became superintendent in 2005.

Those improvements are coming, charter school advocates said, only because of the competition from charter schools and the alternatives they offer to parents.

"The very reason IPS is doing what they're doing is in response to these new choices at charter schools," said Kevin Teasley, who oversees two Indianapolis charter schools as president of the GEO Foundation. "I just hate to limit those choices. It's shortsighted and doesn't take into account the forces of the market."

Now the IPS is asking for a time out, a delay in opening more charter schools to help them fully implement their reforms. It's not like they have the last 100 years to reform is it now? Its hard for me to feel sorry for the IPS when there are successful school models out there (thanks to Charter Schools) that they can adopt to improve their system. It may be painful, but I have no doubt that they will find their way.

Sara Comes Around

As I noted a few weeks ago, Sara from the Quick and the Ed seemed to be against single sex education:

Its been fascinating--and disappointing--to me to see how conservatives, who are generally skeptical of conferring victim status, and critical of untested new educational ideas, seem to embrace both so uncritically when the "victims" are boys and the education "innovations" include single sex schools and implementing gender stereotypes in the classroom.

And here:

Educators, parents, and policymakers should therefore be skeptical of simplistic proposals aimed at fixing the boy crisis, such as expanding single-sex schooling, implementing gender-based instructional techniques, or funding new federal programs aimed at improving boys’ achievement.

But in her latest post she says:

...believe in giving children and their families more educational choices, and I think the bar for excluding an entire category of choices (such as single-sex schools) ought to be quite high, and that critics of single-sex education haven't met it yet.

Its what I have been saying for a while:

Any single sex education program in the country should be optional and benefit both genders.

Of course she doesn't come around completely... she is still skeptical about the application of gender differences to education, of course I am guessing that she doesn't have children or any long term experience in a classroom... but we hold out hope. The first step is always the hardest.

Educating School Teachers

Via Edspresso, I just read this report on Educating School Teachers.

Frankly, it is too depressing to quote, but can be summed up as saying that our current system of educating teachers leaves a lot to be desired.

I have seriously been considering a second career in education after I retire from the Air Force in a few years, but reading this report certainly makes it a tough decision.

-- deleted paragraph --

While Teachers unions fight against merit pay, I myself would prefer it. Of course I have never been accused of being modest, and have a competitive nature that would love the challenge of proving myself in a way that would allow me to see concrete results for any effort or skill I put into a job. I wonder how many other potential teachers there are out there like me; intelligent, hardworking, and looking for a challenge, but staying away from a job that doesn't provide any concrete feedback or award for accomplishments.

Homework assignment stolen from Instructivist.

Carolina School for Inquiry - Takedown

Carolina School for Inquiry

Lets take a closer look at this new charter school, the Carolina School for Inquiry. First of all, here is a bit of history from this article in The State.

When a group of Columbia parents considered expanding a popular private preschool and kindergarten program, they lit on the idea of a charter school. At first, they considered a partnership between the nonprofit Harmony School and a newly formed charter school.

"We realized you can't have a private board interfere with a public board and vice versa," said Jeannie Eidson, a Harmony parent and Carolina School planning committee member.

Plus, parents don't want anything to endanger Harmony's stellar program, Mandrell said. So the parents began planning a charter school separate from Harmony but based on its beliefs.

So many mistakes begin with the best of intentions. Poor rich people… a misguided set of parents who loved their private “inquiry learning” preschool and kindergarten, decided to create their own charter school based on the principle. I am sure they were a bit upset to learn that as a charter school they had to open up enrollment to the surrounding poor minority community. Of course I have no doubt they convinced themselves that “inquiry” based learning will work for everyone, and not just their high SES kids.

Of course, the private Harmony School knew that it might not be a good idea. From another article in The State:

Eventually, though, it became clear that yielding control of the charter school to a parent and employee-run governing board, which is required by law, was a bit risky for the intimate Harmony community, said Deborah Holmes, school director. "We don't know what conflicts could possibly happen," she said.

Gee whiz, what possible conflict could happen when you try and use an unstructured curriculum with poor urban kids… perhaps anarchy?

But not to be deterred, the Carolina School for Inquiry pressed on and opened its doors this year.

Now let’s see what sort curriculum they use at this new school. You guys are lucky that I love you, but I had to read through this drivel to extract some key points.

Unfortunately, our traditional educational system has worked in a way that discourages the natural process of inquiry. Students become less prone to ask questions as they move through the grade levels. In traditional schools, students learn not to ask too many questions, instead to listen and repeat the expected answers.

Straight away we can see where this is heading, anyone want to bet that they eventually say something to the effect that facts are over rated because they can change, and its more important to know how to learn.

Memorizing facts and information is not the most important skill in today's world. Facts change, and information is readily available -- what's needed is an understanding of how to get and make sense of the mass of data.

Damn I am good, so basically inquiry learning is constructivism on steroids.

Unfortunately, the website doesn’t let us know what reading/ELA curriculum they are going to use, but we can make an educated guess based on their math curriculum, Investigations in Number, Data, and Space.

Among their many hair brained idea’s.

They choose from a variety of concrete materials and appropriate technology, including
calculators, as a natural part of their everyday mathematical work.

That’s it; forget the multiplication tables, because they can just use calculators.

They find more than one solution to many of the problems they work on

Someone explain to them that while there may be more than one “method” for solving a problem, there is only one correct “solution” to any given math problem (K-12 math that is), and that some methods are more effective than others.

They express their mathematical thinking through drawing, writing, and talking

Of course they do, because you know actually doing math in math class is sooooo overrated.

They move around the classroom as they explore the mathematics in their environment and talk with their peers

Wouldn’t want the kids to get bored sitting at their desks learning.

In Investigations, homework is a vehicle for connecting school mathematics with students’ everyday lives. Homework is an extension of classroom work. Students are asked to work on problems that extend and solidify their mathematical understanding. Sometimes homework offers review and practice of work done in class, sometimes preparation for upcoming activities, and sometimes numerical practice that revisits work from earlier units.

The real secret to Investigations… send home homework so that the parents can teach their kids what they should of learned at school. Great for high SES kids, but a disaster for low SES working parents.

I think Mathematically Correct best sum’s it up:

There is nothing to recommend about this program. The use of this program in our public schools is a strong argument for vouchers.

Unfortunately, since this school just opened, we won’t get any test results for at least a year, but somehow I have a feeling that it won’t be pretty. Unfortunately, charter schools like this will only serve to give successful charter schools a bad reputation. Perhaps the kindest thing I can say about this charter school is that its an option and not the only choice that parents have.

Stand and Deliver

Via Edspresso, I came across this article by Jesse Jesness on Jamie Escalante of Stand and Deliver fame.

While it’s a great article that tells the story of how administrators and bureaucrats effectively destroyed Jamie’s AP calculus program at Garfield H.S. in East Los Angels, I did detect one misconception.

In the article, Jesse writes the following:

Whether the administration will take it is another question. We are being primed for another round of "education reform." One-size-fits-all standardized tests are driving curricula, and top-down reforms are mandating lockstep procedures for classroom instructors. These steps might help make dismal teachers into mediocre ones, but what will they do to brilliant mavericks like Escalante?

insinuating that standardized tests limit the creativity of effective teachers, which is a common argument by the anti-NCLB crowd. Jesse misses one point… that he himself addressed earlier in the article.

Escalante’s students surprised the nation in 1982, when 18 of them passed the Advanced Placement calculus exam. The Educational Testing Service found the scores suspect and asked 14 of the passing students to take the test again. Twelve agreed to do so (the other two decided they didn’t need the credit for college), and all 12 did well enough to have their scores reinstated.

In the ensuing years, Escalante’s calculus program grew phenomenally. In 1983 both enrollment in his class and the number of students passing the A.P. calculus test more than doubled, with 33 taking the exam and 30 passing it. In 1987, 73 passed the test, and another 12 passed a more advanced version ("BC") usually given after the second year of calculus.

Emphasis mine. Notice the common theme? Jamie Escalante’s whole program was geared around teaching his kids to pass a standardized test. Testing does not and should not be deterrence to outstanding teachers; instead it should serve as a measurement stick for successful teachers to use to judge their performance.

Readability

Parentalcation's readability scores:

readability grades:
Kincaid: 7.4
ARI: 8.0
Coleman-Liau: 10.2
Flesch Index: 72.9
Fog Index: 10.5
Lix: 37.8 = school year 5
SMOG-Grading: 9.8

sentence info:
10872 characters
2464 words, average length 4.41 characters = 1.38 syllables
142 sentences, average length 17.4 words
40% (58) short sentences (at most 12 words)
16% (24) long sentences (at least 27 words)
21 paragraphs, average length 6.8 sentences
2% (4) questions
38% (55) passive sentences
longest sent 53 wds at sent 42; shortest sent 1 wds at sent 83

word usage:
verb types:
to be (78)
auxiliary (44)
types as % of total:
conjunctions 5(111)
pronouns 12(305)
prepositions 12(284)
nominalizations 2(55)

sentence beginnings:
pronoun (39)
interrogative pronoun (3)
article (8)
subordinating conjunction (5)
conjunction (2)
preposition (9)

Well its better than I thought. It appears I write at about a 10th grade level. According to the website, I should be aiming for an 8th grade level if I want to reach the general public.

Note: Sarcasm intended for last sentence. I always thought it was funny that we send kids through 12 -13 years of school with the intension of getting them all to read at the 8th grade level.

TAG: What a waste of time!

My son's Talented and Gifted program is a waste of time. My son's TAG teacher (the art major) called complaining that my son doesn't seem to be engaged in the class. Of course he doesn't, the program is a pull out model that only meets for 3 hours once a week. The teacher told me that my son doesn't seem to be up to speed on his Latin root words that he is learning and seems to be lost in class. I had to remind her that he has been diagnosed with auditory processing disorder, which means that he has problems processing information and instructions. I also reminded her that he was identified for the program because of his "math" skills and not because of his verbal skills (he is low average). I asked her what math she was teaching in the class... and she fed me some BS answer about decimal placement and fractions (obviously made up on the spot). Well duh... that’s what they are doing in his regular class. It doesn't take a genius to see that if they can't effectively teach concepts whether its math or latin if the kids are only being exposed to it once a week. I am so seriously considering pulling him out of the program. If he was struggling in reading or math he would get after school tutoring, direct instruction and all sorts of extra stuff, but because he is only "advanced" they put him in this class that pays lip service to education. Well let the other kids waste their time learning through "art" projects, I can and do teach him more by tutoring him for around 15 to 30 minutes a day once or twice a week. If I was rich or in an affluent district, he would be an accelerated math class every day... but no. My low rent school district ignores the needs of its strongest students because they are more worried about improving their "failing" students, which by the way are "failing" because of they don't use the most effective teaching methods.

Can you tell I'm a little pissed off?

Achievement First: Would it work in a rural area?

This morning I came across the Achievement First Charter School website. Not only does Achievement First appear to be highly successful, they have an excellent website that breaks down their philosophy, curriculum, expectations, and methods. One of the most interesting pages I came across was their "12 Lessons about School Reform". Here they are:

1. "These kids" CAN Learn
2. Leadership Matters - Mightily
3. Teachers Are More Important Than Curricula...
4. ...But Some Curricular Are Better Than Others
5. "Mere Mortals" Not "Superhumans"
6. An Unwavering Focus on Student Achievement
7. Interim Assessments and the Strategic Use of Data
8. One Hundred 1% Solutions
9. Serve ALL Urban Kids
10. Sweat the Small Stuff
11. Fidelity to a Clear, Consistent Model
12. Flywheel v. Doom Loop

I would love to see whether this model would work in the poor rural areas of South Carolina. Most charter school systems have targeted urban areas, since there is more money to be made there. It would be more difficult to attract the quality of teachers to rural areas, and their money per student is a lot less than urban districts, but if these charter school systems are truly out to prove that their methods work universally then the "corridor of shame" is the place to do it.

Career Choices

More and more, I have been considering going in to education after my retirement from the AF in 3 years.

After my retirement, my plan is to use my GI Bill to finish up my Bachelors degree at the University of South Carolina. For a year now, while I have been knocking out general education classes, I have been trying to decide what to get a degree in. Mechanical engineering would be the obvious choice since it’s closely related to what I do now, but I still haven't made up my mind. I have also debated getting a degree in Math, but I am also interested in Education.

I wouldn't mind being a teacher, but seriously, I don't know if I could take the pay cut. Lately, I have been considering aiming for a degree in education psychology or research. I read so much about education theory as it is, I figured I might as well get credit for it. Perhaps I could teach for a few years and then move into administration... reform from the inside. Of course, if I did go into education, I know I would have trouble keeping my opinions to myself during all the education classes.

More Advice for Teachers

mellowman, one of my commenter’s made a great suggestion/remark.

He said he liked class websites that allow parents and students to see and/or download homework assignments.

This is one of those great ideas that would require an extraordinary amount of discipline from the teacher. Updating a website can be a time consuming practice, but the benefits would be immense.

Perhaps teachers should create a blog for each class. With today’s web based tools, it would only take a few minutes to create a blogger post and upload it to a website. They could do a short post outlining the homework assignments and any class notes. If they had electronic copies of any worksheets it should be relatively simple to upload it as well.

Parental Struggles Update

Just clarification of my earlier post Parental Struggles. The school imposed punishment is for one day of in-school suspension.

The idea to attend school with my niece is our punishment in addition to the school punishment. I can think of nothing more embarressing than having your uncle sit in all your 10th grade classes with you and hang out with you at school. I expect I will get some funny stares and a few smart ass comments, but we can not accept behavior like this. Besides, I will get to see the quality of teaching that goes on at our local High School, and I might even learn something.

Need Advice/Help!

Teachers, experts, parents... we need some advice/help.

One of our 3rd graders is behind in her reading comprehension skills. She is already getting after school tutoring that utilyzes computer based instruction, but we would like to know what else we can do to help at home. One idea that we had was to have her read out loud to us for her daily 15 minutes of reading and her reading worksheets, but we are unsure if this is the most effective method. Truthfully, we have limited time to spend hours of one on one instruction (6 kids, including an infant) and we can not afford private tutoring. We are looking for things that we can do to help her get more out of her current assignments and extra things we could do that take up no more than 20 to 30 minutes.

Parental Struggles

Niece busted for smoking at school. One day in-school suspension. In addition, I am going to take a day off work and sit in every class with her one day next week. Nothing worse than having a parent attend school with you. We also e-mailed every teacher of hers and let them know to report any misbehaviour, missed assignments, or unusual behavior.

I am disappointed.

Advice for Teachers

"Parental involvement" it's one of those complaints that I run across frequently in the edublogosphere, but perhaps what we really need is more "teacher involvement".

A rough calculation shows that I have dealt with over 25 different teachers in my kids educational careers, and in that time I have seen a wide variety in the quality of teachers, the personality of teachers, and the style of teaching. I have seen strict disciplinarians, teachers that all students love, mother figures, burn outs, etc..., but I have made some observations about somethings that most good teachers have in common.

1. Organization. At the beginning of each school year we make an effort to drop in unannounced on our kids teachers, and one of the first things we notice is how organized their desk is. I know this might seem trivial, but we have noticed a direct correlation between the effectiveness of a teacher and their organizations skills. Teachers with messy desks are usually the same teachers that lose assignments, have trouble finding information if we ask for it, and are less likely to respond to notes from us.

2. Availability. Somehow, the good teachers always find time to talk to us when we drop in to see them. There is nothing more frustrating than playing note tag with a teacher when we are trying to get information or clarify something with the teacher. I recently had a teacher tell me to stop by after school to get some information, but when I did they were in the middle of a "conference". Don't tell me to stop by unless you know you are going to be free to talk with me... I work for a living.

3. Honesty. We know our kids aren't perfect and when we talk to/conference with a teacher we want to know exactly what our child needs to work on, the more specific the better. We don't want to know that our kid is "acting out", we want to know exactly what they did under what circumstance so that we can address it specifically with the child. If our child is struggling with something, don't tell us that they need help with "math" tell us that they don't know their "6x times tables".

4. Email. Everyone else in the world uses it, but for some reason teachers don't use it to help with communicating with parents. Instead of sending a note to school with a 1st grader, it would be so much easier if we could send a email and know the teacher was going to read it in a timely manner. In addition, instead of sending all those copied notes, send us an email, I know not every parent uses email, but a large majority do.

5. Pre-plan homework. We love teachers that give us all the homework for the week on the Mondays. That way we can have the kids work ahead if we know that they have a soccer game on Wednesday.

So teachers, if you work on your "teacher involvement" we parents will have an easier time working on "parental involvement".

First Microsoft Now Google!

Education is booming business. Google is entering the education world. They have created Google for Educators which is intended to be a clearing house for how educators can use Google tools to enhance education. Like Microsoft, they have their own lesson plans, but unlike Microsoft their lesson plans appear to actually teach kids.

Google Earth is the coolest thing since sliced bread and I have to admit I have spent hours on it exploring the globe. Google has partnered up with Discovery Education to provide some fairly interesting lesson plans that utilize Google Earth.

And no, I am not against technology despite my tirades against the School of the Future. Technology, used correctly, is a great tool to enhance content knowledge. Using Google Earth to help teach geography and history is a stroke of genius.

Microsoft can take a lesson, but instead they waste time with lemonade.

South Carolina Education Roundup

Here's what’s happening in South Carolina Education News:

The push for school vouchers continue to make the news.

Controversy over a recent decision by the State Board of Education to give the same status to "dual-credit" classes as to AP/IB classes for qualifying for state scholarships. Parents who go to affluent schools that provide these classes are against this decision. They make the point that AP/IB classes are tougher than "dual credit" classes. Unfortunately, not all students have access to AP/IP classes, so the scholarships help kids from affluent schools disproportionately.

Lexington 1 school district implements language immersion program. I think this is a great idea, and conveniently we were planning on moving to this school district in two years when I retire from the Air Force. It will be too late for most of my kids, but my baby daughter will be able to take advantage of it.

Reading and Braces

This morning I got to speak to my first grader's teacher. I asked her if they used phonics at all to teach reading. She told me that "they" don't like them (the teachers) to use any one method of teaching, but she tries to use a little phonics during the lesson. I also asked if they used any reading programs, and she said no.

In other parenting news... my 3rd grade son is getting braces today. Just in case anyone wants to feel sorry for me, do you know how much money I am going to spend getting five kids braces. Four of them will probably overlap having braces. I am going to buy the orthodontists' vacation house for him.

Another Report from the First Grade Trenches

D-Ed Reckoning: Report from the First Grade Trenches

Seriously if you don't read KDeRosa's blog on a daily basis, you are missing the best commentary in edublogging on the net. Enough kissing ass.

Since I also have a first grader, I thought I would compare my child's school experience with KDeRosa's.

Math

In math, for example, they've only taken home about three homework assignments. One assignment asked them to draw pictures of things having numbers, like a clock or calendar. Another asked them to find a picture that told a math story--there are three dogs and two cats in this picture, how many are there all together.

In math, I think our school does a little bit better. We get about 3-4 math worksheets a week. It started out pretty basic the first two weeks, but quickly improved. Last week, all of her worksheets were on addition and subtraction. She seems to have quite a good grasp of the subject, so I have no complaints yet.

Reading/ELA:

I hesitate to call what's going on reading since there is so little actual reading going on. The kids were given a DIBELS test and broken up into reading groups. Whether they were broken up by ability, I do not know. Teaching consists mostly of letting kids pick out books they like and letting them "read" them independently. If the kids can't read yet, they can look at the pictures. That's nice.

Our child is assigned 10 spelling words a week to learn. The words correspond with the words in her weekly reading story. She really stuggles with her reading, and seems to have no concept of phonics. Her teacher appears to be teaching her how to sight read. Unfortunately this means that she struggles with new words.

Overall:

We aren't very happy with her teacher overall. I have been to the school several times and the teacher gives the impression of being unorganized and very inexperienced. Reading homework has been especially difficult, and often ends up with us getting very frustrated. While I am satisfied with her progress in math, I suspect its mostly due to innate aptitude instead of sound math instruction.

We do supplement her instruction at home, but we are nowhere as organized as KDeRosa nor are we able to spend the amount of individual time that he does.

Booo Yaaaaahhhhh

Girlfriend talks to district. Principal gets call. Dr. Counselor gets call, fixes problem, and apologizes.

Now wouldn't it of been much easier for him to hook us up at the beginning instead of having to get "talked to".

Also, niece is allowed back on cheerleading team. One rebel teenager turned into all american girl. We rock!

Peace

Bait and Switch

In my last post I said this: "I had to raise hell to get her enrolled in honors and college prep classes."

It appears I wrote to soon. When we got the hardcopy of my niece's schedule yesterday after school, she was NOT put in honors classes, despite Dr. Counselor looking me in the face and telling me that she would be.

My niece had some bad thing happen to her as a child that are still with her today. She is on daily med's to help her. The first semester of her freshman year she got into some "trouble". She was sent to us for her 2nd semester of school. Because we knew she was smart, we got her into honors classes despite her having terrible grades at her last HS. This is the results:

1st Semester Grades (She was absent most of the semester)
Math 69%
English 73%
NOTE: they actually gave us the highest "F" possible out of pity

2nd Semester Grades
Honors Algebra II 96% with a 98% score on the end of year exam -- year average 86%
Honors English 95% with a 100% score on end of year exam -- year average 87%
Honors Biology 82% with a 81% score on end of year exam -- year average 83%
NOTE: She wasn't in Biology in her first semester so her score on the exam reflects her literally only having 1/2 the course and having to teach herself the first half of the class!

With scores like this, we think that it is perfectly reasonable for us to expect her to have honors classes this year. It wasn't her or our fault that she had to attend another school for the first semester. She actually only got to attend 3 weeks of class at the school before she was allowed to sit out. (Long story, the situation was caused by lax parenting and a pyschologist that is ready to make any diagnosis that a parents asks for)

This is a school that serves a majority of disadvantaged students. Our niece, with the right parenting, can be a true success story at their school, but only if they help us help her.

Note: Not that it matters, but our Niece is Hispanic, so having her do well will also help them show that they are making gains on the "achievement gap"

Right now, my girlfriend is at the district office ready to raise hell with the district superintendent if that’s what it takes. I hope this gets fixed, because they have no idea the amount of fury that she can rain down on someone if they mess with our kids.

I have tried to avoid naming schools and people on this blog, but I have never been so tempted to identify the perpetrators.