Education Week 10/27/2010 issue

Turnaround Team Picks Up the Pace in Kentucky, p. 1

The new principal and the teachers (half of whom are new) at one of Kentucky’s worst schools (ranking among the bottom ten in performance) are feeling  pressure to turn things around.  Their effort is part of a national $3.5 billion effort by the Secretary of Education to fix the nation’s most chronically underperforming schools.  In Spring 2010, before the turnaround effort began at the high school, just 4.7% scored proficient or better in math and under ¼ of students scored proficient or better in reading.  Faculty efforts to turn things around have emphasized both the academic and the personal, showing students that teachers are passionate (critical to motivating teenagers), but also caring and patient.  The faculty are asking students to do new and different things, with high expectations in all classes and  a stress on literacy regardless of subject matter.  The teachers have been aided by a trio of turnaround staff from the state education department, each of whom spends 3-4 hours a day in classrooms or meeting with staff.

There was some initial resistance on the part of students, especially seniors, but they soon got used to things.  Attendance has improved.  There have been efforts to communicate and build relationships with students as a well as among teaching staff.  A “data wall” accessible to teachers in the classroom and only visible to them holds information about each student, including their faces and test scores.  In what is called a “name and claim” intervention, teachers each take on two or three failing students and give them extra attention, including a series of specific interventions.  There is a concern that moving too quickly as they step up the pace of curriculum and instruction will leave some kids behind.  Teachers try to balance the faster pace by pulling students aside if they don’t master concepts and by giving them needed extra help.  Teachers feel that there is a new sense of community at the school, with departments working together for the first time in years.

Education Week 10/20/2010 issue

Early-Years Absenteeism Seen as Critical, p. 1

While most of us think of absenteeism as a secondary-school problem,  absenteeism rates in kindergarten and first grade can rival those of high school.  One in ten K-12 students nationwide miss 10% or more of school.  Reducing this figure is important because studies show that absenteeism is especially acute among students from low-income families and it is related to poor academic performance, disengagement from school, and behavior problems.  High absenteeism in kindergarten is associated with poorer test scores at the end of first grade and with continued absenteeism in later grades.

Addressing kindergarten absenteeism requires a different approach than secondary-school truancy intervention.  For one thing, kindergarten is not mandatory in many states.  Parents often don’t realize the implications of pulling their child out of school—students are now learning to read in kindergarten, and absenteeism can be disruptive to their learning.  Home issues like the child or his siblings being ill or a parent of parents who work nights and who are too tired to get their child off to school can be factors in this absenteeism.  One school in the Bronx has taken a proactive approach to absenteeism.  They interviewed parents of high-absenteeism students to determine what the sources of the problem were.  In exchange for a commitment by parents to get their kids to school, school staff performed duties such as taking children to doctors’ appointments and providing before and after school child care.

[My thoughts:  Reducing absenteeism is certainly a worthy goal.  Students cannot learn as well if they are not in class, obviously.  The correlation between absenteeism and other factors such as poor performance on tests or behavior problems could result in part from the relationship of all of these factors to more primary factors, such as support of the child’s education by parent s (whether they read to them, help them with their homework, expect them to do well in school, etc.).  Supportive parents are more likely to make sure that their kids gets to school, behave properly, and do well.  Absenteeism may not be the direct cause of poor academic performance (although it could certainly be a contributing factor), but rather it could be the result of particular students having parents who do not value school attendance or doing well in school.  A more direct approach to the primary problem would be to work with parents to convince them of the importance of their child’s education and encourage them to become actively involved in this by helping with homework and monitoring the student’s progress in school.  Success in these efforts would improve absenteeism rates and academic performance.]

Education Week 10/13/2010 issue

Raising Expectations Is Aim of New Effort, p. 1

A New Jersey school district chose to include students in their teacher workshops, which were sponsored by the Urban Alliance.  The idea was behind the workshops was to counter the influence of low teacher expectations in dealing with students (the “bigotry of low expectations”).  By including students, the district hoped to help teachers look at their students in a new way.

In the workshops, although teachers and students were not equal, each learned more about the other and learned new techniques together.  On the second day, students team-taught a writing session.  Teachers were amazed to find unpromising students helping other students.  Teachers said the workshops were eye-opening.

Ambitious Race to Top Plans Put School Districts on Spot, p. 1

Eleven states and the District of Columbia have won $4 billion in federal race to the top funds.  All had commitments from teachers unions and local school districts to help carry out the plans.   Winners of the second round have to submit their “scope of work” plans to the Dept. of Education by Nov. 22^nd.  If enough districts in a state fail to submit their plans, that state could lose its race to the top funds, but the deadlines represent a number of challenges.

Some districts have been asked to spell out how they will ge agreements from teachers’ unions on teacher evaluations and pay for performance.  Florida’s application called for a new system of evaluation of teachers and principals based in part on improvement on student achievement tests.

In making changes, local implementation will be an important factor, since at least 50% of the state awards must go to local education agencies, once their scopes of work have been approved.  But local districts are concerned that Race to the Top funding may not cover the costs of making the changes.  They will face a number of challenges, but the biggest challenge will be time.

Education Week 10/6/2010 issue

Appeals Court Curbs U.S. Rule on Alternative Certification, p. 6

There has been an ongoing debate over traditional vs. alternative paths to teaching.  On the one hand, Teach for America, New Teacher Project , and other groups have supported alternative routes to certification and have conditionally certified teachers so that they can begin teaching before they’ve completed their programs.

On the other hand, proponents of the traditional path to teacher certification through colleges of education have argued against making exceptions for alternate-route teachers, since the No Child Left Behind requires teachers to have full state licensure.  They point to the varying quality of the alternative routes to certification and their lack of mentoring and support.

One more wrinkle in the debate came from a group of California activists who argued that a disproportionate number of teachers with “intern” status were teaching in minority and low-income schools in California.

A federal appeals court last week reversed itself and struck down its previous ruling that had allowed teachers making “satisfactory progress”  toward alternative certification to be considered “highly qualified” under the No Child Left Behind guidelines.  The dissenting judge in the 2-1 decision, a supporter of the Teach for America position, pointed out that the experienced, “highly qualified” teachers often find positions in suburban schools, leaving interns to fill positions in poor and minority classrooms.   

Education Week 9/29/2010 issue

Study Finds Homeless Pupils Hard Hit by School Closures, p. 6

Nationwide, there has been a push to close low-performing schools by cash-strapped school districts and those who are implementing turnaround programs such as Race to the Top.    A recent study that focused on New York City schools indicated that homeless students were disproportionately affected by these school closings.  Because homeless students tend to be mobile, they often get placed in schools that have the most openings, and these are often the underperforming schools.  Homeless students are more likely to be at-risk students and are twice as likely to repeat a grade as students from stable homes, for example.  In 26 states from 2007-2009 the percentage of homeless students has increased over 50%, which suggests that the problem will only get bigger.  There has been inadequate planning for, transitioning, and monitoring of homeless students after these closures.  Some homeless students have been devastated by the closures, academically and socially.

Minneapolis public schools have been trying to brace for both the increase in homeless students and the increased school closings.  The school district there weighs the stability of a school when deciding where to place homeless students.  The Minneapolis model is something that other districts should look at when considering how to deal with their homeless students.

Education Week 9/22/2010 issue

Federal Aid Adds  Twist to Election, p. 1

Government’s proper role weighed against benefits

State officials and even some Republican lawmakers, who normally resent the federal government “intruding” in education, see value in accepting federal funds while states are in dire financial straits

Massive federal spending as part of stimuls package--$787 billion, $100 billion to education, $26 billion state aid

·         Save jobs

·         Propping up budgets

·         Support innovation in education

Republican response

·         Proper to support states

·         Against national standards and tests

·         Against increased federal role in education

Race to the top should please conservatives—promote charter schools, merit pay for teachers, in some cases a data system to track student academic progress

[My thoughts: Ideology, not what is best for students, seems to be the primary consideration for some of these politicians, Governor Perry of Texas in particular.]

Rhee Reflective in Aftershock of D.C. Primary, p. 1

Michele Rhee, chancellor of the D.C. public schools since 2007, has had a controversial tenure.  Although she had no previous experience running a school system, she was hired by Mayor Adrian Fenty to clean up the school system.  She pushed to close dilapidated, poorly-performing schools, she pushed for performance pay for teachers, and she moved to fire underperforming central office workers.  Under her leadership, test scores have improved, enrollment decline has slowed, and the bureaucracy has implemented data-driven processes.

Her boss failed to win his Democratic primary on Sept. 14^th, however, and Ms. Rhee’s future may be in doubt.  There may be a backlash against her by parents and by teachers who have been turned off by her leadership and who feel that they have been left out of the process.  Examining her record, one can find evidence of success:  improved graduation rates, improved test scores, and a successful campaign to upgrade buildings.  While voters liked the changes, they did not like the leadership styles of those responsible.  They turned out Mr. Fenty.  Without his support, Rhee appears to be carefully weighing her options.

[My thoughts:  When the situation gets bad enough, people want a take-charge individual to come in and clean it up.  Then, when she is doing what needs to be done and is making progress, the same people get their feathers ruffled and are put off by her leadership style.  They should remember the adage, “You have to break some eggs to make an omelette.”]

Scholars Suggest Adding ‘Gap Year’ May Encourage College Completion, p. 12

Studies tout the motivational power of time off after high school

The idea of a gap or bridge year between high school and college, sometimes involving 6-12 months of travel, seems to be taking hold in the US.  Research in Australia suggests that it is lower-performing students who were more inclined to take a gap year, but the gappers also appeared to have higher motivation when they did get to college.  One US study found that students who delayed entry into college were less likely to complete a degree, however.   

Some elite colleges encourage gapping by students, encouraging them to do a year of service abroad, for example.  The authors of The Gap Year Advantage have found that burnout and “wanting to find out more about themselves” were the two main reasons why students took a gap year.  Nine out of ten returned to college within a year, and 60% said that their time off had helped them to confirm a career or a major.  Many had rewarding experiences during this time off, especially those who were able to travel.

[My thoughts:  For those who are not yet mature enough for college, a year off could help.  Sometimes experience flipping burgers at McDonald's convinces young adults that they want to do more with their lives, and they could come back more motivated than they had been before.