School Information System

UK Reading Recovery Study

Institute of Education:

New research into the progress of 500 children published today shows that young children who were the poorest readers - and the very lowest-achieving in their class - can go on to outperform the national average within two years. They must be given four to five months of one-to-one tuition by specially trained Reading Recovery teachers for about 30 minutes a day while the children are aged six.

The research by the Institute of Education into the Every Child a Reader project shows that boys benefit to the same extent as girls and that one-to-one tuition helps to reduce the gender gap. The presence of Reading Recovery teachers also helps the other children in the school who do not attend the Reading Recovery lessons.

The two-year research project looked at the reading and writing progress of the lowest achieving children in 42 schools in ten inner London boroughs with the biggest social problems. The eight poorest readers in each class, then aged six, were selected. Eighty-seven of these children had the benefit of the Reading Recovery special tuition programme and their progress was compared to a group of children of similar ability and backgrounds, who did not receive the same tuition.

After one year children who had received the tuition had reading ages that matched their chronological age, and were 14 months ahead of the children in the comparison group.

Complete report here.

Much more on Reading Recovery here.

Shakespeare reduced for pupils to pass exams

Graeme Paton:

Shakespeare productions are being cut into bite-sized chunks to make them easier for children to understand.

Theatres are staging productions of individual scenes, rather than the entire play, to meet the requirements of secondary school examinations.

Plays such as Richard III, The Tempest and Much Ado About Nothing are being performed for just a few minutes each.

The move has been criticised by traditionalists, who claim students are being denied the chance to properly appreciate the playwright. The comments come amid claims that the league table culture is narrowing the curriculum as schools are forced to "teach to the test" to inflate their position on national rankings.

Teacher Content Knowledge Exams: Connecticut's Reading Requirement

Arielle Levin Becker:

Aspiring early childhood and elementary school teachers will have to prove they know how to teach reading on a test the State Board of Education has added to Connecticut's teacher certification requirements. The change, which was made Wednesday, comes amid worries about stagnating or declining student reading scores statewide and concerns that not all state teachers know the mechanics of teaching reading.

"This sends a message to teacher preparation institutions that they need to make sure they have a focus on the art and science of teaching reading," state Department of Education spokesman Tom Murphy said.

Introducing a test on teaching reading was among the recommendations offered by educators at a reading summit the state education department held last fall. Legislators also have pushed for adding a test on reading instruction to certification requirements.

Related by Jason Kottke regarding Malcolm Gladwell's forthcoming book:

A more material example is teachers. Gladwell says that while we evaluate teachers on the basis of high standardized test scores and whether they have degrees and credentialed training, that makes little difference in how well people actually teach.

The Future of Reading

Ezra Klein:

The title of a 2004 report by the National Endowment for the Arts was “Reading at Risk.” The follow-up, released in November 2007, upped the ante. “To Read or Not to Read: A Question of National Consequence,” placed the consumption of Moby Dick up there with questions of poverty and health care. Weighty stuff. Around the same time, Newsweek published a cover story entitled “The Future of Reading”—I assumed the gist was along the lines of, “Nobody will be doing any, and the Russians will win.” I was wrong. In an almost uniquely American take on the subject, Newsweek decided to peer past the decline in reading and instead enthuse about the creation of new, expensive technologies that would help us read—namely, Amazon’s Kindle. The newsmag’s decision made a sort of perverse sense. After all, books may be in sharp decline, but compared to, say, 1992, reading on computer screens is way, way up. If you could put books on a computer screen, and maybe connect that to the Internet, you might really have something.

Priya Venkatesan Interview

Dartlog:

Review correspondent Tyler Brace conducted the following two interviews with Prof. Priya Venkatesan after news broke here on Saturday afternoon that she was threatening to sue seven students from her Writing 5 classes. Prof. Venkatesan—now of Northwestern University—is currently still planning to sue the College. —A.S.

...............

DR: Thanks for that. Why do you think a pretty significant amount of your students did complain about you? Why do you think that is?

PV: I think that sometimes when you have some students and some instructors they mix like oil and water. That could just be the explanation. It happens all the time, Tyler. Sometimes when a person goes into a corporation, they mix like oil and water. Sometimes when a person goes into a fellowship at a research institution like the one that I’m at now, the supervisor and the fellow mix like oil and water. It just happens a lot.

Joseph Rago:

Often it seems as though American higher education exists only to provide gag material for the outside world. The latest spectacle is an Ivy League professor threatening to sue her students because, she claims, their "anti-intellectualism" violated her civil rights.

Priya Venkatesan taught English at Dartmouth College. She maintains that some of her students were so unreceptive of "French narrative theory" that it amounted to a hostile working environment. She is also readying lawsuits against her superiors, who she says papered over the harassment, as well as a confessional exposé, which she promises will "name names."

The trauma was so intense that in March Ms. Venkatesan quit Dartmouth and decamped for Northwestern. She declined to comment for this piece, pointing instead to the multiple interviews she conducted with the campus press.

Writer of the Week: I Would Go Out of my Way to Step on That Crunchy-Looking Leaf

"Featured Writer of Week:

Yael's defining quality as a writer is her rich imaginary aesthetic. She received a 2008 gold regional key from the Scholastic's Art & Writing Awards for her latest piece. Please celebrate Yael's accomplishment by reading:

Yael Weisenfeld:

When I first heard the question I thought it was rather ridiculous. “Would you go out of your way to step on a crunchy-looking leaf?” It seemed so… strange. Really, who but a child would? Of course I replied in the negative and received a look from the man in return that was somewhere midway between pity and disappointment. I don’t see what made me deserve that response; how does he know that I’m just not a leaf-crunching kind of person? Maybe the sound of leaf-crunching is my pet peeve. It isn’t, but that’s not the point. Apparently I can’t possibly enjoy life without stepping on crunchy leaves. I suppose I wouldn’t know, but that man doesn’t seem too experienced in life-enjoyment either, as he always acts as though he’s got a stick up his a*#.

What Do Children Read? Harry Potter's Not No. 1

Jay Matthews:

Children have welcomed the Harry Potter books in recent years like free ice cream in the cafeteria, but the largest survey ever of youthful reading in the United States will reveal today that none of J.K. Rowling's phenomenally popular books has been able to dislodge the works of longtime favorites Dr. Seuss, E.B. White, Judy Blume, S.E. Hinton and Harper Lee as the most read.

Books by the five well-known U.S. authors, plus lesser-known Laura Numeroff, Katherine Paterson and Gary Paulsen, drew the most readers at every grade level in a study of 78.5 million books read by more than 3 million children who logged on to the Renaissance Learning Web site to take quizzes on books they read last year. Many works from Rowling's Potter series turned up in the top 20, but other authors also ranked high and are likely to get more attention as a result.

"I find it reassuring . . . that students are still reading the classics I read as a child," said Roy Truby, a senior vice president for Wisconsin-based Renaissance Learning. But Truby said he would have preferred to see more meaty and varied fare, such as "historical novels and biographical works so integral to understanding our past and contemporary books that help us understand our world."

Michelle F. Bayuk, marketing director for the New York-based Children's Book Council, agreed. "What's missing from the list are all the wonderful nonfiction, informational, humorous and novelty books as well as graphic novels that kids read and enjoy both inside and outside the classroom."

Latest Author Letter......

Mr. William Fitzhugh The Concord Review 730 Boston Post Road, Suite 24 Sudbury, Massachusetts 01776

Dear Mr. Fitzhugh,

I am happy to tell you that I was admitted early action to Yale and will be going there this fall. I also want to thank you again for including my [10,453-word] paper on the Philippine War in the Winter 2007 issue of The Concord Review. I was honored to have my work included among so many impressive pieces.

Writing my essay gave me a chance to learn something not only about a specific historical event, but also about the nature of scholarship. Throughout high school I have been an inquisitive and capable history student, but my papers did little more than synthesize the views of other historians. When I decided to submit a paper to you for consideration, I started from one I had written for my tenth-grade American history class. As I edited the essay, I became motivated to steep myself in primary materials—from soldiers’ accounts to congressional testimony to newspaper articles, many of them conflicting—in an attempt to piece together some sort of orderly narrative from these fragmented and contradictory stories. I then turned to secondary sources, considering the views of different historians, assessing their sources, and always trying to draw my own conclusions.

This process of revision was challenging and exciting. I enjoyed reading the stories and first-person narratives. But I also learned to think more critically, and to draw parallels between past events and the present. In the words of H.G. Wells, “History is a race between education and catastrophe.” Perhaps through careful study of the past, we can glean insight as to how to approach the future.

Even if the Review had not accepted my paper for publication, doing this research and writing would still remain one of the most intellectually rewarding experiences of my high school years. I am deeply honored that you chose to publish it and I thank you again.

Sincerely,

Benjamin Loffredo
Fieldston School
Bronx, New York

Art Without Craft

On the website www.michelangelo.com/buon/bio, I learn that:

"When Michelangelo turned 13-years-old he shocked and enraged his father when told that he had agreed to apprentice in the workshop of the painter Domenico Ghirlandaio. After about one year of learning the art of fresco, Michelangelo went on to study at the sculpture school in the Medici gardens and shortly thereafter was invited into the household of Lorenzo de' Medici, the Magnificent...During the years he spent in the Garden of San Marco, Michelangelo began to study human anatomy. In exchange for permission to study corpses (which was strictly forbidden by The Church), the prior of the church of Santo Spirito, Niccolò Bichiellini, received a wooden Crucifix from Michelangelo (detail of Christ's face). But his contact with the dead bodies caused problems with his health, obliging him to interrupt his activities periodically.

"Michelangelo produced at least two relief sculptures by the time he was 16 years old, the Battle of the Centaurs and the Madonna of the Stairs (both 1489-1492), which show that he had achieved a personal style at a precocious age..."...(and later) “Michelangelo also did the marble Pietà (1498-1500), still in its original place in Saint Peter's Basilica. One of the most famous works of art, the Pietà was probably finished before Michelangelo was 25 years old.”

My apologies for quoting at such length from a biography, but I have seen his Pietà in Rome on several occasions, and it seems clear to me that it took a gifted young man, with great acquired skill in the craft of shaping marble with hammer and chisel, perhaps two years to achieve this masterwork.

Fast forward to the modern period, when we learn from The Boston Globe, in an article in February 2002 by Dave Barry, that:

“...Another important British artist is Damien Hirst. He won the Turner Prize in 1995, for an entry that consisted of (I am not making any of this up) a cow and a calf cut in half and preserved in formaldehyde. Last October, a London gallery threw a party to launch an exhibition by Hirst. When it was over, there was a bunch of party trash—beer bottles, ashtrays, coffee cups, etc.—lying around. Hirst, artist that he is, arranged this trash into an ‘installation,’ which is an artistic term meaning ‘trash that the gallery can now price at 5,000 pounds (sterling) and try to sell to a wealthy moron.’ The next morning, in came the janitor, who, tragically, was not an art professional. When he saw the trash, he assumed it was trash and threw it away. ‘I didn’t think for a second that it was a work of art,’ he later told the press. When members of the gallery staff arrived, they went out and retrieved the artistic trash from the regular trash, then reassembled the original installation, guided by photographs taken the night before.”

A similar astounding contrast may be discovered between artists whose works depend on carefully developed skill and great diligence, such as Albrecht Dürer, Jan van Eyck, Hans Memling, and Johannes Vermeer, among hundreds of others, and the newer artists whose work requires no craft at all, as, for example, quoting again from Dave Barry’s Globe article:

“The 2001 Turner Prize went to an artist named Martin Creed, whose entry was titled The Lights Going On and Off. It consists, as the title suggests, of lights going on and off in a vacant room. They go on for five seconds, then off for five seconds. That’s it. In other words, this guy got 20,000 pounds (sterling) for demonstrating the same artistic talent as a defective circuit breaker. Here’s the scary part. He deserved to win. I say this because, according to the BBC, his strongest competition was an artist whose entry consisted of a dusty room ‘filled with an array of disparate objects, including a plastic cactus, mirrors, doors, and old tabloid newspapers.’ Some gallery visitors mistook this for an actual storeroom before realizing that it was art. So Martin Creed’s blinking lights probably looked pretty darned artistic to the Turner Prize jurors. The prize was formally presented by Madonna, who said: ‘Art is always at its best when there is no money, because it has nothing to do with money and everything to do with love.’ That Madonna! Always joking! You should know that the artistry of Martin Creed is not limited to blinking lights. Another of his works is titled A Sheet of A4 Paper Crumpled Into a Ball. It’s a piece of paper crumpled into a ball.”

So now, instead of hard-earned craft and artistic masterworks, we have junk that shows us that “Art is...everything to do with love.” I am appalled by all this, as one who loves the art of Vermeer, Michelangelo and others, but I am also concerned because some of the same debased and mindless standards are working their way into the expectations for and evaluation of academic writing in our schools. Students are encouraged and rewarded for personal and “creative” writings which seem to be judged by the same standards which gave the Turner Prize for lights going on and off. Students are praised and given prizes for writing brief diary entries which involve as much craft as making breakfast with cereal from a box. Students are “protected” from engaging in the difficult craft of writing just as modern artists seem to have been released from any expectation that art should be the result of a long apprenticeship in a craft, such as sculpture or painting. It is true as was said about learning to play the cello, that “There are no shortcuts” in academic expository writing or in art. Artists and writers who try to take a shortcut and skip learning their craft turn out junk. Perhaps we should consider expecting our students, if not our modern artists, to try for a little higher level of achievement than craft-free junk?

“Teach by Example”
Will Fitzhugh [founder]
Consortium for Varsity Academics® [2007]
The Concord Review [1987]
Ralph Waldo Emerson Prizes [1995]
National Writing Board [1998]
TCR Institute [2002]
730 Boston Post Road, Suite 24
Sudbury, Massachusetts 01776 USA
978-443-0022; 800-331-5007
www.tcr.org; fitzhugh@tcr.org
Varsity Academics®

Study: Reading First Fails to Boost Reading Skills

Maria Glod:

Children who participate in the $1-billion-a-year reading initiative at the heart of the No Child Left Behind law have not become better readers than their peers, according to a study released today by the Education Department's research arm.

The report from the Institute of Education Sciences found that students in schools that use Reading First, which provides grants to improve grade-school reading instruction, scored no better on reading comprehension tests than peers in schools that don't participate. The conclusion is likely to reignite the longstanding "reading wars," because critics argue the program places too much emphasis on explicit phonics instruction and doesn't do enough to foster understanding.

Reading First, aimed at improving reading skills among students from low-income families, has been plagued by allegations of mismanagement and financial conflicts of interest. But the Bush administration has strenuously backed the effort, saying it helps disadvantaged children learn to read. About 1.5 million children in about 5,200 schools nationwide, including more than 140 schools in Maryland, Virginia and the District, participate in Reading First.

The congressionally mandated study, completed by an independent contractor, focused on tens of thousands of first-, second- and third-grade students in 248 schools in 13 states. The children were tested, and researchers observed teachers in 1,400 classrooms.

Many links, notes and a bit of (local) history on Reading First here.

The complete report can be found here:

Created under the No Child Left Behind Act (NCLB) of 2001, the Reading First program provides assistance to states and districts in using research-based reading programs and instructional materials for students in kindergarten through third grade and in introducing related professional development and assessments. The program's purpose is to ensure that increased proportions of students read at or above grade level, have mastery of the essential components of early reading, and that all students can read at or above grade level by the end of grade 3. The law requires that an independent, rigorous evaluation of the program be conducted to determine if the program influences teaching practices, mastery of early reading components, and student reading comprehension. This interim report presents the impacts of Reading First on classroom reading instruction and student reading comprehension during the 2004-05 and 2005-06 school years.

The evaluation found that Reading First did have positive, statistically significant impacts on the total class time spent on the five essential components of reading instruction promoted by the program. The study also found that, on average across the 18 study sites, Reading First did not have statistically significant impacts on student reading comprehension test scores in grades 1-3. A final report on the impacts from 2004-2007 (three school years with Reading First funding) and on the relationships between changes in instructional practice and student reading comprehension is expected in late 2008.

Coalition Releases State Of Black Madison Report

Channel3000:

New group the State of Black Madison Coalition said it is out to "change the plight of African Americans in the community," and members warned if that doesn't happen, Madison could see the major problems that plague Beloit and Milwaukee.

The new coalition of African American focused groups, armed with a new report called "The State of Black Madison 2008: Before the Tipping Point," issued a call to action Tuesday to the entire Madison community.
It said Madison is on the precipice of change and if problems of disparity between whites and blacks are not addressed, the city might, as the one coalition member put it, "plunge into intractable problems that plague most major urban cities."

The reports details the state of African Americans in Madison, saying if trends from 1990-2005 continue, it will take 265 years for the income gap between blacks and the rest of the Dane County community to disappear.

"A city should be measured by how close the weakest link is to the strongest link. My friends, in Madison we are football fields apart," said Scott Gray, president and CEO of the Urban League of Greater Madison

WKOW-TV:

African-American city leaders say the black community is in trouble and hope a new report called the State of Black Madison will be a catalyst for change.

The summary report, Before the Tipping Point, was released today by the State of Black Madison Coalition. They based their findings on information from the Center on Wisconsin Strategy and other recent research. Among the discoveries: racial disparity is most prevalent in the areas of criminal justice, education, health care and housing. 37-percent of African Americans in Dane County live in poverty today, as compared to just 11-percent of the community as a whole. And if trends that turned up between 1990-2005 continue, it will take 265 years for the income gap between blacks and the rest of the county to disappear.

Complete report (pdf).

One boy proves power of language

Dan Rodricks:

Three years ago, when he and his mother arrived in Baltimore, Giovanni Ramirez-Cruz did not speak a word of English. On Friday, he received a trophy at his school, the Mother Seton Academy in Fells Point, for giving the best speech among the eighth-grade boys there - and he had plenty of competition for the top honor.

There was Avery Burrell, for instance, who gave an impassioned performance as a middle-school weightlifter determined to achieve greatness without the use of steroids. The theme of the eighth-grade speeches, a spring tradition at the school, was "The power of one word," and Avery's word was "strength."

He portrayed a young man tempted to take a performance-enhancing drug, and he mentioned famous athletes - Barry Bonds and Roger Clemens - who've been accused of doing that. Ultimately, the boy Avery portrayed decides not to take the pill. Real strength, Avery said, means you are a person of character. "Real strength comes from within," he said, and the students, parents and staff in the cramped third-floor assembly room broke into excited applause for Avery's admirable declarations.

More on Saying Goodbye to Madison West High School's Writing Lab

Susan Troller:

A venerable and valued West High School academic institution has been cut from next year's schedule, and this time the immediate blame lies with dwindling enrollment projections for Madison high schools and middle schools, not the perennial budget cuts caused by state-imposed revenue caps.

The Writing Lab, a 30-year tradition at West which provides students with one-on-one help for writing papers and college essays, will be cut next year, Principal Ed Holmes confirmed.

John Howe, chair of West's English department, said the Writing Lab gets about 900 visits a year from students seeking help for everything from developing early ideas or themes to preparing final drafts.

Students get help, he said, with English papers, but also with writing assignments from virtually every other class that has a written component.

"Every year, we have students who have graduated that come back to West, telling us how well they were prepared for college writing assignments because of the Writing Lab," Howe said.

Much more on the demise of West's writing lab here.

Free Internet Book Search Tool

Voluminous:

The Internet is full of free books. But who has time to search for them? Let Voluminous bring the books to you. It finds, downloads and organises a vast library. Buy now, and access hundreds of years of classic literature. Take the free trial and see what's on offer.

Studies: SAT Writing Portion a Good Predictor of Freshman Grades

Janet Kornblum:

The controversial new writing portion of the SAT is actually a better predictor of grades for freshmen college students than the older, more-established, critical reading and mathematics portions, according to preliminary results of two new studies.

The College Board, which administers the SAT, studied test scores from 150,000 freshmen entering 110 colleges in 2006 and then looked at their GPAs at the end of their freshmen year, says Wayne Camara, vice president of research.

"Our study suggests that the writing test is the best single predictor" of freshman grades, he says. The study won't be finalized until summer, he says.

The University of California drew a similar conclusion from an analysis of its incoming 2006 freshmen and their GPAs, says Sam Agronow, coordinator of admissions research and evaluation at the University of California's office of the president.

Writing, Technology & Teens

Amanda Lenhart:

Teens write a lot, but they do not think of their emails, instant and text messages as writing. This disconnect matters because teens believe good writing is an essential skill for success and that more writing instruction at school would help them.

Related links: AP and Tamar Lewin.

School Test Scores Rise as More Low Scoring Students Drop Out

Margaret Downing:

A few years ago, I signed on as a volunteer tutor at my local elementary. I was matched with a student — I'll call him Eddie — who was failing miserably at both the math and English portions of the TAAS (Texas Assessment of Academic Skills), a statewide minimal skills test that was the precursor to today's TAKS (Texas Assessment of Knowledge and Skills).

I took him on in math, it being the worst of all his subjects, and began a series of one-on-one weekly meetings. It soon became apparent that while Eddie's multiplication and division skills were very shaky, his ability to subtract once we got into double digits was no better. Asked to compute 25 minus 17, Eddie's eyes darted around the room looking for an escape hatch. There were too many numbers to count on his fingers.

Word problems only ramped up the agony.

Some HOPE Scholarship recipients need remedial help in college

Jennifer Burk:

Despite earning B averages in high school, at least one in 10 HOPE Scholarship recipients receives some type of remedial help during the first year of college.

Put simply, some college freshmen who seemed to excel in high school still need help in basic math and English.

Twelve percent of college freshmen who have the HOPE Scholarship, awarded to Georgia students who graduate from high school with at least a B average, received learning support in fall 2006, according to the University System of Georgia.

The reasons why run the gamut, with blame placed at the state level all the way down to the student.

"It's hard for me to say the causes of that," said Dana Tofig, a spokesman for the Georgia Department of Education.

But part of the reason for the state's continuing overhaul of the public schools' kindergarten through 12th grade curriculum is to get students out of remediation and make them more prepared for college work, he said.

"The curriculum">curriculum before was way too broad and way too vague," Tofig said.

"The Schools Aren't Teaching Our Kids What They Need to Know"

Bob Herbert:

Ignorance in the United States is not just bliss, it’s widespread. A recent survey of teenagers by the education advocacy group Common Core found that a quarter could not identify Adolf Hitler, a third did not know that the Bill of Rights guaranteed freedom of speech and religion, and fewer than half knew that the Civil War took place between 1850 and 1900.

"We have one of the highest dropout rates in the industrialized world," said Allan Golston, the president of U.S. programs for the Bill and Melinda Gates Foundation. In a discussion over lunch recently he described the situation as "actually pretty scary, alarming."

Roughly a third of all American high school students drop out. Another third graduate but are not prepared for the next stage of life — either productive work or some form of post-secondary education.

When two-thirds of all teenagers old enough to graduate from high school are incapable of mastering college-level work, the nation is doing something awfully wrong.

Mr. Golston noted that the performance of American students, when compared with their peers in other countries, tends to grow increasingly dismal as they move through the higher grades:

Common Core of Data.

Unready in MA

Many Mass. graduates unprepared in college
Thousands need remedial classes, are dropout risks
By Peter Schworm
Boston Globe Staff / April 16, 2008

Thousands of Massachusetts public high school graduates arrive at college unprepared for even the most basic math and English classes, forcing them to take remedial courses that discourage many from staying in school, according to a statewide study released yesterday.

The problem is particularly acute in urban districts and vocational schools, according to the first-of-its kind study. At three high schools in Boston and two in Worcester, at least 70 percent of students were forced to take at least one remedial class because they scored poorly on a college placement test.

The study raises concern that the state’s public schools are not doing enough to prepare all of their students for college, despite years of overhauls and large infusions of money.

The findings are also worrisome because students who take remedial courses, which do not count toward a degree, are far more likely to drop out of college, often without the skills needed to land a good job. That has broad implications for the state’s workforce, economy, and social mobility.

The report, conducted jointly by the state Departments of Elementary and Secondary Education and Higher Education, found that the problem crossed socioeconomic lines. One third of high school graduates in suburban Hanover took remedial classes, as did 27 percent of graduates in Lynnfield and Needham.

“This is a statewide problem,” said Linda M. Noonan, managing director of the Massachusetts Business Alliance for Education, a nonprofit group that supports tougher educational standards to create a better workforce. "There's something systemic that we're not doing to get these kids ready to do college-level work."

High school administrators said they welcomed the new information, and pledged to use it to make the high school diploma a true sign of readiness for college.

"If you're a good district, this is information you want," said Paul Schlichtman, who coordinates research, testing, and assessment for the Lowell schools, where about half of graduates who went on to a state college or university in Massachusetts took remedial classes. "Your high school diploma needs to be a credential for a two- and four-year school, and it's something that we take very seriously."

The study tracked more than 19,000 students who graduated from public high schools in 2005 and attended an institution within the state's higher education system. Overall, it found that 37 percent of the graduates enrolled in at least one remedial course in their first semester in college. In many urban districts, a majority of the graduates studied took at least one remedial class their first year.

Among the roughly 8,500 students in the study who attended community colleges, nearly two-thirds took a remedial course. Many college administrators blame remedial courses for the high dropout rate at the state's two-year schools.

The results also cast doubt on the MCAS exams as a predictor of college readiness at a time when state education leaders are urging high schools to require a more rigorous course load to boost MCAS scores, as required under the federal No Child Left Behind law.

High school students who received special education instruction in high school, low-income and limited-English speaking students, and Hispanic and African-American students, were more likely to enroll in remedial classes, the study found.

The report marks the first time education researchers have detailed how public high school graduates from individual school districts perform in Massachusetts public colleges. State education officials distributed the reports last week to nearly 300 high schools across the state, and hope the information will spur improvements.

"We're hopeful high schools will regard this very seriously," said Paul Reville, chairman of the Board of Elementary and Secondary Education, who will take over as the state's education secretary in July. "This tells us that higher standards are necessary. We're not fully preparing students for non-remediated college work."

The report showed that students who barely pass the MCAS tests are far more likely to take college remedial classes. For example, half of students who scored a "needs improvement" on the 10th-grade MCAS math test were forced to take developmental math classes, as opposed to 20 percent who received the score "proficient."

In November, state education officials unanimously approved a recommended core high school curriculum in response to growing concerns about the number of students taking remedial classes. The recommended program includes four years of English, four years of math, three years of science, and three years of history.

Beginning this fall, students who do not reach the proficiency level on the English and math MCAS exams will be required to take more core classes and periodic tests to gauge their progress. Reville also said administrators have discussed giving high school seniors college placement tests.

Patricia F. Plummer, commissioner of the Department of Higher Education, said research has shown that students who take math and English in all four years of high school are far more likely to succeed in college.

"It's tremendously discouraging for them to be in college and not taking college-level work," she said. "And in terms of economic development, we can't afford to lose them."

More than ever, students need college education and training to compete for entry-level positions and launch a good career, Plummer said.

Education officials said they were encouraged by one finding: 80 percent of first-time, full-time students enrolled for a second year of college in 2006.

At Bunker Hill Community College, educators said the MCAS had not improved performance on college placement tests, and that some high school graduates show up woefully unprepared for basic college work.

"I haven't seen any significant change," said Deborah Barrett, the college's coordinator of student assessment. "It's very frustrating for students. They think that they've graduated from high school, they passed the MCAS, so they're ready for college."

Almost 90 percent of Bunker Hill students end up taking remedial math, and 63 percent take remedial English. Some graduates are writing at such a poor level that they must take the most introductory remedial class, she said. Only 20 percent of students complete their remedial work within two years, she said.

Educators and researchers said the study suggested that students who merely pass are not necessarily ready for college.

"The dirty little secret is that MCAS doesn't test 10th grade skills, much less college skills," said Robert Gaudet, an education researcher at the University of Massachusetts' Donahue Institute. "Passing is not that hard, it's getting to proficient that's tougher."

Peter Schworm can be reached at schworm@globe.com
© Copyright 2008 Globe Newspaper Company.

ARTICULATION

Back in the day [1980], Articulation was the name given to the process to ensure that elementary students were not surprised by the demands of seventh grade, and middle school students were not surprised by the demands of ninth grade (or tenth grade).

Educators had meetings in which they discussed articulation - not better diction for all, but a better fit between different levels of schooling - and it was always a problem. Each level wanted control over what it taught and when, and what academic standards would be enforced, and there was a lamentable inclination by high school educators to look down a bit on middle school educators and for middle school educators to look down a bit on elementary school educators.

While I am sure that this never happens now, in the new Millennium, there is another articulation problem which I believe gets far less attention than students deserve. It has been reported recently that nationally about 30% of our high school students in general drop out of high school and that the percentage rises to a shocking 50% for black and Hispanic students.

But what about the 70% (or 50%) who do graduate and get the diploma certifying that they have met the requirements of an American high school education? In Massachusetts, of those who pass the Massachusetts Comprehensive Assessment System [MCAS] tests and get their diplomas, 37% are now found to be "not ready for college work," according to a report last month in The Boston Globe.

In an article on EducationNews.org on student writing in Texas, Donna Garner quoted a parent who said about the writing her daughter is doing for the Texas Assessment of Knowledge and Skills [TAKS] tests: "She basically just writes about her feelings on anything of her choice and often is encouraged to just make things up as long as it is flowery and emotional. This is apparently what they look for on TAKS.” And Donna Garner observed: “It is no wonder that college professors think our Texas high-school graduates are not ready for college. The brutal fact is that they are not ready."

In California, Sherry Saavedra of The San Diego Union-Tribune, on April 12, 2008 reported that of the students entering the California State University system (i.e. those who have received their California high school diplomas saying they are high school graduates), 46% were unprepared for college-level English. She quotes Ethan Singer, associate vice president for academic affairs at San Diego State University, that: “They have one year to catch up through remedial classes if they want to remain...About 45% don’t make it to their sophomore year....Their academic preparation is questionable.”

One of these California high school graduates said: “I took a lot of AP classes in high school, so I thought I was more prepared.” She graduated from Serra High School in Tierrasanta, but she was told she needed to take a remedial writing course at SDSU. She reported: “I was, like, mad. It’s frustrating because you think you’re doing well and find out you’re not up to the standard.”

Once again, Articulation rears its head, but for some reason the high school people who hand out diplomas, based on whatever the HS academic criteria are, and the college people who administer the college readiness tests, based on their academic criteria, seem not to talk to each other, and each almost acts as if the other didn’t exist.

Why should students, who jump all the required hurdles, in Massachusetts, Texas and California (and elsewhere) to be awarded a high school diploma in a graduation ceremony, find, when they enter the college to which they have been accepted and for which they believe themselves to have been academically prepared, that 37% or 46% or more of them, are judged not capable of college-level work and must enroll in remedial courses in order to (again) earn a place in college?

How terribly difficult could it be, I wonder, for the people who write the high school graduation exams (MCAS, TAKS, etc.) and the people who write the college-readiness exams, which find so many high school graduates unprepared, to sit down and look at each other’s tests and perhaps try to reconcile their expectations, so that high school students could find out sooner what they need to do to get ready for college work.

It is truly inexcusable for college educators to admit high school graduates and then find them incompetent to do college work, and at the same time to ignore the HS assessments being conducted to determine whether students should receive a high school diploma or not.

Some people have made a few efforts at articulation between colleges and high schools, but clearly the high percentage of our diploma-bearing high school graduates who are still being surprised by the results of college assessment tests shows that college educators don’t care enough to fix an articulation problem the consequences of which should not fall so heavily on so many of our unsuspecting and unprepared students.

===============

"Teach by Example"
Will Fitzhugh [founder]
Consortium for Varsity Academics® [2007]
The Concord Review [1987]
Ralph Waldo Emerson Prizes [1995]
National Writing Board [1998]
TCR Institute [2002]
730 Boston Post Road, Suite 24
Sudbury, Massachusetts 01776 USA
978-443-0022; 800-331-5007
www.tcr.org; fitzhugh@tcr.org
Varsity Academics®

More Cal State Students Need Remedial Classes

Sherry Saavedra:

Cal State schools are a long way from their goal of seeing 90 percent of entering freshmen ready for college-level work.

Instead, 37 percent of freshmen entered a California State University campus last fall needing remedial math, while 46 percent were unprepared for college-level English, according to new data.

Locally, a quarter of freshmen at San Diego State University started school needing remedial math; 48 percent at Cal State San Marcos needed it. About one-third of SDSU freshmen were not proficient in English, compared with more than half at Cal State San Marcos.

The CSU system pours millions of dollars into outreach efforts aimed at making high schoolers more prepared for college, and it often bails them out with remedial classes when they're not. But the past seven years have produced only modest improvements in math among Cal State's 23 campuses, and there have been no changes in English.

Since last year, the math proficiency rate improved by less than half a percentage point, but the English rate slid by triple that amount.

Students are often sent to remedial courses when they don't demonstrate proficiency on a CSU place

Creative Nonfiction

There is a new genre of teenage writing in town: Creative Nonfiction. It allows high school students (mostly girls) to complete writing assignments and participate in "essay contests" by writing about their hopes, experiences, doubts, relationships, worries, victimization (if any), and parents, as well as more existential questions such as “How do I look?" and "What should I wear to school?"

This kind of writing is celebrated by Teen Voices, where teen girls can publish their thoughts about their hopes, experiences, doubts, relationships, worries, victimization (if any), and parents, etc. and by contests such as the one sponsored by Imagine, the magazine of the Johns Hopkins Center for Talented Youth.

College admissions officers also ask applicants to write about themselves, rather than, for example, asking to see their best extended research paper from high school. The outcome is that many of our public high school graduates encounter college term paper assignments which ask them to learn and write about something other than themselves, and thanks to the kudzu of Creative Nonfiction, this they are unprepared to do.

How teen autobiography came to be a substitute for nonfiction reading and academic writing is a long story, but clearly many now feel that a pumped-up diary entry is worthy of prizes in high school “essay contests,” and may be required in college application materials.

Of course teen girls should write about anything they want in their diaries, that is what diaries are for, after all, but it is a crime and a shame to try to confine their academic writing experiences in such a small, and poorly-gilded, cage of expectations.

Since 1987, The Concord Review has published long serious history research papers by high school girls on such subjects as the trial of Anne Hutchinson, the Great Awakening, the reform efforts of Peter the Great, the Seneca Falls Convention, the administrative and doctrinal confusions after the merger between the Roman Empire and the Catholic Church in the fourth century, and the Mountain Meadows Massacre in Utah in 1857, among many hundreds of other academic topics.

Now that the President of Harvard, the Secretary of State, the CEO of Pepsi Cola and one of the principal presidential candidates are female, perhaps it is not too soon to revisit the notion that all high school girls must be asked to write about is themselves.

Of course high school girls like to think and write about themselves and their friends, just as many boys still like to play Grand Theft Auto–San Andreas, but why should that lead to the practice of limiting their academic writing to personal matters, whether that writing has been re-branded as “Creative Nonfiction” or not.

Shakespeare is still generally credited with good creative writing, even if it was not nonfiction, but at his elementary school in Stratford, according to a recent article in Academic Questions, he “would have studied Latin and Greek over the course of eight years, in a curriculum that exposed students to essential masters, including: Lucian, Demosthenes, Herodotus, Aristophanes, Homer, Euripides, Terence, Virgil, Horace, Cicero, Caesar, Salust, Origen, Basil, Jerome et al.” One can only speculate about how much more creative he would have been if he had been allowed to do some real Creative Nonfiction in school about his own daily personal life in Stratford!?

International competitions have shown us how poorly our high school students perform in math and science, but there is no international comparison of academic writing standards and performance that I know of. Perhaps that is lucky, as it seems likely that having our secondary students write about themselves most of the time has guaranteed that their writing would seem silly, superficial and solipsistic when compared with, for example, the International Baccalaureate Extended Essays, which are generally not about high school student hopes, experiences, doubts, relationships, worries, victimization (if any), parents, and those perennial dilemmas: “How do I look?” and “What should I wear to school?”

Of course we can do better. We have high school students tackling calculus, Chinese, chemistry, European history and many more challenging academic subjects. Why can’t we free them as well from the anti-knowledge, anti-intellectual and anti-academic Creative Nonfiction writing assignments which so many students are now being given on which to waste their precious time?

“Teach by Example”
Will Fitzhugh [founder]
Consortium for Varsity Academics® [2007]
The Concord Review [1987]
Ralph Waldo Emerson Prizes [1995]
National Writing Board [1998]
TCR Institute [2002]
730 Boston Post Road, Suite 24
Sudbury, Massachusetts 01776 USA
978-443-0022; 800-331-5007
www.tcr.org; fitzhugh@tcr.org
Varsity Academics®

Texas Student Writing

She basically just writes about her feelings on anything of her choice and often is encouraged to just make things up as long as it is flowery and emotional. This is apparently what they look for on TAKS."
---
"It is no wonder that college professors think our Texas high-school graduates are not ready for college. The brutal fact is that they are not ready."

"An Expose of the TAKS Tests" (excerpts)
[TAKS: Texas Assessment of Knowledge/Skills
ELA: English/Language Arts]
by Donna Garner
Education Policy Commentator EducationNews.org
10 April 2008

....Please note that each scorer spends approximately three minutes to read, decipher, and score each student's handwritten essay. (Having been an English teacher for over 33 years, I have often spent over three minutes just trying to decipher a student's poor handwriting.) Imagine spending three minutes to score an entire two-page essay that counts for 22 % of the total score and determines whether a student is allowed to take dual-credit courses. A student cannot take dual-credit classes unless he/she makes a "3" or a "4" on the ELA TAKS essay...

...The scorers spend only about three minutes scanning the essays and do not grade students down for incorrect grammar, punctuation, spelling, and capitalization unless the errors interfere significantly with the communication of ideas. Students are allowed to use an English language dictionary and a thesaurus throughout the composition portion of the test, and they can spend as much time on the essay as they so choose...

On April 5, 2008, a worried parent sent me the following e-mail:

Hi Donna,

“Our 3rd graders are taking a district wide 4th grade writing benchmark this week...Because (name of her daughter) was sick, I got to see her initial work because the teacher sent it home to be redone. What do you know... the comments on it were ‘not catchy enough’; ‘how did this make you feel’; and ‘needs more adjectives.’ The only thought organization was a ‘word web’ (looks like a wheel w/different paragraphs relating to the main topic on the spokes...At this point (3rd grade) the kids should be learning how to do research for papers, how to organize their thoughts for the papers, and how to draft the papers. My kids know none of this. But they sure are learning about flowery, descriptive writing (with little organization behind the writing)! I will be tutoring them over the summer on how to put together and write both research and persuasive essays in order to get them ready for private school in the fall since this is what they are learning in the private schools.”

...POINT #7: A CONVERSATION WITH A SCORER

Several years ago I had a unique dialogue with an experienced ELA TAKS scorer (grader). In the course of our e-mails, she revealed that she had never been a teacher. In fact, she said that most of the scorers were not teachers because the ELA TAKS is given in February. She stated that 200+ scorers were usually required per grade level (4th, 7th, 9th, 10th, and exit level). She said that she had a degree in English, but her e-mails to me were filled with grammatical/usage errors. She told me that she worked for Pearson Educational Measurement which had a contract with the TEA to score both the multiple-choice and short-answer portions and that the graders were hired and trained based upon TEA requirements.

POINT #8: WRITTEN COMPOSITION ABUSES

More important than any other problem with the ELA TAKS is that the test drives classroom instruction. “Whatever is tested is what teachers are going to teach.” Because the TAKS essay is overly weighted (i.e., “2 Rule” and conjunctive policy), students and their teachers do not see a real reason to spend much time on correct grammar, spelling, capitalization, and punctuation. Therefore, in their compositions and in their speaking, students are not being expected to follow standard English. Playing the “TAKS game” has become more important than paying attention to basic writing skills.

Texas public-school English teachers used to teach their students the four different modes of paragraph writing—expository, persuasive, descriptive, and narrative. Students could easily understand these terms: expository exposes facts; persuasive persuades; descriptive describes; and narrative tells a story.Students learned how to weave smoothly all four modes of writing into their compositions as needed.

Along came the ELA TAKS, and personal victimization narratives became the norm. Instead of students’ writing solid fact-based persuasive essays with good argumentative content and a substantial amount of expository information based upon actual knowledge, students are now taught to emote.

“Voice” has become the big factor toward a student’s receiving a “4.” Voice is a literary term that basically means “personality.” Students have learned the way to “play the TAKS game” is to reveal something personal about themselves, give their opinions and feelings, and tap into an emotion usually through explaining how they have been a victim of society. Students’ compositions have to demonstrate uniqueness in order to catch the grader’s eye, and many students have learned to fabricate persona. This informal style welcomes dialect, poor grammar, spelling, capitalization, and punctuation. I have received e-mails from experienced teachers who have told me they had minority students with serious syntax problems who made passing grades on the TAKS essay yet had other students with good writing skills who failed.

This is an example of an essay prompt from the TAKS Released Version, Exit Level, July 2006: “Write an essay explaining the value of the small, everyday events of life.” The more students can spin their tales of adversity, the higher their TAKS essay grades will be—even if students have to make up examples. In essence, Texas schools are teaching students to lie.

Then when Texas students get to college and have to write their first formal expository or persuasive compositions, they simply saturate them with “voice,” personal opinions, experiences, and emotions—no real fact-based substance or deep content. It is no wonder that college professors think our Texas high-school graduates are not ready for college. The brutal fact is that they are not ready.

One concerned parent of a college student told me recently that she is very worried about the dumbing down of her daughter’s college course. The daughter is a student in a major Texas university. So many of the students in her class have not written formal research papers that the professor has been forced to lower his expectations. Now the students present their research in a poster format. The student puts together his/her poster, displays it, and answers questions orally.

Just a few weeks ago, an assistant superintendent in a Central Texas school district sent me the following e-mail:

Donna,

“Our students had to score a ‘3’ on the ELA Exit Level essays in order to be eligible for English 1301/dual credit at MCC (Community College). Last Monday the professor came to school to sit down with each individual and explain why he had scored their papers so low. They were covered in red marks, and our students were crushed by the grades. He wanted no flowery and fluffy language but wanted substantive persuasive and expository content!”

These students take the ELA TAKS in February, school ends in May, and in August they have to be ready to write to a new style under much more rigorous expectations. This school year, the teachers will have less time to prepare these dual-credit students because the TAKS ELA has been moved to March...

On October 23, 2007, the Houston Chronicle ran a story telling about a writing program between the University of Texas and college-bound seniors at Houston Jack Yates High School. Jim Warren, a University of Texas postdoctoral fellow, is coordinating the program. “Jim Warren...noted even accomplished writers can be in for an unpleasant surprise when they hit a mandatory freshman writing course at UT. ‘We were getting a lot of students who were under-prepared to read and write as we asked them to do...Warren said most high school students have little experience with analytical writing because they’re coached to master narrative skills needed to score well on TAKS tests. But narrative sentences...won’t cut the mustard in college rhetoric courses.’”

This is a comment posted by “A Parent” on EdNews.org on April 3, 2008:

Comment #15 (Posted by A Parent) Rating:

“...My daughter is a public school student, and we plan to pull her out of school at the end of this year. We will enroll her in a highly respected and rigorous private school. While her English class is very “fun” and she likes her teacher, we feel she is learning almost nothing about writing and the class reads very little. Nearly all of the writing she does is something called an “OP”. She basically just writes about her feelings on anything of her choice and often is encouraged to just make things up as long as it is flowery and emotional. This is apparently what they look for on TAKS. We’re not experts, but this doesn’t seem to teach her how to think logically (but then again she is a teenager). We have not seen a single essay that is persuasive or expository, and we are worried that she will not learn how to write papers correctly for college someday. We have not seen any instruction that teaches her to organize her thoughts or support a thesis coherently. I wish I could say that this is an off year, but most of her English classes have been like this. When we see that so many college students need remediation in English, reading and math it is a little scary...”

===============

"Teach by Example"
Will Fitzhugh [founder]
Consortium for Varsity Academics® [2007]
The Concord Review [1987]
Ralph Waldo Emerson Prizes [1995]
National Writing Board [1998]
TCR Institute [2002]
730 Boston Post Road, Suite 24
Sudbury, Massachusetts 01776 USA
978-443-0022; 800-331-5007
www.tcr.org; fitzhugh@tcr.org
Varsity Academics®

Character Counts, But Not by Race

Mona Charen:

The public schools, perhaps more than any other institution in American life, are afflicted with "sounds good" syndrome. Let's teach kids about the dangers of smoking. Sounds good. Let's improve math scores with a new curriculum called "whole math." Sounds good. Let's reduce teen pregnancy and sexually transmitted diseases by teaching sex ed. Sounds good. Let's have cooperative learning where kids help one another. And so on.

The Fairfax County, Va., schools (where my children attend) recently joined a nationwide "sounds good" trend by introducing a character education curriculum. Students were exhorted to demonstrate a number of ethical traits like (I quote from my son's elementary school's website) "compassion, respect, responsibility, honesty." It would be easy to mock the program -- each trait, for example, is linked to a shape (respect is a triangle, honesty is a star). The intention to help mold character is a laudable one. But this program, like so much else about the public schools in the "sounds good" era, has foundered.

The curriculum made news recently when a report ordered by the school board evaluated student conduct for "sound moral character and ethical judgment" and then grouped the results by race. Oh, dear. It seems that among third graders, 95 percent of white students received a grade of "good" or better, whereas only 86 percent of Hispanic kids did that well and only 80 percent of black and special education students were so rated.

Martina A. "Tina" Hone, an African-American member of the school board, told the Washington Post that the decision to aggregate the evaluations by race was "potentially damaging and hurtful."

Running L8 But CU Soon. Luv, Mom

Cecilia Kang:

OMG. Dat u mom?

Yes, it is. Parents are horning in on their teenagers' lives through text messaging. Sending shorthand cellphone messages used to be the province of the younger set -- under the dinner table, in the car, at all hours of the night.

Now, parents are responding with their own quick dispatches -- "RU there," "Running L8" -- and becoming the fastest-growing demographic in text messaging, which is one of the biggest areas of the mobile-phone industry

"The time for school change is now: We should get serious about minority achievement"

Steve Braunginn:

Now that Madison School Supt. Art Rainwater is on his way to retirement, it's time to reexamine programs, staffing and curricula throughout the district.

Let's face it, again. African American and Latino academic achievement pales in comparison to that of white and Asian American students, though some segments of the Southeast Asian community struggle as well.

Daniel Nerad, the new superintendent, should dust off all the research that the district has gathered over the past 40 years, look at the recent studies pointing to excellence in education and put together a new approach to ending the achievement gap.

Things are already cooking at the Ruth Doyle Administration Building. Restructuring the high schools is in the works. Pam Nash, former Memorial High School principal and now assistant superintendent for secondary schools, is taking on this enormous task. Based on her work at Memorial, she's the right person for the task.

Nash acknowledges the concerns and complaints of African American parents, educators and community leaders. It's time to raise those achievement scores and graduation rates. She's fully aware of a solid approach that didn't fare well with Rainwater, so she's left to figure out what else can be done.

First, let's acknowledge the good news.

Clusty Search: Steve Braunginn.

Milwaukee Schools Join National Testing (NAEP)

Alan Borsuk:

"The Nation's Report Card" is going to start giving grades for Milwaukee Public Schools.

Milwaukee was named Thursday as one of seven urban school districts that will join the testing program of the National Assessment of Education Progress. NAEP is the closest thing to a nationwide testing program at levels below college admission tests. The government-funded organization that runs NAEP has trade-marked the "Nation's Report Card" label for the program.

NAEP results released last week showed that Wisconsin eighth-graders were doing a bit better than the nation in writing skills, but that among African-Americans students, Wisconsin had the lowest scores in the United States and the second-widest gap between white and black kids in the nation.

There were no results for Milwaukee specifically in that round of testing, or in earlier tests that showed huge gaps in Wisconsin between white and black students in reading and math.

"Ill Prepared Students Flood Iowa Community Colleges"

Lisa Rossi:

Nearly one-third of freshmen at Iowa's community colleges took at least one remedial course last fall, but an even larger percentage of the freshmen needed additional high-school-level instruction in one or more subject areas, a Des Moines Register survey has found.

The trend has educators frustrated and concerned.

While community colleges have long accepted that part of their role is to be a bridge between high schools and four-year colleges and universities, some community college advocates are becoming exasperated with the number of ill-prepared students arriving from high schools.

"I just think it's unfortunate that such a large percentage of students who arrive at our door are in need of additional remediation to come up to the college level," said M.J. Dolan, executive director of the Iowa Association of Community College Trustees.

The Register's survey of the community colleges found that 31.5 percent of incoming freshmen last fall took one or more remedial courses to improve their understanding of certain academic subjects.

In India, Dreams Unfold in English

Rama Lakshmi:

Life has never been better for Pankaj Srivastava, a tall, soft-voiced insurance manager. He surpassed his business targets and has been promoted twice. His company sends him to conferences all over India and is rewarding him with a three-day vacation in Dubai.

But the faster he rises, the more anxious he gets.

"I am in the big league now. But everybody at this level speaks English, and I don't," Srivastava said in a mix of Hindi and broken English. "I stay in hotels where even the waiters speak English. At the conferences, I stay quiet because I don't want them to laugh at my English."

So for the past week, he has been attending a conversational English class at an establishment here called Uma's English Academy.

"Worst Rank" Doesn't belong to Kids Alone

Eugene Kane:

It was a bold headline, befitting the seriousness of the problem: "State black 8th-graders rank worst In nation in writing."

And it was pretty damning stuff when you consider we're talking about 14-year-old kids here.

The Journal Sentinel's front-page headline last Friday pointed an accusing finger squarely at young African-American students in Wisconsin who apparently can't keep up with their contemporaries. The worst writing students in the nation, that's what national data found when it came to Wisconsin's black students, including the distinction of having the lowest average scores and worst gap between black and white students anywhere.

These depressing results were taken from a national study often referred to as "The Nation's Report Card," which means this is one test we flunked badly. There's always plenty of blame to go around when things get this dismal. I'm talking teachers, principals, politicians, business leaders, and of course, the parents of all those low-achieving students. But don't worry about blaming the kids.

They already got theirs in that screaming headline.

2007 NAEP Writing Report. Alan Borsuk's article.

Eighth Grade Vocabulary List: 1978

Well worth reading [1.2MB PDF]:

rivulet: A small stream or brook. The ancient rivulet was conducted according to customs that were centuries old. The children enjoyed wading in the rivulet. The manuscript needed only minor rivulets before publication. A pleasant rivulet trickled through the fields.

firth: A narrow inlet or arm of the sea. (A firth may refer to any narrow arm of the sea or more particular to the opening of a river into the sea. Because the coast of Scotland is dotted with so many firths, the word has come to be associated with that country.) The soldier explored the firths that cut into the coastline. The young child was severely reprimanded for having committed the firth. After swimming across the firth, he was completely exhausted. The coast was cut with many narrow firths, which were ideal hideouts for smugglers.

Related: Dick Askey: Content Knowledge Examinations for Teachers Past and Present and NAEP writing scores - 2007 along with an article by Alan Borsuk. A Touch of Greatness:

You won’t find ten-year old children reciting Shakespeare soliloquies, acting out the Cuban Missile Crisis or performing Sophocles plays in most American classrooms today. But Albert Cullum’s elementary school students did all this and more. Combining interviews with Cullum and his former students with stunning archival footage filmed by director Robert Downey, Sr., A TOUCH OF GREATNESS documents the extraordinary work of this maverick public school teacher who embraced creativity, motivation and self-esteem in the classroom through the use of poetry, drama and imaginative play.

Regarded by academics as one of the most influential educators of the 1960s and ‘70s, Cullum championed what is, by today's standards, an unorthodox educational philosophy: the belief that the only way teachers can be successful with children is to speak directly to their hearts and to their instinctive and largely ignored capacity to quickly understand and identify with the great personalities, ideas and emotions found in classical literature. To that end, Cullum regularly taught his elementary school children literary masterpieces, exposed them to great works of art and engaged them in the events of world history. Without leaving the classroom, his students visited King Tut's tomb, attended joint sessions of the U.S. Congress, operated on “bleeding” nouns in his "grammar hospital," and clamored to play the timeless roles of Julius Caesar, Lady Macbeth and Hamlet.

When Cullum was an elementary school teacher in the New York City suburbs during the 1960s, his friend Robert Downey helped film several student plays and classroom events. In A TOUCH OF GREATNESS, these lush black and white films, with original music created by Tom O'Horgan, capture the work of this radical teacher and his students’ love of learning.

NAEP Writing Scores & Texas Reading/Writing Curriculum

Donna Garner:

The National Assessment of Educational Progress (NAEP) released its 2007 eighth-grade writing scores today. These scores have particular significance to Texas because we are engaged in an intense battle over the rewrite of the English / Language Arts / Reading standards.

One side, the Coalition made up of eleven organizations with ties to NCTE and other national organizations, has joined up with the bilingual organizations to impede progress toward changing the way our state teaches students how to read, write, and speak English.

By looking at the NAEP writing results below, it is obvious that Texas needs to change the status quo. Anyone can see that the way English is being taught right now is simply not working.

Those of us who want change are strongly advocating that students need to be taught explicit grammar, spelling, punctuation, and capitalization so that they will have a strong foundation upon which to build good writing skills.

In the new ELAR standards, our side wants to have a separate strand for oral and written conventions so that these skills will be emphasized among our Texas students.

Wisconsin Black 8th-Graders Rank Worst in Nation in Writing

Alan Borsuk:

The classic three R's of education - reading, writing and arithmetic - became the three R's of educational alarm for Wisconsin with the release Thursday of nationwide data on eighth-graders' writing ability.

While Wisconsin students on the whole did better than the national average and better than in 1998, the last time the same tests were given here, Wisconsin's African-American students had the lowest average score in the nation, and the gap between black and white scores in Wisconsin was the second worst in the United States.

The writing scores lined up with results released in September from national testing that showed the average reading scores of fourth- and eighth-grade black students in Wisconsin were the lowest in the U.S. The gaps between black students and white students in Wisconsin in reading were the largest in the nation, and the situation for math scores was nearly as grim.

The overall message appears clearly to be that something is seriously off course in the education of African-American children in the state, decidedly more so than in other states. Gaps between whites and Hispanics and between kids from lower-income homes and those from higher-income homes are serious but not nearly the size of the racial gaps.

More here:

"Once again, we see Wisconsin at the bottom of the pack when it comes to the performance of African American students. In fact, Wisconsin was one of just three states that lost ground for its African American students between 1998 and 2007. When you compare Wiscosnin to a state like Arkansas, in 1998, Wisconsin was doing much better for its black students than Arkansas. But Wisconsin has since lost a lot of ground, whereas Arkansas gained a lot of ground, and now you see African American students in Arkansas are doing better than African American students in Wisconsin. We know that Arkansas, for example, has been working diligently for the last 10 years to raise expectations for both teachers and students in terms of the kind of content they are supposed to master, and they've also had an explicit focus on insuring that there is coordination across the curriculum so that students are writing not just in a prescribed writing block, but they're writring in their science courses and in their mathematics couses and in their history courses. You're seeing the pay off here. Wisconsin would be very well advised to look at the practices of states that have frankly passed it by.

2007 "Nation's Report Card - Writing" Now Available

National Center for Education Statistics:

This report presents the results of the 2007 National Assessment of Educational Progress (NAEP) writing assessment. It was administered to a nationally representative sample of more than 165,000 eighth- and twelfth-graders from public and private schools. In addition to national results, the report includes state and urban district results for grade 8 public school students. Forty-five states, the Department of Defense schools, and 10 urban districts voluntarily participated. To measure their writing skills, the assessment engaged students in narrative, informative, and persuasive writing tasks. NAEP presents the writing results as scale scores and achievement-level percentages. Results are also reported for student performance by various demographic characteristics such as race/ethnicity, gender, and eligibility for the National School Lunch Program. The 2007 national results are compared with results from the 2002 and 1998 assessments. At grades 8 and 12, average writing scores and the percentages of students performing at or above Basic were higher than in both previous assessments. The White -- Black score gap narrowed at grade 8 compared to 1998 and 2002 but showed no significant change at grade 12. The gender score gap showed no significant change at grade 8 compared with previous assessments but narrowed at grade 12 since 2002. Eighth-graders eligible for free or reduced-price school lunch scored lower on average than students who were not eligible. Compared with 2002, average writing scores for eighth-graders increased in 19 states and the Department of Defense schools, and scores decreased in one state. Compared with 1998, scores increased in 28 states and the Department of Defense Schools, and no states showed a decrease. Scores for most urban districts at grade 8 were comparable to or higher than scores for large central cities but were below the national average. Trend results are available for 4 of the 10 urban districts.

36% of Wisconsin 8th grade students scored proficient and advanced, tied for 9th best. Complete Report: 3.9MB PDF File.

Sam Dillon:

About one-third of America’s eighth-grade students, and about one in four high school seniors, are proficient writers, according to results of a nationwide test released on Thursday.

The test, administered last year, showed that there were modest increases in the writing skills of low-performing students since the last time a similar exam was given, in 2002. But the skills of high-performing eighth and 12th graders remained flat or declined.

Girls far outperformed boys in the test, with 41 percent of eighth-grade girls scoring at or above the proficient level, compared with 20 percent of eighth-grade boys.

New Jersey and Connecticut were the two top-performing states, with more than half their students scoring at or above the proficient level (56 percent in New Jersey, 53 percent in Connecticut). Those two and seventeen other states ranked above New York, where 31 percent of students wrote at the proficient level.

Joanne offers notes and links.

Washington's Math Evolution Takes Another Detour

AP:

The people revising the way students learn math in Washington would like the adults in the state to do them a favor.

Please stop saying: "Math is hard. I've never been good at it."

But if math is so easy, why is the process to revise the state's math standards taking so long?

The journey that began in the summer of 2006 with a consultant-led review of the old learning requirements is nearing its second anniversary. The new completion goal — a third extension granted by the Legislature earlier this month — is the end of summer.

Lawmakers and education officials say the process is taking so long because they want to make sure they get it right. They have a lofty goal: to finish the process with the best math system in the country.

Texas English Teachers Fight Board Mandated Reading Lists

Terrence Stutz:

cores of English teachers urged the State Board of Education on Wednesday to reject proposed curriculum standards that would spell out what literary works their students should read, insisting they are best suited to make those decisions.

Educators from North Texas and across the state said board members should listen to teachers before they adopt curriculum standards for English that will remain in place for the next decade, influencing not only what is taught in the classroom but also providing the basis for state tests and textbooks used in public schools.

Carrollton-Farmers Branch English teacher Elsa Anderson said a board proposal to establish reading lists for English and reading classes is a mistake and would “tie teachers’ hands and deprive them of making decisions about books that are best for their students.”

Ms. Anderson, representing the Texas Council of Teachers of English Language Arts, said the book titles included in the board proposal — most of them classics — are “extremely limited in diversity” and would have a negative impact on the reading achievement of minority students.

Program Teaches the Power of the Pen

Jessica Blanchard:

The difference between the two stories is striking.

The first is two nearly bare pages, with two garbled sentences, illustrated by a single pencil drawing. The second, a tale about a little girl's morning routine, has much more detail, the words and pictures filling three full pages. The cheery sketches are carefully labeled: house, flowers, fence, sun.

The author is a second-grader who is learning English as a second language -- and the two stories were written just over two months apart.

"It's so incredible to see the growth," said Dan Coles, the literacy program manager for Seattle Public Schools.

Thanks to the Writer's Workshop program, such rapid progress is becoming more common for Seattle students, he said.

The curriculum, developed by Columbia University Teachers College, has been in place in Seattle middle schools and in various grades at K-8 schools since fall 2006. Four elementary schools are testing out the Writer's Workshop program this year: Coe, Olympic Hills, Madrona and Loyal Heights. District officials hope to eventually expand the program to all the elementary schools.

The basic format is the same at each school: A daily mini-lesson to introduce a new writing technique, followed by about 40 minutes of writing to help students hone their skills.

Young Authors Conference & Wisconsin Writes @ the Milwaukee Art Museum.

Common Ground: Clear, Specific Content Holds Teaching, Texts and Tests Together

Heidi Glidden 352K PDF:

Imagine for a moment that you are a new fourth-grade teacher with 25 children squirming in front of you. There’s a test at the end of the year, though you really aren’t sure what’s on it, and there are stacks of enormous textbooks— too enormous to tackle cover-to-cover—on the shelf. The one thing that is abundantly clear is that you are supposed to teach to the standards.

So, when you open up that standards document, do you hope to see something like this? Analyze the style or structure of a text.

or something like this?

Describe the differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and other tales.

Example: After reading some of the Greek or Norse myths found in such books as Book of Greek Myths or Book of Norse Myths, both by Ingri and Edgar D’Aulaire, discuss how myths were sometimes used to explain physical phenomena like movement of the sun across the sky or the sound of thunder.
Both are from current state standards, but one, obviously, offers much more guidance as to what your fourth-graders need to learn. If your instruction is guided by the first standard, you may or may not adequately prepare students for the test—or for fifth grade. But if your instruction is guided by the second standard, your students have a much better chance of being on grade level. And we can imagine an even clearer, more specific standard that would give you greater confidence that your instruction was on target.

For example, instead of merely suggesting books to draw from, the latter standard could specify exactly which myths, fables, legends, etc. students should read and ensure that none of those selections is repeated in other grades.

Plugging the Hole in State Standards

E.D. Hirsch, Jr. [300K pdf]:

Like other forward-looking organizations, the American Federation of Teachers believes that we need to have better state standards if we are truly going to improve K-12 education. I’ve earnestly stated that same view. That’s no doubt why I’ve been invited to write on this subject.

I’m genuinely flattered. But after living with this question for more than two decades, my views have become so definite (some might say extreme) that I decided to conceive of this piece as a guest editorial where no one should think I am speaking for anyone but myself. That will allow me to speak my mind, which will I hope be more useful to readers than an attempt to find and express a consensus view on behalf of American Educator and the AFT on this controversial subject.

E. D. Hirsch, Jr., is professor emeritus at the University of Virginia and author of many articles and books, including the bestselling Cultural Literacy and The Schools We Need. He is a fellow of the Academy of Arts and Sciences and founder of the Core Knowledge Foundation. His most recent book is The Knowledge Deficit: Closing the Shocking Education Gap for American Children.

The subject is controversial in part because some teachers do not like explicit subject-matter standards. In my own state of Virginia, some teachers are quite annoyed with me personally because many years back my writings influenced the Virginia Board of Education when they introduced the “Virginia Standards of Learning”—the much debated, often dreaded SoLs. But let me say to those teachers, and to other teachers, that the state did not pay attention to what my colleagues and I said back in 1988. We said that subject-matter standards and tests of them should be just two prongs of a four-pronged policy. Standards and tests needed to be accompanied by good teacher training in the subject matter specified in the standards and by good classroom materials that clearly indicate what to teach, but not how to teach it. The last two prongs have never come properly into existence in Virginia, nor to my knowledge in any other state. Moreover, the Virginia standards (not to mention the tests) are not nearly as good as they should be. other state standards are even worse. No wonder there is such dissatisfaction!

But many teachers I have talked to have agreed that they would very much prefer to work in a more coherent system, one that ensured that students who entered their classrooms were adequately prepared.

Thanks to a reader for mentioning this article.

Unready Soon Quit College

Matt Krupnick:

It's the second week of school, and Phil Farmer's pre-algebra class at Diablo Valley College already has empty seats.
His roll call brings silence after several names. Call it a result of the January rain, or even of the agonizing early semester parking space hunt, but definitely call it a problem.
Statistically, it's safe to say that only 30 percent to 40 percent of Farmer's students will advance to basic algebra.
Community colleges nationwide labor under the weight of ill-prepared students. Some colleges estimate that nearly every student is unprepared in math, reading or writing -- or all three.
Consider the sheer magnitude of California's problem:

• Nearly 670,000 California college students were enrolled in basic English and math courses last year, with additional students in remedial reading courses and English-as-a-second-language classes. It's estimated that far more students need remedial work but don't enroll, and half the remedial and second-language students leave school after their first year.
• One in 10 students at the lowest remedial levels -- community colleges sometimes have up to five courses below the lowest college-level course -- reaches a college-level course in that subject. The numbers are worse for black and Latino students.
• Nearly three-quarters of the students who take placement tests are directed to remedial math courses, compared with 9 percent being placed in college-level courses.

What Books When?

Valerie Strauss:

Parents at Green Acres, a private school in Montgomery County, complained this month when a teacher read to a group of third-graders from a book containing gruesome descriptions of violence against enslaved Africans and the conditions on the ships that brought them to the United States. They said the children were too young for the difficult theme and graphic language.

At Deal Junior High School in the District, some parents wondered why their children were reading books this year that they considered too easy for advanced seventh-grade students ("Treasure Island" by Robert Louis Stevenson) or books without much literary merit ("The Seven Habits of Highly Effective Teens" by Sean Covey.)

The episodes illustrate how difficult it is for librarians, teachers and parents to match children with the right book at the right age in an effort to turn young people into lovers of reading. And experts say that process is becoming increasingly complicated.