A college degree is worth it even as the cost of going to school rapidly escalates and real wages decline for graduates, WSJ’s Mark Peters reports on Lunch Break with Tanya Rivero. Photo: Getty
Who earns more, a recent graduate from a flagship state university with a bachelor’s degree or one who finishes a two-year program at a little-known community college?
The answer isn’t so clear.
As states for the first time mine graduates’ salary data from public colleges, they are finding that paychecks for holders of associate degrees in a technical field are outstripping many grads with four-year degrees, at least early in a career.
The growing body of data, from states including Texas, Colorado and Indiana, provides a sober new look at the value of a postsecondary education in a slowly recovering economy.
Overall, the findings reinforce the belief that a college degree is worth the investment. But they highlight the reconsideration of a long-held article of faith that a four-year college degree guarantees at least a middle-class life, while an associate degree is its poor country cousin.
In Indiana, figures show that after a year in the workforce there, a graduate of Ivy Tech Community College makes more on average than a graduate of Indiana University.
All Policy is Local: Education in the Governor’s races
GOOD MORNING! Welcome to the first installment of our monthly edu-lection newsletter, a new feature of our POLITICO series “All Policy is Local: Education.” Over the next five months, we’ll keep you in the know on all the ways education plays out in key races at the local, state and federal levels. We’ve got a full slate of stories planned, too, so check in often at the series home page for updates: http://politico.pro/SQHp9R. You might also want to bookmark the POLITICO Polling Center, which tracks the latest in races across the country: http://politi.co/1lOM3kb.
This month, we’re going to take a close look at the governor’s races. We’ve already seen nasty nicknames flying, attack ads airing, money pouring in…and cute kids being used as backdrops in TV spots. In other words: Buckle up.
OUR FIRST STOP: PENNSYLVANIA, where polls show Republican Gov. Tom Corbett is in trouble – and unions smell blood. The American Federation of Teachers and its local affiliates have been relentless in attacking Corbett all spring and a senior AFT official told us this race is their No. 1 target for the fall.
– Education polls as a top issue for Pennsylvania voters and unions see it as a huge vulnerability for Corbett. They accuse him of slashing $1 billion in education spending to pay for a tax cut and point to districts across the state that have laid off teachers, increased class sizes, eliminated full-day kindergarten and more. Democratic challenger Tom Wolf has put forth a detailed education agenda [http://bit.ly/1llmers and also http://bit.ly/1q9aFF8 ] that draws sharp contrasts with Corbett. In the K-12 arena, he wants to crack down on the state’s low-performing online charter schools. In higher ed, he’d like to offer in-state tuition and extensive support for veterans at state colleges and universities. Wolf also wants to build partnerships with the private sector to provide more financial aid and counseling for low-income and first-generation college students.
– Corbett rejects the slam that he’s cut funding. On the contrary, he notes that Pennsylvania is spending more than ever on basic education. (His opponents say that’s because the total sum includes mandatory state contributions to the underfunded teacher pension plan – money that technically supports education but doesn’t go into the classroom.) Corbett’s campaign has sought to win over parents by reminding them – in this video [http://bit.ly/1m58V02 ] and others – that the silver-haired governor used to work as a public school teacher (for one year, before he went to law school). Corbett has also proposed a big jump in education funding in the coming budget, including $25 million for college scholarships for the middle class.
Things you love are Made with Code
Miral is a hip hop dancer and choreographer who lights up stages across the country. Danielle is a cinematographer at Pixar, helping to bring beloved characters like Nemo and Merida to life. Erica is a humanitarian fighting malaria around the world.
These are all women with cool, amazing jobs. But, more important, they’re all women who use computer science, and an ability to code, to do those cool, amazing jobs. They couldn’t do what they do without having learned not just to use technology, but to build it themselves. Unfortunately, there are far too few women like them and far too few young girls following their paths. In fact, fewer than one percent of high school girls express interest in majoring in computer science.
This is an issue that hits home for me. My school-age daughter instinctively knows how to play games, watch videos and chat with friends online. She understands technology. And she likes using technology. But, she never expressed any interest in creating it herself.
Silicon Valley and the Edtech Revolution
Silicon Valley holds a certain mystique among entrepreneurs and investors. More cool technology was born here, more wealth created, and more technology revolutions begun, than anywhere else on the planet. The Valley’s formula for success has been the subject of debate and business school cases for decades. It certainly helps to have excellent local universities churning out scores of engineers and entrepreneurs. It also helps that founding a company, whether it be a success or failure, is viewed as acceptable and even desirable by the community. When the folks you bump into at the local watering hole, the supermarket, and cocktail parties are all starting companies and changing the world, it feels like anyone can.
But one tech revolution that escaped the influence of Silicon Valley the first time around was education technology. Although the past is littered with efforts to make technology matter in K-12 education, few of those companies came from the Valley, and even fewer were successful. The Valley’s bold investors have generally stayed far from the space.
In the past several years, however, there has been a major realignment in the edtech world. Silicon Valley is once again leading the charge in a technology revolution, and this one might just have the greatest impact of all. Ironically, the revolution was kicked off by a hedge fund analyst in Boston, who got funding from Silicon Valley and then Bill Gates to create–not the next edtech Google–but rather, a non-profit: the Khan Academy. Nearly singlehandedly, Sal Khan made competent teaching available to any child in the world at any time. He based his new organization in Mountain View, California, in the heart of Silicon Valley and in the five years since there has been an explosion of edtech ideas, companies, and investment emanating from the Valley.
The idea that great education was never for the few and should always be available to all led to the creation of MOOCs, Massive Open Online Courses, led by Silicon Valley companies like Coursera and Udacity. New school models like Rocketship Education and Summit Public Schools bet on “blended learning” curricula that merge traditional teaching with individualized, adaptive learning technologies. More recently a tech founder from Google and Aardvark, Max Ventilla, founded a new kind of school called AltSchool to rethink how children are taught. Companies like Edmodo, ClassDojo, and Remind (formerly Remind101) are rethinking how communities of parents, teachers, and students can connect and collaborate on learning and related skills. And new classes, notably in programming and computer science, began spreading from Silicon Valley and out to the world via companies like CodeHS.
Beauty in Ugly Dorms
Apartment-style dorm rooms are the Hot New Thing at some colleges nowadays. Single rooms instead of doubles or even quads, exterior doors instead of crowded hallways, private bathrooms instead of gang showers and those icky shared toilets, even mini-kitchens instead of the noisy dining hall – all have an undeniable appeal for incoming freshmen looking to maximize the more adult features of undergraduate life.
Many contemporary students grew up with their own bedrooms, and perhaps even their own bathrooms, and may recoil from sharing their personal spaces with that mysterious stranger, the roommate or hallmate. So colleges and universities, particularly sensitive to the preferences of full-pay students, are starting to move away from traditional long-hallway dorms to more individualized rooms, some with generous amenities. Prospective students seem to love the idea.
Teachers’ Job Security More Important than Kids’ Futures?
Having organized a labor union at a Boston candy store when I was 15, during the Depression — where students worked nights and weekends for 35 cents an hour — I am not anti-labor union. Threatening a strike as Christmas business neared, we won our 50 cents an hour.
But in recent years, as a reporter on education, I have found teachers’ unions bullishly and contractually protective of their members’ jobs, most commonly at the expense of low-income and minority students.
For one example, “The dismissal process for grossly ineffective teachers in California is so complex and costly that it does not work; many districts do not even bother trying” (“A historic victory for America’s kids,” Campbell Brown, New York Daily News, June 11).
The “historic victory” was in Vergara v. California, a case brought by nine student plaintiffs, decided on June 10 (“Historic Victory for Students in Vergara v. California: Court Strikes Down Five Provisions of the California Education Code as Unconstitutional,” studentsmatter.org/victory).
This decision, from Judge Rolf M. Treu of the California Superior Court for the County of Los Angeles, is not final. He had to order a stay pending an appeal — inevitable in this case.
Nonetheless, as news of this potentially huge setback for other states’ teachers’ unions spreads, many parents of public school students are organizing to bring this life-changing equal-protection reform to their children.
Do the Benefits of College Still Outweigh the Costs?
Jaison R. Abel and Richard Deitz:
In recent years, students have been paying more to attend college and earning less upon graduation—trends that have led many observers to question whether a college education remains a good investment. However, an analysis of the economic returns to college since the 1970s demonstrates that the benefits of both a bachelor’s degree and an associate’s degree still tend to outweigh the costs, with both degrees earning a return of about 15 percent over the past decade. The return has remained high in spite of rising tuition and falling earnings because the wages of those without a college degree have also been falling, keeping the college wage premium near an all-time high while reducing the opportunity cost of going to school.
Locked up in America
The Art of Data: Literary Cities
Nick Danforth & Evan Tachovsky
This map uses data provided by Google’s Ngram service to map the frequency with which the names of American cities appeared in print over the last two centuries. How surprising you find the results will depend on your preconceptions.
Las Vegas, it appears, carries less cultural weight than nearby Los Angeles. Meanwhile, Boston, having ceded its dominant role in American literary life nearly a century ago, continues to hold its own: with barely 300,000 people, it still looms larger in the language than LA. But more than anything, this map shows the enduring dominance of New York City, towering over the cultural landscape in a way that the map, with its pseudo-logarithmic scale can’t even do justice to. Were these letters written according to a more ordinary geometric scale (making Tucson visible to the naked eye) New York would blot out the entire Eastern Seaboard. And though it also proved impossible to show, for most of the 19th century Brooklyn appeared as often as Manhattan. That may in part have been on account of people simply referring to Manhattan as New York.
The map also reveals the unsurprising geography of America’s cultural development. New England had pride of place in the late 19th century, not only cities associated with the era’s high culture like Boston and Hartford (where Mark Twain moved in his later life) but also, say, Pittsburgh. Portland, Oregon’s prominence in this period is most likely the result of its post gold rush high, combined, one suspects, with the fact that its east coast eponym was also enjoying a period of maritime relevance at the time.
The Reality of Student Debt Is Different From the Clichés
The deeply indebted college graduate has become a stock character in the national conversation: the art history major with $50,000 in debt, the underemployed barista with $75,000, the struggling poet with $100,000.
The anecdotes have created the impression that such high levels of student debt are typical. But they’re not. They are outliers, and they’re warping our understanding of bigger economic problems.
In fact, the share of income that young adults are devoting to loan repayment has remained fairly steady over the last two decades, according to data the Brookings Institutions is releasing on Tuesday. Only 7 percent of young-adult households with education debt have $50,000 or more of it. By contrast, 58 percent of such households have less than $10,000 in debt, and an additional 18 percent have between $10,000 and $20,000.
8 Education Technology Books Every Leader Should Read
Everyone has their own reading style. My long held reading rule is to have two books on the go. One trashy thriller to tune out the world with, and one “mind nourishing” non-fiction to make sure I am not letting life float by (it’s also a bit less embarrassing to pull out on the train). Luckily for you, this post will focus on the mind-nourishing half of my literature diet.
Over the past few years I have read a fair collection of winners, a fair collection of losers and far too many mediocre education technology books. The aim here is to share the ones that have been so highly recommended they are considered must reads. Each of these has been a recommendation from someone within my PLN and so comes from very good authority and credibility. And of course, to continue learning from this PLN please do add your own suggestions and must-reads in the comments below.
Grammar & Writing for Creators
The elementary, intermediate, and advanced rules and errors that matter most;
How to identify and fix the weaknesses in your writing;
More than a dozen techniques and instructions on how to write skillfully;
Specific techniques (including dozens of new ones) to write impressive and eloquent prose;New techniques (inspired by Voltaire, Socrates, Dr. King, Bertrand Russell, and others) to write compelling essays and blog posts—alternatives for the worn-out five-paragraph essay(Jason Friedman);
Techniques for how to move and direct men’s and women’s feelings, including a new powerful figure of speech like the metaphor;
Don’t worry if you are not fluent in English. The book comes with a Primer, a separate booklet for non-native English speakers.
Changing Fertility Regimes and the Transition to Adulthood: Evidence from a Recent Cohort.
Andrew J. Cherlin Elizabeth Talbert and Suzumi Yasutake:
Recent demographic trends have produced a distinctive fertility regime among young women and men in their teenage years and their twenties — a period sometimes called early adulthood. Data from the National Longitudinal Survey of Youth, 1997 cohort, show that by the time the cohort had reached ages 26-31 in 2011, 81% of births reported by women and 87% of births reported by men had occurred to non-college graduates. In addition, 57% of births had occurred outside of marriage for both men and women. Moreover, 64% of women (and 63% of men) who reported a birth had at least one child outside of marriage, a figure that rose to 74% among women (and 70% among men) without 4-year college degrees. It is now unusual for non- college-graduates who have children in their teens and twenties to have all of them within marriage. The implications of these developments are discussed in light of the differing transitions to adulthood of non-college-graduates versus college-graduates and the growing social class inequalities in family patterns.
Trial Balloon on Raising Madison’s Property Taxes via another School Referendum? Homeowners compare communities…..
There’s been little movement since mid-March when Madison School District Superintendent Jennifer Cheatham proposed asking voters in November for $39.5 million in borrowing to upgrade facilities and address crowding.
The proposed referendum’s annual impact on property taxes on a $200,000 Madison home could range from $32 to $44, according to the district.
After discussing the idea, School Board members said that the always contentious idea of changes to school boundaries would at least have to be publicly vetted as a possible solution to crowding before moving forward with a referendum. There have not been any public discussions on the matter since.
Spending and accounting problems with the last maintenance referendum (2005) lead to a discussion of an audit.
I recently met a young “Epic” husband and wife who are moving from their Madison townhouse to the Middleton/Cross Plains area. I asked them what prompted the move? “Costs and taxes per square foot are quite a bit less” as they begin planning a family. See “Where have all the students gone“.
Their attention to detail is unsurprising, particularly with so many young people supporting enormous student loans.
Madison spends double the national average per student. I hope that District seeks more efficient use of it’s $402,464,374 2014-2015 budget before raising property taxes.
OneCity Early Learning Centers: A New Plan for South Madison Child Development Incorporated (DRAFT)
OneCity Early Learning Centers by Kaleem Caire and Vivek Ramakrishnan (PDF), via a kind reader
In the fall of the 2013-14 school year, public school children across Wisconsin completed the state’s Knowledge and Concepts Exam, an annual test that measures their knowledge, ability and skills in reading and mathematics in grades 3 through 8 and 10, and in language arts, science, social studies and writing in grades 4, 8 and 10. Just 13% of Black and 15% of Latino children who completed these assessments were reading at grade level (proficient or advanced) in elementary schools across Dane County. The numbers are even more striking than the percentages: just 207 of the 1,497 Black children and 266 of 1,688 Latino children enrolled in grades 3, 4 and 5 were reading at grade level. Despite better outcomes among White and Asian students, their rates of 51% and 48% reading at grade level are disturbing as well.
We need your help. We have a plan to facilitate greater educational and life success among children and their families in Dane County and hope you will join us in our efforts. That is why you are receiving this paper. We hope that when you are finished reading it, you will call or email us and say, “Yes, I’m signing up to assist you with establishing One City Early Learning Centers so that many more children in our community are ready to read, compute and succeed at grade level by the time they enter first grade, regardless of their race, ethnicity or socio- economic pedigree.”
In April 2014, after months of consideration, the Board of Directors of South Madison Child Development Incorporated (CDI), one of Dane County’s oldest and most heralded childcare providers, decided that it was time to reorganize, rebrand and re-launch its Center with a new mission, new leadership, a new educational program, and new plans for future expansion. Beginning in the fall of 2014, South Madison CDI will become One City Early Learning Centers Incorporated and will change the name of its centers located at 2012 Fisher Street on Madison’s South Side and the Dane County Job Center.
Tap for a larger version.The five trillion dollar question
And if the “doubling” part may seem a little ambitious, remember this. If every class in every school in every country that participates in PISA could get even close to the highest performing comparable ones, you would comfortably achieve that goal of doubling learning outcomes.
This is the challenge: how can we help to replicate educational excellence at scale? And, in doing so, what’s the balance to be struck, to use the language of the moment, between sustaining and disruptive innovation?
Take one of the world’s best known education institutions, Harvard Business School, as an example. It is grappling with its biggest strategic decision in 90 years: should it move online, and risk devaluing its on-campus education? Or stand apart and risk being left behind?
This absolute juxtaposition of “sustaining innovation” versus “disruption” is, I would argue, a false dichotomy that we can add to the long list that already bedevil the world of education: teachers versus technology, knowledge versus skills, outcomes versus process, to name a few.
At Pearson, when we ask ourselves how we can help to achieve that goal of doubling the amount of really high value learning, we think about four things.
Mapping the New Jersey High School Class of 2013
It’s graduation season in New Jersey’s nearly 400 public and charter high schools and, if last year’s trend holds true this June, about 93,000 seniors will have received diplomas by the end of the month — according to the state Department of Education.
In 2013, New Jersey’s graduation rate was 87.5 percent. The state likely won’t release the exact numbers of graduates until the fall, but odds are that greater percentages of Asian and white students finished high school than Hispanic or blacks. And students from wealthier communities, regardless of race or ethnicity, were more likely to get a diploma than those from low-income households.
Earlier this year, America’s Promise Alliance, founded by former Gen. Colin Powell to improve the lives of young people, released a report showing that low-income students graduate at much lower rates than the typical student. It reported that in 2011-2012 in New Jersey, 75 percent of low-income students graduated, while 90 percent of students at mid- and upper-income levels finished high school.
“Far too many young people still do not earn a high school diploma, and the number of non-graduates remains alarmingly high among young people of color and those from low-income communities,” wrote Powell and his wife Alma in a letter opening the 2014 report Building a Grad Nation released by America’s Promise Alliance in conjunction with several other groups. “In other words, a young person’s chances for success still depend too much on his or her zip code and skin color and too little on his or her abilities and effort.”
Via Laura Waters.
A ‘Wimpy’ Plan to Save the Physical Book
Jeff Kinney, the man behind the astonishingly powerful Diary of a Wimpy Kid series, is leading the revolution.
That’s been the theory behind the bestselling author’s just-announced plans to open up an indie bookstore in tiny Plainville, Massachusetts. It’s been framed as a call-to-arms against Amazon in the wake of its strong-arming tactics in negotiating with the big five publishing houses, starting with (fellow giant) Hachette.
Take back the power, fight the system, and all that, right?
Wrong.
If Kinney’s stoking a counterculture, it’s to harken back to the past. In his Plainville shop, he imagines a cozy, well-worn space with old tomes and tea, frequented by locals and writerly souls. “A physical book has a heft, a permanence that you don’t get digitally,” says Kinney in an interview. “So our hope is that the bookstore will remain a vital, important part of communities across the country and the world.”
He’s not the only author to venture into the territory; others include the renowned Ann Patchett, who owns Parnassus Books in Nashville.
But they are few, notably because most published authors know the bottom line: increasingly slim profit margins and shuttered doors mark publishing’s recent history, with the closing of Borders, several branches of Barnes & Nobles, and smaller brick-and-mortar stores nationwide
What elite universities can learn from high fashion
Harvard Business School is launching an online program today. And , no, you’re not going to be able to get your MBA for free.
The school is rolling out something it calls HBX Core. For $1,500, students take three basic business classes. The program is being billed as a pre-MBA.
And it’s the latest attempt by an elite university to open up classes to more people—without diluting its brand. It’s a trick the fashion industry has gotten very good at over the years.
You may not remember French designer Pierre Cardin. But in the ’60s and ’70s, his name was synonymous with very high fashion. Models in Vogue posed in his futuristic dresses. He dressed The Beatles.
These days, you can walk into Sears and find Pierre Cardin men’s shirts stacked on a table. Poly-cotton blends; marked down to $17.99.
You see, Cardin’s haute- couture was not his only claim to fame. He was also the first high-end designer to expand his brand to the masses. Over the years, he put his name on everything, from baseball caps to toilet-seat covers.
“He took a very powerful, designer, marquee brand and diluted it to the point it had no value and no meaning,” said Mark Cohen, a professor of retail marketing at Columbia Business School.
Teachers’ Unions: Moment of Truth
War appears to be imminent. A California judge has ruled that tenure, seniority rights and other core provisions of the typical teachers’ contract are unconstitutional in the state, because they subvert students’ constitutional right to competent teachers. The teachers will, we presume, appeal. On the other side is a determined and very well funded coalition that sees an opportunity to critically weaken if not completely eviscerate the unions, not just in California, but nationally. In their eyes, the unions may be the single most important obstacle to real education reform.
The opponents have the inestimable advantage of being able to frame the issue. Traditionally, democrats and liberals have been dependably in the camp of the unions. But, in this case, as the judge pointed out, they have to choose between the unions and poor and minority children. Faced with that choice, they are bolting to the children, leaving the unions isolated.
This Is Your Brain on Writing
A novelist scrawling away in a notebook in seclusion may not seem to have much in common with an NBA player doing a reverse layup on a basketball court before a screaming crowd. But if you could peer inside their heads, you might see some striking similarities in how their brains were churning.
That’s one of the implications of new research on the neuroscience of creative writing. For the first time, neuroscientists have used fMRI scanners to track the brain activity of both experienced and novice writers as they sat down — or, in this case, lay down — to turn out a piece of fiction.
The researchers, led by Martin Lotze of the University of Greifswald in Germany, observed a broad network of regions in the brain working together as people produced their stories. But there were notable differences between the two groups of subjects. The inner workings of the professionally trained writers in the bunch, the scientists argue, showed some similarities to people who are skilled at other complex actions, like music or sports.
China: Students Use High Tech ‘James Bond’ Spy Devices to Cheat in College Exams
Nearly 10 million high school students sat China’s national college entrance exams last weekend. The ‘Gaokao‘ is a fiercely competitive, make-or-break test that determines the path of a student’s life. Some tried to improve their chances by using high-tech equipment straight out of a James Bond film.
Police have released photos of some of the devices they confiscated, such as a camera hidden in a pair of glasses and a tiny receiver that looks like a coin.
A hidden coil in a shirt, two batteries, a mobile phone and a receiver are displayed after being found on a student about to take an exam, in Chengdu, Sichuan province, China.Reuters
Teaching college is no longer a middle-class job, and everyone paying tuition should care.
When Mary Margaret Vojtko died last September—penniless and virtually homeless and eighty-three years old, having been referred to Adult Protective Services because the effects of living in poverty made it seem to some that she was incapable of caring for herself—it made the news because she was a professor. That a French professor of twenty-five years would be let go from her job without retirement benefits, without even severance, sounded like some tragic mistake. In the Pittsburgh Post-Gazette op-ed that broke the story, Vojtko’s friend and attorney Daniel Kovalik describes an exchange he had with a caseworker from Adult Protective Services: “The caseworker paused and asked with incredulity, ‘She was a professor?’ I said yes. The caseworker was shocked; this was not the usual type of person for whom she was called in to help.” A professor belongs to the professional class, a professor earns a salary and owns a home, probably with a leafy yard, and has good health insurance and a retirement account. In the American imagination, a professor is perhaps disheveled, but as a product of brainy eccentricity, not of penury. In the American university, this is not the case.
Most university-level instructors are, like Vojtko, contingent employees, working on a contract basis year to year or semester to semester. Some of these contingent employees are full-time lecturers, and many are adjunct instructors: part-time employees, paid per class, often without health insurance or retirement benefits. This is a relatively new phenomenon: in 1969, 78 percent of professors held tenure-track positions. By 2009 this percentage had shrunk to 33.5. The rest of the professors holding jobs—whether part time or full time—do so without any job security. These are the conditions that left Vojtko in such a vulnerable position after twenty-five years at Duquesne University. Vojtko was earning between $3,000 and $3,500 per three-credit course. During years when she taught three courses per semester, and an additional two over the summer, she made less than $25,000, and received no health benefits through her employer. Though many universities limit the number of hours that adjunct professors can work each semester, keeping them nominally “part-time” employees, teaching three three-credit courses is certainly a full-time job. These circumstances are now the norm for university instructors, as the number of tenured and tenure-track positions shrinks and the ranks of contingent laborers swell.
Google Sells Parent Status to Advertisers
If you’ve ever read “What to Expect When You’re Expecting”, you probably didn’t notice a chapter about Google tracking your parental status in AdWords. Well, this is exactly what Google is doing, as Parental Status is now a demographic subset that advertisers can explicitly target.
This feature went live within the past 12 hours or so, and Google has yet to make an official announcement. However, we’ve already seen it in action, as you can see in the following figure:
Note that many schools, including Madison, use google email and other services.
Unblinking Eyes Track Employees
A digital Big Brother is coming to work, for better or worse.
Advanced technological tools are beginning to make it possible to measure and monitor employees as never before, with the promise of fundamentally changing how we work — along with raising concerns about privacy and the specter of unchecked surveillance in the workplace.
Through these new means, companies have found, for example, that workers are more productive if they have more social interaction. So a bank’s call center introduced a shared 15-minute coffee break, and a pharmaceutical company replaced coffee makers used by a few marketing workers with a larger cafe area. The result? Increased sales and less turnover.
Somewhat related: TeacherMatch.
New, New Inner City Fatherhood
When 15-year old Andre Green found out that his ex-girlfriend, Sonya, was pregnant with his child, he was living with six members of his extended family in a small row house in Camden, New Jersey. His mother was a drug addict. His father, in Andre’s words, was a “dog” who had never even told Andre that he had several half-brothers kicking around the neighborhood. (The boy found out gradually, when he noticed similar-looking children in school and at the supermarket, and asked them who their father was.) Yet despite his poverty, lack of parental support, and the fact that his romantic relationship with Sonya had ended, Andre was excited—even thrilled—to become a father.
“I was like, “Yes! Thank you, Jesus!” he told sociologists Kathryn Edin and Timothy Nelson. Indeed, within several months of his daughter’s birth, Andre had dropped out of school to become Jalissa’s primary caregiver. He took great pride in keeping her well fed, nicely dressed, and even taking her to church. There, despite his youth and joblessness, Andre was celebrated as a devoted dad. “People say, ‘Oh Andre, you’re doing a beautiful job,’” he told the researchers. “They’re like, ‘Andre, I’m very proud of you.’”
How has technology changed the life of a historian
It has transformed it in many ways. Digitisation of archives means we can search records and primary source material from the comfort of our own offices. Some old-school historians are furious about this, actually. A perk of the job used to be that you could travel abroad and work in an archive somewhere quite glamorous for weeks on end. Now we stay at home and do it online. For me, though, even more exciting is how it has allowed us to reach out to people. It’s made history collaborative and accessible. I can tweet about what I’m working on, and people will suggest ideas or come up with documents. It has opened a pipeline between geeky history people like me and the rest of the world. We used to just publish in academic journals, now we can share our research with huge numbers of people. And I love showing off and telling people what I’m up to!
Has it changed making history for TV?
Massively. I’ve made programmes with dramatic reconstruction, CGI, stop-frame, everything. I’ve just finished making a BBC film about myths of the first world war and the whole thing is CGI animation. It doesn’t involve me walking around a field, being a bore. There are visual representations of how many people died, action sequences, funny bits, cool music … It’s profoundly exciting. But the beauty of it is, man or woman walking around a field hasn’t died out either. That’s still going on. So are radio lectures. A rising tide floats all boats. Technology just gives you more choice. It allows you to work out the best way to engage an audience and bring alive what you’re trying to describe.What’s the most impressive hi-tech artefact you’ve come across?
If you’re interested in innovation and technology, that applies to all eras. When you handle an 18th-century Brown Bess musket or a first world war Vickers machine gun – weapons spring to mind because they’re often at the cutting edge of technological change – or John Harrison’s marine chronometer, they take your breath away. It’s unbelievably exciting to witness something that has changed our world.
Via Farshad Nayeri.
Self-Delusion Spreads from Professional to Graduate Education; Consternation Curiously Absent
I want to be clear at the outset: I love literature. I was an English major, and I’ve never regretted it for a moment. I seriously considered pursuing a Ph.D. in English. I could not have a deeper faith in the liberal arts as a path to the betterment of all mankind.
So imagine my dismay at some recent reportage in the Chronicle of Higher Education. Graduate programs in languages and literature are suffering troubles all too familiar to the readers of these pages: In these straitened times, the tenure-track academic appointments for which a doctoral degree is the traditional and necessary preparation are available for only about 60% of the recipients of doctorates in language or literature (a number chillingly reminiscent of the 56%-57% of the last two law-school graduating classes who managed to find a full-time, long-term job requiring a law license within 9-10 months of graduation, though when you exclude school-funded and self-employed positions as well as a few other confounders and irrelevancies, that number is closer to 53%). The Modern Language Association (a trade group for college and graduate educators and scholars in language and literature analogous to AALS) recently released a report conceding “[w]e are faced with an unsustainable reality.”
Chess Site Now Accessible to Visually Impaired People
Thanks to recent improvements, it is really easy to start playing chess games through Lichess using screenreader. The first thing you need to do is to press “Enable blind mode” button, which should be one of first elements you encounter on the site. It is not really possible to play games without blind mode turned on.
If blind mode is on, you are offered textual description of moves and you are presented with labelled buttons. Now it is really easy – pick a player or just choose to play against computer and fun begins. During the game there is a heading called “Textual representation” and following this heading are following information:
More School, Less Summer?
High-performing charter schools like KIPP, Democracy Prep and Success Academy confront this problem head-on: They not only have significantly longer school days, but also school years.
In terms of math and science knowledge, though, all American kids fall behind over the summer. Columbia economist Howard Steven Friedman found that students in countries with longer school years tend to perform better on standardized tests.
Top-performing South Korea, for instance, requires 220 days of school — 22 percent more than our measly minimum of 180 days.
“When it comes to learning math and science,” Pondiscio explains, “more is more.”
Which makes it particularly disheartening to see that New York City’s new teachers contract may actually reduce the time kids are in school.
Thanks to some convoluted new provisions, at least one Brooklyn elementary school is letting kids out a half-hour earlier, even if it’s not technically shortening instructional time. It gives you a sense of just how stingy the union leaders are with the kids who need classroom time the most.Of course, the unions are also reason No. 1 why, no matter how much sense a longer school year might make, it’s a distant dream for any public school around here.
Why Free Play Is the Best Summer School
Most schools across the nation have marked the end of another academic year, and it’s time for summer. Time for kids to bolt for the schoolhouse doors for two long months of play, to explore their neighborhoods and discover the mysteries, treasures, and dramas they have to offer. This childhood idyll will hold true for some children, but for many kids, the coming of summer signals little more than a seasonal shift from one set of scheduled, adult-supervised lessons and activities to another.
Unscheduled, unsupervised, playtime is one of the most valuable educational opportunities we give our children. It is fertile ground; the place where children strengthen social bonds, build emotional maturity, develop cognitive skills, and shore up their physical health. The value of free play, daydreaming, risk-taking, and independent discovery have been much in the news this year, and a new study by psychologists at the University of Colorado reveals just how important these activities are in the development of children’s executive functioning.
Executive function is a broad term for cognitive skills such as organization, long-term planning, self-regulation, task initiation, and the ability to switch between activities. It is a vital part of school preparedness and has long been accepted as a powerful predictor of academic performance and other positive life outcomes such as health and wealth. The focus of this study is “self-directed executive function,” or the ability to generate personal goals and determine how to achieve them on a practical level. The power of self-direction is an underrated and invaluable skill that allows students to act productively in order to achieve their own goals.
The First Two Years
The life-course perspective in particular is out of the public eye. Looking more deeply into research on the effects of early life, it is possible to estimate that roughly half of our health as adults is programmed from the time of conception to around two years of age. The importance of these “first thousand days” is the subject of increased interest and study, and explains a lot about the difficulties of focusing on short-term interventions to improve health. Countries with healthier populations structure this formative period by making it easier for parents to parent. In practical terms, this means that in modern societies where most people work outside the home, providing paid parental leave is the single most effective social intervention that can be undertaken for improving health. It can be thought of in the same light as public sanitation systems that make water safe to drink. We all benefit, rich and poor alike, from clean water, from sewage treatment, from immunizations, and other public health measures.
Everyone in a society gains when children grow up to be healthy adults. The rest of the world seems to understand this simple fact, and only three countries in the world don’t have a policy, at least on the books, for paid maternal leave—Liberia, Papua New Guinea, and the United States. What does that say about our understanding, or concern, about the health of our youth?
Kaleem Caire is working on an early childhood program in Madison.
The EdTech Failings of Silicon Valley
In the last three month period, EdTech attracted $690 million of venture capital, reaching $4 billion of total private investment for the year, up two thirds from the previous year and quadruple two years prior.
This was the trendline for EdTech venture capital investment at the end of 2000.
After the dotCom crash, it would be another decade until 2012 when EdTech would again draw in $1 billion of total private investment, repeating in 2013 and likely again in 2014, with nearly $600 million raised in Q1 2014 alone. The leanest post-Bubble years of 2002 – 2005 would see less than $100mm of annual venture capital inflow, with 2005′s haul perhaps just $50 million, a pathetic 3.5% CAGR from the $30 million of total private investment generated 15 years prior in 1990 at the industry’s dawn.
While the Internet Bubble and its burst were extreme events, the 1997-2001 period does present several interesting parallels with the current market, with capital flowing freely across all sectors (from K-12 through “MOOCs”) and a diverse range of investors, from mission aligned super angels including the co-founders of the leading technology companies (e.g., Microsoft, Oracle, Netscape, AOL), education funds like New Schools Venture Fund (founded then by Jim Barksdale and Steve Case) and the venture funds of ”Silicon Valley” (not to mention “Silicon Alley” and Boston) that are still leading the tech markets today (i.e., KPCB, Accel, Bessemer, Charles River Ventures, Warburg, Maveron, Sequoia, etc). Only the individual names involved differ from then: Paul Allen then and Bill Gates today; Jim Barksdale then and Marc Andreessen today; John Doerr then…and, well, John Doerr still again.
UW-Madison’s Julie Underwood says controversial teacher education rankings “don’t mean much”
“So whether the ratings are lackluster, or horrible, or great doesn’t mean much to me,” she said.
UW-Madison School of Education programs in secondary education were deemed to be in the bottom half nationwide and were not ranked.
Underwood is not the only educator skewering the NTCQ ratings released this week that discredit Wisconsin teacher training pretty much across the board, as charted in a Milwaukee Journal-Sentinel article.
The Wisconsin Association of Colleges for Teacher Education rejected the evaluations in a statement this week, calling Washington-based NCTQ “a private political advocacy organization” with no standing to review teacher preparation programs in Wisconsin.
“However well-intentioned NCTQ’s review process may be, it does not reflect good practice in program evaluation, is not sensitive to the particular needs of this state, and represents a politically-motivated intrusion into the state’s rights and responsibilities to oversee its education system and licensing practices,” the association concluded.
Underwood was less optimistic about the intentions of the ratings.
NCTQ.
Wisconsin takes a baby step toward teacher content knowledge requirements via MTEL elementary language standards.
As much as I respect NAEP, I submit that the essays in TCR are better indicators of the highest academic ability than scores on NAEP. Read some of them to see if you agree.
Walt Gardner, via Will Fitzugh:
Elitism is a dirty word in education in this country.
Just why, I don’t understand because supporting students with academic ability is as important as supporting students with special needs.
I thought of this as I read the news about the latest NAEP results (“U.S. ‘report card’: stagnation in 12th-grade math, reading scores,” The Christian Science Monitor, May 8). The closely watched report showed that high school seniors did no better in reading and math than they did four years ago. The head of the National Assessment Governing Board, which was created by Congress in 1988 to create and measure standards for student performance, warned that too few students are achieving at a level to make the U.S. internationally competitive.
I urge him to look over the index of The Concord Review from 1988 to 2014. For those readers not familiar with TCR, its founder and publisher is Will Fitzhugh. He has provided a forum for essays written overwhelmingly by high school students in this country (and to a small extent to those abroad) on a wide variety of subjects. They range from ancient history to modern issues. I’ve read many of them. They are not only meticulously researched but gracefully written.
I realize that the students who have been published in TCR constitute only a tiny percentage of high school seniors in this country (and in 39 other countries). But I maintain that far more students are capable of writing informative and lively papers than we believe. As much as I respect NAEP, I submit that the essays in TCR are better indicators of the highest academic ability than scores on NAEP. Read some of them to see if you agree.
I don’t know if the almost total focus on students below average is the result of anti-elitism or of sheer ignorance. But TCR serves as compelling evidence that we are squandering talent. Many of these students will go on to make a name for themselves in their various fields of specialization. They’re the ones who can make the U.S. highly competitive in the global economy. Yet we feel extremely uncomfortable supporting them.We don’t have to choose democratization or differentiation. There is room for both in our schools. But so far, most of our resources are earmarked to achieve the former. Only in the U.S. does that happen. Most countries have no compunction about identifying and nurturing their academically gifted students.
————————-
“Teach with Examples”
Will Fitzhugh [founder]
The Concord Review [1987]
Ralph Waldo Emerson Prizes [1995]
National Writing Board [1998]
TCR Institute [2002]
730 Boston Post Road, Suite 24
Sudbury, Massachusetts 01776-3371 USA
978-443-0022; 800-331-5007
www.tcr.org; fitzhugh@tcr.org
Varsity Academics®
tcr.org/bookstore
www.tcr.org/blog
An update on Madison’s 2014-2015 $402,464,374 budget
We recommend adopting a Preliminary Budget for 2014-15 which includes the budget changes recorded in the companion document MMSD 2014-15 DPI Recommended Format for Budget Adoption. The changes are related to student fees and technology. With this recommendation we restate our strategy to address health insurance, salaries, and tax levy as a package in the fall Final Budget.
There are several advantages to addressing health insurance, salaries, and tax levy as a package in the fall Final Budget:
Key financial data, including enrollment, revenue limit, equalization aid, tax levy and tax base will be available in October.
The insurance committee will have time to meet with the HMO’s and build on the work accomplished by the administration this spring.
The wellness plan design can be further developed and factored into the larger discussion of health insurance and compensation.
A piecemeal approach to salary/wage increases, employee contributions to health insurance, the wellness plan, and the fall tax levy is unlikely to produce the best result.
Much more on the 2014-2015 budget, here.
Reading? “Time to celebrate our success – AND – Plan for the future” – Madison School Board/Administrative Retreat
Madison School District PDF:.
Fascinating.
Lots of administrative meeting metrics, but no data on Madison’s long term disastrous reading results.
Mark Cuban Warns That A Housing Bubble-Like Bust Is Coming To America’s Colleges
In a clip on Inc.com, Mark Cuban says that colleges are going to go out of business.
In the clip, Cuban talks about the student loan bubble, which he says will burst and end badly for colleges.
The end of the student loan bubble, Cuban says, will be like the housing bubble, where tuition collapses the way the price of homes collapsed.
These collapses will put colleges out of business.
MTI Preserves, Gains Contracts Through June, 2016
Madison Teachers, Inc. Newsletter, via a kind Jeannie Kamholtz email (PDF):
Last fall, MTI asked the District to bargain Contracts for multiple years. They refused, and a Contract was negotiated for the 2014-15 school year.
After hundreds of MTI members, sporting their MTI red shirts, attended two school board meetings in late May, the Board had a change of heart – and also a change in leadership with Arlene Silveira replacing Ed Hughes. Several MTI members addressed the Board at its meetings on May 26 and 29. The Board agreed to bargain. After five days of bargaining, terms were reached for Contracts for MTI’s five bargaining units, AFSCME’s two bargaining units, and that of the Building Trades Council.
In the new Contracts, MTI was successful in retaining members’ employment security and economic security provided by Contract salary schedules and fringe benefits.
MTI’s Contracts for 2014-15 and 2015-16 are the only contracts with Wisconsin school districts, for those years. A synopsis of the new Contracts is available on MTI’s webpage www.madisonteachers.org.
MTI members ratified the Contracts last Tuesday evening
Madison Teachers, Inc. Synopsis (PDF):
HANDBOOK: Among the topics addressed in our 2013 negotiations was how the Act 10 mandated “Employee Handbook” would be developed. In last year’s negotiations MTI gained agreement with the District, that while most school boards acted unilaterally to develop the Handbook, MTI has 5 appointees to the Committee which will develop the Handbook. That agreement also provides that MTI’s 2014- 15 Collective Bargaining Agreements serve as the foundation for the Handbook. That has now been amended to provide that the 2015-16 Contracts will serve as the foundation for the Handbook. Some school boards have rolled back employee rights to the 1950’s or 1960’s, when unilaterally creating the Handbook for their school districts. For example, teachers in some districts cannot wear sandals, open-toed
shoes and women must wear skirts or dresses at least to the knee. The Janesville School Board just eliminated wages for any credits or
degrees beyond the BA.
Empowering the Future through our kids: South Madison Child Development
Kaleem Caire, South Madison Child Development:
We are embracing the future and the need to change to ensure that more of Greater Madison’s children are ready to read, compute and succeed educationally by the time they begin first grade. Please join us on Monday, June 23, 2014 at 5:30pm at South Madison Child Development Incorporated on Madison’s South Side for our announcement about our plans to reorganize, re-brand and re-launch our center as One City Early Learning Centers beginning in the fall 2014.
South Madison CDI is located at 2012 Fisher Street, Madison, WI 53713. For more information regarding the reorganization or announcement, please call us at 608-251-3366 or email Kaleem Caire at kcaire@achieve64.com. To RSVP, please email Danielle Mathews at cdidanielle@tds.net. A copy of the concept paper for One City will be made available at CDI on Monday. We look forward to seeing you!
Violent and Legal: The Shocking Ways School Kids are Being Pinned Down, Isolated Against Their Will
Carson Luke, a young boy with autism, shattered bones in his hand and foot after educators grabbed him and tried to shut him into a “scream room.” Kids across the country risked similar harm at least 267,000 times in just one school year.
he room where they locked up Heather Luke’s 10-year-old son had cinder block walls, a dim light and a fan in the ceiling that rattled so insistently her son would beg them to silence it.
Sometimes, Carson later told his mother, workers would run the fan to make him stop yelling. A thick metal door with locks—which they threw, clank-clank-clank—separated the autistic boy from the rest of the decrepit building in Chesapeake, Virginia, just south of Norfolk.
The room that officials benignly called the “quiet area” so agitated the tall and lanky blond boy that one day in March 2011, his mother said, Carson flew into a panic at the mere suggestion of being confined there after an outburst. He had lashed out, hitting, scratching and hurling his shoes. Staff members held him down, then muscled him through the hallway and attempted to lock him in, yet again.
LIFO keeps N.J. from true teacher tenure reform
Public school calendars may be winding down, but education rhetoric is heating up after a startling ruling last week in Los Angeles that, some pundits say, has national implications. In a case called Vergara v. California, nine Los Angeles public school students argued in County Superior Court that state tenure laws, which require schools to lay off teachers in order of seniority, had violated their constitutional rights by depriving them of effective teachers. Judge Rolf Treu ruled that the students were right.
But New Jerseyans who deplore seniority-based job security, also known as LIFO or “last in, first out,” shouldn’t get ahead of themselves. The Vergara ruling is important and will continue to inform discussions about improving America’s teacher quality and educational equity. But Los Angeles’ tenure laws are so far off the bell curve that they’re hardly a test case for the rest of the nation, even in the 11 states in the country that still adhere to the practice of seniority-based lay-offs.
But don’t underestimate the power of Judge Treu’s declaration that “evidence has been elicited in this trial of the specific effect of grossly ineffective teachers on students. The evidence is compelling. Indeed it shocks the conscience.”
Conversations on the Rifle Range, I: Not Your Mother’s Algebra 1 and the Guy Who Really Knows
Out in Left Field, via a kind Barry Garelick email:
Barry Garelick, who wrote various letters under the name Huck Finn and which were published here is at work writing what will become “Conversations on the Rifle Range”. This will be a documentation of his experiences teaching math as a long-term substitute. OILF proudly presents the first episode:
Those familiar with my writing on math education know me from my previous incarnations as John Dewey and Huck Finn, whose adventures I recounted in a book called “Letters from John Dewey/Letters from Huck Finn”. I am in a second career which for lack of a better title is known as “trying to obtain a permanent math teaching position in a desirable area of California.” I retired a few years ago and obtained a math teaching credential. Although I have applied for various math teaching jobs, I have only managed to get two interviews, so I’ve had to make do by being a substitute teacher. This situation may be due to age, or perhaps my views on math education are becoming known, or both.
In the course of the 2013-14 school year, however, I took on two long-term substitute assignments. The first one was for six weeks at a high school which started at the beginning of the school year. The second was for an entire semester at a middle school, starting in January and ending in June.
Both assignments took place amidst the media hype that focused on the 50th anniversary of events occurring in 1963 and 64 including but not limited to the Kennedy assassination, the Beatles’ arrival in the US and performance on the Ed Sullivan Show. Not mentioned by the press but every bit as important is the fact that it was also the 50th anniversary of my taking Algebra 1. And while I am not an outright proponent of the philosophy that “If you want something done right, you have to live in the past”, when it comes to how to teach math there are worse philosophies to embrace.
As if to keep me from delving too far into my past, my teaching assignments occurred during a year of transition to the Common Core standards. In both assignments, I came to know the person from the District office, who I shall call Sally, whose role was to get the teachers—as part of the transition effort— to try various Common Core type activities with their students. I met her for the first time on the teacher workday held before the first day of school.
Sally started out the meeting by telling us that she had been meeting with the person in charge of putting together the California “Framework” for Common Core. “So he REALLY KNOWS what’s going on,” she said. This stated, she then talked about this in-the-know person’s view of Common Core’s Standards for Mathematical Practice (SMPs).
– See more at: http://oilf.blogspot.com/2014/06/conversations-on-rifle-range-i-not-your.html#sthash.QEod5yFY.dpuf
Students with Special Needs Less Likely to Leave Charter Schools than Traditional Public Schools
Center for Reinventing Public Education, via a kind Deb Britt email:
CRPE commissioned Dr. Marcus Winters to analyze the factors driving the special education gap between Denver’s charter and traditional public elementary and middle schools.
Using student-level data, Winters shows that Denver’s special education enrollment gap starts at roughly 2 percentage points in kindergarten and is more than triple that in eighth grade. However, it doesn’t appear to be caused by charter schools pushing students out. Instead, the gap is mostly due to student preferences for different types of schools, how schools classify and declassify students, and the movement of students without disabilities across sectors.
Among the key findings:
Students with special needs are less likely to apply to charter schools in kindergarten and sixth grade: In the gateway grades, when students are most likely to choose schools, those with disabilities are significantly less likely to apply to charter schools than are students without disabilities. This difference explains the majority of the gap in middle school grades, particularly for certain categories of disability.The gap grows significantly between kindergarten and fifth grade: 46% of the growth occurs because charter schools are less likely to classify students as special education, and more likely to declassify them; 54% is due to the number of new general education students enrolling in charter schools, not from the number of students with special needs going down.
Students with special needs in charter schools change schools less often than those in traditional public schools: Five years after enrolling in kindergarten, about 65 percent of charter students with special needs are still in their original schools, while only 37 percent of traditional public school students with special needs are still in their original schools.
What the NJEA Is Not Telling Its Members
In the fight over getting New Jersey to make its pension contributions the New Jersey Education Association (NJEA) is urging its members to contact their legislators to ‘uphold the law’ and offering a Q & A for NJEA members on “The New Jersey Pension Crisis” where they cover the pertinent Qs but their As are mostly wrong or deceptive. My suggestion for more accurate (and helpful) answers to the questions they pose:
How much does the state contribute to the pension system?Whatever they damn well please. There are no funding rules and contribution amounts are manufactured to politicians’ specifications. (nb: the NJEA in their answer left out completely any mention that the contributions also include an amortization of the shortfall which for a variety of reasons is the biggest chunk of those contributions).
Does the state always make its required contribution?
The state never makes its required contribution and even that required contribution is based on willfully deceptive assumptions.
What happens when the state skips payments or makes only partial payments?Nothing – to the state but your pensions will be summarily and arbitrarily reduced when the money runs out.
Why Boarding Schools Produce Bad Leaders
In Britain, the link between private boarding education and leadership is gold-plated. If their parents can afford it, children are sent away from home to walk a well-trodden path that leads straight from boarding school through Oxbridge to high office in institutions such as the judiciary, the army, the City and, especially, government. Our prime minister was only seven when he was sent away to board at Heatherdown preparatory school in Berkshire. Like so many of the men who hold leadership roles in Britain, he learned to adapt his young character to survive both the loss of his family and the demands of boarding school culture. The psychological impact of these formative experiences on Cameron and other boys who grow up to occupy positions of great power and responsibility cannot be overstated. It leaves them ill-prepared for relationships in the adult world and the nation with a cadre of leaders who perpetuate a culture of elitism, bullying and misogyny affecting the whole of society.
Nevertheless, this golden path is as sure today as it was 100 years ago, when men from such backgrounds led us into a disastrous war; it is familiar, sometimes mocked, but taken for granted. But it is less well known that costly, elite boarding consistently turns out people who appear much more competent than they actually are. They are particularly deficient in non-rational skills, such as those needed to sustain relationships, and are not, in fact, well-equipped to be leaders in today’s world
Mommy-Daddy Time
The reputation of parenthood has not fared well in the modern era. Social science has concluded that parents are either no happier than people without children, or decidedly unhappier. Parents themselves have grown competitively garrulous on the subject of their dissatisfactions. Confessions of child-rearing misery are by now so unremarkable that the parent who doesn’t merrily cop to the odd infanticidal urge is considered a rather suspect figure. And yet, the American journalist Jennifer Senior argues in her earnest book about modern parenthood, it would be wrong to conclude that children only spoil their parents’ fun. Most parents, she writes, reject the findings of social science as a violation of their ‘deepest intuitions’. In fact, most parents – even the dedicated whingers – will say that the benefits of raising children ultimately outweigh the hardships.
Senior’s characterisation of parenthood as a wondrous ‘paradox’ – a nightmare slog that in spite of everything delivers transcendent joy – has gone down very well in America, where parents seem reassured to find a cheerful, pro-kids message being snatched from the jaws of sleep deprivation and despondency. The book spent six weeks on the bestseller list and has earned Senior the ultimate imprimatur of a lecturing gig at the TED conference. ‘All Joy and No Fun inspired me to think differently about my own experience as a parent,’ Andrew Solomon observed in his New York Times review. ‘Over and over again, I find myself bored by what I’m doing with my children: how many times can we read Angelina Ballerina or watch a Bob the Builder video? And yet I remind myself that such intimate shared moments, snuggling close, provide the ultimate meaning of life.’
K-12 Tenure Declared Unconstitutional in California: Could Higher Ed be Next?
One of these myths is the idea that students from low-income areas perform poorly because they don’t have the best teachers. What this view rejects is any understanding of the different economic, psychological, and social forces affecting young people. Not only does this myth repress the role that poverty plays in shaping every aspect of these students’ lives, but it also neglects the advantages given to the wealthier students. Instead of looking at school funding or how the lack of good healthcare prevents students from going to school, the judge is highly invested in the current idea that a great teacher can overcome all social and personal obstacles facing a low-income student.
The ruling begins by citing Brown v Board of Education to point to the important value of providing equal education to all races. In two other cited cases, the theme is once again the equality of educational opportunity. Although it would be hard to argue against this egalitarian ideal, it is clear that self-segregation and white flight have made schools very unequal. Moreover, while the Governor has pushed through a new plan to redistribute funds to low-income schools, this plan has yet to come into full effect.
King’s College London to cut jobs to fund university buildings
Claire Shaw and Michael Allen:
Staff at King’s College London (KCL) are in dispute with their university over plans to cut up to 120 jobs in the health schools to help fund buildings and equipment, amounting up to £400m.
The vast majority of jobs under threat are in the schools of medicine and biomedical sciences, and the institute of psychiatry. The university says it plans to reduce academic staff costs by 10% which could see 120 out of 777 staff in the health schools face redundancy.
Staff have been told that these cuts are a way to compensate for the changes to the funding of higher education, which have seen universities experiencing a reduction in public funding for capital projects, such as new buildings and infrastructure.
“The proposals are not about raising money for buildings alone,” says a KCL spokesperson.
“The changes to the external funding environment for higher education mean that any investment we wish to make – whether to maintain the existing estate, to provide world class research facilities with cutting edge equipment, an excellent student learning environment supported by the latest technology, high-quality halls of residence, or scholarships and bursaries – we have to fund ourselves.
Colleges are full of it: Behind the three-decade scheme to raise tuition, bankrupt generations, and hypnotize the media
The price of a year at college has increased by more than 1,200 percent over the last 30 years, far outpacing any other price the government tracks: food, housing, cars, gasoline, TVs, you name it. Tuition has increased at a rate double that of medical care, usually considered the most expensive of human necessities. It has outstripped any reasonable expectation people might have had for investments over the period. And, as we all know, it has crushed a generation of college grads with debt. Today, thanks to those enormous tuition prices, young Americans routinely start adult life with a burden unknown to any previous cohort and whose ruinous effects we can only guess at.
On the assumption that anyone in that generation still has a taste for irony, I offer the following quotation on the subject, drawn from one of the earliest news stories about the problem of soaring tuition. The newspaper was the Washington Post; the speaker was an assistant dean at a college that had just announced a tuition hike of 19 percent; and the question before him was how much farther tuition increases could go. “Maybe all of a sudden this bubble is going to burst,” he was quoted as saying. “How much will the public take?”
Oh, we would take quite a lot, as it happened. It was 1981 when the assistant dean worried in that manner—the very first year of what was once called the “tuition spiral,” when higher ed prices got the attention of the media by outpacing inflation by a factor of two or three. There was something shocking about this development; tuition hadn’t gone up like that during the 1970s, even though that was the heyday of ascending consumer prices.
The Most Comprehensive Review of Comic Books Teaching Statistics
As I’m more or less an autodidact when it comes to statistics, I have a weak spot for books that try to introduce statistics in an accessible and pedagogical way. I have therefore collected what I believe are all books that introduces statistics using comics (at least those written in English). What follows are highly subjective reviews of those four books. If you know of any other comic book on statistics, please do tell me!
I’ll start with a tl;dr version of the reviews, but first here are the four books:
High-School Dropouts and College Grads Are Moving to Very Different Places
The ability to attract skilled workers is a key factor, if not the key factor, in the growth of cities and metro regions. Cities themselves are understandably keen to tout when their populations are growing, but just tracking overall population can mask the underlying trends that will truly shape the future of our metro areas.
A few weeks ago, I looked at the different places both recent immigrants and U.S.-born Americans are moving since the recession began. But, as I noted then, even these big-picture figures tell us little about the educational levels and skills of the people that are moving and staying. Writing in The Atlantic several years ago, I pointed out that the “means migration”—the movement of highly educated and highly skilled people—is a key factor that shapes which cities will thrive and which will struggle.
What the United States has been seeing is, so to speak, a big talent sort. There have been very different patterns of migration by education and skill, with the highly educated and highly skilled going some places and the less educated and less skilled going to others.
Michael Gove, school swot. The UK Tory education secretary stirs strong feelings. That is largely to his credit
Bagehot did not mean to write to the courteous IT consultant from Nashville, Tennessee, whose e-mail address he mistakenly saved to his phone. He was after another Michael Gove, the British education secretary, who hardly anyone would wish to be confused with just now.
This Mr Gove is one of the most disliked men in British politics—unfairly, in Bagehot’s view, and worryingly. For it is an indicator of how diminished is the radical centrism that David Cameron’s coalition government once promised and of which he is the last undaunted exponent.
The battering comes from all sides. The opposition Labour Party calls his effort to free schools from local-authority control a wrecking job. A senior Liberal Democrat, the coalition’s junior partner, calls Mr Gove an “ideologically obsessed zealot”—a phrase that denigrates him without quite dissociating the Lib Dems from reforms they helped pass. A petition calling for Mr Gove’s sacking has over 120,000 signatures, and more will be added. Hating Mr Gove unites not only the self-righteous teachers’ unions but also the legions of teaching assistants, caretakers, dinner ladies, lollipop men and parents—half of society, at least—who come under their influence. “It’s amazing how many people loathe him,” says a Tory high-up.
For Mr Gove and his small band of diehard supporters, the abuse is an unpleasant sort of vindication. It reflects how entrenched and widespread are the interests they are attacking: a complacent and self-serving education establishment, whose ill-deserved privileges Mr Gove has dedicated himself to removing. Besides liberating existing schools and allowing parents to launch new ones, he has accordingly pushed performance-based pay for teachers while shaking up exam boards, the curriculum and the schools inspectorate. In the process he has reversed a long demise in foreign language and science teaching, and brought many smaller changes besides. He has done so, moreover, while repeatedly demonstrating that he is not the high-handed elitist his critics describe. Mr Gove is a high-handed liberal, who sees good, state-provided education as a form of social justice. Having enjoyed a poor start in life—he was given up for adoption as the newborn baby of an unknown mother—he is messianic in his regard for education’s transformative power, especially among the poor.
Starbucks to Provide Free (online) College Education to Thousands of Workers
Starbucks will provide a free online college education to thousands of its workers, without requiring that they remain with the company, through an unusual arrangement with Arizona State University, the company and the university will announce on Monday.
The program is open to any of the company’s 135,000 United States employees, provided they work at least 20 hours a week and have the grades and test scores to gain admission to Arizona State. For a barista with at least two years of college credit, the company will pay full tuition; for those with fewer credits it will pay part of the cost, but even for many of them, courses will be free, with government and university aid.
“Starbucks is going where no other major corporation has gone,” said Jamie P. Merisotis, president and chief executive of the Lumina Foundation, a group focused on education. “For many of these Starbucks employees, an online university education is the only reasonable way they’re going to get a bachelor’s degree.”
2014 Teacher Prep Review Findings
National Council on Teacher Quality:
Our Approach
There’s widespread public interest in strengthening teacher preparation — but there’s a significant data gap on what’s working. We aim to fill this gap, providing information that aspiring teachers and school leaders need to become strategic consumers and that institutions and states need in order to rapidly improve how tomorrow’s teachers are trained.Our strategy
Our strategy is modeled on Abraham Flexner’s 1910 review of medical training programs, an effort that launched a new era in the field of medicine, transforming a sub-standard system into the world’s best.How we’re doing it
NCTQ takes an in-depth look at admissions standards, course requirements, course syllabi, textbooks, capstone projects, student teaching manuals and graduate surveys, among other sources, as blueprints for training teachers. We apply specific and measurable standards that identify the teacher preparation programs most likely to get the best outcomes for their students. To develop these standards, we consulted with international and domestic experts on teacher education, faculty and deans from schools of education, statistical experts and PK-12 leaders. We honed our methodology in ten pilot studies conducted over eight years.
Our goalsCurrently, high-caliber teacher training programs go largely unrecognized. The Review will showcase these programs and provide resources that schools of education can use to provide truly exceptional training. Aspiring teachers will be able to make informed choices about where to attend school to get the best training. Principals and superintendents will know where they should recruit new teachers. State leaders will be able to provide targeted support and hold programs accountable for improvement. Together, we can ensure a healthy teacher pipeline.
Wisconsin took a very small step toward teacher content knowledge requirements by adopting Massachusetts’ MTEL requirements for elementary teachers – in English only.
Much more on NCTQ, here.
Adults lying to them
A year or so ago, I was a guest lecturer in NYU’s Intro to Journalism class, 200 or so sophomores interested in adding journalism as a second major. (We don’t allow students to major in journalism alone, for the obvious reason.) One of the students had been dispatched to interview me in front of the class, and two or three questions in, she asked “So how do we save print?”
I was speechless for a moment, then exploded, telling her that print was in terminal decline and that everyone in the class needed to understand this if they were thinking of journalism as a major or a profession.
The students were shocked — for many of them, it was the first time anyone had talked to them that way. Even a prompt from me to predict the date of Time magazine’s demise elicited a small gasp. This was a room full of people would would rather lick asphalt than subscribe to a paper publication; what on earth would make them think print was anything other than a wasting asset?
And the answer is “Adults lying to them.” Our students were persuaded to discount their own experience in favor of what the grownups who cover the media industry were saying, and those grownups were saying that strategies like Kushner’s might just work.
People who ought to have known better, like Ryan Chittum at Columbia Journalism Review and Ken Doctor at Nieman, wrote puff pieces for Kushner, because they couldn’t bear to treat him like the snake-oil salesman he is.
Related: the human price of collectivism.
The Tuition Puzzle
This is the first of what will probably be several posts about the extraordinary increases in law school tuition over the past half century (In this as in so many other respects, law school is merely a particularly extreme version of something that has happened all across higher education in America).
First, some numbers:
Law School Transparency has done a nice job graphing what has happened to law school tuition since 1985, in both current and inflation-adjusted dollars. Private law school tuition has gone from just over $16K to just under $42K in 2013 dollars. Public resident tuition has gone up even more sharply, from $4,300 to $23,000, again in constant inflation-adjusted dollars.
These numbers are startling enough, but they obscure the extent to which by the mid-1980s tuition had already skyrocketed over the course of the previous 25 years. LST is using data the ABA posts on its web site, which only go back to 1985. Looking back to 1960, private law school tuition averaged around $7000 in 2013 dollars, while public law school tuition was perhaps a third of that, i.e., essentially nominal (These estimates are based on Harvard’s and Michigan’s law school tuition at the time. They assume that tuition at HLS was around 20% higher than at the average private law school, which has been the norm over the past three decades, and that Michigan’s resident tuition was typical of state law school resident tuition. If anything this latter estimate probably overstates public law school resident tuition in the 1960s).
This is, in the context of normal economic activity, a remarkable situation. People often speak these days of a “tuition bubble,” but a classic price bubble involves a sharp short-term run-up in prices, followed by an even more sudden collapse when the bubble bursts. For example, the US housing market was relatively stable between 1970 and 2000, with median home prices staying between $150,000 and $180,000 in real terms. The housing bubble featured a five-year run up, during which the median price rose by nearly 70%, before falling back to pre-bubble levels just three years after the peak.
Year later, much has been learned about school closings Chicago Public Schools say attendance, grades didn’t suffer
Nerves were a little shakier than usual when the 2013-14 school year started in Chicago, as parents and city officials anxiously watched thousands of children heading off to classrooms in unfamiliar neighborhoods because of the district’s move to close almost 50 elementary schools.
But when classes let out Friday, most of the fears of September were unrealized. The Safe Passage program to protect kids on their way to and from those schools appears to have performed as promised. And Chicago Public Schools chief Barbara Byrd-Bennett on Friday said there was an uptick in performance at schools designated to take in students whose buildings were closed.
Madison tried to consolidate school facilities in 2007, unsuccessfully. Bricks and mortar are largely irrelevant if one has great teachers.
The White Teachers I Wish I Never Had
I was born Black in a Black family in a Black neighborhood. My early childhood was an entirely Black experience. Besides what I saw on television and in movies, my whole world was Black people. My family, my friends, my babysitters, my neighbors and my teachers were all Black.
From Head Start through third grade, I had exclusively Black teachers. As a very bright, gifted Black girl, having Black teachers, mostly Black women, who saw my giftedness and encouraged and nurtured it, meant everything. These were teachers who could look at me and see themselves. They could see their children, their hopes, their dreams. These were teachers who could be as proud of me when I did well as my own family was, who could understand me when I talked about my life, and who knew how to protect the spirit of a gifted Blackgirlchild in a world they knew would try to tear her apart every chance it got.
I thrived in those early years in school. I loved learning, I had a very high capacity for it, and it showed. My teachers challenged me creatively and intellectually, supported my growth, and rewarded my efforts. My second and third grade teacher, Ms. Lucas (who goes down in history as the best and most influential teacher I ever had) gave me my first paid work as a writer. In third grade, after I wrote the best poem about springtime (“…sometimes words can never say the things that flowers say in May…”), she brought me ice cream! She, like the other Black teachers I had, recognized, and helped me to see, my extraordinariness. Seeing it, I soared. I felt confident and self-assured. I believed I was the smartest, most talented kid ever!
College radio is dying — and we need to save it
WRAS 88.5 FM in Atlanta was the first radio station to play Outkast. It was one of the first few stations in the country to play R.E.M., Deerhunter and the Indigo Girls. It’s been a crucial, student-run force in independent music both locally and nationally for decades. But later this month, a backdoor deal will replace all of its daytime programming with “Fresh Air” simulcasts and “Car Talk” reruns.
This is a huge blow for the students who run WRAS, for Atlanta’s art and music communities and for the entire independent music industry. WRAS is one of the most powerful college radio stations in the nation. Its signal is as strong as the law will allow; those 100,000 watts cover all of Atlanta’s sprawling metropolitan area. And the closure of WRAS is just the latest in a long string of colleges failing to preserve their cultural institutions and selling their radio signals off to outside interests. It happened at Rice in 2011, at Vanderbilt between 2011 and 2014, and now it’s happening at Georgia State University, home of one of the most important college radio stations in the nation.
In early May, GSU announced an agreement to hand over WRAS’s signal to Georgia Public Broadcasting for 14 hours a day, from 5 a.m. to 7 p.m. The student-produced programming that WRAS has broadcast during those hours since 1971 will now be confined to an Internet stream. The students who run the station weren’t included in negotiations, which stretch back to 2012. The station’s student management only learned about the deal shortly before the public did. The larger GSU student body didn’t get to vote on the deal or have any input in the agreement. It feels similar to another recent ugly scene in Atlanta, as the neighboring Cobb County resorted to banana republic tactics to squelch public debate on its plan to give the Atlanta Braves hundreds of millions of dollars for a new stadium.
Greased palms and dried fruit
OBESITY, according to a government-sponsored report, could make the current generation of Americans the first in history to live shorter lives than the previous one. A major change in food habits is needed to reverse the trend of widening waistlines (a development which we recently illustrated on our blog Graphic detail). Recognising that people’s dietary preferences develop at an early age, John List of the University of Chicago and Anya Savikhin Samek of the University of Wisconsin-Madison examined in a recent study whether children can be “nudged” (or incentivised) to eat more fruits and less sweets. Their results suggest that the answer is yes.
In a field experiment carried out in Chicago over several weeks, Mr List and Ms Savikhin Samek tested the impact of giving kids an incentive to choose food they normally would not. During after-school programmes dubbed “Kids’ Cafes” in 24 different locations across the city, children aged 6-18 were offered a free snack and could select either a cup with dried fruit (dried banana with acai or dried mango) or a cookie (such as snickerdoodle or chocolate chip). A group of the Kids’ Cafes was randomly selected to offer the children at their particular site an incentive to pick the cup; each time an individual chose the dried fruit over the cookie and ate it in the cafeteria, he or she would receive a small prize worth 50 cents or less (for example a wristband, pen or keychain).
In Defense of Laptops in the Classroom
Years later, as a professor, I feel embarrassed by that interaction, and not just because I lost my cool and used the F-word to a U-grad. The laptop is now endemic in the modern classroom, with most students using them—purportedly—to take notes and access course materials. Of course, they’re also (often primarily) used to do anything but classwork: games, Snapchat, shopping—even porn. Thus many professors police the ways students use their laptops, and some are banning them outright. But what good does that do? The Laptop Police just seems like one more way of helicoptering students instead of letting them learn how to be students—indeed, how to be adults.
The case for a laptop-free classroom is indeed strong. Last week on The New Yorker’s website, Dartmouth professor Dan Rockmore wrote that he’s banned laptops for years, explaining that “any advantage that might be gained by having a machine at the ready, or available for the primary goal of taking notes, was negligible at best” for his curriculum. What surprised him, though, was that most of his computer science department agreed. No computers in a CompSci class! But, Rockmore argued, research—such as Cornell’s 2003 landmark study “The Laptop and the Lecture” and recent studies out of UCLA and Princeton—shows over and over that students simply learn better when taking notes in old-fashioned chicken scratches.
Want better schools America? Make it harder to become a teacher.
So far this month in education news, a California court has decimated rigid job protections for teachers, and Oklahoma’s governor has abolished the most rigorous learning standards that state has ever had. Back and forth we go in America’s exhausting tug-of-war over schools—local versus federal control, union versus management, us versus them.
But something else is happening, too. Something that hasn’t made many headlines but has the potential to finally revolutionize education in ways these nasty feuds never will.
In a handful of statehouses and universities across the country, a few farsighted Americans are finally pursuing what the world’s smartest countries have found to be the most efficient education reform ever tried. They are making it harder to become a teacher. Ever so slowly, these legislators and educators are beginning to treat the preparation of teachers the way we treat the training of surgeons and pilots—rendering it dramatically more selective, practical, and rigorous. All of which could transform not only the quality of teaching in America but the way the rest of us think about school and learning.
Over the past two years, according to a report out Tuesday from the National Council on Teacher Quality, 33 states have passed meaningful new oversight laws or regulations to elevate teacher education in ways that are much harder for universities to game or ignore. The report, which ranks 836 education colleges, found that only 13 percent made its list of top-ranked programs. But “a number of programs worked hard and at lightning speed” to improve. Ohio, Tennessee, and Texas now have the most top-ranked programs. This summer, meanwhile, the Council for Accreditation of Educator Preparation is finalizing new standards, which Education Week called“leaner, more specific and more outcomes-focused than any prior set in the 60-year history of national teacher-college accreditation.”
L.A. Unified suspension rates fall but some question figures’ accuracy
IIn the heart of Watts, where violence in nearby housing projects can spill over onto campuses, two of the city’s toughest middle schools have long dealt with fights, drugs and even weapons.
Administrators typically have handled these problems by suspending students. But this year Markham and Gompers middle schools have reported marked reductions in that form of discipline — as has the L.A. Unified School District overall, where the suspension rate dropped to 1.5% last year from 8% in 2008.
The drop came after the Los Angeles Board of Education and L.A. schools chief John Deasy called for fewer suspensions as concern grew nationwide that removing students from school imperils their academic achievement and disproportionately harms minorities, particularly African Americans.
But have suspensions really become rarer?
The Privatization of Special Education
Like so much else in education and beyond, we are seeing the familiar pattern of defunding, claiming crisis, and then calling for privatization in special education.
This past week in Chicago, our unelected Board of Education recently voted to expand contracts with private, for-profit organizations to meet the growing needs of our children with special needs as well as at-risk populations.
Of course, this move is nothing new in the world of special education. In Illinois, there are a multitude of private operators (both non-profit and for-profit, though the tax status is mostly irrelevant in practice.) Some of these schools are beautiful places. Some have lovely sounding websites, covering up truly horrible, poorly-run warehouses for students with special needs. But they are almost all very very expensive.
In fact, as these schools expand in number, investors understand there is a huge profit margin to be had on the backs of these vulnerable students. Districts, by federal law, must pay for these placements if it is determined to be the best environment for the student.
The Case for Academic Gossip
One foggy fall day, I came across a savage review of an academic book. The book was written by someone I know well. The reviewer seemed delighted by his own vitriol, and as I read, I got irritated, on the author’s behalf, at what struck me as an ungenerous misreading of the work. Was this review being well-received? Did it have merits I didn’t see? What effect do reviews have socially and professionally? How was this affecting public perception of my acquaintance’s work? I reached almost automatically for my keyboard and typed in the name of the author and critic. I wanted to tap into my field, get some alternate perspectives. I wanted to see smart people hash out the merits of the review and, by extension, the book.
The review was published nearly a year ago in a respectable academic publication. I’d heard nothing at all about it, but surely others in my field had. Someone somewhere must have posted a response, or a discussion, or something. Both parties were fairly prominent in their field, and a direct attack is the kind of thing academics chatter about incessantly in the halls. Some of that must have leaked online!
So I did what I usually do when something of interest turns up: I Googled the two names to see who was discussing the review, its merits, and anything else of interest that might arise in connection with the review, which felt like the opening salvo in an intellectual battle.
How one unvaccinated child sparked Minnesota measles outbreak
A measles outbreak in Minnesota offers a case study of how the disease is transmitted in the United States today: An unvaccinated person travels abroad, brings measles back and infects vulnerable people — including children who are unprotected because their parents chose not to vaccinate them.
That’s the conclusion of a report published online June 9 in Pediatrics that details the 2011 outbreak that sickened 19 children and two adults in the state.
It began when an unvaccinated 2-year-old was taken to Kenya, where he contracted the measles virus. After returning to the United States, the child developed a fever, cough and vomiting. However, before measles was diagnosed, he passed the virus on to three children in a drop-in child care center and another household member. Contacts then multiplied, with more than 3,000 people eventually exposed.
NJ civil rights lawyers should sue over teacher seniority rules
A California judge ruled this week that a poor kid’s equal right to a quality education isn’t just a matter of funding — it’s also about the barriers to success that lawmakers have imposed on the system. This includes tenure, seniority and other employment policies that make it unduly hard to fire a bad teacher.
They’ve helped perpetuate a hierarchy in which the best teachers generally wind up at the most desirable schools, and some of the worst ones at high-poverty schools, where it can take years of bureaucracy and tens of thousands of dollars to get rid of them.
Not only is this absurd, the judge argued; it’s unconstitutional. It violates a clause in many state constitutions, including New Jersey’s, that assures students a “thorough and efficient education.” This was the same clause under which advocates sued in the famous 1985 New Jersey Supreme Court case, Abbott v. Burke, to challenge the lack of equal funding for students in the poorest districts.
To improve our schools, we need to make it harder to become a teacher.
So far this month in education news, a California court has decimated rigid job protections for teachers, and Oklahoma’s governor has abolished the most rigorous learning standards that state has ever had. Back and forth we go in America’s exhausting tug-of-war over schools—local versus federal control, union versus management, us versus them.
But something else is happening, too. Something that hasn’t made many headlines but has the potential to finally revolutionize education in ways these nasty feuds never will.
In a handful of statehouses and universities across the country, a few farsighted Americans are finally pursuing what the world’s smartest countries have found to be the most efficient education reform ever tried. They are making it harder to become a teacher. Ever so slowly, these legislators and educators are beginning to treat the preparation of teachers the way we treat the training of surgeons and pilots—rendering it dramatically more selective, practical, and rigorous. All of which could transform not only the quality of teaching in America but the way the rest of us think about school and learning.
Wisconsin took one very small step toward teacher content knowledge, MTEL a few years ago.
Related: the National Council on a Teacher Quality has been reviewing schools of education.
South Korea’s Millionaire Tutors: The vast sums spent on preparing children for tests are causing unease
Kim Ki-hoon has risen to stardom of a sort that exists in few places outside South Korea. As the country’s highest-earning celebrity English teacher, he estimates he made about $4m last year from his online language lessons – and then there is the income from his educational publishing company, which turned over about $10m.
The star tutor says about 1.5m South Koreans have taken his classes in the past 12 years. He attributes his success to his engaging teaching style and clever marketing: he selects his television appearances carefully, and made a pop song aimed at nervous university candidates with a chorus urging “Trust me!”.
Mr Kim’s earnings are a fraction of the estimated $20bn spent annually on private tuition in South Korea. Yet he, like others in the industry, expresses unease at the scale of the system that paid for his Porsche. “There should be no need for private education,” he says.
The fierce debate in South Korea over the national education system – in particular, the huge industry of private crammers (hagwons) and online study providers – might surprise its foreign admirers. Figures such as US President Barack Obama and Michael Gove, UK education secretary, have hailed South Korean education as a model, pointing to its children’s impressive showing in Organisation for Economic Co-operation and Development tests of maths, literacy and science.
Teaching our kids government dependency
If asked to identify the most urgent problem with Milwaukee Public Schools, few people would likely say “too much parental involvement.”
In fact, over the years, public schools have been forced to take on more of the duties normally reserved for pupils’ parents. For this, MPS deserves some sympathy — as more children are raised in households with absent or disinterested parents, teachers have had to fill in the gaps in more kids’ upbringing.
But it appears that once a dollar bill is dangled in front of the district, it is more than happy to take over traditional parental responsibilities. Last week, MPS announced that it would be applying to provide free meals to all of the district’s children regardless of the kids’ family income.
Under the federal Healthy, Hunger-Free Kids Act, school districts where as few as 40% of the students qualify for free or reduced-cost lunches can apply for federal aid to feed the remainder of the students, regardless of their family’s economic standing.
In Wisconsin, 43.3% of all students qualify for free and reduced-cost lunches, and in MPS, 82% of students are currently eligible. Yet it appears the district will not rest until every one of its students is dependent on the government for his or her nourishment, whether the student needs the aid or not.
For years, giving out free meals has been a cash cow for school districts. A decade ago, the Miami-Dade school district determined that the number of kids receiving free breakfasts would factor into a school principal’s performance review. The district began making automated phone calls to households in the district to urge their kids to eat breakfast at school.
Related: 2005 Forum on Poverty & Education.
Common Core, in 9-Year-Old Eyes
He could have written about the green toy truck he kept hidden in his room, a reminder of Haiti, a place he did not yet fully understand.
He might have mentioned the second-place trophy he had won for reciting a psalm in French at church — “le bonheur et la grâce m’accompagneront tous les jours de ma vie…” — his one and only award.
He could have noted his dream of becoming an engineer or an architect, to one day have a house with a pool and a laboratory where he would turn wild ideas about winged cars and jet packs into reality.
But on a windy April afternoon, as the first real sun of spring fell on Public School 397 in Brooklyn, and empty supermarket bags floated through the sky, Chrispin Alcindor’s mind was elsewhere.
much more on the Common Core, here.
Commentary on Madison’s Achievement Gap
The statistics on African-American achievement have been so grim throughout the years that in 2010, Kaleem Caire, at the time the CEO of the Urban League of Greater Madison, put forth a proposal for a charter school designed to help African-American students surmount the achievement gap. It was ultimately rejected by the Madison School Board in 2011 after a bitter fight.
It’s against this backdrop that Madison School District Superintendent Jennifer Cheatham took over the top job in spring 2013. In her first year, Cheatham earned favorable remarks from many in the community for her smart, focused and flexible approach, with a talent for connecting with teachers, the School Board, parents and city leaders alike.
Madison School District superintendent Jennifer Cheatham listens during a meeting at Madison Central Library.
In the 2013-2014 school year, she revised the discipline policy to reduce the number of suspensions and expulsions in favor of practices that let students stay in school, own up to misconduct, and learn how to better conduct themselves in the future. Many education equity advocates see changes in school discipline policies, like those adopted under Cheatham, as key to closing the achievement gap.
Related: Madison’s Disastrous Reading Results.
Will California’s Ruling Against Teacher Tenure Change Schools?
On Tuesday, a California superior-court judge ruled that the state’s teacher tenure system discriminates against kids from low-income families. Based on testimony that one to three percent of California teachers are likely “grossly ineffective”—thousands of people, who mostly teach at low-income schools—he reasoned that current tenure policies “impose a disproportionate burden on poor and minority students.” The ruling, in Vergara v. California, has the potential to overturn five state laws governing how long it takes for a teacher to earn tenure; the legal maneuvers necessary to remove a tenured teacher; and which teachers are laid off first in the event of budget cuts or school closings.
Tenure has existed in K-12 public education since 1909, when “good-government” reformers borrowed the concept from Germany. The idea spread quickly from New Jersey to New York to Chicago and then across the country. During the Progressive Era, both teachers unions and school-accountability hawks embraced the policy, which prevented teaching jobs from being given out as favors by political bosses. If it was legally difficult to fire a good teacher, she couldn’t be replaced by the alderman’s unqualified sister-in-law.
Don’t Go To College
Go to college if you’re fortunate enough to have the opportunity. I did, I learned a lot (both academically and socially), and I wouldn’t trade that experience for the world. Not everyone needs college, but you should go if you can.
My philosophy about being a C student and not needing to do 80% of the work should also be taken lightly. That strategy works well if you want to follow a path like mine after college: working for small companies that care less about your GPA, or that you can convince to hire you by other means (showing impressive personal projects, advanced skills, etc.). But my GPA was so bad that no big tech company — not Microsoft, not Apple, not Amazon, and definitely not Google — would even consider hiring me. (I tried.)
New York’s Single Test for High School Defined My Life
When I was eleven years old, didn’t speak English well, and worked in a sweatshop, I was accepted into one of New York City’s elite specialized high schools. Now, some want to alter the admissions system that helped change my life.
When I was eleven years old, I took the entrance exam for Hunter College High School, one of New York City’s elite schools and among the best in the country. It changed my life.
I came from a non-English-speaking immigrant family that had moved to New York from Hong Kong only six years earlier. My parents worked in a garment factory in Chinatown, where I helped them every day after school. My family knew absolutely nothing about navigating the New York City public school system, but I was lucky that my Brooklyn elementary school principal identified my academic potential, understood my family’s inexperience, and pointed me to the entry test. I remember stumbling out of the examination room, dazed by questions I had never imagined, many of which I could barely understand. But I was accepted, and the test became the defining event of my life.
It’s Urgent To Put The Liberal Arts Back At The Center Of Education
Here’s the thing. In the understanding of both the great Ancient philosophers and, taking after them, of the thinkers who gave us the Enlightenment and the intellectual scaffolding for our prosperous liberal-democratic society, including the Founding Fathers, democracy did not simply happen. Democracy depended on a robust citizenship, and this citizenship, in turn, was a struggle of all the men (and, now, women) of the polity; it conferred rights as well as responsibilities. In particular, two of the most fundamental requirements of citizenship were virtue and a liberal education.
The expression “liberal education” is quite important. Today, when we think “liberal education”, we think “Would you like fries with that?” But as the common root with the word liberty suggests, liberal education is an education that helps make us free. Only by first understanding not only the empirical scaffolding of our Universe–a.k.a. science–but also its conceptual scaffolding, a.k.a. the ideas, concepts and history which shape the world we live in, can we ever hope to be free, that is to say to be able to make informed, conscious decisions.
Similarly, the great men (and, sorry, they were mostly men) who bequeathed us this wonderful order understood that a regime of majority rule cannot long withstand the test of time without having a citizenship that takes seriously the notion of virtue. The virtues, to Aristotle and others, are not so much about being a goody-two-shoes, but rather about the lifelong effort to reach self-mastery through confronting our passions (today, perhaps, we would say: our addictions) and properly ordering our will towards that which is good. If you’ve been paying attention, you’ll see how growth in virtue is itself a form of liberal education.
Without an awareness of these things, a bunch of very smart people who built our world and know the instruction manual have been warning us, we consign ourselves to doom.
An Educator’s Lament: Part III — Stakes of Our Educational Demise
“You have to be confused before you can reach a new level of understanding anything.” — D. Herschbach (Harvard University chemist and Nobel laureate)
In the summer of 2007, I attended “Boot Camp for Profs” in Leadville, Colorado. For an entire week, a maverick team of educators from multiple disciplines — geology, chemistry, education, biology, and psychology among others — bombarded 30 college and university professors with the theory and practice of learning. Mind you, I didn’t say teaching. Beholden to no educational model except “what works,” this no-nonsense, eclectic group had for years refused offers to sell out to the latest educational fad. They weren’t into either dogma or money. Their mantra was classroom effectiveness, pure and simple. “Boot camp” was a fitting term; the experience was overwhelming, eye-opening, occasionally exhilarating or terrifying, and immensely practical.
Via Susan Poling.
Commentary on Madison’s School Climate
I think the Wisconsin State Journal’s editorial board is generally pretty fair. The editorials, mostly written by editor Scott Milfred, come from a fiscally-conservative, socially-liberal perspective. While I often disagree with their views, I admire their principled stance on marriage equality and transparency in all levels of government.
Sometimes the State Journal spills ink tilting at windmills like suggesting Walker and legislative Republicans were seriously going to consider redistricting reform, even when the latest round of redistricting gave the GOP a 10-year lock on control of the Assembly. Other times, they dilute their message a bit by trying a bit too hard to be even-handed.
However, those attempts at even-handedness go out the window when it comes to teachers’ unions, with Madison Teachers Inc. as the State Journal’s primary target. I, myself, have many criticisms of MTI, but the editorial board has handpicked them to be public employee boogeyman number one.
I would think that the elimination of almost every single teacher’s union in the state would make for a less tempting target, but this editorial board still feels a need to take weird potshots at MTI.
A couple of weeks ago, the State Journal ran an editorial in support of year-round schools, which is a good idea that I wholly support. But then much of the editorial suggested that MTI was the reason we don’t have any year-round school programs in Madison.
“Badger Rock Middle School is a good example of why the district should insist on more options with its teachers,” it read. “Badger Rock is a charter school that employs union teachers, so it follows the traditional school calendar.”
This seemed odd to me, as I had never read anything about MTI being opposed the idea of year-round schools. Obviously, I remember their opposition to Madison Prep, but that’s involved a ton of issues.
Commentary on Madison’s special Education and “inclusive” practices; District enrollment remains flat while the suburbs continue to grow
That was one issue that brought together family activists who formed Madison Partners for Inclusive Education [duckduckgo search] in 2003, Pugh said.
“A parent in an elementary school on the west side could be seeing high-quality inclusive expert teaching with a team that ‘got it,’ and someone on the east side could be experiencing exactly the opposite,” Pugh said. Families and the school district are still striving to provide the best learning experience to all students with disabilities.
The key is to establish a culture throughout the district where participation in the classroom by students with disabilities is expected and valued. In addition, all teachers need to be trained to work collaboratively with special education teachers to make that happen, she said.
“It comes down to leadership,” said Pugh, who added that she is heartened by Superintendent Jennifer Cheatham’s remarks about raising expectations for all students. “That’s where we start.”
The district had an outside consultant review its special education programs earlier this year.
“In the next several weeks, we’ll use this information, our own data and expertise in the district to develop an improvement plan, including what our immediate steps will be,” spokesperson Rachel Strauch-Nelson said.
There has been no small amount of tension over Madison’s tactics in this matter from the one size fits all English 10 to various “high school redesign” schemes.
Yet, Madison’s student population remains stagnant while nearby districts have grown substantially.
Outbound open enrollment along with a Talented and Gifted complaint are topics worth watching.
This French tech school has no teachers, no books, no tuition — and it could change everything
École 42 might be one of the most ambitious experiments in engineering education.
It has no teachers. No books. No MOOCs. No dorms, gyms, labs, or student centers. No tuition.
And yet it plans to turn out highly qualified, motivated software engineers, each of whom has gone through an intensive two- to three-year program designed to teach them everything they need to know to become outstanding programmers.
The school, housed in a former government building used to educate teachers (ironically enough), was started by Xavier Niel. The founder and majority owner of French ISP Free, Niel is a billionaire many times over. He’s not well known in the U.S., but here he is revered as one of the country’s great entrepreneurial successes in tech.
He is also irrepressibly upbeat, smiling and laughing almost nonstop for the hour that he led a tour through École 42 earlier this week. (Who wouldn’t be, with that much wealth? Yet I have met much more dour billionaires before.)
Change to our agrarian era $15k+/student public school organizations looms.
Thinking machines are ripe for a world takeover
If it looks like a duck and sounds like a duck, then it probably is a duck. That is the inelegant logic behind one of the challenges posed in artificial intelligence: the Turing test, which sets out to answer the question, “can machines think?”
The stroke of genius from Alan Turing, the second world war codebreaker, was to recognise that while actual sentience in machines is virtually impossible to verify, the illusion of sentience is absolutely testable. He proposed that if a machine could “converse” with a person so convincingly that the user thinks they are interacting with a real person, then that machine can be said to think.
According to weekend reports, Turing’s benchmark of artificial intelligence, which dates back to 1960, has been met by a supercomputer disguised as a teenager from Ukraine. In a test devised by the University of Reading, a third of judges having a five-minute text conversation with “Eugene Goostman” believed he was a 13-year-old boy, rather than an advanced natural language computer program. Such advances, the organisers say, will set the scene for a new, sinister kind of cybercrime, in which trusting people are fooled by clever machines into handing over sensitive information.
Searching for Community in the Era of Choice
Reviewed by: Moira McLaughlin:
In Washington, D.C., about 43 percent of students attend charter schools, and only 25 percent attend their assigned neighborhood schools. Washington parents have choices. What does all this choice mean for public education, local author Sam Chaltain wonders in his new book, “Our School.”
“In this new frontier,” Chaltain asks, “will the wider array of school options help parents and educators identify better strategies for helping all children learn — strategies that can then be shared for the benefit of all schools? Or will the high stakes of the marketplace lead us to guard our best practices, undermine our colleagues, and privatize this most public of institutions?”
Math for seven-year-olds: graph coloring, chromatic numbers, and Eulerian paths and circuits
As a guest today in my daughter’s second-grade classroom, full of math-enthusiastic seven-and-eight-year-old girls, I led a mathematical investigation of graph coloring, chromatic numbers, map coloring and Eulerian paths and circuits. I brought in a pile of sample graphs I had prepared, and all the girls made up their own graphs and maps to challenge each other. By the end each child had compiled a mathematical “coloring book” containing the results of their explorations. Let me tell you a little about what we did.
We began with vertex coloring, where one colors the vertices of a graph in such a way that adjacent vertices get different colors. We started with some easy examples, and then moved on to more complicated graphs, which they attacked.
Wisconsin Gubernatorial candidate Act 10 Commentary
Mary Burke, who has already been endorsed by more than a dozen of the state’s largest private- and public-sector unions, said she supports making wages, hours, benefits and working conditions mandatory subjects of bargaining for public employees.
She called the annual elections, the prohibition on requiring union dues of all employees, and a ban on automatic dues collections “nothing more than heavy-handed attempts to punish labor unions” and said she would work to repeal those provisions.
She said she would have used the collective bargaining process to achieve the pension and health insurance contributions that helped balance the state budget. But she does not want to reset the law to before Act 10, when state employees could pay no more than 20 percent of health insurance premiums and could bargain with employers to cover their full pension contribution.
Burke also agreed the way contract disputes were settled for decades needed to change, but disagreed with eliminating interest arbitration. She said the factors used in the process should allow for “effective, efficient and accountable government workforce and institutions,” though she didn’t offer a specific plan for reinstating it.
The Walker campaign responded that Burke’s position on Act 10 “mirrors her willingness to concede to unions as a Madison School Board member, and is yet another example of how she would take Wisconsin backward.”
Unions weigh in
Rick Badger, executive director of AFSCME Council 40, which represents many Dane County-area municipal employees, said some of his members are unhappy Burke won’t promise to repeal the law entirely. But they like that she expressed interest in listening to different points of view, whereas Walker never responded to requests to meet after he was elected.“She’s made it clear she’ll sit down with us,” Badger said. “After what employees went through over the past three years, it’s great to hear someone say, ‘Your concerns still matter.’ ”
Much more on Wisconsin Act 10, here.
How charters and rivals may get together
Elliott Witney, a brilliant reading teacher, was one of the six people who launched KIPP, now the nation’s largest charter school network, in a Chicago hotel conference room 14 years ago. He eventually became principal of KIPP’s flagship school in Houston. So, why has this hero of the charter movement taken an administrator job in a traditional Houston area district full of bureaucratic annoyances charters were created to eliminate?
That is one of the many surprising questions asked and answered in Richard Whitmire’s intriguing new book, “On the Rocketship: How Top Charter Schools Are Pushing the Envelope.” It is the best account yet of what is happening with charters. Both those who hate the independent public schools and those who love them should read it.
Whitmire does not hide charter struggles and mistakes. The Rocketship charter network at the center of his story soars, then sputters, then twists and turns. Whitmire is as sympathetic to the parents and educators opposed to Rocketship as he is to the entrepreneurs and educators who created the network.
Technology in classrooms: The latest innovations promise big improvements in teaching
WHO killed Edgar Allan Poe? The mysterious death of the 19th-century author features in a new online school curriculum from Amplify, the education arm of News Corp. Pupils follow clues that require close reading of Poe’s stories (the assassin’s identity varies, to prevent cribbing), and take machine-graded comprehension and vocabulary tests along the way. Another section teaches mathematics by setting quests, such as an Alaskan dog-sled race for which pupils must plan, budget and manage provisions.
Two decades of fitting classrooms with computers and whiteboards have gobbled rich countries’ school budgets and done little for attainment. But the latest technology promises to improve teaching methods, rather than merely shifting them from blackboard to screen, and to give all children the personalised education once only available to the rich. Game-style lessons let pupils progress at their own pace, getting instant feedback at every step. Even homework is more fun: when Pearson (a part-owner of The Economist) supplied tablet-based courses to schools in Alabama, they were such a hit that Wi-Fi was installed on school buses so it could be done en route.
In trying to root out religious conservatism from a few schools, the British government has ended up angering Muslims at large
MANY parents who picked up their children from Park View Academy on June 9th took home something else too: an official report excoriating the school. Ofsted, England’s schools inspector, had downgraded the largely Muslim institution to “inadequate”, saying it had failed to protect children from extremism. But parents outside the gates were less alarmed at this than cross about the report and the disruption it was causing. “If he messes up his GCSEs, I’ll hold David Cameron personally responsible,” said an angry father, pointing at his son.
A few months ago Birmingham City Council received a letter purporting to advise Muslim militants how to take over a state school. The letter might be a hoax, but it struck some as painfully accurate. Stories appeared of staff pushed out by hard-line governors (elected amateurs who appoint head teachers and set schools’ strategic direction). As the row grew, the government ordered snap inspections of 21 schools. Some of their findings are damning. But British Muslims—many of whom are Pakistani—have damned the government.
The Fall of Teacher Unions
Yet the share of Americans who see teachers unions as a negative influence on public schools shot up to 43 percent last year, up from 31 percent in 2009, according to national polling conducted by Harvard’s Program on Education Policy and Governance and the journal Education Next. By contrast, 32 percent see unions as a positive force, up from 28 percent in 2009, the poll found.
Labor’s fading clout was evident earlier this month in the California primary, when unions representing teachers and other public-sector workers spent nearly $5 million to boost state Superintendent Tom Torlakson to a second term — but failed to bring in enough votes for him to win outright.
Instead, Torlakson will have to fight for his seat in a runoff against a fellow Democrat, former charter school executive Marshall Tuck, who has bucked the teachers unions on many issues — and who has been endorsed by every major newspaper in California. In backing Tuck, most of the editorial boards specifically cited the urgent need to curb union influence.Another sign of the shifting sands: the ruling this week in Vergara v. California striking down laws governing the hiring and firing of teachers. In a withering opinion, Judge Rolf M. Treu essentially blamed the unions for depriving minority children, in particular, of a quality education by shielding incompetent teachers from dismissal.
The unions argue that the laws in question simply guarantee teachers due process. They plan to appeal. But the judge’s rhetoric clearly hit a nerve. Education Secretary Arne Duncan hailed the ruling. So did Rep. George Miller, a leading Democratic voice on education policy in Congress. He called the union policies “indefensible.” A New York Times editorial went further, referring to the laws the unions had defended as “shameful,” “anachronistic” and straight-up “stupidity.”
America’s Most Challenging High Schools
We take the total number of Advanced Placement, International Baccalaureate and Advanced International Certificate of Education tests given at a school each year and divide by the number of seniors who graduated in May or June. I call this formula the Challenge Index. With a few exceptions, public schools that achieved a ratio of at least 1.00, meaning they had as many tests in 2013 as they had graduates, were put on the national list at washingtonpost.com/highschoolchallenge. We rank the schools in order of ratio, with the highest (21.91) this year achieved by the American Indian Public Charter in Oakland, Calif., which repeats as the top-ranked school.
I think 1.00 is a modest standard. A school can reach that level if only half of its students take one AP, IB or AICE test in their junior year and one in their senior year. But this year, just 9 percent of the approximately 22,000 U.S. public high schools managed to reach that standard and earn placement on our list. On our list, the top 220 schools are in the top 1 percent nationally, the top 440 in the top 2 percent, and so on.
Madison Memorial made the list at #33 in Wisconsin.
Somewhat related: Madison’s on and off again “high school redesign“.
The Hatred of Students
If the university once (understood itself to have) functioned as the place where humans left their self-incurred immaturity, as Kant might put it, if it once served as the place where students prepared themselves to participate in public life, the Dads of higher ed are now insisting with the primness of a period-piece dowager that students should be seen and not heard. Literally. Bowen recalls a commencement protest over the grant of an honorary degree to a Nixonite in the 70s. (You can hear the daddishness: “back in my day…”) Happily, the “protestors were respectful (mostly), and chose to express their displeasure, by simply standing and turning their backs when the Secretary was recognized.” If ed gurus today salivate over tech-leveraged “disruption,” what Bowen admires about these human swivels is their decision “to express their opinion in a non-disruptive fashion.” No noise, just image, and the spectacle went on, with Princeton investing a Nixonite with an honorary degree.
I’ve been insisting on the term spectacle because, as everyone knows, the operative fiction of Carter’s letter and Bowen’s sermon is bullshit. Not even your liberalist liberal, your deliberativest deliberative democrat, could in good faith claim that commencement speeches are scenes of open debate. They are, rather, capstone moments where the university takes on a body, incorporates itself, and seeks to establish the conditions of its corporate reproducibility. A lovely experience validating 240k in cash or debt, a spectacle for parents and future donors—but hardly a scene of debate or discussion! Just a droning message, some platitudes, and the implicit promise that the fundraising office will soon track you down.
The Morbid Fascination With the Death of the Humanities
I have been going to academic conferences since I was about 12 years old. Not that I am any sort of prodigy—both of my parents are, or were at one point, academics, so I was casually brought along for the ride. I spent the bulk of my time at these conferences in hotel lobbies, transfixed by my Game Boy, waiting for my mother to be done and for it to be dinnertime. As with many things that I was made to do as a child, however, I eventually came to see academic conferences as an integral part of my adult life.
So it was that, last year, I found myself hanging out at the hotel bar at the annual conference of the Modern Language Association, despite the fact that I am not directly involved with academia in any meaningful way. As I sipped my old fashioned, I listened to a conversation between several aging literature professors about the “digital humanities,” which, as far as I could tell, was a needlessly jargonized term for computers in libraries and writing on the Internet. The digital humanities were very “in” at MLA that year. They had the potential, said a white-haired man in a tweed jacket, to modernize and reinvigorate humanistic scholarship, something that all involved seemed to agree was necessary. The bespectacled scholars nodded their heads with solemn understanding, speaking in hushed tones about how they wouldn’t be making any new tenure-track hires that year.
Exorbitant Cost of Pseudo-Educating America: The Next Two-Trillion Dollar Bubble
At $1.2 trillion student debt, we may only be 60 percent along the way, but rest assured that it won’t take but 3 to 5 years before this spectacular bubble bursts… and it will do so on the economic backs of the poor, and the ghostly – ghastly might be more apropos – remnants of a fast disappearing middle class.
Two weeks ago, while doing a final screening of old papers kept for no-apparent good reason, I came across a few notes from a graduate business course which I taught over three decades ago. An underlined hyphenated-word stood in front of me teasing both my memory and reason for its use: Porno-Economics. Then, I quickly recalled that my reason for its use had absolutely nothing to do with the economics of porn; and how I explained to my class – mostly graduate engineers with families trying to attain an MBA attending evening classes to improve their chance for career advancement – with my intended meaning appearing in parenthesis in the notes: “worthless economic activity for no other reason than to stimulate and fulfill greed.” It would be more than a decade later that the true father of Porno-Economics, and Federal Reserve Board chairman, Alan Greenspan, would show up (December 1996) with his celebrated cute-ism of Irrational Exuberance… as prelude to the infamous Dot-com bubble burst (1999-2001).
James Dyson in drive to fill engineering vacuum in UK schools
Emma Yates surveys students manipulating 3D printers and wrestling with fibreglass moulds in the bustling design and technology studio of the school where she is headteacher. “I was amazed when I first came here and looked around,” she says.
Yates took over at Hayesfield girls’ school in Bath in January. It was already one of the best state secondaries in the country at teaching design and technology, thanks in part to a £75,000 grant from the James Dyson Foundation.
Putting Teacher Tenure In Context
One piece of evidence against this comes from the study Goldstein cites, which found that the teachers who were dismissed were: 1) more likely to have frequent absences, 2) received worse evaulations in the past, 3) have lower value added scores, and 4) have less qualifications. While this policy only applied to newer teachers and thus can’t deal with things like experience or expensive teachers, it is evidence that administrators do consider teacher effectiveness.
The allegation that expensive or experienced teachers would be fired is an interesting one. Why, after all, would an administrator want to fire experienced teachers when experience is a quality that contributes to outcomes? And if teachers are paid in a way that is commensurate with their effectiveness, then why would more expensive and therefore more effective teachers be fired? The problem, as Ravitch surely knows, is that older teachers are overpaid relative to younger teachers. As Michael Petrilli has shown in a piece called “The Case For Paying Most Teachers The Same”, the teacher pay scale is far more back-loaded than in other professional jobs. You can see this clearly in Petrilli’s figure below that compares average teacher pay by age to doctors and lawyers. If there is a risk that administrators will find older teachers too expensive relative to younger teachers, it’s because of this payscale problem. Effectively preventing schools from firing people is a pretty poor way to respond to the problem of overpaid older teachers and underpaid younger teachers.
High-School Students Smoking Less, but Texting While Driving More
Parents may no longer need to worry quite as much about their teens smoking and drinking, but texting and emailing while driving is rampant, according to a new government study of U.S. high-school students.
Some 41.4% of students said they had texted or emailed at least once while driving in the previous 30 days when asked last year, according to the broad-based study that tracks teenage behavior.
South Dakota topped the list with 61.3% of teens admitting they texted or emailed while driving. Massachusetts had the lowest rate, at 32.3%. This was the first time the question was asked in the National Risk Behavior Survey of more than 13,000 high schoolers, conducted every two years by the Centers for Disease Control and Prevention.
The 1 Thing That Will Improve Math Learning
How can we do a better job of teaching kids math? A different curriculum? New pedagogical strategies? Personalized instruction through technology? All these worthy ideas have their adherents, but another method — reducing math anxiety — may both improve performance and help kids enjoy math more. Sian Beilock and I recently reviewed the research literature on math anxiety with an eye towards remediation. Here are some of the highlights.
Math anxiety means, unsurprisingly, that one feels tension and apprehension in situations involving math. What is surprising is the frequency of the problem, and the young age at which it can start. Fully half of first and second graders feel moderate to severe math anxiety. And many children do not outgrow it; about 25 percent of students attending a four-year college suffer from math anxiety. Among community college students, the figure is 80 percent.
Here’s Why the Student Loan Market Is Completely Insane
President Obama made news this week by expanding a student loan program to broaden the eligibility of borrowers and proposing to limit monthly payments to 10 percent of a student borrower’s income. On the margin, such moves might help. But the administration’s efforts don’t address a more fundamental problem: These loans aren’t calibrated for risk. In other words, students from Harvard and less-prestigious regional colleges are thrown in the same bucket, despite quite different risk profiles.
Under Federal Deposit Insurance Corporation (FDIC) rules governing the insurance of banks, lenders can’t differentiate among schools in assessing credit risk as they do with home buyers and car owners. As a result, “the government has made it difficult for banks to price to default rates,” says Mike Cagney, founder of Social Finance, a socially based student lending operation known informally as SoFi. “By accepting FDIC insurance, banks lose pricing flexibility and can’t charge interest rates commensurate with the quality of schools—and default rates vary widely by schools.”
SoFi has funded more than $650 million in loans to 7,000 borrowers since its founding in 2011. Says Cagney: “The definition of a predatory lender is someone who pushes loans on an individual who can’t afford to pay them back. Under that definition, many of the educational loans made today could be considered predatory.”
A Case Study in Lifting College Attendance
Sydney Nye was a straight-A student with an SAT score high enough to apply to any college in the country. When her senior year of high school in Wilmington, Del., started about nine months ago, she had dreams of becoming a chemical engineer.
But she did not spend much time dreaming about where she would go to college. The notion of attending anything other than a local college seemed too far-fetched. She knew her parents — a dental assistant and a hairdresser, neither of whom had attended college — would have a hard time paying the nearly $100 application fee to elite colleges, let alone the tuition.
Fortunately, Ms. Nye lives in the state that has arguably become the most aggressive at trying to ensure that its college-ready teenagers attend college.
Around the same time that she was turning her attention to college applications, Delaware’s governor, Jack Markell, announced a program called Getting to Zero. Its goal was to get all high-school seniors with an SAT score of at least a 1,500 (out of 2,400) on the SAT to enroll in college. In recent years, state data show, about 20 percent of such teenagers did not.
Information technology and higher education
Steve Hsu. Worth a look.