Oops! StudentsFirst Honors Anti-Immigrant Legislator
According to Laura Clawon of the Daily Kos, StudentsFirst selected a Georgia legislator as its “reformer of the year.”
Unfortunately this gentleman is known as vehemently opposed to immigration, and StudentsFirst is now facing protests from immigrant groups.
At some point, people will figure out that Michelle Rhee claims to be a Democrat, but she is known among
Unfortunately this gentleman is known as vehemently opposed to immigration, and StudentsFirst is now facing protests from immigrant groups.
At some point, people will figure out that Michelle Rhee claims to be a Democrat, but she is known among
A Sure Cure for Low Test Scores: More Testing
Jonathan Pelto reports that Paul Vallas, the interim superintendent of Bridgeport, CT, has ordered that students there take three rounds of tests in addition to the Connecticut state tests.
This is indicative of a common fallacy among education reformers. They tend to think that the cure for low test scores is to take more tests. They think that the answer to low scores is to raise standards even higher.
By taking more tests, students will learn how important the tests are, they will get used to taking tests, they will be more ready for the next test. The problem with this reasoning is that testing is not teaching. Students are
Which Other Universities Are Cooking the Data?
This is indicative of a common fallacy among education reformers. They tend to think that the cure for low test scores is to take more tests. They think that the answer to low scores is to raise standards even higher.
By taking more tests, students will learn how important the tests are, they will get used to taking tests, they will be more ready for the next test. The problem with this reasoning is that testing is not teaching. Students are
Which Other Universities Are Cooking the Data?
Diana Senechal says that Emory is not likely the only university that fudged the data to raise its rankings in U.S. News & World Report.
I imagine Emory isn’t the only one that fabricated its data. There’s a lot of subtle fudging going on all over the place–and with subtle fudging comes not-so-subtle fudging.
What about all the colleges that boost their application rates so that they can appear more selective? That, too, is a way of fudging the numbers–and it’s widespread. A New York Times article from 2010 describes this
I imagine Emory isn’t the only one that fabricated its data. There’s a lot of subtle fudging going on all over the place–and with subtle fudging comes not-so-subtle fudging.
What about all the colleges that boost their application rates so that they can appear more selective? That, too, is a way of fudging the numbers–and it’s widespread. A New York Times article from 2010 describes this
High-Stakes Test for Higher Education
Most educators understand the negative effects of high-stakes testing.
They know that the dangers associated with putting pressure on teachers and principals to get ever higher scores year after year or face terrible sanctions, including loss of their job, their reputation, and their school.
They know that it leads to cheating, gaming the system, narrowing of the curriculum, and teaching to the test.
Now we see that something similar is happening to higher education. But it is happening because o
They know that the dangers associated with putting pressure on teachers and principals to get ever higher scores year after year or face terrible sanctions, including loss of their job, their reputation, and their school.
They know that it leads to cheating, gaming the system, narrowing of the curriculum, and teaching to the test.
Now we see that something similar is happening to higher education. But it is happening because o
Our First Hero Superintendent
John Kuhn, superintendent of the Perrin-Whitt Independent School District in Texas, is a hero superintendent. He has been a voice of reason and at the same time an exemplar of passion and courage since he burst onto the national stage a year ago at the national Save Our Schools rally in Washington, D.C.
That is when many people discovered this fearless advocate for education and children.
He has said loud and clear that schools must serve the neediest children and raise them up, not avoid them for
That is when many people discovered this fearless advocate for education and children.
He has said loud and clear that schools must serve the neediest children and raise them up, not avoid them for
I Became a Teacher Because…
A reader responds to an earlier post:
I became a teacher because I love to learn. Leonard Bernstein said, “When I learn, I teach. When I teach, I learn.” This statement has always held true for me. Teaching is my third career. I worked with non-profits for 7 years, practiced law for 10 years, then entered teachingin my 40′s. I have been teaching for 16 years in an urban public school.
Do I love my students? As teacher1blog notes, this develops over time. I love exchanging
I became a teacher because I love to learn. Leonard Bernstein said, “When I learn, I teach. When I teach, I learn.” This statement has always held true for me. Teaching is my third career. I worked with non-profits for 7 years, practiced law for 10 years, then entered teachingin my 40′s. I have been teaching for 16 years in an urban public school.
Do I love my students? As teacher1blog notes, this develops over time. I love exchanging
Another Superintendent Takes a Stand
Here is another brave superintendent.
Dr. Vickie Markavitch, the superintendent of the Oakland, Michigan, schools created a video to protest the state’s designation of so-called “focus” schools. She said this was part of a political agenda to mislabel and
Dr. Vickie Markavitch, the superintendent of the Oakland, Michigan, schools created a video to protest the state’s designation of so-called “focus” schools. She said this was part of a political agenda to mislabel and
I Became a Teacher Because…
A reader responds to an earlier post:
As Augustine said, an unexamined life is not worth living. My single attribute was the ability to defend others. After nearly 16 years in special forces I found myself shot up one time too many. I had too many broken bones to keep jumping out of aircraft. Too many psychotic violent people had come too close to killing me. As I woke up in intensive care again I
As Augustine said, an unexamined life is not worth living. My single attribute was the ability to defend others. After nearly 16 years in special forces I found myself shot up one time too many. I had too many broken bones to keep jumping out of aircraft. Too many psychotic violent people had come too close to killing me. As I woke up in intensive care again I
Cleveland Plan: Criticism and Response
A couple of weeks ago, I invited Stephen Dyer of Innovation Ohio to write a post explaining the Cleveland Plan.
He did that here.
I thought the post was fair, balanced, and informative.
Terry Ryan of the conservative Thomas B. Fordham Institute, based jointly in Dayton and Washington, D.C.,responded to Dyer and criticized me for printing the post.
When I visited Cleveland earlier this year to address the Cleveland City Club, what stuck me was that it is a sad,
He did that here.
I thought the post was fair, balanced, and informative.
Terry Ryan of the conservative Thomas B. Fordham Institute, based jointly in Dayton and Washington, D.C.,responded to Dyer and criticized me for printing the post.
When I visited Cleveland earlier this year to address the Cleveland City Club, what stuck me was that it is a sad,
A Website You Should Watch
Julian Vasquez Heilig is an education researcher at the University of Texas who keeps close watch on the reform issues of the day. Here is his website: cloakinginequity.com
He wrote a withering critique of Teach for America in the New York Times, calling it “a glorified temp agency.”
He has conducted important research on Teach for America and KIPP that reviews their claims.
Equity in education is the focus of his research.
He is a rising star in the research community.
He wrote a withering critique of Teach for America in the New York Times, calling it “a glorified temp agency.”
He has conducted important research on Teach for America and KIPP that reviews their claims.
Equity in education is the focus of his research.
He is a rising star in the research community.
In This World Ranking, We Are #24
The Economist magazine has published a major international survey of early childhood education.
The survey establishes the importance of early childhood education, which is supported by extensive research.
It says:
“This Index assumes that all
children, regardless of their background,
legal status and ability to pay, have a right to
affordable, quality preschool provision.”
Then, it ranks 45 nations by their provision of early childhood education.
The survey establishes the importance of early childhood education, which is supported by extensive research.
It says:
“This Index assumes that all
children, regardless of their background,
legal status and ability to pay, have a right to
affordable, quality preschool provision.”
Then, it ranks 45 nations by their provision of early childhood education.
Why Progressives Distrust KIPP and TFA
Michael Paul Goldenberg explains why progressives are suspicious of KIPP and TFA:
There are a couple of key issues that seem to arise (or sit just below the surface) in nearly every conversation about educational policy these days. No one who is critical of the school deform movement (in which I squarely place KIPP and TFA) thinks that because poverty is such a devastating factor that no one should try to create better schools with great teachers, and in other ways to improve education for the nearly 25% of American children living below the poverty line. It’s grossly unfair to suggest that in criticizing deformers, their motives, and their policies, Diane Ravitch and many others are saying, “Until poverty is addressed, do nothing about
There are a couple of key issues that seem to arise (or sit just below the surface) in nearly every conversation about educational policy these days. No one who is critical of the school deform movement (in which I squarely place KIPP and TFA) thinks that because poverty is such a devastating factor that no one should try to create better schools with great teachers, and in other ways to improve education for the nearly 25% of American children living below the poverty line. It’s grossly unfair to suggest that in criticizing deformers, their motives, and their policies, Diane Ravitch and many others are saying, “Until poverty is addressed, do nothing about