Redshirting kindergartners: Bench them for a year or put them... | Get Schooled | www.ajc.com

Redshirting kindergartners: Bench them for a year or put them... | Get Schooled | www.ajc.com:

Redshirting kindergartners: Bench them for a year or put them in the game and the class?  

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Phil Skinner

Kindergartener Yandel Resendiz has a case of the first day jitters at Sawyer Road Elementary School in Marietta on Thursday August 8, 2013.

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  February 23, 2014
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  February 22, 2014
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  February 17, 2014

By Maureen Downey

Several readers asked that we discuss the growing practice of kindergarten “redshirting” in which parents wait a year to enroll their children in school in the hope that the kids will benefit from being the oldest in the class. The Sunday AJC had a good story on the growing practice.

It’s a vexing issue because the research runs in all directions. I spent Sunday evening reading a half dozen contradictory studies and a slew of advice columns urging parents to ultimately trust their own judgment on whether their child ought to go to kindergarten or whether their child needs the “gift of time” and should sit out a year.

The problem with that advice is that parents, especially first-time parents, may not know what school readiness looks like in a 5-year-old. I have friends who fretted over whether their sons with summer birthdays would suffer from being the youngest in their classes. In one case, the boy turned out to be valedictorian and is now in medical school. At the same time, I have a friend with twin girls born in late August who wishes she had waited a year to start them in kindergarten; her girls excel academically, but are grappling with social problems now that they’re in middle school.

AJC education reporter Rose French tackled this issue in a Sunday piece. Here is an excerpt:

The term "redshirting" is taken from college athletics and refers to the practice of athletes sitting out competition temporarily in order to extend 

ALEC Rock

ALEC Rock

"ALEC Rock" 
Produced by Mark Fiore (http://www.markfiore.com) and the Center for Media and Democracy (http://www.prwatch.org), which is the creator of ALECexposed (http://www.alecexposed.org), and co-produced by the Alliance for a Better Utah (http://betterutah.org) to help expose ALEC.

12 Years a Slave to Be Part of Public High School Curriculum - The Root

12 Years a Slave to Be Part of Public High School Curriculum - The Root:

12 Years a Slave to Be Part of Public High School Curriculum

Producer Dede Gardner, producer Jeremy Kleiner, director Steve McQueen, producer Anthony Katagas and actor Brad Pitt with their awards for best film for 12 Years a Slave at the British Academy Film Awards, on Feb. 16, 2014 CARL COURT/AFP/GETTY IMAGES

Call it another win for 12 Years a Slave. The award-winning film will soon serve as another avenue for public high school students to learn about the harsh lessons of race in America, according to a news release.

The National School Boards Association is partnering with New Regency, Penguin Books and the filmmakers to distribute copies of the film, book and the study guide to the agonizing portrait of 19th-century American slavery to schools beginning September 2014, in concert with the new year.

Montel Williams, host of the Montel Williams Show, is coordinating the effort, which is modeled after the show’s distribution of the Civil War film Glory to public high schools.

“12 Years a Slave is one of the most impactful films in recent memory, and I am honored to have been able to bring together Fox Searchlight and National School Boards Association to maximize its educational potential,” the release said. “When Hollywood is at its best, the power of the movies can be harnessed into a powerful educational tool. This film uniquely highlights a shameful period in American history, and in doing so will evoke in students a desire to not 

A rallying cry story and call to action for the Common Core destroyers among us | Crazy Crawfish's Blog

A rallying cry story and call to action for the Common Core destroyers among us | Crazy Crawfish's Blog:

Crazy Crawfish's Blog

Zesty Louisiana Education Politics

A rallying cry story and call to action for the Common Core destroyers among us

Posted on February 23, 2014

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Parents are getting creative about how they are showing their displeasure towards the Common Core, and the would-be supporters of it. Those of us who oppose the Core realize these corporation and organizations have very little grasp of what is contained in the Core. They are supporting the “idea” of the Core. I can actually understand and relate to that. At first the idea sounded reasonable enough to me and I required a lot of proof from folks I already trusted and worked with on many other educational projects. I spent many months listening, really listening; to both sides and trying to see if there was a middle ground. It wasn’t until I researched what was actually in it, saw how it was actually implemented (or not), learned about the lack of qualifications of the creators, learned that the international benchmarking was a myth made up to sound impressive, saw the tragically negative impact on children and their families, and heard the debunking of numerous myths and misrepresentations from the mouths of experienced and qualified educators not paid to spout unsupported platitudes, that I realized just how wrong and hostile Common Core has transformed the education landscape. Many companies supporting the Core were assured by other companies, educational leaders and politicians, donors, and wealthy stockholders like the Walton Family and Bill Gates (who created the Core) that the Core is the greatest thing for education since the pencil and chalkboard and computer. These companies have accepted o

The Tragedy behind Noble Street Charters – a Skimmed Lottery | The Classroom Sooth

The Tragedy behind Noble Street Charters – a Skimmed Lottery | The Classroom Sooth:

The Tragedy behind Noble Street Charters – a Skimmed Lottery

Posted on February 23, 2014 | Leave a comment

I am teaching logic and argumentation in civics this week, and one of my favorite #edjustice advocates, Katie Hogan has submitted a response to Noble St. CEO Mike Milkie’s OpEd regarding expulsion rates at his charter network.  We’ll see if the news outlet publishes, but I couldn’t resist.

Enjoy!

Adam

In response to “Expulsion heartbreaking but necessary,” by Michael Milkie February 21, 2014

As a teacher for fourteen years in CPS neighborhood schools I can empathize with the pathos in Mr. Milkie’s arguments in the February 21st, 2014 editorial.  Mr. Milkie argues that although it is “heartbreaking” to have to expel so many students, he has to make the tough choices for “high expectations and personal accountability.”  After all, I myself, have had those days where the one or two most disruptive and combative students were absent.  I’ve imagined what it would be like teach everyday with the absence of their complex, and often excruciatingly frustrating presence.  Where I could just “teach,” and not 

Heroin in Fallsburg NY? southbronxschool.com

http://www.southbronxschool.com:

Heroin in Fallsburg NY?

Let's get one thing out of the way first.
In no way does this blog, myself, nor The Crack Team condone or excuse any drug use by staff members in or near our schools. If a teacher is caught on drugs, having drugs on their person, in their personal space in the school, they should be dealt with accordingly. 

With that being said, we can now move on.

On February 18, the Times Herald Record of Middletown NY reported that heroin and needles were found in a bathroom at the Benjamin Cosor Elementary School in Fallsburg NY on February 11, 2014. This was not the first time such paraphernalia was found. Back in December, heroin and needles were found in the bathroom at the same school. Surveillance cameras were set up and eight people, including a contract employee providing occupational therapy were identified as the possible culprits.

All were asked to submit to urine tests. The contract employee immediately agreed and gave a sample. The teachers at first agreed, but then balked at the advice of their union. Since then it seems that all hell has broken lose and there are those that are speaking without facts, such as our friends atEducation Action Network, and the chief of police in Fallsburg NY. But more on EAG a little later.

The chief of police for Fallsburg, Simmie Williams, was quoted in the Times Herald Record as saying;

"If you got nothing to hide, give me some urine,"

Fine. But as we have seen in this country time after time once you acquiesce, once you give up or yield on any of your constitutional rights, more will be asked for you to give up in the future.

Then there is something known as the 4th Amendment to the Constitution which says;

"The right of the people to be secure in their persons, houses, papers, and effects, 

2-23-14 Seattle Schools Community Forum

Seattle Schools Community Forum:

The Shooting at Chardon High

An important story about a football coach who went above and beyond, not just one day but for all the days that followed when a shooting happened at his high school.   A great piece from 60 Minutes.I will note - again - that in all the (sadly) multiple stories about school shootings that I have yet to read one where teachers or staff did NOT protect the students in the building.  All the stories I

by Melissa Westbrook / 24min hide  //  save

Seattle Schools This Week

Back to work.As one reader reported, the dates for school year 2014-2015 are up.  One of the earlier last-day-of-school dates in recent memory, June 15, 2015.Tomorrow, Monday the 24th, starts the two-week Open Enrollment period.  I expect to see JSCEE jam-packed this week (and I would advise getting there early).  Info here.  Unfortunately, the "choice" form for those who want an alterna

by Melissa Westbrook / 53min 

2-22-14 Seattle Schools Community Forum Week

Seattle Schools Community Forum:Seattle Schools Community ForumData Walls in Classrooms (Coming to a School Near You?)Read this article by Valerie Strauss of the Washington Post.  It should cause you to consider what is coming.   Following on the heels of that article is her next one where one privacy expert says this could violate FERPA.Really, the photo, from Caledwell County Schools in North Ca

1 by mike simpson / 1h 

Expand Pre-K, Not A.D.H.D. - NYTimes.com

Expand Pre-K, Not A.D.H.D. - NYTimes.com:

Expand Pre-K, Not A.D.H.D.

BERKELEY, Calif. — THE writing is on the chalkboard. Over the next few years, America can count on a major expansion of early childhood education. We embrace this trend, but as health policy researchers, we want to raise a major caveat: Unless we’re careful, today’s preschool bandwagon could lead straight to an epidemic of 4- and 5-year-olds wrongfully being told that they have attention deficit hyperactivity disorder.

Introducing millions of 3- to 5-year-olds to classrooms and preacademic demands means that many more distracted kids will undoubtedly catch the attention of their teachers. Sure, many children this age are already in preschool, but making the movement universal and embedding transitional-K programs in public schools is bound to increase the pressure. We’re all for high standards, but danger lurks.

The American Academy of Pediatrics now endorses the idea that the diagnosis of A.D.H.D. can and should begin at age 4, before problems accumulate. In fact, Adderall and other stimulants are approved for treatment of attentional issues in children as young as 3.

Early intervention for children with A.D.H.D. could provide great relief. Children who go untreated have major difficulties in school and with their 

Sharing Our Successes Can Erode the ‘Teacher Shaming’ Culture, Says Award-Winning Educator | NEA Today

Sharing Our Successes Can Erode the ‘Teacher Shaming’ Culture, Says Award-Winning Educator | NEA Today:

Sharing Our Successes Can Erode the ‘Teacher Shaming’ Culture, Says Award-Winning Educator

February 23, 2014 by twalker  
Filed under Featured News, Top Stories

Leave a Comment

By Susan Anglada Bartley

Ten years ago, as I struggled through my first days and weeks of teaching, I was amazed at how majestic and powerful the veteran teachers seemed. They approached their craft with single-minded devotion, self-discipline was worn into their every expression, and a sense of altruistic self-sacrifice seemed to guide their every move. The pace of one single day seemed like a marathon, but I knew I was among a cast of heroes.

But I also sensed bitterness. Many of these teachers had worked for many years with crowded classrooms, and experienced school reconfigurations that blamed teachers for the failure of their students in poorly funded schools. How, I wondered as they retired or left the profession for other reasons, could such dedicated, knowledgeable, experienced educators simply depart after twenty five to thirty years with little recognition for their life’s work?

Despite the strife I saw, I committed to giving my all to my profession. With a group of colleagues, I co-founded the Franklin High School Advanced Scholar Program, dramatically increasing participation and success in AP classes by students of color or poverty at our school. I also worked to found a writing project for first-generation students navigating the college admissions process.

Last summer, for my efforts to bring equity to education, the NEA’s Human and Civil Rights Committee awarded me the H. Councill Trenholm Memorial Award. More than anything, this award has made me look harder at the fantastic, too-often unacknowledged educators around me.

As I recently departed from a Monday staff meeting, I noticed fellow teacher Portia Hall setting up plastic 

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2-23-14 Schools Matter

Schools Matter:

Please take a closer look at the Common Core

Sent to the School Library Journal 2/23Librarians may be "findings aspects of the common core to celebrate"("What's happening at the core," Feb. 2014), but they are ignoring very serious problems.  The standards might look like look like they involve "deeper levels of critical thinking" but they are completely untested. There were no pilot studies. The language arts s

by skrashen / 8min 

 

2-22-14 Schools Matter All Week

Schools Matter:  Schools Matter All WeekColonial Philadelphia, or Colonized?from Ken Derstine:Is the School District of Philadelphia a colony of the state of Pennsylvania?by Ken DerstineFebruary 20, 2014Parents of Philadelphia students and prospective students should know their right to choose a school for their children is under attack. Several weeks ago the SRC held round table discussions about

1 by mike simpson / 8h 

Audit of D.C. TAG tuition assistance program shows millions of dollars unaccounted for - The Washington Post

Audit of D.C. TAG tuition assistance program shows millions of dollars unaccounted for - The Washington Post:

Audit of D.C.TAG scholarship program shows millions of dollars unaccounted for

 The popular D.C. tuition assistance program that helps city students pay for college can’t explain how millions of taxpayer dollars have been spent since 2004, according to an unreleased audit that describes weak financial controls and management problems at the city agency that administers the program.

The federally funded D.C. Tuition Assistance Grant (TAG) program is unique to the District and has become key to how thousands of families budget for college, providing as much as $10,000 a year to students who attend schools outside of the city. But the audit, obtained by The Washington Post, shows that the District’s oversight of TAG money has been riddled with shortcomings, leaving uncertainty about how much money the program should have in its accounts.

More news about education

After Fairfax student deaths, a focus on mental health

T. Rees Shapiro 5:27 PM ET

The school system works with many students to help address mental health issues.

Millions of D.C. scholarship dollars unaccounted for

Emma Brown 4:02 PM ET

An audit obtained by The Washington Post shows weaknesses in oversight of the popular college aid program.

Charter board adopts new way to judge alternative schools

Emma Brown 2:42 PM ET

D.C. board has new definition for schools that serve at-risk students and will develop measurement tools.

Read more

TAG was conceived as a way to defray the cost of college for D.C. residents, who don’t have access to a strong in-state university system. Available to all D.C. students from families who have household incomes below $1 million a year, it provides as much as $50,000 over the course of college for students to attend eligible schools: public universities outside the city, private schools in the Washington region and historically black colleges.

The program has served as a powerful incentive to stay in the city for many families who might otherwise have moved to the suburbs, and more than 5,000 students a year take advantage of the tuition assistance. Since TAG’s inception in 2000, more than $317 million has gone to help 

Same Teachers, Similar Students, Similar Tests, Different Answers |:

Same Teachers, Similar Students, Similar Tests, Different Answers

 One of my favorite studies to date about VAMs was conducted by John Papay, an economist once at Harvard and now at Brown University. In the study titled “Different Tests, Different Answers: The Stability of Teacher Value-Added Estimates Across Outcome Measures” published in 2009 by the 3rd best and most reputable peer-reviewed journal, American Educational Research Journal, Papay presents evidence that different yet similar tests (i.e., similar on content, and similar on when the tests were administered to similar sets of students) do not provide similar answers about teachers’ value-added performance. This is an issue with validity, in that, if a test is measuring the same things for the same folks at the same times, similar-to-the-same results should be realized. But they are not. Papay, rather, found moderate-sized rank correlations, ranging from r=0.15 to r=0.58, among the value-added estimates derived from the different tests.

Recently released, yet another study (albeit not yet peer-reviewed) has found similar results…potentially solidifying this finding further into our understandings about VAMs and their issues, particularly in terms of validity (or truth in VAM-based results). This study on “Comparing Estimates of Teacher Value-Added Based on Criterion- and Norm-Referenced Tests” released by the U.S. Department of Education and conducted by four 

Why We Never Get Over High School - Deborah Fallows - The Atlantic

Why We Never Get Over High School - Deborah Fallows - The Atlantic:

Why We Never Get Over High School

Mentioning high school is loaded with hidden meaning

"Ridgemont High. Why do you ask?"

“Hello. Where did you go to high school?” When so many of you nominated this question as your natural conversation starter, as I mentioned here last week, it was tempting to dismiss it as an example of how Americans never quite get over high school. Was this just about Fast Times at Ridgemont High, or 90210, orThe O.C., or forever remembering all the other schools in your league? Or maybe you all are 18 years old. But you wrote with such enthusiasm, thoroughness, and conviction, that it looked like something else was going on. So, I decided to look again. 

Reinvention and resilience across the nation
Read more

Your nominations of this particular question came in from all corners of the country-- all mid-sized cities-- like Louisville, New Orleans, St. Louis, Cincinnati, Baltimore, Charlotte. They came from all ages of you, from the millennials to those who wrote that a half century ago, this question was also asked in Chicago and San Francisco,  when those cities were arguably more “mid-size” than they are today. You also said this was the question of Oahu (where we know the young Barack Obama of modest means attended the elite private school, Punahou) and from Melbourne, Australia.

From your descriptions, it became clear that “Where did you go to high school?” is another way of asking “Where do you live?” But you aren’t seeking a simple 

Newark school board meeting Tuesday–more outrage? | Bob Braun's Ledger

Newark school board meeting Tuesday–more outrage? | Bob Braun's Ledger:

Newark school board meeting Tuesday–more outrage?

Antoinette Baskerville-Richardson

The last meeting of the elected Newark school board erupted in boos and catcalls when state-appointed superintendent Cami Anderson stormed off the stage, closely followed by her senior staff. The next meeting is scheduled for Tuesday at the Rafael Hernandez school in the North Ward and, already, tension is building—with the board president saying Anderson should expect “outrage” in the face of her attitude toward the city’s residents.

“State superintendent Anderson: You own this situation. For the third year in a row, you have forced your plans on the Newark community without the measure of stakeholder input that anyone, lay or professional, would consider adequate or respectful,” wrote Antoinette Baskerville-Richardson, the board president. She called on Anderson, appointed by Gov. Chris Christie, to impose a moratorium on her plan—called “One Newark”– to close neighborhood public schools and expand charters—or resign.

“You are obviously painfully aware of the depth and breadth of community discontent,” Baskerville-Richardson wrote.

It is a measure of the gulf between Anderson and the board that each has a