Ed Next: If Feds Allow Opt Out, “One Cannot Assess School Performance” | deutsch29

Ed Next: If Feds Allow Opt Out, “One Cannot Assess School Performance” | deutsch29:

Ed Next: If Feds Allow Opt Out, “One Cannot Assess School Performance”

On July 28, 2015, Education Next editor-in-chief Paul Peterson and executive editor Martin West published an article entitled, “Public Supports Testing, Opposes Opt Out, Opposes Federal Intervention.”

In their article, Peterson and West discuss the current Elementary and Secondary Education Act of 1965 (ESEA) reauthorization that will be heading into House and Senate conference committee in September so that the versions of the ESEA reauthorization that passed the House (the Student Success Act–SSA) and the Senate (the Every Child Achieves Act of 2015–ECAA) might be negotiated to become a single bill.

In SSA, the House includes a blanket opt-out provision. In ECAA, there is also the possibility of opt-out, but states must decide individually on their opt-out policies.

Peterson and West want the resulting ESEA compromise bill to ditch the federal opt-out provision. Here is their reasoning:

One cannot assess school performance accurately unless nearly all (or a representative sample of) students participate in the testing process.

In “nearly all,” Peterson and West are referring to the 95 percent of students that the federal government requires states to test under the current, defunct No Child Left Behind (NCLB).

However, 95 percent of students need not test in order for a state to “assess school performance accurately.”

Consider the research of Peterson and West.

In their post, Peterson and West report results of a survey that they plan to release in full sometime in the near future, and they base their survey results for what all of Ed Next: If Feds Allow Opt Out, “One Cannot Assess School Performance” | deutsch29:

for the love of learning: Outcome vs. Process: Different Incarnations of Personalization

for the love of learning: Outcome vs. Process: Different Incarnations of Personalization:

Outcome vs. Process: Different Incarnations of Personalization

This was written by Yong Zhao who is the author writes and speaks about education reform. He blogs here and tweets here. This post was found here.


by Yong Zhao

There are different views of personalized learning. My advocacy for personalization has been occasionally misunderstood as supporting the narrow view of personalized learning driven by big data and learning analytics with technology or online learning in general. Below is an excerpt of a chapter from a book I coauthored with a group of teachers and school leaders: World Class Learners Bundle to be published by Corwin. Hope it helps clarify my take on personalized learning.–Yong

To personalize is to design or produce something to meet individual requirements. In education, personalization is often used in the forms of “personalized learning,” “personalized education,” or “personalized instruction.” The term personalization is often used interchangeably with individualization, and sometimes with customization. The general idea is to enable individual students to have an educational experience that meets their individual needs.

Although it is has long been recognized that individual students have different needs and high-quality education cannot be “one size fits all,” personalization in education has different meanings and realizations in practice because education has many components that can be personalized, individualized, or customized. For example, personalization can happen at the pace of learning by allowing students to learn at their own speed. Personalization can also be employed to enable students to choose when and where they learn. It can also be used in ways that allow students to have a choice of work assignments in the classroom. Furthermore, personalization is a strategy that enables students to demonstrate their learning by creating a product of their own choosing.

Generally speaking, personalization can be put into two categories: process personalization and outcome personalization. Process personalization enables students to enjoy choice in the learning process, whereas outcome personalization allows students to define the end results of their learning. Process personalization is by far the most prominent version in education today because the current education paradigm has a predetermined outcome for all students. That is, no matter how one gets there, we want everyone to get to the same place: mastery of the knowledge and skills prescribed in the authoritative curriculum or standards.

Personalization of the Learning Process

Although the outcome remains the same, the journey to the destination can be personalized to accommodate different needs, abilities, learning styles, and interests of students. Some of the most common aspects of individualization or personalization that have taken place (or should take place) include pace, content, product, learning environments, and assessment.

Personalization of pace: For all sorts of reasons, students come to school with different abilities and thus will acquire the same content at different speeds. To accommodate different abilities in students, schools have been encouraged to allow students to progress at their individual pace. One of the earliest experiments for self-paced learning is programmed instruction advocated by behaviorist psychologists such as B. F. Skinner in the 1960s for the love of learning: Outcome vs. Process: Different Incarnations of Personalization:

The Argument For Adding Consent To The Sex-Ed Curriculum

The Argument For Adding Consent To The Sex-Ed Curriculum:

The Argument For Adding Consent To The Sex-Ed Curriculum

American Federation Of Teachers president says consent is "as important as anything else" in conversations about sex.

In an age when young people remain divided over what really constitutes consent, one in four college women will report a rape or attempted rape in their lifetime. American Federation of Teachers president Randi Weingarten told HuffPost Live on Thursday how she would tackle the problem: require high school students to learn about consent in sex-ed courses before college.

"What we need to do is bake into [sex-ed] the whole issue about date violence, about consent, and not just put it on the person who could be assaulted," Weingarten told HuffPost Live's Caroline Modarressy-Tehrani. "But this kind of education needs to be directed to young men as well as young women. So we should put this into sex-ed courses -- again, age appropriate, whether they are in middle school or high school."

Weingarten pointed to a Senate bill that would require sexual assault education for high-schoolers as one way to "make sure that kids know the issue about consent is as important [as] anything else when you talk about reproductive rights, and when you talk about biology and all sorts of other things."

Watch experts discuss the need for consent to be incorporated into sex-ed in the video above, and click here for the full conversation questioning if sex-ed can end campus rape.

Sign up here for Live Today, HuffPost Live's new morning email that will let you know the newsmakers, celebrities and politicians joining us that day and give you the best clips from the day before!

Also on HuffPost:  The Argument For Adding Consent To The Sex-Ed Curriculum:

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