Thursday, July 17, 2014

Nite Cap 7-17-14 #BATsACT #RealEdTalk #EDCHAT



James Baldwin said it best: 

"For these are all our children, and we will profit by or pay for whatever they become."


A BIG EDUCATION APE NITE CAP




Eduwonk » Blog Archive » Challenges in American Indian Education
Eduwonk » Blog Archive » Challenges in American Indian Education: Challenges in American Indian Education50,000 American Indian students (approximately 7 percent of all American Indian students) attend 183 Bureau of Indian Education (BIE) schools across the country—about the same size as the Atlanta Public School system. These students scored significantly below American Indian students attending
What happened to “No bias, no bull”? The new face of CNN’s Campbell Brown | Edwize
What happened to “No bias, no bull”? The new face of CNN’s Campbell Brown | Edwize: What happened to “No bias, no bull”? The new face of CNN’s Campbell BrownFormer CNN talk show host Campbell Brown is all over the headlines these days, but not for her skills as a journalist. Instead, Brown has reinvented herself as the face of attacks on teacher tenure, teacher unions and the teaching profession. 
Education Research Report: Teachers’ Work Hours and Wage Comparisons
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The Answer Sheet 7-17-14
Answer Sheet: A basic flaw in the argument against affirmative actionA panel of judges from the 5th U.S. Circuit Court of Appeals just issued a ruling saying that the University of Texas can continue to use race as one factor in undergraduate admissions decisions in an effort to create a diverse student body. The judges were ruling in the high-profile case of a white Texas […]by Valerie Strauss / 
Reflections on Teaching » Blog Archive » What’s new for NEA?
Reflections on Teaching » Blog Archive » What’s new for NEA?: What’s new for NEA? At last week’s NEA Representative Assembly, a new leadership team was elected that included Lily Eskelsen Garcia as president, Becky Pringle as Vice President, and Princess Moss as Treasurer. They are not the first women or women of color in these positions, but having all three positions filled by women of color is
Ravitch: Campbell Brown Too Pretty to Be Smart -- NYMag
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7-17-14 The Whole Child Blog — Tacoma Public Schools: Measuring the Whole Child
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Viewing every black student as at-risk: Pathologizing children... | Get Schooled | www.ajc.com
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The Big Sort: How Chicago’s school choice system is tracking kids into different high schools based on achievement | Hechinger Report
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7-17-14 @ The Chalk Face
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Morning Wink 7-17-14 AM Posts #edchat #edreform
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LISTEN TO DIANE RAVITCH 7-17-14 Diane Ravitch's blog | A site to discuss better education for all
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7-17-14 Ed Notes Online
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Shanker Blog » Do Students Learn More When Their Teachers Work Together?
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We’ll Have to Do Something About Poverty to Improve School Achievement | janresseger
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Live from Netroots Nation! | Lily's Blackboard
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Waking Up To Our Broken Education Policies
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Nite Cap 7-16-14 #BATsACT #RealEdTalk #EDCHAT #AFT14
James Baldwin said it best: "For these are all our children, and we will profit by or pay for whatever they become."A BIG EDUCATION APE NITE CAPArne Duncan’s Reaction to Recent VAM Research |Arne Duncan’s Reaction to Recent VAM Research |: Arne Duncan’s Reaction to Recent VAM Research Valerie Strauss wrote a recent piece for the Washington Post about an email she recently sent to Arne Du





Challenges in American Indian Education Eduwonk

Eduwonk » Blog Archive » Challenges in American Indian Education:



Challenges in American Indian Education



50,000 American Indian students (approximately 7 percent of all American Indian students) attend 183 Bureau of Indian Education (BIE) schools across the country—about the same size as the Atlanta Public School system. These students scored significantly below American Indian students attending public schools on the 2011 NAEP: fourth graders scored 22 points lower in reading and 14 points lower in math. In comparison to the 18 cities participating in NAEP’s 2011 Trial Urban District Assessment, BIE schools as a whole underperformed all except Detroit.

This data is from the “Blueprint for Reform,” released by the BIE last week. The Blueprint is the product of a Study Group that Education Secretary Arne Duncan and Department of the Interior Secretary Sally Jewell formed to identify challenges and make recommendations for improving BIE schools.

Some of the challenges identified in the Blueprint are familiar. For instance, “principals and teachers feel unprepared for implementation of the Common Core State Standards.” We’ve heard that before. Others, as the team at Bellwether has learned through our work on rural education, are common to schools operating in remote regions of the country. Many rural and BIE schools struggle to recruit and retain teachers, and their efforts are often confounded by a lack of adequate housing.

BIE schools also face unique obstacles. The BIE and American Indian communities must overcome a history in which the federal government pursued a policy of assimilation, sending American Indian youth to boarding schools far from their communities. BIE schools are also funded and overseen by a confusing amalgam of agencies: the BIE, the Bureau of Indian Affairs, and the Indian Affairs’ Deputy Assistant Secretary for Management. Each agency has its own hierarchy. See here, here, and herefor their respective organizational charts. School principals who met with the Study Group consistently called the bureaucracy “disorganized and inefficient” and complained that they “routinely had to respond to duplicative data calls from different offices.”

One of the Blueprint’s major recommendations is for the BIE to transition “from a direct education provider to an expert service and support provider.” The BIE currently operates 57 of the 183 BIE schools; the remaining schools are operated directly by tribes. The BIE would then focus on supporting schools on things like Common Core implementation and teacher recruitment.

Transitioning away from school operations makes sense—as Andy Eduwonk » Blog Archive » Challenges in American Indian Education:

What happened to “No bias, no bull”? The new face of CNN’s Campbell Brown | Edwize

What happened to “No bias, no bull”? The new face of CNN’s Campbell Brown | Edwize:



What happened to “No bias, no bull”? The new face of CNN’s Campbell Brown






Former CNN talk show host Campbell Brown is all over the headlines these days, but not for her skills as a journalist. Instead, Brown has reinvented herself as the face of attacks on teacher tenure, teacher unions and the teaching profession.



 “My view of public education,” claims Brown, “begins and ends with the fundamental question: Is this good for children?”  Based on the lawsuit that Brown and her organization, the Partnership for Educational Justice, plan to file in New York — modeled on Vergara v. California, which led to the striking down of California’s tenure and seniority statutes — Brown apparently thinks that what’s good for children is firing their teachers. 



In her criticism of the lawsuit on her blog, education activist Diane Ravitch notes, “One curious aspect to this copycat case is that no one has been able to establish the basic claim that every child would have a ‘great’ teacher if no teacher had due process rights or any job protections. If people like Campbell Brown really cared about poor kids, they would fight for small class sizes, arts teachers, school nurses, libraries, and improved conditions for teaching and learning. They don’t.” Get to know Campbell Brown by reading these recent articles: 



“Campbell Brown goes after teacher tenure in transition from journalist to advocate,” Washington Post, July 14 



“Tenure haters’ big delusion: Why Campbell Brown and co. are wrong about teaching,” Salon, July 16 - 



See more at: http://www.edwize.org/no-bias-no-bull-the-new-face-of-cnns-campbell-brown#sthash.1eDvp3z4.dpuf



Education Research Report: Teachers’ Work Hours and Wage Comparisons

Education Research Report: Teachers’ Work Hours and Wage Comparisons:






Help wanted: Principals who love change
Training principals for new roles is key to U.S. Department of Education school reforms, according to a new report by SMU researchers. But insufficient training and support for principals to meet the new expectations is leading to a leadership crisis. Twenty percent of newly minted principals leave the profession after two years and seasoned professionals are opting for early retirement.Education


Teachers’ Work Hours and Wage Comparisons
Researchers have good data on teachers' annual salaries but a hazy understanding of teachers’ hours of work. This makes it difficult to calculate an accurate hourly wage and leads policy makers to default to anecdote rather than fact when debating teacher pay. Using data from the American Time Use Survey, this paper reports that teachers work an average of 34.5 hours per week on an annual basis (3


 U.S. Students from Educated Families Lag in International Math Tests
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The Answer Sheet 7-17-14

Answer Sheet:







A basic flaw in the argument against affirmative action
A panel of judges from the 5th U.S. Circuit Court of Appeals just issued a ruling saying that the University of Texas can continue to use race as one factor in undergraduate admissions decisions in an effort to create a diverse student body. The judges were ruling in the high-profile case of a white Texas […]




The Answer Sheet 7-16-14
Answer Sheet: Did Obama and Duncan really hear what four teachers told them?Here is the third in a series of pieces I have been publishing about a lunch meeting that President Obama and Education Secretary Arne Duncan had recently with four teachers from high-poverty schools that focused on education, the teaching profession and school reform. The first was a post by teacher Justin Minkel — the 20

Reflections on Teaching » Blog Archive » What’s new for NEA?

Reflections on Teaching » Blog Archive » What’s new for NEA?:



What’s new for NEA?





 At last week’s NEA Representative Assembly, a new leadership team was elected that included Lily Eskelsen Garcia as president, Becky Pringle as Vice President, and Princess Moss as Treasurer. They are not the first women or women of color in these positions, but having all three positions filled by women of color is precedent setting. Lily is certainly a change in personality from outgoing President, Dennis van Roekel, but the question on a lot of members’ minds is, “will this lead to changes in how NEA does business?” This article from Politico is a  nice introduction to Ms. Eskelsen Garcia as any, and shows both things that concern, and things that could point the way to a better direction for NEA.



Let’s start with the bad. Eskelsen Garcia’s defense of the work of the Gates Foundation in education is not inspiring. Even Randi Weingarten had to bow to pressure from members to not take money from Gates for the AFT Innovation fund. I’m not going to belabor this point since others have made it before, so for more on why the Gates Foundation is not a friend of education read Anthony Cody. Least you think I hold a low opinion of their work just because they are horn-ing in on my professional turf, the same critique has been made about their funding of health initiatives. Giving them a “B+” reminds one of the grading curve that can occur when you have a star athlete, or the child of a big donor in a class.

What else gives me pause, is her continued un-critical embrace of Common Core standards, which I remain skeptical of. I’ve met and heard Eskelsen Garcia in person, and her statements on CCSS have been consistent. She loves the standards and feels that they cannot be assessed with bubble test (presumably they are too creative or open, or some-such). Since many of the standards seem to be written precisely to become a multiple-choice questions, but given that, it would seem that she either thinks the new tests are going to allow for this creativity, and if they don’t she would oppose them. My own student’s experience with the test can be summed up in the comment one of them made, “It’s the same as the old test, it’s just on a computer.” Computer-adaptive Reflections on Teaching » Blog Archive » What’s new for NEA?:

Ravitch: Campbell Brown Too Pretty to Be Smart -- NYMag

Ravitch: Campbell Brown Too Pretty to Be Smart -- NYMag:



Diane Ravitch: Campbell Brown Shouldn’t Worry Her Pretty Little Head About Education Policy




Diane Ravitch has some fair critiques of your work. Photo: Brad Barket/Getty Images

Paul Farhi profiles Campbell Brown, the former CNN anchor turned education-reform activist, who is working to end strict teacher tenure protections. Naturally, this enrages teacher-union evangelist Diane Ravitch, who not only disagrees with Brown’s position, but expresses offense that anybody should listen to Brown at all:
“I have trouble with this issue because it’s so totally illogical,” saysDiane Ravitch, an education historian. “It’s hard to understand why anyone thinks taking away teachers’ due-process rights will lead to great teachers in every classroom.”
As for Brown, Ravitch is dismissive: “She is a good media figure because of her looks, but she doesn’t seem to know or understand anything about teaching and why tenure matters ... I know it sounds sexist to say that she is pretty, but that makes her telegenic, even if what she has to say is total nonsense.”
Why, yes, that does sound rather sexist. Now, Ravitch suggests here that Brown’s analysis is so transparently illogical that perhaps only her looks can account for her views. Why, Ravitch wonders, would the elimination of a job protection help attract better teachers? Let me reveal, via the power of logic, how this can work.
The basic problem is that some proportion of American teachers is terrible at their job and immune to improvement, yet removing them is a practical impossibility. (A good overview of the research on chronically ineffective teachers can be found here. Standard caveat: The author is my wife.) Under some conditions, loosening tenure laws can lead directly to more effective teachers in the classroom. For instance, when the Great Recession drove states to lay off teachers in order to balance their budgets, last-in, first-out hiring rules led them to fire teachers regardless of quality, thusremoving highly effective (yet unprotected) teachers from classrooms.
Now, education-reform advocates come in conservative and liberal flavors. The conservative ones tend to believe ending tenure alone will improve classroom outcomes. Liberal ones tend to favor an end to tenure along with other reforms, such as higher pay. The liberal education-reform theory is that the public will be more open to higher taxes to support higher levels of teacher pay if teachers are accountable for their performance. Likewise, those dollars will be spent more effectively if they are related to performance rather than to years on the job.
In most fields, your pay is based on your perceived value rather than on Ravitch: Campbell Brown Too Pretty to Be Smart -- NYMag:

7-17-14 The Whole Child Blog — Tacoma Public Schools: Measuring the Whole Child

The Whole Child Blog — Whole Child Education:





Tacoma Public Schools: Measuring the Whole Child

Educators across the nation are working to improve their students' academic achievement, engage families and communities in learning, and maintain safe and healthy learning environments. But in Washington State's Tacoma Public Schools, educators are being held accountable for all of these responsibilities, not just their students' performance on tests. That's because the district is strategically


7-16-14 The Whole Child Blog — Motivation Matters
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Viewing every black student as at-risk: Pathologizing children... | Get Schooled | www.ajc.com

Viewing every black student as at-risk: Pathologizing children... | Get Schooled | www.ajc.com:



Get Schooled
Posted: 1:14 p.m. Thursday, July 17, 2014

Viewing every black student as at-risk: Pathologizing children and creating risk 


Locking students into labels
Locking students into labels
Here is an interesting piece byUniversity of Georgia professor Peter Smagorinsky on the over application of "at-risk" labels in school data collections.
Smagorinsky says data collection is an example of the expected bureaucratic time-wasting built into organizational life. But he says the new wave of data gathering required of teachers is more than simply irritating and frustrating. It requires teachers judge which students are at risk for school failure based on broad demographic data that essentially leave only group label free -- white middle-class kids.
As Smagorinsky notes: "Every student who is not a native-English speaking white kid from a relatively affluent family must be categorized as at-risk; and relatively affluent, native-English speaking white students are treated in this system as free of risk factors."
As a former teacher, Smagorinsky points out some of his least successful students were suburban children of wealth, saying, "They were at-risk for living lives without consequences, which is not among the markers of at-riskness in the bureaucratic world of education."
By Peter Smagorinsky
I talked recently with a high school English teacher in rural South Carolina about her most recent year in the classroom — the second year of what I hope is a long and distinguished career.
Foremost in her mind was a never-ending change in curriculum and assessment. In 2014-2015 her school will implement yet another curriculum. The tests for assessing her students’ learning in relation to this new curriculum have not yet been established, which means that she and her colleagues will be teaching for a large part of the year without knowing the high-stakes test that will serve as the basis of her evaluation for teaching effectiveness. Welcome to the world of school reform.
Related to her job evaluation was her demanding role as collector of student data. Each student, she said, must be classified if any at-risk markers are present: type of Individualized Education Program (IEP), immigrant and home ESL status, minority racial status, socioeconomic status, Viewing every black student as at-risk: Pathologizing children... | Get Schooled | www.ajc.com: