Latest News and Comment from Education

Wednesday, June 29, 2016

Is School Violence on the Rise—and Is Restorative Justice Actually Working? - The Atlantic

Is School Violence on the Rise—and Is Restorative Justice Actually Working? - The Atlantic:

​​​​​​​Is Discipline Reform Really Helping Decrease School Violence? 

A lack of concrete information about student misconduct—and how to address it—may be hindering efforts to make campuses safer.


The allegations sound like a parent’s nightmare. Roughly two dozen children at New York City schools were hit, kicked, and bullied by fellow students while administrators stood by, according to a recent class-action lawsuit.
“The data we have seen shows a clear and undeniable escalation of violence in New York City schools,” said Jim Walden, an attorney for the plaintiffs in the suit, which is being backed by the charter-school advocacy group Families for Excellent Schools. The suit claims that the New York City Education Department isn’t doing enough to stop the violence.
The complaint details a litany of violent behavior. In one case, a 9-year-old boy in an East Harlem school was repeatedly bullied even when the teacher was in the classroom. The bully, according to the lawsuit, “repeatedly kicked him on his body, and verbally harassed him.” The boy’s mother tried to get the principal to intervene but was allegedly met with indifference.
The suit is among the signs of rising concern about violence in schools, partly driven by mass shootings like the one in Sandy Hook Elementary School in Newtown, Connecticut, in 2012. In response to such fears, school administrators are instituting a wide range of tactics to boost safety, including by installing metal detectors and hiring security guards. Schools are also turning to social-reform programs such as those that embrace the restorative-justice model, an approach that emphasizes bringing together the perpetrators and victims of misconduct through meetings and discussions.
But a lack of hard data and conflicting views on safety measures make it difficult to assess whether school violence is in fact increasing—and whether those measures are actually effective. Some observers worry that the absence of concrete information and confusion over the amount of violence in schools are hindering efforts to reduce violence and bullying.
Despite the concerns expressed by parents like those in the lawsuit, many experts say that the incidence of school violence is dropping. New York City school officials contend that violence on campus is on the decline, a trend that experts say is mirrored across the country.  
At the local level, statistics on school violence can vary depending on the source. Walden pointed to state statistics showing that the number of violent episodes in New York City schools rose 23 percent from the 2013-14 school year to the one that ended in June 2015. But the New York City school administration uses police data showing that crime in the city’s schools declined 29 percent from the 2011–12 school year to the 2014–15 year. Some observers have said that the state data does not make a distinction between minor disciplinary problems in schools and more Is School Violence on the Rise—and Is Restorative Justice Actually Working? - The Atlantic:

Teachers union reaches agreement with Mexican government as blockades spread - World Socialist Web Site

Teachers union reaches agreement with Mexican government as blockades spread - World Socialist Web Site:

Teachers union reaches agreement with Mexican government as blockades spread

As protests and barricades in support of striking teachers spread across Mexico, the National Organization of Educational Workers (CNTE) and the National Regeneration Movement (Morena) party of Andres Manuel Lopez Obrador are maneuvering to bring the growing movement under control.
Yesterday morning, the CNTE announced an agreement with the administration of President Enrique Peña Nieto to continue negotiations aimed at bringing a weeks-long teachers’ strike to an end. The CNTE and the government also scheduled a publicity stunt meeting between the government and victims of the recent massacre in Oaxaca. On June 19, police fired on a demonstration in the rural village of Nochixtlan, killing 13 teachers and supporters and wounding dozens more.
Adelfo Alejandro Gomez, a leader of CNTE Section 7, announced the government negotiations would “give way specifically to the theme of justice for the recent events in Asuncion de Nochixtlan, Oaxaca. There has been a willingness on both parts to attend to and resolve all of the harms caused by the repression exercised by the federal police.”
In reality, there is no willingness on behalf of the Mexican government to bring justice to the friends and relatives of those killed demonstrating against the right-wing education reforms. The government's response has thus far been first to lie about the killing and blame the attack on the teachers themselves.
The CNTE's agreement is aimed at instilling illusions in the Mexican state as it works in conjunction with Wall Street to privatize public education through the right-wing Pact for Mexico austerity program. The massacre of June 19 was not a misunderstanding, it was a calculated maneuver to defend the interests of Mexico’s ruling class. The agreement will allow the government to hold a photo-op meeting next Wednesday, posing as sympathetic to family members of victims.
The Mexican government made clear it has no intention of repealing or revising the education reform. Speaking alongside Canadian Prime Minister Justin Trudeau in Ottawa yesterday, Peña Nieto told the media that his government “will not give in to any provocation” by teachers. Trudeau Teachers union reaches agreement with Mexican government as blockades spread - World Socialist Web Site:


A Sea of Charter Schools in Detroit Leaves Students Adrift - The New York Times

A Sea of Charter Schools in Detroit Leaves Students Adrift - The New York Times:

A Sea of Charter Schools in Detroit Leaves Students Adrift


DETROIT — On the face of it, Ana Rivera could have had almost any choice when it came to educating her two sons. For all the abandoned buildings and burned-down houses in her neighborhood in the southwest part of this city, national charter school companies had seen a market and were setting up shop within blocks of each other, making it easier to find a charter school than to buy a carton of milk.
But hers became the story of public education in a city grasping for its comeback: lots of choice, with no good choice.
She enrolled her older son, Damian, at the charter school across from her house, where she could watch him walk into the building. He got all A’s and said he wanted to be an engineer. But the summer before seventh grade, he found himself in the back of a classroom at a science program at the University of Michigan, struggling to keep up with students from Detroit Public Schools, known as the worst urban district in the nation. They knew the human body is made up of many cells; he had never learned that.
When his school stopped assigning homework, Ms. Rivera tried enrolling Damian at other charters, but the deadlines were past, the applications onerous. Finally, she found him a scholarship at a Catholic school, where he struggled to rise above D’s all year. “He doesn’t want to hear the word engineering,” she said.
Michigan leapt at the promise of charter schools 23 years ago, betting big that choice and competition would improve public schools. It got competition, and chaos.
Detroit schools have long been in decline academically and financially. But over the past five years, divisive politics and educational ideology and a scramble for money have combined to produced a public education fiasco that is perhaps unparalleled in the United States.
While the idea was to foster academic competition, the unchecked growth of charters has created a glut of schools competing for some of the nation’s poorest students, enticing them to enroll with cash bonuses, laptops, raffle tickets for iPads and bicycles. Leaders of charter and traditional schools alike say they are being cannibalized, fighting so hard over students and the limited public dollars that follow them that no one thrives.
Detroit now has a bigger share of students in charters than any American city except New Orleans, which turned almost all its schools into charters after Hurricane Katrina. But half the charters perform only as well, or worse than, Detroit’s traditional public schools.
“The point was to raise all schools,” said Scott Romney, a lawyer and board member of New Detroit, a civic group formed after the 1967 race riots here. “Instead, we’ve had a total and complete collapse of education in this city.”
The city has emerged almost miraculously fast from the largest municipal bankruptcy in American history. Downtown Detroit hums with A Sea of Charter Schools in Detroit Leaves Students Adrift - The New York Times:

Sacramento City Unified School District gets proposals for Marshall, Jefferson school sites - Sacramento Business Journal

Sacramento City Unified School District gets proposals for Marshall, Jefferson school sites - Sacramento Business Journal:

Housing, commercial uses floated for Marshall, Jefferson school sites


Developers have expressed strong interest in both the Marshall and Jefferson school sites in midtown Sacramento, suggesting concepts involving housing and commercial uses for the shuttered buildings.
In response to a request for letters of interest, the school district received three concepts for Jefferson and six for Marshall.




But the Sacramento City Unified School District is going in slightly different directions with each site in taking them from concepts to actual projects.
District staff are currently preparing a request for proposals for Jefferson, on the northeast corner of 16th and N streets. SCUSD spokesman Gabe Ross said trustees will likely consider some kind of land swap with a developer for the site.


According to the district, the letters of interest for Jefferson were:
– From The Alpine Companies LLC to create a mixed-use class A building with restaurants or retail businesses on the ground floor, and office uses on a second floor. The building would also have a community meeting room.
– From Cresleigh Homes to develop a mixed-use building with street-level retail, restaurants, office space and a community room, and residences on upper floors, with new buildings at the corners of N, 16th and 17th streets.
– And from Immanuel Housing. In a partnership with Community Architecture Inc. and Cowan Construction Services, Immanuel would develop semi-independent housing for emancipated foster youth and veterans, with an education component. There would also be a basketball court.
It was not immediately clear in the information provided by the district how any of those three concepts would make use of existing but largely vacant buildings on the site now.
Two of the proposals mention land swaps, while Alpine would buy the property. Ross said replies to the request for proposals should detail not only what would be developed on the site but what land could be swapped in the district’s interest.
“The board is being really intentional about the process being open and public and transparent,” he said. The goal is to issue the request for proposals and to get responses back quickly enough to have a formal recommendation for action by the end of the summer, Sacramento City Unified School District gets proposals for Marshall, Jefferson school sites - Sacramento Business Journal:







Anonymous email threatens students at Berkeley school after Sacramento rally tied to local teacher | Berkeleyside

Anonymous email threatens students at Berkeley school after Sacramento rally tied to local teacher | Berkeleyside:

Anonymous email threatens students at Berkeley school after Sacramento rally tied to local teacher


A police cruiser was parked outside Martin Luther King. Jr. Middle School on Monday. Photo: Emilie Raguso
A police cruiser was parked outside Martin Luther King. Jr. Middle School on Monday. Photo: Emilie Raguso

Local and federal authorities investigated threats Monday targeting youth at a North Berkeley middle school by a group that demanded the termination of a teacher who protested against a neo-Nazi rally in Sacramento over the weekend.
The rally Sunday made national headlines due to violent clashes between the white supremacists who took out a permit to rally at the state capitol and the counter-protesters who showed up to confront them. According to some news reports, members of the counter-protest appear to have initiated the violence. The LA Times reported that seven people were stabbed and 10 hospitalized.
One of the people who took responsibility for helping organize the counter-protest was Yvette Felarca, a teacher at North Berkeley’s Martin Luther King Jr. Middle School, at 1781 Rose St. Felarca is an organizer with the activist group By Any Means Necessary, which helped lead a series of Black Lives Matter protests in Berkeley in December 2014.
Parents of day campers were told Monday morning that one of the counter-protesters from Sacramento had been linked to the Berkeley school where the camps were located. The public outing had prompted an influx of emails to the principal demanding that the teacher be fired.





The Berkeley Unified School District confirmed, in a prepared statement at 5:40 p.m., it had been informed Monday morning that a King teacher had been involved with the protest in Sacramento.
“Since that incident, the school and principal have received calls and emails from parents and community members. One anonymous email in particular threatened that if certain actions were not taken against the teacher within the week, someone would come to King with the intent to harm students,” according to the statement. “The FBI has reviewed the email in question and has determined that by their criteria it should be considered a low level threat.”
The statement continued: “Meanwhile, the Berkeley PD has said that they are taking this threat seriously. They have increased their patrols around our schools and are assigning an officer to King. We have sent security staff to King, and we have moved two outside user groups who are renting space for summer programs to other locations. We do not have any BUSD programs at King at this time.”
BUSD Superintendent Donald Evans said, according to the statement, that the district would do “whatever is necessary” to protect students and staff, and “continue to work closely with law enforcement to monitor this situation.”Anonymous email threatens students at Berkeley school after Sacramento rally tied to local teacher | Berkeleyside:
Read more: www.berkeleyside.com/tag/berkeley-protests/ 

Tuesday, June 28, 2016

Russ on Reading: Don't Look Behind the Curtain: The Education Reform Switcheroo

Russ on Reading: Don't Look Behind the Curtain: The Education Reform Switcheroo:

Don't Look Behind the Curtain: The Education Reform Switcheroo

If you haven't yet read the New York Times article on what school choice has meant for the children of Detroit, please do. I could not read the piece without tears coming to my eyes and my blood coming to a boil. As I have said in previous posts and as many others have been saying for years, school choice will destroy public education. It has already done so in Detroit.

The Times piece lays bare the true motivation of corporate education reform: to try to get people to focus on schools as the problem, so that they won't look behind the curtain at the real problem facing the country - income inequity. As the historian and social theorist, Michael Katz, put it in the 2003 update to his great book, The Irony of Early Education Reform, "education has been used in America as a way out of public dilemmas - as a painless substitution for the redistribution of wealth." Education reform always fails because it is not meant to succeed; it is only meant to distract us from the real issue. 

I have been in education long enough to have been through several reform movements. In 1976, I was appointed to a Pennsylvania commission called Project 81. Project 81 was a five year plan aimed at strengthening high school graduation requirements in the state through "competency-based education.". The governor and legislature of Pennsylvania, had determined that schools were not being held accountable enough and that graduation requirements needed to be strengthened (sound familiar?). As a representative of my school district on the commission, I attended conferences, met with teachers from across the state, listened to the best minds on competency -based education and assessment, wrote reports and 
Russ on Reading: Don't Look Behind the Curtain: The Education Reform Switcheroo:



Subtle factors combine to fuel school-to-prison pipeline - NonDoc

Subtle factors combine to fuel school-to-prison pipeline - NonDoc:

Subtle factors combine to fuel school-to-prison pipeline

prison pipeline
A graph from the Oklahoma Advisory Committee to the U.S. Commission on Civil Rights highlights racial incongruity in school suspensions. (Provided)


The Oklahoma Advisory Committee to the U.S. Commission on Civil Rights has published a study examining the civil rights impact of school discipline and juvenile-justice policies.
The study explains how excessive and disparate suspensions of students “may lead to high rates of juvenile incarceration” — particularly among youth of color, boys and students with disabilities — in what has become known as the school-to-prison pipeline.
In its report released this month, the committee issued a number of commonsense recommendations ranging from better professional development of teachers, of school law enforcement officers and of juvenile-justice workers to a repudiation of “zero-tolerance” disciplinary policies.
The committee recommended that the department “impose mandatory reforms to disciplinary policies for schools that demonstrate significant disparities in disciplinary actions on the basis of race, color, or disability,” but that’s not as ominous as it might seem.
I emailed Melissa Wojnaroski, civil rights analyst with the commission, for clarification.
“The U.S. DOE in collaboration with the U.S. DOJ has already issued ‘best practice’guidance for reducing disparities in school discipline on the basis of race, color, sex and disability,” Wojnaroski wrote in her reply. “The recommendation is to make some of these Subtle factors combine to fuel school-to-prison pipeline - NonDoc:
 

Jury orders Phila. schools to pay firm $2.3 million in bias suit

Jury orders Phila. schools to pay firm $2.3 million in bias suit:

Jury orders Phila. schools to pay firm $2.3 million in bias suit


A federal jury entered a $2.3 million judgment against the Philadelphia School District and the late Superintendent Arlene C. Ackerman on Monday, finding that she discriminated against a Bucks County company by steering a $7.5 million no-bid contract to a smaller, minority-owned firm that had not sought the work.
Newtown-based Security & Data Technologies Inc. (SDT) filed the racial discrimination suit after, it said, Ackerman and the School District "deselected" it in 2010 for a contract to install surveillance cameras at 19 schools that the state had deemed "persistently dangerous."
The company, which had begun preliminary work, said Ackerman changed course and ordered the emergency contract be awarded to IBS Communications, which was not on a state list of companies eligible for no-bid contracts.
Ackerman told several administrators at a meeting in September 2010 that she was sick of the district's giving work to contractors who she said did not look like her.
John Byars, a former top district procurement official, said Ackerman also said at the meeting that she would make sure that "all these white boys didn't get contracts." She asked why "a black firm [couldn't] get it," and directed that the job be given to IBS.
The case is one of four - and the second that the School District has lost - stemming from a 2010 Inquirer report that Ackerman pushed SDT aside to give the project to IBS.
"My client has been struggling with this fact of being rejected for a contract because of race for nearly six years," said attorney Michael Homans, who represented SDT with Melissa Kay Hazell. "It's been a long, hard journey. Justice was served."
District spokesman Fernando Gallard said Monday night, "We are extremely disappointed with the outcome."
Jesse C. Klaproth, who represented the School District and Ackerman's estate at trial, said he and his clients "plan on exploring our appellate options."
The eight-member panel - consisting almost entirely of white jurors - took four hours to reach a decision following a weeklong trial.
The jury found that the School Reform Commission, which was also sued by SDT, was Jury orders Phila. schools to pay firm $2.3 million in bias suit:

How Traditional Nonprofits Run Into Problems Trying To Tackle Poverty | WAMU 88.5 - American University Radio

How Traditional Nonprofits Run Into Problems Trying To Tackle Poverty | WAMU 88.5 - American University Radio:

How Traditional Nonprofits Run Into Problems Trying To Tackle Poverty

Poverty is not uncommon in the Washington region, nor are there shortages of organizations trying to cure it. Some question whether efficiency is lost in the scramble.
 Poverty is not uncommon in the Washington region, nor are there shortages of organizations trying to cure it. Some question whether efficiency is lost in the scramble.

There are almost 50 million people living in poverty in the United States. almost 15 percent of the population. And as long as there have been poor people, there have been others trying to help them. But it’s usually an uphill battle; it’s oftentimes hard to find any difference that all that effort makes. This week WAMU’s Kavitha Cardoza is bringing us a series focused on poverty. She spoke with Morning Edition host Matt McCleskey
Kavitha Cardoza (KC): All this week we’re looking at a program that’s trying something different with poverty. But today, I want to talk about some of the underlying challenges. We live in D.C., one of the most powerful places in the world. And it really stood out to me how rarely we get to meet poor people and hear their stories. And I say that as someone who grew up in India, where you interact with tons of poor people every day. But here, poverty is so hidden. Think of people who work minimum wage jobs — office cleaners come in overnight; if you have a maid at home, she comes in when you’re at work. And if you think of say, a McDonald's, everyone is wearing a uniform and looks the same. We have sanitized poverty.
Matt McCleskey (MM): And people also feel so ashamed, they cover it up, right?
KC: Absolutely. So a few years ago I did a series on the 30 million adults in the U.S. who struggle with basic literacy — they can’t read a menu, a pay stub or a bus schedule. That’s when I met Shirley Ashley three miles from the U.S. Capitol.
"I used to say 'Lord find me a school where I can learn for people that’s on my level.'"
Ashley’s 55 years old and when she joined the program a few years ago she tested on the kindergarten level. Today, she’s brought along a big folder.
"We’re looking at one of my recipes for… I can’t see, I don’t have my glasses," she says.
It wasn't a recipe, but a bill for groceries.
"See where it says macaroni, cheese? I don’t have my glasses. OK, I can’t read because I don’t have my glasses."
Asked whether they were downstairs, Ashley demurred. "No I forget it at home because I was rushing out the house."
KC: It took me several minutes, Matt, before I caught on. This wasn’t about her glasses. This was one of the ways Shirley Ashley hides the fact she can barely read.
MM: And it’s not just that she’s not trying really hard.
KC: We tend to see poverty as fixed when it’s really fluid. Of course it’s about not having enough money, but we tend to forget all the challenges that go along with that. It becomes about food and housing and transportation and healthcare. And each of those problems leads to more problems.
A few years ago I spoke with Blossom Ojukwu, who found herself in a very different financial situation when she was 12. Her father, a lawyer, was arrested for fraud. Overnight she went from living in a very comfortable middle class family to struggling. Her mother was suddenly a single parent, supporting three children.
During that summer, the bills were so high so it was either: we wouldn't have any food or we had to get rid of our electricity and our water for some time. We all slept in a bed in our basement because it was the coolest room in our house. We’d have to go out to maybe the Safeway across the street or the Chik-fil-A to use the bathroom sometimes.
MM: That sounds very hard. But one thing we sometimes her is, “If that person is so poor, how come he’s got a cell phone?” Or how come he’s got fancy new sneakers... or a widescreen TV.
KC: Well, think about it. The TV may be the only entertainment your family ever has; it may even be too dangerous for the children to go outside to play in some neighborhoods. The cell phone, you need a way for someone to contact you if you’re looking for a job. Or if you need to call the shelter and find out if there’s a bed available that night. Or if you need to check on your children. And the fancy sneakers? I spoke to Greg Kaufmann about that. He’s the editor of a website called Talk Poverty. He says: put yourself in a poor parent’s place.
People don’t want their children to seem poor, they don’t want to seem poor. Clearly, we have so much stigma attached to poverty. Kids get teased. Again as a parent, you can’t get what middle class kids get — the sports camp or the music class, and so wouldn’t you want to try to do something for your kid? And maybe actually that pair of sneakers is the cheapest thing you could do.
MM: OK, well that makes sense. In terms of helping people in poverty aren’t there lots of charities helping people like that?
KC: Absolutely. There are more than 14,000 in the Washington Metro region alone that are what’s known as “human services organizations.” They help with say food, shelter, healthcare. But most of them are too small to have a measurable impact; they have a budget of less than $25,000.
MM: And I guess there’s also overlap in mission too.
KC: Yes. And more important, there isn’t a lot of incentive to collaborate. During the recession a few years ago, several nonprofits were really struggling and at risk of closing down, especially those dependent on government funds. And so they were encouraged to share back-office staff like say a business manager. But I remember someone telling me it was difficult to even get nonprofits to share a printer! Part of it is each has different ideas about tackling the same problem, they want to do it their way and they all have different governance structures. And different ways of measuring success.
I spoke to Bruce McNamer, president and CEO of the Community Foundation for the National Capital Region, which works with lots of human services organizations throughout the area. He says the biggest challenge is charities compete with each other for funds.
"And that does sometimes create incentives for people not to work as closely or to be jockeying among themselves for the attention of funders," he says.
So doesn’t this make nonprofits very inefficient?
"Yes, it does. And the funding models that are in place to fund nonprofits in some sense encourage that inefficiency. They don’t fund things at scale. Every funder wants to do something innovative or unique. What board of directors wants to go out of existence in the name of efficiency? Not many do. What executive director wants to give up their job in the name of efficiency? Not many do."
MM: Well, Kavitha. Clearly lots of issues there about coordination. The program we’ll hear about later this week is trying to address that, right?
KC: Yes. But I do want to say there’s no easy answer. And two, we don’t know as yet. It’s a three-year program and the results aren’t in. But they’re trying something new, something creative, at the local level. And that’s what I’ll be focusing on every day this week. I went into this not knowing what the outcome would be because I really agree with something I once heard Katherine Boo say on air.
MM: She’s the former Washington Post reporter, right?
KC: Right. She wrote "Behind the Beautiful Forevers" — a book about poverty in Mumbai.
She’s covered poverty for years. And she said journalists often cover poverty by going to a nonprofit and doing a story on someone who is doing well, they’ve had challenges, now they’re fine. The story ends with everything tied up in a neat little bow. And Boo said that’s doing listeners a disservice because then they think that’s how it is. There are no relapses, no challenges, no one who doesn’t make it. And that’s just not true.
MM: Its more complicated than that. Thanks, Kavitha. I’m looking forward to the rest of your series.
KC: Thanks Matt.
Come back the rest of the week as Kavitha reports on a nonprofit that is taking a different approach to poverty.
This report was produced with support from the journalism nonprofit the Economic Hardship Reporting Project, a journalism nonprofit dedicated to reporting on inequality.How Traditional Nonprofits Run Into Problems Trying To Tackle Poverty | WAMU 88.5 - American University Radio:

Charter Schools Get $250 Million Boost - WSJ

Charter Schools Get $250 Million Boost - WSJ:

Charter Schools Get $250 Million Boost

Initiative from Walton Family Foundation aims to help the schools secure facilities



 Aiming to boost the growth of charter schools in cities nationwide, the Walton Family Foundation plans to announce a $250 million initiative Tuesday to help charters build and expand their sites.

A major obstacle to starting charters is finding space, and many divert money from instruction to pay for facilities. Foundation officials said most of the money will go toward low-interest loans, offered by nonprofit lenders, for which charters will be able to apply—funding that can otherwise be hard for them to get.
The foundation anticipates the plan will help add charter seats for 250,000 U.S. children by 2027. Charter officials and advocates say they currently serve about three million children, including 120,000 in New York, 41,500 in New Jersey and 9,300 in Connecticut.
Supporters hailed the philanthropic investment as a boon for families demanding quality choices. But it is sure to spark an outcry from teachers unions and other critics who say charters siphon resources from their home districts and often fail to serve their fair share of the hardest-to-teach students.Charter Schools Get $250 Million Boost - WSJ:

In the search for better graduation rates, schools are fudging the numbers - LA Times

In the search for better graduation rates, schools are fudging the numbers - LA Times:

In the search for better graduation rates, schools are fudging the numbers

High school students
Students walk through the halls of a high school in Philadelphia in 2013. (Matt Slocum / Associated Press)
 In 2014, the Los Angeles Unified School District announced a spectacular improvement in its graduation rate: Fully 77% of students who had come in as 9th graders four years earlier were now going to graduate as seniors. But there was a bit of a trick behind the number: It included only students who attended what are called “comprehensive” high schools. Those who had been transferred to alternative programs — the students most at risk of dropping out — weren’t counted. If they had been factored in, the rate would have been 67% — still good, but not nearly as flashy a number.
Here’s another example of a misleading number: In May of this year, the California Department of Education reported a rise in the statewide graduation rate, to 82%. But one reason for that was the cancellation of the high school exit exam, which used to be required for graduation and which students could pass only if they had attained a modicum of understanding of algebra and English skills.
In a time when most middle-class jobs require at least some training beyond 12th grade, raising the number of high school graduates is considered essential. Dropouts are not only more likely to be unemployed, but more likely to be imprisoned. That’s why the newly passed federal education law, optimistically titled the Every Student Succeeds Act, requires states to hold high schools accountable for improving graduation rates.
The question, though, is whether schools will bring those numbers up the hard way, by improving the quality of education – or by falling back on shortcuts and gimmicks. Early indications suggest that they’ll do a combination of both. States and school districts, not just locally but across the nation, have already come up with a wide array of ways to make graduation rates look good on paper:
-- When large numbers of students across the country failed high school exit exams over the past decade, states made it easier for them to pass. California devised a simpler test; in New Jersey, students who failed were permitted to take a far easier exam that asked them only one question for each subject area. And if they still failed, they could appeal by doing an essay or another project. Last year in Camden, N.J., after nearly half the students In the search for better graduation rates, schools are fudging the numbers - LA Times:
This piece is the second in a two-part series. Read part one here.