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Thursday, June 13, 2013

The Snark syndrome in educational policymaking | Get Schooled | www.ajc.com

The Snark syndrome in educational policymaking | Get Schooled | www.ajc.com:

The Snark syndrome in educational policymaking 

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Arne Duncan  photo
Johnny Crawford, jcrawford@ajc.com
U.S. Education Secretary Arne Duncan reads to children at Boyd Elementary School Friday, May 31, 2013. Education Secretary Arne Duncan , Governor Nathan Deal and Atlanta Mayor Kasim Reed also participated in a panel discussion on education.
Peter Smagorinsky is Distinguished Research Professor of English Education in the Department of Language and Literacy Education at the University of Georgia. He is a frequent contributor to the Get Schooled blog:
  By Peter Smagorinsky
In 1993, Eileen Byrne published "Women and Science: The Snark Syndrome."
Snarks have been around for some time, first appearing in 1874 in Lewis Carroll's "The Hunting of the Snark." Well, actually they are imaginary, as I learned when sent on a “snark hunt” as a tenderfoot Boy Scout on my first camping trip long ago, much to the delight of the older boys in my troop.
 Byrne in particular draws on the following stanzas to coin the “snark syndrome” or “snark effect”:

'Just the place for a Snark!' the Bellman cried,
As he landed his crew with care;
Supporting each man on the top of the tide
By a finger entwined in his hair.

'Just the place for a Snark! I have said it twice:
That alone should encourage the crew.
Just the place for a Snark! I have said thrice: 

Education officials seek team approach to fight chronic absenteeism | EdSource Today

Education officials seek team approach to fight chronic absenteeism | EdSource Today:

Education officials seek team approach to fight chronic absenteeism - by Kathryn Baron

Why two reform movements — choice and accountability — have fallen short

Why two reform movements — choice and accountability — have fallen short:

Why two reform movements — choice and accountability — have fallen short

arrowPublic education has been rocked over the past two decades by the choice and accountability movements, both launched by reformers in an effort to “fix” failing schools. Why haven’t they worked as well as promised? This post examines this question. It is written by Jack Schneider, an assistant professor of education at the College of the Holy Cross in Worcester, Mass., and the author ofExcellence For All: How a New Breed of Reformers Is Transforming America’s Public Schools. He tweets @Edu_Historian.
By Jack Schneider
Over the past 20 years, two reform movements — choice and accountability — have transformed the face of K-12 education.  With strong support at the state and federal level, as well as among the American public, each has become a standard feature of the modern policy landscape.  As such, parents today frequently choose which schools their children attend, and low-scoring schools are routinely sanctioned for their performance.
Yet while each movement has shown some promise for improving access to good schools, neither has lived up to expectations.  Why?  Critics have a whole host of 

How test scores can be deceiving

Consider this: On the National Assessment of Educational Progress, the test that is commonly referred to as “the nation’s report card,” Massachusetts students performed so well that the state ranked No. 1 in the nation. Sounds good, right? Then consider … Continue reading →
    

Bill Gates Discovers Money Cannot Buy Teachers - Living in Dialogue - Education Week Teacher

Bill Gates Discovers Money Cannot Buy Teachers - Living in Dialogue - Education Week Teacher:

Bill Gates Discovers Money Cannot Buy Teachers

Sunday's Seattle Times tells us of a strange problem encountered by the richest man in the world. He has discovered that his money is not working its magic in education -- teachers are not for sale.
The Gates Foundation has spent the past decade promoting hard hitting education reforms. Organizations they fund have conducted research, lobbied politicians, and advanced policies that have brought us Value Added teacher and principal evaluations, charter school expansion, Teach For America corps members, and merit pay. They have poured millions into efforts to shape public opinion, sponsoring Education Nation and the propaganda documentary Waiting for Superman, and its star, Michelle Rhee. They have told us how important teachers are, but in spite of all this attention, teachers seem positively ungrateful.
So now the Gates Foundation is on what has been called a "charm offensive." According to Seattle Times reporter Linda Shaw, the Gates Foundation last year brought 250 teachers to a hotel in Arizona to share their 

What’s that fishy smell…A Bass Pro shop update… - Wait, What?

What’s that fishy smell…A Bass Pro shop update… - Wait, What?:

What’s that fishy smell…A Bass Pro shop update…

Coalition for Public Education/Coalición por la Educación Pública: The MultiBillionaire Ed Privateers Never Stop Their Pillaging-- Even During the Summer!

Coalition for Public Education/Coalición por la Educación Pública: The MultiBillionaire Ed Privateers Never Stop Their Pillaging-- Even During the Summer!:

The MultiBillionaire Ed Privateers Never Stop Their Pillaging-- Even During the Summer!


Study: Millennials Prefer Traditional Classrooms Over Online Ones | toteachornototeach

Study: Millennials Prefer Traditional Classrooms Over Online Ones | toteachornototeach:

Study: Millennials Prefer Traditional Classrooms Over Online Ones

Study: Millennials Prefer Traditional Classrooms Over Online Ones

by Vignesh RamachandranStudents are warming up to virtual education, but according to a new study, they still believe it’s easier to learn in a traditional classroom.
Millennial Branding, a Generation Y consulting firm, and online marketplace Internships.com, conducted an online survey in May in which they asked 1,345 college students in the United States about their views on the future of education. The study found almost 53% of students polled agree that “online 

NYC Educator: The Incredible Disappearing UFT Rep

NYC Educator: The Incredible Disappearing UFT Rep:

The Incredible Disappearing UFT Rep

In a pivotal career move, a UFT Rep reread Catch 22, and decided his favorite character was Major Major. He immediately determined to emulate him in every way possible. From that moment, the only time he saw members in his office was when he wasn't there. It was much more efficient and convenient. When he was there, and people came, they had all sorts of complaints. Principals were crazy, working conditions were awful, they hadn't had a raise in five years, blah, blah, blah.

On they would go, and they invariably reached a crescendo with, "What the hell is the union going to do to help me?" And no matter what he told them or who he promised to call, they weren't satisfied. The ungrateful bastards.

But ever since he started seeing people only when he wasn't there, things had improved. The office staff was always pleasant. Everyone said hi, how are you, good morning, nice to see you, and no one pressured him to do anything whatsoever. There was coffee, a water cooler, and happy people everywhere. But still, even though he'd stopped seeing people when he was there, that damn phone kept ringing.

Lately he'd made another discovery that further improved his lifestyle. You could place people on hold, and if you 

Wednesday, June 12, 2013

Meet the California Students Who Stormed the State Capitol to Demand Funding For Their Futures

Meet the California Students Who Stormed the State Capitol to Demand Funding For Their Futures:

Meet the California Students Who Stormed the State Capitol to Demand Funding For Their Futures

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meet, the, california, students, who, stormed, the, state, capitol, to, demand, funding, for, their, futures,
Meet the California Students Who Stormed the State Capitol to Demand Funding For Their Futures
In the dark hours of the night, 22 student-activists from California colleges drove in two vans to be in Sacramento this past Monday morning. At 9 a.m. on June 10th, without permission to be on the premises, they staged an Un-Silent protest from the sidewalk out front of the very hospitable state capitol. Signs in hand, mouths taped shut, they made their voices heard by challenging legislators to support the Governor Brown-supported Local Control Funding Formula (LCFF).
Whereas the current system, rooted in age-old partisan bickering and mired in Proposition 13, has created an education system in which students are out to survive rather than thrive, the LCFF will "increase flexibility and accountability at the local level so those closest to the students can make the decisions, reduce state bureaucracy, and ensure that student needs drive the allocation of resources."
Let's start from the beginning.
I spoke with Ivette Alonso, a student who just finished her junior year at Whittier College, a small "liberal arts college that pushes students to question the world around them." Ivette found her place at Whittier College, and a place in a class with a mouthful of title: The Sociological and 

Jersey Jazzman: Why Tests Scores CAN'T Evaluate Teachers

Jersey Jazzman: Why Tests Scores CAN'T Evaluate Teachers:

Why Tests Scores CAN'T Evaluate Teachers

I'm going to have more to say about Jonah Rockoff's testimony before the New Jersey State Board of Education last week. See here and here for previous posts; Bruce Baker also opines in a must-read post.

But right now, I want to use a specific part Dr. Rockoff's presentation to address a very serious problem with the entire notion of test-based teacher accountability. Keep in mind that Rockoff talks about Student Growth Percentiles (SGPs), but the problem extends to just about any use of Value-Added Modeling (VAM) in teacher evaluation based on test scores. Go to 1:07 in the clip:

Popout
The key element here that distinguishes Student Growth Percentiles from some of the other things that people have used in research is the use of percentiles. It's there in the title, so you'd expect it to have something to do with percentiles. What does that mean? It means that these measures 

LEARNING MATH, LEARNING JUSTICE Rethinking Schools

Rethinking Schools:



 VOLUME 27, ISSUE 3


COVER THEME: LEARNING MATH, LEARNING JUSTICE

This issue of Rethinking Schools previews our new, expanded, and revised edition of Rethinking Mathematics: Teaching Social Justice by the Numbers. The focus is on teaching math in ways that help students make sense of their world.

Editorial: Just Math

By the editors of Rethinking Schools

Whose Community Is This?
Mathematics of neighborhood displacement

By Eric (Rico) Gutstein
Students use advanced math to study gentrification, displacement, and foreclosure in their neighborhood.

Beyond Marbles
Percent change and social justice

By Flannery Denny
Middle school students analyze a classroom full of social justice issues, armed with their understanding of percent change.
– ALSO FEATURED –

Responding to Tragedy
2nd graders reach out to the Sikh community

By Dale Weiss
When a racist attack kills members of a local Sikh temple, a 2nd-grade teacher involves her students in a journey of connection and solidarity.

Paradise Lost
Introducing students to climate change through story

By Brady Bennon
The film Paradise Lost—about the rising ocean that threatens Kiribati—proves an evocative introduction to a unit on climate change.

Missouri Education Watchdog: Angry Moms are Rising Up Against Common Core

Missouri Education Watchdog: Angry Moms are Rising Up Against Common Core:

Angry Moms are Rising Up Against Common Core

Anne Gassel, co-editor of Missouri Education Watchdog was quoted in USA Today about her opposition to Common Core.  From Include parents in standards debate: Opposing view:

Across America, moms are rising up against the Common Core, national standards for English-language arts and mathematics adopted by 45 states. As Anne Gassel, of Ellisville, Mo., said, "Parents and their legislators were cut out of the loop. Even now we can't get straight answers."

Read more here. 

Anne is correct.  We are still waiting in Missouri for answers from DESE and their statewide May 2 meetings.  Tick tock.  The clock on the site (to the right) keeps ticking away.  The answers to the questions were to be posted within a week of the meetings. 

Mother Crusader: Et Tu Anthony Weiner?

Mother Crusader: Et Tu Anthony Weiner?:

Et Tu Anthony Weiner?

Yes!You Too!
You Can Get A Visit from the Money Fair,Yeah Team!
Diane Ravitch just posted that Anthony Weiner is already cozying up to the charter folks in his bid for Mayor of New York City, and offering up free space to charters co-located with public schools.

When I read her post I instantly remembered that John Mooney recently reported that Barbara Morgan, "public information officer and state Education Commissioner Chris Cerf’s press secretary," had left the NJDOE to become Weiner's spokeswoman.  

Weiner is apparently quite smitten with Morgan.
Mr. Weiner has been slowly hammering together a campaign team, hiring Barbara Morgan, a former spokesman for the city’s Department of 

Vast reforms proposed for teacher credential programs | EdSource Today

Vast reforms proposed for teacher credential programs | EdSource Today:

Vast reforms proposed for teacher credential programs - by Kathryn Baron

Home Field Advantage | Gary Rubinstein's Blog

Home Field Advantage | Gary Rubinstein's Blog:

Home Field Advantage

In New York State, the high school standardized tests are called ‘The Regents’ exams.  Unlike the state tests for grades 3 through 8, which are graded externally, the Regents have always been scored by the teachers in the school.  After they are graded, the tests would then sent off to Albany where they could be audited if there is suspicion that they have been graded improperly.
At my school we would take all the tests and split up the task among the math teachers, being careful that no teacher grades his or her own class.  The scoring rubric is often very vague and we would have a lot of heated arguments about how many points of partial credit to give for this or that, as we tried to fairly interpret the guidelines.
This year we learned that instead of grading our students in our school, the math teachers would all go to another site where we would the Regents for many schools would be sent and work together with teachers from other schools to grade the Regents centrally.
One reason for this new policy is explained by a recent New York Post article entitled “High schools that didn’t 

DIARY OF A PUBLIC SCHOOL TEACHER!: The Teacher Song!

DIARY OF A PUBLIC SCHOOL TEACHER!: The Teacher Song!:

The Teacher Song!