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Showing posts with label STUDENTS. Show all posts
Showing posts with label STUDENTS. Show all posts

Wednesday, May 19, 2021

Dartmouth Blindsides Med Students with Shaky Cheating *Evidence* | deutsch29: Mercedes Schneider's Blog

Dartmouth Blindsides Med Students with Shaky Cheating *Evidence* | deutsch29: Mercedes Schneider's Blog
Dartmouth Blindsides Med Students with Shaky Cheating *Evidence*



One of my concerns in teaching senior English is that students will cheat on major assignments.

The increasing usage of online technology in my classroom has done little to quell this concern. In my case, I had reason to suspect that an adult completed an online test for one of my students, who then possibly shared those results with friends who also scored suspicious-fabulously. As much as I was miffed, I did not have evidence solid enough to pursue any serious course of action against any individual student. Therefore, I threw out the test and required my students from then on to complete major online assignments during class time, and in class, whenever possible. (Those in quarantine had to log in during class time or during a preset window to complete the assignment, often using Google Meet so that I might monitor the situation.)

The prospect of students cheating on remote assignments bugs me. Even so, I remain skittish about purported online monitoring tools for detecting cheating. To try to track a student’s eye movements, or even to say that cheating happened if a student seemed to be logged into another device while completing as assignment on one device lacks the certainty needed to have a solid case for such accusation.

Along these lines, the May 09, 2021, New York Times reports on an interesting-sad situation has transpired at Datmouth’s medical school: It seems that CONTINUE READING: Dartmouth Blindsides Med Students with Shaky Cheating *Evidence* | deutsch29: Mercedes Schneider's Blog

Monday, April 19, 2021

PROOF POINTS: Gifted programs provide little to no academic boost, new study says - The Hechinger Report

PROOF POINTS: Gifted programs provide little to no academic boost, new study says - The Hechinger Report
PROOF POINTS: Gifted programs provide little to no academic boost, new study says
National study finds Black students and low-income children don’t reap the small gains achieved by white, Asian and high-income children



Gifted education is often a flash point in school desegregation debates; in large cities, these programs often operate as an essentially separate school system, dominated by white and Asian children. Though gifted programs touch only 3.3 million school children, about 7 percent of the U.S. student population, it’s disturbing that Black and Hispanic children are rarely chosen for them. 

Some progressives have proposed eliminating gifted programs altogether. Others are seeking ways to increase the number of Black and Hispanic students. Only 4 percent of Black children and 5 percent of Hispanic children are in gifted programs compared with 8 percent of white and 13 percent of Asian children, according to the most recent federal figures.

Against this political backdrop, a new study raises big questions about whether gifted education benefits the kids who are lucky enough to be in it. Researchers analyzed the records of about 1,300 students, drawn from a nationally representative sample of children across the country, who started kindergarten in 2010 and participated in a gifted program for at least one year during their elementary school years through fifth grade. 

In school systems that offer gifted programs, children generally begin their schooling in a regular kindergarten classroom with children of mixed CONTINUE READING: PROOF POINTS: Gifted programs provide little to no academic boost, new study says - The Hechinger Report

Monday, April 12, 2021

Secretary of Education Dr. Miguel Cardona Joins Roundtable Discussion with Students to Discuss Experiences During the Pandemic | U.S. Department of Education

Secretary of Education Dr. Miguel Cardona Joins Roundtable Discussion with Students to Discuss Experiences During the Pandemic | U.S. Department of Education
Secretary of Education Dr. Miguel Cardona Joins Roundtable Discussion with Students to Discuss Experiences During the Pandemic




Following the Department of Education's release of the COVID-19 Handbook, Volume 2: Roadmap to Reopening Safely and Meeting All Students' Needs, which includes research-based strategies to address the impact of the pandemic on students, educators, and staff, Secretary of Education Miguel Cardona held a virtual roundtable with a diverse group of students and parents to discuss their educational and personal experiences during the COVID-19 pandemic. Secretary Cardona listened to students and parents and promised to take the information he learned and the stories he heard back to stakeholders and policymakers.

During the conversation, participants shared highlights and asked for improvements based on their experiences during the pandemic. Some of the students spoke about the importance of continuing to use prevention practices such as wearing masks consistently and correctly. The Secretary encouraged them to share that same information with their peers as a way to support everyone's safety and hasten a return to safe social events.

Other students shared that they miss social activities and interactions among their peers. A twelfth-grade student who joined the conversation said, "I would say in class we would have discussions, when we moved to virtual it is impossible to get the same type of engagement in class discussions. A lot of the communication between students and teachers broke down."

Secretary Cardona also asked each student about how they are dealing with their mental and emotional health. "Parents and teachers think that kids can handle all of the stress, but there are mental health issues that are being neglected. We haven't been able to see our friends and need more social interaction during school," said a seventh-grade student who participated in the conversation.

Secretary Cardona said, "Listening to all of you, I feel that there's a sense of urgency to get this right because our kids are waiting. Throughout this conversation, I took great notes. I'm gathering information so when I meet with the President, when I meet with policymakers and folks that are interested in education, we have your voice at the table."


Wednesday, March 31, 2021

How Students Pay for Corporate Tax Abatements | Diane Ravitch's blog

How Students Pay for Corporate Tax Abatements | Diane Ravitch's blog
How Students Pay for Corporate Tax Abatements



Good Jobs First entered the national scene when it produced documentation that the CARES Act was being used to funnel billions of dollars to private schools and charter schools. The charter schools were double-dipping, first taking money allotted to public schools, then getting millions more from the Paycheck Protection Program, which excluded public schools.

Now, Good Jobs First has released a new report, showing that students are paying for corporate tax breaks.

Abating Our Future:


How Students Pay for Corporate Tax Breaks
Executive Summary


Public school students in the U.S. suffered poorer schools—and local and state taxpayers paid higher taxes—in 2019 due to corporate tax breaks. Thanks to a new government accounting rule, we are able to prove that economic development tax abatements given to corporations cost public school districts at least $2.37 billion in forgone revenue in 2019. That is $273 million — or 13 percent— higher than two years before.


Across the country, 97 school districts lost more than $5 million each; 149 districts lost more than $1,000 per CONTINUE READING: 
How Students Pay for Corporate Tax Abatements | Diane Ravitch's blog

Wednesday, March 24, 2021

Parent Advocacy Group Seeks Equity For Sacramento Students — The Sacramento Observer

Parent Advocacy Group Seeks Equity For Sacramento Students — The Sacramento Observer
Parent Advocacy Group Seeks Equity For Sacramento Students



(WORDINBLACK.COM) – The Center at Sierra Health Foundation announced this week the launch of the Parents Advocating for Student Success (PASS) Program to engage parents and families for educational equity for all students in Sacramento City Unified School District (SCUSD).

The PASS Program is funded for two years and will train, empower, and support parents on school campuses to increase and facilitate parent engagement, prioritize parent concerns related to their child’s education, collectively advocate for solutions to improve student achievement, and ensure the healthy social and emotional development of all children. 

The center this week releases a request for qualifications for local community organizations to manage and create the program’s final design with parents, with input and participation from existing community organizations and parent coalitions.

“Parents — or any positive, caring adult in the lives of students inclusive of parents, caregivers, extended family members, and guardians — have always been among the most committed advocates for the needs of children,” said Chet P. Hewitt, president and CEO of Sierra Health Foundation and of the center. “The PASS Program will be an additional resource for families to articulate their visions for student success and for all allies who care about kids to move forward positive change throughout the district.”

The project was announced at a press conference at Hiram Johnson High School in collaboration with a PASS Coalition of organized families of SCUSD students, community-based organizations, labor unions, business organizations, and civic leaders. SCUSD the past several years has faced numerous major financial and administrative challenges, resulting in educational inequity for CONTINUE READING: Parent Advocacy Group Seeks Equity For Sacramento Students — The Sacramento Observer

Wednesday, March 3, 2021

From Sec. Cardona: A Letter to Parents & Students - ED.gov Blog

From Sec. Cardona: A Letter to Parents & Students - ED.gov Blog
From Sec. Cardona: A Letter to Parents & Students




Click here for a copy of this letter in Spanish

To our Nation’s Parents and Students:  

I write first, as your new Secretary of Education, to acknowledge the extraordinarily challenging year you’ve endured. Between the health crisis, economic hardship, staunch national division, and the struggle to make progress in learning while apart from teachers and peers, the impact of the pandemic is still very real and will be felt for years to come.   

And yet, you’ve kept going. As a parent of two who experienced these same concerns and uncertainties, and an educator who has been moved by the resilience of the students and families I’ve met, let me say: you deserve recognition and you have my deepest thanks.   

Brighter days are ahead. We are making progress. More schools across the country are reopening for in-person learning, and they’re doing so with the help of clear, science-based guidance from experts in the field. The Department has released part one of a COVID-19 Handbook to help schools implement guidance from the Centers for Disease Control and Prevention, and we’re working on the second volume. Together, these guides will provide more evidence-based strategies for schools to minimize disruptions caused by school closures, especially for our most vulnerable students and communities and address the impact of COVID-19 on educational opportunity across communities. 

The most pressing challenges we face aren’t new. Since I began teaching more than 20 years ago, opportunity gaps remain. There are still unacceptable disparities in high school graduation rates and higher education is still out of reach for too many students, including learners of color, those from low-income families, and those, as I was, who would be the first in their families to attend.   

These inequities aren’t just holding our children back from achieving their full potential – they’re holding our nation back, too. We all benefit when our children have high-quality opportunities to develop their skills and build their knowledge – and then, share their gifts and talents with the world.  

Our first priority is to return students to the classroom for in-person learning, but we know there’s more work to be done once we’ve achieved that goal. We’re also working toward building better career pathways, making college more affordable, ensuring all students have access to high quality schools with a balance of quality coursework that include the arts and sciences, supporting teacher quality and improving teacher diversity, ensure teachers receive the support and respect they need and deserve, expanding access to high-quality preschool, and supporting high-quality career and technical education.   

President Biden’s plans are bold, but they match the urgency that the challenges before us demand. And as Secretary, I will always keep students and their success at the heart of the Department’s work.  

We know that, given the right support, resources and opportunities, our potential is boundless. Despite our worries as parents, this year we’ve seen new proofs of our children’s ingenuity, optimism, and ability to overcome the toughest of circumstances.   

If we all commit to approaching the remainder of this school year – and the years to come – with this same mindset of possibility, dedication, and innovation, we can and will make good on our promise to America’s students. As an educator and as a parent, I commit to safeguarding and advancing the dreams of your children, as I commit to the dreams of my own son and daughter.  

Our nation’s students deserve – and they will get – our very best efforts, our most collaborative thinking, and our deepest belief in their abilities. Together, we can build a future of promise and opportunity that makes no exceptions.  

Sincerely,   

Secretary Miguel Cardona 


Thursday, February 25, 2021

Audio: Teaching Students A New Black History | 89.3 KPCC

Audio: Teaching Students A New Black History | 89.3 KPCC
Teaching Students A New Black History



When you think of the history of Black education in the United States, you might think of Brown vs. Board of Education and the fight to integrate public schools. But there's a parallel history too, of Black people pooling their resources to educate and empower themselves independently.

Enslaved people learned to read and write whenever and wherever they could, often in secret and against the law. "In accomplishing this, I was compelled to resort to various stratagems," like convincing white children to help him, wrote Frederick Douglass. "I had no regular teacher."

After the Civil War, says educator Kaya Henderson, Black people started "freedmen's schools" to teach former slaves literacy and the other skills they would need to participate as citizens. "In the 12-year period that is Reconstruction," she adds, "we started 5,000 community schools. We started 37 historically black colleges and universities."

A century later, during the civil rights movement, educators founded "freedom schools" combining basic literacy with civic skills, like how to register to vote.

And in 1969, the Black Panther Party started a free breakfast program for schoolchildren. Eventually it fed tens of thousands of hungry kids oranges, eggs and chocolate milk at 45 sites around the country. J. Edgar Hoover, the head of the FBI, reportedly got the Chicago police to try to sabotage the program, because he CONTINUE READING: Audio: Teaching Students A New Black History | 89.3 KPCC

Sunday, January 17, 2021

Shawgi Tell: Cyber Charter Schools: Neoliberals Determined to Commodify More Students | Dissident Voice

Cyber Charter Schools: Neoliberals Determined to Commodify More Students | Dissident Voice
Cyber Charter Schools: Neoliberals Determined to Commodify More Students



The parasitic seizure of social wealth by the rich has intensified in recent years and promises to increase in 2021. While the stock market soars to artificial new heights, the productive sector of the economy continues to steadily disintegrate, leaving the financial oligarchy with fewer options to maximize profit over time. This in turn is causing the rich to engage in more stock market gambling, private lending, bankruptcies, and restructuring of the state in order to funnel more public funds into private hands (e.g., through more “public-private-partnerships”). As the law of a falling rate of profit invariably intensifies, the nexus between the rich and the state will become more critical to analyze in the months and years ahead. Left unchallenged, state-organized corruption to pay the rich will be strengthened well beyond 2021, leaving society, the economy, and the environment worse off, and making it harder for the New to emerge.

In the sphere of education, given the increased obsession with technology and screen-based instruction, the rich are more aggressively striving to seize public funds, impose user fees, and maximize profits through a dramatic expansion of “virtual learning,” especially through cyber charter schools, which have consistently low graduation rates and are regarded by many as a scam. The rich are extremely eager to commodify as many students as possible, at home and abroad. To be sure, the charter school phenomenon is reducing more and more students, parents, and teachers to fend-for-yourself consumers entangled in commodity logic, which in turn degrades the integrity of human CONTINUE READING: Cyber Charter Schools: Neoliberals Determined to Commodify More Students | Dissident Voice

Sunday, January 10, 2021

How Teachers Across the U.S. Explained the 'Traumatic' Capitol Riots to Their Young Students

How Teachers Across the U.S. Explained the 'Traumatic' Capitol Riots to Their Young Students
How Teachers Across the U.S. Explained the 'Traumatic' Capitol Riots to Their Young Students


What I Told My Students About Yesterday’s Attempted Trump Coup | gadflyonthewallblog - https://wp.me/p4QD1W-3r4 via @StevenSinger3

On Wednesday, violent pro-Donald Trump rioters descended on the U.S. Capitol building while lawmakers were working to count the Electoral College votes certifying President-elect Joe Biden's win over Trump. At least 5, including a Capitol Police officer, were killed and many were injured.

The next day, teachers across the country grappled with how to explain the deadly event — during which nooses hanged in front of the Capitol building, confederate flags were waved in the halls and the mob ransacked offices — to students of every age, with several sharing resources on social media and turning to fellow educators for ideas.

Randi Weingarten, president of the American Federation of Teachers, posted a Twitter thread with free lesson plans on topics ranging from the foundations of democracy to the nation's history of peaceful transitions of power.

"Students across America are watching," Weingarten wrote. "You don't have to be a civics teacher to know that this moment is going to be very difficult for so many educators across the country."

RELATED: DOJ Announces Federal Charges Against 13 Capitol Rioters as FBI Continues to Investigate

"You can differentiate between peaceful protest and violence," she later advised. "Storming the Capitol and threatening duly elected officials is mob rule not peaceful protest."

Georgia-based teacher Marian Dingle also used Twitter to urge other teachers to take a moment in their classes to acknowledge the events, garnering hundreds of replies and over CONTINUE READING: How Teachers Across the U.S. Explained the 'Traumatic' Capitol Riots to Their Young Students

Friday, January 8, 2021

What I Told My Students About Yesterday’s Attempted Trump Coup | gadflyonthewallblog

What I Told My Students About Yesterday’s Attempted Trump Coup | gadflyonthewallblog
What I Told My Students About Yesterday’s Attempted Trump Coup


The moment I had been dreading happened.

Student names started popping up on my screen waiting to be admitted into this morning’s first Zoom meeting.

What was I going to say to them?

Yesterday in Washington, DC, thousands of Trump supporters charged into the Capitol Building at his urging in an attempt to stop Congress from certifying his Presidential defeat.

What would I tell my middle schoolers?

What COULD I say?

We can’t offer you equitable resources. We can’t stop judging you with biased standardized tests. We can’t desegregate your schools. We can’t protect you from gun violence. We can’t even give you in-person classes because of a global pandemic CONTINUE READING: What I Told My Students About Yesterday’s Attempted Trump Coup | gadflyonthewallblog

Friday, January 1, 2021

2021 Student Podcast Challenge Opens For Grades 5-12 : NPR

2021 Student Podcast Challenge Opens For Grades 5-12 : NPR
NPR's Student Podcast Challenge Opens For Middle And High School Students



It's that time of year! New semester, new assignments, new Student Podcast Challenge. Yep, NPR's Student Podcast Challenge is back for its third year, and it opens today, Jan 1.

We know you have stories to tell and we at NPR are excited to listen. Tell us about your life, or something you're passionate about — like tater tots. You could investigate a hometown mystery, or write a radio drama and direct a dramatic reading with friends. We've heard all these and more in our first two years. The world is your oyster!

Last year, despite a massive disruption to the school year amid the global pandemic, the Student Podcast Challenge brought in thousands of podcasts from high school and middle school students in 46 states and the District of Columbia. (We missed you, Dakotas!)

This year, the basics are pretty much the same: Students will create a podcast about a topic they want to explore — and that can be just about anything.

There are some rules to keep in mind: Only students in grades 5-12 are eligible to enter, and a teacher, or after-school program coordinator, or parent or anyone over the age of 18 has to be the one to submit the podcast.

One big change this year: The maximum length of your podcast will be eight minutes. We've found, after listening to a lot of podcasts, that shorter is better. Plus that's how long we get to tell our stories at NPR!

And, as always, we've got a host of training materialsguides for sound recording and audio production, what you can — and can't — do with music, lists of do's and don'ts, and we even made a podcast about making a good podcast!

The Students' Podcast is in its second season with new episodes every Sunday. This year we're sharing advice from some students who are already pretty good at podcasting — so good, in fact, that they were finalists in last year's challenge. Listen to our new episodes on storytellinginterviewing and how to deal with sensitive topics. Check back Sunday for an episode on investigations!

The NPR Student Podcast Challenge opens today, Jan. 1, and will close on March 15. The SPC: College Edition opened in December and runs until February 15.

Make sure to sign up for our newsletter with more tips and advice, here! And follow us on twitter @NPR_Ed

Ready, set, record!

Wednesday, December 16, 2020

I'm Not Sure I Want My Students To Succeed | Blue Cereal Education

I'm Not Sure I Want My Students To Succeed | Blue Cereal Education
I'm Not Sure I Want My Students To Succeed




UbermenschI’m not sure I want my students to succeed.

How’s that for an attention-grabber? Now I'll skillfully jump back and lay the foundation for such an outrageous claim and hope it’s enough to keep you reading until we reach it again further on.

Four-Point Scale or Back Hoe?

The question of how to grade, what to grade, or even IF to grade isn’t exactly new in the world of public education. Sometimes it’s set by building or district policy (although enforcement is problematic at best). Other times it’s at least discussed within departments. By and large, however, it’s something no two teachers seem to do quite the same.

Many of the differences are cosmetic. Categories or total points? Are quizzes worth 10% or are they worth way more points than daily work and the math ends up with pretty much the same results? Other differences are philosophical. Completion or accuracy? Effort or quality? Improvement or achievement?

Things quickly get messy. If I grade entirely on objective standards, the kid who rarely shows up and never participates but has a great memory might pull a solid ‘B’ in my CONTINUE READING: I'm Not Sure I Want My Students To Succeed | Blue Cereal Education

What It's Like Teaching On Zoom To Students I've Never Met, And Often Not Seen Or Heard | HuffPost

What It's Like Teaching On Zoom To Students I've Never Met, And Often Not Seen Or Heard | HuffPost
What It’s Like Teaching On Zoom To Students I’ve Never Met, And Often Not Seen Or Heard
“I do not know what my students sound or look like, as they rarely come off mute or turn their cameras on.”




I looked on the chat board and saw that one of my 7th-grade students had, once again, posted a picture of a McDonald’s meal. This meant that they needed a break and wanted to tell me about the Travis Scott meal at McDonalds.

Ms. Osman: What did you learn about the Travis Scott meal?

Student: Miss! This meal is craaazy. I heard that people are just going up to the window and telling the workers, “you know what I want.”  (poop emoji and laughing crying emoji)

Ms. Osman: How would the worker know what they want? 

Another student: Idk. But I don’t like Quarter Pounders. 

Student: I don’t like Big Macs In & Out’s better

I let a few more minutes of this go on. I’ve been trying to build in time for the students to chat with each other, especially since they haven’t seen their peers this whole year. This is a crucial part of the school experience, and as middle-schoolers, a time in their lives to learn how to properly socialize. It also allows me to get to know them as well. 

In history, 2020 will probably be remembered as the year of despair. Just in the U.S., hundreds of thousands of lives have been lost, millions are unemployed, and even getting to spend time with friends and family is severely limited (if even possible). 

One of the most affected areas has been education. Every community is handling schooling differently: Classes are in-person in some places, virtual in other areas, and CONTINUE READING: What It's Like Teaching On Zoom To Students I've Never Met, And Often Not Seen Or Heard | HuffPost

Saturday, December 5, 2020

What I Learned from a High School Student | Larry Cuban on School Reform and Classroom Practice

What I Learned from a High School Student | Larry Cuban on School Reform and Classroom Practice
What I Learned from a High School Student




Individuals writing about what they learned from former teachers is common. It is uncommon, however, for teachers to write about what they learned from former students. I do not mean those many instances when tech-savvy students helped teachers solve hardware and software problems. I mean the kinds of learning that doesn’t come from only books but from the questions students ask and the thoughts they express in and out of class.

I learned from Carol Schneider, a 16 year-old junior in my U.S. history class at Glenville High School in Cleveland. The year was 1958. I was a 23 year old teacher beginning my third year of teaching at Glenville. I relished teaching six classes of U.S. history a day in this largely black high school. By the end of the day, I was bone-tired (yeah, I shudder to think what teaching four straight classes, a break for lunch, then two more in the afternoon would do to my body and mind now). I went to Western Reserve University (soon to become Case Western Reserve) two evenings a week to get my Masters degree in history and had begun to prepare classroom lessons in what was then called Negro history. I  created readings to supplement the history textbook that said little about slavery, Reconstruction, and Jim Crowism. Of my six classes, three responded very well to the readings (do any readers remember the purple-stained hands that came from using the school’s “spirit master” or ditto machine?). The other three classes, well, they were much less enthused. Carol was in one of those responsive classes.

Carol who came from a working class family steeped in left-wing political CONTINUE READING: What I Learned from a High School Student | Larry Cuban on School Reform and Classroom Practice