LISTEN TO DIANE RAVITCH 5-1-14 Diane Ravitch's blog | A site to discuss better education for all

Diane Ravitch's blog | A site to discuss better education for all:

Louis C.K. Sounds Off Against Common Core Testing on Letterman Show

This is hilarious.   Comedian Louis C.K. was interviewed about the Common Core by David Letterman.   This is my favorite line:   “He told Letterman he’s trying to help his daughters with their math work, but the questions are just nonsense like “Bill has three goldfish. He buys two more. How many dogs live in London?”   When Common Core becomes a national joke, you know it is in serious trouble.  

4 by dianeravitch / 17min hide  //  save

A Triumphant Return to Professionalism in New York City

A New Contract, A New Beginning The other day the largest teacher union in the nation (New York City’s United Federation of Teachers) and the New York City Department of Education reached a ground breaking agreement on a new contract. Subject to approval by union members, this agreement should explode many of the myths that corporate education reformers like to spread about teacher unions. It show

1 by dianeravitch / 40min 

Peter Greene Knocks Newsweek for Mocking Louis C.K.

Peter Greene, in his inimitable style, takes apart a Newsweek writer who mocks the comedian Louis C.K. The aforementioned Mr. C.K. had the nerve to criticize Common Core. As is well known by now, the Common Core supposedly teaches critical thinking. But the one thing you are not allowed to think critically about is the Common Core. If you dare to do so, you will be called an extremist of right or

2 by dianeravitch / 20min 

More on Houston Lawsuit Challenging VAM Methods to Evaluate Teachers

As readers of this blog know, using value-added-assessment is a very poor way to gauge teacher quality. The research and evidence do not support this methodology. Teacher quality cannot be judged by computers. Test scores reflect only a small part of what teachers do. And as the American Statistical Association recently said, teachers account for about 1-16% of the variation in test scores, yet th

1 by dianeravitch / 5min 

Rebecca Mead: Why Louis C.K.’s Complaints about Common Core Matter

Thank goodness at least one prominent journalist in the mainstream media sends her child to public school!   At Rebecca Mead’s public school, two-thirds of the children opted out of the state tests aligned to Common Core.   So Mead understands the frustration of the comedian Louis C.K., whose tweets about the Common Core tests went viral.   Louis C.K. had more than 3 million Twitter followers so w

by dianeravitch / 10min 

State-Appointed Superintendent of Camden: I Represent the People of Camden

Professor Stephen Danley of Rutgers has been attending the school board meetings in Camden. Camden has been under state control for many years. Its new, young, inexperienced Superintendent Paymon Rouhanifard wants to turn Camden’s public schools into charter schools. There is no evidence that the people of Camden want him to give their children and schools to charter corporations, but no one can s

by dianeravitch / 5min 

Why the Tech Industry Loves Common Core

A teacher sent the following comment in reference to the requirement that all Common Core testing must be done online. Schools will lay off teachers and cut programs and services to pay for technology for testing: “My campus has 1200 students and 32 computers in the lab. You do the math. We have to buy HUNDREDS of new computers, so that our primary-aged kids can take a test in the spring. Our dis

10 by dianeravitch / 40min 

FairTest: Protests Against Testing Madness Continues to Grow

The following report comes from FairTest, which keeps track of news about testing a Ross the nation and advocates for sensible testing policies: This week’s stories about test protest and reform activities — as well as a few victories — come from more than a third of the states, as the movement continues to spread, intensify and gain more clout. Four Reasons Why Alabama Parents Want to Opt Their

9 by dianeravitch / 38min hide  //  save

Jersey Jazzman: New Jersey Sends Loser to New York: Oh, No!

For as long as I can remember, New York has been dumping its losers in New Jersey. New Yorkers have this arrogant attitude, you see, and we offload the stuff we want elsewhere, especially if it is just across the Hudson River. But now New Jersey has pulled a fast one: they (or at least a couple of Jersey billionaires) are sending New York a guy who was a leading mouthpiece for privatization. He i

4 by dianeravitch / 1h 

The Story of Houston Teachers Suing District’s Test-based Evaluation System

Here is the story of the Houston Seven, the teachers suing to invalidate the evaluations based on student tests scores. How nutty is this? “Andrew Dewey is an award-winning history teacher at Carnegie Vanguard High School in Houston. In 2011-12, he earned the top merit pay award that his school district gives out and had “most effective” teacher status through a controversial evaluation system t

15 by dianeravitch / 2h 

Michael Teitelbaum: STEM and American Hysteria

Michael S. Teitelbaum, author of a new book called “Falling Behind? Boom, Bust, and the Global Race for Scientific Talent,” writes in the Los Angeles Times that claims of a shortage of scientists and engineers are exaggerated. He reminds us that there have been at least five cycles of hand-wringing since the end of World War II about our alleged technological decline. The reality, he argues, is th

17 by dianeravitch / 3h 

LISTEN TO DIANE RAVITCH 4-30-14 Diane Ravitch's blog | A site to discuss better education for all

Diane Ravitch's blog | A site to discuss better education for all: Jersey Jazzman: Did NPR Sell Out to the Walton Family Foundation?Jersey Jazzman heard NPR describe the reason that Washington State refused to bow to Arne Duncan’s demand that the sate use test scores to evaluate teacher quality. It wasn’t because the methodology has no evidence behind it. It wasn’t because the method has been ques

by mike simpson / 8h 

5-1-14 the becoming radical | A Place for a Pedagogy of Kindness (the public and scholarly writing by P. L. Thomas, Furman University)

the becoming radical | A Place for a Pedagogy of Kindness (the public and scholarly writing by P. L. Thomas, Furman University):

Revisiting James Baldwin’s “Black English”

The first five or six years of teaching high school English have blurred in my memory, but certain days, certain events, and certain students remain vivid. One day in those years a young woman in my tenth-grade course blurted out in utter exasperation, “When are we going to do English? All we do is read and write!” No, she was not being sarcastic. This student had been taught in her first nine yea

by plthomasedd / 0min 

4-30-14 the becoming radical | A Place for a Pedagogy of Kindness (the public and scholarly writing by P. L. Thomas, Furman University)

the becoming radical | A Place for a Pedagogy of Kindness (the public and scholarly writing by P. L. Thomas, Furman University): More on Two AmericasRecently, I posed an argument about two Americas, personified by George W. Bush and Neil deGrasse Tyson. Over the past few days, the controversy surrounding Donald Sterling has offered even more evidence of two Americas. Let’s start with the unlikelie

by mike simpson / 7h 

5-1-14 The Whole Child Blog — The Educator's Essentials — Whole Child Education

The Educator's Essentials — Whole Child Education:

Education Innovation: Teaching Tomorrow’s Learners

Post written by Mikaela Dwyer, a journalism student at Southern New Hampshire University in Manchester. She considers herself a human rights activist and spends her time volunteering on campus and with various local nonprofits. After graduation, Dwyer hopes to join the Peace Corps and then become an investigative journalist for human rights issues. Brian K. Perkins, director of the Urban Education

by Whole Child Sympo... / 39min 

THE WHOLE CHILD BLOG

The Educator’s Essentials

May 1, 2014 by Klea Scharberg

In this era of school reform, turnaround, and educational change, it is easy to overlook the basics of why we educate and what we want for our children. Usually when we talk about "getting back to the basics," the conversation is student-focused, if not always student-centered. These basics of learning vary from the 3 Rs (reading, 'riting, and 'rithmetic) to STEM to 21st century skills.

But what are the basics of teaching? How are we (as educators, professionals, and colleagues) designing, even transforming, our instructional practices to meet the demands of today and tomorrow? Teacher Kevin Parr believes that we need to get back to teaching with kids, not just their test scores, in mind. His teaching basics are for educators to trust their teaching, create the conversation for change, and let social and emotional learning lead the way. In their new ASCD book Essential Questions: Opening Doors to Student Understanding, authors Jay McTighe and Grant Wiggins advocate creating a culture of inquiry so that all members of the educational community—students, teachers, and administrators—benefit from the increased rigor and deepened understanding that emerge when essential questions become a guiding force for learners of all ages.

In examining what makes a question "essential," McTighe and Wiggins find that they are

• Important and timeless and that answers may change in response to reflection, learning, and experience;
• Elemental and foundational and reflect the key inquiries within a discipline; and
• Vital and necessary for personal understanding and comprise what students need for learning core content.

"A good education is grounded in such lifelong questions, even if we sometimes lose sight of them while focusing on content mastery," write McTighe and Wiggins. "Such questions signal that education is not just about learning 'the answer,' but also about learning how to think, question, and continually learn."

What are other "essentials?" What are the fundamental elements and habits that bring us together and set the stage for lasting, comprehensive, and sustainable school improvement?

---

The Whole Child Podcast is one of the many ways ASCD shares stories, insights, and discussions about what works in today's schools to achieve these goals and ensure that each student is healthy, safe, engaged, supported, and challenged. This month's episode, "Glowing, Growing, and Getting Back to the Real Basics," was taped in front of a live audience at the 2014 ASCD Annual Conference in Los Angeles and features special guests from the Washington Montessori School, the 2014 winner of the Vision in Action: The ASCD Whole Child Award.

You'll hear from founding principal Sharon Jacobs, literacy impact facilitator Shanta Buchanan, math impact facilitator Paulita Musgrave, and teachers Erin Deal, Gillian Hill, and Eileen Martin as they share the tale of their school's transformation from a priority school to a school of progress. In getting back to the "real" basics at Washington Montessori, teachers have learned that if you approach teaching with positivity and engage students thoughtfully despite the challenges, you'll find, as Martin says in the episode, "[T]hat when kids enjoy coming to school, they enjoy learning and you will get your results."

Have you signed up to receive the Whole Child Newsletter? Read this month's newsletter and visit thearchive for more strategies, resources, and tools you can use to help ensure that each child is healthy, safe, engaged, supported, and challenged.

4-30-14 The Whole Child Blog — Food for Thought: What the SNAP Cuts Mean for Students and Schools — Whole Child Education

Food for Thought: What the SNAP Cuts Mean for Students and Schools — Whole Child Education: THE WHOLE CHILD BLOGFood for Thought: What the SNAP Cuts Mean for Students and SchoolsApril 30, 2014 by Melanie OlmsteadResearch shows that students with access to good nutrition have higher school attendance records, are better able to focus, and are consistently more engaged than students with poor nutrit

by mike simpson / 9h 

5-1-14 Fred Klonsky | Daily posts from a retired public school teacher

Fred Klonsky | Daily posts from a retired public school teacher who is just looking at the data.:

Solidarity.

Members of the Early Childhood, Elementary and Literacy Department at Montclair State University stand in solidarity with teachers opting out!

by Fred Klonsky / 33min hide  //  save

Ten minute drawing. What’s the difference between the NBA and SCOTUS?

by Fred Klonsky / 37min 

On this May Day morning my eyes are on Brooklyn and my heart is in Brooklyn.

As a Chicagoan, nothing symbolizes the spirit of rebellion against what is wrong than May Day. The working class holiday began in this city with the fight for the 8 hour day and the events at Haymarket Square. This morning teachers and staff at the International High School at Prospect Heights are rebelling against the wrong that standardized testing has become. Each staff member – teachers, psych

15 by Fred Klonsky / 2h 

4-30-14 Fred Klonsky | Daily posts from a retired public school teacher

Fred Klonsky | Daily posts from a retired public school teacher who is just looking at the data.: Illinois State Representative Keith Farnham is a child pornographer and molester.“Keith Farnham? Didn’t he vote for pension theft?” I was asked yesterday. “Apparently that may be the best thing he did,” I responded. From the Chicago Tribune. When he resigned his seat on March 19, Farnham told the Trib

by mike simpson / 8h 

5-1-13 Engaging Parents In School… | Going Beyond Parent "Involvement"

Engaging Parents In School… | Going Beyond Parent "Involvement":

Anne Henderson Responds To “Broken Compass” Parent Involvement Book

NEA Today had an excellent article on the now infamous “Broken Compass” book questioning the value of parent involvement. It quotes Anne Henderson, probably THE parent engagement/involvement expert in the United States. Here’s a portion of what she had to say: Anne T. Henderson, a senior consultant at the Annenberg Institute for School Reform and a leading expert on the relationship between famili

3 by Larry Ferlazzo / 8h 

4-30-13 Engaging Parents In School… | Going Beyond Parent "Involvement"

Engaging Parents In School… | Going Beyond Parent "Involvement": Georgia School District Is Model On How Schools Should NOT Deal With Parents Who Want To “Opt-Out” Of TestsThanks to Bill Ferriter, I’ve learned about a Georgia school district who had a police officer tell parents who were opting out of state tests that they would and their children would be trespassing if they were on sch

by mike simpson / 8h 

My Reaction to the PARCC & SBAC Responses :: Frederick M. Hess

My Reaction to the PARCC & SBAC Responses :: Frederick M. Hess:

My Reaction to the PARCC & SBAC Responses

by Frederick M. Hess  •  May 1, 2014 at 9:58 am

The past couple days I've run pieces by PARCC's Jeff Nellhaus and SBAC's Joe Wilhoft that helped illuminate how their consortia are going to address some key challenges when it comes to making sure that the new Common Core tests can carry the load they're being asked to bear. I want to thank Jeff and Joe for their thoughtful, constructive, and illuminating contributions. I found the exchange somewhat heartening, after years during which my questions had been genially (and sometimes not so genially) brushed aside. And, to be clear, this exchange is less about PARCC, SBAC, or the Common Core in particular than about the practical challenges of introducing new, quasi-national, computer-assisted tests that are to be used for high-stakes decisions.

As has been the case all along, my primary concern is to have an open, transparent discussion so that I (and, I guess more importantly, parents, educators, voters, and those making the decisions) are clear how much weight these assessments should bear. This matters because these assessments are being used not merely for informational or instructional purposes, but to label schools, judge programs, evaluate teachers, and determine job security and pay.

Having read the responses by Jeff and Joe, I have a few additional queries. And let's be clear: the questions that follow aren't solely (or even mostly) for PARCC or SBAC, but also for the community of state officials, advocates, and educators committed to Common Core implementation. Indeed, these responses make clear that many of the challenges ahead are less questions of test design and psychometrics than of policy and practice. And I've long been puzzled that Common Core's champions have pooh-poohed these questions rather than charging out front to sound the alarm, demand aggressive action, and make sure this stuff actually works. (On the other hand, I would've thought Affordable Care Act enthusiasts would've done that for Healthcare.gov, and they didn't. So, who knows?)

1] Jeff notes, "Schools are responsible for creating testing conditions that are consistent with PARCC's protocol for standardized conditions." I get that. But what if they don't? What if some districts are lax on this count, or disorganized, or choose to try to inflate their results (a la Atlanta) by manipulating testing My Reaction to the PARCC & SBAC Responses :: Frederick M. Hess:

5-1-14 Larry Ferlazzo’s Websites of the Day… | …For Teaching ELL, ESL, & EFL

Larry Ferlazzo’s Websites of the Day… | …For Teaching ELL, ESL, & EFL:

Ta-Nehisi Coates On “Elegant Racism”

I would encourage everyone to read This Town Needs a Better Class of Racist by Ta-Nehisi Coates. You might also be interested in The Best Posts, Articles & Lesson Plans On The Jordan Davis Tragedy & Verdict: Our “Classrooms Are Full Of Him” and The Best Resources For Lessons On Trayvon Martin .

by Larry Ferlazzo / 23min 

TED-Ed Video: “Not all scientific studies are created equal”

I’m adding this video to The Best Resources For Understanding How To Interpret Education Research:

by Larry Ferlazzo / 2h 

  

4-30-14 Larry Ferlazzo’s Websites of the Day… | …For Teaching ELL, ESL, & EFL

Larry Ferlazzo’s Websites of the Day… | …For Teaching ELL, ESL, & EFL: San Francisco Symphony Unveils Must-See Redesigned WebsiteThe San Francisco Symphony has just unveiled a newly redesigned website that’s pretty extraordinary. There’s so much there, and it’s so accessible — music, instruments, and you can even compose your own, play it, and share your creation with the world. The text is pr

by mike simpson / 8h 

5-1-14 Wait What?

Wait What?:

The Art of Removing the Rotten Core

Coming on the heels of the rapacious profiteering and privatizing scheme of NCLB, and designed in the dark by a tiny team of technocrats led by the prissy Platonist, David Coleman, the Common Core was doomed from the start. Designed, without doubt, to be the testing delivery system to guarantee another generation of harder tests and more school meltdowns and subsequent takeovers, the arrogant educ

by Jim Horn / 2min 

Malloy is a fraud on campaign finance reform issues

NEWS ALERT:  Buried under the news about the massive problems facing Connecticut’s State budget and other developments and issues that have surfaced over the past couple of weeks is one of the most significant news stories of Governor Malloy’s term. The truth is that after having run as a “pro-campaign finance reform” candidate, Dannel “Dan” […] The post Malloy is a fraud on campaign finance refor

5 by jonpelto / 1h hide  //  save

Group of New York Teachers refuse to give unfair standardized tests

At great risk to their careers, 26 Teachers and Staff of International High School at Prospect Heights in New York City are refusing to give the NYC ELA Performance Assessment Test.  The comes after 3 teachers from the Earth School on the lower east side in Manhattan sent a letter of conscience to the NYC […] The post Group of New York Teachers refuse to give unfair standardized tests appeared fir

9 by jonpelto / 2h 

4-30-14 Wait What?

Wait What?: Let Teachers TeachTeresa M. Pelham is the co-blogger for the Hartford Courant’s Mommy Minute blog and a well-known children’s book writer. In recent Courant column entitled, Let’s Ditch Those Tests And Let Teachers Teach, Pelham eloquently put into words what many of us are thinking. More Testing, Less Learning is not what prepares our children for the […] The post Let Teachers Teach a

by mike simpson / 8h