Black student achievement doesn’t look any better 10 years after a federal court ended its oversight of Dallas ISD’s desegregation plan | Education Blog

Black student achievement doesn’t look any better 10 years after a federal court ended its oversight of Dallas ISD’s desegregation plan | Education Blog:

Black student achievement doesn’t look any better 10 years after a federal court ended its oversight of Dallas ISD’s desegregation plan

By Scott K. Parks
sparks@dallasnews.com
2:04 pm on July 25, 2013 | Permalink

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U.S. District Judge Barefoot Sanders kept watch over Dallas ISD for more than three decades under a desegregation court order that controlled where schools were located, attendance zones, education programs, staffing policies and much more.

This summer marks a decade since DISD went to court and convinced Sanders to dissolve the court order and end federal oversight. So, we ask the question: What has changed in the last 10 years? Are black students better off or worse off than they were under the court order, which lasted from 1971 to June 2003?

The answer is murky, but it’s clear that federal court efforts to desegregate DISD amount to a failed social experiment. The goal was to dismantle the district’s dual system for whites and blacks and create an integrated educational system. Legally, that happened. But what’s legal and what really happened were two different things.

White families rebelled and moved to the suburbs or put their kids in private schools. In 1970, more than 60 percent of DISD students were white. Now, 43 years later,  Allen and Frisco ISDs look like DISD in 

GIMBY | Blog | Top ten problems facing public education in America

GIMBY | Blog | Top ten problems facing public education in America:

Top ten problems facing public education in America

U.S. first lady Michelle Obama visits a fifth-grade art class at Savoy School, a public elementary school in Anacostia, a neighborhood in D.C. (Photo: Jonathan Ernst, Reuters)

Brooks Hays

The most essential problems with public education in America are seldom addressed in plain language. Below, GIMBY hones in on public education’s ten most pressing problems.

Poverty

It’s hard to arrive at school each day focused and ready to learn if you’re hungry and your household is struggling to make ends meet. The American Psychiatric Association has found that the dropout rate for teenagers living in poverty is, on average, ten times higher than it is for their more affluent peers. These discrepancies are only getting worse as a result of a struggling economy. According to the 2010 Census, the poverty rate is the highest it has been since the 1960s, at more than 15 percent. Sadly, a large portion of those in poverty are children — 12.9 million by last count. Julia Thompson, a longtime school teacher and author of The First-Year Teacher’s Survival Guide, says the problems of childhood poverty call for a stronger bond between schools, communities, and social services.

Classroom size

America’s population growth is outpacing the nation’s ability to build new schools and hire new staff. Budgets simply can’t keep up, and as a result, class sizes are growing. Study after study after study (here, here, and here) has found a strong correlation between classroom size and student performance. The smaller the class is, the better the education received, and the better students perform. Whether reducing a class from 40 to 35, or from 20 to 15, this truth applies at all age levels and at all levels of achievement. Reducing class size is “one of fou

If the Ladder Is Leaning on the Wrong Structure — Whole Child Education

If the Ladder Is Leaning on the Wrong Structure — Whole Child Education:

THE WHOLE CHILD BLOG

If the Ladder Is Leaning on the Wrong Structure

July 25, 2013 by Leader to Leader

At the the recent ASCD Leader to Leader (L2L) conference, attendees had a series of passionateunconference conversations. Several groups refined their thoughts into a series of presentations to share with other attendees in an "idea marketplace." During the idea marketplace, unconference groups presented for four rounds of ten-minute sessions, giving their peers the opportunity to learn from several groups in one session.

This post, written by Jason Ellingson, an ASCD Emerging Leader and past president of Iowa ASCD, shares his group's experience. Join the conversation on Twitter by using the hashtag #ASCDL2L.

If the ladder is leaning on the wrong structure, it doesn't really matter if you can climb it.

At ASCD's L2L conference, participants were presented with an educational forecast by the KnowledgeWorks organization that demonstrated a significant shift in the workforce and our educational system. Based on the presentation, a group of us decided to focus on what new system of education would be needed to fairly prepare our students for this new workforce and new society.

The group decided that a new system of education needed to focus on personalized learning, a system that supports anytime, anywhere, any pace, any pathway for student learning. We believe that there needs to be 

Profiles in Education: Ryan Twentey

Ryan Twentey of Parkville High School in Maryland is known as a dedicated teacher who fosters his students' artistic interests to develop the skills they need to be successful in school, in the community, and in preparation for college. His photography and multimedia students have earned a 100 percent pass rate on the AP exam. Twentey also teaches interactive media production. He produces tutorial

by ASCD Whole Child ... / 7d 

Winning Rap of Science Genius 2013

    Connecting learners with curricular content so they take ownership of it and make it their own necessitates that design and delivery of learning experiences meets two requirements. It must be meaningful to learners. It must make sense to learners. In a paradigm of top-down education reform that effectively limits teacher autonomy, this is easier said than done. How much flexibility

by Jason Flom / 7d 

ASCD Affiliates Unconference

Over the past year, in my work with ASCD affiliates, we have been exploring ways to revolutionize the ways we serve their affiliate members. Why? The writing is on the wall that today's educators have different needs and expectations. It's difficult to get out of the classroom to attend conferences, and when educators can get away for professional development they want to be actively engaged in a

by Walter McKenzie / 7d mark as read  //  save

Who Says Book Clubs Are Just for Moms?

I was honored to host the most recent Whole Child Podcast where we talked about ways we reflect, recharge, and refresh as educators. One theme present in the podcast discussion and one we hear about over and over again is reading. While we encourage students (of all ages) to read often, as adults we find it difficult to find the time to read between full-time jobs, raising our children, and, heav

by Kevin Scott / 7d

 

The Effects of Early Learning

We have come to a pivotal point in education. The effects of early learning have consistently shown that children who do not have a strong start will continue to lag behind and encounter major barriers in the latter grades. Data from early grades have been powerful predictors of achievement and outcomes. Therefore, strong foundational skills in reading, math, and writing are fundamental for succe

by Dianna Minor / 3d

Image vs. Reality: A Lesson for the 7th Grader in All of Us

Post written by Emily Cherkin for Ashoka's Start Empathy Initiative, a whole child partner organization. When I tell people I work with 7th graders, I often hear, "Oh, wow. ... I'm so sorry!" They tell me how miserable their seventh grade year was. Sometimes I hear, "It takes a certain person to work with that age group..." before their voice trails off, uncertainly. I am usually bemused, at tu

by Start Empathy / 1d 

 

Improving Schools: The “Real World” Fallacy

First, if you haven't read Tom Whitby's post "The Big Lie in Education," do so. This post is a follow-up from what Whitby has eloquently started. While we are reflecting, refreshing, and recharging, lets reflect on what we are trying to teach our students and why. Take the premise uttered by many that education must prepare our students for the "Real World." What is this "Real World" that is oft

by Sean Slade / 1h mark as read  //  save

Congress: Listen to parents! | Parents Across America

Congress: Listen to parents! | Parents Across America:

 Please share this fax with your Congressional representatives and senators (downloadable pdf)

Listen to Parents!

Parent Voices Weekly Education Fax

July 25, 2013

 Survey: Parents oppose testing, school closings and “choice”

American Federation of Teachers survey shows most parents want less testing, charter schools and school closings and more support for neighborhood public schools.

From the AFT press release:

Most parents with children in public schools do not support recent changes in education policy, from closing low-performing schools to shifting public dollars to charter schools to private school vouchers, according to a new poll released Monday by the American Federation of Teachers. Support for strong public schools over expanded vouchers and charters is widespread, with 77 percent supporting this approach, and that support cuts across political and class lines.

Public school parents also soundly reject the austerity-driven policies being pushed in schools. More than two-thirds of parents see the following as reducing the quality of public education: teacher and staff layoffs; increased class sizes; school closings; high turnover rates; and cutbacks in art, music, libraries and physical education. And a 57 percent majority feel there is too much emphasis on testing today.

PAA’s position: This survey reinforces PAA’s approach as detailed in our position paper on ESEA reauthorization, “What Public School Parents Want in a New Federal Education Law” 

PAA opposes efforts to privatize public education through the expansion of charters, vouchers or other privately-run programs at the expense of regular public schools. We oppose the misuse and overuse of standardized tests to evaluate teachers, students or schools.

PAA recommends that Congress listen to parents and support policies and practices that have a track record of improving schools, and more reliable accountability and assessment practices.

Specifically we suggest that a new ESEA include:

• a focus on providing sufficient and equitable resources in all public schools, so that every child can receive a high-quality education,
• improving schools rather than closing them, using evidence-based solutions backed by parents and other stakeholders,
• less standardized testing and more reliable accountability and assessment practices,
• programs that encourage the retention of professional, experienced teachers,
• a full range of parent involvement opportunities, including a stronger, democratically-elected parent voice in decision making at the school, district, state, and national levels, and
• the right of parents to opt their children out of standardized tests.

- See more at: http://parentsacrossamerica.org/congress-listen-parents/?utm_source=feedly#sthash.DIat9sJ2.dpuf

Truth in American Education

Truth in American Education:

Arizona Is Not Concerned About Cost of Common Core Testing?

Georgia pulled out of PARCC due largely because of the cost of the test.  Other states have withdrawn from their testing consortiums, but not Arizona.  Their Department of Education said that the cost is less than they anticipated.From the Arizona Daily Independent:The Arizona Department of Education is committed to the Common Core standards, despite wide opposition. According to the Yellow Sheet,

by Shane Vander Hart / 47min mark as read  //  save

Common Core Opposition Cropping Up in Mississippi

WJTV Channel 12 in Mississippi reports that opposition to the Common Core State Standards is starting to crop up in Mississippi.A group of state senators is questioning Mississippi’s implementation of the Common Core education standards, even as the state’s schools move to fully implement the standards this fall.Republican Sen. Angela Hill of Picayune says Mississippi’s decision to set different t

by Shane Vander Hart / 2h 

Countering Florida GOP Leaders Defense of the Common Core

This is American Principles Project’s response:Five former Florida Republican Party leaders have urged the state GOP to ignore the parents and teachers who object to the centralization of education through the Common Core State (sic) Standards. Like other Common Core proponents, they repeat the talking points; like the others, they fail to produce evidence to support their statements. Below is a p

by Jane Robbins / 7h

Common Core Causes Test Scores to Drop in Maryland

Lillian Lowery, the Maryland State School Superintendent pointed primarily to the Common Core State Standards as the culprit as to why test scores dropped in Maryland this year.Via the Baltimore Sun:The drops in test scores for both elementary and middle schools were seen in nearly every school district and were as great in the higher-performing districts of Howard and Montgomery counties as they

by Shane Vander Hart / 21h mark as read  //  save

 Kansas BOE Member: Next Generation Science Standards Development Non-Transparent

The Topeka Capital-Journal reports that Ken Willard, a member of the Kansas State Board of Education, said that the development of the Next Generation Science Standards was not transparent enough due to a confidentiality agreement board members were required to sign.Ken Willard, one of two members on the state board to vote against the Next Generation Science Standards, says the agreement not to d

by Shane Vander Hart / 1d mark as read  //  save

Standards & Testing Won’t Help South Carolina’s Education Problem

Dr. Paul Thomas of Furman University in South Carolina wrote an op/ed for The State.  He said the the Kids Count report by the Annie E. Casey Foundation which examines child well-being shows that perhaps South Carolina needs to focus its resources on something other than standards and testing mandates.More children are attending preschool, more students are proficient in reading and math, fewer ch

by Shane Vander Hart / 1d 

The Science Behind How We Learn New Skills | toteachornototeach

The Science Behind How We Learn New Skills | toteachornototeach:

The Science Behind How We Learn New Skills

Learning new skills is one of the best ways to make yourself both marketable and happy, but actually doing so isn’t as easy as it sounds. The science behind how we learn is the foundation for teaching yourself new skills. Here’s what we know about learning a new skill.

Our brains are still a bit of a mystery. We’ll likely be learning about how our brain works for years to come, but we are starting to get a better idea of how we learn new things. To that end, let’s start by talking about what happens in your brain as you take on a new skillset before moving onto some of the scientifically effective ways to learn.

How Your Brain Changes As You Learn a New Skill

Every time you learn something new, your brain changes in a pretty substantial way. In 

A former KIPP teacher comments on her experience | Seattle Education

A former KIPP teacher comments on her experience | Seattle Education:

A former KIPP teacher comments on her experience

KIPP is one of the charter school franchises that’s been tossed around in Seattle  by ed reformers as an option if charter schools were to be legalized in our state. I’ve been following KIPP and several articles that I have come across are listed in the right column of this blog under “KIPP”. It could possibly be the worst example of a school experience a child could have but they do market well.

I was reading a post by Leonie Haimson that is well worth a read “At KIPP, I would wake up sick, every single day”. The post is an interview that Leonie had with a former KIPP parent and the parent’s daughter who was a student attending KIPP.

At the end of the post was the following comment written by a former KIPP teacher that I wanted to share with you  today:

I was a teacher at a KIPP school for 1 /1/2 years. (Not in NYC) It was the most horrible experience of my life. The teachers and students are literally in school for 11 hours a day. You basically have no personal life as it is all about KIPP. The school has a cult like mentality with chants, rituals, and an obsessive focus on “being nice, work hard, get into college”.  I saw numerous teachers experience nervous breakdowns from the 

What to do if CPS threatens to flunk your child after summer school Parents United for Responsible Education

Parents United for Responsible Education » Blog Archive » What to do if CPS threatens to flunk your child after summer school:

What to do if CPS threatens to flunk your child after summer school

A PURE tip sheet. Download here to share,

How to help your child move up

to the next grade after summer school

If CPS sent your child to summer school this year, how can you be sure he or she will be promoted to the next grade in the fall? Here’s what must happen for your child to move up, according to the CPS promotion policy:

• All summer school students must have a passing grade in reading and math on the summer school report card, and no more than 3 unexcused absences.

• Summer student students who scored below the 25^th percentile on the reading or math state test in the spring must also retake the state test in the area or areas where their spring scores were below the 25^th percentile. To be promoted, they must score at the 25^th percentile or above this time.
• There are other requirements for special education students, English language learners, and eighth grade students who did not meet the CPS cut score in writing. For the details, see the CPS promotion policy http://policy.cps.k12.il.us/download.aspx?ID=45
  as amended by this resolution in May 2012: http://www.cps.edu/About_CPS/The_Board_of_Education/Documents/BoardActions/2012_05/12-0523-RS1.pdf

Parents’ right to appeal

If CPS decides to retain your child – hold him or her back — you have a right to appeal that decision.

• You will only have FIVE days to file your appeal after you are notified of the decision, so you need to be prepared.

• You must make your appeal in writing to the CPS Chief Education Officer, 125 S. Clark Street, 5^th floor, Chicago IL 60603 fax: 773-553-1501. Ask for a review of your child’s academic performance based on all available evidence.

• For this review, you may bring any additional information regarding your child that would justify waiving the requirements of the promotion policy.

PURE has a tip sheet for parents with ideas for building a student portfolio which you can use to present evidence of your child’s abilities, progress, and challenges: http://pureparents.org/data/files/partsofportfolio.pdf

© Parents United for Responsible Education2012

11 E Adams Street Chicago, IL 60603 Tel. 312/491-9101 pure@pureparents.org www.pureparents.org

nload and share here.

- See more at: http://pureparents.org/?p=20769#sthash.TE2mGe0m.dpuf