Our guest author today is William Schmidt, a University Distinguished Professor and co-director of the Education Policy Center at Michigan State University. He is also a member of the Shanker Institute board of directors.
It is no secret that disadvantaged students are more likely to struggle in school. For decades now, public policy has focused on how to reduce the achievement gap between poorer and more affluent students. Despite numerous reform efforts, these gaps remain virtually unchanged – a fact that is deeply frustrating, and also a little confusing. It would be reasonable to assume that background inequalities would shrink over the years of schooling, but that’s not what we find. At age eighteen, rather, we find differences that are roughly the same size as we see at age six.
Does this mean that schools can’t effectively address inequality? Certainly not. I devoted a whole book to the subject, Inequality for All, in which I argued that one of the key factors driving inequality in schools is unequal opportunity to learn, or OTL.
It is very unlikely that students will learn material they are not exposed to, and there is considerable evidence that disadvantaged students are systematically tracked into classrooms with weaker content. Rather than mitigating the effects of poverty, many American schools are exacerbating them. Read More »
Over the past few months, we have heard a lot about discipline disparities by race/ethnicity and gender — disparities that begin in the earliest years of schooling. According to the Civil Rights Data Collection Project by the U.S. Department of Education’s Office for Civil Rights, “black students represent 18% of preschool enrollment, but 42% of preschool students suspended once and 48% of students suspended more than once.” It also found that “boys receive more than three out of four out-of-school preschool suspensions.”
This focus on student discipline disparities has also drawn attention to the research on implicit bias — the idea that we all harbor unconscious attitudes that tend to favor individuals from some groups (whites, males, those judged to be good looking, etc.), and that disadvantage people from other groups (people of color, women, ethnic minorities, etc.). The concept of implicit bias suggests that good or bad behavior is often in the eye of the beholder, and disparities in disciplinary outcomes (e.g., suspensions and expulsions) may be influenced by unconscious stereotypes.
Part of me is very glad that we are finally having this conversation. Acknowledging the existence and consequences of subtle, implicit forms of prejudice is an important and necessary first step toward mitigating their effects and advancing toward fairness — see my implicit bias series here. But it sometimes seems that the discipline and the implicit bias conversations are one and the same, and this concerns me for two reasons. Read More »
There is an ongoing debate in the U.S. about the role of democracy in public education. In March 1997, in his final “Where We Stand” column in the New York Times, Al Shanker addressed this issue directly. The piece, published posthumously, was an excerpt from a larger essay entitled “40 Years in the Profession,” which was included in a collection published by the Phi Delta Kappa Educational Foundation.
Why do I continue when so much of what I’ve worked for seems threatened? To a large extent, because I believe that public education is the glue that has held this country together. Critics now say that the common school never really existed, that it’s time to abandon this ideal in favor of schools that are designed to appeal to groups based on ethnicity, race, religion, class, or common interests of various kinds. But schools like these would foster divisions in our society; they would be like setting a time bomb.
A Martian who happened to be visiting Earth soon after the United States was founded would not have given this country much chance of surviving. He would have predicted that this new nation, whose inhabitants were of different races, who spoke different languages, and who followed different religions, wouldn’t remain one nation for long. They would end up fighting and killing each other. Then, what was left of each group would set up its own country, just as has happened many other times and in many other places. But that didn’t happen. Instead, we became a wealthy and powerful nation—the freest the world has ever known. Millions of people from around the world have risked their lives to come here, and they continue to do so today. Read More »
This is the second post in a series on “The Social Side Of Reform”, exploring the idea that relationships, social capital, and social networks matter in lasting, systemic educational improvement. For more on this series, click here.
Debates about how to improve educational outcomes for students often involve two ‘camps’: Those who focus on the impact of “in-school factors” on student achievement; and those who focus on “out-of-school factors.” There are many in-school factors discussed but improving the quality of individual teachers (or teachers’ human capital) is almost always touted as the main strategy for school improvement. Out-of-school factors are also numerous but proponents of this view tend toward addressing broad systemic problems such as poverty and inequality.
Social capital — the idea that relationships have value, that social ties provide access to important resources like knowledge and support, and that a group’s performance can often exceed that of the sum of its members — is something that rarely makes it into the conversation. But why does social capital matter?
Research suggests that teachers’ social capital may be just as important to student learning as their human capital. In fact, some studies indicate that if school improvement policies addressed teachers’ human and social capital simultaneously, they would go a long way toward mitigating the effects of poverty on student outcomes. Sounds good, right? The problem is: Current policy does not resemble this approach. Researchers, commentators and practitioners have shown and lamented that many of the strategies leveraged to increase teachers’ human capital often do so at the expense of eroding social capital in our schools. In other words, these approaches are moving us one step forward and two steps back. Read More »
The Washington Post reports on an issue that we have discussed here on many occasions: The incompleteness of the testing results released annually by the District of Columbia Public Schools (DCPS), or, more accurately, the Office of the State Superintendent of Education (OSSE), which is responsible for testing in DC schools.
Here’s the quick backstory: For the past 7-8 years or so, DCPS/OSSE have not released a single test score for the state assessment (the DC-CAS). Instead, they have released only the percentage of students whose scores meet the designated cutoff points for the NCLB-style categories of below basic, basic, proficient and advanced. I will not reiterate all of the problems with these cutpoint-based rates and how they serve to distort the underlying data, except to say that they are by themselves among the worst ways to present these data, and there is absolutely no reason why states and districts should not release both rates and average scale scores.
The Post reports, however, that one organization — the Broader, Bolder Approach to Education — was able to obtain the actual scale score data (by subgroup and grade) for 2010-2013, and that this group published a memo-style report alleging that DCPS’ public presentation of their testing results over the past few years has been misleading. I had a mixed reaction to this report and the accompanying story. Read More »
There is a tendency in education circles these days, one that I’m sure has been discussed by others, and of which I myself have been “guilty,” on countless occasions. The tendency is to use terms such “effective/ineffective teacher” or “teacher performance” interchangeably with estimates from value-added and other growth models.
Now, to be clear, I personally am not opposed to the use of value-added estimates in teacher evaluations and other policies, so long as it is done cautiously and appropriately (which, in my view, is not happening in very many places). Moreover, based on my reading of the research, I believe that these estimates can provide useful information about teachers’ performance in the classroom. In short, then, I am not disputing whether value-added scores should be considered to be one useful proxy measure for teacher performance and effectiveness (and described as such), both formally and informally.
Regardless of one’s views on value-added and its policy deployment, however, there is a point at which our failure to define terms can go too far, and perhaps cause confusion. Read More »
* Reprinted here in the Washington Post
This is the first post in a series on “The Social Side Of Reform”, exploring the idea that relationships, social capital, and social networks matter in lasting, systemic educational improvement. For more on this series, click here.
Our guest authors today are Kara S. Finnigan, Associate Professor at the Warner School of Education at the University of Rochester, and Alan J. Daly, Professor and Chair of Education Studies at the University of California San Diego. Finnigan and Daly have published numerous articles on social network analysis in education in academic and practitioner journals, and recently co-edited Using Research Evidence in Education: From the Schoolhouse Door to Capitol Hill (Springer, 2014), which explores the use and diffusion of different types of evidence across levels of the educational system.
There are many reforms out there; what if these ideas are not working as well as they could because educators are simply not communicating or building meaningful relationships with each other or maybe the conditions in which they do their work do not support productive interactions? These are important issues to understand and our research, some of which we highlight in this post, underscores the importance of the relational element in reform. To further explore the social side of the change equation, we draw on social network research as a way to highlight the importance of relationships as conduits through which valued resources flow and can bring about system-wide change.
A few years ago Arne Duncan noted that “[NCLB] has created a thousand ways for schools to fail and very few ways to help them succeed.” We think that may have to do with the over reliance on technical fixes, prescriptive approaches and the scant attention to the context — particularly the social context — in which reforms are implemented. But what would things look like if we took a more relational approach to educational improvement? Read More »
Our guest author today is Lisa Hansel, communications director for the Core Knowledge Foundation. Previously, she was the editor of American Educator, the magazine published by the American Federation of Teachers. This post originally appeared on The Core Knowledge Blog.
I’ll guess that pretty much all educators are aware of the “summer slide” or “summer learning loss.” Even if there is a teacher who hasn’t heard those terms, all teachers have to deal with the consequences—wasting 2 to 5 weeks each fall reteaching content and skills. Naively, I thought the reteaching ritual was so widely lamented that parents, too, were aware of the summer slide. So I was shocked to see that 61% of parents do not believe that their children decline in reading ability over the summer.
The finding comes from a new survey of 1,014 parents with children ages 5–11. Conducted by Harris Interactive, it kicks off the summer campaign by Reading Is Fundamental and Macy’s to provide books to needy children.
Sadly, that 61% foreshadows all of the findings. Read More »
A couple of weeks ago, the website Vox.com published an article entitled, “11 facts about U.S. teachers and schools that put the education reform debate in context.” The article, in the wake of the Vergara decision, is supposed to provide readers with the “basic facts” about the current education reform environment, with a particular emphasis on teachers. Most of the 11 facts are based on descriptive statistics.
Vox advertises itself as a source of accessible, essential, summary information — what you “need to know” — for people interested in a topic but not necessarily well-versed in it. Right off the bat, let me say that this is an extraordinarily difficult task, and in constructing lists such as this one, there’s no way to please everyone (I’ve read a couple of Vox’s education articles and they were okay).
That said, someone sent me this particular list, and it’s pretty good overall, especially since it does not reflect overt advocacy for given policy positions, as so many of these types of lists do. But I was compelled to comment on it. I want to say that I did this to make some lofty point about the strengths and weaknesses of data and statistics packaged for consumption by the general public. It would, however, be more accurate to say that I started doing it and just couldn’t stop. In any case, here’s a little supplemental discussion of each of the 11 items: Read More »
The latest issue of The Progress of Education Reform (released a few days ago by the Education Commission of the States) rounds up some recent research supporting the case that “all children need high quality early science learning experiences” and “science supports children’s learning and school readiness in other areas” — see here. The brief argues that even though science has not traditionally received the attention afforded to other preschool domains, such as literacy and mathematics, “science content and skills are critical and do not detract from literacy development; “in fact, [science] contributes to the goal that all children read with understanding by grade 3.”
These statements should come as no surprise. At the Institute, we have long advocated teaching rich, challenging content (including in English language arts, math and science) in the early years. Knowledge, which is what’s underneath words and vocabulary, is the foundation for acquiring more knowledge; it’s what allows us to read with understanding — or read to learn. This is important because it means that we must focus on teaching children about a wide range of interesting “stuff” – including, as the ECS report argues, early science. As I wrote elsewhere:
It’s important to start teaching knowledge in the early years and through oral language because children’s preexisting knowledge creates a framework that facilitates the acquisition of new information; knowing more words and concepts scaffolds children’s ability to slot novel information in the “right places,” and to learn related words and concepts more efficiently. Read More »
There is an ongoing debate about widespread administration of standardized tests to kindergartners. This is of course a serious decision. My personal opinion about whether this is a good idea depends on several factors, such as how good the tests will be and, most importantly, how the results will be used (and I cannot say that I am optimistic about the latter).
Although the policy itself must be considered seriously on its merits, there is one side aspect of testing kindergarteners that fascinates me: It would demonstrate how absurd it is to judge school performance, as does NCLB, using absolute performance levels – i.e., how highly students score on tests, rather than their progress over time.
Basically, the kindergarten tests would inevitably shake out the same way as those administered in later grades. Schools and districts serving more disadvantaged students would score substantially lower than their counterparts in more affluent areas. If the scores were converted to proficiency rates or similar cut-score measures, they would show extremely low pass rates in urban districts such as Detroit. Read More »
Unlike many of my colleagues, I don’t have a negative view of the Gates Foundation’s education programs. Although I will admit that part of me is uneasy with the sheer amount of resources (and influence) they wield, and there are a few areas where I don’t see eye-to-eye with their ideas (or grantees), I agree with them on a great many things, and I think that some of their efforts, such as the Measuring Effective Teachers project, are important and beneficial (even if I found their packaging of the MET results a bit overblown).
But I feel obliged to say that I am particularly impressed with their recent announcement of support for a two-year delay on attaching stakes to the results of new assessments aligned with the Common Core. Granted, much of this is due to the fact that I think this is the correct policy decision (see my opinion piece with Morgan Polikoff). Independent of that, however, I think it took intellectual and political courage for them to take this stance, given their efforts toward new teacher evaluations that include test-based productivity measures.
The announcement was guaranteed to please almost nobody. Read More »
This article was originally published in Dissent
The heart of education lies in the relationship between teacher and student. The quality of that relationship—its capacity to nurture, to inspire, to awaken the imagination and to cultivate the intellect—is crucial to student learning. This is an ancient truth, equally central to the pedagogy of Socrates in the West, Confucius in the East, and many others in between. But it bears repeating in an age when many self-styled “education reformers” seek to reduce the value of teaching to standardized test scores and statistical algorithms.
José Luis Vilson’s This Is Not A Test (Haymarket Books, 2014) bears witness to the enduring vitality of that relationship. Vilson teaches math to poor black and brown students in New York City middle schools, and his writing is rooted in his classroom experiences. His voice is an authentic teacher’s voice, with the resonance of a teacher’s calling and the timbre of a teacher’s passion for the welfare of his students. Teachers will recognize themselves in Vilson, from his fatherly affection for his students and disarmingly open accounts of classroom triumphs and defeats to his sorrow at a former student’s senseless death and anger over the poverty that throws up so many obstacles to student learning. Read More »
Over the past few years, one can find a regular flow of writing attempting to explain the increase in teacher attrition. Usually, these explanations come in the form of advocacy – that is, people who don’t like a given policy or policies assert that they are the reasons for the rise in teachers leaving. Putting aside that these arguments are usually little more than speculation, as well as the fact that they often rely on highly limited approaches to measuring attrition (e.g., teacher experience distributions), there is a prior issue that must be addressed here: Is teacher attrition really increasing?
The short answer, at least at the national level and over the longer term, is yes, but, as usual, it’s more complicated than a simple yes/no answer.
Obviously, not all attrition is “bad,” as it depends on who’s leaving, but any attempt to examine levels of or trends in teacher attrition (leaving the profession) or mobility (switching schools) requires good data. When looking at individual districts, one often must rely on administrative datasets that make it very difficult to determine whether teachers left the profession entirely or simply moved to another district (though remember that whether teachers leave the profession or simply switch schools doesn’t really matter to individual schools, since they must replace the teachers regardless). In addition, the phenomenon of teachers leaving for a temporary period and then returning (e.g., after childbirth) is more common than many people realize. Read More »
A few weeks ago, I wrote a post that made a fairly simple point about the practice of expressing estimated charter effects on test scores as “days of additional learning”: Among the handful of states, districts, and multi-site operators that consistently have been shown to have a positive effect on testing outcomes, might not those “days of learning” be explained, at least in part, by the fact that they actually do offer additional days of learning, in the form of much longer school days and years?
That is, there is a small group of charter models/chains that seem to get good results. There are many intangible factors that make a school effective, but to the degree we can chalk this up to concrete practices or policies, additional time may be the most compelling possibility. Although it’s true that school time must be used wisely, it’s difficult to believe that the sheer amount of extra time that the flagship chains offer would not improve testing performance substantially.
To their credit, many charter advocates do acknowledge the potentially crucial role of extended time in explaining their success stories. And the research, tentative though it still is, is rather promising. Nevertheless, there are a few important points that bear repeating when it comes to the idea of massive amounts of additional time, particularly given the fact that there is a push to get regular public schools to adopt the practice. Read More »