Our guest author today is Bill Penuel, professor of educational psychology and learning sciences at the University of Colorado Boulder. He leads the National Center for Research in Policy and Practice, which investigates how school and district leaders use research in decision-making. Bill is co-Principal Investigator of the Research+Practice Collaboratory (funded by the National Science Foundation) and of a study about research use in research-practice partnerships (supported by the William T. Grant Foundation). This is the first of two posts on research-practice partnerships; both are part of The Social Side of Reform Shanker Blog series.
Policymakers are asking a lot of public school teachers these days, especially when it comes to the shifts in teaching and assessment required to implement new, ambitious standards for student learning. Teachers want and need more time and support to make these shifts. A big question is: What kinds of support and guidance can educational research and researchers provide?
Unfortunately, that question is not easy to answer. Most educational researchers spend much of their time answering questions that are of more interest to other researchers than to practitioners. Even if researchers did focus on questions of interest to practitioners, teachers and teacher leaders need answers more quickly than researchers can provide them. And when researchers and practitioners do try to work together on problems of practice, it takes a while for them to get on the same page about what those problems are and how to solve them. It’s almost as if researchers and practitioners occupy two different cultural worlds. Read More »
Our guest authors today are Alan J. Daly, Professor and Chair of Education Studies at the University of California San Diego, and Kara S. Finnigan, Associate Professor at the Warner School of Education at the University of Rochester. Daly and Finnigan have published numerous articles on social network analysis in education 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.
Teacher evaluation is a hotly contested topic, with vigorous debate happening around issues of testing, measurement, and what is considered ‘important’ in terms of student learning, not to mention the potential high stakes decisions that may be made as a result of these assessments. At its best, this discussion has reinvigorated a national dialogue around teaching practice and research; at its worst it has polarized and entrenched stakeholder groups into rigid camps. How is it we can avoid the calcification of opinion and continue a constructive dialogue around this important and complex issue?
One way, as we suggest here, is to continue to discuss alternatives around teacher evaluation, and to be thoughtful about the role of social interactions in student outcomes, particularly as it relates to the current conversation around valued added models. It is in this spirit that we ask: Is there a ‘social side’ to a teacher’s ability to add value to their students’ growth and, if so, what are the implications for current teacher evaluation models? Read More »
Our guest author today is Jennifer Borgioli, a Senior Consultant with Learner-Centered Initiatives, Ltd., where she supports schools with designing performance based assessments, data analysis, and curriculum design.
The chart below was taken from the 2014 report on student performance on the Grades 3-8 tests administered by the New York State Department of Education.
Based on this chart, which of the following statements is the most accurate?
A. “64 percent of 8th grade students failed the ELA test”
B. “36 percent of 8th graders are at grade level in reading and writing”
C. “36 percent of students meet or exceed the proficiency standard (Level 3 or 4) on the Grade 8 CCLS-aligned math test”
Read More »
Our guest author today is Travis J. Bristol, former high school English teacher in New York City public schools and teacher educator with the Boston Teacher Residency program, who is currently a research and policy fellow at the Stanford Center for Opportunity Policy in Education (SCOPE) at Stanford University.
The challenges faced by Black male teachers in schools may serve as the canary in the coalmine that begins to explain the debilitating condition faced by Black boys in schools. Black males represent 1.9% of all public school teachers yet have one of the highest rates of turnover. Attempts to increase the number of Black male teachers are based on research that suggests these new recruits can improve Black students’ schooling outcomes.
Below, I discuss my study of the school-based experiences of 27 Black male teachers in Boston Public Schools (BPS), who represent approximately 10 percent of all Black male teachers in the district. This study, which I recently discussed in Boston’s NPR news station, is one of the largest studies conducted exclusively on Black male teachers and has implications for policymakers as well as school administrators looking to recruit and retain Black male educators.
Here is a summary of the key findings. Read More »
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 »
* 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 Andrew J. Nathan, Class of 1919 Professor of Political Science at Columbia University
On the 25th anniversary of the June 4, 1989 crackdown on pro-democracy demonstrators in Beijing’s Tiananmen Square, it is worth reflecting on the effect that tragic event had on labor conditions in China.
Tiananmen is generally thought of as a student movement, but there was also a great deal of worker participation. A group called the Beijing Workers Autonomous Federation took shape during the movement under the leadership of Han Dongfang, then a young railway worker. Today he leads an important worker rights organization, China Labour Bulletin, that works on Chinese labor rights issues from its office in Hong Kong. Outside of Beijing, demonstrations occurred in more than 300 other cities, also with worker participation. Some of the harshest penalties after the crackdown were imposed on workers, rather than students.
But workers, students, and other participants had the same goals in the spring of 1989. They all wanted the ruling Chinese Communist Party to open itself up to dialogue with society over issues of corruption, reform, rule of law, and citizens’ rights. One faction in the leadership, headed by Party General Secretary Zhao Ziyang, advocated that the Party accept this demand. He said that the demonstrators were patriotic and shared the Party’s goals for the nation, and that the Party could work with them. The other faction, headed by Premier Li Peng, argued that if the Party gave in to demands for dialogue, it would lose its monopoly of power and risk being overthrown. In the end, senior Party leaders headed by Deng Xiaoping sided with Li and used military force to end the demonstrations. In doing so, they reaffirmed the basic principle of authoritarian rule: the people have no right to interfere in politics. Read More »
Our guest author today is Cory Koedel, Assistant Professor of Economics at the University of Missouri.
In a 2012 post on this blog, Dr. Di Carlo reviewed an article that I coauthored with colleagues Mark Ehlert, Eric Parsons and Michael Podgursky. The initial article (full version here, or for a shorter, less-technical version, see here) argues for the policy value of growth models that are designed to force comparisons to be between schools and teachers in observationally-similar circumstances.
The discussion is couched within the context of achieving three key policy objectives that we associate with the adoption of more-rigorous educational evaluation systems: (1) improving system-wide instruction by providing useful performance signals to schools and teachers; (2) eliciting optimal effort from school personnel; and (3) ensuring that current labor-market inequities between advantaged and disadvantaged schools are not exacerbated by the introduction of the new systems.
We argue that a model that forces comparisons to be between equally-circumstanced schools and teachers – which we describe as a “proportional” model – is best-suited to achieve these policy objectives. The conceptual appeal of the proportional approach is that it fully levels the playing field between high- and low-poverty schools. In contrast, some other growth models have been shown to produce estimates that are consistently associated with the characteristics of students being served (e.g., Student Growth Percentiles). Read More »
Our guest author today is Candis Grover, the Literacy & Spanish Content Manager at ReadyRosie.com, an online resource that models interactive oral language development activities that parents and caregivers of young children can do to encourage learning.
Many advocates, policymakers, and researchers now recognize that a strong start requires more than just a year of pre-K. Research shows that promoting children’s success starts with helping parents recognize the importance of loving interactions and “conversations” with their babies.
The above statement, which is taken from a recent report, Subprime Learning: Early Education in America since the Great Recession, emphasizes the role of parents as the earliest investors in the academic success of their children. This same report states that more than one in five of these families speaks a primary language other than English, and that this statistic could reach 40 percent by 2030. Despite the magnitude of these numbers, the Subprime Learning report asserts that the research on dual language learners has been largely ignored by those developing early childhood education policies and programs. Read More »
Our guest author today is Han Dongfang, director of China Labor Bulletin. You can follow him on Weibo in Chinese and on Twitter in English and Chinese. This article originally appeared on The World Post, and has been reprinted with permission of the author.
After 35 years of economic reform and development, China’s Communist leaders once again find themselves on the edge of a cliff. With social inequality and official corruption at an all-time high, China’s new leaders urgently need to find some way of putting on the brakes and changing direction.
The last time they were here was in 1978 when, after the disaster of the Cultural Revolution, the then leadership under Deng Xiaoping had no option but to sacrifice Maoist ideology and relax economic control in order to kickstart the economy again.
Unfortunately, the party relaxed economic control so much that it ceded just about all power in the workplace to the bosses. Workers at China’s state-owned enterprises used to have an exalted social status; they had an “iron rice bowl” that guaranteed a job and welfare benefits for life. Some three decades later, that “iron rice bowl” has been completely smashed and the majority of workers are struggling to survive while the bosses and corrupt government officials are getting richer and richer. Read More »
* Reprinted here in the Washington Post
Our guest author today is Dr. Conor P. Williams, a proud product of Michigan’s public schools, and currently a Senior Researcher in the New America Foundation’s Early Education Initiative. Follow him on Twitter: @conorpwilliams
President Obama sent a veritable drawerful of his cabinet to Detroit last fall (and Vice President Joe Biden led a similar visit last month). While the Tigers were headed for the postseason, the big shots weren’t in town for a glimpse of quality baseball. Attorney General Eric Holder, National Economic Council Director Gene Sperling, HUD Secretary Shaun Donovan, and Transportation Secretary Anthony Foxx were in the Motor City to brainstorm with state and local leaders on ways to use federal resources to spark — and hopefully speed — Detroit’s economic recovery.
While there are flickers of economic revival in the city, it’s hard to imagine that this conversation was wide-ranging enough to break the spiral. Is there an easy long-term recovery to be found in Detroit—or are its considerable problems the product of a fatally flawed economic development plan? There’s ample evidence for the latter.
Changing the city’s course will require much more than budgetary tweaks. It’s going to take a comprehensive rethinking of the area’s approach to education and economic opportunities. It’s going to require starting with the youngest Detroiters—and building a lasting foundation for economic growth. Read More »
Our guest author today is Richard D. Kahlenberg, senior fellow at The Century Foundation, is author of Tough Liberal: Albert Shanker and the Battles Over Schools, Unions, Race, and Democracy (Columbia University Press, 20007).
Freedom House recently released the significant – and sobering — results of its report, “Freedom in the World 2014.” The survey is the latest in an annual assessment of political and civil liberties around the globe. For the eighth year in a row, the overall level of freedom declined, as 54 nations saw erosion of political and civil rights, including Egypt, Turkey and Russia. (A smaller number, 40, saw gains.) Despite the early hopes of the Arab Spring, democracy promotion has proven a long and difficult fight.
None of this would surprise Albert Shanker, who devoted his life to championing democracy, yet always recognized the considerable difficulty of doing so. Around 1989, when the world was celebrating the fall of the Berlin Wall, Shanker took the long view: “What we’ve seen are the beginnings of democracy. We haven’t really seen democracy yet. We’ve seen the overthrow of dictatorship. Democracy is going to take generations to build and we have to be a part of that building because they won’t be able to do it alone.” Read More »
Our guest today is Eric Lee, founding editor of LabourStart, the international labor news and campaigning site.
On a chilly Thursday morning in late January I found myself standing at the entrance to an ultra-modern building that looked exactly like a shopping center or hotel. An immense atrium, mirror-like glass everywhere, it was certainly designed by architects with ambitions. The building was the main courthouse in downtown Istanbul — the largest courthouse, we were told, in all of Europe.
I was there in order to attend the opening of the trial of 56 members of KESK, the Turkish trade union for public sector workers. The KESK members are accused of membership in an illegal organization, and making propaganda for that organization. A handful of them were accused of being leaders of the organization.
The organization they are accused of joining is the Devrimci Halk Kurtuluş Partisi-Cephesi (DHKP-C) — the Revolutionary People’s Liberation Party–Front — which for more than three decades has conducted an armed struggle against the Turkish state. The DHKP-C is considered a terrorist organization not only by the Turkish government but also by the European Union and the United States. Read More »
Our guest author today is Ian Robinson, Lecturer in the Department of Sociology and in the Residential College’s interdisciplinary Social Theory and Practice program at the University of Michigan.
Poverty is (by definition) a function of inadequate income relative to family or household size. Low income has two possible proximate causes: insufficient hours of employment and/or insufficient hourly wages. In 2001, there were four times more poor U.S. households in which someone had a job than there were in households in which no one did. The same is still true today. In other words, despite levels of unemployment far above post-World War Two norms, low wage jobs are by far the most important proximate cause of poverty in America today.
Perversely, despite this reality, the academic literature on U.S. poverty pays less attention to such jobs than it does to unemployment. A recent article, published in the journal American Sociological Review, both identifies and makes up for that shortcoming. In the process, its authors arrive at some striking conclusions. In particular, they find that unions are a major force for reducing poverty rates among households with at least one employed person. Read More »
Our guest author today is Douglas Yeager, President of the Nancy M. and Douglas M. Yeager Family Foundation, a non-profit established in 2001 focused on programs delivering or supporting childhood development. This focus is based on Nancy Yeager’s lifelong interest in and commitment to early childhood education. Her love of teaching inspired her family to establish the Foundation.
Talk, talk, talk – odd as that may sound, a growing body of compelling research shows this to be a very effective strategy to reduce early language gaps among children from different socioeconomic backgrounds. And, fortunately, it doesn’t cost a cent.
If caring parents want their child to be ready for school (and for life after school), they should talk with that child at every opportunity. And, of course, it is also fundamental to listen and to respond appropriately. Conversations, after all, are two-way.
That said, parents need to be the ones initiating the practice, persisting in it, and never giving up. It means so very much to children, and it pays off big-time. As my colleagues at the Shanker Institute like to say: “You don’t need a lot of money to give your child a head start; conversations and ideas cost nothing.” Read More »