Tag: education

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No wealthy child left behind

Here’s a fact that may not surprise you: the children of the rich perform better in school, on average, than children from middle-class or poor families. As today’s New York Times puts it: “Students growing up in richer families have better grades and higher standardized test scores, on average, than poorer students; they also have higher rates of participation in extracurricular activities and school leadership positions, higher graduation rates and higher rates of college enrollment and completion.

“Whether you think it deeply unjust, lamentable but inevitable, or obvious and unproblematic, this is hardly news. It is true in most societies and has been true in the United States for at least as long as we have thought to ask the question and had sufficient data to verify the answer.

“What is news is that in the United States over the last few decades these differences in educational success between high- and lower-income students have grown substantially. Continue reading “No wealthy child left behind”

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And now, credit without teaching

Earlier this year Capella University and the new College for America began enrolling hundreds of students in academic programs without courses, teaching professors, grades, deadlines or credit hour requirements, but with a path to genuine college credit.

The two institutions are among a growing number that are giving competency-based education a try, including 25 or so nonprofit institutions, reports Inside Higher Education. Notable examples include Western Governors University and the Kentucky Community and Technical College System.

“These programs are typically online, and allow students to progress at their own pace without formal course material. They can earn credit by successfully completing assessments that prove their mastery in predetermined competencies or tasks — maybe writing in a business setting or using a spreadsheet to perform calculations. Continue reading “And now, credit without teaching”

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Public school and private interests

At first glance, it is one of the nation’s hottest new education-reform movements, a seemingly populist crusade to empower poor parents and fix failing public schools. But a closer examination reveals that the “parent-trigger” movement is being heavily financed by the conservative Walton Family Foundation, one of the nation’s largest and most strident anti-union organizations, a Frying Pan News investigation has shown. As TruthOut explains:images

“Since 2009, the foundation has poured more than $6.3 million into Parent Revolution, a Los Angeles advocacy group that is in the forefront of the parent-trigger campaign in California and the nation. Its heavy reliance on Walton money, critics say, raises questions about the independence of Parent Revolution and the intentions of the Walton Family Foundation.

“While Parent Revolution identifies the Walton Family Foundation as one of several donors on its Web site, the full extent of contributions from the Walton foundation and other donors hasn’t been publicly known until now. Information supplied to Frying Pan News by Parent Revolution and publicly available tax records show that a total of 18 separate foundations have given more than $14.8 million to the group since its founding in 2009. Continue reading “Public school and private interests”

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Teaching empathy in schools

 Restorative justice is a concept for helping students develop empathy and social concern. Today’s New York Times carries the story excerpted below on the topic:

“There is little down time in Eric Butler’s classroom.“My daddy got arrested this morning,” Mercedes Morgan, a distraught senior, told the students gathered there.

“Mr. Butler’s mission is to help defuse grenades of conflict at Ralph J. Bunche High School, the end of the line for students with a history of getting into trouble. He is the school’s coordinator for restorative justice, a program increasingly offered in schools seeking an alternative to “zero tolerance” policies like suspension and expulsion.

“The approach now taking root in 21 Oakland schools, and in Chicago, Denver and Portland, Ore., tries to nip problems and violence in the bud by forging closer, franker relationships among students, teachers and administrators. It encourages young people to come up with meaningful reparations for their wrongdoing while challenging them to develop empathy for one another through “talking circles” led by facilitators like Mr. Butler. Continue reading “Teaching empathy in schools”

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The rise of women in college

imgres-4March is women’s history month. So what better way to honor women than by taking a look at one area in which they are leading the way: education.

Women now outnumber their male counterparts in college and earn more bachelor’s degrees by a 30% to 22% margin, according to the October Bureau of Labor Statistics. MSNBC reports that “In 2011, more than30 million women received. While women have achieved parity in fields such as medicine and the law, they lag far behind men in engineering and physical science degrees. Continue reading “The rise of women in college”

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School transgender decision raises questions

imgres-2A Colorado school’s ruling over a transgender child has sparked questions that could affect schools all over the country. As reported by CNN, the  questions and their implications include the following:

“Which bathroom should be used by a child who identifies as a different gender from his or her body? Where’s the line between accommodation and discrimination? Continue reading “School transgender decision raises questions”

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College degree as minimum job requirement

The college degree is becoming the new high school diploma, albeit an expensive one, and increasingly a requirement for getting even the lowest-level job.

Consider the 45-person law firm of Busch, Slipakoff & Schuh here in Atlanta, a place that has seen tremendous growth in the college

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-educated population, reports today’s New York

Times.  “Like other employers across the country, the firm hires only people with a bachelor’s degree, even for jobs that do not require college-level skills. Continue reading “College degree as minimum job requirement”

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Billions for the world’s schools?

Globally speaking, not much money goes to schools. Which is too bad since so many other issues can be traced back to education. How about a billionaire like Bill Gates taking up global education?

“This week, business leaders are gathering in Davos to debate global priorities at the World Economic Forum” reports Al Jazeera.  The forum declares itself to be “committed to improving the state of the world”. So why isn’t education higher up on the agenda?imgres-2

“On the face of it, there should be little need to make the business case for education. It is intrinsically tied to all positive development outcomes. Economic growth, health, nutrition and democracy are all boosted by quality schooling. If all children in low-income countries left school with basic reading skills, poverty would fall by 12 percent – and that’s good for business. The private sector benefits directly from an educated, skilled workforce. Continue reading “Billions for the world’s schools?”

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North Korea’s arithmetic

A new initiative was launched recently to teach statistics to university students and government workers in North Korea, a country with an authoritarian government that many researchers in the region think issues the fewest, and least reliable, statistics in the world. The Pyongyang Summer Institute in Survey

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Science and Quantitative Methodology began with about 250 students last summer, taught by 13 instructors from the U.S. and Europe, reports the Wall Street Journal.  “Soon, organizers hope to have 30 instructors, about 250 university students and 100 North Korean government workers, taught in classes hosted by the Pyongyang University of Science and Technology, the country’s first private university, opened in 2010.

“’Capacity building in the area of statistics is helpful to governments everywhere because quality data collection leads to informed policy decisions Continue reading “North Korea’s arithmetic”

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What’s worth learning

We’ve heard a lot of criticism of schools in recent years – in recent decades for that matter.

Ideologues blame teachers, administrators, funding sources, and even kids for deficiencies. Writing in today’s Truthout, Marion Brady takes a different tack, looking at outdated views of what counts as knowledge, of what is worth learning. Her opening paragraphs are excerpted below:

“The evidence is inescapable. Millions of kids walk away from school long before they’re scheduled to graduate. Millions more stay but disengage. Half of those entering the teaching profession soon abandon it. Administrators play musical chairs. Barbed wire surrounds many

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schools, and police patrol hallways. School bond levies usually fail.Superficial fads—old ideas resurrected with new names—come and go with depressing regularity. Continue reading “What’s worth learning”

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Not teaching to the test

Increasingly these days, testing and “data” are them main drivers of so-called “education reform.”

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Once a term for progressive change in education, “reform” now means turning back the clock in many ways. And quantifiable results from standardized assessments now determine everything from a student’s graduation to a teacher’s employment status to the fate of whole schools and entire school systems.

“But across the country, a growing number of parents are exercising their legal right to opt their children out of high-stakes standardized tests, in favor of other assessments (such as portfolios) that are more organically connected to genuine teaching and learning,”reports TruthOut in a bracing essay by Brian Jones, excerpted below:

“Courageous teachers at Garfield High School in Seattle have voted unanimously to refuse to administer the district’s standardized tests this semester.

“’Our teachers have come together and agree that the MAP test is not good for our students, nor is it an appropriate or useful tool in measuring progress,’ said Academic Dean and Testing Coordinator Kris McBride yesterday.

“’Students don’t take it seriously. It produces specious results, and wreaks havoc on limited school resources during the weeks and weeks the test is administered.’ Garfield teachers were scheduled to administer the district-wide Measure of Academic Progress (MAP) to ninth graders in the first part of January. It is supposed to measure progress in reading and math, but teachers report it only wastes time and resources.

“’What frustrates me about the MAP test is that the computer labs are monopolized for weeks by the MAP test, making research projects very difficult to assign,’ said history teacher Jesse Hagopian.’This especially hurts students who don’t have a computer at home.’ The teachers also objected to a conflict of interest: when the district purchased the test for $4 million, the superintendent sat on the board of the very company that marketed it. Students are told the test will have no impact on their grades, teachers said, so they tend to hurry through it.

“Yet district officials use the test results to evaluate teachers’ effectiveness. ‘Our teachers feel strongly that this type of evaluative tool is unfair based on the abundance of problems with the exam, the content, and the statistical insignificance of the students’ scores,’ said McBride.”

 

For more, see: http://truth-out.org/news/item/13901-when-teachers-refuse-the-tests

 

 

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China to reform re-education practices

The Chinese government will advance reforms for its controversial re-education through labor system this year, according to a national political and legal work conference held on Monday. As China.org reported in a story released yesterday, the move comes as a reform

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to policies allowing police to detain people for up to four years without an open trial, leading experts to argue that it contradicts high-level laws, including China’s constitution. In a follow-up story, the New York Times reported that while the government report lack details, “legal advocates said they were hopeful that the five-decade-old system for locking up offenders without trial would be significantly modified, if not abolished altogether.

“’If true, this would be an important advance,’ said Zhang Qianfan, a law professor at Peking University who has long pushed for the system’s demise. ‘It’s a tool that is widely abused.” Continue reading “China to reform re-education practices”

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How schools crush creativity

Schools often promote ideals of standardized knowledge and conformity to norms, which do not necessarily serve students well for the lives ahead of them. As Sir Ken Robinson discusses in the recent issue of Ted Weekends, it breaks down to two issues:

“First, we’re all born with deep natural capacities for creativity and systems of mass education tend to suppress them.imgres-3

“Second, it is increasingly urgent to cultivate these capacities — for personal, economic and cultural reasons — and to rethink the dominant approaches to education to make sure that we do. Continue reading “How schools crush creativity”

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Giving time, not money

“Writing a check is simply a matter of figuring out an amount you can afford and sending it off. But actually donating your time, which was not counted by the survey toward the dollars people gave, seemed a far greater level of commitment.” This from an insightful story in todays’s New York Times by Paul Sullivan entitled A portion of the text appears below. For the complete story, see “Some Prefer Giving Time, Not Money, to Schools” in the New York Times.

A couple of weeks ago, I wrote about a group that rated charities for their effectiveness but was surprised when one of the group’s young founders said he had stopped supporting groups focused on education. He had a perfectly rational-sounding reason: the problems were daunting and he didn’t feel his donations would have an impact.

Then, I heard about a recent study of high-net-worth households that found that education was the leading concern among affluent donors, ahead of health care, the economy, poverty and the federal budget deficit. Continue reading “Giving time, not money”