Headlines Make a Difference

An AP Story about Chicago Charter is headlined "100 percent of school's first class college bound."  It is a truly remarkable story about success of kids who appeared to be headed for academic failure.  One wonders how it would have been read had the headlines said instead -- "Charter School Graduates 63 percent of students who enroll" -- which appears to be the case.

Of Freedom, Stability & Dogs and Wolves

Roger Soder is at it again.  In his latest posting he continues his reflections on freedom and stability.  Go to his commentary page to see what dogs and wolves have to do with the tension between these two forces.  Then return here and share your reactions

Low Quality Research?

A recent article from the Chronicle for Higher Education complains that there are too many articles being published in academic journals that fail to contribute to the advancement of knowledge.  The comments by readers in reaction to the article are as interesting as the initial article.

Whether you are a professor, a practitioner, or someone who is otherwise affected by the quality of current research, share your views on the subject below.

Good source of information

The June 14 2010 issue of The Nation has a group of articles concerning education that are among the best things available for people interested in what is happening in the United States.  Pedro Noguera has a clear explanation of the problems of current approaches to reform.  Linda Darling Hammond provides some good information about how other nations are improving their schools.  Diane Ravitch explains why she has changed her views.  Readers of this Blog will also find David Kirp's article about community schools of particular interest.

All of the articles in this issue are worth careful reading and discussion.  If you are looking for good background readings for discussions about the current state of education these should be at the top of your list.

Straight Talk About Accountability

It is time for people engaged in business and politics to acknowledge that they have much broader responsibilities for accountability than short-term profits or re-election. It is also time for these same people to recognize the breadth of school’s responsibilities and to quit accepting as sufficient measures of accountability narrow measures of a part of the broad mission we expect our educational systems to accomplish.

Take a look at the comments regarding accountability posted on the "Essay" page and share your views.

The Almost-Forgotten Role of the University in a Free Society

In his 13th Blog posting Roger Soder reminds us of a statement by then Harvard President Nathan Pusey that  "if the university does not stand in some sense as a critic of society and a force always calling for fresh endeavor, it cannot be the university.”

As Universities compete for funding and status are they in danger of fogetting this vital responsibility?  Read what Roger has to say on the matter and add your own thoughts below.

School Choice and Equity

The National Council of Churches has just issued a statement questioning the federal Race to the Top emphasis on school choice. See a story about the statement in  Valerie Strauss Answer Sheet .  She reports that the Council letter says in part:

*“We are concerned today when we hear the civil right to education being re-defined as the right to school choice.”

*“While competitive, market based “reforms” may increase educational opportunity for a few children, or even for some groups of children, do they introduce more equity or more inequity into the system itself? We reject the language of business for discussing public education.”
-----

The entire letter from the National Council is posted on the "Essay" page of this blog. Also included with that posting is a clarification of the nature of the National Council since some seem to be equating it with the right wing group influencing schools in Texas and a reported DOE response to the Council's statement.

What do you think?  Does school choice lead to more equity in the education of our youth?  Is the Council's position statement on the right track?

Journalists and Educators Share Responsibility

The media and schools are two forces within a community that share significantly in the responsibility for ensuring that the public is well educated.  Journalists and educators need to understand each other as they work independently to accomplish their goals.  Consider the following statements and share your views by commenting below:

1. The goal of journalism and education should be to have a well-informed public. This includes the notions that good journalism is not always praise of education or educators and schools are responsible for contributing to the development of a media-literate public;

2. Open access to media by educators and by media to educators/schools is important;

3. It is necessary for there to be mutual understanding of key or core issues of each profession;

4. Educators and journalists need to have a commitment to First Amendment principles and to other key, and sometimes competing, values of democratic society. At the least, this means that the work of each profession should be transparent;

5. Economic conditions influence each profession, and economic conditions are influenced by the way the professions practice their trade;

6. Citizens play a key role in the success of both institutions and their distrust of both institutions presents challenges;

7. Journalism and educational practices at the local level are critical to the health of our communities; and

8. Major revolutions are under way in education and journalism. It is essential that practitioners in both professions understand these changes and take advantage of the opportunities they present.

Newsweek List: Nonsense or Valuable Information?

Once again Newsweek has released its list of top high schools.

Is there anyone out there who can defend the process the magazine uses to identify what they claim to be the top high schools in the country?  Is there any good reason to publish the list?

Bob Anderson -- Passing of Important Educator

Bob Anderson died on June 3.  His loss is felt by many throughout the country who knew him because of his contributions to improving education for young children.

Grouping students according to their chronological age is one of the least defensible regularities of schooling .  Numerous studies have demonstrated that there is apt to be as much difference in academic performance within an age group as between groups.  John Goodlad and Robert Anderson's Nongraded Elementary School is the definitive work on the value of multiage grouping. 

To obtain a copy of their book check the following link:

The Nongraded Elementary School

The death notice from the Boston Globe follows:
ANDERSON, Dr. Robert H. International pioneer in education, died peacefully at his home in Tampa, Florida on June 3, 2010 at the age of 91. Known as the father of team teaching and promoter of multiage grouping and non-gradedness, he served education internationally as a teacher, principal, school superintendent, Professor at Harvard for 19 years, Dean of the College of Education at Texas Tech University, and President of Pedamorphosis, Inc. He is survived by his first wife Mary J. Johnson, their four children Dean, Lynn, Scott, and Carol, by his second wife Karolyn J. Snyder and her daughter Kristen, and his cherished grandchildren, and great-grandchildren.

Advantages of quiet starts, fewer promises, slow and steady pace

In Commentary 12, Roger Soder suggests that if we really want to make a difference we need to avoid grandoise plans and take it slow and steady. 

As usual he argues his case well but I am not sure I agree.  Do you?

Post your reactions below.

Wacky and Not So Wacky Changes

Ann Oxreider Director of Communication and Community Engagement in the Bellevue, Washington School District is retiring this summer.  I have posted part of her farewell message below because I think it captures the wacky and not so wacky nature of what  has been happening in school systems all over the country during the past 25 years.  After some personal observatioins, Ann reports that:

"I have spoken to representatives of the media on dozens of different topics. Some that come to mind are: the bus driver who loved crows (my one and only appearance in the National Enquirer); how the district feels about children who have to walk to and from school through bear-infested neighborhoods; why we kept schools open when it was snowing and why we closed them when it wasn’t; why we don’t put up Christmas trees in every school and classroom; how we were going to discipline the cheerleaders who baked marijuana brownies as a bonding experience; and whatever happened to that best time capsule in the whole world that Bellewood students sealed up 30 years ago. (FYI, It’s cemented in the bell casing for eternity, despite a long string of requests that we jackhammer it open).

"One less than glorious media moment occurred when the school board was discussing whether or not to have condoms available in high schools and I told the Seattle Times (taking a cue from something I had heard the superintendent say) that since schools were open only 8 hours of the day and fire stations were open 24 that fire stations, not schools, should dispense condoms. You should have seen my scarlet face when I met the Bellevue Fire Chief years later, long after I had forgotten this incident, and he told me he had always wanted to meet the person who had made this offer on behalf of his fire stations.

"And then there were the years when private companies hired PR firms to come up with innovative ways to market their products to students. My favorite was the caller who wanted to sell me on the great new “pineapple curriculum” her firm was developing for elementary school children.

"Most difficult experience: visiting Columbine High School in the company of Bellevue Police and Fire Dept. reps 10 days after the tragedy.

"I’ve written about hands-on learning, whole language and balanced literacy, project-based learning, conceptual math, the achievement gap, differentiated instruction, math manipulatives, a rigorous curriculum, the curriculum web, capital projects, and tax rates per $1,000 in assessed valuation. I’ve talked about the MOS and DRA, WASL and ITBS, TERC, Title I, LAP, ESL, ELL’s, PTA, SAT and ACT, NCLB, AP and IB, BEA and BSF.

"I’ve been here to witness the attainment of national recognition for our high schools, curriculum developed with the help of local and national experts, the building of beautiful new schools, the turnaround of declining enrollment, growing diversity in our community and schools, the move from electric typewriters to computers in our offices and classrooms, the predominant use of electronic communication, ceaseless community support in bond and levy elections, the Foundation’s growing successes in fundraising, increasing interest in engaging parents who have not traditionally been involved, and through all the changes, an ongoing focus on students...."

What have you seen happening in school systems and universities over the last quarter century?

False Promises of Teach for America

It is popular with politicians and the business community but a new research study raises questions about the Teach for America program. 

Have you had experience with candidates from this program?  If so, do you have similar views as those reported in this study?

Sustainable Communities and Education

The sustainable communities network offers resources related to many issues concerning the creation and continuing development of sustainable communities.  Check their web site out at education and sustainable communities .

They remind us that "sustainability is a state of mind and way of life. Incorporating sustainability principles, concepts and approaches in both formal and informal education processes will help institutionalize these concepts and encourage their widespread adoption."

I think communities will only persist if they pay continuous and thoughtful attention to education -- informal and formal.

What do you think?

On Teaching Beetles

Roger Soder observes that Gregory Bateson said “I can teach the comparative anatomy of beetles in a way which will make little Hitlers of you all, or I can teach the comparative anatomy of beetles in a way which will make you all into, what shall we say, dancers or artists . . . even, perhaps, democratic citizens."

In other words, how we teach influences what is learned.

In his latest posting, Roger Soder raises some challenging questions about adoption of national standards.

Add your thoughts by commenting below.

No Vote on Race to the Top

Check out Washington State Happenings page for link to article about one school district's refusal to support state application.

An Example of Community and Education

I keep searching for examples of communities that comprehend what education really is and think of ways to combine their resources so that they are focused on continuous learning.  Take a look at the approach at Serenbe a new sustainable community in Georgia.  Check it out at Institute in Georgia .

Do any of you know other communities that have focused their educational and cultural activities in similar ways?

Could Adults Meet New Standards in English and Math?

Take a look at the article on the newly released national standards. New York Times June 3

Embedded in the article are links to the standards.  In addition to the debate over whether there should be one set of standards  in a diverse and ever changing nation, we need to consider whether the standards as advocated are good. 

As a former English and speech teacher -- and an author of textbooks in the area -- I am impressed with the effort in this field.  As an interesting excercise, look at the speaking and listening standards for grades 9-12   and think about how many adults demonstrate competency in them.  What would happen if pundits, commentators, and others on television and radio were required to demonstrate mastery of such skills prior to being allowed to go on the air? 

Let us know what you think about these standards

When was the last time any of you tried to “make” a 17 year old do something?

This is one of the thought provoking questions that Rona Wilensky asks in a brief article posted on the essay page.  She addresses the issue of compulsory schooling and suggests reasons why punitive efforts to keep teenagers in school may not be a good idea. 

Read what she has to say and then post your reactions to her proposed "easy-in, easy-out" approach under comments below.