[Ohiogift] Public Education NewsBlast — Sept. 24, 2013

[Art Snyder]

                September 24, 2013 - In This Issue:
       From birth onward
  What the anti-homework lobby should consider
  A comprehensive success over intractable problems
  A stab at extended days
  Evaluating with (almost) no test scores
  Is teacher evaluation even worth it?
  Those darned evaluations
  Fit mind in fit body
  BRIEFLY NOTED CALIFORNIA
  BRIEFLY NOTED
  GRANTS AND FUNDING OPPORTUNITIES
                                            
>From birth onward
The current debate over economic inequality lacks serious discussion around investing in early childhood from birth to age five, writes James Heckman in The New York Times. This would not be a big-government boondoggle requiring a huge redistribution of wealth. It would, however, require rethinking how we develop productive people and promote shared prosperity. Current education reform proposals are too timid, Heckman feels, and ignore powerful research that shows which skills matter for successful lives. These reforms ignore the role of families in producing relevant skills, and downplay the critical gap in skills between advantaged and disadvantaged children that emerges long before school age. The cognitive skills prized by the educational establishment and measured by achievement tests are only part of what's required for success in life. Character skills are equally important determinants of wages, education, health, and other aspects of flourishing lives. Self-control, openness, the ability to engage with others, to plan, and to persist -- these attributes get people in the door and on the job. Cognitive and character skills are dynamic complements; skills beget skills. Motivated children learn more, and those who are informed usually make wiser decisions. These established findings should lead to a major reorientation of policies. The opportunity for education should begin at birth -- and not depend on the accident of birth.?More


 
What the anti-homework lobby should consider
Many parents of kids at top schools lament the extensive homework their children are given, and for these predominantly affluent students, educational opportunities and life chances would probably be undiminished if teachers limited homework to 30 or 60 minutes a night, writes Robert Pondiscio in The Atlantic Monthly. Gifted-and-talented schools could ban homework altogether with little to no ill effect, in his view. His concern, however, is what happens to low-income children of color if this drive by higher-income parents to curtail homework prevails. In education, those who are rich in language and knowledge get richer; those who are poor fall further behind.?Pondiscio feels this better frames the current situation in public education than an "achievement gap," which implies that low-income kids merely have some catching up to do. Whereas better-off children as a rule have cognitively rich out-of-school environments, low-income kids are school-dependent learners: If they don't get richness from school, they don't get it at all. Pondiscio recommends that rather than quantity, anti-homework types should focus on quality: Using homework to cover material for which there was no time in class is less helpful, for example, than reinforcing and reviewing essential skills and knowledge that teachers want students to perfect or retain long term, and independent reading is paramount.?More.?Related



A comprehensive success over intractable problems
Ossining High -- once a site of race riots -- has pioneered strategies for reducing racial tensions, closing achievement gaps, and increasing graduation rates, writes Jackie Mader for The Hechinger Report. Ossining (home to John Cheever, Don Draper, and Sing Sing prison) is an anomaly within affluent Westchester County, New York. Its median income is lower, and while 70 percent of Westchester residents are white, only half of Ossining's are, and 40 percent of them Hispanic. Since the mid-2000s, the school has doubled its minority graduation rate and significantly narrowed its achievement gap through a long-term plan to comprehensively address the education of black males. Professional development has encompassed teaching diverse students and racial issues, and included conversations around why black students, males in particular, feel stigmatized and can perform poorly. A school support group for black males gives workshops and trips to historically black universities, with a similar program at the middle-school level. Between 1992 and 2007, Hispanic and black teachers doubled to 25 percent. And in conjunction with the State University of New York Albany, the school started college-level courses such as "Racism, Classism, and Sexism," "The Black Experience," and "Crossing Borders." Students of all races flocked to the classes, and as black and Hispanic enrollment grew, AP enrollment for both groups increased as well. The school's latest challenge has come with a demographic shift in the district to nearly half Hispanic, many new to the country and with interrupted school histories. Principal Josh Mandel says the school's next goal is to increase the number of graduates who are the first in their family to go to college.?More



A stab at extended days

Twenty New York City middle schools will pilot an extended day this year?as part of the NYC Department of Education's Middle School Quality Initiative, writes Anika Anand on GothamSchools.org. Some schools started with near-perfect program attendance, but others have found that getting all eligible students to attend can be complicated. At J.H.S. 123, about?120 of 147 sixth graders have signed up, while others have opted out. Families cited needing older children to supervise younger siblings, past negative experiences with after-school, and a preference for kids going straight home. Program coordinators hope that once literacy tutoring begins, schools can make a more convincing case for participation.?Students will split time between literacy tutoring from tutors trained by Harvard University's EdLabs and participating in activities like drama and debate run by community-based organizations. In the coming weeks, schools will screen literacy skills to determine which students get an intensive tutoring geared toward middle performers who struggle with reading comprehension rather than fluency.?The city will provide late busing for students with disabilities, but other students are on their own for travel from school, which will happen after dark during winter months. Students at only two of the 20 schools typically are bused, and they will receive subway/bus Metrocards for extended day travel.?More



Evaluating with (almost) no test scores

Tennessee this year is piloting an alternative component to its teacher-evaluation system to assess teachers when standardized-test scores are not available, writes Erik Robelen in Education Week. Teachers submit portfolios electronically to the state, and these are scored by trained peer reviewers. The alternative component focuses on four domains: perform, create, respond, and connect. Teachers must submit five batches of student work, with a self-rating for each, and must explain context for submissions. At least two of the five must show differentiated instruction for students at varying levels of skill and ability, and represent growth. The portfolio accounts for 35 percent of an evaluation. Fifty percent is based on classroom observation by the school principal, and the other 15 percent rests on data from state tests or other assessments. If a portfolio score is stronger than this last measure, it can count for half a teacher's evaluation. For the 435 arts teachers evaluated this year, individual growth scores covered the spectrum, with 16 percent at Level 1 (significantly below expectations), 30 percent at Level 3 (at expectations), and 12 percent at Level 5 (significantly above expectations). The Tennessee Fine Arts Growth Measures System is voluntary, but if a district signs on, all arts educators must participate. The state is rolling out a similar initiative for world-language teachers. More?


     
Is teacher evaluation even worth it?

A new article in the journal Education Researcher looks at whether teacher evaluations lead to enhanced student learning. To date, the authors say evidence from standards-based teacher/VAM evaluation systems has not met the standard for making accurate and equitable high-stakes personnel decisions for individual teachers. They point to concerns about the stability of VAM teacher estimates across subjects, grade levels, and time; the capacity of administrators to produce valid evaluations when employing these new tools without extensive training; and the efficacy of evaluation to yield improvements in teaching practice. Over the last decade, the authors have seen little discussion about what teacher evaluation actually is: an instrument of industrial-era management, of managers directing the work of the laboring class toward greater efficiency. This model privileges bureaucracy, hierarchy, and institutionalism under a veneer of professionalism. A new world is taking shape in education, the authors write, and pillars of industrial management do not fit particularly well in it. And even if the teacher-evaluation machinery was functional and managers had the skills to operate it, it is "nearly impossible" to believe they have time to undertake the work. Moreover, a robust body of empirical research indicates that if school improvement is the goal, school leaders should spend time and energy in areas other than teacher evaluation.?More



Those darned evaluations
A new report from the federal General Accounting Office finds that by 2012-13, six of 12 Race to the Top (RttT) states -- Delaware, the District of Columbia, Florida, North Carolina, Rhode Island, and Tennessee -- had fully implemented teacher evaluation systems, though successful implementation by target dates varied. Three hit their target date, while three did not for reasons such as needing more time to develop student-growth measures. The six states that did not fully implement -- Hawaii, Maryland, New York, Ohio, Massachusetts, and Georgia -- either piloted or partially implemented, with scope of pilots varying. Maryland piloted to 14 percent of teachers and principals, while Hawaii piloted to 30 percent. Officials in most states cited challenges related to developing and using evaluation measures, addressing teacher concerns, and building capacity and sustainability. They also faced difficulty in designing and implementing rigorous student-learning objectives, and in ensuring principals conducted evaluations consistently. Officials in 11 states said teacher concern about the scale of change challenged state efforts. States and districts also had capacity challenges -- too few staff, or limited staff expertise in prioritizing evaluation reform amid multiple educational initiatives. Officials in 10 states had concerns about sustaining evaluation systems.?More



Fit mind in fit body

Several recent studies find that physically fit children absorb and retain information more effectively than out-of-shape children, raising timely questions about slashing physical education programs at schools, reports Gretchen Reynolds in The New York Times. Parents and scientists have long known that physical activity helps kids settle and pay attention in school or at home. A representative study in May found fourth- and fifth-graders who ran around and exercised vigorously for at least 10 minutes before a test scored higher than children who sat quietly beforehand. And in a study of almost 12,000 Nebraska schoolchildren published in August, researchers compiled each child's physical fitness as measured by a timed run and body mass index, and academic achievement in English and math based on state standardized test scores. Better fitness was linked to significantly higher test achievement, though body size had little role: Students who were overweight but relatively fit had higher scores than lighter, less-fit children. When recall involved difficult learning -- memorizing without intermittent testing -- children in better aerobic condition significantly outperformed the less-fit, remembering 40 percent of region names on a map compared with 25 percent for out-of-shape kids. This suggests higher levels of fitness have greatest impact in challenging intellectual situations. The more difficult something is to learn, the more fitness may aid children in learning it.?More

BRIEFLY NOTED CALIFORNIA
Just kidding
U.S. Education Secretary Arne Duncan toned down his recent criticism of California in an interview with The L.A. Times, calling his threat to withhold federal funding from the state over a new plan to test students a "last resort."?More
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Training the ranks
The Los Angeles Unified School District's board has approved a $113 million plan to jump-start the switch to new Common Core learning standards --?a big chunk of which will go to hiring an army of teacher coaches.?More
BRIEFLY NOTED?
Carrot
In new guidance issued by the U.S. Department of Education, states may suspend standardized tests this spring, as long as they administer field tests designed by the two common-assessment consortia in math and English/language arts.?More
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So the rest are on their own?
The New York State Board of Regents is expected to approve a proposal that limits how many students will receive added help, since so many students failed the new set of standardized tests taken earlier this year.?More
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What's the hold up, guys?
A collection of big-name state and local government groups have written to U.S. Senate Leaders, urging them to reauthorize the ESEA.?More
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Because recess wastes time
The FitDesk is a combination stationary bicycle and desk that allows the user to pedal while reading, using a computer, or even writing.?More
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A little help from his friends
Louisiana Gov. Bobby Jindall is getting national support for his voucher program: Former Florida Gov. Jeb Bush and South Carolina Senator Tim Scott spoke in protest of the Justice Department's suit against Louisiana at the National Press Club, echoing Jindal's criticism of efforts to block the program.?More
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Oh, good. More tests.
A seven-state consortium led by Maryland will receive $4.9 million and a nine-state group led by North Carolina will get $6.1 million from the federal government to create assessments aimed at students entering kindergarten.?More
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They've got some splaining to do
Arizona may be the next state in trouble over its NCLB waiver after it submitted a final draft of its accountability system that does not meet federal demands on high school graduation rates or teacher evaluations.?More
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Further expansion
The University of Minnesota and Teach for America-Twin Cites have announced an agreement to develop the state's first alternative teacher-preparation program.?More
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It could work
Maryland Gov. Martin O'Malley has announced $5.5 million in grants to local boards of education to increase the use of digital technology in education and to help students earn college credits and career certification while in high school.?More

GRANTS AND FUNDING OPPORTUNITIES


StudentCam is C-SPAN's annual national video documentary competition that encourages students to think critically about issues that affect our communities and our nation. StudentCam's theme for 2014 is: "A Message to the U.S. Congress:
 What's the most important issue the U.S. Congress should consider in 2014?" Maximum award: ?$5,000, plus $750 to spend on digital video equipment for his/her school. Eligibility: students grades 6-12, individually or in teams. Deadline: January 20, 2014.
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Starbucks Foundation: Youth Leadership Grants
The Starbucks Foundation is interested in supporting organizations that equip young people in three areas: business savvy --having the ability to leverage opportunities with integrity and innovation and to make good decisions and achieve results; social conscience -- valuing the impact an individual and enterprise can have on the community; collaborative communication -- engaging others in an inclusive manner across teams, functions and cultures and the ability to leverage new and creative ways of communication. Maximum award: $30,000. Eligibility: youth ages 15 to 25 years old. Deadline: December 15, 2013.
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NSTA: Shell Science Teaching Award
The Shell Science Teaching Award recognizes one outstanding classroom science teacher (K-12) who has had a positive impact on his or her students, school, and community through exemplary classroom science teaching. Maximum award: $10,000. Eligibility: K-12 classroom science teachers. Deadline: November 8, 2013.
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QUOTE OF THE WEEK:
"One of the things that has made me step back a couple times is I've had students come and say, 'We know you're our counselor, but you're so busy that I don't come by. And I always tell them if there's something they need to talk about, I'm available to talk. But they see how overwhelmed I can be in terms of work, and it makes me feel bad that a student would say that." -- Eric Blanco, guidance counselor at Ernest Righetti High School in central California, on how reduced budgets and added clerical duties have cut deeply into the time he can spend with students.


 

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