Flypaper

Kudos to New York City for launching a new pilot program to put Core Knowledge in ten city schools. But what's the matter with Schools Chancellor Joel Klein that he can't get himself to admit that the "balanced literacy" program in use throughout the system is hogwash? "I view it as building on but not in any way repudiating [balanced literacy]--our results speak for themselves."

Mr. Chancellor, a couple of months ago you admitted to me and 300 of our closest friends that "Month by Month" phonics was a big mistake. Why not acknowledge that balanced literacy is screwy too? (Read this report to understand why.)

Sol Stern gets the last word: "I can finally say something nice about one of Klein's curriculum choices. Unfortunately, it's just a few schools in the sixth year of his administration. But at least it looks like he's educable."...

Following up on yesterday's post on Baltimore's K-12 culinary reforms, here's a look at the types of "food" that Baltimore students presumably were ingesting before the changes.

While taking the Washington Teachers Union to task today, the Post is mostly spot on. They are right to point out that the union is largely acting against the interests of its members, especially in terms of how much money is being offered to all teachers, green and red track alike. They run into some trouble near the end, however, when they address the issue of seniority. Professing they find the opposition by older experienced teachers "perplexing", the Post editors ask: "Isn't the argument for the seniority pay scale based on the notion that experienced teachers do a better job?"

At first glance, this seems nothing more than a stock rhetorical question getting at the heart of a contradiction--experienced teachers should be "better" and therefore benefit from and support merit pay. If experience is correlated with performance, we should be seeing...

I'm working on a piece about the Bush education legacy, and I'm thinking about the notion that these years have seen a flourishing of reform efforts and leaders. (It certainly appears that Bush's No Child Left Behind Act has given cover to reform-minded Democrats.)

Here's one question: are today's big-city superintendents more reform-minded than their predecessors in the pre-NCLB age? I'm not so sure. Take a look*:

I'd argue that only Klein's New York and Rhee's Washington, D.C., have seen a real sea change in leadership since 2001. (I'd count Duncan, Ackerman, and Johnson as reformers too, but their predecessors deserved that label also.) Of course, it so happens that the nation's media and policy elites are concentrated in New York City and D.C.; maybe that's why there's a perception that radical reform is afoot. To my eyes, maybe not.

* I picked the ten biggest metro areas, which aren't necessarily the biggest school systems, but they are what most people think of when they picture "big cities."...

CATO's Neil McCluskey, at the end of a long post arguing against my call for national standards and tests, says of the idea that "harsh reality just seems to??eclipse impossible dreams."

Isn't this the same CATO that advocates a universal education tax credit system? I thought CATO specialized in impossible dreams. Strange.

There's a lot for conservatives to dislike about the Bush Administration when it comes to education and the No Child Left Behind Act. But they should give the President some credit: he certainly split the Democratic Party on the issue. Consider the news out of Denver, where the "Ed Challenge for Change" event showcased the bitter divide between progressive reformers and teachers unions--a direct outcome, I would argue, of NCLB. Consider this, from the Rocky Mountain News:

"It is a battle for the heart of the Democratic Party," said Corey Booker, the 39-year-old rising star mayor of Newark, N.J.

"We have been wrong in education," Booker said of his party and its alliances with teachers unions that put adults before children. "It's time to get right."

Booker was among those who appeared Sunday at the Denver Art Museum to challenge the Democratic Party to reconsider its course on education.

In references sometimes veiled and sometimes blunt, they tackled the party's often-cozy relationship with the National Education Association and the American Federation of Teachers, which typically support--financially and otherwise--Democratic candidates.

"The Democratic Party is supposed to look out for poor and minority kids," said Washington,

...

The website of one of the leading education trade journals, Gourmet magazine, has a feature on Tony Geraci, who's been charged with making Baltimore's school lunches more nourishing. Replacing sugary snacks and processed entrees will be whole grains and fresh fruits and veggies. Geraci has even promised that within a year students will be munching on Maryland-grown produce at least three times a week.

"I just had two first-graders tell me that they had never had a fresh peach," Geraci said. "And that's my point. Kids need to know what real food is." Pointing to a second-grader who was digging in, he added: "When I see this kid right here with a face full of peach juice, it brings joy to my heart. Look at that smile. Look at that face. That's why I'm here."

Geraci also plans to involve students in designing menus and helping farm a 33-acre plot of land in East Baltimore, ?? la Alice Waters.

The Kauffman Foundation's Ben Wildavsky reviews the new Charles Murray book in today's Wall Street Journal, and doesn't like what he reads. He describes Murray's vision as "dismayingly fatalistic":

One can accept the idea that inherent academic abilities are unevenly distributed while also believing that many low-achieving kids--and high-achieving kids, too, for that matter--could learn a lot more than they are learning now. International tests show that students in many other nations bypass American kids in reading and math. Could such comparative results really be a function of higher raw intelligence overseas--or are they more likely to reflect superior educational practices? It is telling that hard-headed education reformers like Eric Hanushek, Chester E. Finn and Jay Greene believe that we can do much more to boost the academic achievement of children upon whom Mr. Murray would essentially give up.

And:

While accusing education reformers of being wooly-headed romantics, then, Mr. Murray conjures up a romantic vision of his own. In his brave new world, the bell curve of abilities is cheerfully acknowledged; students and workers gladly accept their designated places in the pecking order; and happy, well-paid electricians and plumbers go

...

Liam implicitly made a point in his post yesterday that's worth making explicit. Namely, that even the most rigorous research studies won't answer many of the fundamental questions in education, or any field, because some of those questions come down to values. Here's a corollary: we can't just ask if something "works," we also have to ask whether it's "right." That's an important reminder to those of us who like to talk about giving schools autonomy as long as they get results. "Accountability-for-autonomy" is shorthand, actually; the full tag line should be "do whatever works to get strong results, within the bounds of ethical practice."

That sentiment is why even corporations (most at least) worry about corporate "values," not just bottom-line objectives. They smartly vest authority in ground-level managers to make important decisions, and hold them accountable for getting results. But they limit these leaders' actions by clarifying the lines they may not cross.

Likewise in education: we want schools to boost student learning on standardized tests, but we don't give them carte blanche. Cheating is of course out of bounds, but so should be short-sighted practices like stripping all subjects but reading and math from...

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