Curriculum & Instruction

Bah humbug

Checker and Mike explain why individual charter schools shouldn’t be expected to educate everyone and divide over Obama’s non-enforcement policies. Amber analyzes where students’ science skills are lacking.

Amber's Research Minute

The Nation’s Report Card: Science in Action: Hands-On and Interactive Computer Tasks from the 2009 Science Assessment - National Center for Education Statistics

Today’s “exquisitely timedGAO report has set off an avalanche of accusations at charter schools for “discriminating” against students with disabilities. George Miller, who requested the study, told the Washington Post that the news was “sobering.”

No single public school is expected to serve students with every single type of disability.

Everyone already knows, as Eva Moskowitz told the Wall Street Journal, that the best charter schools try to help students with mild disabilities shed their labels (and Individual Education Plans) by improving their math and reading abilities. That could explain a significant part of the discrepancy.

But there’s another point that’s overlooked entirely: No single public school is expected to serve students with every single type of disability. In fact, traditional public schools regularly “counsel out” students with severe disabilities because they don’t have the resources and expertise to serve them. Many school districts operate separate schools (or programs) precisely for those kids.

To test this argument, I just spent 30 minutes on the Office of Civil Right’s Data Collection website. I pulled up the special education data for Montgomery County, Maryland—where I happen to live, and a system that’s widely considered one...

Guest blogger Paul Gross is an emeritus professor of life sciences at the University of Virginia and former head of the Marine Biological Laboratory at Woods Hole.

Yesterday in Ed Week, an article by Nora Fleming highlighted the results from a recent NAEP assessment of “hands-on” science skills, which demonstrated that “elementary, middle, and high school students failed to demonstrate a deep understanding of science concepts when they performed activity-based science tasks and investigations…” This breathless account hardly merits close attention. The NAEP data will receive it in due course. But the remarks of the NAEP Governing Board’s spokesman, here quoted, are disturbing. They call for a response not much longer than statements quoted in Nora Fleming’s article.

Cell Culture
All scientific "situations" are "real life."
Photo by Umberto Salvagnin.

First, the comment attributed to Alan J. Friedman implies that, until now, K-12 science education has consisted of “rote memory and how to follow instructions.” Abandonment of this canard by science teachers (and their teachers) is long...

Common practice and conventional wisdom among many literacy experts suggest that the best way to help improve student reading comprehension is to assign “just right” texts—those that are pitched at a student’s instructional reading level. The theory is that you want to challenge students to read books that are just hard enough to push their comprehension, but not so difficult that they’ll throw up their hands in frustration.

Does a focus on “just right” texts adding to the gap between advanced readers and their below-level peers?

A few weeks ago, I wrote a post wondering whether this focus on “just right” texts was doing a disservice to our most-struggling students, even adding to the already large reading and content gap between advanced readers and their below-level peers.

A new book published by the International Reading Association and written by Douglas Fisher, Nancy Frey, Diane Lapp provides yet more evidence that the focus on “just right” books may in fact be undermining student learning in three critical ways:

1. Assigning “just right” books makes reading too easy.

“Perhaps one of the mistakes in the past efforts to improve reading achievement has been the removal of struggle,” the authors argue.


Nuggets of wisdom are often found in unexpected places. I’ve found wisdom—not in columns of the Acropolis, in the stones of Sinai, or in the lecture halls of the Sorbonne. No, instead it’s hidden in the recesses of the Ohio Department of Education (ODE).

The age-old debate about what kids should be reading attracted my attention this week. As my colleague Kathleen Porter-Magee observed last week, two camps seem to have emerged in the “what kids should read” debate: those who want more literary fiction in the classroom and those who want more informational non-fiction.

But should what kids read supersede the question of why kids read? ODE’s English language arts’ 11th and 12thgrade model curricula elegantly answers this question:

“They [students] must read widely and deeply from among a broad range of high-quality, challenging texts and develop the skill, concentration and stamina [emphasis in original] to read these texts independently and proficiently.”[1]

Notice that ODE doesn’t prescribe book lists or even specific genres to read—there’s no specification of what kids read—so long as the texts are of “high-quality.”[2] Even more importantly, notice the statement’s purpose clause: “to develop the...

Rick fades in the fourth quarter

Mike and Rick ponder the future of teacher unions and the College Board while Amber provides the key points from a recent CDC study and wonders if the kids are alright after all.

Amber's Research Minute

Youth Risk Behavior Surveillance—United States, 2011 by The U.S. Department of Health and Human Service Centers for Disease Control and Prevention

Much has been written in recent years on the crisis in American civics education—of students’ low achievement, of the deprioritization of civics in classrooms. This book by Harvard ed-school professor (and famous left-winger) Meira Levinson covers many of the same points. Part teaching memoir, part policy analysis, it laments our nation’s “civics empowerment gap” and explains how teaching civics can reengage low-income youth in the education system. Much of the book makes familiar arguments. But one section stands out. In it, Levinson explains how the three-legged stool of standards, assessment, and accountability (what she calls SAA) can help promote democratic values. Though not a direct discussion of civics literacy and classroom-based civics teaching, this section of the book does offer an interesting perspective. As Levinson explains, rigorous standards model democratic principles of equity by helping to ensure that all students are afforded the same access to quality education (of course, there’s more to it than just standards). Their linked assessments and accountability structures promote the democratic ideals of efficiency and transparency—and help empower parents and others to engage in democratic dialogue...

I don’t love standards. I doubt any teacher does.

I love literature. History. Science. I love grappling with ideas. I’m excited to know how things work and to share what I have learned with others, especially eager-to-learn children. Standards, by contrast, are unlovely, unlovable things. No teacher has ever summoned his or her class wide-eyed to the rug with the promise that “today is the day we will learn to listen and read to analyze and evaluate experiences, ideas, information, and issues from a variety of perspectives."

School events teach liberty, citizenship
No teacher has ever summoned his or her class to the rug with the promise that "today is the day we will learn to listen and read to analyze and evaluate experiences, ideas, information, and issues from a variety of perspectives. Won't that be fun boys and girls?!"
Photo by Fort Rucker.

“Won’t that be fun, boys and girls?!”

Well, no, it won’t. Standards are a joyless way to reverse engineer the things we love to teach and do with...

Among the most controversial aspects of the Common Core ELA standards is their far greater emphasis on nonfiction reading than is traditionally seen in American classrooms. The standards demand that students spend as much as 50 percent of their time reading “informational texts” in the early grades and up to 75 percent on informational texts and literary nonfiction by high school. It’s a common sense effort to restore balance to readings that have traditionally focused almost exclusively on fiction. But it also takes on one of the most prominent and often fiercely defended fallacies in American education: that fiction is the only—or perhaps even the best—way to develop students’ love of reading, learning, and critical comprehension skills.

The CCSS take on the fallacy that fiction is the only—or perhaps even the best—way to develop students’ love of reading, learning, and critical comprehension skills.

Diane Ravitch recently added fuel to the fire when she penned a post entitled, “Why Does David Coleman Dislike Fiction,” where she lamented the standards’ focus on informational texts and literary nonfiction. She argued:

Maybe David Coleman thinks that education is wasted on the young. But how sad it would be if future generations of young...

Total recall

Mike and Janie discuss the fallout from the Wisconsin recall election and teacher unions’ image problem, while Amber explains what we can learn from the best CMOs.

Amber's Research Minute

Managing Talent for School Coherence: Learning from Charter Management Organizations by CRPE & Mathematica DOWNLOAD PDF