When it comes to low-performing schools, we seem to be witnessing the same thing over and over—not unlike the classic movie, Groundhog Day.Ground Hog Day
A recent study by the Thomas B. Fordham Institute tracked about 2,000 low-performing schools and found that the vast majority of them remained open and remained low-performing after five years. Very few were significantly improved. So, are failing schools fixable?
Join the Thomas B. Fordham Institute for a lively and provocative debate about that question. Fordham VP Mike Petrilli will moderate, and the discussion will be informed, in part, by Fordham's study, Are Bad Schools Immortal? The Scarcity of Turnarounds and Shutdowns in Both Charter and District Sectors.
The central problem besetting K-12 education in the United States today is still—as for almost thirty years now—that far too few of our kids are learning nearly enough for their own or the nation’s good. And the gains we’ve made, though well worth making, have been meager (and largely confined to math), are trumped by gains in other countries, and evaporate by the end of high school.
From where I sit, the basic strategies aren’t ill-conceived. Rather, they’ve been stumped, stymied, and constrained by formidable barriers that are more or less built into the K-12 system as we know it.
This much everybody knows. But unless we want to live out the classic definition of insanity (“doing the same thing over again with the expectation that it will produce a different result”), we need to focus laser-like on the barriers that keep us from making major-league gains. If we don’t break through (or circumnavigate) these barriers, academic achievement will remain stagnant.
The barriers I’m talking about are not cultural issues, parenting issues, demographic issues, or other macro-influences on educational achievement. Those are all plenty...
President Obama’s remarks on inequality, stoking populist anger at “the rich,” suggest that the theme for his reelection bid will be not hope and change but focus on reducing class disparity with government help. But this effort isn’t limited to economics; it is playing out in our nation’s schools as well.
The issue is whether federal education efforts will compromise opportunities for our highest-achieving students. One might assume that a president determined to “win the future” would make a priority of ensuring that our ablest kids have the chance to excel.
To Obama, however, as for President George W. Bush, such concerns are a distraction at best. Last year the Education Department’s civil rights division announced that it would investigate local school policies that have a “disparate impact” on poor or minority students — signaling a willingness to go to court if department officials think that school systems have too few of such children in gifted programs or Advanced Placement courses. This bit of ...
Last week, the Departments of Education and Justice released new guidance for school districts and institutions of higher education on constitutionally-sound ways to encourage racial diversity and avoid racial isolation. As I’ve written before, I’m a fan of well-conceived efforts (like “controlled choice” a la Kahlenberg) to promote school integration, and I think Washington, D.C. is sorely in need of such an approach. (That’s what D.C. parents should be fighting for–not an end to school choice.)
Furthermore, on “local flexibility” grounds, I’m willing to give school districts some leeway if they want to make school integration a high priority.
That said, the guidance for elementary and secondary education includes some odious and potentially damaging suggestions for America’s 150-odd academically-selective public high schools–including powerhouses like New York’s Stuyvesant and Virginia’s Thomas Jefferson:
Some school districts have schools or programs to which students apply and are selected through a competitive admissions process. School districts seeking to achieve diversity or avoid racial isolation may develop admissions procedures for competitive schools or programs to further those interests.
This report attempts to answer the critical and largely-neglected question of how high-performing students are faring in the NCLB-era classroom. The findings speak to the messy and inconvenient reality that individual students' abilities are not fixed, nor their development predictable. For better and worse, changes in a learner's academic achievement occur both?because and in spite of what and how he or she is taught.
Systematic reform efforts of the past two decades have fallen far short of encouraging teachers to expect the best from and provide high-end challenge for learners across the academic spectrum. Unfortunately, many children below, at, and beyond grade-level standards are settling for less than the highest quality curriculum and instruction in the name of serving struggling students well.
Our schools would surely see more growth at every performance level if educators were provided with training and support in...
"Do High Flyers Maintain Their Altitude? Performance Trends of Top Students," is the first study to examine the performance of America’s highest-achieving children over time at the individual-student level. Produced in partnership with the Northwest Evaluation Association, it finds that many high-achieving students struggle to maintain their elite performance over the years and often fail to improve their reading ability at the same rate as their average and below-average classmates. The study raises troubling questions: Is our obsession with closing achievement gaps and “leaving no child behind” coming at the expense of our “talented tenth”—and America’s future international competitiveness? Read on to learn more.
"This report attempts to answer the critical and largely-neglected question of how high-performing students are faring in the NCLB-era classroom. The findings speak to the messy and inconvenient reality that individual students’ abilities are not fixed, nor their development predictable. For better and worse, changes in a learner’s academic achievement occur both because...
These results are distressing, but not surprising. As I note in my forthcoming essay "Our Achievement Gap Mania" (appearing Wednesday in National Affairs), the past decade's relentless focus on "gap-closing" has pushed all other considerations to the periphery. We have to make choices, but self-interest and a proper respect for all children demands that we wrestle at length with how we prioritize the needs of some kids over those of others. Yet "gap-closing" has become a reflexive, bipartisan project. Would-be reformers talk of little else and to even question the priorities of gap-closing is to be, at best, deemed ill-informed and, at worst, branded a racist.
Gap-closing has become the lexicon of federal officials and funders, of advocates and analysts. It has fueled funding priorities, shaped federal programs, driven policies, and informed practice. It...
What are the implications of "tracking," or grouping students into separate classes based on their achievement? Many schools have moved away from this practice and reduced the number of subject-area courses offered in a given grade. In this new Thomas B. Fordham Institute report, Brookings scholar Tom Loveless examines tracking and detracking in Massachusetts middle schools, with particular focus on changes that have occurred over time and their implications for high-achieving students. Among the report's key findings detracked schools have fewer advanced students in mathematics than tracked schools. The report also finds that detracking is more popular in schools serving disadvantaged populations. Read the full report to find out more.
This publication reports the results of the first two (of five) studies of a multifaceted research investigation of the state of high-achieving students in the No Child Left Behind (NCLB) era.
Part 1: An Analysis of NAEP Data, authored by Brookings Institution scholar Tom Loveless, examines achievement trends for high-achieving students (defined, like low-achieving students, by their performance on the National Assessment of Educational Progress, or NAEP) since the early 1990s and, in more detail, since 2000.
Part 2: Results from a National Teacher Survey, authored by Steve Farkas and Ann Duffett of Farkas Duffett Research Group, reports on teachers' own views of how schools are serving high-achieving pupils in the NCLB era.
Tracking and ability grouping strategies differ widely from school to school. They diverge even more widely from their portrayal in the popular criticisms of the 1980s. This report digs into the sensitive matter of whether those criticisms are valid today. The answer tells a more complicated and more honest story than we have heard before on this topic.