Talented Tenth

Proficiency versus Progress

Mike and Andy keep it civil while discussing gifted education, and Andy humors Mike’s enthusiasm for driverless cars—but the gloves come off when they get down to TUDA. Amber also wants to talk TUDA, and admonishes Mike and Andy for stealing her thunder.

Amber's Research Minute

The Nation’s Report Card: A First Look: 2013 Mathematics and Reading Trial Urban District Assessment, by National Center for Education Statistics, NCES 2013-466 (Washington, D.C.: Institute of Education Sciences, U.S. Department of Education, December 2013).

Earlier this week, the New York Times featured an editorial on gifted education, noting that even our best students were in the middle of the pack in the recent PISA results. (Mike Petrilli pointed this out two weeks earlier.) The Times went on to discuss how our younger students generally fare better on global tests than our older students, indicative of our failure to nurture high flyers as they progress in education, and made four recommendations for improving gifted education: increasing government funding, expanding accelerated learning (including the possibility of online and video learning in rural areas), early college admission, and psychological coaching (citing research that suggests gifted kids should receive mentorship in order to learn how to handle stress, setbacks, and criticism). Stay tuned for additional lessons on how our international peers educate their high-ability youngsters.

Large school districts in California worry that they will lose out on state funding because of a new rule about verifying students’ poverty status. Part of California’s revamped school-funding system significantly weighted by income, this particular rule requires parents to turn in documentation on their own income status that the district then compiles. The problem is, parents seem reluctant to divulge such personal information or are confused about the paperwork.

The Louisiana legislative auditor this week said the state’s voucher program has too few quality controls. Namely, auditor Daryl Purpera said the legislature should ensure...

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Checker Finn, chagrined at the lack of attention to gifted education in the U.S., has decided to study what other nations do. His initial assessment is that we’re not the only one giving high-ability kids minimal thought. Such a strange, unfortunate phenomenon.

With the failure of SIG, we need a Plan B ASAP for kids in failing schools. I’ve long argued for a massive new schools strategy. (More on this to come in an upcoming blog post.) If you’re likeminded or intrigued by the idea of the starting-fresh approach, check out the National Alliance for Public Charter Schools’ ESEA-reauthorization recommendations. This is a blueprint for Plan B.

I think single-purpose chartering bodies are the future. In fact, I think all public schools (and all private schools participating in voucher or tax-credit programs) should have performance contracts with them (more on this in an upcoming AEI paper). NACSA has a terrific short policy brief on such independent chartering boards. Check it out.

If you follow the increasing use of Value-Added Measures (VAMs) and Student Growth Percentiles (SGPs) in state-, district-, school-, and teacher-accountability systems, read this very good new Mathematica working paper. There’s high correlation between the two, but there are important differences in how teacher ratings shake out based on differences in student populations. Important and fascinating implications.

Ten years ago, TNTP released its first report, Missed Opportunities, which I vividly remember reading in disbelief—urban districts were...

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America’s approach to the education of children with disabilities is antiquated, costly, and ineffective. “Special education” as we know it is broken—and repainting the surface won’t repair it. It cries out for a radical overhaul. Far too many children emerge from our special-ed system without...

I’m halfway through an ambitious research project, in which I examine how other countries educate their high-ability kids in the hope that we might pick up tips that would prove useful in improving the woeful state of “gifted education” in the U.S. (In case you’ve forgotten what’s woeful about...

Occam’s Razor is the well-known principle that “among competing hypotheses, the hypothesis with the fewest assumptions should be selected.” Keep that in mind as various pundits hypothesize about why the U.S. scored below the international average in the...

For a decade, the nonprofit Institute for Innovation in Public Choice (IIPSC) has helped the cities of New York, Boston, Denver, and New Orleans bring order to the Wild West of school choice, using...

“Fewer, clearer, higher”: These were the words that guided the crafting of the Common Core State Standards. In concise and clear-eyed prose, the Alliance for Excellent Education’s Robert Rothman lays out exactly how the new standards could change...

When the Department of Education began offering No Child Left Behind waivers in 2011, states beat down the doors of 400 Maryland Avenue to obtain one. But did allowing states flexibility steer them towards better accountability systems? To answer this question, researchers Morgan Polikoff,...

The Grand European Engagement

Michelle, freshly returned from a trip to Madrid and Prague (with an extra piece of jewelry on her hand), chats with Mike about special education, career and technical education, and pension reform. Amber reviews an obscure cross-sectional Dutch analysis on the multicollinearity inherent in the study of the learning habits of three- to five-year-old children of blacksmiths—just kidding! It’s PISA week, baby.

Amber's Research Minute

Performance of U.S. 15-Year-Old Students in Mathematics, Science, and Reading Literacy in an International Context: First Look at PISA 2012 by Dana Kelly et al., (Washington, D.C.: National Center for Education Statistics, December 2013).

How School Districts Can Stretch the School Dollar

READ "How School Districts Can Stretch the School Dollar"

Despite some signs of economic recovery, school districts nationwide continue to struggle mightily. Nobody expects economic growth—or education spending—to rebound to 2008 levels over the next five years, and the long-term outlook isn't much brighter.

In short, the "new normal" of tougher budget times is here to stay for American K-12 education. So how can local officials cope?

In my new policy brief, I argue that the current crunch may actually present an opportunity to increase the efficiency and productivity of our education system if decision makers keep a few things in mind:

First and foremost, solving our budget crisis shouldn't come at the expense of children. Nor can if come from teachers' sacrifice alone. Depressing teachers' salaries forever isn't a recipe for recruiting bright young people into education—or retaining the excellent teachers we have. Finally, quick fixes aren't a good answer; we need fundamental changes that enhance productivity.

So how can school districts dramatically increase productivity and stretch the school dollar?

One, we should aim for a leaner, more productive, better paid workforce. Let's ask classroom teachers to take on additional responsibility in return for greater pay, eliminate some ancillary positions, and redesign our approach to special education.

Two, we should pay for productivity. A redesigned compensation system would include a more aggressive salary schedule, more pay for more work and better results, and prioritization of salaries over benefits.

Three, we must integrate technology thoughtfully. Online and "blended" school models are coming to K-12 education. They can be catalysts for greater pupil engagement, individualization, and achievement and, if organized right, they can also be opportunities for cost-cutting.

Many districts continue to face budget challenges of historic proportions. Rather than slashing budgets in ways that erode schooling, let's rethink who we hire, what they do, how we pay them, and how to incorporate technology—that's where the big payoff is.

I’m halfway through an ambitious research project, in which I examine how other countries educate their high-ability kids in the hope that we might pick up tips that would prove useful in improving the woeful state of “gifted education” in the U.S. (In case you’ve forgotten what’s woeful about it, look here, here, and here.)

So far, I’ve checked out eight lands worth taking seriously, all of which have done pretty well over the years on PISA, TIMSS, and similar measures and all of which are fairly termed “competitors” in the planetary economy. (I’m talking about Japan, Taiwan, Singapore, Korea, Western Australia, England, Finland, and Hungary.) I will soon have more observations from Canada and countries in Europe. Here are a dozen early impressions:

  • Nobody has blown me away with a perfect approach. Singapore probably comes closest. As one might expect, they take human-capital development seriously at every level—but at present, their full-on gifted-ed program is limited to 1 percent of the population, which seems skimpy. (It’s under review and may be expanded.)
  • There’s scant coordination between what passes for gifted education in the early and middle grades and what happens at the high-school level. Japan, Korea, Taiwan, Finland, and Hungary, for example, all have some ultra-selective high schools that end up giving some smart kids an impressive education, but these are preceded by thin supplemental programs (a couple of hours a week) in the earlier grades or, in Japan’s case, essentially nothing. Japanese
  • ...
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Here’s a simple thought experiment:

Sam and Ben are eight-year-old identical twins. Like most identical twins, they are the same in almost every way. They do, however, differ in two important respects: Sam is smarter than Ben, but Ben is naturally a harder worker. So here’s my question: All other things being equal (in this case, quite literally), which twin is likely to be a more successful adult?

The answer is Ben, the harder worker. Ben has a far greater chance of achieving success than does Sam. And this is an unacceptable consequence of our country’s inadequate education system, particularly its ineffective education of higher-ability students.

Hard work is a more learned characteristic than is intelligence. Circumstances can easily lead someone to work harder; intelligence is a more fixed attribute (if not fixed entirely). But BOTH of these attributes—hard work and ability—are vital for success.

Let’s look at two possible outcomes for the stars of our story. In this instance, Sam and Ben are in the same math class learning long division. They have four days to learn it before they’re tested. Sam can learn long division in two days; Ben can grasp the same concept in four.

Outcome 1: Sam only wanted to work for one day; Ben toiled for all four. Regardless of ability, Sam is now behind Ben.

Outcome 2: Both twins put in the required time to learn long division. And both do well on the test. BUT Sam’s time was wasted for two days

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For almost a year now, many states have been engulfed in a raucous debate about the Common Core State Standards. Mostly the to-and-fro isn’t...

Throughout much of 2013, a colleague and I worked on a project related to America’s highest-potential boys and girls, students colloquially known as “gifted.” Though I learned a great deal, it was mostly a discouraging enterprise.

...

The results of New York’s hard-fought, revamped, and supposedly tougher teacher-evaluation system are in: 91.5 percent of teachers were rated either highly effective or effective, 4.4 percent were rated “developing,” and just 1 percent were rated “ineffective.” This appears to be a...

IMPACT—the District of Columbia’s controversial teacher-evaluation system, ushered in by former D.C. Schools Chancellor Michelle Rhee—offers robust incentives and sanctions for teachers and...

Drawing on classroom visits, teacher training observations, and interviews with multiple education stakeholders, this special reporting project by the Hechinger Report and the Education Writers Association succeeds in bringing lofty notions of Common Core implementation down to an...

With Common Core implementation in full swing, states are, for the most part, reaching for the same academic achievement goals. Yet according to this new report from the National Alliance for Public Charter Schools (NAPCS), the accountability structures being developed in state and local...

Playing telephone in the age of the internet

Are states making progress towards implementing the Common Core ELA standards? Did New York waste its time revamping its teacher-evaluation system? Is Teach For America getting too big for its britches? And what exactly is the anti-blob? Mike and Michelle ponder these questions, while Amber lays out the impact of IMPACT.

Common Core & Curriculum Controversies

Does three times four equal eleven? Will "fuzzy math" leave our students two years behind other countries? Will literature vanish from the English class? Is gifted-and-talented education dying? A barrel of rumors and myths about curriculum has made its way into discussions of the Common Core State Standards for math and English language arts. Experts will tackle these fears and claims at Fordham on October 23, 2013. Hear from Jason Zimba on math myths, Tim Shanahan on the texts that teachers may assign, and a panel of practicing K--12 educators for an early look at Common Core implementation in their states and districts.
 
Common Core math myths: A conversation with Jason Zimba
 
Are teachers assigning Common Core aligned texts? A conversation with Tim Shanahan
 
An early look at Common Core implementation: A panel discussion
 
Moderated by Michael Petrilli

Throughout much of 2013, a colleague and I worked on a project related to America’s highest-potential boys and girls, students colloquially known as “gifted.” Though I learned a great deal, it was mostly a discouraging enterprise.

In short, this country gives the impression that it doesn’t much care about such kids. We have an astonishingly under-resourced, deprioritized, and inchoate system of school supports for kids on the right side of the academic distribution.

Though the project was designed to identify what’s happening in this field, I spent much of my time studying the dog that seldom barks—trying to figure out why there is so little activity in this field. I’m now of the mind that American-ness might be at the heart of the problem.

There is something quintessentially American about beating the odds, bootstrapping your way to success. Think of the waves of penniless immigrants who came to our shores and made their marks, the hardy souls who crossed the plains and mountains to realize their destinies. This is the stuff of The American Dream.

But something important seems to go hand-in-hand with our rooting for the underdog—what might be described as the chip on our collective shoulder, a bit of disdain for those seen as undeservingly advantaged. Our Founders cast off the crown, the nobility, and the haughty pretentions that go along with class privilege. We rebel against not only...

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Lottery systems are too common in education. And while it’s the fairest way to allocate a limited number of seats at, say, an oversubscribed, high-performing charter school, it’s not the way forward when it comes to Advanced Placement (AP) courses.

Unfortunately, that’s the direction some California school districts may be heading.

Teresa Watanabe of the Los Angeles Times reported last week that as some schools move to open access for AP courses, it allows students unprepared for the college-level rigor to sign up. And by enrolling students via lottery—because there aren’t enough AP seats to go around—schools may be shutting out high-achieving students entirely.

"While expanding access is generally a good thing, we need to make sure we're not watering down the experience for the high achievers," said Michael Petrilli in the story.

Mike reiterated that sentiment yesterday when he spoke to Larry Mantle of KPCC’s AirTalk, noting the unintended consequences of expanding AP courses.

Everyone agrees that more access to advanced-level work is a good thing for our students, but the evidence is mixed on whether students who don’t (or can’t) pass the AP exam actually benefit from taking these courses.

There’s also a question of peers. Will teachers spend too much class time working with students who are struggling? It seems likely. AP courses should have standards of entry so that our...

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Today’s whiz kids are those most apt to become tomorrow’s leaders. Our ablest students will hatch ideas for products that satisfy the needs and wants of future generations. They’ll be the engineers, investors, teachers, lawyers, and civic leaders that form the backbone of a strong 21st century economy.

Columbus’ public school system, however, by and large neglects its gifted students. This jeopardizes the city and region’s future prosperity and the diversity of its workforce.

First, the neglect of gifted youngsters isn’t such a problem in suburban communities. In fact, parents there are more likely to be accused of “pushing” their kids too hard not too little. Many upper-middle-class parents make sure their children play, for example, violin (for Pete’s sake, first chair), star in a sport (if not three), join the Key Club (why not become president), and of course do well in school (straight A’s in at least three AP courses).

It is not the well-heeled students who win spelling bees and ace their standardized exams with which I’m concerned. On the whole, suburban parents—and schools when coaxed by parents—give their girls and boys ample opportunity to excel academically.

But what happens to talented youngsters who don’t have a pushy parent around, or when their parents don’t have the wherewithal to push very hard? Indeed, what about high-potential students who are born and raised in Columbus’ poorer urban communities? Communities where a child is more likely to grow up in a single-parent home and where household incomes are low?...

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