Additional Topics

  1. Patrick O’Donnell concludes (?) his “test mania?” series with the national level view. (Cleveland Plain Dealer)
     
  2. Teacher value-add data was released by ODE yesterday, and promptly taken down because of a data glitch. (Cleveland Plain Dealer)
     
  3. Doug Livingston takes a look at the numbers – and the processes – involved in transferring students for disciplinary reasons in Akron City Schools. Numbers were up last school year. There are some further questions that need to be asked here. (Akron Beacon Journal)
     
  4. What got the ABJ thinking about disciplinary transfers? Kenmore High School did. It seems that disciplinary transfers concentrated in Kenmore the last couple of years, leading to several high-profile incidents that tarnished the school’s reputation. Things are quieter this year so far, it seems, but the issue of “transfer students” still seems to be on everyone’s minds. (Akron Beacon Journal)
     
  5. Here’s one for my colleague Robert Pondiscio: The Cleveland Play House – in partnership with the Cleveland Metropolitan School district – received a $2 million federal grant for the CARE Program. It is intended to improve social emotional learning skills while increasing literacy learning among otherwise underserved students. The story notes
  6. ...

SIZE MATTERS
Tom Vander Ark at Real Clear Education weighs in on new research showing that smaller high schools may yield serious educational rewards. Among other positive effects, the new MDRC study concludes that New York’s small high schools have helped boost graduation rates among low-income students over the past decade. For the last word on the costs and benefits of small schools of choice, read Fordham’s own Amber Northern, who reviewed the study for this week’s Education Gadfly Weekly.

WITH FRIENDS LIKE THESE
First he ran an ad touting his efforts to slow down the progress of Common Core in New York. Now Governor Andrew Cuomo—a center-left Democrat in a comfortably blue state, with a healthy lead over his election opponent—has completed his long-rumored transformation into a besuited chicken, protesting that he had “nothing to do with Common Core” in last night’s gubernatorial debate.

IF ONLY SAM COOKE WERE ALIVE TODAY
In the first installment of a new series celebrating the classroom totems of yesteryear, NPR has put together a quick read that finally explains what a slide rule is for.

TARHEELED AND FEATHERED
An extensive investigation...

  1. Editors at the Dispatch weighed in on the KnowYourCharter website today. Every line is worth a read, but just a hint: they are not fans. (Columbus Dispatch)
     
  2. As you may remember, Columbus City Schools is a pilot site for Ohio’s parent trigger law, and 20 schools in the district are, for the first time, eligible to be taken over/reorganized/reconstituted if a majority of parents want that to occur. Today, KidsOhio.org released an overview of all the schools on the list, noting that all have improvement plans already in place and that most have had new principals within the three-year time frame of the trigger review. Interesting. (Columbus Dispatch)
     
  3. The PD’s “test mania” series continues, this time talking with teachers about their views. No spoilers from me. (Cleveland Plain Dealer)
     
  4. I applaud the PD for their extensive “test mania” series, but I have to ask if it was really necessary to use those thousands of words/pixels and all those column inches/bytes to keep on saying that everyone hates testing. Whether you agree with the sentiment or not, those last three words sum up the entire PD series. However, here’s the other side, as presented in
  5. ...

Trying to understand how education spending is influencing our education priorities is like looking through murky water, notes this report from the Data Quality Campaign: “[I]t is evident something is there, but it is not exactly clear what.” For example, education leaders need to know whether investments in interventions have an impact, whether schools with high numbers of special-needs students are receiving the resources to which they are entitled, and whether dollars spent on teacher development have led to improvements. Without a clear picture of education spending, there is little to inform decision-makers. The report proposes several solutions. First, states should find new ways to make financial data more accurate and transparent for stakeholders. This starts with changes in data collection, including a shift to a common system of financial information record-keeping across states. Second, raw financial data should be translated for use in public reports, including information that connects education dollars to outcomes. The report also encourages states to create a forum for district leaders to share best practices and learn from one another. To illustrate DQC’s proposed reforms, consider this process with funding for special-needs students: Districts could use financial data to tie how much extra funding is...

2014 marks the first year that minority students are projected to surpass their white counterparts in public school enrollment. And nearly one in four students in American schools speak a language other than English at home. Currently, these students, categorized as “dual language learners” (DLLs), are shuffled through a four-part “reclassification” process: a screening assessment, English proficiency support services (such as vocabulary interventions), reassessment, and follow-up monitoring. Such models are mandated by the ESEA, so all states comply in one way or another—but the lack of interstate consensus on exactly how to comply has led to a “chaotic” system, says analyst Conor Williams. There are three issues: (1) local control over which of the four currently available English language proficiency assessments they administer; (2) a lack of consensus regarding when a DLL is proficient and ready for mainstream English instruction; and (3) uncertainty about how to prepare educators and create appropriate DLL instruction. By failing to coordinate reclassification policies, DLLs, who are more likely than other student subgroups to move from state to state, fall further behind their peers academically or lose their precious bilingualism—an asset schools should be nurturing, not silencing. Williams’ proposed solution? A unified set...

Frank McCourt, the memoirist and legendary English teacher at New York’s Stuyvesant High School, was once challenged by a student who asked what possible use a particular work of literature would have in his life. “You will read it for the same reason your parents waste their money on your piano lessons,” McCourt replied tartly, “so you won’t be a boring little shite the rest of your life.” Perhaps schools should collect Boring Little Shite (BLS) data and report it alongside AYP and FRPM. Jay Greene seems to be working on it. A data hawk and acerbic defender of school choice and vouchers, Greene might have been voted least likely to give a damn about the arts before his surprising 2013 study linking field trips to art museums to a range of desirable outcomes, including critical thinking and empathy. He’s at it again in the current issue of Education Next with an interesting study on the effects of taking students to see live theatre, including improved grasp of the play, vocabulary, empathy, and tolerance. Greene and his co-authors make much of these enhancements over a control group who only read the plays or saw film versions. But the good effects...

All the world's a stage - October 22, 2014

The benefits of live theater, how and whether to discipline, detrimental reading tests, and relative school costs.

Amber's Research Minute

The Relative Costs of New York City’s New Small Public High Schools of Choice,” by Robert Bifulco and Rebecca Unterman,  MRDC (October 2014).

SHORT-TIME PRINCIPALS
Yesterday’s Late Bell highlighted NPR’s review of the brief tenure of many urban superintendents. But high turnover rates plague principals as well, as Chalkbeat Colorado reports. Of Denver’s 185 schools, thirty-four have seen at least two changes in principals over the last six years. The lack of continuity disrupts learning and hampers the implementation of new policies and standards. 

DUNCAN MAKES THE CASE FOR PRESCHOOL
U.S. Secretary of Education Arne Duncan is making a big push for universal preschool, saying the time to debate the issue is over and the time to implement early education is here. At a recent speech in Los Angeles, Duncan urged lawmakers to increase budgeting for early childhood programs by as much as $350 million.

ELECTION SPOTLIGHT: ILLINOIS
The educational philosophies of the gubernatorial candidates in Illinois, who take the stage for their final debate next Monday, could not be more at odds. Democratic Governor Pat Quinn wants a three-year moratorium on charter schools, while his Republican challenger, businessman Bruce Rauner, has donated generously in support of the movement.

CHARTERS:...

  1. The annual leadership conference for charter school authorizers is taking place this week. EdWeek’s Arianna Prothero is there and learned a lot about closing down poor performers from Fordham’s Chad Aldis and Kathryn Mullen Upton, among others. (EdWeek blog)
     
  2. "If I am elected it will be an indictment of Common Core and a call for local control." Why yes, there are races for State Board of Education seats coming up in two weeks. Why do you ask? (Cincinnati Enquirer)
     
  3. The good folks at StateImpact also have a full voters guide for the state board races. This link is to the intro piece. Links to all candidate statements received in the various races are available there. (StateImpact Ohio)
     
  4. The Beacon Journal is really only interested in one of those state board races – District 4. In what is probably a rare move, editors have made an endorsement in the race. (Akron Beacon Journal)
     
  5. Thanks Common Core. Due to the roll out of new Common Core-aligned tests in Ohio this year, Lorain City Schools’ new academic recovery plan must lack in specifics as far as growth targets go. (Northern Ohio Morning Journal)
     
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[Editor’s note: This is the sixth in a series of personal reflections on the current state of education reform and contemporary conservatism by Andy Smarick, a Bernard Lee Schwartz senior policy fellow with the Thomas B. Fordham Institute.  The previous posts in this series can be seen hereherehere, here, and here.]

Andy’s odyssey: Part six

The greatest friction between contemporary education reform and conservatism is the former’s obsession with “new” and the latter’s deep skepticism of it.

This conflict has its roots in the very different worldviews of progressives and conservatives. Those on the political right generally seek to preserve, believing that longstanding practices, policies, and institutions possess the wisdom of ages. They have evolved and grown robust. In Yuval Levin’s words, they “developed through years of trial and error and adapted to their circumstances.” They possess stores of social capital that facilitate the healthy functioning of society.

Progressives generally seek to dramatically change, aspiring to uproot society’s injustices and inefficiencies, possessing great faith in our ability to create something new and better...

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