From Lin-sanity to charter school discipline, Mike and Rick take on political correctness in this week’s podcast. Amber breaks down the recent Brown Center report and Chris defends Michael Jackson’s dance moves.
A few weeks ago, a couple of Japanese scholars dropped by the Fordham Institute offices for a visit. This happens every so often—delegations of foreigners make the Washington ed-policy circuit, seeking a better understanding of America’s schools. As with most Asian visitors I meet, these gentlemen were curious about how we manage to produce so many innovative leaders. They want a Bill Gates, a Steve Jobs, or a Mark Zuckerberg of their own.
To which I replied: “You’re looking in the wrong place. It has nothing to do with our schools.”
This isn’t meant as a knock on our school system. But from ages zero to eighteen, our young people spend about 9 percent of their lives in class. Isn’t it likely that the other 91 percent contributes more to such attributes as their creativity or willingness to question authority?
I asked my visitors what Japanese adolescents do when they ...
Ed. Note: The email version of this edition of the Gadfly Weekly failed to identify sections of this week's editorials by Chester E. Finn, Jr. and Peter Meyer as quotations from other authors. We have great respect for the work of the New York Times, the Washington Post, and Mark Bauerlein, and would never want to imply that it was our own. We apologize for the mistake.
Pundits and politicians have cited the loss of manufacturing jobs as a sign of American economic decline for decades now, but a recent Washington Post article suggests that the problem is an under-skilled workforce, not a lack of opportunity. With that in mind, Checker and Peter square off this week to debate whether a renewed and revised focus on vocational education is the key to the U.S.'s economic future.
21st-century VocEd could be key to future economic prosperity
By Chester E. Finn, Jr.
I’m a huge fan of high-quality liberal-arts education for everybody and really do think it would go far to prepare better citizens, neighbors, and consumer/transmitters of America’s cultural heritage and democratic underpinnings. I’m also an acolyte...
Embracing the Common Core - Michael Cohen Presentation
February 16, 2012
Mike Cohen, president of Achieve, speaks at Embracing the Common Core: Helping Students Thrive to the specifics of PARCC (the assessment consortia Ohio joined last fall) and warned that the implementation of the new standards in ELA and math will not be easy and that districts should start the implementation process now.
Embracing the Common Core - Stan Heffner Presentation
February 16, 2012
Among the speakers at Embracing the Common Core on February 15, 2012, was State Superintendent Stan Heffner who stressed that the system Ohio currently has is letting kids down and not preparing them for the future. He went on to emphasize that the Common Core gives us the opportunity and chance to do better for our kids and we must capitalize on that.
Mike sat down with Fordham’s new school choice czar, Adam Emerson, to question just how flexible ESEA flexibility turned out to be and to ponder Obama’s abandonment of the D.C. voucher program. Amber looks at a new study on how much value principals add while Chris learns that they sometimes need to bob and weave when handing out teacher evaluations.
I’ve posted before about the unusual interpretations and suggestions for implementing the Common Core standards that are popping up across the country. Earlier this week, more evidence emerged that when it comes to organizations peddling Common Core implementation resources and strategies, the buyer should beware.
When it comes to organizations peddling Common Core implementation resources and strategies, the buyer should beware.
Eye on Education, a publishing company that provides “busy educators with practical information” on a host of topics (professional development, school improvement, student assessment, data analysis, and on), released a report this week authored by Lauren Davis that highlights “5 Things Every Teacher Should be Doing to Meet the Common Core State Standards”:
Lead High-Level, Text-Based Discussions
Focus on Process, Not Just Content
Create Assignments for Real Audiences and with Real Purpose
Teach Argument, Not Persuasion
Increase Text Complexity
At first glance, this appears to be pointed in the right direction. After all, nearly every point includes quotes from the standards themselves or from the publisher’s criteria released by David Coleman and Sue Pimentel.
While waiting for the ESEA waiver announcement, Mike and Janie get to look at the week’s more entertaining edu-news, from trials for tardiness to a pot problem in the Rockies. Amber talks pensions and Chris wonders if “walking it off” isn’t always the best idea.
What's holding back America's science performance?
February 07, 2012
While business leaders rue the lack of American workers skilled enough in math and science to meet the needs of an increasingly high-tech economy, the situation may be growing even grimmer. The latest installment of TIMSS showed stagnation in U.S. science achievement, and the 2009 NAEP science assessment found that only 21 percent of American twelfth-graders met the proficiency bar. Yet while the gravity of the problem is clear, the root cause is not. Is our science curriculum lacking? Is it being squeezed out by an emphasis on math and reading? Is there a problem with our pedagogy? Are our teachers ill-prepared? Or are we simply expecting too little of teachers and students alike?
Coinciding with its new review of state science standards, The Thomas B. Fordham Institute will bring together experts with very different perspectives to engage this crucial question: "What's holding back America's science performance?"
Watch the discussion with UVA psychologist Dan Willingham, NCTQ President Kate Walsh, Fordham's Kathleen Porter-Magee, Project Lead the Way's Anne Jones, and Achieve, Inc.'s Stephen Pruitt and join the conversation on Fordham LIVE!
Online learning and our current system of local education governance are at odds with one another, to say the least. In this paper, John Chubb examines how local school district control retards the widespread use of instructional technologies. He argues that the surest way to break down the system’s inherent resistance to technology is to shift control from the local district—and thus the school board—and put it in the hands of states. He then outlines ten steps to get us to this brave new governance system:
Set K-12 Online-Learning Policy at the State Level
Create a Public Market for K-12 Online Learning
Provide Students the Right to Choose Online Learning Full Time
Provide Students the Right to Choose Online Learning Part Time
Authorize Statewide Online Charter Schools, Overseen by Statewide Charter Authorizers
License Supplementary Online Providers
Fund All Learning Opportunities Equally Per Pupil
Exempt Online and Blended Teaching from Traditional Teacher Requirements Including Certification and Class Size
Establish Student Learning as the Foundation of Accountability for Online Schools and Providers
Address Market Imperfections by Providing Abundant Information to Students, Families, Schools, and Districts