Mike and the Heritage Foundation’s Lindsey Burke step outside to debate the place of climate science in standards and whether John Kline’s ESEA proposals stand a chance, while Amber looks at the relative merits of a four-day school week.
“Planting healthy content seeds will lead to a bumper crop of good readers,” noted Fordham’s Peter Meyer eight moons ago in reference to second-year results from New York City’s Core Knowledge Language Arts (CKLA) pilot reading program. Year three results, released this week, are equally compelling. Some background: CKLA is meant, through early reading instruction and content-rich “read-alouds,” to introduce all students—low-income students specifically—to the “core” common knowledge needed to navigate society. The pilot reading program tracks 1,000 students in twenty low-income schools in the Big Apple. Ten of these are implementing E.D. Hirsch’s “core knowledge” pedagogy (which stresses nonfiction reading, content knowledge, and decoding skills) while the other ten (with like demographics) employ reading strategies of the “balanced literacy” sort. Besides tracking scores on pre- and post-tests, this study gathered teacher and administrator survey data and conducted site visits at four CKLA schools, confirming teachers’ fidelity to the Core Knowledge program. CKLA students across all studied grades (Kindergarten through second) boasted larger gains than their comparison-group peers, and students with lower base achievement saw larger gains. Core Knowledge had the greatest impact on Kindergarteners; fidelity to the program resulted in reading gains fivetimes greater than those experienced by...
A teacher’s effectiveness has a tremendous impact on a child’s learning and academic trajectory. Yet knowing that, and being able to create teacher evaluation systems that successfully measure and document teacher effectiveness, are two very different things. In fact, for as long as anyone can remember, a public school teacher’s effectiveness and performance in Ohio classrooms-as in the rest of America- haven’t been measured much at all. These critical factors have had little impact on decisions about whether she is retained by her district or laid off, how she is compensated or assigned to a district’s school, or how her professional development is crafted. This report, authored by Superintendent Mike Miles, takes a detailed look at the Harrison (CO) School District 2's Pay-for-Performance Plan. The Harrison Plan confronted the dual challenges of defining an effective teacher then identifying all the things that demonstrate her effectiveness. This how-to guide is meant to serve as a tool and model for Ohio’s school districts.
Mike and Janie make the case for keeping the Education Gadfly Show going with witty analysis of Common Core critics, student discipline follies, and the GOP’s education conundrum. Amber delves into teacher dissatisfaction and Chris asks “What’s up with that?” one last time.
Mike and Rick break down the week’s news, from the prospects of John Kline’s ESEA reauthorization proposals to the college-for-all controversy. Amber analyzes the latest report on Milwaukee’s voucher program Chris wonders whether robbing a bank is enough to get a school bus driver fired.
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.