Robert : Hello, this is your host Robert Pondiscio of The Thomas B. Fordham Institute, here at The Education Gadfly Show and online at edexcellence.net.
Now, please join me in welcoming my co-host making his podcast debut, the Lin-Manuel Miranda of education reform, Kevin Mahnken.
Kevin: Thank you very much Robert, it's nice to be here.
Robert : You say that now.
Kevin: Yeah, we'll see how this goes. I have no experience in any audio format to this point, so it could very well go off the rail very quickly.
Robert : I'm going to count on that. Speaking of Lin-Manuel Miranda, the reason I evoked him, do you know why?
Kevin: Tell my Robert.
Robert : He just was named a MacArthur Genius Grantee, right? Well deserved.
Kevin: Yeah, he has now been officially designated a Genius. That debate has now been squared away. The keepers of our culture have now elevated him to that status, and I appreciate it because I like his work.
Robert : I like his work, I loved Hamilton. If you haven't seen it, see Hamilton. Mortgage or keep your children's lunch money, save whatever you have to, go see it. It's great.
Did you look at the list of the other ... because you're not on it this year, neither am I. Again.
Kevin: No, I got it in 2012. They don't double up. It's considered wasteful. No, you see the top line winners who would be Miranda and I think this year it's Ta-Nehisi Coates.
Robert : Correct.
Kevin: Then ...
Robert : Twenty-two people I've never heard of.
Kevin: Yeah, as we've discussed, fairly obscure but brilliant people who have dedicated their lives advancing some cause that they're now being remunerated for.
Robert : Handsomely.
Kevin: Yeah, to the tune of, what like, $700,000?
Robert : A lot of money and they continue doing it and we can continue not having heard of them.
Kevin: Yeah indeed, and in the case of Miranda, it means maybe he will seek it to consecrate some other unjustly ignored founding father.
Robert : Benjamin Rush, The Musical.
Kevin: Yeah. Dudley Wigglesworth, The Sage of Concord. I would love to see it.
Robert : Good. Get on that Mr. Miranda.
All right let's play, Pardon The Gadfly. Clara, take it away.
Clara: The achievement gap in suburban school districts does not get much attention. Why should stake holders be concerned that districts, like Montgomery County, are getting only 11% of their low income students college ready?
Robert : What a fascinating ... Did you read the speech by our good friend, brother Mike Petrilli?
Kevin: I did. Yes. I read all his work.
Robert : Okay, of course you do.
Kevin: I prefer his early work.
Robert : Pre 2012.
Robert : He sends his sons to the Montgomery County Schools and he came up with this remarkable piece of data, that shows a well regarded suburban school district. When you look at it by sub groups, only 11% of the kids of color, low income kids of color, in Montgomery County are college ready as determined by SAT and ACT scores. I was kind of surprised by that.
How about you?
Kevin: I was surprised of the two figures that he shows in his piece that's the more striking one of kids who have taken, I think it's the ACT/SAT, you see higher figures for black and Latinos. It's somewhere a little bit closer to 20%, but of course you want to take a broader numbers.
It is surprise, what makes them stark I think, is that you've got these huge scat's of white and Asian students who are being deemed college ready, according to these metrics, and the gap is therefore much, much wider and it cuts against what we would normally think of a somewhat affluent district like Montgomery County.
Robert : The point is a good one I think, and one that I think we think of ourselves as education reformers, we tend to focus on urban schools, right? Some of the same population that we focus on are in these suburban schools, and guess what? They're doing just as badly here or there as they are in the intercity. It's kind of fascinating.
He starts out, Mike's piece, I was going to call it my favorite quote from John Dewey but I mean that archly or ironically, this business about, "What the best and why does this parent want, so should every parent want for his/her child and I think less is un-levelly and undemocratic."
I've referred to that before, you see this all the time where good ideas, and I'm making air quotes around good ideas, that work pedagogically for affluent kids we say, "Hey it worked so well in the Upper East Side." Let's take it to the inner city where it crashes and burns. This is the same phenomena within a district. What's working well for affluent kids in a place like Montgomery County, it may not be working so well for low income kids. Mike's point, and I think its a good one is, do we need to rethink the instruction program to differentiate it more to give kids what they need just not what they think what we think they should have?
Kevin: Even access to, in a case of low income kids, resources that have been earmarked for then but have not been delivered. You may have seen, there was a new report released by essentially a small think tank associated with the county, research that says something like, "50 million out of about 128 million in funds from the state for low income students didn't go directly to programs benefiting low income students. It went to general operating budgets."
That may be. That's certainty legal and since the district saw a huge amount of funding cuts on the wake of the recession, the cut a lot of positions, that may even be the right thing to do but it makes you think you're seeing these fast gaps in the income levels. Perhaps if low income kids had the resources that they were meant to have in the first place, would it be different?
Robert : Good question. I'd love to see this same data run done for suburban school districts across the county I think we would learn quite a lot.
Number 2 Clara.
Clara: In the book Split Screen Strategy, Ted Kolderie suggests that some students could benefit from graduating much earlier. Do you think rethinking the high school graduation age is a healthy or productive way to rethink the traditional education model?
Robert : Boy, oh boy, oh boy. I'm going to say something I've probably said a thousand times on this podcast which is, "It's complicated." I know that this is a very, "Which vain of ore to mine." A lot of people think, "We should have competency based classes. Why are having this lock, step, march, k-12, 13 grades and then you graduate. Let's let students proceed at their own pace, etc, etc."
I get it. I'm sympathetic to it. The only counter argument that I would like to hear more of is, kind of the cultural orientation of school. I'm guessing all of us at this table, all of us listening to this, had that classic k-12 experience and yes we can see ways to improve it, but that's just the way we do school. Am I being fussy by just saying, "Well that's just the way we do school?" There's some intrinsic value to that. Let's be very, very careful about messing with that?
Kevin: I guess this makes you the Edmund Burke of the educational reform.
Robert : That's right.
Kevin: Educational reform has been pointed out by a contributor like Andy Smarick. It is sort of inherently seemingly bias toward change. Toward shacking up the status-quo. I think that's probably to it's benefit. The status-quo exists for a reason, of course.
In the case of Kolderie's book, there is something persuasive about this case to me. He makes sort of a broader claim, and perhaps a indefensible claim, it's quoted in our review in this weeks Gadfly by Kate Stringer, that he reckons that with the number, I'm paraphrasing, with the number of restrictions that are in place, basically on the freedoms and the freedoms of movement and opportunity on adolescents, that they are the most discriminate against segment of people in our society.
Robert : Come on, that's a little bit of over statement.
Kevin: Yeah, he's making sweeping claims. I see some truth in it. By 16 it seems to me, at least some high school students ought to be able to choose their own path.
Robert : Sure.
Kevin: If that own path includes seeking employment outside of school. In high school I didn't even have the option of seeking part time employment.
Robert : Okay, I did. Name a fast food restaurant? I worked there.
Kevin: How long did you stay, though? That's the question.
Robert : Longer than I should have perhaps. Maybe the job is still open.
I don't want to over argue the case because I think there really is some wisdom, and he's Ted Kolderie, and who am I? I just get very, very nervous when we suggest just blowing up these models that are not merely academic. I'm bias here, my daughter's an athlete okay for example, it had been a very great big part of her schooling. I was involved in theatrical productions when I was in high school.
We have schools for things other than academics. There's civic institutions. There are cultural places. They're athletic institutions for our kids. You can't pull one of these levers without disrupting some of the other ones. Do I think that there should be more high school models that allow the kinds of kids Ted is referring to to be better served? Of course. Do I want to upset the entire the apple cart and say, "Let's change the way we do high school in America?" I'm not quite there yet.
Speaking of which, this is kind of related. Number 3 Clara.
Clara: Dartmouth economist have suggested that the boom of the fracking industry has increased high school dropout rates. Are students being forced to chose between work and school?
Robert : I don't know if they're being forced to choose, but this data that's kinda fascinating says that they are choosing. Guess which one is losing?
Kevin: It's school.
Robert : Right. It's kind of interesting. I know 1 or 2 young people who actually went out to North Dakota a few summer ago to work in the fracking fields and made a boat load of money, and they were real happy about that. This piece of research, I believe was from Dartmouth, suggested I think there was a 1 1/2% or 2% decline in graduation rates because they're linking this with job opportunities in fracking, which is kind of fascinating.
Kevin: Yeah. It's actually even more stark than that. I think I saw 1.5% to 2.5% increase in the drop out rate for each percentage point increase in employment in the oil and natural gas fields. That's pretty striking.
Robert : It sure is.
Kevin: It could very well be that this is another area that's impacted by the recession. Jobs are hard to come by and you have extraordinarily high paying jobs for extraordinarily low skilled workers.
Robert : Yup.
Kevin: Perhaps it's only logical that they should seek employment outside of school, but there's a down side to that because these fields, which arise basically out of nowhere, often end up turn in to ghosts towns. Since it's peak in December of 2014, the national oil and gas industry has shed 8% of it's jobs.
Robert : Peek fracking.
Kevin: Peek fracking. We may still see yet another spike at some point, but right now we got depressed fuel prices and that's leading to a lot of these places being shut down. While it makes perhaps short term sense, I think this case probably argues against my point from the previous segment.
Robert : Pick one Kevin.
Kevin: Yeah, exactly. Let a 17 year old choose and he may choose $15 an hour in a fracking facility, but that could not be a good decision for long.
Robert : Aaron Churchill, our colleague, reviewed this report for The Gadfly and makes the point I think is the good and obvious and correct one, which is students should not have to choose. This perhaps reinforces Kolderie's point in the previous segment. If we want kids struggling, there's an interest in seeing them being upwardly mobile so that $15 hour job, yeah it's hard to say no to that, and let's applaud the initiative. That's great, but we don't want them dropping out of school. Is there a way, is there an educational school model that will allow them to do both. That will allow them to take advantage of short term economic opportunities, while continuing to matriculate. I don't know what that model is but maybe Ted Kolderie could get to work on that for us.
Kevin: More over, I think it's just as a final point it's worth pointing out, that fracking is not necessary solely to blame for this. You see this in a lot of parts of the country where all of a sudden, employment opportunities blossom for folks without a lot of job skills. Construction would be a great example of the housing boom. If a 16 year old is sitting board in pre-calculus and he knows that he can be making oodles of money, literally 10's of dollars an hour working a low skill job, then they're going to be doing it regardless of whether it's fracking or another field. It's probably something we should keep in mind.
Robert : Yeah, exactly. Fracking is the current phenomenon, but there will be other opportunities like this. If you want to rethink high school, that's not a bad way to start is by looking at the economic opportunities that exist in making it possible for kids to take advantage of both their academic trajectory and the short term opportunities. Why not? Makes all the sense in the world.
That's all the time we have for Pardon The Gadfly, and now it's time for Amber's Research Minute.
How are you doing today Amber?
Amber: Doing great. Just tired of the rain already and this thing has turned into a hurricane I hear.
Robert : Really?
Amber: Yeah. Category 1, that's what I heard on the news this morning.
Robert : I did not know that. I was just going to ask you if you made the short list for The MacArthur Genius because Kevin won in 2012, which I didn't know until this morning.
Kevin: This was a couple years ago. It was for my musical about James Otis.
Amber: I did not know that.
Amber: They have Geniuses of all different stripes, right? You can be a Genius in all different things, as I recall when I looked at it last time.
Robert : Indigo child theory of genius? We're all Geniuses.
Amber: We're all Geniuses in some way. Yes.
Robert : I get that. I'm revealing myself to be completely unsophisticated with the exception Ta-Nehisi Coates and Lin-Manuel Miranda, there were 22 people I could not have picked out at a police line up.
Robert : Not that I expect to.
Amber: Right. They're artists and musicians and thought leaders.
Robert : Right, but nobody from the world of education.
Amber: Philosophers, yes. Right.
Robert : Right, so maybe next year.
Amber: Maybe next year.
Robert : You and me. What do you got for us?
Amber: All right. We got a new study out by NCES called School Composition and The Black-White Achievement Gap. We spend a lot of time talking about this achievement gap, don't we?
Robert : We do indeed.
Amber: Uses data from the 2011 NAEP Grade 8 Math Assessment to examine the black-white achievement gap in light of the make up of the school. Specifically, how does the gap look in schools where the density of black students is high or low, which is simply the percentage again, of black students in a school. They use this density word which is a little off putting to me and maybe I'm just being overly sensitive here, but anyway, we talk about density of the school. That just is code word for how many black kids are in that school. Okay?
Robert : Okay.
Amber: Key findings on average nationally, white students attended schools that were 9% black, while black students attended schools that were 48% black.
Robert : In the averages. Makes you wonder.
Amber: On average nationally.
Robert : Okay.
Amber: No surprise here, but the highest density schools were mostly in the south. Okay, we know that, and in cities. Low density schools were mostly in rural areas. All right, so that's no big surprise.
Robert : Right.
Amber: Three-quarters of of public schools, that about 77%, are the lowest density, meaning 0% to 20% black students and 10% are highest density, which is 60% to 100% black students. Okay. That's all the descriptive stuff.
Then they do another annalists where they control for factors such as social economic status and all these varies school and teacher and student characteristics. Then they apply all of these controls.
Then they find that 1 white student achievement in the highest density categories, I mean highest density schools, did not differ from white student achievement in the lowest density schools. The white student achievement stayed static.
Robert : Regardless of ...
Amber: Relative of whether you're in high density or low density. Yes.
Number 2 for black students overall and especially black males, here we go with our black males again, achievement was lower in the highest density schools then in the lowest density schools. The black male kids had lower achievement in the higher density schools then in the lower density schools. Okay?
Number 3, this is kind of interesting, there were no significant difference between the percentage of black student in a school in achievement for females. Whether the female was black or white, we didn't see statistically significant differences for the females.
Again for the males, the black-white achievement gap was greater in the high density schools by about 25 points of a gap. In the lower density schools to was only 17 points with the gap. One thing to keep in mind, because it's descriptive, it's not causal, is that they can control first off things like family income, teacher credentials and all this other stuff but you still have a self selection bias. Your not going to wipe out that self selection bias no matter how many controls you try to throw in there. What we're saying is, there's something about parental motivation, for instance right, that we just can't measure. We've got to concede that students in these mostly, I'll use the word, "Segregated schools," right if you will, are going to be different then those who are in integrated schools in ways that we can't really measure. Okay?
In the end I was just thinking to myself, the fact remains whatever you think about the study, it's mostly descriptive, it's correlational. We fret a lot about whether schools are segregated or not and what to do about them. I think this study is light on the answer to that because it's obvious a very complicated problem.
Robert : Sure.
Amber: It's good descriptive information but I think that they really short change the fact that these kids are still different in fundamental ways that we can't measure.
Robert : The answer is, we need to know more?
Amber: Yeah. I think we need to know more and I think that we need to concede that we can talk about these gaps and we can talk about how many black kids are in a school and how that impacts achievement and correlational away, but we can't be real definitive about these differences that we're seeing because we're not able to really figure out how these kids are fundamentally different.
There's something going on here that these models can't capture. I was just saying, let's not die on the toward relative to these research finding's in particular. I think, and you guys know this more then anyone, in the school choice world right? Some of these no excuses schools are being sort of beat up on because they're not caring so much about integration. They're setting up schools in these inner-cities where these kids are and some folks are beating them up for that. I think this kind of research is trying to speak to that problem of what do we still do about these schools where you just don't have a lot of diversity?
Robert : Right. Great question and it's not going to go away anytime soon. Thank you Amber. That's all the time we have for this weeks Gadfly Show. Until next week.
Kevin: I'm Kevin.
Robert : I'm Robert Pondiscio from the Thomas B. Fordham Institute, signing off.
Robert: This is your host, Robert Pondiscio, at the Thomas B. Fordham Institute here at the Education Gadfly Show, and online at edexcellence.net. And now, please join me in welcoming my co-host, the Jon Hamm of education reform, Brandon Wright.
Brandon: How's it going?
Robert: Things are great, Don Draper. Come on, you kind of have that look.
Brandon: Do I?
Robert: I mean, for those of us who are following along on television today, which is none of us, yeah, you've kind of got that a little bit.
Brandon: Take that as a compliment. I think the funny thing about him is if you've seen him in any comedies, what I think he really wants to do is be a comedian, but he's just too handsome. So it just doesn't work, right? People who are hilarious have something interesting about their look that you can't always pinpoint, but he just doesn't work visually as a comedian.
Robert: I can even see that, it's funny, the only thing I've ever seen him in is that role.
Brandon: He's actually pretty funny.
Robert: Is he really?
Robert: And he might be one of those guys who is doomed to forever just be typecast as that guy.
Brandon: I don't know, he's been in a lot of stuff.
Robert: Has he?
Robert: Clearly, for all the pop culture references we make here, I need to brush up my pop culture expertise. I've never seen him in anything other than "Mad Men."
Brandon: Yeah. I think he really wants to be a comedian.
Robert: Good luck with that, hope that works out. Do we want to be comedians here? Let's hope not.
Brandon: I'm not that funny, I don't think.
Robert: Clara, you're funny. Let's play Pardon the Gadfly.
Clara: All right. Pope Francis is in D.C. How has public perception of urban Catholic schools changed since the last time a Pope was in our nation's capital?
Robert: I'm not sure when the last time the Pope was in the nation's capital. 10 years ago?
Brandon: According to Mike, it was when we put out the last Catholic schools report, which I just saw online today was 2008, I think.
Robert: Okay. All right. So the pope is here in D.C., snarling at traffic and administering last rites to the Washington Nationals. Thank you.
Brandon: Got to throw the Mets in there.
Robert: I'm trying to be funny.
Brandon: Although it will be bad if they're six and a half back, and lose. Only one team ever that's ever done that.
Robert: Call on the Pope for divine intervention. First of all, we need to start by giving just enormous props to our own Kathleen Porter-Magee, who when she is not here at Fordham, runs a small number of independent Catholic schools in New York City, and the Pope, for the first time ever, is going to visit a parochial school, he's visiting one of Kathleen's schools. How exciting is that?
Brandon: Very cool. Very cool.
Robert: On the other hand, I feel kind of bad for her, because no matter what happens for the rest of her life...
Brandon: I'm sure she's very stressed out too.
Robert: That too. Well let me tell you, "in 2015 the Pope came to my school", I'm not sure what tops that.
Brandon: Sure, sure.
Robert: But as much as I'm thrilled that he is visiting Catholic schools, Kathleen's in particular, and turning the lights up on Catholic schools, I have to be honest, where was he 50 years ago? I'm not meaning this Pope, but any Pope. Catholic education was at its high-water mark in 1960, when there was approximately 5.2 million Catholic school students. Guess how many there are right now.
Brandon: I don't know, a million?
Robert: More than that, 2.3. But about half. Catholic schools, especially if you're from the northeast part of the United States where I'm from, kind of built that part of the country. And I recognize that Kathleen and Andy Smarick has a piece in the National Review saying "hey Catholic schools are innovating now," and that's great, but I can't help but be a little bit sad, we've just lost something spectacular in this country, in the form of weaker Catholic schools, far fewer of them, and the conventional wisdom of course is that charters have replaced that.
But you know what? I just don't know that you can ever replace the mission-drivenness of Catholic schools. The character, the values, the academics, especially for low-income kids, I'm just not sure that what we have now replaces what we used to have, with a far more robust Catholic education sector.
Brandon: So you say that the number's dropped over the last 50 years, and you cite the number now, and the number then. Has the number gone down that whole time, or is it going back up at the moment now?
Robert: I think it's been a steady decline, but the irony of course is that the number of Catholics in this country has steadily increased. In about the time that Catholic school enrollment has been cut in half, the number of Catholics in America has roughly doubled. Now yes, it's probably a significant rise, I don't have the data in front of me, so maybe I shouldn't freelance this: I assume it's a much higher percentage of very low-income Americans, who maybe can't afford even the modest tuition of Catholic schools, and that's why charters are stealing share of them then.
But it is absolutely true that we have more Catholics in America than we did 50 years ago, but far less attendance in Catholic schools.
Brandon: Well to be a bit of an optimist, could it be that public schools have gotten better? So people feel less of a need to pay even a small amount to go to a private school.
Robert: Let me answer that with one word. My one word answer is, no.
Brandon: Okay. All right.
Robert: At least if that's true, I challenge one of your listeners to show me that that's true. All the evidence I've seen suggests just the opposite is true. So welcome Pope, and have a great visit at Kathleen's school, but don't be a stranger, come back, again and again and again.
Brandon: Except for the traffic.
Robert: Except for the traffic. Question number two, Clara.
Clara: Mayor Bill de Blasio recently disputed Berkeley Professor Bruce Fuller's study that found those who most need early learning don't get it. Has Mayor de Blasio been successful in his push to increase pre-K enrollment?
Robert: I'm going to take a look at this and write about this for this week's Gadfly, and I'm really tempted to title the pieces something about "How to Widen the Achievement Gap". Because if you look at what Mayor de Blasio is doing, and we've talked about this on the podcast before, he's created basically a new entitlement, universal pre-K, but what Professor Fuller's data seems to indicate is that the kids who need it the most aren't getting... I'm not saying they're not getting it at all, but they are far less likely to get it than modest income, but not the lowest of the low, and that's who really needs pre-K the most.
If you look at the way that children develop language, pre-K is never going to be a substitute for growing up in a home with parents who are educated and speak in full sentences and read every night, but that's where the battle is won and lost in terms of language proficiency, is in the first four years of life. So why are we creating in New York this universal entitlement that goes to everyone, and the evidence that Professor Fuller seems to be seeing here is that those who need it the most are getting it the least.
Brandon: So if everyone gets it, wouldn't everyone get it?
Robert: Was that...?
Brandon: It was a topology, I think it is.
Robert: A topology?
Brandon: No, right, if the complaint is that the kids who need it aren't getting it, and the answer being put in place is universal pre-K, isn't that by definition giving it to everyone? So wouldn't all the kids get it?
Robert: Sure. That's the point. Everybody gets it, then nobody has a chance to catch up. Let me have a look at the site...
Brandon: So the kids who don't need it shouldn't get it at all? So that the other kids can catch up?
Robert: Well, I see what you're saying. Yes.
Brandon: Doing a little debating now.
Robert: Well, I don't have this data in front of me, but I believe that Professor Fuller has also pointed out that a significant percentage of kids who are in the free pre-K either did or would have had a private pre-K. So basically you're just saving them the cost. But the number that jumped out at me is this one: families residing in the poorest fifth of city zip codes saw just a 1% increase in registration of four-year-olds compared with school last year. So most of the growth from year one to year two is coming in not the bottom quintile but the others.
Brandon: So it's available but people aren't sending their kids there?
Robert: People don't take advantage of it enough.
Brandon: So then if you took the money that they're spending to give it to everyone, even people who would pay regardless, you could better spend that money to increase the enrollment of the kids who need it most?
Robert: Sure. Absolutely.
Brandon: That makes sense.
Robert: And the other thing that concerns me is, this has nothing to do with pre-K, but Mayor de Blasio also gave a big speech last week, where he announced his priorities for education. And one of them was universal second-grade literacy. Sounds good, right? My fear is that Mayor de Blasio and his chancellor Farina have kind of one flavor of literacy that they like, which I've written about deathlessly over the years, a program by Lucy Calkins of Teacher's College, the so-called Teacher's College Reading and Writing Program, the only reason Brandon I'm still in education these days, after teaching years and years ago, was I got so scandalized by what we were doing to low-income kids in the Bronx where I taught, with this program, that I kind of became militant on the subject.
So when I hear that Mayor de Blasio wants to spend $75 million I think in the next couple of years on reading specialists, every alarm bell that I have is ringing, saying "oh no, please not that again." And I have been over the last two days, calling and emailing City Hall, the Tweed Building, the DoE in New York City, to say "what are you spending the $75 million on?" So far, no answer. Please return my phone calls, Tweed.
Brandon: Please do. All right.
Robert: Question number three, Clara.
Clara: Intel announced that it will soon pull its sponsorship of the annual Science Talent Search, which former president George H. W. Bush once called "the Super Bowl of science." How could this withdrawal of support impact America's brightest students, especially those interested in STEM?
Robert: Great question for Brandon Wright, who is our house expert on gifted education.
Why would Intel do this? This is nuts, they've had that competition since I was your age, young man!
Brandon: I'm not sure. Actually Intel took it over from Westinghouse-
Robert: I remember Westinghouse. That's how old I am.
Brandon: ... in I think the '90s. But still, I'm not sure, but it does kind of seem like it's par for the course in American education. We've moved so far away from actually focusing on our brightest kids, and this kind of goes along with that trend. Unfortunately, it's in the subjects that we needed most, stem subjects, and it's for the age group, high school, that's doing the worst. So if you look at the United States compared to other countries, our fourth graders actually do pretty good. And then when they get to eighth they do worse, and then when they get to be 15 they do awful. So I don't know, it just doesn't make a lot of sense, and this is like another nail in the coffin of gifted education, or education of our highest potential, brightest kids, however you want to label that group of kids.
Robert: You mean the ones who are going to hire my daughter in a few years, when she gets out of college?
Robert: Yeah, those guys. Please. And we should also plug your book, with Chester Finn, you've got a new book out within the last week or two on exactly this subject.
Brandon: Last week.
Robert: Just last week. Congratulations, you're now a published author. And the title is?
Brandon: "Failing Our Brightest Kids".
Robert: There you go. That says it all, doesn't it?
Robert: And that's all the time we have for Pardon the Gadfly. And now it's time for everyone's favorite, here's Amber's Research Minute.
I came down here for three days, and found out that all of my Fordham friends and colleagues are going to be working from home tomorrow.
Brandon: I did warn you well ahead of time.
Amber: Yes, my schedule this week for the Pope, so the Pope has upset my life this week, but I'm glad everybody else is happy about him coming.
Robert: Yeah, so if the Pope wants to hang out in the empty Fordham offices, I mean you could fire a cannon off in this place and nobody would know about it.
Amber: This is true.
Brandon: Probably not a good idea with the Pope around.
Robert: Probably not a good idea. Amber, what have you got for us today?
Amber: I've got a new study out by Mathematica, looks at their latest results on KIPP.
Robert: Oh, I read this.
Amber: I'm glad you did. So it's called "Understanding the effect of KIPP as it scales." So Mathematica's had this contract for years to be tracking the impact of KIPP, so just a little bit of background, KIPP received in 2010 $50 million and an i3 scale-up grant from US DOE. So it got some money. And so now these folks are saying "okay, how did that scale-up go?" So it tracked some of these students.
So basically part of their i3 commitment was to develop their leadership pipeline, which I'm assuming means hire a bunch more principals and train them, and double their students, from 27,000 to over 55,000 by 2015, so by this year. So that was a pretty big jump.
Robert: They overachieved, I think they've got like 60,000 kids now.
Amber: So they are really scaling. All right, the latest evaluation examines impacts at the elementary, middle and high school levels, which we haven't had before, they've been kind of doing this in a piecemeal fashion, and again as I mentioned, looked at the scale-up. So I'm going to go "boom boom boom" at each level, big highlight, okay.
For elementary level, they were able to use this random assignment versus this lottery winner and loser, I think we've all heard about this design before, it's this rigorous design. And they found that being offered admission to a KIPP school led to an increase of .25 standard deviation on a standardized reading test, it was Woodcock Johnson.
Robert: Woodcock Johnson, yes.
Amber: In math, the impacts were also positive, equivalent to an increase from the 58th to the 68th percentile, which sounds pretty good to me. At the middle school level, again they were able to use this lottery-based design, in most cases, not all cases. And they also used a matched design, where they kind of match the kids on demographics of baseline scores, so not to get too wonky, but they weren't able to use the lottery design for every single level.
Robert: It's still a positive effect, right?
Amber: Still positive. Both designs showed KIPP middle schools had positive impacts on students' test scores in reading, math, science and social studies, so all four core areas. For instance, in science and social studies, both of them, on average KIPP middle schools have a positive impact of .25, so about a quarter of a standard deviation, every single time almost.
Robert: That's a big effect.
Amber: And at the high school level finally, last of all, having an opportunity to attend a KIPP school boost new entrants' math scores, so these are the new guys that are coming in, they haven't come up through the middle school, .27 standard deviation, which is still pretty good, increase, which they try to always tell you what that means in terms of percentile, so it's going from the 48th to the 59th percentile for the average kid.
And then they look at the scale-up, I'm really trying to... there's a ton of stuff in here, it's really long, but anyway, for the scale-up, the average impact of middle schools were positive for both math and reading throughout the whole 10 years. So we're talking about 2005 to 2014. But it was a little bit higher in earlier years than in recent years, but it wasn't terrible, I kind of dug in a little bit.
And then they looked at, and this will be interesting to you Robert, they looked at all these non-academic outcomes at the end, which people are more and more interested in.
Robert: This fascinates me.
Amber: And student and parent survey data show that KIPP elementary and middle schools have positive impacts on school satisfaction, parents love the KIPP schools, but not at the high school level. High school parents are tough. KIPP high schools however, compared to their treatment schools, have positive affects on various aspects of college preparation, like how often they discuss college with the kids. That makes sense.
Oddly enough though, across all grade levels, KIPP schools had no statistically significant impact on most measures of student motivation and engagement, behavior or educational aspirations.
Robert: And that fascinates me.
Amber: Right? Isn't that something?
Robert: Because if there's anything that even non-wonks now about KIPP, "oh those are the grip guys. Those are the everyone-must-go-to-college guys."
Amber: Right. And on the aspirational front, that was weird. But they found the measures were also high in the treatment schools. One exception which they note in the report is that parents of KIPP school students are 10 percentage points more likely than the comparison group to believe their child is very likely to complete college.
But bottom line: it's a ton of information, but mostly all of it is good, I mean you have to look hard to find the negative takeaways in that report.
Robert: KIPP is one of those chains of charter that's always going to have their detractors, and people who just don't like their flavor of education, that's fine, school of choice, parents like it, that's great. The question that I have is not how they did the last five years, that's your point, all good. How are they going to do for the next five years? In other words, they doubled, and I figured this out, they went from being, if they were a standalone school district, to being somewhere now in the mid-60s, somewhere in between say El Paso and Boston, in terms of their size. If they double again, which I think is what they are planning to do in the next five years, then suddenly they're as big as a top 20 US school district. At what point do you reach the talent speed limit? Because those of us who have worked in the charter world will tell you that the biggest impediment to growth is leadership. That's what the i3 grant was about, was trying to find enough qualified leaders to grow as quickly as they might. Is there a point where you just can't find the talent anymore?
Amber: Well, I can just tell, this is my own anecdotal story. I'm on a charter board here in D.C., we are not one of these well-known brand name CMO types, and we're always commiserating that we can't attract or are losing teachers when KIPP and democracy prop come knocking on their doors. Because teachers are proud, they want to be a part of these brand name... it's sort of a respect thing for them, it's a big deal to be affiliated with these schools, so what they've been able to do in terms of attracting talent, it's a pretty big deal.
Robert: Yeah. Folks who are within KIPP will tell you that the goal is to create a true pipeline where they work more with schools of education and whatnot, so they're not cherry-picking to your point, but I just can't help but wonder. Let's make a note of this: five years from now, if they double again, will they still be able to do so and maintain quality? It's a fascinating question I think.
Amber: Well I think if anybody can do it, it's them. I think that they have this on their radar screen right, because these data bear it out. Everybody thought I think when they double, they're going to just tank. A lot of people thought that. But I mean, they've even rebounded a little bit, if you dig into the data you begin to see even in the high growth areas, where they experience a little bit of a lull, they're already beginning to bounce back. So I think these guys are on their A-game, but I think it's a great question because at some point, you think there's going to be some tipping point, where you cannot begin to keep up with the advances they've made, and get the talent.
Robert: Yeah. And if they get to the point where they are a de facto major US school district, and can still pull that off, then good for them.
Amber: But I mean if you're sitting around your table around Thanksgiving, do you most of your family members, have they heard of KIPP? Because my family members have, because I asked them, and like wow, when Joe Blow's heard of KIPP, that's kind of a big deal, right?
Robert: Exactly. And five years from now, perhaps even more so.
Robert: Great. Thanks Amber, that's all the time we have for this week's Gadfly Show, till next week...
Brandon: I'm Brandon Wright.
Robert: And I'm Robert Pondiscio for the Thomas B. Fordham Institute, signing off.
In Failing Our Brightest Kids, Chester E. Finn, Jr. and Brandon L. Wright argue that for decades, the United States has focused too little on preparing students to achieve at high levels. There are two core problems. First, compared to other countries, the United States does not produce enough outstanding students; and second, children from disadvantaged backgrounds are severely underrepresented among those high-fliers. Boosting academic excellence is an issue of both equity and human capital: Talented students deserve appropriate resources and attention, and the nation needs to develop these students’ abilities to remain competitive in the international arena.
Finn and Wright embark on a study of twelve countries and regions to address these issues, exploring the structures and practices that enable some countries to produce a greater proportion of top-flight students than the United States—and to more equitably represent disadvantaged students among their highest scorers. Based on this research, the book presents a series of ambitious but pragmatic points they believe should inform U.S. policy.
The Jack Kent Cooke Foundation, best known for its scholarship programs for low-income gifted students in high school and college, has entered into the policy realm by beating the drum on an important issue—closing the excellence gap. Gifted-education expert Jonathan Plucker and his coauthors grade states on how they educate an oft-forgotten class of learners: high-performing, low-income students. (We at Fordham often refer to high-achieving students as high flyers.)
The report assesses states on inputs, which include requiring the identification of gifted students, providing services for them, and establishing pro-acceleration policies. Predictably, but still dishearteningly, not one state earned an A for providing needed support for their low-income high-flyers. On average, states only implement three of nine desirable policies, and no state implements more than six. Only two states require gifted education coursework in teacher or administrator training. The best grade, a B-, went to Minnesota, in part because it requires gifted students to be identified and given services.
Helpfully, the report also grades states on outputs. It reports the number of their students who reached “Advanced” on the National Assessment of Educational Progress (NAEP) assessments or scored a three or higher on Advanced Placement exams (not necessarily...
A new study published in the American Education Research Journal asks, “What Works in Gifted Education?” Five gifted education and curriculum researchers assess the impact of differentiated English language arts units on gifted third graders. The units—one on poetry and one on research—“reflect more advanced, complex, and abstract concepts,” as well as concepts normally introduced in the fourth and fifth grades. Analysts explain that “even advanced learners vary in their readiness levels, interests and preferred learning profile and learn best when these differences are accommodated.” (Differentiated instruction can be broadly conceived as modifying at least one of three key elements of curriculum: content, process, and product. The evaluated units primarily focus on the former.)
Researchers randomly assigned gifted classrooms to treatment and comparison conditions such that roughly 1,200 students from eighty-five gifted classrooms across eleven states participated in year one of the study, one thousand in year two, and seven hundred in year three (though the number of classrooms and states changed each year). The three years (2009–2012) comprised the three cohorts. All classes were pre-assessed using the Iowa Test of Basic Skills so that they could control for prior achievement, which is important because schools use different methods to identify gifted...
A new study published in the latest issue of Gifted Education Quarterly examines the long-term impact on young students of skipping a grade (also known as acceleration) on subsequent academic outcomes. Analysts used the National Education Longitudinal Study database (NELS) to begin tracking a representative cohort of eighth-grade students in 1988, then follow them through high school and again two and eight years post-high school (i.e., through 2000). A variety of outcome data were collected, including PSAT, SAT, and ACT scores, students’ GPAs, and college aspirations—as well as college measures, such as the selectivity of the institution, GPA for each college year, and degree attainment. All students who had ever skipped at least one grade prior to eighth grade comprised the acceleration group. Thus, the sample included kids who ranged from age nine to age thirteen while in eighth grade (the mean age was 12.7). Those students were then matched with a set of older, non-accelerated, same-grade peers from NELS based on gender, race, SES, and eighth-grade achievement. The accelerated and non-accelerated groups were nearly identical on these variables.
The study found that accelerated students scored significantly higher on the math sections of the PSAT, SAT, and most of the...
As Common Core gathers speed in forty-three states and DC, what does it mean for high-ability students and gifted-and-talented education? Some contend that higher standards for all mean gifted education is no longer necessary for some. Others insist that increasing the rigor of classes will automatically serve high achievers well. Some claim that differentiated instruction does the trick, while others worry that the country’s ablest students will lose what little claim they presently have on curriculum and instruction suited to their needs.
Watch this discussion on what the Common Core portends for gifted students and their teachers, moderated by Fordham’s own Chester E. Finn, Jr.
While the merit and politics of the Common Core State Standards (CCSS) have been much debated and discussed, one topic has been virtually ignored: What do the standards portend for America’s high-ability students? In a new brief from Fordham, Jonathan Plucker, professor of education at the University of Connecticut’s Neag School of Education, provides guidance for districts and schools implementing the Common Core.
1. Common Core is no excuse to ditch gifted services. 2. State and local officials should get rid of policies that hurt gifted students and strengthen those that help them. 3. Schools should work hard to make differentiation "real." 4. Schools should make use of existing high-quality materials that help teachers adapt the Common Core for gifted students.
What does the Common Core portend for America’s high-achieving and gifted students? Quite a kerfuffle has erupted in many parts of the country, with boosters of these rigorous new standards declaring that they’re plenty sufficient to challenge the ablest pupils and boosters of gifted education fretting that this will be used as the latest excuse to do away with already-dwindling opportunities for such children.
Previous research by Fordham and others has made clear that the pre-Common Core era has not done well by high achievers in the United States. Almost all the policy attention has been on low achievers, and, in fact, they’ve made faster gains on measures such as NAEP than have their high-achieving classmates. Gifted children, in our view, have generally been short-changed in recent years by American public education, even as the country has awakened to their potential contributions to our economic competitiveness and technological edge. It would therefore be a terrible mistake for the new Common Core standards, praiseworthy as we believe they are, to become a justification for even greater neglect.
We asked gifted education expert Jonathan Plucker of the University of Connecticut to help us and others understand what lies...
There is a great deal of controversy and division around education policy in New York City and state. Few issues highlight the complex nature of these debates more than the enrollment composition of, and entrance requirements to, New York City’s selective high schools.
With one exception (Fiorello H. LaGuardia High, which is also determined by audition and academic record), entrance into eight of the city’s nine specialized schools is determined solely by a student’s results on the Specialized High Schools Admissions Test (SHSAT). Any current eighth-grade student in NYC public schools, and any first-time ninth-grade student in public, private, and parochial schools, may take the SHSAT. Students are ranked by the resulting scores on the SHSAT and then matched against their choice of high school on a space-available basis.
Stuyvestant High School, the Bronx High School of Science, the Brooklyn Technical High School, and Hunter College High School are among the city’s most famous selective schools. The first three use the SHSAT exam. Bronx Science counts eight Nobel Prize winners among its alumni. Stuyvesant counts among its graduates such notables as actress...