Best of the Best
This compilation of ideas on improving education sounds really interesting.
Speaking of compilations and the best of the best
Paul Kirschner has compiled a list of articles in response to the question, “What article or articles do you feel are seminal articles in our field [educational psychology] that every (young) researcher should be aware of?”
More best of the best: the most effective schools aren’t only charters, even according to Manhattan Institute
The Manhattan Institute has published a report on the characteristics of the most effective schools, according to it’s Schoolgrades.org rankings. Nice to see a healthy balance of both district and charter schools in this mix, and the report highlights the work of Brooklyn’s PS 172.
The report highlights the following generic traits of effective schools:
- Strong Leaders
- Engaged Parents
- Discipline and a Culture of High Expectations
- A Well-Mapped, Well-Rounded Curriculum
- Extended Learning Time
- Frequent Assessment
- Highly Effective Teachers
Most of these are pretty common sense, but I truly wish more attention were paid to the necessity for a well-mapped, well-rounded curriculum.
Speaking of curriculum
Mike Petrilli on a promising model for OER.
“Anyone interested in helping teachers and students innovate and meet new standards should support this type of marriage of top-down funding and bottom-up design. Those of us in education reform have a bad habit of not finishing what we started, of chasing a new shiny idea every few years. Doubling down on curriculum reform is one important way to get the Common Core job done.”
Common Core may have helped increase the challenge in school curriculum, but it’s still too easy for most high school students
“more than half of 12th graders reported that their math work was always or often “too easy.” Many high school students also say that they don’t get much from school, and nearly 20 percent of high school seniors across the nation don’t “feel like they are learning” in math class.”
Interesting results of a curriculum review from Louisiana
I focused mostly on the ELA 6-8 side of things, since that’s my wheelhouse.
What was really interesting is that they slammed ReadyGen’s K-5 program, which is rated highly by EdReports.org, rating it as a Tier 3 curriculum—meaning “not representing quality.” ReadyGen is also the only Core Curriculum K-5 offered in NYC next year (a school can feasibly go it’s own way, but then must pay it’s own money to do so).
The other surprise was that they rated NYC’s other two middle school core curriculum, Code X and Expeditionary Learning (EL) EngageNY, as Tier 2, only “approaching quality.” Again, EL’s was rated top by EdReports. But I have to agree with the items that they knocked EL’s curriculum on: the fact that “It is unlikely that a teacher will be able to complete all modules in on school year” and that “there is no formal or consistent structure in place re: grammar and language conventions.”
I’ve taken a look at the samples available for both of the above, and I have to say that I’m a fan of Wit and Wisdom. It seems well-designed, clear, knowledge-based, and engaging. If anyone out there is using it in their school, please share your thoughts!
Pearson’s is also interesting. It’s got a fully digital platform for both teachers and students, making one wonder: are they attempting to slowly cut out the teacher altogether? Also making one wonder: maybe this is darkly ingenious . . . Other than the platform, however, this kind of sleekly packaged curriculum always rings alarm bells for me, as does Scholastic’s Code X. If it’s too pretty, I don’t trust it.
So we need more research on curricular impact
“Because no “taxonomy” exists of curricular features, research has not explored the elements of curriculum that really matter in student learning. We know very little about what makes a curriculum effective.”
From a new report on curriculum from StandardsWork
Comparability of state data is out the window
Part of the effort to set consistent standards across states naturally involved the desire for comparability of student performance. The Smarter Balanced and PARCC organizations were created to partner with states to do just that. Unfortunately, but unsurprisingly, states have opted for cheaper, less politically contentious, and less rigorous options. Just goes to show you what happens when there is a lack of federal “overreach” on such efforts.