Stop wasting your time on item-analysis of standards and skills on state ELA tests, people
Tim Shanahan has some advice and candor that many principals and district leaders sorely need to hear.
“What makes the difference in reading performance isn’t practice answering certain question types, but practice in interpreting texts that are challenging–that pose barriers to meaning.
. . . The point isn’t that the standards should be ignored, but that teachers have to understand that reading comprehension tests do not/cannot measure single, separable, independent skills. These instruments provide nothing more than an overall indicator of general reading comprehension performance.”
This is the annual rigmarole that schools waste their ELA teachers’ time with at the beginning of each school year.
Stop it, folks. Just stop it. You’re not going to glean new insight about how to effectively teach literacy to your kids by doing intensive item analysis of the standards and questions on the ELA state test.
Instead, read real literature and engage your kids in learning about their world. Then you might actually have an impact.
A Spirited Reaction to One District’s Approach to Standards-Based Reading Instruction, Shanahan on Literacy
Teach morals by human example, not using cute animals
“Books that children can easily relate to increase their ability to apply the story’s lesson to their daily lives.”
But the study also notes that “The more a child attributed human characteristics to the anthropomorphic animals, the more they shared after reading the animal book.”
So as always, it’s about how the adults reading the books with children help them pay attention to and understand what’s most important.
Human Characters, Not Animals, Teach Children Best Moral Lessons, Neuroscience News
If laptops are detrimental to learning in college classrooms, then . . .
“We find that allowing any computer usage in the classroom—even with strict limitations—reduces students’ average final-exam performance by roughly one-fifth of a standard deviation.”
Should professors ban laptops?, Education Next
Bellwether reviewed NY’s ESSA plans and provides a useful critique.
NY has a strong foundation, but it’s accountability measures may be too complex for parents and the public to make sense of, as well as too vague.
An Independent Review of New York’s Draft ESSA Plan, Bellwether Education
A Friendly Reminder: Schools are Complex
“At least on paper, it is difficult to tell what separates the schools at the bottom of the list from those at the top, which cuts to the core of what makes school turnaround so difficult: nobody knows precisely what works.
‘The problem is that there is no silver bullet to turnaround interventions,’ said Priscilla Wohlstetter, a distinguished research professor at Columbia University’s Teacher College. ‘It’s a really tough thing to figure out what makes the difference in schools.’”
And school closures? Also complex
Make sure to read behind the headlines on the new CREDO study. There’s a lot of unknowns and nuance to their findings.
Matt Barnum does a nice job of drawing those out in this Chalkbeat piece.
“…the study can’t explain why closures happen more often in certain communities. For instance, if low-achieving schools with many white students are especially likely to be located in rural areas where there are fewer alternative schools, that may help explain the results.
Another explanation could be that the expansion of charter schools in high-minority areas puts additional fiscal and enrollment pressure on districts and charters — as charters expand, other schools may close as their enrollment declines.
What is clear, though, is that black and low-income students and communities are especially likely to have a school closed.”
A NY City Council bill could make public the algorithms that affect the public
An innovative–and some would say, long overdue, bill has been introduced in the City Council by Bronx Councilmember Vacca.
This would make the algorithm that the city uses to sort students for high school would be made transparent.