I’ve realized that part of the reason I don’t post much anymore is that whenever I do think of something to write about (which is all the time), it just feels too big to dig into with the limited time I’ve got.
So I’m just going to start posting tidbits, whenever I can.
Here’s two awesome articles today that excited me because they are both about topics I care deeply about.
Use #CharlottesvilleCurriculum for suggestions on what to start your school year discussions off with
Queens teacher Vivett Dukes writes:
“We do our children and ourselves a disservice when we don’t have these difficult conversations as a part of our collective curriculums. However, many teachers from various walks of life are neither well-versed nor fully comfortable discussing race on any level with their students. Not talking about racism won’t make it go away. If anything, not talking about racism in the classroom further perpetuates racist ideologies that are, at their root, born out of ignorance. Education’s goal is to dispel ignorance and replace it with truth.”
I agree. I’ve written before about the need to have tough–and nuanced–conversations with kids about race. You can find some useful classroom materials for doing this using the #ChartlottesvilleCurriculum hashtag.
Betty Rosa and MaryEllen Elia call for integration
“We committed to, as a department and as a Board of Regents, [the] notion of naming it,” Rosa said, referring to the state’s draft integration statement, which referred to New York schools as the most segregated in the country. “You’ve got to name it.”
Elia chimed in too, tying integration to the recent events in Charlottesville.
“I would say the last six days have pointed out to all of us that, clearly, this is something that must be on the agenda,” Elia said.
It’s nice to see them taking a strong stand on this issue, and making definitive statements. This is the most positive direction I can point to from our state ed leaders.
On other issues, however, I’ve really been struggling to understand what the vision from NY state ed leaders is for moving forward on education. The Board of Regents seems very clear about its intent to dismantle prior efforts at ed reform, but not very clear about what sort of system they would wish to put in its place. It’s easy to lambast what’s wrong; it’s much harder to put in place something better.
Janie Tankard Carnock at New America has a useful compilation of points to bear in mind when looking at data on ELs.
Here’s a good example of one: ELs at different stages progress at different rates.
“This growth principle is an important one to keep in mind when evaluating current EL progress to make claims about a school’s performance. For example, it will be easier for an average kindergarten EL to move from level 1 to 2 on the ELP exam than a sixth grade EL to move from level 4 to 5. This reality suggests the need for differentiated growth goals, ones that are more ambitious earlier on and more conservative in older years and/or at higher ELP levels.”
And another key one: Poverty affects most ELs and, as a result, their educational outcomes.
“…the school and district context as it intersects with poverty is another significant factor for ELs. Around 70 percent of ELs nationwide attend schools with disproportionately greater numbers of low-income students and other ELs. Such schools are typically under-resourced and have higher dropout rates, higher student mobility, more difficulty hiring and retaining effective teachers, and poorer quality curricular resources.”
Data is complex, people. Too many folks in schools are judging their students and programs based on one state test score.
Uncommon Schools on why some kids weren’t making it through college
“Some of the obvious reasons included the very real fact that financial problems dogged many students, as did the difficulties of transitioning to a completely unstructured college setting with complete freedom.
But Uncommon also discovered other insightful reasons why students struggled. First, students, far too often, were “undermatching.” Capable students were enrolling in colleges beneath their academic level, which increased their odds of dropping out of school. Data collected from Uncommon Schools also revealed definitive evidence that students who received less than a 3.0 GPA in high school struggled the most to stay in college.”
All school systems should be tracking and taking action on whether their students are making it to and graduating from college. This is the real work.
Though I would suggest that tracking and taking action on whether students are entering a successful career should be another component of this as well.
Sometimes responsiveness to parents can result in inequity
Some private and suburban schools are inflating grades, most likely due to pressure from parents. This puts urban kids at a disadvantage when applying to college.
“This is one of those things that works like a contagion,” Weissbourd said. “If you’re an independent school or a suburban school and you’re giving Bs and the school in the next community is giving A-minuses, you start to feel like those kids are going to get a leg up. So you start giving out A-minuses.”
Another example that context is everything (rather than isolated data points supposedly based upon meritocracy). Some colleges are adjusting for this, but most are not.
“A lot of people are going to do what’s best for their own kids,” Nichols said. “They’re trying to set things up to give their kids the best opportunity they can have. And that doesn’t lead to particularly good public policy.”
UK research shows 2 month progress as result of “dialogic” academic discussions
“Children in Dialogic Teaching schools made two additional months’ progress in English and science, and one additional month’s progress in maths, compared to children in control schools, on average. The three padlock security rating means we are moderately confident that this difference was due to the intervention and not to other factors.”
There was one strange little tidbit in the overview on this, though:
“The consistent results across subjects and the lack of any subject specific content in the training suggest that the approach may improve children’s overall thinking and learning skills rather than their knowledge in a given topic.” (bold added)
This seems like a problematic assertion to me. I think these results across content areas demonstrate that academic discussion holds great potential as a general strategy, which therefore means that if we make it dependent upon domain-specific knowledge, then we can see much greater advances in knowledge, rather than only “overall thinking and learning skills.”
A really good piece from UK educator Harry Fletcher-Wood on approaching planning as a department
I strongly agree with this approach and have begun targeting departmental coherence as my focus when working with ELA teachers here in the Bronx. Fletcher-Wood provides some really concrete and useful guidance on how to do this work.
I’ll be writing more about how I approach this work with ELA teams.
Teacher evaluation is about relationships and learning, not about scores
Long ago, I co-wrote a policy paper advocating for a teacher evaluation system that acknowledges that evaluation is a conversation that requires the context of a professional learning community, with input not only from the administration, but furthermore one’s peers.
While a pre and post-conference is included in most current eval systems, the reality is that the focus is on 1) compliance (paperwork), 2) the stakes/consequences attached to that paperwork, and 3) the demands of a very subjective rubric, rather than on the practices and content that will move learning forward for students.
So it should come as no surprise that few teachers are rated poorly by their principals. These systems have become all about summative evaluation, rather than formative feedback, and thus have lost sight of the real purpose of the system in the first place — to improve teacher practice and student learning. Effective principals will use the system to have those conversations — but they won’t rate their teachers poorly on paper unless they are intent on pushing them out the building.
“. . . challenging people to become bigger than themselves is at its core an act of respect and love. Shielding them from challenge, especially in their most formative years, is fundamentally deeply disrespectful to them and their education.”
He’s talking about higher ed. But this also applies–arguably, even more importantly–in K-12.
A middle school in the South Bronx harnesses the power of testing & practice
This Bronx school is applying what we know from decades of research: repeated quizzing and practice of key skills and concepts, spaced out over time, transfers learning into long-term memory.
Kudos to MS 343. When you think about just how much of an outlier this approach is, it’s pretty disturbing. Most schools do not have a coherent and systematic approach to what they teach, nor consider how they are reinforcing what is most essential to learn across grades and classrooms.
Dan Weisberg writes an op-ed in The 74 against the move, claiming that “Principals would go back to hiding vacancies and would justifiably argue that they can’t be held accountable for student learning if they don’t get to pick their teams.”
“I’m going to make sure my school doesn’t have a vacancy,” said one Bronx principal who wished to remain anonymous due to the sensitive nature of the topic. “I’m not going to post a vacancy if someone will place an ATR there. I’ll be as strategic as I can and figure out another way.”
I think Weisberg’s suggestion makes much more sense: set a time limit on how long someone can be in the ATR pool.
Randi Weingarten calls Devos’s brand of choice what it is — but what is her union doing to fight segregation?
I think Weingarten is pointing out an inconvenient truth by calling vouchers a “polite form of segregation,” given their history and the folks that most typically foam at the mouth over them.
But I do wonder what exactly she and her union are doing to fight segregated schools. Public schools are doing plenty on their own to contribute to segregation without any consideration of charters nor vouchers.
What’s fascinating about this is that it seems to present a real-world solution to a problem commonly referred to as the “tragedy of the commons,” in which the self-interest of individuals leads to the destruction and overuse of shared natural resources.
Spatial patterning often occurs in ecosystems as a self-organizing process caused by feedback between organisms and the physical environment. “The centuries-old Balinese rice terraces are also created by feedback between farmer’s decisions and the ecology, which triggers a transition from local to global scale control,” explains Lansing. “Our model shows for the first time that adaptation in a coupled human-natural system can trigger self-organized criticality.”
This is absolutely fascinating, and it’s interesting to consider this in relation to other ideas on a “self-organizing criticality” that we’ve explored here before, such as in brains and sand piles.
For proponents of ed reform who argue against centralized control, this seems like it could be worth digging into further.
The aspect of fractals here is also tantalizing. After chatting with a colleague about the article, he referred me to Ron Eglash, a mathematician who has studied fractals in African history and culture. Do yourself a favor and watch his TED talk, it will blow your mind.
Eglash raising an interesting point about self-organizing principles: they can be wonderful, as in Google search, or our brains. But there is also a dark side, such as in the spread of HIV or the damaging effects of capitalism. He suggests that the fractal algorithms employed in Africa could present us with “robust” “ways of doing self-organization — of doing entrepreneurship — that are gentle, that are egalitarian.”
I’d love to explore more about how the fractal design of school structures and systems could be utilized for a productive purpose. Please share if you’ve got more on this.
Their study and modeling seems to suggest that smaller self-segregated communities within a society are desirable in the long-run.
They found that the downside of the segregation is that it increases the social disharmony throughout the society as a whole. The upside, however, is that the social disharmony within each community becomes very low. In some communities, individuals are more likely to keep cooperating with each other—using the shared resource fairly—compared to the situation without segregation. These results were very similar to what the researchers observed in the segregated society of the Balinese subak.
This seems to be a dark side unmentioned in the more recent study on how the Balinese farmers exemplify a self-organizing society in harmony with nature. Or perhaps this isn’t a dark side — it’s a suggestion that some self-segregation can be positive.
But I don’t know anything about the Balinese subak, either, so not sure how much to read into this. Certainly worth going deeper into this. If any readers have knowledge of African fractal algorithms or Balinese subaks, please share!
This week is the last week of this legislative session in NY. While the political hoopla is around mayoral control, don’t let the noise detract you from something that has been simmering for decades: NY’s pervasively, deeply segregated schools.
There’s been some great momentum on the issue, at long last, both from NYSED and NYC. Yet the fact remains that there is no existing legislation on the issue that has been passed.
There is a bill that can begin the first steps in addressing that deficiency: Bill S3794 in the Senate and Bill A5795 in the Assembly.
Since I wrote my last post, there’s been some promising momentum: Senator Jesse Hamilton co-sponsored the senate bill, and Assemblyman Walter Mosley co-sponsored the assembly bill.
But the bill still needs to be put on a very busy agenda and made a priority in order to make it to the floor. Please call your senator and assembly person and ask them to help move this bill forward.
Thanks in advance. On to other news related to school diversity:
NYSED drafts a stronger statement against segregation than NYC
“Last week, the mayor’s drew headlines — and criticism — for his long-awaited diversity plan. Among the concerns — the mayor chose not to use words like “integration” or “segregation” to define the problem.
The state, on the other hand, isn’t mincing words. On Monday, the Board of Regents discussed its own draft diversity statement. “More than sixty years after Brown v. Board of Education,” it states in its opening paragraph, “New York is the most segregated state in the country.”
The use of the word “segregation,” vs. the more general word “diversity,” is a flashpoint in conversations about integration. Advocates stress that the word must be used because it acknowledges the history of discriminatory policies and choices in loans, housing, zoning, and schools that have led to and perpetuated segregation. Others, such as Mayor De Blasio, view the terminology as secondary—and even a possible impediment to—in moving forward to address inequities as they exist now.
I can see both sides on this, and when I’ve advocated for increasing diversity in schools at a policy level and to the wider public, I tend to phrase it exactly like I just did: increasing diversity in schools. Why?
I think it comes down to whether we are talking about the past, or the future. When discussing the historic conditions and policies and choices that have led to pervasive segregation, we need to call it what it is.
But when looking forward, I think it makes sense to call for increasing diversity. Because it’s not only about race and class, it’s also about making our schools into inclusive spaces, rather than exclusionary places.
Maybe that’s making the bucket too big, but the fact is that active exclusion of others who are “different”—by both children and adults—is a key issue, and that’s a problem that exists in a school of any racial composition.
New research from Ohio puts integration advocates who aren’t pro-choice on the spot
There’s a tension between being pro-desegregation and anti-school choice. Many advocates for integration are also opposed to school choice. A recent study out of Ohio suggests that interdistrict choice can promote improved academic outcomes (and integration).
Two high school seniors design and publish their own curriculum to teach teachers how to talk about race with students
“Putting the project together required a huge time commitment outside school. Guo and Vulchi often met up at 4 a.m. to work on the book before classes started, and they have spent many hours traveling to schools to train teachers in how to talk about race and host class discussions on the topic.
And their work will only continue after their June 21 graduation. Vulchi has been accepted to Princeton University, and Guo plans to go to Harvard University, but they hope to defer their enrollment for a year to work on a third edition of the book. A crowdsourced fundraising effort is in the works.
“We don’t mind losing sleep for this. We feel the need. We feel the urgency,” Vulchi said.”