“All schools should be built this way.”
“Initially, medical audiences I spoke to in the 1980s listened politely, though probably some were dubious and did not really accept the findings [that views of nature improved patient outcomes]. But today, after so much progress in mind-body medical research, few would seriously question the notion that if an environmental design intervention is shown to reduce patient stress, then it could also foster better clinical outcomes. The idea that stress-reducing interventions improve clinical outcomes has become mainstream knowledge that medical students learn.”
—Researcher Roger Ulrich, in a 2010 interview by Healthcare Magazine
And yet, for those of us who work in public education, this understanding is not so widely embraced even still in 2018. Despite the clarity of research in our field around the impact of toxic stress on children’s learning, we pretend that the design of the physical environment of our classrooms and schools has little bearing.
We may be ignoring what may be one of the most direct and sustainable methods to improving outcomes for kids — designing our schools to foster and promote health and well-being.
On the 63rd anniversary of Brown v. Board of Ed, worth reviewing last year’s GAO study findings
“[Segregated] schools, investigators found, offered disproportionately fewer math, science and college-prep courses and had higher rates of students who were held back in ninth grade, suspended or expelled.
What’s more, GAO investigators found, public charter schools, a key strategy in improving education for such students, may take minority and poor students from larger more diverse public schools and enroll them into less diverse schools.
Overall, investigators found, Hispanic students tended to be “triple segregated” by race, economics and language.”
A panel on desegregation offers insight
Jill Bloomberg: “So there were lots of questions about safety, which are really very coded questions about race and racism. We assured them that their kids would be fine.”
David Goldstein: “We would create these little Shangri-Las of these beautiful little high-performing schools that were diverse and all that. Meanwhile, all the rest of the schools got squat. And that wasn’t our plan, so we went districtwide.”
And a comparison of integration to broccoli.
As in Staten Island, so in the US
When it comes to Staten Island’s North Shore, as in many other areas of our society, “We make judgements about a whole community without ever walking in the door.”
High school admissions changes in the works for NYC may promote diversity
This is good to hear. But we’re going to need to look at zoning and the elementary school level if we’re really going to fight segregation.
Great data visualizations and background on segregation in Indiana
Vacations (or the lack thereof) highlight class divisions
“school vacations can highlight disparities and fracture the sense that students are equal in the ways that matter most”
This piece also points to an often under discussed aspect of school integration: it takes a lot of work to ensure kids (and staff) are interacting with one another’s differing experiences and perspectives in a constructive manner.
I know as an advocate of integration myself, I don’t usually even bring this up because the very first step: just getting kids physically (or even virtually) into the same classrooms and schools is hard enough in and of itself. But it’s an essential piece. Just getting kids together is only half the battle. Curriculum, conversational protocols, academic interventions, and social-emotional support then needs to be firmly in place.
Student voices on segregated schools
“My reality is gym lockers with brown rust.
My reality is the suffocating phenomenon of poverty present on a daily basis.”
“Education was my only hope for redefining my life. But it seemed like the bar was always set out of reach for people like me, and most of our time was spent elevating ourselves to reach the bar instead of figuring out how to surpass it.”
Jeb checks the NY Times
“Florida’s McKay Scholarship Program simply gives parents options if their children are stuck in the wrong learning or social environment for their unique needs. It is not a condemnation of public schools or a seal of approval for private schools. In fact, the McKay program includes public school choice as well.”
Recent research on wrap-around services brings to light our goals for public services
MDRC has recent research that brings into question the impact of the “community school” model — if we assume that raising test scores is the goal of providing such additional services.
But as a community school advocate notes:
“The services themselves are, of course worthwhile — don’t we all agree that having kids who have access to mental and physical health care, regular nutritious meals, and quality, safe afterschool and summer programs is inherently a good thing?”
Let them eat cake?
Strange things are afoot at Deborah Meier’s school
What exactly is the problem going on here? Too progressive? Not progressive enough? More to explore here, for sure.
The need for a progressive agenda for the working class
“Democrats need a comeback strategy, and the American working class needs an ally. The solution to both problems can be the same: a muscular agenda to lift up people without four-year college degrees.”
How Democrats Can Get Their Mojo Back, NY Times
Was the high-profile LA school board president race determined by the negativity bias?
So there’s this cognitive bias called the “negativity bias.”
Aside from the vast funds that were plowed into this race, I wonder whether that played a role? Here’s a description from the74 that suggests it did:
“Zimmer campaigned on a platform that the district is improving, pointing to rising graduation rates. Melvoin campaigned on the premise that the district was failing and the board needed to act with more urgency to improve student achievement and address its financial situation.”
North Carolina Representative Virginia Foxx takes a stand for CTE
“In order for these people to thrive, we must do everything we can to change the way people think about CTE, shifting the narrative from a Plan B option to a Plan A option”
And the House takes a bipartisan stand for CTE
A nice moment of positive legislation in the midst of the chaotic destruction the GOP has been nurturing in DC.
Sure would be nice to see this piece of legislation on school infrastructure get bipartisan support . . .
“The legislation has six other Democratic lead co-sponsors in the House, but no Republican lead co-sponsors.”
Oh, and “The IES survey also found it was an average of 44 years since the construction of the main instructional building at schools.”
Professional development should be based on the curriculum
“We argue the need to take the important but often overlooked step of organizing teachers’ professional learning around the curriculum materials they are using with their students.”
Makes sense to me. I go into schools to support ELA teachers, and the only way my work is able to have any traction is by supporting implementation of a curriculum.
But there’s more to it than this. Which curriculum? Why? A school needs to coalesce around its vision for what skills and knowledge it wants students to graduate equipped with — and then align their curriculum to that vision.
Instead, I see schools teaching something just because they think they are supposed to. (“Why are you teaching these texts?” “Because I’m told to.”) And getting weird directives from their bosses, such as that EL (EngageNY) or CodeX are a “reading” curriculum, then adding Teacher’s College units as the “writing” curriculum. These kinds of misunderstandings become embedded into the scheduling: a teacher is teaching EL lessons for 3 days a week, and TC lessons for 2 days a week.
If you are an ELA teacher, then you know how incredibly difficult it is just to implement one ELA curriculum with fidelity, let alone two completely different and unaligned ones.
In other words, the problem isn’t just that curriculum is detached from PD — it’s that curriculum is detached from school and district leadership and the structures and schedules they enforce.
And there’s mounting evidence that a coherent curriculum is an effective method for improving outcomes. Like some of us have been saying all along . . .
“There are no silver bullets in education. But a growing body of both empirical and real-world evidence makes a compelling case that curriculum is a key component of student success.”
A Compelling Case for Curriculum, US News
BASIS schools exemplify what a coherent and rigorous curriculum can do
BASIS is also doing some really interesting practices worth emulating:
Student notebooks as sources of communication and data between teachers and parents. . .
“Many schools create an online grade portal that allows parents to see how their children are performing. BASIS doesn’t. Any information about grades comes to parents because their kids have shown them the contents of their planner, which contains test scores, homework assignments, and notes to see the teacher after school for help.”
Building empathy and understanding of diverse perspectives through it’s Global Classroom Project:
“…which connects kindergartners in different BASIS schools virtually to help them learn about one another. In one project, the children exchanged pictures of their local grocery stores so they could compare them. They also sent the Shenzhen school a video of second-graders sharing a Lunar New Year greeting in Mandarin.”
More sunlight = higher test scores
One of the central tenets of this blog are that some of the most basic contextual factors are overlooked in schooling, and here’s one that’s so basic but clearly powerful: starting school later results in better test performance.
More sunlight, more fresh air, more greenery. The best method for improving test scores? Very well may be.
Sunshine Improves Test Scores, The Atlantic
As in ecosystems, so in schools?
Look to the soil for our future.
A geomorphologist and author’s book, “Growing a Revolution: Bringing Our Soil Back to Life,” outlines the drastic difference that healthy soil management practices can make, and the common practices that good soil management entails.
Not surprising at all that conventional methods (monoculture, frequent tilling) ain’t good for soil.
If you are interested in this kind of stuff, there’s a book written long before this one with the word “revolution” also in the title, in which the author lays out the philosophy and practice of no-till farming: “The One Straw Revolution” by Masanobu Fukuoka.
Sundry Items from the World Wide Web
Here’s a handy infographic of the 74 ways characters die in Shakespeare’s plays.
Clinical psychiatrist Daniel Siegel argues that our minds are best understood as a combination of bottom-up sensory experiences and top-down schematic models.
In Los Olivos, California, parents pay $49,000 a year for their kids to chop their own wood and grow their own food. Seems like a worthy trade-off, to me. Especially given the growing amount of research substantiating the positive effects of the outdoors on learning.
Speaking of the outdoors, if you have a view of the ocean, you probably have lower levels of psychological distress. Supposedly this applies across income or neighborhood quality, but let’s be real: most neighborhoods with an ocean view usually have a few other competitive advantages.
We all know being born well-off (financially speaking) comes with benefits. But here’s some depressing results from a new report: “even poor kids who do everything right don’t do much better than rich kids who do everything wrong.” So much for meritocracy.
And what separates champions from “almost champions” is how they respond to adversity. They put in the practice and training, and most critically, they compare themselves against past versions of themselves, rather than external comparisons against others. Implications for supporting our students in self-monitoring their progress here.
Because hey, even a ball of dough can learn to learn, with the right amount of electric shocks.
Sorry to inform you, frenetic button pushers: pushing those crosswalk and elevator close buttons are just placebo placating your sense of control.
In his new book, Messy, economist Tim Harford argues that allowing a bit of disorder and chaos into our lives can make us happier and more productive. One way, he suggests, is to force ourselves to interact with others who are different than us. (And here’s a past post on how allowing a little bit of chaos in a school can also be a good thing.)
Equity and Inclusion: Can we overcome our history?
While some may see this as merely a symbolic gesture, I think it’s a pretty big deal that a “president of America’s largest police management organization” issued a formal apology for police mistreatment of communities of color.
Knowing our history, as Politico’s Eliza Shapiro reports, is important as new battles about school zones and desegregation play out. Here’s a quote demonstrating why:
Recent meetings on the proposed rezoning have turned hostile: Lincoln Towers residents have wept and pleaded with the city not to go ahead with the rezoning, arguing that it would divide their community. Parents have shouted down Department of Education officials at meetings, accusing them of lying and intentionally concealing details about the plans. One person referred to PS 191 as a “cesspool.”
The principal of PS 191, Lauren Keville, has attended some of the public meetings, urging PS 199 parents — to apparently little effect — to visit her school before forming their judgment. PS 191 parents have been largely absent from the debate.
After the Council proposed its own plan and made explicit pleas for a more integrated district at a recent meeting, scores of parents spoke out against the plan. When one member of the council claimed he’d been “blindsided” by the plan, dozens of parents gave him a standing ovation. The PS 199 parents who support the integration plan — a constant but muted minority presence at public meetings — have been largely drowned out. (Bold added)
The parent group that is calling for integration, however, is making it’s views loud and clear.
A new report highlights what schools successful at increasing diversity are doing. Keys to increasing diversity: promote the school to diverse communities and make it welcoming to all, and change admission policies.
Democracy: Should complex decisions be made by the people, or their elected representatives?
Populist democracy is on the rise. Yet our founders envisioned the US as a representative democracy. George Thomas argues that we have lost sight of the educative function of political leadership, and that we are increasingly placing complex policy decisions in the hands of voters who may lack an understanding of the need for compromise that effective and experienced political leaders possess. Repercussions are to be found in Republican kowtowing to Trump and Tea Party supporters, Democrat kowtowing to Sanders supporters, across the pond in the Brexit referendum, and California’s ever increasing ballot measures. Some argue that voting should only be left to those who have the requisite knowledge. And there’s some evidence to back this up: education levels have a correlation to who you vote for. Just take a guess.
And the 538 explores some of these issues from another angle: a science experiment in Key West open to public vote.
I’m playing around with the formatting of these weekly roundups. Let me know what works or doesn’t work for you. UPDATE: looks like links in pictures weren’t working, so I added embedded links to each article.
A nice overview of the relationship between architectural design and well-being from The Guardian’s Cities.
“One, two, three, four!” they counted in Finnish. (For good measure, I jumped into the ditch, too.) The teacher, Pelo, explained that this experience represented how she and the two aides aspire to teach the kindergartners in the woods. She described this approach as “secret” learning, when children are unaware that they’re learning academic content. In the forest, these Finnish educators might lead the children to find sticks of varying lengths and organize them from shortest to longest, form letters out of natural materials, or count mushrooms.
Smart stuff, as usual, from Amanda Ripley.
It’s likely that as long as humans and their institutions hold prejudices and bias, their designs will reflect them. But some progress is possible. Two decades ago architect Ronald Mace imagined a new standard, in which anything humans make — a new piece of technology, a public park, a household product — is usable by everyone. He called this idea “universal design.” Today it’s an enforceable legal standard in Norway. One way to help us get there? Make sure the design process itself is also accessible to all.
“All of the choice-based reform efforts that they’ve come up with over the last 20 years have been designed to bring back all the white people who left after Brown v. Board. But the irony is that, if [districts] keep relying on choice, they’re going to be set up for failure because white people will not enroll their children in schools unless they’re already [predominantly] white,” said Natalie Hopkinson, a black parent and journalist, referring to extensive research showing privileged, white parents tend to send their kids to schools that they perceive as “high status.” “So the segregation keeps repeating itself as long as you rely on choice as a way to make the change.”
In the Philadelphia school district, 37 percent of the system’s 144,000 are chronically absent. Among high-school students, the figure shoots up to 51 percent. The districts in Baltimore and Milwaukee have similar numbers. For Cleveland and Detroit, the chronic absenteeism rates are around 50 percent, and more than 60 percent of Cleveland’s high-schoolers missed more than three weeks of school a year.
The report’s authors write that one common denominator linking these cities is the “nearly 100 years of historical actions that aimed to segregate African American populations in sections of the city with the poorest housing, greatest proximity to industrial pollutants, greatest exposure to violence, and highest unemployment rates, resulting in widespread inter-generational poverty.”