Alternative Class for Disrupters?

by Robert Pondiscio
November 30th, 2009

Schools won’t improve, a Florida teacher argues,  unless there are alternative classes or activities ”for those who don’t care to learn or can’t, or won’t, let anyone else learn.” Until these needs are addressed,” writes Junie Rabin in the Sun Sentinel “do not expect changes in drop-out rates or second-class education. Forget your headlines promulgating new accountability standards, forget “no child left behind,” forget bonuses and self-serving plaques on the wall.”

Rubin cites a familiar litany of issues–indifferent students who are not academically prepared, but have been passed along, for example–but the worst, she says are the disrupters “who turn the best lessons into a fiasco. Equally impossible is transferring them out. Evaluate my performance, how I inspire my students, with the addition of the new parolee whose judge decreed he either goes back to school or back to jail,” she writes. 

One wonders what Ms. Rubin would make of this New York Times editorial.

Talking Dirty

by Robert Pondiscio
November 30th, 2009

Put away the Purell and send your kids outside to play in the dirt.  New research suggests bacteria on the surface of the skin helps fight inflammation when you get cuts and bruises.   Why is it important?  The UC San Diego research is being hailed by some as evidence for the “hygiene hypothesis” — the idea that exposure to bugs and germs makes you healthier by strengthening your immune system. 

An elementary school would be an ideal setting to test the idea.

Hate Speech, Free Speech and Intolerance

by Robert Pondiscio
November 28th, 2009

The ACLU is suing Florida’s Alachua County School District alleging students’ free speech has been “unlawfully censored.”  The Orlando Sentinal reports several children were suspended or threatened with suspension for “wearing tee shirts promoting their religious beliefs about Christianity and Islam in school and at school events earlier this school year.” 

Initially, students went to school wearing shirts with “Jesus answered ‘I am the way and the truth and the life; no one goes to the Father except through me’” and “I stand with Dove World Outreach Center” on the front and “Islam is of the Devil” on the back.  The same phrase was displayed on a billboard at the students’ church, Dove World Outreach Center, prior to the beginning of the school year. 

“The message on the t-shirts is an unfortunate expression of religious intolerance, but the School Board’s policy of banning any message that are ‘offensive to others’ or ‘inappropriate,’ unfortunately draws the line in a way that unconstitutionally prohibits freedom of speech,” the ACLU’s Howard Simon tells the paper.

A controversy over teaching about Islam is also roiling a New Jersey school district, where parents of some 6th graders are objecting to the school district’s social studies curriculum and a book used to teach them about Muslim culture and Islam.  At issue is an assignment asking students to “create a mini-Quran.”  A story about the controversy in the Hunterdon County Democrat is short on specifics.  (What is the book parents are objecting to?  How does the assignment cross the line to indoctrination, as some parents allege?)  Several alarming reader comments follow the piece, including one who writes we should ”hunt every last one of the 1.5 billion muslims in this world down like dogs and eliminate them, in the name of Christ.”  Such comments are by themselves a compelling argument for why kids might need a strong body of factual knowledge about world religions–and a healthy grounding in the American tradition of religious tolerance.

Axe Grinding?

by Robert Pondiscio
November 28th, 2009

Parents in one Rhode Island school district are wondering whether “grinding,” a sexually suggestive form of dancing, should be banned at school dances. 

It’s gotten to the point where it’s uncomfortable to watch,” said Kate Macinanti, chairwoman of the high school’s dance committee – a subgroup of the South Kingstown High School Parent-Teacher Group. “A good portion of students aren’t interested in doing it, but there are students who do and when you have a young girl who is literally bent over with her hands on the floor and a boy behind her simulating a sex act, you have to wonder if we should be OK with it.”

A local paper points out the dancing styles of teenagers have irked adults for generations, ever since Elvis Presley shook his hips on stage, but Macinanti  thinks when it comes to grinding, parents need to see it for themselves.  “The majority of parents have not witnessed it personally, but when they witness someone so young in such a position, publicly, it really opens their eyes as to what’s going on,” said Macinanti, who worries that young girls who grind might be sending a message that their bodies are for public consumption or giving boys the false impression that they’re willing to have sex, even if they might not be.

Principal Robert McCarthy said South Kingstown doesn’t want to be one of the schools that banned dances outright, like some communities, nor does it want to turn a blind eye to behavior that is “inappropriate” at school functions. Instead, he hopes that the school can take advantage of its role as a place where discussions about appropriateness, dress, conduct, language and other similar conversations take place.

I’m with Macinanti.  Having chaperoned 5th grade dances where some of the kids moves made me uncomfortable, the idea of kids simulating sex acts on the dance floor is well past my comfort zone.  Yes, I’m now officially old.

Blather, Rinse, Repeat

by Robert Pondiscio
November 24th, 2009

In a debate on the Education Next website, Joe Williams of Democrats for Education Reform and Pedro Noguera of New York University wrestle with the question, “Should school reformers pay more attention to the non-academic needs of poor children?”  The more pertinent question might be which of the two groups Williams and Noguera speak for–the Education Equality Project (Williams) and the Broader, Bolder Approach to Education (Noguera)–is paying attention to the academic needs of poor children.  Based on the evidence, it’s hard to say.

The tale of the tape:

Word count in the “debate”:  4,188
Number of times the word “accountable” or “accountability” is used:  8
“Tests” or “testing”:  12
“Reform”:  23
“Teacher” or “educator”: 34
“Performance” and/or “pay”: 12
“Choice” and/or “charter”: 23
“Money” and/or “funds”: 14
“Unions,” “NEA,” or “AFT”: 9
“Parents”: 6

Curriculum:  1

I guess they both agree on one thing:  What kids actually learn in school apparently doesn’t matter a bit.

America’s Next Great Pundit

by Robert Pondiscio
November 24th, 2009

Many of my fellow ed bloggers have been working overtime to get out the vote for Teach for America honcho Kevin Huffman to win the Washington Post’s America’s Next Great Pundit contest, a wonderfully clever American Idol for the chattering classes.  The efforts have paid off with Huffman narrowly fending off his last challenger. 

American Idol winners get millions, recording contracts and national tours.  Huffman? He gets a three month contract to write for the Post, which says something.   I wonder if his new editors (I don’t think this ever came up in the course of the contest) will let him write about Washington’s public school system, under Michelle Rhee.  He has a tiny conflict of interest.  His ex-wife is Michelle Rhee.

Neuroscientists for the Arts

by Robert Pondiscio
November 24th, 2009

Dan Willingham offers up practical reasons why arts education is not a mere luxury in education.  Writing at the Washington Post’s The Answer Sheet blog, Willingham cites Harvard developmental psychologist Jerry Kagan, who observed recently that while reading and math are typical litmus tests for academic success, the arts allow some children who might otherwise tune out a chance to feel successful in school. Producing artwork also gives a child an opportunity to create something tangible.

Kagan argues that children today have very little sense of agency—that is, the sense that they undertake activities that have an impact on the world, however small. Kagan notes that as a child he had the autonomy to explore his town on his own, something that most parents today would not allow. When not exploring, his activities were necessarily of his own design, whereas children today would typically watch television or roam the internet, activities that are frequently passive and which encourage conformity. The arts, Kagan argues, offer that sense of agency, of creation.

Artwork also provides a means of communication that, unlike nearly every other school subject, does not depend on words to be effective; participation in the arts also offers an opportunity for children to work together, as well as a chance for children to express feelings that they otherwise might be unable to express. “Kagan cites data showing health benefits for this sort of self-expression; several studies have shown that writing, even briefly, about emotional conflicts reduces illness and increases feelings of well-being,” Willingham points out. According to Kagan there might be similar benefits from artistic expression.

“Yes, core subjects like reading, math, history, civics, geography, and science are important,” Willingham concludes. “But the arts should not be treated as a luxury to be indulged should time allow.”

Mr. Goldfarb’s Evaluation

by Robert Pondiscio
November 23rd, 2009

Run, don’t walk, over to the Washington Post to read Jay Mathews piece on the evaluation given to an AP History teacher under Washington, DC’s new IMPACT system for assessing teacher performance.   Dan Goldfarb, a teacher at the Benjamin Banneker Academic High School has taken an extraordinary risk by giving a copy of his evaluation to Mathews, but in doing so, he has shed a lot of light on what sounds like a curious and capricious process.

Goldfarb was dinged in his evaluation for — among other things — two students passing notes in class and another (a straight-A student) who was not taking notes at all (poor student engagement).  He also earned only two out of four points  because, in the evaluator’s opinion, “there was little verifiable evidence apparent during the observation that Mr. Goldfarb works to instill the belief that students can succeed if they work hard.”  Goldfarb responds: “Be a cheerleader and tell them that hard work is the key to success? Every five minutes or so? Are you serious?  We are dealing with young adults, not small children.”  Mathews is promising to follow up with evaluations from teachers who like the new system, but he seems sympathetic to Goldfarb’s criticism:

Overall, the evaluator gave the teacher only 2.3 out of a possible 4 points. Goldfarb got only 1 out of 4 points in one section for failing to post or say what the objective of the lesson was–to me unnecessary kid’s stuff for an AP class. He also got only 1 out of 4 points for not catering to multiple learning styles, even though some experts, like Willis D. Hawley of the University of Maryland, call learning style analysis “bunk.”

This is exactly the issue Dan Willingham raised over IMPACT a few weeks ago.  It’s troubling, to put it mildly, that we’re now seeing teachers criticized for not catering to learning styles despite “utter lack of evidence to support it.” 

At Harry Potter and the Urban School Nightmare, another teacher who supports Rhee’s efforts to get rid of bad teachers (who wouldn’t?) describes getting stellar marks he didn’t deserve.

I received a score of 3.8 (out of a perfect 4), which puts me in the “highly effective” category. Now, if I’d actually earned that score, I’d be pleased. But I didn’t. My lesson showed me to be effective, but not outstanding. So why did I get the score I got? Because my principal has decided that she likes me. Of course, this isn’t really a problem for me (except that I’m not really getting any feedback for improvement, I suppose). But it is a problem for the people she’s decided she doesn’t like. Some teachers at my school are unhappy with their scores, and for some I don’t really doubt that it’s because they’re not based in reality.

A commenter on Mathews’ blog nails it, noting “No teacher does all the things (all 25 or so of them) in 30 minutes. It is just not going to happen. I can do a dog-and-pony show for the master educator, or I can teach effectively and not hit all of the things that he or she wants.”

Keep your head down, Mr. Goldfarb.

Darkness Falls

by Robert Pondiscio
November 23rd, 2009

The United States is in gradual decline, says Checker Finn matter of factly.  “Many people seem oblivious, going about their own affairs without reference to ominous but very gradual trends, rather like the frog that didn’t know it would be boiled because the water in that pot was warming so slowly,” writes the head of the Fordham Institute in his latest Education Gadfly column.

Among the “worrisome signs of national decay” Finn sees are America’s flat education results and sagging international performance:

Nearly all our major test-score trend lines have been horizontal for decades–the small upward and downward blips tend to balance out–and comparisons with other lands show us mediocre to woeful. We could once respond that the U.S. makes up in education “quantity” (e.g., graduation and matriculation rates) what we may lack in quality but that’s not true any longer. Half a dozen countries now best us on those measures, too.

In addition, there is decreasing demand for U.S. dollars overseas, a “staggering” debt burden being passed on to future generations, and a national government that can no longer make big decisions. “Whether the challenge at hand is immigration, excessive litigation, discrepant academic standards, swine flu, financial regulation, hurricane Katrina, mass transit, climate change, Afghanistan–pick your topic–Congress either avoids the problem altogether or kicks the can down the road for someone to worry about later,” writes Finn.  He also bemoans “our culture and our politics of polarization, selfishness, and bad manners.”

Finally, we’re giving up on too many of the great challenges and opportunities that we face, including realms where America was once terrific. NASA has pretty much abandoned space exploration, at least the manned kind. We don’t seem even to be trying very hard to extirpate nuclear weapons from Iran. China is turning into the next hegemon. My wife the doctor says that European and Asian countries are more adept and adventurous today in medical research than we are. Airbus is getting a lot more new planes into the air than Boeing. Our domestic auto industry is all but defunct.

Worst of all, Finn is not sure our national decline can be reversed.  “The cultural, behavioral, and attitudinal manifestations of declinism seem to me to go deeper than politics.”

Checker has been just a little ray of sunshine of late.  First there was his speech at Rice University wondering if it’s time to “throw in the towel on ed reform.”  Now this.  On the other hand, I haven’t heard anyone say he’s all wet.  Anyone?

Two Birds, One Stone

by Robert Pondiscio
November 23rd, 2009

School budget shortfall?  Student discipline problems?  Solve both by……charging for detention!  A pair of school board members in Nutley, New Jersey are proposing precisely that. Yes, they’re serious. 

The board members, Steven Rogers and Walter Sautter, say they are hoping to adopt a policy by next school year that would charge parents for detention, which they estimate costs the district $10,000 a year in overtime and maintenance fees.

“It may not seem like a lot of money, but it adds up over time,” Rogers tells the Newark Star-Ledger. “Parents need to step up to the plate and to be held responsible and accountable for their children’s habitual actions.”

Frank Bellusciop of the New Jersey School Board Association says even though schools charge for extracurricular activities and field trips, charging for detention may be in violation of the state Constitution. “Discipline is part of a public education,” he tells the paper. “Since detention would have to be used to enforce discipline, it is doubtful that you could charge for that, the same way you can’t charge for someone taking a history class or math class.”

Nutley.  You can write your own punch line.