There are lots of education types who travel up and down the Boston-DC corridor on Amtrak, and Rachel Jacobs of AppreNet is being reported as missing after the Philadelphia Amtrak crash last night. She's described as a 39 year old Swarthmore grad & mother of a young child. You can follow updates via Twitter here.
From CNBC Monday, here's seven minutes from Gates, Buffett, and Charlie Munger talking about education.
Seems like a slow day, so maybe you'd be best off spending the rest of it watching #NSVFSummit updates scroll by. It's mostly folks chronicling the event, rather than reacting pro or con, and it may or may not be NSVF's best summit ever. But it's good to know what folks are doing and saying, whether you agree or not. Let me know if something unusual happens!
It's both Charter Schools and Teacher Appreciation week at the same time, and yet the sky seems not to have fallen (yet). So maybe that means something good.
However, the charter schools folks are pushing the waiting list numbers thing hard again, and that has me nervous. The latest Charter Alliance report looks at waiting lists in 10 districts and has generated some news coverage including the NY Daily News (NYC has longest wait for charter schools in the country); EdWeek (Urban Charter School Wait Lists Swell Nationally, Report Says); WSJ (Waiting for Charter Schools).
Charter school waiting list numbers tend to look misleadingly high, sort of like lots of other numbers in education: charter school graduate percentages, college acceptance rates, pre-Common Core state proficiency rates. All these numbers -- like rents in Brooklyn -- are too damn high to be believed (though the rents are for real).
That's not to say that there aren't thousands of parents who want to get into some charters, and that there won't be more of them applying soon thanks to universal enrollment agreements that are slowly but surely spreading among urban districts. What we need is some sort of standardized definition and practice for waitlist numbers among different charters and districts, as was done a decade or so ago about graduation and dropout statistics.
There's also the issue of some charter schools not backfilling classes when kids exit during the school year or even between years. It'd be interesting to match up the backfill numbers with the waiting list numbers and see what you came up with.
Until then I would urge everyone to look at the numbers being provided with caution. The demand is real, and the parents are sincere, but the specific numbers...I'm just not very confident in them.
Still curious? According to the report, "More information is available at the National Alliance for Public Charter Schools’ data dashboard. Data sources for the number of student names on wait lists for each district are available in the Technical Note." Tell us what you find.
Related posts: Charter Schools Claim Million-Name Nat'l Wait-List (2013); Charter Advocates Denounce Reuters Reporting* (2013); Charter school demand in Mass. disputed (Boston Globe 2013); Well-Connected Parents Slip Past Lottery (2011).
The number of schools offering AP has nearly doubled since the mid-1990s when my old boss Senator Jeff Bingaman (D-NM) and others were touting it as a great way to raise expectations and accelerate learning for low-income and minority kids. Here's a chart showing the growth via a story that ran on APM Marketplace yesterday. For other stories in the series: How one high school is closing the AP gap; Spending $100 million to break down AP class barriers.
The courses and tests are obviously no silver bullet, and it's unclear to me what happens to AP in the Common Core era. But they are a good reminder that more kids than we think can learn to challenging levels, and that school systems often don't serve kids equally without being nudged or forced to do so. Image used with permission.
Related posts: Advanced Placement offerings vary widely in D.C. high schools (Washington Post)
Ga. Schools Chief: Testing Snafu With Unknown Impact Is 'Unacceptable' State EdWatch: Problems with common-core-aligned exams mirror those in Montana and Nevada, but the Associated Press reports that the glitches are not as severe as in other states.
Louisiana Common Core tests resume with few boycotts, state says NOLA.com: During five days in March, more than 4,300 students boycotted the first set of Common Core exams, part of a political uprising against the math and English benchmarks. That's about 1 percent of the total number of students in the testing grades.
Challenges, optimism in learning Common Core in Spanish KPCC LA: Imagine if you don’t spend your day learning in the English language. How do dual immersion students grasp the Common Core concepts? It turns out that once educators had time to think about how Common Core could be taught in the classroom, they saw dual immersion learning as aligning surprisingly well with concepts like problem-solving, critical thinking and collaboration.
How Common Core tests are scored Cleveland.com: If your third grader took the PARCC math exams this spring, there's a good chance that one of their answers was scored [on] a laptop here at this Westerville office.
Inside the School Silicon Valley Thinks Will Save Education Wired: And so, if you are truly fed up with the school status quo and have $20,875 to spare (it’s pricey, sure, but cheaper than the other private schools you’ve seen), you might decide to take a chance and sign your 7-year-old up for this little experiment in education called AltSchool. Except it’s not really so little anymore. And it’s about to get a lot bigger. See als NPR, TechChrunch, NYT.
The changing role of Advanced Placement classes Marketplace: If annual growth rates hold true, during the next two weeks, more than two million high school students across the country are expected to take AP exams. A passing score could mean earning college credit while still in high school. Research shows that students who take rigorous courses in high school are more likely to get into, and succeed, in college.
Most Americans Think Public School Teachers Are Underappreciated And Underpaid HuffPost: The survey results suggest most Americans think teachers deserve a week dedicated to appreciating them, if only because this group does not get enough respect the other 51 weeks of the year.
Gates' Teacher-Prep Grants Will Fund Cooperatives to Scale, Share Practices TeacherBeat: The most notable feature of this approach is is that it's a change from one-off grants to individual providers and institutions, the strategy the foundation has used up to this point for teacher preparation.
Higher Ed Lobby Quietly Joins For-Profit Schools to Roll Back Tighter Rules ProPublica: Traditional colleges and universities have become unlikely allies of the beleaguered for-profit industry as each group tries to fend off the government’s push for more accountability. See also FirstLook story on PACs and think tanks Corinthian gave money to before going bankrupt.
More news below (and throughout the day at @alexanderrusso).
This year's headliner is "author, researcher and TED Talks sensation Brené Brown." Other highlights include an appearance from Gates' Sara Allan who will unveil "a new, interactive platform designed to better connect ed tech entrepreneurs with the needs of teachers and students," and an interview with newish NewSchools CEO Stacey Childress.
Of particular interest to me is a panel on diverse/progressive charters being led by Kriste Dragon, Citizens of the World Charter Schools, and parents from Citizens and Bricolage and RI's Mayoral Academy. and Renita Thukral, National Alliance for Public Charter Schools.
Information about Summit, including the comprehensive schedule, can be found at www.nsvfsummit.com. Follow @nsvf and #nsvfsummit on Twitter for event updates.This year's event is being held May 6. Unusual for education conferences, it's an invite-only event.
Related posts: They're Beaming NSVF Summit 2014 To Boston This Year; Google Glasses Live from NSVF Summit 2013; Thoughts On NSVF 2012; Rahm Emanuel And Arlene Laurene Powell Jobs At NSVF'12; Reformy 2011 Summit Returns To Silicon Valley; Fashion Hits & Misses At The 2010 NSVF Summit; Another Spring, Another Summit (2009); NSFV: Live Tweets From Pasadena '09; Microblogging The 2008 NSVF Summit. Image via NSVF webpage.
Today, we announce the most aggressive decommissioning of testing in the state of Florida, if not in the country. pic.twitter.com/jw0IGD125C— Alberto M. Carvalho (@MiamiSup) April 23, 2015
Has anyone dug into the announcement to see if it's as big as it's being presented? Have Bush or Rubio or anyone else close to the situation responded to the announcement?
I'll let the good folks at EWA tell you the official version of this week's goings-ons, and try to focus on the things that you won't find out about elsewhere.
No, not the mundane stuff like my surreal Friday afternoon visit to Noble Street's new Speer campus on the Near West Side, how strangely intimidating I find EWA staffers though they're mostly very friendly, or my unexpected Monday night bunkmate (it's not as bad as it sounds).
I mean the good stuff. You know -- newsroom changes, comings and goings, subtle trends and dynamics going on behind the scenes that folks might not have said out loud or tweeted but were (it seemed to me) going on.
Take a look, and then let me know what I missed or got wrong. Send your tips (anonymous and otherwise) to me at firstname.lastname@example.org
Here's Jon Stewart lastnight slamming the Atlanta judge who handed out harsh sentences to educators who cheated on state tests there. Annenberg Institute via Valerie Strauss. Three of the educators are supposed to get resentenced today.
But it's not over yet.
Up next is #NPEChicago, the 2nd annual meeting of this group, which will include authors of "some of the most celebrated books in recent years. (including those displayed to the left.
Featured speakers include Yong Zhao, Diane Ravitch, Lily Eskelson Garcia, Randi Weingarten and Chicago’s own Karen Lewis and Jitu Brown.
The April 25-26 event is also going to be livestreamed via School House Live.
Know more about the event, or planning to go and report your experiences from there? Let us know.
Watch last night's PBS NewsHour segment on the Ohio reading initiative intended to ensure that students were proficient readers before moving on to the rest of elementary school. (Big hint: holding lots of kids back is controversial and expensive.) Or, watch a segment featuring Arne Duncan's interview in Chicago on WTTW Chicago Tonight. Or, watch Jeb Bush wiggle on Common Core via Tampa Bay Times.
Catalyst Chicago deputy editor Sarah Karp, widely credited with having broken the $20 million SUPES story that has now led to an FBI Investigation and the stepping down of the head of the Chicago school system, is leaving to join the Better Government Association of Chicago.
For a time, it seemed like nobody would ever follow up on Karp's 2013 SUPES scoop. Local NPR station WBEZ had her on to talk about the story, and local ABC 7's Sarah Schulte did a segment. However, neither the Sun-Times or Tribune followed up in any meaningful way -- until now.
That's nothing new. Super-competitive news outlets sometimes refuse to "follow" other outlets. Other times, they re-report each others' stories and pretend their competitors' versions don't exist (which is understandable but super-annoying). Of course, sometimes it's not a conscious decision, they just have other stories to work on, more urgent-seeming matters, and don't have time or staff to cover everything they'd like.
In any case, Catalyst is looking for a new reporter to replace Karp, and publisher and founder Linda Lenz noted graciously "We're pleased that she will take all the knowledge she gained at Catalyst to a new audience. The city, in effect, will get an additional ed reporter." Reporter Melissa Sanchez remains.
Meantime, Catalyst is also celebrating a 25th anniversary and figuring out where and what to do next. (So is Philly's Notebook, another long-running district-based news outlet focused on education. Here's an overview of anniversary activities and events surrounding Catalyst's 25th.
While it may seem like a strange move, the BGA has staffed up with reporters in recent years and covered education along the way. After a decade at Catalyst, Karp starts at the BGA next month. She's going to cover K-12 education as well as higher ed and state government. Read more about Karp and the story she broke nearly 2 years ago here.
Disclosure: I used to do some freelancing for Catalyst, and they lent me a free desk for a time, and kindly hosted the launch of a book on Chicago school reform I edited that came out in 2004.
Here's a first look at Dale Rusakoff's forthcoming book about Newark, titled The Prize and scheduled for release in September.
"Mark Zuckerberg, Chris Christie, and Cory Booker were ready to reform our failing schools," proclaims the book promo copy. "What they got instead was an education."
"Their plans soon ran into a constituency not so easily moved — Newark’s key education players, fiercely protective of their billion-dollar-per-annum system. It’s a prize that, for generations, has enriched seemingly everyone, except Newark’s students."
Rusakoff's writing on Newark has appeared in the New Yorker
"The Prize is a portrait of a titanic struggle over the future of education for the poorest kids, and a cautionary tale for those who care about the shape of America’s schools."
See more here.
Rusakoff is appearing at this week's EWA conference in Chicago. It's a big week for education book. Greg Toppo's book about learning games is out this week, as is Ken Robinson's book on schools and creativity.
Related posts: New Yorker Digs Into Newark Reform Backlash; What They're Saying About That New Yorker Article; New Yorker Reporter Talks Newark; Fact-Checking Cami Anderson; White Reporters & Students Of Color.
Yesterday, Hillary Clinton named Ann O'Leary as one of her top policy wonks for the campaign, and I predicted that the candidate might make it until Memorial Day before talking about Common Core. Well, she talked about it yesterday in Iowa, and the good folks at PJ Media's Tatler shared the clip (starts at 5:33), asked by a teacher. “You know when I think about the really unfortunate argument that’s been going on around Common Core, it’s very painful,” she says.
One more thing about tablets: Here Come the Chromebooks. This story from Scholastic Administrator (site sponsor) and Michelle Davis describes how Chromebook sales have skyrocketed in recent months even as tablet sales and uses have come under pressure. Check it out!
Wages for education (and health services) workers went up just 1.9 percent over the past year, less than the national average. Why's that? "Low-wage workers are earning more. Leisure and hospitality employees, mainly restaurant workers, saw a 3.6% hourly pay increase over the past year.... Higher-skilled workers are also doing well.... Several big employment sectors [including education] are being left out of better pay." Via WSJ (Why Are Wages Growing Slowly Despite McDonald’s, Wal-Mart Raises?)
Today's the last day of the three-day GSV+ASU Summit in Scottsdale Arizona, which has some of the edtech aspects of SXSWedu, some of the venture capital/innovation feel of the NSVF event, and also seems to have some EIA (Education Industry Association) elements. It's big -- 2,500 -- but "much more focused on the deal-making/business [side] of education than other conferences," according to event organizers. (Yeah, Mark Cuban was there.)
Today's lineup includes some familiar folks, like Arthur Levine, who's there to talk about the coming transformation of higher education. Colorado state senator Mike Johnston --apparently one of New Leaders' co-founders -- was also there. Common (the rapper) was there, too. (Did you see his performance on the Jimmy Fallon lip synch show vs. John Legend, BTW?). Miami-Dade's Alberto M. Carvalho was there. Duncan, of course. (The USDE Office of Education Technology got on the Medium bandwagon with this post from the event).
Michele Molnar's EdWeek writeup (Education Business Summit Explores Issue of Learning Equity) notes that reducing inequality is a big motivation for edtech hopes (perhaps attendees didn't read about education's limited impact on inequality or mobility). Betsy Corcoran's EdSurge writeup (Reporter's Notebook: ASU GSV Summit Packs in Edtech Fans) notes that there are lots more teachers there than in the past and that only the newbies go to the panels (everyone else is in meetings doing deals).
There's been some controversy surrounding the event, or at least GSV. One of its advisors is an Emanuel school board appointee to the school board ("Enough Is Enough": Education Investor Denounces Meddling Journalists). GSV's Mike Moe was an education advisor to Newt Gingrich in 2011.
The media coverage includes Nichole Dobo (Hechinger), Michele Molnar (EdWeek), Donnie Dicus (Bright), and EdSurge, WashPo, NYT, Inside Higher Ed I'm told. Broadcast crews from Bloomberg and PBS are apparently there, too.Bright is Gates-funded (so is EdWeek). EdSurge is GSV-funded.
Related posts: Test Prep & Instructional Materials $37B Of $789B K12 Spending.
"The richest 25 percent of school districts receive 15.6 percent more funds [$1,500 per student] from state and local governments per student than the poorest 25 percent of school districts, the federal Department of Education pointed out last month (March, 2015). The gap has grown 44 percent since 2001-02, when a student in a rich district had only a 10.8 percent resource advantage over a student in a poor district." (via Hechinger Report The gap between rich and poor schools grew 44 percent over a decade) Image used with permission. Click the link to see the interactive map.
Once again, the convictions of the eleven surviving educators for their role in Atlanta's infamous cheating scandal provides a "teachable moment" in regard to the inherent harm of high stakes testing. The Guardian's Max Blau, in Why the Atlanta Cheating Scandal Failed to Bring National Reform, cites Fair Test's Bob Schaeffer who says, “Atlanta is the tip of the iceberg. ... Cheating is a predictable outcome of what happens when public policy puts too much pressure on test scores.”
During the NCLB era, other cheating scandals have occurred in Baltimore, Camden, Philadelphia, Las Vegas, Houston, El Paso, Norfolk, Virginia and, yes, in Michelle Rhee's Washington D.C. As Schaeffer explained to the Christian Science Monitor's Stacy Teichner Khadaroo, in Atlanta Teacher Conviction: Do Standardized Tests Pressure Foster Cheating?, today's testing “creates a climate in school where you have to boost scores by hook or by crook.”
Khodaroo also cites Harvard's Daniel Koretz who explains why high stakes testing reveals just the tips of other dangerous icebergs. Koretz describes “shortcuts” that educators are encouraged to take, such as teaching to the “'power standards' – the types of items most commonly tested." He says that "states now routinely offer teachers old test items to use for test prep," even though that practice was frowned upon in the 1980s.
“'Clearly cheating is unethical, but at what point does this other stuff become unethical?'” Koretz says.
In my experience, these more subtle means of manipulating metrics are the most pervasive and thus the most destructive.
"An investigation had found systematic cheating in more than 40 schools. Judy Woodruff learns more from Kevin Riley of the Atlanta Journal-Constitution." (How cheating on standardized tests can be a criminal act.) Or watch this video from Bright (Meet Nancy Davis, the Pirate Teacher).
"As the data and chart show, the Northeast is most-dominated by the education and health services industry, which accounts for more than 20 percent of all non-farm jobs in Rhode Island (the leader, at 22 percent), Massachusetts, Maine, New York, Pennsylvania and Vermont." (Washington Post: The distribution of jobs in every state, in 2 charts)
Without rigorous research, think tanks just repeat talking points, trying to be more clever in their phrasing and more persistent in their communication so they can be heard above the din of everyone else doing the same.
- Jay Greene (The Death of the Think Tank, R.I.P.)
This year's education conferences seem like they're doing better and better modeling diversity and finding new & authentic voices to talk about education, but there's still lots of room for additional improvement.
So here are some ideas to help -- or maybe you've got better ones to suggest?
6 -- If you're organizing a conference or panel, make sure you include a variety of perspectives and backgrounds when you're picking speakers, even if it means reaching out to new connections or recruiting new participants. #Wetried is not enough.
5 -- If you're invited to participate in a panel, tell the organizer it's important to you that the panel includes a diversity of perspectives and backgrounds, and be so bold as to suggest some folks who might fit the bill if the organizers seem unfamiliar.
4 -- If you're invited to open or close a conference, or function as a keynote speaker, tell the organizers how important diverse panels and perspectives are to you.
3 -- If you somehow find yourself on a panel that's all white (or even all white and male), don't just lament the situation. Give up your time to someone in the audience who has a valuable perspective not otherwise represented on the stage, or do something really bold and give up your spot.
2 -- If you're someone who's used to being asked to speak on panels or give talks, consider giving up your spot to give someone else a chance and -- just as important -- come to the event anyway, sit in the the audience like a normal person, and you might learn something.
1 -- If you're attending a conference or panel in the audience and you happen to notice that the panel is, say, all white (or that the conversation is being dominated by men) say something. (Be nice about it -- the organizers are probably very tired and doing their best -- but still say something.)
Bottom line: Talking about diversity is great but insufficient at this point. Programs aimed at diversifying the pipeline of teacher and leaders are great but way in the future in terms of their impact.
Finding and elevating new and diverse voices to speak at conferences and sit on panels could make a small but concrete difference to the success of the movement. And those of us who've been privileged enough to sit on panels and speak at conferences should take the lead in helping make these shifts, rather than resisting them or even appearing to undercut them.
*For those of you not following along on Twitter, the question of diversifying panels and the responsibilities of conference organizers and convening organizations came up in a series of tweets this morning. The PIE Network's Suzanne Tacheny Kabach and I talked more about it this afternoon and that conversation was the inspiration for some of the above.
This year's Yale SOM Education Leadership Conference could be particularly interesting, given where were are in the education debate. It looks like there are going to be some new faces and names -- Kalimah Priforce, anyone? The theme ("Back to Why") and official goal (to refocus on "the purpose and outcomes of education reform") are full of intrigue to people like me who follow these things too closely. We all know that the fight for the hearts and minds of smart young do-gooder types (and entrepreneurs, etc.) is pretty heated, as is the rhetorical battle over who's more "social justice." Website. Facebook.For past events, look at the list here. Previous blog posts from me about the event here.
Thanks to everyone who passed along my recent CJR piece on the challenges of reporting the Common Core testing rollout this spring. Much appreciated! The story was a top read for CJR all week.
By and large, those of you who are pro-Common Core liked the piece, and those of you who are critical thought it was less likable. Pretty predictable. (Your positions are reversed when I'm criticizing Rhee or Kopp or Cunningham, though.)
Far as I know, nobody was willing to admit publicly any major change of mind on the tests or the coverage -- such is rigidly orthodox world of education debate these days (and also of course the limits of my writing).
Most of you who work as education reporters didn't say anything one way or the other -- at least not publicly. (A few of you were kind enough to write privately that it was a useful piece, or that it was helping you to rethink your coverage tendencies, which I appreciated tremendously.)
Alas, the only journalists I could find to talk about the issue on the record were John Merrow (one of its subjects) and Linda Perlstein (a former Washington Post reporter and EWA's founding Public Editor). I hope that won't always be the case, as I think constructive conversation about media coverage is a positive and healthy thing and shows confidence in the work.
Turned by back CJR from commenting on their site, Merrow finally posted his own response on his blog this afternoon (Reporting About Reporting). He makes some good points, as you'll see, but he also makes some weaker ones, according to me at least, and unfortunately resorts to (gentle) criticisms of character.
Read on for more about Merrow, a handful of less predictable responses, some errors and omissions on my part, and a few sentences that were left on the cutting room floor.
Today's newish entrant is US News' Knowledge Bank, which (so far) includes a rogues' gallery of reformers with a particularly heavy dose of Bellwether (Mead, Rotherham), Fordham (Pondiscio), and AEI (McShane, Hess).*
Elaine Allensworth from the Chicago Consortium is in there, as is Catherine Brown. You get the idea.
These folks already have in-house blogs and other outlets to get their views out there, but now they've got a regular outlet for their views plus US News' logo etc. as well.
There's the added legitimacy of the venerable magazine, plus also the potential confusion for readers who -- as with Valerie Strauss's blog page -- sometimes see the outlet listed but don't realize that it's an opinion piece (especially on Twitter). In fact, you could look at this as the reform version of the Answer Sheet.
In any case, I'm told that the page is looking for a mix of contributors and will continue to add/shift things around as things develop. It'll be interesting to watch.
*Corrected: I got them confused - McShane & Hess are AEI, Pondiscio is Fordham. Apologies.
Tech giants battle for classrooms in Amish country From PBS NewsHour. Click the link for the show transcript.
Here's something new from me via the Columbia Journalism Review, focusing on the challenges of reporting the Common Core testing rollout this spring:
As you'll see from my review of coverage from PBS, the NYT, WSJ, AP, and the Washington Post, it's no easy task for journalists to describe the varied experiences different schools, districts, and states are having -- or to find hard numbers or nuanced viewpoints.
But in my view the national coverage has somehow ended up upside-down, focusing on the relatively few hotspots and problem areas (and passing along one-sided speculation) without giving readers a clear sense of the vast majority of instances where the process of implementing the new tests seems to be going well.
Related posts: Missing Context In AP's Common Core Testing Story, Let's Focus On What Actually Happens -- Not What *Might* Happen, Please Do A Better Job Covering Testing This Year, Journos!, Inside The Common Core Assessment “Field Test”. Image via CJR.
WellDeserved is a a new app that allows folks to offer surplus privileges -- free food at work, extra dental appointments, a soon-to-expire SoulCycle coupon -- to fellow citizens who might want to purchase them.
Their motto: "Privilege goes unused every single day.Why would we waste any of it?"
Great idea, no?
But they need people to post more education-related privileges that are going unused, and maybe you can help them out.
For starters, there are all the extra laptops, tablets, and smart phones laying around many homes -- not to speak of all that unused broadband access and data. But that's not all. A student who doesn't need all of the Kumon hours his parents signed him up for could offer them to a fellow classmate. A private school family living in a desirable neighborhood could offer its spots at the local elementary school. I'm sure you can think of other examples.
Charles Best better watch out.
This week's announcement that Success Academy charters won't give an absolute priority to ELL kids in its charter lotteries because of opposition seems like an unfortunate turn of events (see ChalkbeatNY's Success Academy drops lottery preference for English learners).
Charter schools located in mixed neighborhoods are often flooded by wealthier, whiter parents, and lose their diversity despite all efforts. The USDE will allow weighted lotteries, but not guaranteed admission. USDE has opposed letting diverse charters weight their lotteries in such a strong way for fear of the precedent that would tempt other schools to set priorities (for white kids, for kids whose parents have yachts, etc.)
There are situations where charters have been set up to avoid integration, or located or run in ways that are disadvantageous to poor and minority kids. But this is not one of them.
What could be done?
Lots of things, it seems. Congress could change the federal definition of a charter school to allow this kind of weighting. The USDE could revise its guidance (though risking Congressional displeasure). Or Success could shift its proposal from an absolute 14 percent priority for ELL kids, going with an unweighted lottery for the first year or two and then shifting. The unitary enrollment system would be diluted, creating different systems for different schools, but more ELL kids would be served.
I'll let you know if and when Success or the USDE respond with more about their thinking, or why these solutions couldn't work.*
*UPDATED: From USDE's Dorie Turner Nolt: “The U.S. Department of Education is firmly committed to increasing high-quality educational opportunities for disadvantaged students, including English learners, in charter schools, as in all public schools. The Department has worked with Success Academies to find ways for it to provide additional weight for English learners within the boundaries of the law and program guidance, and remains committed to that effort. We have worked with other grantees that submitted proposals to use weighted lotteries for educationally disadvantaged students—including other charter management organizations operating in New York—and have approved several such proposals. Such approaches complement broader efforts by charter schools to recruit, serve and retain educationally disadvantaged students.”
Your turn, Success.
Related posts: "Smarter" Charters Are Diverse, Teacher-Led; Diverse Charters Form New National Alliance; Diverse Charters Spread Nationally (Education Next); Diverse Charters Balance Learning & Accountability.
It is not likely, in my view, that any feasible program of improving education will have a large impact on inequality in any relevant horizon... to suggest that improving education is the solution to inequality is, I think, an evasion.
-- Larry Summers in The Washington Post (Robots are hurting middle class workers, and education won’t solve the problem)
Common Core test debuts in Oregon, prompting stepped-up teaching, fears it will be too hard OregonLive.com: Sixth grader Porter Stewart works on a writing assessment to help him prepare for the dauntingCommon Core test that will be given to 300,000...
Calls for opt-out bill continue as Illinois starts PARCC test Sun-Times: No major snafus were reported in the city or on the state level, although Mollison and Morrill elementary schools had some minor glitches, district spokesman Bill McCaffrey said. Otherwise CPS reported a “smooth start to testing,” he said, “with the exception of some minor tech issues, such as popup blockers.”
Federal education chief: Some kids are over-tested Sun Sentinel: U.S. Secretary of Education Arne Duncan spoke to a crowd of more than 500 on his vision for education and his push to fix the federal No Child Left Behind Act at the Kravis Center in West Palm Beach as part of an event by the Forum Club of the Palm
Education interests to pour money into Democratic primary Philly.com: AFT president Randi Weingarten, asked whether her union will make independent expenditures to influence the Philadelphia mayor's race, said she was "deeply concerned" about the state of schools here.
With Jesse Jackson's Chuy Garcia Endorsement, Black Leaders Begin to Unite ... In These Times: has come out strongly against Emanuel's policies in all of these areas, and has the backing of the powerful Chicago Teachers Union and its president Karen Lewis. However, longstanding tensions and distrust between the city's black and Latino ...
More news below and throughout the day at @alexanderrusso.
There were lots of interesting responses to my post on Friday about white reporters and students of color -- one of the most immediately useful of which was lots more education journalists of color (#edJOC) identifying themselves or being mentioned by others in addition to those previously listed:
Thanks to @dcrunningmom and @C_C_Mitchell (Corey Mitchell) for clueing me in about @StateEdWatch (@AndrewUjifusa), @drsuperville, @EarlyYearsEW (@casamuels), @amatos12, @StribLonetree, @LoriAHiggins, @Bobjohnson1word.
Two other journalists who don't write exclusively about education but whose names I've seen and tweeted enough times to think they should be included (assuming they don't mind): @jbouie & @jdesmondharris.
None of this is to suggest that there isn't a diversity problem when it comes to the education beat -- especially at national outlets and/or beats -- which is especially noticeable given the kids, schools, and communities that are often being covered.
Somebody turn this plus the original post into a Twitter list that we call can follow (if such a thing hasn't been done already)?
"True, there are some problems with the education system — inequality between schools, for example, not to mention skyrocketing college tuition costs — but that the majority of the population over 25 went from not having a high school diploma to at least having some college in the span of 40 years is astonishing." (Vox: 21 charts that explain how the US is changing) Image used with permission.
There's been a LOT of discussion this past week or so about important issues surrounding race, class, and privilege among school reformers and reform critics.
But what about the editors and reporters who cover education issues -- and whose work is read by the public and policymakers who are making real-life education decisions every day?
The truth of the matter is that it's not just the education reform movement and its critics who are predominantly white & appear otherwise privileged.
I know, race is just a social construct. Class is probably more important. Not everyone identifies according to the apparent color of their skin or their national origin. A person doesn't have to be from the community they're writing about to do the job well. (For the record, this post is being written by a white male who has been private-school educated all for all but a few community college Spanish language classes.)
But let's be clear. Many if not most of the journalists writing about education for a national audience are white, too, and do not appear to come from the neighborhoods and schools that they may spend much of their time covering. For example, there aren't any people of color covering national education issues at The Washington Post. The education team at Politico is entirely white (and female), though founding education editor Nirvi Shah may identify as a person of color. Last I looked, the education team at NPR is entirely white other than Claudio Sanchez (Juana Summers was briefly on the education team before moving over to covering Congress).
You get the idea. And no matter how smart, hard-working, or privilege-aware these journalists may be, it seems hard to imagine that the cultural distance between reporters and poor minority students doesn't play a role of some kind.
The issue of cultural sensitivity and journalism has come up most recently among a handful of critics of NPR's "Serial" podcast, which was (tangentially) about magnet school kids in Baltimore. I wrote about this line of thinking -- and the lack of similar criticism for last year's This American Life segments on Harper High -- not too long ago (Why's "Serial" Getting So Much More Pushback Than "Harper High"?).
But the best examples may come from the recent conflicts between reform advocates and critics in which race and class have been explicit topics of the debate - when Newark's Cami Anderson is under attack for being a white interloper in a black community, or when Chicago's Rahm Emanuel is accused of being a racist murderer by the head of the Chicago Teachers Union.
These are situations in which a white reporter is probably somewhat less comfortable than a person of color, and though I have no way of knowing for sure I'm imagining that there's some influence on the coverage that's produced.
The current reality is that most education reporters have more in common, racially and otherwise, with educators (still mostly white, college-educated women), and with well-educated parents who are making decisions about their own children's education.
The good news is that there are a handful of people writing about education who are (or may consider themselves to be) persons of color.Last year, EWA held a panel session on covering communitiees of color, which was to my knowledge the first such example.
But there's obviously a lot more work to be done in terms of diversifying the community and educating it as well. Let's get started!
Meantime, here's a partial list that I'm hoping you can help me complete:
Daarel Burnette II is the bureau chief of ChalkbeatTN. Brian Charles is a Chalkbeat New York reporter. ProPublica's Nikole Hannah-Jones writes about education, as does Marian Wang. More names, in no particular order: Juan Perez Chicago Tribune; Dropout Nation's RiShawn Biddle; Melissa Sanchez at Catalyst Chicago; Christina Armario at AP; Vanessa Romo at LA School Report; Motoko Rich at the NYT (also Brent Staples on the editorial page and columnist Charles Blow); Teresa Watanabe at the LA Times. The Atlantic's Ta-Nehesi Coates doesn't write about education but he writes about issues that surround education.
Related posts: This More Diverse List Of Top Education Tweeters Needs More Names*; Atlantic Story Highlighting "Racial Gerrymandering" Named Magazine Award Finalist; Last Week's Problematic New Yorker Parent Opt-Out Story;
I still haven't found a map giving start dates for states' Common Core testing windows but in the meantime check out this NCSL map showing where states are on Common Core implementation. The state-by-state assessment consortia map from NCSL is here. Images used with permission.
NB: ME and TN are conducting a review at the request of a state agency. NB2: Other than some big problems in Dade and Broward Counties (FLA), I haven't seen or read about any districtwide testing problems (yet).
In a complete but not entirely unexpected reversal, CPS announced that it would require all schools to administer the new Common Core assessment next week, as required by the state and the USDE as a condition of funding. Sun Times here passes along speculation that the previous position was a City Hall-inspired effort to win votes from mostly white liberal parents concerned about overtesting for last week's election (in which case Rahm just gave his opponents a big issue). The Tribune here notes that technological limits are not the issue for most Chicago schools, and that CPS was under repeated funding threats from the state (though I'm not sure anyone believed CPS would be defunded over Common Core).
Take a look at this 2010 chart -- a made-up seating chart for a nonexistent USDE briefing room setup and you'll get a pretty vivid idea of how much has changed in national education coverage over the past five years (A Map To Coverage Of National Education News):
So much has changed, I know! USA Today's Toppo is splitting duties on other issues (like demographics). The WSJ's Banchero is gone (to Joyce), replaced by Brody. PK12's McNeil is gone (to the College Board), replaced by Klein and Camera. The NYT's Dillon is gone (to retirement, I think), replaced by Rich. Winerip is gone (to other beats), and the column has sat empty since he left. At the Washington Post, Mathews is gone (to LA, at least), though he's still columnizing from there. AP has changed over. Colbert is gone (as we know him), replaced by... nothing so far as I can tell. Sanchez has been joined by Kamenetz and Turner. Politico's education page didn't exist back then. Huffington Post's education page wasn't launched yet, either, I guess (come back soon, Joy!).
A new study out suggests that education 'experts' may lack expertise, in terms of academic qualifications. The study, authored by the UofIllinois' Joel R. Malin and Christopher Lubienski, suggests that media prominence and academic qualifications aren't closely related.
However, it's no big surprise that education policy has turned away from academic expertise (and academic research, for that matter). That's been going on for quite a while.
More importantly, the study doesn't name names, and it seems to include more individuals from the more conservative think tank experts -- AEI, Cato -- and fewer liberal or moderate ones. For reasons I'm not quite clear on (though I'm sure others could understand), EPI is included, but not CAP or New America, or Brookings (or Fordham).
For a list of institutional affiliations, look here. For MMFA's writeup, look here. The issue has been addressed before -- last winter in InsideHigher Ed, for example. The study was published in a recent issue of the journal Education Policy Analysis Archives. Image courtesy EPAA.
There are lots of different ways to look at the new CPRE/UPennGSE report about social media and the Common Core debate, but at least one of them is to observe just how small a role journalists and non-advocacy media outlets seem to have been playing -- even in areas where you'd think that mainstream and trade publications who share out information all day would have a big advantage:
*Just 13 of 158 high-volume "transmitters" (8 percent) are journalists. "These include print, online, and radio media, and represent both non-partisan and partisan media entities." I've asked for a list.
*Just 22 (16 percent) of 139 "transceivers" (who pass information along and have their tweets shared) are journos/media outlets. They include @educationweek, @BenSwann (who?), and @ NEAMedia (not really a journalistic outlet). This is the list where journalists are strongest, relatively speaking -- journalism's wheelhouse, really. But journalists come in third. (List requested.)
*Just 3 media outlets qualify for the list of 41 "transcenders" (the elite group in the study). They are @educationweek, @StateEdWatch (penned by Andrew Ujifusa) & @ellemoxley. The report adds @NEAMedia to the list but again that's a whole different thing.
Of course, the study is limited to tweets directly related to Common Core, and a certain time period.Other kinds of criteria would surface larger numbers of journalists and education outlets that are high-volume, high-retweet, or high-influence.
But my sense is that the report illustrates a deeper dynamic, which is that journalists and media outlets lag far behind activists on the use of Twitter, in part because of the decline in traditional journalism but even more so because of self-imposed limitations on expressing views or attempting to shape the debate. Advocates, think tankers, and even academics have a green light that journalists don't.
Also, my sense is that journalists' experience of Twitter is mostly being tweeted at by those with complaints legitimate and others. Twitter is the "new comment section," it's being widely noted, and we all know how most journalists feel about comments. So there may be some avoidance going on.
Image used with permission. I found the PDF version easiest for word searches but maybe there are other, better ways to navigate. #htagcommoncore @cpreresearch @upennGSE.
The Test concludes with four strategies for dealing with tests.
Almost every paper presented at the American Enterprise Institute’s conference, Is the ‘New’ Education Philanthropy Good for Schools?, made me somewhat more hopeful that the Gates Foundation, at least, will learn and back off from insisting that stakes be attached to standardized tests, and start down more promising policy paths. The exception is Alexander Russo’s Inside Foundations: Eight Lessons for Funders and Grantees on Education Giving.
According to Russo’s astute article, the lessons of this new generation of philanthropy are:
1. Policy and advocacy are great tools—to a point.
2. New approaches complicate measurement/evaluation issues.
3. Newly-created organizations bring focus and fidelity but can lack credibility and engagement.
4. “Strategic” philanthropy is a powerful way to narrow priorities—unless it’s applied too rigidly.
5. Setting clear metrics helps—until you take them too far.
6. Fail fast—but don’t overreact to bad news, either.
7. Don’t forget/underplay “the grind.”
8. Little more coordination, please (but not too much!)
In a rational world, this witty and insightful call for balance would contribute to better policy-making. In contrast to the statements made by other insiders to the other contributors, however, I fear that the several elites interviewed by Russo are concluding that, yes, we lose credibility with each of our risky policy gambles -- but we will make it up on volume.
Friday was Josh Starr's last day as head of the Montgomery County public schools. He granted an interview to NPR -- but not to the Washington Post. This forced the Post to run a bloggy writeup of the NPR interview over the weekend. You and I may not care, but in most cases a traditional news outlet like the Post would normally avoid publishing something like this on its regular news page, and would generally be loath to "follow" another news outlet with essentially duplicative coverage.
There's nothing really out of the ordinary about a district superintendent giving the cold shoulder to an outlet he or she perceives as having provided rough coverage of a tough situation. Former DCPS head Michelle Rhee declined to give much help to the Washington Post during the last few months of her tenure, feeling that the coverage there had gone overboard with its criticism. At a certain point, relations between beat reporters covering elected or appointed officials can get toxic even under the best of circumstances.
But this is just the latest incident surrounding the Post's coverage of Montgomery County and Starr. On January 27th, the paper's editorial page wrote about Starr's departure on the same day that the news came out on the education page.
That means the editorial page -- normally given to thoughtful analysis and commentary on news that's already been reported -- essentially scooped its own newsroom. I've heard estimates that there was a 12-hour gap, but I can't document such a thing. There's no timestamp on Washington Post stories, however, the earliest comments I can find on the editorial page story come from that evening, around 8 pm and the earliest comments on the education version of the story come in a few hours later, just after midnight on the 28th. According to the Post's Bill Turque, the newsroom was only about 90 minutes behind, largely due to the newsroom's more stringent sourcing requirements.
How does that happen, when the Post has both Donna St. George and Turque helping cover Montgomery County public schools? I have no idea. Yes, nearly everyone seems to have been caught by surprise. Sure, Twitter and the blogosphere beat newspapers to the punch all the time -- no fact-checking required on social media! -- but usually editorial pages don't beat their own newsrooms (or anyone else's really). They're usually not even close. And ideally beat reporters hear and report things first, well before everyone else. That's the whole point of beat reporting, or at least one of the main points.
Anyway, I've asked some Post folks about the timing of the breaking news and will be happy to learn and share more about how it unfolded. Anyone else have thoughts or insight into how the Post covered Starr, or the news of his departure, or whether any of it really matters? Did this story in Bethesda Magazine precipitate or suggest what was to come, well in advance of the news breaking? Feel free to share information, theories, and insights here or on twitter.
Related posts: Washington Post Doubles Down In National Coverage; About That Front-Page Washington Post Story; "Draft Sharing" Spreads At Washington Post Education Team; Michelle Rhee Vs. The Washington Post.
Good news from the folks at Scholastic Administrator (who kindly sponsor this blog) is that there are now two more blogs on the site: The first is edu@scholastic, run by Tyler Reed (@tylerbreed) with voices from all over Scholastic-land). The second blog is Down the Hall from Rod Berger (@drrodberger), who covers trends and people in the ed tech/leadership space, through videos, posts, and audio interviews. Check them out, and also take a look at the Edu Pulse for a mix of daily stories from staff and outside contributors.
Mostly behind the scenes, ERS (Education Resource Strategies) has spent the past 10 years helping districts understand and revamp their spending priorities (usually focused on student-based budgeting). Click here for the interactive timeline of ERS activities. Click here to see if your district has worked with them. Tell us here on on Twitter what your experience has been(@erstrategies). Image used with permission.
Here's the video from yesterday's AEI event on education philanthropy, plus a link to the draft papers being prepared for an updated version of AEI's 2005 volume, "With the Best of Intentions.":
I'll write separately about the chapter I contributed, but some other conference highlights for me included meeting lots of folks face to face (including AFT's Kombiz, HEP's Caroline Chauncey), seeing people for the first time in a long while (Arnie Fege, Mike Usdan), and learning all sorts of things from fellow chapter writers and panelists (like Jim Blew's dad was a teacher union official, and that there are still only a handful of political scientists working on education issues). You can also check out the Twitter-stream at #NewEdPhil.