Parents hire handwriting therapists

Affluent parents are hiring occupational therapists to help children learn handwriting, reports the New York Times.

In affluent neighborhoods in and around New York, occupational therapists have taken their place next to academic tutors, psychologists, private coaches and personal trainers — the army that often stands behind academically successful students.

Many grade schools no longer teach children to write legibly, reports the Times.  Teachers assume children can use a keyboard to write, but parents worry they’ll have trouble taking tests or doing math problems.

Some say children are asked to do more writing at earlier ages, but others say more children lack the fine and gross motor skills that used to be the norm.

Anthony DiCarlo, a long-time principal in a New York City suburb, blames changes in the way kids play.

“ in the last five years, I’ve seen a dramatic increase in the number of kids who don’t have the strength in their hands to wield a scissors or do arts and crafts projects, which in turn prepares them for writing.”

Many kindergartners in his community, he said, have taken music appreciation classes or participated in adult-led sports teams or yoga. And most have also logged serious time in front of a television or a computer screen. But very few have had unlimited opportunities to run, jump and skip, or make mud pies and break twigs. “I’m all for academic rigor,” he said, “but these days I tell parents that letting their child mold clay, play in the sand or build with Play-Doh builds important school-readiness skills, too.”

Delayed development of fine-motor skills can make schoolwork arduous. The problem runs in my family, at least for males. My father almost had to repeat kindergarten because he couldn’t cut with scissors. He could read, so they let him go on. Writing letters or numbers was difficult and exhausting for both my brothers, who went to grade school before the personal computer — but, thankfully, also before the ubiquity of arts projects.

The computer keyboard is liberating, but it’s hard to do everything on a computer, at least with today’s technology. Maybe in the future kids will get tablets that can interpret their handwriting.

As with reading, there are some kids who will learn handwriting easily and others who need more instruction and practice. You’d think elementary teachers could be trained to help kids without having to call in occupational therapists.

What to do with off-track students

Teachers would love to send failing students to alternative schools — aka “transition schools” or “recuperative schools — writes John Thompson on This Week in Education.

Thompson likes the Gates Foundation’s, This Works for Me series, “much of which could have been written by teachers and their unions.”

Neighborhood schools end up with the hard-to-educate kids, Thompson writes. “More than three fourths of teachers and principals supported what researchers described as alternative learning environments as a way to reduce the dropout rate,” a Gates-funded Public Agenda poll reports.

(The) poll also shows that 90% of teachers believe that discipline problems are serious impediments, and 68% believe that alternative placements for those students would be effective.

Researchers say very good instruction “will reduce, but not entirely eliminate, student behavioral problems,” Public Agenda reports. “There is evidence that average student achievement (i.e., overall teacher effectiveness) is higher in schools where student discipline issues are addressed.”

No kidding.

One third flunk test on teaching reading

One third of would-be elementary and preschool teachers in Connecticut flunk an exam on how to teach reading reports the Connecticut Mirror.

Teach for America teachers had the highest pass rate, 93 percent, despite their abbreviated training. University of Connecticut was next at 91 percent. At some Connecticut State University campuses, more than 40 percent of student teachers flunked the Foundations of Reading exam. (I got 100 percent on the test questions here.)

The certification exam, consisting of 100 multiple-choice questions and two essay questions, has been used in Massachusetts since 2002. It is designed to test knowledge of teaching methods that reflect a rigorous, systematic approach to reading instruction, including phonics.

Many of those methods, backed by various research studies, were recommended a decade ago by a National Reading Panel report and in Connecticut’s Blueprint for Reading Achievement, but some educators and children’s advocates contend that college and university teacher training programs have been slow to respond.

Prospective teachers are complaining their education classes didn’t prepare them for the exam. And some education professors say the exam doesn’t measure what it takes to be a good teacher.

Via NCTQ Bulletin.

No test case for charters in LA

In picking new management teams for failing schools, Los Angeles could have tested charter schools’ effectiveness with disabled students and those who aren’t fluent in English, writes Howard Blume in the LA Times. But the school board “turned down all but four charter bids, opting instead primarily for internal, teacher-led proposals.”

The teachers union fought hard to limit the charters. Every new charter would have effectively reduced the union’s membership — potentially corresponding to more L.A. Unified layoffs during the current district budget crisis. And a growing nonunion charter workforce gradually reduces union clout not only on pay and benefits issues, but also on matters such as class size and the direction of future reforms.

The board rejected Superintendent Ramon Cortines’ recommendation to give schools to  three successful charter networks, Green Dot Public Schools, the Alliance for College-Ready Public Schools and ICEF Public Schools.

Charter critics complain that charters serve fewer disabled and English Learner students than district-run schools.

Charter advocates . . . argued that the district’s higher special education population stems from the neglect of many students’ academic and social needs. The result, they said, is behavioral issues that are later misidentified as disabilities. They also fault the quality of the district’s services to special education students.

The percentage of English Learners also varies with school effectiveness: Teach poorly and kids who start kindergarten with poor English skills will remain ELs in fifth grade and often remain English (non)Learners till they drop out of high school.

The takeover schools enroll more than their share of low-income Hispanic and black students with many in special education and English Learner programs. Experienced charter managers were willing to try. Nearly all were turned away.

LA has set up a test case for teacher-led turnaround schools.

The video application essay

College applicants are trying to wow admissions officers with personal videos, reports the Boston Globe. Tufts is the first selective college to encourage video submissions as an “optional essay.” More than 6 percent of 15,436 applicants sent in a one-minute video; many are on YouTube.

Amelia Downs performs a series of dorky dance moves named after math terms like the scatter plot and the bar graph. Sam Zuckert plays a song made solely from the sounds of a piece of paper ripping, crumpling, and waving in the wind. And then there’s Mike Klinker, using a remote control to fly a Styrofoam elephant — with his name on it — through a clearing in the woods.

Tufts students and alumni are commenting on their favorites on YouTube.

Lee Coffin, Tufts’ dean of admissions, says the clips showcase a creativity and personality that would be hard to convey on paper. The idea is part of an effort begun by the university in 2006 to evaluate aspects of applicants’ intelligence not reflected in SAT scores and grades.

. . . The videos are judged as one part of a whole picture, with a student’s academic record still weighing the most, Coffin said. Production value will not be a factor, nor will public comments be considered in the admissions team’s decision, he said. What counts, he said, is creativity and wit, something that shows a student’s voice or talent – that can answer, “What spark do they bring to the class?’’

While other selective colleges don’t solicit videos, applicants often submit them along with blogs and personal websites.

Harvard College has for decades asked students to submit any supplementary materials — art portfolios, manuscripts, music recordings, and films — that display exceptional talent. But Harvard’s admissions dean frets that video applications may give an unfair edge to students from affluent families.

At Tufts, Coffin said more than 60 percent of the videos were submitted by financial-aid applicants.  “Access to video capabilities — via computers or cellphones, even — among teenagers is almost universal,’’ he said.

I worry more that flashy extroverts will edge out shy, nerdy students.

Study: KIPP kids learn more

Students who won a lottery to attend a KIPP school in Lynn, Massachusetts learned more in the following three years than those who applied but lost the lottery, concludes a working paper posted on the National Bureau of Economic Research site.

The school predominantly serves Hispanic students, many of whom are still learning English, reports Inside School Research.

MIT, Harvard and University of Michigan researchers found overall learning gains for KIPP lottery winners with the biggest gains for “English-language learners, special education students, and those who started out with low baseline scores.” In other words, the school did the most for the kids with the greatest needs.

The study also challenges the idea that KIPP schools have high attrition rates by offering some evidence that, in this case at least, the lottery winners were actually less likely to change schools.

With a longer school day and year, KIPP students spend a lot more time in school than students at traditional public schools, Debra Viadero notes. That seems to pay off.

The case against college

College degrees are overrated, writes Ramesh Ponnuru in Time. While college graduates earn more, that’s partly because those who complete a degree are smarter, on average, than those who don’t. Sending not-so-smart people to college simply boosts the dropout rate.

It has been estimated that, in 2007, most people in their 20s who had college degrees were not in jobs that required them: another sign that we are pushing kids into college who will not get much out of it but debt.

Making K-12 education more rigorous would boost the college completion rate, Ponnuru writes. But we’ll still have a lot of young people who have no interest in spending another four years in a classroom. There should be other ways for young people to develop skills and demonstrate their competence to employers.

Online learning is more flexible and affordable than the brick-and-mortar model of higher education. Certification tests could be developed so that in many occupations employers could get more useful knowledge about a job applicant than whether he has a degree. Career and technical education could be expanded at a fraction of the cost of college subsidies. Occupational licensure rules could be relaxed to create opportunities for people without formal education.

High school educators need to understand the skills and knowledge students will need to succeed in an apprenticeship or a vocational certification program at a community college. College-prep programs may be too hard for vocationally oriented students. In some cases, what passes for college prep is too easy. “College- and career-ready” is the new mantra. We need to define “career ready” in a way that will guide high school instruction for the kids who prefer moola moola to boola boola.

'I want my scrilla, fo' rilla'

“Black English” is one of the sections in a required education class, “Teacher, School and Society,” at University of North Carolina at Wilmington, writes Mike Adams, a UNC professor of criminology.  Education Professor Maurice Martinez teaches future teachers to “understand the language spoken by African American children.”

For example, Maurice teaches his students that while whites use terms like “This, that, them, these, and those” blacks often say “Dis, dat, dem, dese, and dose.”

. . . Of course, if a white teacher is going to teach black kids, she needs to learn how to curse like they do. Here, Professor Martinez is brilliant. He informs us that while whites use the terms “mother” and “brother,” blacks often prefer to say “muvah” and “bruvah.” Maurice even gives a sample sentence: “My muvah cook grits.” But he cautions that when using profanity in conjunction with the “F-word” it is best to pronounce “mother” properly.

Black students may say “liberry” instead of “library,” Martinez advises would-be teachers. Asked if they’ve done their homework, they may respond, “Teacher, I been done did dat.”

After sending their kids to study education at UNC-Wilmington, many parents may decide they want their tuition money back. Thankfully, Maurice teaches 18 ways to say “money” in Black English: Book, bread, cake, cash, cheddar, cheese, chump change, coins, crumbs, dough, eagle, fitty, green, jingle, loot, moola, scrilla, and Benjamin.

I recommend that parents, black or white, call UNC-Wilmington and say “I want my chump back, ‘cause Professor Martinez is whack!” Or, to make it less personal, they could say “I want my scrilla, ‘fo rilla!”

If a new teacher doesn’t understand her students’ slang — which changes quickly and varies from place to place — she can ask her colleagues to explain. I can’t imagine it takes a whole semester to figure it out. Surely, she should speak standard English herself to give students a model of the language they’ll need to use if they hope to be educated and employed in the future.

Learning from Canada's schools

Canada may have national health care, but its schools are a model of local control, write Lance Izumi and Jason Clemens, both of the Pacific Research Institute, in the Washington Times. Canada’s federal government doesn’t fund K-12 education, leaving funding and policy to provinces and districts.

Several Canadian provinces provide direct per-student grants, similar to vouchers, to private independent and religious schools. In British Columbia, the provincial government funds children attending eligible private independent schools through per-student grants to those schools, with the amount dependent on the operating costs of the receiving school. In Alberta, private independent and religious schools can receive per-student grants that are a percentage of the per-pupil funding for the public schools. In addition to empowering parents of all income levels, provinces with school-choice programs have seen higher student achievement.

According to a study by the Vancouver-based Fraser Institute, “achievement scores are not only higher generally in the provinces that fund independent schools, but also higher particularly among students from less advantaged backgrounds.”

Canadian students score higher than U.S. students on international tests.

On the 2006 Progress in Reading Literacy Study exam, multiethnic British Columbia and the other pro-school-choice provinces of Alberta and Ontario all significantly outscored the U.S. in fourth-grade reading.

The U.S. outspends Canada by 20 percent per student, Izumi and Clemens estimate.

Update: We may be able to beat Canada in hockey, says Bob Wise of Alliance for Excellent Education, who’s at the Winter Olympics. But we can’t beat them in high school education.

On the other hand: Two Winnipeg high school teachers have been suspended for a sexually suggestive dance — apparently inspired by a porn video — they performed at a high school pep rally. Those peppy Canadians!

Why some middle schools do better

An intense schoolwide focus on improving student academic outcomes characterizes higher-performing middle schools in California, concludes Gaining Ground in the Middle Grades: Why Some Schools Do Better, a Stanford and EdSource report.

At higher-performing schools, academic preparation was a “shared mission.” Schools typically set measurable goals, expected students and parents to share responsibility for learning, stressed early identification of and intervention for struggling students, and used data to monitor student progress and improve teaching.

Researchers interviewed principals, English and math teachers and superintendents in California.