In I Learn America, five immigrant students at International High School in Brooklyn try to learn English and build a future.
When excellent math teachers use a “student-centered” approach, students are more engaged and do better on problem-solving tests, concludes a new AIR study.
“A traditional teacher might simply explain, for example, how to graph a line, step-by-step, using y-intercept and slope . . . .and give students a tool box of procedures to tackle any problem,” writes Jill Barshay on the Hechinger Report.
“A student-centered teacher might turn the classroom floor into a giant graph-paper grid and ask the students to become data points and walk to where they should be plotted.”
Researchers found 22 highly regarded high school math teachers in New York and New England. Half were traditional teachers and half used many student-centered approaches. “The more a teacher used student-centered approaches, the more his or her students learned, and the better they did on an exam of complex problem-solving that resembles the PISA international test for 15-year-olds,” reports Barshay.
However, student-centered teaching may not work well for all teachers or all students, said AIR researcher Kirk Walters.
“Student-centered approaches may hold promise,” he said. However, the study looked at excellent teachers with largely middle-class, high-performing students.
I’d guess that effective student-centered teaching requires more teaching skill.
U.S. teens spend more time on homework, but learn less than students in other developed countries, according to the Programme of International Scholastic Asessment (PISA).
American 15-year-olds do about six hours of homework per week. In most countries, students who spend more time doing homework also score higher on the math exam, reports Libby Nelson on Vox. But, in the U.S., “doing more homework correlated with slightly lower scores.”
I wonder if math homework is different in the U.S. than math homework in Hong Kong, Japan and Singapore, where math scores are high and doing more homework seems to pay off.
Are U.S. students more likely to exaggerate how much they actually study?
And why is the homework payoff so much lower in high-scoring Shanghai?
Will Regulation Ruin School Choice in New Orleans? asks a Reason video.
Graduation rates and test scores are rising. “We’re going to be the first mostly black city to outperform its mostly white state in the history of this country,” says Julie Lause, principal of Harriet Tubman Charter School in Algiers.
Yet Neerav Kingsland of New Schools for New Orleans worries about “death by a thousand regulatory cuts.”
Parents and teachers should be able to choose safe, orderly schools designed for “the vast majority of children . . . who come to school wanting to learn,” argues Mike Petrilli in the New York Times.
Disruptive students make schools “unpleasant, unsafe and unconducive to learning,” he writes.
For eons, excellent schools have found smart ways to create order that need not require large doses of punitive sanctions. (They create) . . . a climate of respect for students and teachers alike; setting clear behavioral expectations schoolwide and enforcing them consistently; and using a set of graduated consequences for misbehavior that work to correct problems before they get out of hand.
It’s no surprise, then, that both parents and educators flock to schools with strong, positive climates and a sense of order. Once upon a time that often meant urban Catholic schools, with their school uniforms and ample supply of tough love. Increasingly it means urban charter schools, many of which are secular forms of the Catholic schools of old.
It’s much easier for schools of choice to enforce order. “They can make their discipline codes clear to incoming families (and teachers),” writes Petrilli. “Those who find the approach too strict can go elsewhere.”
Instead of forcing charters to tolerate more disruption in the classroom, why not encourage district schools to tolerate less?
Districts can create choice schools. How many low-income urban parents would choose a do-your-own-thing school over a school with clear rules enforced consistently? Some would prefer a “community school” with social workers and counselors, while others would want an academically focused school with after-school tutors.
Most American colleges and universities maintain unconstitutional speech codes, concludes a report by the Foundation for Individual Rights in Education (FIRE).
More than 55 percent maintain severely restrictive, “red light” speech codes, according to the report. Another 39 percent have “yellow light” restrictions.
“The greatest threat to free speech on campus may now be the federal government,” said FIRE President Greg Lukianoff. Federal efforts to end “sexual harassment on campus are leading a number of universities to adopt flatly unconstitutional speech policies.”
A photogenic white girl will be tried for murder as a 300-pound black man, ruled a judge in a 2011 Onion satire.
The accused killer’s father says: “This is America! Nobody deserves to be treated as a black man.”
New York Times columnist Nicholas Kristof sees “racial injustice” in the harsh sentence given to a 13-year-old black boy who shot a white woman in the face as part of a gang initiation and robbery.
Twenty-four years later, after years of painful surgeries to rebuild her mouth, the victim is advocating for her attacker’s release.
A white 13-year-old probably wouldn’t have been given such a long sentence, Kristof believes.
Would a white 13-year-old be seen as troubled, a candidate for rehabilitation, rather than dangerous? Maybe. I think many people would care about the crime rather than the skin color.
Ian Manuel was raised — badly — by a single mother addicted to drugs. Arrested 16 times, “he desperately needed help, but instead the authorities kept returning him to a dysfunctional home,” writes Kristof.
“We as a society failed Manuel early on, and he, in turn, failed us,” argues Kristof. “When you can predict that an infant boy of color in a particular ZIP code is more likely to go to prison than to college, it’s our fault more than his.”
Most black boys born in bad neighborhoods don’t commit brutal, senseless crimes. And most kids removed from their dysfunctional homes — typically placed with relatives or in foster care — do very, very poorly as adults. “Society” doesn’t know how to save boys like Manuel.
(Photo: Kevin Liles for The New York Times)
Black girls’ face harsher school discipline than whites, according to a New York Times‘ story.
In Stockbridge, Georgia, 12-year-old Mikia Hutchings, who’s black, and a white friend got into trouble for writing graffiti on the walls of a gym bathroom. Both girls were suspended for a few days.
The white girl’s parents paid restitution, ending the incident. Mikia’s family “disputed the role she was accused of playing in the vandalism and said it could not pay about $100 in restitution,” reports the Times.
. . . Mikia had to face a school disciplinary hearing and, a few weeks later, a visit by a uniformed officer from the local Sheriff’s Department, who served her grandmother with papers accusing Mikia of a trespassing misdemeanor and, potentially, a felony.
As part of an agreement with the state to have the charges dismissed in juvenile court, Mikia admitted to the allegations of criminal trespassing. Mikia, who is African-American, spent her summer on probation, under a 7 p.m. curfew, and had to complete 16 hours of community service in addition to writing an apology letter to a student whose sneakers were defaced in the incident.
According to Mikia, she wrote “Hi” on a bathroom stall door, while her friend scribbled the rest of the graffiti. “It isn’t fair,” she told the Times.
Disparities in school discipline affect black girls as well as boys, according to the NAACP.
Data from the Office for Civil Rights at the United States Department of Education show that from 2011 to 2012, black girls in public elementary and secondary schools nationwide were suspended at a rate of 12 percent, compared with a rate of just 2 percent for white girls, and more than girls of any other race or ethnicity.
Darker-skinned girls are disciplined more harshly than light-skinned ones, say researchers.
The National Education Association has released Racial Profiling Curriculum and Resources in response to the death of Michael Brown.
It was developed by a group including the NAACP, Not In Our Town/Not in Our School, Teaching Tolerance/Southern Poverty Law Center, The Lawyers Committee for Civil Rights Under Law, American Federation of Teachers (AFT), Human Rights Educators of the USA (HRE-USA) Network and Facing History and Ourselves.
Lesson plans include “tips for youth on how to interact during encounters with law enforcement.”
Racial profiling is defined as “the suspicion of people based on race, ethnicity, nationality, religion, or other immutable characteristics, rather than on evidence-based suspicious behavior.”
. . . in schools, profiling is evidenced by the disproportionate number of Black and Latino students who are suspended and expelled. Frequently, Muslim students and their families are profiled as “terrorists;” and Spanish-speaking students and their families are profiled as “illegals.”
“The NEA and its fellow travelers are presenting a one-sided, propagandistic view of an exceptionally complicated issue,” writes Checker Finn.
The NEA has developed lesson plans on everything from Black History Month to National Popcorn Month, Finn writes. “When they stray into hot-button adult controversies, let the user beware.”