Notes From A Homeschooled Mom is hosting this week’s Carnival of Homeschooling.
Standards and tests won’t improve American public education, argues Sandra Stotsky, professor emerita at the University of Arkansas and an author of Massachusetts’ standards. Policymakers should focus on improving teacher quality and training and the K-12 curriculum, she writes.
The U.S. Department of Education (USED) and its narrow circle of Gates Foundation-funded or Gates Foundation-employed advisers . . . have spent their initial energies on first getting states to adopt the kind of standards they think low-achieving students can meet to be declared “college-ready” (i.e., generic, content-light skills in the English language arts); and then, on arguing with teacher unions about the percentage of students’ test scores for which teachers and administrators should be held accountable.
Only one characteristic of an effective teacher — subject-matter knowledge — is related to student achievement, according to the 2008 final report of the National Mathematics Advisory Panel, writes Stotsky. “The more academically competent the teacher is, the more students learn.”
In high-achieving school systems, only the very best students can gain admittance to teacher training programs, she writes. Training is far more rigorous than in the U.S.
In Finland, prospective elementary teachers complete a three-year bachelor’s and a two-year master’s in education. Prospective secondary teachers usually complete a three-year degree and a two-year master’s in their subject, followed by a two-year master’s program in education. In both cases, the master’s focuses on educational research.
An academically stronger corps of educators is more likely to establish and teach an academically stronger curriculum, do better designed research, and make more soundly based educational policy.
Stotsky lists seven things states could do to improve teacher quality. It starts with restricting admission to teacher training to the top 10 to 15 percent of students.
Would the brightest students compete for a chance to teach? The career would be more prestigious if it was reserved for top students. But . . . I have my doubts.
Are You Smart Enough to Get Into Private Kindergarten? asks DNAinfo.com. Some of New York City’s most elite private schools will require four-year-olds to take a new, harder admissions test.
ERB‘s Admission Assessment for Beginning Learners (AABL) costs $65, rather than $568 for the old test, because the new test doesn’t require a trained examiner. Kids take it on an iPad. But “experts believe many parents will shell out even more on classes and books to prepare their toddlers.”
“The AABL is supposed to identify a child’s ability and achievement,” said Emily Glickman, president of Abacus Guide Educational Consulting. Achievement for preschoolers? That’s “totally new,” she says.
Here are five sample questions from the test. All seem to be measuring intelligence rather than knowledge. I got 100 percent — but one answer (see below) was a 50-50 guess. I still don’t know why my answer was correct. If I’d seen this when I was four . . .
Which completes the pattern?
Federal student aid hasn’t helped lower-income students go to college, concludes a report by the Center for College Affordability and Productivity. Instead, federal aid has enabled colleges to raise tuition.
“Balanced literacy” failed when it was tried in New York City schools, writes Alexander Nazaryan in the New York Times. Yet, the new schools chancellor, Carmen Fariña, plans to bring it back. She also promises to return “joy” to classrooms.
Lucy Calkins, a Columbia University scholar, championed the idea: “Teaching writing must become more like coaching a sport and less like presenting information,” she wrote.
Students’ joyful exploration of reading and writing would be “unhindered by despotic traffic cops,” writes Nazaryan, who taught English. But “studies showed that students learned better with more instruction.”
I take umbrage at the notion that muscular teaching is joyless. There was little joy in the seventh-grade classroom I ran under “balanced literacy,” and less purpose. My students craved instruction far more than freedom. Expecting children to independently discover the rules of written language is like expecting them to independently discover the rules of differential calculus.
The fatal flaw of balanced literacy is that it is least able to help students who most need it.
Middle-class students with lots of enrichment at home may be able to teach themselves to write, he concedes. His students needed to be taught.
Nazaryan was “yanked out of the Soviet Union at 10.” His English-as-a-second-language teacher, Mrs. Cohen, “taught me the language in the most conventionally rigorous manner, acutely aware that I couldn’t do much until I knew the difference between a subject and a verb.”
He became a teacher “to transmit the valuable stuff I’d learned from Mrs. Cohen and other teachers to young people who were as clueless as I had been.”
Update: Fariña is ignoring the research, writes Dan Willingham. Students in New York City’s Core Knowledge schools did much better in reading than students taught with the city’s version of balanced literacy.
Why return to a teaching method that didn’t work well? Marc Tucker thinks Fariña “knows how effective it can be in the hands of highly competent teachers with good leadership.”
“Drill and kill” — practicing math skills taught by the teacher — works best for struggling first graders, concludes a new study. Yet teachers with the most math-challenged students are the most likely to use ineffective “student-centered” strategies, researcher George Farkas, a UC Irvine education professor, found.
. . . “routine practice or drill, math worksheets, problems from textbooks and math on the chalkboard appear to be most effective, probably because they increase the automaticity of arithmetic. It may be like finger exercises on the piano or ‘sounding out’ words in reading. Foundational skills need to be routinized so that the mind is free to think.”
Hands-on activities that use manipulations, calculators, movement and music may be fun, but they don’t improve first graders’ achievement, according to Farkas. It takes a teacher explicitly teaching facts, skills and concepts with plenty of time for practice.
“Teacher-directed instruction also is linked to gains in children without a history of math trouble,” writes Maureen Downey. “But unlike their math-challenged counterparts, they can benefit from some types of student-centered instruction as well – such as working on problems with several solutions, peer tutoring, and activities involving real-life math.”
A friend who teaches in a Title 1 school lamented that her students didn’t do as well in the math CRCT as the classroom next door where the teacher used worksheets all the time. My friend’s classroom was a beehive of fun activities around math, but the worksheet class continually outperformed hers.
The study was published online in Educational Evaluation and Policy Analysis, a peer-reviewed journal of the American Educational Research Association.
Arne Duncan should resign, said National Education Association delegates at the teachers’ union’s annual convention.
A tipping point for some members was Duncan’s statement last month in support of a California judge’s ruling that struck down tenure and other job protections for the state’s public school teachers. In harsh wording, the judge said such laws harm particularly low-income students by saddling them with bad teachers who are almost impossible to fire.
Even before that, teachers’ unions have clashed with the administration over other issues ranging from its support of charter schools to its push to use student test scores as part of evaluating teachers.
“I always try to stay out of local union politics,” responded Duncan. “I think most teachers do too.”
A “two-year” degree typically takes more than four years in California. Furthermore, associate-degree graduates earn a median of 78 credits — well over the 60 required — raising costs and taking up community college seats.