U.S. students lag Asians in math, science, reading

Despite some gains, U.S. students continue to trail Asian students in math, science and reading, according to two international tests, the 2011 Progress in International Reading Literacy Study, known as PIRLS, and the Trends in International Mathematics and Science Study, referred to as TIMSS.

U.S. fourth-graders’ math and reading scores improved since the last time students took the tests several years ago, while eighth-graders remained stable in math and science. Americans outperformed the international average in all three subjects but remained far behind students in such places as Singapore and Hong Kong, especially in math and science.

In fourth-grade math, for example, students in Singapore, Korea, Hong Kong, Taiwan, Japan, Northern Ireland and the Flemish region of Belgium outperformed U.S. students.

. . . In eighth-grade science, children in Singapore, Taiwan, Korea, Japan, Finland, Slovenia, Russia and Hong Kong beat U.S. students.

Some U.S. states participated. Florida, the only state that volunteered to take the fourth-grade reading exam, did very well, virtually tying Hong Kong, the top scorer. Third graders must pass Florida’s state exam to move into fourth grade.

Massachusetts’ eighth graders excelled in science and math. The state’s students placed fifth in math, behind  Singapore. South Korea, Singapore, Chinese Taipei, Hong Kong and Japan, and second in science, below Singapore.

U.S. students do well in the early grades, but don’t improve as much over time as students in other high-scoring countries, notes Joy Resmovits in the Huffington Post.

“When we start looking at our older students, we see less improvement over time,” said Jack Buckley, who leads the U.S. Education Department’s National Center for Education Statistics.

The U.S. ranked sixth in fourth-grade reading, seventh in fourth-grade science and ninth in fourth-grade math; that dropped to 13th in eighth-grade science and 12th in eighth-grade math. (Reading wasn’t measured in eighth grade.)

“These new international comparisons underscore the urgency of accelerating achievement in secondary school and the need to close large and persistent achievement gaps,” said Education Secretary Arne Duncan. “Learning gains in fourth grade are not being sustained in eighth grade, where mathematics and science achievement failed to measurably improve.”

The education election

The status quo was a big winner, writes Rick Hess in his election wrap-up.

Those edu-advocates who’ve been telling themselves that an Obama win would mean a big infusion of dollars are going to be disappointed– the size of the deficit, the GOP majority in the House, the need to deal with Pell, the impending costs of the Affordable Care Act, and the rest mean that there won’t be big new dollars for education initiatives, no matter how often the President says nice things about edu-investment and workforce initiatives.

. . . The next few years may be something of a slog for folks at ED, as they have to do the tedious work of trying to monitor Race to the Top and waiver commitments, while figuring out how to be impactful when they don’t have much new money to spend . . .

It will be interesting to see who quits the Education Department, Hess writes.

If Indiana Superintendent Tony Bennett’s re-election campaign was “a referendum on reform,”  as Fordham’s Mike Petrilli put it, reform lost. Bennett, a Republican who championed tougher teacher evaluations and school accountability, was upset by teacher Glenda Ritz, a Democrat.

Bennett was a reform “stud,” writes Hess. Teachers’ union opposition wouldn’t have been enough to defeat Bennett in “deep red” Indiana. He also faced opposition from Tea Party conservatives over his support for Common Core State Standards, which they call “Obamacore.”

Intentionally or not, the Obama administration has politicized the Common Core and, in so doing, is making it dangerous for elected Republicans in red states to support it. And, trust me, a lot of GOP state school board members, education committee members, and state chiefs are aware of what happened to Bennett.

Ed Week looks at Arne Duncan’s five big challenges in the next term. “Duncan will have to walk a fine line between supporting states as they implement common standards and tests, and, in the words of Checker Finn, not ”loving them to death.”

The Obama-Duncan education reforms are at risk, writes Rishawn Biddle on Dropout Nation. No ChIld Left Behind waivers are letting traditionalists and suburban districts gut accountability. He hopes Obama and Duncan will work with congressional leaders on both sides to revise No Child and expand accountability. But he’s not holding his breath.

School choice lost in Florida, where voters rejected a measure that would have let parents use school vouchers at religious schools.

However, Georgia approved a special commission to authorize new charters.

After turning down charter schools three times, voters in Washington state narrowly passed a charter school measure which will let 40 charters open statewide in the next five years. A majority of parents or teachers could “trigger” the conversion of a traditional public school into a charter.

In Idaho, where Romney won in a landslide, voters repealed the “Students Come First” laws, agreeing with teachers’ unions. It was “a stunning rebuke” to Republican Gov. Butch Otter and Superintendent Tom Luna, writes the Idaho Statesman.

– 57 percent opposed to restrictions on teachers unions in Prop 1.

– 58 percent voted no on Prop 2, which paid teacher bonuses based on student test scores and other measures.

– 67 percent rejected a mandate for laptops and online credits for every Idaho high school student.

In red-hot South Dakota, two-thirds of voters rejected Gov. Dennis Daugaard’s plan to “give bonuses to top teachers, phase out tenure and recruit candidates for critical teaching jobs,” reports KSFY-ABC.

Michigan voters rejected a union-sponsored measure protecting collective-bargaining rights.

Maryland voters approved in-state tuition for undocumented immigrants.

To my surprise, California voters approved a tax increase billed as the only way to keep schools open. A political contributions initiative aimed at unions failed.

In Arizona, a sales tax extension to fund schools went down to defeat.

States will vote on vouchers, charters, ed reform

Across the nation, voters will have a chance to change state education policies, notes the Hechinger Report.

A ballot initiative in Florida would amend the Constitution to allow religious schools to receive vouchers.

Georgia is voting on a special commission to authorize new charters.

Washington voters have rejected charter schools three times, but another charter measure is on the ballot, along with a “trigger” that would let a majority of parents, or teachers, vote to convert their traditional public school into a charter.

Idaho’s teachers union hopes voters will reject three recently passed education laws.

Proposition 1 aims to repeal a law mandating that 50 percent of teacher evaluations be tied to student growth – an increasingly common policy nationwide. The law also abolished teacher tenure, limited collective bargaining and eliminated incentives for early retirement. Proposition 2 would end Idaho’s new merit pay plan, which provides bonuses for teachers and administrators based on student growth on standardized tests. The law also allows for bonuses to be given to teachers who take hard-to-staff positions or leadership roles. And if a majority vote yes on Proposition 3, a law mandating that all students take two online classes before graduating high school will be repealed.

Voters in Maryland will decide on in-state tuition at public universities for undocumented immigrants.

Indiana Superintendent Tony Bennett’s re-election campaign is “being watched nationally as a referendum on reform,” Fordham’s Mike Petrilli told AP. “If Tony Bennett can push this type of aggressive reform agenda and win, it will give a big lift to other politicians eager to enact similar reforms.” Indiana now has the biggest voucher program in the country.

Also keep an eye on Michigan, where a union-sponsored measure would put collective-bargaining rights in the state constitution. That would block education reforms, argues Michelle Rhee, who’s put Students First PAC money into the “no” campaign.

Florida may raise tuition for non-STEM majors

Florida wants more engineers and scientists. Would-be poets, actors and anthropologists? Not so much. A state task force has recommended lowering university tuition for STEM majors while charging more in humanities and social sciences, reports the Sun Sentinel.

It usually costs more to offer science and engineering classes, but it’s worth it, says Dale Brill, who chaired the task force for Gov. Rick Scott.

Florida used to pay 75 percent of the cost of educating students in public colleges and universities, but that’s dropped to less than 50 percent in recent years because of the weak economy, reports the Sun Sentinel.

How strong are teachers’ unions?

Hawaii’s teachers’ union is the strongest in the nation, followed by Oregon, Montana and Pennsylvania, according to Fordham’s analysis. Arizona has the weakest teachers’ unions, followed by Florida and South Carolina.

Florida sets lower goals for blacks, Hispanics

Florida’s race-based achievement goals are raising hackles, reports the Palm Beach Post. To qualify for a No Child Left Behind waiver, the state board of education set new goals based on race, ethnicity, poverty and disabilities.

. . .  by 2018, it wants 90 percent of Asian students, 88 percent of white students, 81 percent of Hispanics and 74 percent of black students to be reading at or above grade level. For math, the goals are 92 percent of Asian kids proficient, whites at 86 percent, Hispanics at 80 percent and blacks at 74 percent.

The new goals are realistic, state education officials said. Blacks and Hispanics will have to improve at faster rates than whites or Asians.

. . .  the percentage of white students scoring at or above grade level (as measured by whether they scored a 3 or higher on the reading FCAT) was 69 percent in 2011-2012, according to the state. For black students, it was 38 percent, and for Hispanics, it was 53 percent.

If each subgroup follows the trajectory in the strategic plan, all students will be 100 percent proficient by the 2022-2023 school year, according to the state education department.

Most of the states applying for NCLB waivers have set lower goals for black, Hispanic, low-income and disabled students. As long as the goals require low-scoring groups to improve more quickly, the U.S. Education Department has endorsed differential targets.

Retention — and remediation — can help students

Is Retaining Students in the Early Grades Self-Defeating? asks a Brookings policy brief by Harvard Professor Martin West. Probably not.

Two years after retention at the end of third grade, Florida students who just missed being promoted do better academically than slightly higher-performing classmates who went on to the next grade.

The positive impact of retention on reading achievement is as large as 0.4 standard deviations, an amount which exceeds a typical year’s worth of achievement growth for elementary school students. The impact of retention on math achievement is roughly half as big, perhaps because the remedial services provided to students before and during the retention year focus primarily on reading.

While the benefits fade out by seventh grade, “the retained students continue to perform markedly better than their promoted peers when tested at the same grade level,” West writes. “Although it is too soon to analyze the policy’s effects on students’ ultimate educational attainment and labor-market success,” he thinks “retention and remediation of struggling readers can be a useful complement to broader efforts to reduce the number of students reading below grade level.”

In an earlier post on Florida’s retention policy, I wrote that I wanted to know more about what schools do for students repeating a grade. As it turns out, Florida requires schools to do quite a bit.

First, retained students must be given the opportunity to participate in their district’s summer reading program. Schools must also develop an academic improvement plan for each retained student and assign them to a “high-performing teacher” in the retention year. Finally, retained students must receive intensive reading interventions, including ninety uninterrupted minutes daily of research-based reading instruction (a requirement that has since been extended to all students in grades K-5).

Retention doesn’t seem to help in middle school. In a Chicago study, retention helped third graders, had no effect on sixth graders and increased the likelihood that eighth graders would drop out, adds West.

NYC denies tenure to 45% of eligible teachers

After three years in the classroom, New York City teachers are considered for tenure. Five years ago, 97 percent got it. This year, only 55 percent of eligible teachers earned tenure.

Only 3 percent of probationary teachers were fired. Forty-two percent were kept on probation for another year. “Of those whose probations were extended last year, fewer than half won tenure this year, a third were given yet another year to prove themselves, and 16 percent were denied tenure or resigned,” reports the New York Times.

Mayor Michael R. Bloomberg has vowed to end “tenure as we know it,” notes the Times. He’s not the only one. Some 18 states have weakened teacher tenure rights and/or made tenure harder to get.

Idaho last year did away with tenure entirely by passing a law giving newly hired teachers no expectation of a contract renewal from one year to the next. In Florida, all newly hired teachers now must earn an annual contract, with renewals based upon their performance.

Last month in New Jersey, Gov. Chris Christie signed legislation overhauling the nation’s oldest tenure law and making it easier for teachers to be fired for poor performance.

Tenure was virtually automatic in most state until a few years ago, said Sandi Jacobs, vice president of the National Council on Teacher Quality. “Tenure was looked at as much more of a sacred cow,” she told the Times. “Once states started to move on it, then the dominoes started to fall in other states.”

Measuring performance by results

Can School Performance Be Measured Fairly? asks the New York Times‘ Room for Debate.

Testing Has Moved Beyond Filling Circles, responds Kevin Carey of the New America Foundation. Objective test scores should be just one part of measuring student success.

When No Child Left Behind was written 11 years ago, standardized tests were the only way to consistently measure student learning on a large scale. But since then, many states have developed sophisticated data systems that can calculate the percentage of high school graduates who enroll in college, enlist in the armed services and land steady, well-paying jobs. Instead of using proxy measures for successful preparation (i.e. test scores) we can use measures of the real thing. If high school graduates need to take remedial courses in college, for example, that means their high school didn’t do its job.

School evaluation should include standardized test scores and visits by “highly trained school inspectors” who can  ”observe classrooms and interview teachers and students.”

Waivers don’t go far enough in allowing states to use better measures of achievement, adds Fordham’s Mike Petrilli.

States may not, for example, use a race-neutral approach to identifying schools that are leaving disadvantaged students behind, as Florida would have liked. (In the Sunshine State’s own system, schools are docked if their lowest-performing students — whatever their race — don’t make significant gains in the course of the school year.) They can’t evaluate high schools by outcomes — like how many students go on to graduate from college — instead of by test scores. They can’t even use computer-adaptive tests, like those uses for graduate school admissions, because low-performing students would get assessed on content that is “below grade level.” (Of course, that’s the point of computer-adaptive technology — it can pinpoint exactly where students are, even if they are far ahead or behind most children their age.)

Use international benchmarks and real-world results, writes Sandra Stotsky, a University of Arkansas education professor.

We can find out if our teachers and administrators are effective by comparing our students’ performance levels on the Trends in International Mathematics and Science Study, which assesses knowledge of mathematics and science gained from a rigorous curriculum, and the Program for International Student Assessment, which assesses daily life skills and minimal academic content.

 

Massachusetts’ 26 regional technical/career high schools have long wait lists and high graduation rates, notes Stotsky, who helped write Massachusetts standards. “Accountability ultimately lies in their employability after high school.”

 

‘Dual’ students flood Florida colleges

Dual enrollment  – taking college classes in high school –is so popular in Florida that it’s breaking community college budgets.