Community college presidents average $167,000 in base pay, but blacks and Hispanics earn more, probably because they’re more likely to run urban campuses, which offer higher pay. Women earn slightly more than men in base pay, slightly less in total compensation.
Miami-Dade’s school district has won the Broad Prize for Urban Education, after five years as a finalist, reports Ed Week.
More black and Hispanic students are scoring “advanced” on state tests and graduating, the foundation said. In addition, more students are taking the SATs and earning higher scores.
(Superintendent Alberto) Carvahlo drew attention to improvements in some of the district’s lowest-performing schools, which he attributed partly to the Data/COM (short for Data assessment, technical assistance, coordination of management, according to Carvalho) process. During Data/COM, school officials analyze a school’s challenges and debate solutions, Carvahlo said.
. . . The district’s budget has also improved dramatically under Carvalho’s tenure, which was noted by the jury. “This may seem strange, but we actually embraced the economic recession as an opportunity to leverage and accomplish change,” he said. The district found additional government and foundation funding and made sure all spending was directed at improving student achievement, Carvalho said.
Runner-ups were Palm Beach County (Florida), Houston and Corono-Norco (California).
Boston Superintendent Carol R. Johnson was honored as the best urban superintendent by the Council of Great City Schools.
After oral arguments today in Fisher vs. University of Texas, many think the U.S. Supreme Court will limit, if not eliminate, universities’ ability to use race in admissions. The plaintiff, Abigail Fisher, argues UT has achieved diversity by admitting the top 10 percent graduates at each high school and doesn’t need to use a race-conscious policy to admit more blacks and Hispanics.
A loss for affirmative action would be good for ethnic and racial diversity in the long run, argues Thomas J. Espenshade, in Moving Beyond Affirmative Action, a New York Times commentary. Americans would have to address “the deeply entrenched disadvantages that lower-income and minority children face from the beginning of life,” writes Espenshade, a professor of sociology at Princeton and a co-author of No Longer Separate, Not Yet Equal: Race and Class in Elite College Admission and Campus Life.
Race-based affirmative action affects only 1 percent of all black and Hispanic 18-year-olds, the students who apply to more selective colleges and universities, he writes. Eliminating the preference would cut black admissions by 60 percent and Hispanics by one-third at selective private schools. Giving preferences to low-income students wouldn’t make up the difference, “given the large numbers of working-class non-Hispanic whites and Asians in the applicant pool.”
Without affirmative action, racial diversity on selective college campuses could be preserved only by closing the racial achievement gap, Espenshade writes.
If affirmative action is abolished, selective colleges and universities will face a stark choice. They can try to manufacture diversity by giving more weight in admissions to those factors that are sometimes close substitutes for race — for example, having overcome disadvantage in a poor urban neighborhood. Or they can take a far bolder step: putting their endowments and influence behind a comprehensive effort to close the learning gap that starts at birth.
That would be a long, hard struggle, but it would benefit many more people. “However the court decides the Fisher case, affirmative action’s days appear numbered,” Espenshade predicts. ”In 2003, in the Grutter decision, Justice Sandra Day O’Connor wrote that she expected such preferences to disappear within 25 years — by 2028. The children who would go off to college that year are already 2 years old.”
In an appeal to Hispanic voters, President Obama’s new campaign ad says Romney would cut Pell Grants, costing Hispanic students $1,000. In an interview with Univision, a Spanish-language network, the Republican challenger called for letting the maximum grant rise with inflation, a larger increase than the president’s proposed 1.5 percent boost.
Both candidates are running Spanish-language ads attacking the rise in college costs. Obama’s ad promises to decrease the tuition growth rate by 50 percent over 10 years.
At the Univision event at the University of Miami, Romney told students that what they need is “good jobs,” not more loans. “I don’t want to overwhelm you with debts. I want to make sure you can pay back the debts you’ve already got and that will happen with good jobs.”
Cheating is easy to rationalize, say students at New York City’s elite Stuyvesant High School in the New York Times.
The night before one of the “5 to 10” times he has cheated on a test, a senior at Stuyvesant High School said, he copied a table of chemical reactions onto a scrap of paper he would peek at in his chemistry exam. He had decided that memorizing the table was a waste of time — time he could spend completing other assignments or catching up on sleep.
“It’s like, ‘I’ll keep my integrity and fail this test’ — no. No one wants to fail a test,” he said, explaining how he and others persuaded themselves to cheat. “You could study for two hours and get an 80, or you could take a risk and get a 90.”
A recent alumnus said that by the time he took his French final exam one year, he, along with his classmates, had lost all respect for the teacher. He framed the decision to cheat as a choice between pursuing the computer science and politics projects he loved or studying for a class he believed was a joke.
“When it came to French class, where the teacher had literally taught me nothing all year, and during the final the students around me were openly discussing the answers, should I not listen?” he said.
Stuyvesant students are competing for highly selective colleges. They work very hard in the classes they care about, but try to limit their workload in other classes. Copying homework is considered OK, students told the Times. Cheating on tests requires some extra excuse-making.
In June, 71 juniors were caught texting his each other answers to state Regents exams.
Education and civil rights group charge the elite high schools’ admissions test screens out black and Hispanic students, reports the Times. The Specialized High School Admissions Test is the sole criterion for admission to eight specialized schools.
According to the complaint, 733 of the 12,525 black and Hispanic students who took the exam were offered seats this year. For whites, 1,253 of the 4,101 test takers were offered seats. Of 7,119 Asian students who took the test, 2,490 were offered seats. At Stuyvesant High School, the most sought-after school, 19 blacks were offered seats in a freshman class of 967.
“Stuyvesant and these other schools are as fair as fair can be,” said Mayor Michael Bloomberg in a news conference. “You pass the test, you get the highest score, you get into the school — no matter what your ethnicity, no matter what your economic background is.”
Just one-third of independents report that President Obama has done an “excellent” or “good” job of handling education issues, reports the new EdNext-PEPG survey. On the role of teachers unions and support for school spending, “the views of independents hew closer to those of Republicans than of Democrats.”
Moreover, independents are more supportive than members of either party of expanding private school choice for disadvantaged students, the centerpiece of Governor Romney’s proposals for K–12 education reform.
Overall, however, 52 percent of independents say they lean Democratic, while just 40 percent lean Republican.
Seventy-one percent of Republicans report that the teachers unions have a generally negative effect on schools, as compared to just 29 percent of Democrats. Though independents come down in between, a majority of them (56 percent) agree with Republicans that unions have a negative effect.
Hispanics are more likely than whites or blacks to give high grades to public schools, the survey found.
While annual per-pupil expenditures run around $12,500, Hispanics, on average, estimate their cost at less than $5,000. Whites and African Americans estimate the costs to be more than $7,000.
The same goes for teacher salaries, which average about $56,000 a year. On average, Hispanics think teachers are paid little more than $25,000 a year; blacks, on average, think they are paid around $30,000 a year; and whites estimate salaries at $35,000.
All groups — but especially Hispanics — strongly support “proposals to condition teacher tenure on their students’ making adequate progress on state tests.” Overall, the public backs using principals’ observations and students’ test-score improvement to evaluate teachers.
Professional development is snake oil, writes Mary Morrison, a Los Angeles teacher, in American Renaissance. Useless in-school training cuts students’ instruction time, but the out-of-school training is even worse, she writes.
They always start with an hour or two of silly “getting-to-know-you” games. One began with a tug-of-war, and then proceeded to a “blind walk,” where one teacher led a blindfolded teacher around, supposedly to build trust. Next, we were matched with someone according to our favorite day of the week and according to the results of a personality test we had taken. We were supposed to cozy up to a “camp fire”—blankets thrown over half a dozen flashlights—and confide our innermost thoughts and feelings to each another. Often a school administrator lurks nearby, noting if anyone lacks enthusiasm for this silliness.
Workshops, training sessions, and professional development are mainly about how to teach the majority of LAUSD students, who are “of color:” non-English speakers who enter school two grade levels below whites and Asians of the same age. Asians are not white but are not exactly “of color” either, since they do well in school.
In these sessions we invariably learn that in order to teach students effectively we must foster “trust.” To do so we must have “compassion, sensitivity and understanding,” and acknowledge our students’ “cultural authenticity.” This is because they will not learn from teachers they see as “hostile to their reality.” Most of the people who run these sessions have never taught a class in their lives but believe me, the LAUSD is deadly serious about this stuff.
Teachers can’t discuss intelligence or racial differences in “behavior, focus or drive,” Morrison writes. If black or Hispanic students score below average, it must be due to “racism, oppression, cultural differences and textbooks.” White or Asian students who don’t learn must be victims of “poor teaching methods, run-down school buildings, or lazy and uncaring teachers.” Above all, “students are never to blame if they misbehave, fail to study, or can’t understand the curriculum.”
The fads come and go and then come again with a new name.
Professional developments I have been subjected to include: Left-brain/Right-Brain Strategies, Self-Esteem, Relevance, Alternative or Authentic Assessments, Values Clarification, Critical Thinking Skills, Inventive Spelling and Writing, SLCS (small schools within schools), Rubrics, Metacognition, Tapping into Prior Knowledge, Differentiated Instruction, Gardner’s Multiple Intelligences, Learning Centers, and Multi-Sensory Education. And there are many more.
A huge PD bureaucracy makes lots of money selling snake oil, Morrison writes.
Young Hispanics are much more likely to complete high school and enroll in college, usually community college. However, college graduation rates remain low.
If black students are disciplined at a higher rate than whites — and they are — Education Secretary Arne Duncan thinks schools are discriminating, writes Heather Mac Donald in Undisciplined in City Journal. ”The Departments of Education and Justice have launched a campaign against disproportionate minority discipline rates,” ignoring the possibility that students’ behavior, not educators’ racism,” is the explanation, she writes.
. . . the cascade of red tape and lawsuits emanating from Washington will depress student achievement and enrich advocates and attorneys for years to come.
The Department of Education is investigating at least five school systems because of disparate black-white discipline rates, she writes. (Don’t expect an investigation to determine why white students are suspended and expelled at twice the rate of Asian-American students.)
Arne Duncan, of all people, should be aware of inner-city students’ self-discipline problems, having headed the Chicago school system before becoming secretary of education. . . . Between September 2011 and February 2012, 25 times more black Chicago students than white ones were arrested at school, mostly for battery; black students outnumbered whites by four to one. (In response to the inevitable outcry over the arrest data, a Chicago teacher commented: “I feel bad for kids being arrested, . . . but I feel worse seeing a kid get his head smashed on the floor and almost die. Or a teacher being threatened with his life.”)
Nationally,the homicide rate among males between the ages of 14 and 17 is nearly ten times higher for blacks than for whites and Hispanics combined, she writes. Duncan seems to think that suspensions lead to school failure and then to prison, but it’s more likely that the primary mover is poor self-control.
BY ALBERTO MENA
St. Paul, Minnesota fired a “highly regarded principal” for suspending too many black second- and fourth-graders, Mac Donald writes. The system spent $350,000 on “cultural-proficiency” training, where staffers learned to “examine the presence and role of ‘Whiteness,’ ” and another $2 million “to implement an anti-suspension behavioral-modification program embraced by the Obama administration.”
Aaron Benner, a fifth-grade teacher, protested at a school board meeting, saying disruptive students “affect those who want to learn.” He blamed student misbehavior on parents and black community leaders, rather than on racism and cultural insensitivity. As a black man, he was heaped with abuse and called a “tie-wearing Uncle Tom.”
“The losers are the kids,” Mac Donald writes.
Protecting well-behaved students’ ability to learn is a school’s highest obligation, and it is destroyed when teachers lose the option of removing chronically disruptive students from class. Nor does keeping those unruly students in class do them any favors. School is the last chance to socialize a student who repeatedly curses his teacher, since his parent is obviously failing at the job. Remove serious consequences for bad behavior, and you are sending a child into the world who has learned precisely the opposite of what he needs to know about life.
Disabled students — especially blacks — are far more likely to be suspended, reports the Civil Rights Project, which doesn’t hazard a guess on whether these students are suffering discrimination or more likely to behave badly.
. . . 17% of African American students nationwide received an out-of-school suspension compared to about 5% of White students. The comparable rate for Latinos was 7%. . . . an estimated 13% of all students with disabilities were suspended nationally, approximately twice the rate of their non-disabled peers.
In urban districts, “the leadership and faculty are also people of color,” Russlyn Ali, assistant secretary for civil rights in the Department of Education, told the New York Times. “So it certainly doesn’t fit into the color-coded boxes of that ‘ism’ that we’ve used historically.” Nonetheless, the department is investigating 19 districts where minority students were disproportionately disciplined.
All the “social pathologies — poverty, single parenthood, addiction, etc. — impact the black community disproportionately,” writes Mike Petrilli on Flypaper. That plays out in school and later: Black adults are 5.8 time as likely to be in prison as whites.
As for the students-with-disabilities data, this almost surely relates to the use (or misuse) of the “emotional/behavioral disability” category. By definition, students so labeled are more likely to act out, defy adults, get into fights, and so forth. If anything, what these data illustrate is that many schools are dumping kids with discipline problems into special education, whether they have a “disability” or not. The outrage isn’t that these kids are getting suspended; it’s that they are ending up in special education in the first place, which is often a road to nowhere.
Federal law has made it difficult to suspend students diagnosed with disabilities, especially if their behavior is related to the disability, which is a given for kids with emotional and behavioral disabilities.
The number one challenge for urban schools is student behavior. Most kids can be taught the behaviors that enable learning. But teachers need the power to remove disruptive, unsocialized students from their classrooms. Instead of out-of-school suspension, which amounts to a vacation, that should be a place with counseling, social services and catch-up tutoring.
Update: At Dropout Nation, RiShawn Biddle argues that suspension and expulsion are overused for students who are disruptive, but not violent. ”There is no evidence that such discipline . . . improves school cultures or improves safety for children attending school.” Low-quality teaching and curricula has as much to do with bad behavior as lack of discipline at home, Biddle believes.
More than 30 percent of U.S. adults hold bachelor’s degrees, the highest level ever, reports the Census Bureau. Women are on the brink of surpassing men in educational attainment.
As of last March, 30.4 percent of people over age 25 in the United States held at least a bachelor’s degree, and 10.9 percent held a graduate degree, up from 26.2 percent and 8.7 percent 10 years earlier.
Asian-Americans are the most educated: 50.3 percent have at least a bachelor’s degree and 19.5 percent hold a graduate degree. By contrast, 34 percent of whites, 19.9 percent of blacks and 14.1 percent of Hispanics hold a bachelor’s degree or more.
President Obama wants 55 percent of Americans to earn a college degree.
Super-sizing the number of graduates, which would require doubling enrollment, won’t make us more prosperous, argues Peter Wood. There’s no “straightforward correlation between the percent of the population holding college degrees and the nation’s prosperity or its international competitiveness.”