SC Supreme Court finds for poor districts in 20-year-old school equity suit

SC Supreme Court finds for poor districts in 20-year-old school equity suit

Why so many parents are freaking out about Common Core math

Why so many parents are freaking out about Common Core math

Ravitch Solutions

Reign of Error Chapters 21-33

Students	Topic
Alex Scott Sarah Luke Emily Smith Logan Campbell	Chs. 22-23
Emma Brkic Martha Ann Dodd Melanie Brannon Stefan McManus	Chs. 24-25
Jayde Barton Alice Chen Kendall Krebs Allie Rockstroh	Chs. 26-27
Mary Helen Kelly Whatley Hamilton Maggie Donnellan Maggie Dugan	Chs. 28-29
Alex Dupre Kathleen Reinhart Savannah Klosowski Elise Hearne	Chs. 30-31
Hayden Mbroh Kelsey Sorenson Mary Jackman John Pkulski	Chs. 32-33

The Problem with (Stealth) School Choice Advocacy

Argument for Title I Portability Carries No Weight

Sunderman writes that the report lacks the necessary evidence to support its arguments. Instead, she writes, it relies on rhetoric and on a misleading use of research that ignores conflicting evidence. 

The report also ignores the complexity of federal education funding, including of Title I, and it fails to analyze the factors that it claims causes the purported problems in the program. It offers no evidence that its prescription would improve academic outcomes, and it ignores how its proposal would hurt, rather than improve, educational opportunities, Sunderman adds. By allowing funding to flow out of the public school system, portability would exacerbate existing inequities between Title I and non-Title I schools. 

The result is a report that “is little more than a polemic,” the review concludes, “using an eclectic assortment of disconnected facts and figures about Title I funding to promote choice and voucher policies.”

Review of Federal School Finance Reform, Gail L. Sunderman

This report argues that federal Title I funding needs to be reformed because, as currently structured, it does not address funding inequities between Title I and non-Title I schools, and because current regulations governing the program negate its effectiveness. The report proposes reforming Title I so that funding is portable, that is, it follows the child. That change would, among other things, facilitate school choice policies. To support its arguments, the report relies on two strategies: (1) it cites literature that supports its position while ignoring conflicting evidence, and (2) it uses rhetoric rather than evidence. The report ignores the complexity of Title I and of federal education funding generally. It also provides no analysis of the factors contributing to the alleged Title I problems. For these reasons and others, the report is little more than a polemic, using an eclectic assortment of disconnected facts and figures about Title I funding to promote choice and voucher policies. The report provides no evidence that its recommendations will improve academic outcomes and does not consider the adverse impact its recommended policies would have on improving educational opportunities, which is what Title I is designed to do.

May X 2015: The Reel World: The Depiction of Schools on Film

The Reel World: The Depiction of Schools on Film

The Common Core: Ignoring Education's Real Problems

The Common Core: Ignoring Education's Real Problems, Stephen Krashen

Enough Talk About Grit; It's Time to Talk About Privilege | Alternet

Enough Talk About Grit; It's Time to Talk About Privilege | Alternet

How Teachers Make Children Hate Reading, John Holt (1967)

How Teachers Make Children Hate Reading, John Holt (1967)

Why the Best Teachers Don't Give Tests

Why the Best Teachers Don't Give Tests

Peculiar Benefits, Roxane Gay

Peculiar Benefits, Roxane Gay

The Truth about Effort/Education?

White High School Dropouts Have More Wealth Than Black And Hispanic College Graduates

Why White High School Drop Outs Have More Wealth Than Black College Graduates

What is an honest and fair claim we can make about education/wealth from the data below? What does education appear to accomplish and what does education appear not to impact?

How I Learned to Distrust the Media (about Education)

How I Learned to Distrust the Media (about Education)

Not-So-Great Expectations: Teachers Expect Less of Black and Brown Students

Not-So-Great Expectations: Teachers Expect Less of Black and Brown Students

The Power of the Pygmalion Effect: Teachers Expectations Strongly Predict College Completion

Ingredients to a Well-Balanced System of Body-Hatred

Ingredients to a Well-Balanced System of Body-Hatred

Segregated neighborhoods mean segregated schools

Segregated neighborhoods mean segregated schools

Due Process Laws Vary for Teachers by State

Due Process Laws Vary for Teachers by State

Back to School, and Widening Inequality

Back to School, and Widening Inequality

Monday 9/29 -- Poverty and Education

Current Education Reform Perpetuating, Not Curbing, Inequity

Racial segregation returns to US schools, 60 years after the Supreme Court banned it

The Lingering Legacy of Segregation

Segregation not about Proximity, but Equity

"What These Children Are Like": Rejecting Deficit Views of Poverty and Language

"Treating People with Fundamentally Unequal Backgrounds as Superficially the Same"

Revisiting James Baldwin's "Black English"

White High School Dropouts Have More Wealth Than Black and Hispanic College Graduates

White High School Dropouts Have More Wealth Than Black and Hispanic College Graduates

May Ex - International Perspectives of Public Education in New Zealand

May Ex - International Perspectives of Public Education in New Zealand

OVERVIEW

Students participating in this program will examine the New Zealand public education system and teacher preparation programs there. With British influence shaping the educational practices of the country, it has grown to become a world leader in many facets of education. The Maori and Pacific Island populations are unique to New Zealand, and we will visit a number of schools with high minority enrollment. Students will spend a week in Auckland, the largest city in New Zealand, followed by South Island visits to Christchurch, Dunedin, and Queenstown. Schools visited will emphasize the use of technology and inclusion of diverse populations. These visits, along with the assigned readings, will prepare students for assignments in which they compare the education and preparation of teachers in New Zealand and the US.

Hand to Mouth review – Linda Tirado's howl of protest about plight of the poor

Hand to Mouth review – Linda Tirado's howl of protest about plight of the poor

What Science Says About Using Physical Force To Punish A Child

What Science Says About Using Physical Force To Punish A Child

However, there is overwhelming evidence that physical punishment is both ineffective and harmful to child development. Former HuffPost Senior Columnist Lisa Belkin has argued that the word "debate" should be left out of the spanking conversation, because the science against it is so clearly one-sided. 

"There aren't two sides. There is a preponderance of fact, and there are people who find it inconvenient to accept those facts," Belkin wrote in a 2012 column.

The Color of Discipline: Sources of Racial and Gender Disproportionality in School Punishment

The Color of Discipline: Sources of Racial and Gender Disproportionality in School Punishment

Abstract

The disproportionate discipline of African-American students has been extensively documented; yet the reasons for those disparities are less well understood. Drawing upon one year of middle-school disciplinary data for an urban school district, we explored three of the most commonly offered hypotheses for disproportionate discipline based on gender, race, and socioeconomic status. Racial and gender disparities in office referrals, suspensions, and expulsions were somewhat more robust than socioeconomic differences. Both racial and gender differences remained when controlling for socioeconomic status. Finally, although evidence emerged that boys engage more frequently in a broad range of disruptive behavior, there were no similar findings for race. Rather, there appeared to be a differential pattern of treatment, originating at the classroom level, wherein African-American students are referred to the office for infractions that are more subjective in interpretation. Implications for teacher training and structural reform are explored.

Spare the Rod, Respect the Child: Abuse Is Not Discipline

Spare the Rod, Respect the Child: Abuse Is Not Discipline

Why America is living through a new era of segregation

Why America is living through a new era of segregation

Abandoning the Post

Abandoning the Post

Banned Books Week: Celebrating the Freedom to Read: Sept. 21-27, 2014

Banned Books Week: Celebrating the Freedom to Read: Sept. 21-27, 2014

"Fahrenheit 451" 60 Years Later: "Why do we need the things in books?"

Henry A. Giroux | Thinking Dangerously in an Age of Political Betrayal

Henry A. Giroux | Thinking Dangerously in an Age of Political Betrayal

What Do We Want from Public Schools?

What Do We Want from Public Schools?

Education Reform Guide

Education Reform Guide

Remembering Howard Zinn by Meditating on Teacher Unions and Tenure?

Remembering Howard Zinn by Meditating on Teacher Unions and Tenure?

The Undeserving Poor and Education Reform

The Irony of 21st Century School Reform, Russ Walsh

Aren't All Children Equally Deserving?

Adrienne Rich: "Universal public education has two possible—and contradictory—missions"

Rich, A. (2001). Arts of the Possible: Essays and Conversations. New York, NY: W. W. Norton and Company.

Universal public education has two possible—and contradictory—missions. One is the development of a literate, articulate, and well-informed citizenry so that the democratic process can continue to evolve and the promise of radical equality can be brought closer to realization. The other is the perpetuation of a class system dividing an elite, nominally “gifted” few, tracked from an early age, from a very large underclass essentially to be written off as alienated from language and science, from poetry and politics, from history and hope—toward low-wage temporary jobs. The second is the direction our society has taken. The results are devastating in terms of the betrayal of a generation of youth. The loss to the whole of society is incalculable. (p. 162)

See also Universal Public Education—Our (Contradictory) Missions, P. L. Thomas

Why Do Americans Love to Blame Teachers?

Why Do Americans Love to Blame Teachers?

Grade retention research

Grade retention research

Terms defined

Fascism

Capitalism

Socialism

Communism

Marxism

Educational Philosophy - Marxism

Keeping children back a year doesn’t help them read better

The Conversation UK: Keeping children back a year doesn’t help them read better

Paulo Freire

remnant 17: "we came to the world in order to remake the world" Paulo Freire

"Other People's Children" and Caricatures of Dewey and Freire

It's Time to Stop Treating Black and Brown Kids Like 'Other People's Children' | Alternet

Beyond Caricatures: On Dewey, Freire, and Direct Instruction (Again)

NPR Whitewashes Charter Schools and Disaster Capitalism in New Orleans

NPR Whitewashes Charter Schools and Disaster Capitalism in New Orleans

Illinois School Bans Discussions of Michael Brown's Death | Alternet

Illinois School Bans Discussions of Michael Brown's Death | Alternet

As School Begins: Questions All Education Majors Should Ask Their Professors

As School Begins: Questions All Education Majors Should Ask Their Professors