Friday, November 7, 2014

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

Thursday, November 6, 2014

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

Friday, October 31, 2014

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?





Thursday, September 25, 2014

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.

Thursday, September 18, 2014

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.

Wednesday, September 17, 2014

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.

Sunday, September 7, 2014

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

Thursday, September 4, 2014