Sunday, March 31, 2019
Wednesday, March 27, 2019
27 March Class Notes
Lisa Delpit on Power and Pedagogy
The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children Delpit, Lisa D Harvard Educational Review; Aug 1988; 58, 3
Hooks, B. (1994) Teaching to Transgress: Education as the Practice of Freedom, London: Routledge.
Q&A with Gloria Ladson-Billings, Curriculum & Instruction
The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children Delpit, Lisa D Harvard Educational Review; Aug 1988; 58, 3
Hooks, B. (1994) Teaching to Transgress: Education as the Practice of Freedom, London: Routledge.
Q&A with Gloria Ladson-Billings, Curriculum & Instruction
Monday, March 25, 2019
Skipping 12th Grade? A New Report Suggests Allowing It
Skipping 12th Grade? A New Report Suggests Allowing It
Many high school students are "college ready" by the end of 11th grade. So why not let them finish high school and start college full time? A new report explores options for putting that idea into practice.
The study, issued Wednesday, calculates that 850,000 students are ready for college work. That's the number of students who meet all four "college-ready" benchmark scores on the ACT. Of those students, nearly 1 in 3 come from low-income families.
The two organizations that put out the report—Education Reform Now and the Alliance for Excellent Education—argue that enabling these students to skip a fourth year of high school would provide important opportunities that would be unnecessarily delayed if school systems stick only to the traditional seat-time model of high school completion.
High school students already have options to take courses for college credit, such as dual-enrollment or Advanced Placement. But those approaches represent part-time college enrollment. Some early-college high school programs compress high school requirements into the first two years, and allow students to take college courses full-time for the second two years.
The new report argues for new models of allowing high school students to enroll in full-time college study. Its co-authors argue for two "fast track" models that could let students finish college more quickly and economically.
The first would let students enroll in full-time college-level work while they're still in high school, so they could graduate with at least a year's worth of college credit, free of charge. They'd study through AP, International Baccalaureate or dual-enrollment programs.
A key quality of this model: all in-state colleges and universities would have to accept those credits for transfer. (This has proved a tricky piece of the puzzle with dual-enrollment courses; many students find their promised credits won't transfer.)
The second "fast-track" pathway would let students graduate early, and get a scholarship that reduces the cost of attending college at in-state public institutions.
"If we can expand early access to college-level work and improve credit transfer, we can save students—particularly those from low-income backgrounds—time, money, and frustration," report co-author Michael Dannenberg says in a statement released with the report. "The three key words on which the college affordability debate should be focused are 'time to degree'."
The study argues that states themselves can save money by allowing these pathways. The co-authors calculate that they could find up to $7.2 billion in savings in their higher education budgets for students who finish college on time, instead ot taking five or six years.
Thursday, March 21, 2019
Tuesday, March 19, 2019
Checklist for Creating Bibliographies and References List Using APA
Checklist for
Creating Bibliographies and References List Using APA
Refer to the OWL
site for APA style guidelines.
[ ] Identify the type of source you are creating a bibliography
for. A bibliography is the full information about the source included for each
source and listed in the References list as a page at the end of a cited essay
or longer work (use a page break between the end of the work and the start of
the References list). (A number of “Reference List” options are listed in the
left menu on the OWL site.)
[ ] Be sure to distinguish between print and online/electronic
sources. Print sources (including paginated PDFs of hard-copy sources) should
not include hyperlinks (be careful not
to include your search links when using data bases or searches from your
library), but should include DOI information if available.
Online/electronic sources (including ebooks) must include active and accurate
links; for electronic only sources retrieved through a library search, housed
in the library, be sure to use the permalink provided (do not copy the http
from the guide at the top of the search engine).
[ ] Bibliographies should be formatted using double-spacing,
Times New Roman/12 pt. font, and hanging
indents (use the ruler or the Format>Paragraph to create a hanging
indent; do not use return>tab).
[ ] When you create the full References list of bibliographies,
list the sources alphabetically by the first word of each bibliography (often
an author last name).
[ ] Each bibliography should include initial information
(usually author information) followed by a date (always second information),
but each source should follow the APA guidelines required for the type of
source being cited. It is crucial to use the OWL site as a reference for each source
since kinds of sources have different requirements; this is not something to
memorize. Note: Some source may not include all the information required; if no
author listed, for example, move the information you have (such as the title)
to the left, keeping the date always second.
[ ] For sources without a date, include (n.d.) in the date
position for “no date.”
[ ] APA requires listing authors names by last name followed
by first and middle (if provided) initials; include author names in the order
listed on the source if multiple authors, and include an ampersand (&)
before the last author. Note the placement and requirement of commas and
periods in listing multiple authors:
Scruton, R. (1996). The eclipse
of listening. The New Criterion, 15(3), 5-13.
Kincheloe, J.L., & Steinberg, S.R. (2007). Cutting class: Socioeconomic status and education. New York, NY:
Rowman and Littlefield Publishers, Inc.
Bomer,
R., Dworin, J. E., May, L., & Semingson, P. (2008). Miseducating teachers
about the poor: A critical analysis of Ruby Payne's claims about poverty. Teachers College Record, 110(12), 2497-2531.
[ ] Essay titles do not include quote marks, and capitalize
only the first word of the title, first word of the subtitle, and any proper
nouns. (See essay titles above.)
[ ] Book titles should be in italics, and capitalize only
the first word of the title, first word of the subtitle, and any proper nouns. Place
of publication should include cite and state (if in U.S.), but use the state
abbreviation. (See book titles above.)
[ ] Journal titles are in italics, and capitalize all key
words as is standard. (See journal titles above).
[ ] Throughout bibliographies, note carefully the placement
of periods and commas as well as spaces. For example, for journals, the volume
number is in italics and then no space before including the issue number in
parentheses. (See the journal bibliographies above.)
Monday, March 18, 2019
Monday, March 11, 2019
What Tests Does Each State Require?
February 15, 2017 | Updated: March 5, 2019
What Tests Does Each State Require?
Education Week has tracked states’ testing plans in math and English/language arts since 2014. This year’s survey found a continued, steady erosion in the number of states using the PARCC or Smarter Balanced common-core-aligned tests: five fewer than in 2017. The number of states requiring students to take college-admissions tests, or pass an exit exam to graduate, is holding steady. (For an interactive breakdown of states' 2016-17 testing plans, click here.)
Below are highlights from the latest survey of testing plans. Scroll down to see the full results for 2019.
Which States Use PARCC or Smarter Balanced?
Only ONE-THIRD of the states use the PARCC or Smarter Balanced tests.
- Fifteen states and the District of Columbia will administer PARCC or Smarter Balanced tests in the spring of 2019. That’s five fewer than in 2016 and 2017.
- Thirty-two states use tests they designed or bought.
- Three states give hybrid tests. Two mix their own questions with items from the PARCC/New Meridian item bank, and one adds its own questions onto the full Smarter Balanced test.
- Read more about the current state of common-core tests.
Learn more about the states using PARCC or Smarter Balanced tests.
EXPAND/COLLAPSE
Learn more about the states using non-consortium tests.
EXPAND/COLLAPSE
Learn more about the states mixing PARCC and Smarter Balanced with their own items.
EXPAND/COLLAPSE
Which States Require Students to Take the SAT or ACT?
Requiring the ACT or SAT is HOLDING STEADY after a rise in popularity.
- Twenty-five states require students to take the SAT or ACT, the same number as in 2016 and 2017. That number had been climbing steadily—from seven states a decade ago— as states looked for ways to encourage students to go to college.
Learn more about the states that require SAT or ACT.
EXPAND/COLLAPSE
Which States Require Exit Exams?
Requiring exit exams is HOLDING STEADY after a decline.
- Thirteen states require students to pass a test to get a high school diploma, one more than in 2017. In some states, students can use projects or portfolios to meet this requirement. Exit exams used to be more popular: In 2002, more than half the states required them.
Learn more about the states that require exit exams.
EXPAND/COLLAPSE
What tests are states requiring in 2018-19?
Below is a complete breakdown of results from our state survey.
| State Name | 3-8 Test | High School Test | Exit Exam? | Notes |
|---|---|---|---|---|
| Alabama | Scantron | pre-ACT, ACT, ACT WorkKeys | No | |
| Alaska | Performance Evaluation for Alaska's Schools (PEAKS) | PEAKS | No | |
| Arizona | AZMerit | AZMerit end-of-course exam or substitutes | No | Districts may substitute other tests, such as SAT, ACT, IB or AP, for high school AZMerit. |
| Arkansas | ACT Aspire | ACT Aspire | No | All districts must offer ACT, but students not required to participate. |
| California | Smarter Balanced | Smarter Balanced | No | |
| Colorado | Colorado Measures of Academic Success (CMAS) | PSAT, SAT | No | CMAS is a mix of questions developed by Colorado and by PARCC/New Meridian. |
| Connecticut | Smarter Balanced | SAT | No | |
| Delaware | Smarter Balanced | PSAT, SAT | No | |
| District of Columbia | PARCC | PARCC, SAT | No | |
| Florida | Florida Standards Assessments (FSA) | FSA | Yes | Students must pass exit exams or achieve specified scores on ACT or SAT. |
| Georgia | Georgia Milestones | Georgia Milestones end-of-course exams | No | |
| Hawaii | Smarter Balanced | Smarter Balanced, ACT | No | |
| Idaho | Smarter Balanced | Smarter Balanced, SAT or ACT | No | |
| Illinois | PARCC | PSAT, SAT | No | |
| Indiana | ILEARN | ISTEP+ | Yes | |
| Iowa | Iowa Statewide Assessment of Student Progress (ISASP) | ISASP | No | |
| Kansas | Kansas Assessment Program (KAP) | KAP | No | |
| Kentucky | Kentucky Performance Rating for Educational Progress (K-PREP) | K-PREP, ACT | No | |
| Louisiana | Louisiana Educational Assessment Program (LEAP) | LEAP end-of-course tests | Yes | LEAP is a mix of questions designed by Louisiana and by PARCC/New Meridian. Students may substitute WorkKeys for ACT. |
| Maine | Maine Educational Assessment (MEA) | SAT | No | |
| Maryland | PARCC | PARCC | Yes | |
| Massachusetts | Massachusetts Comprehensive Assessment System (MCAS) | MCAS | Yes | |
| Michigan | Michigan Student Test of Educational Progress (M-STEP), PSAT | PSAT, SAT, ACT WorkKeys | No | M-STEP includes Michigan-designed questions and the Smarter Balanced test. |
| Minnesota | Minnesota Comprehensive Assessments (MCA) | MCA | No | |
| Mississippi | Mississippi Academic Assessment Program (MAAP) | MAAP, ACT | Yes | Students must pass MAAP end-of-course exams, or use other options, including achieving specified scores on the ACT or grades in dual-credit courses. |
| Missouri | Missouri Assessment Program (MAP) | MAP end-of-course tests | No | |
| Montana | Smarter Balanced | ACT | No | |
| Nebraska | Nebraska Student-Centered Assessment System (NSCAS) | ACT | No | |
| Nevada | Smarter Balanced | ACT | No | |
| New Hampshire | New Hampshire Statewide Assessment System (NHSAS), *Performance Assessment of Competency Education (PACE) (some districts) | SAT | No | *11 districts give NHSAS in grades 3-4 and 6-8, and use locally designed performance assessments (PACE) in other tested grades. |
| New Jersey | PARCC | PARCC | Yes | Students must pass PARCC or use other options, including achieving specified scores on the ACT or SAT. |
| New Mexico | PARCC | PARCC | Yes | |
| New York | New York State Assessments | Regents Examinations | Yes | |
| North Carolina | North Carolina End-of-Grade Tests | North Carolina End-of-Course Tests, ACT | No | WorkKeys required of students completing career-technical education courses of study. |
| North Dakota | North Dakota State Assessment (NDSA) | NDSA | No | Students must take ACT or WorkKeys. Districts may substitute ACT for state high school test. |
| Ohio | Ohio's State Tests | OST end-of-course exams, ACT or SAT | Yes | Students must pass end-of-course exams, or achieve specified scores on other tests, such as ACT or SAT. |
| Oklahoma | Oklahoma School Testing Program | ACT or SAT | No | Districts choose between ACT and SAT. |
| Oregon | Smarter Balanced | Smarter Balanced | No | |
| Pennsylvania | Pennsylvania System of School Assessment (PSSA) | Keystone end-of-course tests | No | |
| Rhode Island | Rhode Island Comprehensive Assessment System (RICAS) | PSAT, SAT | No | |
| South Carolina | SCReady | end-of-course tests, Ready to Work | No | |
| South Dakota | Smarter Balanced | Smarter Balanced | No | |
| Tennessee | TNReady | TNReady end-of-course tests, ACT or SAT | No | Districts choose between ACT or SAT. |
| Texas | State of Texas Assessments of Academic Readiness (STAAR) | STAAR end-of-course tests | Yes | |
| Utah | Readiness Improvement Success Empowerment (RISE) | Utah Aspire Plus, ACT | No | Utah Aspire Plus blends Utah-developed items and items from ACT Aspire. |
| Vermont | Smarter Balanced | Smarter Balanced | No | |
| Virginia | Standards of Learning (SOL) | SOL end-of-course exams | Yes | Students must pass SOL exams or achieve specified scores on other tests, including ACT, SAT, AP or IB. |
| Washington | Smarter Balanced | Smarter Balanced | Yes | Students must pass Smarter Balanced, or use other options, including achieving specified scores on ACT, SAT, AP or IB. |
| West Virginia | West Virginia General Summative Assessment | SAT | No | |
| Wisconsin | Wisconsin Forward | ACT Aspire, ACT, ACT WorkKeys | No | |
| Wyoming | Wyoming Test of Proficiency and Progress (WY-TOPP) | WY-TOPP, ACT | No |
Design & Visualization: Stacey Decker & Vanessa Solis
Vol. 37, Issue 23, Page 8
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