Posted on | March 3, 2014 | No Comments
Education Week has published an opinion piece about California that I think sets the tone for substantive discussions about the direction of public education in the United States. The state, pointedly, is not following Arne Duncan’s lead, but it is not following Diane Ravitch either. It’s headed in a third, or is it a fourth, way. In any case, please read and comment. There will be more coming along from EdWeek. Stay tuned for an announcement.
Posted on | February 21, 2014 | No Comments
I’m headed out on what I am calling the Common Core Road Trip, to see what schools in California are doing with the prescription to teach to “fewer and deeper” standards. Over the next weeks and months, I’ll be traveling the state, and telling the stories of how the 30,000-foot glossy promises of increased student engagement and substantive learning look at ground level.
As reported earlier, I am following the efforts of the Associated Pomona Teachers and the Pomona Unified School District to use interactions about the Common Core as a way to hit the reset button in labor-management relations. More about them later.
This week, my first stop was in Charter Oak, a 5,700-student unified school district in Covina, where Jeanine Robertson taught for 31 years and was the teacher union president before becoming a principal and then assistant superintendent for instruction.
On Thursday, She and I visited three Charter Oak schools, saw students working on the new standards, and talked to them, their teachers, and school administrators about what it takes to transfer from a world driven by “factoids” to one that asks students to explain why and how they took a particular pathway to solving math problem or to understanding a story or text.
Much more will follow here and in a new space that will be opening in a few weeks.
Posted on | February 16, 2014 | No Comments
I’ve had a close encounter with the California DMV. The dreaded Division of Motor Vehicles required that I take the exam before it would renew my driver’s license. Since I had not taken the written driver’s test for nearly 40 years, the experience filled me with much trepidation, and put me in a room with many 15-18 year olds.
The DMV computer was having a bad network day, and not everything was going smoothly: the lines were long, and I was prepared to grumble about government incompetence. But surprise: the DMV folks were actually nice, well informed, and helpful. They circulated among the people waiting, asking what they had come in for, passing out the proper forms, and giving folks clipboards to write on. Service with a smile, mostly, continued throughout the process. Despite the computer problems, I was fingerprinted, eye examined, tested, photographed, and out the door in 75 minutes.
Not bad for government work, I thought. And I contrasted this with the service I’d received recently from the maker of expensive French shoes. Over the years, I’ve purchased several pairs of pricey Mephisto shoes. They fit my feet, wear well, and they can be rebuilt to last for decades. I still wear a pair I bought in 1991.
Last summer I noticed that the soles on a pair of old favorites were wearing out, and so I sent them to the company’s repair service in San Diego, which advertises that the turnaround time would be about four weeks, which seems plenty long enough.
The shoes I sent on August 1 were returned on November 22, 16 weeks including shipping. The proffered reason was that needed materials had to be shipped from France. Gee, they’re French shoes; that would be where the repair materials might come from, and—last I knew—cargo planes from Paris landed in California every day. These soles must have been on a container ship that traversed the Panama Canal.
Mephisto didn’t offer even a hint of an apology much less a refund or reduction price for its lousy service, which in retrospect left me thinking, I’d rather deal with that most dread agency of government, the DMV. So, when I pass the fancy French shoe rack in the future, I’ll keep on walking.
(BTW: read the manual and take the practice tests. It’s fun to pass with flying colors while the youngsters struggle.)
Posted on | January 8, 2014 | Comments Off
12/31/13 Kailua, Hawaii: I’ve been working on an Obama sighting for several days now. He’s vacationing here, and we jog on the same beach…just not at the same time. But a rum-punch inspired dream conjured up this conversation:
CTK: Nice day, Mr. President.
BHO: Chuck! Fancy meeting you here.
CTK: Just vacationing with my family.
BHO: Me too. (waving at another runner) It’s friendlier here than in Washington.
CTK: (noticing that the runner smiled and waved with a full hand) I can see that. They’ve even got a welcome banner down at the Island Snow place.
BHO: They should, after all the business I’ve sent their way. Who would have thought you could make a living on shave ice? People follow the motorcade when we go there. The stuff is full of sugar, but it’s good.
CTK: The root beer?
BHO: Yea, root beer rules…. So, Chuck, tell me what you’re thinking.
CTK: Inequality, Mr. President. I loved your speech. Stay with it.
BHO: Is anyone other than Robert Reich and the New York Times paying attention?
CTK: Not too many, but remember the Occupy Movement.
BHO: Only barely, and that’s the problem.
CTK: Hang in there, Mr. President, inequality is the civil rights issue of this generation. You know the stats as well as I do.
BHO: But how do I get people to pay attention.
CTK: Bully pulpit. Do what TR did and make friends with journalists who want to go after the story.
BHO: It’s complicated.
CTK: Personalize the attack. Over and over.
BHO: That’s risky.
CTK: So is losing. Do you really think that the republic will hold together without a solid middle class and a working class who has hope for the future? What happened to that campaign organization? All I get from Democrats is scare pitches for money.
BHO: So, I thought that you were supposed to be interested in education policy; why not start with schools as the great equalizer?
CTK: Schools can’t help kids when opportunity is limited to the top 10 percent. But I do have an education policy plea.
CTK: You gotta’ realize that Duncan’s plan isn’t working. He’s lost the Red states over federal intrusion. He’s lost California over teacher evaluation. He could have had anything he wanted in an ESEA revision, but he wasted his political capital on Race to the Top, and now he’s piddling around with waivers. That’s not accomplishing anything.
BHO: So what should we do?
CTK: Give everybody a waiver. That will kill off No Child Left Behind and let the Common Core of Standards and its assessments kick in.
BHO: That’s it?
CTK: That’s about all Duncan can do.
BHO: But schools are still failing our students, particularly poor Black and Latino kids.
CTK: I know. It turns my stomach and troubles my soul. But the federal tool kit is not all that large, and your administration is running out of time.
BHO: That’s the case.
CTK: The Trojan horse in education reform is to change how students learn. When your girls want to look up something what to they do?
BHO: They Google it, of course.
CTK: That’s my point about education. I’d take the remaining Race to the Top money and focus it on getting learning tools in the hands of students. Kids could carry around machines that would teach them algebra or history?
BHO: Nah, they’d just play games.
CTK: What if the games taught them algebra or history?
BHO: Possibly. Can we talk more later? Hey, Happy New Year. Gotta’ run.
(Dr. Leanne Kerchner enters). Wake up Chuck, you’re talking in your sleep again.
CTK: I just had a great conversation with Obama.
LBK: In your dreams.
Posted on | December 19, 2013 | Comments Off
I spent two days this week with the teachers and administrators of the Pomona Unified School District as they sought to find a way forward in implementing the Common Core.
Associated Pomona Teachers took seriously the requirement in California law that school districts were supposed to “consult” over implementing the new standards and testing system. (This requirement was part of the conditions attached to the $1.25 billion that Gov. Jerry Brown and the legislature sent to school districts to prepare for the new standards.)
Pat Dolan and his associate, Ann Delehant, who may be the best labor-management process consultants in the country, led administrators, school board members, classified workers, and teachers through a series of conversations designed to allow them to judge their capacity to work together.
Pomona was the first stop for me on what will become The Common Core Road Trip, an investigation into how the glossy promises of higher standards and deeper learning meet the reality of districts, schools, and classrooms.
Morgan Brown, the executive director of APT and superintendent Richard Martinez heard some unvarnished opinion about the sometimes-rocky relationships between teachers and the district, but anger and tension flowed rather seamlessly into some concrete ideas about sharing work and decisions.
I’ll have much more to say later, but I didn’t want the week to pass without recognizing the substantive work going on and saying thanks for letting me sit in.
Posted on | December 18, 2013 | Comments Off
Brandon Towns was having trouble opening his MacBook to show me the movie he’d made because his fingers were sticky with the glue he was using to make a paper maché mask.
Both sticky fingers and the Macbook capture the essence of YouMedia, the 5,500 square foot space in the Chicago Public Library where Towns and I met. It’s a high-tech and high touch place for engaging and motivating students, trying to get them sticky with learning.
For the MacArthur Foundation, which funded YouMedia, and for a growing group of educators, the space is a physical representation of a more profound form of learning than that represented by the current teach-and-test regime.
As Connie Yowell, director of education at the foundation, says: “We really think that part of what’s wrong with the current education system, and why people talk about it as broken, is that it is fundamentally starting with the wrong question. The education system now often starts with the question of outcomes: what do we want kids to learn?…. Our core question is ‘what’s the experience we want kids to have?’ So, the core question is around engagement.”
For Towns, and an estimated 300-500 students a week, YouMedia represents a safe place to go after school: somewhere to hang out, mess around, and to geek out. These terms were coined by Mimi Ito and her collaborators in their book about how kids engage digital media. The physical layout of YouMedia was designed with spaces that invite each activity.
Comfortable chairs and couches occupy the space near the door watched over by a friendly security guard. Eight teen-age girls crowd the conversation nook. Further down the room, students worked at tables and computers. Five young men crowded into the soundproof recording booth. At the end of the room, Towns sat huddled with his mentors, working on the mask that will be incorporated into his next film.
Towns is geeking out. He is part of the 22 percent of YouMedia users who come together with the adult staff to create something or connect youthful interest with academic learning. A student at King College Prep Academy, a Chicago Public Schools magnet, Towns has been making movies since he was 10. “The Struggle is Real” is a two-minute reminder that food insecurity dogs the lives of many Americans. And here is the trailer for his upcoming film featuring the mask he made.
Posted on | December 8, 2013 | Comments Off
I have been in Chicago this week. My colleague David Menefee-Libey, professor of politics at Pomona College reports on this discussion of LAUSD’s iPad purchase program and its relationship to the Common Core of standards.
Wednesday evening I attended KPCC’s panel discussion “Tech in the Classroom: How Much is Too Much?” at their Crawford Family Forum studio in Pasadena. Moderated by their Education Editor Evelyn Larrubia, the panel included Dr. Bernadette Lucas of Los Angeles Unified School District, Prof. Patricia Burch of USC, and Prof. Nancy Cheever of Cal State Dominguez Hills.
Lucas, Director of the Common Core Technology Project at LAUSD, was on the hot seat for the night, largely because of public controversies surrounding the Common Core nationally and the roll out of the iPad program locally. Larrubia asked more questions of her than the other two panelists, focusing primarily on the iPad program. What are the big ideas behind it? How is it supposed to work? How is it actually working? I’d urge you to follow the link and watch the program if you’re interested.
Leaving aside the popular controversies, which readers can easily follow elsewhere, two big things from the panel stood out for me.
One is that Lucas spoke in ways that convince me the district sees the iPads (“1 to 1 devices” in district jargon) as thoroughly embedded in the broader chain of ideas of standards-based education that has organized the most influential school reform efforts of the past twenty years here and nationwide. These ideas and their jargon are familiar to most of us. Each component of the system is supposed to link to the next in a coherent chain, roughly this way: educational goals ->> content standards ->> curriculum and materials ->> pedagogy and instruction ->>assessment ->> reporting and accountability ->> intervention.
LAUSD decision-makers apparently see the iPads in several – perhaps all – links of the chain. The devices will contain the standards-based curriculum now conveyed to student in textbooks. The district claims this content will take new forms, enabling (or requiring) teachers to develop and use new instructional strategies adapted to the needs, abilities, and interests of each individual child. The devices will also be used for the computer-delivered assessments required by the new Common Core (though iPads lack the keyboards required for Common Core testing). Teachers and schools will upload assessment data from each student’s device, data the state will pull together to assess and hold accountable each student, teacher, school, and district in the Brave New World of Common Core teaching and asssessment.
In short, the iPads are not just some shiny new toy. For LAUSD, they are integral to a whole new way of organizing the district’s entire educational program. We shouldn’t expect the district to give up on the program any time soon.
The second big idea of the night at KPCC was caution about the first big idea. Burch, of USC’s Rossier School of Education, talked about her forthcoming book, Privatization and Accountability in Digital Education and her own research on technology initiatives. She said there is as yet little research on the impact of “1 on 1 devices” on student learning.
Burch, while skeptical, did not dismiss the potential value of these new technologies. She was generous in her give-and-take with Lucas. From other research, she said, we know several things that would make the iPad program more likely to be successful, including teacher engagement, personalized instruction, interactive digital curriculum that doesn’t simply mimic print textbooks, and careful use of data. Each of these things will require careful attention and hard work from LAUSD and its teachers.
We now know a bit more about what to look for as the iPad rollout goes on. Kudos to KPPC for its initiative in sponsoring the forum.
Posted on | November 10, 2013 | Comments Off
Poorer than we thought. Using a calculation that factors in California’s relatively high cost of living, the state has the highest poverty rate in the country. According to Census Bureau, 23.8 percent of Californians live in poverty where the official poverty rate is 16.5 percent.
Even using the official calculation, a quarter of the state’s children live in poverty, a rate still somewhat lower than in the early 1990s, but thought to be increasing, this according to the Public Policy Institute of California. Child poverty in the state increased markedly in the Great Recession.
Teacher pension fund crisis getting closer. For at least a decade, the legislature and governors have ignored the shortfall in STRS, the state teacher pension fund. The shortfall—the difference between current contributions and future payments— totals $70-billion and grows by $22 million a day, this according to Channel 10. STRS predicts insolvency in three decades, a long time off in political terms. Yet, the cost of righting the system would be an additional state contribution of $4.5 billion a year, almost as much as the state spends on the entire CSU system.
The California legislature, like others in the country, can only kick this can down the road so far. Former L.A. mayor Richard Riordan and journalist Tim Rutten have suggested a federal insurance program. It would allow local governments to purchase guaranteed bonds that would stabilize their pension systems in exchange for fiscal discipline on the part of local governments and employee unions. Riordan’s ideas have been heavily opposed by employee unions, but his plan—or someone else’s—should be on the political agenda. Ignoring the elephant doesn’t make it go away.
A footnote to freshman English. Harper Lee, the author of To Kill A Mockingbird, is suing the museum in Monroeville, Alabama, where the novel is set and where she continues to live, at 87, in an assisted living facility. Lee claims that the museum has profited from her work and has not provided compensation. The Guardian tells the story in Southern gothic style with plot twists and twisted relatives. And did you know that Scout was really Truman Capote?
Posted on | November 2, 2013 | Comments Off
I’ve been away, so education periodicals have been stacking up on my desk, and on a balmy Friday night I am multitasking as I watch the USC-Oregon State game (Holy Cow! They won. Fight ON!)
K12 Inc. saw its stock price tank from a high of $37.85 to $17.60 after criticism by hedge fund manager Whitney R. Tilson, Education Week reported. By Nov. 1, it had rebounded to $18.47. After talking to K12 leaders, Tilson said he was convinced the company was “not evil,” not targeting students that were sure to fail, but that the program worked less well with challenging students than with those who had a college-educated parent at home tending to the home schooler’s lessons.
In our case study of CAVA, the California K12 charter management company, we came to similar conclusions. Virtual learning depended on a real parent or other supervising adult. The California schools suffered from a disconnect between its marketing arm and those delivering education. Despite some interesting innovations, it’s not an educational silver bullet.
Inequality. Robert Reich’s new film Inequality for All deserves attention. I don’t know whether it will raise the social conscience about poverty the way An Inconvenient Truth did for global warming. But the toll of inequality on American families is immense, as is the strong tendency on the political right to blame the victims and indulge in chatter about government rewarding the lazy and undeserving.
So, is no wonder that schools are filling up with poor children. Child poverty has risen in every state. In 17 states, including California, students in poverty are a majority of students statewide, according to an analysis by the Southern Education Foundation.
Even the Economist has weighed in on the declining share of productivity gains accruing to labor (or in their case labour).
The political surprise is that declining incomes has created a war on the poor rather than a war on poverty.
(For a dramatic lesson, see Suzan-Lori Parks’ in the Blood, a retelling of the Scarlet Letter in which Hester is a welfare mother, who is systematically victimized by those who are supposed to be helping her. Claremont colleges students did an impressive job with difficult material in a Pomona College theater department production over the weekend.
Education journalist John Merrow declared that he was finished writing about Michelle Rhee, this after he had trouble placing articles critical of her reign in Washington, D.C. But as I suspected, that didn’t last long. This week he weighed in on a report by Stanford University professors James Wyckoff and Thomas Dee found that the D.C. teacher evaluation system known as IMPACT was raising teacher quality.
Problem is, says Merrow, that no one correlated the evaluation system’s rankings with student performance. Chances are that a highly ranked teacher would be in an upper income area and lower ranked teachers would be teaching poverty students. Merrow doesn’t think the evaluation system is measuring teacher quality as much as it measures student poverty. “If you want to be a highly effective teacher in Washington, choose your students carefully! On the other hand, if you want to increase the chances of losing your job, teach poor kids,” he writes.
Teacher Merit Pay. Texas has discarded its much-heralded teacher merit pay plan. The bottom line of the story was the bottom line of the state’s budget. Nearly half of Texas teachers boosted the achievement scores of their students enough to qualify for merit payments, and the state paid out $392-million in 2010-11. Too expensive said the state even though the schools with merit pay saw greater test score gains than those without.
One would have thought those market warriors in Texas would have applauded and doubled the incentives. But no.
The abandonment of merit pay is typical of the fate of merit pay plans. Historically, studies of these plans show that they are abandoned when the payout gets too large.
Teachers may not like merit pay plans for other reasons, but they should certainly be wary of their transitory nature.
Posted on | October 3, 2013 | Comments Off
For many months I have been tussling with how to bring the kinds of learning made possible by the Internet revolution to reality. As I have written in the Los Angeles Times, Chicago has provided a demonstration project in which students earned 100,000 digital badges making, building, and experiencing learning with more than 100 organizations.
I like the Summer of Learning partly for nostalgia: Chicago’s institutions—the Field Museum, the Museum of Science and Industry, and the Brookfield Zoo—provided me some memorable growing up experiences. And in terms of education policy, this summer’s experiment provided a working example of what the MacArthur Foundation calls Connected Learning.keep looking »