The Public School Insights Blog
In the past few days, articles in two major urban newspapers have demonstrated how quickly education reformers and the education "establishment" can find themselves in the same boat.
According to the LA Times, the schools at the center of Mayor Villaraigosa's reform efforts have fallen short of their goals:
The scores at Villaraigosa's schools fall well short of what his original rhetoric suggested. He implied that he could deliver rapid academic gains if given control of schools in the nation's second-largest district. At the time, L.A. Unified officials and some education experts said Villaraigosa was unfairly discounting the school system's incremental progress.
On Tuesday, it was the mayor's turn to celebrate increments.
"We expect progress and we have progress, but we still have a long way to go," Villaraigosa apparently told the LA Times. "Transforming a failing school takes more than one year." Very true.
According to the Chicago Tribune, turnaround schools championed by ...
Public health officials are bracing for the H1N1 flu virus to hit schools in the fall. A vaccine may come after the flu's onset, and it might be in "limited supply." (For resources on the H1N1 flu, see our H1N1 flu page.)
According to an email I received from someone at WestEd, the Centers for Disease Control are putting together "Web Dialogues" to gather public input into vaccination policy. Here's the CDC's media advisory:
MEDIA ADVISORY - INVITATION FOR COVERAGE
WebDialogue: H1N1 Public Engagement Dialogue
* Make Your Voice Heard on the H1N1 Pandemic Flu Vaccine *
In July, the Secretary of Health and Human Services announced that the federal government expects to initiate a voluntary fall vaccination program against the 2009 H1N1 flu virus. The CDC will help state and local health organizations develop the vaccination program and are working to decide the scope of the program for vaccinating Americans against the novel H1N1 pandemic influenza virus.
The CDC is asking for public discussion, deliberation, and input as the agency considers whether to simply make vaccines available to those seeking immunization, to promote vaccination to those most at risk, or to implement a widespread immunization program. ...
Former teacher Sarah Fine is no Hollywood heroine, and some people won’t forgive her for it. By leaving her job as a teacher at Washington, DC’s Cesar Chavez charter school, she failed the superhero test. She couldn’t Stand and Deliver.
Fine explains her decision to leave in a recent Washington Post article describing the tough working conditions many Cesar Chavez teachers face every day. Many of her readers left sympathetic comments, but quite a few expressed moral outrage. She was a “quitter,” a “whiner,” someone who cares more about herself than about her students. She was not the teacher you would hope to get from Central Casting.
Unfortunately, this sort of talk often drowns out important discussions of teacher working conditions. Barnett Berry hits the nail on the head:
Investing in research and pilot projects so that we can do a better job of identifying effective teachers makes sense — using rigorous measures and tools that keep a tight focus on the critical dimensions of student learning.
But judging teacher performance without paying attention to the conditions under which qualified teachers can teach effectively will ...
A roundup of success stories recently published by Public School Insights is far overdue. Here's a list of eleven inspiring new stories we've posted in the past few months:
- Working together, parents and teachers help students thrive at a Delaware middle school. 8/13/2009
- An Idaho middle school gives students a second chance at success. 8/6/2009
- The relentless pursuit of excellence pays off at a Texas middle school. 7/30/3009
- A personalized approach helps turn around a Washington high school. 7/24/2009
- An Alabama middle school is beating the demographic odds. 7/16/2009
- A Texas high school turns nonreaders to readers. 7/7/2009
- Small academics help students make the grade at a New Jersey high school. 6/9/2009
- Access to college becomes a reality for every student in a Texas school district. 5/19/2009
- A commitment to character education supports school improvement in a Missouri school district. 5/7/2009
- A Washington school district brings college to the high school. 4/30/2009
- Teacher collaboration leads to student success at a Pennsylvania middle school. 4/17/2009 ...
(First published February 17, 2009)
The Honorable Lee Hamilton represented Indiana’s 9th congressional district for over three decades. After leaving Congress, he co-chaired the Iraq Study Group and served as Vice-Chair of the 9/11 Commission.
Now president of the Woodrow Wilson International Center for Scholars and director of Indiana University's Center on Congress, he sits or has sat on the President’s Foreign Intelligence Advisory Board, the President's Homeland Security Advisory Council, the FBI Director’s Advisory Board, the CIA Director’s Economic Intelligence Advisory Panel, and the Defense Secretary’s National Security Study Group.
A life of public service has fueled Representative Hamilton's commitment to civics education, a commitment he honors as co-chair of the Campaign for the Civic Mission of Schools. Representative Hamilton recently sat down with us for an interview on the significance of civic education at a time of political change and economic upheaval.
PUBLIC SCHOOL INSIGHTS: I've heard you say--or rather, write--that you have found a lot of young Americans don't necessarily know what it means to be American. They haven't really thought it over. I was wondering if you could describe the implications of what that means and what schools might be able to do about it.
HAMILTON: I think a representative democracy depends on an educated citizenry. It's very important that not only homes--parents--but also schools take on the responsibility of assuring that young people know how to become good citizens and they learn the attributes of good citizenship: Involvement in their community, listening to their friends and neighbors, trying to solve problems, reach a consensus, discuss, and to get a sense of democracy into their bones. So that they recognize that the question that Lincoln asked, whether this nation, so conceived and so dedicated, could long endure, is answered affirmatively.
I'm very concerned about what's happening today in our schools. You see so much emphasis upon math and science, and I'm certainly not opposed to that. We need that emphasis. But in many respects I think the emphasis there, in part because of the requirements of federal law, are reducing--diminishing--the amount of time that is spent on ...
(First published August 4, 2008)
When Krista Parent arrived rural Cottage Grove, Oregon in the mid 'eighties, it was a timber town whose students regularly dropped out of high school to work in the lumber mills. Academic achievement was not among the community's top priorities. Now, over 20 years later, students in Cottage Grove's South Lane School District perform well above state averages in assessments of reading and mathematics, and the district's high school graduates more than 95% of its students.
We were recently lucky enough to interview Parent about how she and her colleagues at South Lane worked with the community to transform the district's schools. Parent describes how South Lane's educators reached out to their community to transform the academic culture.
According to Parent, this community engagement led to a powerful school reform strategy. South Lane schools have broadened their academic offerings, introduced more challenging courses, overhauled teacher professional development and improved students' hands-on learning opportunities.
It is always challenging to create a brief "highlights reel" from a rich and compelling 25-minute interview. Still, we managed to boil Parent's comments down to about 5 1/2 minutes. (Scroll down for a transcript of these highlights):
Still, we encourage you to listen to the entire 25-minute interview, which ...
First published August 19, 2008.
Harvard professor and cultural critic Henry Louis Gates, Jr. captured some 25 million viewers with his riveting PBS documentary series, African American Lives (WNET). Using genealogical research and DNA science, Gates traces the family history of 19 famous African Americans. What results is a rich and moving account of the African American experience.
Gates recently spoke with Public School Insights about the documentary and a remarkable idea it inspired in him: To use genealogy and DNA research to revolutionize the way we teach history and science to African American Students. Now, Gates is working with other educators to create an "ancestry-based curriculum" in K-12 schools. Many African American students know little about their ancestors. Given the chance to examine their own DNA and family histories, Gates argues, they are likely to become more engaged in their history and science classes. As they rescue their forebears from the anonymity imposed by slavery, students begin to understand their own place in the American story.
If the stories in African American Lives are any guide, they're in for an experience.
The Significance of African American Lives
PUBLIC SCHOOL INSIGHTS: Tell me about "African-American Lives" and its significance, in your view.
GATES: Wow, that's a big question. [Laughing] I got the idea in the middle of the night to do a series for public television that would combine genealogy and ancestry tracing through genetics. I've been fascinated with my own family tree since I was 10 years old - that's the year that my grandfather died. ...
I am away at an undisclosed location to enjoy a glorious week of vacation. During my absence, some first-rate guest bloggers will write about critical teacher recruitment and retention issues. We'll also re-post some of the most popular interviews we've published over the past year.
I'll still pop into the comments section from time to time, but otherwise the family and I will spend our time gazing across the still waters of a remote and lovely Northeastern lake. ...
author extraordinaire Larry Ferlazzo recently published a gem of a little article on teacher home visits. He writes about the impact of his own efforts to visit students’ families and calls for much more extensive home visit programs. One story he recounts jumps out at me:
Immigrant parents whom I visited developed the idea of having our school provide computers and home Internet access so that entire families could have more opportunities to study English. I was not only able to learn what these parents thought would help their children and themselves; down the line, I was also able to help other parents who had the same interest connect with each other and help us develop a plan of action.
As a result, the Luther Burbank High School Family Literacy Project has produced dramatic English-assessment gains for students and was the Grand Prize winner of the International Reading Association Presidential Award For Reading and Technology.
I like this story, because it turns a common assumption on its head. Teachers are not coming to parents as missionaries converting the unenlightened. Instead, they are forging strong partnerships with parents, discovering shared aspirations ...
Change.org’s education blog just congratulated Dover Elementary School in Richardson, Texas for its inspiring resurgence after more than two decades of flagging community support and low academic performance.
The Dover story illustrates important conditions of school success and failure. Part of Dover’s history is all too familiar: An influx of immigrant families changes school demographics. Wealthier families flee the public schools. Academic performance drops, and the school labors under a stigma.
That’s where the story takes a different turn: ...
Click here to browse dozens of Public School Insights interviews with extraordinary education advocates, including:
- National PTA President Otha Thornton on the Common Core
- 2013 School Counselor of the Year Mindy Willard on the state of her profession
- Supervisor of Administration John Swang on saving money in energy costs
The views expressed in this website's interviews do not necessarily represent those of the Learning First Alliance or its members.
Inspiring Students to Do Their Best
At Fox C-6 School District in Missouri, an emphasis on a character initiative is helping students thrive. District performance outranks the state in math and ELA in grades 3 through 8, and graduation rates are over 90 percent. Learn more...
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