A Texas high school offers students support and an array of rigorous learning opportunities; student achievement scores show their efforts are paying off.
Yesterday, we published our conversation with Christopher Cross about the Broader, Bolder Approach (BBA) Campaign’s new accountability recommendations. Today, we’re releasing an interview with another member of BBA’s Accountability Committee: Diane Ravitch, who followed Cross as Assistant Secretary of OERI during the administration of George H.W. Bush.
Like Cross, Ravitch requires no introduction. A long-time supporter of standards-based reform, she has become one of the nation’s most vocal critics of No Child Left Behind. Here are her thoughts on the BBA recommendations:
PUBLIC SCHOOL INSIGHTS: You have argued that "a few tweaks here and a little tinkering there cannot fix" No Child Left Behind. How do BBA's accountability recommendations depart from the NCLB model?
RAVITCH: NCLB is a punitive approach to school improvement. It mandates that test scores must increase or else! If they don't go higher, schools will be sanctioned, and the sanctions will get more onerous with each year that the schools fail to meet their targets. Each year, the targets get higher, and the number of schools that slip over the precipice increases. As schools fail, they are threatened with closure, restructuring, staff firings, or other consequences that may or may not improve the school.
In contrast, BBA suggests accountability that goes far beyond test scores. Test scores matter, but so does student engagement in a broad range of academic subjects, as well as students' health, well-being and civic behavior. Where NCLB is punitive, BBA seeks constructive ways to measure the condition and progress of ...
Christopher Cross was an assistant education secretary in the George H. W. Bush administration. He recently spoke with us about new accountability recommendations the Broader, Bolder Approach to Education campaign released today. Cross joined a committee of other education luminaries to formulate the recommendations, which go well beyond the current system and its predominant reliance on standardized tests.
PUBLIC SCHOOL INSIGHTS: Why do you think we need a new accountability system? What's wrong with the current one?
CROSS: I think there are many problems with the current system. One is that it has certainly not engendered widespread support from the education community. Number two is that it is viewed as being narrow. Third is the question of how the system operates--what the sanctions are, who is held accountable for what and at what level. ...
Recent calls for stronger regulation of charter schools have raised the ire of some charter school movement True Believers. Their over-the-top response says more about the limits of their ideology than it does about the dangers of regulation.
Secretary Duncan, hardly an enemy of the charter movement, called for measures to hold low-performing charter schools accountable for their performance. The National Alliance for Public Charter Schools followed suit with recommendations to strengthen oversight of new charter schools.
“Blasphemy!” cried the True Believers.
Free marketeer John Stossel tarred the Charter Alliance people as “bureaucrats” for even entertaining the idea:
National Alliance bureaucrats weeding out bad schools will fail as government bureaucrats failed….
Sure, some charter schools are lousy. But failure is part of innovation. Parents will quickly figure out if their kids’ school is lousy, and if they are allowed other choices, they’ll pull their kids out. The weak schools will die from lack of customers. The best schools will grow, and help more kids.
Of course, Stossel has long cherished sublime free market theories untainted by supporting evidence. He's not so concerned about recent findings that traditional public schools perform as well as or better than 83 percent of ...
While the national debate rages over the benefits of early childhood education, an innovative, district-wide early childhood education initiative is bearing fruit in Bremerton, Washington. Since the initiative's founding, the percentage of Bremerton children entering Kindergarten knowing their letters has shot from 4% to over 50%. The percentage of Kindergarteners needing specialized education services has plummeted from 12% to 2%. And the share of first graders reading on grade level has risen from 52% to 73%.
Last week, I spoke with a woman at the center of the program: Linda Sullivan-Dudzic, the district's Director of Special programs. She described some keys to the program's success. The district:
- Aligns existing school and community resources
- Raises the quality of existing preschools rather than creating new ones
- Focuses on literacy and numeracy
- Heeds the research, and
- Holds all providers to high standards of quality
Read extensive highlights from our interview with Sullivan-Dudzic:
PUBLIC SCHOOL INSIGHTS: What are the major goals of Early Childhood Care and Education Group, and what do you believe you've accomplished in striving towards those goals?
SULLIVAN-DUDZIC: We have two goals. [The first is] to increase the number of children entering kindergarten with early literacy skills--and now we've added early math foundation skills. And the second goal is to decrease the number of children, students, with learning disabilities or learning differences associated with reading.
PUBLIC SCHOOL INSIGHTS: And do you feel like you've made headway in reaching your goals?
SULLIVAN-DUDZIC: Yes. In literacy definitely. We're just starting in math. We have decreasing numbers of kids qualifying as learning disabled, and we have increasing numbers of kids entering kindergarten with early reading foundation skills.
PUBLIC SCHOOL INSIGHTS: So you have all kinds of community partners?
SULLIVAN-DUDZIC: Sure. I started 29 years ago with Head Start, as a ...
A fascinating piece in Sunday’s Washington Post touches on a formidable, often neglected, barrier to promising education reforms: Community opposition. Especially as we try to fast-track reforms fed by stimulus dollars, we should not forget that community engagement is an essential (though frequently missing) ingredient in school reform efforts.
The essay’s author praises the year-round calendar adopted by her son’s elementary school. The longer school year allows time for “intersessions,” or “short breaks throughout the year.” During these breaks students take “fun, creative classes” where students learn “karate, ballet, photography, cooking and a host of other things.” She’s clearly a fan.
Forget for a moment whether you believe this is a good use of an extended calendar. (Some might see it as an antidote to “kill-and-drill” teaching methods during the rest of the year. Others might see it as a lost academic opportunity, especially for low-income children).
A larger lesson I drew from the piece is that any sort of plan to extend the school year can run afoul of both parents, who worry about the effect of longer years on their children’s well being, and summer amusement businesses, which rise or fall on teen-age labor. Reformers can easily leave very important stakeholders on the sidelines of important education debates.
One of the strongest proponents ...
Editor's note: In the final of a series of four guest blogs on how teachers view parent involvement and engagement in public education, Renee Moore responds to Larry Ferlazzo's distinction: Parent Involvement or Parent Engagement?
Earlier today, we published Larry's response to Renee's posting, How Much Parent Involvement Do Educators Really Want?
Larry’s thoughtful distinction between “involvement” and “engagement” of parents is more than just semantics. We agree that the attitude of educators toward parents significantly determines the quality of response we can expect. For a more detailed look at the dynamics of trust in parent/ school relations, read the book Trust in Schools (Bryk and Schneider, 2002).
Larry is also right (as numerous studies and our own teaching experiences show) that any level of school/community/parent cooperation produces some positive effect on student achievement. My concern is that ...
Editor's note: Over the few days, we have published guest postings by Renee Moore and Larry Ferlazzo on how teachers view parent engagement in public schools. Today, Larry responds to Renee's posting.
Renee’s point about how teachers are intimately involved with parents on a day-to-day basis outside of school in her rural area is a good one. In many (if not most?) urban schools, teachers never see parents (or their students) in a non-school situation since most of us don’t live in the same communities where we teach.
I’d say that rural-urban difference emphasizes the particular need for urban schools to embrace home-visiting by teachers and/or other types of “engagement” efforts. The personal trust that parents have for Renee and her colleagues in their rural community, I think, is less likely to occur in ...
Editor's note: This is the second in a series of guest blogs on how teachers view parent engagement and involvement in public schools. Yesterday, Renee Moore offered her perspective on how much parent involvement educators really want. Today, Larry Ferlazzo shares his thoughts on the difference between parent involvement and parent engagement.
“When it comes to a breakfast of ham and eggs, the chicken is involved but the pig is committed.”
This old saying is roughly analogous to the issue facing schools today as they consider the kind of relationships they want to build with the parents of their students. I would characterize it as a difference between parent involvement (the chicken) and parent engagement (the pig). I first become aware of this contrast through a study of organizing work by the Industrial Areas Foundation in Texas schools. Boston College professor Dennis Shirley wrote about the IAF’s decades-long efforts in his 1997 book Community Organizing For Urban School Reform.
Merriam Webster’s Dictionary defines involvement as “to enfold or envelop.” It defines engagement as “to interlock with; to mesh.” Those definitions get to the crux of the difference. When schools involve parents they are leading with ...
Editor's note: This is the first in a series of four guest blogs on how teachers view parent engagement and involvement in public schools. Stay tuned for a contribution from teacher-blogger Larry Ferlazzo.
I grew up in a big city and graduated from a magnet high school that had 5,000 students. My teachers barely knew who I was, much less who my parents were. How different from the Mississippi school districts where I’ve taught for nearly two decades. The total population of one town was just under 2,000, and half of them were students in our schools.
Parent involvement takes on a very different meaning when I see the parents of my students every week ringing me up in the grocery store, rinsing me out at the beauty shop, tuning up my car at the local garage, or delivering my mail. I worship with them, bowl with them, sit in the waiting rooms with them. I know them, and they trust me.
Trust is the issue with most parents. Here in the Delta, over 40% of the adults are illiterate; others have ...
In Miami, educators and community members have joined forces to mount an innovative parent education program for immigrant families: ENCHOR AKOR. I recently had the privilege of speaking with several people intimately connected to the program, which serves primarily Haitian parents of children attending North Miami Middle School.
Immigrant parents generally have access to few parenting education materials that address their specific cultural concerns. ENCHOR AKOR aims to fill that void by helping parents build more constructive relationships with their children and thereby more effectively support their success in school. ENCHOR stands for “Encouragement, Consequences, Honor and Respect”—the program’s four pillars. AKOR is the equivalent acronym in Haitian-Creole.
The program’s workshops and resources have won a strong following among middle school parents. In the process, they have breathed life into the school’s PTA, which has grown from zero to 55 members in only a year.
In the interview, you will hear from four people:
- Pastor Georges, who has shared the lessons of ENCHOR AKOR with his congregation;
- Ms. Wilhel Jean-Louis, a mother and school psychologist;
- Mrs. Smith, a Bahaman immigrant and mother who went through the program; and
- Dr. Guilhene Benjamin from Miami-Dade Public Schools’ Parent Academy, who helped design the program.
Download the entire interview here, or listen to 6 minutes of interview highlights:
[A transcript of these highlights appears below]
You can also listen to the following excerpts: ...
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