Originally posted on @ THE CHALK FACE:

It’s now official, at least according to Pennsylvania’s premier education specialist and Secretary of Education (no degree in education) Ronald Tomalis and his highly credentialed (no degree in education) press secretary Tim Ellis.

Increased test security caused test scores in Pennsylvania to drop (Even though the committee that did the investigation said they were not able to draw that conclusion from the data).

“But the chairwoman of the advisory committee on Thursday said the committee never reached those conclusions. She said Tomalis may have exaggerated the results of the committee’s statistical analysis of scores.”

You see, after the cheating scandal in Philadelphia was revealed, Secretary Tomalis put new security measures in place to stop those pesky teachers from cheating on NCLB tests.  And a year later Pennsylvania’s test scores dropped—confirming that teachers in the Keystone state suck—and panic continues to spread throughout the commonwealth.

This non news event however…

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Originally posted on @ THE CHALK FACE:

In many states, the influence of Federal and state departments of education is considerable. In contrast to how universities are “supposed” to work, it seems as if a lot of state DOE’s want colleges to work for them. Additionally, there is this assumption that since surrounding school systems hire former teacher candidates, then schools of education owe them something, namely producing exactly the kinds of teachers they and administrators want. But what administrators want is not necessarily in the interests of education, per se.

The IU School of Education, my most recent alma mater, appears to be kowtowing to pressures from the IDOE to grade teacher education programs in the state. Or, from what I gather, Dean Gonzalez was rather critical of IDOE, but he is not tempering his criticism, as long as an A-F grading system for teacher education is a collaborative effort.

Is this once again evidence…

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Originally posted on @ THE CHALK FACE:

Over the past few weeks author and journalist Paul Tough and his new book How Children Succeed:  Grit, Curiosity, and the Hidden Power of Character have been making a splash in the world of education reform.  The book has been highlighted in the New York Times, on NPR, and on various other news outlets.

And then there was Education Nation.  Brian Williams seems to have a major crush on all things Tough.  And as always, the charter school franchise KIPP is mentioned in nearly every segment as a school “beating the odds”. This year, all the hype was about KIPP’s character education program.  Williams later went on the do a Rock Central segment called “True Grit: Teaching Character in the Classroom“.

Tough’s book centers on the idea that critical non-cognitive skills, which he calls “character”, can be hindered due to poor parenting and the stresses of…

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Originally posted on Seattle Education:

 

 

Highly recommended.

On this program you will hear from real parents who are active in education.

“Won’t Back Down”: Corporate Education Reform and the Rhetoric of Fiction

In the past weeks, we have watched with renewed energy and hope as the teachers, parents, students and community members of Chicago have shown us the power of solidarity. Their resistance to the privatization of public education and their demand to reclaim the classroom from hedge fund managers, real estate tycoons, venture philanthropists and their political stooges, is shifting the narrative from one of blaming teachers, students, parents and unions to naming the lies behind corporate ‘reform’ efforts.

This impressive and inspiring ‘actual event’ stands in sharp contrast to the most recent attempt by corporate deformers to manipulate the narrative about schools, teachers, students, parents and where the battle lies in education. Set for release on Sept. 28, Won’t Back Down…

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Originally posted on Larry Cuban on School Reform and Classroom Practice:

For this monthly* post of cartoons, I have selected images about the impending Common Core curriculum standards in math and English for K-12 students. While many countries have a national curriculum, the U.S. does not. Since the Common Core standards have been adopted by 46 states and the District of Columbia, the U.S. will soon have a national–not federally mandated–one.

According to a recent analysis of the Common Core standards there are two justifications for states adopting the standards (Brookings Study of Common Core):

1. Because current state standards vary greatly across the country resulting in unequal access to knowledge and skills, Common Core standards will be higher, uniform, and equitable for all students. When tests of those common standards are implemented in 2014-2015,  the quality of teaching and learning will improve. Students will then score far better on international achievement tests and the U.S. economy will grow.

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