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Education Pilot Blog Program

There are of course, pros and cons to this program

By: Deborah Cahill

One possible bad “side-effect” might be that schools in school improvement might loose talented students who could potentially help the school get out of SI by raising the AYP (Adequate Yearly Progress).  With these students opting to get out early rather than stay in school, the school will no longer have these students scores.  It could be a great program and highly motivating, especially for those students who really don’t enjoy high school life.  It is too early in the program to tell how it will affect schools both positively or negatively.  California is one of the states that is testing this program. If your school is offering this, please consider carefully and get all the facts.  Not the least to consider is if your child is ready to leave high school early and take on college life (including other college students!).

Pilot Program To Encourage Students To Take More Difficult Courses.

Following a New York Times report on eight states that were chosen “to pilot test a rigorous new system, including board examinations,” Westport (CT) Now (2/18, Frahm) reports on Connecticut’s participation in the program, beginning in 2011. “Under the proposed system, students who volunteer to take the exam and pass it at the end of 10th grade would be eligible to enroll at any open admissions two-year or four-year college in their state.” These students “also could choose to remain in school and take an advanced upper division program preparing them for admission to selective colleges.” Marc Tucker, president of the National Center on Education and the Economy, said the program “is designed to encourage students to take tougher courses and work harder in order to be ready for college or the workforce.” The article notes, “The board exams and curriculum will be aligned with a series of new voluntary national standards.”

Experts Debate Benefits, Risks Of Fast-Track Approach. The editors of the New York Times (2/19) “Room For Debate” blog note yesterday’s story about the early college program, noting that “the fast-track approach, which is focused on ‘at risk’ students, is already in place at 71 North Carolina high schools, and is spreading in New York, California and Texas.” The editors ask, “What are the benefits of the fast-track approach recommended by the National Center on Education and the Economy? What are the problems and risks?” The blog carries the written arguments of eight experts.

EwingSIR does not guarantee information contained in this blog, readers are encouraged not to rely solely on this information and to do their own independent research of facts contained herein. Blog information was obtained from independent sources that we do not endorse, and we do not investigate this information for accuracy.

Tags: Education Pilot Blog Program

The Importance of Life Skills

By: Deborah Cahill

As an educator I always tell my students, what I am doing is giving you life skills so that you will know how to handle any situation in any occupation or situation in which you find yourself.  When I teach literature I very often have my students work cooperatively so that they learn how to work as a team and know the importance of contributing to the whole group by doing their specific job.  Leaders always emerge, and differences of opinion arise.  They are forced to use critical thinking skills.  This is good.  For all high school students, and specifically as a standard seniors must pass, they must do a series of oral presentations.  There is a funny thing about oral presentations: one of the top phobias is to speak in front of a group and, in fact, it is said that many people fear it more than death!  No one would leave my class without having some level of mastery in presentations.  I am in total agreement with Jay Matthews (see below) and I also believe this is where testing should be geared, toward essential life skills. Students are much more motivated to learn if they can see how it relates to their lives!

Teachers Discuss Importance Of “Essential Life Skills,” And How To Teach Them.

In an article for the Washington Post (2/18), Jay Mathews writes about “eight essential life skills” that students should learn in school, accompanied by “expert opinion on their importance and how to teach them.” Among these skills are organization, teamwork, exercise, arguing, critical thinking and presentation. In regards to the last skill Mathews writes, “As adults we often learn the hard way how important it is to be prepared, maintain eye contact and dress appropriately for the situation. It is better to learn this in school than while shaking in fear two minutes before our first job interview.”

EwingSIR does not guarantee information contained in this blog, readers are encouraged not to rely solely on this information and to do their own independent research of facts contained herein. Blog information was obtained from independent sources that we do not endorse, and we do not investigate this information for accuracy.

Tags: Essential Life Skills, Jay Matthews, The Importance of Life Skills

California Students Among the Most Successful on AP Tests

Here’s something which all of us Californians should be concerned about. Which do you want first? The good news or the bad news?

By: Deborah Cahill

Report: California Students Among The Most Successful On AP Tests.

The Los Angeles Times (2/11, Cruz) reported that California “boasts one of the nation’s highest percentages of public school students passing AP tests, but educators are concerned about a dramatic slowdown in the rate of students taking those college-level courses, according to an annual report released Wednesday.” The number of high school students taking AP exams nationally “almost doubled from 2001 to 2009, but course enrollments are slowing, particularly in California, said Trevor Packer, vice president of the College Board, which administers the tests and released the report.” In the last decade, California “saw 8 percent average growth in AP course enrollment each year,” but in the 2008-2009 school year, that growth “slowed by almost half.”

EwingSIR does not guarantee information contained in this blog, readers are encouraged not to rely solely on this information and to do their own independent research of facts contained herein. Blog information was obtained from independent sources that we do not endorse, and we do not investigate this information for accuracy.

Tags: AP test scores in California, AP Tests in California

The Implications of Junk Food Today

JUNK FOOD BEGONE!

By: Deborah Cahill

As an educator in various parts of the country, and most recently California, I am amazed at what the students eat for “lunch.”  Often times they will not even buy a lunch but instead have chips and other “junk food” as their meals.  The number of overweight and even obese students is disconcerting to say the least.  As adults we know that one is more likely to gain weight as we grow older.  If that is the case, then what lies ahead for these young people?  That is why this generation is the first in many to actually have a shorter life expectancy than their parents!  I absolutely support cutting out junk food and not having it available on school campuses.  An effort needs to be made to deter at the source so much which contributes to health issues.  This alone will not do the trick, of course, but at least it is a step in the right direction.

Leading the News

Obama Administration Launches Campaign To Remove Junk Food From Schools.

The AP (2/8, Jackson) reported that the Obama administration “will ask Congress to improve childhood nutrition by ridding school vending machines of sugary snacks and drinks and giving school lunch and breakfast to more kids. Agriculture Secretary Tom Vilsack said the administration will seek changes when Congress overhauls the Childhood Nutrition Act.” In a speech planned for delivery on Monday but cancelled due to snow, Vilsack “outlined changes that include a push to jettison cookies, cakes, pastries and salty food from school vending machines and cafeteria lines.”

The St. Petersburg Times (2/9, Marshall) reports that a proposed federal bill “is said to include $1 billion in extra money to pay for more of the fruits, vegetables and whole grains that make teenagers cringe. But Republican support is far from certain, and the American Beverage Association told the New York Times it did not support a federal ban” on junk food in schools.

Op-Ed: Obesity Seen As National Security Threat. Retired U.S. Army General Johnnie E. Wilson writes in an op-ed for the Atlanta Journal-Constitution (2/9) that child obesity “has become so serious in this country that military leaders are viewing the epidemic as a potential threat to our national security.” Wilson adds, “Today, retired admirals and generals are calling on Congress to support at least $1 billion per year in new funding that will help to improve nutrition standards for meals served in school, after school and in child care settings. We are also seeking improved nutrition standards for all competitive foods and beverages sold on school grounds.

EwingSIR does not guarantee information contained in this blog, readers are encouraged not to rely solely on this information and to do their own independent research of facts contained herein. Blog information was obtained from independent sources that we do not endorse, and we do not investigate this information for accuracy.

Tags: Junk food in America, The Implications of Junk Food Today

Teacher Accountability: What to Do?

School Accountability Needs Proper Metrics

By: Deborah Cahill

I agree with Professor Daniel Willingham (see below) that there are no good tools to measure teachers.  If you base a teacher’s success strictly on student test scores, you have done a gross injustice to teachers and students alike.  This throws us right back to teaching to the test and sacrificing core curriculum and content which are so enriching, interesting and necessary.  Having to limit our content means our students are missing valuable material and are even less prepared if they are attending college.  Even more unconscionable is withholding funds from those states who disagree with this practice of  evaluating teachers based on test scores.  If the federal government and President Obama want educators to be held more strictly accountable then they must come up with a fair and effective way to measure teachers’ performances and stop black mailing states if they do not go along with this practice.

Law & Policy

Op-Ed: School Accountability Push Will Fail Without Proper Metrics

University of Virginia Psychology Professor Daniel Willingham writes in an op-ed in the Boston Globe (2/4), “In an effort to improve public schools, President Obama wants to hold individual teachers accountable for student test scores; indeed, states that prohibit the practice are ineligible for the ‘Race to the Top’ funds.” However, “we do not have good tools to measure teachers, and when you hold people accountable with poor measures, things…get worse. The reason is simple: Accountability changes workers’ focus from ‘do a good job’ to ‘do a job that looks good according to the measure.’”

EwingSIR does not guarantee information contained in this blog, readers are encouraged not to rely solely on this information and to do their own independent research of facts contained herein. Blog information was obtained from independent sources that we do not endorse, and we do not investigate this information for accuracy.

Tags: Daniel Willingham, School Accountability Push Will Fail Without Proper Metrics

Recess: The Importance of Play

By: Deborah Cahill

This study ties play time to success in the classroom.  This makes perfect sense.  Even as adults with longer so called “attention spans,” when we are attending lectures or involved in classroom studies, how long does it take before we get “figidty” and want a break!  Children need to be alert and fresh.  Sometimes it is even appropriate to get the class up (whether they are elementary or college!) and have them do stretches or some other physical activity to re-focus their attention.  I don’t think we really need a study to tell us this, unless they are making a case for putting recess back in schools as the favorite class of the day!

Leading the News

Most Elementary School Principals Say Recess Positively Impacts Achievement, Poll Shows.

The Christian Science Monitor (2/4, Paulson) reported that a new Gallup survey shows “more than 80 percent of elementary-school principals believe that recess has a positive impact on academic achievement.” Also, according to “two-thirds of the principals” polled, “students listen better and are more focused in class” after recess. “The findings support a growing wave of educators who are pushing to restore the place of recess in schools and, in some cases, to improve its quality.” Schools in some cities such as “Chicago, Atlanta, and Boston…have dropped recess completely,” amid budget cuts and an increasingly intense focus on test preparation.

Nancy Shute wrote in the US News and World Report (2/4) On Parenting blog, “Recess has almost disappeared from the curriculum at many schools, edged out by more math and reading work as schools push to raise scores on standardized tests.” But more and more research “shows that adding more play to the day, not less, improves the likelihood of better test scores and behavior.” However, Shute adds, “The news wasn’t all good. The principals said most of their discipline problems happened during a recess or lunch break and said that they would like to have more staff to monitor the playground, better equipment, and training in playground management.”

EwingSIR does not guarantee information contained in this blog, readers are encouraged not to rely solely on this information and to do their own independent research of facts contained herein. Blog information was obtained from independent sources that we do not endorse, and we do not investigate this information for accuracy.

Tags: Deborah Cahill, Recess: The Importance of Play

To Have AYP or Not Have AYP. That is the Question

By: Deborah Cahill

Yet another follow up on NCLB, this time addressing AYP (Adequate Yearly Progress) requirements for all schools.  I think there needs to be some middle ground between was has been expected and what the new expectations are to be.  Without doubt the perimeters the Bush Administration set up for “No Child Left Behind” has not worked and has only served to punish schools who have not made “the grade” but have clearly shown progress, which in many cases has been quite substantial.  Totally eliminating the program, or suspending it indefinitely, may not be the answer either.

I think perhaps the Obama administration needs to get a wider range of educators, including teachers in “the trenches,” involved nationwide to give their input and expertise based on in the field working knowledge of the situation at hand.  I believe more control needs to be given locally to states and districts because they are in a much better position to access progress and set relevant and realistic goals.  California is one state that does have the CAHSEE (California High School Exit Exam) which is a state exam that all students must pass in order to graduate.  Clearly more states needs to institute a similar program.

I am not saying that this will “fix” everything, nor I am saying that there is one solution to this problem.  Undeniably if the United States is going to remain a world force we need to step up the pace in education to make our youth viable contenders as the world leaders of tomorrow.  I am glad to see, at least, according to the article below, that this issue is starting to be more aggressively addressed.

Law & Policy

Obama Administration Seeking To Eliminate “Adequate Yearly Progress” Benchmark.

The Washington Post (2/2, Anderson, 684K) reports, “As legions of schools nationwide fall short of academic targets, the Obama administration proposed Monday to toss out” the NCLB Adequate Yearly Progress “pass-fail measure that for 15 years has been the bedrock of the school accountability system and replace it with an index that would reward educators who prepare students for college and careers.” Duncan “credited” NCLB “for exposing achievement gaps but said it has focused too much on reading and math and unfairly labeled many schools.”

Globe Calls Backing Away From AYP Mandates A “Mistake.” The Boston Globe (2/3) editorializes that the Obama administration “is retreating from a deadline to bring every child in 98,000 public schools to academic proficiency by 2014. What was seen as an attainable goal in the Bush years is now a ‘utopian goal,’ according to Secretary of Education Arne Duncan.” Yet, according to the Globe, “backing away from the goal that all students achieve proficiency on their state exams is a mistake in a field where nothing short of high-stakes testing grabs the attention of students, parents, teachers, and school administrators.”

EwingSIR does not guarantee information contained in this blog, readers are encouraged not to rely solely on this information and to do their own independent research of facts contained herein. Blog information was obtained from independent sources that we do not endorse, and we do not investigate this information for accuracy.

Tags: Adequate Yearly Progress, AYP Adequate Yearly Progress, NCLB, No Child Left Behind

The Realities of “No Child Left Behind”

By: Deborah Cahill

The New York Times (2/1, A1, Dillon) reports on its front page that the Obama administration “is proposing a sweeping overhaul” of NCLB “and will call for broad changes in how schools are judged to be succeeding or failing, as well as for the elimination of the law’s 2014 deadline for bringing every American child to academic proficiency.” However, the Times adds that the “administration is not planning to abandon the law’s commitments to closing the achievement gap between minority and white students and to encouraging teacher quality.” The Times notes that Secretary of Education Arne Duncan “foreshadowed the elimination of the 2014 deadline in a September speech, referring to it as a ‘utopian goal,’ and administration officials have since made clear that they want the deadline eliminated.”

Finally some common sense when it comes to this legislation.  NCLB (No Child Left Behind) is a wonderful in theory but it lacks the realistic ability to enforce it.  You cannot expect schools in “School Improvement” to miraculously catch up to schools in areas where the average household has at least one parent with a college degree just because the state is requiring higher test scores!  It just is not possible.

Realistic goals need to be set so that we are seeing steady improvement and at the same time are not setting goals which increase each year making it impossible for these schools to ever get out of School Improvement.  This encourages and allows the best students from the School Improvement schools to leave to go to other schools which are not in school improvement, hence making it more difficult for the SI school to improve test scores because their best students are no longer in attendance to help pull up their scores! It has been a “catch 22″ which has caused a great deal of distress and unfair pressure on the SI schools.  Maybe this new understanding on the part of the government will finally help public education and take some pressure off the schools who are drowning under this deadline.

EwingSIR does not guarantee information contained in this blog, readers are encouraged not to rely solely on this information and to do their own independent research of facts contained herein. Blog information was obtained from independent sources that we do not endorse, and we do not investigate this information for accuracy.

Tags: Deborah Cahill, NCBL, No Child Left Behind

Teacher’s Say Law Hampers Creativity

By: Deborah Cahill

As a secondary school teacher in California for a number of years and as a classroom teacher for over 25 years I can at “test” to the fact that one of the major complaints teachers have is that we spend far too much time teaching to the test and then taking even more time out from our regular courses of study to complete the tests!  It has gotten to the point where we loose weeks each year on tests which teachers feel are unnecessary and really devalue our time.  As a result, the amount of material we love to teach and which excites the students, and which we have been able to cover, seems to diminish each year.  Here is a brief article that addresses that concern.

California’s Top Teachers Say Law Hampers Classroom Creativity, According To Study.

California’s Press Enterprise (1/26, Straehley) reported, “The best teachers don’t like the effects of the No Child Left Behind act, saying it hampers creativity in the classroom and makes it harder to teach students to love learning,” according to a UC Riverside study published in Policy Matters today. Researchers “surveyed 740 national board certified teachers in California” and “found that 84 percent reported overall unfavorable attitudes about the” law. Many teachers said that “too much class time is devoted to teaching what’s on the state tests, and there’s little time left for creative and fun lessons.” Titled, “Does the No Child Left Behind Act Help or Hinder K-12 Education,” the reports also says that “teachers did see value in the focus and high expectations set by the act, but” did not see NCLB as helping students reach those standards.

EwingSIR does not guarantee information contained in this blog, readers are encouraged not to rely solely on this information and to do their own independent research of facts contained herein. Blog information was obtained from independent sources that we do not endorse, and we do not investigate this information for accuracy.

Tags: Deborah Cahill, secondary school teacher in California

Study Shows Girls Less Engaged In Science Than Boys

An Educational Report

By: Deborah Cahill

As a high school teacher and Realtor, I thought our readers would enjoy an educational report.  I have a masters in Secondary Administration and Supervision so this really caught my eye.  Here’s what I found:

The AP (1/20, Sutschek) reports that according to “a study by two Northern Illinois University professors…high school girls are bored, disengaged, and stressed in science classes when compared with boys.” Co-principal investigators, Jennifer Schmidt and M. Cecil Smith “looked at 244 high school students and 13 science teachers.” Responding to a pager “students immediately reported what they were doing and thinking, rating their engagement, enjoyment, anxiety and concentration levels.” According to Schmidt, boys and girls put forth equal efforts into lessons, “but for whatever reason the engagement switch is not being flipped for the girls, in spite of the fact that they get similar grades,” said Schmidt. Smith added that girls often rated “lectures and completing work at their seats as the most engaging classroom activities.” The researchers cited “societal expectations and the role of the teacher” as possible “causes for the gender differences.”

EwingSIR does not guarantee information contained in this blog, readers are encouraged not to rely solely on this information and to do their own independent research of facts contained herein. Blog information was obtained from independent sources that we do not endorse, and we do not investigate this information for accuracy.

Tags: Deborah Cahill, ewingsir