Earlier this evening, NBC News ran a story on the Horizon Summer Programs that are helping public school students address the "summer brain drain". According to the video, the programs help address the achievement gap issues by providing selected students with tuition to attend, individual attention, and a varied curriculum involving swimming and other electives.
In order to attend, public school teachers nominate kids to be considered, and the ones who get accepted have their tuition paid by a private foundation.
It would seem that money, individual attention aka. lower class size, quality time with kids (including schedule) and a well rounded curriculum make a difference in the achievement gap.
These are the same issues public school teachers have been advocating for their schools. Maybe now the "so-called experts" will address those needs for all of our public schools.
Showing posts with label Achievment Gap. Show all posts
Showing posts with label Achievment Gap. Show all posts
Thursday, July 23, 2009
Monday, July 13, 2009
2009 RA Sights & Sounds--Linda Darling-Hammond, NEA Friend of Education
"We need federal education policies that support educators in doing the challenging work they have committed to do, that supports schools to improve, that supports students in and out of school with adequate health care, with housing, with community supports. You know, when you go to high-achieving nations around the world, they don't have children who are homeless. They don't have children without health care. They have a safety net that enables every child to come to school ready to learn that day and to take advantage of what the school has to offer, as well as well-qualified teachers, counselors, principals and plentiful, high-quality learning materials. We need to meet international standards by treating education and teaching in this country the way they are treated in high-achieving nations around the world."--Linda Darling-Hammond, 2009 NEA Friend of Education
2009 RA Sights & Sounds--Dennis Van Roekel's Keynote Address
"And contrary to what our opponents might say... NEA welcomes a national conversation about how to transform our school system... better ways to measure student learning... to improve the practice of our profession... to attract bright and talented students into teaching... and to confront the problems that plague poor and minority children in struggling schools."--NEA President Dennis Van Roekel's keynote address on July 3.
2009 RA Sights & Sounds--Arne Duncan
"The President and I have both said repeatedly that we are not going to impose reform but rather work with teachers, principals, and unions to find what works."-Secretary of Education Arne Duncan
Tuesday, June 16, 2009
New Report on Charter Schools and Student Achievement
Charter Schools Found Not To Have Raised Student Achievement Significantly
The Washington Times (6/16, Billups) reports, "Even as the president has touted the growth of charter schools and his education secretary has decried state caps on their numbers, a new study from Stanford University has found that the nation's charter schools have not significantly raised student achievement when compared with traditional public schools. The study of collective reading and math progress in 2,403 charter schools in 15 states and cities, including the District of Columbia was released Monday by researchers at Stanford's Center for Research on Education Outcomes (CREDO)." Findings "showed that almost half of the charter schools produced results similar to those from comparable public schools, and schools producing worse results than the traditional schools outnumbered those with better numbers by more than 2 to 1."
The Washington Times (6/16, Billups) reports, "Even as the president has touted the growth of charter schools and his education secretary has decried state caps on their numbers, a new study from Stanford University has found that the nation's charter schools have not significantly raised student achievement when compared with traditional public schools. The study of collective reading and math progress in 2,403 charter schools in 15 states and cities, including the District of Columbia was released Monday by researchers at Stanford's Center for Research on Education Outcomes (CREDO)." Findings "showed that almost half of the charter schools produced results similar to those from comparable public schools, and schools producing worse results than the traditional schools outnumbered those with better numbers by more than 2 to 1."
Thursday, May 28, 2009
OEA Educators and Clergy Conference
The 2nd annual Educators and Clergy Conference was held earlier this spring and more than 100 people -- teachers, administrators and clergy -- attended. The Conference topic was how schools and churches can work together to battle the dropout problem.
Some faith-based organizations have programs for kids while other groups and schools are looking for help and direction in this area. The speakers shared successes and challenges of their programs and also heard from representatives from the First Amendment Center about how programs can legally assist schools.
Speakers pictured above are of OEA Vice-President Becky Felts, Reverend George Young, Tulsa Schools Superintendent Keith Ballard, Charles Haynes, Senior Scholar at the First Amendment Center, Patrick McPherson of Lawton, Howard Hendricks the Director of the Oklahoma Department of Human Services, Richard Klinge of Catholic Charities, Julie Roberson of St. Luke's Methodist Church and Officer Wayland Cubit of the Oklahoma City Police.
Monday, April 13, 2009
Not on the Test--Tom Chapin
Since it's test time, here is Tom Chapin to put everthing into perspective with the best song and video. Tom can be found here.
Wednesday, April 08, 2009
NCLB Issues: Restructuring Schools Won’t Raise Student Achievement
A policy brief by William J. Mathis debunks the NCLB school restructuring alternatives.
RESTRUCTURING SCHOOLS WON’T RAISE STUDENT ACHIEVEMENT
Research predicts failure for NCLB’s ultimate sanctions, concludes new report
EAST LANSING, MI, (April 8, 2009)—A new policy brief finds little evidence that sweeping school restructuring—mandated by the federal government for so-called failing schools—will raise student achievement.
The report is titled NCLB’s Ultimate Restructuring Alternatives: Do They Improve the Quality of Education? It was written by William J. Mathis, adjunct associate professor of school finance at the University of Vermont and a superintendent of schools. The report was released today by the Great Lakes Center for Education Research and Practice.
Mathis’s brief examines the impact of the specific school restructuring approaches required under the federal No Child Left Behind law. Under the law, enacted in 2001, schools are required to be restructured if they fail to make “adequate yearly progress” (measured by meeting test score targets) for six consecutive years.
NCLB school restructuring can take one of the following forms: takeover of the school by the state; turning management of the school over to a private firm; shutting down and reopening as a charter school; or reconstitution of the school by replacing some or all administrators, staff, or faculty. A fifth option provided under the law endorses “any other major restructuring of a school’s governance arrangement.”
The brief reviews the existing body of research on each of the five restructuring options and finds that “there is little or no evidence to suggest that any of these options delivers the promised improvements in academic achievement” but notes that “negative side effects are frequently recorded including increased segregation, substantial, short-term drops in achievement scores and organizational instability.”
Mathis concludes: “Given that these approaches are being proposed for the nation’s most troubled schools, the solutions [currently set forth by NCLB] are likely to be woefully inadequate” and that “reliance on these restructuring options could actually deter schools from exploring more promising approaches of achieving the goal of a sound basic education for every child.”
In light of such findings, Mathis recommends against relying on restructuring sanctions to promote school improvement and encourages the support of research on the effectiveness of other school improvement strategies. He also recommends support for strategies that have been shown increase school improvement including early education, small school communities, and strong counseling and social support systems for students.
Find William Mathis’s report, NCLB’s Ultimate Restructuring Alternatives: Do They Improve the Quality of Education? on the web at: http://www.greatlakescenter.org.
RESTRUCTURING SCHOOLS WON’T RAISE STUDENT ACHIEVEMENT
Research predicts failure for NCLB’s ultimate sanctions, concludes new report
EAST LANSING, MI, (April 8, 2009)—A new policy brief finds little evidence that sweeping school restructuring—mandated by the federal government for so-called failing schools—will raise student achievement.
The report is titled NCLB’s Ultimate Restructuring Alternatives: Do They Improve the Quality of Education? It was written by William J. Mathis, adjunct associate professor of school finance at the University of Vermont and a superintendent of schools. The report was released today by the Great Lakes Center for Education Research and Practice.
Mathis’s brief examines the impact of the specific school restructuring approaches required under the federal No Child Left Behind law. Under the law, enacted in 2001, schools are required to be restructured if they fail to make “adequate yearly progress” (measured by meeting test score targets) for six consecutive years.
NCLB school restructuring can take one of the following forms: takeover of the school by the state; turning management of the school over to a private firm; shutting down and reopening as a charter school; or reconstitution of the school by replacing some or all administrators, staff, or faculty. A fifth option provided under the law endorses “any other major restructuring of a school’s governance arrangement.”
The brief reviews the existing body of research on each of the five restructuring options and finds that “there is little or no evidence to suggest that any of these options delivers the promised improvements in academic achievement” but notes that “negative side effects are frequently recorded including increased segregation, substantial, short-term drops in achievement scores and organizational instability.”
Mathis concludes: “Given that these approaches are being proposed for the nation’s most troubled schools, the solutions [currently set forth by NCLB] are likely to be woefully inadequate” and that “reliance on these restructuring options could actually deter schools from exploring more promising approaches of achieving the goal of a sound basic education for every child.”
In light of such findings, Mathis recommends against relying on restructuring sanctions to promote school improvement and encourages the support of research on the effectiveness of other school improvement strategies. He also recommends support for strategies that have been shown increase school improvement including early education, small school communities, and strong counseling and social support systems for students.
Find William Mathis’s report, NCLB’s Ultimate Restructuring Alternatives: Do They Improve the Quality of Education? on the web at: http://www.greatlakescenter.org.
Saturday, January 31, 2009
OEA Community Conversations:ELL Issues
The OEA has initiated and participated in "community conversations” projects, which seek input and ideas from the community served by schools so the school can better understand and address the issues and concerns important to that community.
The first project involves Putnam City West High School and the Hispanic community. Listening to the concerns of parents and using bilingual communication allows for the opportunity to address needs in a non-intimidating fashion. Because of these conversations, parents and teachers more fully understand the barriers that language can play in impeding parental involvement. Parents want to be involved and want help because they want the best for their children and that means keeping them in school.
The first project involves Putnam City West High School and the Hispanic community. Listening to the concerns of parents and using bilingual communication allows for the opportunity to address needs in a non-intimidating fashion. Because of these conversations, parents and teachers more fully understand the barriers that language can play in impeding parental involvement. Parents want to be involved and want help because they want the best for their children and that means keeping them in school.
Wednesday, January 21, 2009
Arne Duncan and the HELP Committee
On January 13th, the Senate Committee on Health, Education, Labor, and Pensions (HELP-which includes Senator Coburn) held a hearing to consider the nomination of Arne Duncan as Secretary of Education. Here is a summary of that hearing.
The hearing was chaired by Senator Harkin (D-IA) in the absence of Senator Kennedy (D-MA). Also in attendance at the hearing were Senators Mikulski (D-MD), Reed (D-RI), Sanders (I-VT), Murray (D-WA), Enzi (R-WY), Alexander (R-TN), Coburn (R-OK), Roberts (R-KS), Burr (R-NC), Isakson (R-GA), Murkowski (R-AK), and Hatch (R-UT).
Opening Statements Superintendent Duncan was introduced by Senator Durbin (D-IL), who cited Duncan’s success in raising test scores and decreasing dropout rates and in working closely with the business community and unions. Senator Enzi, ranking Member on the Committee, made an opening statement in which he expressed his pleasure at Duncan’s “support for merit pay and charter schools.”
In his opening statement, Superintendent Duncan cited three “deeply held beliefs:”
1. Every child from every background can be successful.
2. When we fail to educate children, we “perpetuate poverty and social failure.”
3. Children have only one chance to be educated – we cannot wait because they cannot wait.
He spoke about wanting to focus on things that are practical, pragmatic, and innovative. His statement focused on the themes of recognizing and rewarding excellence, challenging the status quo, elevating the teaching profession, and scaling up what works. In his written statement submitted to the committee, Duncan stated with regard to NCLB, "I have seen the law's power and its limitations. I agree with the president-elect that we should neither bury NCLB nor praise it without reservation."
Questions and Answers
· Teacher Incentive Fund/Pay-for performance – Senator Alexander asked about Duncan’s views on the Teacher Incentive Fund (TIF). Senator Burr asked about expanding pay-for-performance programs. Duncan stated that he is a big fan of TIF, calling it “one of the best things Secretary Spellings did.” He mentioned that he received TIF funds in Chicago and thought it was a highly successful program that rewards talent and helps to attract and keep great teachers where they are needed most. His goal is to reward excellent teachers. He wants to support and potentially expand TIF. Duncan indicated he had a teacher advisory council in Chicago that helped shaped the program and spoke positively about his partnership with the union. He also wants to look for other ways to support teachers and attract them to high-need areas, including career ladders.
· Teach for America – Senator Harkin expressed strong support for Teach for America (TFA). He stated that a “high percentage of Teach for America alumnae stay in teaching and become excellent teachers.” He indicated that TFA needs more money than Congress currently provides ($14 million). Harkin asked Duncan about his familiarity with Wendy Kopp, the head of TFA, and his views on the program. Duncan stated that he is a huge fan of Wendy, calling her “one of a breed of educational entrepreneurs that includes Jonathan Schnur (Executive Director of New Leaders for Schools)” who are “changing the face of public education.” He expressed his strong support for TFA and talked about the partnership Chicago schools had with the program. He called it a “pipeline of talent” and indicated that many TFA alumni are principals in Chicago schools and many are among his advisors. He would like to scale up TFA quickly.
· Teacher retention – Senator Mikulski asked why so many teachers leave the profession after only a few years and what can be done to retain quality teachers. Duncan talked about the need to support new teachers, including through induction and mentoring programs. He also indicated his support for career ladders. Duncan indicated that teaching is an art, not a science, and that it takes 10-15 years to develop excellent teachers.
· Teacher compensation – Senator Roberts indicated that the main reason teachers leave the profession is the need for more money. Duncan did not provide a response to this statement as no question was asked.
· Teacher preparation – In response to a question from Senator Reed, Duncan indicated his desire to work with institutions of higher education to make sure that teachers are prepared. He also stated his support for teacher residency programs. In addition, he stated support for alternative licensure programs.
· Early childhood education – Senators Harkin and Sanders asked questions about early childhood education and the need to ensure that children come to school ready to learn In his responses, Duncan cited the Obama “zero to five” plan and his goals for improving the quality of and access to early childhood programs. Duncan indicated that there is nothing more important than getting kids ready to learn and that early childhood programs need to be much more than glorified babysitting. Duncan also indicated support for a goal of moving to universal access to quality child care.
· Higher education – Senator Murray and Senator Sanders asked about access to and affordability of higher education. Duncan responded that we need to reduce barriers to higher education, including simplifying the federal financial aid application. He also indicated his support for increasing the Pell Grant award, and the American Opportunity Tax Credit. He also stated support for loan forgiveness, cautioning that there has to be mutual responsibility and those who receive loan forgiveness must give back to the community.
Senator Burr asked about higher education matriculation rates and how long the government should have to pay for students to attend higher education. Duncan responded that he did not have a specific answer but would want to look for ways to support people who are trying to take advantage of the opportunity of higher education, including those who may need to take longer to complete their education.
· 21st Century skills – In response to a question from Senator Murray about preparing students for the jobs of tomorrow, Duncan highlighted the disconnect between the business community and education and his hopes for bridging those gaps. He stated his concern about the need to prepare students for 21st Century skills and gave the example of nursing, which cannot be outsourced.
· IDEA special education – Senator Roberts asked about IDEA funding, indicating that IDEA is currently the “biggest unfunded mandate foisted on schools.” Roberts indicated his strong support for increasing the federal share of IDEA costs. Duncan spoke about living on “the other side of the unfunded mandate” and the high price that mandate has had in Chicago’s schools.
· Highly qualified teachers/Special education --- Senator Coburn raised concerns about the impact of the definition of “highly qualified teacher” on special educators and the loss of teachers due to this problem. Senator Isakson later followed up with a similar question. In response, Duncan indicated that we need to take another look at things that are impractical and we need to be more pragmatic.
· Assessments for students with disabilities – Senator Isakson raised the issue of assessing students with disabilities and his belief that the IEP should determine the type of assessment. In response Duncan stated, “I tend to agree with you. We need to be practical.” He further added, “For English Language Learners, we need assessments that test knowledge. If we give an assessment they cannot read, what good is it?”
Senator Harkin raised the “one percent” and “two percent” rules, which limit the number of students with disabilities who can be tested with alternative assessments and count toward AYP. Harkin was concerned that these rules “leave as many as 30% of students with disabilities not counted.” Duncan stated that he “philosophically agrees” with the Senator.
· Adequate Yearly Progress – Senator Isakson raised concerns about judging schools on the failure of one subgroup. Duncan indicated his support for disaggregated data and growth models, but that it is too blunt an instrument to measure a school because of one student in one subgroup.
· Charter schools -- In response to a question from Senator Alexander, Duncan indicated that he is a great supporter of charter schools. However, he believes in holding charter schools accountable and does not believe that just anyone should be able to open a charter school. In Chicago, he stated that charters were successful because they had “rigorous strict standards up front.” In short, he supports creating schools in any format that works.
· Community schools – Senator Sanders asked about the provision of health services in schools. Duncan responded that schools should be community centers and provide services to the whole community. They should be open for 12 hours, not 6, to allow access for working parents.
· Dropout/Graduation rates – Senator Burr asked about the dropout rate problem. Duncan responded that the U.S. hasn’t so much fallen behind other countries as other countries have surpassed us. He stated that we do not need to look overseas to find good models for reducing dropout rates. He wants to “shine a light” on excellent programs in the United States and scale up what is working.
· Physical education – Senator Harkin spoke about the importance of physical education programs and the problems of childhood obesity. Duncan agreed, noting that his wife is a PE teacher.
· Challenges in rural areas – Senator Murkowski mentioned the challenges of education in a vast rural state like Alaska, and invited Duncan to visit Alaska to see these challenges first hand. She asked about a focus on middle school. Duncan indicated that there is “no magic bullet” as to which grade levels are most important and reiterated his themes of being practical, pragmatic, and focusing on what works.
Closing Statement
Senator Harkin closed the hearing by indicating his hope and expectation that Duncan would be confirmed unanimously by the full Senate.
The hearing was chaired by Senator Harkin (D-IA) in the absence of Senator Kennedy (D-MA). Also in attendance at the hearing were Senators Mikulski (D-MD), Reed (D-RI), Sanders (I-VT), Murray (D-WA), Enzi (R-WY), Alexander (R-TN), Coburn (R-OK), Roberts (R-KS), Burr (R-NC), Isakson (R-GA), Murkowski (R-AK), and Hatch (R-UT).
Opening Statements Superintendent Duncan was introduced by Senator Durbin (D-IL), who cited Duncan’s success in raising test scores and decreasing dropout rates and in working closely with the business community and unions. Senator Enzi, ranking Member on the Committee, made an opening statement in which he expressed his pleasure at Duncan’s “support for merit pay and charter schools.”
In his opening statement, Superintendent Duncan cited three “deeply held beliefs:”
1. Every child from every background can be successful.
2. When we fail to educate children, we “perpetuate poverty and social failure.”
3. Children have only one chance to be educated – we cannot wait because they cannot wait.
He spoke about wanting to focus on things that are practical, pragmatic, and innovative. His statement focused on the themes of recognizing and rewarding excellence, challenging the status quo, elevating the teaching profession, and scaling up what works. In his written statement submitted to the committee, Duncan stated with regard to NCLB, "I have seen the law's power and its limitations. I agree with the president-elect that we should neither bury NCLB nor praise it without reservation."
Questions and Answers
· Teacher Incentive Fund/Pay-for performance – Senator Alexander asked about Duncan’s views on the Teacher Incentive Fund (TIF). Senator Burr asked about expanding pay-for-performance programs. Duncan stated that he is a big fan of TIF, calling it “one of the best things Secretary Spellings did.” He mentioned that he received TIF funds in Chicago and thought it was a highly successful program that rewards talent and helps to attract and keep great teachers where they are needed most. His goal is to reward excellent teachers. He wants to support and potentially expand TIF. Duncan indicated he had a teacher advisory council in Chicago that helped shaped the program and spoke positively about his partnership with the union. He also wants to look for other ways to support teachers and attract them to high-need areas, including career ladders.
· Teach for America – Senator Harkin expressed strong support for Teach for America (TFA). He stated that a “high percentage of Teach for America alumnae stay in teaching and become excellent teachers.” He indicated that TFA needs more money than Congress currently provides ($14 million). Harkin asked Duncan about his familiarity with Wendy Kopp, the head of TFA, and his views on the program. Duncan stated that he is a huge fan of Wendy, calling her “one of a breed of educational entrepreneurs that includes Jonathan Schnur (Executive Director of New Leaders for Schools)” who are “changing the face of public education.” He expressed his strong support for TFA and talked about the partnership Chicago schools had with the program. He called it a “pipeline of talent” and indicated that many TFA alumni are principals in Chicago schools and many are among his advisors. He would like to scale up TFA quickly.
· Teacher retention – Senator Mikulski asked why so many teachers leave the profession after only a few years and what can be done to retain quality teachers. Duncan talked about the need to support new teachers, including through induction and mentoring programs. He also indicated his support for career ladders. Duncan indicated that teaching is an art, not a science, and that it takes 10-15 years to develop excellent teachers.
· Teacher compensation – Senator Roberts indicated that the main reason teachers leave the profession is the need for more money. Duncan did not provide a response to this statement as no question was asked.
· Teacher preparation – In response to a question from Senator Reed, Duncan indicated his desire to work with institutions of higher education to make sure that teachers are prepared. He also stated his support for teacher residency programs. In addition, he stated support for alternative licensure programs.
· Early childhood education – Senators Harkin and Sanders asked questions about early childhood education and the need to ensure that children come to school ready to learn In his responses, Duncan cited the Obama “zero to five” plan and his goals for improving the quality of and access to early childhood programs. Duncan indicated that there is nothing more important than getting kids ready to learn and that early childhood programs need to be much more than glorified babysitting. Duncan also indicated support for a goal of moving to universal access to quality child care.
· Higher education – Senator Murray and Senator Sanders asked about access to and affordability of higher education. Duncan responded that we need to reduce barriers to higher education, including simplifying the federal financial aid application. He also indicated his support for increasing the Pell Grant award, and the American Opportunity Tax Credit. He also stated support for loan forgiveness, cautioning that there has to be mutual responsibility and those who receive loan forgiveness must give back to the community.
Senator Burr asked about higher education matriculation rates and how long the government should have to pay for students to attend higher education. Duncan responded that he did not have a specific answer but would want to look for ways to support people who are trying to take advantage of the opportunity of higher education, including those who may need to take longer to complete their education.
· 21st Century skills – In response to a question from Senator Murray about preparing students for the jobs of tomorrow, Duncan highlighted the disconnect between the business community and education and his hopes for bridging those gaps. He stated his concern about the need to prepare students for 21st Century skills and gave the example of nursing, which cannot be outsourced.
· IDEA special education – Senator Roberts asked about IDEA funding, indicating that IDEA is currently the “biggest unfunded mandate foisted on schools.” Roberts indicated his strong support for increasing the federal share of IDEA costs. Duncan spoke about living on “the other side of the unfunded mandate” and the high price that mandate has had in Chicago’s schools.
· Highly qualified teachers/Special education --- Senator Coburn raised concerns about the impact of the definition of “highly qualified teacher” on special educators and the loss of teachers due to this problem. Senator Isakson later followed up with a similar question. In response, Duncan indicated that we need to take another look at things that are impractical and we need to be more pragmatic.
· Assessments for students with disabilities – Senator Isakson raised the issue of assessing students with disabilities and his belief that the IEP should determine the type of assessment. In response Duncan stated, “I tend to agree with you. We need to be practical.” He further added, “For English Language Learners, we need assessments that test knowledge. If we give an assessment they cannot read, what good is it?”
Senator Harkin raised the “one percent” and “two percent” rules, which limit the number of students with disabilities who can be tested with alternative assessments and count toward AYP. Harkin was concerned that these rules “leave as many as 30% of students with disabilities not counted.” Duncan stated that he “philosophically agrees” with the Senator.
· Adequate Yearly Progress – Senator Isakson raised concerns about judging schools on the failure of one subgroup. Duncan indicated his support for disaggregated data and growth models, but that it is too blunt an instrument to measure a school because of one student in one subgroup.
· Charter schools -- In response to a question from Senator Alexander, Duncan indicated that he is a great supporter of charter schools. However, he believes in holding charter schools accountable and does not believe that just anyone should be able to open a charter school. In Chicago, he stated that charters were successful because they had “rigorous strict standards up front.” In short, he supports creating schools in any format that works.
· Community schools – Senator Sanders asked about the provision of health services in schools. Duncan responded that schools should be community centers and provide services to the whole community. They should be open for 12 hours, not 6, to allow access for working parents.
· Dropout/Graduation rates – Senator Burr asked about the dropout rate problem. Duncan responded that the U.S. hasn’t so much fallen behind other countries as other countries have surpassed us. He stated that we do not need to look overseas to find good models for reducing dropout rates. He wants to “shine a light” on excellent programs in the United States and scale up what is working.
· Physical education – Senator Harkin spoke about the importance of physical education programs and the problems of childhood obesity. Duncan agreed, noting that his wife is a PE teacher.
· Challenges in rural areas – Senator Murkowski mentioned the challenges of education in a vast rural state like Alaska, and invited Duncan to visit Alaska to see these challenges first hand. She asked about a focus on middle school. Duncan indicated that there is “no magic bullet” as to which grade levels are most important and reiterated his themes of being practical, pragmatic, and focusing on what works.
Closing Statement
Senator Harkin closed the hearing by indicating his hope and expectation that Duncan would be confirmed unanimously by the full Senate.
Thursday, January 15, 2009
Poverty And Minority Students Seen As Major Challenges To Some Oklahoma Districts.
Another example of the challenges facing educators who teach kids in poverty. This issue isn't going to go away.
The AP (1/13) reports that "poverty and a growing population of minority students, including non-English speaking Hispanics, are presenting major challenges to public schools in Oklahoma City and Tulsa, a state school official said Monday." According to State Superintendent of Public Instruction Sandy Garrett, in both districts, "more than 80 percent of students in both districts qualify for free or reduced lunches because of their families' low income levels." Garrett joined "Higher Education Chancellor Glen Johnson "to present performance reviews of their systems" to the budget panel. During the presentation, Garrett "stressed her preference for expanding the school year and the school day to improve the education of Oklahoma students." She told the panel that "excessive testing to meet state and federal mandates is leaving little time for teachers to teach, suggesting that some testing chores in some subjects could be handled at the local level."
The AP (1/13) reports that "poverty and a growing population of minority students, including non-English speaking Hispanics, are presenting major challenges to public schools in Oklahoma City and Tulsa, a state school official said Monday." According to State Superintendent of Public Instruction Sandy Garrett, in both districts, "more than 80 percent of students in both districts qualify for free or reduced lunches because of their families' low income levels." Garrett joined "Higher Education Chancellor Glen Johnson "to present performance reviews of their systems" to the budget panel. During the presentation, Garrett "stressed her preference for expanding the school year and the school day to improve the education of Oklahoma students." She told the panel that "excessive testing to meet state and federal mandates is leaving little time for teachers to teach, suggesting that some testing chores in some subjects could be handled at the local level."
Thursday, January 08, 2009
Oklahoma Teachers Improving Math in Middle School
WHAT IS OTIMMS?
A state-sponsored mathematics improvement program designed to improve student mastery of the Priority Academic Student Skills by enhancing teachers’ mastery of the subject matter content and process skills.
The primary focus for attendees who have not yet passed the Middle Level Mathematics test is to help them prepare for and successfully complete the Middle Level Intermediate mathematics Oklahoma Subject Area OSAT.
The primary focus for attendees who have already obtained their Middle Level Intermediate Mathematics certification is to participate in a small learning community/leadership track.
WHEN/WHERE IS IT OFFERED?
January 10, 17, 24: OEA Headquarters, 323 E. Madison, Oklahoma City
Class each day is scheduled for 8:00 am-4:30 pm
HOW DO I APPLY?
For more information, call Jennifer Smith at 800.522.8091
A state-sponsored mathematics improvement program designed to improve student mastery of the Priority Academic Student Skills by enhancing teachers’ mastery of the subject matter content and process skills.
The primary focus for attendees who have not yet passed the Middle Level Mathematics test is to help them prepare for and successfully complete the Middle Level Intermediate mathematics Oklahoma Subject Area OSAT.
The primary focus for attendees who have already obtained their Middle Level Intermediate Mathematics certification is to participate in a small learning community/leadership track.
WHEN/WHERE IS IT OFFERED?
January 10, 17, 24: OEA Headquarters, 323 E. Madison, Oklahoma City
Class each day is scheduled for 8:00 am-4:30 pm
HOW DO I APPLY?
For more information, call Jennifer Smith at 800.522.8091
Saturday, December 13, 2008
Poverty, the Dropout Rate and the Achievement Gap
While some claim poverty has only a small impact on dropout rates and the achievement gap, research, anecdotal evidence and common sense prove otherwise.
Essay Cites Poverty, Nutrition, Health As Obstacles To Closing Achievement Gaps In Texas.
The Fort Worth (TX) Star-Telegram (12/12, Frazier) reports, Students in Texas "from poor families continue to perform worse in school than their classmates, according to research released Thursday by the Center for Public Policy Priorities." An essay in the State of Texas Children 2008-09 report titled Closing the Educational Gaps "cites...poverty, nutrition, and health" as "statewide factors [that] are pivotal in academic achievement." According to the essay, "Texas has more poor children than most states," and "poor children are more likely to drop out of school." Regarding nutrition, the essay claims that "children without enough to eat lack the fuel to learn, have lower levels of academic achievement and are less likely to be in school." Moreover, "sick children cannot learn well, and Texas' uninsured rate exceeds that of every other state," the essay says.
Essay Cites Poverty, Nutrition, Health As Obstacles To Closing Achievement Gaps In Texas.
The Fort Worth (TX) Star-Telegram (12/12, Frazier) reports, Students in Texas "from poor families continue to perform worse in school than their classmates, according to research released Thursday by the Center for Public Policy Priorities." An essay in the State of Texas Children 2008-09 report titled Closing the Educational Gaps "cites...poverty, nutrition, and health" as "statewide factors [that] are pivotal in academic achievement." According to the essay, "Texas has more poor children than most states," and "poor children are more likely to drop out of school." Regarding nutrition, the essay claims that "children without enough to eat lack the fuel to learn, have lower levels of academic achievement and are less likely to be in school." Moreover, "sick children cannot learn well, and Texas' uninsured rate exceeds that of every other state," the essay says.
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