We live in a world where our kids are being bombarded by technology and pleasure reading is taking a backseat to all the hand-held computer games as well as tv and movies. It is very important the practice be modeled for both children and young adults.
Go to the library together. Stop in at a book store and buy a book if you can. Designate time in the evening for pleasure reading for the whole family. There are a number of great activities you can do connected to reading, but the most important aspect is to model the behavior and enjoy good books.
The following article recently appeared in Education Week.
By Kathleen Kennedy Manzo
American youths are reading less in their free time than a generation ago, a statistic that bodes poorly for their academic performance, job prospects, civic participation, and even social well-being, a report by the National Endowment for the Arts says.
Increasing use of electronic media is largely to blame for a decline in pleasure reading among young people, says the report, released today. But the failure of schools to instill a love of reading is also a contributing factor, according to endowment Chairman Dana Gioia.
“The study shows that reading is endangered at the moment in the United States, especially among younger Americans … and not merely the frequency of reading, but the ability to read as well,” Mr. Gioia said in a telephone conference call with reporters before the report’s release. The emphasis in many schools on bolstering reading skills and preparing students for tests, he added, is insufficient for nurturing an appreciation of reading.
“This functional approach to reading,” he said, “is not adequate to instill a lifelong love of the subject.”
The report, “To Read or Not to Read: A Question of National Consequence,” analyzes data from surveys—including the endowment’s 2004 survey on literary reading—as well as national assessments, independent reports, and other federal statistics. It synthesizes information on the nation’s teenagers and adults ages 18 to 24.
The report draws “three unsettling conclusions,” stating: “Americans are spending less time reading”; “reading-comprehension skills are eroding”; and the “declines have serious civic, social, cultural, and economic implications.”
A Successful Habit
Fewer than one-fourth of 17-year-olds, for example, read almost every day for fun, and young people 15 to 24 read 10 minutes or less a day, on average, according to various federal statistics. During their voluntary reading time—time spent reading texts not required for school or work—middle and high school students regularly watch television, listen to music, or use other media.
The report notes that those shifts in voluntary reading have occurred at a time when scores on national assessments have remained flat and large proportions of secondary students have failed to demonstrate proficiency in the subject.
Reading appears to have a significant correlation with success in school and the workplace, the report says.
“People who read outside of school or work volunteer at twice the rate of those who don’t, they are three times more likely to participate in the arts, they earn higher wages, they are twice as likely to exercise, they vote at one and a half times the level of people who don’t read,” Mr. Gioia said. “Among people who read, there is not merely a cultural transformation going on,” he said, “the habit of reading does seem to awaken something in the individual.”
The findings repeat those found in the earlier survey by the endowment, which looked primarily at how frequently young people read literature, but the new report adds data on other genres.
Even so, some observers say the study leaves an incomplete picture, because it does not consider the kind of reading young people are asked to do in high school and college.
Will Fitzhugh, the founder and president of the Concord Review, a scholarly journal that publishes exemplary history-research papers by high school students, has been promoting the need to assign more nonfiction reading to middle and high school students, particularly history texts. He has found little support among foundations or government agencies for launching a study of nonfiction reading among high school students. Such reading is an indicator, he believes, of how well they are prepared to do college-level work.
The endowment’s report “still leaves open the big question of what kind of reading is assigned in school and college,” and whether it is adequate for challenging kids intellectually, Mr. Fitzhugh said. “The consequences for employment and adult reading habits are at least as much the result of the [required] reading done in high school and college as pleasure reading, but that’s what’s left out.”
Wednesday, November 21, 2007
Pay for Test Scores/Merit Pay: Test Scores Dropped
Error forces test scores to be tossed
By The Associated PressWASHINGTON — The reading scores of U.S. students on an international test are being tossed out due to a problem with how the test was printed, federal officials said Monday.
Scores on the Program for International Student Assessment, or PISA, are due out next month. Fifteen-year-olds in more than 50 countries took the test. It focused on science this time but also included math and reading questions.
Only the reading portion is being set aside, and only for U.S. students, said Mark Schneider, Commissioner of the National Center for Education Statistics, part of the Education Department.
The problem has to do with a printing error made by North Carolina-based RTI International, the federal contractor hired to administer the U.S. version of the test.
The printing mistake made the test confusing by telling students to view the "opposite” page, though the information was not found there.
Schneider said the test was taken in the fall of last year, but the problem was not discovered until this past summer when the test results were being analyzed.
"There's a lot of shared culpability,” Schneider said, calling the incident "an embarrassment.”
Schneider said the Organization for Economic Co-operation and Development, which runs the test, decided last month that the U.S. scores should be tossed out because they were invalid.
"We deeply regret that this happened,” said RTI spokesman Patrick Gibbons. RTI project manager Patricia Green said the company has subsequently stepped-up its review of tests.
In addition, the company has reimbursed the government $500,000, Schneider said.
He added that this was the first time an error like this had resulted in invalid U.S. scores on the assessment exam or on similar international tests.
By The Associated PressWASHINGTON — The reading scores of U.S. students on an international test are being tossed out due to a problem with how the test was printed, federal officials said Monday.
Scores on the Program for International Student Assessment, or PISA, are due out next month. Fifteen-year-olds in more than 50 countries took the test. It focused on science this time but also included math and reading questions.
Only the reading portion is being set aside, and only for U.S. students, said Mark Schneider, Commissioner of the National Center for Education Statistics, part of the Education Department.
The problem has to do with a printing error made by North Carolina-based RTI International, the federal contractor hired to administer the U.S. version of the test.
The printing mistake made the test confusing by telling students to view the "opposite” page, though the information was not found there.
Schneider said the test was taken in the fall of last year, but the problem was not discovered until this past summer when the test results were being analyzed.
"There's a lot of shared culpability,” Schneider said, calling the incident "an embarrassment.”
Schneider said the Organization for Economic Co-operation and Development, which runs the test, decided last month that the U.S. scores should be tossed out because they were invalid.
"We deeply regret that this happened,” said RTI spokesman Patrick Gibbons. RTI project manager Patricia Green said the company has subsequently stepped-up its review of tests.
In addition, the company has reimbursed the government $500,000, Schneider said.
He added that this was the first time an error like this had resulted in invalid U.S. scores on the assessment exam or on similar international tests.
Saturday, November 10, 2007
Former Student Profile:Dan Rooney
At the OSU/Texas football game, I had the thrill of reconnecting with one of my former students and golfers, Dan Rooney. Dan is currently serving in the Oklahoma Air National Guard as an F-16 fighter Pilot. Dan has served two missions in Iraq.
During the OSU game, Dan performed a fly-over with 3 other pilots. I had no idea it was Dan until the pilots were introduced at half-time. Despite the crowd, we were able to re-connect and I got to introduce Dan to my wife Katherine, my in-laws, Dwaine and Dorothy Phillips, and my brother Jon.
Dan is the brain-child of the Patriot Golf Day--an event to help raise money for wounded and fallen soldiers. For more information check the link at http://www.playgolfamerica.com/index.cfm?action=patriot&SMIDENTITY=NO. Great job Dan.
As I've said before, I'm proud of all of my former students and it's great when I'm able to see or hear from them again.
Friday, November 09, 2007
SW A Zone Meeting
Representatives from Ardmore, Plainview, Healdton, Fox, Durant, Elmore City, Maysville, Lone Grove, and Pauls Valley all attended the SW A Zone meeting on Wednesday. We discussed their concerns about the current status of merit pay/pay for test scores, and the extended day/school year proposals.Our members are supportive of the way OEA is trying to enhance the salary schedule and they firmly believe that the legislature should get the base pay right and get Oklahoma teachers to the regional average. As for merit pay, one of the best comments directed at the proponents was, "Come spend a week in my classroom". I venture that there would be very few who would do that and if they did, they wouldn't make it for the week.
Thursday, November 08, 2007
Visiting Bixby
While this picture may be a little blurry, the commitment and hard work by President Sue Ward and Bobbie Brummett are clearly in focus as they make sure their members are informed of the latest educational issues.
I joined members of the OEA staff as we spent time talking about the extended day/year and pay for test scores/merit pay proposals being discussed by our legislature. Teachers didn't hesitate to sign the OEA petition to address the extended day/year petition.
I joined members of the OEA staff as we spent time talking about the extended day/year and pay for test scores/merit pay proposals being discussed by our legislature. Teachers didn't hesitate to sign the OEA petition to address the extended day/year petition.
Their thoughts on merit pay/pay for test scores were equally as strong. Many thought it ironic that people with no connection to our children and schools could even think about making such a recommendation.
I met a number of teachers and support professionals who are working long hours for the success of their school. I would encourage Bixby's state senator and state representative to meet those fine individuals and truly spend a day in their shoes.
Wednesday, November 07, 2007
Vouchers Crushed in Utah
The citizens of Utah defeated a voucher proposal in a state-wide referendum vote. The Utah Education Association was the leader and partner in a group that led the fight against vouchers.
For more on the vote go to http://origin.sltrib.com/ci_7392263.
For more on the vote go to http://origin.sltrib.com/ci_7392263.
Monday, November 05, 2007
Merit Pay/Pay for Test Scores-The Business Model
One of the programs constantly cited by legislators supporting pay for test scores is the business model. It is not uncommon to hear that "lawyers and doctors" are paid on merit. I'm continually amused by the doctor/ lawyer argument. These are people in private practice who pick their own clients. School teachers teach everyone who walks through the door-rich, poor, black, white, Hispanic, Native American, Asian, special needs...everyone. Plus, have you ever heard of these professionals not getting paid on whether they cure someone or lose a case? This comparison is laughable and equates to nothing more than a sound-bite.
Now more on the business model. The business model of pay is being used by politicians, the business community, and other so-called teacher organizations to justify paying only a few teachers and ignoring the underfunding of our schools--which in Oklahoma equates to $844M. (I'll be writing about that in a future post.)
According to the Department of Labor, only 7% of employees are in some type of merit pay program. I don't know for sure, but I would venture a guess that many are commissioned salespeople.
That means that 93% of the American workforce is not in a merit pay system. If this is such a great plan, why hasn't it been more widely accepted by our economic system?
In research done by Jeffery Pfeffer and printed in the Harvard Business Review entitled "Six Dangerous Myths about Pay, advocates need to pay attention to myth 5 and 6. Myth 5 is "Individual incentive pay improves performance." However, "Individual incentive pay, in reality, undermines performance--of both the individual and the organization. Many studies strongly suggest that this form of reward undermines teamwork, encourages a short-term-focus, and leads people to believe that pay is not related to performance at all but to having the "right" relationships and an ingratiating personality."
Undermines teamwork. Short term focus? It sounds like claims made by the OEA.
Myth 6 is that "People work for money". While the reality is, "People do work for money--but they work even more for meaning in their lives. In fact, they work to have fun. Companies that ignore this fact are essentially bribing their employees and will pay the price in a lack of loyalty and commitment."
This is just what our schools need. A business model that will produce teachers with only loyalty to money instead of kids, schools and communities.
Now more on the business model. The business model of pay is being used by politicians, the business community, and other so-called teacher organizations to justify paying only a few teachers and ignoring the underfunding of our schools--which in Oklahoma equates to $844M. (I'll be writing about that in a future post.)
According to the Department of Labor, only 7% of employees are in some type of merit pay program. I don't know for sure, but I would venture a guess that many are commissioned salespeople.
That means that 93% of the American workforce is not in a merit pay system. If this is such a great plan, why hasn't it been more widely accepted by our economic system?
In research done by Jeffery Pfeffer and printed in the Harvard Business Review entitled "Six Dangerous Myths about Pay, advocates need to pay attention to myth 5 and 6. Myth 5 is "Individual incentive pay improves performance." However, "Individual incentive pay, in reality, undermines performance--of both the individual and the organization. Many studies strongly suggest that this form of reward undermines teamwork, encourages a short-term-focus, and leads people to believe that pay is not related to performance at all but to having the "right" relationships and an ingratiating personality."
Undermines teamwork. Short term focus? It sounds like claims made by the OEA.
Myth 6 is that "People work for money". While the reality is, "People do work for money--but they work even more for meaning in their lives. In fact, they work to have fun. Companies that ignore this fact are essentially bribing their employees and will pay the price in a lack of loyalty and commitment."
This is just what our schools need. A business model that will produce teachers with only loyalty to money instead of kids, schools and communities.
Friday, November 02, 2007
Former Students
My brother and I played in an OKC golf scramble last Sunday, and to my surprise and delight, we were partnered with one of my former students and his dad. I spent some time catching up with Russell and his life and former classmates. Plus, we both agreed how much we enjoyed watching Stillwater High's Matt Holliday playing major league baseball with the Colorado Rockies. http://colorado.rockies.mlb.com/team/player.jsp?player_id=407812
The former students I've run into over the years are involved in a variety of occupations---they're teachers, coaches, pilots, service providers, engineers, journalists, insurance agents, and a professional athlete. Some are in the military in Iraq. They pursued a variety of different occupations and are productive members of Oklahoma communities. Many are parents with kids in our schools. They are teacher's and Stillwater's legacy to a quality Oklahoma.
It is always great to get reacquainted with former students. Some I may never get the chance to catch up with, but I'm proud of all my students and that I had the privilege to be one of their teachers.
The former students I've run into over the years are involved in a variety of occupations---they're teachers, coaches, pilots, service providers, engineers, journalists, insurance agents, and a professional athlete. Some are in the military in Iraq. They pursued a variety of different occupations and are productive members of Oklahoma communities. Many are parents with kids in our schools. They are teacher's and Stillwater's legacy to a quality Oklahoma.
It is always great to get reacquainted with former students. Some I may never get the chance to catch up with, but I'm proud of all my students and that I had the privilege to be one of their teachers.
Friday, October 26, 2007
New York City Merit Pay Plan
Supporters of the concept of merit pay/pay for test scores have been talking about how teachers in New York City have agreed to some type of plan to enhance their salaries. Imagine a group of teachers in Oklahoma being told what teachers in New York City have done. The image is reminiscent of those cowboys sitting around the campfire eating a bad brand of picante sauce. When they ask the cook where it's from and he says "New York City", everyone of those cowboys respond, in disbelief, "New York City???"
That's exactly the response you'll get from Oklahoma teachers when we are compared to teachers in New York City. To begin with, pay us a starting salary of $42, 512 ( $10,912 raise) for the beginning teacher. After 22 years NYC teachers top out at $79,810. We top out at $42,325 after 25 years.
Teachers with Masters start at $46, 503 compared to our $32,800. They finish at $85,141. For Oklahoma it's $43,950. At the Doctorate level they start at $53,521 and end at $93,419. We start at $34,000 and end at $46,000.
The average teacher salary is $63,000 compared to our $42,124. Their starting salary is above our average salary.
New York City??? The comparison is worthy of an old fashioned Bronx cheer.
That's exactly the response you'll get from Oklahoma teachers when we are compared to teachers in New York City. To begin with, pay us a starting salary of $42, 512 ( $10,912 raise) for the beginning teacher. After 22 years NYC teachers top out at $79,810. We top out at $42,325 after 25 years.
Teachers with Masters start at $46, 503 compared to our $32,800. They finish at $85,141. For Oklahoma it's $43,950. At the Doctorate level they start at $53,521 and end at $93,419. We start at $34,000 and end at $46,000.
The average teacher salary is $63,000 compared to our $42,124. Their starting salary is above our average salary.
New York City??? The comparison is worthy of an old fashioned Bronx cheer.
Thursday, October 25, 2007
Interim Study on Merit Pay Concluded
The Oklahoma House Education Committee concluded its interim study on merit pay/pay for test scores recently and you have to wonder where we are headed with this idea.
One of the more encouraging aspects of this "study experience" has been the overwhelming support for basic core principles to be addressed in putting together this type of program. Expert after expert has testified that this can't be done in place of raises, it must be fair and open to everyone, objective, supported by a large majority of teachers, and it must be developed by and with teacher input just to name a few of the most important building blocks to the development of this kind of program.
On the other hand, what is coming out in the form of press releases and sound bites, is either different or taken totally out of context then what has been said at the interim study. A variety of people aren't sure they've even been in the same study chambers based on some of the releases. One of the better articles on the subject was written by Ben Fenwick of the Oklahoma Gazette. You can read Ben's complete story in the October 3rd issue of the Gazette, or a partial of it on-line at http://www.okgazette.com/p/12776/a/1119/Default.aspx?ReturnUrl=LwBEAGUAZgBhAHUAbAB0AC4AYQBzAHAAeAAslashAHAAPQAxADIANwAyADkA. The printed article is the better read. You can call the office and we'll make sure you get the information.
The supporters of pay for test score plans say they don't have any preconceived ideas, but based on those press releases and soundbites, is it any wonder teachers question the fairness of this study?
One of the more encouraging aspects of this "study experience" has been the overwhelming support for basic core principles to be addressed in putting together this type of program. Expert after expert has testified that this can't be done in place of raises, it must be fair and open to everyone, objective, supported by a large majority of teachers, and it must be developed by and with teacher input just to name a few of the most important building blocks to the development of this kind of program.
On the other hand, what is coming out in the form of press releases and sound bites, is either different or taken totally out of context then what has been said at the interim study. A variety of people aren't sure they've even been in the same study chambers based on some of the releases. One of the better articles on the subject was written by Ben Fenwick of the Oklahoma Gazette. You can read Ben's complete story in the October 3rd issue of the Gazette, or a partial of it on-line at http://www.okgazette.com/p/12776/a/1119/Default.aspx?ReturnUrl=LwBEAGUAZgBhAHUAbAB0AC4AYQBzAHAAeAAslashAHAAPQAxADIANwAyADkA. The printed article is the better read. You can call the office and we'll make sure you get the information.
The supporters of pay for test score plans say they don't have any preconceived ideas, but based on those press releases and soundbites, is it any wonder teachers question the fairness of this study?
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