facing facts: separa/ng fact from fic/on about public educa/on · facing facts: separa/ng fact from...
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DavidC.BerlinerRegents’ProfessorEmeritus
MaryLouFultonTeachersCollege,ArizonaStateUniversity,USA
FacingFacts:Separa/ngFactfromFic/onaboutPublicEduca/on
SchoolAdministratorsAssocia0onofNewYorkStateRochesterNewYorkOctober18,2015
RidiculeistheonlyweaponwhichcanbeusedagainstunintelligibleproposiHons.-ThomasJefferson30July,1816
QUODGRATISASSERITUR,GRATISNEGATUR(ThatwhichisallegedwithoutproofmaybedismissedwithoutexplanaHon.)
“YouareenHtled,sir,toyourownopinions,butnotyourownfacts”-SenatorDanielPatrickMoynihan,ataSenatehearing.
“EducaHonalreformisaeuphemismforthedestrucHonofpubliceducaHon.”NoamChomsky
Factsdonotceasetoexistbecausetheyareignored-AldousHuxley
Iwonder:CananyoneinourgovernmentandamongourindustrialleaderssHlladd?442,000newstemgraduatesayear,for277,000jobsayearequalsasurplusof165,000STEMgradsayear.
AnobsessionwithmetricsforcesustobelesstrusHngofourobservaHonalskillsandtoputtoomuchfaithinmetricsthatappeartobe“objecHve,”“hard,”or“quanHfiable.”
WillCountySchoolDistrict92,,Lockport,IL.con0nuestoimproveteachingandlearningforallstudents.WearepleasedtoannouncethatDistrict92willimplementanewstandards-basedreportcardforkindergartenstudents.GeneralEnglishLanguageArtsKindergartenExpecta0ons:Followwordsleftoright,toptobogom,andpagebypage.Recognizehowspokenwordsarerepresentedinwrigenlanguage.Understandthatwordsareseparatedbyspaces.Recognizeandnameupperandlowercaselegers.Recognizeandproducerhymingwords.Count,pronounce,blend,andsegmentsyllables.Blendandsegmentonsetsandrhymingwords.IsolateandpronouncethephonemesinCVCwords.Demonstrateknowledgeofone-to-oneleger-soundcorrespondence.Associatethelongandshortsoundswiththefivemajorvowels.DisHnguishbetweensimilarlyspelledwordsbyidenHfyingthesoundsofthelegersthatdiffer.Readgradelevelhigh-frequencysightwordswithautoma0city.Reademergent-readertextwithpurposeandunderstanding.ForReadingInforma0onalTexts:Determinethemeaningofunknownwords.DeterminethemeaningofmulHple-meaningwordsandphrases.Usessightwords,leger/sounds,onset/rhymes,andconnecHonstootherwords.Chunkswords.Usescontext/pictures.AsksandanswersquesHonsaboutunknownwords.UsesmulHplesourcesofinformaHon(visual,syntax,meaning).Remembersandusesdetailswhendiscussingtext.IdenHfiesthemainideaandretellskeydetails.MakepredicHonsusinginformaHonfrompictures/textfeatures.Makepredic0onsbasedoninforma0ongainedthroughreading.DescribestherelaHonshipbetweenillustraHons/picturesandthetext.
ReadingLiterature:Determinethemeaningofunknownwords.DeterminethemeaningofmulHple-meaningwordsandphrases.Usessightwords,leger/sounds,onset/rhymes,andconnecHonstootherwords.Chunkswords.Usescontext/pictures.AsksandanswersquesHonsaboutunknownwords.UsemulHplesourcesofinformaHon(visual,syntax,meaning).IdenHfypartsofabookandpartsofatext.Rememberandusedetailswhendiscussingtext.Nameandunderstandtheroleoftheauthorandillustratorofastory.ThinkingBeyondtheText:Recognizeagributesofrecurringcharacters,Recognizecommontypesoftext,MakeconnecHonsbetweentheillustraHonsandthetext.Compareandcontrastcharactersinfamiliarstories.AcquireandreportnewinformaHon.Talkaboutpriorknowledge.Inferandtalkaboutcharacters’feelings,moHves,andagributes.Showevidencetosupportinferences.ThinkingAbouttheText:NoHcehowthewriterhasmadethestoryfunnyorsurprising.IdenHfyandappreciatehumor.Understandthatastoryhasabeginning,aseriesofevents,andanend.DiscusshowwritersuseinteresHngcharacters.AskandanswerquesHonsaboutkeydetails.PointoutconnecHonsbetweentextandpictures.Expressopinionsaboutthequalityoftext.ItlookslikethisforWri0ngandMathema0csaswell………AndInOhio:Kindergartenstudentsaretested11.3hours,onaverage,andgrade1studentsAretested11.6hours,onaverage.Testprepara8on8me=26.3hoursand26.6hoursrespec8vely.Thisismore8mefortes8ngthanusedtobeAllocatedforelementaryschoolinstruc8oninthevisualartsbeforeNCLB!
Here’swhatkindergartenersinFloridaaregoingtobesubjectedtothisyear,accordingtoValerieStraussoftheWashingtonPost:FromAugust10-September30theywilltaketheFloridaKindergartenReadinessScreener
(WorkSamplingSystemandFloridaAssessmentsforInstrucHoninReading).FromMarch2-April3,they’lltaketheComprehensiveEnglishLanguageLearningAssessment.FromApril13-17,they’lltaketheStanfordAchievementTest,TenthEdiHon
forReadingandMathemaHcs.FromApril13-May29they’lltaketheFloridaAssessmentsforInstrucHon
inReadingAssessmentPeriod3(AP3)FromMay11-June5,theywilltaketheDistrict-DesignatedEnd-of-CourseAssessmentAnd,justincasetheyhaven’thadenoughbythatpoint,FloridakindergartenersalsohavetheopHonoftakingthesetwotests:1.Toseeiftheyare“gifed:””TheIowaTests(IowaTestsofBasicSkillsandIowaTestsofEducaHonal Development),eithertheEnglishorEnglishLanguageLearners(ELL)version.2.TodecideaboutplacementforEnglishtoSpeakersofOtherLanguages(ESOL):
Miami-DadeCountyOralLanguageProficiencyScaleRevised
In2014theWorldGlobalEntrepreneurshipandDevelopmentIndex(TheGEDI)wasreleased.120countrieswereassessedandrankedbyresearchersassociatedwiththeImperialCollegeBusinessSchool,theLondonSchoolofEconomicsandPoli0calScience,UniversityofPécs,andGeorgeMasonUniversity.Thenumber1countryintheworldwas:TaDa!..............................................TheUSA!Theauthorssay:“EntrepreneurshipplaysacrucialroleintheUSeconomyandasresult,policyiniHaHvesarecreatedtoencourageentrepreneurialbehavior.This,coupledwiththecultureofdeterminaHonandmoHvaHon,makestheUSagreatplacetobeanentrepreneur.[Moreover,]thegulfbetweentheUnitedStatesandothercountriesislargeandappearstobewidening,….notnarrowing.”Furthermore,“thisyear'sIndexcomparedtheexperienceofmaleandfemaleentrepreneursforthefirstHme,toreflecttheincreasingparHcipaHonandimportanceofwomeninentrepreneurshiparoundtheworld.TheresearchersdeterminedthattheUSis………….TaDa!Theworldsleaderinfemaleentrepreneurship.”Source:hgp://www.thegedi.org/research/gedi-index/
NumberSix!
PupilsreciteDiZiGui,whichtranslatesas'standardsforbeingagoodstudentandchild',intheplaygroundofJialeCentreprimaryschoolinHainanprovince,China.
Numberofjobsavailable,2014,andnumberunemployedinthatsector:EconomicPolicyInsHtute.
2012 PISA Results Mean/Average Scores
No examination of variation
Reading Singapore Japan Korea Finland Canada Ireland Poland Estonia Lichtenstein Australia Etc. US is #21
Mathematics Singapore Korea Japan Lichtenstein Switzerland Netherlands Estonia Finland Canada Poland Etc.
US is # 32
Science Singapore Japan Finland Estonia Korea Vietnam Poland Canada Lichtenstein Germany Etc. US is #23
Note:TheNaHonalSchoolLunchProgramprovidesfreeorreduced-pricelunchforstudentsmeeHngcertainincomeguidelines.Thepercentageofstudentsreceivingsuchlunchisanindicatorofthesocioeconomicleveloffamiliesservedbytheschool.EsHmatesofthepercentageofstudentseligibleforfreeorreduced-priceluncharebasedonprincipals’reports.
Score
432(*,**)
464(*,**)
481(**)
494(*)
506(*)
513(*,**)
540(*,**)
0 100 200 300 400 500 600 700
75percentormore
50to74.9percent
U.S.average
OECDaverage
25to49.9percent
10to24.9percent
Lessthan10percent
U.S.average
OECDaverage
1000
26
*SignificantlydifferentfromU.S.average**SignificantlydifferentfromOECDaverage
15year-oldstudentsinpublicschoolswithhalformoreofstudentseligibleforfreeorreduced-pricelunchhadloweraverageMATHEMATICSliteracyscoresthanboththeU.S.andOECDaverages—Thesearethebogom2bars.Butlookagainatthetoptwobarsandeventhethirdbar.Sametrendasin2009
Score
442(*,**)
483(*,**)
497
501
523(*,**)
528(*,**)
556(*,**)
0 100 200 300 400 500 600 700
75percentormore
50to74.9percent
U.S.average
OECDaverage
25to49.9percent
10to24.9percent
Lessthan10percent
1000
OECDaverage
U.S.average
27
Note:TheNaHonalSchoolLunchProgramprovidesfreeorreduced-pricelunchforstudentsmeeHngcertainincomeguidelines.Thepercentageofstudentsreceivingsuchlunchisanindicatorofthesocioeconomicleveloffamiliesservedbytheschool.EsHmatesofthepercentageofstudentseligibleforfreeorreduced-priceluncharebasedonprincipals’reports.
*SignificantlydifferentfromU.S.average**SignificantlydifferentfromOECDaverage
15-year-oldstudentsinpublicschoolsinwhichhalformoreofstudentswereeligibleforfreeorreduced-pricelunchhadloweraverageSCIENCEliteracyscoresthanbothU.S.andOECDaverages
Score
452(*,**)
479(*,**)
496
498
519(*,**)
524(*,**)
559(*,**)
0 100 200 300 400 500 600 700
75percentormore
50to74.9percent
OECDaverage
U.S.average
25to49.9percent
10to24.9percent
Lessthan10percent
OECDaverage
U.S.average
1000
28
Note:TheNaHonalSchoolLunchProgramprovidesfreeorreduced-pricelunchforstudentsmeeHngcertainincomeguidelines.Thepercentageofstudentsreceivingsuchlunchisanindicatorofthesocioeconomicleveloffamiliesservedbytheschool.EsHmatesofthepercentageofstudentseligibleforfreeorreduced-priceluncharebasedonprincipals’reports.
*SignificantlydifferentfromU.S.average**SignificantlydifferentfromOECDaverage
Studentsinpublicschoolsinwhichhalformoreofstudentswereeligibleforfreeorreduced-pricelunchhadloweraverageREADINGLITERACYscoresthanboththeU.S.andOECDaverages
TIMSS4THGRADESCORESBYSCHOOLPOVERTYLEVEL:MATHTIMSS8THGRADESCORESBYSCHOOLPOVERTYLEVEL:MATH
PIRLSREADINGAT4THGRADE:USADIDFINEOVERALLBUTSAMEPATTERN
FourofthebesthighschoolsintheUSA,
accordingtoUSNewsandWorldReport
FourofthebesthighschoolsintheUSA,accordingtoUSNewsandWorldReport
FourofthebesthighschoolsintheUSAaccordingtoUSNewsandWorldReport
Looksalotlikeskimmingandcreaminggoingontome!!!!!Theseschoolssimplywillnottakeallwhoapplyortheykickoutthosethattheydon’twanttoeducateorareunabletoeducate.
Basisschool-Scogsdale:146to21
GreatHearts-Chandler:113to45
Teachersaccountforabout10%Schoolsaccountforabout10%
Vs.Outofschoolfactorsaccountforabout60%
OUTSIDE-OF-SCHOOL FACTORS AFFECTING WHAT OCCURS INSIDE-THE-SCHOOL AND INSIDE-THE-CLASSROOM.
Percent of low birth-weight children in the neighborhood. �Inadequate medical, dental and vision care in family and neighborhood.�Food insecurity in family. �Environmental pollutants in home and neighborhood. �Family relations and family stress.�Percent of mothers at the school site that are single and/or teens.�Percent of mothers at the school site that do not possess a high school
degree. �Language spoken at home.�Family income. �Neighborhood characteristics [including sense of collective efficacy]�Rate of violence in the neighborhood. �Drug use in the neighborhood.Mental health in the neighborhood. �Average income in neighborhood. �Mobility rates of families in the neighborhood. �Availability of positive Role models in the community. �Availability of high quality early education.Transportation to get to jobs.Etc.
INSIDETHESCHOOLFACTORSAFFECTINGWHATOCCURSINSIDETHECLASSROOM
Classsize.Qualityoftheprincipalandotheradministrators.Collec0veefficacyofthefaculty.Teacherturnoverorschoolchurnrates.Qualityoftheschoolfacili0es.QualityandFrequencyofProfessionalDevelopmentOpportuni0es.Curriculum.Availabilityofcounselingandspecialeduca0onservices.Availabilityoflibrariansandschoolnurses.Integra0onofmusic,art,andsportsprograms.Provisionofakerschoolprograms.Schoolfinancesfromstateanddistrictfunds.Schoolfundingfromparentsandcommunity.Parentinvolvement.
Score
421(*,**)
455(*,**)
481(**)
492
494(*)
506(*,**)
549(*,**)
0 100 200 300 400 500 600 700
Black
Hispanic
U.S.average
Mul0racial
OECDaverage
White
Asian
1000
U.S.average
OECDaverage
50
*SignificantlydifferentfromU.S.average**SignificantlydifferentfromOECDaverage
U.S.AsianandWhitestudentshadhigheraveragescoresthanboththeU.S.andOECDaveragesinmathema0csliteracy
RelaHonshipbetweenanaHonsinequalityinincome(GiniCoefficient,highbeingmoreunequal)andAveragePISA(2006)mathemaHcsscorejustamongthewealthynaHons(Condron,2011).RelaHonshipsforscienceandreadingscoresaresimilar.
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