stupid/outrageous comment from DOE official

An "unnamed Education Department official" said these stupid and outrageous things: ”We’re responsible for student learning every single day and every single year … If you’re waiting every three years to measure student learning, then what happens when a student has been falling behind? … Do you wait until that third year to figure out what their interventions ought to be?” IN OTHER WORDS, THE ONLY WAY OF KNOWING HOW CHILDREN ARE PROGRESSING AND THE OTHER WAY TO HELP CHILDREN IS THROUGH FREQUENT STANDARDIZED TESTING. TEACHER EVALUATION MEANS NOTHING. If you accept this, it means we should give standardized tests "every single day." http://www.politico.com/story/2014/12/testing-under-fire-113807.html#ixzz3NVx2vSdj

The common core: Not a "promising opportunity" but a tsumani about to wreck American education

 Prof. Kenji Hakuta has sent out a year-end message to colleagues in language education.  The letter is posted on the Sunshire State TESOL Adovcacy E-forum and on the Oregon State Department of Education website.

https://sites.google.com/a/oregonlearning.org/equity-unit-updates/home/ayear-endmessagefromkenjihakuta

I present below my response, which I posted on the Sunshine State TESOL Advocacy E-forum. Prof. Hakuta's letter is posted after my response.

I am not as cheerful as Kenji Hakuta is about the common core. I see not as a "promising opportunity" but as a tsunami about to wreck American education.

The standards and tests were created without significant teacher input. There are no plans to determine if the standards help students. The language arts standards look like they were written for English majors, and parents throughout the country are suffering with their children over the math standards.  The standards are enforced with what Susan Ohanian calls "nonstop testing," more than we ever seen had anywhere on planet Earth, again with no evidence that they will help our students.  They will, however, be of great benefit to the publishing and computer companies.

The huge cost of the CC$$ will increase, thanks to the requirement that tests be administered online.  There is already little left for anything else.

And we should not forget that there was never any need for the common core: Our schools are not "broken." The real issue is our very high rate of poverty. But instead of investing in protecting our students from poverty via food programs, health care and libraries, we are increasing testing at every level.  If the brave new standards and tests do not result in improvement, teachers will be blamed and there will be a call for even more testing.

I will be in Ft Lauderdale in a few weeks to speak at an opt-out (of the tests) conference: http://unitedoptout.com/2014/11/30/united-opt-out-stand-up-for-action-florida-schedule/  - The opt-out movement is the best and fasted way to put an end to this outrage.  I hope to see some of you there.

A Year-End Message from Dr. Kenji Hakuta: https://sites.google.com/a/oregonlearning.org/equity-unit-updates/home/ayear-endmessagefromkenjihakuta 

A Year-End Message from Kenji Hakuta...

Dear Friends: As the year comes to a close, I cannot let 2015 dawn without noting the important anniversaries that passed this year.           Sixty years ago (1954), Brown v. Board set the stage for racial desegregation, that “separate but equal” was not enough.           Fifty years ago (1964), President Johnson signed the Civil Rights Act in the presence of Dr. Martin Luther King, outlawing discrimination based on race, color, gender, religion and national origin.           Forty years ago (1974), the U.S. Supreme Court unanimously ruled on Lau v. Nichols, a landmark decision declared that the same educational treatment given to English Language Learners as that given to native English speakers without taking into account their language circumstances violated the Civil Rights Act.           Thirty-five years ago (1989), the governors under leadership from President George H. Bush convened at a national education summit chiming in the era of “standards”, setting the stage for a wave of reforms that have culminated in the Common Core and related College- and Career-Ready Standards.  Phew, that’s a lot of history! From where I sit, the new year brings promising opportunities for making education better for all students, based on the history that has brought us here -- if we commit and build the will and the capacity of the system to learn from our experiences.  English Language Learners have always been the “canary in the mine” in English-only environments – among the most vulnerable of students in the face of the fact that human learning and cognition are grounded heavily in language.  Language is the primary tool for communication as well as mental representation and cognitive processing.  When the chain of connections between the mind and language is disrupted, such as when a student does not understand the language of instruction, learning is disrupted. In our history, we have recognized this disruption, and tried various programs of bilingual and of English-as-a-Second-Language and sheltered language methodologies to help the students – none being a silver bullet, and all leading to the realization of the importance of commitment, capacity, and implementation. Well, the most obvious face of the Common Core is the magnitude and depth to which successfully meeting the standards requires student active engagement using language – and this applies to *all* students.  The math standards for example require students not just to come to the correct answer, but to explain their reasoning through language.  While in the past English Language Learners struggled, now *all* students are struggling to put their language to sophisticated use, to explain their reasoning.  I am certain that the results of this academic year’s testing in Spring, 2015, will bear out the enormous challenge that language has now posed for *all* students, not just English Language Learners. This fact is now dawning on thoughtful educators throughout the nation.  School districts as different as Seattle, Dallas, Hartford and Sanger have come to the realization that promoting rich student discourse and other academic uses of language in the disciplines is essential to attaining new content standards not just for English Language Learners, but for all students.  They have arrived at the systemic realization (many individuals have long know this, but they have been separated by the stovepipes of bureaucracy) that collaboration across the system is essential for student success. The conditions necessitate a systemic response against separation of language and content.  The first signs of recognition can be found in the language or recent policies of states such as California and New York that recognizes that ESL (or ELD, ENL, whatever one wants to call it) needs to happen in a dedicated as well as an integrated manner within the content areas.  The second is the beginning signs of acceptance of the effectiveness of bilingual education programs and of the benefits of bilingualism for all students – this can be seen in the growth of two-way immersion programs in many school districts.  So, even recognizing the many troubling conditions in which we humans find ourselves, there is promise that good work in the coming year will yield progress in the realization of the important role that language plays in how we learn and how we communicate – and that it applies to all of us.  We sit on the shoulders of Brown, King, Lau, and (whoa!) Bush, and all have contributed to our progress. I feel enormously fortunate to have you among my many friends and collaborators at all levels of the profession – may 2015 be an important landmark year for you both personally and professionally!  Kenji ______________________________ Kenji Hakuta Lee L. Jacks Professor of Education Stanford University

The math standards: not necessary, limited need for math beyond basics, no STEM crisis, no evidence that new standards will help

COMMENTS ON "THE MAN BEHIND COMMON CORE MATH" Dec 29, 2014, NPRed. Article and my comment posted at: http://www.npr.org/blogs/ed/2014/12/29/371918272/the-man-behind-common-core-math

There is no evidence that math education needs a drastic overhaul.  When researchers control for the effect of poverty, American students score at the top of the world on international tests of math. Our mediocre scores are because we have such a high rate of child poverty, now 25%.
Payne, Kevin and Bruce Biddle. “Poor School Funding, Child Poverty, and Mathematics Achievement.” Educational Researcher 28.6 (1999): 4-13.
Carnoy, M and Rothstein, R. 2013, What Do International Tests Really Show Us about U.S. Student Performance. Washington DC: Economic Policy Institute. 
Step one should be to eliminate poverty, or at least reduce it, and at the very least protect students from the impact of poverty: eliminate food deprivation (S. Ohanian: "no child left unfed"), improve health care, and improve access to books. Instead we are investing in untested standards and nonstop testing

There is limited use for math beyond the basics. Only about 10% of the workforce uses math beyond algebra II. (Handel, M. 2010. What do people do at work? OECD, forthcoming. Available at www.northeastern.edu/socant/wp-content/.../STAMP_OECD2a_edit2.doc‎)'

It is not clear that there is a compelling need for more STEM (Science/Technology/Engineering/Math) workers. Some studies conclude that there are too many qualified candidates. There are approximately three qualified graduates annually for each science or technology opening, and recent studies have also shown that the U.S. is producing more Ph.D.s in science than the market can absorb.
Salzman, H. & Lowell, B. L. 2007. Into the Eye of the Storm: Assessing the Evidence on Science and Engineering Education, Quality, and Workforce Demand. Available at SSRN: http://ssrn.com/abstract=1034801
Weissman, Jordan. The Ph.D Bust: America's Awful Market for Young Scientists—in 7 Charts. The Atlantic, Feb 20, 2013. http://www.theatlantic.com/business/archive/2013/02/the-phd-bust-americas-awful-market-for-young-scientists-in-7-charts/273339/

Even if our math education were shown to be lacking and even if more math were needed: Any set of new standards should come with evidence that it will improve things.  As far as I can tell, there has never been any attempt to find out if the new standards will help students learn more, or be more enthusiastic about the subject.

Let's dump recess

Published in the Statesmen Journal (Oregon), December 18, 2014, as "Is trimming recess really the best decision?"

It was inspiring to read the Dec. 15 article "Recess cut short for some Salem-Keizer kindergartners" (Dec. 15).

Let's get rid of recess and focus completely on academics. The unfortunate tendency of children to want to play and enjoy themselves must stop, despite the claims of mushy-minded "experts" who claim that play improves "social and emotional development," whatever that is.

Children should not be allowed to behave like children.

Stephen Krashen

original article: http://www.statesmanjournal.com/story/news/education/2014/12/14/recess-cut-short-salem-keizer-kindergartners/20367333/

This letter posted at: http://tinyurl.com/m428mjp

And at

http://www.statesmanjournal.com/story/opinion/readers/2014/12/18/trimming-recess-really-best-decision/20614323/

Hat-tip: Christine Davenport

Bilingual education is better than all-English for English language development

Sent to the Rochester Democrat and Chronicle, December 13, 2014

"A longtime teacher and foe of the district" and his wife have made a formal complaint to the Rochester school district about bilingual education, which they claim is not helping children acquire English ("City teacher files rights complaints on students’ behalf," December 12).

The Democrat and Chronicle points out that state law requires English learners to be a class that helps them acquire English, but does not mention that study after study shows that children enrolled in properly designed bilingual programs do better than children in all-English programs on tests of English. Recent research has confirmed that this difference is substantial and consistent across a wide range of scientific studies.

Stephen Krashen

Recent research: McField, G. and McField, D. "The consistent outcome of bilingual education programs: A meta-analysis of meta-analyses." In Grace McField (Ed.) The Miseducation of English Learners. Charlotte: Information Age Publishing. pp. 267-299.

Original article: http://www.democratandchronicle.com/story/news/2014/12/12/rochester-teacher-alleges-discrimination/20301613/

City teacher files rights complaints on students’ behalf

Democrat and Chronicle, Dec. 12, 2014

A Rochester School District teacher has filed two federal civil rights complaints against the district for discrimination against special education students and English language learners.

Josh Mack also is creating a new parents organization that he promises will bring forth more such complaints.

One complaint, filed in August, describes a situation at the Young Mothers and Interim Health Academy on Hart Street, where Mack taught math. He wrote that a 19-year-old girl with only a few high school credits was placed in his Algebra 2 and Trigonometry class, despite having failed the Algebra 1 exam on four occasions.

“The district was well aware she could not perform at this level but placed her in the class anyway,” he wrote. “(She) often displayed frustration through being verbally abusive to staff (and) eventually ... stopped attending school.”

Mack counted the problem as a violation of the girl’s civil rights, as a minority member and as a person with a disability.

The second complaint was filed earlier this month by Mack and Ana Casserly on the topic of bilingual education for Latino children who do not speak English proficiently. It accuses the district of unfairly placing them in “segregated” bilingual classrooms, where part of the instruction is in Spanish, rather than helping them learn English in an immersion program.

State law requires that people learning English be placed in a language support class of some sort, but the complaint alleges the district’s policies have the effect of unfairly segregating English language learners.

Mack is a longtime teacher and foe of the district. He has sued it on several occasions, most recently this year when his private tutoring company lost its business with the district.

Federal civil rights complaints are generally not made public, but Mack provided redacted copies.

In a statement, district spokesman Chip Partner said: “The district takes any credible complaint of discrimination seriously. We are cooperating fully with the Office of Civil Rights and investigating internally to determine whether the individualized education plans of any students at Young Mother’s and Interim Health Academy were not followed properly.”

Regarding the second complaint, Partner said the district has not yet been notified. An internal investigation would not be warranted, though, he said, because “the district is always working to improve services to students with limited English proficiency.”

Also Thursday, Mack announced the formation of a new not-for-profit parents group, the Rochester Parents Association. It is envisioned as a sort of bargaining unit for parents, with paid staff that would be eligible to receive federal parent engagement money.

Mack is still raising money to get it off the ground but promised it will be a strong voice for parents.

“Parents are students’ first and most influential teachers,” he said. “The relationship between parents and the district has become extremely toxic and downright adversarial.”

Kindergarten Kalculus

Comment on: "New Math Standards a Hurdle for Some Students and Teachers," Dec 12, The Texas Tribune

Posted on https://www.texastribune.org/2014/12/12/new-math-standards-hurdle-some-classrooms/comments/?c=204879

School children in Texas will learn fractions in grade three, not four, and learn to use protractors in grade four, not six.

This is a step in the right direction, but if we are ever going to catch up to the Chinese, we need to get serious and put the pedal to the metal: Fractions and basic geometry should be thoroughly covered in pre-school, so kindergarten children can begin pre-calculus.

I feel, however, that kindergarten children should only be required to study differential calculus; Integral calculus and differential equations require a bit more maturity.

Stephen Krashen

President, The Society for Kindergarten Kalculus

The math standards: Sentence first ... verdict afterwards.

“Sentence first…verdict afterwards”. -The Queen (Alice in Wonderland)

The need to ask if the common core math standards “are going to help” is outrageous. This question should have been answered by educational research long before the standards were imposed on millions of students. I agree with David Wees, who suggests that the math standards should not be implemented all at once. But they should have also been carefully tested, so see if they help or hurt understanding of math, both in the short and long term.

Comment on: Does Common Core really mean teachers should teach differently? (The Hechinger Report, December 12, 2014) 

Posted at: http://hechingerreport.org/content/common-core-really-mean-teachers-teach-differently_18407/#comment-15485