The Education Gadfly Weekly

Chapter 3, "Enhancing Educational Performance"
Organisation for Economic Co-operation and Development
October 10, 2008

Part of a larger OECD assessment of Australia, this chapter on education focuses on the current state of the Aussie education system and recommends policy reforms. Australia's achievement on international tests is strong across the board, concludes the report, and the country performs notably better than its spending levels alone would indicate. But analysis found that average reading scores for 15-year-olds fell between the 2003 and 2006 administrations of PISA. Australia also faces an achievement gap between indigenous and non-indigenous students; the former tend to be roughly two years behind the latter. To address these problems, Australia is introducing some key reforms, the most significant of which is a K-12 national curriculum in English, math, science, and history scheduled for implementation by January 2011 (for commentary, try here and here). Other steps include financial incentives to motivate early childhood educators to work in rural areas or indigenous communities and negotiations between the Commonwealth and state and territory governments on various forms of merit pay. But more must be done, argue the OECD analysts. For example, greater school autonomy would give principals the freedom to attract, reward, and keep excellent teachers. Strict regulations on starting up new schools should be eased to encourage competition. And reforming funding schemes to take into account differences in socioeconomic background--i.e. a form of weighted student funding--would be transformative. Sounds like Australia's on the right track, especially if it follows the OECD's recommendations. Read the rest here.

Richard D. Kahlenberg, ed.
Century Foundation
October 2008

There's no shortage of advice out there regarding the makeover that NCLB needs. This latest contribution from the Century Foundation contains four essays. Editor Rick Kahlenberg's introduction points toward increased funding, choice provisions to foster socioeconomic integration of schools, and a revised standards-testing-accountability regimen. Three longer chapters then elaborate on these topics. William Duncombe and two colleagues spend 80 pages trying to prove not only that NCLB is under-funded but also that it's inequitably funded (as between states and districts). Lauren Resnick and two colleagues would redesign NCLB's standards, assessments, and accountability provisions in the direction of a "thinking curriculum." And Jennifer J. Holme and Amy Stuart Wells argue for inter-district public-school choice. See for yourself here.

Gary W. Phillips and John Dossey
American Institutes of Research
October 2008

AIR's Gary Phillips previously applied an ingenious analytic technique to crosswalk states' NAEP results to international TIMSS scores so that states could see how their kids compare (in math and science) with those of other lands. In a new paper being released today at the annual meeting of the Council of the Great City Schools, Phillips and math educator John Dossey extend that analysis (confined to math) to the large urban districts taking part in NAEP's "TUDA" program. This enables them to show how each of 11 large U.S. cities compares, in grades 4 and 8, with youngsters in a host of foreign countries in terms of what fraction of their pupils attain NAEP's "proficient" level. We learn, for example, that Boston's 8th graders do worse than Estonia's and the Netherlands' but better than Armenia's and Italy's. Officials in those communities will surely find this interesting as will everyone bent on "international benchmarking." One advantage of TIMSS's similarity to NAEP is that this kind of comparison can be made, which is not the case with the much-lauded PISA exam. You can find the Phillips-Dossey paper here.

National Research Council
2008

This report details the brainstorming that occurred at National Research Council workshops held in January and March 2008. The topic was K-12 standards--specifically, the feasibility and merits of a move toward common national standards. At this point, just about everyone realizes the importance of standards, but they also understands the flaws of the state-by-state variety (see here and here, for example). Could common (i.e. multi-state, even national?) standards improve on these? Most likely, argued workshop participants, though national standards alone won't be enough, and implementing them could be quite a challenge, due to America's permanent debate between "local control" and "the urge to tackle national problems with central solutions." Which is why, the report argues, "to have any chance of success, a common system would have to be voluntary." The federal government should play a role, but states, districts, and perhaps third party entrepreneurs would need to be involved every step of the way; to address this, the report recommends "a bottom-up, grassroots approach." Ironic that the success of national standards requires adhering to the maxim "all politics are local." Check out the full NRC report here--or for Fordham's take, try here.

There may be no Greek columns to back-drop these stump speeches, but they're still promising big change. In fact, the school corridors and cafeteria tables only serve to emphasize the issues of the day: class trips and cafeteria food. That's right, election fever has hit southern Florida elementary schools--election fever for school council elections. "I will try to get your class more parties and field trips and make school more fun," pledged one candidate. "I am a people person and that's why my slogan is 'Every student counts,'" explained another. Students find themselves evaluating the qualities they cherish in others and, perhaps, themselves. ''They should have excellent grades as president, they should be respectful, they should be nice and they shouldn't lie,'' recommended Miami Shores Elementary fifth grader Shabreya Johnson. And national candidates might well take a page from their younger counterparts. "I won't steal any money," promised fourth-grade treasurer candidate William Howell, "I swear." Now that's a speech promise any constituent would love to see kept.

"Student politicians promise just about anything," by Hannah Sampson, Miami Herald, October 21, 2008

Ending social promotion is a good idea, but merely forcing students to repeat grades--same stuff, same classrooms, often same teachers--has been shown to be an inadequate alternative. Which is why Jefferson Parish, Louisiana deserves kudos for devising a promising "third way": grade 4.5, the destination for fourth-graders who fail to pass the state's LEAP test. This intermediate level will serve as a "transitional class" that "combines intense remedial math and language arts with regular fifth-grade courses" to give students a chance to catch up to their peers. Wisely, not all of the 22 percent of the system's 3,100 fourth graders who failed to pass their LEAPs are eligible. Admission requires contract-style parental support for the "intense effort and focus" required to pass 4.5--and a minimum score of "approaching basic" in math and English. Regrettably, details are scant on how the new grade will work and some may argue that Jefferson's approach is nothing new--after all, it's basically a return to grouping students by current ability, a sensible policy that unfortunately went out of fashion in the 1990s. But if it results in six-graders who are ready to do sixth-grade work, that will be something we can all LEAP about.

"Program to help students catch up," by Barri Bronston, New Orleans Times-Picayune, October 18, 2008

It's no secret that Gadfly and his friends harbor some doubts about the programs now popping up in various cities that pay students for improved attendance, behavior, and grades. But now that these initiatives are in motion, we might as well learn something from them. Last week, DC students received their first checks and the results were mixed. Some kids reported being more motivated to participate in class, show up on time, and pull up their grades. Others' aspirations were less high-minded. "I'm going to the mall," declared one seventh grade girl. "What d'you get? What d'you get?" whooped others, gleefully waving their checks, as they bounded out of schoolhouse doors. Teachers reported that the most obvious change so far is a decline in tardiness. But not everyone is convinced. Diane Ravitch notes that students in other countries make costly sacrifices to attend school; can the future really belong to those that must be "cajoled and bribed" to do that which is in their best interest-learn? But perhaps these cash incentives aren't that different from the car-and-Hawaiian-vacation rewards of wealthier suburban students, argues Richard Daley, Mayor of Chicago. Some of these kids have "never seen a $10 or $20 bill," he reasons. Mayor Daley, with all due respect, you need a better sound bite than that. Meanwhile, we're waiting for this "Show me the money" initiative to show us some data.  

 "We Shouldn't Pay Kids to Learn," by Diane Ravitch, Forbes.com, October 17, 2008

"Delighted - or Deflated - by Dollars," by Bill Turque and N.C. Aizenman, Washington Post, October 18, 2008

"Daley: Why can't kids get paid for good grades?," by Fran Spielman, Chicago Sun Times, October 18, 2008

It may not have the ring of "The Hammer" but Michelle Rhee's latest appellation is perhaps better suited. As today's rockstar of education reformers and the bane of change-resistant teachers' unions, she certainly has become the country's "Lightning Rod" for all things education. By Clay Risen's reckoning, she's "the most controversial figure in American public education and the standard-bearer for a new type of schools leader nationwide." Risen's take may smack of hyperbole, but Rhee has taken the praise and criticism in stride. Her relentless Teach For America-style pursuit of results (and Mayor Fenty's still-firm backing) has mixed with the District's accustomed horse-trading, deal-making, and cronyism of Marion Barry and co. like a hairdryer over the bathtub. But not everyone is gaga for Michelle. One DC mother and member of activist group Save Our Schools wonders if Rhee and her Blackberry-wielding cadres know what they are doing--or are just "evilly brilliant." Only time will tell. Her reforms may have run "roughshod over the community" but everyone agrees that change is needed, argues Risen. And change is always stormy.

"The Lightning Rod," by Clay Risen, The Atlantic, November, 2008

Lawsuits, Columbine...Election Day? That seems to be the thought process for many a school district contemplating November 4th and worried that their schools can't safely serve as polling stations and learning environments at the same time. That's why Illinois's Indian Prairie school system cancelled classes for the day. Allentown, Indiana's schools, on the other hand, are simply refusing to host voters this year. Voting will take place in churches and other public spaces instead. We can't let every "Tom, Dick and Harry walk in the front door," explains John Weicker, school security director for neighboring Fort Wayne. Not everyone is convinced. Kathy Christie, chief of staff at the Education Commission of States, calls the decisions a "knee-jerk reaction." We couldn't agree more. "It breaks my heart to think we are losing the opportunity to send a very strong message to children about their civic duties," she explained. Ours, too.

"Safety Concerns Eclipse Civic Lessons as Schools Cancel Classes on Election Day," by Karen Ann Cullotta, New York Times, October 18, 2008

Chapter 3, "Enhancing Educational Performance"
Organisation for Economic Co-operation and Development
October 10, 2008

Part of a larger OECD assessment of Australia, this chapter on education focuses on the current state of the Aussie education system and recommends policy reforms. Australia's achievement on international tests is strong across the board, concludes the report, and the country performs notably better than its spending levels alone would indicate. But analysis found that average reading scores for 15-year-olds fell between the 2003 and 2006 administrations of PISA. Australia also faces an achievement gap between indigenous and non-indigenous students; the former tend to be roughly two years behind the latter. To address these problems, Australia is introducing some key reforms, the most significant of which is a K-12 national curriculum in English, math, science, and history scheduled for implementation by January 2011 (for commentary, try here and here). Other steps include financial incentives to motivate early childhood educators to work in rural areas or indigenous communities and negotiations between the Commonwealth and state and territory governments on various forms of merit pay. But more must be done, argue the OECD analysts. For example, greater school autonomy would give principals the freedom to attract, reward, and keep excellent teachers. Strict regulations on starting up new schools should be eased to encourage competition. And reforming funding schemes to take into account differences in socioeconomic background--i.e. a form of weighted student funding--would be transformative. Sounds like Australia's on the right track, especially if it follows the OECD's recommendations. Read the rest here.

Gary W. Phillips and John Dossey
American Institutes of Research
October 2008

AIR's Gary Phillips previously applied an ingenious analytic technique to crosswalk states' NAEP results to international TIMSS scores so that states could see how their kids compare (in math and science) with those of other lands. In a new paper being released today at the annual meeting of the Council of the Great City Schools, Phillips and math educator John Dossey extend that analysis (confined to math) to the large urban districts taking part in NAEP's "TUDA" program. This enables them to show how each of 11 large U.S. cities compares, in grades 4 and 8, with youngsters in a host of foreign countries in terms of what fraction of their pupils attain NAEP's "proficient" level. We learn, for example, that Boston's 8th graders do worse than Estonia's and the Netherlands' but better than Armenia's and Italy's. Officials in those communities will surely find this interesting as will everyone bent on "international benchmarking." One advantage of TIMSS's similarity to NAEP is that this kind of comparison can be made, which is not the case with the much-lauded PISA exam. You can find the Phillips-Dossey paper here.

National Research Council
2008

This report details the brainstorming that occurred at National Research Council workshops held in January and March 2008. The topic was K-12 standards--specifically, the feasibility and merits of a move toward common national standards. At this point, just about everyone realizes the importance of standards, but they also understands the flaws of the state-by-state variety (see here and here, for example). Could common (i.e. multi-state, even national?) standards improve on these? Most likely, argued workshop participants, though national standards alone won't be enough, and implementing them could be quite a challenge, due to America's permanent debate between "local control" and "the urge to tackle national problems with central solutions." Which is why, the report argues, "to have any chance of success, a common system would have to be voluntary." The federal government should play a role, but states, districts, and perhaps third party entrepreneurs would need to be involved every step of the way; to address this, the report recommends "a bottom-up, grassroots approach." Ironic that the success of national standards requires adhering to the maxim "all politics are local." Check out the full NRC report here--or for Fordham's take, try here.

Richard D. Kahlenberg, ed.
Century Foundation
October 2008

There's no shortage of advice out there regarding the makeover that NCLB needs. This latest contribution from the Century Foundation contains four essays. Editor Rick Kahlenberg's introduction points toward increased funding, choice provisions to foster socioeconomic integration of schools, and a revised standards-testing-accountability regimen. Three longer chapters then elaborate on these topics. William Duncombe and two colleagues spend 80 pages trying to prove not only that NCLB is under-funded but also that it's inequitably funded (as between states and districts). Lauren Resnick and two colleagues would redesign NCLB's standards, assessments, and accountability provisions in the direction of a "thinking curriculum." And Jennifer J. Holme and Amy Stuart Wells argue for inter-district public-school choice. See for yourself here.