From Chocolate News on Comedy Central. This is very funny (and very inappropriate):
Sunday, December 7, 2008
D.C. Reacts to Rhee's Time Cover
Some people are happy about Rhee's Time cover because it brings more support and attention to reforming the D.C. Public School (and reforming the nation's education system in general). Other's aren't fans. A quote from the by Cathy Reilly, head of the Senior High Alliance of Parents, Principals and Educators from the Washington Post:
"I don't know what she was thinking," Reilly said. "I don't think sweeping things out is the way to go, and that way of relating to people metaphorically sends a message right down to the children."
Overall, the Post article was filled with mixed on reactions to the Time cover.
"I don't know what she was thinking," Reilly said. "I don't think sweeping things out is the way to go, and that way of relating to people metaphorically sends a message right down to the children."
Overall, the Post article was filled with mixed on reactions to the Time cover.
President-Elect Obama on Meet The Press
Isn't it encouraging to have a President that will value science again? Another education quote from the interview:
“There is an incredible bully pulpit to be used when it comes to, for example, education: Yes, we're going to have an education policy; yes, we're going to be putting more money into school construction. But ultimately we want to talk about parents reading to their kids. We want to invite kids from local schools into the White House.”
2008 Big 12 Championship Game
Well, Crap. So much for a preseason ranking of number 4. I am surprised we are even ranked in the Top 25 still. Oh well, we have the Alamo Bowl to look forward to. And as disappointed as Mizzou fans are, we would have been ecstatic to even be this far a couple of years ago.
Thursday, December 4, 2008
"They Tried To Teach My Baby Science"
The Onion features this shocking story. What kind of sick bastards would do this to a child? This is America, damn it!
Congresswoman hangs up on Obama and Rahm Emanuel
Ileana Ros-Lehtinen (R-FL) thought is was prank from a Miami Radio DJ, but no, it was really Obama and Emanuel. Apparently that sort of thing happens all the time, and some politicians actually fall for it:
Wednesday, December 3, 2008
More of the Same
In my earlier post on Michelle Rhee and her Time cover, I compared her to Crazy Joe Clark of Lean on Me fame. Then there is this cover from 1988 with the real Joe Clark on it. How funny is that?
The Ball Buster
I am referring to the woman in the picture above, D.C. School Chancellor Michelle Rhee. Some might gasp at such a description, but I can't think of a more appropriate description. Michelle Rhee is a ball buster. And yes, you do need a ball buster to do the job that Ms. Rhee is trying to do. For better or worse, she is now the de facto face of education reform in this country.
Certainly, she has a tough task at hand, and no one can doubt that she needs to get tough to do it. But there is also a lot of room to worry. This part of the Time article has already given a lot of people pause, including myself:
"In many private encounters with officials, bureaucrats and even fundraisers–who have committed millions of dollars to help her reform the schools–she doesn’t smile or nod or do any of the things most people do to put others at ease. She reads her BlackBerry when people talk to her. I have seen her walk out of small meetings held for her benefit without a word of explanation. She says things most superintendents would not. “The thing that kills me about education is that it’s so touchy-feely,” she tells me one afternoon in her office. Then she raises her chin and does what I come to recognize as her standard imitation of people she doesn’t respect. Sometimes she uses this voice to imitate teachers; other times, politicians or parents. Never students. “People say, ‘Well, you know, test scores don’t take into account creativity and the love of learning,’” she says with a drippy, grating voice, lowering her eyelids halfway. Then she snaps back to herself. “I’m like, ‘You know what? I don’t give a crap.’ Don’t get me wrong. Creativity is good and whatever. But if the children don’t know how to read, I don’t care how creative you are. You’re not doing your job.”
Fair enough, but standardized tests also don't take into account the seriousness with which most students take them given there is no link between the test scores and grades. Don't even get me started with the issue of human grading of more subjective test questions. And as far as education being too "touchy-feely", students are not robots. People, especially young people, are highly emotional, and complex beings that come from numerous different backgrounds. They respond to different methods of teaching, discipline, evaluation, etc. in different ways. Don't get me wrong, there should be strong discipline, tough standards, and accountability. But it isn't so black and white.
Another concern with Rhee that myself and others have is that she may go too far in trying to shake things up. Yes, things need to be shaken up, but how much is too much? Robert Pondiscio makes a better argument than I can on this point:
"Here’s what worries me: accurate or inaccurate, fair or unfair, the increasingly confrontational, impatient, blunt, even rude public persona that’s affixing itself to the Washington, DC schools chancellor runs the risk of getting in the way of what Michelle Rhee wants to accomplish. I’ll put it bluntly: piss off enough people whose help is essential to your success, and your failure becomes inevitable, a consummation devoutly to be wished. Then for years to come, the answer to the reforms anyone proposes becomes, “Oh yes, we tried that in Washington under Michelle Rhee and you remember how that worked out.” If she fails, Michelle Rhee’s failure will not be hers alone. At worst, she runs the risk of damaging the ed reform “brand” for a generation."
Rhee kind of reminds me of another famous education reformer:
Granted, this is an exaggerated comparison, and I'm not saying that this is the way to do things. But Crazy Joe and Ms. Rhee both have more in common than people think. And without question, both are ball busters when it comes to education reform. Let us all hope that Rhee does what she needs to do to get the job done without going overboard.
Reassuring
Some have doubted that we will be getting out of Iraq within 16 months, as Obama promised, since he has announced his national security team (particularly keeping on Robert Gates). But Matthew Yglesias lays out some convincing points to those critics:
"The reality, obviously, is that the SOFA and the security agreement have made 2007-vintage disagreements about timeframes for withdrawal essentially irrelevant. Between an American government that wants to set an end to our involvement in Iraq and an Iraqi government that wants to set an end to our involvement in Iraq, it really does become a question of hammering out the logistics and framing the politics. The strategic debate about the wisdom of things like John McCain’s plans for a hundred years of occupation is over."
It also helps that Gates supports a withdrawal:
Now putting troops from Iraq into Afghanistan is another matter. I haven't quite made up my mind on that one yet.
"The reality, obviously, is that the SOFA and the security agreement have made 2007-vintage disagreements about timeframes for withdrawal essentially irrelevant. Between an American government that wants to set an end to our involvement in Iraq and an Iraqi government that wants to set an end to our involvement in Iraq, it really does become a question of hammering out the logistics and framing the politics. The strategic debate about the wisdom of things like John McCain’s plans for a hundred years of occupation is over."
It also helps that Gates supports a withdrawal:
Now putting troops from Iraq into Afghanistan is another matter. I haven't quite made up my mind on that one yet.
Tuesday, December 2, 2008
The Problem with Curriculum Pacing
John Thompson lays it out in a well written post. This is one of the many problems that NCLB doesn't take into account:
"I earn my paycheck by "reading" teenagers. I probe the students' background knowledge to determine what information they have retained from previous years. More and more, it is clear that previous lessons have "gone in one ear, and out the other." As teachers feel increased pressure to "cover" the material, teaching for understanding has decreased.
The pace at which a class moves must be determined by the rate that students master skills and conceptual building blocks. Listen to the kids and they will teach you the rate at which the class must move. Assessment data can be invaluable, but there is no substitute for the professional judgement of an experienced teacher. And different children in different classes learn at varying rates. Each class always develops its own personality."
For those of you don't know what "curriculum pacing", here is a totally biased, but still appropriate description:
"Before NCLB, teachers had considerable control over the speed at which they presented the curriculum. After a new curriculum was adopted though, they had to move at a one-pace-fits-all because district tests had to be given at a certain time."
"I earn my paycheck by "reading" teenagers. I probe the students' background knowledge to determine what information they have retained from previous years. More and more, it is clear that previous lessons have "gone in one ear, and out the other." As teachers feel increased pressure to "cover" the material, teaching for understanding has decreased.
The pace at which a class moves must be determined by the rate that students master skills and conceptual building blocks. Listen to the kids and they will teach you the rate at which the class must move. Assessment data can be invaluable, but there is no substitute for the professional judgement of an experienced teacher. And different children in different classes learn at varying rates. Each class always develops its own personality."
For those of you don't know what "curriculum pacing", here is a totally biased, but still appropriate description:
"Before NCLB, teachers had considerable control over the speed at which they presented the curriculum. After a new curriculum was adopted though, they had to move at a one-pace-fits-all because district tests had to be given at a certain time."
Bad Week for Mizzou Football
First, we loose to our rivals Kansas in one hell of a football game. By the way, I had the pleasure of watching the game with my future in-laws this weekend. They are Kansas fans.
Then, we loose our outstanding Offensive Coordinator to Wyoming. Oh well, we at least have the Big 12 Championship game against Oklahoma to look forward to (where we are undoubtedly the underdog).
Then, we loose our outstanding Offensive Coordinator to Wyoming. Oh well, we at least have the Big 12 Championship game against Oklahoma to look forward to (where we are undoubtedly the underdog).
Ohio School District requests $100 Million Dollar Bailout
I love this! Now granted, TARP is "meant to stabilize financial institutions", and $100 million is a little more than they should be asking for (especially for a school district of only 3,800 students). However, I think there is an excellent point here. If we can give all of this money to companies who are about to go bankrupt (completely their own fault, by the way), then why can't we give more money to public schools?
Monday, December 1, 2008
Why is the Nation Really at Risk?
Over at Education Policy Blog, Kenneth Bernstein just posted something that is very important. It sums up many of my own views regarding the problems of the education reform debate, and I feel anyone who cares about American education should read it.
The post starts off with a long expert from Carl Glickman's post, the Latest Nation at Risk Report, at the Forum for Education and Democracy blog. Glickman edits parts of the famous Nation at Risk report so that it reflects the realities of today's America, specifically, it's economic problems. The following comes from the epilogue:
"There will be some angry readers out there who will bristle as I have lifted some of the exact wording of the Nation at Risk Report of 1983 and changed the word “schools” and “public education” to "business and financial institutions." And yes, I have taken plenty of liberties to extend and add sentences to define all business and financial leaders and stock market manipulators as untrustworthy, immoral, dangerous people who have let our country down; crushing the day to day lives and long term hopes of the large majority of Americans who can not afford to lose their jobs, their homes, and their savings. And my business friends -- if there still are a few left -- will bristle at the idea that educators and lay people, with no experiences in business or finance, should be taking charge of what they need to do. If so, the point has been made and hopefully, sincerely taken before further policy making."
This leads into Bernstein's argument about the problem with modern American education reform: it is dominated by businessmen and politicians, as opposed to educators. He tells and interesting story about a conversation between him and Iowa's then Governor Tom Vilsack about this problem:
"In that context, let me repeat part of the first face to face conversation I had with then Governor Tom Vilsack. I noted that the Governors had just had a conference on education and each governor had brought a business leader. Tom acknowledged that was true. I asked why each governor had not instead brought a teacher, a principal or even a student? He was genuinely surprised at the idea."
This leads right into a passage from Jamie Vollmer's famous "Blueberry Story":
"I have learned that a school is not a business. Schools are unable to control the quality of their raw material, they are dependent upon the vagaries of politics for a reliable revenue stream, and they are constantly mauled by a howling horde of disparate, competing customer groups that would send the best CEO screaming into the night.
"None of this negates the need for change. We must change what, when, and how we teach to give all children maximum opportunity to thrive in a post-industrial society. But educators cannot do this alone; these changes can occur only with the understanding, trust, permission and active support of the surrounding community. For the most important thing I have learned is that schools reflect the attitudes, beliefs and health of the communities they serve, and therefore, to improve public education means more than changing our schools, it means changing America."
This is in many ways what the modern education reform debate comes down to. It is not just about students who can pass tests, go to college, and become leaders in the field of (insert your profession of choice here). It is about the overall well being of our society, and thus, the students as well. Do we need to do better in math and science? Yes. Do we need to get rid of "bad teachers"? Yes. And no, we shouldn't rule out charter schools or alternative teacher training programs as part of the solution. But they aren't the only solution. And putting the opinions of businessmen and politicians ahead of educators (as opposed to "in cooperation with") isn't a solution of any real use.
I am reminded of a blog post from Jill, a wedding photographer and a parent of a child with special needs, who raised some important points during the campaign in response to Sarah Palin's proposal on behalf of the McCain campaign regarding special education reform:
"As [Palin] rightly said 'For many parents of children with disabilities, the most valuable thing of all is information.' What she totally glossed over, though, is that the information comes through sources her ticket is NOT endorsing: guaranteed medical coverage for all children. Where does most of our early information about our children and their ‘condition’ come from? Our doctors. Doctors our children won’t see without insurance. Therapists that our children won’t see without coverage. Visiting nurses that will no longer ‘visit’ us because our child isn’t able to get insurance (’pre-existing’ and ‘congenital’ often are treated the same by insurance companies). "
I raised similar points in response to her post.
Bernstein's post does critique the Nation At Risk report, and I must admit that I cannot agree of disagree with said critique. I have not read the report, let alone studied it's results to the extent that others have. I do agree that our society is "being eroded eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people". But this is America. We can do something about this if we really want to.
The post starts off with a long expert from Carl Glickman's post, the Latest Nation at Risk Report, at the Forum for Education and Democracy blog. Glickman edits parts of the famous Nation at Risk report so that it reflects the realities of today's America, specifically, it's economic problems. The following comes from the epilogue:
"There will be some angry readers out there who will bristle as I have lifted some of the exact wording of the Nation at Risk Report of 1983 and changed the word “schools” and “public education” to "business and financial institutions." And yes, I have taken plenty of liberties to extend and add sentences to define all business and financial leaders and stock market manipulators as untrustworthy, immoral, dangerous people who have let our country down; crushing the day to day lives and long term hopes of the large majority of Americans who can not afford to lose their jobs, their homes, and their savings. And my business friends -- if there still are a few left -- will bristle at the idea that educators and lay people, with no experiences in business or finance, should be taking charge of what they need to do. If so, the point has been made and hopefully, sincerely taken before further policy making."
This leads into Bernstein's argument about the problem with modern American education reform: it is dominated by businessmen and politicians, as opposed to educators. He tells and interesting story about a conversation between him and Iowa's then Governor Tom Vilsack about this problem:
"In that context, let me repeat part of the first face to face conversation I had with then Governor Tom Vilsack. I noted that the Governors had just had a conference on education and each governor had brought a business leader. Tom acknowledged that was true. I asked why each governor had not instead brought a teacher, a principal or even a student? He was genuinely surprised at the idea."
This leads right into a passage from Jamie Vollmer's famous "Blueberry Story":
"I have learned that a school is not a business. Schools are unable to control the quality of their raw material, they are dependent upon the vagaries of politics for a reliable revenue stream, and they are constantly mauled by a howling horde of disparate, competing customer groups that would send the best CEO screaming into the night.
"None of this negates the need for change. We must change what, when, and how we teach to give all children maximum opportunity to thrive in a post-industrial society. But educators cannot do this alone; these changes can occur only with the understanding, trust, permission and active support of the surrounding community. For the most important thing I have learned is that schools reflect the attitudes, beliefs and health of the communities they serve, and therefore, to improve public education means more than changing our schools, it means changing America."
This is in many ways what the modern education reform debate comes down to. It is not just about students who can pass tests, go to college, and become leaders in the field of (insert your profession of choice here). It is about the overall well being of our society, and thus, the students as well. Do we need to do better in math and science? Yes. Do we need to get rid of "bad teachers"? Yes. And no, we shouldn't rule out charter schools or alternative teacher training programs as part of the solution. But they aren't the only solution. And putting the opinions of businessmen and politicians ahead of educators (as opposed to "in cooperation with") isn't a solution of any real use.
I am reminded of a blog post from Jill, a wedding photographer and a parent of a child with special needs, who raised some important points during the campaign in response to Sarah Palin's proposal on behalf of the McCain campaign regarding special education reform:
"As [Palin] rightly said 'For many parents of children with disabilities, the most valuable thing of all is information.' What she totally glossed over, though, is that the information comes through sources her ticket is NOT endorsing: guaranteed medical coverage for all children. Where does most of our early information about our children and their ‘condition’ come from? Our doctors. Doctors our children won’t see without insurance. Therapists that our children won’t see without coverage. Visiting nurses that will no longer ‘visit’ us because our child isn’t able to get insurance (’pre-existing’ and ‘congenital’ often are treated the same by insurance companies). "
I raised similar points in response to her post.
Bernstein's post does critique the Nation At Risk report, and I must admit that I cannot agree of disagree with said critique. I have not read the report, let alone studied it's results to the extent that others have. I do agree that our society is "being eroded eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people". But this is America. We can do something about this if we really want to.
For Uber Cardinals Fans
The St. Louis Post-Dispatch has created a Mount Rushmore of Cardinals Players. After a vote of who should be on it, they have narrowed it down to a 4 very good players: Stan Musial, Albert Pujols, Ozzie Smith, and Bob Gibson.
Some people think Pujols's selection is premature. I say nonsense. He has won 2 MVPs (so far), and has been arguably the baseball's best hitter for the past 8 years in the league (how long he has been playing). Oh yes, he can also field and run well for a 1st Basemen. You could substitute Lou Brock, Dizzy Dean, or even broadcaster Jack Buck for Pujols, and I would be ok with the list. But Pujols is still the better pick.
The Picture was created by Tom Borgman of the Post-Dispatch.
Sunday, November 30, 2008
Thanksgiving Weekend
Well, so much for blogging over the week of Thanksgiving. I ended up going to Iowa with my fiance for a few days to visit my future in-laws. I was under the impression that there would be wireless internet. I was wrong. Thus, I have not posted for a few days. Oh, well.
But hey, I still had some fun. I got to spend some quality time with some future relatives, I played Nintendo Wii, I ate a bunch of food, and I started a new book: Democracy and Education by John Dewey. It is an incredibly slow read, but from what I can tell so far, the book makes some excellent points. Assuming I finish it, I do promise to write more about it in the future.
But hey, I still had some fun. I got to spend some quality time with some future relatives, I played Nintendo Wii, I ate a bunch of food, and I started a new book: Democracy and Education by John Dewey. It is an incredibly slow read, but from what I can tell so far, the book makes some excellent points. Assuming I finish it, I do promise to write more about it in the future.
Wednesday, November 26, 2008
Just How Big Is The Economic Bailout?
Bigger than all of these combined:
• Marshall Plan: Cost: $12.7 billion, Inflation Adjusted Cost: $115.3 billion
• Louisiana Purchase: Cost: $15 million, Inflation Adjusted Cost: $217 billion
• Race to the Moon: Cost: $36.4 billion, Inflation Adjusted Cost: $237 billion
• S&L Crisis: Cost: $153 billion, Inflation Adjusted Cost: $256 billion
• Korean War: Cost: $54 billion, Inflation Adjusted Cost: $454 billion
• The New Deal: Cost: $32 billion (Est), Inflation Adjusted Cost: $500 billion (Est)
• Invasion of Iraq: Cost: $551b, Inflation Adjusted Cost: $597 billion
• Vietnam War: Cost: $111 billion, Inflation Adjusted Cost: $698 billion
• NASA: Cost: $416.7 billion, Inflation Adjusted Cost: $851.2 billion
I am no opponent of big government, but really, fiscal conservatism has to play a role at some point.
• Marshall Plan: Cost: $12.7 billion, Inflation Adjusted Cost: $115.3 billion
• Louisiana Purchase: Cost: $15 million, Inflation Adjusted Cost: $217 billion
• Race to the Moon: Cost: $36.4 billion, Inflation Adjusted Cost: $237 billion
• S&L Crisis: Cost: $153 billion, Inflation Adjusted Cost: $256 billion
• Korean War: Cost: $54 billion, Inflation Adjusted Cost: $454 billion
• The New Deal: Cost: $32 billion (Est), Inflation Adjusted Cost: $500 billion (Est)
• Invasion of Iraq: Cost: $551b, Inflation Adjusted Cost: $597 billion
• Vietnam War: Cost: $111 billion, Inflation Adjusted Cost: $698 billion
• NASA: Cost: $416.7 billion, Inflation Adjusted Cost: $851.2 billion
I am no opponent of big government, but really, fiscal conservatism has to play a role at some point.
Monday, November 24, 2008
Running into Old, um, Friends?
The Onion has a piece that I, and probably many others, can relate to during the holidays. The article begins:
"For the fifth straight year, Jordan McCabe will return home for the holidays and spend the night before Thanksgiving running into every smug and unlikable asshole he ever went to high school with, the 26-year-old reported Monday."
I am sure I will be feeling Jordan's pain at some point during the next month and a half.
"For the fifth straight year, Jordan McCabe will return home for the holidays and spend the night before Thanksgiving running into every smug and unlikable asshole he ever went to high school with, the 26-year-old reported Monday."
I am sure I will be feeling Jordan's pain at some point during the next month and a half.
At-Risk Watch: No Bus Transportation for Special Needs Children
Yep, it has come to this. This is apparently an all too common problem in Chicago Public Schools. An interesting and unfortunate statistic noted in the report: of the 50,000 special needs students in Chicago, only about 9,000 are eligible for bus services. The piece does remind parents of special needs students to have transportation services detailed in their child's IEP. Also, the article features Special Education lawyer, and one of my favorite education bloggers, Charles Fox.
The Obamas are Sending their Daughters to Sidwell Friends
It is a private Quaker School that Chelsea Clinton attended, as well as Albert Gore III, and Joe Biden's Grandchildren.
On the one hand, it would be nice to see a major political figure send their children to a public school, or at least a charter school. On the other hand, it is unfair that such a decision is so open to public scrutiny, and we must all understand that the Obamas have to do what is in the best interest of their daughters. Besides, it is not like the DC public schools offers the greatest education environment.
On the one hand, it would be nice to see a major political figure send their children to a public school, or at least a charter school. On the other hand, it is unfair that such a decision is so open to public scrutiny, and we must all understand that the Obamas have to do what is in the best interest of their daughters. Besides, it is not like the DC public schools offers the greatest education environment.
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