At Tuesday’s City Council meeting, Terry Knapp spoke to the council and encouraged them all to read a new book by Diane Ravitch called “The Death and Life of the Great American School System: How Testing and Choice are Undermining Education.” He wanted them (especially the Mayor) to read it before next week’s education symposium with Education Secretary Arne Duncan and school reformer Paul Vallas.
The book is available from Amazon.com here, but you can get a pretty good synopsis of her thesis by watching this lecture (two parts, approx. 15 minutes total, from the Radical Film and Lecture Series at NYU, via YouTube):
“Diane Ravitch is a historian of education. She is Research Professor of Education at New York University. She is a senior fellow at the Brookings Institution in Washington, D.C.,” and “From 1991 to 1993, she was Assistant Secretary of Education and Counselor to Secretary of Education Lamar Alexander in the administration of President George H.W. Bush,” according to Politico.
While listening to her speech, I couldn’t help but think about Peoria’s charter school, which is heavily promoted by business interests, not the least of which being the Peoria Area Chamber of Commerce. I also thought about how the school board was not even invited to next week’s education symposium — a telling omission. And finally, I thought about this article I recently read from the New York Times: “A charter school created and overseen by Stanford University’s School of Education was denied an extension of its charter on Wednesday night after several members of the school board labeled it a failure. Last month the state placed the charter school, Stanford New School, on its list of persistently lowest-achieving schools.” Ravitch is quoted in that article as saying:
“Maybe this demonstrates that schools alone cannot solve the very deep problems kids bring to school,” said Diane Ravitch, the education scholar and historian. “You cannot assume that schools alone can raise achievement scores without addressing the issues of poverty, of homelessness and shattered families.”
It’s too bad Ms. Ravitch won’t be at next week’s symposium. It would be interesting to hear her spar with Duncan and Vallas.
The school board was eventually invited.
And it’s a very interesting book.
Yes, I should have said “was not initially invited” to the symposium. Thanks for the correction. Nevertheless, it’s still telling that inviting the Board of Education to an education symposium with the Secretary of Education was an afterthought.
The interesting thing to me is that it seems everyone wants results, which private and home schooling provides but no one wants to get rid of “public” education. The only possible reason I can come up with is the fear of proprietary knowledge being taught in the private schools… Christian fundamentalism, radical communist ideologies, environmental wackoism, racial or ethnic bigotry…. whatever.
So everyone says let’s fix public education… and every attempt fails. Is this serious or is it just another political game of perpetual outrage?
I am sick and tired of poor people being maligned for every problem. From education to crime and all of our ills, we have to “address poverty”. BULL. It’s just an excuse for the govt. to take more power, and spend more money. Not saying poverty is good, but the vast majority of poor people are not criminals, can be educated, and generally are good people. There are plenty of rich criminals, rich drug addicts and rich, spoiled-roteen fools – many of whom sit in Congress, or pontificate from Hollywood, that are culpable for our problems. Let’s stop making excuses and address the problems.
While listening to her speech, I couldn’t help but think about Peoria’s charter school, either. Like how the number of applicants is so much higher than the space available – because people want a choice – a different option.
Ravitch had plenty of criticism, but what was her solution? Give our current schools more money and there should be no accountability? I’m sorry, but that doesn’t seem to have worked either.
According to a 2005 report from the OECD, the United States is tied for first place with Switzerland when it comes to annual spending per student on its public schools, with each of those two countries spending more than $11,000. Despite this high level of funding, according to the OECD, U.S. public schools lag behind the schools of other developed countries. U.S. students finished 15th in reading, 19th in math and 14th in science – and in a study that only ranked 31 nations.
Of course, schools alone can’t solve the very deep problems kids bring to school. There is no magic bullet. What you can first do is give people more choice.
Jon, a sound bite doesn’t come close to the entirety of her message. The book, for me, is like reading the history of District 150 from the 1960s to the Nation at Risk to NCLB. What has happened here happened everywhere. I watched it happen–was part of it happening and saw the problems just as she describes them–mostly in retrospect just as she did. What is most impressive is that she bought into everything she is now questioning–is willing to admit that she made a complete 180 turn around and why she did. I don’t think the book is about blame, at all–especially about blaming poor people. Anything I say will probably taint her message, so I really urge everyone to read the book. Then you can argue with her.
You’re right, Sharon, I have no business arguing with any point someone makes until I’ve read the entirety of what they have to say on the subject. Shame on you, CJ, for suggesting “you can get a pretty good synopsis of her thesis by watching this lecture” and shame on me for believing you. Sharon, I think you should take it a step or two further. Not only should no one argue with anything she says in this clip, no one should agree with her until they’ve read the book. Heck, no one should even comment.
Incidentally, Sharon, have you ever read that Ouchi article I’ve posted a few times? IF you ever do, please don’t comment until you’ve read his two books on education as well.
Umm, that was sarcasm. I hope it wasn’t inappropriate or uncivil. (Oh, there I did it again!)
Anyway, all kidding aside (and Sharon and CJ, I hope you know I was just being playful) CJ said:
“I couldn’t help but think about Peoria’s charter school, which is heavily promoted by business interests, not the least of which being the Peoria Area Chamber of Commerce.”
So, what was the thought(s)? Were you happy that people in our community were taking an interest in our public schools? Especially since, as Ravitch says, schools alone can’t solve the problems?
Jon, I’m glad to know you were kidding–but what is the purpose of the kidding? C.J., I’m glad you provided the video–it is a good introduction to the book. Also, I don’t mean “argue” in a derogatory sense–more as in a debate. Once you, Jon, have read the book, I would like to hear your arguments for or against her point of view. I haven’t read the whole book myself but have read pieces of it. I believe she does a very good job of analyzing the history of education to see how public education has gotten to the point where so many young people are so far behind academically. What she states just describes what happened during my entire teaching career. If we don’t identify the problems and the sources of the problems, we will never find the solutions. I think she does a very good job of doing just that. What Ravitch does that many can’t or won’t do is that she admits she was wrong about her earlier acceptance of NCLB, etc. I’m still holding out hope that Obama will do the same.
Did any of you hear on CNN this morning the story of mass cheating on NCLB tests, I believe, in Georgia?
I have read the book. It’s a great read, well written, riviting. She makes the point that the US has a system of public education — education for all children — essential to our democracy, that is being destroyed by ‘choice’ schools including charter schools. THey skim the cream of the kids, but what about the others? They are still citizens, workers, voters. When we take resources away from them to educate the few what have we done?
She also makes the point that the ‘billionaires club’ of rich philanthropists, such as Bill Gates, are forcing their free market ideology on school districts desperate for money. They also give to artists and the medical field, but don’t try to force ideology on those people. But everyone thinks they know everything about education because they once went to school. Wrong.
Dist. 150 closed a major high school without even a public hearing, and will overcrowd classes and diminish education in the other high schools to get enough money to pay for a charter school. If it works it will be because the kids that fail are squeezed out in favor or others. Sure ‘gifted’ schools do well, but what about the others? They’re deprived of the brightest kids and do worse. Why doesn’t anyone speak up for public education of all kids, Ravich asks. She’s got a point!
Thanks for posting the video, CJ!
Dave Haney has written a great story about Ravitch for tomorrow’s PJS–also, mentions that Vallas isn’t coming to the event after all.
“Maybe this demonstrates that schools alone cannot solve the very deep problems kids bring to school,” said Diane Ravitch, the education scholar and historian. “You cannot assume that schools alone can raise achievement scores without addressing the issues of poverty, of homelessness and shattered families.”
Great quote. Spot on. But what about the children in Peoria that do not bring “very deep problems” to school and are ready and able to perform right now. And how about those students that come from troubled backgrounds, and despite the odds against them, are on track to do well in school and only need the right learning environment to really flourish.
I am hopeful that the Charter School offers a lifeline to some families in Peoria and is the first of many choice initiatives to be offered to a community that is clamoring for more. I also think it is great that the business community is being more proactive in turning school system around. I am having a hard time understanding why involvement by the Chamber of Commerce and key businesses in a bad thing??
Frustrated, please read the book. You will probably still disagree because you are totally sold on choice and the business model for education. But, at least, read the book.
Sharon and Elaine, you got to remember that this is a person who spent her whole life in education and just NOW (????) realizes that assessment is not the problem? Too bad she didn’t figure it out before she helped stuff NCLB down the throats of schools.
Just wanted to add another 2 cents worth. This is what I wrote in response to those responding on the PJS site. I just hope that all of you read the book. Many of your negative characteristizations of Ravitch and her contentions about NCLB are explained in the book. As an educator, I was amazed at how well she describes the history of American education for the last 60 plus years and analyzes where we went wrong. I know she is right because all of this happened in District 150 (and throughout the country). Personally, I am so happy that someone with first-hand knowledge has written a book asking the country to take a good look at the negatives of NCLB. For those of you who may advocate “smaller” government, NCLB has certainly not given you that. Also, in reasponse to one of the posters here, she does not advocate the end of testing–just the way in which testing is used as a very narrow way to judge the effectiveness of our educational system. She simply claims (rightly so) that NCLB is interested only in whether or not the students can read and do math. NCLB is not interested in “what” the children read–no interest in whether or not the students are gaining any knowledge at all. Consequently, the schools and teachers who are held accountable are, also, now interested only in teaching children to read and do math. School administrators now insist that large chunks of time be devoted to teaching these skills–with much less interest in “what” the children are learning.
Charlie, you know that I am going to disagree with you. I think she explains the reason for her involvement with NCLB–and her hesitancy in accepting the position. She signed on as a Democrat and thought she could influence the direction NCLB was taking–to test so narrowly and not to worry about what the children were learning. Her career as an educator was as one who was very interested in teaching the liberal arts. To her credit, she left when she realized that she could not change the direction that NCLB was taking–and had hoped that Obama would change directions, but he didn’t. Please, Charlie, read the book.
Ravitch stated in NYtimes (3/02/10):
“Nations like Finland and Japan seek out the best college graduates for teaching positions, prepare them well, pay them well and treat them with respect,” she said. “They make sure that all their students study the arts, history, literature, geography, civics, foreign languages, the sciences and other subjects. They do this because this is the way to ensure good education. We’re on the wrong track.”
Peoria is definitely on the wrong track! The education system it has created is a self-fulfilling prophecy. A constant focus on remedial education has delivered just what you would expect – an ever increasing poverty base and an almost vacant middle and upper income population.
I do not care if the choice is offered by a private entity or through the District, those students (and families) that are prepared right now, should be able to “opt in” to a rigorous program of learning that includes all the elements identified by Ms. Ravitch, regardless of where they reside in the District. I am not sure the Charter School will be effective in achieving this end, but it is worth a try.
Frustrated — The trouble with “choice” schools is that not everyone gets in that could benefit from it. There are a limited number of openings at Washington Gifted and the new charter school. What about the children who aren’t accepted? Why shouldn’t all the schools have the advantages of these two schools? Don’t we all pay taxes to D150? Why should some children in the same district have the opportunity for a superior education while others are excluded?
Anyone familiar with Lew Smith and The National Principals Leadership Institute?
We made friends with a family from Japan who was in Peoria for 2 1/2 years. They said that classrooms in Japan have one teacher and 40 students per classroom. She didn’t mention the salary for teachers. Two teachers have told me about having students dropped off to their classrooms who didn’t speak any English. I’m sure there are more. Like parents, if teachers are too honest, they risk being labeled “complainers”. Sharon–I believe I was told by a principal that special education students are required to take the same standardized tests as the non-special education students. If that is true, I think it is unfair to the students and the schools. Common sense tells you that the schools with the most special education students will have the lowest test scores. We did have a teacher tell us (grade school) that between the required testing and the pre-testing the Supt. ordered, there was little time left to teach. I didn’t take it as a complaint, just an honest statement about the obstacles teachers face under NCLB. I do believe there have been some unforeseen and unintended consequences of the NCLB standards.
TR64–I think I understood your question. There is no doubt that special ed students do take NCLB tests. Also, I believe teachers are told to spend much too much time just teaching these two skills: reading and math. One of the worst things that NCLB produces is extreme boredom for students. Frustrated, C.J. just said what I’ve said so many times–I guess that just isn’t how you’re going to see it, but I just don’t think public education can afford to be elitist. As I’ve said before, for many years (at least, when I was went to school), all levels were taught in the same building. And, as I’ve said before, when District 150 decides to take care of discipline problems (probably with an alternative school), then all could be in the same building and get a very good education. I honestly believe those who want separate schools for more advanced children want the taxpayers to pay for something akin to private (and elite) education. There is still the option of moving to a “wealthier” neighborhood and there is no question, unfortunately, that there seems to be an undeniable correlation between income and academic readiness.
Oh, C.J., I am SO o o o . . . glad you asked me “what about the children who aren’t accepted” into Washington or the Charter School.
First of all, Washington is only a great school if you are ready for the education it offers. For example, 8th graders at Washington are currently enrolled in Algebra I. A vast majority of the students enrolled in the District are not ready for that math level by 8th grade. So, I guess my position is that many students in District 150 are not prepared to take advantage of what Washington has to offer.
Secondly, I am not sure what you mean by “superior education.” My posts are always meant to convey that I believe each and every student is entitled to an “appropriate” education based on his or her current level of achievement.
And finally, I totally agree with you that the “choice” offered by the District is insufficient to meet the needs of the population. Washington and the new Charter School do not begin to meet the needs of Peoria. I would suggest a magnet school should be the District’s next move, k – 8 would be the next move.
TR64 – I have some exposure to the Japanese school system as well. It is not my impression that Japanese public school is all that great. Most public school students attend “cram school” 2 to 3 days per week after school and/or on weekends, from a very early age. These Kumon-like programs help students work on math and English. These schools are not for students that are behind, but rather they are a supplement to school. When students reach the age of 15, they must take the an achievement test, of sorts, and this will determine if they attend further schooling preparation for college or whether they will be sent on for addition education to prepare for a trade. Japan, like many other countries, does not operate under the delusion that everyone is suited for college.
I didn’t mean to imply that I have exposure to the Japanese school system. I only meant to imply that our family made friends with a Japanese family who lived in Peoria (the U.S.) for 2 1/2 years. The children attended D150 and didn’t speak any English (when they arrived). The mom said schools in Japan have one teacher and 40 students per classroom. That’s it.
Frustrated, I still don’t understand why the “choices” can’t be offered in the same school. For instance, as it is now at Richwoods, an English teacher can two hours ofenriched classes and 3 of basic classes. Why do you insist on a separate building? I think there is an advantage when children of all walks of life and ability can have some association in the same building–I don’t see that the public school should separate children entirely on the bssis of academic readiness. For example, why can’t kids of all academic abilities meet in P.E. classes where the “not-so-academically” ready might be more physically capable than the enriched students, etc. The same thing goes with band, orchestra, and choral groups. Why not mix whenever possible instead of having a school for the elite? Or do you wish to prepare students for a world in which the one group has no appreciation for the other group?
“Or do you wish to prepare students for a world in which the one group has no appreciation for the other group?”
Hey, and weren’t you challenging me on the use of sarcasm? 🙂
1st Sharon said: “I honestly believe those who want separate schools for more advanced children want the taxpayers to pay for something akin to private (and elite) education. “
Sharon, isn’t a more private and/or elite education what you and your family were looking for when you sought out the opportunity for your grandchildren to go Washington Gifted and then Richwoods IB?
Then Sharon said: “There is still the option of moving to a “wealthier” neighborhood and there is no question, unfortunately, that there seems to be an undeniable correlation between income and academic readiness.”
Sharon – really? So the wealthier children are undeniably more intelligent because they are wealthy? If you and other educators really believe that, that preconceived notion alone would explain the failure to reach children who fall below the poverty level.
Jon, I wasn’t using scarcasm (you said you were kidding, meaning you were being scarcastic but that you didn’t mean it if you were kidding)–I wasn’t kidding or being scarcastic; I believe that lack of appreciating those for a different group is the end result of “separate” schools based on varying ability. Emerge, I imagine some of your assumptions are correct; some aren’t. First of all, of course, they aren’t my grandchildren. No, I don’t believe that wealthier children are more intelligent than poorer children (I do believe they have more opportunities for learning than do poorer children because their parents have the wherewithall to provide all those extras). I was one of the “poorer” children, and I know I didn’t have the same advantages of children whose parents went on educational vacations, talked about intellectual topics at dinner, etc.–there is no denying those advantages. Did I say there was a correlation between wealth and intelligence? I thought I said between wealth and academic readiness. I was being a smart aleck (using scarcasm) about moving into a wealthier neighborhood–but isn’t that why many people move “up”? Also, I believe I have stated often that I don’t blame anyone in District 150 for not wanting to send their children to schools where children are not expected to behave. I am not criticizing any parent for applying for the charter school. However, I am against the charter school because District 150 is saying “Ok” to this whole idea of providing some “better” schools to keep people in District 150, but they are doing little to make parents willing to send their children to the schools where discipline and academic standards are not up to par. Right now I don’t blame any parent for finding alternatives to some 150 schools. Emerge, I think by now you should know me better than to think that I have a preconceived notion about the abilities of children who are not wealthy. Why do you think that I object so much to the current practice at Manual of having all teachers read and reread Payne’s book on the “Culture of Poverty”–that book certainly makes the assumption that teachers need to teach children of poverty differently because they learn differently–and to think of them differently. I detest this practice of treating all these young people as society’s victims–and, thus, making the assumption that they can’t live up to any kinds of behavioral or academic standards because they are disadvantaged. It is the Manual administrators who lump the whole student body into that mold. How do you think students feel when they see teachers carrying around a book entitled “The Culture of Poverty”? Emerge, did you really miss my whole point about why I personally want kids from all walks of life to go to school together? Do you disagree?
Emerge, I think children from wealthier families do well because the money affords them more life experiences. Preschool at an art museum for example. Travel to museums, other states and cities, other countries. They then associate with other people with money. Expectations run high and competition is tough for academics through college. Also, they learn to eat out, which fork to use, etc., so their social skills are often (not always) more adapted to what is expected in the social circles.
By no means do I believe wealthier children are smarter. I work with Title 1 students all day long, but their backgrounds in no way compare to what my children experienced as children at the same age. Some of these kids are absolutely brilliant and I have often asked myself how different things would be for these children if they had more money. However, poverty is not an excuse for not appreciating education. The truth is, education begins in the home. Rich people can afford the best educational toys, along with the certain life experiences that only money can buy. Summer camps, etc. It paints a different path.
This is why I do not believe our educational system should be based on property taxes. It simply isn’t fair. I am also not one bit happy that early childhood intervention is being reduced. This is the biggest mistake we can make right now. It says these children are not important. I believe early childhood education is key.
Another point I want to make is that just because one has money does not in anyway mean rich kids don’t have their own set of problems. Money means better drugs, booze, etc. along with better rehab. If people only knew how many rich kids have been in rehab they would be stunned. When heroin moves out to places like Metamora, and 3 kids die within 6 months of each other from this drug, then you understand that money has its own set of problems, too.
Often parents, of all backgrounds, did not have a good experience in school. Respect for our educational system is at an all time low.
And, for those of you who do not believe teachers earn their money, you are sadly mistaken. You talk about days off and summers off, when in fact, these people are more often than not, at work two hours early and stay late. They take home suitcases, yes suitcases, of work with them in the evenings. They have early morning meetings along with meetings during their lunch hours. Their lunch hours are often spent on the phone with parents. I’ve seen students stand in hallways yelling and swearing at teachers. When the teacher calls home, the parent asks the teacher what she/he did to piss off their precious child. If I had done that I wouldn’t have been able to walk for a week. And no, I do not support hitting children, but I certainly knew and understood the rules. In summer, teachers are attending classes to keep up their certifications. There is no hanging around a water cooler (they don’t exist) and gossiping. They don’t have the time. I’ve rarely seen anyone at any other job I’ve had work harder in my life. They come to love these children and for the most part, the children love them in return. The teachers I’ve had contact with only want the best for their students and work hand in hand with many parents to solve any problems.
The principals are at these schools til 7 PM and again on weekends. The paperwork and the responsibility are astounding.
“I think there is an advantage when children of all walks of life and ability can have some association in the same building.” Well, Sharon, I agree to a point. All walks of life, yes — all abilities, when there are such vast differences, no.
Your comments always seem to read into my posts a bias that is not there. I do not understand why “choice” translates into elite. As Jane posted, she teaches in a Title I school and has taught some “brilliant” children. But Jane’s other comments are telling as well. She said, “. . . I have often asked myself how different things would be for these children if they had more money.” I often ask myself, how different would these children’s academic outcomes be if they were with a critical mass of other students with similar abilities, learning in an environment in which there are challenging benchmarks established for a particular community of learners. Though I am a proponent of gifted learning opportunities, when I suggest there should be more “choice” within the District, I am speaking of schools in which the filter would simply be grade level proficiency, which in Illinois means a student that is a long way from being academically elite.
I do not think that a parent expecting a “choice” to attend a primary or middle school where the majority of students meet or exceed State standards to be akin to expecting a private education.
I believe I may have hijacked this post, so back to the point. I think some type of teacher evaluation/ pay for performance is an idea long over due, however, the devil is in the details. Evaluating teacher effectiveness based on student ISAT performance is flawed.
I believe in choice, but I do not believe children with similar abilities should be grouped together. I think diversity in thought is necessary. My hope is that the group rises to the level of the most intelligent and beyond. Even businesses have discovered that brainstorming among employees is beneficial to all. Every child has a gift that they can bring to the party.
The biggest problem I’ve seen in schools lately is behavior. Bad behavior stems from all backgrounds; rich, poor, smart and not so smart. Until behavior issues are solved, there will be problems. Children need to be taught at home that education is the key to their future. It should never be taken for granted. One or two children can disrupt the entire class. Imagine if you have 5 or 10 that are disruptive. Some kids come to class having two years of preschool under their belts. They know their alphabet, their numbers and what is expected of them. For others, kindergarten is their first experience outside the home. We must not give up on early childhood. We also NEED to make the parents part of the team effort.
When my son was in 8th grade, his PE class went outside for gym and were told to run. When the teacher wasn’t looking my son and his friend led the class down the street and into the woods. They were gone for almost 30 minutes before running back to class. A neighbor called the school to complain that children were running through their yard. The teacher couldn’t find them. I never got a phone call. In fact, I just found out about this episode this year. (my son is 23) I asked my son why the school didn’t call. His answer? “Do you really think the school wanted parents to know they lost an entire PE class for 30 minutes?”
Could you imagine if this happened in Dist 150? Kids would have been suspended! Any maybe they should have been, but they handled it on their own, maybe thinking it best to keep kids in school. Who knows? Anyway, to prove my point, bad behaviors happen everywhere! If I had known what happened I do not know what I would have done, but I sure wouldn’t have been happy. All are guilty at one time or another.
Seems there are other factors besides teachers that affect academic achievement–including school climate. That tone is certainly set in the office. I suppose admn could track achievement and changes in leadership to see if there is a correlation. Or perhaps achievement declined after implementing a new curriculum. That should be easy to fix, but it wouldn’t be up to the teachers and parents to do that, would it?
TR64, you are right… the climate begins in administration.
Jane, since you are in the trenches, how do you suggest that a teacher best serve a class that is academically diverse. My experience as a parent is that it did not work out so well for my children. Both my children began school reading and doing simple math and I would say kindergarten and first grade were a waste. The teachers they had were good and gave a lot — but at the end of the day the curriculum did not meet their needs very well and the teacher was busy tryiing to get others to read and know their numbers.
Jane, we seem to be on the same page. Behavior is the key to many, if not all, of the problems and solutions. Frustrated, I don’t mean to paint you as biased–elitist, maybe. Certainly, you want the best for your children and I don’t fault you for that. I have a hard time understanding how you want District 150 to “look.” Do you really want all the college bound students in one school? There are now only three high schools in 150–and, of course, eventually, we will have the charter school promoted by people (from the Chamber) who said Peoria needs only three high schools. How disingenuous of them when they knew they wanted the charter to be the “new” fourth high school! District 150 has already closed so many schools–we are down to bare bones. So how many more “choice” schools do you want in 150?
Manual has already become the high school for low achievers as the Johns Hopkins program is touted as a program for high school students who function at the 5th and 6th grade level. I hate that. Emerge, you asked why the high school student in my life chose Richwoods over Manual. Why should she or any students who function at grade level go to Manual? (That just became a problem in the last two years). Another reason just dawned on me while she was at my house, doing her French project. She has been taking French since she was in the 5th grade and intends to take four years of French in high school. What if she had decided to go to Manual, only to learn during her freshman year (when the Manual students learned) that this is the last year French will be offered at Manual? That means, of course, that any Woodruff students who will have to transfer to Manual will not be able to take French. District 150 has made some very bad decisions.
Frustrated, I wish I had the answer to that question. I work with Title 1 children, but I am not a classroom teacher. I stand in awe of the teachers and all they deal with on a daily basis.
Jane said: “Emerge, I think children from wealthier families do well because the money affords them more life experiences.”
Jane, poverty has little to do with it. Many children grew up during the Great Depression with rationed food, clothing and sundries and did just fine. The problem is the breakdown of the family – women having children out of wedlock and men not living up to their responsibilities. It used to be this type of behavior was condemned, but now it is excused away – as evidenced through some of the commenters on this blog. These behaviors are also encouraged through our social policies. Until immorality is again shunned by society and legislatively the problem will only get worse and our national debt will continue to climb through the trillions.
Ok Frustrated, it is evident that your children are brilliant so I am not sure why you feel the need to comment.
Watcher: it is not unwed women having babies with absent fathers, rather it is VERY young girls having babies, just to have them. I have worked with high school girls who are having their second and third children, all the while, coming to school just enough to keep from getting dropped and losing their daycare spot. They talk incessantly about how much money they get, free housing, and how they love to buy expensive shoes (Nikes) for newborn babies. Usually the daddies are dealing dope or are already in prison, in fact, some have already been murdered which means their children get SS till the age of 18. Lack of life experiences doom these girls and their children to more of the same.
Ravitch is right, changing the name helps no one. Do I know the answer? No. I just wish that the government would not hold schools, administrators, and teachers hostage because of the lifestyle of the students were are charged with educating.
Frustrated, I don’t necessarily want to return to tracking in the lower grades and middle school; however, I agree that children who come to school ready to learn should not be in the same class with children who are significantly behind in their academic development. When I said that children of a wide range of abilities should be in the same school, I didn’t necessarily mean in the same classroom. In the trenches, I do not wish to be judgmental about the situations you describe with regard to the young girls having babies; however, that is the way it is in so many cases. I just hate to see these young people destroying their own chances of success and probably destroying the chances of the children they are raising as well. Again, making them accept their responsibilities (instead of treating them as victims) would do them so much more good in the long run. I don’t mean that the system should be cruel and uncaring. But these young people can’t be allowed to manipulate the system by just coming to school often enough just to get the aid, etc. They need the kind of help that actually helps them to be responsible young adults. The kind of help the system offers makes them dependent on the system for life.
I just had to text one of my best girlfriends back home to ask why I even look at the Peoria Chronicle because I get so angry at the ignorance when I do take 15 minutes to look. Sharon Tracking works to propagate a broken system. Tracking worked when we were not charged with the mission to educate all students to high levels. I get it. When you went into teaching not all students graduated high school and that was ok. They were picked up by the legal economy. There was Catepillar, Keystone and any number of other jobs that you did not have to have high levels of education. Those jobs no longer exist. East Peoria no longer grows by 35,000 people everyday as people go to work at CAT. I also get that as educators we are being asked to do what we have never done before, educate all students to high levels at a time when students are inherently different.
In addition to this need for schools to change systemically, the students they serve have undergone rapid changes as well. Young people today are inherently different than the young people of 1950. Many more children are growing up in single parent households. Many children have working parents and are left on their own for long periods of time. No longer are children coming from two parent households with one wage-earner. Even in intact families often both parents are working.
Parents and teachers report that students have increased issues with issues of authority and respect. In addition, “More than nine out of ten Americans surveyed agreed that young people’s lack of respect for adults is a problem: more than half see it as a significant problem.” (Wagner & Kegan 2006 P. 7). Our society is shifting. The students that schools serve are changing and the demands on those schools are increasing.
In response to these needs for redesign, schools have been searching for answers to tough questions. How can schools make deep systemic sustainable changes to address the shifting needs of our society? How can we reinvent our systems to meet the needs of all students? Previous studies have looked at the problem as one of broken system. Schools needed fixed. That problem is invalid. The schools functioned in a way that produced the results needed. The results needed have changed.
We need to answer a new problem. Schools need to become adaptive to the challenges that are now being faced. “An ‘adaptive’ change is one for which the necessary knowledge to solve the problems does not yet exist. It requires creating the knowledge and the tools to solve the problem in the act of working on it.” (Wagner & Kegan, 2006, Pg. 10) We cannot implement a program to fix us. No basal reader will do what needs done. We as a system must reframe the problem we are trying to fix. How can schools be adaptive to society’s needs? In order to change, we need to know more about how organizations successfully change.
Dramatic changes in the results expected of schools have created urgency around the need for improvement. Schools are not positioned to create a redesigned system. While schools have regularly brought in new curriculum and new policies, they have never undertaken real systemic change. Elmore (2004) argues this trend towards surface change in school stating, “Schools are consequently almost always aboil with some kind of ‘change’, but they are only rarely involved in any deliberate process of improvement, where progress is measured against a clearly specified instructional goal.
Ultimately schools face changing demands with a changing population without the tools or understandings to create a new system. The structure of schools resist real change and districts and schools lack the capacity to support new ways of doing things. The literature often highlights schools that have somehow created schools in spite of the system. Education Trust studies these schools calling them “dispelling the myth schools”. While individual schools have found ways to overcome the problems facing our system today, not much is known of their beginnings. Given that much of the literature is written about schools by identifying them after they have become, many are puzzled about how they began.
Here is something else I know, it is being done. It is being done with students like those at the former Blaine, with students like those at Manual. It can be done and it is being done. It is being done in schools with students that have vastly different abilities and come from impoverished backgrounds. Students that walk down the street instead of on sidewalks. If you want to read a book about it being done…..Try….It’s Being Done by Chenowith. We know what works in schools. Our problem is taking it to scale. Our problem is leadership at all levels. Our problem is people who don’t believe. All of my waking hours besides the nominal hours I spend with my family are hours I spend with my extended family working with kids like I worked with at Blaine. Working with students like those who were my peers at Peoria Manual. I work with those students and I read everything I can about schools and districts where it is being done. Maybe more of that should be done.
“The kind of help the system offers makes them dependent on the system for life.” Right on, Sharon! Therein lies the problem.
My post about French at Manual was somewhat in error. First-year French will be offered if there are enough students to make a class. Before restructuring I don’t believe such a problem ever existed–there were always enough students for one or two classes of first-year French and, I believe, enough students to have second-year French and maybe even beyond. This is just one more proof that the more academically prepared students are finding ways out of Manual.
Trisha,
Why do you read Peoria Chronicle? Because where will you find a place to vent like this if not here? Remember… this is a blog site. Most people think and type at the same time [though that can be dangerous for many]. Sometimes you get well researched posts, sometimes you get comments off-the-cuff.
Your post was worth the read.
Feel better?
http://www.amazon.com/dp/1891792393?tag=sailor-moon-cosplay-20
‘It s Being Done’ is a refreshingly honest and thoughtful analysis of American K-12 education. It comes at a time when so many people are asking if it is possible not to leave children behind, especially children who are poor and of color. Chenoweth s research carefully documents important examples of academic achievement among these children in a variety of challenging circumstances. She identifies the many characteristics of successful schools, including setting high expectations for students, data-driven instruction, the wise use of school time, ongoing professional development of teachers, and comprehensive leadership teams made up of principals, teachers, parents, and community members. It s Being Done will contribute significantly to the national conversation on the education of our children. Perhaps more important, it will give us reason to hope.” –Freeman A. Hrabowski, III, President, University of Maryland, Baltimore County
“Can a good school enable disadvantaged children to catch up? Some say, No, we must change society first. This scrupulous and humane book shows that a good school can make a decisive difference in giving every child a chance to achieve the American Dream. Karin Chenoweth is to be warmly thanked for showing in detail how some schools and their devoted staffs have refuted the idea that demography is fate.” –E. D. Hirsch, Jr., Professor Emeritus, University of Virginia
“Every American must read this book. It demonstrates unequivocally that an unyielding belief in the ability of all children regardless of background to excel at the highest levels combined with a relentless commitment to excellent instruction can radically transform public education in this nation. If every school in America adopted the lessons of It s Being Done, then the achievement gap in my view, the greatest injustice facing our nation would be relegated to the history books.” –Jason Kamras, 2005 National Teacher of the Year
Product Description
This straightforward and inspiring book takes readers into schools where educators believe and prove that all children, even those considered hard-to-teach, can learn to high standards. Their teachers and principals refuse to write them off and instead show how thoughtful instruction, high expectations, stubborn commitment, and careful consideration of each child s needs can result in remarkable improvements in student achievement.
Hey there New Voice-
I read it because I am a product of Peoria schools. I am a graduate of Manual calass of 1991. I taught at Blaine. It makes me exceedingly upset the level of blame we place on kids and parents and differences in ability. It is just blather. I still check in on some of my students. I worry about them like I worry about my students now, but now I help lead people in the work. I know it can be done and it disapoints me that other people cast blame on children or lifestyles instead of taking a hard reflective look at the schools and what they could be doing differently.
Sharon – here is your quote “Emerge, you asked why the high school student in my life chose Richwoods over Manual. Why should she or any students who function at grade level go to Manual?” Sharon, I want this option for even more capable students in the District that are trapped in school environments that do not meet their needs.
In the trenches – your remarks and view point about the students you work with sounds awfully jaded to me. I think Obama is on to something with his belief that teachers should be more strictly evaluated to determine if they continue to be a good fit for the job. And by the way, my children are not brilliant, just well-cared for. When families put energy into developing their children they usually get good outcomes.
“Sharon, I want this option for even more capable students in the District that are trapped in school environments that do not meet their needs.”- All schools should be schools that serve the needs of their students and some schools do. Below is a link to an article on 90/90/90 schools. 90% poverty 90% minority 90% achievement.
http://www.michigan.gov/documents/mde/90_90_90_205855_7.pdf
I know some are upset about charters, but Geoffrey Canada’s work in Harlem Children Zone cannot be ignored either.
http://www.hcz.org/
Let’s acknowledge that we know what high poverty, high minority schools with high achievement are doing and try to replicate it instead of saying it can’t be done because. As an aside my staff and I worked on some teachings out of Ruby Payne’s Framework for Poverty and Bridges out of Poverty- not to make excuses but to develop better understandings. http://www.amazon.com/Bridges-Out-Poverty-Professionals-Communities/dp/0964743795
Frustrated, I just keep trying. I have said over and over again that I don’t blame parents for choosing other options given the state of District 150 school right now. However, I don’t want more options–I want District 150 to fix what is wrong. There are too many kids trapped in some of the bad environments–why not fix their environment since 150 can’t possibly provide so many choices. I want to clarify another point. You seem to want to change the environment for just the excelling students. There are many students in the middle or even lower academic range that still want to learn–they deserve a calm learning environment, also. They are the ones about whom I am the most concerned.
No, Sharon, read some of my previous posts. I stated I think students that are “meeting” state standards should be able to attend a school with generally iike kind of performers. What I hate see happen is families that are satisfied with schools like Whittier leave the District 150 school system when their children reach MS if they cannot gain entrance into Washington. There should be another option for those families.