case studies versus "data"

This explanation of the case study approach, as opposed to the "data" approach, is going to be extremely useful here in Irvington:

Schools just don't do (and appreciate) what parents do at home. Most parents make sure learning happens. Schools don't do that. That's why I believe a lot can be learned by looking at individual kids and what their parents do, not at statistics. Schools want more parental involvement because they see a correlation with student results (statistics). They just don't realize what that connection really involves (study individual cases). This involves things that the school should be doing. Nobody can argue against parental involvement, but what are the details - practicing math facts at home? In other words, doing their job?

I'm going to send this to our administrators and board. People are beginning to grapple with this problem here, I think, and this is perfect.

Previously the administration has had two ways of looking at tutoring:

• Westchester parents hire tutors when they don't need them.
  

• Tutoring is really just a form of providing your child with very reduced class size.
  

We had a terrific meeting with the assistant superintendent and the assistant principal of the middle school today. It seems clear that the administration is beginning to understand the enormity of the parent reteaching that goes on here. It's not just "tutoring"; it's not just "help with homework." Many students here are experiencing almost a separate school at home, at least in the subjects in which they need a separate school at home.

Today, in the meeting, we gave two examples of what is taking place:


Last week Ed spent 2 hours walking a 9th grader we know through a h.s. writing assignment no 9th grader could possibly do. No graduate student would have been able to do it, either. Essentially, the assignment asked students to write a book, or perhaps a series of books, in two paragraphs. Not possible.

Fortunately, this student just so happened to have a professional historian as a familiy friend. So he and his mom came over, and Ed figured out a way for the student and his Ph.D.-bearing mother to do the assignment. The final product wouldn't be good -- it couldn't be -- but it would be as good as it could be under the circumstances.

What happens to students who don't happen to have a historian friend who can "help with homework"?

The other story we told is heartbreaking.

One of Christopher's sweetest friends -- this is such a great kid -- has some family problems (divorce), parents aren't professionals, etc.

Last year Chris' ELA class was given an assignment that was way over the kids' heads.

(I'm going to add my standard disclaimer here: we think the world of this teacher -- I might even be able to document the amount C. learned in her class. Here, I'm talking about a particular problem with writing instruction that we're seeing in many, many classes.)

Anyway, the writing assignment was far too advanced.

Ed spent hours breaking it down, teaching each part, selecting an appropriate text for C. to write about, and so on.

C. ended up with an A.

His friend, who was on his own, got a D or perhaps even an F. He was sad and demoralized; Chris was proud and happy. Ed said, afterwards, "It's like emotional blackmail. If you don't help your kid he's going to be miserable."

What conclusion does C's friend draw?

He told us this summer. One of C's other friends was telling the others that his mom was going to get him a game system if he made honor roll. C's average-student friend said, in his sweet, direct voice, without a trace of envy, "That would be difficult for me."

Then he looked at Ed and me and said, "I'm an average student."

It breaks your heart.

We brought these stories to the meeting, and for the first time, I think, the stories were heard.

Steve's comment about the need for case studies will explain part of what is needed here.

But how does one level the playing field?

I have some thoughts about that, courtesy of Susan J.

Does anyone else?