a bad economy depresses math scores

Given the magnitude of the recent recession, and the high-stakes testing the U.S. has implemented under the No Child Left Behind Act (NCLB), it is important to understand the effects of large-scale job losses on student achievement. We examine the effects of state-level job losses on fourth- and eighth-grade test scores, using federal Mass Layoff Statistics and 1996-2009 National Assessment of Educational Progress data. Results indicate that job losses decrease scores. Effects are larger for eighth than fourth graders and for math than reading assessments, and are robust to specification checks. Job losses to 1% of a state’s working-age population lead to a .076 standard deviation decrease in the state’s eighth-grade math scores. This result is an order of magnitude larger than those found in previous studies that have compared students whose parents lose employment to otherwise similar students, suggesting that downturns affect all students, not just students who experience parental job loss. Our findings have important implications for accountability schemes: we calculate that a state experiencing one-year job losses to 2% of its workers (a magnitude observed in seven states) likely sees a 16% increase in the share of its schools failing to make Adequate Yearly Progress under NCLB.

Children Left Behind: The Effects of Statewide Job Loss on Student Achievement
Elizabeth Oltmans Ananat, Anna Gassman-Pines, Dania V. Francis, Christina M. Gibson-Davis
NBER Working Paper No. 17104
Issued in June 2011
NBER Program(s): CH

Here's the Curious Capitalist: Is the Economy Hurting Your Kid's Report Card?.

Perceptual Learning

There was a story in the New York Times yesterday about perceptual learning, and it brought up two things for me:

a) I was surprised (relieved?) to hear that I wasn't the only one who has trouble with fractions.

b) I had a breakthrough moment a few weeks ago when Catherine told me to break out the number line.

(Cross posted on Perfect Score Project)

Remind me not to travel in space

Lieberman’s joint research with medical school faculty, other colleagues, and Brown University graduate and undergraduate students have revealed a “syndrome” – a pattern of speech motor and cognitive deficits occurs [sic] that derive from impaired subcortical basal ganglia structures. Ongoing studies of Parkinson’s disease, childhood developmental verbal apraxia, Rolandic epilepsy, autism, hypoxic insult to the brain arising from exposure to extreme altitude as climbers ascend Mount Everest, and focal brain lesions provide an opportunity for both graduate and undergraduate students to participate in research. Other studies on speech production have synthesized the vowels that Neanderthals could have uttered. The findings of these studies have been applied to the diagnosis and treatment of these conditions as well as monitoring systems for exposure to high-intensity radiation in space travel, which produces damage to neural circuits involving the basal ganglia.

Philip Lieberman at Brown

I've spent the past year trying to figure out the basal ganglia. (pdf file)

In case you were wondering.

Bonus factoid: Here's what it sounds like when a Neanderthal tries to pronounce a long 'e.'

The Pleasure of Problem Solving

Willingham's article, Why Don't Students Like School, describes perfectly why I love working on SAT problems:

There is a sense of satisfaction, of fulfillment, in successful thinking......It's notable too that the pleasure is in the solving of the problem. Working on a problem with no sense that you are making progress is not pleasurable. In fact, it's frustrating. And there's not great pleasure in simply knowing the answer either.

And why I find them so challenging:

There's a final necessity for thinking: sufficient space in working memory. Thinking becomes increasingly difficult as memory gets crowded.

(Cross-posted on Perfect Score Project)

at Google

re: crowds vs herds, jtidwell writes:

I worked at Google. I was based in the Cambridge (Mass.) office, but its architecture is comparable to the NYC office. I spent my share of time working as a visitor in the NYC office, too, and also in Mountain View.

What they are doing at Google is TOTALLY different from guess-the-number problems. :-)

But, first, the architecture. There are large rooms with an open layout, but these aren't generally huge. Most that I visited only held about 20-30 people, and the people working in them were respectful about a quiet environment. There are countless meeting rooms, both large and tiny, that one can retreat to when necessary. And truth be told, I never spent much time at my desk! I was frequently working in one of these meeting rooms, either in F2F meetings, or on videoconferences, or some hybrid thereof, or by myself when I needed serious quiet.

Plus, everyone is issued laptops instead of (or in addition to) one's desktop computer. Googlers are encouraged to take their work anywhere they please, as long as it's secure. Working from home is fine, too.

The nature of the work there is quite collaborative, as all good software product teams are. But once decisions are made, or questions formulated, everyone scurries off and does individual work. Very intense individual work. (In my case, it was UX design, with occasional programming or online research to figure something out.) And let me tell you, if you weren't extremely competent at self-directed work and individual achievement, you didn't last long in that environment. :-)

Following the crowd's opinion, just because you don't have the nerve to state your own differing opinion, isn't looked well upon either.

Red Horse Tutoring

Stacy Howe Lott has a website!

the arithematic of differentiated instruction

Concerned Teacher on differentiated instruction:

Differentiated instruction is a total scam. You MUST teach in order for students to learn, and you must offer practice time during which you are available to lend assistance. No superteacher can do both at multiple levels and through multiple modalities daily in the course of a single 55 minute period class, and do it well.

Teachers are not the folks who have perpetrated this myth. Teachers have had this myth forced upon them by administrators, and as far as I know, colleges have promoted this nonsense.

Concerned Teacher responding to Protecting Students from Learning

The arithmetic of differentiated instruction doesn't add up.

Put 20 kids at all levels of abilities and interests in the same classroom for 55 minutes.

Seat them in pods.

Have the teacher deliver a 10 minute mini lesson, after which she moves around the class working one-on-one with 20 different children.

While the teacher is making her way around the room, the other 24 children do whatever they've been told to do without being able to ask a question or get feedback. If they've been told to work together, then a lot of them are going to be copying whatever the quickest child in the pod is doing.

The total number of productive minutes an individual child can experience is 12 to 15 out of the 55, max, and that's assuming that the mini lesson was pitched to the child's level.

If the lesson was over a child's head, he or she has just two or three minutes of comprehensible direct instruction from the teacher.

If the lesson was below a child's level, he or she also has just two or three minutes of useful direct instruction from the teacher. If that.

Hunter Writing System

looks interesting:

Is this a whole-language approach to teaching grammar?

Yes and no. Yes, to the extent that whole-language instruction requires involvement of all the senses in learning. It is my recommendation that teachers have students say their rearranged sentences out loud (or, at least, subvocally) not only to test whether they are meeting the criteria for some grammatical element but also to hear what correctly spoken English sounds like. Of course, they do write and read the sentences as they carry out the exercise material.

No, because this system for immersing students in structure does not--and cannot--teach grammar through literature or through the students' own writing. Students must learn the structure of the sentence systematically, building from the known to the unknown in an experience-based and carefully sequenced way. This ownership of structure cannot be learned in random order nor without "interactive" types of exercises.

How does this way of teaching grammar relate to the process approach to teaching writing?

Nancie Atwell, a chief proponent of the process approach to teaching writing for middle school students, recommends occasional 10-minute mini-lessons in grammar primarily for the purpose of fixing some usage error. (Her reasoning is that the indispensable, if not sole, means to becoming a better writer is to do personally meaningful writing--as opposed to learning grammar as a means.)

Although my program would provide ideal subject matter for 10-minute mini-lessons, the primary instruction would have to be in the fundamentals of grammar (not in rules of usage); it would have to be virtually daily, not occasional, in occurrence; and it would have to be accompanied by extensive practice. It would have to include incrementally developed lessons on how sentences and their parts work and interact and would address usage errors only as sufficient background to understand and consistently apply them have been absorbed.

The philosophy of the proponents of the process approach to writing is that improvement in the mechanics of writing will take place with students' heightened desire to make sure that their message is read and acted upon and without formal instruction in grammar. (There remains the troubling question as to whether such experiences can lead to the remedying of most, let alone all or the most serious, mistakes. Then there is the question of permanency of the error-free writing.) Is it not reasonable to believe, too, that any lasting improvement in the mechanics of writing might occur just for the brightest of students or for those immersed in correct usage of English in their homes?

My philosophy regarding mastery of writing on the part of middle school students--in fact, all students--is entirely different. My philosophy is that immersion in grammar--that is, an experiencing of the roles of the key parts of the sentence by means of hands-on strategies, strategies that initially involve the rearrangement of sentence parts--is a prior and, for many (if not most) students, an indispensable means to self-confidence and competence in writing....

It is in light of this that I recommend that my grammar program--in accompaniment with on-going composition work--be the initial component of any foundational writing program (and, therefore, of any middle school program). My teaching suggestions in the next section offer some insights.

Competing Philosophies

help desk - absolute value

Problem 85 in Perfect 800: SAT Math:

In an amusement park, regulations require that a child be between 30" and 50" tall to ride a specific attraction. Which of the following inequalities can be used to determine whether or not a child's height h satisfies the regulation for this ride.

(A) | h -10 | < 50
(B) | h - 20 | < 40
(C) | h - 30 | < 20
(D) | h - 40 | < 10
(E) | h - 45 | < 5

update: The book's answer is C, which is wrong.

Should We Be Worried? (YES)

Core Standards Are Very Different
The new standards are supposed to be internationally benchmarked. Yet Common Core’s eighth-grade math standards don’t match Finland (0.21), Japan (0.17) or Singapore (0.13), primarily because these countries stress performing procedures. On language arts and reading, alignment ranges from 0.09 with Finland to 0.37 with New Zealand.

Should we be worried? Common Core Standards represent “a change for the better” when it comes to “higher order cognitive demand,” Porter concludes, but the “answer is less clear” when it comes to the topics that are covered.

Personally, I would say the "answer" is perfectly clear!

How Big a Change are the Common Core Standards?

SAT #4 Impressions

I just got back from taking the SAT for the 4th time in 2011.

Spent the month of May working with a tutor named Stacey Howe-Lott who taught me so much about math and grammar I hardly know where to begin; and she has excellent test taking advice (which may seem obvious to a lot of people, but it was new to me).

I'm hoping my score reflects the progress.

(Cross posted on Perfect Score Project)

Crowds vs. herds

In my book I draw a distinction between "cooperation" and "collaboration," defining the former as people working while interacting, and the latter as people working on joint projects, but not necessarily in one another's presence or with much productive interaction. In collaborations, after the work is divvied up, participants might spend the majority of their time working independently. 

I argue, furthermore, that this is what typifies most successful real-world collaborations. Except for those of us working on construction sites or film sets, we tend to get most of our work done at desks in private offices or cubicles; not at conference tables.

It turns out that there is a good reason for this. In an article in last weekend's Wall Street Journal, Jonah Lehrer reports that:

The good news is that the wisdom of crowds exists. When groups of people are asked a difficult question—say, to estimate the number of marbles in a jar, or the murder rate of New York City—their mistakes tend to cancel each other out. As a result, the average answer is often surprisingly accurate.

But here's the bad news: The wisdom of crowds turns out to be an incredibly fragile phenomenon. It doesn't take much for the smart group to become a dumb herd. Worse, a new study by Swiss scientists suggests that the interconnectedness of modern life might be making it even harder to benefit from our collective intelligence.

The experiment was straightforward. The researchers gathered 144 Swiss college students, sat them in isolated cubicles, and then asked them to answer various questions, such as the number of new immigrants living in Zurich. In many instances, the crowd proved correct. When asked about those immigrants, for instance, the median guess of the students was 10,000. The answer was 10,067.

The scientists then gave their subjects access to the guesses of the other members of the group. As a result, they were able to adjust their subsequent estimates based on the feedback of the crowd. The results were depressing. All of a sudden, the range of guesses dramatically narrowed; people were mindlessly imitating each other. Instead of canceling out their errors, they ended up magnifying their biases, which is why each round led to worse guesses. Although these subjects were far more confident that they were right—it's reassuring to know what other people think—this confidence was misplaced.

The scientists refer to this as the "social influence effect." In their paper, they argue that the effect has grown more pervasive in recent years. We live, after all, in an age of opinion polls and Facebook, cable news and Twitter. We are constantly being confronted with the beliefs of others, as the crowd tells itself what to think.

...

This research reveals the downside of our hyperconnected lives. So many essential institutions depend on the ability of citizens to think for themselves, to resist the latest trend or bubble. That's why it is important, as the Founding Fathers realized, to cultivate a raucous free press, full of divergent viewpoints.

The ideal, then, isn't group think, but independent thinking followed by a compilation of people's thoughts. 

Jonah Lehrer, however, neglects to mention one reason why the social influence effect has grown in recent years:  all the time that today's students are forced to work in groups in K12 classrooms, and, increasingly, in college classrooms as well.  In this case it's not the hyperconnectedness of our wired and wireless lives that's responsible, but the group think of the education world, with its systematic confusion of "cooperation" with "collaboration."

(Cross-posted at Out In Left Field).

KIPP & special ed

Defending KIPP, again

Wonderlic test

5 minutes is not a very long time.

SAT Love

dangling modifiers at PWN

brand new!

Now I have to get Mr. PWN to write some SAT geometry questions.

Top 10 List of What I Learned in May

I spent the month of May doing SAT Test Prep with Stacey Howe-Lott. She's the person with the largest score improvement that I was able to find.

I *feel* like I learned a lot. Let's hope the feels are more reality based this time around.

Next SAT in 4 days.

Cross Posted on Perfect Score Project.

dangling modifiers at the Fed

Despite having cut interest rates by 100 basis points in January, layoffs were increasing, inventories were up, and consumer confidence had fallen to its lowest level in more than four years.

A Term at the Fed: An Insider's View
Laurence H. Meyer

lgm on back to the future

re: Diane Ravitch writing in today's Times--

If every child arrived in school well-nourished, healthy and ready to learn, from a family with a stable home and a steady income, many of our educational problems would be solved.

Waiting for a School Miracle
By DIANE RAVITCH
Published: May 31, 2011

lgm writes:

Our nation and NY have many students who can be described as ideal. They have been placed in fully included classrooms with students who have severe issues and [they have been] denied access to an appropriate education. Remove that barrier, place by instructional need with competent teachers, and we as a nation will see education succeed. Continue to mainstream, and pretend to teach at an instructional level several years below the grade level over the door if it all, and we'll continue headbanging.

Yesterday's home and careers assignment for my 8th grader was similar to his 1st grade assignments before full inclusion: Take the alphabet. Under each letter, list two careers that start with that letter.

The majority of this school meets Ravitch's definition of ready to learn. But the idealists won't let the majority of children learn at their instructional level.

back to the future with Diane Ravitch

Molly on back to the future

re: Diane Ravitch writing in today's Times--

If every child arrived in school well-nourished, healthy and ready to learn, from a family with a stable home and a steady income, many of our educational problems would be solved.

Waiting for a School Miracle
By DIANE RAVITCH
Published: May 31, 2011

Molly writes:

My children meet all those lovely criteria, but somehow our educational problems remain. My child's good health and nutrition didn't help her when her algebra class spent an entire week singing karaoke followed up by 12 minutes graphing the results. Her stable family with a steady income was of no use when her English class spent 4 weeks studying poetry but never read a single poem that wasn't written by one of her 8th grade classmates. My child's good fortune doesn't do a damn thing to protect her from a crappy curriculum indifferently taught.

back to the future with Diane Ravitch

back to the future with Diane Ravitch

Diane Ravitch writing in today's Times:

If every child arrived in school well-nourished, healthy and ready to learn, from a family with a stable home and a steady income, many of our educational problems would be solved.

Waiting for a School Miracle
By DIANE RAVITCH
Published: May 31, 2011

I can tell you definitively that a child arriving at school well-nourished, healthy and ready to learn from a family with a stable home and a steady income does not solve the educational problem of a high school junior needing to learn precalculus inside his actual school.

how much does a B on a precalculus final cost?

Approximately $500 for private tutoring at $100/hour.

Now we'll see how much it costs to pay said tutor to re-teach precalculus over the summer.

help desk - precalculus
lsquared on what you must know to take calculus
Crimson Wife's online tutoring recommendation