"Growing headwinds for Common Core"

I haven't been following the progress of PARCC....and I hadn't realized how central the idea of common assessments were to the Common Core undertaking, although I should have.

Looks like things aren't going well on that front:

Yesterday, PARCC released the cost of its tests—and right on cue, another state, Georgia, dropped out of the testing consortia. This is a disaster.

At this point, I won’t be surprised if we end up with 20 or more different testing systems in 2014–15. So much for commonness, so much for comparability. Rigor and alignment with tough standards are likely the next to fall.

That's how the consortia crumble
Andy Smarick / July 23, 2013

Here is Truth in American Education on Whiteboard Advisors Insider Results on Common Core.

And here is T.H.E. Journal Magazine on Remaining PARCC States Affirm Commitment, Get on Track for Field Testing By Dian Schaffhauser 07/30/13

The "Insider" brief is fun: Tracking Measures, Growing Headwinds for Common Core, and Prospects for Administration Policy Proposals May 2013.

This reminds me David Steiner's observation, which I've heard him make twice...which was that, at least in his view, the point of Common Core was to get around the fact the Constitution leaves education up to the states. That's why Common Core produced standards instead of curricula, Steiner said: the U.S. federal government cannot constitutionally impose a central curriculum on the states.

So the idea was to impose a central set of standards instead.

I guess common assessments adopted willingly by individual states were another means of circumventing that obstacle. (They would pretty much have to be if the goal is to circumvent the constitution.)

The whole undertaking now seems crazy to me.

Get around state prerogatives?

By creating a complicated and expensive common assessment states have to buy?

[pause]

Maybe this is crazy; I haven't thought it through.

If you really want common assessments - if you actually want to make common assessments happen as opposed to almost make them happen and then have states pull out of the consortium - pass a law requiring every student in the country to take one of the already-existing standardized tests when he or she leaves school.

SAT, ACT, SAT Subject Matter tests, Accuplacer....pick one, pass a law requiring 18-year olds to take it (is that constitutional? I don't know), and fund it.

Then you have a nationally standardized comparison of all students in the United States.

Andy Smarick's other post is worth reading, too: The Complicated Economics of Testing in the Era of Common Core Standards


The Role of the Federal Government in Public Education in the United States

Enduring links from childhood Math and reading

Abstract

Understanding the determinants of socioeconomic status (SES) is an important economic and social goal. Several major influences on SES are known, yet much of the variance in SES remains unexplained. In a large, population-representative sample from the United Kingdom, we tested the effects of mathematics and reading achievement at age 7 on attained SES by age 42. Mathematics and reading ability both had substantial positive associations with adult SES, above and beyond the effects of SES at birth, and with other important factors, such as intelligence. Achievement in mathematics and reading was also significantly associated with intelligence scores, academic motivation, and duration of education. These findings suggest effects of improved early mathematics and reading on SES attainment across the life span.

Enduring Links From Childhood Mathematics and Reading Achievement to Adult Socioeconomic Status
Stuart J. Ritchie and Timothy C. Bates | Psychological Science 24(7) 1301–1308 2013

I've been reading many abstracts of late.

Andrew in August

For all of Andrew's^* life, until my mother died in January 2011, we went to Illinois every August. First to Springfield, then to Chicago. Always, without fail.

August is upon us again, and Andrew has been lobbying for his trip to Illinois for days now: lobbying Ed and me and, when that goes nowhere, searching for Chicago and "grandma's house" on Google.

Today his teacher^* sent home this list of sentences Andrew wrote on the computer at school:

I go to Staybridge on August 16th.
I go on the airplane.
First I go to camp.
Then I go to Staybridge.
I will see grandma in Staybridge.
Grandma's house is in Staybridge.
Staybridge is in Chicago.
I love Grandma.
Mommy and Daddy are going with me.
I have to pack my bags.

I have no idea how to handle this.

^* For passersby, Andrew is 19 years old and has autism. The references to Staybridge are to the Staybridge Inn in Springfield, our home away from home. 

Color me not surprised

In sum, we propose that adults never fully outgrow the cognitive and perceptual biases that are so striking in infants and preschoolers. That is a humbling thought, much as it was humbling to discover that humans are not the center of the universe or as rational and ‘‘in control’’ as once thought. However, if clarity can come from investigating extreme cases, then perhaps studying children, who show these biases more blatantly than adults, might be a rich source of insight and future hypotheses about adult cognition.

Not Quite as Grown-Up as We Like to Think: Parallels Between Cognition in Childhood and Adulthood
Adele Diamond and Natasha Kirkham | Psychological Science Volume 16—Number  4 | p 291-297.

I'm just waiting for the day they find out crows are smarter than people.

A lot smarter.

Gutting Out the Grammar

Lately, I have been thinking more about SteveH's experience of an elementary teacher dismissing his young son's knowledge of geography as "mere facts" because I have steered my family's educational boat even more towards the classical model over the last year or so.  (We have even started Classical Conversations one day a week, the model of which would horrify the type of folks who say "drill and kill.")

Because, well, *OF COURSE* his son only had superficial knowledge, mere facts.  He was an elementary student.  That's what they do, those little collectors of knowledge.  Those sponges.  They absorb facts.  And if you don't provide them with useful ones, they will happily populate their brains with the name and basic biographical information of every character in the Star Wars Extended Universe.  (They may even do that, anyway.  Mine sure have.)

Here's what I don't understand about the folks who think it is so horrible to load up a child's brain with "mere facts" -- do they really, *really* think it never has to be done?  Do they not mind that the fact-can just get kicked down the road to either high school or college, when you can no longer progress without the domain knowledge but your brain is no longer developmentally eager to be constantly memorizing and chanting inane things?

Then I was thinking of Catherine.  And basal ganglia.

Well, I did no actual thinking about basal ganglia, to be sure, because I don't know the first thing about it.

Of course, there's the rub -- what is the "first thing" about basal ganglia?

As Catherine wrote much about when she started plunging into her studies, you have to learn the lingo.  You have to absorb the "mere facts" -- the grammar -- of any new field.  Why wait to do it until you have to simultaneously struggle with the logic and rhetoric (to use the classical model's terminology)?

The whole thing just makes me angry.

I can't tell you how many moms I have met who tell me a similar story: They "hated" math.  They feared having to teach it to their kids.  Then after going through Singapore (or even Saxon, for that matter) in the elementary levels, it all clicked and they realized they *liked* math and were good at it.

My pet theory is that if you look at math from the grammar --> logic ---> rhetoric model point of view, grammar has been gutted out of the picture in many schools for some time and it is fashionable to try to jump straight into logic (if not rhetoric) right away.  And now we have these moms who are *finally* getting their grammar stage math competence, and suddenly the logic / rhetoric stage math is no longer frightening (and, in fact, fun and fascinating) because they finally have the foundational underpinnings to understand it.

Maybe?

Naturals and strivers

To understand how talent and achievement are perceived, three experiments compared the assessments of “naturals” and “strivers." Professional musicians learned about two pianists, equal in achievement but who varied in the source of achievement: the “natural” with early evidence of high innate ability, versus the “striver” with early evidence of high motivation and perseverance (Experiment 1). Although musicians reported the strong belief that strivers will achieve over naturals, their preferences and beliefs showed the reverse pattern: they judged the natural performer to be more talented, more likely to succeed, and more hirable than the striver. In Experiment 2, this “naturalness bias” was observed again in experts but not in nonexperts, and replicated in a between-subjects design in Experiment 3. Together, these experiments show a bias favoring naturals over strivers even when the achievement is equal, and a dissociation between stated beliefs about achievement and actual choices in expert decision-makers.

Naturals and strivers: Preferences and beliefs about sources of achievement
Chia-Jung Tsay, Mahzarin R. Banaji Journal of Experimental Social Psychology 47 (2011) 460–465

I wonder why this is?

Why would experts hold the bias (while believing they hold the opposite bias) while nonexperts don't?

Is this likely to be specific to the music world? (I have no idea.)

"The virtues of opaque prose"

ABSTRACT

Instructors tell their students to write clearly. This prescription meshes with our intuition, wins confirmation in scores of books on writing, and finds empirical confirmation in research on perceptual fluency: People like content that is easy to process. Nevertheless, in some circumstances people expect content to be difficult, and ease might be interpreted as a lack of quality. We investigate this possibility by asking people to judge the quality of written text which varies in fluency (through the manipulation of font and facial feedback). Across three studies, disfluent content was judged to be of higher quality when it was thought to come from a source focused on conveying information than one designed to maximize enjoyment.

The virtues of opaque prose: How lay beliefs about fluency influence perceptions of quality Jeff Galak, Leif D. Nelson Journal of Experimental Social Psychology 47 (2011) 250–253

I'm trying to decide whether Galak and Nelson's prose is opaque enough to make me believe them...

Goodreads

Is anyone else on Goodreads?

I joined a couple of months ago & am still getting the hang of it.

I'd love to get book recommendations from all of you---

I think you can find me here.

Fort Hood

I stayed for a day and a half of presentations and ended up missing a fabulous talk by a retired British.... Colonel, I think.

He talked about the French army and confirmed everything Ed had said previously on the subject of France being a warring nation, which I hadn't known. If I get to it, I'll post a couple of Ed's slides listing all the wars the French have fought over the centuries. There are many.

[pause]

Forget Ed's slides. Check this out.

France may also be the longest continuously existing state, btw. Another thing I didn't know.

Ed says Glen told the soldiers that they have to think of the French military as the Marines; they are that good.

He also made a point that had never occurred to Ed or me although it's obvious once you hear it: armies need to fight wars. Meaning: the only way to stay in practice is to fight real wars. War exercises aren't enough.

The French army fights real wars. Glen showed videos of the Mali operation, and the take-away was essentially that the French army is brilliant. French soldiers were doing 9000-mile sorties and making them look like a field trip to the recycling plant.

He also showed photos (videos?) of the German army, which is choc-a-bloc with expensive weaponry and aircraft, but whose soldiers haven't fought in a real battle since --- WWII? His opinion is that if something happens in Europe, only two countries will be prepared to fight: England and France.

In terms of defense, the issue is Russia, which has been sending probes into the airspace over the Baltic States (I now know what the Baltic states are, so time well spent...) and over Sweden. Apparently Russia is too intimidated by Finland to poke its nose into Finnish air space.

Russia also stages showy war exercises to practice an invasion of the Baltic states. The Russian army is doing one now, I think -- now, or not long from now. Military analysts assume Russia would like to take back the Baltic states because they have warm-water ports, which don't freeze in winter. Russia is too weak to attempt that now, but, on the other hand, Putin may not know that. He may be surrounded by people telling him the country is a mighty power; there is no way to know.

At dinner Glen told Ed that his first experience as a soldier was in Northern Ireland. In a situation like that, he said, you have to pay as much attention to the men under your command as you do to the situation you're trying to control because the men you lead are 18- and 19-years old and terrified. One of his soldiers came within a hair's breadth of shooting a civilian because the man was walking down the street carrying an umbrella in the rain.

Murray Gell-Mann Amnesia Effect

Terri reminded me of the Murray Gell-Mann Amnesia Effect, and thank the gods! A couple of months ago I was trying to think of the name of the effect and trying to think of the effect itself. I couldn't remember either one, but I vividly recalled thinking the what's-it effect was extremely cool.

I was driving myself crazy.

Speaking of pundits

You may have to be a subscriber to the Times to find this funny, but here goes.

I've been reading the papers on my iPad for a couple of years now, but Ed still gets the Sunday Times. In June, two weeks before the Egyptian coup, he sat down at the kitchen table, opened up his paper, and saw Tom Friedman's weekend column:

He read the tag line out loud in a tone of pronounced indignation (What is this doing in my paper?), and then sat there, glaring at the page and waiting for my reaction.

It took me a good three or four seconds to absorb "Egypt is a mess but there is hope in the young environmentalists" (What?) ---- and then we both burst into horselaughs.

I think that's the loudest I've ever heard Ed laugh.

Big data strikes again

The New York Times is reliably fun to read on the subject of technology:

SAN FRANCISCO — Although certain kinds of engineers are in short supply in the United States, plenty of potential candidates exist for thousands of positions for which companies want to import guest workers, according to an analysis of three million résumés of job seekers in the United States.

[snip]

[T]he technology industry argues there are not enough qualified Americans [to fill tech positions]. Its critics, including labor groups, say bringing in guest workers is a way to depress wages in the industry.

Many economists take issue with the industry’s argument, too. One side points out that wages have not gone up across the board for engineers, suggesting that there is no stark labor shortage.

[snip]

“I didn’t expect this result,” said Steve Goodman, Bright’s chief executive.

[snip]

“We’re Silicon Valley people, we just assumed the shortage was true,” Mr. Goodman said. “It turns out there is a little Silicon Valley groupthink going on about this, though it’s not comfortable to say that.”

[snip]

The Senate immigration bill, passed last month, nearly doubles the number of H-1B visas that companies can seek every year. Industry lobbied heavily for it, bulldozing efforts to add language that would force companies to try to hire an equally qualified American first.

[snip]

The age of workers, which the study did not look at, may also play a role....[A]mong 32 technology companies surveyed, only six had a work force with a median age over 35. At Monster, the job search portal, the median age was 30; at Google, 29; and at Facebook, 28. The median age of American workers over all is 42.3 years old, according to the Bureau of Labor Statistics.

As if to underline the study’s findings, Mr. Goodman spoke from a conference room that looked out on decorated ping-pong tables, a liquor bar and tiki-themed snacks. Later that day, Bright was having a party, partly to attract new talent, he said, including foreign programmers here on H-1B visas.

Big Data Analysis Adds to Guest Worker Woes
By QUENTIN HARDY and SOMINI SENGUPTA
JULY 23, 2013, 10:23 AM

Groupthink in Silicon Valley, groupthink amongst the punditry, groupthink in the White House....

[pause]

This part was interesting:

For a few job categories, like computer systems analysts, there are relatively few “good fits” among American applicants, Bright found. Computer systems analyst jobs, considered relatively low-skilled in the tech world, had four openings for every American candidate. For others, like high-skilled computer programmers, there were more than enough potential candidates in the United States, the company found.

As I recall, there's a section in the Steve Jobs book where Jobs explains to President Obama that the workers they really can't find are skilled workers with Associate degrees.

I'll have to find that and post.

For the record, I had absolutely no idea there wasn't a shortage of engineers until Kitchen Table Math readers explained the world to me. I never questioned the narrative; I just took all the Silicon lamentations at face value.

Workflowy for packing

Workflowy cuts my packing time in half, or close to. It's amazing.

With my usual travel list(s), I get into an obsessive-compulsive scanning doom loop.

I put something in my bag and cross it off my list.

Then I put something else in my bag and cross that off my list.

Unfortunately, crossed-off does not mean invisible, so every time I check my list to see what to pack next, I end up rereading the whole thing, or at least re-scanning the whole thing; plus I start to experience doubt.

Did I really pack the long cord for the iPad? Sure I crossed it off the list, but did I put it in my bag?

Better check.

(Same problem with recipes, btw.)

With Workflowy, when you cross something off the list it disappears (if you want it to).

So the list gets smaller and smaller, and there's never anything to scan other than items you have definitely not packed. There's no re-scanning, and there's (almost) no checking or re-checking. Out of sight, out of mind.

When you want to restore the list, you just Un-cross all the crossed-off items et voilà! List restored.

Gone fishing, part 2

Ed has been invited to give a seminar on France at Fort Hood, and I'm going!

The army invited specialists on various European countries, and I'd love to hear the whole thing, but I'm coming back Wednesday.

Gone fishing

We're in Garrison, NY today & tomorrow.

Our host says this is robber baron territory. When he & his wife bought the place in 1998, it was 16,000 square feet of ruin, sounds like. Took a year & 3 months of work before they could even stay overnight.

All I can say is I'm glad somebody has the attention span to restore 16,000 square feet.

Those robber barons. Great taste, apparently. Beautiful place.

Doug Lemov has a new book out

Practice Perfect: 42 Rules for Getting Better at Getting Better

For several years now, when I think of the public schools, the first issue that springs to mind is the stark absence of any mention or consideration of the need for practice. In the 14 years we've had kids in our local schools, I don't believe I've ever heard an administrator use the word 'practice' in any context other than 'football practice' or 'basketball practice,' etc.

When the subject is academics, the word is always 'understand.' Students will 'understand.' Not practice.

That's a problem because although class time is all about understanding, the tests are about remembering: students are tested on what they know. Which means students have to practice the content taught in the classes, but the school doesn't worry about providing effective practice. Teachers give homework, but no one collects or corrects the homework, and no one asks whether the homework actually works. Does the assigned homework increase knowledge? Nobody knows, and nobody asks. Practice is not a topic of conversation. At least not within my hearing.

Naturally under this system (Teach, test, and hope for the best), parents end up hiring a lot of tutors --- but tutors can't really provide effective practice regimens, either. (Even if a tutor would like to provide a practice regimen, parents don't need a whole new set of homework-from-thetutor to deal with.)

So the core requirement of all learning -- practice -- is left to the kids.

Let's just hope they're following the literature.

Can you spell hegemony? part 2

Leveraging discovery?

B-school talk and ed-school talk in the same sentence?

Ewwwwww.

Globe Education Shakespeare: Macbeth

"SEXEY" paragraphs

I bought a terrific book on college essay writing from iTunes: Essay Writing for Students. Just $4.99. The authors seem like a lot of fun.

I like their paragraph acronym, which they characterize as "one way to structure a paragraph:

SEXEY is a mnemonic (neh-MON-ick - a memory device) to help you create well-structured paragraphs which fully answer your essay questions.

S – STATEMENT
Make a statement linking to the question that you have chosen to answer.

E – EXPLAIN
Explain what your statement means in relation to your text.

X – EXAMPLE
Add in an example and quote from your text to back up your statement and explanation.

E – EXPLANATION
What your quote and example show the reader.

Y – WHY
Why is this all important? How does it all link to the question? What does it show us? How does it link to the novel as a whole or to a social and/or historical/political context?

As far as I can tell, all of the examples in the book -- and there are many -- are academic.

No personal writing, no journalism, no op eds.

It is very difficult to find an American textbook that teaches (or excerpts) academic prose.

Remembering math forever

An analysis of life span memory identifies those variables that affect losses in recall and recognition of the content of high school algebra and geometry courses. Even in the absence of further rehearsal activities, individuals who take college-level mathematics courses at or above the level of calculus have minimal losses of high school algebra for half a century. Individuals who performed equally well in the high school course but took no college mathematics courses reduce performance to near chance levels during the same period. In contrast, the best predictors of test perform ance (e.g., Scholastic A ptitude T est scores and grades) have trivial effects on the rate of performance decline. Pedagogical implications for life span maintenance of knowledge are derived and discussed.

Lifetime M aintenance of High School M athem atics Content
Harry P. Bahrick and Lynda K. Hall
Journal of Experimental Psychology
1991, Vol. 120, No. 1, 20-33

Bahrick, Hall, and Baker have a brand-new book out on long-term retention.

From The College Board: Reconciling AP Exams With Common Core

I'm very concerned about the information College Board is giving to AASA, the school superintendents association, regarding calculus. "Despite these measures, there are still difficulties in reconciling many AP courses with the Common Core. In particular, AP Calculus is in conflict with the Common Core, Packer said, and it lies outside the sequence of the Common Core because of the fear that it may unnecessarily rush students into advanced math classes for which they are not prepared. The College Board suggests a solution to the problem. of AP Calculus “If you’re worried about AP Calculus and fidelity to the Common Core, we recommend AP Statistics and AP Computer Science,” he told conference attendees. Moreover, the College Board may offer an AP Algebra course (although no plans are definite), which may supplant AP Calculus, particularly in schools rigidly adhering to the Common Core standards." I'm an apcalc and alg2 teacher with a b.s. in classical applied math. The statistics course that I took in college years ago was a calc-based course. Lisa Jones @proudmomom

Nonconscious arithmetic

The modal view in the cognitive and neural sciences holds that consciousness is necessary for abstract, symbolic, and rule-following computations. Hence, semantic processing of multiple-word expressions, and performing of abstract mathematical computations, are widely believed to require consciousness. We report a series of experiments in which we show that multiple-word verbal expressions can be processed outside conscious awareness and that multistep, effortful arithmetic equations can be solved unconsciously. All experiments used Continuous Flash Suppression to render stimuli invisible for relatively long durations (up to 2,000 ms). Where appropriate, unawareness was verified using both objective and subjective measures. The results show that novel word combinations, in the form of expressions that contain semantic violations, become conscious before expressions that do not contain semantic violations, that the more negative a verbal expression is, the more quickly it becomes conscious, and that subliminal arithmetic equations prime their results. These findings call for a significant update of our view of conscious and unconscious processes.

Reading and doing arithmetic nonconsciously Asael Y. Sklara, Nir Levya,1, Ariel Goldsteinb,1, Roi Mandela, Anat Marila,b, and Ran R. Hassina
19614–19619 | PNAS | November 27, 2012 | vol. 109 | no. 48

I'm sure our friend friends the basal ganglia have something to do with this....

Here's the press release.

Yale Open Courses

Yale Open Courses 

Course list

I've started the American Revolution course, which I like tremendously so far.

For some reason, the Yale Open Courses are the first MOOCs I've felt drawn to. I don't know why.

Just noticed they offer for-credit summer courses, too.

Report from the front

The other day I was introduced to a dean at a progressive private school. We chatted, and at some point I asked how the school assesses student learning.

The dean was vague. He mentioned teachers "reflecting" a couple of times, and then said the school is moving more and more to students assessing themselves, which also involves reflecting.

Funny thing: just last week I talked to a friend of mine whose son attends the school. She says the school has rampant grade inflation, and her son has learned nothing but his grades are good. He learns so little at school that he had two full-time tutors all last school year. (This is a very smart kid, by the way. No learning problems, no behavior problems.) When she took him to the SAT tutor she used with an older child in the family, the tutor told her there's no way he can prepare her son to take the SAT Math Subject test.

I told my friend about "Teach Like a Champion" classes: rapid-fire, high-energy events, with cold-calling and choral response, and said we need charter schools for rich kids. Parents should at least have the option of putting their kids in classrooms where kids spend a a lot of time practicing, not just discussing.

My friend is athletic, and she sparked to the idea it instantly. She said her son would love it, and he would remember what's been taught because he would be practicing in class.

Grade inflation and no practice during class-time: that is a recipe for total disengagement in a lot of kids.

Portlander and Anonymous 1 & 2 on Looking it up

Portlander said...

Sheesh. A cynical person would point out that Google is notorious for putting a thumb on their search results. If one has to rely on Google to get facts every time facts are needed, well that's giving Google an enormous amount of power to bias perceptions.

It's not a whole lot different than the mainstream media running pictures of a 12 y.o. Trayvon Martin in a football uniform instead of a 17 y.o. Trayvon Martin smoking a joint and sticking out his middle fingers on Facebook.

So yes, all the facts you need to know Walter Duranty, er... Walter Cronkite, er... The Googleplex will deliver.

Anonymous said...

Not only that; but a person who has a good knowledge base in a field or topic will get much better information out of Google (or any search engine) than an uninformed person will.

Anonymous said...

So if I can look up the translation of an English word into Spanish, that's as a good as being able to speak Spanish?

I think not.

I'm laughing!

Of course, to be fair, Marissa Mayer does not say that looking things up on Google is the path to success.

But the point still stands: how does one become good at looking things up?

To a very large degree, you become good at looking things up by acquiring knowledge of the field you're looking things up in. I go back to my struggles with the basal ganglia. Today I'm better able to 'look things up' productively because I've developed a sense of the field, of who the major researchers are, and, to a lesser degree, what the differences of opinion are amongst them.

When Marissa Mayer says "It's not what you know, it's what you can find out," she is misformulating reality. You have to know something to find things out.

Beyond that, how often is it actually true that you have to acquire new knowledge/information in order to do your job?

I don't know the answer to that question, but as far as I can tell a great deal of work depends upon doing what you know how to do: applying the knowledge you possess to the situation at hand.

Marissa Mayer is misinformed

2010: HOW IS THE INTERNET CHANGING THE WAY YOU THINK?

Marissa Mayer: It's not what you know, it's what you can find out. The Internet has put at the forefront resourcefulness and critical-thinking and relegated memorization of rote facts to mental exercise or enjoyment. Because of the abundance of information and this new emphasis on resourcefulness, the Internet creates a sense that anything is knowable or findable — as long as you can construct the right search, find the right tool, or connect to the right people. The Internet empowers better decision-making and a more efficient use of time.

---

Thoughts:

1. There was an "abundance of information" available before the internet, too, yet somehow nobody thought that the presence of a World Book Encyclopedia in your house meant you didn't have to know anything.
   
2. Interesting that Mayer sees "memorization of rote facts" as something you might do as a form of "mental exercise" or for "enjoyment." She's right! Learning stuff is fun! Thinking, on the other hand, is not fun. Not for the most part. 
3. Better decision-making and more efficient use of time...I have no way of guessing whether either of those things is true (I'm skeptical of the first claim), but the internet is beyond fantastic for writers. Ed is writing his textbook now, and he can't believe how easy it is to find the sources and information he needs. As a historian working with primary documents, he hadn't really joined the JSTOR revolution. Now he has, and he's amazed.
4. Speaking of JSTOR, the general public needs access, too. 

Former Reddit co-owner founder arrested for excessive JSTOR downloads

Prior knowledge gets around working memory limits

[I]t’s well known that extensive background knowledge allows one to circumvent the limitation of working memory. To take an obvious example, if I ask you to hold six letters in mind for one minute, it will be much easier to do with B-R-A-K-E-S than with X-P-W-M-Q-R. Although both are a string of six letters, the first forms a word, so you can treat it like a single unit. It’s like holding one thing in working memory, not six. Naturally, this saving of space in working memory only works if you know the word “brakes.” The same phenomenon is observed in many other domains. The chess expert looking at a board does not see 16 white pieces—she sees several clusters of pieces, each cluster defined by the relationship of the pieces to one another and to opposing pieces. Whether it’s chess pieces or letters in a word, the compacting of many things into one thing in working memory is based on prior knowledge.
Have Technology and Multitasking Rewired How Students Learn? by Daniel T. Willingham

Jeopardy

I hope some of you are watching Jeopardy.

Ben, the contestant who has won at least 5 days in a row, I think, looks very familiar.

Here he is.

This is funny:

With great intentions, he bought two “very thick books filled with lists of facts, and promised myself I’d read through them every night,” he says. “That lasted exactly one night. I can’t memorize facts very well. I spent a lot of time adding and subtracting large numbers with pen and paper, because I didn’t want to mess up the final wager, especially being a math major.”

VB6

C. has lost 10 pounds on Mark Bittman's VB6 diet!

VB6 ("Vegan before 6") is an amazingly user friendly diet: it's the first diet I've ever tried that uses eating things you like to positively-reinforce not eating things you like without causing the whole diet to crash and burn. I've spent years trying to make the Premack principle work for weight loss, and I think Bittman has actually done it.

The funny thing is, back when I briefly became a hard-core vegan (I've been a 'part-time' vegan since then), I started out by doing exactly what Bittman did: I stuck to a vegan diet during the day, then ate a regular dinner with the family.

But I saw my own 'VB6' as a way station to full-time veganism; it never occurred to me that you could actually lose weight on that regimen.

Turns out I was wrong.

Here's an excerpt:

Six years ago, the man I most trusted with my health said to me, “You should probably become a vegan.”

Not exactly the words I’d wanted to hear, and certainly not what I was expecting. But I’d asked Sid Baker, my doctor of thirty years, what he recommended, given that he’d just told me that at age 57, I had developed the pre-diabetic, pre-heart-disease symptoms typical of a middle-aged man who’d spent his life eating without discipline.

He’d laid out the depressing facts for me: “Your blood numbers have always been fine but now they’re not. You weigh 40 pounds more than you should. You’re complaining of sleep apnea. You’re talking about knee surgery, which is a direct result of your being overweight. Your cholesterol, which has always been normal up until now, isn’t. Same with your blood sugar; it’s moved into the danger zone.”

A more conventional doc would’ve simply put me on a drug like Lipitor, and maybe a low-fat diet. But Lipitor, one of the statin drugs that lowers cholesterol, is a permanent drug: Once you start taking it, you don’t stop. I didn’t like the idea of that.

Furthermore, its effectiveness in healthy people has never been established, and it’s also been implicated in memory loss and other cognitive complications; I didn’t like the idea of any of that, either. And at this point, low-fat and lowcarbohydrate diets have essentially been discredited: They might help you lose weight, but they’re not effective for maintaining that loss in the long term, and they may even wreak havoc on your system.

But becoming a vegan? A person who eats no animal products at all? Calling that a radical change to my lifestyle was more than a bit of an understatement. Yet it was clear that something had to be done. I asked Sid, “Is a compromise possible? Any other ideas?”

“You’re a smart guy,” he said. “Figure something out.”

The answer, to me, was this: I’d become a part-time vegan. And for me, this part-time veganism would follow these simple rules: From the time I woke up in the morning until 6 in the evening, I’d eat a superstrict vegan diet, with no animal products at all.

In fact, I decided to go even beyond that: Until 6 p.m., I’d also forgo hyper-processed food, like white bread, white rice, white pasta, of course all junk food, and alcohol.

At 6 p.m., I’d become a free man, allowing myself to eat whatever I wanted, usually—but not always—in moderation. Some nights, this meant a steak dinner; some nights, it was a blow-out meal at a good restaurant; other nights, dinner was a tunafish sandwich followed by some cookies. It ran, and runs, the gamut.

Whatever happened at dinner, though, the next morning I turned not to bacon and eggs or a bowl of Trix but to oatmeal or fruit or vegetables. For lunch, rice and beans or a salad—or both. Throughout the day I snacked on nuts and more fruit.

I called the diet “vegan before six,” or VB6. And it worked.

A month later, I weighed myself; I’d lost 15 pounds. A month after that, I went to the lab for blood work: Both my cholesterol and my blood sugar levels were down, well into the normal range (my cholesterol had gone from 240 to 180). My apnea was gone; in fact, for the first time in probably thirty years, I was sleeping through the night, not even snoring. Within four months, I’d lost more than 35 pounds and was below 180—less than I’d weighed in thirty years. And the funny thing was, the way I ate in the daytime began to change the way I ate at night.

An excerpt from Mark Bittman’s “VB6″

AND SEE:
I Answer Frequently Asked Questions about VB6
Help for the afflicted
Application of the Premack principle to the behavioral control of extremely inactive schizrophrenics

Why students have to memorize things - revised

I've been trying to get this post right, and it's getting closer.

I'm sensing an uptick in anti-knowledge sentiment, so I need a rebuttal.

What do children want?

Fabulous post from a substitute teacher in Great Britain

Knowledge and memory posts

6/24/2006: Mastery learning and IQ (warning: broken links; page can't be edited)

10/25/2006: On not teaching to mastery (warning: broken links; page can't be edited)

4/26/2007 How to build a fast learner

4/26/2007: Extremely fast learning

6/10/2007: On Intelligence (Jeff Hawkins)

9/9/2010: The rule of 20

1/23/2012: Why students have to memorize things

3/30/2012: Look it up

8/13/2012: Jeff Hawkins: intelligence is memory, memory is intelligence

6/18/2013: Deeper shmeeper

7/2/2013: Why students need to memorize, Common Core edition

President Obama has a really bad idea

President Obama recently visited a school that "relies 100 percent on project-based learning." Not just visited, lauded.

Sigh.

Apparently the White House is launching a "High School Redesign" initiative, which appears to be supported by the National Governors Association and the National Association of State Boards of Education:

Today's global economy requires new approaches to teaching and learning in America's high schools to foster problem solving and analysis, to support creativity and collaboration, and to connect student learning directly to the real world. Students learn best when they are engaged in complex projects and tasks aligned with their interests and when they work with others through practical examples and case studies that engage them in rigorous academics and in the application of knowledge.
Fact Sheet: Redesigning America's High Schools

Manor New Technology High School, a 100% project-based school, is cited as one of five Promising Examples of Redesigned High Schools.

From the President's speech:

• at Manor a history teacher might get together with a math teacher and develop a project about the impact of castles on world history and the engineering behind building castles
• or a group of students might be in charge of putting together a multimedia presentation about the moral dilemmas in literature as applied to WWII
• folks who use mathematical equations to build musical instruments
• tests on bungee jumping with rubber bands and weights
• robots that were being built
• all kinds of great stuff
• there's a lot of hands-on learning here
• part of what makes this place special is that there's all this integration, various subjects and actual projects, and young people doing and not just sitting there listening
• I could not be prouder of what's happening here at Manor

AND SEE:
Help Desk: Project-Based Learning
High School Redesign Gets Presidential Lift
Smartbrief on How to Make Project-Based Learning Work
Tips for Transitioning to Project-Based Learning
Manor New Technology High School

The founder, chairman, and CEO of Netflix has a really bad idea
Larry Summers has a really bad idea
David Brooks has a really bad idea
David Brooks has a really bad idea, part 2
All is forgiven.

The good news

The good news....

A recent report shows that although project-based learning is a growing trend in education, only about 1% of schools nationwide use the practice on a regular, committed basis.

How to make project-based learning work

One percent!

One percent is not a growing trend for a teaching method that dates back at least one hundred years. At least, I hope not.

There's bad news, too. (President Obama has a really bad idea.)

Willingham on interdisciplinary work

. . . Gee retells (via Jonah Lehrer) the story of a building at MIT that housed professors from a wide variety of disciplines, with a concomitant flowering of intellectual cross-fertilization. Gee quotes (with approval, I guess) Lehrer: “The lesson of Building 20 is that when the composition of the group is right—enough people with different perspectives running into one another in unpredictable ways—the group dynamic will take care of itself.”

As an academic who has been doing interdisciplinary work for 20 years, I would counter: “Like hell it does.”

Virtually every school of education is housed in a building with people trained in different disciplines, and interdisciplinary work remain rare. For reasons I won’t get into here (and much to the despair of university administrators) interdisciplinary work is hard.

Book Review: Theory and Practice
7/1/2013

Why students need to memorize, Common Core edition

"...anything that occupies your working memory reduces your ability to think."
- Daniel Kahneman | Thinking Fast and Slow

The only way to clear space in working memory is to store knowledge in long-term memory.

AND SEE:
Why students have to memorize things
#whystudentsneedtomemorize

"Wasting time in school"

Have just this moment stumbled upon a UK education blog: Wasting Time in School."

Check out this post.

Brilliant.

This reminds me of that business idea we all had a while back, doing school projects for beleaguered parents.

Thought experiment: since the parents are already doing the projects & everyone knows it....wouldn't a School Project Business be legit in a way a term-paper business is not?

I think it might.

Gone fishing (and did NCLB work?)

In Princeton, NJ, waiting for our room to be ready.

While I wait I'm looking at NAEP scores, and wondering.

Are we seeing evidence that No Child Left Behind worked?

• Compared to the first assessment in 1971 for reading and in 1973 for mathematics, scores were higher in 2012 for 9- and 13-year-olds and not significantly different for 17-year-olds.
• In both reading and mathematics at all three ages, Black students made larger gains from the early 1970s than White students.
• Hispanic students made larger gains from the 1970s than White students in reading at all three ages and in mathematics at ages 13 and 17.
• Female students have consistently outscored male students in reading at all three ages, but the gender gap narrowed from 1971 to 2012 at age 9.
• At ages 9 and 13, the scores of male and female students were not significantly different in mathematics, but the gender gap in mathematics for 17-year-olds narrowed in comparison to 1973.

About NAEP
NAEP Summary

the "triple dissociation" and slow and fast readers

re: We can see just 7 or 8 letters at a time

The NYU reading-speed study, which has come up a couple of times on ktm, found a "triple dissociation" amongst three contributors to reading speed:

• Decoding by phonics (62% of reading speed)
• Whole-word recognition (16% of reading speed)
• Word-prediction via knowledge of grammar and context (22%)

"Triple dissociation":

Surprisingly, the effects of the knockouts on reading rate reveal a triple dissociation. Each reading process always contributes the same number of words per minute, regardless of whether the other processes are operating.

I've just this moment realized the implications of the triple dissociation they found:

1. If students don't know phonics, they can never read quickly enough to do college-level reading,  which requires at least 200 wpm. 
2. Students who don't know the grammar of written English well, will be significantly slower readers than students who do. ("Know" in the procedural sense of being able instantly to comprehend grammatical structures such as appositives and relative clauses and anaphora and the like.)
3. Until you have substantial background knowledge in a subject, you will be a slow(ish) reader in that content area. 

I'd love to know how that 22% is distributed between grammar and background knowledge. The researchers did not test to see how grammar and background knowledge

Source:
Parts, Wholes, and Context in Reading: A Triple Dissociation by Denis G. Pelli mail, Katharine A. Tillman

We can see just 7 or 8 letters at a time

I've always wondered about this:

Let us consider the behaviour in which you are currently engaged – namely, reading these words. What exactly is your brain is doing right now? What kind of behaviour is reading and what must the brain do in order to achieve it?

[snip]

Reading, when reduced to the rather prosaic level of motor actions, depends on the brain’s ability to orchestrate a series of eye movements. Now, as you read these words, your brain is commanding your eyes to make small but very rapid (about 500° per second) left-to-right movements called saccades (right-to-left or up-and-down for some other written languages). You are not consciously aware of it, but these rapid movements are frequently interrupted by brief periods when the eyes are fixed in position. Watch someone reading and you will see exactly what I mean. You’ll notice that the eyes do not sweep smoothly along the line of text, rather they dart from one fixation to another. It is only during the fixations, when the eyes dwell for about a fifth of a second, that the brain is able to examine the text in detail. Reading is not possible during the darting saccadic movements because the eyes are moving too quickly across the page. You are not aware of the blur and confusion during a saccade because fortunately there is a brain mechanism that suppresses vision and protects you from visual overload.

Reading is only possible between saccades, not only because the eyes are then stationary but also because gaze is centred on the retina’s fovea. The fovea is the only part of the retina specialized for high acuity vision (see Chapter 5), but it scrutinizes a very small area of our visual world. As a literal rule of thumb, foveal vision is restricted approximately to the area of your vision covered by your thumbnail held at arm’s length. It is a small window of clear vision within which you are able to decipher just 7 or 8 letters of normal print size at a time. The task for the brain is to generate a precise series of motor commands to the eye muscles which ensure that at the end of each saccade your high acuity vision is fixed on that part of the text you need to see most clearly next. As your eyes approach the end of a line, the brain generates a carriage return. Of course the return saccade must be to the left, of the correct magnitude and associated with a slight downward shift in gaze in order to bring the first word on the next line onto the fovea.

I have considered only the simple case of the brain directing eye movements alone, as if nothing else affects gaze direction. But of course the relative positions of the eye and page are affected continuously by head, body, and book motion. Thus the brain must continually monitor and anticipate factors affecting the future position of your eyes relative to the text. The fact that you can effortlessly read on a moving train while eating a sandwich is evidence that your brain can solve this problem quite easily. Importantly, it is done automatically and on an unconscious level without you having to think through every step. If you had to consciously think about the mechanical process of reading, you would be illiterate!

Our lack of conscious awareness of underlying brain processes can also be illustrated by reflecting on the subjective experience that the comprehension of written material represents. While reading we are not conscious of the fragmented nature of comprehension imposed by underlying move—stop—move—stop activity of the eyes I’ve just described or by the fact that only 7 or 8 letters can be deciphered at each stop. On the contrary, our strong subjective impression is that comprehension of the text flows uninterrupted and moreover that we can read several words or even whole sentences ‘at a glance’. That this is not the case can be illustrated by reading a sentence containing a word that has more than one meaning and pronunciation. For example, the word tear has two very different meanings and pronunciations in English – tear the noun of crying and tear the verb of ripping apart. Clearly such word ambiguity complicates the brain’s task of providing you with an uninterrupted comprehension. If for instance the word tear occurred at the beginning of a sentence its meaning might remain ambiguous until the subject of the sentence appears later. Because you cannot read the whole sentence at a glance your brain may be left with no option but to choose one of the alternative meanings (or sounds, if you are reading aloud) of a word and hope for the best.

While we cannot read whole sentences at a glance, the brain does recognize each word as a whole. What is quite surprising however is that the order of the letters is not particularly important (good news for poor spellers). That is why you will be able to read the following passage without consciously having to decode it.

I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdgnieg. It deosn’t mttaer in waht oredr the ltteers in a wrod aer, the olny iprmoatnt tihng is taht eth frist dan lsat ltteer be in the rghit pclae. The rset cna be a taotl mses and yuo can still raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig huh?

The Brain: A Very Short Introduction by Michael O'Shea

The NYU study of reading speed (found that reading happens at 3 levels:

• Decoding (phonics): 62% of reading speed
• Whole word: 16% of reading speed
• "Sentence or story context": 22% of reading speed

And see:
How many words can readers predict?

Life is a just a bowl of cherries

More fun with Common Core.

A few days later, though, the mood [in Ms. McNair-Lee's 8th grade English class] is more somber. In a lesson about figurative language, students are analyzing how authors compare nouns. They're mulling a quote from Lois Lowry's The Giver: [Reading Level: Grade 6] "It was as if a hatchet lay lodged in his leg, slicing through each nerve with a hot blade."

But they're tongue-tied when Ms. McNair-Lee asks if the quote compares two nouns. Finally, a boy from the front table, where Mikel sits quietly, ventures that it compares "hatchet" and "hot blade."

She takes them step by step through another quote, "The rain sounded like bullets." Does it use literal references? she asks. No, one student says, they're not actual bullets. Does it compare nouns? Yes. Does it use "like" or "as"? Yes. They're getting it. Could it be literal? No. Is this an example of a literary device? Yes, a half-dozen students say.

What kind of literary device is this? Ms. McNair-Lee presses. "Simile," says a small voice at the back of the room. The teacher remembers a question from the last interim assessment, asking students to identify the literary devices in the cited text passage. She anticipates something similar on the year-end test. "Simile," she says, smiling and nodding.

Moments later, a stumbling block: No one can identify the verb in a short sentence: "Life is a dream."

Ms. McNair-Lee resorts to a physical demonstration. She calls two students up front and has them stand on either side of her: the subject and the object. In the middle, she's the verb.

"The subject is the one doing the action," she reminds. "The verb is the action." Her frustration is tangible.

Into the Common Core: One Classroom's Journey by Catherine Gewertz | Education Week | Published Online: June 4, 2013

First of all, hoo boy.

Whatever happened to "state of being"?

Or  "subject complement"?

And forget linguistics-based grammar, which was developed in the 1950s, I think, and is a lot easier to understand than traditional grammar. For me, at least.

As far as I can tell, the action-versys0state of being explanation of verbs was always confusing to a lot of students, but it had to be better than "The verb is the action" alone. (Didn't it?)

What 'action' is the verb "is" "doing" in "Life is a dream"? (And yes, the words "It depends upon what the meaning of the word is is" are running through my mind at this moment, I admit!)

If you're an 8th grade ELA teacher teaching "close readings" and you don't know what a copula is, look out below.

Somebody better write some decent curriculum pronto. Most K-12 teachers have come out of the same public school system they are now supposed to improve via close readings of informational text. These teachers weren't taught grammar (nor was I); now they're supposed to teach students how to analyze an author's use of language---?

How is that going to happen?

I'll tell you how it happened for me, teaching at my college. After I was hired to teach freshman composition, I spent hours and hours (and hours) crash-coursing myself in grammar and linguistics, that's how. I'm still working on it. And I started with the advantage that I am a writer who has a Ph.D.; I've spent my entire adult life doing 'close readings' of the kind Common Core is talking about. Thirty-year old teachers teaching full days and raising families at night and on weekends aren't going to be able to do what I've been doing.

I was worried about Common Core giving students work that's way over their heads.

Now I'm worried about the teachers.

Whimbey on grammar

A favorite passage of mine, from Arthur Whimbey's Teaching and Learning Grammar: The Prototype-Construction Approach. I was thinking I'd posted it before, but haven't tracked it down.

When I was in the 9th grade at Brooklyn Technical High School, my English teacher stood at the board and said, ‘Your textbook defines a verb as a word that describes an action or state of being.’ On the board she wrote: A verb describes an action or state of being.

Next she wrote this sentence on the board:

Eating custard pie, Peter is a picture of happiness.

Then she called on me to identify the verb in the sentence.

It seemed clear to me that eating expresses an action, so I answered, ‘Eating.’

To my surprise the teacher said, ‘No, eating is not the verb.’

I protested, ‘But the book says a verb is an action word. Eating is an action.’

The teacher responded with what was to her an apparently clear explanation: ‘Yes, but eating is a participle, not the verb in this sentence.’

I had no idea what a participle was, but I began looking for another action word in the sentence—without success.

Sensing my frustration, the teacher offered a hint. ‘Remember that a verb can describe a state of being.’

State of being, I thought. What is a state of being?

Scanning the sentence to find a word expressing a state of being, I considered happiness. Happiness seemed to express a state of being. I figured that if I knew what a verb was, I would be in a state of happiness. Unsure but hopeful, I asked, “Is happiness the verb?”

‘No,’ came the judgment.

After another minute or so, the teacher answered her own question:

‘The verb in this sentence is is.’

But it didn’t matter. Grammar made no sense to me, and I dismissed it as something I would never understand.

Whimbey, Arthur and Linden, Myra J. Teaching and Learning Grammar: The Prototype-Construction Approach. Chicago: BGF Performance Systems, LLC, 2001. Print. (4-5).

Ability Grouping makes a comeback

From the New York Times: Grouping Students by Ability Regains Favor in Classroom

It was once common for elementary-school teachers to arrange their classrooms by ability, placing the highest-achieving students in one cluster, the lowest in another. But ability grouping and its close cousin, tracking, in which children take different classes based on their proficiency levels, fell out of favor in the late 1980s and the 1990s as critics charged that they perpetuated inequality by trapping poor and minority students in low-level groups.

NYC is struggling with how to teach GT students.

Christine C. Quinn, the City Council speaker who is running for mayor, has proposed expanding the number of gifted classes while broadening the criteria for admission in hopes of increasing diversity. (The city’s Education Department has opposed the proposal, saying that using criteria other than tests would dilute the classes.)

And teachers?

Teachers and principals who use grouping say that the practice has become indispensable, helping them cope with widely varying levels of ability and achievement.

Elementary School teacher Jill Sears:

My instruction aimed at the middle of my class, and was leaving out approximately two-thirds of my learners,

The comments are interesting.

Commenter SGC:

You need not "teach to the middle". If you aim high with your expectations and impose rigor and high standards in the classroom, most students can achieve and succeed regardless of "so-called" ability.

Enjoy.

News you can use

For the past 30 years, philosophers have debated whether zombies could exist (Kirk, 1974a).
Chapter 13: What zombies can't do: What zombies can’t do: A social cognitive neuroscience approach to the irreducibility of reflective consciousness
Matthew D. Lieberman
Lieberman, M. D. (2009). What zombies can't do: A social cognitive neuroscience approach to the irreducibility of reflective consciousness.
In J. Evans & K. Frankish (Eds.) In Two Minds: Dual Process and Beyond (pp. 219-316). New York, NY: Oxford University Press.

I did not know that.

Stephen Colbert's tribute to his mother

This is exactly the way I feel about my own mother, and about my mother's death:

Stephen Colbert pays tribute to his mother on "The Colbert Report."

Good charter high schools in NYC?

Any recommendations?

sticky

At the other blog....

Deeper shmeeper

Fabulous post by Tom Loveless:

Deeper Learning is the current term for an old idea. The notion is that schools spend too much time focused on the acquisition of knowledge, especially knowing facts. In the past century, several alternatives have arisen to dethrone the prominent role of knowledge in schools: project-based learning, inquiry and discovery learning, higher-level thinking, critical thinking, outcome based education, and 21st Century Skills. Now it is deeper learning.

These ideas represent a variety of approaches to curriculum and pedagogy. They are not all the same, but they share one characteristic. All are advertised as transcending, and therefore superior to, academic content organized within traditional intellectual disciplines.

The Banality of Deeper Learning

"21st century skills" are gone?

Really?

That was quick. At least, it seems quick. I was just hearing the words "21st century skills" for the first time in 2005. Eight years ago.

What is the life-cycle of K-12 jargon, anyway?

AND SEE:
Why students have to memorize things

Common Core la la la

Priceless.

Best productivity app ever

Workflowy

• How I use Workflowy
• Workflowy review
• Workflowy review at PC Magazine
• A violin teacher using Workflowy to communicate with pupils

Looking at the "How I use Workflowy" post, I realize I have forgotten everything about GTD (Getting Things Done).

Interesting. The violin teacher is using Workflowy to assign and monitor practice.

One more reason to homeschool

The court held 9-5 that despite compulsory education laws the school did not have a "special relationship" with its students that would give rise to a duty to protect them from harm from other students.

District Not Liable in Student Bullying, Appeals Court Rules
Mark Walsh | June 06, 2013

Apple wins $50-million dollar LA contract (half-billion eventually)

Apple Recommended for Major L.A. Schools Tech. Contract
By Sean Cavanagh on June 14, 2013 8:00 AM

Apple Inc. has been recommended to receive a lucrative contract from the Los Angeles Unified School District to begin implementing one of the most ambitious education-technology projects in the country, with the city's school board scheduled to vote on the issue next week.

A selection committee that reviewed applications for the project has called for the board to vote at its meeting Tuesday to select the Silicon Valley company from the 13 proposals submitted for the project, according to a report to be presented to the panel.

If approved, the decision would award Apple $30 million to begin a project to provide the nation's second largest school district with one computing device for every student and teacher in 47 schools. But the contract could eventually prove much larger, because the district has called for eventually providing a device for every student in the 660,000-student system, a project expected to cost $500 million.

And a chicken in every pot!

Common Core la-la-la

In a memo to the board, Mark Hovatter, the system's chief facilities executive, said the initial phase of work will include providing computing devices, storage and charging stations, a learning management system, upgrades to local area networks, and other services. The overall scope of the first phase of the technology project is expected to cost $50 million.

All of the work is designed to support the district's transition to implementing the Common Core State Standards, and the creation of an "individualized, interactive, and information-rich learning environment," he said.

Heck.

Half a billion dollars is cheap if you're expecting high school kids to tell you who is to blame for Romeo and Juliet's deaths. You can't get a learning outcome like that with paper and pencil. No way.

APPR Q&A

A friend of mine estimates that my tiny district is going to spend around $1 million on APPR alone.

My entire state has gone crazy.

Crazier.

CCSS.ELA-Literacy.RL.11-12.2

Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
English Language Arts Standards » Reading: Literature » Grade 11-12

hmmmmm

Assuming this means what I think it means, I am not seeing the value of Standard CCSS.ELA-Literacy.RL.11-12.2.

Off the top of my head, it strikes me that a work of literary nonfiction sufficiently sophisticated to be amenable to "thematic analysis" is going to be quite difficult for most students to read and comprehend, let alone identify not one but two themes, and analyze how the two themes interact and build on one another to produce a complex account, providing an objective summary of the text in the process.

(And does an objective summary of a text ever involve extended analysis of themes?)

Also....themes?

In nonfiction?

I'm sure essays have themes (they must, right?), but I don't personally think of essays as having themes. I think of essays as having arguments. Arguments and evidence.

I have no idea what this standard means.

Or what a successful analysis of the way two themes interact and build on each other to produce a complex account would look like.

School is going to be so not fun if teachers actually try to teach these things.

How many Common Core standards are there?

According to Andrew Hacker and Claudia Dreifus, more than 1,300.

Drear

I've finally tuned in to Common Core a bit, mostly because I've been chatting with a Common Core person here in my town, who directed me to NYC's Tasks, Units & Student Work.

So today I took a quick look at NYC's sample ELA Tasks and Units and saw only one sample Task, across all 14 grades (Pre-K through Grade 12), that had anything whatsoever to do with fiction: Grade 9 Literacy in English Language Arts: Who Is to Blame for Romeo and Juliet’s Death.

It's always worse than you think!

Number one, Romeo and Juliet is too hard for 9th grade students to read, especially 9th grade students who've just spent 9 years reading "informational text" and writing "calls to action."

But, number two, even if 9th-grade students could read Romeo and Juliet, there is no earthly reason for anyone to undertake a "Task" that involves answering the question "Who Is to Blame for Romeo and Juliet's Death?"

Real English professors don't assign Tasks requiring students to figure out "Who Is To Blame for Romeo and Juliet's Death?" (Real English professors, in my experience, don't assign Tasks at all. They assign papers.)

Real English professors don't assign Tasks requiring students to figure out "Who Is To Blame for Romeo and Juliet's Death?" because Romeo and Juliet is a play, not a feature story in the New York Times. Romeo and Juliet are fictional characters; they don't actually exist.

Who is responsible for Romeo and Juliet's Death?

You got me.

William Shakespeare, maybe?

If this is Common Core, public school is about to turn into 13 years of SAT reading.

Thirteen years of SAT reading is nobody's idea of a good time. Let us pray that our policy elites do not manage to lengthen the school year before Common Core passes from the stage.

What actual English professors think students in English classes should write about:
Norton: Writing About Literature
Norton: Identifying Topics
English paper thesis statements 

The complete list of sample ELA tasks and units.

Onward and upward

Nearly 80 percent of New York City high school graduates need to relearn basic skills before they can enter the City University’s community college system.

The number of kids behind the 8-ball is the highest in years, CBS2′s Marcia Kramer reported Thursday.

Officials: Most NYC High School Grads Need Remedial Help Before Entering CUNY Community Colleges | Basic Skills Like Reading, Writing And Math Need To Be Re-Learned | March 7, 2013 10:55 PM

Pop Quiz, Common Core edition

NOTE: the reading passage is on music.

Why does the author write that the Portuguese and the Spanish have been in California longer than the "Americans?"

A. to broaden the reader's idea of what should be considered "American" folk music

B. to argue that Hungarian, Finnish, and Armenian folk musics are not truly American

C. to suggest that "American" folk music is music that has not been imported to the continent

D. to convince the reader that the Portuguese and Spanish should not be considered minority groups in California

The moral life of downtown

Back from a quick trip to Illinois to see my niece graduate high school --- and finally posting this passage from a WSJ book review:

Almost two decades ago, Earl Shorris, a novelist and journalist, told the editor at his publishing house that he wanted to write a book about poverty in America. The editor, to his credit, said that he didn't want just another book describing the problem. He wanted a solution. So Shorris, who had attended the University of Chicago on a scholarship many years before and who was greatly influenced by its Great Books curriculum, hit upon the idea of teaching the core texts of Western civilization to people living in poverty, whose school experience had scanted the canon or skipped it entirely. His Eureka moment came when he was visiting a prison and conducting interviews for another book he was planning to write.

He asked one of the women at New York's Bedford Hills maximum-security prison why she thought the poor were poor. "Because they don't have the moral life of downtown," she replied. "What do you mean by the moral life?" Shorris asked. "You got to begin with the children . . . ," she said. "You've got to teach the moral life of downtown to the children. And the way you do that, Earl, is by taking them downtown to plays, museums, concerts, lectures." He asked whether she meant the humanities. Looking at him as if he were, as he puts it, "the stupidest man on earth," she replied: "Yes, Earl, the humanities."

What Would Socrates Do? By NAOMI SCHAEFER RILEY April 16, 2013, 6:18 p.m. ET

Speaking of Scarsdale (warning: bad language)

Recording Of Angry Chaperone On Edgemont Bat Mitzvah Bus Hits YouTube

Here's the tape: https://soundcloud.com/scarsdale10583/barmitzvahrant

This reminds me of Mary Damer telling me that the single biggest challenge for a new teacher is classroom management, and that includes a teacher just coming out of the Marines.

Singapore Math explains the budget!

I'm back!

Just about.



The budget passed, making my district one of just 8 in all of New York state to pass a tax-cap override.

Damn the luck! 5.7% year-on-year increase in spending. The actual tax increase will be somewhere in the neighborhood of 8%.

I wish school districts had exit polls. How many 'Yes' voters knew they were voting for a $2.1 million dollar surplus? Not too many, I bet.

Of those 'yes' voters who did know they were voting to fund a budget surplus, many doubtlessly believed there was only $900k in the "fund balance," not the $2.1 million the district reported to the state.

Meanwhile Scarsdale voters clobbered their budget.

Maybe if we had dumped Trailblazers for Singapore Math when Scarsdale did, we'd be voting against $2-million dollar surpluses, too.

---

For the record, I was having a lot of difficulty grasping the fund balance until I drew the bar model. At least in my experience, the fungibility of money is counterintuitive. I kept getting caught up in worries about "programs" and "teachers" etc. It was quite difficult for me to grasp that we were voting on a surplus, not "programs" and not "teachers."

I'm certain many, many voters just didn't 'see' the budget in the way a bar model presents it: as one big chunk of money, with $2.1 million not dedicated to any item appearing in the budget. Yes votes were  votes for programs, not the surplus.

The corollary: it's easy for administrators and school boards to blow smoke where the fund balance is concerned. In our case, the superintendent and board president, who was running for re-election, told the local newspaper that we "really" had only $900K in the fund because a) the federal government might not send the $700K it's supposed to send and b) $400K was being used to pay a tax cert. The first claim is absurd; the second is misleading because the district ran more than the legally allowed surplus this year (you can see that on the documents).

Normally the way things work is that whenever the fund balance is too high, the district pays down debt to get back below the limit. I'm sure that's what they did with the $400K. District documents show an extra $300K surplus between last year and this, apart from the $2 million dollar surplus.)

Source:
Singapore math explains the budget

1/2 chapter left, then back to ktm!

Month of May:

• Polish Debbie's book (which is going to be a bestseller!)
• Write Introduction to "Writing Supplement" with Katie B
• Deal with annual school-board-and-budget mishegoss (we're in the 4%!)
• Either finish basal ganglia project or STOP thinking about basal ganglia
• Finish semester at Learning Center

Intense.

Speaking of the election, this year's outing features:

• a 5.7% spending increase in a 1.26%-inflation environment
• a budget that breaks the tax cap
• a 4.85% tax increase that will actually be 7 or 8% 
• multiple "She lies!" accusations flying around town
• mayoral interventions on behalf of aforementioned 5.7% spending increase
• fear mongering 
• smoke blowing 
• etc.

On the bright side, I'm thinking the best of the 4 candidates may actually get elected, which would be a big change after the last two elections. We'll see.

And the district isn't doing get-out-the-vote robo calls this year. That's fantastic.

Still. I don't want to go through another Irvington school board/budget election, ever. But I figure we've got two more to go before we can get to Riverdale. Or wherever else we decamp to.

Bonus content: subtraction is harder than addition

Early College

We just found out that someone from my son's high school will be going to Simon's Rock, which is part of Bard College. Does anyone have any comments about this college or how well early college works? Simon's Rock appears to be the only early college that's accredited.

It seems to me that a better (cheaper) way would be to take a lot of AP classes in high school and find a college that accepts those credits. Then again, don't many colleges give you only one semester credit for a full year AP class? Does anyone know of colleges where you can graduate a year early just because of AP classes? Would it be better to take classes from a local community college than to take AP classes? Do some high schools pay for college classes?

I suppose that colleges do not like accepting high school credits because that's kind of like saying that some of their courses are at a high school level. Then again, they might not like accepting credits from community colleges either. However, many state universities have specific paths that allow community college students a (no loss) transfer path after two years.

I can see that in some cases, AP classes are not as strong as those in college. However, I think that many high school students can handle very high level college classes. For my son, I see AP classes as ways to show that he is a strong college prospect, not as a way to graduate college early. But what if students take online classes provided by a college like MIT? Will MIT allow that student to graduate early or to just get advanced placement? Is a college degree all about time or some particular level of learning? A degree is based on degree requirements and number of credits, but colleges don't seem to give away those credits as easily as advanced placement.

single-sex schools

Ed was talking this morning with a neighbor who also sent her son to Hogwarts. He's been accepted by a very selective (and terrific) college, and she said he would never have gotten in if he'd stayed in the public schools here. (Per pupil spending: $28,517) 

I'm sure she's right.

Abstract
Despite the voluminous literature on the potentials of single-sex schools, there is no consensus on the effects of single-sex schools because of student selection of school types. We exploit a unique feature of schooling in Seoul—the random assignment of students into single-sex versus coeducational high schools—to assess causal effects of single-sex schools on college entrance exam scores and college attendance. Our validation of the random assignment shows comparable socio- economic backgrounds and prior academic achievement of students attending single-sex schools and coeducational schools, which increases the credibility of our causal estimates of single-sex school effects. The three-level hierarchical model shows that attending all-boys schools or all-girls schools, rather than coeducational schools, is significantly associated with higher average scores on Korean and English test scores. Applying the school district fixed-effects models, we find that single-sex schools produce a higher percentage of graduates who attended four-year colleges and a lower percentage of graduates who attended two-year junior colleges than do coeducational schools. The positive effects of single-sex schools remain substantial, even after we take into account various school-level variables, such as teacher quality, the student-teacher ratio, the proportion of students receiving lunch support, and whether the schools are public or private.

Home stretch

2 chapters left to go!