Of Course I Spoke Too Soon

Elisabeth Harrison:

After eight years leading Central Falls schools, Gallo brings up another point of pride: elementary school test scores have been improving, and a dual language program shows particular promise.

Not to put too fine a point on it, but it is easy to see that on six of eight NECAP tests, Central Falls elementary scores are lower than they were seven years ago (as far back as RIDE has posted). It just looks like 2012-2013 was an especially low year, even for CF, and thus there is a one year upward trend despite the fact that the long term trend is flat at best.

My Analysis of the SIS Market

Managing an SIS product (from the vendor side) is like providing accounting software in a country where not only are multiple currencies used, and multiple theories about accounting standards co-exist, but the very idea of money is still in dispute. Some sectors of the economy run on fiat money, some pegged to the gold standard, others a currency representing in hours of labor, a few kibbutzes are doctrinaire communist, and a few others are exploring a pseudo-romantic historical fantasy about purely barter-based economies.

This is why even corporations like Apple and Pearson eventually get out of the business. Corporate scale irritation.

Nobody Says Central Falls Achievement has Gone Up

Dan McGowan:

(Lusi) noted that graduation rates increased, dropout rates went down and there were “marked improvements” in reading proficiency levels in fourth and 11th grade during her tenure. While Central Falls, a much smaller district with similar demographics, has garnered significant praise for raising student achievement, Providence students compare favorably to that city at nearly every grade level.

Not to pile onto Central Falls, but nobody praises that district for raising student achievement, because it is basically flat at the high school level since before the Great Firing, and the decline in scores across grade levels for grades 3-8 is truly disturbing, to those who bother to look.

Happy Solstice/Father's Day/Go Skateboarding Day from Garrett

Frequent commentator and former Wimp Factor 14 and Kafka Romance Dissolver rhythm section mate Garrett made me a collage:

Bridge of Allan Primary Gets a Positive Evaluation

Shona ES Taylor, HM Inspector:

How well do children learn and achieve?

We found children in the nursery class and school learn and achieve well. There is a very happy atmosphere throughout the school and almost all children demonstrate a sense of teamwork and belonging. They are very proud of their school and the success they experience in learning. In the nursery class, children show that they can persevere in tasks. They like to solve problems and relax with their friends at snack time. Children would benefit, as learners, if the structure of the session was reviewed to allow them more time to explore their interests in depth. There is further scope for staff to have deeper conversations with children about their learning. At the primary stages, children explained to us how they were improving their skills in evaluating their own work. They are beginning to identify more effectively what they do well and how they can improve. Through the many attractive displays of work and information boards, children illustrate how well they achieve. Four Green flags from Eco-Schools Scotland and a very recent ‘Green Machine’ award demonstrate children’s commitment to sustainability. A Rights Respecting School award, class charters and contributions to a number of charities outline children’s determination to be responsible citizens within their community. Children are proud of the many talents within the school and their contributions in music, drama and artwork.

The nursery and primary school my daughters attended in Scotland got their inspection report recently. It's positive overall. There's a second report which has ratings in specific categories, which is somewhat more of a "report card" format, where the scores are mostly "good" with a few "very good" (there's one more level above that). Since I can't figure out how to get back to that one, it seems they mostly want parents to see the narrative version.

Anyhow, nothing remarkable here. The inspector's view of the school maps very closely to my somewhat cursory observations of the school over the year, there's probably nothing here that surprises anyone. Which is exactly how such things should work the vast majority of the time. Evaluating a school is not some dark art, and it should almost never about surprising anyone with the revelation that a school that appears to be good is actually bad, or vice versa.

Handwringing about how, HOW!?!? would we possibly evaluate a school without primarily looking at test scores (and graduation rates) is just ignorant and uninformed. To be sure, it isn't easy or simple, there's got to be a well-designed formal process, but it isn't unknown territory.

Some Post-Reform Education Theses

The last 15 years have destroyed the intellectual foundation of American education

My favorite example is the argument in favor of teaching science and history for the purpose of improving "literacy." We don't have any working definitions of the core academic disciplines. Or a working definition of a "discipline" or its role in education. The basic definition of education has been hijacked as "college and career readiness," etc., etc. After Vietnam, the US military went back to Clausewitz to try to figure its role out again from first principles. We need to start over with Dewey.

Half-assed technocrats don't cut it.

Educational administrators are always going to tend toward technocracy, but right now we have a generation of terrible, uninterested, uneducated, ideological technocrats. It is the worst case scenario.

The international educational status quo is a decent starting point.

Every system has its strengths and weaknesses, but we don't have to act like we're solving a novel problem, as we have been, even as people go on and on about "international benchmarking."

Be realistic about where we are actually putting in real effort today.

For example, the current conversation about the difficulty of building social capital in low-income neighborhoods. This isn't something we're trying to do and failing. We are barely trying at all. We're not even adequately funding the existing public institutions (libraries, community centers, parks and rec., etc.) in low-income neighborhoods. Why don't we try that first before starting the handwringing?

Fund schools from general funds, not grants, especially private ones.

Some districts will waste their money. Get over it.

The ed-tech market does not work.

Actually the whole educational publishing market doesn't work either.

Enough with the standardized tests.

Professional teachers can evaluate their students. It is their job. They do it all over the world.

AP is a product, not a proxy for quality.

Increased AP enrollment just means the school is moving more product.

It is easy to mislead people about what "we" believed and did just a few years ago.

The memory hole is voracious.

Education can't be the most important problem in the world -- that we can only attempt to fix without spending more money.

Well, it is ok to give money to consultants, charter administration, and real estate scams.

Things People in My Household Cried About Today

• Worried about taking her math benchmark test.
• Upset about losing her kindergarten homework.
• Stressed about completing her SLO's when her classes are full of students who arrived in the country during the school year.

Oh, the Honesty Gap

One of the formative anecdotes in ed reform, experienced personally or second-hand, is the story of a student who is informed by a guidance counselor or other advisor in school that he or she is just "not college material" or shouldn't apply to a top-tier college, or some variation on that theme. Often this is freighted with racism, sexism, class bias or for that matter, just local politics and relationships, and to be clear, these can be very hurtful experiences.

One response to this is to encourage every student, I mean scholar, to aim to attend a selective four year college from the day they arrive at school until they graduate.

On the other hand, the current trending reform meme is the "honesty gap:" that states' low academic standards are misleading kids about how well prepared they are for post-secondary education. This point of view holds that students and parents put a lot of stock on standardized test scores, don't have a lot of other data, and believe that a diploma is a de facto statement of college readiness.

The most obvious way one might double check their readiness for post-secondary education is to ask their teachers or indeed guidance counselor. Some of the time, the adult's honest answer is going to be "No, you aren't ready for that."

Some of the time that is going to be an incorrect answer. Then again some of the time the test is going to give the incorrect answer too. Some of the time they're both going to be biased against women/minorities/poor people.

There's no way to plow through this issue as it is being framed; it is a dead-end approach. The only thing that can be done is to back out and start over, beginning with being clear about what we thought a high school diploma meant traditionally and the implications of changing that. Ultimately though, our systems of college application and induction simply are not rational enough to design our primary and secondary schools around.

These are the People Bankrolling School Reform

Wednesday Martin:

And then there were the wife bonuses.

I was thunderstruck when I heard mention of a “bonus” over coffee. Later I overheard someone who didn’t work say she would buy a table at an event once her bonus was set. A woman with a business degree but no job mentioned waiting for her “year-end” to shop for clothing. Further probing revealed that the annual wife bonus was not an uncommon practice in this tribe.

A wife bonus, I was told, might be hammered out in a pre-nup or post-nup, and distributed on the basis of not only how well her husband’s fund had done but her own performance — how well she managed the home budget, whether the kids got into a “good” school — the same way their husbands were rewarded at investment banks. In turn these bonuses were a ticket to a modicum of financial independence and participation in a social sphere where you don’t just go to lunch, you buy a $10,000 table at the benefit luncheon a friend is hosting.

The Highlight of the Annual Sports Calendar, Tomorrow

Webcast starts 7:00 PM EDT, Saturday, May 16.

Mass Insight's PPSD Central Office Analysis is a Real Nothingburger

Mass Insight:

Dimension 4 essentially calls for some central office staff to serve as stewards of the change process. These staff steward change by continuously referring to and updating the theory of action as needed, communicating frequently with all stakeholders about the theory of action, and serving as strategic resource brokers (Honig et al., 2010, pp. 88-89). These change managers may help district leaders pursue both knowledge (such as experts in specific aspects of central office transformation) and fiscal resources (such as support from local businesses or foundations).

It goes on and on like that for about 35 pages.

The bottom line is that contrary to the mayor and conventional wisdom, the PPSD central office is leaner than similar cities, particularly in professional staff. We are a bit over-staffed clerically in the central office. But in particular Mass Insight would like to see a lot more data analysis, including collecting and analyzing more data on central office performance, so it seems unlikely this bold transformation would result in much more than just fewer clerks and more higher-end wonks and no actual cost savings (which is presumably what people want).

Understanding Civil Rights Advocacy Groups on Testing

The Leadership Conference on Civil and Human Rights:

For the civil rights community, data provide the power to advocate for greater equality under the law.

The people who do civil rights advocacy -- lobbying -- believe in the power of advocacy and lobbying to improve civil rights. To do civil rights advocacy they need data. Therefore, they need test scores.

The problem is that they seem limited to meta-success in this area. Their advocacy and lobbying in recent decades has accomplished little in the key areas of funding and desegregation. Their only win is holding onto what they perceive as the necessary tools to continue their advocacy. It is pretty thin gruel.

I also suspect that a lot of people who become civil rights advocates and lobbyists went to schools where it is at least possible to have and hide an in-school racial achievement gap -- that is, primarily white suburban or private schools. Thus they think disaggregating data at the school level seems like a big deal. In the city, the idea that you need data to demonstrate there is a problem with minority achievement that would otherwise be hidden or unknown just misses the point.

Also, there's some money involved.

If Only Education Could Be as Scientific as Medicine

Scott Alexander:

This pattern absolutely jumps out of the data. First- and second- place winners Nardil and Parnate came out in 1960 and 1961, respectively; I can’t find the exact year third-place winner Anafranil came out, but the first reference to its trade name I can find in the literature is from 1967, so I used that. In contrast, last-place winner Viibryd came out in 2011, second-to-last place winner Abilify got its depression indication in 2007, and third-to-last place winner Brintellix is as recent as 2013.

This result is robust to various different methods of analysis, including declaring MAOIs to be an unfair advantage for Team Old and removing all of them, changing which minor tricylics I do and don’t include in the data, and altering whether Deprenyl, a drug that technically came out in 1970 but received a gritty reboot under the name Emsam in 2006, is counted as older or newer.

So if you want to know what medication will make you happiest, at least according to this analysis your best bet isn’t to ask your doctor, check what’s most popular, or even check any individual online rating database. It’s to look at the approval date on the label and choose the one that came out first.

One Trick Klein

Tony Wan:

The watchword within the company is “One Amplify,” Klein’s code name for a reorganization effort aimed at uniting a company that once listed 12 “C-level” executives and three presidents across five divisions. Today, seven chief officers remain—and no presidents.

Good to see Joel Klein takes the same approach to running a business as he does a school district. Always be reorganizing!

"Opt-Out" has been Extremely Polite So Far

King5:

Not a single 11th grade students showed up to take the SBAC test at Nathan Hale High School this week, a Seattle Public Schools spokesperson confirmed.

It is more difficult to keep your 8 year old home for a week, but a lot of people could.

Also, kicking out the power cord, loundly breaking your pencil tips and/or humming "We Shall Overcome" 20 minutes into the test would also work.

Don't Miss Bruce Baker on NOLA

Bruce Baker:

Following this model requires significant depopulation, and much, much more.

You Can't Say Reform Plan was Fine Except Pace of Implementation

I've read a few comments lately saying, in effect, "The Common Core, et al, are fine ideas, but some states, etc., just tried to go too quickly."

That's a crock because an insanely fast pace of implementation was a central feature -- and prerequisite if -- the entire "Race to the Top" agenda. It is a "race," you see! If you could get in a time machine and show that the current plan couldn't be completed by 2015, you would have gotten an entirely different plan that might be implementable in a short enough timeframe. They wouldn't have said, "Oh, ok, as long as it takes to do the right thing is fine because we have deep faith in the power of our ideas."

Probably you would get a decision to not re-write the Common Core from scratch for no reason, but to use the superior version they already had in hand. For some reason everyone still pretends that wasn't a perfectly reasonable approach.

What I Learned from Snow Narrowed Streets

Ben Lindeke:

At the same time, the big concern for many engineers, drivers and civic leaders is how lower speeds will impact traffic flow. They amazing thing is that it doesn’t have to make a huge difference. When you’re talking about traffic flow on these urban commercial streets, speed is far less important than delay at intersections. A great example (from the UK) is the main street in the small suburban town of Poynton, which carries more than 26,000 cars a day. They recently dramatically re-designed the street to create “slow speed continuous traffic movement” by removing stop lights.

Having the streets narrowed by snow banks for six weeks, with parked cars at best half in traffic, and people walking on the streets at the same time (even when the sidewalks were shoveled!) was not an ideal situation by any means, and there were definite choke points around, say, every liquor store and bodega, but much of the time I couldn't help noticing that short trips didn't noticeably take longer with everyone driving slower and having to pause periodically to let people past parked cars.

A combination of driving a hybrid, using traffic avoidance software and spending a year in a roundabout-oriented country, has caused me to change my driving routes to ones that travel at a somewhat slower but steadier pace. You get there quicker, it is way less stressful, you save gas and it is safer.

CityArts! in the Neighborhood

I attended my first of what will likely be many end of semester "teachbacks" at the award winning CityArts! program. It is both free and two blocks from our house, so as soon as Vivian was old enough (8), we got her on board with a twice a week arts class. There's also a palpable sense of Providence's larger youth arts pipeline (CityArts -> AS220 Youth, for example).

One thing that was particularly nice is that it gave Vivian a chance to meet some kids in the immediate neighborhood. The biggest problem with our part of Elmwood is the absence of any social spaces. You have to really try to meet anyone, and you then you simply never casually run into people. We've barely interacted at all with most of the young kids in the houses immediately around us. We barely see them at all. The requirement that everyone have off-street parking even contributes to this. Some people never seem to set foot on the sidewalk. We started to feel like maybe it was just us, but after a few months in Stirling I couldn't go anywhere without seeing someone I knew. It is basically just a problem of urban design and infrastructure investment.

Anyhow, I digress. So Vivian became pretty good friends with a girl who it turns out lives about a block away and is homeschooled. She also got to know a boy who lives a couple doors down and goes to Paul Cuffee charter school. We're glad we were able to choose a public school which is considered a "neighborhood" school by distance if not sociology, and by no means the closest to us.

But let's be clear here, ultimately it just sucks to have all the kids in a neighborhood going to different schools, and it is in some ways worse for urban youth that it would be for kids in the suburbs.

On the other hand, yay for CityArts! Great to have some neighborhood resources for kids.

One Way High Performing Teachers Improve Lifetime Earnings

Susana Morris:

Only students in the advanced classes could attend workshops where you could learn about the magnet high schools anyone could apply for. If I hadn’t been in pre-Algebra, I would not have learned about the International Baccalaureate program that I would later attend and kick ass in.

There has been too little discussion of the actual mechanism by which having a "high performing" math teacher twenty years ago would have had an effect on your later earnings. Math was widely tracked back when Chetty et al were doing their research, getting bumped up or down made a big difference and as noted above, could have many knock-on effects.

In a sense, Chetty's research may have as much to say about tracking as it does testing. We don't know!

See also.