CURMUDGUCATION

CURMUDGUCATIONThe slightly-cranky voice navigating the world of educational “reform” while trying to still pursue the mission of providing quality education.

Tuesday, April 25, 2017

Betsy DeVos Is Not Entirely Wrong about This

Hey, it had to happen. Even a blind shooter occasionally hits something. And on Fox News America’s Newsroom, she said this:

…there really isn’t any Common Core anymore

Breitbart reported on this as a means of whipping up some conservative high dudgeon about the Core, and correctly note that her observation that the Core is no longer out there in classrooms stands “in sharp contrast” to Trump’s assertion “Common Core very bad, and although I have no idea what the hell it is, I think we should kill it with fire because many people not like bad thing end it good somehow whatever it is have you seen my ratings.”

Now, yes– DeVos is wrong in the sense that Common Core in some form or other is in many classrooms. In some states it’s no longer called Common Core, but it’s still out there, sort of.

The “sort of” is important, because as I’ve noted numerous times, the original vision of the Common Core is absolutely, completely dead.

Remember? The idea was that every state in the union would operate under exactly the same standards, and that while everyone was free to add a measly 15%, the heart of the Core could not be touched. We would all study the same stuff, using our Common Core aligned materials, and a student who moved from Iowa to Georgia could do so without missing a beat. And we would all take one of two assessments, so that every teacher and student in the country could be compared to every other teacher and student.

That did not happen.

The Core-aligned materials turn out to be a hodge-podge of textbooks aligned more to publisher’s desires than Common Core Standards. Huge chunks of the standards have always been ignored because they aren’t on the test (anybody seen a Common Core Speaking Unit lately?). And the Big Standardized Tests (the actual drivers of reformy curriculum)– way more than two of them and not much beloved by anyone– are themselves only loosely aligned to the Core.

Of course, as Valerie Strauss points out, what DeVos probably meant by “Common Core” was not the actual content of the standards, but the idea that the federal Department of Education [insert evil music cue here– dun dun dunnnnnnn] can impose its control on state and local school districts. This remains a complicated point because the feds never directly imposed the Core; they just extorted states into adopting it of their own free will. ESSA now removes many of the department’s extortion tools, though some of the mouth-frothing quotes at Breitbart note that ESSA is still filled with the language of “college and career ready,” which is what we’re saying instead of “common core” these days.

The feds couldn’t impose the standards before, and they can’t impose them or un-impose them now. It is up to states to decide what to do, and many have already made decisions about that issue.

The standards do have inertia on their side, as some form of the Core is the status quo in most states. But nobody particularly cares. In high-accountability states, schools aren’t following the standards– they’re following the BS Tests. And classroom teachers, after an initial period of trying to be good soldiers, have long since “adapted” the standards to match their own best practices, even as administrators around the country created their own personal version of the standards (and some rebels even mostly ignored the whole business and went back to worrying about actual education).

But the original vision of an entire nation united behind one cramped and narrow vision of what education should be, with one unified set of standards enforced from sea to shining sea– that didn’t happen. What has happened is that the US education system is now clogged with the various fragments, mutant chunks, and toxic detritus of the Core. David Coleman and his buddies meant to build a beautiful, sleek silver spear, but what we have now is a disintegrated, splintered, corroded mess of pieces parts. Instead of one large spear stuck into the body of education, that body is riddled with Common Core shrapnel and buckshot, and instead of a quick and direct extraction, we’re faced with a complicated and messy operation to improve our educational health. And ESSA says that the feds, who were already trying to perform surgery with mittens on, now must be handcuffed to the floor.

I’m not sure that Betsy DeVos understands any of that. But when she says there isn’t any Common Core any more, she’s not entirely wrong– even if she doesn’t understand why.

Source: CURMUDGUCATION

Women’s access to family leave is not improving, but men’s is 

Access to maternity leave after the birth or adoption of a child is not improving for women, though the number of men on leave is growing. Fathers are also more likely to receive paid leave.

Source: Women’s access to family leave is not improving, but men’s is – Journalist’s Resource

College students who join fraternities or sororities may get lower grades 

Students who join fraternities may get lower grades

Joining a fraternity or sorority distracts students from their coursework. A study suggests grades may suffer and students pick easier classes to accommodate Greek activities.

Source: College students who join fraternities or sororities may get lower grades – Journalist’s Resource

Oil prices influence every beat: Resources, tip sheet for reporters 

Peel away at almost any story – from unrest in Venezuela to milk deliveries in Vermont – and eventually you’ll find a tale about oil. This explainer includes resources for reporters new to the global oil beat.

Source: Oil prices influence every beat: Resources for reporters – Journalist’s Resource

Detroit’s water system and the roots of the Flint Water Crisis | Eclectablog

The following guest post was written by Dennis L. Green, a retired certified Professional Engineer from the Detroit Water and Sewerage Department (DWSD). Dennis graduated from Cass Technical High School’s Electrical program in 1963 and received his Bachelor of Science in Electrical Engineering from Lawrence Tech in 1969.

After graduation, Dennis went to work for the Detroit Water Department, Engineering Division where he began as a Junior Engineer and worked his way up to Head Water Systems Engineer for Facilities Design.

He served on the AWWA Technical Advisory Workgroup for communications and designed the new wholesale metering system that ended the rate suits and won the HART Controls Foundation international 2003 Plant of the Year award for his groundbreaking application of their data protocol.

In July of 2000, Mayor Archer delegated his emergency powers from the order issued by Federal Judge John Feikens to him in order to mitigate the loss of 3/5 of the secondary treatment at the…

Source: Detroit’s water system and the roots of the Flint Water Crisis | Eclectablog

Report Wrongly Claims to Provide Answers on Wisconsin School Choice Policies | National Education Policy Center

BOULDER, CO (April 25, 2017) – A recent report from the Wisconsin Institute for Law and Liberty attempts to compare student test score performance for the 2015-16 school year across Wisconsin’s public schools, charter schools, and private schools participating in one of the state’s voucher programs. Though it highlights important patterns in student test score performance, the report’s limited analyses fail to provide answers as to the relative effectiveness of school choice policies.

Apples to Apples: The Definitive Look at School Test Scores in Milwaukee and Wisconsin was reviewed by Benjamin Shear of the University of Colorado Boulder.

Comparing a single year’s test scores across school sectors that serve different student populations is inherently problematic. One fundamental problem of isolating variations in scores that might be attributed to school differences is that the analyses must adequately control for dissimilar student characteristics among those enrolled in the different schools. The report uses linear regression models that use school-level characteristics to attempt to adjust for these differences and make what the authors claim are “apples to apples” comparisons. Based on these analyses, the report concludes that choice and charter schools in Wisconsin are more effective than traditional public schools.

Unfortunately, the limited nature of available data undermines any such causal conclusions. The inadequate and small number of school-level variables included in the regression models are not able to control for important confounding variables, most notably prior student achievement. Further, the use of aggregate percent-proficient metrics masks variation in performance across grade levels and makes the results sensitive to the (arbitrary) location of the proficiency cut scores. The report’s description of methods and results also includes some troubling inconsistencies. For example the report attempts to use a methodology known as “fixed effects” to analyze test score data in districts outside Milwaukee, but such a methodology is not possible with the data described in the report.

Thus, concludes Professor Shear, while the report does present important descriptive statistics about test score performance in Wisconsin, it wrongly claims to provide answers for those interested in determining which schools or school choice policies in Wisconsin are most effective.

Find the review by Benjamin Shear at:
http://nepc.colorado.edu/thinktank/review-milwaukee-vouchers

Find Apples to Apples: The Definitive Look at School Test Scores in Milwaukee and Wisconsin, by Will Flanders, published by the Wisconsin Institute for Law and Liberty, at:
http://www.will-law.org/wp-content/uploads/2017/03/apples.pdf

The National Education Policy Center (NEPC) Think Twice Think Tank Review Project (http://thinktankreview.org) provides the public, policymakers, and the press with timely, academically sound reviews of selected publications. The project is made possible in part by support provided by the Great Lakes Center for Education Research and Practice: http://www.greatlakescenter.org

The National Education Policy Center (NEPC), housed at the University of Colorado Boulder School of Education, produces and disseminates high-quality, peer-reviewed research to inform education policy discussions. Visit us at: http://nepc.colorado.edu

Source: Report Wrongly Claims to Provide Answers on Wisconsin School Choice Policies | National Education Policy Center