Yes, it's true there are CPS schools where over 30 children are in a classroom. Repeat, OVER 30 and in the inner city. How is that just?
A nurse coming to a school one day a week? Yes, again, quite true. Does that mean that kids better not be sick the other four days? I guess that's the case. How on earth can CPS not have a nurse in every building every single day of the week. Mind boggling!!
Kids not having the proper classroom supplies or a decent uniform. Yes, that is a common occurrence. One can rightly say that the parents are responsible for this. I won't argue the point because that should be the case if the parent(s) had a job. What is one suppose to do without the proper funds?
Full time social workers are needed in many of these schools. The emotional, behavorial and social problems that many of the children face are daunting. Do you think a child who is in second grade and has been exposed to gun violence should get some help. Obviously!! Again, too many schools don't have full time social workers even though principals have sought them.
Many staff at the schools where these incidents take place do their very best. The least we should expect is that the district do the same.
Dick
Thursday, October 11, 2012
Wednesday, October 10, 2012
Sharing a Letter to the Editor
Below is a note which I submitted as a 'Letter to the Editor' to a local newspaper. I thought I would share it with you as I think it is applicable to a good number of schools.
Insights into District 86
A September 13th Letter to the Editor posed the question, "Where is the outrage from the parents of the children being cheated?" Let me state that the vast majority of students and parents are grateful for the education they receive at the District #86 schools. Allow me to add some numbers concerning the performance of students, absent in said letter, that may shed some light on the success of the students.
Here's but a small sampling of the proof that the schools provide a terrific education. During the period of graduating classes for 2008 - 2012 District 86 student ACT test scores rose four of the five years from a composite of 24.2 in 2008 to 25.1 in 2012. Each year the district's scores outpaced those both in the country and the State of Illinois. This is but one of many indicators revealing the achievements of staff, administration, parents and students.
The Sept. piece also comments on the incomes of the certified staff. The inference is clear, teachers make too much. I'll address that head on. Providing a top flight educational experience, which District 86 is known for, isn't something that will ever or ought to be equated to dollars. It is one of the fallacies that is too prevalent in today's so called 'reform' movement.
Insights into District 86
A September 13th Letter to the Editor posed the question, "Where is the outrage from the parents of the children being cheated?" Let me state that the vast majority of students and parents are grateful for the education they receive at the District #86 schools. Allow me to add some numbers concerning the performance of students, absent in said letter, that may shed some light on the success of the students.
Here's but a small sampling of the proof that the schools provide a terrific education. During the period of graduating classes for 2008 - 2012 District 86 student ACT test scores rose four of the five years from a composite of 24.2 in 2008 to 25.1 in 2012. Each year the district's scores outpaced those both in the country and the State of Illinois. This is but one of many indicators revealing the achievements of staff, administration, parents and students.
The Sept. piece also comments on the incomes of the certified staff. The inference is clear, teachers make too much. I'll address that head on. Providing a top flight educational experience, which District 86 is known for, isn't something that will ever or ought to be equated to dollars. It is one of the fallacies that is too prevalent in today's so called 'reform' movement.
Tuesday, October 9, 2012
This Could be of Some Interest
There are a large number of people who have the sense, only a sense, that charter schools typically outperform their neighborhood public schools. Ben Joravasky, in a Chicago Reader article, tackled this issue. What he found was the existence of at least a partial myth.
Chicago has 541 elementary schools, 49 of them charters. Given the hype surrounding the alleged high performance of charters, one would assume that when it comes to ISAT testing they would be near the top of the heap. That's not really the case.
The top charter ranks as #41 on the list and most of the other 48 charters are in the middle of the pack with their neighborhood non-charter counterparts.
There may be a push for more charters but just because this rush to be one doesn't necessarily mean that it will be a top performer. Mayors, governors and others may think charters are the next best thing to come along in education but there are plenty of government officials who don't understand the many issue and concerns taking place in education in the 21st century.
Thanks,
Dick
Chicago has 541 elementary schools, 49 of them charters. Given the hype surrounding the alleged high performance of charters, one would assume that when it comes to ISAT testing they would be near the top of the heap. That's not really the case.
The top charter ranks as #41 on the list and most of the other 48 charters are in the middle of the pack with their neighborhood non-charter counterparts.
There may be a push for more charters but just because this rush to be one doesn't necessarily mean that it will be a top performer. Mayors, governors and others may think charters are the next best thing to come along in education but there are plenty of government officials who don't understand the many issue and concerns taking place in education in the 21st century.
Thanks,
Dick
Friday, October 5, 2012
Additional Nonsense on Teacher Evaluations
As many of you already know, I am not a proponent of tying teacher evaluations to student standardized test scores results. The reasons are many as I've noted in past blogs. Yesterday's blog noted the problems associated with this scenario as described by Carol Burris a principal in a New York State school.
Ms. Burris summed up her reticence to link teacher evaluations to student test scores by stating that such a model doesn't indicate the strength of many of her teachers and those throughout New York. She went on to note that students who are disadvantaged, for a variety of reasons, don't score well and that comes back to haunt good teachers who receive an unsatisfactory evaluation.
After making this post yesterday, a friend of mine and former teaching colleague, sent me a note agreeing with Ms. Burris contention but also raising the issue of the fact that some disadvantaged children she's aware of raised their ACT score by 6 points. That's a BIG gain. Yet that doesn't meet the standards of 'Annual Yearly Progress.' Guess the teachers will just have to take a hit on their evaluations!
My friend conveyed another thought to me about those students who ARE successful. Not much mention is made of this or whether children work hard or show growth. No, the issue boils down to penalizing teachers who, for reasons outside of their control, somehow don't wave the magic stick of test success.
By the way (bottom line), many good teachers - working in tough conditions - will be driven out of the classroom because of this nonsense. As I've noted before, how on earth did we ever make it this far in public education in the 236 year history of this country without tying teacher evaluations to student standardized test results?
Thanks,
Dick
Ms. Burris summed up her reticence to link teacher evaluations to student test scores by stating that such a model doesn't indicate the strength of many of her teachers and those throughout New York. She went on to note that students who are disadvantaged, for a variety of reasons, don't score well and that comes back to haunt good teachers who receive an unsatisfactory evaluation.
After making this post yesterday, a friend of mine and former teaching colleague, sent me a note agreeing with Ms. Burris contention but also raising the issue of the fact that some disadvantaged children she's aware of raised their ACT score by 6 points. That's a BIG gain. Yet that doesn't meet the standards of 'Annual Yearly Progress.' Guess the teachers will just have to take a hit on their evaluations!
My friend conveyed another thought to me about those students who ARE successful. Not much mention is made of this or whether children work hard or show growth. No, the issue boils down to penalizing teachers who, for reasons outside of their control, somehow don't wave the magic stick of test success.
By the way (bottom line), many good teachers - working in tough conditions - will be driven out of the classroom because of this nonsense. As I've noted before, how on earth did we ever make it this far in public education in the 236 year history of this country without tying teacher evaluations to student standardized test results?
Thanks,
Dick
Thursday, October 4, 2012
Teacher Evaluations
Plenty is happening on the teacher evaluation front these days. The bottom line is that a number of 'reform' advoates, district administrators, state education officials and some government leaders are clamoring to tie teacher evaluations, at least in part, to student state test scores.
Anyone who knows anything about children realizes that how students perform in school - not merely on standardized tests - is impacted by many factors outside of the control of the school and teachers.
While it is a given that teachers are the most important influence inside the four walls of the school building, what has been lacking in the discussion regarding student success, growth and how they perform on state and local standardized tests is the impact of non-school factors in these areas.
One brave New York State Principal, Carol Burris, has recently written a letter addressing the above issue. What Ms. Burris reports is that 'factors other than the teacher account for roughly 85% - 90% of the variation in students' test scores.' That's an incredible number! These are factors outside of the purview of the school personnel.
Ms. Burris went on to note 'the shortcomings of evaluating teachers by test scores were apparent in the recent report of the American Institute for Research which developed the New York growth model score.' The bottom line in the BETA Report indicates that 'students with disabilities and students of poverty in a class or school increases, the average teacher or principal growth score decreases (roughly translated...they have a poor evaluation).'
Seventy three percent of NYS principals said that the 'ineffective' teacher label given because of low student test scores 'was either not a very accurate or an inaccurate relfection of that teacher based on their observations and the performance of that teacher's students.'
This is further proof that developing teacher evaluation tools based on student standardized test scores is not only problematic but needs to be curtailed.
Thanks,
Dick
Anyone who knows anything about children realizes that how students perform in school - not merely on standardized tests - is impacted by many factors outside of the control of the school and teachers.
While it is a given that teachers are the most important influence inside the four walls of the school building, what has been lacking in the discussion regarding student success, growth and how they perform on state and local standardized tests is the impact of non-school factors in these areas.
One brave New York State Principal, Carol Burris, has recently written a letter addressing the above issue. What Ms. Burris reports is that 'factors other than the teacher account for roughly 85% - 90% of the variation in students' test scores.' That's an incredible number! These are factors outside of the purview of the school personnel.
Ms. Burris went on to note 'the shortcomings of evaluating teachers by test scores were apparent in the recent report of the American Institute for Research which developed the New York growth model score.' The bottom line in the BETA Report indicates that 'students with disabilities and students of poverty in a class or school increases, the average teacher or principal growth score decreases (roughly translated...they have a poor evaluation).'
Seventy three percent of NYS principals said that the 'ineffective' teacher label given because of low student test scores 'was either not a very accurate or an inaccurate relfection of that teacher based on their observations and the performance of that teacher's students.'
This is further proof that developing teacher evaluation tools based on student standardized test scores is not only problematic but needs to be curtailed.
Thanks,
Dick
Tuesday, October 2, 2012
And Justice for All - Part II
Yesterday I revealed some of the startling results of how school discipline is handled among white, black and Hispanic students. The various studies all concluded that non-white students are more often suspended or turned into the police than their white counterparts.
There are variety of reasons for this situation. Some of it, no doubt, deals with societal norms. After all, just take a look at the incarceration rate of non-whites in prison and jail. This reveals how people of race are treated differently when it comes to punishment for various offenses. No doubt this creeps into our societal fabric of how to treat people in other settings.
The NAACP has concluded, with respect to black male students, that there is a perception that blacks will tend to be very aggressive. The point being that the perception has much to do with how the person handling the school infraction will treat the student.
Other reasons exist for why non-white students are treated differently - more harshly - than white students. Yes, this does point to race...sadly.
I think it would be worth examining just who is handing out these school punishments and consequences. In other words what are the adults doing here? Is this mostly a situation where mostly whites are handing out these punishments or are non-whites just as liable to give severe punishments?
At any rate, this lack of continuity and consistency continues to be problematic and harmful and it adds to the difficulty of educating children.
Dick
There are variety of reasons for this situation. Some of it, no doubt, deals with societal norms. After all, just take a look at the incarceration rate of non-whites in prison and jail. This reveals how people of race are treated differently when it comes to punishment for various offenses. No doubt this creeps into our societal fabric of how to treat people in other settings.
The NAACP has concluded, with respect to black male students, that there is a perception that blacks will tend to be very aggressive. The point being that the perception has much to do with how the person handling the school infraction will treat the student.
Other reasons exist for why non-white students are treated differently - more harshly - than white students. Yes, this does point to race...sadly.
I think it would be worth examining just who is handing out these school punishments and consequences. In other words what are the adults doing here? Is this mostly a situation where mostly whites are handing out these punishments or are non-whites just as liable to give severe punishments?
At any rate, this lack of continuity and consistency continues to be problematic and harmful and it adds to the difficulty of educating children.
Dick
Monday, October 1, 2012
And Justice for All
When I refer to 'And Justice for All' I am not making a insignificant reference to the Pledge of Allegiance. The phrase has some meaningful connection to the disciplinary measures taken in local and nationwide schools.
Such organizations as the Southern Poverty Law Center, the Civil Rights Remedies at UCLA, the NAACP and the U.S. Dept. of Educations's Office for Civil Rights have all concluded that the disciplinary measures imposed on school children are unequal with respect race. The results of the study are to be found in the Wednesday, Sept. 26th Chicago Tribune.
The bottom line is this: black and Hispanic students are much more often to referred to the local police than white students. The report also found that other disciplinary measures are disproportionately used on non-white students. By the way, this is not a situation that merely exists in the inner cities, it is also a dilemma in suburban regions.
The UCLA study found that Illinois had the highest rate of suspending black students in 2009-10. Again, this condition exists within both inner city and suburban areas of our state.
The above is clearly an issue on many levels; societal, at the local level and within the educational setting. It also raises many questions. One is left to ponder the following. Why does this situation exist? What are the conditions that allow disciplinary measures to be doled out on an unequal basis? Do those who hand out the various disciplary consequences understand all the circumstances and conditions that led to the infraction? Are minority students being targeted? Finally, what is to be done to remedy the unequal treatment? These are but a few of the critical questions facing those in the educational community.
Let me offer one other point. I am pretty sure black, Asian and Hispanic students, and their families, are aware of this. And don't think, for a minute, that this doesn't cause some real resentment and anger. In turn, this will surely cause additional problems within the classroom.
We all want to be treated the same. We should expect nothing less than equal justice for all.
Thanks,
Dick
Such organizations as the Southern Poverty Law Center, the Civil Rights Remedies at UCLA, the NAACP and the U.S. Dept. of Educations's Office for Civil Rights have all concluded that the disciplinary measures imposed on school children are unequal with respect race. The results of the study are to be found in the Wednesday, Sept. 26th Chicago Tribune.
The bottom line is this: black and Hispanic students are much more often to referred to the local police than white students. The report also found that other disciplinary measures are disproportionately used on non-white students. By the way, this is not a situation that merely exists in the inner cities, it is also a dilemma in suburban regions.
The UCLA study found that Illinois had the highest rate of suspending black students in 2009-10. Again, this condition exists within both inner city and suburban areas of our state.
The above is clearly an issue on many levels; societal, at the local level and within the educational setting. It also raises many questions. One is left to ponder the following. Why does this situation exist? What are the conditions that allow disciplinary measures to be doled out on an unequal basis? Do those who hand out the various disciplary consequences understand all the circumstances and conditions that led to the infraction? Are minority students being targeted? Finally, what is to be done to remedy the unequal treatment? These are but a few of the critical questions facing those in the educational community.
Let me offer one other point. I am pretty sure black, Asian and Hispanic students, and their families, are aware of this. And don't think, for a minute, that this doesn't cause some real resentment and anger. In turn, this will surely cause additional problems within the classroom.
We all want to be treated the same. We should expect nothing less than equal justice for all.
Thanks,
Dick
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