Urban parents and the choices they want.

I woke up this morning to this refreshing discussion. Check it out.

(Urban parents don't care what Gary Orfield thinks)

What do I think? Well, when I was a teacher in the Berkeley schools back in the late 1960's, we had tracking at the junior high. The highest level course and the lowest level course. I taught both and will never forget the parents of my lowest level students (you can imagine who they might have been in this urban setting). They exhorted me to NOT lower standards, NOT go easy on their kids, NOT demand less than the best. They exhorted me to PUSH their kids to excellence, to PUSH them to learn as much as possible, to PUSH them to work hard.

It taught me that parents are parents--wherever they live--and they want the best for their children. This article lays that out well. Thanks for it.

And from Massachusetts....

The Boston Globe reports that educators and advocates like Pres. Obama's changes for the No Child Left Behind Act. Maybe they are good. Let's hope.

My concern is that Massachusetts continues to allow nonstandard accommodations (NSAs) on its state testing program, the MCAS. Thus, some students have the test read to them--and they 'pass' reading. Some use computers, and they 'pass' math. So long as tests continue to allow invalidating NSAs, it hardly matters what the policy is.

Check it out!

(Massachusetts likes Obama's NCLB changes)

Will changing incentives in NCLB work?

Short and targeted writing is good. The Christian Science Monitor editorial meets that criteria. I learned a lot: What's wrong with the law as is; what's right; that only 34-39% of students have reached proficiency (on state standards) and it's almost 2014, and how we might fix the law.

Here it is. Your thoughs?

(Obama changes incentives in NCLB)

NY City to overhaul special education

Let's hope! I wonder if it's an overhaul or a reshuffling. If it's a transformation or a way to move things around. The article's focus on more inclusion, per se, worrisome. Inclusion is not an educational solution or goal. Like a methodology, inclusion should be encouraged where it works and promotes more learning. Otherwise, other methodologies should be used. Time will tell. Your thoughts?
(NYC to overhaul special education)

"Distrust of government" David Brooks

I heard David Brook (New York Times columnist) on Meet the Press yesterday, January 31, 2010. He highlighted the fact that the big problem in America is that the public has a distrust of government. Wow. Right on!.

Taking the challenge right down to special education, it strikes me that noone should be surprised by the lack of trust among many parents. Why? Because back in the 1970's, the law was written for them to do exactly that. They were supposed to be the law's 'enforcers,' by making demands, filing complaints and hearing requests, and in all types of ways, 'advocating' for their children against their schools.

I believe it is time to change the paradigm. Change the law. Make it outcome based, not input driven. Let this law join the 21st century!
Let parents be parents, not enforcers.
Let schools provide services and enforce the law.
Let teachers teach, not be bogged down in paperwork and bureaucratic requirements.
Let students learn. Alas. That is what it's all about.

Keeping special education as is will just continue the distrust of our schools.

Thank you, for this common sense research!

It matters what our kids know. It matters to them and it matters to our nation. An important new study by Professor Eric Hanushek of Stanford and Andreas Schleicher of the Organization for Economic Co-operation and Development links rise in test scores with a nation's output. Thank you for that research!

(What kids learn and know matters)


Let's hope this is widely read on Main Street and in Washington.

RTTT--only the bold and innovative need apply!

(States apply for RTTT funds)

Isn't it amazing that 40 states have applied for $4.35 billions in the Race to the Top funds.... The states need to demonstrate that their proposals are bold and innovative. Not a rehash of the status quo.

Yet, all states will share in the much larger number, $12.2 billions of additional, NEW moneys added to special education. They do not need to show any innovation or boldness any reform the system. That money goes to support the status quo.

Make sense? Not me me either.