Tag: students

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Education Higher education

College Is For Everyone… Except for Those It’s Not

Seeing as how I’m an education dinosaur, having taught for the past 32 years, I’ve seen many a fad, meme, phase and reform come and go during my career. Each of these aforesaid events was billed as the new reality and the change that would ignite the staid and conservative field into a dynamo that would catapult American students into the learning stratosphere, nay, outer space, when it came to classroom success and global competition.

It turns out that all of that change resulted in a lot of change which resulted in a lot of public money going to programs that were quickly abandoned for the next change. As for the students, well, SAT scores are up and more students are taking Advanced Placement tests in the suburbs, but poverty has increased and with it so has the attainment and achievement gap in the less wealthy areas of the country. This does not auger well for the latest and, perhaps, greatest new education focus which is, that all students must go to college.

Education has run into this “all” problem before. Presidents Bush, Clinton and Bush proposed education programs that required that all students become proficient in their subjects and that all students pass either state or national tests to prove their learning. Of course, this is impossible; not all students can pass all tests and not all students can become proficient in every subject as measured by a test. So we know that, at least in statistics, all three of these president were substandard. All students can certainly learn, but not all students can achieve at the level they need in order to succeed in higher education. And the dirty little secret is that they should not be forced into doing so.

One of the consequences of this race to college is playing out across the country, and is laid bare in this article about the West Windsor-Plainsboro school district in New Jersey. The problem there is endemic to other suburban, wealthier school districts where the focus is on competition, grades, extracurricular activities and building a resume for college. I can say from first hand experience that this is the norm in many of these districts. It is also the norm that many students feel too much pressure to succeed, to earn high grades consistently, and to be busy at all hours of the day doing homework. Not all schools follow this norm however, as some districts including West Windsor have adopted a modified no-homework policy, playing sports – which has become a major conduit for girls to get scholarships for college – performing community service, or taking part in the arts, dance and theater programs (and no, they are not Broadway quality. Sorry).

The problem is that schools are now starting to abandon their roles as educational institutions and are quietly becoming warehouses where students spend a less-than-engaging part of their day being unproductive until they can get to the fun stuff. The issue is that the school day places enormous pressure on the students to do things that do not come naturally, such as analyzing data and writing, manipulating ideas, and creating new knowledge out of disparate theories. They also need to, here goes, fail. That’s right. If you truly want to learn, you need to fail a few times before you can master ideas. It’s necessary to fail, but failure – goodness, even a C – is not an option. So parents put pressure on children. The school puts pressure on children. Children put pressure on themselves, and society says that if you don’t go to college your life will be ruined.

Thus, the problem described in the article.

I do not agree with relaxing standards or enacting less or no-homework policies (another fad), but I do think that we need to rethink the college part. It’s not an admission of failure if your child does not go to college right away or ever if that’s truly in their best interests. Not all students are academically inclined, and that’s what higher education is all about. Colleges and universities are not job factories or technical-training institutions, they are laboratories for academic and theoretical research. They do provide internships and work experiences, but very few students who graduate with a BA or BS are well qualified or ready to actually work. That’s another step in the process that all adults need to master.

Students who do well in college are proficient readers and can organize their time. They can sit for long periods and can absorb sophisticated and often contradictory ideas. They can navigate the social structure of an institution that might be radically different in scope, size and demographics from the community in which they lived, grew up and were educated. Does that sound like everyone? No, it does not. It’s no wonder that 35% of adults in this country have a college degree. It’s not for everyone and it wasn’t meant to be for everyone.

Our challenge is not to shoehorn (dinosaur term) all students into an experience that is not meant for them but rather to find experiences in which they can succeed, enjoy and challenge themselves. Many parents want colleges to be those kinds of institutions, and that’s why colleges are fighting back and saying that their purpose lies in other areas. We would do far better as a nation if we recognized that there are, or at least should be, other avenues for students who can be productive citizens without academic work. Then we can reduce some of the pressures that students feel and address the problems associated with outrageous and unnecessary expectations.

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BLM Domestic Policies Education News Politics teachers

Education’s Dirty Little Secret

The week began with the president saying that there was too much emphasis on testing in schools. 
In the middle of the week, the New York Times published a story about Success Academy Charter Schools that, among other things, noted the following:

The network serves mostly black and Hispanic students and is known for exacting behavior rules. Even the youngest pupils are expected to sit with their backs straight, their hands clasped and their eyes on the teacher, a posture that the network believes helps children pay attention. Ms. Moskowitz has said she believes children learn better with structure and consistency in the classroom. Good behavior and effort are rewarded with candy and prizes, while infractions and shoddy work are penalized with reprimands, loss of recess time, extra assignments and, in some cases, suspensions as early as kindergarten.

Backs straight? Hands clasped? Candy as a reward for good behavior? More homework as a punishment for bad behavior? Any public school teacher who attempted any of these would be severely reprimanded. In addition, this is not the way we’re supposed to be teaching in the 21st century. What happened to cooperative activities? Differentiation? Healthy snacks? Imagination?

By the time the week was over, the entire know-nothing education reform movement was in question.  Not that teachers and others who actually work in education didn’t already know this. Because they lived with the terrible reforms every day and had little influence on whether those reforms should have been imposed in the first place. After all, the political process is slow and those right-wing money machines that were attempting not just to change the schools but also to destroy the teacher’s unions had a vested interest in drawing out the process so that the public could catch a ride on the train as it crashed in Conjunction Junction.

Not so bad, right? At least we only messed up one generation of children.

Yes, friends, education came roaring back as a national priority with the release of both the PARCC and the NAEP exams this week. In a nutshell, students did not perform very well on the tests. The reasons? Well, there’s the rub. According to those who comment on such things, they range from the fact that more students are living in poverty to the truth that the Common Core Standards, which are the basis for the PARCC exams, have not been around long enough for students to have internalized them. As for the NAEP, the answer is even muddier, but the consensus seems to be that last year’s exam asked questions about curriculum that students have not been taught.

Really? If I gave tests on information I hadn’t taught my students, I could be fired. That hasn’t stopped the know-nothings from using tests to evaluate teacher performance and use the information to retain or let teachers go. This year we’re using flawed tests created by people who are not in classrooms based on standards that have not been sufficiently implemented.

But there’s a bigger problem. The NAEP has generally shown that students do not perform well in math and reading. If you want evidence, take a look at this report by the NAEP on the 2009 test administration. Scroll down to page 9, then look at pages 10 through 14. I’ll wait.

Interesting, yes? It shows that students in almost every state, save Massachusetts, do not perform proficiently on the test. Remember; the NAEP is called “The Nation’s Report Card” because it is given in every state, so it gives us an unsparing look at the differences in each state’s curriculum strength and delivery.

Want more stark proof? I knew that you did. Take a look at the 2013 NAEP Report that graphically shows the remarkable differences between student performance on the NAEP with their performance on their state’s end-of-year evaluation. Scroll yourself down to pages 3 and 4. Those graphs tell you the difference between NAEP scores and state tests scores. In every state but two–NY and MA–there was a gap between how students performed on state tests versus the NAEP.  Isn’t it scary enough to be posted on Halloween? Many states were clearly giving easy tests and skewing the results.

And, no, these numbers are not confined to 2009 and 2013. They are similar in every year the NAEP has been given.You could look it up. And you should, because this has been education’s dirty little secret for too long.

The lesson here? There are many. One is that both the NAEP and the PARCC are difficult tests that hold students accountable to standards that require much more reinforcement over time. The PARCC has not been in existence long enough for us to adequately measure its accuracy. The NAEP has been showing us for years that students across the country are not getting a rigorous enough training in content and skills that a truly educated person should have.

More important is that for years, at least since the No Child Left Behind Act began mandating tests in the early 2000s, most states have been giving easy tests based on easy curricula and calling themselves satisfied with their education systems. This is the main reason why we need the Common Core Standards. They will ensure that students throughout the country be held to the same standards no matter where they live. The political opposition to the Core Curriculum has been centered on federal government involvement in what should be a state concern. The state test scores invalidate that argument. Many of the states have been committing educational fraud. National standards will go a long way towards fixing that.

The president was correct in saying that we are focusing too much on testing, but testing is not going away and it shouldn’t. What we need are tests that measure what students know based on verifiable standards and that ask students to perform evaluative tasks that stretch their brains and their imaginations. We haven’t achieved either of those yet. That will require that classroom educators be intimately involved in the evaluative process. It will happen, but we need the know-nothings to step aside and let the teachers take over this process.

Let’s not waste another generation.

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Domestic Policies Education News Politics teachers

The Best and Brightest Have Let Us Down

I get very tired very quickly when I hear that we need the best and brightest to become classroom teachers in the United States. For one, it’s incredibly insulting because it assumes that the teachers we have now in public schools are somehow subpar, which is not true. Further, it also assumes that the elite students at elite colleges need to swoop down and save education because the best students make the best teachers, right?

Wrong. Oh, so wrong.

Don’t misunderstand me: I support all effective teachers across the country who want to make a difference in any type of school, public or private, and who want to educate students. This includes those from Teach for America, the program that began in 1990 at Princeton University and places the best and brightest into urban schools for specified periods of time, usually three years. The program has been criticized for providing a short-term conscience break for smarties who then leave the classroom and make billions as hedge fund managers and tech company start-up junkies. It has also been lauded for enabling the most difficult school districts to staff their classes with committed teachers who knew what they were getting into they signed up for TFA.

For 15 years, the program grew. For the past two, growth has stopped. That’s bad news for the districts that rely on TFA graduates, but it might be the beginning of good news for the rest of public education. Why? Although TFA was founded on a laudable goal, the program was also responsible for pushing some of the worst reforms education has seen in decades. From the article:

Teach for America has sent hundreds of graduates to Capitol Hill, school superintendents’ offices and education reform groups, seeding a movement that has supported testing and standards, teacher evaluations tethered to student test scores, and a weakening of teacher tenure.

It seems that the best and brightest are neither when it comes to new ideas on how to improve education. They, along with the conservative know-nothings who inhabit statehouse governments and education commissionerships, relied on untested data purporting to show a connection between student test scores and teacher effectiveness, and supported ever more Charter schools that take public money away from public schools that have legal mandates to deliver a quality education to all students. Weakening teacher tenure and injecting market competition in the schools round out the final failures on their list as both destroy the culture and ethos that have protected the public schools from unwanted political interference, commercialization and data-mongers of all political stripes.

Ten years from now, those still left in education will look back on this era as not only misguided, but destructive; an era from which it will take a few years to recover and reclaim the ideas that actually work in the classroom. By then, the best and brightest will be back on Wall Street or law school or boardrooms touting their latest ventures and perhaps reflecting on the years they spent in the program. I applaud their efforts as teachers. For many, it will inform the rest of their lives. For others, it allowed them to realize a community service dream in a neglected corner of the country.

But for their support of ideas that have wreaked havoc in the classroom and resulted in a culture of testing that undermines effective teaching, I will forever rue the day that they joined the reform conversation. I have met far better and far brighter minds who didn’t attend elite schools and who have enriched teaching and learning across the United States.

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CNN Domestic Policies Education News Politics teacher evaluation

The Education Reform Silly Season

It might be summer, but the education know-nothings are clearly not at the beach. The latest case-in-point is former CNN correspondent Campbell Brown’s incredibly uninformed comments on teacher tenure that, unfortunately, millions of people saw and didn’t stick around for the fact-checking. Her musings come on the heels of a California decision in which a judge ruled that tenure is unconstitutional because it deprives some students of a quality education. There is another case against tenure in New York States and I will assume that many other states will soon join in. It is true that there are some teachers who should not be in classrooms because they are ineffective or burned out, but depriving teachers of a due process right and subjecting them to firing because of issues unrelated to their job performance is the height of irresponsibility.

In Campbell Brown’s case, she quotes the popular half-truth that the teacher is far and away the most important factor in a child’s success, and that if all classrooms had effective teachers, then all students would learn. I suppose we could read this as a compliment for great teachers, but I also read it for the folly of what it implies.

What she and other education know-nothings are essentially saying here is that an effective teacher can overcome poverty, child abuse, hunger, malnutrition, unemployment, dysfunctional and nonfunctional families, drug and alcohol abuse, teen pregnancy, developmental disabilities, ADHD, the autism spectrum, lack of sleep, entitled parents and students, and general ennui and make productive citizens out of every child. This is what teachers see in their classrooms and every one of these factors, or a combination of many of them, is a distraction or an impediment to learning. If effective teachers could negate them and educate children in spite of them, then we also need to elect teachers to Congress and the Presidency because the country clearly needs them.

The truth is that teachers do overcome these obstacles, but not at the pace that society needs in order to help all students. What then happens, and the education know-nothings are quick with the response, the teachers, whose students do not perform well on the latest misuse of data, the teacher evaluation metrics, are labeled incompetent and worthy of firing. Since tenure is in the way, getting rid of it is the know-nothing’s illogical retort.

The proper response would be for those with microphones and cameras to focus their attention on providing living conditions in all communities that allow for jobs with livable wages, responsive public services, adequate public health care, affordable housing, enrichment opportunities for the children, and safe neighborhoods. Those teachers who work in such communities know why their students are more prepared than others. It’s not rocket science, but it is science; and we know how the right wing feels about science.

To further the folly of their arguments, though, the know-nothings have managed to institute teacher evaluation systems throughout the land that will do everything except provide for a valid measure of an effective teacher. They’ve made testing the default activity in schools when there is little research to support a system based on such testing. And for those teachers who don’t teach a testable subject, there’s the SGO, or Student Growth Objective. But now those measures are under review because, surprise, SGOs don’t provide for a valid measure either.

In New Jersey, teachers who have questioned the testing/SGO folly are finally being heard. Tests, which were going to count for 30% of a teacher’s evaluation, will now only count as 10% for the coming school year, and SGO’s will be under scrutiny for how they are used for evaluation. Neither measure has been shown to predict or confirm a teacher’s effectiveness, and putting them under a microscope should confirm that. Of course, with Governor Christie now running for president, the chances of further reform are nonexistent, but perhaps in a few years things will change. Still, many otherwise qualified teachers will be affected by the evaluation system. That’s the shame of it all.

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News

10 Killed In Bus Collision in California

A FedEx truck crossed a freeway and slammed head-on into a bus carrying students in Northern California, killing 10 people, authorities said Friday.

The collision Thursday evening killed both drivers, five students and three chaperones, said Lt. Bill Carpenter with the California Highway Patrol.

At least 34 people were taken to local hospitals, authorities said.

The bus was taking students from various Los Angeles-area schools to visit Humboldt State University in Arcata. The collision occurred in Orland, about 100 miles north of Sacramento.

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Domestic Policies Education Healthcare News Politics teachers

Teaching, Unions and Social Justice

Giving of course my humble opinion, I believe we are at the high water mark of the anti-union, pro-market-force, evaluation-by-testing mania that’s gripped education. Or I could be seriously deluded and education is going through a profound change that will see radically different protocols for years to come.

Monday is the National Day of Action, where schools and community organizations are rallying to focus public attention on how to improve schools and promote social justice. There is a set of principles behind this, and it represents a concerted effort to fight back against the corporitization of schools that started on the far right, but has been moving to the center for a few years. Even President Obama supports the principle of more testing and teacher evaluation models that erroneously support it.

But a larger issue is also part of this debate, and that’s the role of unions and associations in public education. Perhaps it is true that teachers unions are facing a moment of truth and that they will need to adapt to the changing landscape rather that being able to pull the country back to a position that supports the idea of collective rights. Many people who should be supporting unions and what they’ve won for workers are in fact opposing them on the grounds that everyone should suffer in a free-agent world, not that they should demand the rights that unionized workers have. Employers have gained the upper hand in salary negotiations and with the coming of the new health care landscape, will most likely be able to stop offering insurance and tell employees to buy on the exchanges. Teachers generally have better protections because they have representation, but that’s led mostly to resentment, not mobilization by other industries.

Another challenge, and perhaps the biggest, is that the teaching staff population is getting younger. Far younger. Most teachers have been on the job for less than ten years. More importantly, they grew up in a nation that didn’t value unions. Yes, Ronald Reagan did say that he supported unions, but his actions in firing the air traffic controllers in 1981 is a far more potent reminder of the power of the president to shape the national agenda through actions rather than words. Most of the newest teachers were young during the 1980s and 90s when the anti-union rhetoric became louder and there were fewer steel workers, miners, and automobile workers to remind them what unions could do. The technology economy rendered union protections less important when the ethos was that you could create your own wealth. It’s still a powerful message. The problem is that it only applies to a few workers. Evidence is showing that many of these younger teachers are not as committed to unions or at least want them to change in ways that unions might not want to. The NEA and AFT will need to adapt, and at the moment it’s unclear what direction they will take.

The infusion of right wing money into the privatization and testing movement has also undermined effective education because it essentially said that teachers were to blame and that unions were anti-reform because they stood in the way of change. Yes they did, and for good reason; using tests to evaluate teachers and students is a terrible strategy. It saps energy from the system because teachers are tethered even more closely to a curriculum that defines what’s important to learn, what’s on the test, and discards everything else.

My subject, history (not social studies by the way; HISTORY) has been left in the educational dust for years as math and language arts skills have become the de facto national curriculum. Then science was added. I have no problem with this. But we are raising a nation of students who have limited historical knowledge because they have limited access to ideas because history is not a tested subject, therefore it must be less important. The same goes for the practical, industrial, visual and performing arts. This is the legacy of the corporate influence in education. Will the Common Core Standards help? We’ll see, but if they don’t, we’ll have wasted time that could have been better utilized.

Monday’s National Day of Action should be a day that reminds us of what effect the power of people can have when it’s channeled for social justice and education. These are the bedrocks of solid citizenship and point to a return of a society where all people, not just those who can pay for SAT Preparation classes, have access to a quality education and control over their own lives. The promise of corporatization and testing is a false hope that will leave students on the sidelines and teachers in a system that rejects the basic premise of effective schools that have a collegial staff and a collective ethic meant to educate every child.

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Politics

Schools In Pennsylvania Now Allowing Students To Be Armed In Class

What could possibly go wrong?

Five of Pennsylvania’s state universities — Kutztown, Shippensburg, Edinboro, Slippery Rock and Millersville — will now allow students to carry firearms at school, due to advice from attorneys in the governor’s office and state higher education office claiming that “blanket firearms bans were vulnerable to constitutional challenge and exposed the universities” to lawsuits. Penn State, the largest university in the state, is maintaining its ban on weapons on campus, with exceptions for hunting or other recreational firearms stored with police.

Last year, a similar narrative played out in Colorado, when the state Supreme Court held that students with concealed carry permits must be allowed to carry weapons on campus due to a state law. University of Colorado’s Boulder and Colorado springs campuses reacted by creating special dorms for students wishing to keep a concealed weapon in their room, but no one wanted to live in these dorms as of late last year.

Under the federal Constitution, at least as interpreted by the five conservative justices in District of Columbia v. Heller, guns may be banned “in sensitive places such as schools and government buildings.”

h/t ThinkProgress

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News

33 High School Students Suspended Over ‘Awesome Twerk Video’

Over thirty students at Scripps Ranch High School in San Diego have been suspended after allegedly using school equipment to film a twerking video.

Urban Dictionary defines “twerking” as “the act of moving/ shaking ones ass/buns/bottom/buttocks/bum-bum in a circular, up-and-down, and side-to-side motion. basically a slutty dance. derived from strip clubs.”

All told, some 33 media class students involved in the production of the video have been sent home for at least five days for violating the school’s zero-tolerance sexual harassment policywhich prohibits “verbal, visual, or physical conduct of a sexual nature made by someone from or in the educational setting.”

Suspended seniors may also be banned from attending prom and graduation.

Many Scripps Ranch students took to social media following the suspension to express their displeasure.

“Suspended, banned from prom, and prevented from walking at graduation all because of an awesome twerk video,” tweeted one student, according to NBC 7. “I don’t understand.”

Another suspended student tweeted: “Suspended for twerking. What do I do? Twerk. At the beach. I twerk at the beach.”

Supporters of the twerkers have also been voicing their disbelief along with the hashtag “#freethetwerkteam.”

Meanwhile, parents are saying that the school should not have suspended the students, but rather used the incident “as a teaching moment to remind students that when a person is videotaped, he/she never knows where it’s going to go.”

At least one school board member, Scott Barnett, plans to bring up the twerking video at Tuesday’s board meeting to ensure that the punishment fit the crime.

h/t – gawkers

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Domestic Policies Politics teacher evaluation

The Final NJ Teacher Evaluation Rules. Until They Change.

When my colleagues and I met with New Jersey Commissioner of Education Christopher Cerf and his staff in January, he alluded to March 6 as the date when the State Board of Education would be issuing its final rules on teacher evaluation. He reminded us that final rules meant that because of public comments the rules could change, but that we could confidently move ahead with our evaluation system based on what they said. If any were changed significantly, he said, we could also alter ours to adapt to the new rules.

That day is just around the corner. Next week, all interested parties are on notice that they can testify before the State BOE on the new rules, and that this will be the final time that the state board will hear comments. They are then set to consider any last minute changes and adopt the final rules in September. If this seems to be a tight time frame, it is. By design. Unless you’re in one of the Pilot I or Pilot II districts, you basically have this spring to work out any kinks in your evaluation plan, test it, get feedback from the faculty and staff, and get ready to fully implement it beginning in September. Curiouser, the state timeline says that all staff must be trained on their chosen system by August 31. So if there are any changes in September…well, that’s not on the agenda next week. But it would be fun to ask about it, yes?

Remember that the people I met at the DOE are true believers in this new system and to a person said that the old system was “failing our students and communities.” When the Superintendents at our meeting reminded the DOE Assistant Commissioners that their districts had effective evaluation systems in place and that our schools were educating students, the response was that 1. This system is better and 2. You’re lying.

Truly.

One of the assistants, who came from an effective suburban district noted that when he as an assistant principal(!) he came to the conclusion that the manner in which his nationally-noted Middlesex County district evaluated tenured staff members was a “joke” and “didn’t really do a good job at identifying failing teachers.” Thus, the whole state must now adhere to this gentleman’s skewed version of evaluation. It’s that bad.

If you can get down to Trenton on March 6, please do, because we need as many voices as we can to remind the state BOE that those of us who work in classrooms have real concerns about the evaluation system and process. Commissioner Cerf believes that he has the BOE in his pocket. Let’s make sure that our side has its say.

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Politics weekly address

Presidential Address – Creating Long Term Economic Stability

The President of the United States:

For months, I’ve been pushing Congress to pass several common-sense ideas that will help us do that.  And on Friday, I signed into law a bill that will do two things for the American people.

First, it will keep thousands of construction workers on the job rebuilding our nation’s infrastructure.

Second, it will keep interest rates on federal student loans from doubling this year – which would have hit more than seven million students with about a thousand dollars more on their loan payments.

Those steps will make a real difference in the lives of millions of Americans.  But make no mistake: we’ve got more to do.

The construction industry was hit brutally hard when the housing bubble burst.  So it’s not enough to just keep construction workers on the job doing projects that were already underway.

For months, I’ve been calling on Congress to take half the money we’re no longer spending on war and use it to do some nation-building here at home.  There’s work to be done building roads and bridges and wireless networks.  And there are hundreds of thousands of construction workers ready to do it.

The same thing is true for our students.  The bill I’m about to sign is vital for millions of students and their families.  But it’s not enough to just keep their student loan rates from doubling.

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college Higher education Politics weekly address

Fighting For Students – President Calls On Congress to Work FOR Students, Not Against Them

President Barack Obama urged Congress to limit student-loan rate increases, calling higher education an “economic imperative.”

Going to college is “an economic imperative that every family must be able to afford,” the President said Saturday in his weekly address.

Student-loan rates are set to be the next big issue split along party lines, and Obama hopes that his message of reasonable rates will resonate will younger voters as well as boost fellow Democrats.

“Republicans in Congress have voted against new ways to make college more affordable for middle-class families and voted for huge new tax cuts for millionaires and billionaires — tax cuts that would have to be paid for by cutting things like education and job-training programs that give students new opportunities to work and succeed,” Obama added.

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BLM Politics teachers

Class And The Classroom

Why does it seem that money matters everywhere but in public education? Corporations spend lavishly to recruit the best workers and provide the most luxurious perks. The best places to live are in the wealthier suburbs that can pay for clean, safe streets. High end cars have the latest gadgetry and safety features.

But public education? In the most important industry we have to promote learning, culture, and democracy we race to the bottom to find out who can spend the least and cut the most, then lament that we don’t get the best people to teach or the highest test scores in the world. Politicians want to break teacher’s unions under the pretense of saving money and are working to create evaluation systems that will use bad data to punish educators and pay them less. And the biggest fraud is the old saw that schools can ameliorate the effects of poverty and raise all students to above average academic levels, a claim that any mathematics teacher will tell you defies the bell curve.

This particular lie is uncovered in the opinion piece, Class Matters. Why Won’t We Admit It? by Helen F. Ladd and Edward B. Fiske in Monday’s New York Times.  The findings should not surprise anyone: 

The correlation has been abundantly documented, notably by the famous Coleman Report in 1966. New research by Sean F. Reardon of Stanford University traces the achievement gap between children from high and low-income families over the last 50 years and finds that it now far exceeds the gap between white and black students. 

Data from the National Assessment of Educational Progress show that more than 40 percent of the variation in average reading scores and 46 percent of the variation in average math scores across states is associated with variation in child poverty rates. 

International research tells the same story. Results of the 2009 reading tests conducted by the Program for International Student Assessment show that, among 15-year-olds in the United States and the 13 countries whose students outperformed ours, students with lower economic and social status had far lower test scores than their more advantaged counterparts within every country. Can anyone credibly believe that the mediocre overall performance of American students on international tests is unrelated to the fact that one-fifth of American children live in poverty? 

George W. Bush’s No Child Left Behind Act was meant to address this correlation, but it only showed how faulty the logic was behind the law. 

As we are now seeing, requiring all schools to meet the same high standards for all students, regardless of family background, will inevitably lead either to large numbers of failing schools or to a dramatic lowering of state standards. Both serve to discredit the public education system and lend support to arguments that the system is failing and needs fundamental change, like privatization.

We’ve wasted billions of dollars trying to achieve results using the wrong measurements and the wrong strategies, from relying on standardized tests to using scripted curricula to cutting money for vocational and technical training for students who do not excel at academic subjects. Then came the devastating budget cuts precipitated by the recession and the rise of Republican governors who don’t understand that competition within schools does little other than to destroy the collaborative atmosphere that enables successful schools to thrive.

What works?   

Large bodies of research have shown how poor health and nutrition inhibit child development and learning and, conversely, how high-quality early childhood and preschool education programs can enhance them. We understand the importance of early exposure to rich language on future cognitive development. We know that low-income students experience greater learning loss during the summer when their more privileged peers are enjoying travel and other enriching activities. 

Since they can’t take on poverty itself, education policy makers should try to provide poor students with the social support and experiences that middle-class students enjoy as a matter of course.  

Of course, you can’t replicate the middle class experiences by implementing policies that hurt the existing middle class while protecting the wealthy, but that’s a minor detail.

As always, though, there’s more.

Another article sheds more light on the relationship between quality education and money in a less obvious realm; the military. That’s right. According to Military Children Stay a Step Ahead of Public School Students by Michael Winerip, children in public schools on military bases are performing better than the general public school population on the National Assessment of Educational Progress, and are narrowing the income gap at the same time. 

At the military base schools, 39 percent of fourth graders were scored as proficient in reading, compared with 32 percent of all public school students. 

Even more impressive, the achievement gap between black and white students continues to be much smaller at military base schools and is shrinking faster than at public schools. 

On the NAEP reading test, black fourth graders in public schools scored an average of 205 out of 500, compared with a 231 score for white public school students, a 26-point gap. Black fourth graders at the military base schools averaged 222 in reading, compared with 233 for whites, an 11-point gap.

In fact, the black fourth graders at the military base schools scored better in reading than public school students as a whole, whose average score was 221. 

Now, I’m not saying that a 39% reading proficiency rate is something to crow about, and there is the matter that military people must be high school graduates and pass an entrance exam to get into the service, but the results do show an improvement over other public school children. And they succeed without doing most of the things that busybody state governments want their schools to accomplish. Military base schools do not use standardized tests to evaluate teachers, but only to identify students’ strengths and weaknesses, and the principal can decide how many times to observe their teachers. Average class size is lower than regular public schools and there seems to be a positive relationship between the teacher’s union and the administration.

But the real lesson is that economically and academically, the students get the support from home that they need in order to succeed. All of the families have health care, housing and necessities because they serve in the military, and at least one parent in the household has a job. These are the basic middle class advantages that are missing from many communities across the country, but ones that politicians are ignoring in their race to blame teachers and demonize their negotiated benefits. They are also what Ladd and Fiske refer to as the absolute minimum that less fortunate students need to compete with upper middle class schools.

Excellent public schools must be available to all students, but they won’t be as long as know-nothing politicians and would-be reformers concentrate on the wrong remedies and research that advocates privatization and cuts to social programs. We need to replicate what actually works for children, families and communities.

Find out what else works at www.facebook.com/WhereDemocracyLives

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