Some Think Brown v. Board of Education Is A Good Policy, Not a Court Ruling

Previously, I blogged about an article by a Philadelphia man who wrote that poor black kids should be doing more to pull themselves up by their bootstraps.  But what if when they reach for their bootstraps, their teachers are more likely to punish them for not paying attention than their white peers?  What if they are more likely to be sent to prison for possibly reaching for drugs or a knife?  What if they are given thinner bootstraps that break more easily?  The metaphor may get old, but it is not far from the reality. Data released by the Department of Education (covering 42 million students in 72,000 public schools) today showed that minority students are more likely to be punished, sent into the correctional system, and to get fewer educational resources than their non-minority peers.

The Problem

According to an article in the New York Times and a post at Education Weekly, the civil rights issues that students face fall into three broad categories:

1. Minorities are punished more.
2. Minorities are referred to law enforcement more.
3. Minorities face fewer resources and lower expectations.

Minorities are punished more

While only 18 percent of the students studied were Black, they represent 35 percent of those suspended one time, 39 percent of those expelled, and 46 percent of those suspended twice or more.  That is to say, Black students were nearly four times more likely to be suspended or expelled than their White counterparts.  Where “Zero Tolerance” policies are in effect, Black and Hispanic students were 56 percent of those suspended or expelled, but only 44 percent of those schools’ student bodies.  In general, the rates of suspension doubled in all K-12 schools from 1973 to 2006 with the rise of Zero Tolerance policies.

Minorities are referred to law enforcement more

While 18 percent of students studied was Black, over 70 percent of those arrested or referred to law enforcement in school were Black.  Apparently seclusion and mechanical restraints are sometimes used for some students with disabilities.  That said, 21 percent of disabled students were Black, while 44 percent of disabled students put in mechanical restraints were Black.  These punishments go beyond the disabled; however, as 42 percent of non-disabled, Hispanic students were punished with seclusion even though they made up only 21 percent of the non-disabled populations.

Minorities face fewer resources and lower expectations

It turns out, high-minority schools also pay teachers less, an average of $2,251 less per year than their low-minority school peers.  Not surprisingly, given the rise of programs like Teach for America, minority students were twice as likely to have teachers with only one or two years of experience.  Most studies show that teachers make the greatest gains in teaching quality after two to three years of teaching. 

Over half of low-minority schools offered calculus, while only about a quarter of high-minority schools did.  Even for less advanced courses like algebra, a disproportionately low amount of Blacks were enrolled and a disproportionate amount failed compared to their White peers.  Minorities accounted for 44 percent of students studied, though only 26 percent of the population in gifted programs.  Half of Black and Hispanic students did not pass federal reading tests, double the failure rate for Whites.  56 percent of 4^th graders held back were Black, while 49% of 3^rd graders held back were Black.  This meant that Blacks were three times likelier than Whites to be held back (Hispanics twice as likely).  The higher rate of retention of Black students occurs in all grades three through ten (they may not occur later in high school because of higher dropout rates among minorities).  Experts note that retention leads to a higher likelihood that a student will drop out.

Pockets of Problems

It should be noted that all of these three problems are not uniformly distributed across the U.S.  Major cities like New York, Philadelphia, Chicago and Los Angeles suffered from much larger disparities in punishments of minority students and in pay levels for teachers in low-and high-minority schools.  Nearly all of Illinois 3^rd graders that were held back were minorities, as opposed to half nationwide. 

The Implications

n      If minority students spend more time being punished, out of school on punishment, or out of the system from dropping out of being sent to jail, then this obviously reduces the amount of time spent learning and widens gaps between White and Minority performance (which we see in the results).

n      We see that minority students are more likely to have a new, inexperienced, and poorly paid teacher.  This may be a direct result of programs like Teach for America, charter schools, and a more pervasive assault on union rights of teachers.  If schools with high minority populations have less experience and lower pay, it may make them less attractive to the best teachers needed to overcome the gaps between Whites and minorities.

n      If minorities are less likely to be exposed to a diversity of content, the amount of opportunities available to them (and likelihood of finding subjects that they enjoy or excel at) is greatly reduced.  Students also tend to fulfill the expectations you set for them, so setting low expectations may be a self-fulfilling prophecy.

n      Greater levels of punishment may make minorities feel less welcome at school and affect performance and student retention rates.

n      The cumulative effects of almost every aspect of the educational experience being tilted away from minority students demonstrate that there are some severe systemic inequalities in the very design of the education system that need to be addressed.  My guess is that many of these design flaws stem from incorrectly dismissing the impact of income, parental education levels, home situation, and discrimination on student achievement.

Some Ideas for the Future

1. At the very least, districts ought to equalize resource levels among high- and low-minority population schools and reassess some of the gaps identified in this post.
2. I reiterate a reform to Teach for America that I made earlier that would place these new teachers in schools with high-performing students and allow high-quality teachers to rotate into schools with greatest need.  This would likely improve teacher retention among TFA alums and would also ensure that those kids who most need help are getting access to experienced, quality teachers.
3. Use charters as they were intended to identify unique solutions to problems in the public school system.  In this case, use charters to identify new models and pedagogy for kids that are more likely to score poorly, be placed on a lower track, be reprimanded, be sent to prison, or be held back a grade.
4. We need to use incentives to get and keep good teachers in the most lacking schools.
5. It would be ideal to find a productive substitute to suspensions and expulsions that pull the most troubled students out of classes and make them fall further behind.  Perhaps we assign them to a community service project or to a special program like the design program I identified in my post on the “hands on classroom.”

Speak out!

1. What are some ways you see that inequality is present in the schools system?  How does it affect students? What solutions do you see to policies that entrench inequality?
2. What alternative programs can you think of to Zero Tolerance policies that might improve student discipline without compromising their learning?

It Ain't Easy Being Upwardly Mobile and Poor

As you may recall, I grew up poor and ended up going to college.  Surely, that’s success, right?  My investment in education and motivation behind this blog stem from the belief that by writing about these issues we can craft a better system that ensures that more people go from poor to more.  I have to say, though, that I read a rather disappointing article in Jezebel that highlights a Cornell study.  The study shows  that poor people who go to college are less likely to marry than rich people who go to college or poor people who don't get advanced degrees.  Especially guys (oh boy...is it stuffy in here or is that just my college degree laughing at me?).  This post will be less study-based and a bit more of a personal reflection on some of the largely unconsidered barriers to poor people succeeding.  It is no small task providing the ideal system that promotes equitable advancement through education, but even if you did that, it is no guarantee that people will (or perhaps should) jump to take advantage of it. 

There are a lot of impediments to a poor person that make you really give pause as you move up the educational ladder.  One of the big ones is that a lot of the information you learn has no relation to your background.  As my European History teacher said, “this class is the story of DWG” (dead white guys).  One of my favorite poems "Prière d'un petit enfant nègre" (Prayer of a little black boy) from Haiti provides the thoughts of a young Haitian boy who laments going to the French schools that talk about history from places he will never know and that take him from walking under the mangroves with his dad.  If you are not wealthy and white, it is really hard to connect.  It’s not that you can’t relate to or learn from people that are unlike you, but when everyone you learn about is remarkably similar to each other but completely different from you…well, it sends a signal.  It says that history doesn’t remember your kind.  School reinforcing your smallness while you are trying to escape it is not the greatest encouragement that you are going to go far.

Even if you, as I and many others have, get past your historical absence from textbooks, you then have to deal with a feeling of extreme guilt.  Every time you mess up, it is wasting all the sacrifice of your family.  When I went to Stanford, I was suddenly in an upper-middle class environment that I wasn’t paying for.  Even as I lived relatively frugally, I’d get to go on ridiculous things like ski trips and wine tasting that I wasn’t paying for.  It is hard to not feel guilty when you are skiing in Tahoe (and trying not to mow down defter six year olds on the slopes) while your single mom is heading to work at the crack of dawn to make ends meet.  Guilt is a powerful impediment to enjoying your success and to even viewing it as success.

There is also the intense separation of points of views that creates big tension between your past and future relationships.  As you get more educated, people start to resent you for being condescending or “thinking you are better.”  It is funny because they encourage you to get an education, but once you try to encourage them, it sounds like meddling or judgment.  To have friends or relatives think you are some out-of-touch, paternalistic know-it-all is a strong disincentive.  In minority communities, this can manifest itself as “being too white.” Meanwhile, you start to resent them for their stubbornness, for refusing to acknowledge that studies have shown that “x” will make their lives so much better.  In this, you and the person who once encouraged you both start to question the wisdom behind upward mobility.

The separation is not just the tension of your differing educational levels, but also of your changing interests.  Typically, you are educated outside of your community if you are an upwardly-mobile poor person (my high school was 12 miles from home in Chicago, my grammar school about 6).  My education got me excited about languages and foreign countries, and conscientious travel is not all that big where I come from.  I really care about buying local.  My mom and I have constant spats about it because she’s very right when she says, “It’s nice that you can afford to buy at small places, but I need to go to Target.”  Likewise, I’m right when I say, “Yes, but places like Walmart are shown to kill jobs in Chicago and you are hurting people just like you.”  It’s an awful catch-22, and it’s an impediment.  What the hell do you talk about at Thanksgiving that won’t provoke a fight?  I thought that was the job of a drunk uncle, anyway.

It is also really hard when people you knew can’t understand what you are doing with your life.  You are an “international something or other” major who wrote a very long paper on “something to do with Arabs.” “Yes, I did write my honors thesis in International Relations on Iraqi refugees.”  “Right, and what is this diplomat thing again? I know you’ve told me, but I can’t remember.”  Then try explaining to people “I work on promoting the labor provisions of free trade agreements.” (blank stares abound).  The thing is that people suspect you are successful, but all the people you really want to impress can’t understand well enough to be fully proud because they get what you’ve accomplished.  It's even worse because they expect you to be knowledgeable about EVERYTHING, and you suddenly get questions like "The doctor says I should get a biopsy, but I don't know...what do you think?"   Try responding, "Ask me about the Democratic Peace Theory, not medicine."

What’s worse is that in the end, you are changed but you don’t fit into your new life so well either.  Your middle class friends talk uninformedly about how to help the poor—your people, what YOU yourself once were—or what poor people need.  People laugh at you when you say that you were on welfare as a kid and were attacked by gangs on the way to school because “what? You went to Stanford, give me a break!”  Worst of all is that gnawing feeling that you’ve changed.  You know you can’t go back, but you can’t fully buy into your new class.  You will buy expensive coffee and think with disgust, “damn, when did I become such a bougie tool?” And when you don’t fit in, that means it is harder to find someone to relate to where you are coming from or where you are heading to, and that is why the Jezebel article notes the upwardly-mobile poor have such a hard time marrying.  

So, to be poor and then successful, you need to overcome leaving your neighborhood, inviting a widening gap between you and everyone you knew, learning new things that you can’t use to help those who once encouraged you, feeling perpetually out of place, and constantly questioning yourself.  Put that way, it doesn’t feel like success.  Plus, if it is success, then why do those who encouraged you have such a hard time with so much of it?   If you are just changing to fit society’s model of success, are you not just a pawn like all the other poor people who feel they lack any control in their government or society?  

These questions don’t get raised in policy circles because poor people rarely get that entry and because these are frankly hard emotions to just put out there.  Class makes people very uncomfortable, so they also don’t often want to hear these kinds of things.  Worse yet, because you escaped and so many others did not, you may not be the best voice for those other poor…maybe you too are different?  

So the next time you offer a voucher to a parent who doesn’t take it, the next time you hear about high drop out rates in charter schools with great results, kids who reject scholarships to stay close to home or not go to college…maybe you’ll understand why.  Maybe you will also get why the battle to improve our education system is not just logistical, political, and systemic…it’s also psychological.

Why Empowering Parents May Often Fail

Last week, certain segments of the education policy community celebrated what was dubbed “National School Choice Week.”  The core underlying theory of the school choice movement is in theory quite noble and good: create more choices for parents as to where they send their children to use the power of the free market to eliminate bad schools and thus improve the entire education system.  To achieve this end, several policies that have limited effectiveness (and that I have lambasted in this blog) are employed:  increase teacher accountability through merit pay, measure school progress transparently using standardized test scores, allow private individuals to develop charter schools to compete with failing public schools, and fund vouchers to parents to choose where to send their children instead of wasting large per pupil expenditures in the public system.   The name of the game is to empower parents, which is good.

My problem with the push for parental choice is that the movement leaves its fundamental assumptions unquestioned:

1.     Parents need empowerment.

2.     Parents, once empowered, will act on their newfound ability to choose.

3.     Parents are able to make good choices about education.

4.     That a child has parents that actively make choices related to their education.

5.     That the locus of blame for poor educational outcomes is the school.

6.     That the locus of blame for poor educational outcomes is unrelated to the parent.

It is my personal belief (a belief supported by many facts) that all of these assumptions sometimes (or often) prove false.  The purpose of this post is not, as you may expect, to say that parent choice needs to be abolished (although I think compelling arguments could be made for this argument).  Rather, I will seek to show that you need to understand the role of parental and family factors to understand which segments of the population parental choice can benefit.  From there, I think it is easier to understand some of the qualms one might have about making parental choice the guiding framework of our education policy.

The Parental Rainbow

The fundamental issue I have with empowering parents is that not all parents are the same, not all need empowerment, and not all those who are empowered will react in the best interests of their children as students (sometimes intentionally, sometimes not).   To better illustrate what I mean, I identify various types of parents and organize them by whether parental choice might benefit their kids:

Students whose parents have the following characteristics will not do better than they do now as a result of parental choice:

·      Enough money to send their kids to a private school

·      Work too many hours to be involved in decisions related to their child’s education

·      Not involved in their child’s life (dead, incarcerated, abandoned their child, etc.)

·      Not aware or unsure how to become aware about the school choices available for their kids.

·      Do not see the value of education and do not support their children’s education

·      Unable to evaluate different options presented and choose the best option for their child.

·      Bad at parenting or simply do not care about their children

·      Afraid/Unwilling to send children outside of neighborhood school

Students whose parents have the following characteristics might do better as a result of parental choice: 

·      Cannot afford private school for their kids

·      Value education for their kids

·      Can on their own or with help make informed decisions about where to send their child

·      Have or make time to make decisions related to their child’s education

·      Are open to and able to provide a means for their child to transit to a new school, if necessary.

·      Are alive and involved in raising their children

Parental wealth, knowledge, and involvement are the three main factors that determine whether parental choice can potentially improve children’s outcomes.  Unfortunately, as you can see above, some of the children who are worst off are most likely to remain unaffected by parental choice: those who have one or fewer parents, those whose parents work too much to be involved (this is not bad parenting, as you need a child to have a home or to eat before they can be educated, right?), those whose parents don’t care or are not involved in their lives.  To put it in plain language, low- to middle-income parents who value education, can be involved in decisions related to their child’s education, and who are willing to send their child to a different school that may be far away are the only group that could potentially benefit from parental choice.

Outside factors that might further limit any benefits of parental choice

Because children spend some 70% of their waking hours outside of school, the parental choice movement’s willingness to discount or ignore factors outside of school that affect learning outcomes is perhaps the largest weakness of the movement.  [update: The Washington Examiner, DC's conservative paper, published an article on January 30, 2012, that there is an even distribution of "effective" or "highly effective" teachers across good and failing schools, which could show the failure of the rating system or could just as easily show that a teacher's ability to make a difference is severely limited by some of the outside factors I list below.]

·      Family Income – One of the strongest predictors of student achievement is their family’s income.  Poor kids tend to perform poorly in school (which makes sense for a variety of reasons: parent is likely to be working and less able to be involved, student may arrive malnourished, student may live in or travel through a violent or difficult neighborhood to get to school, etc.).

·      Parent’s Education Level  - Parents who have had more schooling tend to produce children who do better and are more educated.  This is usually related to a parent understanding the value of education, being better able to make decisions related to their child’s education or help their child make educational decisions, and their having higher incomes to support a child’s education outside of school.

·      Child’s Previous Track Record – A child’s previous educational success or failure is another huge factor in their future success.  Because “tracking,” or assigning kids to different levels (regular, honors, advanced placement/IB, etc.) based on their “intelligence,” is quite common place, many kids who are on a lower track will stay there regardless of their school.  That’s to say, children who were already shafted by the schooling they received have a much lower likelihood of being helped even if their parent is involved and values education.

·       Student motivation – It is hard to place a lot of blame on kids for not getting the right education and parents play a big role in this regard.  If a kid is not guided and supported in making sound choices to do well in school, they will likely do worse even in a great school with great teachers.

·      Impractical or Bad Parental Choice Options – As many pro-charter/voucher movies have shown, there are not enough slots for most kids, so they are subject to a lottery to get into a great new charter.  Competition severely excludes kids with fewer parents with less motivation, so the worst off are still unlikely to be helped at all.  Further, as the Stanford CREDO study showed, many parents believe that charters are better than public schools when in 80% of the cases they are at the same level or worse in terms of student achievement.  That is to say, parents perceive bad options to be good (which belies the assumption that empowering parents leads to better outcomes because they make good choices).  Finally, many vouchers do not cover the full cost of enrollment for kids, so even the most involved and educated parents might not be able to afford the best choice.

·      Extracurricular Learning – The ability and willingness of parents to provide stimulating, educative activities after-school, on weekends, and during vacations is key.  Kids who reinforce learning during gaps in schooling are more likely to succeed.  You’ll recall that children without summer programs lose about 3 months worth of previous learning over the summer compared to those whose parents keep their kids engaged.  This has to do with both parental income and motivation in many instances.

·      Learning Disabilities – It is somewhat unrealistic to expect teachers with students that have learning disabilities and much greater needs to get all their students to the same level as students that lack such challenges and the need for support.

There are indeed some school factors that impact student achievement that parental choice could (but may not) improve, such as teacher quality.  There are other school factors that do not impact kid’s learning much like class size or materials that I don’t include for that very reason.  That said, the willingness to place ALL of the blame for student’s not doing well on teachers or schools without any consideration of the disadvantages children bring into the classroom is quite unfair.  It is also potentially dangerous and could deepen inequality in this country.

The Sinister Implications of Parental Choice

There is an unaddressed tension in the parental choice movement between the belief that teacher quality is the key to all students succeeding and punishing teachers/schools that have low performing students:  poorer students tend to be clustered in undesirable schools.  As the best students from these schools with the most motivated parents are siphoned off by charters, the worst students are left ghettoized in these schools.  This makes the school more of a failure (I mean, come on: take the good students from a bad school and it will “get worse” even if the quality level hasn’t changed).  Further, it makes the school less desirable to teach at, which means that the worst students are not getting access to the best teachers (which is probably necessary, and hence the tension).  These children then get shuffled around and ignored.   Worse, these students are losing the potential peer pressure effect to do well because their peers are doing well, as their successful peers will have gone.

Additionally, it could have sinister implications on teaching quality.  Parental choice policies hinge on standardized tests to measure and rank students.  Students in these environments, however, have no real connection to the facts on these exams.  Further, these students most need the ability to think critically and make tough decisions (as they have much more inertia impeding their success), which they don’t get as teachers are forced by legislation like No Child Left Behind to teach to a test or be potentially fired and see their school closed.  Many states have lowered their standards to comply with the provision that all students be at level on reading and math by 2013: where student achievement has seemed to go up, it actually was the result of state’s lowering the standards they held children to.  That is not progress.

Worst of all, this policy shifts the blame from policy makers and parents to teachers.  It is no longer society’s fault that we have such great social inequality perpetuated by our school system.  It is all in the hands of parents and students whether they sink or swim, even if they start off drowning without a raft.  Further, it makes teachers the scapegoats for social inequality: suddenly teachers are at fault if their students are too poor and hungry to focus or if they come in from the summer 3 months behind their wealthier peers.  LET ME BE CLEAR, there is no excuse for poor children to be written off (I was one!).  That said, the blame lies sometimes with their parents, sometimes with their government, sometimes with society, sometimes with themselves, and sometimes with their teacher and/or school.  To misdirect all blame to one of those is not just and will not empower the vast majority of those kids who could benefit from a great educational experience. 

In short, policies should not center around making kids successful at taking tests, ghettoizing the lowest performers, and punishing teachers for a child’s background.  Improving teaching quality is key, but unless these policy makers will do something that also addresses socioeconomic disadvantages, they will never improve the system. 

Act on it!

So long as parental choice is ascendant, we need to make sure that the poorest parents can make the right choices.  We also need to support those kids whose parents don’t care, are too busy to be involved, or who simply aren’t present. Here’s how:

1.     Serve as a local school council liaison for overwhelmed parents in your community and fight for their kids (their success may save you taxpayer dollars, so you even have an incentive beyond altruism).  Particularly, fight the temptation to segregate students by “intelligence” or test scores, as a child put on a low track is likely one to end up there.  Support school feeding programs three times a day so that kids are fully nourished and ready to learn.

2.     Provide guidance to a working parent you know to help them truly understand the choices they have to advance their child and encourage them to do as well as possible in school.

3.     Serve as a mentor to the poorest or least supported kids in your community so that they don’t get lost in the parental choice struggle for lack of a parent.

4.     Help afterschool or on weekends or in the summer at a school to provide all kids a chance to continue learning during those large hours when they are not receiving instruction in a classroom.

5.     Help register low-income parents and get them to the polls so that they can vote for politicians that support policies that improve public schools rather than letting them atrophy.

6.     Create or support third spaces (libraries, tutoring centers, safe parks, etc.) that allow kids to remain engaged outside of the classroom.

Speak out!

What other categories do you think impact a parent’s ability to be empowered by choice programs and improve their child’s educational achievement?

What policies or volunteer opportunities might help students to succeed if they are not able to benefit from policies like those promoted by the parental choice movement?

Because Every Parent Wants a Standardized Child

Testing can be a very useful tool to help students cement learning and help teachers to better design their lessons. Testing, in its ideal form, is a form of reinforcement, which is a critical component of learning something. When I posted on teaching foreign languages, I noted that tests are a great way for students to have to use the skills they have been recently taught, apply them, and commit them to memory.

Just like using a screwdriver to hammer in a nail, however, tests can also be misused and have deleterious effects. Tests can be used only to gauge and not to reinforce learning. Tests can be poorly designed to cover what students have learned. Tests can be designed so that the student doesn’t need to know the material to do well, but merely needs to know test-taking strategies. Tests can be timed in a way that does not reinforce learning. Tests can be designed to trick, rather than to teach. Tests can be designed in ways that disadvantage certain segments of society (while many debate whether there is an ethnic bias of tests and there are certainly exogenous factors, it is worth noting that Asians consistently do better on SAT math, whites consistently do better on reading/writing, and those with an A- or higher high school GPA do better on tests in general, suggesting some kind of bias). When a test is standardized and administered from afar at an arbitrary time, the likelihood is that the more negative side of testing emerges.

This is a real shame because under President Bush’s signature education bill “No Child Left Behind” (NCLB), standardized testing became a mandatory component of our education system. Now, this is not just problematic because it increases the likelihood of the dark side of testing. It is worse because it appears that the bill is largely a boon to giant multinational corporations that make a fortune, but have very little accountability for the tests that determine whether your son or daughter—or your child’s school—is a failure. According to a very comprehensive article by Barbara Miner at the onset of NCLB, required testing could cost $2-6 billion a year in direct costs and up to 15 times that amount if you factor in wasted class time and test preparation. Worse yet, not all the NCLB-required testing was funded by the federal government. Because all multiple choice tests cost about $1 to grade while those including essays can go up to about $7, State and District Departments of Education may have an incentive to administer the least useful kinds of tests when they are strapped for cash (as they have been for quite some time).

When you hear the names of the companies that administer these tests, your blood should run cold: McGraw-Hill, Pearson, Riverside and Harcourt. Now, it is slightly odd that something that is “standardized” is administered by several competitors nationwide and that the type of test can vary from all multiple choice to a heavier focus on short answers and essays. Aside from having very deep connections to the Bush family and to Presidential candidate Mitt Romney’s Bain Capital, these companies also may sound familiar to anyone who has ever used a textbook or taken a college entrance exam. Why does this make my blood run cold? A multinational company with insider political clout could decide what materials are taught in your child’s class, what metric their worth as a student is evaluated along, and what college they get into. If your child isn’t a good test taker or isn’t a strong English speaker (but is otherwise quite brilliant), your child could be doomed from the get-go, as no part of their career is untouched by a major testing company or its parent corporation.

Diane Ravitch, a former Assistant Secretary of Education and prominent voice in the Education Sector, went from supporting to opposing NCLB as she saw the increased testing used not to improve faltering schools, but to simply shut them down. The majority of schools shut down were in low-income, minority, and non-English speaking communities. Rather than accept that poverty and achievement are deeply connected, these policies further entrench the achievement gap between wealthier and poorer children. Further, they close schools in these neighborhoods, reducing the sense of community that was once present and the connections between parent, child, teacher, and school. And while I noted the link between two Republicans—Bush and Romney—to these testing conglomerates, Ravitch makes the very good point of noting that Obama’s “Race to the Top” program very much continues in the same pro-privatization and –testing vein as Bush’s policies (and to be fair, Obama does have a responsibility to enforce NCLB until it is revamped by Congress).

As I mentioned in my post on charters, unions are often the scapegoat for failing schools. The logic goes that intransigent teachers who are lazy and inept band together to keep failing their students while extracting higher and higher pay and benefits. In my home state, Illinois, for example, the majority of education costs are now flowing into paying pensions. This simplistic line of reasoning that selfish, unionized teachers are failing our kids and taxing the system ties everything into a nice neat bow and makes you just want to move all children into non-unionized charters with their non-union Teach for America staff, right? WRONG. Turns out, the state with the highest test scores is Massachusetts which is 100% unionized. The country with the highest test scores is Finland, which is also 100% unionized and administers only one standardized test towards the end of high school with a random sampling taking the internationally administered PISA test. (And the reason why pensions are such a large part of education spending in IL is largely because corrupt politicians have not been paying into pension funds for years, compounding the debt to rather poorly paid teachers.)

Washington Post Education Blogger Valerie Strauss notes that there are some unfortunately misguided assumptions behind standardized testing in theory:

• A sample of material that arbitrarily ends up on a 45-question test (especially multiple choice) can assess the quality and amount of what a child is learning.
• High test scores of students at any particular school prove that there is high student achievement and quality teaching at the institution.
• Teachers are motivated to improve by punishments or rewards based on test scores.
• Test scores better reflect student learning than any other form of assessment.
• High enough stakes to a test motivate people to worker harder to meet the challenge.

Unfortunately, as Daniel Koretz notes, test scores “usually do not provide a direct and complete measure of educational achievement.” Further, Gerald Bracey has made a pretty compelling list of things that a standardized test cannot measure and that a teacher that teaches to a test may never instill in his or her students, which includes “creativity, critical thinking, resilience, motivation, persistence, curiosity, endurance, reliability, enthusiasm, empathy, self-awareness, self-discipline, leadership, civic-mindedness, courage, compassion, resourcefulness, sense of beauty, sense of wonder, honesty, integrity. “ I find that I use most of these characteristics far more at work, on this blog, and in life than I do my ability to define an archaic word or to select a poor approximation of the “main idea” of a boring short story.

On a more personal and anecdotal level, I would note a few things about my standardized testing abilities:

• As I got older and learned to think more critically, I went from being amazing at Standardized Tests to being above average, but not particularly stellar. At the same time, I had learned how to speak five languages.
• I retook my SAT and got a 150 point boost by using testing preparation booklets to learn strategies, rather than actual knowledge. Now, how can a test score vary by so much in a couple of months and be considered reliable as an assessment of what I know?
  
• My teachers and I never received any meaningful feedback from a standardized test that allowed us to improve my learning or better identify how I learn.
• I took my GRE after spending 9 months in three different countries speaking Italian, then Spanish, then Arabic and did way better in math than in reading/writing, even though I am not a big fan of math and have much more experience and instruction in reading and writing related courses. My grades were always much stronger in English and Social Studies than in Math or Science.
• As someone who is rather fidgety, every day-long test I took was maddening and made me want to jump out of my skin.

Beyond my personal experiences with tests, an Education Week article written by Alfie Kohn and published in September 2000 (pre-Bush, pre-NCLB) warned of the rise of testing with some rather disconcerting facts:

1. About 89 percent of differences in state testing scores were statistically found to be tied to parents’ educational background, number of parents living at home, type of community, and poverty), which have nothing to do with instruction and everything to do with the need to address systemic inequalities that affect students before they enter the education system and when they leave school each and every day.
2. Standardized tests measure superficial thinking.
3. Most standardized tests were designed not to test learning, but to rank students and separate them, with some tests containing as many as half of their questions designed so that most people couldn’t answer correctly.
4. Time spent to prepare students for and then administer tests comes from other instruction (and I’d add that as testing rises, our system is stagnating and doing worse, so let’s think for a moment).
5. Many good teachers, seeing this negative trajectory, are leaving a system that they find increasingly poisonous and harmful to children.
   
6. Most specialists even in 2000 agreed that children should not be tested at too young an age.
7. Our children are being tested more than any other time in history and more than anywhere else in the world.

Some of these concerns will prompt California Governor Jerry Brown to make a laudable call for less class time wasted on standardized testing today, according to the Sacramento Bee. Brown also noted that testing tends to cause instructors and schools to shift their focus to what is being tested, which is usually limited to Math and English, but little else. Even if good teachers manage to avoid "teaching to the test," most students, taught to be validated by grades and scores and eager to do well, will take the hint and shift the focus of their studies. Even as a smart kid who loved to learn, I would take to heart the words "you won't be tested on this."

We need to eliminate nearly all of these tests. We need to ensure accountability for the ones that we keep. We need to ensure that the tests are used to reinforce learning and support struggling schools, not to rank children, punish teachers for teaching the most underprivileged, and close schools in ways that disproportionately affect minority and low-income communities. And we need to decide as a society that we are not going to accept poverty as an excuse for failure but that we are actually going to make meaningful changes that mitigate the effects of poverty rather than bullying teachers into being responsible for a child’s background and upbringing.

At the end of the day, real life rarely has one clear, obvious answer…so should our kids be molded and assessed by an instrument that does?

Act on it!

1. Teach kids some of the greater values of empathy, critical thinking, and creativity at any chance you get, be it through parenting or volunteering to mentor a child to supplement for the decreasing amount of classtime dedicated to such values.
2. Write your Congressmen (federal and state) and tell them what you feel about standardized tests, what you think can be done to improve student assessment, and demanding that testing companies be more accountable and student-oriented.

Speak out!

What is your experience with standardized testing? What are the pros and cons that you see with the use of testing nowadays?

What are some better ways to assess children’s learning and teachers’ or schools’ performance? Should these be jointly assessed?

Stop Bothering Society, Poor Kid: Help Yourself!

People who know me, know that I am a firm believer in systemic inequalities. Our country has done a lot to reduce the legal barriers that inhibited certain races from realizing their full potential (though much still remains). That said, in a country that was built on slavery and did not fully protect the rights of Blacks in law until the Civil Rights Act of 1964, you have to imagine that the way the country operates is still favorable to Whites. Even if you full equalized everyone in law and you enforced those laws properly, all American institutions and measures of success are largely based upon White measures of success. Specifically, the White middle and upper class. This article may make you uncomfortable if you are squeamish about talking about race and class (or dislike sarcasm), but my philosophy is that you cannot fix a problem by ignoring it and political correctness is the quickest path to inertia.

An article recently published in Forbes Magazine, entitled “If I Were a Poor Black Kid” recently caught my attention. I responded to the article and then to the author’s response in forceful (and recognizable) terms My intent here is not to rehash my response, but to outline the problem with this author’s overly simplistic assessment and to go one step further by showing the math that debunks his “solution.”

Hey Black Kids, Follow the Binary Road!

Anytime someone who has never been poor or Black and who is not a kid decides to write a treatise on what poor, Black children should do…you should be apprehensive. In the article, a man who is a middle class (and always was middle class) technology expert gives advice to poor black children on how they themselves can and should lift themselves out of poverty. This advice includes:

• Getting good grades
• Using all the free sites on the web like Ted Talks, Cliff’s Notes (a real resource for understanding literature), Google Scholar and Project Gutenberg to do well.
• Finding study partners and using Skype to hone your intellect
• Making sure you get into an elite charter school or get a full ride to a private school
• Sucking up to the guidance counselor so that they help you find jobs, college, and other opportunities
• Learning software programming or computers or another "skill."

All of this advice builds to the conclusion that “Technology can help these kids. But only if the kids want to be helped. Yes, there is much inequality. But the opportunity is still there in this country for those that are smart enough to go for it.” (so, you see, poor, Black people are not smart because they aren't trying to not be poor...that is what you are saying, right sir?)

Wait, There Are Holes in This Guy’s Logic!?

Technology was good for this author: rather than giving him a healthy dose of my backhand, he only had to face my comments. As someone who grew up poor in a big city and who ended up going to Stanford, I actually have a lot of relevant experience to comment on this article (which he denied because poor kids, even after going to Stanford, are not smarter than he). A big part of his solution involves poor kids using computers, and he suggests that in the “unlikely event” that they don’t have one, they can just go to one of their wonderful public libraries.

The problem with libraries

As a child, I DID that. I went to the library, and I almost never touched a computer because poor kids (of all races) are competing with retired, unemployed, homeless people and others. Many computers also have a time restriction (in Chicago it was 30 minutes if someone is waiting, which they always were). Further, some of the things he mentions (google scholar, TED) can probably be accessed from a library computer. That said, most do not have the software or hardware for using Skype or for learning how to code. Further, if you don’t live near a library or it is in a sketchy area, the journey there could be dangerous.

Finally, I did a little calculation using Philadelphia to demonstrate the absurdity of his proposal:

According to the most recent census data, approximately 36,000 children in Philadelphia would be considered “poor, Black kids.” (I calculated this by multiplying Philly’s population by the percentage under age 18, multiplied by the percentage of people who are black, multiplied by the percentage of people who are “in poverty,” which probably understates the amount of people who might benefit from his “solutions.”) According to the Philadelphia Public Library Website, there are 68 public libraries. Not all libraries are open right now, no libraries appear to be open on Sundays, so I am again overstating the library’s ability to absorb people. Libraries are open from 9am to 8pm generally 5 days a week and 9 am until 5 pm on Saturdays (not all, but I’ll be generous). That means each library is open 3,285 hours a year. With 68 libraries, the whole system is open 223,380 hours a year. Let’s assume that each has an average of 20 computers (unlikely, but what the heck, we are white and middle class!). Then the system has just under 4.5 million computer hours to offer to poor black kids. That means, each of our 36,000 poor, black kids gets 125 hours with a computer per year if most skipped school for their allotment and if all other library patrons were banned from the computers. This also assumes perfect mobility and that all kids in poor neighborhoods have equal access to equally capacious libraries, which is a stretch.

Now, with about 1,200 of those library hours occurring during school time (40, five-day weeks lasting from 9am until 3pm), each library can realistically only offer 2,085 hours per year, reducing the system’s capacity to 142,000 non-school hours per year, and with 20 computers assumed per library about 2.8 million computer hours. This amounts to 78 hours per “poor, black kid.” How many skills have you mastered by dedicating 78 hours per year? Now if you assume that a kid needs about 30 minutes of homework help for the 200 days that school is in session, that leaves the kid with -22 hours for learning how to code. How many skills have you learned in -22 hours?

As I noted in my article on teachers correcting for systemic inequality, Chicago just moved to close most of its libraries on Mondays. With many cities facing budget shortfalls, the likelihood that public libraries can serve our nation’s poor as much as is needed to escape poverty is decreasing by the day.

Non-logistical problems with the article

Now, aside from the absurd idea that every kid can get the computer access they need to be able to use technology to solve all of their problems, there are many more problems with the author’s arguments:

1. Think back to high school…how was your guidance counselor? I lucked the heck out and I had a great one who helped me apply to colleges, but with a parent that had not gone to college and being in one of the worst public school systems in the nation, the likelihood that this is a sure path is very low.

2. When you are in a single-parent home or have no parents or your parents are working so much that they cannot help you with homework, how do you get good grades? How do you find out about all of these tech resources? How do you know to read interesting middle class guys on Forbes.com to save you from your poverty?

3. The Harvard Business Review recently wrote several articles that note that most people fail to achieve their goals because they are contingent upon things outside of themselves (for example, if I set the goal "get more hits on my blog," that is outside of myself, because you choose to come here, I can't force you...better goals might be: write more posts, leave the link to my blog in other fora, and use social media to attract people to my blog, all of which I can control). Getting good grades depends a lot a teacher’s subjective assessment, having enough food to be able to concentrate on studying/homework, having utilities to be able to see or not shiver to do your homework (or to go online if you are one of the many poor black kids with computers!), or having access to homework help.

4. I noted that the system is probably rigged in subtle ways to favor its creators: higher income whites. Kids are actually quite receptive to this, and kids have to have a lot of willpower to overcome the stigma that being studious often comes with. Many poor black kids get teased or bullied if they try to be studious, often for “acting white.” An educated child also experiences a lot of distance with their less educated family, which can make it tough to keep fighting an uphill battle.

5. The article ignores entirely the severe disadvantages with which most poor kids enter the public school system. The lack of preschool or structured afterschool programming sets them up to be disadvantaged going in. Further, given the amount of tracking (assigning kids to a regular or more accelerated class which usually determines their future trajectory), many kids may already be routed into the “slow lane" of public education.

6. If kids need to fight to get into good schools, then you are admitting that the public school system is failing them in a disproportionate way, which is antithetical to the point of PUBLIC education, as I noted in my article on charters. As the propaganda film “Waiting for Superman” clearly shows, there is not enough supply of charter /private school seats for poor pupils.

7. It is really hard to fight for 78 hours of public library time after school while also getting a job or internship care of your amazing guidance counselor. Further, what if you are an older sibling caring for your younger siblings?

8. Did you skip childhood? Do you know how hard and counterintuitive it is for a child to be that self-disciplined? Part of the advantage that all higher-income kids have is that they are embedded in a web of discipline that is geared toward doing well in school.

9. This article is incredibly paternalistic (I won’t go so far as to say that the author is racist, because I think he believes his ignorant, ill-informed ideas and thinks that they really are a way to help poor kids.). One, it assumes knowledge of something that the author has never experienced. Two, it assumes that poor, black people should work themselves into the ground to be qualified to serve people like him and his business needs.

10. The article completely removes all culpability from the system or from wealthier people. It is rather unfair that his kids, which he notes “have it a lot easier” and not inherently smarter than their lower-income counterparts, do not have to bootstrap their way to the top. I can’t help but wonder if the author were writing in 1840 if the article would blame slaves for not working hard to cozy up to their masters, save up, and buy their freedom. Life is unfair, but let’s not pretend like this is good for our country. We need to attract and keep good teachers. We need for kids to have proper nutrition. We need for kids to have more equal opportunities to succeed or take advantage of an extra-curricular program/job (within the bounds of child labor laws, please!). We need excellent guidance counselors and capacious libraries. We need safe streets. We need to enable working parents to better participate in their kid’s education and put food on the table.

If I Were an Ignorant, Middle-Class Dude

This is my challenge to Gene Marks, the author of this article: put your money where your mouth is. You, as a high-tech employer are probably suffering from a dearth of high-quality talent, so you benefit from having more people to choose from. Further, as a father, it should concern you when kids are unable to escape poverty and realize their full potential. As a taxpayer, you subsidize all the kids’ education that gets wasted when they drop out, their higher incidence of crime (prison is costly!), their higher likelihood to have a teenage pregnancy, and their lower wages that may push them onto the dole. You have a vested interest as a businessman, father, and taxpayer to help poor kids succeed.

I therefore challenge you to go to North and West Philly and take a handful of poor children under your wing. Find them consistent, regular access to a computer and help orient them to all the tools out there. Give them internships. Help them to learn a skill. Give them strategies and structure to help them navigate their school, extracurriculars, and college effectively. Then report back to everyone on all the challenges your article didn’t account for. Report on the amount of resources that it took for you to succeed.

Mr. Marks, my issue with your article was not that the solutions themselves are bad. I used several of them to succeed: I worked my ass off to get good grades and get into magnet schools, I befriended my high school counselor, I went to the library most days of the week, and I taught myself one (and then several) foreign languages. My concern is that it is impractical to expect a kid without any guidance to even think to do all these things, especially when they are logistically improbable. So help some kids to think of these solutions and to carry them out. I want more kids to succeed like me, but I know that my success and theirs is tied to the amount of people who are willing to offer extra guidance and to the ability of the school system and libraries to support and reinforce these kids’ successes.

Act on it!

• Write Mr. Marks or comment on the Forbes article and encourage him to accept my challenge. Write other businessmen and encourage them to offer guidance and cultivate a generation of leaders from the lower-rungs of the socioeconomic ladder of society.
• Take a kid under your wing and offer them access to some of the great tools that Mr. Marks suggests. Consider Big Brothers and Sisters of America or the scores of other organizations working to help kids overcome poverty.
• Fight to keep your local library system open more, give it more resources, and help kids to use them for success.

Speak out!

What other problems do you see with the solutions that Mr. Marks offers? Which of his solutions do you find salient or salvageable?

What do you think it takes for a poor person or someone who suffers from institutional inequality to make it if the system is unable to help them?

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For those who are curious, here is what I wrote to the author:

“Sir, as a white kid who grew up on welfare in a single-parent home and went on to graduate from Stanford, you might think that I would support you. Instead, I am so incredibly disappointed in your ignorant “recipe” for success. I got into a magnet school that my mom found out about by sheer accident. I went to the library and read a lot because it was the only place with adequate heat and electricity. The problem? I got evicted more times than I can count. Our utilities got shut off so often. I did not, contrary to your “teacher friends’” assessment, have a computer at home. Had I known about any of these tools (likelihood is that I would not have and that my mother would have been even less likely to as a waitress working 15 hours a day 6 days a week), I still wouldn’t have been able to use them. What library system could accommodate all the poor kids (of any race) to help them to realize this goal? Where would I find the time to use these resources when I started to work at age 15? Where would I get my stamina to study “coding” when we didn’t have enough food to eat dinner that day? It is articles like these that perpetuate the systemic ignorance of the role class and race play on success and prevent us from real solutions. You clearly do not understand what it is like to be poor, and your blindness is a danger because this article will only reach those who are well enough to-do to have an impact on policies that directly affect your mythical “poor black kid.” And those policy makers will make terrible choices that entrench systemic racism and class division even further in our country. Shame on you.”

Here is his response:

“Thanks for your comment. I still stick to what I wrote, and believe that the opportunity is there for everyone if they study hard and get good grades, use technology to help them get good grades, apply to the best schools they can, get help from their guidance counselor, and make sure to learn a good skill.”

You be the judge. Don’t accept inequality of opportunity. Don’t blame the victims. When one person succeeds, we all benefit in concrete ways. Our country’s future depends on everyone being proactive, not washing their hands of blame.