Bill Murphy: Now researchers say that mistake leads us into a three-pronged, perfect storm of problems: 1. We overprotect kids, trying to keep them safe from all physical dangers—which ultimately increases their likelihood of real health issues. 2. We inhibit children’s academic growth (especially among boys), because the lack of physical activity makes it harder…
Mary Pipher and Sara Pipher Gilliam Many girls report that their mothers are their best friends. The close-knit family unit has, for the most part, rebounded as divorce rates have dropped to a 40-year low. But girls today aren’t as self-sufficient as their counterparts in earlier decades: They are less likely to possess driver’s licenses,…
#WCPSS Updates this week include the BIMAS-2, a subjective mental health screening being given at seemingly random school locations, the latest draft of the reassignment plan and schools that are failing.
Paul A. Kirschner & Mirjam Neelen It’s a common theme on social media: The perceived need of a radical change in education. One of the suggested radical changes is to focus less on instruction and more on play and discovery. Recently, we saw a Tweet where Tweeter 1 (who is a proponent of more play […]
On October 30, 2019, the 2019 National Assessment of Educational Progress (NAEP) scores were made public.
After seven years of John White as Louisiana’s state superintendent, the results were so unsavory to White and his Louisiana Department of Education (LDOE) that his Louisiana 2019 NAEP Results Summary does not include a single actual NAEP scaled score.
Instead, the propagandistic flier advertises “change from 2017 to 2019” (differences in the actual scores that are intentionally excluded) and features “Louisiana ranks No. 1 in the nation for 2019 improvement in 8th grade math scale scores and proficiency rates” and “Louisiana’s pace of improvement since 2009 in all subjects significantly exceeds national trends.”
So, let’s look at Louisiana’s NAEP average scaled scores across time– not just from 2017 to 2019.
Here are Louisiana’s actual average NAEP scaled scores across…
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On October 26, 2019, I posted a piece entitled, “NOLA School Admin’s Book-Cooking, ‘Fix Your Gradebook’ Email.”
That post concerned an email sent by New Orleans-based Abramson Sci Academy’s assistant principal, Whitney, Omosefe, telling a number of teachers that they needed to perform some last-minute adjustments in order to reshape the distribution of their grades in order to produce a distribution favorable to B’s and virtually devoid of D’s and F’s.
From Omosefe’s email, entitled, “Fix Your Gradebook” and dated October 03, 2019:
Because the quarter is almost over, I’m taking a close look at gradebook averages to ensure that teachers remember and meet their gradebook goals. The goal is that 25% of scholars in your course should have an A, 40% should have a B, 25% should have a C, and <10% should have a D/F.
In my original post, I mentioed submitting a public records request to Abramson…
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New Orleans-based Abramson Sci Academy advertises itself as follows:
Abramson Sci Academy is one of the highest performing open-enrollment high schools in New Orleans. More than 98% of Sci Academy’s seniors received acceptances to college. College acceptances include LSU, Dillard, Bard College, Notre Dame, University of Louisiana Lafayette, Tulane, Wellesley, Wesleyan, Loyola, Morehouse, Xavier, and Amherst.
On October 22, 2019, WWL-TV reported on an email sent by Abramson Sci Academy assistant principal, Whitney Omosefe, to certain teachers whose class grades did not reflect preferred percentage outcomes.
The subject line of the email read, “Fix your gradebook.”
I wanted to read the email and teacher responses for myself, and on October 24, 2019, I submitted a public records request to Abramson Sci Academy. However, I have not received even an acknoledgement from the records custodian, so I searched articles on the incident to see if any linked to the…
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On October 15, 2019, I read a report produced by Thomas B. Fordham Institute (TBF) president, Michael Petrilli, entitled, “Fewer Children Left Behind: Lessons from the Dramatic Achievement Gains of the 1990s and 2000s.”
This 2019 report builds on a 2017 report by Petrilli in a TBF commentary piece prior to release of the 2017 National Assessment of Educational Progress [NAEP] scores, in which Petrilli et al. concluded the following:
- There have been [NAEP score] gains almost across the board since the 1990s.
- Most of the gains happened in the 1990s and early 2000s.
- Progress in math has been especially remarkable.
- Children of color are reading much better in the early grades than before.
Right out of the starting gate, I took issue with the likes of Michael Petrilli issuing such a report because of his history as an ed-reform salesman.
Before proceeding with discussion related to TBF’s…
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Photographer Jessica Wynne captures the peculiar devotion of academics to working out their problems with chalkAnother year, another wave of students trampling across autumn leaves, making their way to their first lectures heady with a cocktail of excitement, apprehension and a nasty hangover. But while every year brings new faces, one feature of the academic…
Like most education-focused news outlets, the Hechinger Report claims that it “provides in-depth, fact-based, unbiased reporting.” Yet, somehow, it usually ends up dishing the same old formulaic propaganda supportive of […]