The private sector could save British schools

I wouldn't want to frighten the horses this early in the day, or cause you to choke on your All-Bran, but I have to admit to always having had a sneaking regard for Lord Adonis, the education minister. This is partly based on my belief that he is not stupid, and is genuinely motivated to improve our schools system. Also, I have had surprisingly good reports of him from several headmasters at our leading public schools.

How my heart sank, therefore, when, in trying to divert attention from the fact that a large proportion of our youth leaves school without anything approaching a qualification in either maths or English, he came up with the traditional, and very unclever, PR line: that any criticism of the GCSE results was an insult to those students who had worked so hard to get "good grades". This mantra was designed some years ago - I first heard it when our would-be prime minister David Miliband was a schools minister - to stop people like me from being rude about these increasingly devalued qualifications. Sadly, we won't be stopped.

If a grade A at A-level these days is the same as a grade C 20 years ago, then heaven knows what a GCSE pass represents in terms of the old O-level. The ability to turn up and write your name without too many mistakes in it seems nearly enough in several subjects: this year's pass rate is an otherwise improbable 98.4 per cent.

I do not insult children who have just piled up GCSE passes, for they are the victims of the system. But it is important that they and their parents realise that having a clutch of A* results does not make the holder the next Einstein. And having a pile of less exalted passes means that, in the days when their parents were taking O levels, they probably wouldn't have passed any.

As I mentioned last week when writing about A-levels, the reasons for this - and for Lord Adonis's embarrassment - are clear. The pass rate is set so low because in many cases the teaching these children get, and the schools in which they attempt to learn, are awful. This is the Government's fault. It has devalued teaching systematically over the years with the result that only the most saintly and vocational of high-quality people now wish to enter it. Many that do find the experience of teaching in one of our comprehensive schools so demoralising that they soon clear off and do something else. Teachers are routinely assaulted and abused by pupils and by their parents.

Not only is there barely any discipline, there are not the means to enforce discipline. The children, meanwhile are left to the attentions of a series of supply teachers, with whom they can never form the relationship needed for successful learning, or to the products of our Marxist-inspired teacher training colleges. God help them, for no one else will.

When the whining starts about the "inequality" between private and state schools, it is not said often enough that it is hardly about money. It is about the quality of teachers in the private sector, many of whom have not been soiled by the state teacher training system, and who are given the means to do their jobs properly. It is also about supportive parents - supportive both of the child and of the teacher. Above all, it is about an attitude towards learning that seems not to exist in much of the public sector, where teachers are forced to be a combination of child minders and social workers.

If Lord Adonis wants to put this right, the route appears simple. He should ask the private schools to use their expertise to set up schools to replace those that are failing. He should pay them to run them and give them carte blanche to manage them.

More here





Algebra trouble in CA

Something is terribly wrong with California math education if 13-year-olds aren't ready to tackle Algebra I. Kids from Asia to Europe to Africa take algebra and geometry in the middle school years, and they do just fine. There's no reason why California kids can't match them. Since 1998, California has had the goal that all eighth-graders should take Algebra I. And the state has made progress. Of 491,000 eighth-graders, 248,000 (50.5 percent) take Algebra I. Another 38,000 (7.8 percent) take geometry or Algebra II.

But that leaves 205,000 eighth-graders who are spending their time repeating the same low-level arithmetic over and over. They're dumped into "general math," never moving beyond the fifth- or sixth-grade level. And the curriculum is deadly boring: Here's a type of problem; here's how you solve it; here is a set of problems to solve. Next topic. All sense of discovery, excitement and challenge is lost. And the learning is shallow. No wonder kids zone out.

So to get the state to the next level, the State Board of Education, following a recommendation by Gov. Arnold Schwarzenegger, has changed the Algebra I goal to a mandate. All of today's fifth-graders will have to take Algebra I in eighth grade. That puts the focus in the right place: Fifth, sixth and seventh grade. If kids get the right thinking and reasoning skills in the earlier grades, they'll do just fine in eighth grade.

Algebra, contrary to popular belief, is not a set of rules for solving equations. It's about discovering patterns, and that is its power in teaching thinking skills that go far beyond mathematics. To see the difference, here's one elementary example:

289 + 847 = ___ + 848. The arithmetic way of solving this would be to add 289 and 847, getting a total of 1,136. You can then get the answer by subtracting 848 from 1,136. But another way is to look for patterns, "algebrafying" the problem. On one side, 848 is one more than 847 on the other side. So the answer has to be one less than 289.

The state needs to do a better job of integrating algebraic reasoning long before eighth grade. Let's do what it takes, starting with fifth grade, to retool what's happening in math classes. That means working with teachers to build new confidence and competence in math.

To be sure, the state also will have to increase the pool of teachers qualified to teach Algebra I. Many who are teaching eighth-grade general math will have to return to school and take a certain number of units to get their math single-subject credential. (Alternatively, they can get a supplemental credential by passing either the foundational or advanced math California Subject Examination for Teachers.)

And the state will certainly have to find new ways to draw more young people to math teaching. It will also have to make it easier for midcareer professionals and retirees to get a math teaching credential.

The new Algebra I mandate is getting conversations going on all those topics. Schools and districts are crafting solutions. The University of California and California State University systems have teams working on the issue. Superintendent of Public Instruction Jack O'Connell has put out his recommendations. Schwarzenegger is about to release his ideas. This isn't just about eighth grade. It's about increasing the richness of the experience in the fifth, sixth and seventh grades, where math education is standing still for far too many kids.

Source







Don't blame parents for `cotton-wool kids'

Comment from Britain

Today is Playday, a celebration of children's `right to play' - and an ideal time to have a kickabout with the culture of fear that imprisons our kids

An ICM survey commissioned by Play England for Playday - the annual celebration of children's right to play, which takes place today, 6 August - reportedly shows that over-cautious parents are `spoiling' children's playtime. `Children are being denied adventurous play because their parents are nervous about exposing them to risk', warns BBC News (1).

The Playday poll shows that half of children aged 7 to 12 years (51 per cent) are not allowed to climb a tree without adult supervision, and 42 per cent are not allowed to play in their local park without an adult present.

`Constantly wrapping children in cotton wool can leave them ill-equipped to deal with stressful or challenging situations they might encounter later in life', said Adrian Voce, director of Play England, a charity that promotes `free play opportunities'. `Adventurous play both challenges and excites children and helps instil critical life skills,' he said.

According to Play England, this year's Playday theme - `Give us a go!' - highlights children's need to `experience risky and challenging play' in order to ensure they are able to `manage risk in their daily lives' (2). Playday is supported by Persil, the washing powder manufacturer, whose website says the aim is `to shake off the "cotton wool" culture that can limit children's play' (3).

These are commendable aims. There is a real danger that by cocooning, over-protecting and over-supervising children, society might be denying the next generation the opportunity to grow up and become capable, confident adults. This is one of the reasons I decided to write Reclaiming Childhood: Freedom and Play in an Age of Fear, which will be published early next year in the UK and the US (4). I feel strongly that children are losing out on many childhood experiences that my generation took for granted.

Children need space away from adults' watchful eyes - in order to play, experiment, take risks (within a sensible framework provided by adults), test boundaries, have arguments, fight, and learn how to resolve conflicts. Today, they are increasingly denied these opportunities.

But I also feel that in pinning the blame on individual parents and their `over-cautious' anxieties, as Play England is doing today, those who decry the decline of outdoor play are being unfair - and naive. The cause of the cotton-wool kids phenomenon is a broader cultural obsession with risk, which has had a major impact upon policymakers, public institutions and media debate, as well as upon teachers and parents. And in challenging this culture, it is important to be clear about where the real problem lies, and to resist pat explanations for its cause.

In his book Paranoid Parenting, spiked writer and sociologist Professor Frank Furedi described the culture of fear that has led parents to restrict their children's freedom to roam. He showed that parental fears must be understood in the context of a generalised sense of anxiety and risk-aversion, which is particularly strong when it comes to the lives and futures of children.

The fact is that parents are continually told to be `better safe than sorry', and it is far from easy for parents to go against the grain and give their children more freedom than society currently deems acceptable. In April 2008, the New York Sun columnist Lenore Skenazy wrote an article entitled `Why I Let My 9-Year-Old Ride The Subway Alone'. She gave her son a subway map, a MetroCard, a $20 bill, and several quarters, `just in case he had to make a call', waved him goodbye, and told him she'd see him at home.

She wrote: `I trusted him to figure out that he should take the Lexington Avenue subway, and the 34th Street crosstown bus home. If he couldn't do that, I trusted him to ask a stranger. And then I even trusted that stranger not to think, "Gee, I was about to catch my train home, but now I think I'll abduct this adorable child instead."' (5)

Skenazy later described how she suddenly became `a lightning rod in the parenting wars': `Mention my story and millions of people not only know about it, they have a very strong opinion about it, and me, and my parenting skills - or utter, shameful lack thereof.' In an interview with spiked in April, she described how she became branded `America's worst mom' simply for allowing her child to do what most people her age had done routinely when they were young.

But there were also many parents who applauded her decision to let her son travel alone. In her spiked interview, Skenazy stressed that many people reacted positively to her column. She has now set up a blog - Free Range Kids - which is filled with stories from parents who give their children the freedom to do things on their own, and with the concerns of parents who would like to give their kids more freedom, but don't (see `I've been labelled the world's worst mom', by Nancy McDermott).

The root of the problem is not parental fears but the fact that parents are continually discouraged from entrusting their children to other adults. In the UK, it is a crime to work with children without first being vetted by the authorities. The Safeguarding Vulnerable Groups Act, which was passed into law in England and Wales in 2006, requires that millions of adults whose work involves coming into contact with children must undergo Criminal Records Bureau checks. The message this gives to parents and children is to be suspicious of any adult who comes into contact with young people.

Also, it is almost impossible in Britain today to take photos of one's children, grandchildren, nieces or nephews in public places if they are surrounded by other children. The rules governing the use of cameras and camera-phones in swimming pools, parks, at children's parties, pantomimes, school sports days and any other place where children might be present are ubiquitous, and strictly enforced. The kind of photos that have traditionally appeared in many a family album are now treated as being akin to potential child pornography.

In this climate of institutionalised fear and suspicion, it is little wonder that parents do not feel confident about letting their children play unsupervised in the streets or in local parks - especially when it is assumed by many that any parent who does let their child run around is a Bad Parent, and possibly the `worst mom in the world'.

Ultimately parents will only give children the independence they need if they have sufficient trust in other adults - trust in them not to harm their children, but to look out for them. When we grew up our parents assumed that if we got into trouble, other adults - often strangers - would help out. Today that trust does not exist - or, at least, it has been seriously damaged by government policy, media debate and a rising culture of suspicion towards adults' motives.

Only by challenging the safety-obsessed culture that depicts every adult as a potential threat can we start to build a better future - and present - for our children and ourselves. Today's Playday should involve a lot of fun and freedom for children, which is great; let us now build on it by standing up to the paralysing climate of fear and make every day a Playday for youngsters.

Source