Thursday, November 23, 2006

NCLB LAW FAILS TO RAISE BLACK ACHIEVEMENT

No-one who knows what a century of IQ testing shows will find that "perplexing"

When President Bush signed his sweeping education law a year into his presidency, it set 2014 as the deadline by which schools were to close the test-score gaps between minority and white students that have persisted since standardized testing began. Now, as Congress prepares to consider reauthorizing the law next year, researchers and a half-dozen recent studies, including three issued last week, are reporting little progress toward that goal. Slight gains have been seen for some grade levels.

Despite concerted efforts by educators, the test-score gaps are so large that, on average, African-American and Hispanic students in high school can read and do arithmetic at only the average level of whites in junior high school. "The gaps between African-Americans and whites are showing very few signs of closing," Michael T. Nettles, a senior vice president at the Educational Testing Service, said in a paper he presented recently at Columbia University. One ethnic minority, Asians, generally fares as well as or better than whites. The reports and their authors, in interviews, portrayed an educational landscape in which test-score gaps between black or Hispanic students and whites appear in kindergarten and worsen through 12 years of public education. Some researchers based their conclusions on federal test results, while others have cited state exams, the SATs and other widely administered standardized assessments. Still, the studies have all concurred: The achievement gaps remain, perplexing and persistent.

The findings pose a challenge not only for Mr. Bush but also for the Democratic lawmakers who joined him in negotiating the original law, known as No Child Left Behind, and who will control education policy in Congress next year. Senator Edward M. Kennedy of Massachusetts and Representative George Miller of California, who are expected to be the chairmen of the Senate and House education committees, will promote giving more resources to schools [i.e, throw money at it. How unable to learn from experience can you be? It's the lawmakeres who need educating] and researching strategies to improve minority performance, according to aides. "Closing the achievement gap is at the heart of No Child Left Behind and must continue to be our focus in renewing the act next year," Mr. Kennedy said in a statement. Experts have suggested many possible changes, including improving the law's mechanisms for ensuring that teachers in poor schools are experienced and knowledgeable, and extending early-childhood education to more students.

Henry L. Johnson, an assistant secretary of education, said: "I don't dispute that looking at some comparisons we see that these gaps are not closing - or not as fast as they ought to. But it's also accurate to say that when taken as a whole, student performance is improving. The presumption that we won't get to 100 percent proficiency from here presumes that everything is static. To reach the 100 percent by 2014, we'll all have to work faster and smarter."

The law requires states, districts and schools to report annual test results for all racial and ethnic groups, and to show annual improvements for each. It imposes sanctions on schools that do not meet the rising targets. Many experts and officials, including the president's brother, Gov. Jeb Bush of Florida, have supported the goal of raising all students to academic proficiency, but they have also called it unrealistic to accomplish in a decade. But President Bush, who put education at the center of his 2000 campaign, has been insisting that it is not only feasible but that the gaps are already closing. "There are good results of No Child Left Behind across the nation," Mr. Bush said last month at a school in North Carolina. "We have an achievement gap in America that is - that I don't like and you shouldn't like." "The gap is closing," he said.

The researchers behind the reports issued last week in Washington, D.C., New York and California were far more pessimistic, though. "The achievement gap is alive and well," said G. Gage Kingsbury, an author of the report issued in Washington by the Northwest Evaluation Association, a nonprofit group based in Oregon that administers tests. Examining results from reading and math tests administered to 500,000 students in 24 states in the fall of 2004 and the spring of 2005, the study found: "For each score level at each grade in each subject, minority students grew less than European-Americans, and students from poor schools grew less than those from wealthier ones." Minority and poor students also lost more academic ground each summer, the study said.

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STUFFY OLD CONSERVATIVE SINGLE-SEX EDUCATION REDISCOVERED

The problem posed in Mrs. Pfeiffer's seventh-grade prealgebra class at Campbell Hall is seasonal: How much turkey is needed to serve 30 people if each person gets 2/5 of a pound? Hands shoot up, with an "ooh, ooh!" here and a quizzical look there. It appears to be a typical math class on the tree-lined campus of the private North Hollywood coed school, except for one thing: There are only boys in the room. The all-girls math class will meet a few hours later. For more than eight years, Campbell Hall has separated the 250 boys and girls in seventh- and eighth-grade math; this fall, for the first time, the school is doing the same with science class. Students benefit because they are less distracted by the opposite sex, said math teacher Michelle Pfeiffer, and instruction can be tailored to the different learning styles of boys and girls. "We can express ourselves better," said Brett Landsberger, 12, a Campbell Hall seventh-grader. "It's like boys are a different species. You walk by the girls classes and they're sitting there all perfect, and you go into the boys class and they're all over the floor."

Single-sex classes and schools - both public and private - are gaining favor across the nation as educators search for ways to boost test scores and students' self-esteem. In 1995, only three public schools in the nation offered a single-sex option, compared with more than 253 today, according to the National Assn. for Single Sex Public Education. Five percent of private schools are single-sex. In Los Angeles, a new girls-only public charter school opened this fall. Another newly opened charter school in Lincoln Heights has launched one of the first formal experiments in single-sex education, creating separate boys and girls classes with plans to study their test scores, classroom behavior and other achievement yardsticks.

Research has long suggested that girls in coed settings defer to boys and receive less attention from teachers. Other educators cite more recent evidence that boys, especially low-income minority youths, might benefit as well. The gap between girls' and boys' test scores has decreased, and girls are applying in higher numbers to college and now obtain more bachelor's degrees than boys.

A recent ruling by the U.S. Department of Education giving public schools more leeway to offer single-sex curricula will probably accelerate the move toward single-sex classrooms, experts said. Previous rules generally banned single-sex classes, with some exceptions. The new guidelines, scheduled to take effect Friday, permit single-sex education in public schools but must be geared toward improving achievement, providing diverse experiences or meeting the particular needs of students. Programs must treat male and female students evenhandedly and offer substantially equal coeducational classes in the same subject. Enrollment must be voluntary. "We're already seeing schools respond to the amended regulations," said Elena Silva, a senior policy analyst with the Education Sector, a nonprofit Washington, D.C.-based think tank. "There's a lot of public support for at least the notion of single-sex schooling." That support reflects a wave of enthusiasm for greater school choice overall as policymakers, parents and educators struggle to reform an education system that has left American students frequently lagging behind their international peers. The federal No Child Left Behind Act endorsed same-sex programs as an "innovative" practice.

But gender separation is controversial. Critics contend the practice is a slide backward, one that could reinforce stereotypes and lead to different and unequal classroom experiences. The American Assn. of University Women argues that there is little evidence that girls and boys do better apart. Better-funded schools with more focused academic instruction, smaller class sizes and qualified teachers are far more likely to influence learning, said research director Catherine Hill.

The American Civil Liberties Union sued a Louisiana junior high school last summer over its plan to separate girls and boys, arguing that it violated Title IX regulations that require gender equity in educational programs that receive federal funding. The complaint against the Livingston Parish School Board cited statements that girls would be taught "good character" while boys would be taught about "heroic" behavior. The school board dropped the plan.

But such arguments have failed to sway those educators who believe there is much to gain and little to lose in experimenting with same-gender education. They point to a growing body of findings - albeit disputed - that boys' and girls' brains function and develop in different ways. Boys, the theory goes, do better in competitive, action-based, team-oriented tasks, while girls thrive in a more relaxed environment, working in pairs or alone.

Since Campbell Hall began the single-gender classes, girls are taking more advanced math courses in high school and are participating more in class, said junior high Principal Eileen Wasserman. In Regina Choi's eighth-grade math class one recent morning, about 16 girls worked quietly in pairs solving algebra problems. Choi said girls feel more comfortable asking questions in class, while boys prefer to wait to avoid looking less smart in front of classmates. Though the course's content is the same for both sexes, Choi said it is sometimes more effective posing problems for girls using shopping examples and for boys using sports. Another math teacher, Arlene Myles, said she focuses on trying to get the girls to be more competitive and the boys more cooperative. Because teachers and administrators believed the single-sex approach to math was successful, they decided to apply it to science this year. Courses at Campbell Hall's high school are coed.

Students had mixed views. "I like math now a lot more than I used to," said Ally Piddock, 12. "Boys are a distraction because they goof around a lot and it's easier for me to concentrate when they're not there." "It's easier to pay attention in math when girls are not there," agreed Reese Wexler, 13. "But science would be better coed. It's a different environment. In lab, the people you might work better with could be girls or boys."

In the Los Angeles Unified School District, the nation's second-largest, Jordan High School and King/Drew Medical Magnet are experimenting with single-sex curricula, establishing small academies for at-risk boys. George McKenna, assistant superintendent of the Pasadena Unified School District, said he has tried and failed to interest his staff in trying single-sex classes but is encouraged that the new federal guidelines may ease resistance. Many public schools, including charters, have skirted federal law and used same-gender curricula for years on the "down-low," said Caprice Young, executive director of the California Charter Schools Assn., who predicted that more charter schools will open single-sex programs.

New Village Charter High School opened in September on the grounds of St. Anne's, a residential treatment center for teen mothers. The ninth- through 12th-grade college prep all-girls school will focus on the particular needs of low-income girls. The school opened after receiving a waiver from the state and had fretted at the possible federal response. "I've been a coed advocate all of my educational career, but when you look at the specific needs of these girls it seems absolutely essential that it be single-sex," said Paul Cummins of the New Visions Foundation, which helped develop the school. "This is one very small single-sex school in an ocean of coed schools."

But data from a major California project suggest that single-sex programs are problematic and at the least must be carefully planned. In 1997, as an experiment in public school choice, the state opened 12 single-gender academies - one middle or high school for boys and another identical one for girls - in six school districts. A 2001 study by researchers at the University of Toronto, UC San Diego and UC Berkeley found that the program was poorly implemented and underfunded. Separating girls from boys reduced classroom distractions, said the authors - although students still experienced harassment and teasing. But traditional gender stereotypes often were reinforced, and students received mixed messages from their teachers. Only one of the schools, the San Francisco 49ers Academy in East Palo Alto, is still open.

At the Excel Charter Academy, a middle school northeast of downtown Los Angeles, Principal Patricia Mora and other administrators launched a project to evaluate girls-only and boys-only programs and a coed group for comparison, with students randomly assigned to each group. In its first year, the school is offering only sixth grade, with 25 students in each group. Early observations find the coed group having a few more behavioral problems, said Mora. But the all-boys group seems to be doing especially well academically. One recent morning, the boys' humanities class was reading "Boy of the Painted Cave," about a boy in ancient times who wants to be a cave painter. Both boys and girls were assigned to read the book, and stories with female protagonists will be introduced later. As teacher Cecily Feltham described the hero grabbing a wolf by the neck and fighting a bull, the boys were attentive, offering vivid descriptions of the action. In another room, the girls science class was learning about thermal energy, having built a solar oven. The coed group, meanwhile, took physical education during recess.

The first test scores are due in January, and Mora is hoping to attract a top research group to evaluate the program. "If at the end of the year we find that one group is working out better than the other, then I don't think we'd continue to subject one cohort to being coed," she said. "But I honestly don't know what we'll find."

Source





DISCREDITED BRITISH HIGH SCHOOL QUALIFICATIONS

Eton College is leading a rebellion that could result in it dropping A levels in favour of an alternative examination system with no coursework and tougher questions. Tony Little, Eton Head Master, said that "Pre-U" examinations being developed at Cambridge University would offer pupils more stimulation and a system of testing that rewarded creativity and lateral thinking. He said that A levels forced children to "think inside a very small box" and discriminated against highly imaginative pupils, whose exam answers were often marked down because they were considered too sophisticated. "We are very interested in adopting it and in looking at anything that thinks afresh and in a creative way, which has a stimulating syllabus. We want the best courses that challenge our students and, if that means doing the Pre-U instead of A Level, then we will do it."

Eton is among at least 100 leading independent schools to have shown strong interest in the Pre-U. Others include Harrow, Dulwich College, Winchester and Charterhouse. But there are fears of the creation of a two-tier examination system for rich and poor pupils, with independent schools opting for the Pre-U and state schools remaining with the discredited A-level system. Graham Able, Master of Dulwich College, who is on a steering group advising on the Pre-U, said the diploma would better prepare pupils for university. "It will take us back to the original idea of A levels from the 1950s as a qualification for university entrance," he said.

Barnaby Lenon, Head Master of Harrow, said that A levels were flawed because too many pupils got top grades, examiners made too many mistakes when marking and coursework was vulnerable to cheats. "The Pre-U combines the flexibility of A level with regard to subject choice together with the promise of harder questions and reliable examining," he said. Richard Cairns, headmaster of Brighton College, said that he believed that most independent schools would be in favour of the Pre-U when it is introduced in 2008. "A levels do not discriminate enough at the top end of the ability range. If government reforms to A levels are not satisfactory, we will go with the Pre-U and so will most others," he said.

Kevin Stannard, of Cambridge International Examinations, said that about 20 state schools and colleges had also expressed an interest in the Pre-U. "They represent the tip of the iceberg," he said, adding that he expected more state schools to sign up once it had been officially recognised. Growing support for the Pre-U will put pressure on the Government to speed up reforms of the A-level system. It has promised to make A levels harder. An extended essay will be introduced, together with more open-ended questions in place of those that lead students through a series of highly structured answers. Coursework is also being cut back to reduce plagiarism. A new A+ grade is being considered. Many heads fear that these reforms may be too late, as they will not be ready before September 2008, the date the Pre-U is due to begin.

Dr Stannard predicted that 2008 would mark a turning point. "Schools will have to choose between the reformed A level, the Pre-U and any other alternative," he said. One alternative, the International Baccalaureate (IB), has been adopted by about 90 independent schools, but most have retained A levels as well. After an initial surge of interest, support has levelled off. Many schools find it too prescriptive and too heavily weighted towards very academic pupils. Andrew Boggis, Warden of Forest School, in East London, and chairman of the Headmasters' and Headmistresses' Conference of independent schools, says that neither Pre-U nor IB is the answer. He has called for the reform of A levels, with coursework being dropped from final grades. A government spokesman said that A levels were here to stay. "However, as standards in schools rise, we need to make sure that we are stretching and challenging all students, particularly our brightest," he said.

Source

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For greatest efficiency, lowest cost and maximum choice, ALL schools should be privately owned and run -- with government-paid vouchers for the poor and minimal regulation.

The NEA and similar unions worldwide believe that children should be thoroughly indoctrinated with Green/Left, feminist/homosexual ideology but the "3 R's" are something that kids should just be allowed to "discover"


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