Archive | March, 2012

The rich are different: Mercer Island underage drinking

Hemingway is responsible for a famous misquotation of Fitzgerald’s.

According to Hemingway, a conversation between him and Fitzgerald went:

Fitzgerald: The rich are different than you and me.

Hemingway: Yes, they have more money.

Studies are supporting the alleged Fitzgerald view.

Jack Broom is reporting in the Seattle Times article, Mercer Island dad may fight $250 fine for son’s party:

A Mercer Island man who expects to be the first person cited under a city ordinance holding parents responsible for underage drinking in their homes — even if they are away and unaware — says he may go to court to challenge the citation.

“I have a problem with the idea that you can fine someone for someone else’s actions,” said Greg James. “The more I think about it, the more I think it’s kind of a dumb law.”

James said Friday he has not decided whether he will pay the $250 fine, and has not been officially informed that he would be cited.

Police earlier this week said on Feb. 24, officers broke up a party that had drawn about 75 teens to the family’s home in the 7600 block of Southeast 37th Place, and involved large numbers of teens consuming alcohol.

Police said the party would trigger the first use of the ordinance that took effect in January.

James said his 16-year-old son, a junior at Mercer Island High School, had invited seven or eight friends over for pingpong, but word of the gathering quickly spread through cellphones and social media.

“So pretty soon, you have teenagers streaming through the door, and before you know it, you have a big party.” James was taking the family’s three younger siblings skiing at the time.

“Teenagers are teenagers. They’re not the smartest people in the world at that stage….”

Earlier this week, James told a TV reporter that despite his feelings about the law, he would go ahead and pay the fine.

But on Friday, James said he is reconsidering, in part because an attorney he knows told him he doubts the Mercer Island ordinance is constitutional. http://seattletimes.nwsource.com/html/localnews/2017708126_party10m.html

Is the behavior of this father an example of a recent study?

Maia Szalavitz has an interesting Time article, Why the Rich Are Less Ethical: They See Greed as Good:

While stereotypes suggest that poor people are more likely to lie and steal, new research finds that it’s actually the wealthy who tend to behave unethically. In a series of experiments — involving everything from dangerous driving to lying in job negotiations and cheating to get a prize — researchers found that, across the board, richer people behaved worse. But, rather than class itself, the authors suggest that it’s views about greed that may largely explain the difference.

In the first two experiments, University of California, Berkeley, psychologists positioned observers at San Francisco intersections to watch for drivers who didn’t wait their turn at lights or yield for pedestrians. The researchers noted the make, age and appearance of cars — a marker for the drivers’ socioeconomic status — as well as the drivers’ gender and approximate age.

If you ever thought that the guy driving a late-model Mercedes is more of a jerk than the one behind the wheel of a battered Honda, you’d be right. Even after controlling for factors like traffic density and the driver’s gender and perceived age (younger men tend to drive faster and often rudely), drivers of the newest, most high-status cars were much more likely to cut other drivers off.

“The drivers of the most expensive vehicles were four times more likely to cut off drivers of lower status vehicles,” says Paul Piff, a doctoral student at Berkeley and lead author of the study published in the Proceedings of the National Academy of Sciences.

Drivers in fancy cars were also three times more likely than those in beaters to threaten pedestrians by failing to yield when the walkers had the right of way at a crosswalk. So much for the theory that owners of expensive cars try to protect their vehicles from being sullied by common blood!

MORE: The Rich Are Different: More Money, Less Empathy

In five further experiments, researchers looked at moral behavior in more controlled lab settings. The experiments were designed to determine what made people lapse into bad behavior, and how difficult it would be to change it. The results offer some hope in an otherwise bleak picture.

In one study, participants reported their own socioeconomic status and then read descriptions of people stealing or benefiting from things to which they were not entitled. When asked how likely they would be to engage in similar behavior, the richest of 105 undergraduates were more likely admit that they would do so, compared with those from middle-class or lower-class backgrounds. Of course, this finding could simply reflect the fact that the rich are more likely to get away with such things — and therefore may feel more comfortable admitting it — so the researchers also studied actual behavior.

In the next experiment, researchers asked 129 students to compare themselves with those who were either far richer or far poorer than they were. Previous studies have found that this manipulation influences people’s perceptions of class and their own behavior, with those primed to feel wealthy behaving less generously and becoming less sensitive to the emotions of others, regardless of their actual socioeconomic class.

The participants were then offered candy from a jar that they were told would otherwise be given to children in another lab. Those primed to feel rich took more candy than those who were made to feel disadvantaged. Fortunately, there were no children actually waiting for the sweets.

MORE: Study: The Rich Really Are More Selfish

But why would people who feel socially elevated behave less ethically? The next set of experiments sought to examine this question, finding a connection between wealth and positive perceptions of greed. Among adults who were recruited online for one such experiment, those who were wealthier were more likely to lie in a simulated job interview scenario. The participants — acting as managers — were told that their hypothetical applicants would be willing to take a lower salary in exchange for job security. The applicants wanted a two-year contract position, but the managers knew that the available job would last only six months before being eliminated — and that they could get a bonus for negotiating a lower salary. People of high social class were more likely to lie to the job seekers, researchers found.

The reason for this was not necessarily their class, but the fact they agreed with Wall Street‘s Gordon Gekko that greed is good. When the researchers examined the connection between beliefs about greed and unethical behavior, they found that class was no longer a significant variable. In other words, rich people tended to take advantage of others primarily because they saw selfish and greedy behavior as acceptable, not just because they had more money or higher social status.h people are fairly sensitive and just need little reminders.”
http://healthland.time.com/2012/02/28/why-the-rich-are-less-ethical-they-see-greed-as-good/#ixzz1ogreeDSb

Citation:

Higher social class predicts increased unethical behavior

Paul K. Piff ^a,¹,

Daniel M. Stancato ^a,

Stéphane Côté ^b,

Rodolfo Mendoza-Denton ^a, and

Dacher Keltner ^a

+ Author Affiliations

^aDepartment of Psychology, University of California, Berkeley, CA 94720; and

^bRotman School of Management, University of Toronto, Toronto, ON, Canada M5S 3E6

Edited* by Richard E. Nisbett, University of Michigan, Ann Arbor, MI, and approved January 26, 2012 (received for review November 8, 2011)

Abstract

Seven studies using experimental and naturalistic methods reveal that upper-class individuals behave more unethically than lower-class individuals. In studies 1 and 2, upper-class individuals were more likely to break the law while driving, relative to lower-class individuals. In follow-up laboratory studies, upper-class individuals were more likely to exhibit unethical decision-making tendencies (study 3), take valued goods from others (study 4), lie in a negotiation (study 5), cheat to increase their chances of winning a prize (study 6), and endorse unethical behavior at work (study 7) than were lower-class individuals. Mediator and moderator data demonstrated that upper-class individuals’ unethical tendencies are accounted for, in part, by their more favorable attitudes toward greed.

There are some strategies for preventing substance abuse. If this father fights the ticket, he is sending the message that there are not consequences for behavior and with enough money and power you can appear to escape.

Partnership for a Drug Free America has some better strategies in their 6 Parenting Practices Help Reduce the Chance That Your Child Will Develop A Drug or Alcohol Problem:

Here are 6 ways to help you reduce the chance that your teenage child will drink, use drugs or engage in other risky behavior.

Build a Warm & Supportive Relationship with Your Child

Be a Good Role Model When It Comes To Drinking, Taking Medicine & Handling Stress

Know Your Child’s Risk Level

Know Your Child’s Friends

Monitor, Supervise & Set Boundaries

Have Ongoing Conversations & Provide Information About Drugs & Alcohol

http://www.drugfree.org/wp-content/uploads/2012/03/partnership_6_components_tool_final.pdf

This parent needs to set an example for their child. The wrong place to look for parenting advice is from most practicing attorneys.

Parents giving liquor to minors: New Mercer Island law https://drwilda.wordpress.com/2011/12/28/parents-giving-liquor-to-minors-new-mercer-island-law/

Underage drinking costs society big-time https://drwilda.wordpress.com/2012/02/16/underage-drinking-costs-society-big-time/

Dr. Wilda says this about that ©

Tags: Mercer Island dad may fight $250 fine for son's party:, Mercer Island Teen Alcohol law, Partnership for A Drug Free America, Why the Rich Are Less Ethical: They See Greed as Good

Comments 1 Comment
Categories Dr Wilda

Paul E. Peterson will piss you off, you might want to listen

8 Mar

Moi has been saying for decades that the optimum situation for raising children is a two-parent family for a variety of reasons. This two-parent family is an economic unit with the prospect of two incomes and a division of labor for the chores necessary to maintain the family structure. Parents also need a degree of maturity to raise children, after all, you and your child should not be raising each other. Moi said this in Hard truths: The failure of the family:

This is a problem which never should have been swept under the carpet and if the chattering classes, politicians, and elite can’t see the magnitude of this problem, they are not just brain dead, they are flat-liners. There must be a new women’s movement, this time it doesn’t involve the “me first” philosophy of the social “progressives” or the elite who in order to validate their own particular life choices espouse philosophies that are dangerous or even poisonous to those who have fewer economic resources. This movement must urge women of color to be responsible for their reproductive choices. They cannot have children without having the resources both financial and having a committed partner. For all the talk of genocide involving the response and aftermath of Katrina, the real genocide is self-inflicted. https://drwilda.wordpress.com/2011/11/06/hard-truths-the-failure-of-the-family/ It is interesting that the ruling elites do not want to touch the issue of unwed births with a ten thousand foot pole. After all, that would violate some one’s right to _____. Let moi fill in the blank, the right to be stupid, probably live in poverty, and not be able to give your child the advantages that a more prepared parent can give a child because to tell you to your face that you are an idiot for not using birth control is not P.C.

Paul E. Peterson has written a real engine starter for Education Next, Neither Broad Nor Bold: A narrow-minded approach to school reform:

The Broader, Bolder Approach to Education, a coalition of education professors and interest-group leaders, including the heads of the country’s two largest teachers unions, have concluded that family income itself determines whether or not a child learns. In the first paragraph of its mission statement, the coalition claims that it has identified “a powerful association between social and economic disadvantage and low student achievement.”

“Weakening that link,” the Broader, Bolder group goes on to say, “is the fundamental challenge facing America’s education policy makers.” For this group, poverty and income inequality, not inadequate schools, are the fundamental problem in American education that needs to be fixed. Other possible approaches to improving student achievement—school accountability, school choice, reform of the teaching profession—are misguided, counterproductive, and even dangerous. The energy now being wasted on attempts to enhance the country’s education system should be redirected toward a campaign to either redistribute income or expand the network of social services.

The Broader, Bolder platform has won the wholehearted support of the country’s teachers unions. But it’s much to the credit of the current U.S. secretary of education, Arne Duncan, that he has carefully kept his distance, insisting instead on accountability, choice, and teacher policy reforms that the Broader, Bolder group finds dispensable.

Inasmuch as the Broader, Bolder movement can be expected to gather steam in an election year, especially given the success of Occupy Wall Street and the “1 percent” campaign, it is worth giving attention to the scholarly foundation on which its claims rest. That is best done by looking closely at the presidential address given before the Association for Public Policy Analysis and Management by one of the coalition’s cochairs, Helen Ladd, a Duke University professor, which she summarized in a December 2011 op-ed piece published in the New York Times.

The Platform

The central thesis of the Ladd presidential address is certainly sweeping and bold: The income of a child’s family determines his or her educational achievement. Those who come from low-income families learn little because they are poor. Those who come from prosperous families learn a lot because they are rich. Her solution to the nation’s education woes is almost biblical. According to St. Matthew, Jesus advised the rich man to “Sell what you possess and give to the poor.” Not quite as willing as St. Matthew to rely on the charitable instinct, Ladd modifies the biblical injunction by asking for government intervention to make sure the good deed happens. But she is no less confident than Matthew that wonderful things will happen when the transfer of wealth takes place. Once income redistribution occurs, student achievement will reach a new, higher, and more egalitarian level. Meanwhile, any attempt to fix the schools that ignores this imperative is as doomed to failure as the camel that struggles to pass through the eye of a needle.

Of course, Ladd does not put it quite that bluntly. But her meaning is clear enough from what she does say: education reform policies “are not likely to contribute much in the future—to raising overall student achievement or to reducing [gaps in] achievement….”

Drawing on a study by Stanford education professor Sean Reardon, Ladd says that the gap in reading achievement between students from families in the lowest and highest income deciles is larger for those born in 2001 than for those born in the early 1940s. She suspects it is because those living in poor families today have “poor health, limited access to home environments with rich language and experiences, low birth weight, limited access to high-quality pre-school opportunities, less participation in many activities in the summer and after school that middle class families take for granted, and more movement in and out of schools because of the way that the housing market operates.”

But her trend data hardly support that conclusion. Those born to poor families in 2000 had much better access to medical and preschool facilities than those born in 1940. Medicaid, food stamps, Head Start, summer programs, housing subsidies, and the other components of Johnson’s War on Poverty did not become available until 1965. Why didn’t those broad, bold strokes reduce the achievement gap?

What has changed for the worse during the intervening period is not access to food and medical services for the poor but the increment in the percentage of children living in single-parent households. In 1969, 85 percent of children under the age of 18 were living with two married parents; by 2010, that percentage had declined to 65 percent. According to sociologist Sara McLanahan, income levels in single-parent households are one-half those in two-parent households. The median income level of a single-parent family is just over $27,000 (in 1992 dollars), compared to more than $61,000 for a two-parent family. Meanwhile, the risk of dropping out of high school doubles. The risk increases from 11 percent to 28 percent if a white student comes from a single-parent instead of a two-parent family. For blacks, the increment is from 17 percent to 30 percent, and for Hispanics, the risk rises from 25 percent to 49 percent. In other words, a parent who has to both earn money and raise a child has to perform at a heroic level to succeed.

A better case can be made that the growing achievement gap is more the result of changing family structure than of inadequate medical services or preschool education. If the Broader, Bolder group really wanted to address the social problems that complicate the education of children, they would explore ways in which public policy could help sustain two-parent families, a subject well explored in a recent book by Mitch Pearlstein (Shortchanging Student Achievement: The Educational, Economic, and Social Costs of Family Fragmentation) but one that goes virtually unmentioned in the Ladd report. http://educationnext.org/neither-broad-nor-bold/

Even though Peterson may piss off some folks, he makes some good points.

Parents MUST be involved in the lives of their children. Some, like Detroit Prosecutor Kim Worthy, have advocated jailing M.I.A. Parents. Problem is, jailing them will not force the majority of them into meaningful involvement and interaction with their child. Society has a couple of options to counter the “it’s my life and I’ll do what Iwant” philosophy. The first is discouraging and condemning out-of –wedlock births, particularly among low-income women. Too bad the First Lady doesn’t want to take this one on. The second thing is to intervene early and terminate the rights of negligent and abusive parents, freeing children up for adoption earlier. Finally, this society needs to support adoptive parents with financial and counseling resources. Not PC, but there it is.

A baby changes everything: Helping parents finish school https://drwilda.wordpress.com/2011/12/26/a-baby-changes-everything-helping-parents-finish-school/

Dr. Wilda says this about that ©

Tags: Education and Poverty, Helen Ladd, Neither Broad Nor Bold: A narrow-minded approach to school reform:, Paul E. Peterson, Sean Reardon, The Broader Bolder Approach to Education

Comments 3 Comments
Categories Dr Wilda

U.S. Education Dept. Civil Rights Office releases report on racial disparity in school retention

7 Mar

One of the causalities of the decline and death of newspapers is the decline in investigative journalism. When the Seattle PI was still a print publication in 2001, they published a series of articles about discipline in the Seattle Public Schools. At that time, the list of behaviors included:

1. Disruptive conduct

2. Fighting

3. Disobedience

4. .Assault

5. Rule-breaking

6. Alcohol/drugs

7. Theft

8. Trespass

9. Smoking

10. Weapons

When this report was written, African American students were suspended at a higher rate than other students. The great thing about this piece of journalism was the reporters examined assumptions about what could be causing the disparity in expulsions. The assumptions about why African American students are disciplined and the statistical reality often do not provide clear-cut answers. The Seattle PI followed the report with a 2006 Update and the disparity issue remained. Perhaps, Dr. Bill Cosby is on to something with his crusade to ask tough questions about whether a “hip hop” culture is conducive to promoting success values in a population who must survive in the dominant culture. Debates about what cultural norms are healthy and should prevail are not useful to a child who is facing a suspension or expulsion and who must deal with that reality. It is imperative that children stay in school and receive a diploma or receive sufficient skills to allow them to prepare for a GED. If a child is facing a suspension or expulsion, the parent or guardian has to advocate for the child and the future placement and follow-up treatment for the child. The hard questions about placement in an education setting center on student behavior and whether the behavior of the individual child is so disruptive that the child must be removed from the school either for a period of time or permanently.

Martha Plotkin has written the report Out of Class Into Court Discretion in School Discipline has Big Impacts, for the Council of State Governments.

Large numbers of children in middle and high school in the nation’s second largest public school system are being suspended and expelled—and those disciplined students are more likely to repeat a grade, drop out and become involved in the juvenile justice system.

The numbers are startling.

Nearly 60 percent of students in Texas received at least one disciplinary action—including in-school suspensions ranging from a single class period to several days, with no cap on how many suspensions they can receive in a school year;

More than 30 percent had out-of-school suspensions of up to three days, with no cap on the number in a year;

About 15 percent were sent to Disciplinary Alternative Education Programs for an average of 27 days;

Approximately 8 percent were placed in Juvenile Justice Alternative Education Programs, averaging 73 days.

Those are some of the findings from a recent report, Breaking Schools’ Rules: A Statewide Study of How School Discipline Relates to Students’ Success and Juvenile Justice Involvement. The study, released July 19, was a partnership between The Council of State Governments Justice Center and the Public Policy Research Institute at Texas A&M.

The report was released at a Texas event—and webcast nationally—at which legislators, court and school officials, education and juvenile justice agency leaders, and school law enforcement representatives discussed its implications. Some of the findings seemed unexpected, such as nearly all the actions taken against students for misbehavior at school being at the discretion of school officials. Only about 3 percent of the disciplinary actions were for behaviors that have a mandated school response under state law.

The landmark study relied on data for nearly 1 million public secondary school students in Texas—every student in the state, not just a sample of students—who were in seventh grade in the 2000, 2001 and 2002 academic years. The students were followed from the seventh through 12th grades. The study drew from more than 6 million individual student records, school campus information and juvenile justice data.

“The study is remarkable for its size and scope,” said national school discipline expert Russ Skiba, director of the Equity Project at the Center for Evaluation and Education Policy at Indiana University. “The base data involving all students in the state of Texas for a six-year period represents the most complete data set that I’ve seen in the field of school discipline.”

Because of study population size and access to such comprehensive data, the researchers were able to use multivariate analyses to control for more than 80 variables, effectively isolating the impact that these factors had on the likelihood of a student being suspended and expelled. These analyses allowed researchers to delve into the relationship between the discipline of a student and that student’s academic performance—such as dropping out or repeating a grade—or involvement in the juvenile justice system.

Frequently Disciplined Students

Students who were repeatedly disciplined often experienced poor outcomes at particularly high rates. The Texas study found that 15 percent of Texas students had 11 or more disciplinary violations between seventh and 12th grades; about half of those frequent violators had subsequent contact with the juvenile justice system. Repeated suspensions and expulsions also predicted poor academic outcomes. Only 40 percent of students disciplined 11 times or more graduated from high school during the study period, and 31 percent of students disciplined one or more times repeated their grade at least once, compared with 5 percent of students who had not been disciplined.

Even students who were disciplined less frequently were still more likely to repeat a grade or drop out. A student who had experienced a discretionary disciplinary action was twice as likely to repeat a grade as a student who had the same characteristics and attended a similar school but was not suspended or expelled. The results were also troubling in regard to keeping students with disciplinary histories in school. Nearly 10 percent of students with at least one disciplinary contact dropped out of school, compared to just 2 percent of students with no disciplinary actions. http://www.csg.org/pubs/capitolideas/sep_oct_2011/schooldiscipline.aspx

There is a relationship between discipline, suspension, expulsion, and retention.

Caralee J. Adams, Erik W. Robelen, and Nirvi Shah wrote the Education Week article, Civil Rights Data Show Retention Disparities. Original data analysis was conducted by Michele McNeil and Ms. Shah.

New nationwide data collected by the U.S. Department of Education’s civil rights office reveal stark racial and ethnic disparities in student retentions, with black and Hispanic students far more likely than white students to repeat a grade, especially in elementary and middle school.

The contrast is especially strong for African-Americans. In the most extreme case, more than half of all 4th graders retained at the end of the 2009-10 academic year—56 percent—were black, according to the data, which account for about 85 percent of the nation’s public school population. In 3rd grade, 49 percent of those held back were black.

Those findings come even though African-American students represented less than one-fifth of the entire universe of students in the K-12 data set collected from districts.

In all, nearly 1 million students, or 2.3 percent of those enrolled, were retained across K-12, the data show. Black students were nearly three times as likely as white students to be retained, when combining all grade levels. Hispanic students were twice as likely to be held back.

Repeating Grades

The number of students who had to repeat a grade in the 2010-11 school year spiked in 9th grade. In most grade levels, black and Hispanic students make up a large and disproportionate number of those retained, according to ﬁrst-ever, nationwide data from the U.S. Department of Education’s ofﬁce for civil rights.

The new Civil Rights Data Collection, a portion of which was provided to Education Week last week, was scheduled for public release on March 6. Collected from nearly 7,000 school districts, the data are part of an ongoing information-collection effort by the agency’s office for civil rights. In this latest round, the agency significantly expanded the type of information gathered, for the first time collecting school-by-school retention data. Several experts said they were not aware of any such national data previously being made available….

Federal Analysis of New Information

The U.S. Department of Education office for civil rights found disparities in the way children of different races and ethnicities prepare for college and careers, are disciplined, and are given access to experienced teachers.

Access to Courses:
• More than 80 percent of high schools in the survey said they offer algebra, geometry, and biology.
• But only about half the high schools surveyed offer calculus.
• Hispanic students make up 20 percent of the students at high schools that offer calculus, but only 10 percent of the students taking the course.

Gifted and Talented Programs:
• White and Asian students make up nearly three-fourths of the students in these programs, the survey data found.

Early-Childhood Education:
• A fifth of school districts with prekindergarten programs offer them to low-income children.

Retention:
• Black students represent 16 percent of middle school students in the data collection, but 42 percent of the middle school students who had to repeat their grade.
• English-language learners make up 6 percent of high school enrollment, but 12 percent of students retained, the survey data found.

Discipline:
• Black students represent 18 percent of students in the data, but 46 percent of those suspended more than once and 39 percent of those expelled.
• Black and Hispanic students represented more than 70 percent of those involved in school-related arrests or referrals to law enforcement.
• Students with disabilities are more than twice as likely to receive one or more out-of-school suspensions.
• Black students represent 21 percent of students with disabilities, but 44 percent of students who were subjected to mechanical restraint.

Teacher Equity:
• In schools with the highest black and Hispanic enrollment, 15 percent of teachers were in their first or second years in the profession, compared with 8 percent of teachers in schools with the lowest minority enrollments.
• Teachers in high-minority schools were paid on average $2,251 less per year than their colleagues in other schools.

SOURCE: U.S. Department of Education, Office for Civil Rights

http://www.edweek.org/ew/articles/2012/03/07/23data_ep.h31.html?tkn=UPUFuAmn%2FcwP%2FQ0zRHlWyo%2F9Aj8fzU8c4Zpy&cmp=clp-edweek

Citation:

Civil Rights Data

Civil Rights Data Collection Background Information

The U.S. Department of Education [ED] conducts the Civil Rights Data Collection (CRDC), formerly the Elementary and Secondary School Survey (E&S Survey), to collect data on key education and civil rights issues in our nation’s public schools. The CRDC collects a variety of information including, student enrollment and educational programs and services, disaggregated by race/ethnicity, sex, limited English proficiency and disability. The CRDC is a longstanding and important aspect of the ED Office for Civil Right’s overall strategy for administering and enforcing the civil rights statutes for which it is responsible. Information collected by the CRDC is also used by other ED offices as well as policymakers and researchers outside of ED.

About the CRDC MS WORD (34K)

CRDC Data Notes MS WORD (41K)

Access CRDC Data

The CRDC Website contains data from the 2000, 2004, 2006 and 2009-10 CRDC Surveys

Civil Rights Data Collection

2009-10 CRDC

The 2009-10 CRDC collected data from a sample of approximately 7,000 school districts and over 72,000 schools. All data is from the 2009-10 school year. Part 1 collected point in time (snap shot) data. Part 2 collected cumulative or end of year data.

Data Summary PDF (1.26M)

2009-10 CRDC Table Layouts with Definitions MS WORD (687K)

2009-10 CRDC Questions and Answers

View data from the 2009-10 CRDC at http://ocrdata.ed.gov

2011-12 CRDC

The 2011-12 CRDC will collect data for the 2011-12 school year from a universe of all schools and school districts. The last time the CRDC was conducted as a universal collection was in 2000. The 2011-12 Table Layouts with Definitions are posted below along with the Q&A’s. We will also be contacting participating school districts with additional information

2011-12 CRDC Table Layouts with Definitions MS WORD (695K)

2011-12 CRDC Questions and Answers

For additional information about the CRDC, please e-mail us at ocrdata@ed.gov

There must be some tough questions asked about the culture which envelops some of these children.

Does Hip-Hop Culture Affect Student Behavior?

Gosa and Young’s case study about the oppositional culture of hip-hop is a good description of the possible impact of a certain genre of music on the educational values of the young listeners.

Given the prominent, yet controversial theory of oppositional culture used to explain the poor academic achievement of black youth and recent concerns that hip-hop is leading black youth to adopt anti-school attitudes, we examine the construction of oppositional culture in hip-hop music. Through a qualitative case of song lyrics (n=250) from two of hip-hop’s most influential artists – “conscious” rapper Kanye West and “gangster” rapper Tupac Skakur, we find oppositional culture in both artist’s lyrics. However, our analysis reveals important differences in how the two artists describe the role of schooling in adult success, relationships with teachers and schools, and how education is related to authentic black male identity. Our findings suggest a need for reexamining the notion that oppositional culture means school resistance.

The study gives a good description of oppositional culture, but it is overly optimistic about the role of the market place in promoting the basest values for a buck.

Lest one think that hip-hop culture is simply the province of thugs and low- income urban youth. Think again, there are many attempts to market a stylized version of the culture. A 1996 American Demographics article describes the marketing used to cross-over hip-hop culture into the mainstream.

Many of the hottest trends in teenage music, language, and fashion start in America’s inner cities, then quickly spread to suburbs. Targeting urban teens has put some companies on the map with the larger mainstream market. But companies need an education in hip-hop culture to avoid costly mistakes.

The Scene: Martha’s Vineyard, Massachusetts, a bastion of the white East Coast establishment. A teenaged boy saunters down the street, his gait and attitude embodying adolescent rebellion. Baggy jeans sag atop over-designed sneakers, gold hoops adorn both ears, and a baseball cap shields his eyes. On his chest, a Tommy Hilfiger shirt sports the designer’s distinctive pairing of blue, red, and white rectangles.

Four years ago, this outfit would have been unimaginable to this cool teen; only his clean-cut, country-club peers sported Hilfiger clothes. What linked the previously preppy Hilfiger to jeans so low-slung they seem to defy gravity? To a large extent, the answer lies 200 miles southwest, in the oversized personage of Brooklyn’s Biggie Smalls, an admitted ex-drug dealer turned rapper.

Over the past few years, Smalls and other hip-hop stars have become a crucial part of Hilfiger’s open attempt to tap into the urban youth market. In exchange for giving artists free wardrobes, Hilfiger found its name mentioned in both the rhyming verses of rap songs and their “shout-out” lyrics, in which rap artists chant out thanks to friends and sponsors for their support.

For Tommy Hilfiger and other brands, the result is de facto product placement. The September 1996 issue of Rolling Stone magazine featured the rap group The Fugees, with the men prominently sporting the Tommy Hilfiger logo. In February 1996, Hilfiger even used a pair of rap stars as runway models: horror-core rapper Method Man and muscular bad-boy Treach of Naughty by Nature.

Suburban normed or middle class youth may dabble in hip-hop culture, but they have a “recovery period.” The “recovery period” for suburban youth means moving from deviant norms, which preclude success into mainstream norms, which often promote success. Suburban children often have parental and peer social pressure to move them to the mainstream. Robert Downey, Jr., the once troubled actor is not necessarily an example of hip-hop culture, but he is an example of the process of “recovery” moving an individual back into the mainstream. Children of color and low-income children often do not get the chance to “recover” and move into mainstream norms. The next movement for them after a suspension or expulsion is often the criminal justice system.

The data is shouting load and clear.

Dr. Wilda says this about that ©

Tags: Civil Rights Data Show Retention Disparities., Discipline, Hip Hop Culture, Out of Class Into Court Discretion in School Discipline has Big Impacts, School Retention, U.S. Department of Education

Comments 6 Comments
Categories Dr Wilda

Don’t ignore concussions

6 Mar

Kids Health has some great information about concussions at their site:

What Is a Concussion and What Causes It?

The brain is made of soft tissue and is cushioned by spinal fluid. It is encased in the hard, protective skull. When a person gets a head injury, the brain can move around inside the skull and even bang against it. This can lead to bruising of the brain, tearing of blood vessels, and injury to the nerves. When this happens, a person can get a concussion — a temporary loss of normal brain function.

Most people with concussions recover just fine with appropriate treatment. But it’s important to take proper steps if you suspect a concussion because it can be serious.

Concussions and other brain injuries are fairly common. About every 21 seconds, someone in the United States has a serious brain injury. One of the most common reasons people get concussions is through a sports injury. High-contact sports such as football, boxing, and hockey pose a higher risk of head injury, even with the use of protective headgear.

People can also get concussions from falls, car accidents, bike and blading mishaps, and physical violence, such as fighting. Guys are more likely to get concussions than girls. However, in certain sports, like soccer, girls have a higher potential for concussion.

http://kidshealth.org/teen/safety/first_aid/concussions.html#a_What_Is_a_Concussion_and_What_Causes_It_

Dr. Rivara has published a study of how serious concussions can be.

Lindsey Tanner of AP reports on a new study about concussions in the article, Even mild concussions can cause lingering symptoms:

Children with even relatively mild concussions can have persistent attention and memory problems a year after their injuries, according to a study that helps identify which kids may be most at risk for lingering symptoms.

In most kids with these injuries, symptoms resolve within a few months but the study results suggest that problems may linger for up to about 20 percent, said study author Keith Owen Yeates, a neuropsychologist at Ohio State University’s Center for Biobehaviorial Health.

Problems like forgetfulness were more likely to linger than fatigue, dizziness and other physical complaints, the study found.

Forgetfulness, difficulty paying attention, headaches and fatigue were more common in study children who lost consciousness or who had other mild head trauma that caused brain abnormalities on imaging tests, compared with kids who didn’t get knocked out or who had normal imaging test results.

The study looked at symptoms up to a year after injury so it doesn’t answer whether any kids had longer-lasting or permanent problems.

“What parents want to know is if my kid is going to do OK. Most do OK, but we have to get better at predicting which kids are going to have problems,” Yeates said.

Those who do may need temporary accommodations, including extra time taking school tests, or wearing sunglasses if bright light gives them headaches, he said.

Most children studied had concussions from playing sports or from falls. About 20 percent had less common mild brain trauma from traffic accidents and other causes.

Concussions involve a blow to the head that jostles the brain against the skull, although imaging scans typically show no abnormalities. Other mild brain trauma can cause tissue damage visible on these scans.

The study included 186 children aged 8 to 15 with mild concussions and other mild brain injuries treated at two hospitals, in Cleveland and Columbus, Ohio. The reports are based on parents’ reports of symptoms up to 12 months after the injuries.

The brain injuries studied were considered mild because they involved no more than half an hour of unconsciousness; 60 percent of kids with concussions or other brain trauma — 74 children — had no loss of consciousness.

Overall, 20 percent — 15 children — who lost consciousness had lingering forgetfulness or other non-physical problems a year after their injury; while 20 percent who had abnormal brain scans — six kids — had lingering headaches or other physical problems three months after being injured.

http://www.seattlepi.com/news/article/Even-mild-concussions-can-cause-lingering-symptoms-3383079.php#ixzz1oMUeQVuu

Citation:

Concussion

Time to Start Paying Attention

Frederick P. Rivara, MD, MPH

Arch Pediatr Adolesc Med. Published online March 5, 2012. doi:10.1001/archpediatrics.2011.1602

Coaches and parents must be alert to signs of concussion.

WebMD has a good description of what a concussion is and the signs of concussion

A concussion is a brain injury that is caused by a sudden blow to the head or to the body. The blow shakes the brain inside the skull, which temporarily prevents the brain from working normally….

Symptoms of a concussion include:

· Passing out.

· Not being able to remember what happened after the injury.

· Acting confused, asking the same question over and over, slurring words, or not being able to concentrate.

· Feeling lightheaded, seeing “stars,” having blurry vision, or experiencing ringing in the ears.

· Not being able to stand or walk; or having coordination and balance problems.

· Feeling nauseous or throwing up.

Sometimes it can be hard to tell if a small child has a concussion. If your child has had a head injury, call your doctor for advice on what to do.

Occasionally a person who has a more serious concussion develops new symptoms over time and feels worse than he or she did before the injury. This is called post-concussive syndrome. If you have symptoms of post-concussive syndrome, call your doctor. Symptoms of post-concussive syndrome include:

· Changes in your ability to think, concentrate, or remember.

· Headaches or blurry vision.

· Changes in your sleep patterns, such as not being able to sleep or sleeping all the time.

· Changes in your personality such as becoming angry or anxious for no clear reason.

· Lack of interest in your usual activities.

· Changes in your sex drive.

· Dizziness, lightheadedness, or unsteadiness that makes standing or walking difficult.

Parents must be alert to what is happening with the children when they participate in athletic events and activities.

Resources:

Concussions http://kidshealth.org/teen/safety/first_aid/concussions.html#a_What_Is_a_Concussion_and_What_Causes_It_

Concussion http://www.emedicinehealth.com/concussion/article_em.htm

Concussion – Overview http://www.webmd.com/brain/tc/traumatic-brain-injury-concussion-overview

Dr. Wilda says this about that ©

Tags: Children's Health, Concussion, Even mild concussions can cause lingering symptoms:, Signs of Concussion

Comments 5 Comments
Categories Dr Wilda

University of Arkansas study finds Milwaukee voucher students go to college at higher rate

5 Mar

Perhaps, the best testimonial about parental choice comes from an editorial which describes the emotions of one parent. In the NY Daily News editorial, My Baby is Learning this was the description of the protest in support of charter schools:

Those words were spoken by a mother who had brought her child for the first day of classes at Harlem Success Academy 2 Charter School – and faced loud protesters with her youngster.

The demonstrators were part of a movement that portrays charter schools as an elitist threat to public education. They are not. They are publicly funded schools that admit neighborhood kids by lottery. Their students far outperform children in traditional public schools.

Charters have proliferated in Harlem, and thousands of parents have children on waiting lists – a trend that has driven activists, including state Sen. Bill Perkins, into shamefully charging that charters are creating a separate and “unequal” system.

But parents, the vast majority of them minorities, know better. Like the woman who confronted the protesters, they’re flocking to charters as a way out of failing local schools. And the bottom line for them is crystal-clear: Their babies are learning.

The only way to overcome the great class divide is to give all children a first class education.

The only perfect choice is school choice.

The Center for Education Reform defines School Choice

The term “school choice” means giving parents the power and opportunity to choose the school their child will attend. Traditionally, children are assigned to a public school according to where they live. People of means already have school choice, because they can afford to move to an area according to the schools available (i.e. where the quality of public schools is high), or they can choose to enroll their child in a private school. Parents without such means, until recently, generally had no choice of school, and had to send their child to the school assigned to them by the district, regardless of the school’s quality or appropriateness for their child.

School choice means better educational opportunity, because it uses the dynamics of consumer opportunity and provider competition to drive service quality. This principle is found anywhere you look, from cars to colleges and universities, but it’s largely absent in our public school system and the poor results are evident, especially in the centers of American culture – our cities. School choice programs foster parental involvement and high expectations by giving parents the option to educate their children as they see fit. It re-asserts the rights of the parent and the best interests of child over the convenience of the system, infuses accountability and quality into the system, and provides educational opportunity where none existed before.

Many school choice issues are also discussed in the school choice section.

School Choices has information about School Vouchers

Issues and Arguments

School vouchers, also known as scholarships, redirect the flow of education funding, channeling it directly to individual families rather than to school districts. This allows families to select the public or private schools of their choice and have all or part of the tuition paid. Scholarships are advocated on the grounds that parental choice and competition between public and private schools will improve education for all children. Vouchers can be funded and administered by the government, by private organizations, or by some combination of both.
This page brings together some of the most important sources of evidence on the outcomes of existing scholarship programs. It includes studies of both privately- and publicly-funded programs, as well as the results of a key court case. (A more comprehensive discussion of the advantages and disadvantages of both private and government-funded scholarships can be found in the book Market Education: The Unknown History.)

Government-run voucher programs are very controversial, and they have been criticized from two very different angles. The first body of criticism alleges that competitive markets are not well suited to the field of education, and that any school reform based on privatization, competition, and parental choice is doomed to failure. A summary of these arguments, with responses, can be found by clicking here.
The second body of criticism states that government-funded scholarships would not create a genuinely free educational market, but instead would perpetuate dependence on government funding and regulation to the continued detriment of families. These arguments, along with responses are described here.

Charter schools and vouchers are possible options in the theory of “school choice.”

Andrew Rotherham has an excellent article in Time, The 5 Biggest Myths About School Vouchers

1. Vouchers skim the best students from public schools. Although many voucher proponents want universal vouchers, today, the programs are targeted to specific populations, for instance low-income students or students with disabilities. So while vouchers don’t generally serve the absolute poorest of the poor, they do not skim off the most affluent or easiest-to-educate students either….

2. Students who receive vouchers do better academically than their public school peers. That depends on the measure. Overall the test scores of students who use vouchers are largely indistinguishable from students who stay behind in public schools. On the other hand, parent satisfaction is generally greater among parents whose children received vouchers. And while it’s too soon to tell for sure, there is some evidence that other outcomes, for instance graduation rates, may be better for students who receive vouchers. ….

3. Vouchers drain money from the public schools. It seems obvious that taking money from the public schools and sending it to private schools would leave public schools with less money. But in the through the looking glass world of school finance, things rarely are what they seem. In Milwaukee for instance, Robert Costrell of the School Choice Demonstration Project analyzed the financial outcomes of the voucher program and found that it is saving money in Wisconsin. And, in Washington, D.C. there was an infusion of federal funds into the city’s public schools in exchange for the passage of the voucher program.

4. Vouchers make all schools get better because they have to compete for students. It seems logical to assume that forcing schools to vie for students will improve quality. But schools are not economic entities like a store and respond differently to competition — for instance by going to court or to lobby state legislators. There have been vouchers for years in Cleveland and Milwaukee yet the schools there are still generally poor quality. In Washington almost a third of the city’s students were using various choice options (mostly charter schools) before the public schools began to make real changes. But, we’re still learning. Researchers at the National Center for Analysis of Longitudinal Data in Education Research have found evidence that competition improved schools in Florida.

5. Private, parochial, or even public charter schools are better than regular public schools. Parents should worry a lot less about the legal status of a particular school than whether it’s the right school for their child. A good fit depends on a host of factors including a strong academic program, successful outcomes, a clear curriculum, areas of emphasis like arts or technology, and even lifestyle factors such as limiting time spent in transit or a year-round schedule. Just because a school is private doesn’t mean it is better overall or better for your child and even in places where the public schools are struggling overall there are often hidden gems. ….

Milwaukee Public Schools have been a laboratory for school vouchers. The demographics at the time the voucher program started were:

58.4% African American

20% Hispanic

13.3% White0.8% Native American

4.5% Asian

0.8% Native American05):

Special Education 16.1%

English Language Learners 4.8%

Low Income 67.1%EMOANCE & OTHER RATES

Attendance rate* = 88.3% Suspension rate* = 25.5%

Graduation rate* = 64% (est.)

http://legis.wisconsin.gov/lc/committees/study/2006/SSAF/files/DistrictFactSheet_07_2006.pdf

The University of Arkansas has released a study of the Milwaukee voucher program.

Here is the press release from the University of Arkansas:

School Voucher Use Increased College Attendance, Research Findings Show

Arkansas-led team completes five-year Milwaukee evaluation

Monday, February 27, 2012

FAYETTEVILLE, Ark. – A school voucher program in Milwaukee increased the chances of students graduating from high school and going on to college, according to the School Choice Demonstration Project based at the University of Arkansas.

Researchers will wrap up five years of evaluations of the Milwaukee Parental Choice Program on Monday, Feb. 27, with two panel presentations and discussion of the demonstration project’s findings in Milwaukee.

The Milwaukee Parental Choice Program was the first school voucher program of its kind when it started in 1990. In 2006, Wisconsin policymakers mandated that the School Choice Demonstration Project lead a five-year evaluation of the Milwaukee program.

“Our clearest positive finding is that the Choice Program boosts the rates at which students graduate from high school, enroll in a four-year college, and persist in college,” said John Witte, professor of political science and public affairs at the University of Wisconsin-Madison. “Since educational attainment is linked to positive life outcomes such as higher lifetime earnings and lower rates of incarceration, this is a very encouraging result of the program.”

Witte worked on the evaluations with Patrick Wolf, holder of the Twenty-First Century Chair in School Choice at the University of Arkansas and director of the School Choice Demonstration Project, and a team of researchers. The evaluations covered numerous aspects of the program, including academic achievement, parental satisfaction and cost-savings.

“Our final set of reports on the Milwaukee Parental Choice Program represent the last word on the first private school choice program targeted to low-income inner-city students in the U.S. – a pioneering program that operated for 22 years and paved the way for 25 voucher and tax-credit scholarship programs that have come in its wake,” Wolf stated in the summary of final reports. “Our findings include several ‘no significant difference’ results but also some evidence that participation in MPCP or enrollment in an independent public charter school has produced better student outcomes than those experienced by similar students in Milwaukee Public schools.”

Release of the demonstration project’s final report and accompanying discussion will take place between 8 and 11:30 a.m. Monday, Feb. 27, at the Italian Community Center, 631 E. Chicago St., Milwaukee. The reports may also be accessed online at the School Choice Demonstration Project website. In addition to researchers’ reports, today’s event will include comments from several leading figures in Wisconsin education, including Bob Peterson of the Milwaukee Teachers Education Association, Brother Bob Smith of Messmer Schools, Jim Bender of School Choice Wisconsin, and Mark Blitz of the University of Wisconsin -Madison.

The evaluation concluded that, when similar students in the voucher program and in Milwaukee Public Schools were compared, the achievement growth of students in the voucher program was higher in reading but similar in math. When a snapshot of students in the voucher program who took the state accountability test was compared to a snapshot of the performance of Milwaukee Public School students with similar income disadvantages, the students in the voucher program performed at higher levels in the upper grades in reading and science but at lower levels in math at all grade levels examined and in reading and science in fourth grade.

The researchers also were able to estimate that 7.5 to 14.6 percent of students in the voucher program have a disability. Even the low end of that range is more than four times higher than the disability rate previously reported by the Wisconsin Department of Public Instruction based merely on the number of voucher students who received special accommodations while testing.

Contacts:

Patrick Wolf, Twenty-First Century Chair in School Choice
College of Education and Health Professions
479-445-9821, pwolf@uark.edu

John F. Witte, professor of political science
University of Wisconsin-Madison
608-445-5026, witte@lafollette.wisc.edu

Heidi Stambuck, director of communications
College of Education and Health Professions
479-575-3138, stambuck@uark.edu

http://newswire.uark.edu/article.aspx?id=17806

There is no magic bullet or “Holy Grail” in education. There is only what works to produce academic achievement in each population of children. That is why school choice is so important.

Dr. Wilda says this about that ©

Tags: Milwaukee Public Schools, School Choice, School Voucher Use Increased College Attendance, The 5 Biggest Myths About School Vouchers, The Center for Education Reform, University of Arkansas, Voucher, Voucher Myths

Comments 5 Comments
Categories Dr Wilda

‘Redshirting’ kindergarteners

5 Mar

Morley Safer of 60 Minutes reported the excellent story, Redshirting: Holding kids back from kindergarten:

Kindergarten “redshirting” is on the rise. That’s the practice of parents holding their children back from kindergarten so they can start school at age 6 – older, bigger, and more mature than their 5-year-old peers. Some research shows that redshirting will give these youngsters an edge in school, and maybe even in life. But is it fair? After all, as Morley Safer reports, boys are twice as likely to be held back as girls. Whites more than minorities. And the rich redshirt their kids more than the poor.

http://www.cbsnews.com/8301-18560_162-57390128/?tag=currentVideoInfo;videoMetaInfo

Web Extras

Parents consider “redshirting” in the hope that they will give their children an advantage.

Tom Matlock writes in the Huffington Post article, Redshirting Kindergarten:

It reminded me of what a kindergarten teacher at a private school in Boston recently told me: “I was cornered by an applicant’s father who asked that if he sent his child to me in pre-K, could I promise that his child would get into to Harvard in 14 years.”

Most particularly it made me think of the increasing number of families who are holding back their sons at the age of five, particularly in private schools, in order to increase their competitive advantage, following, perhaps without knowing it consciously, the line of thinking that has been used to produce professional hockey players.

“I got paid $100 for that shot,” one of my players told me as we warmed up for our basketball game, referring to a close-range layup the prior week. No, I’m not an NBA coach. The player wasn’t referring to some elaborate point shaving scheme cooked up by would-be sports agents to high school prodigies. The player was six years old.

The kid’s parents had paid him to make a basket. I was floored. Speechless. He said it in passing like it didn’t really matter, like even he thought it was kind of weird.

Pretty soon the boys were laughing and chasing each other around cones I had set up, trying without much success to dribble the miniature balls while playing tag. Clearly, having fun was way more important to this kid than any parent’s $100 payout. But it stuck with me as a sign of something profoundly wrong with our generation of parents, and a potential danger to the generation of kids, especially boys, that we are raising.

It reminded me of what a kindergarten teacher at a private school in Boston recently told me: “I was cornered by an applicant’s father who asked that if he sent his child to me in pre-K, could I promise that his child would get into to Harvard in 14 years.”

Most particularly it made me think of the increasing number of families who are holding back their sons at the age of five, particularly in private schools, in order to increase their competitive advantage, following, perhaps without knowing it consciously, the line of thinking that has been used to produce professional hockey players.

In his book Outliers, Malcolm Gladwell discusses the odd distribution of birth months among NHL players. In Canada, youth hockey is a highly policed sport where players are registered strictly by calendar year. The oldest, therefore, at each level are those born earliest in the year. Just by virtue of age they tend to be bigger and stronger. Gladwell argues convincingly that a disproportionate number of successful hockey players end up being born in the first few months of the year (see graph below). This selection process starts as early as age 8, and the effect persists all the way up to the NHL. It has been very consistent over time.

So if it is true of youth hockey players in Canada why wouldn’t it be true of kindergarten boys in Boston, or San Francisco, whose parents are hoping they will grow up to be President one day. That makes sense right?

I asked one admissions officer what he says to the parents of boys entering kindergarten about the idea of holding their son back. He said, “I often tell parents that if allowing their children to be on the older end, rather than the younger end, results in any of the following: starting for a sports team as opposed to sitting on the bench; being one of the first to drive as opposed to one of the last (huge social advantage); the possibility they will be an A and B student as opposed to a B and C student; (for the dads) getting the girl or not getting the girl, then it is worth considering.” (All the sources for this article asked to remain anonymous given the sensitive nature of their day-to-day relationships with children and their parents.)

But a different admissions officer disagreed strongly: “The trend is disgusting, but it fits with any arms race or conflict cycle model. I’ve been wondering more broadly about what age we push kids through all the school factories. All they have in common is age and since they all develop at different ages, that system often makes little sense anyway.” http://www.huffingtonpost.com/tom-matlack/redshirting-kindergarten_1_b_859824.html

There is a huge debate regarding “redshirting.”

Sam Wang, an associate professor of molecular biology and neuroscience at Princeton, Sandra Aamodt, a former editor in chief of Nature Neuroscience. Wang and Aamodt have written “Welcome to Your Child’s Brain: How the Mind Grows From Conception to College.” They have written an interesting New York Times opinion piece, Delay Kindergarten at Your Child’s Peril:

Teachers may encourage redshirting because more mature children are easier to handle in the classroom and initially produce better test scores than their younger classmates. In a class of 25, the average difference is equivalent to going from 13th place to 11th. This advantage fades by the end of elementary school, though, and disadvantages start to accumulate. In high school, redshirted children are less motivated and perform less well. By adulthood, they are no better off in wages or educational attainment — in fact, their lifetime earnings are reduced by one year.

In short, the analogy to athletics does not hold. The question we should ask instead is: What approach gives children the greatest opportunity to learn?

Parents who want to give their young children an academic advantage have a powerful tool: school itself. In a large-scale study at 26 Canadian elementary schools, first graders who were young for their year made considerably more progress in reading and math than kindergartners who were old for their year (but just two months younger). In another large study, the youngest fifth-graders scored a little lower than their classmates, but five points higher in verbal I.Q., on average, than fourth-graders of the same age. In other words, school makes children smarter.

The benefits of being younger are even greater for those who skip a grade, an option available to many high-achieving children. Compared with nonskippers of similar talent and motivation, these youngsters pursue advanced degrees and enter professional school more often. Acceleration is a powerful intervention, with effects on achievement that are twice as large as programs for the gifted. Grade-skippers even report more positive social and emotional feelings.

These differences may come from the increased challenges of a demanding environment. Learning is maximized not by getting all the answers right, but by making errors and correcting them quickly. In this respect, children benefit from being close to the limits of their ability. Too low an error rate becomes boring, while too high an error rate is unrewarding. A delay in school entry may therefore still be justified if children are very far behind their peers, leaving a gap too broad for school to allow effective learning.

Parents want to provide the best environment for their child, but delaying school is rarely the right approach. The first six years of life are a time of tremendous growth and change in the developing brain. Synapses, the connections between brain cells, are undergoing major reorganization. Indeed, a 4-year-old’s brain uses more energy than it ever will again. Brain development cannot be put on pause, so the critical question is how to provide the best possible context to support it.

For most children, that context is the classroom. Disadvantaged children have the most to lose from delayed access to school. For low-income children, every month of additional schooling closes one-tenth of the gap between them and more advantaged students. Even without redshirting, a national trend is afoot to move back the cutoff birthdays for the start of school. Since the early 1970s, the date has shifted by an average of six weeks, to about Oct. 14 from about Nov. 25. This has the effect of making children who would have been the youngest in one grade the oldest in the next-lower grade; it hurts children from low-income families the most.

http://www.nytimes.com/2011/09/25/opinion/sunday/dont-delay-your-kindergartners-start.html

Most parents no matter their class or ethnicity want to give their children a good start in life. A key building block to a solid education foundation is early childhood learning. There are many different considerations. The overall considerations should center on the quality of the early childhood learning and whether it meets the needs of the child. For some, those concerns take a back seat to whether the preschool is the “right” place rather than the appropriate place. “Right” meaning where the parents and child can mingle with the “right” sort or type or meet the parent’s definition of a successful life. The focus of my comment is to urge parents to look at what will in the long term make a happy, healthy, well adjusted child who is secure enough to take on the challenges of life. Nothing in life is guaranteed, even to the most well connected. How one copes with survival in a world that often presents challenges, which upend what people thought they knew, depends on internal fortitude and a sense of security.

Resources:

Kindergarten Redshirting http://www.education.com/topic/kindergarten-redshirting/

The Redshirting Debate Continues http://parenting.blogs.nytimes.com/2011/09/26/the-redshirting-debate-continues/

The Pros and Cons of Holding Out http://www.wceruw.org/news/coverStories/pros_cons_holding_out.php

Tags: “Welcome to Your Child's Brain: How the Mind Grows From Conception to College.”, Early Childhood Brain Development, Early Childhood Development, Early Childhood Learning, Helicopter Parents, Kindergarten, Redshirting: Holding kids back from kindergarten:

Comments Leave a Comment
Categories Dr Wilda

Urban teacher residencies

4 Mar

One of the huge issues in educating ALL children is how to attract high quality teachers to high needs areas and to retain those teachers. One program designed to address that issue is the “Urban Teacher Residency Model.” Barnett Barry and Diana Montgomery of the Center for Teaching Quality along with Jon Snyder of Bank Street College wrote an interesting 2008 paper, Urban Teacher Residency Models and Institutions of Higher Education: Implications for Teacher Preparation:

In brief, UTRs recruit teaching talent aggressively, with the supply and demand needs of local districts in mind. They also insist on extensive preparation, whereby recruits are paid a stipend while learning to teach in a full-year residency, under the watchful eye of expert K-12 teachers. Because the Residents are not fully responsible for teaching children, they have more quality time to take relevant pedagogical coursework ―wrapped around‖ their intense student teaching experience. While both AUSL and BTR are relatively new programs, early studies on their graduates’ effectiveness and their high retention rates of 90 to 95 percent suggest these models hold great promise for preparing and supporting teachers in high-needs urban schools.

We believe the time is now for the teacher education community to embrace UTRs —supporting the development of them while also using them to improve their current programs. The struggles of both traditional and alternative pathways to certification are well known. For example, many traditional university-based programs are challenged by:

 Difficulty in attracting high academic achievers and teacher candidates of color;

 Too few opportunities for prospective teachers to be taught by exemplary classroom teachers;

 Failure to meet shortage area needs in subjects such as math, science, and special education, as well as the need for English Language Learners teachers;

 Limited resources and structures to provide induction support for their graduates in a systematic way once they begin teaching; and

 Lack of accountability for the effectiveness of their graduates.

On the other hand, alternate pathways, which often are touted for their ability to recruit high academic achieving candidates and to prepare teachers for specific districts, face challenges as well.

These include:

 An abbreviated curriculum that leaves too few opportunities to learn how to teach diverse learners;

 Insufficient clinical experiences prior to becoming the teacher of record;

 Too few opportunities to learn content and how to teach it simultaneously;

 An overemphasis on preparing teachers for a singular context (e.g., a particular district)

or a limited, prescriptive curriculum; and

 Lack of accountability for the effectiveness of their graduates.

In fact, in a survey of both ―prominent‖ alternative certification recruits — including Teach for America, the New Teacher Project, and Troops to Teachers — and traditionally prepared novices, several stark findings have surfaced:

 84 percent of traditional recruits rated their preparation in managing classrooms as excellent or good, compared to only 60 percent of the alternative certification recruits;  71 percent of traditional recruits rated their preparation in helping struggling students as excellent or good, compared to only 38 percent of the alternative certification recruits; and

 77 percent of traditional recruits rated their preparation in providing individualized instruction to students as excellent or good, compared to only 49 percent of the alternative certification recruits. In addition, 34 percent of the alternative recruits who are teaching in high-needs schools reported they were planning to leave teaching within two years. In comparison, only 4 percent of the traditional recruits noted they were going to leave within the same time frame. These survey data do not suggest that traditional university-based preparation programs ―do teacher education right,‖ but for the most part, they are doing a better job than even the highly regarded

Teach for America program in getting new recruits ready for the immense challenges of teaching in high-needs schools. Researchers have shown teachers increase in effectiveness with teaching experience and high turnover among new recruits harms school improvement efforts. (footnotes omitted)

One of the key elements of “Urban Residency Models” is retention of teachers.

The Urban Teacher Residency Model:

Right now, roughly 50% of all urban public school teachers nationwide leave their positions in less than three years – not because they don’t want to teach, but because they’re not always ready.

By preparing a new kind of teacher inside the classroom – providing the practical learning, the hands-on experience and the support network they need to be effective right away – Urban Teacher Residency United (UTRU) and its local programs are building a real movement for education reform from the ground up.

Statistics show that 85% of all Residency graduates stay in their schools beyond those crucial first three years, reducing the high teacher turnover rates that cost districts millions and leave students in the dark.

Program Design

Giving Teachers the Tools to Make an Immediate Impact

It is an extensive focus on preparation that makes the Residency model different from any other program in education. From beginning to end, every aspect of the model is designed to provide teachers the knowledge, skills and disposition they need to make an immediate impact in the urban classroom — a difference every one of their students can feel.

Recruitment & Selection

Recruiting Residents
Through a highly selective recruitment process, Residencies attract a diverse group of talented college graduates, career changers and community members. This targeted effort is driven by the unique needs and goals of each school district partner. Special attention is paid to attracting teachers of color and teachers in high-need areas, such as math, science and special education.

Selecting Mentors
On a parallel path, Residencies select a cohort of experienced teachers within the district to be paired one-on-one with Residents for the duration of the school year. These expert mentors offer Residents a living, breathing model for success in the urban classroom. As the centerpiece of the Residency model, mentors receive ongoing support from the program to ensure the provision of time, resources and coaching skills necessary to lead an effective classroom apprenticeship.

The Residency Year

Residency programs offer a unique synthesis of theory and practice, combining a yearlong classroom apprenticeship with a carefully aligned sequence of master’s-level coursework. Residents receive a stipend for living expenses throughout their training year, and a subsidized master’s degree upon completion of the program.

Placement in Cohorts & Training Sites
Residents train as part of a cohort — a peer group that provides ongoing support and collaborative learning throughout the Residency year and beyond. At the beginning of the school year, groups of Residents are placed in high-need, high-functioning public schools for their apprenticeship experience. Residents also complete their coursework as a cohort.

A Yearlong Classroom Apprenticeship
Residents spend the full academic year in an urban public school, developing under the guidance of an experienced mentor teacher. Using a variety of coaching and conversation protocols, mentors provide valuable insight into effective teaching methodology, helping Residents develop the knowledge, skills and habits of mind that come from years of experience in the urban classroom. Over the course of the year, Residents move from a collaborative, co-teaching role in the classroom to an increasingly demanding, lead-teaching role.

Linking Theory to Practice
In addition to their hands-on work in the classroom, Residents engage in master’s-level education coursework designed to inform and enrich the apprenticeship experience. This deep blend of theory and practice makes the Residency model a unique route into teaching, helping participants draw meaningful connections between their daily classroom work and the latest in education theory and research.

Post-Residency

Residency graduates commit to serving their district for at least three years after the completion of their apprenticeship. In return, they receive immediate assistance with job placement in one of the district’s schools, as well as access to an exemplary onsite induction program — one-on-one consultation that includes classroom observation and targeted feedback throughout their first two years of solo teaching.

Residency programs also boast an active alumni network — a group that values ongoing training and collaboration, and serves as an invaluable resource as graduates pursue further professional development. Many Residents go on to become mentors, principals and senior administrators in their schools, a benefit their continued commitment earns them.

http://www.utrunited.org/the-residency-model

See, MSNBC video: Why Do Good Teachers Leave? http://video.msnbc.msn.com/nightly-news/46622232/#46622232

Quality Standards for Effective Residencies

The UTRU Quality Standards identify, define and describe the six program elements essential to the design of a high-performing Urban Teacher Residency.

Quality Standards for Teacher Residency Programs (436KB)

Position Papers

These documents provide an in-depth look at the development and design of the Urban Teacher Residency model.

Predicting Resident and Teacher Success (406KB)Innovative practices from inside and outside the UTRU network on predicting resident and teacher success.
Creating and Sustaining Urban Teacher Residencies (1.4MB)A New Way to Recruit, Prepare, and Retain Effective Teachers in High-Needs Districts
Urban Teacher Residency United (488KB)Overview of Urban Teacher Residencies

From the limited data available, it appears that “Urban Teacher Residencies” are a promising tool.

Resources:

Urban Teacher Residencies: A Space for Hybrid Roles for Teachers http://blogs.edweek.org/teachers/teaching_ahead/2011/10/urban_teacher_residencies_a_space_for_hybrid_roles_for_teachers.html

Urban Teacher Residencies http://www.teachingquality.org/utr

Tags: Low-Performing Schools, Teacher Education, Teacher Preparation, Teacher Quality, teacher Retention, Teacher Training, The Urban Teacher Residency Model, Urban Education, Urban Teacher Residency, Urban Teacher Residency Models and Institutions of Higher Education

Comments 3 Comments
Categories Dr Wilda

Remedial education in college

4 Mar

Whether or not students choose college or vocational training at the end of their high school career, our goal as a society should be that children should be “college ready.” David T. Conley writes in the ASCD article, What Makes a Student College Ready?

The Big Four

A comprehensive college preparation program must address four distinct dimensions of college readiness: cognitive strategies, content knowledge, self-management skills, and knowledge about postsecondary education.

Key Cognitive Strategies

Colleges expect their students to think about what they learn. Students entering college are more likely to succeed if they can formulate, investigate, and propose solutions to nonroutine problems; understand and analyze conflicting explanations of phenomena or events; evaluate the credibility and utility of source material and then integrate sources into a paper or project appropriately; think analytically and logically, comparing and contrasting differing philosophies, methods, and positions to understand an issue or concept; and exercise precision and accuracy as they apply their methods and develop their products.

Key Content Knowledge

Several independently conducted research and development efforts help us identify the key knowledge and skills students should master to take full advantage of college. Standards for Success (Conley, 2003) systematically polled university faculty members and analyzed their course documents to determine what these teachers expected of students in entry-level courses. The American Diploma Project (2004) consulted representatives of the business community and postsecondary faculty to define standards in math and English. More recently, both ACT (2008) and the College Board (2006) have released college readiness standards in English and math. Finally, the Texas Higher Education Coordinating Board (2008), under mandate of state law, developed one of the first and most comprehensive sets of state-level college readiness standards….

Key Self-Management Skills

In college, students must keep track of massive amounts of information and organize themselves to meet competing deadlines and priorities. They must plan their time carefully to complete these tasks. They must be able to study independently and in informal and formal study groups. They must know when to seek help from academic support services and when to cut their losses and drop a course. These tasks require self-management, a skill that individuals must develop over time, with considerable practice and trial-and-error.

Key Knowledge About Postsecondary Education

Choosing a college, applying, securing financial aid, and then adjusting to college life require a tremendous amount of specialized knowledge. This knowledge includes matching personal interests with college majors and programs; understanding federal and individual college financial aid programs and how and when to complete appropriate forms; registering for, preparing for, and taking required admissions exams; applying to college on time and submitting all necessary information; and, perhaps most important, understanding how the culture of college is different from that of high school….

Students who would be the first in their family to attend college, students from immigrant families, students who are members of racial and ethnic minority groups traditionally underrepresented in college, and students from low-income families are much more easily thrown off the path to college if they have deficiencies in any of the four dimensions. http://www.ascd.org/publications/educational-leadership/oct08/vol66/num02/What-Makes-a-Student-College-Ready%C2%A2.aspx

The difficult question is whether current testing accurately measures whether students are prepared for college.

Jon Marcus for the Hechinger Report, a nonprofit based at Teachers College, ColumbiaUniversity that produces in-depth education journalism writes a guest post for the Washington Post, Many students could skip remedial classes, studies find:

Even as policymakers struggle to reform remedial-education requirements blamed for derailing the aspirations of countless community-college students, two new studies suggest that many of those students would do fine without them.

The studies, both by the Community College Research Center at Teachers College, Columbia University, found that as many as a third of students sidetracked into remedial classes because of their scores on standardized tests would have earned a B or better if they had simply proceeded directly to college-level courses.

Three out of five of all entering community-college students are required to take remedial classes in math and other subjects, spending time and tuition money reviewing material they should have learned in high school, yet earning no credit from these classes toward their degrees.

More than 75 percent never graduate — in many cases, the researchers say, because they drop out from boredom and frustration. Providing remedial education also costs community colleges an estimated $2.5 billion a year.

Most rely on two principal standardized tests, called COMPASS and ACCUPLACER, to measure students’ college readiness. The researchers said their findings show those test scores should not be the only trigger for diverting students into remedial courses.

They said high-school grade-point averages were better gauges of preparedness for college-level work and would reduce the number of students assigned to remedial courses by from 15 to as much as 50 percent.

Researchers arrived at these conclusions by examining the performance of 19,000 students entering a large urban community college and a state community-college system over several years. They declined to name the school or state, but said the results were convincing enough to apply to all community colleges….

Community colleges spend so much time trying to fix the remedial-education process, Overton said, because “it’s a bottleneck for students, and impairing them, and we want them to get through, and to get through as quickly as they can.”
http://www.washingtonpost.com/blogs/college-inc/post/many-students-could-skip-remedial-classes-studies-find/2012/02/28/gIQA5p5rgR_blog.html

Tamar Lewin of the New York Times also reports on the studies.

In, Colleges Misassign Many to Remedial Classes, Studies Find, Lewin reports:

Two new studies from the Community College Research Center at Columbia University’s Teachers College have found that community colleges unnecessarily place tens of thousands of entering students in remedial classes — and that their placement decisions would be just as good if they relied on high school grade-point averages instead of standardized placement tests.

The studies address one of the most intractable problems of higher education: the dead end of remedial education. At most community colleges, a majority of entering students who recently graduated from high school are placed in remedial classes, where they pay tuition but earn no college credit. Over all, less than a quarter of those who start in remedial classes go on to earn two-year degrees or transfer to four-year colleges.

The studies, one of a large urban community college system and the other of a statewide system, found that more than a quarter of the students assigned to remedial classes based on their test scores could have passed college-level courses with a grade of B or higher.

“We hear a lot about the high rates of failure in college-level classes at community colleges,” said Judith Scott-Clayton, the author of the urban study and a Teachers College professor of economics and education and senior research associate. “Those are very visible. What’s harder to see are the students who could have done well at college level but never got the chance because of these placement tests.”

The colleges’ use of the leading placement tests — the College Board’s Accuplacer and ACT’s Compass — lead to mistakes in both directions, the studies find, but students going into college-level classes they cannot handle is not as serious as unnecessary remedial placement, which often derails college careers.

Although the placement tests have been widely used since the late 1980s, students rarely understand how much is at stake. Typically, students are told that they need not worry about the tests because they are for placement — and very few colleges encourage them to prepare as they would for a college-entrance exam like the SAT.

The studies found that using high school grade-point averages as the basis for placement would be as good as or better than using the placement tests, but the authors stopped short of recommending that community colleges simply drop the tests and use high school transcripts when available.

http://www.nytimes.com/2012/02/29/education/colleges-misassign-many-to-remedial-classes-studies-find.html?emc=eta1

Jane V. Wellman and Bruce Vandal write about remedial education for Inside Higher Ed.

In the article, 5 Myths of Remedial Education, Wellman and Vandal write:

College leaders say that high school teachers, not professors, should make sure students are meeting basic standards. State legislators say they shouldn’t have to pay twice to educate students. And everyone admits that remedial education is not working, with just 25 percent of community college students who receive it going on to complete a college credential. Recognizing that increasing college attainment is a linchpin in creating more jobs and growing the economy, what to do about remedial education is an issue that would benefit from clear thinking. Here are five powerful myths shared by policy makers and educators alike that clearly hinder our pursuit of college success.

Myth 1: Remedial Education is K-12’s problem

As the last stop before college, the obvious culprit for our remedial education problem is our nation’s high schools, right? After all, K-12 graduation standards are not rigorous enough or aligned with the college-ready standards set by state colleges and universities. If high schools would merely adopt those college-ready standards, the problem would be solved….

Because colleges have not clearly articulated the skills that students must possess to be college-ready, students are blindsided when they are placed into remedial courses, and high schools don’t have a clear benchmark for preparing students for success. Higher education can no longer kick the can down the road to K-12. The two must share accountability for student results.

Setting college-ready standards is not an easy proposition, but one simple solution would be for each state to set a universal cut score that would fully exempt students from remedial education. Both the ACT and the SAT have suggested cut scores that are aligned with data they have collected illustrating the likelihood of success in college-level courses. States should simply adopt these cut scores.

Myth 2: Remedial Education is a Short-Term Problem

Because of the prevalent view that remedial education is a temporary problem that the new common core high school standards will solve, educators and policy makers approach remedial education through largely stopgap measures built on part-time and temporary staff and coursework that doesn’t give students the skill-building they need.

Even if every high school graduate were college-ready, we would still need to have remedial education. The reason: students enter college from a variety of circumstances, including laid-off workers in need of retraining, working adults returning to college to upgrade their credentials to get better jobs, or former dropouts coming back to finish a degree. Because a majority of states are projecting declines in the number of new high school graduates, colleges will have to do even more to attract older adults back into college with an on-ramp that is convenient and customizable. Many of these nontraditional students will require refresher courses in math and English, and others will need to develop new knowledge and skills….

Myth 3: Colleges Effectively Determine College Readiness

Recent research from the Community College Research Center found that the placement tests students take do not provide a precise diagnosis of student skill deficiencies. The exams were intended to be a general predictor of success in college-level courses, not to identify which skills students are lacking. Unfortunately, many campuses are misusing these placement exams as crude diagnostic tools by setting arbitrary scores to determine if a student is placed in one, two or three levels of remedial education courses. Consequently, students are often placed in one or more semesters of remedial courses that may or may not be addressing their specific skill deficiencies. Even worse, research done in the Virginia Community College System suggests that many students placed in remedial education are perfectly capable of succeeding in college-level work without remediation.

One simple solution would be for institutions to use other available factors, like high school G.P.A., along with the placement exam to assess student readiness. High school G.P.A. is a good proxy for student motivation and academic skills. In addition, both ACT’s COMPASS and the College Board’s Accuplacer have diagnostic and other assessments that pinpoint student deficiencies and measure factors like student motivation.

Myth 4: Remedial Education is Bankrupting the System

One of the most prevalent myths is that remedial education is a major cause of the college cost crisis, forcing institutions to spend precious dollars on getting students up to speed. The thinking is that once the remedial educational problem is solved, institutions will be able to reap major savings that can be reallocated elsewhere.

Remedial education is actually inexpensive for the colleges – because institutions don’t use regular faculty for the courses, and the technology required is cheap. A study by the Board of Regents in Ohio — one of the few states that actually have cost data for remedial education — found that although 38 percent of incoming freshmen were taking remedial coursework. This translated to only 5 percent of actual full-time students, and around 3.6 percent of undergraduate instructional costs. That doesn’t mean remedial education is cost-effective for states or students who waste their time and money on something that’s not working. But the financial incentives are all in the wrong direction, rewarding institutions for cycling students through, rather than completing a degree…

Myth 5: Maybe Some Students are Just Not College Material

The most insidious of myths is the notion that some students may not be college material. After all, as this myth goes, students who are not college-ready may not possess the motivation, interest and wherewithal to succeed. These students should just learn a trade and move on. This ignores the reality that some postsecondary education is the ticket to the middle class, and that many students go to college to get the knowledge and skills needed to move into a trade. They need to have the basic skills in reading, math and writing to do that, even if they don’t want to go on to get a four-year degree…

Moreover, new research by Anthony Carnevale and Stephen J. Rose shows that college has benefits for employers who hire people like cashiers and construction workers, plumbers and police officers. These workers make more money than their non-college educated peers, and contribute more to their organizations by innovating and solving problems. So the benefit goes to the organization and to the individual.

The lack of clear college-ready standards, poor assessment practices, the lack of customized learning options and the cost in time and money to students make it clear that postsecondary institutions are not committed to ensuring the success of millions of students who seek a college credential.

http://www.insidehighered.com/views/2011/07/21/wellman_vandal_5_myths_about_remedial_education

K-12 education must not only prepare students by teaching basic skills, but they must prepare students for training after high school, either college or vocational. There should not only be a solid education foundation established in K-12, but there must be more accurate evaluation of whether individual students are “college ready.”

Resources:

States Push Remedial Education to Community Colleges http://www.usnews.com/education/best-colleges/articles/2012/01/13/states-push-remedial-education-to-community-colleges

What are ACT’s College Readiness Benchmarks?

http://www.nc4ea.org/files/act_college_readiness_benchmarks-01-14-11.pdf

Tags: College Ready, Colleges Misassign Many to Remedial Classes, Columbia University’s Teachers College, Community College Research Center, Many students could skip remedial classes, Remedial Education, studies find:, What Makes a Student College Ready?

Comments 7 Comments
Categories Dr Wilda

Newer Entries →

Search

drwilda

The rich are different: Mercer Island underage drinking

Paul E. Peterson will piss you off, you might want to listen

Good or bad? Charter schools and segregation https://drwilda.wordpress.com/2012/02/23/good-or-bad-charter-schools-and-segregation/

A baby changes everything: Helping parents finish school https://drwilda.wordpress.com/2011/12/26/a-baby-changes-everything-helping-parents-finish-school/

U.S. Education Dept. Civil Rights Office releases report on racial disparity in school retention

Frequently Disciplined Students

Don’t ignore concussions

What Is a Concussion and What Causes It?

Concussion http://www.emedicinehealth.com/concussion/article_em.htm

Concussion – Overview http://www.webmd.com/brain/tc/traumatic-brain-injury-concussion-overview

University of Arkansas study finds Milwaukee voucher students go to college at higher rate

School Voucher Use Increased College Attendance, Research Findings Show

Arkansas-led team completes five-year Milwaukee evaluation

‘Redshirting’ kindergarteners

Web Extras

The Redshirting Debate Continues http://parenting.blogs.nytimes.com/2011/09/26/the-redshirting-debate-continues/

Urban teacher residencies

Recruitment & Selection

Recruiting Residents

Selecting Mentors

The Residency Year

Placement in Cohorts & Training Sites

A Yearlong Classroom Apprenticeship

Linking Theory to Practice

Post-Residency

Urban Teacher Residencies: A Space for Hybrid Roles for Teachers http://blogs.edweek.org/teachers/teaching_ahead/2011/10/urban_teacher_residencies_a_space_for_hybrid_roles_for_teachers.html

Remedial education in college

The Big Four

States Push Remedial Education to Community Colleges http://www.usnews.com/education/best-colleges/articles/2012/01/13/states-push-remedial-education-to-community-colleges

Recent Posts

Archives

Categories

Follow Blog via Email

Twitter Updates

Meta

Subscribe to Blog via Email

Translate

Placement in Cohorts & Training Sites	Residents train as part of a cohort — a peer group that provides ongoing support and collaborative learning throughout the Residency year and beyond. At the beginning of the school year, groups of Residents are placed in high-need, high-functioning public schools for their apprenticeship experience. Residents also complete their coursework as a cohort.
A Yearlong Classroom Apprenticeship	Residents spend the full academic year in an urban public school, developing under the guidance of an experienced mentor teacher. Using a variety of coaching and conversation protocols, mentors provide valuable insight into effective teaching methodology, helping Residents develop the knowledge, skills and habits of mind that come from years of experience in the urban classroom. Over the course of the year, Residents move from a collaborative, co-teaching role in the classroom to an increasingly demanding, lead-teaching role.
Linking Theory to Practice	In addition to their hands-on work in the classroom, Residents engage in master’s-level education coursework designed to inform and enrich the apprenticeship experience. This deep blend of theory and practice makes the Residency model a unique route into teaching, helping participants draw meaningful connections between their daily classroom work and the latest in education theory and research.