Flipped classrooms are more difficult in poorer schools

18 Jun

In The next great civil rights struggle: Disparity in education funding, moi said:

Plessy v. Ferguson established the principle of “separate but equal” in race issues. Brown v. Board of Education which overturned the principle of “separate but equal.” would not have been necessary, but for Plessy. See also, the history of Brown v. Board of Education

If one believes that all children, regardless of that child’s status have a right to a good basic education and that society must fund and implement policies, which support this principle. Then, one must discuss the issue of equity in education. Because of the segregation, which resulted after Plessy, most folks focus their analysis of Brown almost solely on race. The issue of equity was just as important. The equity issue was explained in terms of unequal resources and unequal access to education.

People tend to cluster in neighborhoods based upon class as much as race. Good teachers tend to gravitate toward neighborhoods where they are paid well and students come from families who mirror their personal backgrounds and values. Good teachers make a difference in a child’s life. One of the difficulties in busing to achieve equity in education is that neighborhoods tend to be segregated by class as well as race. People often make sacrifices to move into neighborhoods they perceive mirror their values. That is why there must be good schools in all segments of the city and there must be good schools in all parts of this state. A good education should not depend upon one’s class or status.

I know that the lawyers in Brown were told that lawsuits were futile and that the legislatures would address the issue of segregation eventually when the public was ready. Meanwhile, several generations of African Americans waited for people to come around and say the Constitution applied to us as well. Generations of African Americans suffered in inferior schools. This state cannot sacrifice the lives of children by not addressing the issue of equity in school funding in a timely manner.

The next huge case, like Brown, will be about equity in education funding. It may not come this year or the next year. It, like Brown, may come several years after a Plessy. It will come. Equity in education funding is the civil rights issue of this century. https://drwilda.wordpress.com/2011/12/02/the-next-great-civil-rights-struggle-disparity-in-education-funding/

Sabra Bireda has a report from the Center for American Progress, Funding Education Equitably  Bireda’s findings are supported by a U.S. Department of Education (Education Department) report.

In the report, Comparability of State and Local Expenditures Among Schools Within Districts: A Report From the Study of School-Level Expenditures, the Education Department finds:

For the study, Education Department researchers analyzed new school-level spending and teacher salary data submitted by more than 13,000 school districts as required by the American Recovery and Reinvestment Act (ARRA) of 2009. This school level expenditure data was made available for the first time ever in this data collection.

Using the data from the ARRA collection, Department staff analyzed the impact and feasibility of making this change to Title I comparability. That policy brief finds that:

  • Fixing the comparability provision is feasible. As many as 28 percent of Title I districts would be out of compliance with reformed comparability provisions. But compliance for those districts is not as costly as some might think—fixing it would cost only 1 percent to 4 percent of their total school-level expenditures on average.
  • Fixing the comparability provision would have a large impact. The benefit to low-spending Title I schools would be significant, as their expenditures would increase by 4 percent to 15 percent. And the low-spending schools that would benefit have much higher poverty rates than other schools in their districts.

Joy Resmovits discusses the report at Huffington Post. http://www.huffingtonpost.com/2011/12/01/school-funding_n_1122298.html?1322748997&ref=education                                      Poorer schools have been subsidizing their more affluent counterparts.

Sarah Butrymowicz writes in the Hechinger Report article, ‘Flipped Classroom’ Model’s Promise Eludes Poorer School which was posted at Huffington Post:

When Portland, Ore., elementary school teacher Sacha Luria decided last fall to try out a new education strategy called “flipping the classroom,” she faced a big obstacle.

Flipped classrooms use technology—online video instruction, laptops, DVDs of lessons—to reverse what students have traditionally done in class and at home to learn. Listening to lectures becomes the homework assignment so teachers can provide more one-on-one attention in class and students can work at their own pace or with other students.

But Luria realized that none of her students had computers at home, and she had just one in the classroom. So she used her own money to buy a second computer and begged everyone she knew for donations, finally bringing the total to six for her 23 fourth-graders at Rigler School. In her classroom, students now alternate between working on the computers and working with her.

So far, the strategy is showing signs of success. She uses class time to tailor instruction to students who started the school year behind their classmates in reading and math, and she has seen rapid improvement. By the end of the school year, she said, her students have averaged two years’ worth of progress in math, for example.

“It’s powerful stuff,” she said, noting that this year was her most successful in a decade of teaching. “I’m really able to meet students where they are as opposed to where the curriculum says they should be.”

Other teachers in high-poverty schools like Rigler also report very strong results after flipping classrooms. Greg Green, principal of Clintondale High School in Clinton Township, Mich., thinks the flipped classroom—and the unprecedented amount of one-on-one time it provides students—could even be enough to close the achievement gap between low-income, minority students and their more affluent white peers. Clintondale has reduced the percentage of Fs given out from about 40 percent to around 10 percent.

Yet anecdotal evidence suggests that flipping classrooms is a more popular practice in wealthier suburban communities where nearly all students have Internet access at home and schools are more likely to have computers in classrooms. Some skeptics say flipped classrooms still rely heavily on lectures by teachers, which they argue are not as effective as hands-on learning. Still others worry that the new practice—so dependent on technology—could end up leaving low-income students behind and widening the achievement gap.

“It’s an obstacle,” said Karen Cator, director of the Office of Educational Technology in the U.S. Department of Education. “We do need to figure out ways that students, regardless of Zip code, regardless of their parents’ income level, have access” to technology inside and outside of schools.          http://www.huffingtonpost.com/2012/06/13/flipped-classroom-models-_n_1594279.html?utm_hp_ref=email_share

Flipped classrooms have proved useful in educating some children.

Valerie Strauss writes about The flip: Classwork at home, homework in class in the Washington Post

Q. What exactly is a flipped classroom?

In the simplest form, basically, it’s this: What’s normally done in class, the direct instruction piece, the lecture, is done now at home with videos. And in class, you, the teacher, help students as they do what they would normally do at home.

So it’s homework in school and lesson at home?

When you are stuck in the old model, kids would go home and do one of three things. If they didn’t understand what they were supposed to have learned in school, they gave up, called a friend or cheated. In the flipped classroom, the teacher is there to help with the instruction piece, the learning, while the lecture is done at home…

Are there subjects that are good to have a flipped class and subjects that aren’t?

We started it with the hard sciences, physics and math. It works for foreign language. But we’ve got some amazing teachers speaking at our conference who are English teachers. I always thought that would be harder, but they love it. I haven’t seen a whole lot of social studies and history, but there is a movement amongst them. There’s a guy in Dallas who is an economics teacher who flipped his class. One video the kids watched at home was about supply and demand. The next day in class he asked the students what topic they wanted to discuss. Someone said the Dallas Mavericks. The Mavericks had just won the NBA championship. He said, “Fine,” and started asking if there is supply and demand in the NBA.

Isn’t this a blended model of education? Part online, part face-to-face?

Yes, but it’s more than that. The benefits are huge. Kids learn to become independent….                     http://www.washingtonpost.com/local/education/the-flip-classwork-at-home-homework-in-class/2012/04/15/gIQA1AajJT_story.html

All children have a right to a good basic education.

Related:                                                                                                                                                                                             Book: Inequality in America affects education outcome                               https://drwilda.wordpress.com/2012/06/10/book-inequality-in-america-affects-education-outcome/

Location, location, location: Brookings study of education disparity upon neighborhood                              https://drwilda.wordpress.com/2012/04/18/location-location-location-brookings-study-of-education-disparity-based-upon-neighborhood/

3rd world America: Money changes everything                                https://drwilda.wordpress.com/2012/02/11/3rd-world-america-money-changes-everything/

The next great civil rights struggle: Disparity in education funding https://drwilda.wordpress.com/2011/12/02/the-next-great-civil-rights-struggle-disparity-in-education-funding/

Dr. Wilda says this about that ©

One Response to “Flipped classrooms are more difficult in poorer schools”


  1. KIPP charters try ‘blended learning’ « drwilda - August 15, 2012

    […] Flipped classrooms are more difficult in poorer schools https://drwilda.wordpress.com/2012/06/18/flipped-classrooms-are-more-difficult-in-poorer-schools/ […]

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