Tag Archives: Strong Performers and Successful Reformers in Education

Study:School reform, like politics is local

3 Oct

Moi wrote in The love affair with the Finnish education system:

In U.S. education failure: Running out of excuses, moi said:

Education tends to be populated by idealists and dreamers who are true believers and who think of what is possible. Otherwise, why would one look at children in second grade and think one of those children could win the Nobel Prize or be president? Maybe, that is why education as a discipline is so prone to fads and the constant quest for the “Holy Grail” or the next, next magic bullet. There is no one answer, there is what works for a particular population of kids. https://drwilda.wordpress.com/2011/12/13/u-s-education-failure-running-out-of-excuses/

Many educators around the world have a love affair with the Finnish education system. The question is what if anything which is successful about the Finnish system can be transported to other cultures?

The Pearson Foundation lists some key facts about Finland in their video series,Strong Performers and Successful Reformers in Education

Key facts

Finland’s society is relatively homogeneous. Out of a population of 5.3 million, only 3.8% are foreign-born, against an OECD average of 12.9%. Finland spends 5.9% of its gross domestic product on education, slightly above the OECD average of 5.2%.

  • Finland recruits its teachers from the top 10% of graduates. From primary through upper secondary level, all teachers are required to have a Master’s degree.

  • Finnish teachers spend 592 hours per year teaching in class, less than the OECD average of 703 hours. This allows more time for supporting students with learning difficulties.

  • At least two out of five Finnish school students benefit from some type of special intervention during their secondary schooling.

Outcomes

Finland was the top performer in the PISA 2000 tests and it has consistently featured among the top performers since then. In 2009, the number of Finnish students reaching the top level of performance in science was three times the OECD average.

  • Upper secondary students are expected to design their own individual learning programs within a modular structure.

  • In 2008, Finland’s upper secondary graduation rate was 93%, against an OECD average of 80%.

  • In 2008, more than 40% of Finns between 20 and 29 were enrolled at university, well above the OECD average of 25%. http://www.pearsonfoundation.org/oecd/finland.html

Pasi Sahlberg urges a measured analysis in his Washington Post article.

Pasi Sahlberg, author of “ Finnish Lessons: What Can the World Learn About Educational Change in Finland? writes in the Washington Post article, What the U.S. can’t learn from Finland about ed reform:

What I have to say, however, is not always what they want to hear. While it is true that we can certainly learn from foreign systems and use them as backdrops for better understanding of our own, we cannot simply replicate them. What, then, can’t the United States learn from Finland? https://drwilda.com/2012/04/17/the-love-affair-with-the-finnish-education-system/

There are probably some lessons which can be learned from the Finnish experience, but we shouldn’t be looking through rose colored glasses. Just a Tip O’Neil famously commented, “All politics is local.” All school reform is local as well. Dr. Tina Trujillo and Dr. Michelle Renee have written the study, Current School Turnaround Policies ‘More Likely to Cause Upheaval Than to Help.’ 

The National Education Policy Center has released the Trujillo and Renee study about school reform:

Study: Current School Turnaround Policies ‘More Likely to Cause Upheaval Than to Help’ 

Collaboration, investment can improve public schooling in disadvantaged communities 

Contact

Jamie Horwitz
jhdcpr@starpower.net
202-549-4921

URL for this press release: http://tinyurl.com/95t48jr

BOULDER, CO (October 1, 2012) — A new report, “Democratic School Turnarounds: Pursuing Equity and Learning from Evidence,” by Tina Trujillo at the University of California, Berkeley and Michelle Renée of the Annenberg Institute for School Reform at Brown University, suggests that government agencies and policy-makers, including the U.S. Department of Education, would be wise to look at educational research as they guide school turnarounds. Evidence shows that top-down, punitive efforts that are currently in vogue are ineffective and counterproductive. A collaborative, community-driven approach combined with significant, sustained financial investment and a focus on teaching and learning has been proven to be the better path to school improvement.

“We appreciate the Obama Administration’s efforts to try to improve troubled public schools,” Trujillo stated. “But good intentions are not enough. We need to move past old reform strategies that research shows destabilize public schools and instead increase our investment in these schools and in the people.”

In 2009, the administration announced its intention to turn around 5,000 of the nation’s lowest-performing schools over five years. It created the federal School Improvement Grant program (SIG) to temporarily channel increased federal dollars into states and struggling schools.

In exchange for up to $2 million per year for up to three years, the federal program mandates that SIG-funded schools implement one of four reforms: turnaround, transformation, restart or closure. The report explains how these four approaches are really “old wine in new bottles” because they promote change strategies that research shows do not work and that actually recreate the conditions that cause school failure.

The report explains that the four SIG approaches are largely grounded in the firing and replacement of school staff – a process also known as churn.  Because the nation’s lowest-performing schools are also the hardest to staff, these approaches have an inherent logistical problem: finding the better-qualified personnel to refill vacant slots in turnaround schools. In New York, for example, under the new turnaround policy some districts found themselves swapping principals from one low-performing school to another. In Louisville, over 40 percent of the teachers hired to work in turnaround schools were completely new to teaching. And in another region, hiring difficulties forced many schools to begin the school year with high numbers of substitutes.

“Low-performing schools are placed in a terrible situation,” Renée explains. “In order to get the needed federal resources in the middle of this fiscal crisis, they must implement strategies that are more likely to cause upheaval than to help. When a school is in crisis, it is damaging to remove the people who are committed to helping children learn.”

Renée further explains that because of this and other problems, “the current approaches to school turnaround are almost always ineffective, weakening school systems, causing staff upheaval, crushing morale, and leaving the schools with poor student performance.”

The new report also points out what is missing. While many experts consider community engagement critical for turnarounds to succeed, federal and state policymakers have rarely involved the public in the turnaround decision-making process.

“It is extremely important to engage those most impacted by turnaround: families, community members and teachers in targeted schools, usually in racially and socio-economically segregated areas,” said Renée.  “These groups are our biggest assets in improving education.  They can help plan and implement turnaround strategies that are tailored to each school and community and they have roots in the community to ensure a reform lasts overtime.”

Recent research links community organizing with more effective teacher recruitment and retention, improved curricula, increased equity in school funding systems, and higher student performance.

“Though these kinds of initiatives are relatively new, they offer examples of the ways in which communities might play leading roles in designing, planning and implementing more equitable, democratic turnarounds under the current federal policy structure,” Trujillo explained.

Trujillo and Renée conclude with a series of recommendations for federal and state policymakers. First among the recommendations is increasing current federal and state spending for public education, particularly as it is allocated for turnaround-style reforms. “Real change requires real investment in teaching and learning,” Trujillo states. “Though closing a school and firing teachers make great headlines, the real work of educating our students is about providing all young people with engaging and supported learning environments, high-quality teachers and rich opportunities to learn and succeed.”

A companion document, released along with the policy brief, takes the brief’s recommendations and offers legislative language that would translate those recommendations into law. This legislative brief is written by Tara Kini, a senior staff attorney at Public Advocates, a California-based nonprofit law firm and advocacy organization that challenges the systemic causes of poverty and racial discrimination by strengthening community voices in public policy.

The policy brief and the legislative brief were both produced by the National Education Policy Center (NEPC) at the University of Colorado Boulder, with funding from the Great Lakes Center for Education Research and Practice (greatlakescenter.org). In addition, the Ford Foundation provided funding for the policy brief.

Both the policy brief and the legislative brief can be found on the NECP website here:
http://nepc.colorado.edu/publication/democratic-school-turnarounds

About the Authors
Tina Trujillo is an Assistant Professor at UC Berkeley’s Graduate School of Education. She studies the politics of urban district reforms, the unintended consequences of policies and reforms for students of color and English Learners, and trends in urban educational leadership. She is a former urban public school teacher, school reform coach, and educational evaluator. She holds a Ph.D. in education from UCLA.

Michelle Renée of the Annenberg Institute for School Reform at Brown University studies community organizing and works to make research relevant and available to community organizers, to support the development and implementation of equitable education policies. She is a core staff member of the new Center for Education Organizing, and is co-leader of a Ford Foundation project designed to document the implementation and results of the Foundation’s More and Better Learning Time (MBLT) initiative. She is a former legislative assistant in the United States Congress, and she holds a Ph.D. in education from UCLA.

The Annenberg Institute for School Reform at Brown University is a national policy research and reform-support organization that works with urban districts and communities to improve the conditions and outcomes of schools, especially in urban communities and in those attended by traditionally underserved children. Its work focuses on three crucial issues in education reform today: school transformation, college and career readiness, and expanded learning time.

The National Education Policy Center produces and disseminates high-quality, peer-reviewed research to inform education policy discussions. We are guided by the belief that the democratic governance of public education is strengthened when policies are based on sound evidence.  For more information on NEPC, please visit http://nepc.colorado.edu/. For more information of the Ford Foundation-funded project, called the Initiative on Diversity, Equity, and Learning (IDEAL), please visit http://nepc.colorado.edu/ideal.

The point is, there is no magic bullet or “Holy Grail” in education. There is what works to produce academic achievement in a given population of children.There must be a way to introduce variation into the education system. The testing straightjacket is strangling innovation and corrupting the system. Yes, there should be a way to measure results and people must be held accountable, but relying solely on tests, especially when not taking into consideration where different populations of children are when they arrive at school is lunacy.

The words of truth are always paradoxical.

Lao Tzu

Related:

Center for American Progress report: Disparity in education spending for education of children of color https://drwilda.com/2012/08/22/center-for-american-progress-report-disparity-in-education-spending-for-education-of-children-of-color/

What exactly are the education practices of top-performing nations?                                                          https://drwilda.com/2012/05/28/what-exactly-are-the-education-practices-of-top-performing-nations/

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©  http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews ©                               http://drwildareviews.wordpress.com/

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The love affair with the Finnish education system

17 Apr

In U.S. education failure: Running out of excuses, moi said:

Education tends to be populated by idealists and dreamers who are true believers and who think of what is possible. Otherwise, why would one look at children in second grade and think one of those children could win the Nobel Prize or be president? Maybe, that is why education as a discipline is so prone to fads and the constant quest for the “Holy Grail” or the next, next magic bullet. There is no one answer, there is what works for a particular population of kids.

https://drwilda.wordpress.com/2011/12/13/u-s-education-failure-running-out-of-excuses/

Many educators around the world have a love affair with the Finnish education system. The question is what if anything which is successful about the Finnish system can be transported to other cultures?

The Pearson Foundation lists some key facts about Finland in their video series, Strong Performers and Successful Reformers in Education

Key facts

Finland’s society is relatively homogeneous. Out of a population of 5.3 million, only 3.8% are foreign-born, against an OECD average of 12.9%. Finland spends 5.9% of its gross domestic product on education, slightly above the OECD average of 5.2%.

  • Finland recruits its teachers from the top 10% of graduates. From primary through upper secondary level, all teachers are required to have a Master’s degree.
  • Finnish teachers spend 592 hours per year teaching in class, less than the OECD average of 703 hours. This allows more time for supporting students with learning difficulties.
  • At least two out of five Finnish school students benefit from some type of special intervention during their secondary schooling.

Outcomes

Finland was the top performer in the PISA 2000 tests and it has consistently featured among the top performers since then. In 2009, the number of Finnish students reaching the top level of performance in science was three times the OECD average.

  • Upper secondary students are expected to design their own individual learning programs within a modular structure.
  • In 2008, Finland’s upper secondary graduation rate was 93%, against an OECD average of 80%.
  • In 2008, more than 40% of Finns between 20 and 29 were enrolled at university, well above the OECD average of 25%.

http://www.pearsonfoundation.org/oecd/finland.html

Pasi Sahlberg urges a measured analysis in his Washington Post article.

Pasi Sahlberg, author of “ Finnish Lessons: What Can the World Learn About Educational Change in Finland? ” writes in the Washington Post article, What the U.S. can’t learn from Finland about ed reform:

What I have to say, however, is not always what they want to hear. While it is true that we can certainly learn from foreign systems and use them as backdrops for better understanding of our own, we cannot simply replicate them. What, then, can’t the United States learn from Finland?

First of all, although Finland can show the United States what equal opportunity looks like, Americans cannot achieve equity without first implementing fundamental changes in their school system. The following three issues require particular attention.

Funding of schools: Finnish schools are funded based on a formula guaranteeing equal allocation of resources to each school regardless of location or wealth of its community.

Well-being of children: All children in Finland have, by law, access to childcare, comprehensive health care, and pre-school in their own communities. Every school must have a welfare team to advance child happiness in school.

Education as a human right: All education from preschool to university is free of charge for anybody living in Finland. This makes higher education affordable and accessible for all.

As long as these conditions don’t exist, the Finnish equality-based model bears little relevance in the United States.

Second, school autonomy and teacher professionalism are often mentioned as the dominant factors explaining strong educational performance in Finland. The school is the main author of curricula. And the teacher is the sole authority monitoring the progress of students.

In Finland, there is a strong sense of trust in schools and teachers to carry out these responsibilities. There is no external inspection of schools or standardized testing of all pupils in Finland. For our national analysis of educational performance, we rely on testing only a small sample of students. The United States really cannot leave curriculum design and student assessment in the hands of schools and teachers unless there is similar public confidence in schools and teachers. To get there, a more coherent national system of teacher education is one major step.

Finland is home to such a coherent national system of teacher education. And unlike in the United States, teaching is one of the top career choices among young Finns. Teachers in Finland are highly regarded professionals — akin to medical doctors and lawyers. There are eight universities educating teachers in Finland, and all their programs have the same high academic standards. Furthermore, a research-based master’s degree is the minimum requirement to teach in Finland.

Teaching in Finland is, in fact, such a desired profession that the University of Helsinki, where I teach part-time, received 2,300 applicants this spring for 120 spots in its primary school teacher education program. In this teacher education program and the seven others, teachers are prepared to design their own curricula, assess their own pupils’ progress, and continuously improve their own teaching and their school. Until the United States has improved its teacher education, its teachers cannot enjoy similar prestige, public confidence and autonomy.

Third, many education visitors to Finland expect to find schools filled with Finnish pedagogical innovation and state-of-the-art technology. Instead, they see teachers teaching and pupils learning as they would in any typical good school in the United States. Some observers call this “pedagogical conservatism” or “informal and relaxed” because there does not appear to be much going on in classrooms.

http://www.washingtonpost.com/blogs/answer-sheet/post/what-the-us-cant-learn-from-finland-about-ed-reform/2012/04/16/gIQAGIvVMT_blog.html

See, Are Finnish schools the best in the world? http://www.independent.co.uk/news/education/schools/are-finnish-schools-the-best-in-the-world-2289083.html

There are probably some lessons which can be learned from the Finnish experience, but we shouldn’t be looking through rose colored glasses.

Related:

Is it true that the dumbest become teachers?        https://drwilda.wordpress.com/2011/12/09/is-it-true-that-the-dumbest-become-teachers/

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/

3rd world America: The link between poverty and education https://drwilda.wordpress.com/2011/11/20/3rd-world-america-the-link-between-poverty-and-education/

There is no “magic bullet” or “Holy Grail” in education, there is only what works for a given population of children to produce education achievement.

Dr. Wilda says this about that ©