RETENTION HURTS CHILDREN
It’s time again for another article dealing with retention…complete with references.
In-grade retention doesn’t work. More often than not it harms students psychologically and emotionally, increases the chances of students dropping out, and doesn’t improve achievement. Yet we continue to do it in order to appease the gods of “test and punish.”
I’ve also collected dozens of articles, research articles, blog posts, and position papers on retention-in-grade, the vast majority of which document the damage done by this outdated and abusive practice.
Students who have academic struggles, but who move on, do better in the long run. Students who are retained might seem to do better at first, but they drop back to having difficulties later. Many students who are retained go on to drop out of school.
THE MYTH OF AMERICA’S FAILING SCHOOLS – LOW TEST SCORES
In a long, rambling blog post, John Merrow touches on a variety of topics. I disagree with one area he discussed in which he talks about how American students score poorly on the PISA test. Our students don’t “underperform their peers in most other countries”. We have a higher rate of child poverty, which lowers our average.
As I wrote in March of 2017,
American public schools accept everyone and test everyone. Not all countries do that. We don’t weed out our poor and low-achieving students as they get older, so everyone gets tested…
The fact is that students who come from backgrounds of poverty don’t achieve as well as students from wealthier backgrounds. And we, in the U.S. are (nearly) Number One in child poverty…
Children from American schools where less than 25% of the students qualify for free- and reduced-price lunch, score high on the PISA test. In fact, they would rank first in reading and science and third in math among OECD nations.
On the other hand, American students from schools where more than 75% of the students qualify for free- and reduced-price lunch, score much lower. Because the U.S. has a much higher percentage of students in poverty than nearly all the other OECD nations, the overall U.S. average score is below the median.
Other topics covered by Merrow are…
- How do you teach appropriate behaviors when the current President role models bullying and vulgarity?
- the Secretary of Education’s assault on public education
- What should we measure in our schools? We approach measurement the wrong way.
- the value of play in education
- the cost of testing
- the poor quality of our standardized tests and our undemanding curriculum
A social studies teacher right now is a modern-day Hamlet. Should he or she embrace the chaos and encourage students to debate the morality of the flood of demonstrable lies coming from the Oval Office on a daily basis, knowing that doing so is guaranteed to incur the wrath of some parents, and perhaps some administrators as well? Or should the teacher studiously avoid controversy, knowing full well that doing that sends a powerful value-laden message? To teach, or not to teach, that is the question…..
Or suppose you were an elementary school teacher trying to model appropriate behavior for your impressionable students. How do you respond when one of your kids asks you why the President said Joe Biden was kissing Barack Obama’s ass? Or why Trump can say ‘bullshit’ but kids get punished for swearing?
…We have to learn to Measure What We Value, instead of simply Valuing What We Measure.
…Ironically, the PISA results revealed that American kids score high in ‘confidence in mathematical ability,’ despite underperforming their peers in most other countries…
NRP AND THE READING WARS
The “reading wars” have heated up again and the report of the National Reading Panel (NRP) is being hauled out as proof that we need to dump current methods of teaching reading (balanced literacy) and teach “systematic phonics.” However, the NRP didn’t actually find that “systematic phonics” worked better than other methods of teaching reading.
Metcalf mentions educational researchers who raised questions concerning the National Reading Panel.
Elaine Garan an education professor and author was one.
She believes there are wide discrepancies between what was reported to the public and what the panel actually found. Most blatantly, the summary proclaimed that “systematic phonics instruction produces significant benefits for students in kindergarten through sixth grade,” while the report itself said, “There were insufficient data to draw any conclusions about the effects of phonics instruction with normally developing readers above first grade.” [emphasis added]
CHARTER SCHOOLS AND CHOICE
An excellent summary of the problem with charter schools in two blog posts by Steven Singer.
It takes a certain kind of hypocrite to be a charter school champion.
You have to deny any wrongdoing one minute. And then admit you’re guilty but explain it away with the excuse “Everyone’s doing it!” the next.
Take cherry picking – one of the most common admonishments leveled against the school privatization industry.
Detractors claim that charter schools keep enrollment low and then out of those who apply, they pick and choose which students to accept.
Charters are run by private enterprise but funded with public tax dollars. So they are supposed to accept all comers just like the authentic public schools in the same neighborhoods.
But charter schools don’t have to follow the same rules as authentic public schools. They pretty much just have to abide by whatever was agreed upon in their charter contracts. Even then states rarely check up on them to make sure they’re in compliance.
So critics say many of these institutions are circumventing enrollment procedures. They’re welcoming the easiest kids to teach and dissuading others from enrolling – even to the extent of kicking out hard to teach children or pretending that an “unbiased” selection process just so happened to pick only the most motivated students.
WORKERS OR EDUCATED CITIZENS?
Should we raise and educate our children to supply the economy with workers (the Mississippi strategy) or should we teach our children to be educated citizens? Our goal should be towards citizens who think, rather than workers for a corporate state. In The demon-haunted world: science as a candle in the dark, Carl Sagan wrote,
If we can’t think for ourselves, if we’re unwilling to question authority, then we’re just putty in the hands of those in power. But if the citizens are educated and form their own opinions, then those in power work for us. In every country, we should be teaching our children the scientific method and the reasons for a Bill of Rights. With it comes a certain decency, humility and community spirit. In the demon-haunted world that we inhabit by virtue of being human, this may be all that stands between us and the enveloping darkness.
In this post, Doug Masson agrees…
I think there is a fundamental difference between policymakers with respect to whether they see people as liabilities or assets. When we see people as liabilities, then the goal of government is to spend as few resources on them as possible, getting them from cradle to grave with as little fuss as possible. When we see people as assets, then the goal of government is to maximize their potential as efficiently as possible, knowing that the return on that investment will exceed the expenditure as the children become productive, well-rounded citizens contributing to the community. The Mississippi Strategy takes the former approach.
FREE EXERCISE VS. ESTABLISHMENT
The free exercise clause of the First Amendment gives religious groups the right to hire and fire at will even if they choose to discriminate based on their religious beliefs. However, when the religious group takes government money, then they ought to follow the secular laws of the nation as required by the establishment clause.
…in Indianapolis, as in many areas around the country, the Catholic school system is now funded in part by school vouchers, a system of using public tax dollars for tuition to private schools. Indiana has been aggressive in pursuing school choice policies, particularly under then-Governor Mike Pence, who in his 2013 inaugural address said, “There’s nothing that ails our schools that can’t be fixed by giving parents more choices.” Indiana’s voucher program directs taxpayer dollars primarily to religious schools, and the majority of those are Catholic schools. Cathedral High School participates in both Indiana’s voucher and tax credit scholarship programs.
There was a time when private religious schools might have resisted taking government dollars, even indirectly, for fear of having the government push its rules on the institutions. But now we are seeing that the lever can be pushed in the other direction, and it’s the government that may have to bend to the will of private religious institutions.
POISONING OUR CHILDREN
North Carolina got an “F” when it comes to protecting its children against lead poisoning.
Environmental activists have launched a new campaign to protect children from drinking lead-contaminated water in schools following a national report that gave North Carolina a failing grade for safe school drinking water.
North Carolina was among 22 states that got an “F” grade for not getting rid of lead from school drinking water, according to Environment America Research & Policy Center and U.S. PIRG Education Fund. This week, Environment North Carolina released a back-to-school toolkit that gives the public information on how to get the lead out of schools.
“There is no safe level of lead for our citizens but especially for our children,” Krista Early, clean water advocate for Environment NC, said at a news conference at Moore Square. “North Carolina does not currently require testing of drinking water in our children’s schools.
Indiana also got an “F”.
There is no safe level of lead for children. Lead in the environment damages children…permanently. It lowers their school achievement, causes behavior and growth problems, and can increase criminal behavior.
We’re still discussing the damage that lead poisoning does to our children…and we’re still blaming the low achievement of lead-damaged children on schools, teachers, and parents through our reliance on test scores and our underfunding of those schools serving children who need the most help.
Are we doing enough to eliminate lead from the environment? Not according to this article. We spend billions on testing, but apparently can’t afford to keep our children safe from poisoning. The problem is that most of those who are affected by environmental toxins like lead are poor children of color. Chances are if we had lead poisoning in areas where wealthy white people lived, it would be taken care of immediately.