"The whole people must take upon themselves the education of the whole people and be willing to bear the expenses of it. There should not be a district of one mile square, without a school in it, not founded by a charitable individual, but maintained at the public expense of the people themselves." -- John Adams

"No money shall be drawn from the treasury, for the benefit of any religious or theological institution." -- Indiana Constitution Article 1, Section 6.

"...no man shall be compelled to frequent or support any religious worship, place, or ministry whatsoever, nor shall be enforced, restrained, molested, or burthened in his body or goods, nor shall otherwise suffer on account of his religious opinions or belief; but that all men shall be free to profess, and by argument to maintain, their opinion in matters of religion, and that the same shall in no wise diminish enlarge, or affect their civil capacities." – Thomas Jefferson

Tuesday, June 8, 2021

Alabama Joins the Third-Grade Punishment Club

Twenty-Eight states have some sort of third-grade retention law according to the outdated (4/16/19) Third-Grade Reading Legislation page on the National Conference of State Legislatures website. The laws state that third-graders must pass a reading test showing that they can read at "grade level" before they will be allowed to move to fourth grade. Most have exceptions for students who are identified as learning disabled, English language learners, or have some other "rational reason" for not being failed by the adults in their school or school system.

Alabama is listed as "pending" on the website but will go into effect in the 2021-22 school year. To warn parents that this is going to happen AL.com posted an article (on Monday, June 7) that explains what the new law will mean.

There's a lot of discussion in the article about how teachers are now going to be giving struggling students extra support in K, 1, 2, and 3 (question: Isn't this something that should already be happening?) to make sure they can pass the test in Grade 3. This has to be done, because, apparently in Alabama, fourth-grade teachers aren't qualified to teach reading.

What parents need to know about Alabama’s third grade reading retention law
Teachers in fourth grade and beyond expect children to be able to read subject-level content and aren’t necessarily trained themselves in interventions.

“When they encounter struggling readers,” she said, “they don’t necessarily know how to teach students to read.”
This is followed by ways that "your child" can get around the law by retaking the test if they failed, being learning disabled in reading, an English language learner in the first two years of their language acquisition, or having already been retained at least twice in their primary grades (K-3).

Oh, and the early intervention will help the child so they don't even know they were struggling.
But when a child’s struggle to read is identified early, as is required now by law, and the child gets the support they need early, the child never knows they ever struggled.

(This last point might actually be helpful for students if they could make it happen...that is until they come up against the third-grade test and have to search around for something to use to get out of taking it.)

And how is it that someone who has already been retained twice in the first four years of their formal schooling hasn't been referred to special services? Perhaps it's because the U.S. Congress has never paid what they promised for Special Education.

Surely the new law which requires "individualized reading plans" for struggling students in kindergarten, first, and second grade won't have children who will need to be retained. Here's the rub...teachers are now required to use the "state-approved" test on students instead of their own assessments. Alabama is joining the nationwide chorus denying that teachers have expertise in teaching. Accordingly, a teacher's professional opinion about how a child is doing in their class isn't as good as the result of the state-approved test.

And there's this...Shelby County Schools in Memphis, Tennessee wants to one-up the states by retaining kids in second grade before they are retained in third grade because "third grade is too late."

But I digress...


Common sense tells non-educators (and many educators as well) that, if a child is falling behind we need to give them a chance to "catch up." Logically, letting a student repeat a year in school should be beneficial.

Unfortunately, education, the human brain, and young children don't work that way. In studies going back decades, retention in grade has been found to have either no impact or a negative impact on a child's achievement. Even studies that supposedly show a benefit to retention generally, upon closer inspection, show that without herculean efforts by the student and their teachers the child will still be behind.

The common sense is wrong.

As an example, here's information from a 2014 study done by the researchers at Notre Dame.

New research suggests repeating elementary school grades — even kindergarten — is harmful

Common sense tells us that early retention is better than late retention. Are younger kids so much more resilient that they don't really notice if they're not promoted along with their peers? Most in-grade retentions in the U.S. are done in first or second grade. What did the researcher, Notre Dame's Megan Andrews, find?

She looked at more than 37,000 children across the United States from two older multi-year surveys (NLSY 1979 and NELS 1988) and found that about 10 percent had been held back at school, most of them during the 1980s. The surveys included details of the family characteristics of the children. That allowed Andrew to create 6,500 matched pairs of students, where the retained and non-retained students had similar backgrounds. Their mothers had attained the same level of education and their families had the same household income. The students had scored the same on a pre-school cognitive test. (In layman’s terms, they started school with similar IQs). The matched students also had similar behavioral problems, as reported on the surveys. Home environment, gender and race were factored in, too. In other words, Andrew matched the held-back students with students who were equally “at risk” for being held back, but weren’t.

Then Andrew looked at whether these matched students eventually graduated from high school. And that’s where she found that the held-back children were 60 percent less likely to have graduated from high school than their matched “partners” who stayed on grade level. Andrew went one further to see if she could reproduce the results in a different way. Using the 1979 data survey, which included sibling information, she compared children who were held back with their siblings who weren’t held back. Again, she found the same result. Even in the same family, held-back kids were 60 percent less likely to graduate high school than their brothers and sisters. Astonishing!

Andrew acknowledges that held-back students often show a short-term boost in their grades and test scores, but she believes this boost “disappears” after just a few years. A sociologist by training, Andrew hypothesizes that being held back is so psychologically scarring that many students fail to regain their confidence in the long-term. In her paper Andrews argues that being held back is a one of the biggest negative events of a child’s life. “In surveys, students rank being retained in grade second only to a parent’s death in seriousness in some cases,” Andrews wrote.

The fact that this research generally backs up what others have found makes it all the more important that we end the practice once and for all. (see here, here, and here for three more examples. See my bibliography on grade retention, here.)


The question then remains, what do we do when students learn too slowly or can't keep up with their peers.

One thing we can do is use the process described in the AL.com article. Introduce intensive intervention as early as possible for students having trouble. A helpful difference would be to 1) continue the process throughout the grades where it's needed and 2) don't punish students for not learning. When a student needs more than intervention supplies, increase it. When special services are necessary -- and I would suggest that any school that retains children more than once doesn't know how to identify children for special services -- provide it. We have to stop punishing children with the inappropriate and inadequate intervention of retention because we're not willing to spend the money to help them.

Oh, and every fourth-grade teacher that I ever worked with (during four decades in K-6 schools) knew how to teach reading or knew where to go for help. So did the fifth and sixth-grade teachers. If Alabama's upper elementary teachers don't know how to teach reading then there's something wrong with the teacher training institutions in Alabama. My guess is that the people who claim that only primary teachers know how to teach reading don't know what they're talking about.

And who will be the children who are punished? Research into retention suggests that they will be mostly boys and mostly black. What is it about being a black male in America...but again, I digress.

We could, and probably should adopt some of the techniques used in high achieving nations for our own schools. Finland, for example, used research from the United States to improve its school system. We don't.

Finnish educator Pasi Sahberg, along with Timothy Walker, an American who moved to Finland to teach, have written a new book titled, In Teachers We Trust: The Finnish Way to World-Class Schools. In it they discuss ways to help children who are struggling...they use special education.
Intensified support consists of remedial support by the teacher, coteaching with the special education teacher, and individual or small-group learning with a part-time special education teacher. Special support includes a wide range of special education services, from full-time general education to placement in a special institution. All students in this category are assigned an Individual Learning Plan that takes into account the characteristics of each learner and personalizes learning according to ability.


The Alabama attempt at this, using Individualized Reading Plans attempts this without additional support. The classroom teacher is supposed to take care of the whole thing. This is typical of the U.S. -- We require more from teachers without providing more support. Our children aren't a high enough priority for us to spend the money needed to assure their success.

We're failing our children because we're too cheap. Then we blame the student for learning at their own rate and punish them with retention. We are shortchanging our own future.


Monday, May 24, 2021

2021 Medley #7 - Playing catch up

Teacher shortage, Punishing schools, Privatization, Facts, Rationality

Apparently, retirement is needed so there's enough time to go to all the doctor appointments you're going to need as you age.

Things have been quiet on this blog lately...for a variety of reasons. Now that things are a bit better I have a backlog of unposted Medley entries. To make it a bit easier, I'll limit my own comments to one, or sometimes two, sentences max (Warning...prepare yourself for compound and run-on sentences)...

'Perfect storm' of events causing teacher shortage crisis in Michigan

Who would have guessed that demonizing, overworking, reducing job security, and underpaying an entire profession of people would make that profession unattractive...leading to a shortage of teachers nationwide. Legislatures in large part caused the problem, and are now scrambling to fill classrooms with anyone, even those who are unqualified.
Carol Baaki-Diglio, Assistant Superintendent of Human Resources Oak Park Schools, says districts across the state are seeing an increase in retirements. She says it is part of a trend schools have seen for the past decade, that has been made worse by the pandemic creating more work, stress, and health fears.

“Our staff has also experienced loss. Loss of parents. Loss of colleagues,” said Baaki-Diglio.

She says we are seeing the perfect storm for a crisis.

“The perfect storm being far fewer people are choosing education, so we have fewer coming in, and then we have a mass exodus going out,” she said.


In Camden, School Closures Revealed How Unequal the System Can Be

Public schools are name-called as "failing" while legislatures, unable or unwilling to solve problems of unemployment and poverty, ignore their own impact on student achievement. It's much easier to blame public schools than to accept one's own responsibility.
During the Obama Administration, thousands of public schools were closed due to being deemed “low performing” because of their students’ test scores [Blogger's Note: This is also true for the Bush Administration's No Child Left Behind plan]. This was part of Obama’s Race to the Top initiative, and it resulted in school closures in cities across the United States—including Chicago, Cleveland, New York City, and Philadelphia—in a misguided attempt to improve the education of Black and brown children.

In 2012, Race to the Top caught on in New Jersey, where state officials determined that twenty-three of Camden’s twenty-six traditional public schools were “failing.” After taking over the Camden school district in 2013, state lawmakers made school closures their go-to strategy to remedy poor academic performance or budget shortfalls, despite the negative consequences school closures often led to.

Closing schools continues to be a popular “school improvement” strategy well into this new decade. But based on results in Camden, it’s clearly failed.

Education "ratings" are inherently biased against schools serving racially minoritized and economically marginalized students.

I heard a quote recently (forgot where and from whom) that goes something like, "The way to get rid of high poverty schools is to get rid of high poverty schools." Legislatures insist on "rating" schools without doing anything to ease the problems of economic and racial segregation. In Indiana, the legislature passed a law that will end the punishment of "F" schools. Now it's just a tool for shaming them. (I know...more than two sentences. Further down is one with no comment, so we're even.)
The correlation between the percentage of "at-risk" students and standardized test score "proficiency" (high school) is 0.8

That's...massive. That's like the correlation between rain and rainclouds.

The correlation between the % of at-risk students in a school and that school's GROWTH RATE on standardized test scores is...like...zero.

OK not wow. Because...well...that's exactly the point of growth scores. They are designed to take into account the uneven distribution of students across schools.
Schools serving privileged kids are not "better" just because they have higher test scores. Those students would score roughly the same no matter where they went to school.

We can't say, just by looking at proficiency rates, what the quality of a school is. Because...demography.


Why Conservatives Want to Cancel the 1619 Project

Conservatives claim that America's public universities are hotbeds of liberal (or socialist) subversion, and UNC is willing to do what they can to "suppress ideas they consider dangerous."
The prevailing conservative view is that America’s racial and economic inequalities are driven by differences in effort and ability. The work of Hannah-Jones and others suggests instead that present-day inequalities have been shaped by deliberate political and policy choices. What appears to be an argument about reexamining history is also an argument about ideology—a defense of the legitimacy of the existing social order against an account of its historical origins that suggests different policy choices could produce a more equitable society.
Campus Cancel Culture Freakouts Obscure the Power of University Boards

One only needs to look at the billions of dollars of influence the Koch brothers have had on public schools and especially on college campuses to see how the fringe right-wing, now the base of the Republican Party, has had an impact on education in America.
...the right is not underrepresented in higher education; in fact, the opposite is true: The modern American university is a right-wing institution. The right’s dominance of academia and its reign over universities is destroying higher education, and the only way to save the American university is for students and professors to take back control of campuses.

Judge: Betsy DeVos Cannot “Quash” Deposition About Her Actions Re: Defrauded Corinthian College Students

Koch supporter, and billionaire anti-public school advocate, Betsy DeVos is stymied by a federal judge.
Former US ed sec Betsy DeVos did not want to give a formal, in-person account of her decision to side with defunct, for-profit, California-based Corinthian Colleges by not granting monetary relief to hundreds of thousand of students defrauded by this federal-aid-sucking monster.

However, on May 19, 2021, US District Judge William Alsup refreshingly denied DeVos’ “motion to quash a subpoena for her deposition.”


Opinion: The Trumpy right is violating everything our children are taught
...only a quarter of U.S. students are proficient in civics, according to the National Assessment of Educational Progress. And apparently, the right wants to keep it that way.

A bipartisan bill in Congress sponsored by Republican Sen. John Cornyn of Texas and Republican Rep. Tom Cole of Oklahoma (Disclosure: My wife’s stepmother, Rep. Rosa DeLauro of Connecticut, is one of the bill’s Democratic sponsors), would authorize $1 billion a year in grants to pay for more civics and history programs that teach children “to understand American Government and engage in American democratic practices as citizens and residents of the United States.” It’s as American — and as anodyne — as apple pie.

But, as The Post’s Laura Meckler reported over the weekend, “Conservative media and activists are pelting the Republicans who support the bill to abandon it. They call the grant program a ‘Trojan horse’ that would allow the Biden administration to push a liberal agenda.”

Fossil Fuel Interests Caught Peddling Propaganda to Schoolchildren

Science teachers, who work to help students understand climate change, are undercut by propaganda from the fossil fuel industry -- funneled through the Heartland Institute -- denying science.
Fossil fuel companies and climate denial groups have long sought to shape how the next generation perceives climate change, turning the classroom into a battleground for what the country’s future ideology will be. In 2012, leaked documents revealed that the oil and gas-funded Heartland Institute, a conservative and libertarian public policy think tank that promotes climate denialism, planned to spend $200,000 over two years to sow doubts about the scientific consensus on climate change in K-12 classrooms. Years later, the think tank mailed 350,000 booklets titled, “Why Scientists Disagree About Global Warming” to students across the country.

The Heartland campaign is an overt example of fossil fuel interests attempting to influence children’s understanding of climate change, but groups also employ more subtle methods to paint a favorable picture of the fossil fuel industry.

The Age Of Misinformation

Will teachers be able to leave their own tribal biases behind and help students become critical thinkers? If not, will we ever live in a nation with a shared fact base again?
In one particularly troubling analysis, researchers found that when a fact-check revealed that information in a post was wrong, the response of partisans wasn’t to revise their thinking or get upset with the purveyor of the lie.

Instead, it was to attack the fact checkers.


19 Rules for Life (2021 Edition)

Read all 19 of Peter Greene's rules for a refreshing taste of rational thinking.
1. Don't be a dick.

There is no excuse for being mean on purpose. Life will provide ample occasions on which you will hurt other people, either through ignorance or just because sometimes life puts us on collision courses with others and people get hurt. There is enough hurt and trouble and disappointment and rejection naturally occurring in the world; there is no reason to deliberately go out of your way to add more. This is doubly true in a time like the present, when everyone is already feeling the stress.

Friday, May 14, 2021

Don't Punish the Students - Reposted

UPDATE: Got another email. They made a mistake, though they didn't admit it. The email said that they "have re-evaluated the post" and it has been reinstated. You can see it at Don't Punish the Students!.

For some reason, Blogger considered this post Malware and has deleted it. Luckily I have a mirror blog at WordPress. You can find the post at:

Don't Punish the Students

Maybe it's time to move there permanently...


Charlie Brown, Lucy, and the football - Reposted

UPDATE: Got another email. They made a mistake, though they didn't admit it. The email said that they "have re-evaluated the post" and it has been reinstated. You can see it at Charlie Brown, Lucy, and the football.

For some reason, Blogger considered this post Malware and has deleted it. Luckily I have a mirror blog at WordPress. You can find the post at:

Charlie Brown, Lucy, and the football

Maybe it's time to move there permanently...