Education Opportunity Network

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10/9/2014 – Education ‘Reformers’ Have Lost Their PR War

THIS WEEK: Absenteeism Hurts Achievement … Cheating Is Widespread … Teachers Souring On Common Core … Suburban Schools’ Uncertain Future … Don’t Major In Business


Education ‘Reformers’ Have Lost Their PR War, So Now What?

By Jeff Bryant

“Americans have become accustomed to seeing the figureheads of big-money interests distort reality to suit their needs and get a lot of well-meaning folks to agree with them in turn … But despite nearly a generation of browbeating and finger wagging, the efforts of the ‘education reform’ campaign have completely and utterly failed. Popular opinion appears to be more behind public schools than ever. Few of the measures that have been mandated by self-anointed “reformers” appear to be widely held in favor. And those reform measures that still have some support are not generally well understood by most people and therefore remain shaky.”
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Chronic Absenteeism Can Devastate K-12 Learning

Education Week

“Half of all students who miss two to four days of school in the first month will go on to miss nearly a month of school in excused or unexcused absences … Nine out of 10 students who missed five or more days in the first month went on to be chronically absent – defined as missing 10 percent of the school year in excused and unexcused absences – for the year … In the early grades, students who are chronically absent have lower reading and math scores, as well as weaker social-emotional skills than they need to persist in school … Chronic absence in middle school is another red flag that a student will drop out of high school. By high school, attendance is a better dropout indicator than test scores … Poor attendance can be turned around if schools and community partners work together with families to monitor who is at risk for poor attendance, nurture a habit of regular attendance, and identify and address the challenges that prevent students from getting to school. The key is using data to identify and intervene early, before students have missed so much school they can’t catch up.”
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Shockingly Widespread Standardized Test Cheating In Schools In 39 States


“The National Center for Fair & Open Testing (FairTest) … has found documented cases of cheating, and in some cases, systematic manipulation of scores, in 39 states and the District of Columbia, over the last five years alone. The organization has also identified more than 60 methods administrators and teachers have used to alter student scores on these tests, from urging low-scorers to be absent the day of the test, to shouting out and otherwise indicating correct answers during testing … FairTest’s director of public education, Bob Schaeffer says … ‘The cheating scandals are one reason among many why the U.S. needs to adopt a new direction in school assessment. We need to move away from testing overuse and misuse, and towards systems of performance-based assessment, in which we look at the real work students do over time, which is much harder to game.'”
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More Teachers Are Souring On Common Core, Finds One Survey

The Hechinger Report

“Fewer teachers are enthusiastic about Common Core implementation and fewer think the new standards will help their students … The percentage of teachers who are enthusiastic about Common Core … is down from 73% last year to 68 … The percentage of teachers in the survey who think the Common Core standards will be good for most of their students is down sharply from 57% in last year’s poll. The percentage of teachers who think it will hurt has more than doubled from 8 percent to 17 percent. And the percentage of teachers who think the standards won’t make much of a difference remained the same at 35 percent … Teacher enthusiasm appears to be declining despite the fact that more teachers report that they are prepared to teach Common Core … teachers with negative views of the core are more likely to express concerns that the standards are not grade appropriate and more likely to worry about how student standardized test results will affect teacher evaluations.”
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America’s Suburban Schools Facing New Pressures

The Washington Post

On the blog of Valerie Strauss, professors Amy Stuart Wells and Douglas Ready write, “In suburbs across the country, we see this 21st Century version of ‘white flight’ leading to a declining tax base and too often increasing racial tension … Our nation’s K-12 public school population – now more than 50 percent ‘minority’ – implies that suburban public schools will be the front line of these changes moving forward … The number of Americans living below the federal poverty line is now greater in the suburbs than the cities, and fewer than 20% of people in the largest metropolitan areas still live in predominantly white suburbs … Once predominantly white and middle-class communities and their public schools begin to change demographically, absent a concerted effort to stabilize the housing market and public schools, a downward fiscal and educational spiral can ensue.”
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In U.S., Business Grads Lag Other Majors in Work Interest


“U.S. college graduates who majored in business are the least likely of those who majored in the four large major categories – social sciences/education, sciences/engineering, arts and humanities, and business – to express strong interest in the work they now do, regardless of what career path they may have followed after graduation … Fewer than two in five U.S. college graduates with a business-related degree (37%) strongly agree that they are deeply interested in the work they do, notably lower than majors in the social sciences/education (47%), sciences/engineering (43%) and arts and humanities (43%) … Those who majored in business also lag by a substantial margin behind their academic peers in the critical area of purpose well-being … Less than half of business majors (48%) are thriving … Despite the perceived marketability of business fields that should help boost a person’s earning potential, business majors do not enjoy clear leads over other majors in the area of financial well-being.”
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