Education Opportunity Network

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2/25/2015 – Dumb And Dumber In The House Education Bill

THIS WEEK: Testing Wrong Things … Preschool Shouldn’t Be Like School … Problems With Virtual Education … Suspension Rates Too High, Racially Biased … Education ‘Experts’ Aren’t Experts


Dumb And Dumber In The Republican House Education Bill

By Jeff Bryant

“The bill, HR5 the Student Success Act, was written completely by Republicans, passed through committee without any Democratic support, and has already drawn strong opposition from the Obama administration and others … Should the bill pass, as is predicted, Democrats then must continue to insist that any revision of NCLB must ensure equity and quality rather than austerity and further privatization.”
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We’re Testing Children On The Wrong Things

The New York Times Magazine

NPR’s education reporter Anya Kamenetz writes, “Are we measuring what we really want to measure in education? A flood of recent research has supported the idea that creative problem solving, oral and written communication skills, and critical thinking, plus social and emotional factors, including grit, motivation, and the ability to collaborate, are just as important in determining success as traditional academics. All of these are largely outside the scope of most standardized tests, including the new Common Core–aligned tests … So some important things we don’t test because the tests aren’t up to it. Some we could test but don’t bother. And for the things we do test, the tests are actually too small a sample of behavior to make wide-ranging judgments.”
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Why Preschool Shouldn’t Be Like School


“While learning from a teacher may help children get to a specific answer more quickly, it also makes them less likely to discover new information about a problem and to create a new and unexpected solution … Direct instruction really can limit young children’s learning. Teaching is a very effective way to get children to learn something specific … But it also makes children less likely to discover unexpected information and to draw unexpected conclusions … Adults often assume that most learning is the result of teaching and that exploratory, spontaneous learning is unusual. But actually, spontaneous learning is more fundamental. It’s this kind of learning, in fact, that allows kids to learn from teachers in the first place … It’s more important than ever to give children’s remarkable, spontaneous learning abilities free rein. That means a rich, stable, and safe world, with affectionate and supportive grown-ups, and lots of opportunities for exploration and play. Not school for babies.”
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Virtual Education: Genuine Benefits Or Real-Time Demerits?

The Atlantic

“Proponents, including [Jeb] Bush … argue that conventional learning is holding students back and that virtual education, both in and out of K-12 classrooms, is allowing them to advance at their own rate … The outcomes are hardly positive. In fact, due to the way many virtual courses are structured … the temptation to cheat is almost irresistible. These students not only understand how to get around the system, they also know they can pad their GPAs with As in honors and AP courses … They can take multiple online courses per semester. And they often learn nothing unless the course is so outdated they can’t find the test answers online … This could be just why some states, like New York and New Jersey – which according to Bush’s report received failing grades on various aspects of digital learning – are leery about accepting virtual credits … Other states are backtracking on virtual-education efforts.”
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Suspended Students Lose Millions Of Days Of Instruction While Out Of School

The Washington Post

“Suspension rates dropped for many of the nation’s school districts … but US students still lost about 18 million days of instruction to out-of-school punishments in the 2011-2012 school year… School systems in Missouri, Ohio, Michigan, and Pennsylvania … showed ‘alarming’ suspension rates of 20% or higher for elementary school children … National suspension rates have not changed in a meaningful way and racial gaps persist … 16% of black students were suspended in 2011-2012, compared with 7% of Hispanic students and 5% of white students.”
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Education ‘Experts’ May Lack Expertise, Study Finds

“Prominent interest groups are promoting reform agendas and striving to influence policymakers and public opinion using individuals who have substantial media relations skills but little or no expertise in education … People associated with the American Enterprise Institute were nearly 2.5 times more likely to be cited in education media … Likewise, experts were 1.78 and 1.5 times more likely to be mentioned in blogs if they were affiliated with Cato or the American Enterprise Institute, respectively … Perhaps the most troubling finding was that possession of a doctoral degree was associated with 67% fewer blog citations and 60 % fewer newspaper mentions, and fewer Klout points, which indicates that academic researchers with empirical expertise in education are often far removed from popular and policy conversations.”
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Category: EON Newsletters

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