I'm planning on doing lighter posting as I work on some stuff that is more directly in service to people than a blog, as well as some writing that no one is going to see for a while.
Here's a story about a therapy program run by my sister-in-law that uses horses to help rehabilitate Iraqi vets who have come back with multiple injuries and issues.
I also heard some top teachers on MPR talk today about what the standardized tests really tell us about what's happening in our schools — especially for individual kids and their progress.
As one put it, more or less, the tests represent one snapshot in time. We are taking individual snapshots of each student's progress in the classroom every day and every child is different. Suppose you have a benchmark for children tying their shoes, and on the day of the test, one child can and other can't. If the other child does it a few days later, does that mean the first child is more intelligent?
This certainly squares with my experience in the pre-school classroom. Each kid is in a different place and is progressing at a different rate. What I do that's of any value is to help each kid move forward from the place they are in that moment. It is total fantasy to think that the group of kids should move at the same rate to the same points, and if they haven't, the school or teacher is failing to do its job.
I understand why individual parents may be critical of schools, teachers and classrooms. But it is eye-opening to spend extended time with a group of kids who are not your own and with people who may not have your abilities and advantages.
Jeff responds: "The measure that shows the greatest correlation with school performance isn't funding, and it isn't class size. It's school district size. Kids in smaller school districts do far better."
Jeff is correct that studies show smaller school districts tend to have better student achievement, but size matters only insofar as it negatively affects the factors that really produce learning outcomes.
It's worth noting that school districts usually are large because a) they were formed to encompass large city boundaries with their diverse populations and the education challenges that go with them. Or b) they were consolidated from smaller districts experiencing enrollment declines, substandard offerings or funding issues that led them to seek economies of scale. In both cases, upsized districts are a consequence of factors other than pure pursuit of improved student achievement.
Mark is talking about disparity of income between districts, not size; a super district would be just one way to redistribute money to aid lower-performing schools. Of course, a similar move — giving more responsibility for school funding to the state — was tried and then has been slowly dismantled by Gov. Pawlenty. But redistributing school aid dollars isn't really the whole answer, either. Living in economically advantaged communities tends to be accompanied by other factors that relate to school performance, and these advantages are more difficult to export — or to benefit students who are bused in to those communities.
Growth & Justice delivered a research-based report last year that summarized three factors that were most critical for getting students from pre-K all the way through college. Each of these has financial implications, not necessarily tied to what we think of as "school funding."
To over-simplify my point, I'd say the education discussion drifted toward comfortable positions for Mark and Jeff, but got richer as they shared the research and the complexities became more evident.
In another post, I'll discuss one other angle their discussion raised — taking personal credit for successes and blaming government for failures.