Education Week - January 16, 2013 - (Page 24)
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EDUCATION WEEK
n
JANUARY 16, 2013
LETTERS to
the EDITOR
Many Issues Lie Behind
Tragedy at Sandy Hook
To the Editor:
There will be many reports about the
tragedy in Newtown, Conn., and endless
speculations about the young man who
set it in motion (“Shootings Revive
Debates on Security,” Jan. 9, 2013). What
was done shatters the heart and staggers
the mind. It is a story of innocence and
potential, of educators and caretakers,
humanity at its best; and of evil, come
out of seemingly nowhere, to annihilate
it all. Aberrations of mankind, as we
have come to experience, do not merely
exist on our televisions, in faraway lands,
or on dark streets. They can be found
very close to where we live, work, learn,
and play.
Violent, unspeakable crimes have
different roots. They are, I believe,
partially born of assaults upon the heart
and soul—isolation, abuse, abandonment,
untreated disease, or dysfunctions that
haunt and claim some minds.
We were not there at the school
meetings conducted for Adam Lanza. We
are not privy to the documents generated
by them. To say that anyone with a
special need could or could not commit
an act born of frustration or rage is to
judge without all the data. In addition,
individuals can be misdiagnosed and
underdiagnosed. Environmental factors
and the home-school relationship all
play a role in the outcome of such cases.
Sometimes there is a perfect storm of
these causal elements.
As an educator and a mother, I have
cried. I have cried as I light my candles
for the children and the educators at
Sandy Hook Elementary School with
whom I share a strong bond. I also light
a candle for our leaders, political and
otherwise. I hope they understand that
the issues behind this horrific event can
be found in any community, in some of
our safest havens, behind any door. They
can even be found in the heart of the
quietest kid on the bus.
Mary Egan
Simsbury, Conn.
The writer is a retired special education teacher
and currently works as a part-time reading
tutor at the Environmental Sciences Magnet
School at Mary Hooker in Hartford, Conn.
Testing Can Imperil
Drive for Success
To the Editor:
Reading Dave Powell’s Commentary,
“Confusing Achievement With Aptitude”
(Dec. 12, 2012), brought back some rather
n
www.edweek.org
painful memories of my experiences in
public schools. Mr. Powell outlines how
his son has been hurt by the labeling
associated with not scoring proficient on
mandated exams; he also writes about
the principal of his son’s school telling
him in an email that his son is not
“capable of managing academic work.”
I recall as a teacher in the Bronx in
New York City teaching recent arrivals
from the Dominican Republic, Puerto
Rico, and Mexico, and I remember the
pain of many of my students when
they realized they had not passed the
numerous exams required to achieve a
diploma.
Through Facebook, I have managed to
keep in touch with many of my former
students, and those very same ones I
agonized over when they didn’t pass a
battery of exams to gain their diplomas are
now business owners, entrepreneurs, and
otherwise engaged in rewarding careers.
I am a high school dropout. I received
my General Educational Development
(ged) certificate and entered college
immediately afterward, intent on making
something of myself. There was no test
that could gauge my drive for success in
high school. I left high school feeling like
a major failure. As Mr. Powell accurately
states: “His [son’s] school district
had made the mistake of confusing
achievement with aptitude and worsened
it by using tests as an exclusive measure
of both ... though the tests have no such
predictive validity.”
It pains me to know that we have
turned off the drive for success of many
of our kids because we labeled them
failures based on tests that do not
predict how well they will do in life.
Orlando Ramos
Associate Superintendent
Office of Innovation and Reform
East Baton Rouge Parish Public Schools
Baton Rouge, La.
Current Atmosphere
Oppresses Teachers, Students
To the Editor:
As I complete my 37th year in public
education, I need to speak of the
oppression felt by teachers and children
as test scores become the sole measure
of their worth (“Confusing Achievement
With Aptitude,” Dec. 12, 2012).
A vast majority of educators entered the
profession to effectuate positive change.
Many are also called upon to save lives,
not always through grand heroic acts, but
surely through daily intervention in the
crises that crush our children: domestic
violence; neighborhood violence; lack of
love; lack of appropriate clothing; and lack
of attention to basic physical, emotional,
and cognitive needs.
National and local plans to define good
teaching using arbitrary and invalid
measures of student learning constitutes
an insidious form of oppression that
damages our children and handcuffs their
teachers.
Day after day, children who are
struggling to learn English, overcome
learning disabilities, survive chaotic
homes and violent neighborhoods—the
very children who depend on public
schools for education, food, clothing, crisis
intervention, love, spirit, and a sense of
self-worth—get up and come to school.
And every day, their teachers pledge to
make their lives better.
But how can anyone’s life be made
better when its value is reduced to a
composite of standardized-test scores?
This situation will continue unless people
understand and value the work done by
educators.
Those of us who still care about children
and care about public education must
work together to make schools back into
places of reason, faith, love, and true
learning.
Ann Evans de Bernard
Principal
Waltersville Elementary School
Bridgeport, Conn.
From Grit to Graduate:
Character Education in the News
To the Editor:
In recent months, terms like “grit” and
“character education” have been making
their way out of the ivory tower and onto
newsstands. A New York Times book review
of How Children Succeed by Paul Tough
cites his argument that “noncognitive skills
... are more crucial than sheer brainpower
to achieving success.” Nbc’s Education
Nation forum featured a session on “True
Grit,” and “This American Life” on npr
offered a piece on “Grit, Luck, and Money”
that showcased students who beat the odds.
Though the terms can vary (“efficacy,”
“grit,” “character,” “noncognitive skills”),
the message is clear. These mainstream
pieces linking a “can do” attitude with real
results are rooted in research. Across the
disciplines, there is a powerful link between
self-efficacy and outcomes.
In education, longitudinal studies have
shown that self-efficacy beliefs are linked
to academic achievement, for teachers and
students alike.
A landmark 2011 report by the
Collaborative for Academic, Social, and
Emotional Learning, or casel, cited an
analysis showing that students who
were taught social- and emotionallearning instruction skills improved their
performance on standardized tests by 11
points, on average.
In the recently released 2012 National
Survey of School Counselors from the
College Board’s Advocacy and Policy Center,
we learned that counselors who believe that
they can be more effective in improving
college-application rates actually tend to
work at schools that have higher rates of
college attendance.
With three in four students failing to
graduate from high school with their peers,
and even fewer completing college, we
need to do everything we can to support
America’s students. This matters to them—
and it matters to our nation. In the next
decade, more than half of all new American
jobs will require some postsecondary
education, but we are expected to fall far
short of fulfilling that need.
To accelerate educational outcomes, we
need to believe not just in the powerful role
of education and educators, but also in our
school counselors. We must also believe in
every student’s success—and help them to
believe in theirs.
Mary Bruce
Senior Education Adviser
Civic Enterprises
Washington, D.C.
Ms. Bruce is a co-author of the 2012 “Building
a Grad Nation: Annual Update on the High
School Dropout Epidemic” report, as well as
2011 and 2012 reports on the National Survey
of School Counselors, both of which were
released by the College Board’s Advocacy and
Policy Center.
Learning Disabilities Common,
But Often Undiagnosed
To the Editor:
As an aspiring teacher with more than
10 years of work experience in a large
public school district in Missouri, I can
say that it is excruciating to observe a
smart, hard-working student struggle
with reading, writing, and spelling at
even the most basic levels. Many of these
students receive no intervention, become
easily discouraged and, often, fight
battles over self-esteem due to the lack
of assistance they receive to help build
their reading skills.
The commonality between these
students in Missouri (and in other parts
of our nation) is that they suffer from
an undiagnosed learning disability or
dyslexia. Without help, they are being set
up for failure in the long run. They simply
cannot overcome these issues on their own.
This is a problem that is universal
across our nation and one that needs to
be addressed by every party involved.
Parents, administrators, teachers,
government officials, lawmakers,
policymakers, and community members
alike owe it to the next generation to
conduct further research into this problem
to find a way to fix what is broken in
the system. Students will continue to
experience learning difficulties. It is our
responsibility as a community to reach
them exactly where they are and to make
reading, writing, and spelling possible for
them so that they can lead productive lives
as valuable members of our society.
I am writing this in hopes that the
readers of Education Week will remember
that this still is a prevalent problem and
to draw attention to the fact that there
are quite a few students being overlooked.
Be aware of the signs of reading/learning
difficulties and do something. Change a
life for the better.
Jennifer Armstrong
Springfield, Mo.
n J.H. Snider writes about the need for easy-to-
COMMENTARY
ONLINE
n Edweek.org blogger Rick Hess recently rated
scholars “who are contributing most substantially
to public debates about K-12 and higher
education.” Find out who made the list.
www.edweek.org/go/hessratings
n Follow Commentary
access, standardized information about school
bus routes, particularly those
that start in the early-morning
hours. Learn what he suggests
to bring schedules into the light.
www.edweek.org/go/snider
on Facebook.
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n Follow Commentary on
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Table of Contents for the Digital Edition of Education Week - January 16, 2013
Education Week - January 16, 2013
Is Education Facing a ‘Tech Bubble’?
Multiple Gauges Best for Teachers
Model Common-Core Unit Piloted for ELL Teachers
Gun Concerns Personal for Duncan
Contents
News in Brief
Report Roundup
Fla. Data Link Suspension To Lower Graduation Rates
Anti-Poverty Program Found To Fall Short In Studies
New Science-Standards Draft Incorporates Feedback
With Common Core in Mind, Schools Turn to E-Rate
Survey Tool Aims for Fresh Eye On Parents
Study Dissects Gender Effects In Math Teaching
Funders and N.C. District Team Up To Run Schools
Blogs of the Week
State of the States
N.Y.’s Cuomo Moves Ahead On K-12 Ideas
Crush of Ed. Laws Awaiting Renewal In Congress
Fiscal Realities Dog States
Policy Brief
R. BARKER BAUSELL: Putting Value-Added Evaluation To the (Scientific) Test
GARY HUGGINS: It’s Time for Summer Learning
JEFF CAMP: Let’s Remove Self-Righteousness From the K-12 Debate
Letters
TopSchoolJobs Recruitment Marketplace
MIKE ROSE: Giving Cognition a Bad Name
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