Education Week - January 23, 2013 - (Page 21)

EDUCATION WEEK n JANUARY 23, 2013 n www.edweek.org 21 Schools for Other People’s Children I Want to Send My Grandson to Sidwell By Alan C. Jones A iStockphoto.com/Nikolass Boden MARTIN CARNOY (carnoy@stanford.edu) is a professor at the Stanford Graduate School of Education. RICHARD ROTHSTEIN (rrothstein@epi. org) is a research associate at the Economic Policy Institute, which is based in Washington. They are the co-authors of What Do International Tests Really Show About U.S. Student Performance? (Economic Policy Institute, 2013). Their previous collaboration was The Charter School Dust-Up: Examining the Evidence on Enrollment and Achievement (EPI, 2005). also enable students to take more ownership and control over their own learning. What if we were equally diligent in gathering and reporting information on both the cognitive and metacognitive aspects of learning? If we were to see the two terms as equals, the potential importance of the metacognitive would become clearer. The relationship between the two would be less hierarchical, more symbiotic. Although some would argue that the answer to improving student achievement is simply to measure and analyze contentknowledge acquisition with increasing detail or frequency, we seem, in fact, to be reaching a point of diminishing returns as we parse data on content knowledge into ever smaller pieces with more detailed prescriptions for correcting errors or remedying deficits. What if we had an equivalent amount of information about learner skills, attitudes, and techniques that we could bring to bear along with content-knowledge measures? What sort of individualized profile might we be able to create for each learner? We need to know all we can about students’ content knowledge. But we also need to know much more about how students manage the learning process, and how their beliefs about themselves as learners affect their ability to understand and retain content knowledge. By elevating noncognitive information to an equal position relative to content knowledge, we may find the missing link needed to close the achievement gap more rapidly and effectively for the many students who possess the cognitive ability to improve their capacity to learn, but are limited by a lack of effective learning strategies and the appropriate mindset. As a first step down this road, educators, researchers, and policy leaders must be willing to rename “noncognitive measures” as “metacognitive learning skills.” My colleagues and I are willing to do so in our publications and presentations. And we encourage others to do the same. This small change can have a tremendous effect on how we think about learning and how we measure it. What’s in a name? Quite a lot, as it turns out. n DAVID T. CONLEY is a professor of educational methodology, policy, and leadership at the University of Oregon and the chief executive officer of the Educational Policy Improvement Center, both of which are located in Eugene. t the beginning of this school year, I accompanied my daughter in her search to find a good public school for my grandson. Because of my lifelong career in education—teacher, principal, professor of education—my daughter felt that I was well qualified to help her with the search. In her words: “Dad, you’ll know the right questions to ask.” She was wrong. Nothing could have prepared me for the mindlessness of the hallways, classrooms, and main offices I observed in the coming weeks. I reviewed curriculum with no art or music and only sporadic attempts at teaching science. I followed a school schedule heavily focused on basic literacy skills. I found kindergarten programs with no recess. I observed classrooms where students were required to repeat state standards written on the chalkboard and spend hours completing mountains of worksheets designed to make children more test-savvy. There were breaks in the day that amounted to forced marches to and from bathrooms. Following these brief breaks, that allocated appropriate time for each discipline to be taught well; engaged in instructional activities that were problembased and interdisciplinary; participated in a rich extracurricular program; and were supervised by administrators and teachers who place children’s social and emotional development on an equal footing with their intellectual growth. I saw no mention of test scores, adequate yearly progress, or datadriven instruction. In contrast to the schools my daughter and I visited, it appeared that the administrators and teachers at Sidwell assumed that, if their school provided a highquality instructional program, the test scores would take care of themselves. As I studied Sidwell’s Web page, I was overcome with the irony of our highest government official sending his children to a school with an instructional philosophy diametrically opposed to his administration’s official position on what constitutes a good school. I wondered how long Mrs. Obama would tolerate her daughters’ attendance at a school that U.S. Secretary of Education Arne Duncan identified as “racing to the top.” Too often, the same public officials who send their children to schools that educate the whole child mandate that my grandson attend a school “  When President Obama talks about good schools, he is talking about schools for other people’s children, not his own.” students were led back to classrooms for timed tests, test-preparation games, and the distribution of awards for those who met the state standard for the day. The schooling landscape worsened when I questioned administrators and teachers about their schools’ instructional programs. What I heard was a form of pseudo-educational jargon that made no sense. The new foreign language of schooling was an incomprehensible mix of educational alphabet soup (rti, ell, ayp, ld, bd, adhd), business metaphors (data-driven, performance-based, tqm), and an urgent plea for more time to prepare students for the state test in March. Nowhere in these conversations did I discern sensitivity to the developmental needs of a kindergartner or an instructional program that would develop the habits of thought valued in a global economy. In the midst of this march through the school wastelands of No Child Left Behind and Race to the Top, I saw a picture of President Barack Obama and first lady Michelle Obama visiting the Sidwell Friends School, the private school in Washington that their daughters attend. Worn out by what I was observing in schools in my community, I wondered what kind of school the president’s children attended. A Google search brought into focus an instructional program that was comparable to that of the famed University of Chicago Laboratory Schools founded by John Dewey and previously attended by the Obama daughters. Sidwell students, it seemed, experienced an instructional program that educates one-quarter of my grandson. (To be fair, I should note that Duncan sends his own children to public school in Virginia.) The outcome of my journey into schools that were racing to the top was finding a school where my grandson would, at least, be exposed to a fraction of the instructional program the president’s children experience each day. My daughter has compensated for the educational gaps in my grandson’s schooling by regular visits to educational venues of all kinds (museums, art galleries, plays) and vacations that include an educational goal that replicates the experiences at Sidwell. Under this new government-driven regime of testing and accountability, schools are no longer the schools I attended, taught in, or led. This new breed of accountability-driven schools is more interested in reaching some number at the end of the school year than with my grandson’s deep—and untestable— need to be known, respected, and educated. While these goals are still pursued at Sidwell, they no longer exist in schools that are focused on ayp and reaching the top. When President Obama talks about good schools, he is talking about schools for other people’s children, not his own. n ALAN C. JONES is a principal-mentor and an education consultant. He was a principal from 1985 to 2001 and an assistant principal and teacher in the two decades before that. He also served as an associate professor of school administration at Saint Xavier University, in Chicago, from 2002 to 2012. He lives in Burr Ridge, Ill. http://www.edweek.org http://www.iStockphoto.com

Table of Contents for the Digital Edition of Education Week - January 23, 2013

Education Week - January 23, 2013
Nation, Districts Step Up Safety
Colleges Overproducing Elementary-Level Teachers
INDUSTRY & INNOVATION: Calif. Districts Link To Push Shared Goals
Loss of Veterans Doesn’t Hurt Scores
Contents
News in Brief
Report Roundup
FOCUS ON: CHARTER SCHOOLS: Charters Prepare for the Challenges Of Common Core
Civil Rights Groups: Discipline Excessive In Miss. Schools
Children Still Prefer Print Books to E-Books
Mainstream Video Games Move Into Ed.
Blogs of the Week
Obama Presses School Safety, Mental-Health Efforts
State Data: Use With Caution
State Finance Lawsuits Still Roiling Landscape
Stretched Schools Push to Extend Lifespan Of Books
Policy Brief
STATE OF THE STATES: Vt. Governor Launches Four-Point Education Initiative
State of the States
MARTIN CARNOY & RICHARD ROTHSTEIN: International Tests Reveal Surprises at Home and Abroad
DAVID T. CONLEY: What’s in a Name
ALAN C. JONES: Schools for Other People’s Children
Letters
TopSchoolJobs Recruitment Marketplace
PETER GIBBON: A Timeless View of Education From 1899

Education Week - January 23, 2013

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