Education Week - January 29, 2014 - (Page 20)
COMMENTARY
Funding Students, Not Bureaucracies,
For Early-Childhood Education
By Ben Zimmer & Daniella Rohr
T
here's no trendier cause in
education policy than promoting
increased funding for
early-childhood education.
President Barack Obama has
made universal access to prekindergarten
the principal
education policy objective of
his second term, and the recently passed federal
spending bill includes a $1 billion increase
in spending on early-childhood education. At
the state level, governors from both parties are
advocating for new state-level pre-K spending,
even in the face of current budget constraints.
And New York City's new mayor, Bill de Blasio,
won the election promising to raise taxes on
incomes over $500,000, in part to fund universal
pre-K.
Policymakers are focused on early-childhood
education for a good reason. Studies have consistently
shown that attending high-quality
preschool programs makes students more
likely to be successful in elementary school,
middle school, and high school. And yet, what
advocates of more spending on early-childhood
education often neglect to note is that the government's
record of actually producing highquality
pre-K programs is mixed at best. For
instance, a 2010 U.S. Department of Health
and Human Services study of Head Start-the
country's largest government-sponsored preschool
program-found that by 1st grade, economically
disadvantaged students with access
to Head Start demonstrated almost no greater
cognitive or emotional development than demographically
similar students without access.
Government-funded prekindergarten has
failed to deliver consistent results because
grants are distributed from federal and state
governments to early-childhood education
programs, which ends up holding providers
accountable to bureaucracies rather than to
students and their families.
Head Start providers seeking federal funding
are assessed for compliance with hundreds
of arcane procedural regulations, such as the
Kafkaesque requirement that "a variety of
food is served which broadens each child's
food experiences." Effectiveness at broadening
a 3-year-old's culinary horizons hardly
seems the best criterion for evaluating earlychildhood
education providers. Many states
also face inexplicable scenarios. For example,
a June 2013 report from the Missouri state auditor
found that that state's grant process for
early-childhood education involved conflicts
A
Statistics: The New 'It' Common-Core Subject
"
By Anna E. Bargagliotti
s 2013 ended, the International
Year of Statistics drew to a close,
but the buzz of statistics and
data continues to flood the news
like never before.
From controversies over national
security data-mining to
Nate Silver's precise election
predictions to discussions about the analysis of big
data, statistics increasingly influence our lives, and,
as citizens, we need to be educated about what is at
stake.
The demand for statistically literate citizens has
grown. Jobs related to statistics are expected to increase
by about 27 percent during this decade, according
to the U.S. Bureau of Labor Statistics.
To respond to this surge in attention to statistics in
society, it is crucial that we foster data literacy in our
population, starting at a relatively early age. Teachers,
the gatekeepers of the knowledge transmitted
to our young people, must be able to teach students
how to navigate the data world. If not in our schools,
then where are individuals expected to acquire the
knowledge needed to be statistically literate? And if
teachers are the key, they themselves must understand
statistics and learn the content and pedagogy
for how to teach the subject at different levels.
The initiative of states to develop and adopt the
Common Core State Standards in mathematics
promises a leap forward for promoting statistics
education in public schools. The standards, which
are just beginning to be implemented this academic
year, contain a substantial amount of statistics at the
middle and high school levels, an emphasis that is
To respond to
this surge in
attention to
statistics in
society, it is
crucial that we
foster data
literacy in our
population."
not only welcome, but very much needed.
Investigating and learning statistical skills is
beneficial to students not just because they are
in the common core, but because they are key
to their future understanding of business, government,
and the news. Any student graduating
from high school or college hoping to enter the
job market will be more competitive if he or she
has statistical reasoning skills.
A 2011 report by the McKinsey Global Insti-
tute entitled "Big Data: The next frontier for
innovation, competition, and productivity" asserts
that, by 2018, the United States will be
short 140,000 to 190,000 people with analytical
skills, in addition to 1.5 million managers and
analysts with the ability to use data to drive
decisions.
Students wanting to pursue jobs at companies
like Netflix, Amazon, and Facebook, or more traditional
businesses such as insurance or real estate,
will be at an advantage if they understand
how statistical models can be used to tailor advertising
and consumer incentives, or compute
insurance premiums based on credit scores and
other variables. Understanding how to model an
outcome as a function of other variables while
dealing with variability is a topic addressed in
the common core, starting in 8th grade and continuing
through high school.
At a more basic level, individuals need to be
able to view charts and tables in the news and
understand how to extract pertinent information
from them. Even reading seemingly simple
statements can be enhanced by a person's statistical
knowledge. For example, consider the
statement written in an article about health-
20 | EDUCATION WEEK | January 29, 2014 | www.edweek.org/go/commentary
care costs in The New York Times on Dec. 2 of
last year: "A day spent as an inpatient at an
American hospital costs on average more than
$4,000, five times the charge in many other developed
countries, according to the International
Federation of Health Plans, a global network of
health insurance industries."
To evaluate the reporter's point, one must
understand the concept of an average cost.
For instance, an average might not be the best
measure for summarizing costs since it is particularly
sensitive to outliers. If there were just
a few hospital costs that were very expensive
while most were low, those very few would drive
up the average. The median hospital cost and
the variation in costs is important information
to know when forming an opinion about this
statement.
Comprehending certain information on a
daily basis requires statistical knowledge that
students should acquire in school through the
successful implementation of the common core.
However, even as our society moves forward in
emphasizing statistics in the classroom, very
few teacher-preparation programs require any
statistics courses. During their training to teach
at the elementary level, future educators in
most states take somewhere between one and
three math courses that typically contain only
one small chapter dedicated to statistics. High
school teachers have a single-subject credential
in mathematics that, if their undergraduate
mathematics department required it, they could
satisfy with one statistics course. The preparation
of middle school teachers can vary from
one chapter in math class to one semester-long
stevegraham/iStockphoto
http://www.edweek.org/go/commentary
Table of Contents for the Digital Edition of Education Week - January 29, 2014
Education Week - January 29, 2014
Ruling Raises Internet-Access Concerns
Cheating Case Implicates Phila. Educators
Graduation Disparities Loom Large
Business Groups Defend Common Standards
Contents
Report Roundup
News in Brief
Common Science Standards Are Slow to Catch On in States
Surge in Charter Schools Stirs Concerns in North Carolina
Blogs of the Week
Turnaround Program Receives Makeover In Budget Deal
Some Waiver States Feeling Common-Core Test Pinch
Needy Students, Tech Disparities at Issue
Blogs of the Week
Advocates Welcome New Federal Aid Aimed at Youngest
Collective-Bargaining Case Takes Spotlight at High Court
ANNA E. BARGAGLIOTTI: Statistics: The New ‘It’ Common-Core Subject
BEN ZIMMER & DANIELLA ROHR: Funding Students, Not Bureaucracies, For Early-Childhood Education
CLARKE L. RUBEL: Talking About a Reformation
Letters
TopSchoolJobs Recruitment Marketplace
LYNETTE TANNIS: Twice Punished: Education’s ‘Invisible’ Incarcerated Youths
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