Education Week - April 1, 2015 - 26

LETTERS to
the EDITOR
for Higher Standards coalition. Recently, all of Tennessee's
community college presidents rallied at the state Capitol to voice
support for rigorous K-12 standards. Our message is clear: Don't
let the politics of the moment undo the investment educators,
parents, and students have made in implementing college- and
career-ready standards.
Give Social Studies Priority
In ESEA Reauthorization
To the Editor:
As Congress turns its attention to the reauthorization of
the Elementary and Secondary Education Act, with a goal of
preparing all students for college and career, it's important
to realize that it takes more than literacy and math skills for
students to be successful citizens, ready to face the complex
challenges of the 21st century ("Sen. Alexander's esea Draft
Offers Two Options on Testing," Politics K-12 blog, www.edweek.
org, Jan. 13, 2015).
Events around the world increasingly demand informed and
engaged adults who are critical thinkers and problem-solvers-
attributes that require the knowledge and skills found in the
teaching of civics, economics, geography, history, psychology,
sociology, philosophy, and the humanities.
To that end, the National Council for the Social Studies, the
largest association devoted solely to social studies education, is
advocating, together with the Campaign for the Civic Mission of
Schools, that social studies education be included in all schools
across America.
As part of the esea reauthorization, we believe that
Congress and the Obama administration can and should
provide competitive grants that support the development and
dissemination of innovative, engaging approaches to teaching
social studies that include history, civics, geography, and
economics.
It's time for Congress to act. The future of our communities,
our nation, and our world depends upon it.
Michelle Herczog
President
National Council for the Social Studies
Silver Spring, Md.
States Should 'Stay the Course'
On Common-Core Standards
To the Editor:
Ensuring that our young people are prepared for the
challenges of college-level coursework and a good career is not
an option; it's an obligation. And discussions over how best to do
that are devalued when they become a tool for political pundits
and a rallying point on the campaign trail.
Those who are proposing changes to the development and
implementation of college- and career-ready educational
standards like the Common Core State Standards must take
into consideration merit, outcomes, and the severe cost of
inaction on behalf of those students who will ultimately be left
behind.
To that end, the higher education community is taking
action. More than 300 college presidents across 37 states,
including nearly every public-college president in New York
and Tennessee, have joined together to launch the Higher Ed
While this seems like common sense, approximately 75
percent of students entering two-year community colleges and
approximately 50 percent of those entering less-selective fouryear
universities require remediation. And graduation rates for
students needing remediation are abysmal.
The education crisis facing our country today is very real.
Sadly, the conversation has been allowed to devolve into political
theater, sidelining substantive talks and all but excluding
educators at every level. Common-core standards may not be
the silver bullet for addressing the college- and career-readiness
gap, but we do know they work and are moving the dial in the
right direction.
As several state legislatures consider whether they will stay
the course with the common core, our hope is that common
sense will prevail. We would ask them to focus less on labels and
more on the substance of the standards. The lack of educational
preparedness is not only hurting students, it is handicapping
our workforce and threatening our global competitiveness.
Lawmakers should think carefully before derailing
educational standards that are working, and keep their eyes
on what matters most for society: preparing students for future
success.
Nancy Zimpher
Chancellor
State University of New York
Chair
National Association of System Heads
Albany, N.Y.
John Morgan
Chancellor
Tennessee Board of Regents
Vice Chair
National Association of System Heads
Nashville, Tenn.
Both NCLB and the Common Core
Ignore Students' Individuality
To the Editor:
The basic problem of the debates over both the No Child Left
Behind Act and the Common Core State Standards is the belief
held by some that all children should be taught the same thing
at the same time and be measured against each other to see
whether progress has been made.
This has not worked for past generations, and will not work
for future generations. Each child is different-cognitively,
socially, physically, and emotionally-and should never be
measured against the accomplishments or growth of another
child. Children are not created on an assembly line, with the end
products to be compared with those from other assembly lines.
The common-core standards could be useful as a tool for
teachers to guide students to create their own individual goals
for attainment. The tests themselves can only be useful for an
individual student to see if he or she has in fact accomplished
those individual goals and to plot the next steps on the
continuum of the common standards.
These standards should be based on the basic skills for
reading, math, science, social studies, and the arts as they are
used for a life of continuous learning. The content addressed for
accomplishing those skills will differ from child to child, school
to school, and state to state. Thus, trying to compare schools and
states is a worthless endeavor that wastes money and creates
school dropouts.
Nancy S. Self
College Station, Texas
The author is a retired clinical associate professor from Texas A&M
University.
Agency Approval of 'Powdered Alcohol'
Poses Problem for Schools and States
To the Editor:
I am deeply troubled by the U.S. Alcohol and Tobacco Tax
and Trade Bureau's recent decision approving a new form of
powdered alcohol called Palcohol. This substance can be mixed
with water or any other beverage, making it a "camouflaged"
cocktail drink that is as easy to make as lemonade or iced tea.
Schools across the nation are already engaged in an ongoing
struggle to address the rampant alcohol- and substance-abuse
issues that plague our campuses. Now, we have the addition
of this new powdered alcohol substance, which can be quickly
added to any bottled beverage. How will schools be able to
adequately supervise their cafeterias while this instant cocktail
mix makes its way around the table?
I serve on the board of directors of the Long Island Council
on Alcoholism and Drug Dependence. The council provides
outreach and counseling services to thousands of individuals and
families facing addiction issues and works with dozens of school
districts to provide training, counseling, and program assistance
to overwhelmed support-staff employees valiantly attempting to
stem the tide. Our organization is appalled that such a product
has the potential for sale in New York and other states.
Since Palcohol has already been approved by the Food and
Drug Administration, it is now solely in the hands of individual
states to legislate this new product and keep it off the shelves
of the convenience stores that no doubt would be a prime
location for its marketing and sales campaign.
We cannot sit by and allow the emergence of yet another
product to add to the growing list of destructive substances
that are afflicting our students and their families.
Jay Matuk
Principal
Cold Spring Harbor Junior/Senior High School
Cold Spring Harbor, N.Y.
COMMENTARY POLICY
Education Week takes no editorial positions, but publishes opinion
essays and letters from outside contributors in its Commentary
section.
For information about submitting an essay or letter for review, visit
www.edweek.org/go/guidelines.
Decriminalizing School Discipline
Why Black Males Matter
CONTINUED FROM PAGE 25
essary skills and strategies to respond
appropriately and in good measure to
disruptive students.
An additional approach that districts
can take is to adopt more restorativejustice
practices, wherein students are
not quickly punished and expelled, but
allowed to reflect on their behavior and
respond to their misconduct, with the
goal of repairing harm done and restoring
relationships among those affected.
This more caring and just approach offers
a humane response that can shrink
the school-to-incarceration pipeline that
has become increasingly commonplace
in many cities and states.
My own research with teachers of
black and Latino young men and boys
shows that the development and maintenance
of authentic, caring relationships
with students can help dramatically
reduce disciplinary infractions.
Perhaps most important, districts could
benefit from having an open dialogue
and professional development focused
on persistent school discipline issues
and the racial ramifications involved.
These conversations cannot be superficial,
but must include discussion of
implicit bias, racial micro-aggressions,
schoolwide data on race and discipline,
and deep-seated beliefs that many
26 | EDUCATION WEEK | April 1, 2015 | www.edweek.org/go/commentary
educators may have about black male
students. These often-unspoken, sometimes-unconscious
beliefs include fear,
cultural ignorance, ambivalence, or an
outright preference for not teaching
young black men and boys.
Last summer's events in Ferguson
and other cities led to much national
reflection, analysis, and conversation
about the value of black lives. The tragic
deaths of Trayvon Martin, Eric Garner,
Michael Brown, Tamir Rice, and Ezell
Ford have opened the door to a painful
examination of ourselves, our attitudes,
and our actions-one that has been long
overdue, yet desperately needed. An important
part of it must be about race,
gender, punishment, and discipline.
Now is the time for school personnel to
enter the conversation to create more
equitable and just learning environments
for all students. n
iStockphoto
http://www.edweek.org http://www.edweek.org http://www.edweek.org/go/guidelines http://www.edweek.org/go/commentary

Education Week - April 1, 2015

Table of Contents for the Digital Edition of Education Week - April 1, 2015

K-12 Law’s Legacy Blend of Idealism, Policy Tensions
Testing Security Prompts Scrutiny Of Social Media
Virtual Spec. Ed. Is Evolving Option
Turnover at Top Can Leave Funders Wary
Education Week - April 1, 2015
News in Brief
Report Roundup
New Studies Affirm Impact of Board-Certified Teachers
Blogs of the Week
Honored Educator Decries Current Climate for Teaching
‘Opt-Out’ Push Sparks Queries For Guidance
Texas Lawmakers Wrangle A Herd of Education Measures
A View From the Top As the Policy Clock Ticks
Blogs of the Week
TYRONE HOWARD: Decriminalizing School Discipline: Why Black Males Matter
THE ESEA AT 50: Perspectives From the Archives
REBECCA GIVENS ROLLAND: The Ticking Clock of American Education
Letters
TopSchoolJobs Recruitment Marketplace
MARILYN BURNS: What Reading Instruction Can Teach Us About Math Instruction
Education Week - April 1, 2015 - Education Week - April 1, 2015
Education Week - April 1, 2015 - 2
Education Week - April 1, 2015 - 3
Education Week - April 1, 2015 - News in Brief
Education Week - April 1, 2015 - Report Roundup
Education Week - April 1, 2015 - New Studies Affirm Impact of Board-Certified Teachers
Education Week - April 1, 2015 - Blogs of the Week
Education Week - April 1, 2015 - Honored Educator Decries Current Climate for Teaching
Education Week - April 1, 2015 - 9
Education Week - April 1, 2015 - 10
Education Week - April 1, 2015 - 11
Education Week - April 1, 2015 - 12
Education Week - April 1, 2015 - 13
Education Week - April 1, 2015 - 14
Education Week - April 1, 2015 - Texas Lawmakers Wrangle A Herd of Education Measures
Education Week - April 1, 2015 - Blogs of the Week
Education Week - April 1, 2015 - 17
Education Week - April 1, 2015 - 18
Education Week - April 1, 2015 - 19
Education Week - April 1, 2015 - 20
Education Week - April 1, 2015 - 21
Education Week - April 1, 2015 - 22
Education Week - April 1, 2015 - 23
Education Week - April 1, 2015 - THE ESEA AT 50: Perspectives From the Archives
Education Week - April 1, 2015 - REBECCA GIVENS ROLLAND: The Ticking Clock of American Education
Education Week - April 1, 2015 - Letters
Education Week - April 1, 2015 - 27
Education Week - April 1, 2015 - TopSchoolJobs Recruitment Marketplace
Education Week - April 1, 2015 - 29
Education Week - April 1, 2015 - 30
Education Week - April 1, 2015 - 31
Education Week - April 1, 2015 - MARILYN BURNS: What Reading Instruction Can Teach Us About Math Instruction
Education Week - April 1, 2015 - CT1
Education Week - April 1, 2015 - CT2
Education Week - April 1, 2015 - CT3
Education Week - April 1, 2015 - CT4
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