Education Week - May 6, 2015 - (Page 28)

LETTERS to the EDITOR discourage parents from opting out. Even Ms. Delisle admitted that the department does not want to take money away from local schools. The rapidly growing national movement resisting test misuse and overuse will not be deterred by this disinformation campaign. Education Dept. 'Disinformation' Aims to Quell Opt-Out Movement To the Editor: There is no reasonable basis in federal law for recent U.S. Department of Education threats to punish states, districts, or schools if significant numbers of parents opt their children out of standardized tests (" 'Opt-Out' Push Sparks Queries for Guidance," April 1, 2015). The original No Child Left Behind Act did state that 95 percent of students must take the test for a school to make adequate yearly progress. If they did not, the school faced sanctions. However, nclb sanctions no longer apply to schools in the vast majority of states that have waivers from the federal law. In the few nonwaiver states, virtually all schools have failed to make adequate yearly progress, so they face no additional risk from not meeting the rule on 95 percent participation. Dubious claims about potential sanctions made by Education Department staff members, particularly Assistant Secretary Deborah Delisle, as quoted in your article, do not change the legal reality. Federal officials are fabricating threats to Reader Observes Ironies In Nancie Atwell's Award To the Editor: In her writing, Nancie Atwell begins from the belief that a classroom teacher is a professional, not a technician or an assembly-line worker. So her comments about the current state of teaching are no doubt sincere and not at all surprising ("Honored Educator Decries Current Climate for Teaching," April 1, 2015). She's a truth teller. It is certainly ironic to see her standing with her award, the Global Teacher Prize, next to former President Bill Clinton, who helped lead us down the slippery slope Ms. Atwell's critique decries. Monty Neill Executive Director FairTest Jamaica Plain, Mass. Of course, Mr. Clinton's contribution to the reactionary standards-and-high-stakes-testing-and-punishment paradigm is minor compared to all the lies about the so-called "Texas Miracle" promulgated by former President George W. Bush, and accepted by Rep. George Miller and Sen. Edward M. Kennedy in authoring the No Child Left Behind Act in 2001. What a strange moment in educational history: A global award for teaching goes to a teacher who, I would argue, opposes pretty much everything Mr. Clinton, former Secretary of Education Richard W. Riley, Mr. Bush, President Barak Obama, Secretary of Education Arne Duncan, and Bill Gates have supported and enacted during the past 25 years-and Mr. Clinton and Mr. Gates are part of the award's judging. Did any of the judges actually read any of what Ms. Atwell has written? Perhaps the same group of folks will give the Ellwood Cubberley Award to Mr. Duncan when he's done enforcing all the policies and programs that Ms. Atwell disdains. David Marshak Bellingham, Wash. 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. Making Early Education Work Train Teachers in New Ways CONTINUED FROM PAGE 32 aration is no easy task. The nation's 1,130 teacher-training institutions are big business, serving as "cash cows" for colleges and universities across the country. Education departments award one out of every 12 bachelor's degrees and more than a quarter of all master's degrees. But while these programs grant a lot of degrees, Levine found in the major 2006 study of the field, "Educating School Teachers," that "teacher education in the United States is principally a mix of poor and mediocre programs." On most campuses, he wrote, "teacher education is regarded by university professors and administrators inside and outside the education school as one of the poorest-quality campus units." He found this to be particularly true for programs training teachers for younger grades. A 2011 Thomas B. Fordham Institute study by Steve Farkas and Ann Duffett found that half of all education professors themselves think that "'teacher education programs often fail to prepare teachers for the challenges of teaching in the real world." That same year, the Obama administration issued "Our Future, Our Teachers," a report declaring that "while there are shining examples of strong programs throughout the country, too many of our teacher-preparation programs fall short." In 2013, the National Council on Teacher Quality published "Teacher Prep Review," an exhaustive study of the nation's teacher education programs, concluding that teacher preparation is "an industry of mediocrity." Educators, too, share this negative outlook. Levine's study, funded by the Annenberg, Ford, and Ewing Marion Kauffman foundations, found that more than three in five teachers report that their education degrees did not prepare them for "classroom realities." Barely a third of principals think education schools are doing very or moderately well at preparing teachers overall. Only 16 percent believe they prepare teachers to address the needs of students with limited English proficiency. The bottom line is that the teacher education establishment does not adequately prepare teachers, and real reform is nowhere in sight. Thanks to years of lobbying from education schools, regulations mandating education degrees for K-12 teachers are deeply embedded in state laws. A handful of alternative-certification programs have sprung up as an education school workaround, but the K-12 sector remains heavily burdened by the daunting task of "fixing" teacher education, on top of its core business of educating more than 50 million children. Early education, on the other hand, is starting with a clean and unencumbered slate. This is the right time to make crucial, carefully considered decisions about how teachers should be prepared to educate very young children. The route predictably promoted by education schools and the teachers' unions is to require preschool teachers to get degrees in education. Yet that approach would fail to produce a highquality workforce and unnecessarily bind the emerging early-education sector to the dysfunctional teacher-preparation industry. Instead, early education should seize this moment to build a better way of preparing its teachers from the ground up, by creating innovative, well-designed new pathways into the profession. The latter approach will require investing more time and attention in the short run, but will pay big dividends for the field going forward. n 28 | EDUCATION WEEK | May 6, 2015 | www.edweek.org/go/commentary Remove the Financial Barriers CONTINUED FROM PAGE 32 and economic analyses. We can break this financial barrier. We just have to systematically adopt three crucial steps. First, we have to increase public spending on young children. Sounds simple, but it isn't, because public funding of programs for young children is usually fragmented. Typically, we don't just have one government department in charge of these programs; rather, Cari Vander Yacht for Education Week they involve multiple ministries, including health and education and social welfare, in each of which young children's importance is relatively minor and so gets inadequate attention. But there are ways around this. Many countries in Latin America, notably but not only Chile, have raised public spending on very young children. Some countries impose a special tax that is earmarked for young children, like the sin tax in the Philippines. Some governments, as in Utah in the United States, reimburse private investors who finance early-childhood programs once those programs produce results. Second, we have to recognize that most programs for very young children are delivered by the private sector. So we need to encourage the participation of poor children in these private programs. We can give publicly funded vouchers to these children and their families to do this, through conditional cash transfers, as in Mexico. We can set up tax and other incentives so that private providers themselves subsidize poorer children from the fees paid by the parents of more affluent ones-just as private universities in the United States subsidize needy college students. We can encourage microfinance programs to help poor parents pay for their children to take part, as in Brazil. Third, we have to get early-childhood financing away from the early-childhood experts. These experts are great, often with backgrounds in psychology and extraordinary levels of personal commitment to very young children. But they don't know about finance. And they don't know about what has been achieved in other development areas, like telecommunications, water resources, and health, all of which have much to teach early-childhood programs about effective finance and effectively targeting it on the poor. No one of these steps is the magic right step. All three are needed in different combinations in different economies and societies. But all three need to be tried-even if some mistakes are made in the process. The problem with earlychildhood financing, unlike a lot of other areas in development, is not that financing attempts have failed-it is that we have failed to make attempts. n http://www.edweek.org/go/guidelines http://www.edweek.org/go/commentary

Table of Contents for the Digital Edition of Education Week - May 6, 2015

Education Week - May 6, 2015
Some Balk as Testing Rolls Ahead
Nevada Exams Hit Tech Trouble
Science Standards Pop Up in Districts
Undocumented Students Strive to Adapt
State Takeover Gives Mass. District a Fresh Start
Contents
News in Brief
Report Roundup
Chicago Schools Probe Prompts AASA to End Alliance With Firm
Researchers Target Ways to Design Better Mathematics Text Materials
GED Revisions Spur Bumpy Year for Equivalency Exams
After Baltimore Unrest, Students and Educators Seek Understanding
DIGITAL DIRECTIONS: New Research Probes Frontiers of Tech Learning
Blogs of the Week
Efforts to Change Federal Aid Formulas Prove Tricky
New Research Emerges On LGBT Parents
Advocates for Special Ed., Gifted Weigh Details in ESEA Rewrite Bill
Blogs of the Week
Marriage Issue Gets Full Airing at High Court
Letters
TopSchoolJobs Recruitment Marketplace

Education Week - May 6, 2015

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