Education Week - May 11, 2016 - (Page 1)

Education W k VOL. 35, NO. 30 * MAY 11, 2016 ee AMERICAN EDUCATION'S NEWSPAPER OF RECORD * © 2016 Editorial Projects in Education * $ 4  BRE AKING NEWS DAILY Rich Districts Post Widest Racial Gaps Students work in small groups in a class at Upper Darby High School in Upper Darby, Pa., where the English-learner population speaks a panoply of home languages. Database Sheds New Light On Achievement Disparities Swikar Patel/Education Week By Sarah D. Sparks SPECIAL REPORT Teaching America's English-Language Learners Nearly 5 million children in U.S. public schools are English-language learners. ELLs are at high risk for dropping out, and the graduation gap between them and other students is vast. So with the number of ELLs projected to keep growing, educators face an urgent imperative to dramatically improve their achievement. How will they do that? See the pullout section opposite Page 14. In education, a rising tide of resources does not necessarily lift all boats. Racial achievement gaps exist in nearly every community across the country with a measurable black or Hispanic population-and many districts with a traditional commitment to education and resources to serve all students instead have the worst inequities, according to new research comparing achievement gaps across state lines. Using a database of five years of test scores from more than 40 million students nationwide, Stanford University researchers Sean Reardon, Demetra Kalogrides, and Kenneth Shores analyzed how racial achievement gaps look in different parts of the country, and how segregated schools widen those gaps. "I think we like to think, 'Here we have this problem, but it's fixable. We know we could figure it out.' It's not clear we've figured it out," said Reardon, a professor of poverty and inequality in education at Stanford. "There's some deep ... problems that we as a society haven't faced up to yet." The Stanford researchers and Harvard PAGE 12 > Bungling Student Names: A Slight That Stings By Corey Mitchell When people come across Michelle-Thuy Ngoc Duong's name, they often see a stumbling block bound to trip up their tongues. The 17-year-old sees a bridge. A bridge spanning her parents' journey from Vietnam to the United States. A bridge connecting the U.S.-born teen to Vietnamese culture. A bridge to understanding. "My name is where I come from," MichelleThuy Ngoc said. "It's a reminder of hope." A junior at Downtown College Prep Alum Rock High School, a San Jose, Calif.-based charter school, Michelle-Thuy Ngoc (Michelle knock twee) is among the students backing "My Name, My Identity," a national campaign that places a premium on pronouncing students' names correctly and valuing diversity. The campaign-a partnership between the National Association for Bilingual Educa- tion, the Santa Clara, Calif., County Office of Education, and the California Association for Bilingual Education-focuses on the fact that a name is more than just a name: It's one of the first things children recognize, one of the first words they learn to say, it's how the world identifies them. For students, especially the children of immigrants or those who are English-language learners, a teacher who knows their name and Pueblo, Colo. Under the now-replaced No Child Left Behind Act, the Colorado education department pumped in millions of state and federal dollars to improve the Pueblo public schools, almost half of which the state deems failing. The test scores barely budged over the past several years. So when a handful of department officials trooped down to this southeastern part of the state last week to ask community members what changes to the state's accountability system they'd like to see under NCLB's re- placement, the Every Student Succeeds Act, district Superintendent Constance A. Jones was ready for her turn at the microphone. "I see this as a golden opportunity to rethink our entire accountability system," she said. Speaking from a torn-out sheet of notebook paper, Jones cited a long list of complaints: The department has become too heavy-handed. Its labeling of schools is demoralizing. Its standards are inconsistent. This is a taste of what state education officials nationwide may hear this spring as they ask parents, teachers, district leaders, and lawmakers to help them design their revamped accountability plans under ESSA, Popularity of Ed Tech Often Not Linked To Products' Impact By Benjamin Herold which eventually will be submitted to the U.S. Department of Education. ESSA, the latest version of the nation's main K-12 law, gives states much more authority to design their own school-accountability and teacher-evaluation systems, among other policies. To do that-and to avoid blindsiding local officials and community residents -state education departments are convening task forces, conducting online surveys, and holding town hall meetings, sometimes in farflung corners of their states. "From the front end, departments need to be clear about their intentions," said Chris Digital learning tools that fit well within existing classrooms and don't disrupt the educational status quo tend to be the most widely adopted, despite their limited impact on student learning, an analysis of ed-tech products designed for higher education concludes. Experts say that pattern is also reflected in K-12, raising tough questions about whether many ed-tech vendors' emphasis on quickly bringing their products to scale is actually hampering the larger goal of improving schools. "There is a lot of research showing that more comprehensive technology interventions tend to have more positive results in both sectors," said Barbara Means, the director of the Center for Technology in Learning at SRI International, the nonprofit research center that conducted the new analysis. "To create an education technology tool that can have an impact, but also be adopted in many classrooms, requires thinking about supports PAGE 20 > PAGE 14 > PAGE 10 > As ESSA Rolls Out, State Officials Vow to Hear Local Voices By Daarel Burnette II DIGITAL DIRECTIONS

Table of Contents for the Digital Edition of Education Week - May 11, 2016

Education Week - May 11, 2016
Bungling Student Names: A Slight That Stings
Popularity of Ed Tech Often Not Linked to Products’ Impact
As ESSA Rolls Out, State Officials Vow To Hear Local Voices
Rich Districts Post Widest Racial Gaps
News in Brief
Report Roundup
Study Says Teachers Feel Stressed, Discounted
Amid Rocky Start, College-Access Coalition Hires First Director
Migrant Students Kept Out of Schools, AP Investigation Finds
Scores Decline for Low-Performers On 12th Grade NAEP
National Survey Shows Rise in Student Safety
Blogs of the Week
Education Funding a Key Factor In Illinois Budget Showdown
ESSA Paves Way for Deeper Access to Wealth of K-12 Data
Blogs of the Week
Relative Motion In Education
Education Policy Should Address Student Poverty
Quality Physical Education Is a Life Changer
TopSchoolJobs Recruitment Marketplace
‘People Support What They Create’: Stakeholder Engagement Is Key to ESSA’s Future

Education Week - May 11, 2016