Education Week - August 19, 2015 - (Page 45)

FROM THE ARCHIVES: 2005: In the Wake of Hurricane Katrina nervous and a bit embarrassed. Many of the students were staring at her, while others pointed or whispered. The mentor teacher went over to the young visitor, spoke to her softly, then ushered her to an empty desk, where she sat quietly for the rest of the period, eyes fixed on the floor. Later that day, Molly discovered that the girl had recently been released from a stay in a pediatric psychiatry ward following a suicide attempt at the end of the previous summer. Prior to her return, none of the school's teachers or other staff members had been alerted about why she had not come back at the start of the school year, nor had they been told that she would arrive in class on that particular morning. The staff members were, as one person said, paralyzed by "a fear of saying the wrong thing." No one wanted to use the word "suicide," certain that it would upset the other students (or worse, "give them ideas"). No one said anything to the student-or to each other-about how to navigate this unanticipated turn of events. Instead, there was silence. Molly, the teacher-in-training, was overwhelmed and confused about how to integrate a new student into her class this far into the semester. She also had no idea how to support a late-returning student who had undergone such a serious recent trauma. "I felt completely unprepared," she told the preservice class, "and I really think that we let her down that day. We didn't know that she was coming back, let alone what she had been through or what we could do to help her." Over the next few days, the student continued to attend class but seemed withdrawn and isolated. And after just two weeks back, she stopped attending school PAGE 46 > LAURA C. MURRAY is an advanced doctoral candidate and instructor at the University of Pennsylvania's graduate school of education, in the division of applied psychology and human development. Her scholarly and applied work explores the intersections of youth mental health and educational trajectories. The devastation from Hurricane Katrina to the city of New Orleans in August of 2005 stirred educators and researchers from across the country to consider the implications for the region's schools. Education Week published a number of Commentaries that reflected a range of national and local concerns that continue to resonate 10 years later. Excerpts from these essays illustrate the authors' perspectives. The government cannot appear to be compassionate, and yet adhere to a rigid policy of standardizing education. We have been pretending since 1965 that the little bit of federal aid provided for disadvantaged children can overcome the Compassion is personal. Standardization is not. ELAINE M. GARAN historic legacies of racial discrimination and poverty. We can't pretend any more- the hurricanes washed that pretense away. RACHEL B. TOMPKINS learning will need to take a back seat to recovery for some students for some time. Intensive academic WILLIAM PFOHL & HOWARD ADELMAN Getty American school planners will be as close as they have ever come to a 'green field' opportunity: tory of gang violence, experienced some of the strongest gains among all of the SIG schools. For example, the share of McKay's 11th graders whose scores met or exceeded standards on the Oregon statewide assessments increased from 50 percent in 2009-10 to 87 percent in 2013-14 in reading; from 48 percent to 85 percent in math; from 37 percent to 51 percent in writing; and from 37 percent to 58 percent in science. All of those most recent scores are well above the average for Oregon schools with similar demographPAGE 47 > GREG ANRIG is a senior fellow at the Century Foundation and the author of the report "Lessons From School Improvement Grants That Worked," which was published in July. A large public education system will need to be built from scratch. [W]hat separates this state from others that face similar challenges is its guts and its understanding that small changes just aren't enough. KATI HAYCOCK Images: iStock by Getty Images To read these Commentaries in full, go to: www.edweek.org/go/nola-quotes. PAUL T. HILL EDUCATION WEEK | August 19, 2015 | www.edweek.org/go/commentary | 45 http://www.edweek.org/go/nola-quotes http://www.edweek.org/go/commentary

Table of Contents for the Digital Edition of Education Week - August 19, 2015

Education Week - August 19, 2015
Contents
News in Brief
Report Roundup
Rookie Principals’ Group Sheds Light on Early-Career Challenges
Education Week Acquires Television Production Company
Historians See AP U.S. History Revisions as ‘Evenhanded’
Handcuffing of Students Reignites Debate On Use of Restraint
Study Casts Doubt on Impact of Teacher Professional Development
Teachers Use Minecraft to Fuel Creative Ideas, Analytical Thinking
Blogs of the Week
Education Stakes Are High in Ky., La., and Miss. Governor Races
Accountability 3.0: What Will State Systems Look Like?
Budget Deadline Could Put Education Programs at Risk
Blogs of the Week
TopSchoolJobs Recruitment Marketplace
How Do We Help Students With Mental-Health Issues Return to School?
Lessons From Successful School Improvement Grants
2005: In the Wake of Hurricane Katrina
Letters
Do We Need Quality Assurance for Teacher Feedback?

Education Week - August 19, 2015

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http://ew.edweek.org/nxtbooks/epe/ew_sr_02202013
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http://ew.edweek.org/nxtbooks/epe/ew_01232013
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http://ew.edweek.org/nxtbooks/epe/ew_10312012
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http://ew.edweek.org/nxtbooks/epe/ew_10242012
http://ew.edweek.org/nxtbooks/epe/ew_10172012
http://ew.edweek.org/nxtbooks/epe/ew_10102012
http://ew.edweek.org/nxtbooks/epe/ew_10032012
http://ew.edweek.org/nxtbooks/epe/ew_09262012
http://ew.edweek.org/nxtbooks/epe/ew_09192012
http://ew.edweek.org/nxtbooks/epe/ew_09122012
http://ew.edweek.org/nxtbooks/epe/ew_08292012
http://ew.edweek.org/nxtbooks/epe/ew_sr_08222012
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http://ew.edweek.org/nxtbooks/epe/ew_test
http://ew.edweek.org/nxtbooks/epe/diplomascount_2012issue34
https://www.nxtbookmedia.com