Monthly Archives: March 2015

Things Overheard at a Crawfish Boil in New Orleans

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Take this evidence for whatever it’s worth: recently, at a crawfish boil, I was discussing Common Core with the school leader of one of the highest performing charter schools in New Orleans.

We were standing over a table that looked quite like the picture above.

I asked him two questions: (1) Has Common Core increased the quality of your instruction? (2) If so, would these increases have happened without Common Core?

His answers:

Common Core has dramatically increased the rigor of the instruction; according to him, their students are now tackling material that, just a few years ago, few adults in the building would have thought possible.

He was clear that this shift in instruction probably would not have occurred without Common Core; that state assessments, especially in high-accountability systems, shape expectations.

Nearly all high-peforming CMO or charter leader who I have talked to respond in a somewhat similar fashion.

When it comes to standards and assessments, I’m a pragmatist.

If the instructional leaders I trust most say Common Core is improving the rigor of their instruction, then I will continue to support Common Core.

Value Tensions in Education Reform

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Jennifer Berkshire (@edushyster) and Kristen Buras did an interview piece over at Huffington Post.

Both myself and the term relinquishment are mentioned, neither in a favorable light.

Towards the end to the interview, this exchange takes place:

Berkshire: …Isn’t there anything that you think is better about the new system?

Buras: No, not really. There is very little evidence that things have improved.

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There is a lot of evidence that things have improved, though there is still a long way to go.

I won’t rehash the student achievement arguments here.

I’ll just note what I’ve said before. Ignoring these results comes with the same risks as ignoring other scientific findings: those who are most vulnerable to bad policy will suffer the most. In this case, as in most cases, those most vulnerable are those living in poverty.

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Buras makes other points that are unrelated to the value of student achievement. These values, such as racial equity, community, and democracy, are also important.

Buras notes that the racial composition of teachers in New Orleans is now less African-American; that strict neighborhood zoned enrollment has been eliminated; that communities have not always been consulted in terms of facilities and program models; and that local democratic institutions, such as the Orleans Parish School Board, have had their power reduced.

This is all true.

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If, like Buras, you believe that there have been no gains in student achievement data, then evaluating the New Orleans reforms is an easy exercise: you will deem the effort a failure.

If, like me, you believe there have been significant gains in student achievement, then the question is more complicated.

On the question of the composition of the teaching force, I believe that, in aggregate, the teaching force in New Orleans before the storm was not strong enough. That being said, I think for both community and sustainability reasons, the long-term goal should be to develop strong local pipelines of diverse teachers.

On the question of zoned enrollment, I’ve written previously that fully zoned enrollment is an inequitable practice. I believe the current model in New Orleans is more just than the previous model.

On the question of community engagement, I agree that, at times, the Recovery School District has gone against the wished of community representatives. It is unclear to me that these representatives always spoke for families, but I do think they represent the opinions of a subset of the public. In cases of stark disagreement, I have been in favor of valuing the government’s gauge of predicted student achievement over vocal dissenting voices. I’m probably most conflicted on this value tension.

On the question of local, publicly elected education governance, I do not place major value on school board authority. Pragmatically speaking, I view local choice as a much more effective democratic power than local voting. Choice allows a family to allocate public tax dollars to educational institutions that work. Voting does not. Additionally, the constitutional duty to provide a sound public education is most often an enumerated responsibility of state government. I do not view the exercising of this authority as antidemocratic; rather, I think the opposite is true: abdicating this responsibility is a violation of a public duty.

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Any time public institutions are overhauled, values will collide.

The best we can do is articulate the tensions in these values, openly declare our reasons for weighing certain values over others, and try to be honest brokers of the data that might justify these conclusions.

In New Orleans, I believe the weak state of public education before Hurricane Katrina, coupled with the significant achievement gains post-Katrina, have justified putting student achievement as the primary value of the reform efforts.

Each will have to come to her own conclusion.

Sentences to Ponder

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1. Grading teachers by the test

“’People who claim to be market-based reformers want to sell the theory that there is a direct correlation between test scores, the effort of teachers and the success of children,’ said Randi Weingarten.”

2. Moskowitz on rigor, backfilling

“Success schools are among the most sought-after charter schools in the city. The network said Monday that it had received more than 19,000 applications for 2,688 open seats this fall. When ranked by performance on state tests, its schools also rank highly — in the top 1 percent of all schools in the state in math and the top 3 percent in English.”

3. America spends $600 billion on schooling

“But nations that spend less on education are faring far better on international tests, and the US isn’t seeing bigger scores as a result of its larger spending … There are a few possible explanations for this. The first is that the US spends less on social programs than some other countries. Finland spends much less per student than the US. But it spends more to reduce poverty, and across the OECD, students in poverty have lower test scores than their higher-income peers … Another explanation is that US education is simply inefficient and could be better run without additional spending.”

4. A $100,000 bubble bet 

“This bet is open to the first VC who would like to take it (though it is not clear to me anyone who wants to take the other side should be investing in startups.)  The loser donates $100,000 to a charity of the winner’s choice.”

5. How poor are the poor?

“…the consequence of these changes, taken together, has been to divide the poor who no longer receive welfare into two groups. The first group is made up of those who have gone to work and have qualified for tax credits. Expanded tax credits lifted about 3.2 million children out of poverty in 2013. So far, so good.The second group, though, has really suffered. These are the very poor who are without work, part of a population that is struggling desperately.”

6. Community control is destroying America’s cities

“There is, however, another way: ignore ‘the community.’ Not the community writ large, but “the community” as a euphemism for those who are already lucky enough to live in a neighborhood that others want to move to, whether it’s a hip, gentrifying neighborhood or an uptight, leafy suburb. Land use governance should be shifted from the local level to the city, state or national level, where governments seem to be more willing to let cities grow.”

The Second Decoupling is Near?

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The Second Decoupling will occur when school and learning are in many ways divorced.

I’m really not sure when the Second Decoupling will occur, but one of its key features will be the new role and function of the teacher, especially human teachers who work in school buildings.

Michael Godsey, a teacher, penned an interesting piece in the Atlantic on the evolving role of his profession.

I think some of Michael’s predictions will be born out, while others probably will not.

From the article:

I describe what I think the public-school classroom will look like in 20 years, with a large, fantastic computer screen at the front, streaming one of the nation’s most engaging, informative lessons available on a particular topic. The “virtual class” will be introduced, guided, and curated by one of the country’s best teachers (a.k.a. a “super-teacher”), and it will include professionally produced footage of current events, relevant excerpts from powerful TedTalks, interactive games students can play against other students nationwide, and a formal assessment that the computer will immediately score and record.

Personally, I think we’re more likely to see one-to-one (personalized playlists) more than the streamed super teacher lecture, but who knows.

From the article:

…there will be a local teacher-facilitator (called a “tech”) to make sure that the equipment works and the students behave. Since the “tech” won’t require the extensive education and training of today’s teachers, the teacher’s union will fall apart, and that “tech” will earn about $15 an hour to facilitate a class of what could include over 50 students. This new progressive system will be justified and supported by the American public for several reasons: Each lesson will be among the most interesting and efficient lessons in the world; millions of dollars will be saved in reduced teacher salaries; the “techs” can specialize in classroom management; performance data will be standardized and immediately produced (and therefore “individualized”); and the country will finally achieve equity in its public school system. “So if you want to be a teacher,” I tell the college student, “you better be a super-teacher.”

I don’t think college students will need to become super teachers. My guess is that they will need to learn to co-instruct with technology. This will probably require skills in data analysis, coaching, leadership, and perhaps psychology. I could imagine therapy being a key function of the schools of the future.

From the article:

I’ve started recognizing a common thread to the latest trends in teaching. Flipped learning, blending learning, student-centered learning, project-based learning, and even self-organized learning—they all marginalize the teacher’s expertise. Or, to put it more euphemistically, they all transform the teacher into a more facilitative role.

I’d be a little more specific here: they marginalize the teacher’s content and delivery expertise. As I note above, other skills will become more valuable.

Anyways, there is much to consider about the Second Decoupling.

And that’s enough conjecture from me.

Back to work on the First Decoupling.

Letter Grades are a Better Solution than Requiring Families to Move to Affordable Houses that Do Not Exist

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Max Ehrenfreund, a writer at the Washington Post’s Financial Desk and Wonk Blog, recently wrote an article entitled: “White Kids are Winning San Francisco’s School Lottery, and the Data Proves It.”

The smugness of the headline aside, Ehrenfruend draws erroneous conclusions from the data he cites.

Ehrenfreund’s argument is as follows:

1. Unified enrollment systems are meant to give families equal access to schools.

2. However, white and (and wealthier) families are better able to navigate unified enrollment systems than minority (and poorer) families.

3. This results in white families getting into the best schools at higher rates than minority families.

4. To solve this problem we should abolish unified enrollment systems, build more affordable housing, and then create neighborhood attendance zones that draw in a socioeconomic diverse pool of public school parents.

5. If parents do no like the school they are assigned to, they can move to another part of town.

The argument has numerous flaws; specifically:

Poor Information Will Lead to Poor Choices

San Francisco does not publish uniform letter grades that accurately reflect school performance.

This lack of information is a dagger strike to equity. Barriers to information favor those with more resources.

In New Orleans, we place the letter grade of each school on the unified enrollment form. To select a higher-performing school, all a family needs to do is preference schools with an “A” or “B” rating. All families are quite capable of doing this.

Admittedly, our letter grade system is not perfect, and it should weight growth more than it does. But it’s directionally correct, and, as a result, academic performance is one of the strongest predictors of parent preference for poor, middle class, and wealthy families (poor families also strongly weigh other factors, such as availability of free after school services).

Before cities follow Ehrenfreund’s advice and get rid of unified enrollment systems, they should attempt some common sense fixes, such as providing easy to understand performance information to families.

Affordable Housing is Not a Near-Term Scalable Solution

Ehrenfruend admits that scaling affordable housing in San Francisco is a pipe dream.

He notes: “San Francisco’s famously restrictive zoning rules, however, have raised housing prices, making truly diverse neighborhood schools of this kind basically unimaginable today.”

I agree.

Moving is Not the Most Efficient Away to Get Better Public Service

Even if affordable housing could be built at scale, this would not be a reason to abandon unified enrollment

Ehrenfruend writes: “If parents were unhappy with a school, it would be easy for them to move to another part of town.”

This seems grossly incorrect.

First of all, I imagine that it is difficult for many citizens of San Francisco to move to other parts of town. For the wealthy, perhaps it is easy. But I doubt a family of limited means can simply scan Craiglist, find a good deal, and move.

Second of all, what if a family moves and then end up not liking their new school? It can be difficult to tell if a child will thrive in a school, and it might take multiple attempts to find a school that works. Should a family be forced to move each time?

Third, sometimes families have two children. Sometimes they have three children. Some of even have four. What if each of these children will thrive in a different school? Should a family buy four houses in San Francisco so they can secure attendance in each school?

There’s a general principal here that’s worth remembering: moving is a very high transactional cost.

It’s not equitable to force people to move to get access to high-quality public services.

In Sum

Unified enrollment systems are not perfect, but they are an improvement over connecting educational opportunity to zip code.

Common sense fixes, such as providing families easy to understand information on school performance, can mitigate many issues associated with unified enrollment systems.

One could go even further and alter unified enrollment systems to give preference to poor families in attending a district’s best schools; alternatively, a city could alter the system to ensure socio-economic diversity across its schools (every school could have ~40% of its slots reserved for free and reduced lunch students).

That being said, no fixes will make unified enrollment systems perfect; they will simply be better than any other alternative (that currently exist).

Unified enrollment will especially be better than solutions that have no chance of being implemented, such as scaling a massive affordable housing effort in the most expensive and regulated housing market in the nation.

Moreover, any solutions we attempt should be grounded in the realities that different children will thrive in different environments, and that moving is a very inefficient (and sometimes impossible) way to access better service.

A unified enrollment algorithm can incorporate a community’s values much more efficiently than residential planning.

Houses are tough to build. Moving is hard to do.

Tweaking an enrollment algorithm costs nothing; it can be adjusted over time; and, most of all, it is much more likely to deliver equity to families who need great educational opportunities the most.

Me on Politico Pro

Stephanie Simon interviewed me for a series they are doing: Reflections on Reform.

I don’t have a link, but excerpt below. If your googling skills are better than mine, you might be able to find the whole piece.

REFLECTIONS ON REFORM:  

It’s time, he says, for reformers to give up on the ideal that has motivated them for two decades — the bedrock belief that traditional urban school districts can improve… “The idea that reform has to go through the school district is really being questioned,” he says. Instead, Kingsland would like to see more cities move toward all-charter systems like those in New Orleans. He acknowledges there’s no proof such systems can rise to excellence, either; NOLA certainly hasn’t gotten there yet. But Kingsland insists it’s an experiment worth undertaking … he acknowledges that abandoning the traditional district won’t be easy. “In any power transfer, there will be complications and fights and political battles,” he says, “and we’ll see more of that as this transformation happens.”

Doing the Right Thing

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Recently, I wrote that the times may be a changin’ with regards to charter schools and issues of equity.

Charter schools in New Orleans are in many ways at the forefront of this change. They are doing the right thing.

New Schools for New Orleans’s (awesome) new leadership is doing the right thing by investing $3.4 million in New Orleans schools. The goal of this investment is to further build the capacity of educators to serve students with special needs.

What are schools doing with the funds? Some examples below:

  • Sci High will strengthen its transition programs for students with special needs entering (8th to 9th grade) and leaving (12th grade) high school through the addition of staff and programming.
  • Collegiate Academies will establish two programs to support students with disabilities in post-high school transition: one for college-bound students who need more time to academically and/or socially prepare for post-secondary schooling, and one for 18-21 year old students to learn job and life skills.
  • Cohen College Prep High School will hire a transition coordinator to help match students with opportunities for job skills training, internships, and job placement according to their needs.
  • Crocker College Prep will create a self-contained special education classroom for students with moderate to severe disabilities focused on different areas of skill development.

The Recovery School District and the Orleans Parish School Board are also doing the right thing.

They created a $1.9 million citywide high needs fund to support schools serving student with exceptionally high needs. This is in addition to the work the Recovery School District has done to overhaul its finance formula to provide more funds to schools serving the hardest to reach students.

The federal government is also doing the right thing. The feds just awarded NSNO $2.4 million to invest in partnerships between human capital providers and CMOs to build the capacity of educators to instruct students with special needs.

There is so far to go in New Orleans.

But I’m constantly impressed by the heart, minds, and souls of New Orleans educators.