The College Board has ambitious plans to make SAT prep a standard part of the curriculum, utilizing Khan Academy videos. The head of the College Board is David Coleman, architect of the Common Core. The ostensible goal is to help more poor kids get prepared to take the SAT and gain admission to college.
“The company wants schools to track students’ progress from eighth to 12th grade using the “SAT Suite of Assessments,” which will be largely paid for by schools and typically administered during the school day, thus ensuring high participation rates. All of the exams will be aligned with the redesigned SAT, which is slated to make its debut next spring. More school-day testing is bound to take time away from traditional instruction, as is Khan prep if schools make it part of the standard curriculum, which appears to be the College Board’s goal….”
“If you ask Coleman, having students do Khan prep in school doesn’t detract from authentic learning. He believes that doing multiple-choice math and reading questions on screen and watching Khan’s YouTube videos constitute an “organic tool” that will work within the existing curriculum to develop academic skills. Meanwhile, Cynthia Schmeiser, who oversees assessment at the College Board, believes that “the sooner a student starts [using Khan prep], the more comfortable they’ll be on test day.”
“These positions fly in the face of test-prep experts, who argue that the SAT is divorced from traditional school work because it is a high-stakes, time-pressured, multiple-choice exam. Tutors typically recommend intense, compact preparation that detracts as little as possible from other educational pursuits and takes months not years. As Brendan Mernin, a founding tutor at Noodle.com, put it, “The SAT is supposed to show what you got out of your schoolwork. It is not supposed to be the schoolwork.”
What do I think? I think this is a corruption of education. The goal of education is to help young people learn and develop in mind, body, and character. School is a time to explore and develop interests and talents. Taking a test is not the goal of education. It is supposed to be a measure, not a part of the curriculum.
It is well-established that students’ grade point average predicts college readiness better than the SAT. Many colleges recognize this,and more than 800 are now test-optional.
The SAT has been losing ground to the ACT. This may be a clever marketing ploy by the College Board to best the competition.
Let’s hope that more colleges recognize that students’ work over four years means more than the SAT or the ACT. Free the students from this unnecessary burden!
Diane Ravitch's blog 
College Board doesn’t make sense. As more colleges and universities are moving AWAY from SAT/ACT admission scores, why the sudden urgency to level the playing field for children of color…again, another bamboozle move to level a playing field in which a player with the right connections only gains admittance. Sadly, admission is often based on RACE, or the special knapsack of PRIVILEGES. I’ve sen many instances where students of color think they have finally proven their RIGHT to included or admitted, even when they are equal to or better than the competition, only to have the rules change.
Obviously as urban profiteers push for this useless test and for poor black children to go to colleges, colleges are changing the playing field- they prefer to admit students who will and can afford to pay in order to stay; while rural and suburban districts push for more Advanced Career and Technical Education programs for High Priority Occupations, black students again, got bamboozled in the name of “helping poor students have a chance to succeed”…
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“College Board doesn’t make sense.”
It makes no sense
But lots of dollars
Seeking rents
Instead of scholars
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Well done.
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Part of what curriculum?
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Gack, how do the writers at the Atlantic even look at themselves in the mirror? “In recent years, the College Board has started to envision itself as a force for social equality.” Geez, did they bother to do anything besides transcribe the College Board’s press release? And this is the group telling us that education “reform” is going to improve critical thinking? Anyone need a bridge? I have one for sale.
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This is another case of investing too much power in testing and David Coleman in particular.
Making tests and test-taking the be-all and end-all of education is not education at-all.
It is learning to score high on tests without becoming well educated.
The first generation of kids who have been subjected to the testing regime since the start date of NCLB, with about three or four years of the Common Core are poised to enter “college or career” paths. Coleman takes credit for the Common Core and the associated college and career-ready mantra.
Now that he is the defacto-King of the College Board he wants to dump all of that history for a non-stop testing curriculum.
I hope that colleges and universities will flee from his latest venture and use the much more reliable grade point averages of students and solid biographical information to guide admissions.
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More ‘goose-step’ precision conditioning of our children.
Waiting for brown shirts as required mandatory school uniforms of all: Jungen und Mädchen.
Also, waiting for the day that Pearson will mandate test-prep of the WISC IV &
Stanford-Binet and others to train all children to score ‘Above Average’ as in Lake Wobegon.
Sick!
Khan Academy math tutorials were often helpful, but methods to solve simple math problems the CCSS-way were not available – interesting. We kept looking for how to solve simple addition by adding 9 extra steps when 1 or 2 steps would do. Khan was not the go-2 source.
We know the drill for public school children: the availability of millions of forced children, exploited for corporate profit, blocking teachers,and parents…a $B deal made in AmericanGreedHeaven.
Sickos! Disgusting!
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I think you weaken the argument, Diane, rather than strengthen it, by saying that GPA is better than test results to determine college readiness. It’s the state of a student’s learning, and their character, which most influence whether college is right for them. No arbitrary outside “measure” works very well…
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Diane can certainly speak for herself, but I believe what Diane is saying is that GPA is a better predictor of college success/graduation than the SAT. In other words, what the student does in four years of high school is a better indicator of whether that student can handle college level work than a three hour(?) test. Admittedly, the GPA is a crude measure as well but apparently a statistically more reliable predictor of college success. While universities that are filling thousands of slots may not go much beyond the metrics, smaller schools have the luxury of looking at the student directly without relying on metrics alone. In an ideal world, getting to know the student beyond the grades is obviously essential. In the case of large universities, I would much prefer they put more weight on GPA that on the SAT.
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Character does factor into GPA. Attendance, punctuality,reliability. responsibility. work ethic, and perseverance all contribute to school success (GPA).
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I can choose any student at random, tell you their GPA, and you will fail to tell me anything meaningful about that student. But turning students into arbitrary numbers certainly makes colleges’ jobs easier, giving them the illusion of knowing who they are admitting.
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So student effort and achievement in our classrooms is meaningless too. Tests are meaningless. Grades are meaningless. Homework is meaningless. Attendance meaningless. Participation meaningless. Surely you jest. By your logic, colleges should admit students by pulling random names out of a hat. Great idea.
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Names out of a hat would be your suggestion, not mine. My suggestion, along with other thoughtful peoples’ suggestions, would be to gauge students based on course descriptions, written recommendations, viewing of portfolios/student work, and entry essays.
Of course, despite its greater precision, this could mean a loss of business efficiency. It’s too bad higher education is a business first, system of education second.
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I have mixed emotions on this. I believe our job as educators is to prepare our students to succeed in college or the work force. If we have done our job well, college entrance exams take care of themselves in that students have acquired the knowledge and skills they need to be successful and to score well. They may need only some help in understanding how the exams work (is it okay to guess or leave questions blank, etc.)
At some point the onus of responsibility has to shift to the students. I think Khan videos are great as a resource for students, but I do not believe they can or should replace the teacher.
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Reblogged this on David R. Taylor-Thoughts on Texas Education.
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The College Board looking for another cash cow. Just last week we heard about them partnering with code.org under the pretense of offering teacher training so that kids could learn there new AP class (which, by the way, is anything but college level) when in truth it looks to be a scam to get districts to pay for the PSAT 8/9
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Didn’t we just get assurances there was too much standardized testing and they would stop piling on the tests?
“The company wants schools to track students’ progress from eighth to 12th grade using the “SAT Suite of Assessments,” which will be largely paid for by schools and typically administered during the school day, thus ensuring high participation rates. All of the exams will be aligned with the redesigned SAT, which is slated to make its debut next spring.”
I thought the Common Core testing made them all “college and career ready”? Now they need a “suite” from David Coleman?
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The Con Academy and the writers of CC$$ make me sick. Stop it. Stop harming common peoples’ children just because you are wealthy or know someone who is wealthy and can do it. SAT and ACT in the words of Randy Newman, “have no reason to live.” Out side of profits that is. They are not in the least predictive of school success. The Con academy practices a terrible form of pedagogy based on telling the students the information. It seems that there are no professional educators involved with the Con Academy. Maybe that is why Bill Gates gives it money.
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“Con Academy” –I like it!
Con Academy?
Conman Core?
Colemanatomy*?
Close the door!
*“The Colemanatomy” (coming soon, to a hospital near you)
The toe bone’s connected to the skull bone,
The skull bone’s connected to the ankle bone,
The ankle bone’s connected to the hip bone,
And that’s how the body works
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Alternate spelling (to indicate the group) “Conman Corp”
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SomeDAM Poet… And the brain is CONnected to the BANK!
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how about this?
“The Colemanatomy” (take 2)
The Common Core’s connected to the skull bone,
The SAT’s connected to the ankle bone,
The ankle bone’s connected to the banker phone,
And that’s how the Coleman works
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Here’s something hopeful. The Ford Foundation decided to notice the elephant in the room:
“Now Ford will place a high priority on alleviating what it sees as the key causes of inequality, including broken political systems, discrimination, dwindling support for schools and other public institutions, and a belief that the free market alone can cure social ills.”
https://philanthropy.com/article/Ford-Shifts-Grant-Making-to/230839?cid=at&utm_source=at&utm_medium=en
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Thanks, Chiara, for posting this news about the Ford Foundation’s change of philosophy. I think it is huge.
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Also, I hate to be ungrateful but is there something special about Khan Academy videos that I’m missing? It’s an instructor with a white board, right?
I get why that would be helpful for someone who wasn’t in school (older, don’t have free access to school) or as review or something but why is it considered groundbreaking and why would we replace instruction in schools with it?
Other than “cheaper than a teacher” I mean, because that’s obvious.
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On the math side, by and large they’re pretty good videos to walk you through the mechanics of some technique.
Understanding? Deep knowledge? Thinking?
Not so much.
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Test prep. It’s all about the test prep.
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The issue here isn’t the quality of any one resource, be it the SAT, the Kahn Academy, the Common Core standards, or anything else. The one and only issue is who chooses to use a particular educational resource. The powers that be are systematically removing that decision-making power from teachers, parents and local communities. Kahn academy videos might be perfectly fine, but no one should feel constrained to use them or David Coleman’s test-prep curricula because the power structure of our public education system dictates it.
It increasingly appears it will be impossible to restore education in this country without first removing all mandatory standardized tests from at least the K-12 public system. These tests are the lynchpin of corporate deform, but even worse, the public’s faith in them is an emblem of our society’s ongoing failure to truly embrace freedom and democracy. Unless used for limited diagnostic purposes at the discretion of professional educators and child psychologists, standardized tests are nothing but instruments of control — anti-democratic and anti-intellectual. Get rid of them. Opt out, boycott, abstain from them whenever possible, and that will help clear the way for a renewed focus on what children really need: deep interaction with caring, capable adults who recognize and know how to foster the near-infinite capacities of the human mind — a process that differs with every individual child and that therefore can never be standardized without destroying the very purpose of education.
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I use the Khan videos every once in a while (like when I’m away from school for the sub) — Mr. Khan himself does the higher-level ones, and the physics ones, and while he is perfectly pleasant and personable, there is nothing special about his videos or his instruction — my kids prefer me, and in many instances, the Khan videos are either a little wrong or misleading, or there are better ways to do what Khan is doing. [If anybody wants examples, try the “elastic collisions” videos — not terrible, but not the best way to do it, either; as for the math, the absolute value videos AND exercises are NOT good at all.]
It is review and practice that kids can do “on the own time” for old stuff….but I have thought it is a little crazy to think that this is “good teaching” — in reality, it is not.
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Let’s see Mr. Khan’s analysis of The Sound and The Fury and The Dead. Oh, wait. they’re not important because they aren’t informational texts. This proposition about SAT uber allies gfades 8 plus is disgusting and disturbing. Is this happening at Harpeth Hall, Sidwell Friends, or Lakeside? I didn’t think so.
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Suggest that you look behind the scenes at Kahn Academy in several ways.
First, there may be legitimate concerns about the content of some of the courses offered by Kahn academy. For example, an introduction to the US health care system is described this way.
“This tutorial introduces the structure of the U.S. health care system, how money flows within it, and an overview of different types of public and private insurance. These videos and questions provide a clear explanation of what is and is not working within the health care system to help frame the health care reform discussion and inform clinicians and the public how to improve quality while decreasing health care spending. Narrated by Dr. Darshak Sanghavi, a pediatric cardiologist and a fellow at Brookings Institution in a program established by Dr. Richard Merkin. With some online research I found that Merkin is President and Chief Executive Officer, Heritage Medical Systems operating in three major states, with a recent partnership launched with Trinity Health, a network of 81 Catholic hospitals. The partnership will establish an “accountable care organization” (ACO) of primary care physicians, hospitals, clinics, and other providers. An ACO structure means that an ACO will manage care for different populations and markets and contract with insurers for the care package, moving away for fees -for-services, providing incentives to providers who get the best outcomes for the least cost– a version of pay-for performance.
Then there is the issue of privacy. This sounds great until you get to the details and the cookies, and partnerships, and how Kahn Academy really cannot control how third parties will use your personal information. and how much they need to improve the “user experience.” I was tempted to sign in for a course or two until I read the privacy notice, connections to Google, Pay-Pal (strange for a free program).
Then I looked at the job opportunities. They make it sound like Google; that is, a great place to work with great food, snacks galore, and competitive salary, benefits and other perks. I looked at a job description for a manger in charge of “acquiring content” and what they look for in content providers—miles away from the values and images of teaching pushed into discussions of public schools by a number of the foundations that support the Kahn Academy. You can find one of the job descriptions here. https://boards.greenhouse.io/khanacademy/jobs/51435#.VXtSlxy4Jbw description
Sal Khan is the Founder and Executive Director of Khan Academy circa 2009. The Founding partners are: Ann and John Doerr (John Doerr co-founded and serves on the board of the New Schools Venture Fund for charter schools), Bill & Melinda Gates Foundation, and Google, with a different list adding The O’Sullivan Foundation, Reed Hastings and the Valhalla Charitable Foundation. Corporate Sponsors are Bank of America and Comcast.
In 2014 and 2015 Kahn Academy received the following donations:
$2,000,000 and above Ann and John Doerr, Bill & Melinda Gates Foundation, Dan Benton, Fundação Lemann, Valhalla Charitable Foundation
$1,000,000–$1,999,999 Albertson Foundation, AT&T, The Eli and Edythe Broad Foundation, Fundación Carlos Slim, Google, The Leona M. and Harry B. Helmsley Charitable Trust. The Craig and Susan McCaw Foundation, The O’Sullivan Foundation, The Walt Disney Company
$500,000–$999,999 Robert Wood Johnson Foundation, Jonas Center for Nursing and Veterans Healthcare
$250,000–$499,999 The A. W. Mellon Foundation, Overdeck Family Foundation, The Skoll Foundation
$50,000–$249,999 Amy Margerum and Gilchrist Berg, Doris & Donald Fisher Fund, Bennett Goodman, Heinz Family Foundation, Hopper-Dean Foundation, Intrepid Philanthropy Foundation, Koret Foundation, Kung Guerra Foundation, The Lynde and Harry Bradley Foundation, Oracle, The Smith Family Foundation
So look twice and think twice. The pitch here is that personalized learning is the future of everything, with world class talent recruited for every course, (a version of the great lecture audiotapes that you could buy from in-flight magazines before that marketing tool collapsed?) perhaps an updated version of great books and great looks and great sounds programs from another era?
I think that some of these courses will be great for specific groups. So far, however, the track record for completing these “massively open online courses” is really miserable. In addition, getting some sort of meaningful certificate, badge, or credit for completion seems to be in limbo…not yet the coin of any realm other than “hype.” I suspect that some of the courses are ready to be tweaked and branded as College Board certified or accredited so “competency” points can be accumulated by people who complete the courses. Ultimately the aim is to prove that seats in bricks and mortar buildings are not needed for a great education from world class talent with access anywhere, and in any language, and at any time–with not much awareness of what lies beyond the screen you are watching.
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Thank you for this great summary of the issues surrounding Kahn!!!
Caveat Emptor — in our time, perhaps especially when the price is $0.
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If this comes to fruit in any of the states or individual districts,, parents need to opt their children out.
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I had heard about concerns on the content of Khan Academy stuff, so after reading this post, I went over to the site and watched one of the videos. I teach history, so I went to the American Civics and watched the one on the Electoral College. I hadn’t gotten very far when I found some major errors. For example, the map with the number of electors is outdated. Utah, for example, is listed as having 5 electors, but Utah actually went up to 6 for the 2012 Presidential Election. He also uses the term “Congress” interchangeably for both the House and Senate. He corrects himself at one point, but the term is still unclear. It seems like a rough draft rather than a good final presentation. If that video is any indication, I wouldn’t use it in my class.
He uses John Green’s Crash Course in History videos, which are decent, but I wouldn’t show many of them to my students because of the double entendres used (the videos are really intended for adults).
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At some point early in this thread, someone mentioned that the videos were not of a quality where they should pose a threat to live teachers, and I was tempted to mention the “flipped-classroom” model most often discussed in relation to the original math-only Kahn Academy collection: that is, the videos are done as homework, and class time is spent on what the videos couldn’t teach, with attention to each student’s area of struggle.
Beyond math and hard sciences, I’d be quite skeptical about using much of their content.
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Khan Academy science videos are generally pretty lame. They presume too much prior knowledge and are presented rather flippantly. For example, this stoichiometry video is borderline useless for developing an understanding of a very important chemistry topic. I cannot imagine struggling students benefitting very much from this nonchalant explanation.
https://www.khanacademy.org/science/chemistry/chemical-reactions-stoichiome/stoichiometry-ideal/v/stoichiometry
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He usually just does one take. This means he never corrects mistakes. Who in their right mind would teach like that?
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Particularly when you can redo it. It’s impossible to redo a live lecture, but when it’s in video form like this, why NOT do multiple takes? Especially when he gets crazy amounts of money for doing these videos.
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AMEN!
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Kahn is clueless and confusing. Hopelessly so.
I watched one of his very basic math videos a while back wherein he referred to a case of the ‘commutative property’ as the ‘associative property”, among other things. That’s not the sort of thing someone teaching math should do.
And I just now randomly picked out one of his physics videos (on projectile motion) wherein (at the very beginning) he made a point of saying “this is a good time to introduce the direction notion of velocity to show you that it is a scalar quantity”
which is just plain wrong: A “scalar” does not have a direction and velocity is most certainly not a scalar. It’s a vector.You learn that at the very beginning of high school physics.
Next he talks about figuring out the height of a cliff which he says is “really the change in distance” (!) –as opposed to simply the distance.
He then goes on to equate his “change in distance”[sic] to (average velocity) x (change in time), which is hopelessly confused because distance is a scalar (with no direction) and “velocity X change in time” is a vector (with direction) and never the twain shall meet.
What he should have said (if he knew anything at all about very basic physics) would have been
displacement = (average velocity) x (change in time)
Displacement is a vector (with direction and magnitude) which represents “change in position”
delta_R = V_average X delta_t
where position is represented by the vector R, and displacement (change in position) is delta_R, also a vector
Kahn repeatedly refers to what is actually “position” (a vector) as “distance” (and to what is actually “change in position” [displacement] as “change in distance”[sic]) and even says the “change in distance”[sic] is negative in the case of the cliff!
Positions, displacements and velocities can be negative (depending on how one sets up one’s coordinate system) but distance is never negative(unbeknownst to kahn) any more than speed can be negative– and there is no such thing as “change in distance” (also unbeknownst to kahn).
I didn’t make it any further into the video than the first few minutes.
It’s actually very ironic that kahn says at the beginning of the video that “I have a strange notion that i might have done more harm than good by confusing you in the last couple videos, so hopefully I can undo any damage if i have done any”.
Without even watching the previous videos, I am quite confident that his ‘strange notion” is actually correct and I am certain that this video has not done anything to remedy that confusion. On the contrary, anyone who was confused before is going to be even more confused after watching that projectile video.
And Bill Gates calls this fellow “the best teacher in America’?
From what I have seen, Kahn not only does not know how to teach, he does not even know the subjects he is supposed to be teaching.
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There is actually another “terminal problem” with kahn’s above projectile video.
If he actually jumped off the cliff as he said, unless he had his arms pulled in flat against his body and was falling with his body pointed straight down (either head-first or feet-first) he would be very unlikely to reach a velocity of 100 m/sec (224 mph) no matter how far he fell.
Air resistance would prevent his doing so and he would instead reach a “terminal velocity” less than the 100 m/sec (probably significantly less)
“Freeflying skydivers” (who are trained to “act like bullets”) can reach terminal velocities as high as 90 m/sec (201 mph)– which is about the velocity of a falcon diving straight down on its prey.
But if someone just jumped without arms tucked in for example their terminal velocity would be significantly less that 100 m/sec.
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But of course, Kahn assumes no air resistance, so its kind of a moot point.
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“Kahn assumes no air resistance”—but of course!
That’s why it is important to get the rheephormsters to open their mouths, review their videos, go over their “research” papers.
It’s all just a mile wide and inch deep serving of word salad and cognitive dissonance, with a few tasty morsels to be sure but mostly a gag-inducing and poisonous feast. It has taken me a while to realize this, but rheephorm is just another way of saying “proof by assertion” as in “swallow whole, without a smidgeon of critical thinking, anything I say.”
If we choke on their toxic offerings, that’s our problem—their aspirational goals, they keep reminding us, are only thwarted when simpleminded hewers of wood and drawers of water like us botch the implementation.
I’m only guessing, of course, but I doubt that the “impatient optimist” crowd doesn’t even know that terms like “thoughtful” and “careful” and “self-critical” and “self-correction” exist.
I sense that the whole self-proclaimed “new civil rights movement of our time” would have turned out better if they had just read a little bit more of Dorothy Parker:
“I’d rather have a bottle in front of me than a frontal lobotomy.”
But then, the only line from her that they seem familiar with is:
“The two most beautiful words in the English language are ‘cheque enclosed.”
Ah, the sweet sweet smell of $tudent $ucce$$ in the morning…
😎
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KrazyTA,
Kahn’s word salad doesn’t even include the right words.
It’s like going to a restaurant, ordering a vegetarian salad with tomatoes and cucumbers and getting one with chicken and beef.
At least if it had tomatoes we could use them as projectiles!
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The College Board has been using school day testing for some time now. It pays for neither school buildings, nor staff, nor security, distribution and collection of materials, nor proctors. It’s called AP. Each May, 10’s of thousands of students sit for these exams in their own schools during the school day and the College Board enjoys taxpayers’ cash to subsidize the administration of their tests, for which they charge students $91.
The National Math and Science Initiative (https://www.nms.org) is responsible, in large measure, for pushing the notion of AP for All, especially minority students, as a means to equity. Note that AP for All has been a money maker for the College Board and that the goal is to have more kids take AP courses and exam, not to be “successful” (garner a passing score) at them.
NMSI was the brain child of Tom Luce,failed Texas gubernatorial candidate, who served as an undersecretary of education in George W. Bush’s administration. All good ideas come from Texas.
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“Note that AP for All has been a money maker for the College Board and that the goal is to have more kids take AP courses and exam, not to be “successful” (garner a passing score) at them.”
It is the same at the elementary level for children with disabilities who are pushed to perform at grade level expectations rather than allowing teachers to develop lessons that build upon a child’s current level of understanding. What I hear from administrators is…”but, but, but ….. “it is of the utmost importance to have every child ‘exposed’ to the same grade level curriculum regardless of whether they have any chance of demonstrating mastery on the tests that teachers are required (forced) to place in front of them.
We are doing such a disservice to our children and to their families when we begin to label children, as young as 5 years old, insufficient, or in edu-speak, “not meeting grade level standards”
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We are doing such a disservice to our children and to their families when we begin to label children, as young as 5 years old, insufficient, or in edu-speak, “not meeting grade level standards”
Try as young as three and four!
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“Assessment is not a spreadsheet — it’s a conversation.”
– Joe Bower, for the love of learning
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“Parasite: an organism that grows, feeds, and is sheltered on or in a different organism while contributing nothing to the survival of its host.”
I think that pretty well describes The College Board (and also ETS and Pearson)
“Parasite PR-asites”
Parasites need PR-asites
To propagate AP
Consuming schools with little bites
While paying zero fee
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“Pearasites”
Pearson site
For online test
Parasite
For mainline fest
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The deformy deformsters ought to read this Paul Krugman piece about ‘seriously bad ideas’ in economics, specifically about cutting aid to the needy but also about the sustainability of bad ideas in general.
http://mobile.nytimes.com/2015/06/12/opinion/paul-krugman-seriously-bad-ideas.html?referrer=
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ARGH …. INSANITY reigns and so does $$$$$. Are these two related?
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Reblogged this on donotmalignme and commented:
Khan Academy epitomizes the corruption of education. In my role as a specialist/educator, I have sat with students who were assigned Khan Academy lessons and videos to complete on their own. It is frustrating for the student to not be able to interact with an instructor. Imagine having a question to ask but not being able to ask it? Students become frustrated, and rightfully so. Students are then further frustrated and marginalized by not being able to receive help or support from their parents or other teachers whose content area is not math because they have not been trained to understand or teach new math.
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