Archives for category: Education Reform

A reader who signs in as “kindergarteninterlude” posted the following comment in the discussion about “growth mindset”:

The year I retire, I will have a tee-shirt made. On the front will be the word- big and bold- “RIGOR”, with the NO Symbol on top (a circle and diagonal line through it).


On the back will be the word data with the same NO symbol on top of it.


I’d love to work in “growth mindset “. What a bunch of garbage.


Hopefully my tee-shirt will be a conversation starter and I will be happy to talk to people about my experiences in the kindergarten classroom.

I will explain that rigor is developmentally inappropriate and the desperate attempt to shove rigor into the heart and mind of kindergartners (and every other grade level student) can only hurt them.

As for data- the obsession is destructive on so many levels. What’s worse, it’s meaningless.


Diane, why does this insanity persist? Why are true best practices and proven methods of success in education completely dismissed? I have been shaking my head (and my fist) for 20 years. Nothing changes. It’s just getting worse. What will it ever take to shift this train wreck that is education?

Jeff Bryant writes here about the surprising emergence of Jackson, Mississippi, as a trailblazer for public school reform. Jackson is right now renowned for the failure of its water supply. Jeff also documents years of the state government underfunding its public schools. Racism can be seen is almost every aspect of the relationship between the state and the city. The public schools of Jackson are 95% Black. Under these circumstances, what is happening in the schools is remarkable.

Before it got national headlines about its severe water crisis, Jackson, Mississippi, was much renowned for its potholes. “The amount [sic] of potholes in the city is crazy,” exclaimsthe narrator of “Jackson, Mississippi: The Second Most Dangerous City in America,” a video posted to a popular travel YouTube channel in December 2021. The vlogger continues, “It’s just amazing to me there is a city in America that looks like this. … It’s hard to believe that this is the United States.”

“It is not uncommon to walk through west Jackson and see water flowing out of pipes for weeks,” observed Yoknyam Dabale, a Nigerian immigrant who moved to Jackson, in an op-ed in the Jackson Free Press. “Roads are overrun with potholes and uncleaned gutters.”

“The city says 90 percent of its roads are in poor shape,” television news outlet WLBT reported in 2021. “A Google search pulls up endless complaints, dangerous accidents, and hazardous barricades,” reporter Sharie Nicole wrote. “Local comedians write songs about the potholes; out-of-towners rant about it.”

The steady decay of Jackson’s public infrastructure goes beyond potholes and the water supply.

In 2018, the Mississippi Clarion Ledger reported that Jackson libraries faced a crisis that included “black mold, leaking buildings,” and “chronic flooding issues at two of its main branches.” Jackson libraries have been “suffering from needed repairs,” and some libraries were even facing temporary closure due to lack of money for repairs, according to an August 2022 report in the Northside Sun.

In 2017, the Clarion Ledger, in reporting on the “deteriorating” conditions in the city’s parks and recreation facilities, found a “$1.2 million hole” in the Department of Parks and Recreation budget.

The lack of government investment in Jackson’s public infrastructure, and across the state in general, extends to public schools as well.

Were Jackson schools funded according to state law, the district would receive $11,447,922 more in state funding for the 2022-2023 school year alone, according to the Parents’ Campaign, a parent advocacy group in the state.

Funding for Mississippi students is even worse if they happen to be Black. “Between 1954 and 1960, the state gave Black students more than $297 million less (in 2017 dollars) than white students,” the Sun Herald reported while referring to government data. “And if that number is extended back to 1890, Black students were shortchanged more than $25 billion.”

Jackson Public Schools (JPS) are 95 percent Black, according to the 2019 Better Together Commission (BTC) Findings Report by the nonprofit One Voice. The Better Together Commission is a public-private partnership that included city and state officials, Jackson citizens, and representatives from the W.K. Kellogg Foundation, a private foundation based in Michigan.

As I reported for the Progressive magazine in 2018, BTC was formed as an alternative to a takeover of the district by the state after an audit by the Mississippi Department of Education found a significant number of state regulatory violations by the district. Fearing state takeover would lead to schools being handed over to charter school management groups—which is what happened in New Orleans, Newark, and other majority-Black school districts—a coalition called Our JPS quickly formed to oppose the takeover and demand an alternative approach to improving the public school system.

One such alternative was to remake schools into community-based centers for providing student- and family-oriented supports and programs designed to address the high levels of poverty, homelessness, and mental and economic trauma in the district.

“We need schools that serve as hubs of the community,” Pam Shaw, a leading spokesperson for Our JPS at the time of writing the article for the Progressive, told me. “Communities should own that space and use it as a launching pad for everything children need.”

Our JPS has since refined that idea into a campaign for the district to adopt what’s become loosely known as community schools. Our JPS defines community schools as “neighborhood schools that partner with families and community organizations to provide well-rounded educational experiences and supports for students’ school success…”

Meanwhile, the idea of community schools has caught on with progressive think tanksteachers’ unionspublic education advocates, and philanthropic groups across the nation. California has provided $3 billion in new state funding for transitioning schools to the approach in 2022, and Maryland has pledged to convert at least one-third of the state’s public schools to community schools.

One philanthropic group advocating for the community schools approach in Jackson is the NEA Foundation, a Washington, D.C., based nonprofit founded by educators.

“We entered this work in Jackson at the invitation of Mississippi educators,” NEA Foundation president and CEO Sara Sneed told Our Schools. “There is enormous community pressure for positive change but also expectations that any effort to include community voice in the process will come with a fight.”

The NEA Foundation’s effort also targets two other communities in school districts in the South—Little Rock, Arkansas, and East Baton Rouge Parish, Louisiana. But Sneed expects their work in Jackson to lead the initiative for spreading the community schools approach throughout the South.

“We want to make community schools a signature issue in Mississippi and believe the effort in Jackson is an opportunity to transform the education experiences of children in the South,” Sneed said.

Please open the link and read the rest of this hopeful post.

Jan Resseger and the Network for Public Education urge you to contact your Senators and members of the House to support reinstatement of the Child Tax Credit. It must happen before Republicans take control of the House. They inexplicably oppose reducing child poverty. Urge Senator Joe Manchin of West Virginia to support the Child Tax Credit. Find one Republican Senator, perhaps one who is retiring, and urge him or her to support the legislation.

Jan writes:

In case you missed this opportunity: Earlier this week, the Network for Public Education sent out an action alert urging Congress, during this lame-duck session, to take one step that would reduce child poverty by roughly 10 percent and help 1.7 million children.

If you missed the earlier request, please take a moment now to send the Network for Public Education’s letter to your U.S. Senators and your Congressional Representative. Right now members of Congress are negotiating to take the one action researchers say would do the most to ameliorate child poverty in the United States: make the Child Tax Credit fully available to the poorest families with children.

You will remember that Congress significantly reduced child poverty temporarily in 2021 by expanding the Child Tax Credit as part of the American Rescue Plan. But the changes were terminated at the end of 2021.

The Center on Budget and Policy Priorities explains: “The current Child Tax Credit has a major design flaw: millions of children are prevented from receiving the full credit because their families’ incomes are too low.” The Child Tax Credit phases in with taxable income. A home health aide making $15,000 annually cannot collect the full $2,000 per child, while married families with children—families whose income is as high as $400,000 annually—can collect the full tax credit per child.

Decades of research show that child poverty is the primary driving force behind educational opportunity gaps. As educators, we know that public schools alone cannot close opportunity gaps.

Please do send the Network for Public Education’s action letter right now. Ask your U.S. Senator and your Congressional Representative to vote, as part of tax policy, to make the Child Tax Credit fully refundable to the poorest families with children. Then share this request with your friends and colleagues.

Here are two resources for more information:

A new study published in PsycNet, the bulletin of the American Psychological Association, reviews the research on “growth mindset” and whether it improves students’ academic achievement. The meta-analysis was conducted by B.N. Macnamara and A.P. Burgoyne.

I was particularly interested in reading this review because one of my grandchildren spent what seemed to be an inordinate amount of time in middle school reading about and discussing “growth mindset.” It reminded me of the book I used to read to my children when they were very young about “The Little Engine That Could.” As it struggled to go up a steep mountain, it said to itself, “I think I can, I think I can.” I didn’t realized at the time that I was teaching my children to have a “growth mindset.”

Here is the abstract:

According to mindset theory, students who believe their personal characteristics can change—that is, those who hold a growth mindset—will achieve more than students who believe their characteristics are fixed. Proponents of the theory have developed interventions to influence students’ mindsets, claiming that these interventions lead to large gains in academic achievement. Despite their popularity, the evidence for growth mindset intervention benefits has not been systematically evaluated considering both the quantity and quality of the evidence. Here, we provide such a review by (a) evaluating empirical studies’ adherence to a set of best practices essential for drawing causal conclusions and (b) conducting three meta-analyses. When examining all studies (63 studies, N = 97,672), we found major shortcomings in study design, analysis, and reporting, and suggestions of researcher and publication bias: Authors with a financial incentive to report positive findings published significantly larger effects than authors without this incentive. Across all studies, we observed a small overall effect: d¯ = 0.05, 95% CI = [0.02, 0.09], which was nonsignificant after correcting for potential publication bias. No theoretically meaningful moderators were significant. When examining only studies demonstrating the intervention influenced students’ mindsets as intended (13 studies, N = 18,355), the effect was nonsignificant: d¯ = 0.04, 95% CI = [−0.01, 0.10]. When examining the highest-quality evidence (6 studies, N = 13,571), the effect was nonsignificant: d¯ = 0.02, 95% CI = [−0.06, 0.10]. We conclude that apparent effects of growth mindset interventions on academic achievement are likely attributable to inadequate study design, reporting flaws, and bias. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

I draw the conclusion that reading “The Little Engine That Could” is as effective as growth mindset.

Opponents of gun control won an important decision in New York State a few days ago, when a federal judge issued a preliminary injunction against the part of a state law that restricts carrying guns onto someone else’s private property without their consent, as well as restrictions of carrying a gun in parks or on a public bus. Once again, the gun lobby protects the right to kill.

The Buffalo News reported:

A federal judge in Western New York has granted a preliminary injunction against enforcement of the “private property exclusion” in the state’s new gun control law that includes an attempt to ban carrying firearms on all private property unless the property owners consent, as well as in places like parks and public transit.

The lawsuit was brought by two local gun owners and two national Second Amendment rights organizations in September in response to legislation passed during an emergency session this summer after the U.S. Supreme Court struck down New York’s existing concealed carry law, which required applicants to prove why they needed to carry a firearm.

In a 27-page ruling, U.S. District Court Judge John L. Sinatra Jr. with the U.S. District Court in Buffalo wrote that the state may not interfere with the Second Amendment rights of “law-abiding citizens who seek to carry for self-defense outside of their own homes….”

The two gun owners, John Boron of Depew and Brett Christian of Cheektowaga, and the Las Vegas-based Firearms Policy Coalition and the Second Amendment Foundation of Bellevue, Wash., have said the state law prevents lawful gun owners from carrying firearms in most public places.

Ruth Ben-Ghiat is a historian at New York University abd a scholar of fascism. She wrote the following for MSNBC. Readers of this blog will not be surprised to read her assertion that DeSantis is no better than Trump, and may even be much worse, given his insistence that there is only one right way to teach, act, and think—and he decides what it is. I think of him as DeFascist.

She writes:

If DeSantis is becoming many Republicans’ answer to their “Trump problem,” his rise is because of his authoritarian sympathies and attitudes, not in spite of them. He promises a more “respectable”-seeming version of illiberal rule than the baggage-laden outrage specialist that is Trump. No wonder dozens of billionaires backed him even before his November re-election….

But let’s be clear: The man whom Rupert Murdoch’s New York Post celebrates as “DeFuture” would, in fact, continue Trump’s relentless attempts to turn back the clock on social progress in America by silencing and disenfranchising tens of millions who don’t fit into Republicans’ white Christian vision for the nation.

DeSantis has made Trump’s lines, and lies, his own.

From his education bills that ban the teaching of critical race theory in public schools to his crusades against commonsense public health protocols like mask mandates, DeSantis has made Trump’s lines, and lies, his own. His preference for ideology over science (his surgeon general, Dr. Joseph Lapado, has spread misinformation about Covid-19 prevention) had tragic consequences for Floridians.

Who can forget DeSantis mocking children who wore face masks? Or firing an elected county prosecutor who defied DeSantis’ hatred of abortion? Or endorsing extremists for school board races? Or spending millions to dupe Venezuelan migrants to fly to Martha’s Vineyard with false promises of jobs?

He may be worse than Trump because Trump was a fool. DeSanctis has the potential to be a fascist, unafraid to impose his personal views on everyone, using the power of government.

Club Q is a gay bar that is known in Colorado Springs for the vivacious entertainment it provides, most notably drag shows where men dress up as women and perform. Lots of people enjoy the fun of drag shows, and they are not necessarily gay. As you no doubt have read, a man barged into Club Q, armed with an assault rifle and other guns. He began blazing away. Five people were killed, and another 20 were wounded and hospitalized.

The toll would have been far higher were it not for the instantaneous reaction of Rich Fierro, a combat veteran who was attending the drag show with his wife, daughter, and friends. When he heard the gunfire, he went into combat mode, pulled down the killer, and pummeled him with his own gun.

In an interview at his house, where his wife and daughter were still recovering from injuries, Mr. Fierro, 45, who left the Army in 2013 as a major, according to military records, described charging through the chaos at the club, tackling the gunman and beating him bloody with the gunman’s own gun.

Richard M. Fierro said he was at a table in Club Q with his wife, daughter and friends on Saturday, watching a drag show, when the sudden flash of gunfire ripped across the nightclub. His instincts from four combat deployments as an Army officer in Iraq and Afghanistan instantly kicked in. Fight back, he told himself.

“I don’t know exactly what I did, I just went into combat mode,” Mr. Fierro said, shaking his head. “I just know I have to kill this guy before he kills us.”

Without Fierro’s immediate intervention, there would certainly have been more fatalities. In 2016, a shooter entered the Pulse nightclub in Orlando and murdered 49 people.

Of the five who died, three were gay or transgender, and two were straight. Club Q was a fun place until the killer arrived.

When the next mass shooting occurs, there may not be a combat veteran available to tackle the shooter. It may happen in a classroom, an auditorium, a bar, anywhere.

Thanks to the National Rifle Association, the Republican party that takes orders from the NRA, and the Supreme Court, which recently struck down state laws that were intended to limit access to high-powered guns or concealed guns, we are all targets. Nowhere is safe.

But let’s give discredit where discredit is due. The Republican Party has skillfully turned anything related to LGBT+ into a huge issue. “They” are coming for your children. Do not say what they are. Do not acknowledge their existence. Pretend they don’t exist. Deny medical care to transgender people and threaten to punish parents who seek it and physicians who offer it.

Crass politicians like Ron DeSantis and Greg Abbott speak of gays, lesbians and transgender people as the enemy of our righteous social order. DeSantis passed a law forbidding the acknowledgment of such people in K-12, even if they happen to be gay. Books about gay love and gay life are banned. Anything related to gay life is stigmatized as evil. For years, we have heard a steady public repetition of slurs, slanders, and obscenities directed at trans people, as though they were responsible for everything that has gone wrong in our national life.

The seeds of hatred and murder were planted by politicians who treated gays as “less than.” Twisted minds hear the incitement and think they will be celebrated if they kill these enemies of the people.

DeSantis, Abbot and other politicians who have demonized people who are transgender and who are LGBT have blood on their hands.

Words have consequences.

John G. Rodden writes on the website American Purpose about the educational struggle between Ukrainians and Russiand. Ukrainians want their children to learn the Ukrainian language and literature. Wherever Russia has captured tos, cities, or villages, it switches the curriculum to Russian language and literature. Rodden is a scholar who has written several books about George Orwell.

Rodden writes:

The 2022–23 school year in war-torn Ukraine began this fall under conditions that Americans—and even Europeans old enough to remember World War II—can barely fathom. Three-quarters of the schools have been unable to open at all because they lack bomb shelters, air raid sirens nearby, or underground classrooms and lavatories. Russian bombing campaigns can last for several hours; all classes are therefore held remotely, insofar as children have access to computers and Wi-Fi.

Understandably, the attention of the world, including that of President Volodymyr Zelenskyy and his advisors in Kyiv, is focused on battlefield advances and reversals. And yet a parallel war is under way, one that has received only spotty attention in the English-language media, though the German and French presses have covered it more extensively. It is a culture war, a Slavic “Battle of the Books” that goes far beyond the imaginary world in Jonathan Swift’s 1704 book. In Swift’s Battle of the Books, he imagined an epic battle in a library—a so-called “quarrel between the Ancients and the Moderns”—where books come alive, with authors both classical (e.g., Homer, Pindar, Plato, Aristotle, Vergil) and contemporary (e.g., Bacon, Hobbes, Descartes, Dryden, Aphra Benn) duking it out.

The twenty-first century Eurasian counterpart is no mere entry in a game of literary fisticuffs conducted with courtly fellow men of letters. It is a deadly serious affair that Ukrainian officials regard as a retaliatory counteroffensive. For the Ukrainians this isn’t just a Battle of Books–this is a deep, visceral, and emotional reaction to their country being eviscerated and destroyed by Russian forces.

In their view, they have been forced into it by the ruthless “reeducation” policy that Russia has undertaken in occupied Ukraine. The Slavic Battle of the Books is about which authors Ukrainians will read and study. It is a war to “win the minds of men,” as the old Stalinist slogan phrased it. Wherever it leads, it has already validated one venerable contention about which both the Ancients and the Moderns were in full agreement: Ideas have consequences.

The rest of the article is behind a paywall.

The Texas Tribune reports that conservative school board candidates in some suburban districts failed with culture war issues.

School board elections: Even though school board races are nonpartisan, the Nov. 8 elections for Round Rock and Wylie independent school sistrict trustees drew high-profile endorsements from the Republican Party of Texas.

But in both districts, every candidate endorsed by the Republican Party of Texas, a total of nine, lost. In Round Rock, the races weren’t even close, with one candidate, Tiffanie Harrison, beating her opponent by 25 percentage points.

While Texas Republicans largely swept Tuesday’s elections and GOP-backed school board trustees made gains elsewhere in the state, the results in Round Rock and Wylie raise questions about the current conservative strategy in suburban school districts and the appeal of an agenda built on culture war issues.

One of the primary targets for conservatives running for school board seats has been critical race theory, a college-level discipline that examines racism within social and legal structures within the United States. It is not taught in elementary or secondary public schools in Texas, but Republicans have used the term to target how students are taught about race in schools.

Republicans leaned on a strategy modeled after one used in Tarrant County, where in May, a slate of 11 conservative, anti-CRT candidates won races in school boards. But the GOP was unable to mimic the occurrence in the midterm elections cycle.

Jill Farris, a Round Rock school board candidate endorsed by the Texas GOP who lost her race, attributed the results to a changing electorate that is more liberal than in previous years.

“Maybe we were all kind of relying a little bit on this red wave and thought that parents were just as angry as we were,” Farris said. “At least now, we know where the community stands and we can move forward.”

Dr. Helen F. Ladd is one of the most eminent economists of education, possibly the most eminent. She has written important studies that document the importance of poverty in the lives of children and its impact on their educational outcomes. She has written critically about No Child Left Behind. And she has written international studies of school choice with her husband Edward Fiske, a veteran journalist.

I sponsor an annual lecture series on education at Wellesley College, my alma mater, and was delighted when Sunny Ladd, as she is known, accepted my invitation to be the first post-pandemic lecturer. She prepared this paper, which has been published by the National Education Policy Center.

She maintains that charter schools disrupt sound educational policy making.

This an overview of her important paper:

As publicly funded schools of choice operated by private entities, charter schools differ from traditional public schools in that they have more operational autonomy, their teachers are not public employees, and they are operated by nonprofit or for-profit private entities under renewable contracts. The main sense in which they are public is that they are funded by taxpayer dollars. This policy memo describes how charter schools disrupt four core goals of education policy: establishing coherent systems of schools, attending to child poverty and disadvantage, limiting racial segregation and isolation, and ensuring that public funds are spent wisely. The author recommends that policies be designed both to limit the expansion of charters and to reduce the extent to which they disrupt the making of good education policy.

Open the link and read it in full.