Archives for category: Literacy

The ever wise Jan Resseger points out that the Ohio House overwhelmingly voted 82-10 to end the policy of holding back third graders who don’t score proficient on the state reading test. Now, she hopes that the State Senate will complete the elimination of this disastrous experiment. The idea that children will become better readers if they are failed is nonsense. Years of experience and research shows that failure leads to negative consequences, causing a loss of confidence, a sense of failure and higher dropout rates in later years.

She writes:

Ohio’s Third Grade Guarantee, enacted by the legislature in 2012 and implemented beginning in the 2013-2014 school year, requires that students who do not score “proficient” on the state’s third grade reading test must be retained for another year in third grade. Brown reports that,”Ohio has retained around 3,628 students per year.”

Jeb Bush and his ExcelInEd Foundation have been dogged promoters of the Third Grade Guarantee, but last May, the Columbus Dispatch’s Anna Staver traced Ohio’s enthusiasm for the Third Grade Guarantee to the Annie E. Casey Foundation: “In 2010, the Annie E. Casey Foundation released a bombshell special report called ‘Early Warning! Why Reading by the End of Third Grade Matters.’ Students, it said, who don’t catch up by fourth grade are significantly more likely to stay behind, drop out and find themselves tangled in the criminal justice system. ‘The bottom line is that if we don’t get dramatically more children on track as proficient readers, the United States will lose a growing and essential proportion of its human capital to poverty… And the price will be paid not only by the individual children and families but by the entire country.’”

But it turns out that promoters of the Third-Grade Guarantee ignored other research showing that when students are held back—in any grade—they are more likely later to drop out of school before they graduate from high school. In 2004, writing for the Civil Rights Project, Lisa Abrams and Walt Haney reported: “Half a decade of research indicates that retaining or holding back students in grade bears little to no academic benefit and contributes to future academic failure by significantly increasing the likelihood that retained students will drop out of high school.” (Gary Orfield, ed., Dropouts in America, pp. 181-182)

Why does holding children back make them more likely to drop out later? In their book, 50 Myths & Lies That Threaten America’s Public Schools, David Berliner and Gene Glass explain the research of Kaoru Yamamoto on the emotional impact on children of being held back: “Retention simply does not solve the quite real problems that have been identified by teachers looking for a solution to a child’s immaturity or learning problems…Only two events were more distressing to them: the death of a parent and going blind.” Berliner and Glass continue: “Researchers have estimated that students who have repeated a grade once are 20-30% more likely to drop out of school than students of equal ability who were promoted along with their age mates. There is almost a 100% chance that students retained twice will drop out before completing high school.” (50 Myths & Lies That Threaten America’s Public Schools, pp. 9-97)

In a recent report examining the impact of Third-Grade Guarantee legislation across the states, Furman University’s Paul Thomas explainsthat short term gains in reading scores after students are held back are likely to fade out in subsequent years as students move into the upper elementary and middle school years. But, Thomas quotes the National Council of Teachers of English on how the lingering emotional scars from “flunking a grade” linger: “Grade retention, the practice of holding students back to repeat a grade, does more harm than good:

  • “retaining students who have not met proficiency levels with the intent of repeating instruction is punitive, socially inappropriate, and educationally ineffective;
  • “basing retention on high-stakes tests will disproportionately and negatively impact children of color, impoverished children, English Language Learners, and special needs students; and
  • “retaining students is strongly correlated with behavior problems and increased drop-out rates.”

Here is what Thomas recommends instead: “States must absolutely respond to valid concerns about reading achievement by parents and other advocates; however, the historical and current policies and reforms have continued to fail students and not to achieve goals of higher and earlier reading proficiency by students, especially the most vulnerable students who struggle to read.” Specifically, Thomas urges policymakers to eliminate: “high-stakes policies (retention) around a single grade (3rd) and create a more nuanced monitoring process around a range of grades (3rd-5th) based on a diverse body of evidence (testing, teacher assessments, parental input)…. Remove punitive policies that label students and create policies that empower teachers and parents to provide instruction and support based on individual student needs.”

PEN America is an organization that represents authors and defends freedom of expression, here and elsewhere in the world. I am proud to be a member. I support their belief in the freedom to write and the freedom to read.

PEN has closely followed the recent upsurge in book banning and has kept a list of books that have been attacked and removed from school libraries and public libraries. The American Library Association also maintains a list of banned books and highlights the books most frequently banned. The ALA lists the 10 most challenged books and the 100 most challenged books.

The overwhelming number of banned books deal with race and gender. The censors apparently think that no one will learn about race or gender if no books are available.

They forget about the Internet and television, which they can’t censor.

The only book, to my knowledge, that has been specifically banned by state legislation, is The 1619 Project. That’s a shame because it is enormously informative about the history of racism.

Bob Shepherd, the brilliant polymath and man of many interests and talents, has had a long and distinguished career in educational publishing. He has developed assessments, written textbooks, and ended his career as a classroom teacher in Florida. I defer to his superior knowledge on almost every subject.

Pour yourself another cup of coffee and sit back for a long read about literacy and how it is acquired.

He wrote about the flaws in the teaching of reading in an essay that begins with these words:

An Essay Touching upon a Few of the Many Reasons Why the Current Standards-and-Testing Approach Doesn’t Work in ELA

NB: For all children, but especially for the one for whom learning to read is going to be difficult, early learning must be a safe and joyful experience. Many of our students, in this land in which nearly a third live in dire poverty, come to school not ready, physically or emotionally or linguistically, for the experience. They have spent their short lives hungry or abused. They lack proper eyeglasses. They have had caretakers who didn’t take care because they were constantly teetering on one precipice or another, often as a result of our profoundly inequitable economic system. Many have almost never had an actual conversation with an adult. They are barely articulate in the spoken language and thus not ready to comprehend written language, which is merely a means for encoding a spoken one. They haven’t been read to. They haven’t put on skits for Mom and Dad and the Grandparents. They don’t have a bookcase in their room, if they have a room, brimming with Goodnight, Moon; A Snowy Day; Red Fish, Blue Fish; Thomas the Tank Engine; The Illustrated Mother Goose; and D’Aulaires Book of Greek Myths. They haven’t learned to associate physical books with joy and closeness to people who love them. In the ambient linguistic environment in which they reached school age, they have heard millions fewer total numbers of words and tens of thousands fewer unique lexemes than have kids from more privileged homes, and they have been exposed to much less sophisticated syntax. Some, when they have been spoken to at all by adults, have been spoken to mostly in imperatives. Such children desperately need compensatory environments in which spoken interactions and reading are rich, rewarding, joyful experiences. If a child is going to learn to read with comprehension, he or she must be ready to do so, physically, emotionally, and linguistically (having become reasonably articulate in a spoken language). Learning to read will be difficult for many kids, easy for others. And often the difficulty will have nothing to do with brain wiring and everything to do with the experiences that the child has had in his or her short life. In this, as well as in brain wiring, kids differ, as invariant “standards” do not. They need one-on-one conversations with adults who care about them. They need exposure to libraries and classroom libraries filled with enticing books. Kids need to be read to. They need story time. They need jump-rope rhymes and nursery rhymes and songs and jingles. They need social interaction using spoken language. They need books that are their possessions, objects of their own. They need to memorize and enact. And so on. They need fun with language generally and with reading in particular. They need the experiences that many never got. And so, the mechanics of learning to read should be only a small part of the whole of a reading “program.” However, this essay will deal only with the mechanics part. That, itself, is a lot bigger topic than is it is generally recognized to be.

Permit me to start with an analogy. As a hobby, I make and repair guitars. This is exacting work, requiring precise measurement. If the top (or soundboard) of a guitar is half a millimeter too thin, the wood can easily crack along the grain. If the top is half a millimeter too thick, the guitar will not properly resonate.  For a classical guitar soundboard made of Engelmann spruce (the usual material), the ideal thickness is between 1.5 and 2 mm, depending on the width of the woodgrain. However, experienced luthiers typically dome their soundboards, adding thickness (about half a millimeter) around the edges, at the joins, and in the area just around the soundhole (to accommodate an inset, decorative rosette and to compensate for the weakness introduced by cutting the hole).

To measure an object this precisely, one needs good measuring equipment. To measure around the soundhole, one might use a device like this, a Starrett micrometer that sells for about $450:

It probably goes without saying that one doesn’t use an expensive, precision tool like this for a purpose for which it was not designed. You could use it to hammer in frets, but you wouldn’t want to, obviously. It wouldn’t do the job properly, and you might end up destroying both the work and the tool.

But that’s just what many Reading teachers and English teachers are now doing when they teach “strategies for reading comprehension.” They are applying astonishingly sophisticated tools—the minds of their students—in ways that they were not designed to work, and in the process, they are doing significant damage. Leaving aside for another essay the issues of physical and emotional preparedness, to understand why the default method for teaching reading comprehension now being implemented in our elementary and middle-school classrooms fails to work for many students, one has to understand how the internal mechanism for language is designed to operate.

Nancy Bailey is a veteran teacher who always has wise insights into what happens in the classroom. In this post, she questions the corporate interest in the so-called science of reading.

She begins:

Many of the same individuals who favor charter schools, private schools, and online instruction, including corporate reformers, use the so-called Science of Reading (SoR) to make public school teachers look like they’ve failed at teaching reading.

Politicians and corporations have had a past and current influence on reading instruction to privatize public schools with online programs. This has been going on for years, so why aren’t reading scores soaring? The SoR involves primarily online programs, but it’s often unclear whether they work.

The Corporate Connection to the SoR

Bill and Melinda Gates Foundation

The Bill and Melinda Gates Foundation fund numerous nonprofits to end public education. The National Council of Teacher Quality (NCTQ), backed by Gates and other corporations, an astroturf organization, promotes the SoR.

SoR promoters ignore the failure of Common Core State Standards (CCSS), embedded in most online programs, like iReady and Amplify. CCSS, influenced by the Gates Foundation, has been around for years.

Also, despite its documented failure ($335 million), the Gates Foundation Measures of Effective Teaching, a past reform initiative (See VAMboozled!), irreparably harmed the teaching profession, casting doubt on teachers’ ability.

EdReports, another Gates-funded group, promotes their favored programs, but why trust what they say about reading instruction? They’ve failed at their past education endeavors.

But the Bill and Melinda Gates Foundation continues to reinvent itself and funds many nonprofits that promote their agenda, including the SoR.

Please open the link and read on.

Texas has a teacher shortage, but that doesn’t stop the state from piling new requirements on teachers.

Brian Lopez of The Texas Tribune reports:

It was one thing to ask Texas teachers — during an ongoing teacher’s shortage — to make extra room in their busy home routines for online classroom teaching for months, then to monitor the latest in vaccine and mask mandates while waiting and adjusting yet again for a return to the classroom.

But now, as teachers attempt to restore all the learning lost by their students during the pandemic, the Texas Legislature has insisted those who teach grades K-3 need to jump another hurdle: they need to complete a 60-to-120 hour course on reading, known as Reading Academies, if they want to keep their jobs in 2023.

And they must do it on their own time, unpaid.

For many like 38-year-old Christina Guerra, a special education teacher in the Rio Grande Valley, the course requirement is the final straw and it is sending teachers like her and others out the door.

“I don’t want to do it,” she said. “I refuse to, and if they fire me, they fire me.”

Course adds to teacher workload

In 2019, the Legislature wanted to improve student reading scores and came up with a requirement that teachers complete this reading skills course. Every teacher working in early elementary grades — kindergarten through third — along with principals, had until the end of the 2022-23 school year to complete it.

Governor Greg Abbott is not satisfied with the performance of Texas students on NAEP. But Texas has a growing crisis of teacher shortages.

But the pressures of the pandemic have forced many teachers to reconsider whether to remain in the profession. From 2010 to 2019, the number of teachers certified in Texas fell by about 20%, according to a University of Houston report.

After recent reports of more teacher departures, Gov. Greg Abbott formed a task force to address teacher shortages.

But teachers and public education advocates alike believe the state should hold itself accountable for the teacher departures, especially when adding requirements that add to teacher workload.

“I just feel like a lemon just squeezing, squeezing, squeezing,” said Guerra, a special education teacher in La Joya Independent School District. “But there’s no more, there’s nothing that you squeeze out anymore. There’s no more juice.”

Guerra plans to leave the profession at the end of the school year.

One way to increase the teacher shortage is to crack down on teachers, demanding more while paying less.

Bob Shepherd wrote this essay about reading instruction in 2019. It has aged well. It is a long discussion about the futility of the “reading wars.” Shepherd explains how useless and counterproductive the current emphasis on “reading strategies” is. It is well worth your time to sit down and read it through.

Nancy Bailey is a retired teacher who battles misinformation and propaganda. In this post, she dissects a new film called “The Truth About Reading,” which is riddled with half-truths and omissions. It is yet another alarmist film that calls parents to the barricades to engage in another round of The Reading Wars.

She begins:

Americans are getting primed with a trailer for a new documentary called The Truth About Reading. It’s said there needs to be a grassroots movement of parents and educators who are angry and say enough is enough.

Wouldn’t it be better if teachers and parents met and shared their concerns about reading at their schools? Schools do various reading programs that might need review, especially if students have difficulty learning.

Open the link and read on.

Larry Lee, a close follower of education politics in Alabama and former board member in Montgomery, writes here about an ill-informed decision by Governor Kay Ivey. Over the objections of experienced educators, Governor Ivey vetoed a bill that would have delayed implementation of the Alabama Literacy Act by two years. The Act requires that third grades be retained if they can’t the third grade reading test.

Larry talked to some of the educators he respects most, and they were appalled.

The phone rang about 8 p.m. on Thursday night, May 27.  The person on the other end was dejected and discouraged.  I immediately recognized the voice of Hope Zeanah, a 40-year veteran educator, assistant superintendent of the Baldwin County school system and a former Alabama Elementary Principal of the Year.

In my book, Zeanah is one of the best educators anywhere.  She has learned a lot in her 40 years and knows how to convey her knowledge in a way that makes sense and is guided by what is best for children.

“I just wish politicians WOULD NOT make educational policies and leave educating children up to educators,” she said  “It makes us feel like they are saying we are not smart enough to make a decision for our students whether or not they should be promoted to the next grade. I feel like these type decisions are the reason we are seeing fewer young people going into education.”

Larry reviewed the literature about third grade retention and saw that it was not only controversial but some of the most respected experts thought it was detrimental to children.

But Alabama has been looking jealously at Mississippi’s NAEP scores and trying to copy the state next door. The secret to Mississippi’s success in fourth-grade NAEP is that it retains poor readers in third grade. That’s not really a strategy, it’s cheating. But it works for Mississippi. Apparently the illusion of success works as well as genuine success. A recent issue of The Economist lauded Mississippi as a national leader in literacy. But Mississippi gets those scores by retaining more third graders than any other state.

He writes:

“The so-called “Gold Standard” of all testing is the National Assessment of Education Progress (NAEP).  This test is given across the country every two years to a random selection of fourth and eighth graders.  Only about 5,000 students in both grades are tested in each state.  This is probably themost misunderstood and abused test in the U.S.  (Especially by politicians who constantly want to break education down into only numbers.)

“(Go back to 2016 for a great example of misusing NAEP scores.  The state school board picked a new state superintendent that year.  Governor Robert Bentley had a vote and used it to be the deciding vote to hire Mike Sentance, a Boston attorney who had never been a teacher, principal or local superintendent.  His reason?  Massachusetts had the highest fourth-grade NAEP  scores on math in the country.  Sentance was a disaster and lasted only one year.)

“Truthfully, while no one pays much attention to retention info, they do like to compare NAEP scores.

“And Mississippi has done very well on NAEP in the last few years.  In fact, they have made larger gains, particularly for fourth-graders, since 2013 than any other state.  But it should be pointed out that Mississippi retains a higher percent of third-graders than any other state.

“So Mississippi is making sure its poorest performing kids are not taking the fourth-grade NAEP tests.  It’s just like you told the third-grade teacher that you wanted to weigh all her students and get the average weight–but you can’t weigh the fat kids.

Politicians in New York City and New York State eagerly seek the endorsement of the ultra-orthodox Hasidic community because it tends to vote as a bloc, favoring whoever supports their interests. One of their highest goals is to make sure that their religious schools are free of any state mandates. Andrew Yang has emerged as the leading defender of the yeshivas and their “right” not to provide a secular education.

An investigation of yeshivas by New York City officials that started in 2015 wasn’t completed until 2019. The investigation was prompted as a result of complaints by a group of yeshiva graduates called YAFFED (Young Advocates for Fair Education), led by Naftuli Moser. YAFFED said that some yeshivas failed to teach basic secular subjects such as English, science, and mathematics, leaving their students unprepared to enter secular society. YAFFED accused Mayor de Blasio of slowing down the investigation to placate his allies in the politically powerful Orthodox Jewish community.

In 2018, the New York Times ran an opinion piece by a graduate of a yeshiva complaining that all of his schooling had been taught in Yiddish or Hebrew, leaving him with no skills for the modern economy.

I was raised in New York’s Hasidic community and educated in its schools. At my yeshiva elementary school, I received robust instruction in Talmudic discourse and Jewish religious law, but not a word about history, geography, science, literature, art or most other subjects required by New York State law. I received rudimentary instruction in English and arithmetic — an afterthought after a long day of religious studies — but by high school, secular studies were dispensed with altogether.

The language of instruction was, for the most part, Yiddish. English, our teachers would remind us, was profane.

During my senior year of high school, a common sight in our study hall was of students learning to sign their names in English, practicing for their marriage license. For many, it was the first time writing their names in anything but Yiddish or Hebrew.

When I was in my 20s, already a father of three, I had no marketable skills, despite 18 years of schooling. I could rely only on an ill-paid position as a teacher of religious studies at the local boys’ yeshiva, which required no special training or certification. As our family grew steadily — birth control, or even basic sexual education, wasn’t part of the curriculum — my then-wife and I struggled, even with food stamps, Medicaid and Section 8 housing vouchers, which are officially factored into the budgets of many of New York’s Hasidic families.

Leonie Haimson, executive director of Class Size Matters, reported that the yeshivas “receive hundreds of millions of dollars in government funding, through federal programs like Title I and Head Start and state programs like Academic Intervention Services and universal pre-K. For New York City’s yeshivas, $120 million comes from the state-funded, city-run Child Care and Development Block Grant subsidy program: nearly a quarter of the allocation to the entire city.”

When the state or city says that the yeshivas should provide an education for their students that is “substantially equivalent” to secular education, their leaders cry “separation of church and state!” But, inconsistently, their representatives in the legislature actively lobby for tuition tax credits and vouchers. They want the state’s money but not its oversight of the education they provide.

Politico reported in 2019:

Only two out of 28 yeshivas investigated by the city’s Department of Education were deemed to be providing an education “substantially equivalent“ to that given at secular public schools, with another nine on their way to providing it, according to the city’s report on the long-delayed investigation into failing yeshivas.

The group Young Advocates for Fair Education, or YAFFED, lodged complaints against 39 yeshivas it deemed failing in 2015, which is when the city ostensibly began its investigation. After years of delay, the city narrowed its scope to only 28 of the schools. The DOE finished its visits to those schools this year, according to a letter schools Chancellor Richard Carranza sent to Shannon Tahoe, the interim state education commissioner, on

Out of those 28 schools, the DOE said only two were found to be substantially equivalent to legally mandated secular education standards; nine schools were found to be moving toward substantial equivalency; 12 were cited as “developing in their provision of substantially equivalent instruction,” and another five were deemed “underdeveloped in demonstrating or providing evidence of substantially equivalent instruction.

Some yeshivas refused to allow the investigators to enter.

Now comes an election for Mayor in 2021, and Andrew Yang is a prominent candidate.

Yang has made a point of siding with the Orthodox community and defending their “right” to ignore state curriculum standards (e.g., teaching secular subjects like mathematics and science in English, not Hebrew or yiddish). Consequently, he has become a favorite among the leaders of the Ultra-Orthodox community. Yang has made a point of his support for parent’s freedom to choose any kind of education they want.

As other candidates danced around the subject, Yang offered a blunt defense of the embattled Jewish private schools. “I do not think we should be prescribing a curriculum unless that curriculum can be demonstrated to have improved impact on people’s career trajectories and prospects,” Yang said.

He added, pointing to his own month-long Bible course at a Westchester prep school: “I do not see why we somehow are prioritizing secular over faith-based learning.”

The stance rankled some education advocates, who pointed to a 2019 report that found just a fraction of yeshivas were providing students with adequate secular instruction. Other observers described the comments, which echoed a similar answer recently given to The Forward by Yang, as a transparent attempt to curry favor with the Hasidic voting bloc.

This is a transparently disingenuous response, since studying the Bible as literature for a month is very different from religious indoctrination and studying almost all subjects in Hebrew or Yiddish. Certainly this does not prepare young people to enter the modern economy with the skills they need. (Apparently, Yang attended public high school in Somers, New York, in Westchester County, then the private Phillips Exeter in Massachusetts.)

“It’s like a horse race where one horse comes from last to near the top,” one leader in the Orthodox community, who asked for anonymity in order to speak candidly, told Gothamist. While Eric Adams and Scott Stringer were previously seen as the front-runner candidates, “nobody expected we’d even look at this guy,” the source added of Yang. “All of a sudden it’s ‘Whew!’ He’s certainly in that first tier pool of candidates.”

On Twitter, both the Satmar and Bobov, two of Brooklyn’s most influential Hasidic dynasties, have referred to Yang’s comments as “refreshing.” The head of New York government relations for Agudath Israel, an umbrella organization for Haredi Orthodox synagogues, also commended the candidate on Thursday.

The recent comments mark a shift from an answer Yang gave to Politico last month, in which he suggested that schools not meeting baseline standards should be investigated. In the time since, the outlet noted, the campaign has hired the Borough Park District Leader David Schwartz as director of Jewish Community Outreach.

“The things he’s saying echo with great precision what the pro-yeshiva groups are saying,” another source in the Orthodox community told Gothamist. “He’s very carefully putting these talking points out there.”

Yang defended his stance at a forum moderated by Randi Weingarten:

Gracie Mansion hopeful Andrew Yang on Thursday mounted an extraordinary defense of the Big Apple’s embattled yeshiva schools, telling a Jewish mayoral forum that the city has little business “prescribing” secular curriculum to the religious institutions.

Yang made the comments during a virtual New York City mayoral forum hosted by the New York Jewish Agenda after moderator Randi Weingarten asked him: “As mayor, how would you ensure that every child receives what the New York state Constitution calls a sound basic education on secular topics, including not just the public schools, but including the yeshivas and other religious schools.”

“When I looked at the yeshiva question, Randi, the first thing I wanted to see were — what were the outcomes, what is the data,” Yang responded.

The tech entrepreneur and a leading Democratic front-runner in the mayoral race, continued, “I do not think we should be prescribing a curriculum unless that curriculum can be demonstrated to have improved impact on people’s career trajectories and prospects afterwards.”

Yang’s remarks fly in the face of a damning 2019 report by the Department of Educationon yeshiva schools in the city that found that just two of 28 provided adequate secular education to their students.

“If a school is delivering the same outcomes, like, I do not think we should be prescribing rigid curricula,” said Yang who then spoke of his experience in high school.

“I will also say that when I was in public school we studied the Bible for a month. Bible as literature,” he said. “If it was good enough for my public school, I do not see why we somehow are prioritizing secular over faith-based learning.”

Andrew Yang is a cynical opportunist.

Bob Shepherd recognizes that Trump has left behind many memories, many additions to our dictionary, many new linguistic expressions.

In this post, he remembers what Trump has added to our common vocabulary.

Starting with covfefe.