Archives for category: Students
« Older Entries
Newer Entries »

Texas: Vote for These Brave Legislators Who Stood Up for Public Schools!

By dianeravitch
March 1, 2024 //
2

I am a native Texan. I was born and raised in Houston. I attended Houston public schools from kindergarten until my high school graduation. The public schools of Texas gave me a strong foundation, and I will always be grateful to my teachers and my schools.

The public schools in Texas will be harmed by vouchers. Yet Governor Greg Abbott is demanding that the Legislature endorse vouchers, so that the public will subsidize every student who goes to private and religious schools. No wonder he campaigned for vouchers by visiting private and religious schools.

Some Republican legislators know that vouchers will hurt their public schools.

Governor Abbott has spent millions of dollars to defeat those brave Republican legislators who oppose vouchers.

The primary is March 5.

Funded by oil and gas billionaires and by Jeff Yass, a Pennsylvania billionaire, Abbott has tried and repeatedly failed to pass a voucher bill. He failed because these Republican legislators stood up for their communities and their public schools.

These legislators know their local teachers. They are friends and neighbors. The legislators know they are hard-working dedicated teachers. They teach the children; they don’t “indoctrinate” them, as Governor Abbott falsely claims. Many have taught in the same schools for decades, raising up the children in the way they should go.

The teachers are underpaid, and the school buildings need upgrades. But the Governor won’t put another penny into paying teachers and funding public schools unless he gets his vouchers.

In every state that has vouchers, most of them are used by students who never attended public schools. Vouchers are nothing more than a public subsidy for students already attending private and religious schools.

Voucher schools are free to discriminate and are excused from all accountability.

These heroic and principled legislators deserve your thanks and your vote on March 5:

  • Steve Allison, District 121, San Antonio
  • Ernest Bailes, District 18, Shepherd
  • Keith Bell, District 4, Forney;
  • DeWayne Burns, District 58, Cleburne;
  • Travis Clardy, District 11, Nacogdoches
  • Drew Darby, District 72, San Angelo
  • Jay Dean, District 7, Longview
  • Charlie Geren, District 99, Fort Worth
  • Justin Holland, District 33, Rockwall
  • Ken King, District 88, Canadian
  • John Kuempel, District 44, Seguin
  • Stan Lambert, District 71, Abilene
  • Glenn Rogers, District 60, Mineral Wells
  • Hugh Shine, District 55, Temple
  • Reggie Smith, District 62, Sherman
  • Gary VanDeaver, District 1, New Boston

For their courage in defending their community schools, their teachers, their parents, and their students, I place them on the blog’s Honor Roll.

Now get out there and vote for them!

Categories Accountability, Courage, Democracy, Education Industry, Elections, Honor Roll, Privatization, Students, Supporting public schools, Teachers, Texas, Vouchers

Arizona: Parent Learns That “School Choice” Means “Schools Choose”

By dianeravitch
February 23, 2024 //
35

Pamela Lang, a journalist and graduate student in Arizona, wrote for The Hechinger Report about her futile search for a school that would enroll her son, who has special needs. Despite Arizona’s budget-busting voucher program, she and he were turned away again and again. It’s time for her to check out her local public school, where her son would get the services he needs and he could not be rejected.

Please read her account.

If you live in Arizona, school choice may be coming to your neighborhood soon. As someone who has had more school choice than I know what to do with, I can tell you what may feel like a shocking surprise: Private schools have the power to choose, not parents.

I live in Phoenix, where the nearby town of Paradise Valley is getting ready to offer the privatization movement’s brand of choice to families. The district has indicated that it will likely vote to close four public schools due to insufficient funds. If this happens, other districts will probably follow: The state’s recent universal voucher expansion has predictably accelerated the diversion of money from public to private schools.

Arizona approved use of school choice vouchers, called Empowerment Scholarship Accounts, or ESAs, in 2011 on the promise that they were strictly for children with special needs who were not being adequately served in the public school system. The amount of funds awarded to qualified students was based on a tiered system, according to type of disability.

Over the years, the state incrementally made more students eligible, until full expansion was finally achieved in 2022. For some students, the amount of voucher money they qualify for is only a few thousand dollars, nowhere near enough to cover tuition at a private school. Often, their parents can’t afford to supplement the balance. However, my son, who is autistic, qualified for enough to cover full tuition.

I took him out of public school in 4th grade. Every school I applied to seemed to have the capability to accommodate his intellectual disability needs but lacked the willingness. Eventually, I found a special education school willing to accept him. It was over an hour from our home, but I hoped for the best. Unfortunately, it ultimately was not a good fit.

I then thought Catholic schools would welcome my son, but none of them did. One Catholic school principal who did admit him quickly rescinded the offer after a teacher objected to having him in her class.

The long list of general, special-ed, Catholic and charter schools that turned my son away indicate how little choice actually exists, despite the marketing of ESA proponents.

There was a two-year period where I gave up and he was home without social opportunities. I was not able to homeschool, so a reading tutor and his iPad became his only access to education.

I then tried to enroll him in private schools for students with disabilities.

These schools were almost always located in former office suites in strip malls with no outdoor access. My son’s current school shares space with a dialysis center in a medical building, while a former school was located in a small second-floor suite in a Target plaza.

Once a private school admits your child, they can rescind admission without cause. Private schools are at leisure to act as virtual dictatorships, and special-ed schools in particular are notorious for keeping parents at a distance…

Education is a human right, and public schools, open to all, are the guardians of this right. What privatizers call choice does not really exist.

Please open the link and read the article in full.

Categories Arizona, Budget Cuts, Charter Schools, Competition, Education Industry, Extremism, Failure, Fraud, Hoax, Parents, School Choice, Special Education, Students, Vouchers

Amplifying Democracy’s Voice: BustEDpencils, a Daily Rally Cry for Public Education!

By dianeravitch
January 22, 2024 //
3

Tim Slekar has been active in the fight against privatization of public education for more than a decade. He has created videos, written articles, posted on blogs, and recently he has run a regular radio show. He’s always fighting for public schools, teachers, and students against the long and ugly arm of corporate reform.

He writes:

Dear Advocates for Democracy and Education,

As BustEDpencils expands to a daily radio show on Civic Media, we’re not just talking about education; we’re championing the cornerstone of a healthy democracy—robust public schools. Our show is a clarion call to defend and rejuvenate public education, the bedrock of informed citizenship and democratic engagement.

By tuning in daily, you’re not just listening; you’re actively participating in safeguarding our public schools. Each episode is a step towards a more informed, democratic society, where public education is celebrated and protected as a vital public good.

And we’re not stopping at the airwaves. We’re planning to bring the heart of our message into your communities with live appearances. These events will be more than just talks; they’ll be rallies for public education, celebrating its critical role in maintaining a thriving democracy.

Join this urgent mission. Tune in, engage, and prepare to welcome us into your community. Together, let’s ensure that public education remains a pillar of our democratic society.

In Solidarity for Public Education and Democracy,

Tim and Johnny

P.S. Every listener, every conversation, every community we visit is crucial in our fight to preserve and enhance public education. This journey is about more than just a radio show; it’s about nurturing the very roots of our democracy.

Timothy D. Slekar PhD
412-735-9720
timslekar@gmail.com
https://civicmedia.us/shows/busted-pencils

Categories Accountability, Charter Schools, Corporate Reform, Corruption, Dark Money, Democracy, Education Industry, Education Reform, Equity, Ethics, Media, Resistance, Students, Teachers and Teaching

The Montana Youth Who Sued to Save the Environment—and Won!

By dianeravitch
January 6, 2024 //
7

One big reason to feel hopeful about the future is that our youth seem to have figured out how to organize for change. After the massacre of students at Marjorie Stoneman Douglas High School in Florida, survivors organized a huge protest demanding gun control. They haven’t won so far but they are not likely to give up.

The grownups are not doing enough to address climate change, and Republicans keep insisting that climate change is a hoax.

But a group of Montana kids banded together to file a lawsuit against the state for failing to take action to reverse climate change. The Christian Science Monitor reports how they did it.

The story says:

In June 2023, the hottest June ever recorded in a summer that would break global heat records, 16 young people walked into a courthouse in Helena, Montana, and insisted that they had the right to a stable climate.

The moment was, in the United States, unprecedented.

For years, youth around the world had been suing governments – state, regional, federal – and demanding more action by policymakers to address what scientists worldwide agree is an environmental crisis directly caused by human behavior. By 2022 there had been 34 global climate cases brought on behalf of plaintiffs ages 25 and younger – part of a global climate litigation explosion, according to Columbia University’s Sabin Center for Climate Change Law.

In the courtroom that day, the young people were asking not for any financial reward, but for the government of Montana to uphold its Constitution, one of a handful in the U.S. that explicitly protects both current and future citizens’ right to a healthful environment. There was Rikki Held, the oldest of the Montana youth plaintiffs at 22, whose name was on the lawsuit and whose family’s ranch was increasingly threatened by fires and floods. There were Lander and Badge Busse, teenage brothers whose schoolmates taunted them about this case, but who’d decided they needed to be part of this lawsuit to protect the wilderness where they loved to fish and hunt. And there was Grace Gibson-Snyder, a Missoula 19-year-old. Her ancestors had come to this big-sky state in a covered wagon. But Ms. Gibson-Snyder worried about whether this land would be habitable for her own children – if she felt it were morally appropriate to have any. She wore her favorite boots to trial, for good luck.

And in some places, young people had begun to make headway. A German court in 2021, for instance, agreed with youth that the government needed to do more to reduce emissions. Colombia’s Supreme Court agreed with young plaintiffs in 2018 that officials needed to better protect the Amazon rainforest, in part because of climate concerns.

But in the U.S., the country that has sent more heat-trapping gases into the atmosphere than any other nation, young people had failed to get courts to rule in their favor.

That was about to change.

In the courtroom that day, the young people were asking not for any financial reward, but for the government of Montana to uphold its Constitution, one of a handful in the U.S. that explicitly protects both current and future citizens’ right to a healthful environment. There was Rikki Held, the oldest of the Montana youth plaintiffs at 22, whose name was on the lawsuit and whose family’s ranch was increasingly threatened by fires and floods. There were Lander and Badge Busse, teenage brothers whose schoolmates taunted them about this case, but who’d decided they needed to be part of this lawsuit to protect the wilderness where they loved to fish and hunt. And there was Grace Gibson-Snyder, a Missoula 19-year-old. Her ancestors had come to this big-sky state in a covered wagon. But Ms. Gibson-Snyder worried about whether this land would be habitable for her own children – if she felt it were morally appropriate to have any. She wore her favorite boots to trial, for good luck.

They and their fellow plaintiffs were represented by an Oregon-based law firm called Our Children’s Trust, which has helped young people across the country bring constitutional climate cases.

Opposing them was the state of Montana, represented by an attorney general whose spokesperson had called the lawsuit “outrageous” and “political theater” – a case of well-intentioned children exploited by an outside interest group.

For the better part of the next two weeks, the two sides presented their cases. 

Then youth and legal experts waited anxiously for the judge’s decision. Held v. Montana, many said, was a crucial moment in what they saw as a legal transformation building around the world. Members of the Climate Generation – as we’re calling the cohort born since 1989, when the world became both climatically unstable and increasingly focused on children’s rights – were working to define what it meant to have rights as a young person. And in particular, they were working to define what it meant to have rights while looking at a future that scientists agree will be shaped by what older people have done to the atmosphere. A ruling in Montana could dramatically impact this global effort.  

“The Montana case is incredibly important,” says Shaina Sadai, the Hitz fellow for litigation-relevant science at the Union of Concerned Scientists. Young people involved with climate action, she adds, “are very internationally connected. They are very much in touch with each other. … A win anywhere for any of them is a win for all of them. It’s that global youth solidarity.”

Which is why Dallin Rima, a 19-year-old plaintiff in a different climate lawsuit, turned up the radio when he heard that Montana District Judge Kathy Seeley had released her verdict.

Mr. Rima is part of a group of Utah youth who have sued their state, arguing that its promotion of fossil fuels violates their constitutional rights to life, health, and safety. He’d been following what was going on in Montana, the same way young climate plaintiffs from Oregon to the South Pacific to Portugal had been keeping track. While he knew firsthand about the challenges of the legal system, about the delays and disappointments, he had allowed himself to hope.

He was driving to his grandmother’s house outside Salt Lake City, listening to NPR, when the news came on. It was a good thing nobody else was in the car, Mr. Rima says. Because as he listened to the newscast, he began to “express himself,” as he puts it. Loudly.

The judge had ruled in the young plaintiffs’ favor. Specifically, this meant that Montana policymakers had violated the young people’s constitutional rights by ignoring the climate impacts of their energy decisions. But Mr. Rima understood that there were far broader implications. 

By siding with the young Montanans, Judge Seeley explicitly connected the right to a clean environment with the right to a stable climate. She gave a judicial stamp of approval to climate science. And she proved that, in the face of what many young people see as politicians’ ineptitude in addressing climate change, the judiciary is a branch of government that might still be able to protect their futures.

“I’ve learned not to get my hopes up. But I was just shocked, ecstatic to hear that they had won,” Mr. Rima says. “It was a really powerful moment. … It feels like our work isn’t in vain.”

Categories Environment, Health, Montana, Safety, Students

John Thompson: The Most Important Lesson That Students Need Today

By dianeravitch
December 10, 2023 //
21

John Thompson, historian and retired teacher, write about what matters most to students today: learning to pay attention in a world of screens and distractions.

He writes:

D. Graham Burnett, Alyssa Loh, and Peter Schmidt begin their New York Times opinion piece, “Powerful Forces Are Fracking Our Attention. We Can fight Back,” with an eloquent version of a statement that should have long been obvious:

We are witnessing the dark side of our new technological lives, whose extractive profit models amount to the systematic fracking of human beings: pumping vast quantities of high-pressure media content into our faces to force up a spume of the vaporous and intimate stuff called attention, which now trades on the open market. Increasingly powerful systems seek to ensure that our attention is never truly ours.

Then Burnett, Loh, and Schmidt use equally insightful language to explain why “We Can Fight Back” against “the little satanic mills that live in our pockets.” They recall that “for two centuries, champions of liberal democracy have agreed that individual and collective freedom requires literacy.” Today we face widespread complaints that reading is being undermined by “perpetual distraction,” due to commercial use of digital technologies. They add, “What democracy most needs now is an attentive citizenry — human beings capable of looking up from their screens, together.”

“Powerful Forces Are Fracking Our Attention. We Can Fight Back” calls for a “revolution [which] starts in our classrooms.” They explain, “We must flip the script on teachers’ perennial complaint. Instead of fretting that students’ flagging attention doesn’t serve education, we must make attention itself the thing being taught.” They draw upon the work of “informal coalitions of educators, activists and artists who are conducting grass-roots experiments to try to make that possible. Burnett, Loh, and Schmidt call it “attention activism.

Due to these worldwide efforts, “common ground is rediscovered in the weave of collective attention.” They seek ways “to create, beyond the confines of our personalized digital universes, something resembling a shared world.” One set of starting places, museums, public libraries, universities, as well as classrooms, remind me of a time when I was a student, and the first half of my teaching career, when field trips were widely celebrated, and before critical thinking was subordinated to test prep.

“Powerful Forces Are Fracking Our Attention. We Can fight Back” recommends another practice that I’ve long struggled with, “observations of absolutely whatever unfolds in the world,” in order pay “particular attention to the supposedly mundane … events that might under normal circumstances have gone unnoted.” It reminded me of a conversation with a student where we agreed that we don’t want to depend on beer or marijuana in order to fully appreciate a sunset. It was hard for me to later realize that I also took that shortcut in order to slow down and fully appreciate such beauty.

Next, I left my computer, and my dog and I got into our complicated new hybrid car to take a short ride to the park for a walk. Of course, the irony of driving to the walk is obvious. Then I figured out how to push the buttons for defrosting the window, rather than scrape the ice off. But then, technology taught me a new skill for paying attention to “normal circumstances” that had “gone unnoted.” I became enthralled the bubbles that broke loose from the coat of ice as it melted and dripped down the windshield. (Perhaps due to that experience, the park’s beautiful fall colors were even more awesome.)

Burnett, Loh, and Schmidt also reminded me of conversations I had had as a young Baby Boomer with family members, neighbors and other mentors. So many adults coached me on developing “inner directedness,” not “outer-directedness,” and to not be “like the Red River, a mile wide and a foot deep.” I was taught that my real goal shouldn’t be higher grades, but “learning how to learn.” And I’ll never forget the elementary school principal who took us to the junior high to watch Edward R. Murrow interviewing John Maynard Keynes, about the real purpose of school – which was not getting a job. Our goal should be learning how to learn how to be creative after technology reduced the workweek into 15 hours.

Of course, that hopefulness seems laughable today, but it brings us back to Burnett, Loh, and Schmidt and their diagnosis of why today’s technology has become so destructive. They linked to ATTENTION LIBERATION MOVEMENTS(or ALMS) that resist the “powerful new financial, commercial, and technological system that is commodifying human attention as never before.” It promotes “RADICAL HUMAN ATTENTION” to nurture “unrivaled access to the goodness of life;” and second, “that present circumstances present new and imperiling obstacles to human attentional capacities.” For instance, these bottom-up efforts seek to educate young people how, “We operate in a world in which attention is increasingly bought and sold. Bought and sold by powerful interests, pursuing wealth — pursuing ‘eyeballs,’” on screens.

And, of course, the subsequent undermining of inner-directedness, social ties, and critical thinking paved the way to today’s rightwing assault on democracy.

Although I was never as eloquent as Burnett, Loh, and Schmidt, but I’ve unsuccessfully advocated for their type of approach for a quarter of a century. My first encounter with a cell phone occurred the day after a gang-related murder when my students affiliated with the “Crips” stared at a new student, a “Blood,” who was secretly typing into a gadget I’d never seen before, who was requesting armed backup. Given the way that cell phones, predictably, increased violence and, predictably, undermined classroom instruction, I lobbied for our school to commit to regulating phones and engaging in cross-generational conversations about digital literacy and ethics.

Although I personally communicated with my students about “using digital technology,” but “not being used by it,” our school system refused to touch these issues. Before long, watching students who were glued to their phones, it seemed obvious we were also facing a crisis of loneliness, made much, much worse by screen time.

My personal experience thus gives me reasons for both hope and pessimism. Burnett, Loh, and Schmidt build on the same human community strengths that were crucial for me, and embraced by students in our phone-free classroom. But I can’t ignore the three decades of refusals by the systems I’ve worked with to tackle the challenge.

Then again, on the same day that the New York Times commentary was published, National Public Radio reported that California “joins a growing movement to teach media literacy.” The next day, the Washington Post called on parents to support a ban on smartphones. So, maybe the time is right for the wisdom of Burnett, Loh, and Schmidt, who make the case for “what democracy most needs now is an attentive citizenry — human beings capable of looking up from their screens, together.”

Categories Education Reform, Students, Teachers and Teaching, Technology

Florida: School Officials Removed for Allowing Trans Girl to Play Girls’ Volleyball

By dianeravitch
November 28, 2023 //
36

The Florida State Education Department applauded the superintendent of schools in Broward County for taking swift and stern action when he learned that a transgender girl was allowed to play on the girls’ volleyball team at Monarch High School. The superintendent received an anonymous tip about the student and reacted by removing the principal, the assistant principal, and members of the athletic staff.

When the word got out, students staged a protest by walking out.

Following the removal of a Broward County high school principal and four employees in response to “allegations of improper student participation in sports,” Florida education officials on Tuesday said they expect “serious consequences for those responsible” and accused them of violating state law.

The comments came hours after Broward County Public School officials confirmed the reassignments of the Monarch High School employees occurred because a transgender female athlete played volleyball at the high school during the fall season and after hundreds of students staged a peaceful walkout during school hours to protest the decision. The students, who gathered on the football field and walked to the parking lot on the north end of the school, shouted, “Let her play,” “Trans rights are human rights” and “Free Cecil now,” referring to Monarch principal James Cecil, who was among the employees reassigned. Kenneth May, the assistant principal; Dione Hester, the athletic director; Jessica Norton, the girls’ volleyball coach; and Alex Burgess, a temporary athletic coach, were also reassigned.

The reassignment of the five staff members is “ridiculous,” said Alexandra Almeida, a senior at Monarch, who participated in the walkout to support her friends. She hoped the walkout, which she heard about through social media Monday, would “bring more awareness to the situation so that people see what’s happening in our Florida schools.”

Safe Schools South Florida in a statement said it is “appalled” by the district’s decision. The organization works with LGBTQ students to promote inclusivity and diversity within the education system “The reassignment of faculty is a measure typically reserved for the gravest of infractions. In this case, it is not only an overreaction but also a glaring misjudgment,” the statement read. “Furthermore, the potential inadvertent outing of a minor, who may not have publicly disclosed their transgender status, is deeply troubling.”

But state officials, in response to a Miami Herald inquiry, said department officials “instructed the district to take immediate action” upon being notified of the issue “since this is a direct violation of Florida law.” During a brief news conference Tuesday, Broward County schools Superintendent Peter Licata said officials spoke to the Florida Department of Education on Monday.

“Under Governor DeSantis, boys will never be allowed to play girls’ sports. It’s that simple,” said Cailey Myers, communications director for the state Department of Education.

There was no mention of the win-loss record of the girls’ volleyball team.

Read more at: https://www.miamiherald.com/news/local/education/article282411498.html#storylink=cpy

Categories Accountability, DeSantis, Florida, Gender, Students

Adam Grant: What We Can Learn from International Assessments

By dianeravitch
November 17, 2023 //
26

I have been critical of the focus on international tests because real life teaches us that the test scores of 15-year-old students do not predict future economic success for nations. I find it bizarre that people say that America is a great country but its schools are no good. That doesn’t make sense.

Adam Grant, a contributing opinion writer for the New York Times, injects a dose of common sense into that newspaper’s education coverage:

He writes:

Which country has the best education system? Since 2000, every three years, 15-year-olds in dozens of countries have taken the Program for International Student Assessment — a standardized test of math, reading and science skills. On the inaugural test, which focused on reading, the top country came as a big surprise: tiny Finland. Finnish students claimed victory again in 2003 (when the focus was on math) and 2006 (when it was on science), all while spending about the same time on homework per week as the typical teenager in Shanghai does in a single day.

Just over a decade later, Europe had a new champion. Here, too, it wasn’t one of the usual suspects — not a big, wealthy country like Germany or Britain but the small underdog nation of Estonia. Since that time, experts have been searching for the secrets behind these countries’ educational excellence. They recently found one right here in the United States.

In North Carolina, economists examined data on several million elementary school students. They discovered a common pattern across about 7,000 classrooms that achieved significant gains in math and reading performance.

Those students didn’t have better teachers. They just happened to have the same teacher at least twice in different grades. A separate team of economists replicated the study with nearly a million elementary and middle schoolers in Indiana — and found the same results.

Every child has hidden potential. It’s easy to spot the ones who are already sparkling, but many students are uncut gems. When teachers stay with their students longer, they can see beyond the surface and recognize the brilliance beneath.

Instead of teaching a new cohort of students each year, teachers who practice “looping” move up a grade or more with their students. It can be a powerful tool. And unlike many other educational reforms, looping doesn’t cost a dime.

With more time to get to know each student personally, teachers gain a deeper grasp of the kids’ strengths and challenges. The teachers have more opportunities to tailor their instructional and emotional support to help all the students in the class reach their potential. They’re able to identify growth not only in peaks reached, but also in obstacles overcome. The nuanced knowledge they acquire about each student isn’t lost in the handoff to the next year’s teacher.

Finland and Estonia go even further. In both countries, it’s common for elementary schoolers to have the same teacher not just two years in a row but sometimes for up to six straight years. Instead of specializing just in their subjects, teachers also get to specialize in their students. Their role evolves from instructor to coach and mentor.

It didn’t occur to me until I read the research, but I was lucky to benefit from looping. My middle school piloted a program to keep students with the same two core teachers for all three years. When I struggled with spatial visualization in math, Mrs. Bohland didn’t question my aptitude. Having seen me ace a year of algebra, she knew I was an abstract thinker and taught me to use equations to identify the dimensions of shapes before drawing them in 3D. And after a few years of observing what fired me up in social studies and the humanities, Mrs. Minninger knew my interests well. She saw a common theme in my passions for analyzing character development in Greek mythology and anticipating counterarguments in mock trial — and suggested doing my year-end project on psychology. Thank you, Mama Minnie.

Most parents see the benefit of keeping their kids with the same coaches in sports and music for more than a year. Yet the American education system fails to do this with teachers, the most important coaches of all. Critics have long worried that following their students through a range of grades will prevent teachers from developing specialized skills appropriate to specific grade levels. Parents fret about rolling the dice on the same teacher more than once. What if my kid gets stuck with Mr. Snape or Miss Viola Swamp? But in the data, looping actually had the greatest upsides for less effective teachers — and lower-achieving students. Building an extended relationship gave them the opportunity to grow together.

The Finnish and Estonian education systems are far from perfect, and Finland’s PISA scores have dipped a bit in recent years. But both countries have done more than just achieve high rates of high performers — they’ve achieved some of the world’s lowest rates of low performers, with remarkably small performance gapsbetween schools and between richer and poorer students. Being disadvantaged is less of a disadvantage in Finland and Estonia than almost anywhere else.

Looping isn’t the only practice that makes a difference. Both Finland and Estonia have professionalized education systems — they often require master’s degrees for teachers, training them in evidence-based education practices and methods for interpreting ongoing research in the field. And teachers are entrusted with a great deal of autonomy. Whereas American kindergarten has become more like first grade, with more emphasis on spelling, writing and math, Finland and Estonia make learning fun with a play-based curriculum. Elementary schoolers typically get 15 minutes of recess for every 45 minutes of instruction. Teachers don’t have to waste time teaching to the test. And over the years, if students start to struggle, instead of labeling them as remedial or forcing them to repeat grades, schools in both countries offer earlyinterventions focused on individual tutoring and extra support. That helps students get up to speed without being pulled off track.

Over the years, American students have consistently lagged behind two to three dozen countries on the PISA. A major factor in our lackluster results is the huge gapbetween our highest- and lowest-performing students. The U.S. education system is built around a culture of winner take all. Students who win the wealth lottery get to attend the best schools with the best teachers. Those who win the intelligence lottery may get to enroll in gifted-and-talented programs.

Great education systems create cultures of opportunity for all. They don’t settle for no child left behind; they strive to help every child get ahead. As the education expert Pasi Sahlberg writes, success is when “all students perform beyond expectations.” Finnish and Estonian schools don’t invest just in students who show early signs of high ability — they invest in every student regardless of apparent ability. And there are few better ways to do that than to keep students with teachers who have the time to get to know their abilities.

Categories International, Standardized Testing, Students

Texas Suburb Removes Ban on Gender Roles in Student Production of “Oklahoma”

By dianeravitch
November 15, 2023 //
19

The school board of Sherman, Texas, was faced with a dilemma. The theater department of the high school had planned for months to put on a production of “Oklahoma,” a standby of American musicals. The cast was selected, the students built a set, the play was scheduled. But when the lead left the cast, the director replaced him with Max Hightower, a transgender student. The district superintendent promptly canceled the production; the set was demolished. But then something amazing happened.

The New York Times reported:

A school district in the conservative town of Sherman, Texas, made national headlines last week when it put a stop to a high school production of the musical “Oklahoma!” after a transgender student was cast in a lead role.

The district’s administrators decided, and communicated to parents, that the school would cast only students “born as females in female roles and students born as males in male roles.” Not only did several transgender and nonbinary students lose their parts, but so, too, did cisgender girls cast in male roles. Publicly, the district saidthe problem was the profane and sexual content of the 1943 musical.

At one point, the theater teacher, who objected to the decision, was escorted out of the school by the principal. The set, a sturdy mock-up of a settler’s house that took students two months to build, was demolished.

But then something even more unusual happened in Sherman, a rural college town that has been rapidly drawn into the expanding orbit of Dallas to its south. The school district reversed course. In a late-night vote on Monday, the school board voted unanimously to restore the original casting. The decision rebuked efforts to bring the fight over transgender participation in student activities into the world of theater, which has long provided a haven for gay, lesbian and transgender students, and it reflected just how deeply the controversy had unsettled the town.

The district’s restriction had been exceptional. Fights have erupted over the kinds of plays students can present, but few if any school districts appear to have attempted to restrict gender roles in theater. And while legislatures across the country, including in Texas, have adopted laws restricting transgender students’ participation in sports, no such legislation has been introduced to restrict theater roles, according to the National Conference of State Legislatures.

The board’s vote came after students and outraged parents began organizing. In recent days, the district’s administrators, seeking a compromise, offered to recast the students in a version of the musical meant for middle schoolers or younger that omitted solos and included roles as cattle and birds. Students balked.

After the vote, the school board announced a special meeting for Friday to open an investigation and to consider taking action against the district superintendent, Tyson Bennett, who oversaw the district’s handling of “Oklahoma!,” including “possible administrative leave.”

Suddenly, improbably, the students had won.

“I’m beyond excited and everyone cried tears of joy,” Max Hightower, the transgender senior whose casting in a lead role triggered the ensuing events, said in a text message on Tuesday. He and other theater students were at a costume shop on Tuesday, a class trip that had been meant as a consolation after the disappointment of losing their production. Instead, it turned into a celebration. “I’m getting new Oklahoma costumes!!” he said.

Before the school board vote Monday night, high schoolers and their parents had gathered at the district’s offices along with theater actors and transgender students from nearby Austin College. Local residents came to talk about decades of past productions at Sherman High School of “Oklahoma!,” which tells the story of an Oklahoma Territory farm girl and her courtship by two rival suitors. Many scoffed at the district’s objections to the musical, which school officials complained included “mature adult themes.”

“‘Oklahoma!’ is generally regarded as one of the safest shows you could possibly pick to perform,” said Kirk Everist, a theater professor at Austin College who was among those who came to speak. “It’s almost a stereotype at this point.”

Every seat in the room was filled, almost entirely with supporters of the production. Some lined the walls while others who were turned away waited outside. Of the 65 people who signed up to speak, only a handful voiced support for the district’s restrictions.

The outpouring came as a shock, even to longtime Sherman residents.

“What you’re seeing today is history,” said Valerie Fox, 41, a local L.G.B.T.Q. advocate and the parent of a queer high schooler. Ms. Fox said she was taken aback by the scene of dozens of transgender people and their supporters holding signs and flags outside the district offices. “This is one of the biggest things we’ve seen in Sherman.”

The town, a short drive from Dallas, has been a place where many conservatives have gone to escape the city. Some were supportive of the superintendent’s initial decision to restrict the musical.

“Adult content doesn’t belong in high school; they’re still kids,” Renée Snow, 62, said earlier on Monday as she sat with her friend on a bench outside the county courthouse. “It’s about education. It’s not about lifestyle.”

Her friend, Lyn Williams, 69, agreed. “It doesn’t seem like anyone is willing to stand up for anything anymore,” she said.

At a local shoe store, no one needed to be reminded of the details of the controversy. One shopper, shaking a pair of insoles, said that she believed that God made people either male or female, and that the issue was a simple as that.

Inside the courthouse, Bruce Dawsey, the top executive for Grayson County, described a rural community coming to terms with its evolution into a place where urban development is altering the landscape. Not far away, more than a half-dozen cranes could be seen towering over a new high-tech facility for Texas Instruments. The high school, with more than 2,200 students, opened on a sprawling new campus in 2021, its grass still uniform, its newly planted trees still struggling to provide shade. With all the growth, the school is already too small.

“The majority is Republican, and it’s conservative Republican,” Mr. Dawsey said. “But not so ultraconservative that it’s not welcoming.”

Still, some in and around Sherman have chafed at the changes. When Beto O’Rourke, a Democratic candidate for governor, campaigned through the county last year, he was met with aggressive protesters who confronted him over gun rights, some carrying assault-style rifles. A few wore T-shirts suggesting opposition to liberal urban governance: “Don’t Dallas My Grayson County.”

But the controversy over “Oklahoma!” came as a surprise. The musical had been selected and approved last school year, casting was completed in August and more than 60 students in the cast and crew — as well as dozens of dancers — had been preparing for months. Performances were scheduled for early December.

Max, 17, had been cast in a minor role. But then, in late October, one of the leads was cut from the production, and Max got the part, the biggest he had ever had. He was elated.

Days later, his father, Phillip Hightower, got a call from the high school principal, who told him that Max could not have the part because, under a new policy, no students could play roles that differed from their sex at birth. “He was not rude or disrespectful, but he was very curt and to the point,” Mr. Hightower recalled.

The district later denied having such a policy. But the principal also left messages for other parents whose children were losing their roles, one of which was shared with The New York Times.

“This is Scott Johnston, principal at Sherman High School,” a man’s voice said on the recording. “Moving forward, the Sherman theater department will cast students born as females in female roles and students born as males in male roles.”

The message diverged from the rules for high school theater competitions in Texas, which allow for students to be cast in roles regardless of gender.

The district did not make Mr. Johnston or the superintendent, Mr. Bennett, available for an interview.

In his previous role as an assistant superintendent, Mr. Bennett had objected to the content of a theater production by Sherman High School, according to the former choir director, Anna Clarkson. She recalled Mr. Bennett asking her to change a lesbian character into a straight character in the school’s production of “Legally Blonde” in 2015, and to cut a song entitled “Gay or European?”

At the school board meeting on Monday, theater students from the high school described how things had become worse for gay and transgender students at school since the production was halted. Slurs. Taunts. Arguments in the halls.

“People are following me around calling me girl-boy,” said Max.

Kayla Brooks and her wife, Liz Banks, arrived at the meeting bracing for a tough night. Their daughter Ellis had lost a part playing a male character, and they had been actively working with other parents to oppose the changes.

“We were both nervous, because we live in Sherman,” said Ms. Banks. Then they saw the large, supportive crowd outside. “We began weeping in the car,” Ms. Brooks said.

The school board sat mostly stone-faced as dozens of people testified in support of the theater students, sharing personal histories. A transgender student at Austin College said he had not before come out publicly. Sherman residents lamented the way the school district’s position had made the town look.

“I just want this town to be what it can be and not be a laughingstock for the entire nation,” one woman, Rebecca Gebhard, told the board.

After nearly three hours, the board went behind closed doors. The crowds left. Few expected a significant decision was imminent.

Then, after 10 p.m., the board took their seats again and introduced a motion for a vote: Since there was no official policy on gender for casting, the original version of the musical should be reinstated. All seven board members voted in favor, including one who had, months before, protested against a gay pride event.

“We want to apologize to our students, parents, our community regarding the circumstances that they’ve had to go through,” the board president, Brad Morgan, said afterward.

Sitting in their living room on Tuesday morning, Ms. Banks and Ms. Brooks recalled how their daughter delivered them the news. “She just said, ‘We won,’” Ms. Brooks said. “She was beaming, smiling ear to ear.” The musical would be performed in January.

The couple decided, for the first time, to hang a pride flag in the window of their home. For now, they felt a little more confident in their neighbors than they had a day before.

Categories Arts Education, Bigotry, Censorship, Courage, Creativity, Gender, Parents, Students, Texas

Florida: Students Protest DeSantis Ban on Diversity, Equity, Inclusion and Activism

By dianeravitch
November 9, 2023 //
8

As a buildup to his Presidentisl campaign, Florida Governor Ron DeSantis launched legal stacks in “woke,” which meant banning programs to study or promote diversity, equity, and inclusion.

The Board of Governors of the University of Florida met to enact the new directives, and UF students showed up to protest the state’s efforts to quash DEI, as well as “social and political activism.” They rightly saw these restrictions as interference with their right to speak freely.

Annie Martin of the Orlando Sentinel wrote:

Dozens of students and others attended a meeting of the board that governs the state university system on Thursday in Orlando, hoping to speak against proposals that would ban funding for diversity, equity and inclusion programs, as well as “political or social activism.”


The crowd at the meeting of the Florida Board of Governors, which oversees the state university system, spilled out of the chambers into a hallway and overflow room at the University of Central Florida.


Many were there to speak on proposed rule changes prompted by a new state law prohibiting universities from funding diversity, equity and inclusion programs.


But the panel set a 15-minute time limit for public comment, which Chair Brian Lamb said was customary. About a dozen people spoke before the allotted time expired. After the board cut off the public comment period, people waiting outside the meeting room started chanting, “Let us speak!”

The board granted initial approval to the proposal, which is expected to come back for a final vote at the board’s next meeting in January.


DeSantis described diversity, equity and inclusion initiatives as “an attempt to impose orthodoxy on the university,” during a signing ceremony for the bill earlier this year.


“This has basically been used as a veneer to impose an ideological agenda, and that is wrong,” he said.
The law was part of a broader push by Gov. Ron DeSantis to overhaul higher education in Florida.

The most sweeping changes have taken place at New College of Florida, the state’s small liberal arts college, where DeSantis replaced trustees with conservative activists, who appointed former House Speaker Richard Corcoran as president and have sought to transform the campus into a conservative stronghold.

At the same meeting, the Board of Governors appointed a new trustee for the board of New College:

The Board of Governors for Florida’s state university system on Thursday appointed Don Patterson to the New College Board of Trustees.

Patterson, a Sarasota resident, was the co-founder and chief operating officer of Ascend Wireless Networks and is a graduate of Liberty University, a private evangelical Christian college in Virginia.

DeSantis tightens his grip on the once progressive New College.

Categories Censorship, DeSantis, Extremism, Florida, Higher Education, Students

Watch This HBO Musical Special Featuring High School Students in Philly

By dianeravitch
November 5, 2023 //
9

There are some wonderful things happening in our public schools. HBO is featuring a film about the music created by students at the Hill-Freedman World Academy. HFWA is a public high school for high-performing students.

**TUNE-IN**TUNE-IN**TUNE-IN**

Presents

STAND UP & SHOUT: SONGS FROM A PHILLY HIGH SCHOOL

Debuts Tuesday, NOVEMBER 7 on HBO and Max

From Get Lifted Film Co.

NOW AVAILABLE TO SCREEN UPON REQUEST

StandUpandShout@id-pr.com  

The HBO Original documentary STAND UP & SHOUT: SONGS FROM A PHILLY HIGH SCHOOL , directed by Emmy ® and Peabody winner Amy Schatz (HBO’s “We Are the Dream: The Kids of the Oakland MLK Oratorical Fest” and “In the Shadow of the Towers : Stuyvesant High on 9/11”) and executive produced by the award-winning team at Get Lifted Film Co., Emmy ® and Tony ® winning producer Mike Jackson, EGOT recipient John Legend, and Emmy ® -winner Ty Stiklorius, debuts TUESDAY , NOVEMBER 7 at 9:00 pm ET/PT on HBO and will be available to stream on Max.

Synopsis: The film follows 10th graders from Hill-Freedman World Academy (HFWA), a Philadelphia public school, who take part in a unique songwriting collaboration. Working in teams with local musicians, students come together to create an album of powerful original songs that capture both the challenging times they’re living in and the joy that music brings.

Back in the classroom after two years of pandemic isolation, the teenagers find a way to express their experiences and feelings in stirring songs that come straight from the heart. HFWA offers a unique music program teaching students to write, compose, produce, and perform, their own work. Although many are new to music, they learn to trust their voices and lift each other up. STAND UP & SHOUT: SONGS FROM A PHILLY HIGH SCHOOL explores the transformative power of music and how arts education can unlock creativity and be a source of hope and healing.

Featured Participants: Joining the courageous and talented students of Hill-Freedman World Academy High School are award-winning musical talents Kristal Oliver, Andrew Lipke, Bethlehem Roberson, and program director and music technology teacher Ezechial Thurman.

Credits: HBO Documentary Films in association with Get Lifted Film Co. presents STAND UP & SHOUT: SONGS FROM A PHILLY HIGH SCHOOL. Directed and produced by Amy Schatz; executive produced by Mike Jackson, John Legend, Ty Stiklorius, and Tommy Benjamin for Get Lifted; For HBO: executive producers, Nancy Abraham, Lisa Heller, and Sara Rodriguez.

Categories Art, Arts Education, Creativity, Philadelphia, Students
« Older Entries
Newer Entries »