Entry #7 -- There Can be Only One...

(Disclaimer: Video contains racial slurs and cursing. Although it makes light of the situation by using humor, this video is used only to supplement some of our discussions about not wanting to offend people/inadvertently offending people.)

"In surveys among young adults, 60% believe the federal government ought to make sure that public schools are integrated, while the same percentage of black respondents do not merely favor integrated education but believe that it is 'absolutely essential' that the population of a school be racially diverse." (Kozol, p. 233)

Originally, when I read this, I had an internal argument about the meaning behind this statement. After all, what good does it do to force integrated schools if they never truly integrate? Especially considering physical integration is much different from mental integration. How do we benefit from integration if we maintain our separate cliques? However, when we discussed this in class, I was reminded about what this means in terms of material resources and how the physical integration can benefit those who didn't have the material resources available. I appreciated this perspective being mentioned since I'd forgotten to think about it in those terms. But, other than that, how do students benefit from schools that are physically integrated but not mentally integrated? If we found a way to incorporate a mental integration, would that not benefit us more by providing more than just material resources and the other benefits one might think of? Would we not learn more in particular subjects with the inclusion of people from different backgrounds and cultures sharing their perspectives? Of course, I suppose physical integration can be seen as a step towards mental integration...

But, I can't help feeling that people use the benefit of material resources as an excuse to justify why the current integration status "works," as though they are satisfied that this sort of integration is the complete answer. Since they can think of a benefit, then it must be working, right? As opposed to thinking about how they can improve on this benefit so that other benefits can be brought out by simply adding or changing a few components. Why have we, as a society, allowed ourselves to become so accultured to being satisfied with any "victory," no matter how small? Truth be told, I'm not satisfied with this. I think more can be done, and I think it is reasonable to expect that more be done to better integrate our schools and that it is unacceptable to think we have succeeded just because we were "given" one minor "victory" when it comes to promoting equity in schools.

So, building off the suggestions England poses on pg. 9, I did more research on incorporating multicultural education into the schools. The articles I found expand on research by James Banks which identifies five dimensions of multicultural education: content integration, the knowledge construction process, prejudice reduction, an equity pedagogy, and an empowering school culture and social structure (Banks, 1995a). (One of his research articles can be found here.) The first article, Kentucky Education Reform: Towards the Practice of Multiculturalism in Teaching, provides information about the multicultural curriculum development in Kentucky; the link is to a summary of the article which also contains a link to the full article examining ways to better integrate the schools. I thought the figures given (especially on pps. 10-16) provided good examples of considerations in multiple contexts for a multicultural curriculum. Fig. 9 on pg. 15, for example illustrates some examples of how to avoid the "hidden curriculum" as we discussed with our Anyon readings. Parental involvement is addressed in Fig. 8, pg 14. One of the things I liked best about this reform was that it tried to focus on all areas of involvement -- parents, community, and school integration, and integration at all levels (not just in the classroom, but also in the lunchrooms and hallways, etc.)

I also found this article interesting because it addresses issues to be considered while emphasizing the importance of multicultural education and critical thinking by both teachers and students. I liked that the article listed suggestions and used both theory and practice as a framework to their suggestions. Sometimes, I think researchers forget about the practice part and focus too much on theory -- the practice part shows how the theory can be applied more successfully. (This is what I think was a big problem with NCLB implementation -- the program was not implemented using honest practice. They discussed how it was successful in Texas, but it was only "successful" on paper because of dishonesty -- schools changing answers to test scores, etc. This "beta" application was flawed, and the dishonesty continues to be a serious detriment to our educational system.)

(The really bad reference to Highlander in the title aside...) Looking at these articles I realize even more now that I will always be one of those people who will never accept that there is just one right answer when it comes to education reform -- especially when it encompasses and affects so many people. While both articles presented information I liked, I also saw some suggestions that could be improved on and thought that combining aspects of the two along with some other theories would be more beneficial than choosing one over another. This example helps to explain why I do not think one particular philosophy is the "cure" -- we need to better integrate philosophies just like we need to better integrate our schools. (Of course, this sort of linear thinking is deeply-rooted into our educational system as well, and is one of the aspects of current curricula that multicultural education hopes to address.)

"You think the only people who are people... Are the people who look and think like you... But if you walk the footsteps of a stranger... You'll learn things you never knew you never knew"("Colors of the Wind" by Vanessa Williams from Pocahontas)

"Free your mind... and the rest will follow... Be colorblind... Don't be so shallow..." ("Free Your Mind" by En Vogue)

Entry #6 -- Is it really worth all the stress?

Scene: Wake County Schools (North Carolina), one of the 20 largest districts in the U. S.

On the 3rd and final day of NCLB testing, one child starting crying during the test, and so I gently invited her to move to the rear of the classroom where she could sit by herself and have more space with fewer possible distractions. She progressively became more distraught, and refused to read or complete any further test items even though she was less than halfway finished.

Minutes later, the young student lay on the floor in a fetal position, sucking her thumb, crying while asking for her mom to come get her because "it (the test) was too hard."

What in the name of NCLB's inane standards are we doing to our children!! Where will this end!!!

I once heard a lecturer say that FEAR really is an acronym standing for False Education Appearing Real. Well, AMEN to that, my friends.

I sit here tonight weeping and paralyzed by grief. I never thought I would see this day. I really didn't.

I included this short story because I'm hoping you guys will reply with your reactions and thoughts....

The site I am using to analyze aspects of NCLB for improvement suggestions is listed here: No Child Left Behind. The site lists the main goals of NCLB as defined by the Bush Administration and is used to supplement to the England readings and the classroom discussion. Although, the site details all aspects of NCLB, I will focus primarily on the accountability and testing aspects that were mentioned in our readings and discussions.

The four main goals of the blueprint -- Increase Accountability for Student Performance, Focus on What Works, Reduce Bureaucracy and Increase Flexibility, and Empower Students -- are broken into 7 subsections: 1.) Improving the academic performance of disadvantaged students, 2.) Boosting teacher quality, 3.) Moving limited English proficient students to English fluency, 4.) Promoting informed parental choice and innovative programs, 5.) Encouraging safe schools for the 21st Century, 6.) Increasing funding for Impact Aid, 7.) Encouraging freedom and accountability

Although definitions and explanations for these are listed on the site, one only needs to read these focal points and subsections to realize that many of these have not been met and have not been implemented favorably. Looking at Subcategory #3, for example,ESL and bilingual education programs are oftentimes the first programs cut or reduced from the curricula while sports programs are constantly improved. (Obviously, capitalism plays into this b/c sports bring in money for the schools, etc., but it still shows that NCLB was not implemented fully or correctly.) Flaws and shortcomings of each subcategory can be listed, but I'm sure those reading this have already had a few come to mind so we'll move on from listing anymore of them but will mention that the Bush Administration has posted on its Educational Reform site a fair amount of praise for NCLB by listing information about successes. (Some of the articles will no doubt make a few of you laugh or scoff.)

Let's look at the fourth main goal of NCLB -- Empower Students: How do the current standardized testing and accountability aspects of NCLB reflect this goal? Primarily, in my opinion, they don't. England uses the MCAS exams as an example of this -- with the 6000 students who were not allowed to graduate even though they had completed all other requirements and showed application of the materials needed to pass the exam. As we discussed in class, some who could otherwise pass the exams or could demonstrate learned knowledge of the materials, may not do so because of the high amount of stress involved with resting a student's prospective educational and occupational careers primarily on a few major exams. (Hence, the discussion about some students experiencing PTSD afterwards. Some, as mentioned in the article "Study reveals stressed out 7-11 year-olds" are having pervasive anxiety issues as well.)

I know it is pretty long already, but now I have to list my suggestions/recommendations as we should be focusing on what to do now...

Surely, we can analyze both psychological and educational evidence and histories to find a combination of, or alternatives to, testing methods that might actually empower and encourage students and their learning instead of making them fear their education. As we've discussed in class, helping students create portfolios (and keeping copies of the materials at the schools which can transfer if a student changes schools) consisting of project summaries, non-"major" test scores, essays, etc. can be another way to assess whether (or what) a student is learning (as well as the progress and aptitude) which can be used instead of, or in addition to, standardized exams such as regents and SATs. Schools should be able to evaluate these throughout the year and use common (consistent among all states) rubrics to standardize progress assessments. Also, if the federal government continues to want to be so "highly" involved in the educational process, they can set up another agency/department that consists of education professionals from all states to evaluate and review the assessments the schools make -- and audit the actual portfolios themselves, if needed.

I also think we should evaluate whether progressing students by grades is still helpful for today's students. For example, perhaps they could progress levels by subject instead of by overall grades. Schools can still be divided by age so that 15 yr old students who might be behind in math aren't placed in the same class as 7 year students. Progressing levels by each subject might help with the grade inflation and with lowering standards to pass students just to keep them with their class mates since each class could potentially consist of a various members of different students within a range of ages. Level progression may also help teachers to better tailor lessons towards the students' different learning styles and abilities. Obviously a suggestion like this still requires more research and debate, but it is a suggestion that might be possible with better planning for design and implementation. Standardized testing for each student, should then be done by individual subject level based on the standards set for each. Level progression can still be based on a full year or semester but should also be flexible to assist those who may learn materials more quickly.

Yes, this will mean that some students may progress levels in the middle of a semester, but it is possible to design a curricula according to this flexibility. (Some subjects may be taught on an independent study basis while still having a teacher in the room that can be there for guidance and to answer questions. Students should also be encouraged to work with peers to help learn from each other before asking a teacher, though.) The education/learning is then tailored towards an a student's strengths and learning style and helps to remove students' perceived limitations about how far they can advance in a year which might encourage them to be more proactive in doing their homework, etc.

I also wanted to give you guys a link to an article I found detailing how much money is going into the testing industry and which companies are the primary beneficiaries: Are children really the people who benefit from standardized testing?

Story location: http://susanohanian.org/outrage_fetch.php?id=465

Entry #5 -- Are you wooed by WOO?

This week's blog is a bit difficult for me. I'm swimming in a sea of thoughts and emotions, but my head is a bit more under-water than over this time as I try to find my way back to the shore.

"There is real emotion in their voices as they vie for the privilege of being singled out... each of them is on a relentless quest to be special. There is a deep-seated importance in recognition." (England, p.68)

I think about the expansiveness of this quote. In our readings, this refers to the seventh-grade children being observed and their eagerness to be selected to do various classroom jobs. In our discussions, I expand this to each of us, eager to find our own accomplishments while also wanting to be noticed (somehow) in the process, whether by our parents, our teachers, our coworkers, or our peers. We want to speak out, but we don't want to get stoned for doing so. We want to express our opinions, but we don't want to offend anyone. We know we have a "physical" voice, but we are rarely encouraged to use it -- in fact, some of us were even discouraged by being told to shut up or by being ignored.

And what about those who finally find their courage to speak up, especially in class? How do we respond to that person? Do we try to encourage further participation by acknowledging the courage it took for them to say what they think (even if some disagree with what was said) and responding with a comment of our own, or do we discourage them by staring at them blankly and in silence or by rolling our eyes? Perhaps we should all just sit in silence... class time will really fly by then. How awkward is it for presenters to ask questions and only get silence in return? I admire those who speak their opinions -- at least I know they're capable of thinking for themselves, at least enough to voice them as their opinions even though they may have been formed externally. Thank you to those who contribute; you truly make the class more enjoyable for me.

I sometimes feel bad for not having time to comment on everyone's blogs. Cheryl's comment in class about no one responding to her blog last week made me think about that even more -- people are taking the time to reach out to us with their entries... to finally share with us how they think. I try to check as many as I can, but I am limited with my time because of my classes and my work -- which is why you get a lot of late-night ramblings in my blogs; it's really the only time I have to dedicate to my school work. Not only do I appreciate the blogs from those with whom I agree, but also I value those who present another perception -- it provides me an opportunity to think of things in a different way or to see things from another perspective that maybe I haven't considered.

As has been a recurring comment in class... don't stifle yourself and don't feel like you have to apologize for telling us your background -- either in class or in your blogs. Maybe you feel a bit like people don't really care, and some may not, but there are those of us who look forward to hearing and reading what you have to say -- even if we don't always have time to comment.

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Back to our readings, I was interested in learning more about the World of Opportunity (WOO) School located in Birmingham, Alabama so I wanted to find some more information about it and thought I'd share a few links with you guys about it also. "The WOO is a social justice and civil rights experiment which works at teaching the whole person. This means addressing hunger, homelessness, and domestic violence as well as academic needs." (England, p.85) The first link is from susanohanian.org and provides an overview of the school but also has other interesting information relating to politics and education such as a "$71.40 plan to Stop NCLB." The second link is the World of Opportunity organization website which gives more detailed information about the school organization including news about students and projects. As I (and a few other classmates) have said in class, a good way to address issues in education is to address issues in the home and in the society; this organization attempts to address some of those issues. Do you think this organization provides a stepping stone in leveling the playing field for "pushed out students" and non-traditional students who have already been affected by the inequality and unfairness in the educational system?

So I was going to try to keep this entry shorter, but it doesn't seem like I did a good job with that. Guess I tried to address too many of my thoughts/issues again. Next week I'll try harder to choose just one...