Is this really any surprise given an education accountability system that grades performance and issues sanctions based on a single indicator: student test scores?
Welcome to another new miniseries of the Education Optimists. Once in awhile we get a chance to sit and read-- it's rare, but when it happens it's crazy fun. Here's a taste of what we've liked lately. For those pondering the reform of financial aid programs, I want to draw your attention to two papers--one very new, and one a year old. In Postmortem for the Current Era: Change in American Higher Education, 1980-2010 , Penn State historian Roger Geiger cogently tackles the many dismal trends of the last several decades. Among my most favorite of his observations is the following: "The four vectors of the current era—-the financial aid revolution, selectivity sweepstakes, vocationalism, and research intensification—all bear an underlying signature by invoking private, as opposed to public or social, interests. They do not necessarily contradict public interests. On the contrary, to significant degrees, financial aid has allowed students with limited means to pursu...
Recently, another study ( Researchers Probe Causes of Math Anxiety : It's more than just disliking math , according to scholars) has appeared proposing to explain the causes of mathematics anxiety. It shows up as part of a book called CHOKE: What the Secrets of the Brain Reveal About Getting It Right When You Have To, by Sian Beilock. If what's in the article is an accurate depiction of what the study has to tell us, there's not much new to see. On my view, math anxiety is obviously not something many people, if any, are born with: for the most part, we catch it from others. However, it is worth noting that there are many carriers who are not themselves suffering from the disease. Contemptuous, arrogant math ematics teachers can readily drive someone into math anxiety , and frequently do, I strongly suspect. So can rigidity about what doing and being "good at" math ematics entails. Given how most US teachers present the subject in K-12, math is only or ...
Last year, I wrote extensively about efforts led by former Chancellor Biddy Martin and her administration, donors, and alumni to privatize (or at least semi-privatize) the University of Wisconsin-Madison. That effort was partially successful, for while Martin and colleagues failed to separate Madison from the rest of the UW System, or gain authority over tuition setting, they did succeed in getting Madison the authority to redesign its human resources system. This new "flexibility" was praised by many on campus, including staff, faculty, and students, who recognize that the current bureaucracy is not working, especially for those outside of administration. So, this year the Human Resource Design Project has been advertised as a tremendous opportunity, hard won, and far better than the alternative -- the status quo. Perhaps. But few reforms are without consequence, and the r ecommendations recently offered by the working teams in HR Design suggest this case is n...
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