Where DC’s schools rank by family income, test scores, and ethnicity – NYTimes

The New York Times recently ran the results of some pretty fancy number-crunching for all sufficiently-large public school districts in the United States. They graphed family income against ‘years ahead or behind’ in school and also showed the discrepancies in each of those school districts among hispanics, whites, and blacks.

If you haven’t played with the graphs, I urge you to do so. I did a little bit, looking for Washington, DC, my home town, where I and my children attended and where I taught for 30 years. I already knew that DC has one of the largest black-white gaps anywhere in the nation – a gap that 9 years of Edu-Reform under Fenty, Rhee, Gray, Henderson various charter companies have not narrowed at all.

Notice the extremely tight correlation between family income and scores on achievement tests, and where the District of Columbia is situated on the graph.

disparities dcps nyt

This next plot shows where DC’s whites, hispanics, and blacks are situated on the graph (as well as for thousands of other school districts):

Disparities dcps wh blk his nyt

Notice that white students in DC’s public schools are nearly the wealthiest and highest-achieving group anywhere in the nation, while DC’s black students are very far behind in both income and achievement. DC’s hispanic students, to my surprise, are considered to be a bit above the middle of the income levels, but still rather far behind academically. (I actually rather doubt the data on those DC hispanic income levels, based on my own personal experiences with Hispanic families here in DC…)

Having Two Separate School Systems Is Wasteful

Peter Greene keeps making the point that having a charter school system along side a public school system is wasteful. One reason is that each system would need its own set of administrators. In Washington, DC, where nearly half of the students now attend charter schools, we now have MORE school buildings than we did when I was in junior high school just over 50 years ago, but only about HALF as many students — thus, a lot of unused space.

Inventing two separate school systems has done essentially nothing to reduce the score gaps between children from white, affluent families (living mostly in upper Northwest) and children from minority, poor families (living elsewhere). The segregation is not quite as awful as it was in the 1960s, but it’s pretty close.

Here is an excellent article from Valerie Strauss’ blog where a DC parent decries the waste, segregation, and general bass-ackwardness of what passes for ‘reform’ in the nation’s capital.

An excerpt:

“Two years ago, when I moderatedthe mayoral education debate, I gave each candidate a math problem:

“–In 1965, the District had 147,000 students and 196 schools. That’s [an average of] 750 kids per school.

“–In 2014, we had 85,000 students and 213 DCPS [D.C. Public Schools] and charter school buildings. That’s [an average of] 399 kids per school.

“That means we have half the kids that we had in the 1960s, and more buildings, many of them gravely under-enrolled. Yet, we still authorize up to 20 new charters per year, and an unclear number of DCPS new schools. Enrollment is flat. At what point do we match school growth with enrollment needs, geographic balance, and transportation planning in mind? At one point do we focus on using data to invest in and manage the schools that we have?”

She also describes

“…the scene I watch from my house near North Capitol Street. It’s straight-up racial apartheid. If I see white children walking to the parks, I knew they are from Mundo Verde or Inspired Teaching schools. The lack of white faces in a group of children makes me know the kids are from Langley, Harmony, or KIPP.”

Horrifying …

I’m sure most of my former students will tell you I was too strict and gave too much homework, but the chapter I hope you read on apparent abuses by a KIPP CEO at a school in California is absolutely horrifying. It was posted at Steven Krashen’s blog, Schools Matter.

Or click on this link:


Is Math Necessary?

This is worth reading. It’s a fact that we do NOT have a shortage of trained STEM grads, and it’s also true that very, very few people will ever use any concepts from advanced math in their work or in their day to day lives.
(As a former math teacher, I rejoice when I find a way to use relatively advanced math, eg algebra 2 or above, in the real world – which shows you that it doesn’t happen every day, even for someone who’s actively looking for it.)
So why do we require every single HS grad to master whatever the current Algebra 2 curriculum consists of?
via Mike Simpson  (remove)
In his new book The Math Myth: And Other STEM Delusions, political scientist Andrew Hacker proposes replacing algebra II and calculus in the high schoo …
Published in: on March 3, 2016 at 3:33 pm  Comments (2)  
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Today’s Orwellian Classrooms

(Another old one that never made it out – from March 2014!)

Definitely a must-read for anybody who wants to understand the truly Orwellian and nightmarish nature of the crazy Catch-22, Through-the-looking-glass and frankly incredible schemes that are being forced upon our teachers and students.

The only criticism I have is that the writer seems to suggest this insanity is just limited to NJ. It’s not. It’s all over the USA as far as I can tell, thanks to the utterly misguided but very effective data-obsessed and insane efforts of the Gates and Walton foundations and their hand- picked and highly remunerated spokespersons.

Teacher: How New Jersey Is Trying to Break Its Teachers

Network for Public Education Event in NYC, October 2014

(Another old post that never made it out… From October 2014)

Russ Walsh has what appears to be a concise write up on the NPE event yesterday which I could not attend but tried to follow online.

Here is his post:


Demeaning treatment of a Texas science teacher

(From Nov 2014; this somehow never made it out to the blogosphere… It’s not original from me)

What this teacher is going through is the sort of mindless edumalarkey that is driving many excellent teachers out of the classroom. She has asked that her story be publicized.

The Educational Delusional Scheme by Dr. Denise Gordon November 22, 2014

I write this short essay to disclose what is happening within my own science classroom, I write to expose the demeaning work environment that I and my fellow colleagues must endure, and I write to give purpose to my years of acquiring the necessary skills and knowledge in teaching science for the secondary student. I am not a failure; however, by the Texas STAAR standard assessment test, I am since this past year I had a 32% failure rate from my 8th grade students in April, 2014. The year before, my students had an 82% passing rate.

What happened in one school year? It does not matter that 2/3 of the student population speaks Spanish in their home. It does not matter their reading capability could be on a 4th grade level. It does not matter homework never gets turned in and parent phone calls bring little results.

What does matter was that my students were required to develop a yearlong research project by stating a problem, thinking of a solution, designing the experimental set up, collecting the required data, and formulating a conclusion. Some of the projects were good enough to enter into the regional science fair. From a selection of thirty-five projects, twenty-four were sent to the regional science fair. Some of these projects won ribbons and a chance to go to the state science fair competition. Five of my students were invited to participate in the elite Broadcom Master Science Competition. No other 8th grader in my school district achieved this accomplishment. Other yearlong projects involved entering the Future City Competition sponsored by the IEEE.

My eighth graders had seven teams to compete and three came back with special awards. Another science competition for secondary students is eCybermission sponsored by the NSTA and the U.S. Army. My only team of girls who competed in this program won first place for the entire southern region of the eCybermission Competition.

Did any of my students get a thank you or congratulations from our school principal or the district about their science achievements? Sadly, the answer is a no. All I got was a call into the principal’s office at the end of the school year for the purpose of being pulled from teaching the 8th grade for the next school year due to my high failure rate on the state test. My students and I did receive two thank you letters from two community partnerships.

The Potters Water Action Group, represented by Richard Wukich and Steve Carpenter were thankful for our educational brochure that my students helped design for their water filtration project. Krista Dunham, Project Director of Special Olympics in Fort Worth, sent a thank you to my students for donating the soap box derby race money that my students organized and who built three scrap box cars for this worthy affair.

I am now being monitored on a weekly basis within my 6th grade classes and their posted grades. I am required to have a 15% failure rate. All assignments must be pulled from the district’s online teaching schedule; therefore, no soap box races or water brochures this year. I am not allowed to take any of my students off campus for data collecting.

Student project development does not flow well in the district school calendar, so I am being questioned by the principal about my scientific teaching philosophy. Action science with real world data is not on the district’s curriculum website. It does not matter that I have a Ph.D. in curriculum development. I must teach to the test since every three weeks all students will be taking a mandated district test. This means all teachers must review for the test, students take the test, and then we go over the test. That is three days out of fifteen teaching days dedicated to a test every three weeks.

Testing and retesting with documented lesson plans from the scheduled curriculum is what the district wants, but is it what the students need really to enjoy science?

Our test scores are posted online and evaluated by the administration. Our performance on these tests weighs heavily into our yearly professional evaluation. I have been placed on a “growth plan” due to the fact that I teach what my students should know rather than what the district has posted. I am somewhat a rebel or just set in my ways; however, this growth plan gives the new principal her leverage to remove me from this school. If I do not meet her standards on the growth plan at the end of the year, then I must be relocated to another school.

I teach my students math skills, writing skills, and research skills. I document this growth instead of monitoring their district test scores. I have been ordered to submit weekly announcements to the parent newsletter, but my submissions are deleted by the principal. I have been ordered to attend professional development at the level three tier within our district, but there is no level three offered because level three does not exist.

I have been documented that 100% of my students do not understand my lessons when I teach because I use “big” words. The 100% came from asking two or three students in the classroom by the principal when she did her bimonthly walk throughs. I have been pulled out of teaching class to be reprimanded on my poor teaching practices rather than wait for my planning time. I must lower my standards and give less work if I am to maintain a 15% failure rate. Is this what the parents want? Will this prepare the students for high school?

I can no longer incorporate the arts within my assignments since my activities do not come from the district’s website. The current push for STEM should be the banner to wave inside my classroom since I have been a secondary science teacher for the past thirty years; however, I could not and we should not trade the arts and music for pure technical science and math course work. Creative problem solving with visual displays or performing arts can be demonstrated instead of just technology and engineering skills. Language arts would implement the importance of writing and research instead of just writing a basic lab report.

When a student is allowed to decide on what he/she would like to study for their research project so many necessary skills are required. The student must speak and “sell” their project by presenting to outside judges at the regional science fair, designing skills are needed for the backboard, mathematical and technological skills are used for the data collection. The actual meaning of “science” comes from the Latin verb, scire, “to know” via knowledge gained by a study or a particular branch of study (Ayto, 1990). To know encompasses all topics of interest and that is why I teach science bringing in all areas of skills and interests for the student to develop. This is not found on the district curriculum website.

I want the student to be creative, to write, to sing, to explore, to draw, to decipher, and to act in order to gain “knowledge” through the sciences.
I firmly believe students should have a choice in their own curriculum of study, final assessment should come from a variety of skills displaying the student’s individual growth, and what is taught inside the classroom should be applied to help the local community and school partnerships.

My principal has cut my fifteen year commitment with community partnerships for the Fort Worth Botanic Gardens, Botanical Research Institute of Texas, and the Fort Worth Science & History Museum by not approving any of my bus requests. Action science does not exist. Science education lies only in the classroom and on the district’s website. This is the educational delusion I must work in; a science classroom that is data driven to the point of paralysis and where students no longer experience real world problem solving projects.

Retirement is my ticket out of this madness, but what will be the student’s ticket out?

Billionaires and AstroTurf education groups

From quite a while ago (a draft that somehow never made it out into the world):

Mercedes Schneider has a long and detailed analysis of how billionaires fund fake AstroTurf organizations to promote their education agenda. Definitely worth reading. Thanks, Mercedes!

Advanced Math Among American Students

An article in the Atlantic discusses the growing phenomenon of American students studying and succeeding in a wide variety of advanced mathematics courses and competitions. This includes organizations like MathCounts (which I coached at the JHS level for many years) as well as special summer math programs like MathPath, as well as math circles and AP calculus and statistics courses.

However, as the author notes:

National achievement data reflect this access gap in math instruction [between US poor kids and US rich kids – gfb]  all too clearly. The ratio of rich math whizzes to poor ones is 3 to 1 in South Korea and 3.7 to 1 in Canada, to take two representative developed countries. In the U.S., it is 8 to 1. And while the proportion of American students scoring at advanced levels in math is rising, those gains are almost entirely limited to the children of the highly educated, and largely exclude the children of the poor. By the end of high school, the percentage of low-income advanced-math learners rounds to zero.

Published in: on February 10, 2016 at 4:56 pm  Comments (2)  
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Quotes from MLK – Memes Created by Julian Vasquez Heilig

I am reposting some ‘memes’ (pictures and quotes) of Martin Luther King, Jr that were made by Julian Vasquez Heilig on his blog, Cloaking Inequity.








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