Today– definitions Tozer’s Analytic Framework Spring’s 3 Models of Opportunity

1. Today– definitions • Tozer’s Analytic Framework • Spring’s 3 Models of Opportunity • What is your view of President Obama’s speech to school children?

2. If you were a principal, to what classes would you assign your best teachers? • The most talented students • Honors, AP, gifted • The most disenfranchised students • Low achieving or dropout prevention programs

3. Tozer, Chapter 1 “The major goal of teaching is to prepare citizens for life in a democratic society.” Merriam webster definition of Democracy • Middle French democratie, from Late Latin democratia, from Greek dēmokratia, from dēmos + -kratia -cracy Date: 1576 • 1 a: government by the people ; especially : rule of the majority b: a government in which the supreme power is vested in the people and exercised by them directly or indirectly through a system of representation usually involving periodically held free elections • 2: a political unit that has a democratic government • 3 capitalized : the principles and policies of the Democratic party in the United States <from emancipation Republicanism to New Deal Democracy — C. M. Roberts> • 4: the common people especially when constituting the source of political authority • 5: the absence of hereditary or arbitrary class distinctions or privileges

4. Tozer, “to equip citizens to think critically about the quality of the democracy and what needs to be improved.” Early liberal beliefs: “all men are created equal”“unalienable rights” “consent of the governed” are translated…. • Citizenship is essentially a matter of ensuring that everyone is treated as a full and equal member of society (participate and enjoy life) • WITH TYPES of RIGHTS: Civil (freedoms & rights to live, enjoy, move, and express in society), Political (vote), and Social (access to services like schooling, health, social security). • NEEDING A STATE Need a liberal democratic welfare state to protect rights T. H. Marshall(1949)

5. Most distinctive feature of liberal democracy: Citizens need to have virtues that combine to create the ability and willingness to question political authority and to engage in public debate (public reasonableness rather than self-interest, persuasion, compromise). “unalienable rights” “consent of the governed”

6. Deliberative Democracy“Voice rather than vote is the vehicle of empowerment.” Free and open debate. Who is at the table?

7. National issues—How does a citizen express questions and opposition to Federal policies or lack of policies? • You could write a letter. • Or start a letter writing campaign.

8. National issues—How does a citizen express questions and opposition to Federal policies or lack of policies?

9. REPRESENTATIVE GOVERNMENT • Representative Government (free, open elections) • Participation is limited because citizens are: • Not interested or not capable • Implication that too much democracy cumbersome or destabilizing • Right is to good government

10. FREEDOM in practice? Free to disagree! 4 FREEDOMS Intellectual freedom Economic freedom Political freedom Civic freedom

11. In your view, what is an educated person?

12. Tozer, Chapter 1 • Social theory—interpretation or explanation, make sense of social phenomena, answer the questions of how and why. • Schooling—curricular, extra-curricular, “hidden curriculum” (learning through architecture, organization, time management, authority structures) • Education—some training, reason, intellect, intuition, creativity, caring, wisdom, judgment • Training—predictable behavior and skills, memorization. • Analytic Framework

13. CONTEXTUAL YOUR ANALYSISANALYTIC FRAMEWORK (Tozer, 9-11)PE and Ideology explains why, what, how IDEOLOGY Explain and Justify Shared beliefs Shared values Groups differ POLITICAL ECONOMY Institutions and practices Social Economic Political Schools **Demographics SCHOOLS

14. Key beliefs and values in American society Spindler reported in 1963 about these values 1. Puritan morality (respectability, thrift, duty) 2. Work-success ethic (hard work defines our worth) 3. Individualism (leads to self-reliance, free to act, and originality) 4. Achievement orientation (set higher and higher goals) 5. Future-time orientation (sacrifice today for the future) Added 4 more in 1990 **6. Equality of opportunity (everyone gets a fair chance to participate) 7. Value of honesty 8.Openness of the American socioeconomic structure — “upward mobility is possible” 9. Sociability CONTEXTUAL YOUR ANALYSISANALYTIC FRAMEWORK (Tozer, 9-11)PE and Ideology explains why, what, how. POLITICAL ECONOMY Institutions and practices in daily life Social (family, religion, organizations, ethnicity/race, customs, etc.) Economic Political (Laws, Local, State, Federal) Schools **Demographics IDEOLOGY IDEAS (See Tozer, Chapter 1, page 9, E-Reserves/copypack) Explain and Justify how things work, the social arrangements. Shared beliefs Shared values Groups differ- dominant SCHOOLS Policies Administration School Design Community Facilities Safety Curriculum Resources Extra-curricular School culture Funding Teacher Training

15. Schools are complex social institutions. Conflicting aims. Numerous GOALS. CONNELL’S ANALYTIC FRAMEWORK So many pressures from society. CONTEXT for why. SPECIAL INTEREST GROUPS Like TEACHERS’ UNIONS POVERTY DOMINANT CULTURE RELIGIONS BELIEFS VALUES FAMILY SCHOOLS FEDERAL & STATE LAWS ECONOMY SUBCULTURES DEMOGRAPHICS Local and national COMMUNITY

16. Take some notes during the video on P.S. #48 What facts about demographics, political economy, and ideology does the film reveal to you? http://www.pbs.org/newshour/bb/education/jan-june06/ps48_3-23.html#

17. Economic and Social Conditions in HUNTS POINT, SOUTH BRONXIs P. S. 48 serving this community well? • • Demographic breakdown: 73% Hispanic; 24% African American; 1% White; 1% Multi-Racial.• Above average rates of crime in the areas of: personal crime risk, murder risk, robbery risk, assault risk, property crime and automotive theft.• Below average rates in lifestyles for: total household expenditure, contributions, insurance, clothing, education, entertainment, food, health care, household furnishings, shelter, household operations, personal care, reading and transportation. • According to the New York City Department of Health and Mental Hygiene, Hunt’s Point has below average “general health.”• Total Population: 42,169• Average Household Income: $31,763 Poorest congressional district in the United States.

18. John Merrow(3-2006) Education Reporter PBSOutcomes for schools. “BEST SCHOOL IN THE UNIVERSE” • Motto of P.S. 48 Bronx, NY • 99% meet poverty level P.S. 48 is ranked 12th out of 137 schools in this district, but under NCLB is a needs improvement school. Continue film clip on its failure to meet AYP. http://www.pbs.org/newshour/bb/education/jan-june06/ps48_3-23.html#

19. No Child Left Behind…High Stakes Testing Model January 2002 BI-PARTISAN EFFORT

20. P.S. 48 Diversity Penalty P.S. 48 is hurt by the Diversity Penalty—the more subgroups, the more ways to fail. New York set subgroups at 30 students in the school to be a valid subgroup, Illinois set subgroups at 45. MANY URBAN SCHOOLS ARE CHALLENGED BY GREATER DIVERSITY IN THEIR STUDENT POPULATION

21. Reading Composite American Indian Asian Black White Hispanic Students with Disabilities Low Income LEP Math Composite American Indian Asian Black White Hispanic Students with Disabilities Low Income LEP DIVERSITY PENALTY AYP is determined by making it over all 18 hurdles (9 hurdles for reading and 9 for math) by disaggregation of data.

22. Why did P.S. 48 fail AYP? • Special education and Limited English Proficiency (LEP) students failed the reading portion of the test. MOST COMMON REASON • As a large elementary school, had numerous subgroups-- Smaller schools that have less than 30 students in a subgroup do not have to disaggregate the subgroup’s scores. • Principal Hughes found some mistakes-but still failed-LEP students who had not attended P. S. 48 for a long enough time or who were in the country less than 6 months, should have taken an alternative test. LEP students fell below subgroup level because Hughes found double counting of some students, that some LEP students were also special education students-- should not have counted twice. Protests have caused the Federal policy on special education to change.

23. TO PASS AYP All subgroups must meet the standard pass rate. • The more diverse the school the more chances to fail to meet the standard. • Grades 3-8, once in High School Subgroups SIZE DIFFERS state-to state: Two years ago Illinois increased subgroups from 40 to 45 Race/Ethnicity Economic Background English Proficiency Disability (3% Alternative Tests)

24. Within a Content Area: School & District AYP Combines 3 Elements FEDERAL RULES MANDATE PROGRESS 1. Student Performance Meet a set pass rate All SUBGROUPS 2. Student Participation 95% 3. School Progress over Time to 100% pass rate in 2014

25. PROGRESS TO 100% IN ILLINOIS

27. FEDERAL REGULATIONS CONTAIN STRICT SANCTIONS When schools fail to meet AYP this timeline begins…. When scores are computed, and schools (subgroups) are below standard, then the School Improvement Timeline takes effect • Miss AYP • Miss AYP • Miss AYP School Improvement Yr 1(CHOICE) • Miss AYP School Improvement Yr 2 (TUTOR) (supplemental educational services) • Miss AYP Corrective Action • Miss AYP Restructure (planning year) • Restructure (implement plan)

28. Two Updates on P.S. 48 Joseph Drake Elementary School • UPDATE ON New York’s REGENTS AND NCLB TESTING FOR 2006-2007 FOR P.S. 48 • DID NOT REACH ADEQUATE YEARLY PROGRESS https://www.nystart.gov/publicweb/School.do?county=BRONX&district=320800010000&school=320800010048&year=2007\ https://www.nystart.gov/publicweb/District.do?year=2007&county=BRONX&district=320800010000 THERE MAY BE “NO” HEROES IN THE HIGHSTAKES TESTING WORLD- New York Sun Times June 30, 2008 story-cheating allegations See handout… • http://www.nysun.com/new-york/high-test-scores-and-criticism-follow-a-south/80944/

29. “School Districts Find Loopholes in NCLB” Taken from PBS Lehrer Newshour 8-14-07If you want to view it, see our websitehttp://www.pbs.org/newshour/bb/education/july-dec07/nclb_08-14.html • All schools in the state are held to the same standards. • 50 States with 50 Different Systems of Assessment • High-Stake Testing leads to “gaming” If one subgroup fails, the whole school fails. Some states set the bar lower than others. States set size of subgroups & confidence intervals for the tests.

30. What alterations to assessment might be considered? • Many educators support a value added model of evaluation BEFORE AND AFTER EVALUATIONS

31. P.S. 48 students made progress.What is a value added model? • Department of Education is now allowing 10 state to experiment with value added model (New York did not submit an application) • P.S. 48 Bronx would have qualified as a successful school under a VALUE ADDED Model • Test children at the beginning of the year, and then again at the end of the year. • Show what students gained over the year.

32. Value Added If a 5th grade student, reads at 2nd grade level at the beginning of the year, and at the end of the year reads at a 3th grade level would you judge this student to have made progress?

33. Composite (Group) scores don’t tell the whole story either. Standard Score 65 2003 2004 • Laura 100 90 • James 90 80 • Felipe 80 70 • Kisha 70 65 • Raul 20 transfers out

34. Based on history and current results, a test based system assures a high failure rate. 40% of the nations’ schools have been labeled as failing AYP over the past five years Will high-stakes testing encourage lower standards?

35. The Collision of New Standards and Old Inequalities Professor Linda Darling-Hammond, Stanford University School of Education • Some of the unintended consequences • Limited English Proficiency (LEP) groups will never reach 100% (proficient students move out of the group) • Students with disabilities are not on grade level but have IEP that reflect “instructional” level • Teachers leave “needs improvement” and “failing” schools • The more diverse a school, the more likely to have a subgroup fail to meet the standard “diversity penalty” • Loss of funds to struggling schools $$$ • CHOICE Transfer programs need non-failing schools with open slots • States will consider lowering standards • Pressures on students will increase the dropout rate

36. How should we assess schools?Why are multiple data points viewed as a sound way to achieve a successful school? • Attendance Rates • Graduation Rates • College Attendance Rates • AP participation • Special Education Rates • Grades • Test scores • Teacher Mobility • Parent satisfaction • Student satisfaction • Quality of the learning community -climate • Discipline Rates

37. Spring Chapter 2 • Equality of opportunity means that all members of a society are given equal chances to pursue wealth and enter any occupation or social class. (Spring, 30) OPEN SOCIETY, but UNEQUAL • Equality does not mean that everyone will have equal incomes and equal status. COMPETITION • In our present school system, advantage is given to children and future workers by family income and cultural background. STRUCTUAL INEQUALITY

38. Define equality in your own words. • The ideal of equality beginning with the Constitution… • What changes have occurred in the meaning of equality throughout our Nation’s history? • Education has been viewed by groups as the great equalizer… “but same starting line”? • Ideally in an open society, individuals gained social positions based on their MERIT, not family wealth, heredity, or special cultural advantages (if they do--structural inequality) • Individualism, you have to work hard.

39. 3 Models for Equal OpportunityThese overlap, can operate simultaneously. • Common School • Horace Mann 1830s –mix all classes, provide a common curriculum, character training was crucial, along with common political beliefs in the Republic. • Sorting Machine • Achievement and IQ Tests • Tracking (Different content, behaviors, teaching approaches) • High Stakes Testing • Tests drive placements, graduation and teacher/school accountability (No Child Left Behind)