Diversity obsession will destroy excellent schools

In a school system not noted for its overall quality, New York City can still be proud of eight exceptions.  But if Mayor Bill de Blasio and Chancellor Richard Carranza have their way, the eight top high schools will be undermined (“De Blasio’s war on excellent schools,” New York Post, Oct. 22).

The plan is to grant admission to the top seven percent of students in every public middle school in the name of diversity and equity.  The trouble is that some 318 students who don’t demonstrate basic proficiency in the eighth grade would get in.  What will happen is that these students will be placed in remedial classes or drop out.  There is no way they can compete with their more highly qualified classmates.

I understand the argument about diversity.  But all that should matter is the ability of students to do the work.  If that results in a student population that is disproportionately racially imbalanced, so be it.  I fail to see how we help students by enrolling them in classes far beyond their ability.  All we do is set them up for failure.

(To post a comment, click on the title of this blog.)

Homeless students swell in number

When public schools post abysmal test scores, efforts to explain the causes are dismissed as making excuses.  But I challenge critics to deny the impact of homelessness (“Homelessness in New York Public Schools Is at a Record High: 114,659 Students,” The New York Times, Oct. 16).

Although New York City has one of the highest populations of homeless students, with about 10 percent, it is hardly alone.  Chicago has about 5 percent and Los Angeles just above 3 percent.  In all three cities, homelessness is concentrated in schools serving the most disadvantaged students.

Teachers in those schools are forced to perform triage on a daily basis before they can begin to teach subject matter.  It’s one of the reasons that so many teachers quit the profession altogether or transfer to suburban schools.  The price that teachers pay is called compassion fatigue, and it’s cumulative.  Social workers provide some help. But they are overwhelmed.  For example, in New York City there is one social worker for every 1,660 homeless students.

Homelessness is particularly hard on children because they are most vulnerable to the hardships.  Expecting them to do homework and come to school rested and nourished every day is a fantasy.  That’s why I question the ability of the most dedicated teachers to do the job they were hired to do.

(To post a comment, click on the title of this blog.)

College athletics and academics are incompatible

College athletics are a big business, generating $1 billion in revenue in 2017.  It’s not surprising, therefore, that football and basketball players are treated quite differently from their classmates (“It’s naïve to think college athletes have time for school,” the conversation.com).

Only in the U.S. is this the case.  Other countries make academics the No. 1 priority.  As a result, the media have exposed a series of scandals ranging from fraudulent classes, to unethical tutoring, to administrative stonewalling.  There is simply too much money on the line to expect anything different.

Athletes are shortchanged by this travesty because they fail to get a college education while they are exploited.  Only a small handful of them ever get into the National Football League or the National Basketball Association.  Since that is so, it’s time to pay them a portion of the revenue they generate for their schools.  That would be far more honest than the present charade.

(To post a comment, click on the title of this blog.)

Home-schooling continues to grow in popularity

With 2.2 million children now being home-schooled, compared with 850,000 in 1999, it’s time to ask why (“Parents are giving up on public schools to home-school their kids,” New York Post, Oct. 12).  Contrary to widespread belief, religious fundamentalism is not the reason.

Most parents say they want to avoid the lockstep education provided by public schools, citing the role that standardized tests play in shaping what is taught.  But  no matter how motivated and committed parents are, they can’t provide the socialization that traditional schools do.  That doesn’t mean home-schooling is inferior.  Some parents are better suited than others.  In the final analysis, therefore, the success of home-schooling rests on the individual qualifications of parents.

The parents I’ve known who have home-schooled their children say they underestimated the time and effort involved to provide a complete education.  Unfortunately, too many parents don’t realize this until it is too late.

(To post a comment, click on the title of this blog.)

 

Combat pay for teachers won’t work

In an attempt to recruit and retain teachers in struggling schools, bonuses are being used as a lure (“Bonuses of Up to $8,000 to Teach in Struggling New York Schools,” The New York Times, Oct. 12).  The latest example involves paying teachers in New York City between $5,000 and $8,000.

I seriously doubt that the Bronx Plan, as it is called in New York City for the borough where many of the 180 public schools are located, will do the job.  For one thing, the bonuses alone are not that attractive in light of the challenges facing teachers in the targeted schools.  Moreover, the bonuses are not tied to success in the classroom.  As a result, the few teachers who will bite will not necessarily be the system’s best.

The truth is that teachers are not mercenaries or missionaries.  They simply want to be able to teach their subject as they were trained to do.  When they have to perform triage on a daily basis because of the disadvantages that so many students in failing schools bring to class every day, they soon experience burnout and quit.

Would increasing the amount of the bonuses make a difference?  Perhaps for some, but even then the bonuses would have to be stepped up dramatically.  I personally would not be interested.

(To post a comment, click on the title of this blog.)

Civic education’s limitations

The latest criticism of public schools today is that they have largely failed to prepare students to be good citizens (“Educate to unify: The urgent need for better civic education in our dangerously divided nation,” New York Daily News, Oct. 7).  Yet I wonder if greater emphasis on citizenship in schools will change matters.

I say so because current events demonstrate that this country is a democracy in name only.  In reality, it is an oligarchy.  America is divided for good reason.  The top one percent exert a stranglehold on virtually all issues.  Even if teachers were allowed to honestly focus on controversial subjects in the news, which in most cases they may not, I question what difference that would make. For example, the protests about the nomination of Brett Kavanaugh to the U.S. Supreme Court did not succeed.

In the final analysis, there is growing cynicism on the part of the public about how democracy works in reality.  We should certainly try to change that attitude in young people while they are in public school.  But I seriously doubt anything significant will come of it.

(To post a comment, click on the title of this blog.)

The writing skills needed for the workplace

It comes as no surprise that employers are hard pressed to find workers who can effectively communicate (“What Skills Do Students Really Need for Work? Education Week, Sep.26).   I say that because I taught English for 28 years in the same high school in the Los Angeles Unified School District.  During that time, I saw the disconnect between the kind of writing curricular guides required and what I knew the workplace demanded.

I have nothing against creative writing.  But I question if the skills required are transferable.  Employers need workers who can clearly and succinctly express themselves.  I seriously doubt that courses in creative writing will provide students with that wherewithal.

Journalists are criticized for being mental lightweights.  But they are successful in making sense of even the most arcane subject.  I attribute their ability to do so by having their writing scrutinized by their editors.  When I was working on my M.S. in journalism from UCLA, I learned how to take even the most complex subject and make sense of it for readers through constant practice followed by immediate feedback.

Creative writing certainly has its place.  But if the goal is to prepare students for the job market, it will not be seen as an asset.

(To post a comment, click on the title of this blog.)

The Harvard discrimination lawsuit

By now, anyone who follows education in this country knows about the lawsuit filed by Students for Fair Admissions against Harvard University (“Harvard on Trial,” The Weekly Standard, Oct. 22).  It charges that Harvard discriminates against Asian-Americans by holding them to a higher standard than students of other races.

I’m one of the few educators who believes that academics alone should be the sole basis for admission to private colleges and universities.  If that results in a far less racially diverse student body, so be it.  It’s not that I don’t see the benefits of having students from diverse backgrounds.  All I care about is the ability of students to handle the work

Consider the California Institute of Technology.  It uses no racial or legacy preferences in admissions.  Not surprisingly, its student body is more than 40 percent Asian-American.  Are students there being shortchanged by not being in a school with more students of other races?  Perhaps, but I maintain that the price they may be paying is worth it in light of the school’s high academic standards.

Put differently, how are students who lack the aptitude and ability to handle complex material helped if they are admitted on the basis of achieving diversity?  I believe that everyone is good at something.  The challenge is finding what it is and then pursuing a career.  You don’t have to go to Harvard to do that.

(To post a comment, click on the title of this blog.)

State tests need to be used properly

Since standardized tests are not going away anytime soon, it’s time to revise the way they are used (“New York’s state English exams are a horrific waste,” New York Post, Sep. 30).  At present, most state tests are administered in April, but the results are not released until summer.  That makes no sense.

I say that because the primary purpose of standardized tests is to provide teachers with feedback about their instruction.  The sooner they get the results the sooner they can revise their lessons.  For students, the delay is even more troublesome because it’s too late to enroll in summer school.  In New York City, this year’s summer school enrollment was down by more than half since 2013.

Further, unless standardized tests are directly aligned with the curriculum, scores are relatively meaningless.  They essentially are measuring what students bring to class in terms of their socioeconomic backgrounds rather than what they learn in class through effective instruction.  That’s an important distinction given short shrift in the debate.

(To post a comment, click on the title of this blog.)

Diversity in education has different meanings

Mention the term diversity to most people and chances are they will assume it refers strictly to race.  But in actuality it can also mean socioeconomic diversity or academic diversity (“NYC’s school diversity plan could lead to another ‘white flight,’ “ New York Post, Sep. 29).  The differences in meaning create different reactions from people – and for good reason.

Parents want the best education for their children. Racial and socioeconomic diversity has proved to be beneficial, which is why parents tend to support that goal.  What they don’t support, however, is academic diversity because it undermines quality.  For example, efforts are underway in New York City, home of the nation’s largest school system, to open the doors of its academically rigorous high schools to students who want to go there.  The trouble is that students who are unprepared for the tougher curriculum will fail.

What will no doubt happen then is that they will drop out or standards will be lowered to accommodate them.  If the past is any indication, it will be the latter.  As a result, parents will likely pull their children out of these schools and enroll them in either private school or in charter schools.  I don’t blame them.  They’ve made great sacrifices to provide their children with a quality education.  If academics are to be undermined in the interest of other considerations, they will do what’s best for their own.

(To post a comment, click on the title of this blog.)