Saturday, February 26, 2011
Thursday, February 24, 2011
Sunday, February 20, 2011
There are certainly kids in my school whom I discipline differently because I can discern regret, remorse, repentance, etc., and I know they've 'learned' just by our conversation. Other students, though, seem undaunted by even the prospect of 3-hour Friday detention after school.
For the sake of fairness (and not wanting to have to deal with the parents who'd cry foul), the easiest route is to implement completely even discipline--zero tolerance.
Also, though, what do you think the coverage would be like if the school had given a 'light' punishment to a student who then goes out and makes real trouble after being 'let off' by the school? This is why risk-management (i.e., lawsuit avoidance) is so powerful an idea (and dept.) in school and society
I don't like zero tolerance, but the schools (indeed, public agencies generally) are in a tough spot either way. Imagine trying to implement a 'some tolerance' policy, especially in an environment of low trust, as people now generally have for the schools.
Saturday, February 19, 2011
Eighty percent of the high schools that produce the most dropouts can be found in a subset of just fifteen states. The majority of dropout factories are located in northern and western cities and throughout the southern states.
Friday, February 18, 2011
|Low Income (%)||15.7|
|Ethnicity (%)||Wh: 58.2 As: 12.1|
|Tests not written not exempt (%)||0.3|
|Avg level: Reading||3.1||2.9||3.0||3.1||3.1|
|Avg level: Writing||2.6||2.7||2.8||3.0||3.2|
|Avg level: Math||2.6||2.5||2.6||2.7||2.8|
|Avg level: Science||2.2||2.5||2.5||2.6||2.9|
|Tests below standard (%)||39.8||39.7||34.4||30.3||26.6|
|Low income gap: Reading||n/a||n/a||n/a||N 0.5||N 0.6||n/a|
|Low income gap: Math||n/a||n/a||n/a||N 0.7||N 0.7||n/a|
|Overall rating out of 10||6.5||6.5||6.9||7.3||7.5|
Thursday, February 17, 2011
Wednesday, February 16, 2011
Friday, February 11, 2011
Thursday, February 10, 2011
Wednesday, February 9, 2011
Just got an e-mail for more continuing education opportunities, this time about reading, so I should pay attention. Doubly so, since they promise to tell us about the Matthew Effect. Never heard of this, so a little Googling is in order. Simple concept, really. The rich get richer and the poor get poorer…in this case, as readers.
Those who learn to read well by 3rd grade tend to just get better and better at their reading. Those who don't, don't. It must be true…studies show it.
Obviously, reading teaching and intervention for strugglers really need to be thorough and intensive through age 8 or 9. Again, reading patterns and modeling at home seem all the more important. If the schools and parents together don't get a youngster to effective reading in those first few years, there will be persistent difficulty in reading for that student.
I am perfectly willing to say the schools need to be sharp about this. But at the end of 3rd grade a child will have been in school for the equivalent of about 600 full school days. Even if 1/4 of the school day is given over to reading instruction, that's about 900 hours in 4 years. 1 hour of reading instruction in school, though, is probably worth about 10 minutes of what some one-on-one out loud reading at home would do.
So those signs on the school readerboard that say "Read 20 minutes a day with your child" should add, "it's a day's worth of school."