High Cost of Low Teacher Salaries

“The High Cost of Low Teacher Salaries” by Dave Eggers and Ninive Clements Calegari

New York Times, April 30, 2011

Topic: We should pay our teachers more

Summary: This article talks about how backwards our system is that when it is not working well (poor student performance) that teachers are blamed. The authors liken teachers to soldiers on the front lines of the education battle. It is pointed out to us that when we don’t get the results we had hoped for in military endeavors, the soldiers themselves are not blamed, the planners (rightly so) are blamed. So why is it that teachers are blamed when plans created by policy makers, administration, school boards, etc. culminate in poor results? The op-ed piece argues that we should be paying our teachers more. It touches on teacher retention rate, teacher salaries in high performing countries (Finland, Singapore, and Korea), and support for teachers.

Intended audience: General Public

Key Points:

• Don’t blame teachers when they are carrying out the “orders” of higher up planners. Don't shoot the messenger.
  
• Teachers make 14% than professionals in other occupations that require similar education
• Other countries pay their teachers more and support them by providing training and development
• Teacher retention rates in the United States are terrible – 46% quit before their fifth year – and this is expensive.
• If there’s a will there’s a way.

Relevance: We all think we should be paid more – it looks like someone else does too. It is interesting to see the difference in salaries (purchasing power wise) between us and some other countries. I think this goes along with the idea of ensuring that teachers are seen as professionals.

Classes May Be Advanced in Name Only

“High School Classes May Be Advanced in Name Only” by Sam Dillon

New York Times, April 25, 2011

Topic: How “advanced” are advanced classes?

Summary: More and more students are taking advanced “rigorous-sounding” classes (the percentage has nearly tripled in the past two decades) but are the classes really any more advanced? The author says “no”. The classes have been mislabeled to sound more difficult for a number of reasons (parents want kids in more rigorous classes, tougher requirements for graduation, etc.) Even though so many more students are taking these classes, standardized test scores are not rising.

Intended audience: General Public

Key Points:

• Enrollment in advanced classes is rising.
• Test scores are not improving
• Classes are watered down (Advanced Bio is the same as Bio, Algebra II is really Algebra I)
• Easier to see with science and math courses, but the author suspects the same is happening in other subject areas.

Relevance: We have heard Doug mention in class that the AP Physics class he is observing is the same as the regular Physics class. This seemed strange to me, but here is an article backing that up. I am now beginning to wonder if the more “advanced” classes I took in high school really were more advanced. What sort of implications does this have for us as teachers? If the advanced classes are being watered down, are other classes being watered down as well?

School Standards That Encourage Deeper Thought

“A Trial Run for School Standards That Encourage Deeper Thought” by Fernanda Santos
New York Times, April 24, 2011

Topic: Pilot schools in New York try out the new Common Core Standards

Summary: The "Common Core Standards" are slated to replace state guidelines/standards in 2014. The standards have been adopted by 42 states (including Oregon), the District of Columbia, and the Virgin Islands. With the new standards, "book reports will ask students to analyze, not summarize. Presentations will be graded partly on how persuasively students express their ideas. History papers will require reading from multiple sources; the goal is to get students to see how beliefs and biases can influence the way different people describe the same event."

Intended audience: Teachers, parents

Key Points:

· New standards challenge students to think analyze

· Replacement of standards that have been implemented as a result of NCLB

Relevance: These look like good standards. You can look over the website for Core Common Standards here: http://www.corestandards.org/ . I find it interesting that Oregon has adopted these standards. The English class they were describing in the article sounded a lot like my Lit classes in high school. There will definitely be challenges, but it looks like the standards put more emphasize on critical thinking, understanding, and analyzing and less on the right answers and standardized testing.

Former Obama Staffer Changes Universe - Lengthens Day

Emanuel Gets Boost, and Challenges, in Schools Bill
Rebecca Vevea
http://www.nytimes.com/2011/04/17/us/17cncschools.html?pagewanted=1&_r=1&ref=educationNew York Times/Chicago Times
April 16th 2011

Summary: A sweeping public school reform bill unanimously approved by the State Senate gives Mayor-elect Rahm Emanuel a chance to fulfill a campaign promise and lengthen Chicago’s school day, currently one of the shortest in the nation. But he will have to overcome daunting budget, educational and labor obstacles.

Audience: General Readers

Key Points: 1) NCLB test emphasis has caused cuts in social studies, science, PE etc... 2) Chicago has one of the shortest school days in the nation. 3) More school hours will cost more money.

Relevance: Education reform will not be easy, no matter what shape or form it takes.

Religious Education at School?!?

“Before School Ends, Time to Make the Matzo” by Fernanda Santos
New York Times, April 12, 2011

Topic: “Released Time” in New York Public Schools for religious education

Summary: Since the 1950s, students in the New York Public School system have had the opportunity to leave school an hour early every Wednesday to participate in religious education. Even though the program has been challenged in court (separation of church/state issues) and fewer people participate today, the program is still in use by over 10,000 kids in the school system.

Intended audience: General Public

Key Points:

• Kids can receive religious education once a week for an hour during “released time”. This instruction is funded by the public schools.
• Traditionally, Jewish and Catholic students have used the program the most.
• Instruction cannot take place on school property.
• This provides a good alternative for parents who may not have the money to send their children to religious private schools, but still want them to receive some education related to their faith.
• Problems can arise when so many students leave a classroom… the teacher can’t deliver any vital instruction, give tests, etc. without those students missing out.

Relevance: I found this article really interesting! I am not particularly religious, so I never would’ve participated in something like this. I do think it looks like a lot of fun to make Matzo bread though… I think it is important for students to learn about all the religions in the world, I hope this isn’t taking the place of that in the regular curriculum. It’s really a shame that not all kids get to participate in a fun out and about every week! This also brings up the same issues that we have talked about regarding pulling kids out of class for Title 1, ESOL, TAG, etc…

The Ads on the Bus Go, "Buy! Buy! Buy!"

“This Yellow Space for Rent” by Catherine Rampell
New York Times, April 15, 2011

Topic: Advertising in Government owned space

Summary: Schools and other Government property are being used as advertising space as a source of revenue. Some states have been selling ads on school busses, in cafeterias, on school websites, and in holding areas at jails.

Intended audience: General Public

Key Points:

• Schools, jails, and other government entities are strapped for cash
• They can earn money by selling advertisements that are placed in cafeterias, on websites, in jails, and on the sides of school busses.
• Do we want our kids exposed to even more advertising, especially when it gives the impression that the school is endorsing the products?
• There are some bans on advertising for sexual content, alcohol, and tobacco on school busses, but not necessarily for junk food – just as we are taking those items physically out of schools, we are putting them back in the form of advertisements.

Relevance: I have mixed feelings about this. I think it is a very innovative way for the schools to earn a little extra money in times when every penny really counts; however, I don’t like the idea of advertisements in a school cafeteria for kids as young as kindergarten. It really sends the message to young kids that these items are OK because you saw about them