ACT: 9% of disadvantaged are college ready

Huge achievement gaps separate advantaged and disadvantaged students, according to ACT’s annual The Condition of College & Career Readiness 2017 report.

“Scores from the ACT show that just 9 percent of students in the class of 2017 who came from low-income families, whose parents did not go to college, and who identify as black, Hispanic, American Indian or Pacific Islander are strongly ready for college,” reports Nick Anderson in the Washington Post.

Image result for ladder with broken rungs achievement

By contrast, 54 percent of students with college-educated, middle-income, white or Asian-American parents were prepared to succeed in college, ACT estimated.

“That kind of shocked us,” ACT chief executive Marten Roorda said. “We knew it was bad, but we didn’t know it was this bad.”

Fifteen percent of students with two risk factors and 26 percent with one risk factor tested as prepared for college.

About 46 percent of ACT test-takers have one “underserved” characteristic. (“Underserved” is the new “disadvantaged.”)

Overall, results were about the same as recent years: 39 percent of 2017 graduates who took the ACT met three or four College Readiness benchmarks and 33 percent met none.

. . . the majority of underserved students—including 81 percent of those with all three underserved characteristics—achieved only one or none of the four ACT benchmarks.

“ACT has grown in part through contracts with states that require students to take the exam before they graduate from public high schools,” writes Anderson. “The ACT said 16 states paid for all students to take the test as part of a statewide testing program, with others funding testing on an optional basis.”

That means some students who take the test aren’t planning to go to college.

Tech-savvy teachers build their brands

Tech-savvy teachers are building their brands and forging relationships with edtech companies, reports Natasha Singer in the New York Times, which worries that “teacher influencers” will sell out for technology, T-shirts and maybe free travel to a convention.

Kayla Delzer, a third-grade teacher in North Dakota, uses Twitter, Instagram and Seesaw, “a student portfolio platform where teachers and parents may view and comment on a child’s schoolwork,” reports the Times. She also runs site called Top Dog Teaching.

Education start-ups like Seesaw give her their premium classroom technology as well as swag like T-shirts or freebies for the teachers who attend her workshops. She agrees to use their products in her classroom and give the companies feedback. And she recommends their wares to thousands of teachers who follow her on social media.

. . . More than two dozen education start-ups have enlisted teachers as brand ambassadors. Some give the teachers inexpensive gifts like free classroom technology or T-shirts. Last year, TenMarks, a math-teaching site owned by Amazon, offered Amazon gift cards to teachers who acted as company advisers, and an additional $80 gift card for writing a post on its blog, according to a TenMarks online forum.

Public-school teachers aren’t supposed to promote a product in exchange for perks. But do we really think teachers will promote bad technology in exchange for T-shirts and gift cards?

When Nicholas Provenzano taught To Kill a Mockingbird at Grosse Pointe South, a public high school in a Detroit suburb, he gave students a choice: Do a class presentation or use computer-assisted design software

Teacher Nicholas Provenzano posted a picture of this student-designed gavel on Twitter, crediting the donated 3-D printer used to create it.

Thanks to his side business, called The Nerdy Teacher, Provenzano is a brand ambassador for Dremel, which sent him a $1,299 3-D printer to test. He used it to turn one student’s gavel design, representing justice, into a three-dimensional gavel, then posted it on Twitter.

I question whether designing a gavel shows understanding of To Kill a Mockingbird. However, there must be other ways to use 3-D printing to actually teach something (maybe not English).

Checker Finn also thinks the ethics issues are overblown, noting that there’s “nothing new about educators promoting commercial products — and getting compensated in various ways for doing so.”

That’s what happens when salesmen for textbook companies treat school superintendents to golf games and nice lunches, after which the district buys their textbooks. That’s what happens at every education conference I’ve ever attended when attendees are given lots of time to wander through vast halls full of promotions, freebies, and come-ons by the dozens (or hundreds) of conference “sponsors,” i.e., the firms that are underwriting the event itself.

The NEA website includes leads to commercial products
that are recommended to teachers by other teachers,” Finn concludes.

Is it an ethical problem if teachers become “brand ambassadors” for themselves or for edtech companies?

Undercover in high school 

In A&E’s Undercover High, which debuts Oct. 10, seven young adults ranging in age from 21 to 26 pose as teen-agers to attend a Topeka high school.

They’re shown in class, clubs and activities and just hanging out with classmates who don’t realize they’re “undercover.” (The superintendent okayed the project.)

The young adults include a former bully, victims of bullying, a teen mom, a youth motivational speaker and a teen minister.

Rethinking school: XQ promotes ‘super schools’

XQ: Super School Live, an hour-long program on innovative high schools, will air tonight on ABC, CBS, Fox, and NBC. Participating performers will include Tom

The XQ Institute, which has awarded $100 million in grants to innovative “super schools” across the country is funding the program. Steve Jobs’ widow, Laurene Powell Jobs, is one of the funders. Hanks, Common, Jennifer Hudson, Samuel L. Jackson, Sheryl Crow, and Yo-Yo Ma.

The glitzy show promotes a false narrative that our schools need to change but are unwilling to do so, argues Jack Schneider on Valerie Strauss’ Answer Sheet. He’s an assistant professor of education at the College of the Holy Cross, director of research for the Massachusetts Consortium for Innovative Education Assessment and the author of Beyond Test Scores: A Better Way to Measure School Quality.

Schneider questions XQ’s claim that today’s students need a different kind of education because new technologies are changing the world.

(Americans) want students to develop interpersonal skills and citizenship traits. They want schools to teach critical thinking and an array of academic skills. They want young people to be exposed to arts and music, to have opportunities for play and creativity, and to be supported socially and emotionally.

. . . While the core purpose of education has remained the same, much about our schools has changed over the past century. Again, however, XQ offers us a fabricated reality. As the project’s website puts it: “For the past 100 years, America’s high schools have remained virtually unchanged.” Our educators, they imply, have been asleep at the wheel.

I don’t think Schneider is describing XQ’s goals accurately: The point is not to turn out product designers or technologists. I do worry that the super schools will turn out to be duds. Change is hard.

Here’s an XQ grantee that’s focusing on personalized learning and another located inside a museum.

DeVos: Feds will revise sex assault policy

Federal directives on campus sexual assault by a “weaponized” Office of Civil Rights have failed students, said Education Secretary Betsy DeVos today in a speech at George Mason University. “The notion that a school must diminish due process rights to better serve the “victim” only creates more victims.”

The Obama Education Department used “intimidation and coercion” to push schools to enforce federal policies in its April 4, 2011 “Dear Colleague” letter, DeVos said.”Rule by letter” is over, she vowed. The Education Department will seek feedback on how best to design a “workable, effective and fair system” that protects victims of sexual misconduct and the accused.

No doubt she’ll be accused of being pro-rape.

Colleges have been pushed to “investigate, adjudicate, and punish . . . murky, ambiguous sexual encounters,” writes Emily Yoffe in The Atlantic. “The definition of sexual misconduct on many campuses has expanded beyond reason.”

In a University of Massachusetts case, the “victim” described agreeing to sex to be a “good sport,” then regretting it. The male student was kicked off campus. By the time he was cleared of sexual misconduct, but suspended for violating the university’s gag rule, he’d dropped out. He enrolled elsewhere and will complete an engineering degree — two years late.

Due process is under attack, writes Soave. A Foundation for Individual Rights in Education (FIRE) report found that “three-quarters of America’s elite universities do not guarantee students the presumption of innocence in sexual misconduct proceedings.”

Many civil libertarians of assorted stripes now believe that the Obama-era federal guidance relating to Title IX has stripped students of their due process rights while chilling freedom of expression. Several law professors at Harvard University just released a joint statement asking the Education Department to revisit the guidance. “Now is the time to build in respect for fairness and due process, academic freedom, and sexual autonomy,” wrote Harvard’s Janet Halley.

Laura Dunn, a lawyer and advocate for sexual assault victims, defended denying constitutional rights to the accused in a letter to Inside Higher Ed. “A presumption of innocence advantages the accused only, and Title IX requires equity,” Dunn argued.

The presumption of innocence is a basic part of our legal system, responds Soave. It’s not chopped liver.

It’s time to rethink federal regulation of sexual conduct, writes R. Shep Melnick, a politics professor at Boston College and author of a forthcoming book, The Transformation of Title IX: Regulating Gender Equality in Education.

OCR “has evaded standard rule-making procedures designed to collect evidence and encourage public participation; ignored the Supreme Court’s interpretation of Title IX; pressured schools to adopt disciplinary proceedings that deny due process to the accused; insisted upon a definition of sexual harassment so broad that it threatens free speech on campus; and created within colleges units dedicated to reeducating students on all matters sexual and on the dictates of ‘social justice’,” he writes. “To claim that any criticism of this heavy-handed regulation is designed to make colleges ‘safe for rapists’ is to engage in a most reckless form of demagoguery.”

Sexual harassment charges can be used to silence a male professor who disagrees with a female professor, writes J. Martin Rochester, who teaches political science at the University of Missouri-St. Louis. He was cleared for lack of evidence — but the Title IX office forgot to tell him for three months.

California dumps ‘mission’ project

When California fourth-graders study state history, they build a model of a mission out of clay, cardboard, sugar cubes, popsicle sticks, styrofoam or perhaps Legos. But all that is changing with a new K-12 social studies framework, reports Amy Graff in the San Francisco Chronicle. The mission project is history.

Image result for california mission project

“What are students learning by building model missions?” asks Nancy McTygue, executive director of the California History-Social Science Project and one of the lead writers of the new framework. “Building a mission doesn’t really teach anything of substance about the period and it’s offensive to many.”

But, but . . . It’s hands-on learning!

Native Americans complained about romanticizing the missions, where many California Indians died, reports Karen Nikos-Rose in the Sierra Sun Times. (See Elias Castillo’s A Cross of Thorns: The Enslavement of California’s Indians by the Spanish Missions.)

Instead of the mission project, the framework suggests fourth-graders investigate the lives of “people who lived in California’s missions, presidios, haciendas and pueblos,” writes Nikos-Rose.

In other parts of the framework, U.S. history teachers are encouraged to develop investigations, or research, on the Gold Rush and statehood, LGBTQ figures in history and the role of labor leaders and farmworkers in California agriculture.

Lori Rushford, a fourth-grade teacher in Sacramento, dropped the mission-building project last year after a Native American parent complained, reports Diana Lambert in the Sacramento Bee.

It wasn’t much of a loss, said Rushford. Parents were doing too much of the work — or buying prefabricated mission kits. “Nowadays they buy a kit and put it together, then complain about the cost of the kit.”

Now her students do a presentation and diorama about a California plant or animal.

Building the work-learn path to the middle class

“All throughout high school, they made it sound like going to college was our only option,” says Derrick Roberson, a 17-year-old high school graduate in southern California. Vocational classes were seen as second-class. But he had doubts. “After you go to college, where do you go? It can open doors for you, but not as much as they make it seem.”

The InTech Center in San Bernardino County, located on the campus of California Steel Industries, claims a 100 percent job placement rate for its graduates. Photo: InTech

Roberson is training to be an electrician at the InTech Center, a partnership between manufacturers and a local community college on the grounds of a steel company.

After decades of pushing bachelor’s degrees, California has launched a campaign to promote and improve vocational training, reports Hechinger’s Matt Krupnick.

Thirty million U.S. jobs pay an average of $55,000 per year and don’t require a bachelor’s degree, according to the Georgetown Center on Education and the Workforce.

Fernando Esparza, a 46-year-old mechanic, is learning industrial computing in hopes of earning a promotion and a raise in pay, writes Krupnick.

At California Steel Industries, where Esparza was learning industrial computing, some supervisors without college degrees make as much as $120,000 per year and electricians also can make six figures, company officials said.

Skilled trades show among the highest potential among job categories, the economic-modeling company Emsi calculates. It says tradespeople also are older than workers in other fields — more than half were over 45 in 2012, the last period for which the subject was studied — meaning looming retirements could result in big shortages.

California Steel invested $2 million in the training center because it needs skilled workers, said Rod Hoover, its human resources manager. “The selfish reason was because we needed craft workers and it was inconvenient to send them elsewhere.”

In its new college readiness report, ACT notes that only three in 10 graduates in the class of ’17 earned scores that predict “the foundational work readiness skills needed for 93 percent of the jobs recently profiled in the ACT JobPro® database.”

Subsidize job training, not just college

Ryan Bouland, who used a Work Ethic scholarship from the Mike Rowe Foundation to fund trade school, works as a welder and takes engineering classes at George State University.

“Free college tuition” means “pouring more public dollars into a good consumed largely by the more affluent half of the population,” writes Conor Friedersdorf in The Atlantic. Democrats should craft a populist policy that offers free job training as well.

His imaginary Democrat would say:

For the sake of fairness, class mobility, and the ideal of equality of opportunity, I believe generous financial aid should be available to all needy students for whom a four-year degree is the best way to achieve the American dream.

But I also know America is overwhelmingly led by people with college degrees and white collar backgrounds––people who overvalue their own path to success and rig the system against others who’d thrive under a different approach. To them I say, a four-year degree shouldn’t be the only way for a young person to achieve the American dream.

In addition to subsidizing a university education, he proposes funding other paths to success, such as apprenticeships, vocational training and on-the-job training. “There are lots of blue-collar jobs that are more fulfilling, better paying, and more in demand than lots of white-collar jobs,” he writes.

Friedersdorf also wants to “eliminate obstacles like professional-licensing requirements that amount to no more than credentialism, and a shift away from insisting on a bachelor’s degree for jobs that shouldn’t require one.”

‘Freshman year for free’ is here

Image result for mooc

Free college is a reality — not just a campaign promise — writes Steve Klinsky, founder and CEO of the Modern States Education Alliance, which has launched its Freshman Year for Free initiative. Forty for-credit courses, designed by top professors, are available online.

Now, anyone can go to ModernStates.org, the way they go to Netflix, and choose a college course the way they pick a Netflix movie. There is no charge for the course and no charge for the online textbook that comes with it. The student can watch the lectures at any time of the day or night, repeating any part of it as often as needed. When the student feels ready, they can take the CLEP exam (a well-established, credit-bearing test from the College Board.)

The nonproft partnered with the State University of New York, the Texas State universities, Purdue, Penn State, Colorado State, the University of Wisconsin-Madison and other colleges and universities to create an “on-ramp to college.” Some 2,900 traditional universities accept CLEP credits, he writes.

The only charge is the $85 CLEP exam fee: Klinsky is paying for the first 10,000 exams and hopes to recruit enough donors to cover exam costs for all students.

Modern States also offers courses preparing students for AP exams in 12 subjects.

More than five million students are taking online college courses, writes Klinsky, but the costs as much as in-person classes and the quality is “often mediocre.” Elite universities offer free online courses, but with no college credit. He saw a need for “top-quality free courses that lead to real credits.”

Freshman Year for Free is one of several ventures offering free or “free-ish” college options, writes Goldie Blumenstyk in the Chronicle of Higher Education. “Efforts like the University of the People, the Global Freshman Academy at Arizona State University, and offerings at Saylor.org were all created in a similar vein.”

Cinderella’s big ask