Wednesday, November 23, 2016

William James on the Psychology of Habit

William James on the Psychology of Habit

“We are spinning our own fates, good or evil, and never to be undone. Every smallest stroke of virtue or of vice leaves its never so little scar.”

“We are what we repeatedly do,” Aristotle famously proclaimed“Excellence, then, is not an act, but a habit.” Perhaps most fascinating in Michael Lewis’s altogether fantastic recent Vanity Fair profile of Barack Obama is, indeed, the President’s relationship with habit — particularly his optimization of everyday behaviors to such a degree that they require as little cognitive load as possible, allowing him to better focus on the important decisions, the stuff of excellence.

I found this interesting not merely out of solipsism, as it somehow validated my having had the same breakfast day in and day out for nearly a decade (steel-cut oats, fat-free Greek yogurt, whey protein powder, seasonal fruit), but also because it isn’t a novel idea at all. In fact, the same tenets Obama applies to the architecture of his daily life are those pioneering psychologist and philosopher William James wrote about in 1887, when he penned Habit (public librarypublic domain) — a short treatise on how our behavioral patterns shape who we are and what we often refer to as character and personality.

When we look at living creatures from an outward point of view, one of the first things that strike us is that they are bundles of habits. In wild animals, the usual round of daily behavior seems a necessity implanted at birth in animals domesticated, and especially in man, it seems, to a great extent, to be the result of education. The habits to which there is an innate tendency are called instincts; some of those due to education would by most persons be called acts of reason. It thus appears that habit covers a very large part of life, and that one engaged in studying the objective manifestations of mind is bound at the very outset to define clearly just what its limits are.

James begins with a strictly scientific, physiological account of the brain and our coteries of ingrained information patterns, exploring the notion of neuroplasticity a century before it became a buzzword of modern popular neuroscience and offering this elegant definition:

Plasticity … in the wide sense of the word, means the possession of a structure weak enough to yield to an influence, but strong enough not to yield all at once.

He then bridges the body and the mind to shed light on how “habit loops” dominate our lives:

What is so clearly true of the nervous apparatus of animal life can scarcely be otherwise than true of that which ministers to the automatic activity of the mind … Any sequence of mental action which has been frequently repeated tends to perpetuate itself; so that we find ourselves automatically prompted to think, feel, or do what we have been before accustomed to think, feel, or do, under like circumstances, without any consciously formed purpose, or anticipation of results.

He eventually brings this lens to social science, painting a somewhat ominous picture of habit as a kind of trance:

Habit is thus the enormous fly-wheel of society, its most precious conservative agent. It alone is what keeps us all within the bounds of ordinance, and saves the children of fortune from the envious uprisings of the poor. It alone prevents the hardest and most repulsive walks of life from being deserted by those brought up to tread therein. It keeps the fisherman and the deck-hand at sea through the winter; it holds the miner in his darkness, and nails the countryman to his log cabin and his lonely farm through all the months of snow; it protects us from invasion by the natives of the desert and the frozen zone. It dooms us all to fight out the battle of life upon the lines of our nurture or our early choice, and to make the best of a pursuit that disagrees, because there is no other for which we are fitted, and it is too late to begin again. It keeps different social strata from mixing. Already at the age of twenty-five you see the professional mannerism settling down on the young commercial traveller, on the young doctor, on the young minister, on the young counsellor-at-law. You see the little lines of cleavage running through the character, the tricks of thought, the prejudices, the ways of the ‘shop,’ in a word, from which the man can by-and-by no more escape than his coat-sleeve can suddenly fall into a new set of folds. On the whole, it is best he should not escape. It is well for the world that in most of us, by the age of thirty, the character has set like plaster, and will never soften again.

This brings us to the question of education, whose responsibility it is to chaperone the formation of habit and curtail the very daily deliberations of which Obama has gladly rid himself:

The great thing, then, in all education, is to make our nervous system our ally instead of our enemy. It is to fund and capitalize our acquisitions, and live at ease upon the interest of the fund. For this we must make automatic and habitual, as early as possible, as many useful actions as we can, and guard against the growing into ways that are likely to be disadvantageous to us, as we should guard against the plague. The more of the details of our daily life we can hand over to the effortless custody of automatism, the more our higher powers of mind will be set free for their own proper work. There is no more miserable human being than one in whom nothing is habitual but indecision, and for whom the lighting of every cigar, the drinking of every cup, the time of rising and going to bed every day, and the beginning of every bit of work, are subjects of express volitional deliberation.

He proceeds to offer three maxims for the successful formation of new habits:

  1. The acquisition of a new habit, or the leaving off of an old one, we must take care to launch ourselves with as strong and decided an initiative as possible. Accumulate all the possible circumstances which shall reenforce the right motives; put yourself assiduously in conditions that encourage the new way; make engagements incompatible with the old; take a public pledge, if the case allows; in short, envelop your resolution with every aid you know. This will give your new beginning such a momentum that the temptation to break down will not occur as soon as it otherwise might; and every day during which a breakdown is postponed adds to the chances of its not occurring at all.
  2. Never suffer an exception to occur till the new habit is securely rooted in your life. Each lapse is like the letting fall of a ball of string which one is carefully winding up; a single slip undoes more than a great many turns will wind again. Continuity of training is the great means of making the nervous system act infallibly right … It is surprising how soon a desire will die of inanition if it be never fed.
  3. Seize the Very first possible opportunity to act on every resolution you make, and on every emotional prompting you may experience in the direction of the habits you
    aspire to gain. It is not in the moment of their forming, but in the moment of their producing motor effects, that resolves and aspirations communicate the new ‘set’ to
    the brain.

Of course, as is often the case with famous advice, James immediately follows up with a disclaimer that echoes Joan Didion’s eloquent definition of character:

No matter how full a reservoir of maxims one may possess, and no matter how good one’s sentiments may be, if one have not taken advantage of every concrete opportunity to act, one’s character may remain entirely unaffected for the better. With mere good intentions, hell is proverbially paved. And this is an obvious consequence of the principles we have laid down. A ‘character,’ as J. S. Mill says, ‘is a completely fashioned will’; and a will, in the sense in which he means it, is an aggregate of tendencies to act in a firm and prompt and definite way upon all the principal emergencies of life. A tendency to act only becomes effectively ingrained in us in proportion to the uninterrupted frequency with which the actions actually occur, and the brain ‘grows’ to their use.

He makes a case, once again, for the consistency of effort, offering one final maxim:

Just as, if we let our emotions evaporate, they get into a way of evaporating; so there is reason to suppose that if we often flinch from making an effort, before we know it the effort-making capacity will be gone; and that, if we suffer the wandering of our attention, presently it will wander all the time. Attention and effort are … but two names for the same psychic fact.

[…]

Keep the faculty of effort alive in you by a little gratuitous exercise every day. That is, be systematically ascetic or heroic in little unnecessary points, do every day or two something for no other reason than that you would rather not do it, so that when the hour of dire need draws nigh, it may find you not unnerved and untrained to stand the test. Asceticism of this sort is like the insurance which a man pays on his house and goods. The tax does him no good at the time, and possibly may never bring him a return. But if the fire does come, his having paid it will be his salvation from ruin.

He cautions about the gravity of our habitual choices, however small they may seem:

The physiological study of mental conditions is thus the most powerful ally of hortatory ethics. The hell to be endured hereafter, of which theology tells, is no worse than the hell we make for ourselves in this world by habitually fashioning our characters in the wrong way. Could the young but realize how soon they will become mere walking bundles of habits, they would give more heed to their conduct while in the plastic state. 

We are spinning our own fates, good or evil, and never to be undone. Every smallest stroke of virtue or of vice leaves its never so little scar. … Nothing we ever do is, in strict scientific literalness, wiped out.

James concludes with a timeless validation of grit as the secret to success:

Let no youth have any anxiety about the upshot of his education, whatever the line of it may be. If he keep faithfully busy each hour of the working-day, he may safely leave the final result to itself. He can with perfect certainty count on waking up some fine morning, to find himself one of the competent ones of his generation, in whatever pursuit he may have singled out. Silently, between all the details of his business, the power of judging in all that class of matter will have built itself up within him as a possession that will never pass away. Young people should know this truth in advance. The ignorance of it has probably engendered more discouragement and faint-heartedness in youths embarking on arduous careers than all other causes put together.

Habit is now in the public domain and is available for free in its entirety in multiple formats.



Sent from my iPhone

Gravy, Anyone?

Gravy, Anyone?

Anti CCSS/Fed Ed Warriors, we find ourselves upon the season of thanks. Pretty soon the season of giving will be upon us. We know full well what the CCSS Machine has given us so far via ESSA (Every Student Succeeds Act) and its related laws (HEA and WIOA, Higher Education Act and Workforce Innovation and Opportunity Act). We know each of these have been thankless ‘gifts’ to our nation. And the CCSS Machine isn’t done yet…

No, much like the gravy which will be served in mass quantities in a few days, the legislation to support federal overreach in education AS well as State legislation allowing the federal overreach, is drowning us all. And there will be more to come in 2017.

So, what’s in this ‘education gravy boat’ for 2017? Lots of lumps! For example:

1) Continued implementation of the ESSA
2) The re-authorization of HEA to complete the birth to grave ‘lifelong learning’ streamline
3) The fallacy of ‘school choice’ via vouchers and education savings accounts
4) Charter schools as a solution
5) Data mining and assessing
6) The fallacy that CCSS’s adult form, CTE (Career Tech Education) is a saving grace for our nation.

Who are the ‘gravy makers’Congress, in a word.

Anyone, and I include ourselves as Warriors, who says any of these are ‘real solutions’ to our American education reform, is not being objective about the evidence. 

Between all the research produced here and on other anti CCSS information blogs, we’ve learned how #1 above is a guise used to fool everyone. The CCSS Machine, with Sen. Lamar Alexander leading the lies, has created a ‘perfect stream’ of illusion. That illusion will be once again, played out with his leadership in re-authorizing the HEA.

“School choice” is also a masterful illusion. ESSA wipes school choice out! The incentives being dangled in the form of vouchers and education savings accounts are the brain child of PRO COMMON CORE groups, not anti CCSS ones.

Congress has been anxious to pour an extremely thick layer of CTE gravy on our nation. They’ve been doing it this entire Congressional recess!

So, Warriors, in 2017, we’ll see more gravy produced and poured. Especially if we are helping promote the 6 fallacies above.

Forget if we’re Republicans or Democrats, forget who has the majority of seats. We are MORE than these 2 parties. We should be FREE and INDEPENDENT in America, not tied to a sinking gravy boat of conformity in education!

You wish to see American education excel? We have to ditch our globally tied agreements, especially for workforce based learning. That is a message not only Congress needs to have poured over them, but our Executive Branch leaders!

We MUST stop the current federal and local legislation designed to fit into the global workforce scheme. For example, the LADDER Actcreates a ‘new’ Executive Branch, independent, National Workforce Council. The Council is to be made of of the Secretaries and Leaders of federal agencies, such as the U.S. Depts of Ed/Labor/HUD, and more!

With the ESSA’s total implementation, these very departments will have an insane amount of lumpy gravy to drown us in.

Yes, I know, these are truths we must face. They have also been very unpopular in 2016.
Will they be just as unpopular in 2017? Truth is truth, no matter how popular or ‘glamorous’ it is.
We are not the first generation of anti CCSS Warriors, but we may be the LAST.

The question is, how much of the CCSS Machine (aka:gravy train) are we willing to stunt?
I, for one, am willing to fight with you AGAINST this.

**********************************************

Happy-Thanksgiving-Quotes-2
Near or far, I wish you and your family a wonderful celebration.

Warriors, I do wish you a blessed Thanksgiving. Look for my next article this weekend in my regularly published “Weekend News”.



Sent from my iPhone

Sunday, October 30, 2016

Nathan Deal sounds ready for a fight if his failing school plan tanks

Nathan Deal sounds ready for a fight if his failing school plan tanks

Gov. Nathan Deal speaks to volunteers at the Drew Charter School on Saturday – a service day that was part of the weekend inauguration schedule. Brant Sanderlin, bsanderlin@ajc.com

Gov. Nathan Deal speaks to volunteers at the Drew Charter School on Saturday – a service day that was part of the weekend inauguration schedule. Brant Sanderlin, bsanderlin@ajc.com

Gov. Nathan Deal has made his failing schools initiative the linchpin of his second term in office. And if it fails at the ballot next month, he sounds ready to declare war on some of the plan’s staunchest opponents: Local school boards.

In an interview, the Republican cast local school boards as a power-hungry monopoly and said he would ratchet up the pressure on them to embrace trust-busting changes if voters reject his Opportunity School District constitutional amendment in November.

“If the amendment is not successful, then I expect local boards of education to demonstrate more than just simply saying, ‘Don’t intrude on our territory,” he said.

“For example, they have the authority to allow a parent or guardian of a child in a chronically failing school to attend another school that is not failing in their own school district,” he added. “Thus far, they have not seen the initiative to do things like that. That would be a simple change they could make.”

Deal’s plan would give the state the power to take control of persistently failing schools through a new statewide school district, and he’s pitched the idea as a way to reverse a cycle of poverty from local school districts he says have failed children for too long.

It faces staunch opposition from leading Democrats, educators and more than 40 school boards – including some in Republican areas. They contend it would hand control of local schools to an aloof entity that’s not accountable to voters, and hand the governor’s office too much power.

In the interview, Deal made clear he will ramp up his scrutiny on school districts if the measure fails to pass.

“I want to see that they would be doing something other than say, ‘We’re protecting our monopoly,’” Deal said. “And that’s what they have – a monopoly. And monopolies, as a general rule, have no competition and see no reason to change. I would expect them to show some evidence that they’re willing to change.”

Deal was asked whether requiring school districts to allow students in failing schools to transfer was a “plan B” in case the constitutional amendment fails.

“That’s always been a Plan A. We have relegated the authority to these local school boards forever, and the result is exactly what we’re up against now. I don’t think anybody is really satisfied with that now,” he said. “I expect them to do something other than just sprout rhetoric.”

Deal’s remarks came after the release of an Atlanta Journal-Constitution poll that found nearly 60 percent of voters would vote against the amendment, including a majority of Republicans willing to defy the governor.

But the poll question, which laid out the pros and cons of the debate, is starkly different from the question voters will see on the ballots. That question is worded more favorably for supporters, and the governor’s allies say they remain confident it will pass in November.

7 things to know about the Opportunity School District

It is no sure thing, particularly in this unpredictable election, and both sides are well-funded. The opponents have poured roughly $2.7 million into the campaign against the measure, while Deal’s allies have countered with at least $1.7 million.

And for Deal, the pre-emptive warning to local school districts is the latest in a string of broadsides he and his allies have leveled at local school boards.

His chief of staff, Chris Riley, sent districts an inquiry last week asking how they use payroll deductions for educators’ membership dues in powerful teachers groups. It was seen as a prelude to legislation that could ban educators from using the deductions to join professional organizations.

And Deal’s office on Monday blasted school districts that failed to use about $300 million in extra money to grant teachers a 3 percent pay raise. Many of the districts used the money as a one-time bonus, to reduce furloughs or fill holes in their school system budgets.

The governor expected staunch opposition from Democrats, who fiercely opposed the measure in the Legislature. But he has struggled to tailor his message to skeptical Republicans, who fear it will rob schools of local control.

In the interview, Deal said he had a warning for conservatives who might view persistently failing schools as an abstract problem. The students who drop out of those schools are “more likely to go into a life of crime,” he said, “and they’re going to branch out.”

“They’re going to go to those school systems where people are more affluent. Where they have cars that they can hijack. Where they have houses they can burglarize. Where they can find victims for whatever criminal activity they are pursuing,” he said. “So it does impact us all from a criminal standpoint.”



Sent from my iPhone

Saturday, October 29, 2016

How to Weave Advisory into Academics

How to Weave Advisory into Academics — Plus 10 Resources for Teaching SEL

“Mister, why do we have to do this? I’d honestly rather work on math right now. Or anything else.” This was a common refrain in advisory class. I was a certified high school math teacher, but like so many of my peers, I also taught advisory—working with students to develop their social skills and help them explore college and career options.

Being in a New York City alternative high school serving at-risk kids, my students were academically behind and at risk of getting sucked into the school-to-prison pipeline. It was vital they graduated, but a diploma doesn’t guarantee students the social emotional learning (SEL) skills needed to be informed citizens and productive members of society. In this country, SEL is often put on the backburner and siloed off in classes like advisory or guidance. Although advisory was required for my students to accumulate elective credits and meet graduation requirements, I wasn’t provided thoughtful or engaging curriculum. I rarely felt underprepared teaching math, but in advisory I perfected the art of improvising. It took a couple of years for me to finally figure out that teaching social skills in isolation is absolutely ridiculous.

According to the Collaborative for Academic, Social, and Emotional Learning, (CASEL), social emotional learning is “the process through which children and adultsacquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.” CASEL defines these in terms of specific competencies that can be assessed and mastered: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. 

I can say with confidence my students didn’t learn anything in advisory in my first two years teaching it. I had no idea what I was doing and I was never paired with a veteran teacher. In my third year, I decided to write my own advisory curriculum, grounded in debate and civil discourse. I wanted my students to learn how to reason effectively: I loved hanging out with them during lunch and I was getting `irritated hearing them argue with faulty logic. That year, my students would learn how to listen actively, communicate clearly, and control outbursts. They chose to debate over issues resonating with them the most: police reform, stop and frisk, housing segregation, and gentrification. Near the end of the semester, we held a formal debate. It was fantastic, causing me to have a “this is why I teach” moment and restoring my confidence in my curriculum and the class.

But when it came time for my advisory students to defend their logic in Algebra, the skills just did not transfer. “This isn’t advisory Mister, this is MATH AND I’M TRYING TO TELL YOU MY ANSWER!” Their SEL skills remained firmly in advisory class.

In “the real world” as teachers say, challenges are complex. You’re never just solving a math problem. You’re communicating, collaborating, managing yourself, the list goes on. Life is interdisciplinary, and while our education system has finally started to acknowledge this (e.g. STEAM, the CCLS ELA standards, etc.), we’re still compartmentalizing what makes us human: social emotional learning. The head and the heart are connected, and our schools, curriculum, and education technology should reflect this.

At Kiddom, my classroom experience with at-risk youth has proved invaluable in helping us build a platform that connects content, curriculum, and analytics. Being standards-based, we support CASEL’s SEL competencies and we encourage our teachers to track them in tandem with academic standards. Our content integrations help teachers personalize learning and provide students with the ability to self-advocate and manage their own learning, two key SEL competencies. 

Here’s how it might work for an English teacher: Imagine you’ve assigned students a persuasive essay and provided them with a rubric communicating academic expectations. With Kiddom, you can append SEL competencies directly into the same rubric, and track those skills in one place. If you want your students to manage themselves (e.g. complete and submit the assignment on time), you can add a self-management rubric row. Thoughtfully mixing SEL with academics ensures SEL isn’t being taught in isolation. If you want a framework for this or just more examples, download the free guide we co-authored on integrating SEL into K-12 academic curriculum.

Kiddom is just one education technology company. Teachers need more education technology companies thoughtfully creating and providing SEL content and services. And they need schools to provide the professional development they need to learn how to effectively weave SEL into curriculum. As technology gets smarter and continues to empower us, the future does not depend on all students learning how to code or take AP calculus. Rather, the future will lie in learning how to solve complex problems with empathy and sound decision-making because social emotional learning transcends the classroom.


Resources for Teachers and Administrators

This resource list is excerpted from the guide we wrote with SEL teachers, Social Emotional Learning 101: Bridging SEL with Academics.

This article was sponsored by Kiddom and not written by the EdSurge editorial staff.


Sent from my iPhone

Thursday, October 20, 2016

Common Core Doesn’t Make Sense

Common Core Doesn’t Make Sense

Common Core Doesn’t Make Sense
by Bradley Eli, M.Div., Ma.Th.  •  ChurchMilitant.com  •  June 17, 2016    4 Comments

IOWA CITY (ChurchMilitant.com) - Common Core isn't preparing students for college or the workplace, according to a current study by ACT, an independent, nonprofit organization named after their popular American College Test.

ACT Chief Executive Officer Marten Roorda commented, "ACT's findings … highlight the disconnect between what is emphasized in the Common Core and what some college instructors perceive as important to college readiness."

ACT's findings are significant because their data helped inform the development of the Common Core State Standards back in 2009. Their second study to be conducted since that time has just been released, titled the "ACT National Curriculum Study."

The 2016 findings came from a national sample of 9,266 participants, which included elementary, middle school and high school teachers and college instructors in English, writing, math, reading and science as well as workforce supervisors and employees.

The results showed:

  1. College instructors want an increase in students' ability to generate sound ideas, which wasn't developed by Common Core's focus on source-based writing in high school. 

  2. Elementary teachers feel the need to supplement math topics omitted in Common Core.

  3. Math teachers in Grades 4–7 routinely introduce topics relevant in STEM coursework (science, technology, engineering and math) which they report is lagging in Common Core.

The fact that teachers believe Common Core is deficient in math is shown by their ongoing attempts at supplementing the curriculum in this area. The study further showed that source material presented by the Common Core curriculum didn't develop the students' ability to think originally or analytically according to college professors. Only 18 percent of college professors surveyed felt students were prepared to distinguish opinion, fact or reasoned judgement.

For the first time, the survey this year included polling of workforce supervisors to see what employers think of students prepared by Common Core.

Results showed a disagreement between Common Core initiatives and workforce professionals. Employers found the program lacking in nonacademic skills such as conscientiousness, problem solving, critical thinking and understanding the ethical use of information. Furthermore, workforce respondents thought the curriculum was lacking in developing speaking and listening skills, as workforce communication relies more heavily on face-to-face than on written communication.



Sent from my iPhone

Monday, October 17, 2016

Meet The Americans Revitalizing Freedom, One Child At A Time

Meet The Americans Revitalizing Freedom, One Child At A Time

Americans are losing their capacity for self-government. These patriots are doing something about it: opening excellent, America-affirming public schools.

This fall, school started three weeks later than scheduled for the 235 children attending Seven Oaks Classical School near Bloomington, Indiana, thanks to a delayed state loan to fix up their building.

Faculty gave students academic camps from August 15 to September 6 while construction crews added drop ceilings, repainted and repaired walls, installed a new fire alarm system, and brought everything back up to code. Bloomington’s school district had decommissioned Seven Oaks’ building in 2002, so it sat idle until this summer, when Seven Oaks claimed it.

Putting together a new school like this, both mentally and physically, approximates a modern barn-raising. Seven Oaks’ volunteer board of private citizens, who have spent years processing thousands of pages of regulatory grunt work to secure their K-8 school’s charter from the state, also organized community work days to paint, move in furniture, and sundry other mundane but necessary tasks.

Headmaster Steven Shipp went from zero to 235 students in the six months between taking the job and opening the school’s doors. He moved his wife and five children—with a sixth tiny person arriving in March—all the way up from Texas so he could helm the school. Within himself and the 18 teachers he hired he seeks an entrepreneurial, American spirit that rejoices at taking on worthy challenges to better their families, neighbors, and country, he said.

“I’ve told each of them during the hiring process there are two sorts of teachers,” he said. “The kind that wants to step into something settled and carry on the pattern that’s in place, and then there’s the one with the old-fashioned pioneer spirit who wants to step into the wilderness and make something bloom.”

Pioneers in an Academic Desert

For a number of years Shipp resembled the first kind of teacher, whom he described neutrally, akin to a personality type. Yet with this job change—leaving behind safer jobs as a former teacher, assistant principal, then academic director for a network of Texas schools—he seeks to transform himself and his staff into the second.

Many things have influenced his decision, he said, but at the core is something that also motivates Seven Oaks’ board and its midwife, the Barney Charter School Initiative. The initiative from Hillsdale College aims to start quality K-12 public schools across the country using an approximately 20-year-old mechanism called charter schools. Those are public schools local citizens can apply to open and run. They are typically funded at two-thirds the rate of traditional public schools because most don’t receive local property taxes. And they must take every applicant, regardless of family income, race, neighborhood, and so forth.

“I guess I’m old-fashioned,” Shipp said, chuckling. “I really do take seriously the idea of the American founding—you need some critical mass of the citizenry to have enough wisdom and virtue if this republican experiment of ours is going to succeed long-term. I do think this kind of [classical] education has a pretty good track record to that end.”

All 16 Barney charter schools follow teaching and curriculum styles last widely seen during America’s great era of common public schools. Nowadays it’s often called “classical education,” but it used to be known as just a good, basic American education. Classes, curriculum topics, and books to read are not handed out cafeteria-style, based on children’s unformed and juvenile desires, but carefully selected to expose children to the best Western civilization has to offer its future. It includes systematic world and American history instruction, explicit phonics, writing, and grammar instruction, mandatory art and music classes, and discipline-based science rather than craft projects and political propaganda.

Barney charters’ K-8 grades use a curriculum plan known as Core Knowledge, which is built on these basic principles of carefully selected core content. Research, most notably by pioneering American public intellectual E.D. Hirsch, has shown this is the most effective way to develop public literacy. That consequently forms citizens who carry the knowledge for and habits of self-government, upon which the American experiment depends.

Barney initiative founder Terrence Moore—an erstwhile Hillsdale professor, current K-12 principal in Atlanta, and founder of one of the nation’s top-ranked public schools, upon which Barney charters are modeled—likes to describe this kind of education as “the kind your grandparents received.” Not only most of today’s school children but most of their parents have been deprived of an academically coherent curriculum like theirs that helps form a common culture and an attendant sense of national unity.

Hirsch’s research shows that the last time a broad majority of Americans had high-quality public schools was approximately the 1950s. The culture wars of the 1960s allowed a minority of radicals to polarize and thus divide the curriculum, as education historian Diane Ravitch has shown, ultimately depriving American generations since of the basic shared knowledge and ideals they need to develop an American identity and habits. These include freedom of speech, respect for private consciences, the equality of every human—ideas our founding documents articulate with great power.

Since progressive education theories gained dominance in the 1960s, American kids’ SAT and other respected test scores tanked, and have never recovered. Never, that is, except inside wealthy, suburban schools and, for everyone else, the few schools providing children the time-tested form of education many now call “classical”—like Seven Oaks.

‘They’re Being Shortchanged, and Something Can Be Done’

Hillsdale’s initiative is a mere six years old, and continues to grow steadily, helping local boards of parents and community volunteers open schools at a rate of between three and five per year. Their biggest obstacles tend to be financial and regulatory, said Phillip Kilgore, the initiative’s director. State chartering boards have rejected school petitions over issues as trivial as the age of math textbooks they plan to use (because addition and multiplication formulas change every five years?).

The parent-directed boards that get the schools running also need to invest thousands of man-hours fulfilling paperwork mandates for this and that, hiring a principal, finding school property and furniture, and so forth. It’s a heavy lift for people with families and day jobs, especially with no assurance the state will approve their proposal. The Barney initiative comes alongside these folks, offering them model charter applications, help finding and hiring principals and teachers and navigating employment law, and teacher training both before the schools open and observations and repeated in-person critiques afterwards.

Hillsdale charters educate something like 4,000 children so far. It’s a drop in the bucket compared to the 54 million school-age children in America. But Kilgore thinks it’s “hubristic” to pretend one initiative can “save the country.” He and his fellow Americans are just trying to do their part.

“We want to awaken the American people to know they’re being shortchanged, and something can be done,” Kilgore said earnestly, pausing to measure his words. “Good education is needed. People are hungry for it, if they’re not getting it. And it needs to be available to everyone, because the republic needs an educated citizenry.”

Tired of Yelling at their TV Screens

He spoke after a summer institute dedicated to introducing new volunteers to the ideas behind the Barney initiative, on Hillsdale’s verdant, humid campus in July. Fifteen people, ranging in age from late twenties to sixties, spent three days immersed in classical education topics and techniques to alternating sounds outside of drill bores for construction and birds twittering in the trees.

‘We could throw our hands up and complain about the state of our country, or we could get our hands dirty and help someone,’ said Faith.

Moore playacted the part of the Federalists and Anti-Federalists of the American Revolution, illustrating ways to engage children in Western civilization’s great ideas. The seminar room’s whiteboards proclaimed: “I will learn the true. I will do the good. I will love the beautiful.” Participants discussed Benjamin Franklin’s efforts to teach himself to write by copying essays from Joseph Addison’s Spectator, during the “golden age of essay writing.”

Faith and Bob Ham had come that day because they were tired of yelling at the politics on their TV screens, Faith said: “We could throw our hands up and complain about the state of our country, or we could get our hands dirty and help someone,” said Faith, an elegant, upright woman with a soft voice.

Across from them sat Courtney Hayes, an African-American first grade teacher in Prince George’s County public schools next to Washington DC. He quit his job in the tech industry in 1997, the last wave of education desperation, to move back into the city from the suburbs and make a difference in poor kids’ lives.

Hayes’ students come to class hungry and missing teeth, he said. Despite his strenuous efforts and many successes at moving up kids who enter school already hopelessly behind, he feels pressure to advance students to make the school district’s state accountability numbers look better, when some kids would do better repeating a grade, he said.

“I can’t retire,” he says. “Those kids need help.” That’s why he showed up at Hillsdale that day. As he left the campus, he and another DC-area teacher made plans to see what they could do to bring a Barney charter to their city. Because every American’s child needs an excellent school if a democratic republic like ours wants a prayer to survive—and they’ve had enough with expecting someone else to fix their neighbors’ problems.

Joy Pullmann is managing editor of The Federalist and author of the forthcoming "The Education Invasion: How Common Core Fights Parents for Control of American Kids," from Encounter Books.


Sent from my iPhone

Friday, October 14, 2016

New Report: Winners and Losers of Common Core

New Report: Winners and Losers of Common Core

Jane RobbinsBy  on 
Filed Under: CommentaryCommon Core

Photo credit: Red Maxwell (CC BY-NC 2.0)/Wilson Dias (CC BY 3.0 BR)

Photo credit: Red Maxwell (CC BY-NC 2.0) / Wilson Dias (CC BY 3.0 BR)

Teresa Mull of the Heartland Institute writes about a new report analyzing the enormous funding of the Common Core national standards — where the money came from, what it was used for, and especially, who benefited from the entire endeavor. Hint: It wasn’t the students.

The report, “Smart Money? Philanthropic and Federal Funding for the Common Core,” was produced by scholars at Penn State University. Unlike many academic discussions of Common Core, it recognizes that the national standards are designed for technical, data-driven outcomes rather than genuine education. It also recognizes the dearth of evidence that the Common Core-type of “standards-based reform” actually elevates student achievement.

The report combines these insights with a wealth of information about the federal programs (such as Race to the Top) and private foundation grants (such as the millions of dollars from the Bill & Melinda Gates Foundation and others) that poured into the Common Core scheme from development to implementation. From this data the report draws conclusions about Common Core winners and losers.

Winners

  • Philanthropic foundations, which “further rooted their preferences for . . . metrics, big data, measurable growth, and competition, in the education sector. . . . Venture philanthropists’ broad and strategic funding enabled them to purchase increased influence over public policy and public institutions without incurring any accountability for the policies they advanced” — policies that have no evidentiary basis for success. And crucially, the report notes that the foundations’ expenditures “empowered them to install public policies without democratic processes.” No one has ever voted for Bill Gates, but as even Common Core proponents have admitted, his “agenda has become the country’s agenda in education.”
  • The federal government, whose showering of money on states during a deep recession enabled the U.S. Department of Education (USED) “to exercise unprecedented influence over nearly every state’s standards.”
  • For-profit grantees that provide Common Core tests, curriculum, or other resources. The report notes that vendors of educational software and digital content reported a 57 percent increase in their market between 2010-11 and 2012-13 — “even though it is not evident that such products improve teaching and learning and improve achievement gaps.”
  • Non-profits such as Achieve, Inc., and the Thomas B. Fordham Institute that received funding to promote Common Core. These organizations were able to add staff and expand their operations with help from the enormous flood they received from the Common Core spigot.

Losers

  • The integrity of certain non-profits which, in exchange for grant money, jettisoned their supposedly objective and neutral analysis of education issues to become propagandists for Common Core. Here the report specifically mentions the Aspen Institute and the National PTA (“The relationship of [PTA’s] mission to the Common Core is tenuous, since [standards-based reform] does not typically raise achievement but often distorts teaching and learning . . . .”).
  • School districts and schools, the great majority of which have received no direct funding to implement Common Core and will be expected to collectively lay out billions to implement the standards — with no assurance of positive results for students.

We could add our own losers:

  • Students, who are being subjected to a substandard “education” designed to train them to be worker bees for politically connected corporations rather than educated human beings and citizens of our republic.
  • Parents and other citizens, who have lost control over their local schools to unaccountable Washington bureaucrats and private foundations pushing their own agendas.
  • The Constitution and our federalist system, both of which were designed to protect state and local control over issues such as education.

The Penn State report ends by analogizing the Common Core scheme to the 19th-century Gold Rush, with profiteering by the vendors of mining equipment to work a claim that turns out to be empty. At least with the Gold Rush, the losses didn’t infect our children and our entire system of governance.

Jane Robbins is an attorney and a senior fellow with the American Principles Project.



Sent from my iPhone