California Proposition 58: A Solution Looking for a Non-existent Problem

In 1998, it was Hispanic parents who clamored to get rid of bilingual education. Bilingual education was not a bridge but a jail. Hispanic children languished in bilingual classrooms for years and years, and never attained the proficiency that would allow them to go to college. The parents were successful in getting Prop 227 passed, not so much because of the force of their own arguments, but largely through the ideological effect of English-only whites who maintain that America is an English-speaking country, and so students should be taught in English.

The California Department of Education says they are already ensuring that English learners:

...acquire full proficiency in English as rapidly and effectively as possible and attain parity with native speakers of English. AND ...within a reasonable period of time, achieve the same rigorous grade-level academic standards that are expected of all students.

Prop 227 did not get rid of bilingual education. Bilingual education is still readily available. the difference is previously, the school decided whether a child would be placed in the bilingual program. Currently, it is the parents who decide. Most parents choose English immersion.

Since the main effect of Prop 58 is to undo Prop 227, we must next investigate whether removing the decision-making power from parents is actually good for kids.

The proponents of Prop 58 claim that the American Institutes for Research (AIR) concluded “there is no conclusive evidence to support the opponents claims that Prop 227 has been successful. AIR is a credible source, so I took a closer look. The first thing to note is the cited report was published in 2006, and looked at the previous 5 years. It specifically said that because of the many variables involved, “There is no conclusive evidence that one instructional model for educating English learners, such as full English immersion or a bilingual approach, is more effective for California’s English learners than another(method)...”

In other words, a dichotomous approach does not work. AIR was unable to isolate pre-Prop 227 or post-Prop 227 as the independent variable. That is a little different from what the proponents of Prop 58 claim the AIR report said. Furthermore, AIR was unable to control for the numerous other variables that impact Hispanic achievement. So what kind of evidence is there? The AIR report itself observed,

During this time, the performance gap between English learners and native English speakers has remained virtually constant in most subject areas for most grades. That these gaps have not widened is noteworthy given the substantial increase in the percentage of English learners participating in statewide tests, as required by federal and state accountability provisions.

So even though many more English learners took the statewide tests, they did not bring down test scores as was expected. Ten years have passed since that AIR report was published. Who knows, but what a new report might find conclusive evidence, or at least a greater quantity of circumstantial evidence.

Lacking an experimental methodology, the AIR evaluation often relied on case studies, which is simply a systematic look at an anecdote. I have a few anecdotes/case studies of my own. I have not worked much with Hispanic students because most of my 40 years of teaching took place in Department of Defense Dependent Schools in Japan or in private schools located in Japan and Shanghai. I was also an in-service training provider to public secondary schools located on the Navajo reservations in Arizona. One time I was also assigned to a 6-year-old Hispanic boy who had been in horrible car accident to be his at-home teacher. I will summarize each experience.

1. The Hispanic kindergarten student. I began teaching this boy the last three months of school. I met with his classroom teacher who gave me a packet of papers to color and a copy of his third-quarter report card. His grades were very bad, and his progress was below grade level on almost every measure. His teacher referred to him as “one of those typically dumb Hispanics.” Back home, I threw away the papers she gave me, and spent the weekend creating a kindergarten program for this boy. Within three months, he was reading English and performing at grade level on every measure. His parents were thrilled.

2. The Navajos. I did not work with the Navajo students directly. At my in-service presentations, their secondary teachers complained that they did not need the information I had been commissioned by the administrators to present. They asked me to tell them how they could use their subject area textbooks to teach their students to read. I chucked my carefully planned presentation (including hands-on activities) and immediately improvised a seminar on phonics and reading comprehension using science and history books. The teachers loved it (but the administration was peeved at me. Whatever).

3. Japan. One fall, a large group of parents suddenly enrolled their children in the junior high where I was actually teaching science. The parents took this drastic measure because their children were refusing to go to school due the extreme bullying that sometimes occurs in Japanese schools. The principal pulled me out of my morning classes, and asked me to create a half-day transitional program for these kids. They studied art, music and PE in the afternoon in the mainstream class. After three months, I put them in the mainstream math classes. After the second term, I put them in my mainstream science class. After the third term, they were fully mainstreamed, including English and social studies.

4. China. I have spent 4 academic years teaching in China using English only with great success, even with first graders who speak zero English when they start. Within one year, all but just a handful were reading and comprehending at American second-grade level. Their English speech still retains errors attributable to Chinese syntax, but those errors will fix themselves eventually.

42.8% of community college students are Hispanic in 2015. Overall, the number of Hispanic students in college has been increasing dramatically year over year, while the number of white students in college has been falling over the last five years. According to Pew, a record number of Hispanic students have enrolled in college, and the high school drop-out rate is the lowest it has ever been. The numbers on both measures have been positive since 2000. English Only as a factor contributing to these results did not occur to Pew, but it is as likely a factor as any of the others that Pew did suggest. According to the National Conference of State Legislatures, Latino college completion is on the rise and in the past decade the number of Latinos with bachelor’s degrees or higher increased 80 percent. Of course, this achievement is not due solely to Prop 227. Programs such as AVID, TRIO, Gear Up, and others also contribute to positive outcomes.

As far as the proponents' claim that Prop 58 would expand second language opportunities for native or fluent English-speaking students, a proposition is unnecessary. Schools are already free to add foreign languages to their curriculum, or create foreign language immersion programs.

It is unfortunate that a majority of the California legislature supports Prop 58. They seem unaware of the history since the legislature in place when Prop 227 was approved has either retired or termed out. The legislature also seems unduly impressed by the articulate but empty arguments of the proponents when compared compared to the emotional tenor of the opponent's arguments. In fact, the proponents' statements in the Voter's Guide read like one of those long-winded sales pitches with a lot of beautiful words that actually say nothing. For example, the proponents introduce a paragraph in the Voter's Guide by saying, "Here's what Prop. 58 actually says:," and then proceeds to quote, not Prop 58, but the already existing California Education Code. In this way, proponents mislead voters into thinking that Prop 58 will do something that is not already mandated, when in fact the law already mandates it, and Prop 58 is unnecessary. No wonder the less sophisticated opponents got emotional.

There is no need to fix a non-existent problem. In short, the stakeholders with the most compelling interest, that is, parents of Hispanic students, do not want Prop 58. That should be good enough for the rest of us. Vote NO on Prop 58.

Increased Reporting DOES NOT Increase Achievement

So here I am, in the land of tiger moms, where supposedly parents are highly involved in their child's education, even riding that pendulum to the other extreme. I don't see it. What I see is a lot of complaining, but little to no positive action at home.

In my school, some parents complained that if they do not know about the homework, they cannot insure its completion. So the principal decided to send a picture or description of the homework assignments to the parents' cellphones. It made no difference. Kids who regularly completed homework before the messages continued to do do. Kids who did not do their homework still do not do their homework. In fact, the parents of five of my twenty-one students admitted to doing the homework for their children. People always like to recommend more communication. Sounds good theoretically, but "communication" is not the cure-all everyone supposes. However, as the principal said, one benefit is the parents stopped calling.

Of course, I expected the students to make a note of the assignments everyday. It is not the teacher's job to tell the parents what the homework is. Parents should check their child's assignment book. If their child is not writing down the homework as instructed, parents should deal with the noncompliance at home. Schools need to stop giving already busy teachers more useless duties. Parents need to emphasize that knowing and doing the homework is the student's responsibility.

A trend over the past thirty years has been to hold the children less and less responsible for their schoolwork and put that burden on the teacher. Years ago, as long as the child was behaving not too badly, parents heard virtually nothing from the school except for the four quarterly report cards. Parents of high achieving children were fine. Parents of low achievers began complaining. They said they could do nothing at home to mitigate a failing grade if they do not know before report cards come out that their child is failing, In response to these complaints, schools started issuing mid-quarter “progress report”. It made no difference to final report cards. High achievers continued to achieve highly; low achievers continued to fail. The only discernible outcome was that teachers had double the reporting work.

Eventually, even mid-quarter reports were deemed too few and some schools began mandating weekly progress reports. It still made no difference. Schools began requiring students to purchase expensive “planners” on the dubious assumption that students were not writing down their homework assignments because they had no little notebook to record the assignments. This assumption is beyond silly, and of course, made no difference. Responsible students have always written down their assignments, long before planner became the soup du jour. Then schools began requiring teachers to post the homework online. The only apparent effect is to create more busy work for the teacher, and stop parental complaints.

Some teachers take matters into their own hands and require students to do the homework during lunch. This tactic is at least partially effective because it generally ensures the homework gets done. I do not like using the lunch hour because children need to run around and play before settling down to an afternoon of work. We invite behavior problems when we deny them this energy outlet. Furthermore, research shows that exercise increases thinking ability and concentration. I prefer to keep kids after school. I have found it to be more effective at promoting self-responsibility.

There is one major caveat: the assigned homework needs to be worth doing.

How Rigor Empowers Academic Achievement

Maybe we do need another word besides “rigor”, but “challenging” and “rich” are weak alternatives.

Rigor in my teaching practice means conscientious excellence. For example, rigor requires students to differentiate solution from answer. Suppose the question is, “What are the best dimensions for a particular garden?” The student will algebraically calculate two perfectly legitimate solutions. One solution will show two negative numbers; the other will show two positive numbers. Students must choose the solution which answers the question. Since the question is about a garden, that would be the solution with the two positive numbers,because a garden cannot have negative measurements. A different question might require the negative solutions to be the answer.

Or perhaps the question is, How many cars do we need for the field trip. The solution might be 7.2, and it can be the correct solution, but the wrong answer. The correct answer is, "We need 8 cars." Mindless rounding also yields a correct solution,but a wrong answer. I require answers written in complete sentences that also include the unit. I would mark all three of these so-called answers wrong: "x=8", "8," and "We need 8."

I also require students to keep units attached to numbers when they calculate. So the area of a room is not 9X12, with the ft^2 attached later. When students show their work, I want to see 9 ft x 12 ft = 9 x 12 x ft x ft = 108 ft^2. Please do not dismiss my simple example as trivial. This sort of training, call it rigor if you like, pays off big when students must do chemistry or physics calculations with lots of units running around. My physics students learned that if the resulting unit is not what they expected, they probably also made a more serious mathematical error somewhere. That self check is lost when units are divorced from numbers and remarried at the end of the calculation.

In the earliest grades, rigor may imply making sure students understand the role of an equal sign, and knowing that the horizontal line separating a column of numbers from the result of a calculation is not a substitute equal sign. Many adults graduate from high without a proper appreciation of an equal sign.

Every field has similar examples of the value of conscientious excellence. Most people prefer the two syllables of “rigor” over the seven syllables of “conscientious excellence.” Just because three of the definitions seem negative and harsh does not invalidate the value of the fourth definition. Rigor, properly used, is not a blockade to academic achievement or educational accessibility, but its open door.

Summer School: What's Old is New

EdWeek is reporting that across the nation “dreaded summer school” is at risk.

With summer having officially arrived this week, children are heading to camp, the beach, the pool, and in some cases, back to the classroom for the dreaded summer school. If it’s available, that is.

While some districts downsize, and even eliminate, summer school, other districts are reinventing it.

...at least a handful of places, such as Baltimore, Cincinnati, and Pittsburgh, are also thinking anew about summer school as an experience that will prove far more engaging and meaningful for young people...The centerpiece of the effort in Pittsburgh this year is the new Summer Dreamers Academy, billed as a “camp” available for free to all rising 6th, 7th, and 8th graders...The five-week, all-day program that begins next month will feature a literacy curriculum in the mornings designed to be fun and engaging. In the afternoons, “campers” will have a wide choice of activities, from judo and kayaking to music theater and video-game design.

What strikes me is the delighted tone of the article, as if fun and engaging summer school is a new and innovative idea. I fondly remember my elementary summer school classes, lo, nearly half a century ago. I always eagerly anticipated summer school, a time when I would get to learn new things never offered during the regular school year. I studied archeology, sculpture, theater, special math topics, archery, sports clinics, photography, oil painting, all kinds of other great stuff, and for free. Of course, California was a solvent state then.

Now that I am grown up, I know that summer school served another important purpose. It kept my brain actively learning.

Research has long suggested that summer can take a heavy toll on student learning.
A report issued last week by the National Summer Learning Association, titled “A New Vision for Summer School,” says that since 1906, more than 40 empirical studies have found evidence of a pattern of “summer learning loss,” particularly for low-income youths.
One 2007 study, for instance, found that about two-thirds of the reading achievement gap between 9th graders of low and high socioeconomic standing in Baltimore public schools could be traced to what they learned, or failed to learn, over their childhood summers. ("Much of Learning Gap Blamed on Summer," July 18, 2007.)

Apparently educators have known since 1906 that “summer learning loss” not only persistently occurs, but is more pronounced among children from less affluent families who cannot afford summer enrichment activities. Furthermore, this summer learning loss is estimated to account for around two-thirds of the achievement gap between more and less affluent students. It stands to reason that providing summer school to all could substantially close that gap.

Summer would also be a great time to pursue community-school corroboration. Instructors could be drawn from the community. Grants could fund the programs. And working parents would be thrilled, especially if they could apply summer childcare dollars to programs that enrich their children while keeping them off the street.

Stand and Deliver? No, Sit Down and Shut Up

The movie, Stand and Deliver, told the inspirational story of one teacher's success in using Advanced Placement (AP) calculus with his demoralized students. The students complained, worked hard, fought back, bought in, and eventually passed the AP calculus test. Test administrators thought the students had cheated and canceled their scores. The students retook—and passed---the test. Garfield High in Los Angeles would never be the same. Or would it?

Texas hopes to replicate Jaime Escalante's resounding success. More and more schools are offering more and more AP courses to more and more students. But Texas school officials do not like the results. At least they do not like the statistics. More and more students are failing.

But the latest data show Texas high school students fail more than half of the college-level exams, and their performance trails national averages.

School officials wring their hands and wonder what could be going wrong. The students who are expected to fail are failing, and surprise, students from elite schools, the top tier, are failing in increasing numbers, too.

But high failure rates from some of the Dallas area's elite campuses raise questions about whether our most advantaged high school students are prepared for college work.

What is the problem?

For one, you can not just “helicopter-drop” AP courses into a school and expect instant education reform.

Because, two, the teachers may not be qualified to teach AP courses.

So, three, the teachers tend to fail to cover the material and properly prepare the students.

Besides, four, too many students enroll without adequate academic foundation for the courses.

The problem with looking to a movie for direction in education reform is that Garfield High's AP calculus program was just a bit little different than the movie version. Mr. Escalante spent years preparing the students, requiring them to take summer courses and come to school from 7:00 am- noon on Saturdays.

Even Garfield High did not sustain their own success. Please read that link. Mr. Escalante's experience is emblematic in terms of reform obstructionism, professional jealousy, and society's lack of respect for teachers.

Closing the Achievement Gap: One Modest Story

If you are an American overseas with a family, apart from homeschooling, there are generally three ways you can see to your kids' education. One, The Department of Defense Dependent Schools (DODDS) on a military base, but maybe you are not active-duty military and you cannot afford the $17,000 (last I heard) annual tuition. Two, the local schools which may or may not be free, but your kids likely do not speak the local language. Three, an English-language international school. The tuition will be much more reasonable than DODDS, but the quality varies widely.

I was once a DODDS teacher, but I left when I found out that even though I was a teacher, I would be required to pay the exorbitant tuition. I left DODDS and went to work for a local international school for less pay, but then again, since tuition for faculty children was free, I had more take-home pay than with DODDS. Problem was the school had a reputation for being a low achieving school. When I left DODDS, my principal berated me for going to work for that “rinky-dinky school.”

Teachers and students alike muffled their answer when asked what school they taught at/went to. There was a serious achievement gap between DODDS students/local students and the students of this K-8 international school. When I came aboard, they were thrilled to get what they considered a real live genuine DODDS teacher. I taught middle school math and science, and that first year I was given the seventh grade homeroom.

Within two years, I closed the three-decades-old achievement gap. I did not set out to raise achievement. I do not tell this story to brag. My only intention was to do the best I could for the students I had. How did it happen? First, I'll tell you what I did not do.

1.I did not lay on the mandates. I did not tell them, for example, that they would be required to take algebra in the eighth grade. Right now some states have decided that they can raise math achievement by requiring algebra in the eighth grade. It is a laudable goal, but a requirement is the wrong way to go about it.
2.I did not lay on a high-stakes test for the students to pass or else. 'Nuff said.
3.I did not ask for more funding.

Most students want to achieve unless the goal seems unreachable. My students complained that they could never be, in their words, as good as DODDS students. I told them that there was nothing wrong with them. If they followed my guidance, they would be able to stand head and shoulders with DODDS students. They believed me, or at least, they were willing to give me a chance.

So here's what I did.

First, I decided to teach math individually. Individualized lessons are really hard work. I mean really hard work, often too hard to sustain for any length of time. I went a whole year. To start, I needed to find out where they were. I paid a visit to each of the lower grade teachers and got a copy of the textbook publisher's year-end test. I gave everyone the sixth grade test. I did not tell them, but in my own mind, they had to score 70% or better for me to consider them ready for seventh grade math. I did tell them I would be giving tests until I found their level. The nice thing about the tests is there is no obvious grade level designation. You have to know the code. To those that “failed,” I gave the fifth grade test, and so on until I had found the level of each student, and then that is where I began them. One student did not get 70% right until she took the second grade test.

On the first day of school, the parents of two students came to see me after school. They said their daughters, each other's "bestest" friend, were ready for algebra right now and would I teach them algebra while the rest of the class did the regular seventh grade math.

I said, “Sure, here's the seventh grade book. On the last day of my placement testing, I'll give the girls the seventh grade end-of-year test. If they score better than 80%, I will put them straight into algebra. Here, take the books. They are welcome to review all week, during math period and at home. On Friday, I'll test them.” Both girls did very poorly on the test.

On the following Monday, I laid the ground rules. I would teach each lesson individually. Students were responsible for the homework on the lesson. Only the “seventh graders' had textbooks. Everyone else studied from material I gave them. If they had a textbook, the homework was in the book. Otherwise I provided the homework. Students studying at third through sixth grade levels were not burdened with carrying around materials that obviously identified them at the lower levels.

I had found three extra spiral-bound seventh grade teachers books in the book room. I set up a table in the back of the classroom with three chairs. Students were responsible for checking their own homework. They were amazed and thrilled with the trust and responsibility. If they got an answer wrong, they were to rework the problem themselves. If they still could not get the answer, they should ask a classmate who got it right to show them. If they still did not understand, they asked me. Sometimes so many students needed my help at once (and this was a big disadvantage with individualized instruction) it was like, take a number. When they thought they were ready, they could ask me for the test on whatever chapter they were working on. If they got 80% or better, they went on to the next chapter. Otherwise, I would spend more time with them and give them more work until they could get 80% or better.

I discovered the students at so-called lower levels were plagued with early math misconceptions that no one had ever cleared up for them. Partly it was because they had been unable to verbalize their questions, so the questions went unanswered and interfered with later learning. As we dealt with these lingering misconceptions, the students began accelerating through their materials. Soon they had all caught up to the on-level classmates. Because the only acceptable grades were 80%+, every student had As and Bs on their report cards. By the end of the academic year, all but two students had mastered the entire seventh grade textbook.

Shortly after summer vacation began, those two students visited me at home. “Will we have to finish the seventh grade book next year, before you teach us algebra?” they asked. “Of course,” I answered. “We thought so. Can we study with you during the summer so we can start algebra with the rest of our class?” I was delighted. What teacher in their right mind would say no to motivated students like that? It only took a couple of weeks and they were done. The principal said he had his own version of “Stand and Deliver.” I was just happy I would not need to individualize instruction anymore.

The following year I was thrilled to keep this group as their eighth grade homeroom teacher. It was the only time in my career I ever had the same homeroom a second year. Based on my experience with the benefits of continuity, I recommend keeping homerooms together throughout middle school and perhaps high school. As I said earlier, I was also their science teacher. When they were seventh graders, I spent extra time on the foundational basics of scientific thinking until they mastered it. Therefore I could skip this part when they were eighth graders. We ended up finishing the eighth grade science book early and spent the last weeks of school doing all kinds of independent inquiry.

While they were still seventh graders, I had the whole middle school do an in-school science fair, the first ever for this school. The following year, per teacher requests, I oversaw a school-wide science fair for all the grades. Grades K-2 did class projects. Grades 3-8 did individual projects. I trained their teachers to help their own students. Later I trained parents to be judges. I got permission to enter four of the projects in the regional DODDS science fair. At the DODDS science fair, all students were required to stand next to their projects during judging, take questions and defend their projects. All four projects took ribbons and I do not mean participation ribbons.

When they came back to school, they said, “We remember you promised we would stand head and shoulders with DODDS students and we did.” I reminded them that they did the work. Nothing would have happened if they had been unwilling to try.

At the same time all this was going on, I designed an ESL program for a group of non-English speaking middle schoolers from the local schools. Their parents had suddenly withdrawn their students from their own schools and enrolled them in our school. Within a year, all were successfully mainstreamed into the regular program. Right away I put them into PE, art and music. Second quarter they picked up math and science (with me). I had them sit in on history fourth quarter. They had a full regular schedule, including English, the next school year. I was grateful the school gave me a native-speaking teacher's aide for this ad hoc ESL program.

I cannot say I had any particular expertise or philosophy or reform ideology or anything of that sort going in. I was merely bumbling along, just trying to meet the needs in front of me. Looking back, I think I may have discovered some secrets to closing the achievement gap. These are also areas where many modern reform efforts fall short.

1.Meet the students where they are.
2.Design a program to meet their needs, and no one else's.
3.Make the program one that does not imply blame on the students.
4.Believe in the students.
5.Find ways to add continuity to students' lives.
6.Give them a reasonable goal to shoot for. For math, it was to qualify for algebra. For science, it was to do a science fair project. The DODDS science fair was a bonus. For the ESL group, it was to work me out of a job as their program director.
7.Aim for mastery of instruction.
8.Do it on a localized basis. Do not expect to scale it up because students in other schools have different problems, needs and resources.

After those two years, students and teachers no longer muffled their answers when asked about their school, but proudly announced their affiliation.