School reform – Flashcards
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The american school from the puritains to no chilld left behind - Joel Spring
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"The founders hoped to inprove the livesof working and poor people by providing already prepared sanitary and economical food that would have consistant flavor and texture." Pg. 225
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The american school from the puritains to no chilld left behind - joel Spring
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"In both public schools and hospitals, cafeterias were to serve the double function of supplying nutritional food and changing people's diets." Pg 226
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The american school from the puritains to no chilld left behind - joel Spring
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"The result of concerns about digestion were recipes and menus that were noted for their blandness and lack of sensitivity to taste." Pg 226
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The american school from the puritains to no chilld left behind - joel Spring
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"People would stop worrying about taste, [Ellen richards] argued, when they fully realized they benefits of the superior cleanliness and consistency of factory kitchens and bakeries." Pg 228
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The american school from the puritains to no chilld left behind - joel Spring
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Basically the American school diet was set in place to help adapt the immigrants to American cuisine. (My words)
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The american school from the puritains to no chilld left behind - joel Spring
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Classrooms were designed to focus on the workplace and they originally bolted the desks to the floors and did not allow much moveable furniture pg 280 (MW)
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No child left behind - past, present, future - William Hayes
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"During the first 250 years of our nation's history, schools were the responsibility of local communities or were sponsored by various religious denominations." Pg 3
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No child left behind - past, present, future - William Hayes
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"Here the concern is that any subject that is not tested under the law will receive less attention than language arts, math, and science." Pg 37
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No child left behind - past, present, future - William Hayes
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"In one poll, 44 percent of the schools surveyed admitted that they were reducing the time being used for teaching subjects other than language arts and math." Pg 37
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No child left behind - past, present, future - William Hayes
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"The poll found that 36 percent of districts reduced the time spent on social studies and 16 percent reduced time devoted to art and music." Pg 37
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No child left behind - past, present, future - William Hayes
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"In some classrooms, large blocks of time are used to drill students on possible test questions and also on teaching effective test-taking techniques." Pg 38
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No child left behind - past, present, future - William Hayes
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"The conclusion in the study is that many schools are concentrating on the middle-level or "bubble kids." Pg 38
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No child left behind - past, present, future - William Hayes
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"These are students who with extra help might reach the necessary proficiency level to help schools reach their adequate yearly progress goals." Pg 38
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No child left behind - past, present, future - William Hayes
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"In concentrating in these children, it would appear that teachers are paying less attention to low achievers, who have little chance of reaching proficiency, as well as gifted students who do not need additional help to pass the tests." Pg 38
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No child left behind - past, present, future - William Hayes
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"A number if educators engaged in educational research have faulted congress for paying too little attention to what researchers have found to be true about the best ways to increase student learning." Pg 39
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No child left behind - past, present, future - William Hayes
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"Professor Gary Orfield, of Harvard university, helped to prepare a report after the passage of the law titled (in italics) Hard Work for Good Schools: Facts Not Fads. The report suggests that the authors of No Child Left Behind in Washington failed to adequately consult with the educational research community when they drafted the law and the enforcement regulations."
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http://www.ejbss.com/Data/Sites/1/vol2no11feb2014/ejbss-1342-14-perceivedstressandacademicperformance.pdf European Journal of Business and Social Sciences Vol. 2, No. 11, pp 88-101
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"But intense or prolonged stress can overtax our capacity to adjust, dampen our moods, impair our ability to experience pleasure, and harm the body" pg 90
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http://www.ejbss.com/Data/Sites/1/vol2no11feb2014/ejbss-1342-14-perceivedstressandacademicperformance.pdf European Journal of Business and Social Sciences Vol. 2, No. 11, pp 88-101
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"Research has shown that academic workload has been one of the major sources of high school students' stress" pg 90
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http://www.ejbss.com/Data/Sites/1/vol2no11feb2014/ejbss-1342-14-perceivedstressandacademicperformance.pdf European Journal of Business and Social Sciences Vol. 2, No. 11, pp 88-101
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"Normally students encounter high level of stress when they receive lower grades. This is because some students link their grades with their future. Stress is marked by overly high performance standards, with high levels of worry, self-criticism of attention while preparing for or taking exams." pg 90
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http://www.nytimes.com/2011/01/27/education/27colleges.html?src=me&ref=homepage&_r=1 Record Level of Stress Found in College Freshmen - tamar Lewin Jan 26 2011
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"While first-year students' assessments of their emotional health were declining, their ratings of their own drive to achieve, and academic ability, have been going up, and reached a record high in 2010, with about three-quarters saying they were above average."
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http://www.nytimes.com/2011/01/27/education/27colleges.html?src=me&ref=homepage&_r=1 Record Level of Stress Found in College Freshmen - tamar Lewin Jan 26 2011
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"For many young people, serious stress starts before college."
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http://www.nytimes.com/2011/01/27/education/27colleges.html?src=me&ref=homepage&_r=1 Record Level of Stress Found in College Freshmen - tamar Lewin Jan 26 2011
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"The share of students who said on the survey that they had been frequently overwhelmed by all they had to do during their senior year of high school rose to 29 percent from 27 percent last year."
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http://www.nytimes.com/2011/01/27/education/27colleges.html?src=me&ref=homepage&_r=1 Record Level of Stress Found in College Freshmen - tamar Lewin Jan 26 2011
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"'Boys are socialized not to talk about their feelings or express stress, while girls are more likely to say they're having a tough time,' said Perry C. Francis, coordinator for counseling services at Eastern Michigan University in Ypsilanti. 'Guys might go out and do something destructive, or stupid, that might include property damage. Girls act out differently.'"
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http://www.nytimes.com/2011/01/27/education/27colleges.html?src=me&ref=homepage&_r=1 Record Level of Stress Found in College Freshmen - tamar Lewin Jan 26 2011
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"In addition, Professor Sax has explored the role of the faculty in college students' emotional health, and found that interactions with faculty members were particularly salient for women. Negative interactions had a greater impact on their mental health."
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http://www.edweek.org/ew/articles/2015/02/25/positive-school-reform-reimagining-esea.html Positive School Reform: Reimagining the ESEA by Jack Jennings
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"The No Child Left Behind Act, teacher evaluations based on inappropriately used state tests, and a tremendous emphasis on charter schools are prime examples of recent policies that were imposed on most educators."
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http://www.edweek.org/ew/articles/2015/02/25/positive-school-reform-reimagining-esea.html Positive School Reform: Reimagining the ESEA by Jack Jennings
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"That 2002 law, the most recent reauthorization of the Elementary and Secondary Education Act of 1965, expired in 2008, and has since been extended by Congress on a yearly basis because lawmakers could not agree on an alternative."
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http://www.edweek.org/ew/articles/2015/02/25/positive-school-reform-reimagining-esea.html Positive School Reform: Reimagining the ESEA by Jack Jennings
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" Too often in schools, a watered-down curriculum is the standard. And students in some affluent districts have twice as much spent on their education as is spent on poor students in other districts in the same state."
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http://www.edweek.org/ew/articles/2015/02/25/positive-school-reform-reimagining-esea.html Positive School Reform: Reimagining the ESEA by Jack Jennings
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"The solution to making American schools better is not to amend No Child Left Behind; instead, it is to deal directly with improving teaching and learning in the classroom."
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http://www.edweek.org/ew/articles/2015/02/25/positive-school-reform-reimagining-esea.html Positive School Reform: Reimagining the ESEA by Jack Jennings
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"The starting point should be what I consider the essence of education: a student, a teacher, a clear idea of what is to be learned, and the funds adequate to pay for this undertaking. "
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NON- PRINT SOURCE Four Decades of Failed School Reform by Patrick Welsh https://www.washingtonpost.com/opinions/four-decades-of-failed-school-reform/2013/09/27/dc9f2f34-2561-11e3-b75d-5b7f66349852_story.html
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"We were under pressure to pass all our students, even if they should have failed."
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NON- PRINT SOURCE Four Decades of Failed School Reform by Patrick Welsh https://www.washingtonpost.com/opinions/four-decades-of-failed-school-reform/2013/09/27/dc9f2f34-2561-11e3-b75d-5b7f66349852_story.html
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" Rather, the quick fixes promulgated by headline-seeking politicians, school administrators and self-styled education gurus have in some cases done more harm than good."
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NON - PRINT SOURCE http://www.isss.umn.edu/publications/useducation/2.pdf Guide To The Education System In the United States by Antonella Corsi-Bunker
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"In most States, the public education system is further divided into local school districts, which are managed by a school board, representing the local community."
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NON - PRINT SOURCE http://www.isss.umn.edu/publications/useducation/2.pdf Guide To The Education System In the United States by Antonella Corsi-Bunker
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"Public schools have also relied heavily on local property taxes to meet the vast majority of school expenses. American schools have thus tended to reflect the educational values and financial capabilities of the communities in which they are located."
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The death and life of the Great American School System How testing and choice are undermining education (revised and expanded) by Diane Ravitch
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"One constant ha been my skepticism about pedagogical fads, enthusiasms, and movements." Pg 2
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The death and life of the Great American School System How testing and choice are undermining education (revised and expanded) by Diane Ravitch
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"The other has been a deep belief in the value of a rich, coherent school curriculum, especially in history and literature, both of which are so frequently ignored, trivialized, or politicized." Pg 2
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The death and life if the Great American School System How testing and choice are undermining education (revised and expanded) by Diane Ravitch
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"I'm my writings, I have consistantly warned that, in education, there are no shortcuts, no Utopias, and no silver bullets." Pg 3
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The death and life of the Great American School System How testing and choice are undermining education (revised and expanded) by Diane Ravitch
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There is no 100 percent effective cure for the troubles of the school systems (mw) pg 3
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The death and life of the Great American School System How testing and choice are undermining education (revised and expanded) by Diane Ravitch
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"The school reformers of the 1890s demented centralization as an antidote to low-performing schools an advocates control by professionals as the cure for the incompetence and corruption of local school boards." Pg 5
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The death and life of the Great American School System How testing and choice are undermining education (revised and expanded) by Diane Ravitch
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"The federal Government is prohibited by law from imposing any curriculum on states or school districts." pg 7
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The death and life of the Great American School System How testing and choice are undermining education (revised and expanded) by Diane Ravitch
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"Nonetheless, my agency used its very small allotment of discretionary funds ( about $10 million) to make grants to consortia of educators to develop 'voluntary national standards' in every academic subject." pg 7
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The death and life of the Great American School System How testing and choice are undermining education (revised and expanded) by Diane Ravitch
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"Our assumption was that as long as the standards were developed by independent professional groups and were voluntary, we were not violating the legal prohibition against imposing curriculum on states and schools districts." pg 7-8
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The death and life of the Great American School System How testing and choice are undermining education (revised and expanded) by Diane Ravitch
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"The more varied the schools, the more important it would be to have common standards to judge whether students were learning." pg 8
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The death and life of the Great American School System How testing and choice are undermining education (revised and expanded) by Diane Ravitch
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"In the decade following my stint in the federal government, I argued that certain managerial and structural changes -- that is, choice, charters, merit pay, and accountability -- would help to reform our schools." pg 8
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The death and life of the Great American School System How testing and choice are undermining education (revised and expanded) by Diane Ravitch
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"With such changes, teachers and schools would be judged by their performance; this was a basic principle in the business world." pg 8
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The death and life of the Great American School System How testing and choice are undermining education (revised and expanded) by Diane Ravitch
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"The new thinking -- now ensconced in both parties -- was the public school system as obsolete, because it is controlled by the government and burdened by bureaucracy." pg 9
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The death and life of the Great American School System How testing and choice are undermining education (revised and expanded) by Diane Ravitch
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"Government-run schools, said a new generation of reformers, are ineffective because they are a monopoly; as such, they have no incentive to do better, and they serve the interests of adults who work in the system, not children." pg 9
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The death and life of the Great American School System How testing and choice are undermining education (revised and expanded) by Diane Ravitch
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"Improvement also depends on having a mix of views and new ideas to prevent the status quo from becoming ossified." pg 10
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The death and life of the Great American School System How testing and choice are undermining education (revised and expanded) by Diane Ravitch
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"They think they can fix education by applying the principles of business, organization, management, law, and marketing and by developing a good data-collection system that Provides the information necessary to incentivize the workforce -- principals, teachers, and students -- with appropriate rewards and sanctions." pg 11
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The death and life of the Great American School System How testing and choice are undermining education (revised and expanded) by Diane Ravitch
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"As I watched both movement across the nation, I concluded that curriculum and instruction were far more important than choice and accountability." pg12
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The death and life of the Great American School System How testing and choice are undermining education (revised and expanded) by Diane Ravitch
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"It is time, I think, for those who want to improve our schools to focus on the essentials of education." pg 13
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The death and life of the Great American School System How testing and choice are undermining education (revised and expanded) by Diane Ravitch
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"We must make sure that our schools have a strong, coherent,explicit curriculum that is grounded in the liberal arts and sciences, with plenty of opportunity for childrento engage in activities and projects that make learning lively." pg 13
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The death and life of the Great American School System How testing and choice are undermining education (revised and expanded) by Diane Ravitch
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"No Child Left Behind -- or NCLB -- changed the nature of public schooling across the nation by making standardized test scores the primary measure of school quality." Pg15
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The death and life of the Great American School System How testing and choice are undermining education (revised and expanded) by Diane Ravitch
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"It ignored such important studies as history, civics, literature, science, the arts, and geography." pg 16
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The death and life of the Great American School System How testing and choice are undermining education (revised and expanded) by Diane Ravitch
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"Unfortunately, the historians at the University of California at Los Angeles who supervised the writing of the history standards did not anticipate that their political views and their commitment to teaching social history through the lens of race, class, and gender would encounter resistance outside the confines of academe." Pg17
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The death and life of the Great American School System How testing and choice are undermining education (revised and expanded) by Diane Ravitch
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Pg 19 underlined
