Fixing education at the top

June 9, 2009

No, Harold Levy doesn’t get it all right.  He’s a former chancellor of schools in New York City, so even if he did manage to get most what he says right, there would be enough people on the other side of some issue to say he did not, that if I compliment him too effusively, someone will say I’m wrong.

Among the greater products of the United States of America — and Canada, let’s face it — is the grand array of nearly 4,000 colleges and universities that set the pace for education in the world.  Our greatest export is education, the idea that education almost by itself can solve many great and vexing issues, the idea that education is a great democratic institution, and the education systems themselves, the methods of education used no matter how little backed by research.

Higher education makes up the better part of what we get right.

In an opposite-editorial page piece in the New York Times today Levy proposes some significant but eminently doable changes in how we work education in high schools and colleges.  Maybe surprising to some, he has good things to say about the University of Phoenix and their $278 million advertising campaign, about high-pressure tactics to reduce truants, and about the GI Bill.


Life is like the Brooklyn Bridge: David McCullough at the University of Utah

June 1, 2009

Because there have been public libraries everywhere for so long, free to all, does not mean they will therefore go on without our appreciation and support. There are, it may surprise you to know, more public libraries in America than there are McDonalds. But their infinite value should never be underestimated just because they are so familiar.

Nor does the fact that we have so long believed in education for all mean that quality public education will quite naturally continue without our constant attention, or that good teachers will just come along, because they always have. There is no more important work than that of our teachers, or more important people in our society. In Utah alone there are presently some 23,000 teachers, true builders.

Because we believe we must be, as John Adams insisted, a government of laws and not of men, does not mean we should ever take it for granted that everyone understands that bedrock premise and will thus make certain there’s no straying off in less acceptable directions.

David McCullough, author of great histories like Mornings on Horseback and 1776, delivered the key commencement address to graduates of the University of Utah this spring.

His comments from which the excerpt above was taken, ripped off completely from news center at Utah, below.

Historian David McCullough, photo by William B. McCullough

Historian David McCullough, photo by William B. McCullough

“President Young, members of the Board of Trustees, distinguished faculty, fellow honorees, friends of the University, proud parents, and you who graduate today, May 8, 2009.

I deeply appreciate the high tribute of an honorary degree and the singular privilege of addressing this spectacular gathering. What an important, joyous occasion it is with so many assembled of all ages, all walks of life, from all parts of the country and of the world, all here to celebrate hard-earned, worthy accomplishment in so many fields of learning. I thank you and congratulate you one and all.

* * *

In the long ago year of 1869, with the opening of the Suez Canal and the completion of the transcontinental railroad, just to the north from here at Promontory, Utah, the world became appreciably smaller — in theory. It was the theory that led the celebrated French author, Jules Verne, to postulate that as of 1869 one could go “Around the World in 80 Days.”

The population of the United States stood at what seemed an unimaginable high of 39,000,000. Salt Lake City, which 25 years before was not to be found on any map, had grown to a thriving community of 12,000.

And that same year, 1869, at New York, the eastern-most terminus of the transcontinental railroad, work began on what was to be the greatest bridge in America, indeed one of the most famous American achievements in history.

If it seems odd that I begin my remarks at that distant time and distant place, it is because I see the Brooklyn Bridge as emblematic of the call I wish to make to you of the graduating Class of 2009 to give serious thought to what you wish to accomplish in your turn in your time, and how you wish to be remembered by history.

And because the Brooklyn Bridge, a surpassing symbol of affirmation, rose up out of an era as infamous for wretched corruption and absurd extravagance as, alas, our own has become.

The Gilded Age, as Mark Twain called it, seemed the ultimate show of just how rotten things could get, the very antithesis of what the founding generation of Washington, Franklin, Adams, and Jefferson had in mind.

And yet — and yet — out of that time, let us be aware, came a truly noble work that still stands today more than a century later.

It was the moon shot of its time — a brilliant, unprecedented technical achievement — and more, a great work of art intended, yes, to fill a utilitarian need, but also to enhance and enlarge the way of life of the communities it served, and to give justifiable pride to those who did the work.

For millions of immigrants arriving at New York by sea, including a great many who were bound for Utah, it was the first man-made wonder they beheld in America, the New World, where anything was possible.

With its enormous towers of granite, then the tallest structures on the continent, and its use of steel cables, the Brooklyn Bridge combined the architecture of past and future. It was the start of the high rise city in America, but also in its way very like the ancient cathedrals of Europe, in that, rising above all else within sight, it was intended, as said, to stand as a testament to the aspirations of the civilization that built it.

So what will we build in the years ahead? What will you build, you of the new generation upon whom so many high hopes are riding?

How will history regard you in years to come – you who are part of this over-ripe, shadowed, uncertain time which has understandably given rise to so many grave forebodings about the future?

Will you help navigate the troubled waters? Will you rise above avarice and indifference and self-pity? Will you be a generation of builders, not more mere spectators who leave creativity and performance and responsibility to others?

Will you take what you have learned here as inspiration to still greater learning?

Will you make your lives count?

The easy answer is time will tell. The better answer, I think, is it’s up to you.

We are a diverse lot, we Americans, and we have a lot of work to do, and thus it has been from the beginning and therein is our great advantage.

There is wondrous strength in our variety and a clear, powerful sense of direction in the fact that the American ideal in which we believe has still to be reached.

We have always been a people of many peoples and the high ideals professed by the Founders, though never fully attainable, have remained our stars to steer by. We strive on to reach those ideals — full equality, as one glowing example — and the desire to strive, the combined faith in what we stand for as a self-governing people, is what has helped us in the right course most, if not all, of the time.

Had the American dream been handed to us all in tidy order, all done up with everything set to operate perfectly in perpetuity, we would hardly be the people we are.

And this same, very American story is mirrored in the story of the Brooklyn Bridge. The great work was conceived in the mind of the brilliant engineer John A. Roebling, its Founding Father. But numerous flaws and problems in his design had still to be resolved when he met an untimely death at the very start of the work. Thus it was left to his son to address those problems and build the great work of his father’s dream, just as it was left to still others in succeeding generations to solve still further problems unforeseen at the start — the advent of automobile traffic, for example — and maintain proper upkeep and repairs.

So it has been with our American way of life and so it will continue. There must be no deferred maintenance, no dispensing with the old verities of individual conduct, no dodging responsibilities, no leaving national policy entirely to those in power — not that is if the structure is to endure.

Just because certain basic, familiar elements have been part of our way of life for so long does not mean they can be taken for granted. They must never be taken for granted.

Because there have been public libraries everywhere for so long, free to all, does not mean they will therefore go on without our appreciation and support. There are, it may surprise you to know, more public libraries in America than there are McDonalds. But their infinite value should never be underestimated just because they are so familiar.

Nor does the fact that we have so long believed in education for all mean that quality public education will quite naturally continue without our constant attention, or that good teachers will just come along, because they always have. There is no more important work than that of our teachers, or more important people in our society. In Utah alone there are presently some 23,000 teachers, true builders.

Because we believe we must be, as John Adams insisted, a government of laws and not of men, does not mean we should ever take it for granted that everyone understands that bedrock premise and will thus make certain there’s no straying off in less acceptable directions.

Remember please, you who are to carry the torch in your turn, that indifference to the plain duties of citizenship can prove perilous. Remember that common sense is by no means common.

Harry Truman, a man of very great common sense, whose birthday is today, once observed wisely that the only new thing in the world is the history you don’t know.

Many of the new American citizens I have spoken to have expressed puzzlement that so many native-born Americans know so little of their own history. How interesting — and disconcerting — that the American history exam required for citizenship now is one many Americans born and raised here could not pass.

How appropriate that John A. Roebling, an immigrant, named his son Washington, and at the onset of the Civil War insisted that that son answer Lincoln’s call to serve.

In the fourteen years it took to build the Brooklyn Bridge, there were terrible setbacks — fires in the caissons below the river, failure of equipment, the discovery of gross political corruption — again as in the larger American story. Men suffered dreadfully from caisson disease, or the bends. Twenty or more were killed in accidents.

Washington Roebling, a gifted leader who never asked anyone to do what he himself would not do, suffered such agonies from the bends that he spent years directing operations from the window of his sickroom overlooking the work, while his courageous wife, Emily Warren Roebling, became his all-important second-in-command in a day when women were not supposed ever to assume such responsibility.

Such was the determination and character of so many who took part that the work went heroically forward. Thousands were involved in the effort before it was finished, including many hundreds of immigrant laborers, and yes, every race and nationality took part.

President Young has said that this university was built upon “the principles of hard work, dedication, and a stubborn will to succeed,” no matter the obstacles. That, too, is exactly the story of the Brooklyn Bridge.

The grand opening, and the greatest public celebration ever seen in New York until then, took place just this time of year, in May, 1883.

* * *

I am here today due in part to a set of circumstances that led to a friendship with the remarkable Larry Miller. Larry was a builder who loved his family, his church, his hometown, his work, and his country. He believed fervently in the transforming miracle of education, and in the last years of his life took a leading role in helping to improve the teaching of teachers. I thank my lucky stars that our paths crossed and we had the chance to work together. It is one of my great regrets that I never had the chance to take him on a walk over the Brooklyn Bridge. He loved history.

History can be a great source of inspiration. History, as a wise teacher said, is an inexhaustible storehouse of ideas.

History encourages sympathies and a sense of humor and serves as a ready antidote to the hubris of the present.

So read more history, you who are about to commence to the next part of the journey. Read all you can in all fields. Never stop reading and especially books that have stood the test of time.

And make it your practice to ask people about themselves and what they’ve learned from experience. Don’t ever forget that there isn’t a man or woman, no matter their appearance or station in life, who doesn’t know something, or how to do something, that you don’t.

Try not to make the mistake of equating ease or possessions with happiness. Find that in your work if possible. Bear in mind that hard work and joy are not mutually exclusive.

By all means set your sights high.

I believe that as difficult and unsettling as so many of our large problems are today, that we will, by working together and using our heads, succeed in resolving most if not all of them. I have long been and remain an optimist at heart.

Still, a great civilization must have more in mind than solving problems. A great civilization must be one that thinks and works creatively, that is inspired to express itself in creative accomplishment of enduring value.

“The shapes arise!” wrote Brooklyn’s own immortal poet Walt Whitman, celebrating the era of the Brooklyn Bridge. What will be the shapes you cause to rise?

Whatever you build — figuratively or literally — build it to last.

By almost any measure ours is a vastly changed time from that of 1869. The record setting trip around the world made by jet plane a few years ago was not 80 days but 67 hours, 1 minute, and 10 seconds. But the old human urge, the need to express the best that is in us goes on as always it has, thank heaven.

In closing I urge each and all of you to make it a point some time to walk over the Brooklyn Bridge. You will never forget it. Go with a friend, a fellow spirit, and on a beautiful day like this one. The view is spectacular, the breezes blow free, the bridge itself is a masterpiece.

And wherever you go in your travels to come, and I’m sure you will go far, before checking out of a hotel or motel, be sure to tip the maid.”


Insanity at Texas state school board – economics, geography and history

May 27, 2009

Tim Ritz cartoon, for Americans United

Tim Ritz cartoon, for Americans United

Texas Freedom Network’s Insider blog reports that embattled chairman Don McLeroy is working to create a panel of experts to review studies curricula.  The experts he has proposed so far are all well-known cranks in academia, people who bring their axes to grind on the minds of innocent children.

This panel is a bold insult to Texas’s community of economists, historians, and other practitioners of fields of social studies, not to mention educators.  A more qualified panel of experts could be assembled in the coffee break rooms of the history departments at most of Texas’s lesser known state colleges and universities.

Why does Don McLeroy hate Texas so?

I’ve been buried in teaching, grading, planning and the other affairs of the life of a teacher, and had not paid much attention to the movement on this issue (“movement” because I cannot call it “progress”).  My students passed the state tests by comfortable margins, more than 90% of them; this news from SBOE makes me despair even  in the face of the news that our achievements are substantial in all categories.

The panel lacks knowledge and experience in economics, geography and history.  The panel is grotesquely unbalanced — at least two of the panel members remind me of Ezra Taft Benson, who was Secretary of Agriculture for Dwight Eisenhower.  When he resigned from that post, he complained that Eisenhower was too cozy with communism.  Barton and Quist lean well to the right  of Ezra Taft Benson.  Quist has complained of socialist and Marxist leanings of Reagan administration education policy and policy makers.

Samuel Morse sent the first telegraphic message on May 24, 1844:  “What hath God wrought?”

Sitting here on the morning of May 27, 2009, I wonder what rot hath Don.


McLeroy nomination – still dead?

May 26, 2009

Molly Ivins’ untimely passing becomes acutely painful when the Texas Lege comes down to the last days of a session.  Who can make sense of it without Molly?

We thought a couple weeks ago that Gov. Rick Perry’s nomination of creationist wedge politician Don McLeroy was dead, when the Senate Nominations Committee took testimony and failed to report the nomination, to chair the Texas State Board of Education (SBOE).

Then last week, in one of those surprise moves that even the Texas legislators responsible often cannot explain, the nomination rose from the dead and stumbled, zombie-like, to the Senate floor for a vote this week — maybe as soon as today, Tuesday, May 26.

The Houston Chronicle reports that all 12 Senate Democrats will vote against the nomination, dooming it (according to The Lonesome Mongoose, via Pharyngula).

The Bryan dentist has presided over a contentious 15-member State Board of Education that fought over curriculum standards for science earlier this year and English language arts and reading last year. Critics faulted McLeroy for applying his strong religious beliefs in shaping new science standards. McLeroy believes in creationism and that the Earth is about 6,000 years old.

“This particular State Board of Education under the leadership of Dr. McLeroy has been divisive. It’s been dysfunctional, and it has been embarrassing to the point of having commentary on this in the Washington Post, the New York Times and the Wall Street Journal,” said Sen. Leticia Van de Putte, D-San Antonio, chair of the Senate Democratic Caucus.

McLeroy’s leadership, she said, had made Texas “the laughing stock of the nation.”

It takes 11 votes to block a gubernatorial nomination. Van de Putte said all 12 Senate Democrats plan to vote against McLeroy

Don’t count your dead nominations before the silver stakes are driven.  Stay tuned.  Maybe you should call your Texas senator again on Tuesday. Pray, cross your fingers, hope, and pass the ammunition.

If the nomination fails, it is still foggy as Donora, Pennsylvania on its worst days as to who will head the group.  The chairman must come from one of the 15 elected members.  Most people who might win Rick Perry’s selection are creationists.  If Perry is wise, he’ll try to choose someone who is a capable administrator, wise chairman of hearings, and who lacks the desire to annoy key players in education, like administrators, teachers, parents, Texas college presidents and professors, and state legislators.  Alas for Texas, Winston Churchill is not a member of the SBOE, nor is Mitt Romney.

The Senate rarely blocks a governor’s appointment.

There is speculation in the Capitol and within the Texas Education Agency that Gov. Rick Perry might elevate Cynthia Dunbar, R-Richmond, to lead the board. Like McLeroy, Dunbar also holds strong Christian beliefs and recently authored a book that advocates more religion in the public square.

“We believe that Texans deserve better than divisive, destructive, extreme leadership,” Shapleigh said. “If the governor chooses to appoint someone more extreme and more divisive, we’ll have to deal with that at the appropriate time.”

McLeroy’s tenure as chairman of SBOE is one of those waves we were warned about in 1983 lin the Excellence in Education Report, which warned of a “rising tide of mediocrity.”  The divisions and crude politics, heavy-handed destruction of statutory and regulatory procedures, at best distracts from the drive for better education, but more often leans toward the worst, sabatoging the work of students, teachers, parents, administrators and legislatures.

Do you pray?  Pray that Texas education be delivered safely and intact from this time of trial.  Whether you pray or not, call your Texas legislator and tell her or him to straighten out the SBOE.

Resources:


Lock up your children and diplomas: Texas Lege still festering

May 14, 2009

In Austin, the Texas Lege stumbles on.  No man’s life, liberty, etc.

Steve Schafersman writing at his new blog, Geo.Sphere, gives details probably available nowhere else on bills to overhaul Texas education again, again.

House Bill 3 and Senate Bill 3, the two identical bills being considered in the Legislature now that will change Texas education laws for student assessment, tracking, documentation, and accountability, also affect high school graduation requirements. Unfortunately, anti-education lobbyists have been very successful and the HB3-SB3 bill as currently written delays the implementation of the 4×4 high school curriculum for many years. This will have a very deleterious effect on Texas science and math education, college readiness, allow continuation of the senior-year math and science layoff, and remove the need for a variety of 12th-grade capstone science and math courses.

Yes, you need to call your Texas representatives.  Schafersman gives the numbers.  Drop by his new blog, get details, get on the phone.

Of course you know, Schafersman is also the head of Texas Citizens for Science.


Texas Citizens for Science supports stripping powers from state board

April 14, 2009

Another press release, FYI.  I’ve added some links in for your convenience.  Remember, teachers of social studies, social studies is next on the SBOE chopping block — with rumors that SBOE is disbanding the expert panels rather than simply ignore the recommendations.  Will they expunge slavery and Native Americans from the history books?  Will they rewrite the Vietnam War?  Consider Senate Bill 2275, and call your legislator:

PRESS RELEASE

For Immediate Release

Texas Citizens for Science
2009 April 13

Contact:
Steven D. Schafersman, Ph.D.
432.352.2265
tcs@texscience. org

Texas Citizens for Science strongly supports Senate Bill 2275 which transfers authority for curriculum standards and textbook adoption from the State Board of Education (SBOE) to the Texas Commissioner of Education.

For decades, members of the SBOE have censored, qualified, distorted, damaged, manipulated, and rejected curriculum standards and textbooks. All of this was done for political, ideological, and religious reasons, never for educational or pedagogical reasons. In the past, this activity was done secretly, behind closed doors, but now it is being done publicly in full view of the public and press. Recently, inaccurate, censored, and pedagogically- inferior English Language Arts and Science curriculum standards have been written by the SBOE using their power of amendment. This year, the Social Studies standards will be attacked by some SBOE members for non-educational reasons that support their political and ideological agendas.

For textbooks, in the past the SBOE chair would secretly “negotiate” with publishers to make them change the content of their textbooks under the implied threat of being rejected; publishers readily submitted to save multimillion dollar textbook contracts with the state. In numerous instances, textbook content was replaced by watered-down, inferior, and often misleading, inaccurate, and incomplete information. This activity continues today, albeit more openly with both press and public attention. Science textbooks censorship by the SBOE has occurred sinc the 1960s, as has censorship of social studies and other textbooks.

Dr. Steven Schafersman, President of Texas Citizens for Science, says this:

“The Texas State Board of Education has been an embarrassment and a disgrace to Texas for many decades. This Board’s activities that censor and corrupt the accuracy and reliability of specific topics in mainstream Science, Social Studies, and Health Education are well-known to educators throughout the United States as well as in Texas. All educators are aware of the negative and damaging influence the Texas State Board of Education has on textbooks used in Texas and other states.”

“Texas Citizens for Science has opposed the State Board of Education since 1980 in our effort to defend the accuracy and reliability of science education in Texas. We have repeatedly had to defend Biology and Earth Science textbooks from the Board’s predatory efforts to damage their content about such subjects as evolution, the origin of life, the age of the Earth and Universe, the true nature of the fossil record, and several other scientific topics.”

“Although largely successful in the past, only this past month TCS was unable to prevent the State Board of Education from amending the excellent science standards produced by science teachers, professors, and scientists. The State Board’s subsequent amendments created several flawed standards that, while not overtly unscientific, were confusing, unnecessary, poorly-written, and opened the door to insertion of pseudoscientific information, including bogus arguments supporting Intelligent Design Creationism. Among others things the Board accomplished during this exercise in pseudoscience was to remove the e-word and the ancient age of the universe from the standards. These accomplishments were petty, disgraceful, and clear proof of their anti-scientific and pro-Fundamentalist bias. A modern, technologically- advanced state such as Texas does not need such anti-science activity from a state board.”

Texas Citizens for Science urges the Senate Education Committee to approve SB 2275 and send it to the full Senate, the House, and then hopefully signed into law.

Resources:


Well, Texas! How do you like your culture war!

March 30, 2009

Historical Item:  William Randolph Hearst’s newspaper in New York favored war with Spain in 1898 — the Spanish-American War.  When the war got underway, on the top of the newspaper’s first page, in the corners (the “ears”), Hearst printed, “America!  How do you like your war!”

Creationism lost on the votes that had been planned for weeks, on issues members of the State Board of Education were informed about.  But creationists on the board proposed a series of amendments to several different curricula, and some really bad science was written in to standards for Texas school kids to learn.  Climate change got an official “tsk-tsk, ain’t happenin'” from SBOE.  And while Wilson and Penzias won a Nobel Prize for stumbling on the evidence that confirmed it, Big Bang is now theory non grata in Texas science books.   Using Board Member Barbara Cargill’s claims, Texas teachers now should teach kids that the universe is a big thing who tells big lies about her age.

Phil Plait wrote at Bad Astronomy:  “Texas:  Yup.  Doomed.”

A surefire way to tell that the changes were bad:  The Discovery Institute’s lead chickens  crow victory over secularism, science and “smart people.”  Well, no, they aren’t quite that bold.   See here, here, here and hereDisco Tute even slammed the so-conservative-Ronald-Reagan-found-it-dull Dallas Morning News for covering the news nearly accurately.  Even more snark here. Discovery Institute’s multi-million-dollar budget to buy good public relations for anti-science appears to have dropped a bundle in Austin; while it might appear that DI had more people in Austin than there are members of the Texas SBOE . . . no, wait, maybe they did.

SBOE rejected the advice of America’s best and greatest scientists.  If it was good science backed by good scientists and urged by the nation’s best educators, SBOE rejected it.  If it was a crank science idea designed to frustrate teaching science, it passed.  As the Texas Freedom Network so aptly put it, while SBOE closed the door on “strengths and weaknesses” language that favors creationism, they then opened every window in the house.

Read ’em, and tell us in comments if you find any reason for hope, or any reason the state legislature shouldn’t abolish this board altogether.  (What others should we add to the list?)



Texas science under siege: Help if you can

March 27, 2009

More bad news than good news from the Texas State School Board:  Yes, the board failed to reintroduce the creationist sponsored “strengths and weaknesses” language in high school science standards; but under the misleadership of Board Chair Don McLeroy, there is yet <i>another</i> series of amendments intended to mock science, including one challenging Big Bang, one challenging natural selection as a known mechanism of evolution, and, incredibly, one challenging the even the idea of common descent.  It’s a kick in the teeth to Texas teachers and scientists who wrote the standards the creationists don’t like.

Texas Freedom Network’s blog headline tells the story:  “Science Under Siege in Texas.”

Do you live in Texas?  Do you teach, or are you involved in the sciences in Texas?  Then please send an e-mail to the State Board of Education this morning, urging them to stick to the science standards their education and science experts recommended.  Most of the recent amendments aim to kill the standards the scientists and educators wrote.

TFN tells how to write:

You can still weigh in by sending e-mails to board members at sboeteks@tea.state.tx.us. Texas Education Agency staff will distribute e-mails to board members.

You don’t think it’s serious?  Here’s Don McLeroy explaining the purpose of one of his amendments:

Live blogging of SBOE activities today by Steve Schafersman of Texas Citizens for Science, here, and by the Texas Freedom Network, here.


Joel Klein, Michelle Rhee, Michael Hinojosa, Arne Duncan: Are you listening?

March 17, 2009

NYC Educator spells out the difficulties.  It’s not the teachers’ fault when the major systems needed to run a school don’t work — like the lights, heat, phones, furniture, plumbing, etc.

But these guys who tell us the teachers need to be fired — do you think they ever feel the pain?

When was the last time one of these school superintendents had to run a copy machine, let alone repair it before it would run, or bring their own paper to have something to make copies on?

We’re coming up on National Poetry Month; I’d like to find who was the author of this poem:

MY JOB

It’s not my job to run the train, the whistle I can’t blow.

It’s not for me to say how far the train’s allowed to go.

I’m not allowed to blow off steam, nor even clang the bell.

But let the damn thing jump the tracks, and see who catches hell!

Another version here.


Fighting cargo cult science

March 13, 2009

Creationism is not taught at any major university, as science.  It’s difficult to find creationism taught in any curriculum, including theology schools, because it’s not a part of the theology of most Christian sects.  And yet, creationism continues to pose hurdles to good science education in almost every state (especially Texas).

The hard work of spreading creationism is long entrenched, and continuing, though largely out of the view of most observers of cultural and scientific trends.

For example, consider this blog by a guy who teaches creationism at Bryan College.  It’s been discovered by supporters of science education — but what can anybody do about it?  P. Z. Myers at Pharyngula noted the non-scientific contents of the stuff being taught.  That’s not really enough.

We need to more aggressively promote good science teaching in public schools.

Here’s one thing we might do, as I noted in the comments at Pharyngula.  We need to create institutions to aggressively promote good, powerful science teaching.  Here is what I wrote there, essentially.

Notice that this is Bryan College that Todd Wood preaches at, the college set up to honor William Jennings Bryan, the creationist prosecutor from the Scopes trial. This is part of the evidence that scientists and other lovers of science and good education slept too long on some of these issues (“While Science Slept” might be a good essay somewhere).

Remember Scopes lost his case, and was fined; the overturning on appeal was due to a technical error in the fine, not due to other obviously major flaws in the law (which was signed and promoted by Gov. Austin Peay, who also has a college named after him).  The law against teaching human evolution remained effective in Tennessee until after 1967, and the Supreme Court’s decision in Epperson v. Arkansas — which finally persuaded the Tennessee legislature to repeal the act.

Some people thought H. L. Mencken’s mocking judgment on the Scopes trial was final. Not creationists. While the rest of the world went on, fundamentalists developed a powerful, out-of-the-major-media network to spread and promote their ideas. Part of this network was the establishment of Bryan College, and to some degree, I think Austin Peay State University (though, as a state university with serious intentions on educating people, APSU is in the evolution camp in curricula).

Why is there no Clarence Darrow College? Why is there no John T. Scopes Institute for Teachers (say, at the University of Chicago, where Scopes went back for his advanced degree)?

Unless we get out there and fight in the trenches of education and religion and culture, evolution will continue to face silly opposition. Feynman warned us of the dangers of cargo cult science. (Honestly, though, Wood’s stuff looks like cargo cult cargo cultism, it’s so far removed from real science — doesn’t it?)

In the end it’s odd that a progressive-on-most-issues guy like Bryan would be memorialized by naming a college after him to preserve his most profound errors. It’s effective propaganda. I’d be willing to wager Bryan would have come around to evolution with the evidence stacked as it is now. His error was emotional and theological, I think. Education can prevent and correct such error.  Bryan College doesn’t do that in evolution — something else needs to be done to fight what Bryan College does.

The John T. Scopes Institute for Teachers could run in the summer months, it should have a thousand teachers of science from primary and secondary education in every session, and it should emphasize the best methods for teaching the best science we have. We really need such an agency — or agencies — now. Our children lose interest in science between fourth grade and graduation, their achievement in science plunges in comparison to other nations.

Our economy suffers as a result.

Creationists have Bryan College to help them spread their versions of cargo cult science, with that mission specifically in mind. We can fight fire with fire, but we have to fight ignorance with education. And, my friends in science education, we are behind.


Texas expects every Texas scientist to do her or his duty

March 9, 2009

Science needs your help, Texas scientists.

Last month science won a victory when members of the Texas State Board of Education (SBOE) agreed to strip creationist, anti-science language out of biology standards.

In the lightning round that followed the vote, however, some bad stuff was proposed.  The National Center for Science Education asks every Texas scientist to contact your representative on the SBOE to urge them to vote against the bad stuff at a meeting near the end of March.

Don’t take my word for it.  Below the fold, the full rundown of bad stuff, copied from NCSE’s website.

Details are available from Texas Citizens for Science.

New Texas Science Standards Will Be Debated and Voted Upon March 26-27 in Austin by the Texas State Board of Education — Public Testimony is March 25

Radical Religious-Right and Creationist members of the State Board of Education will attempt to keep the unscientific amendments in the Texas science standards that will damage science instruction and textbooks.

THE TEXAS SCIENCE STANDARDS SHOULD BE ADOPTED UNCHANGED!

The Texas Freedom Network has good information, too.

Also check out Greg Laden’s Blog.

Even Pharyngula’s in — Myers gets more comments from sneezing than the rest of us — but if he’s on it, you know it’s good science.

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Class size debate heats up; does size matter?

March 2, 2009

Several states tried to reduce class size, but generally class sizes have not been reduced and are increasing again.

So, does class size affect student achievement?

The New York Times featured a story about a week ago on class size creeping up in New York City; and now there are comments in the letters section.

At recent legislative hearings on whether to renew mayoral control of the New York City schools, lawmakers and parents alike have asked, again and again, why Mayor Michael R. Bloomberg and Chancellor Joel I. Klein have not done more to reduce class size. On Tuesday, the Education Department issued a report that found the average number of children per class increased in nearly every grade this school year.

“If you’re going to spend an extra dollar, personally, I would always rather spend it on the people that deliver the service,” Mr. Bloomberg said when asked about the report on Thursday, calling class size “an interesting number.”

“It’s the teacher looking a child in the eye, and teachers can look lots of children in the eye,” he added. “If you have to have smaller class size or better teachers, go with the better teachers every time.”

Is that even the issue?

Does class size matter?  Can a great teacher teach 40 students in a class, 200 students a day, better than a mediocre teacher can teach a smaller number?

How could we possibly know?


All study for the tests and no play makes Jack and Jill perform worse on standardized tests

February 26, 2009

Newark Star-Ledger file photo of kids at recess at Newton Street School. Patti Sapone photo

Newark Star-Ledger file photo of kids at recess at Newton Street School. Patti Sapone photo

The old classroom teachers knew it.  The new, test-the-hell-out-of-the-little-brats administrators need to learn it.

Kids need physical activity to be good students.

A study published this month in the journal Pediatrics studied the links between recess and classroom behavior among about 11,000 children age 8 and 9. Those who had more than 15 minutes of recess a day showed better behavior in class than those who had little or none. Although disadvantaged children were more likely to be denied recess, the association between better behavior and recess time held up even after researchers controlled for a number of variables, including sex, ethnicity, public or private school and class size.

The lead researcher, Dr. Romina M. Barros, a pediatrician and an assistant clinical professor at the Albert Einstein College of Medicine, said the findings were important because many schools did not view recess as essential to education.

The article in the science section of the New York Times put it well:

The best way to improve children’s performance in the classroom may be to take them out of it.

A convicted murderer in prison gets an hour a day for exercise.  But our kids, the high-performing ones we depend on for our nation’s future?  We treat them worse than convicted felons?

Nota bene: Even just a little movement worksIt works for adults, too.

Resources:

  • PEDIATRICS Vol. 123 No. 2 February 2009, pp. 431-436 (doi:10.1542/peds.2007-2825) (subscription required for full text),  “School Recess and Group Classroom Behavior,” Romina M. Barros, MD, Ellen J. Silver, PhD and Ruth E. K. Stein, MD, Department of Pediatrics, Albert Einstein College of Medicine, Children’s Hospital at Montefiore and Rose F. Kennedy Center, Bronx, New York

    OBJECTIVES. This study examines the amount of recess that children 8 to 9 years of age receive in the United States and compares the group classroom behavior of children receiving daily recess with that of children not receiving daily recess.

  • See this year-old post at The Elementary Educator
  • Post in agreement from the venerable Trust for Public Lands, one of the best and best respected non-profits in America

Flash media, animation and movies for your classroom

January 28, 2009

I’m struggling.  I’m looking for software that will allow me to make animations and movies for classroom use.  I know very little about it, though, and I’m not sure where to look.

I stumbled on this site, from the University of Houston, Educational Uses of Digital Storytelling.

Do me a favor:  Social studies teachers, especially hop over there and look at the video/animation/presentations they offer — on the Dustbowl, on human rights and Nobel winner Aung San Suu Kyi, on Hiroshima, the race to the Moon, and other stuff.  Look at the presentations:  Can you use them?  Do you have better stuff to use?

Other examples include mathematics, art (some of which might also be good for history), English as a Second Language (ESL), language arts, and other subjects.

Do you make movies or animations for your classroom?  What do you use?

What does a teacher need to get started in digital story telling?

The UH site offers a free download of Microsoft Photo Story 3 — have you used it?  Good stuff?  What’s your experience?


Science wins: “Strengths and weaknesses” stripped from Texas science standards, 7-8

January 22, 2009

On a one-vote margin, the Texas State Board of Education stripped out of Texas science standards for public schools, creationist language that suggests there are weaknesses in evolution theory that make the theory sound like less than it is.

So far, that’s all the news I have, via the Quorum Report (January 22, 2009).  Tip of the old scrub brush to Annette Carlisle of Texas Citizens for Science.

Huge win for Texas Citizens for Science, the Texas Freedom Network, the National Center for Science Education, and the newly-formed Teach Them Science.org.  Huge win for Texas students, Texas high schools, Texas colleges and the Texas economy.

But of course, there’s still a chance to lose. Final More votes expected on the adoption of the standards, tomorrow; final vote in March.

Update – Not all news is good:  Among amendments adopted Thursday are amendments that call into question Big Bang in physics and common descent in biology.  Watch for update post.  Oy.

Resources: