Bill Adkins: Art education boosts achievement, but needs administrator support to work

June 24, 2011

One of our very good art teachers at Moises Molina High School, William Adkins,  works with a group called Big  Thoughts.  Big Thoughts interviews teachers who work with the program about how arts education boosts student achievement in core areas, and how to leverage arts to improve the boost.  Adkins had some thoughts about how art really is a core part of education , and on the role of administrators in helping teachers:

You can view 74 videos from about 30 different people on the Big Thoughts menu at Vimeo.

Adkins’ students regularly win awards, often outperforming the many more students at our district’s arts magnets.  One of his students, Moses Ochieng, too the top prize at the state art meet this year for a brilliant sculpture he did.  Moses was my student in U.S. history, too — a great adventure, since he emigrated from Kenya just a few years ago, and he lacks the familiarity with so many American things that we, and the textbooks, and the state tests, take for granted that students know.  Ochieng’s art helped focus him on history.  It supplemented his studies so that he picked up two years of history work in just one year.

More:


Wisconsin Republicans ignore Wisconsin voters’ views, and teachers

June 16, 2011

It is now quite clear that the people of Wisconsin disapprove of the union-busting, school-busting, library-killing antics of Wisconsins’ Republican Gov. Ahab Walker, and the Republicans in the legislature.

So, why don’t the Republicans do what the people of Wisconsin want, instead?  Why are Wisconsin Republicans acting as a special elite, ignoring voters’ wishes?

Forbes columnist Rick Ungar wrote:

A Rasmussen poll out today reveals that almost 60% of likely Wisconsin voters now disapprove of their aggressive governor’s performance, with 48% strongly disapproving.

While these numbers are clearly indicators of a strategy gone horribly wrong, there are some additional findings in the poll that I suspect deserve even greater attention.

It turns out that the state’s public school teachers are very popular with their fellow Badgers. With 77% of those polled holding a high opinion of their educators, it is not particularly surprising that only 32% among households with children in the public school system approve of the governor’s performance. Sixty-seven percent (67%) disapprove, including 54% who strongly disapprove.

Can anyone imagine a politician succeeding with numbers like this among people who have kids?

These numbers should be of great concern not only to Governor Walker but to governors everywhere who were planning to follow down the path of war with state employee unions. You can’t take on the state worker unions without taking on the teachers – and the teachers are more popular than Gov. Walker and his cohorts appear to realize.

Tip of the old scrub brush to Wisconsinite Jean Detjen.


Can public schools work? Texas Tribune’s interview with Michael Marder, Part II

June 11, 2011

From my earlier post on the Texas Tribune interview with Michael Marder, in which he questioned the assumptions that monkeying with teacher discipline, accountability, pay, training, vacations, or anything else, can produce better results in educating students, especially students from impoverished backgrounds.

Marder is the director of the University of Texas’s program to encourage much better prepared teachers, UTeach.

Michael Marder’s numbers show that it’s not the teachers’ fault that so many students are not ready for college, and not learning the stuff we think they should know.

Texas Tribune said:

In the popular 2010 documentary Waiting for Superman, former DC schools chancellor Michelle Rhee said, “But even in the toughest of neighborhoods and circumstances, children excel when the right adults are doing the right things for them.”

After looking at the data, Marder has yet to be convinced that any teaching solution has been found that can overcome the detrimental effects of poverty on a large scale — and that we may be looking for solutions in the wrong place.

[Reeve] Hamilton’s interview of Marder takes up three YouTube segments — you should watch all three.

Here’s Part 2:

Read the original introductory article at Texas Tribune.

For the record, Michelle Rhee is probably right:  In the toughest neighborhoods, children excel when the right adults do the right things for them.  But the right adults usually are parents, and the right things include reading to the children from about 12 months on, and pushing them to love learning and love books.  Teachers get the kids too late, generally, to bend those no-longer-twigs back to a proper inclination.  The government interventions required to boost school performance must come outside the classroom.  Michelle Rhee’s great failure — still — is in her tendency not to recognize that classroom performance of a student has its foundations and live roots in the homes and neighborhoods who send the children to school every day.


Blaming the teachers can’t overcome problems of poverty in educational achievement

May 24, 2011

We got the scores from the state yesterday, for the Texas Assessment of Knowledge and Skills (TAKS).  Most of my students are juniors, so this is a big deal.  If they pass these tests, in mathematics, science, English language arts and social studies.

Preliminary results gave me a 100% pass rate with 41% commended, out of  134 students whose scores counted (don’t ask about those formulae).  Considering that our students’ poverty rate, as measured by school lunches, is well north of 85%, that’s good.

It doesn’t mean all these kids are ready for the Ivy League, though.

I know the preliminary results err somewhere.  I can find two students in special education categories who did not muster the scores I had hoped, and to me, it looks like they may need to retake.  Two failures wouldn’t be bad, either.  I’ll let the state and our administrators fight that out.

So, I’ve done an okay job of teaching our kids bubble guessing.   That’ what the TAKS test does, focus teaching on bubble guessing.  Are we getting these kids ready for life and college?  I have more doubts.  The TAKS curriculum is limited, and shallow.  Dallas District has two other tests, but again the curriculum tested is limited and shallow.

Each year I discover most students don’t remember what they studied of Paul Revere, and almost none know the famous Longfellow poem about him.  They don’t know about Joyce Kilmer, either his poem or the sacrifice of his life.

Reading political cartoons proves difficult for many students, because they don’t understand the symbolism, sometimes of easy stuff like, “who does the Statue of  Liberty represent?” or “why is that guy dressed in a star-spangled coat, striped pants and striped top hat?”

They don’t know about Route 66.  They don’t know the National Parks.  They don’t know Broadway, nor Stephen Foster.  They are convinced Utah has some big river that led the Mormons to settle there, “on or near a waterway,” instead of the real reasons the Mormons settled there, for religious freedom in a desert.

Despite their remarkable test achievements, their teachers are all on the chopping block this year.  The Texas Lege still quibbles over whether to lay off 10,000 or 100,000 teachers over the summer.  We leave the academic year knowing only that the legislature as a collective hates teachers and teaching and schools, and they probably don’t like the students much, either, but they can’t say that because they want the students’ parents’ votes.

Jonathan at JD 2718 sent me a note a couple of weeks ago alerting me to a story in the online Texas Tribune, by Reeve Hamilton.  Hamilton interviewed Dr. Michael Marder, a physicist at the University of Texas at Austin who in his spare times runs UT’s UTeach Program, which encourages the best students in science and math to consider teaching elementary and secondary classes.  Marder has a strong case to make that it’s not the teacher’s fault when students in some schools do not measure up to the standards promulgated by the state tests, inadequate and inappropriate as those standards are.

(Personal note:  Reeve Hamilton is a very good reporter who often does great work on otherwise mundane issues; he’s also the son of a woman I met in graduate school at the University of Arizona, the first woman who ever gave me a highly contingent proposal of marriage, which as you see we did not carry out — probably much to the benefit of all of us, with Reeve doing such great work, and all our kids being basically sane and sound.  I smiled when Jonathan said such good things about Reeve’s work, and the subject of the story.  Nice to hear unasked-for compliments about people you know and like.)

Marder knows numbers.  Marder got the statistics on schools and their preparation of students for college, as well as we can get those numbers without an expensive and expansive study.

Michael Marder’s numbers show that it’s not the teachers’ fault that so many students are not ready for college, and not learning the stuff we think they should know.

Texas Tribune said:

In the popular 2010 documentary Waiting for Superman, former DC schools chancellor Michelle Rhee said, “But even in the toughest of neighborhoods and circumstances, children excel when the right adults are doing the right things for them.”

After looking at the data, Marder has yet to be convinced that any teaching solution has been found that can overcome the detrimental effects of poverty on a large scale — and that we may be looking for solutions in the wrong place.

Hamilton’s interview of Marder takes up three YouTube segments — you should watch all three.

Marder indicts those who blame teachers first, with the data.  By implication, he also indicts the state legislatures who appear bent on continuing the daily flogging of teachers until teacher morale improves.

In Part I of the interview with Hamilton, Marder shows the statistics that demonstrate poverty of the student is a greater influence on student achievement than the teacher:


Jailing the teachers . . .

April 13, 2011

. . . who ruined Wall Street.  Or something.

When teachers and NPR crashed the stock market

Teachers are not to blame - pass it on

Our nation faces real crises.  While much of the wealth destroyed by the Crash of 2008 has been recovered, it’s been reallocated from working families to large banks and the wealthy.  We still have a crisis in the Gulf of Mexico, not least over how and whether we can explore for ever-more-precious oil in ever-more-dangerous places — Congress cut the money to improve regulations to prevent future spills.  We need secure pensions for people who work for their entire lives, and want to retire so a younger person can have their job — heck our economy needs people to retire earlier, not later.  We need secure funding for education, for primary and secondary education, and for college, which is increasingly a necessity.

None of those problems was created by teachers, NPR, Planned Parenthood, Head Start, PBS, the guy next door who lost his job, nor the many immigrants who came to this nation to build our economy while building their own little store of wealth.

Ronald Reagan said that for every difficult problem, there is a solution that is simple, easy to understand, popular — and wrong.  I wish people would quit endorsing those solutions to problems we don’t have, and work for real solutions to the problems we do have.


A Seussian fable, about how tests ruin school reform

April 7, 2011

Look, you really need to go to TeacherSabrina’s blog, Failing Schools, where she first posted this, and take a look at many of her posts.

But I can’t resist putting the video here, because I know a few old-timers would be confused by the link, and some people will think they don’t have the time to make two clicks instead of one.

So, here, in its Seussian glory and demand for Flash Animation, is TeacherSabrina’s story of D.C.’s late Queen of the Schools, Michelle Rhee, and her desire to get D.C.’s kids to score well on an increasing battery of tests  [Got a good joke about assault and battery we can insert here?]:  “Rhee the Reformer:  A Cautionary Tale.”

Tip of the old scrub brush to Accountable Talk.


EDUSolidarity Day After, Part 3: Why would a teacher like me hang with a union?

March 23, 2011

I mean, really.  I have two degrees after attending three colleges.  I’ve taught at three different universities.  My parents were (nominally) Republicans.  I worked the Republican side of the U.S. Senate, for Orrin Anti-Labor-Law-Reform Hatch, for heaven’s sake.  I sat  through the hearings on the graft in the Operating Engineers local, the graft in the welders union in Pennsylvania that provided workers to the nuclear reactors, and the graft in the Central States Teamsters Pension Fund.  Two of my staff colleagues went on to chair the National Labor Relations Board, one is a well-known anti-labor lobbyist, and I’ve sat through the “no union here, ever” courses at three different corporations as a member of management.

What gives?

Why do I and other teachers stick with the union?

Diagram of a Liberty Ship

Diagram of a Liberty Ship

My father did carry a union card, though he was a Republican.  He had lots of stories about the difficulty of working with unions from his days with the United Cigar Stores in Los Angeles, and he probably had plenty of reason  to dislike them — but he got a job as a pipefitter building Liberty Ships.  He had to join the pipefitters union, and so he did.

Deep at heart, my father wanted to be a successful businessman.  After the war, he went back to sales.  He wound up in Burley, Idaho, managing a Western Auto store, when he struck out on his own.  Well, he and a partner.  Sedam and Darrell Furniture.  They had a disagreement, and it ended up as Sedam’s on one side of town, and Paul Darrell Hotpoint on the other.

Liberty Ships under construction during World War II

Liberty Ships under construction during World War II

It was about that time that he got a lung x-ray for something, and they found the spot.  He’d given up smoking in the 1930s, but as a pipefitter, he put a lot of asbestos on pipes to shield merchant marines from heat, to insulate the pipes, to prevent shipboard fires.  That was before the dangers of asbestos were well understood.  On the x-ray, it looked like cancer.

But it didn’t grow.  The spot just stayed there, for years.

The store in Burley fell victim to a bad economy when the union at J. R. Simplot Potatoes struck one year, in November.  The strikers weren’t buying Christmas gifts.  There were about 16 furniture and appliance stores in a county with about 16,000 people total.  Several of them didn’t survive the strike and my father’s was one of them.  A lot of people in town cursed the union for causing the strike.  On one of our trips moving to Utah, I rode with Dad and asked him about it, and why the union went on strike.  As a victim of the strike, he could have unloaded.  But he didn’t.

He explained how workers organized to get power to negotiate with big businesses.  Jack Simplot was a man we knew, a good man and a customer from all we knew — but the workers were good people, too, my father explained.  Sometimes workers and employers can’t agree.  My father explained that a strike was one of the few tools workers could use to get an employer to change his position against his will.  I told him I thought it was unfair that workers could strike and force other businesses out.  My father explained that it was tougher on the workers who didn’t buy from us — they needed the stuff they didn’t buy.

Over the next few years I watched as my father got screwed over by good people running good companies, people who were anti-union, but more, anti-employee.  He lost guaranteed bonuses.  He lost promised promotions.  He didn’t get promised raises.  My father never again owned his own business.  Instead he was an employee, unprotected by unions in a string of positions where union protection would have been a good deal for him.  He could not strike, as the workers at J. R. Simplot had.

One of the investigators for the Senate Labor Committee was a character of great proportion — no central casting bureau could have thought up a character like Frank Silbey.  Silbey headed Orrin Hatch’s investigations into unions, and he was a marvel to watch.  Soon after Hatch took over as chair of Labor, Silbey and I had a long lunch to work out just how we would work together.  I expressed to him my concern that any investigation of a union might hurt unions, and hurt workers.

Silbey thought for a minute, and took in a deep breath.  He started to put his finger in my face, but he stopped, and used it to doodle on the table cloth at the old Monocle, near his office in an odd building the Senate owned.

“Listen,” he said.  “You need to know that I am not anti-union.  I can’t be.”  And he told me about his own father.

I don’t remember the business.  I remember that Frank talked about how his family was not rich by any stretch, and his father worked hard at a union job.  The old man had not a lot of time for friends off the job, not after spending the time he wanted to with his wife and kids.  And so it was that, when he died unexpectedly, too young, Frank’s mother knew that it would be a sad funeral, with very few people attending.

When they got to the synagogue for the funeral, though, there was a huge crowd.  The place was literally overflowing with people.  The union had closed the business in honor of Mr. Silbey, and the union turned out for the funeral.  Each of the workers spent time meeting the widow, and telling her what a great man and good friend her husband had been.

“And that’s why I can’t ever be anti-union,” Frank said.  “When all is said and done, the union will stick by you when nobody else does.”

Over the next five years we found a few unions where that was not exactly true, but in most of those cases, those people who made that not true, went to jail.

The health care side of the Senate Labor Committee had a hearing into lung diseases, including black lung, brown lung, and the mesothelioma, the disease pipefitters got from asbestos.  One of the witnesses came from a pipefitters union.  Among other things, he testified to the astonishing rates of illness and untimely deaths among the pipefitters on the World War II Liberty Ships.

On the way out of the hearing I mentioned to the guy that my father had worked on the Liberty Ships, as a pipefitter.  He looked stricken, and paled.  He pulled me off to the side of the hallway, and said, “I am so sorry for you.  Your father did heroic work and the nation owes him a deep debt.”  No one had ever spoken about my father like that to me before, and I teared up.

“How long has he been gone,” the guy asked.

“Well, he’s got a spot on his lung, but it hasn’t changed.  He’s still alive,” I said (my father would die within the decade).

The pipefitters representative smiled, then laughed.  “He’s one of a very small band of survivors.  He’s still a hero, though.”

Throughout his life, my father was a very good man.  Think of the character Jimmy Stewart played in “It’s a Wonderful Life.”  That was my father.  He organized across party lines for local elections.  He organized blood drives.  During the Korean War he headed the local program to take care of soldiers passing through town who ran out of money, or got sick, or got thrown in jail.  My father served on more Troop Committees for the various Boy Scout units my brothers and I joined than anyone had a right to expect.

For all his good work, he didn’t get anything but his own satisfaction out of it.

It was a staffer who never met him, for a union he hadn’t worked in for 40 years who called him the hero he was.

“When all is said and done, the union will stick by you when no one else does,” Frank Silbey said.

It’s still true.  In America, we still need that kind of loyalty to working people, especially to teachers.  We need it now more than ever.


When reform efforts frustrate themselves

March 20, 2011

Sometimes, state and administrative pressure to change school culture is counterproductive, sometimes destructive enough to derail reform efforts.  How?

When the teachers are made scapegoats.

Dana Goldstein, Lady Wonk, followed up on the reform efforts at Central Falls High School in Rhode Island, from last year:

Despite their clear pleasure in working with the students, Kulla and Cherko said teacher morale throughout the building remains low, in part because of last year’s termination crisis and the resulting high-turnover among staff, and in part because student discipline remains a major problem.

“The kids, when they’re here, need to know this is a place of learning,” Kulla said. “Right now they don’t.” Cherko added that the layoff crisis was interpreted by many students as a sign that their teachers were incompentent. “I’m not sure they realize how nationally-driven what happened last year was,” he said. “They say, ‘The teachers got fired because they’re bad at their jobs.'”

The Central Falls administration certainly seems hard at work attempting to improve discipline and attendence; the fact that the numbers remain problematic show just how difficult it is to revitalize a school’s culture. The termination crisis, unfortunately, probably worsenend the problem by sending students and their parents the message that CFHS teachers are not respected professionals.

Goldstein discusses other issues, and it’s worth a read.


Bathtub reading near the end of spring break, 2011

March 18, 2011

No, they are not trying to get rid of unions, just trying to balance their budgets.  Right?

Other than Rand Paul, Republicans don’t need low-flow toilets, because when it comes to conservation, climate change and the facts, Republicans just don’t give a s—.

Oooh.  Signs from the teacher protests of budget cuts in Austin, Texas!

Does this ass, Rick Perry, make my sign look big?  Austin, March 2011

Protester in Austin, Texas, March 2011

Peace Corps celebrates 50 years this year.  Steve Mott tells of his first year as a Peace Corps volunteer in a remote corner of Nepal. (From the Norwell (Massachusetts) Mariner Wicked Local online.) (Suitable for a warm-up at least, teachers — maybe good for your unit on the 1960s and the Kennedy administration.  “In 1966 it was the Beach Boys and when I got back in ’68 it was Janis Joplin,” he said.  “A lot of social changes had taken place in two years.”

Oh, those jocular Tea Partiers!  Now they want to bring back child labor, in Maine, and in Missouri.  They’re serious when they say they oppose all the “progressive agenda” from the Progressive Era.  Look out Women’s Christian Temperance Union and anti-child abuse laws.  (Tea Partiers get all get their marching orders from Tea Bag Central — surely other states will follow; let us know if similar bills are in the hopper in your state legislature, eh?)

I keep finding good and interesting stuff in the Imperial War Museum.  Have you ever been there?  I wish they would do more online.  “War Shapes Lives,” a motto on their website.  An understatement of history.  This painting hangs in the museum, John Singer Sargent’s  “Gassed.”  At the museum, you may view it in its majesty, 20 feet along the wall, 7½ feet high.

Gassed, by John Singer Sargent.  Imperial War Museum

Gassed, by John Singer Sargent. Imperial War Museum


War on education, war on teachers: A little historical perspective

March 16, 2011

A post from Nicholas Meier at Deborah Meier’s Blog:

Perennial Headlines on Education

Here are some Headlines from newspapers over the years. Can you guess when they were written?

1. “Attack Mounted on Dropouts/City Sets Standards for Schools”

2. “New York’s Great Reading Score Scandal”

3. “Diagnostic reading tests are being given this week to 150,000 high school students as the first step in a new program—the largest and most systematic ever. …We intend to follow through…to overcome deficiencies.”

4. “The University of California (Berkeley) found that 30 to 40 percent of entering freshmen were not proficient in English.”

5. “Hope for the Blackboard Jungle: … Every year New Yorkers’ performance had been getting a little worse, until by YEAR? only 32 percent of the city’s pupils [were] doing as well or better than the national average.”

6. “Even Boston’s ‘brightest students’ didn’t know ‘whether water expanded or contracted when it freezes.’ And while 70 percent of this elite group knew that the U.S. had imposed an embargo in 1812 only five knew what ’embargo’ meant.”

7. “Tougher Standards in Our High. The average freshman is a year and three months behind national standards in reading.”

8. “City Pupils Remain Behind … Official Asserts the Tests Suggest Difficulty in Early Grades. Last fall 40.1 percent were reported on grade level or above … but in March, 43 percent … were reading at grade level or above”; and “Bleak drop out stats are raising concern.”

9. “Our standard for high school graduation has slipped badly. Fifty years ago a high school diploma meant something. … We have misled our students. … and our nation.”

10, “During the past 40 or 50 years those who are responsible for education have progressively removed from the curriculum … the western culture which produced the modern democratic state.”

The quotes above come from mainstream publications over the past 150 years. The earliest is 1845, the latest . . .

[Answers below the fold]

Read the rest of this entry »


Texas Independence Day, March 2

March 2, 2011

Texans writing the Texas Declaration of Independence, 1836

In a meeting hall at Washington-on-the-Brazos, Texans meet to write the Texas Declaration of Independence, released March 2, 1836; image from Portal to Texas History

So, put some barbecue in the smoker, get a Shiner for you and your pet armadillo, sit back and enjoy the holiday.  If you’re near Washington-on-the-Brazos, go to the ceremony.  You’d better be sure you’ve got plenty of Blue Bell Ice Cream.

What?  You don’t get the day off?  You know, Texas schools don’t even take the day off any more.

I thought things were going to change when the Tea Party got to Austin and Washington?  What happened?

 

Original Manuscript, Texas Declaration of Independence - Texas State Library and Archives Commission

Original Manuscript, Texas Declaration of Independence - Texas State Library and Archives Commission

Text from the image above:

The Unanimous
Declaration of Independence
made by the
Delegates of the People of Texas
in General Convention
at the Town of Washington
on the 2nd day of March 1836

When a government has ceased
to protect the lives, liberty and property
of the people, from whom its legitimate
powers are derived, and for the advance-
ment of whose happiness it was inst-
ituted, and so far from being a guaran-
tee for the enjoyment of those inesti-
mable and inalienable rights, becomes
an instrument in the hands of evil
rulers for their oppression.

[Complete text, and images of each page, at the Texas State Library and Archives Commission site.]

Resources for Texas Independence Day

Resources at Millard Fillmore’s Bathtub


Inspiration for the first day of school, part 2 – Taylor Mali, and “What do you make?”

August 23, 2010

It ain’t easy being a teacher.  Newsweek puts you on the cover, saying you need to be fired.  Texas Gov. Rick Perry says you don’t need job security, as if getting additional money for teacher salaries would make teachers secure in places like Dallas, where mid-year RIFs are a too-recent, bitter memory.  Heck, just looking at the curriculum in Texas can depress a teacher.  Parents think you don’t call them enough, or too much — but never the Goldilocks optimum.  Students?  Even the best student is surly in the last period of the first day back at school.

Taylor Mali knows all about that.  He taught for several years — but he struck out as a professional slam poet.  His work there remains among the best tributes to teaching of the past 50 years, at least.  You probably heard this poem, or somebody sent it to you in an e-mail (especially if you’re a teacher) — but attributed to “Anonymous.”

Well, here is Anonymous, the Unknown Teacher — whose name is Taylor Mali.  Watch for him and his work.

This is an encore post from 2007.  (Mild profanity.)

_________________________

Killer lesson plans:  Teachers as superheroes

Reader Bernarda noted this site in comments, and it’s good enough to promote more formally: Teachers as the alter egos of superheroes.

Teachers ARE superheroes, a lot of them. More than in other professions, certainly.

Which reminds me of this video. Teachers, you need to watch this sometime here in the first month of school. What do you say when someone rudely asks, “What do you make?” Wholly apart from the Ann Landers-style answer, “Whatever would possess anyone to ask such a personal question?” there is an answer to give, as explained by slam poet Taylor Mali; surely you’ve seen this before, but watch it again — to remember what teachers should be doing, as well as how to talk about it. See below.

[Update August 2010:  Hmmmmm.  Well, that video is out of commission at the moment — Mali and copyright?

Mali has a version at his website, for sale.  Buy it, you have it in high fidelity audio, video and emotion.

Here’s a shorter version of the tape not available above:

It remains the single best piece about teaching and why teachers do it when they don’t get paid the big bucks, when administrators make it so hard, and when society at large wants to fire them all — they do it for the kids.  What do they make?]

You can support Mr. Mali. Just purchase a pen that includes that little poem.

You can support Mr. Mali and his campaign for good teachers in another way, too. Make sure that whenever you talk about this poem of his, you credit it to him. I think we as teachers owe that to artists, and other teachers, as part of our continuing struggles against plagiarism.

But we also owe it to ourselves to get credit to Mr. Mali. Odds are he has some other good things to say. When you properly attribute his work, you increase the chances that someone else will find the rest of his work. You increase the chances that some superintendent will hire Mr. Mali to speak to the teachers in his district. You increase the chances that someone will understand that Mr. Mali is a real human being who loves teaching — he is, in short, one of those superheroes we call “teachers,” even without a cape.

Uncaped crusaders need compliments, too.


Some teachers had great summer experiences

August 6, 2010

One of our more adventurous teachers spent the summer on a Fulbright-Hays program in Senegal, in West Africa.

Lunch in Senegal, William Adkins photo

No, that's not William Adkins. That's his lunch one day in Senegal.

William Adkins’ African adventure blog is here.  Mine it for stuff you can use in economics, art, world history, world geography, or anything else.  He’ll probably give you free reign to use the photos for classroom presentations.

What did you do on your summer vacation?

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Which party encourages education in Texas?

June 28, 2010

You have the tools to compare the party platforms and determine for yourself which part supports education in Texas — I mean, really supports education, as opposed to using Doublespeak to profess support while angling to get a shiv in the back of education.

You can look at the 2010 Texas Republican Party Platform here.  There are brief mentions of education in other sections, but you’ll find education starting on page 12.  Texas Democrats put education up front, on page 2 (unofficial version, but the emphasis won’t change).

Education sections of the 2010 Texas Democratic Party Platform appear immediately previous to this post, in eleven sections.

Which party is more favorable to educating our children well?


2010 Texas Democratic Platform: Reform of the Unbalanced State Board of Education

June 28, 2010

This post is seventh in a series on the education planks of the 2010 Texas Democratic Party Platform.

This is an unofficial version published in advance of the final version from the Texas Democrats, but I expect very few changes.

Generally I’ll not comment on these planks just yet, but I must say that I take delight in the perhaps unintentional commentary offered in the title of this plank.  I suspect the intent was to point to the bias of the State Board of Education, an imbalance of political views, and not to the sanity of the board.  But, I could be wrong — the title may be just an official Democratic labeling of the Board’s actions as unbalanced behavior.

REFORM OF THE UNBALANCED STATE BOARD OF EDUCATION

The right-wing Republican extremists who have dominated the State Board of Education have made a laughingstock of our state’s process for developing and implementing school curriculum standards that determine what our students learn. The damage they have done is no laughing matter. In rewriting the curriculum for social studies, English language arts, and science, they repeatedly have dismissed the sound advice of professional educators. Personal ideology, not high academic standards, has guided their work. Their skewed vision slights the contributions of racial and ethnic minorities. Their slanted versions of American history and of science mislead students and violate the separation of church and state. They use loaded language to favor the roles of right-wing organizations and activists. Led by a Rick Perry appointee as chair, this State Board of Education wants to indoctrinate, not educate, the schoolchildren of Texas. Their actions are unlikely to encourage a company to relocate and bring jobs to Texas. Any substantive changes to curriculum must be reviewed by non-partisan experts, and that review must be made public prior to any changes in curriculum by the State Board.

Texas Democrats will realign the State Board of Education with mainstream Texas values, will realign the state curriculum with objective reality and the facts of history and science, and will insist on the exercise of sober fiduciary responsibility for the Permanent School Fund, exposing and prohibiting conflicts of interest.