September 9, 11

1
September 9, 11

• First finish NCLB and Choice notes
• Then turn to these questions
• Why do schools differ in quality?
• What is the difference between the achievement
  gap and the opportunity? (Oakes and Lipton)

2
After 25 years of studying education, I have
concluded that.

• There are no easy solutions to complex
  social/education problems.
  
• Schools need to seek both excellence and
  equality.
  
• Teaching is about relationships.
• We know how to make good quality schools.
• Bureaucracies can be efficient and blind. How can
  we improve?
  
• Class, ethnicity, and gender matter in the
  learning process.
  
• What is right is always defined by
  perspectives traditional, neo-conservative,
  progressive liberal, or radical views. Our goal
  is to examine each of these viewpoints.

3
How can we come to understandcomplex educational
problems.

• 
  1. If you view history
  
• 2. Where you look
• 3. Your assumptions

4
The ancient fable of the three blind wise men in
India who stumbled up against an elephant, they
came to three different opinions about the
reality they were dealing with after touching
different parts of the elephant

• One blind man touched the sharp end of one of the
  elephants long tusks. Aha, he said, what we
  have here is a bull. I can feel its horns.
  
• The second blind man touched the bristly hide of
  the elephant. Without a doubt, he said, this
  is a ... what? A porcupine? Yes, indeed -- a
  porcupine!
• The third blind man felt one of the
• elephants thick legs and said,
• This must be a tree that
• were dealing with.

5
Our practical questions are

• What is our mission as educators?
• What policies most influence our work?
• Who are the students that we serve?
• How can we prepare students to meet the needs of
  all students?

6
Discuss for 2-3 minutes and make a list.

• What are the biggest problems facing the
  American public school system?

7
http//www.edin08.com/Issues.aspx

• Dropout rates in Illinois
• Reading Proficiency on NAEP
• Ads by Gates Rockefeller Foundations

8
The face of America is changing.One socializing
agent in our life is our ethnicity. Ethnicity
plays a major role in establishing our
relationship with mainstream society.

• The US is becoming a more multicultural society
• 48 million school students (4 million with a
  disability)
  
• School Population In the Oakes reading page 6
• 58 White
• 19 Latino/Hispanic
• 16 African American
• 4 Asian
• 1 Native American
• 2 Other
• 1 in 5 children in America have an immigrant
  parent, 10 million school students speak a
  language other than English at home.

9
Poverty in the US affects students and schools

• Poverty rate for children under six is 21
• Poverty brings greater health risks, less stable
  housing, higher rates for minority children, but
  more children who are white live in poverty
  
• Urban centers have higher rates of poverty and
  spend less per pupil in schools

  
10
Chicago is like other cities. Minority
majority.Chicago Public SchoolsStudents -
Total 420,982 (FY2005-06)

• http//www.cps.k12.il.us/AtAGlance.html
• Chicago Student Racial Breakdown
• 48.6 African-American
• 37.6 Latino
• 8.1 White
• 3.2 Asian/Pacific Islander
• 2.4 Multi-Racial
• 0.1 Native American 

Can we even talk now about integration? Distr
icting
Housing patterns
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Chicago faces the same urban problems as other
cities. Chicago Public SchoolsStudents -
Total 420,982 (FY2005-06)

• Additional Student Information
• 85.6 of students from low-income families
• 19.9 of Illinois public school students attend
  CPS
  
• 13.7 are limited-English-proficient
• 94.0 attendance rate for elementary schools
• 86.0 attendance rate for high schools
• Some high schools have a 50 graduation rate
• Per pupil operating expenditures as of FY05-06
• 9,758 operating expenditure per pupil
• 6,875 per capita tuition

ADDED NEEDS
12
Recent data confirms Quality of School
differences in ILLINOIS.
13
Hands on instruction with chemicals in science
classes
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Correlates (Oakes p.23)

• Are There Gaps BetweenMinority and Majority
  StudentPopulations?
  
• Rigor of Curriculum Yes
• Teacher Preparation Yes
• Teacher Experience and Attendance Yes
• Class Size Yes
• Technology-Assisted Instruction Yes
• School Safety Yes
• Before and Beyond School
• Parent Participation Yes
• Student Mobility Yes
• Birthweight Yes
• Lead Poisoning Yes
• Hunger and Nutrition Yes
• Reading to Young Children Yes
• Television Watching Yes
• Parent Availability Yes

• Are There Gaps Between Students from Low Income
  Families and Higher Income Families?
  
• Not Available
• Yes
• Yes
• No
• Yes
• Yes
• Yes
• Yes
• NA
• Yes
• Yes
• Yes
• Yes
• Yes

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Oprah Show on School ResourcesChicago and the
Suburbs

• How do students attending poorly funded schools
  feel when they compare their schools with
  suburban schools?
  
• link http//www.youtube.com/watch?vJEczvyM3Bocf
  eaturerelated   

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(No Transcript)
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CONTEXTUAL YOUR ANALYSISANALYTIC FRAMEWORK
(Tozer, Ch. 1, pp. 9-11) PE and Ideology explains
why, what, how
IDEOLOGY Explain and Justify Share
d beliefs
Shared values Groups differ
POLITICAL ECONOMY Institutions and practices
Social Economic Political Schools Demogra
phics
SCHOOLS