Where's The Content?

Wednesday, 10 March 2010 10:31 by Eli Savit
Today, the Common Core working group--a panel of educators from 48 states--released a set of proposed common academic standards for public school students from grades K-12.  If adopted, the proposed standards would replace the current hodge-podge of state standards, which have been roundly criticized for setting the academic bar too low.  

Essentially, under the current system, students within a state have to reach a certain passing rate on a standardized test if that state is to receive federal funding.  But states themselves get to write their own tests--and states also  get to determine what score a student needs to receive to pass that test.  So, for example, a student in Mississippi might be presented with a test comprised of Celebrity Jeopardy-esque questions, while a student in Massachusetts could be faced with a much a harder exam.  And while the student from Mississippi might only need to get 30% of the questions correct to "pass," the student from Massachusetts might need to receive a 70%.   The overall result has been a race to the bottom, with states continually lowering their academic standards to compete for federal funding.

The Common Core standards released today are an attempt to end this academic race to the bottom.  The Common Core working group envisions states across the country collectively adopting its proposed standards.  In theory, with standards set at the same level nationwide, an individual state will have little incentive to lower the bar for its students. And, according to the Common Core task force, its standards are ambitious--aiming to ensure that all students are "college ready" by the end of their senior year of high school.

For uniformity's sake alone, the Common Core standards are a definite upgrade over the current standards.  But a quick look over the standards shows that they are incomplete, at best.  Although the standards nominally cover math, English, and "literacy in science and social studies," the standards for science and social studies say nothing about the  actual content students should be learning.   For example: under the Common Core standards, 11th and 12th grade students should be able to "analyze in detail how a complex primary source is structured," and "interpret the meaning of words and phrases in a text."  And indeed they should.  But the standards say nothing about what kinds of primary sources students should be studying.  The Constitution?  A translated copy of Egyptian hieroglyphics?  An authentic 1990s Ren & Stimpy cartoon?  The Common Core standards provide a robust set of skill-based standards, but they almost completely ignore what content students are supposed to be learning in science and social studies classes.

The theory behind the skills-based approach is that schools should give students the capacity to engage with any text, rather than to pound home "rote" facts like "what does the Supreme Court do?" or "what is a covalent bond?"  But a solid basis in content is an integral part of learning to read a wide variety of texts.  If you don't understand what the Supreme Court does, or if you don't understand the First Amendment, you're not going to be able to understand articles like this one criticizing the Court's recent decision striking down campaign finance laws.  Similarly, if you don't understand the concept of global warming, you're sure not going to understand this article about the "beleaguered global warming panel."   And these are basic articles that one would hope any  "college ready" high school senior would be able to make sense of.

Were the Common Core standards supplemented with adequate content-based instruction, they could indeed leave American students "college ready."  But recent history suggests that states and schools are loathe to insist upon robust content standards on their own accord.  When standards are skill-based, schools focus on skills--leaving students in the dark about the most basic facts.  A recent study showed, for example, that fewer than half of 17-year-olds can place the Civil War in the proper half-century, nearly a quarter cannot identify Adolf Hitler, and a third do not know that the Bill of Rights guarantees the freedom of speech and religion.  

Ending the race to the bottom is a good thing, and the Common Core standards may well do just that.  But if we're really concerned about ensuring that state standards are adequately preparing students for college, any national standards must insist upon at least a baseline of basic content knowledge.

UPDATE: A blog post at CommonCore.org (which is, confusingly enough, not affiliated with the Common Core State Standards group that released the standards) argues that the new standards do an admirable job of importing content into a skills-based curriculum.  The author's essential point is that the new standards allow space for--and in fact, encourage--a content-rich curriculum.  It's a more optimistic take than what I've written here.  Let's hope schools follow through and use this as a vehicle for delivering core content.  

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Ivan Guzman: Back From Hiatus

Monday, 22 February 2010 19:42 by Ivan Guzman

Editor's Note: By giving donors complete creative control over gifts geared towards high-need K-12 students, The Generation Project hopes to facilitate personal connection between donors and the kids they are helping.  As part of that effort, we let some of the students that we hope to affect to use this blog to write about their lives, their schools, and anything else they find interesting. Our hope is that by posting kids' own words, we can give you, the donor, some insight into the interests and passions of the students you would be affecting with your gifts. To highlight the kids' own words, their posts are uncensored and unedited and represent the views of the kids and adolescents that authored them, NOT The Generation Project. 

Last year, we featured a series of posts by Ivan Guzman, a 15-year-old from the Bronx.  Read more about Ivan (now 16 years old) here, and see his archives here.  Today, we are pleased to welcome Ivan back from an extended hiatus. 

Boy, it's great to be blogging again. But before I wax poetic about how much I missed blogging, I want get right back into the swing of things and talk about some stuff that's been on my mind.
 
First off, I recently read a post on this blog by Mr. Savit regarding The Office, a show that I (still) find very funny. His post was about how (in his opinion), The Office has become un-funny, and how un-funny one episode in particular was. Now, I agree that The Office has become Jim and Pam-centric lately.  Really, I didn't care about them going to pick out their kid's daycare, though I do agree with the day care manager ("maybe you're not as cute and charming as you think you are").  However, I still find the show better than a lot of comedies out right now.  I'm talking to you, Accidentally On Purpose.
 
In his post, I think Mr. Savit takes a way too serious of a tone with his argument. I don't care about a lot of things that go on television, because they're not real. A lot of things that I watch on television are not going to affect my life except for that half an hour or hour (or, when it comes to sports, 3 hours). I wasn't sitting down watching this going, "man I feel really bad for these kids" because I was too busy laughing.  If you want to feel sad about a show you're watching, go watch "Grey's Anatomy".  Plus, what else would you expect a guy like Michael Scott to do?  His character is the moron of morons or, to borrow a phrase from Seinfeld: Lord Of The Idiots.  Instead of getting so offended, Mr. Savit should have just said that Michael's character has grown stale (something I would disagree with, but that's a subjective matter). By the way, the actors playing those poor black kids who were just "bamboozled" went home to probably pretty nice homes when they were done filming. It's a TV show, not reality, Mr. Savit.
 
Onto another thing: Now that I'm blogging again, I'm going to be discussing music a lot more. I'm mostly going to talk about whatever music I'm impressed by, or music I'm looking forward to hearing. One thing I regretted was that after I went on a blogging hiatus, I discovered a band that a lot of other people have already discovered: a band by the name of Green Day. I always liked three particular songs from Green Day: "Boulevard Of Broken Dreams", "Holiday", and "Wake Me Up When September Ends".  All three of these songs were being from one of the best albums I've ever heard (and I don't listen to full albums often), "American Idiot". I decided to look up some of their older albums such as "Dookie" and "Nimrod". I was instantly hooked on the awesome songwriting and great singing of Billie Joe Armstrong. I haven't even listened to most of their latest album (and winner of a Best Rock Album Grammy) "21st Century Breakdown," although I've heard the singles like "East Jesus Nowhere"(never thought I'd like a song denouncing religion so much) and "Know Your Enemy"(great guitar work). So, in conclusion Green Day is my favorite band of all time. 

Finally, I'm not writing about Washington this time because my mind and body just aren't up for it. (Editor's Note: Ivan's posts are usually focused on his insightful--and hilarious--take on current events).  I do want to talk about how much I missed doing this. I'm not very good at talking in person. As Kevin Malone once said "I'm a textbook overthinker". That very statement nearly defines me. So I'm glad to be doing this again where I can just sit down and hammer out all of my thoughts. I look forward to writing a lot more of these. 

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To What End High School?

Wednesday, 17 February 2010 20:49 by Eli Savit

Today's New York Times feature an article about a new program that will allow high school sophomores to test out of 11th and 12th grade and enroll early in community college.   Although the program's initial scope is limited--just dozens of high schools in eight states will participate--its backers hope that the early community college option will eventually be open to high school students across the country.  One proponent argues that early community college enrollment will help "those who [feel] by the ages of 16 or 17 like they have somewhere better to be."

Now, high schools often do a poor job holding students' interest, but it strikes me as dangerous to let bored 15 and 16 year olds enroll in community college rather than continue on an advanced college prep course.  A 15-year-old might honestly believe that she wants no part in college.   She might honestly believe that she wants to be done with school and to move on with her life.  But if we let that 15-year-old  eschew the final years of high school to enroll in career training, she might never have the opportunity to take that life-changing chemistry or AP US History class that will ultimately spark her passion and set her on the path to college.

Calls for a de-emphasis of college and an increased emphasis on vocational training have been ascendant of late, but this program, oddly, targets the top students--those who are able to pass a battery of tests at the end of 10th grade.  We might quibble as to whether it's a good idea to track some students into vocational programs (I'm looking at you, Charles Murray), but even if we do think that too many students are going to college, this program targets at least some students who are college-ready.  And, by dangling the opportunity to get an associate's degree in two years, we risk putting some of these college-ready kids on the wrong career path.  

If high schools are boring students--and many of them are--it's probably time to examine the 11th and 12th grade curriculum itself.  High schools should probably offer a broader mixture of vocational opportunities and college prep courses.  If high schools can't afford to offer those programs on their own dime, students should be able to enroll in high school and community college simultaneously.  And it's time to take a long, hard look at why students feel so bored in school--if conventional classes are boring students, they probably need to be overhauled.  But ultimately, we do high school students no favors by allowing them to make a potentially rash decision about their future after a bare demonstration of minimal academic competence.

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Gift Idea: School Greenhouse

Tuesday, 16 February 2010 18:14 by Jessica Rauch

 

One of my favorite things to do is search online for ideas of gifts that donors might give.  I've been thinking a lot about healthy/organic/sustainable/local/insert-trend-here eating lately and know that it is something that is important to many of our donors.  In fact, we have a few gifts on our site available right now that are intended to help start a sustainable school garden ala Alice Waters.  (If you're an educator and are enticed by this possibility, login and search "garden.")

Growing up in Southern California, many of us had gardens in our backyards (although my green thumb was more brown, unfortunately).  Living in colder climates over the last few years, however, made me realize more acutely the challenges inherent in gardening during the school year.  I visited a school in Detroit last year that has a budding garden and aspirations of one day being able to supplement their school lunches with food they grow themselves.  The realities of living in a colder climate, however, make this challenging/nearly impossible.  

How amazing would it be, though, if they had the resources to do so?  I just came across a greenhouse that can be erected by students/volunteers on the side of a school building.  It would help any interested school realize their vision of a sustainable school lunch program and would supplement science curriculum.  Many groups we work with are raising large sums of money and hoping to find exciting ways to use their donations.  If you're with a group that is passionate about this issue (or you're an individual/family looking to make a big impact), you might consider this path.  The greenhouses start at around $11,000.  Click here if you'd like to check 'em out.

And, if you want to give a gift (of any variety)...create an account here and then login here to design your gift.  Happy and healthy eating to everyone.  

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The Generation Project Named A Chase Advisory Board Pick!

Monday, 25 January 2010 16:15 by Eli Savit

Well, folks, we did it!  We just received word that the Chase Community Giving advisory board  has selected The Generation Project to receive $37,000 in discretionary funding.  This money--on top of the $25,000 we won in Round One of the competition--will go a tremendously long way towards expanding educational opportunities for K-12 students growing up in poverty.  

It's been a long competition.  But in the end, your voice counted.  You let the world know that that where a child goes to school should not determine the range of educational opportunities available to her.  You stood up for a new model of giving, in which anybody can be a philanthropist.  You voiced your confidence that educational inequality can be chipped away by individual citizens, one gift, project, and opportunity at a time.

Winning this grant is a great honor.  But of course, our work is just beginning.  Over the coming weeks, we'll be expanding to new schools across the United States.  We'll be rolling out new features on the website that will empower even more individual donors, educators, and students.  And, of course, we'll continue to implement your unique visions and help you share your passions in low-income schools and classrooms across the country.

No grant announcement involving The Generation Project would be complete without our newest tradition--an awesome picture of Chicago first graders enjoying a donor's gift of play money. (The gift helped teach these students about real-world uses for addition and subtraction).  They're excited about money.  We're excited about money.  And we're even more excited because we know this money is going to make a tremendous difference for vibrant, bright, and hilarious kids like these.  

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