Doing Ability Grouping Right || John Merrifield || June 12, 2013
A June 9 NY Times article on the resurgence of ‘Ability Grouping’ is good news, and it illustrates why this resurgence in our public school system will yield much smaller benefits than if ability grouping by subject results from schools’ need to be choiceworthy within the needed dynamic menu of schooling options as diverse as our schoolchildren. Indeed, as the Times article points out, ability grouping was politically incorrect for a long time, resistance continues. And now that the resurgence has surfaced in a big way in the Times, it may prove to still be politically incorrect. The resurgence may be temporary, or forced to ‘stay under the radar’ that tends to detect and destroy anything that smacks of unequal treatment in our public schools, even if differentiation is needed to engage children with different subject-specific abilities. Continue reading
Washington State’s Big Spenders are Slow Learners || John Merrifield || November 30, 2014
After having little to show for a nearly 30% increase in public school spending by her administration, previous Governor Christine Gregoire (D – WA) said,
“I came in here determined to make the system work better. I put a lot more money into K–12. But then you sit there and say, “Why have I not been able to get the result I set out to achieve?”
School District Superintendent Churn || John Merrifield || October 23, 2013
Earlier this month, I argued that school district superintendents have a very difficult, but unnecessary job. Today, because I am little behind – okay a lot behind – on my Education Week current events due diligence, I happened to grab the May 15, 2013 edition. There, on the front page, I found this headline: “Wanted: Schools Chiefs for Big Name Districts.” Of course the article disagrees with my assertion that the job is unnecessary, which I base on the need for governance and funding policy reform that would allow schools to independently address student diversity with specialized instructional approaches. The article takes the current system’s cartelization of public schools for granted (districts amount to school cartels). It argues that the high turnover rate for big city district superintendents severely undermines the ubiquitous futile efforts to make school cartels achieve some noteworthy improvement away from the ‘Nation at Risk’ results that are at least the norm, and perhaps persistently universal, with some periodic temporary outliers such as El Paso in the 1990s. Continue reading
Arons, Stephen. 1997. Short Route To Chaos: Conscience, Community, and the Re-constitution of American Schooling. Amherst: University of Massachusetts Press.
Gatto, John Taylor. 1993. The Exhausted School. Oxford: The Oxford Village Press.
McCluskey, Neal P. 2007. “Why We Fight: How Public Schools Cause Social Conflict.” Cato Institute Policy Analysis #587. http://www.cato.org/pubs/pas/pa587.pdf
Powell, Arthur G, Eleanor Farrar and David K Cohen. 1985. The Shopping Mall High School: Winners and Losers in the Educational Marketplace (Boston: Houghton Mifflin). Continue reading
The Root of the STEM Problem || John Merrifield || July 30, 2013
A tour of any major university, including meeting the faculty, will establish the STEM problems. Interviewing department heads or even perusing the faculty directory may be sufficiently insightful. You’ll find that in the “STEM” fields of science, engineering, and math, and a few others, the U.S. is very immigrant dependent. That is also true in my field, economics. U.S. citizen applicants for faculty positions are not the norm, especially natural born citizens. For example, I’m a naturalized citizen. Luckily, the U.S. is very attractive to highly skilled immigrants, though often a big part of the attraction is the awful condition of the immigrants’ home country; for many, perhaps more so than the appealing circumstances of the U.S. Some folks have blamed America for causing a 3rd world brain drain, but fault lies mostly with the origin countries. Continue reading