snow INSIDE classroom window

There is something wrong in the US.

We do the research, but the results are often implemented in other countries, with enviable outcomes, but ignored here.

It was adoption of the work of American Edwards Deming by Japanese industry, especially automobiles, that changed “made in Japan” from a symbol of shoddy work to one of world-class quality—decades before the US moved in that direction.

Despite being honored in Japan in 1951 with the establishment of the Deming Prize, he was only just beginning to win widespread recognition in the U.S. at the time of his death in 1993.

When it comes to education, it’s Finland.

Year after year, Finland is ranked as one of the world leaders in education while America lags far behind.
But it’s not that Finland knows more about how to build effective schools than the US does.
Almost all education research takes place in the US, and American schools can’t seem to learn from any of it — and yet Finnish people do.
Over time, the ideas have helped shape the Finnish education system as one that prizes autonomy, peer learning, collaboration, and varied forms of assessment. These were all ideas developed at one time or another by American theorists, yet modern American classrooms — noted for their heavy reliance on tests and teacher-guided lectures — bear little resemblance to those up north.

Bjarke Ingels, Danish architect of Two World Trade Center, Google North Bayshore and many others, made a telling comment that the US would do well to take to heart.

“The education of our youth is one of the best investments any society can make. In that sense, not investing in our future is simply the worst place to cut corners.”

It took the US 40 years to embrace quality and we’re still playing catch-up.

We don’t have 40 years when it comes to education.

Image credit: @ Detroitteach

What impact does a student’s graduation speech really have? 18 year old Justin Hudson’s had a giant impact on NYC Hunter College High School, Elena Kagan’s alma mater and the most prestigious high school in the country.

“More than anything else, I feel guilty,” Mr. Hudson, who is black and Hispanic, told his 183 fellow graduates. “I don’t deserve any of this. And neither do you.”

They had been labeled “gifted,” he told them, based on a test they passed “due to luck and circumstance.”

As a result, the third principal in five years resigned and shortly after a committee of Hunter High teachers publicly announced a no confidence notice to the president of Hunter College, who is the ultimate boss of the high school.

At issue is the entrance exam for the high school.

Mr. Collins [director of the Hunter College Campus Schools] acknowledged that the notoriously difficult test, which has math, English and essay sections and is given in the sixth grade, “isn’t a good indicator of giftedness, it is a good indicator of whether you will be successful at Hunter.”

Those who pass the test are typically from upper class families heavily focused on education and can afford extra tutoring as needed.

Luck and circumstance, as Justin Hudson pointed out.

But a lot of good things are happening across the educational board.

• Schools across the country are abolishing ‘D’ grades, leaving kids with the choice of earning a ‘C’ or flunking.
• New research from economists has proved the value of “great teachers and early childhood programs” on adult earning power.
• A new website lets kids bet on their future grades and pays off when they perform.
• Non-profit Teach Plus helps schools field teams of teachers willing to spend extra time mentoring and acting as leaders in school turn-arounds.

Of course, anytime Federal dollars are up for grabs the sharks circle and the money earmarked for education is no different— companies with no experience are touting their ability to change the course of education.

It would make a nice change if Washington wasn’t snookered by great presentations and white papers, but I’m not holding my breath.

Historically, Washington is  the place where rhetoric wins the game and smoke and mirrors gets you further than substance.

If you’ll excuse the pun, it’s par for the course.

Image credit: http://www.flickr.com/photos/the-lees/134610871/

How important is leadership (in its generally accepted definition) with regards to student results and where does/should it come from?

The Science Codex writes about a new study funded by The Wallace Foundation gives interesting, but not surprising, insight.

“The rubber hits the road in the classroom; that’s where the learning happens,” said Kyla Wahlstrom. “Leadership is important because it sets the conditions and the expectations in the school that there will be excellent instruction and there will be a culture of ongoing learning for the educators and for the students in the school.” …

The study demonstrates a strong, positive link between educational leaders — particularly principals — and student learning outcomes.

I’s not surprising because we all know that in the workplace most people live up—or down—to their boss’ expectations and it’s been shown that kids do, too.

If you don’t feel like reading the whole study, the Codex lists the main findings, among them

Higher-performing schools generally ask for more input and engagement from a wider variety of stakeholders.

In districts where levels of student learning are high, district leaders are more likely to emphasize goals and initiatives that reach beyond minimum state expectations for student performance.

The stark lack of district support for principals’ professional development and a lack of regular contact between most principals and their district office.

Input from all stakeholders…engagement…goals…initiatives…striving for excellence…professional development. This is what works, what motivates most humans and leads to positive results.

Not surprising that it would be applicable in education, but not happening, either.

Flickr image credit: The Wallace Foundation

When looking for a talented entry-level candidate, grades carry great weight with managers and HR.

This is especially true when hiring advanced degrees where starting salaries remain high and even more-so when the degrees are in the professions—doctors and lawyers.

Recruiters scour university campuses looking for what they judge to be the crème de la crème and you, the client, pay big bucks to access that talent.

Customers assume a certain level of integrity from educational institutions and equate grades with expertise.

So what happens to that integrity and those expectations when law schools lower the bar?

In the last two years, at least 10 law schools have deliberately changed their grading systems to make them more lenient. These include law schools like New York University and Georgetown, as well as Golden Gate University, Loyola Law School Los Angeles, and Tulane University, which just announced the change this month.

Granted, it’s being done in K-12 schools all over the country, but law school? And at some of the most prestigious US law schools, too.

These the same associates who do most of the real work when your company shells out $500 or more an hour to hire a name on the door.

Many will become judges, local, state and Federal—even to the Supreme Court.

Some will join Federal enforcement agencies—SEC, Justice, FBI.

And many will eventually enter politics, which is justified considering how far that bar has already been lowered.

What’s next? Well, we have a real shortage of doctors now that is getting worse as our population ages.

Doesn’t that give you a warm and fuzzy feeling in the pit of your stomach?

Flickr image credit: http://www.flickr.com/photos/johncohen/152850884/

Last week I wrote about early-college high school and KIPP—both programs buck the trend exemplified by the Dallas Independent School District in lowering standards.

Another move towards greater challenge is program that allows kids to graduate high school two years early.

Dozens of public high schools in eight states will introduce a program next year allowing 10th graders who pass a battery of tests to get a diploma two years early… The new system of high school coursework with the accompanying board examinations is modeled largely on systems in high-performing nations including Denmark, England, Finland, France and Singapore. … Students who pass but aspire to attend a selective college may continue with college preparatory courses in their junior and senior years…

The program is organized by the nonprofit National Center on Education and the Economy.

“We’ve looked at schools all over the world, and if you walk into a high school in the countries that use these board exams, you’ll see kids working hard, whether they want to be a carpenter or a brain surgeon.” –Marc S. Tucker, NCEE President

Education reform has often been hung up by teachers unions; that seems to be changing, but the time and cost to fire an incompetent teacher is still disheartening.

Toughening standards, increasing challenge and meaningful rewards work in the adult space, so there is no reason they won’t work in schools.

There seems to be a lot of good stuff going on to provide us with hope for developing thinking, questioning innovative next generation, but, before you get too excited, please join me next Tuesday to see what is happening on the dark side.

Image credit: svilen001on sxc.hu

Ask any employee at any level what motivates them the most

or

and 9 out of 10 will choose the second list.

So why do school boards do the opposite?

Many school districts follow the lead of the Dallas Independent School District, which follows the first list with slavish devotion.

What happens when the second list is followed instead?

One program is called early-college high school and it mixes college level courses with the normal courses taught in junior and senior years and is offered to at-risk kids, not the over-achieving elite.

North Carolina is the leader and the results are impressive.

“Last year, half our early-college high schools had zero dropouts, and that’s just unprecedented for North Carolina, where only 62 percent of our high school students graduate after four years,” said Tony Habit, president of the North Carolina New Schools Project, the nonprofit group spearheading the state’s high school reform.

In addition, North Carolina’s early-college high school students are getting slightly better grades in their college courses than their older classmates.

Another proponent of the second list is KIPP (Knowledge Is Power Program), which runs charter schools in several states.

Started in 1994 as an experiment with 50 fifth graders in Houston’s inner city, KIPP has blossomed into the biggest U.S. charter school operator, with 82 schools for poor and minority children in 19 states.

KIPP now has an 85% college matriculation rate, compared with 40% for low-income students nationwide, according to a 2008 report card KIPP prepared and posted on its Web site. About 90% of KIPP’s 20,000 students are black or Hispanic; 80% qualify for subsidized meals.

The difference between the two lists can be summed up in one work—expectations.

The foundation of expectations is a belief that whatever it is can be accomplished.

We humans tend to strive to meet the expectations of those around us, be they bosses, friends, parents, teachers or school administrators.

Actions more than words tell us what is expected.

List 1 = low expectations and kids live up to them.

List 2 = high expectations and the kids live up to them.

Which list do you want at your work?

Which list do you support for your kids?

Image credit: bjornmeansbear on flickr

See all mY generation posts here.

Make no mistake, this is a rant.

Last year I wrote Being “special” can ruin your children’s lives; yesterday at Small Business Boomers Jean ranted about Millennials’ atrocious writing skills, a subject I’ve bemoaned here multiple times—and not just Millennials!.

Today, at Leadership Turn, CandidProf, a regular on Thursday, talks about education now and what he foresees as a result of additional schools adopting rules similar to those enacted by the Dallas School System.

Previous complaining about the results of today’s education pales to insignificant when considering the long-term results of what Dallas has done.

Consider,

• “…the new rules require teachers to accept late work and prevent them from penalizing students for missed deadlines. Homework grades that would drag down a student’s overall average will be thrown out.
• District records state that the changes are part of a switch to “effort-based” grading and are designed to give students multiple opportunities to demonstrate that they’ve mastered class material.
• Requiring teachers to contact parents instead of awarding zeros is designed to increase home-school communications…
• Retests and deadline extensions are meant to motivate students to do better after initial failure.”

In other words there are no penalties for not doing the work and the tests don’t count since students can take the exact same test over and over until they get a good grade and their previous efforts are deleted from their records.

As to the over-worked/under-paid teachers, do you think that many will take the time to call every parent whose child’s homework isn’t turned in on time. 20+ kids in the class times an average 15 minute call talking to a parent who is more likely to heap abuse on the teacher while defending their perfect child.

It’s not worth it, so the kids will pass.

Pass on to college not only unable, but also unwilling to learn—forcing colleges to dumb down their classes, too.

According to Denise Collier, the district’s chief academic officer “The purpose behind it is to ensure fair and credible evaluation of learning – from grade to grade and school to school.”

Fair to whom?

The students who work hard or the ones who consider teachers lucky that their classroom is graced with their presence.

Fair to the teachers who get those students the following year, and the year after and the year after that…

Even previous graduates think it’s stupid, “Babying the rules so that [students] have almost unlimited chances to pass, that’s unreal,” said Joshua Perry, a 2007 graduate of Skyline High School. “In the real world, you don’t get a whole lot of chances or other ways to make something up.”

But it’s after college that you, my dear readers, come into play.

Because these are the same kids you will be forced to hire and rely on to move your company forward.

And if that doesn’t scare the hell out of you let me know what drugs you’re on and I’ll get some, because it sure scares it out of me.

Image credit: adienache CC license