Class notes--4/14/09

Here are my notes:

Class questions from T&C:
A1) Why is there a lack of teacher input at level of policy talk?
A2) Do smart boards challenge T&C's assertions about technology as reform?
A3) Does tracking (ie. the need to keep, collect and compare data) help maintain graded schooling?
A4) Do T&C support national standards, especially as a means to close the quality gap between states?

B1) Are there current "policy elites?"
B2) Are there current examples of successful implementation of technology?
B3) Is meaningful, lasting reform possible given America's constantly changing visions of schooling?
B4) What are the consequences of our moving educational goalposts?

-A1:
-teachers have little time and energy for policy debates
-policy makers feel teacher input would be negative
-general low expectations of teacher input
-patriarchal heirarchy of educational establishment w/ teachers are the bottom
-teaching was formerly dominated by women who at the time couldn't have any say in policy making
-input isn't easy to be put out there--distance can get in the way as these meetings tend to not be local
-intelligence assumptions--policy related
-teaching as a profession is self-selected by people who are more passive on macro levels
-policy discussions are not happening in schools
-teachers choose to be out of that discussion
-appeasement of tax payers--teachers are the workers, so policy makers don't have to do what teachers say

A2:
-they do not
-smartboards are technology that help with communication
-they conform to how technology works
-don't replace teacher--integrated into teaching
-don't fundamentally challenge classroom dynamic
-teacher uses it w/prepared material in front of class
-do online classes challenge this grammar? -->they have the potential to-->decenters teachers, students learn at their own pace
-in 20-30 yrs, it may challenge
-online education must overcome understood grammar of schooling

A3:
-helps make sure all students are educated properly
-lowers risk of failure
-matches society's expectations of "real school"
-statistical info more political
-system stays because that's how its always been done
-requires concrete data-->provided by standard grammar
-increasingly easy to keep and store data at individual level
-grade levels may not be required
-institutional inertia gets in the way of change
-ability tracking-->attempts to solve conflicting demands:
-schools deal with large groups-->age grading is easier
-schools must deal with individual students' differences
-goal is to be efficient in assessment
-tracking treats student differently while teaching them the same

A4:
-not necessarily support national standards as they are now
-different communities have different standards
-didn't believe in George HW Bush's policy
-2 standards-->content and performance
-people buy into content standards pretty easily
-possible issues:
-treatment of Columbus-->hero, genocidal maniac or self-involved capitalist?
-what literature to include?
-is it fair to hold all schools to same performance standards?

B1:
-policy elites probably abandoned public schools & sent their kids to private schools
-voucher system enthusiasts probably best current example
-rich folks investing in non-profit who invest in schools
-policy elites-->people well positioned to make policy changes
-Sec of Education-Arnie Duncan-shaping educational policy
-high profile elites-->Joel Kline, superintendant of NYC schools
-current elites work within schooling grammar
-Bill Gates as policy elite?
-early progressives: university faculty, gov't people, etc
-current elites are more likely to have K-12 background

B2:
-smartboards
-students create facebook profile for authors
-smart use of internet

B3/B4:
-B3: no-->democratic nation is always changing ideals
-natural consequences of democratic society
-constantly adding educational pressure
-same cycle, with small variances
-student consequences-->greater expectations
-schools in crisis mode is due to lack of clarity of goals
-gov't expect schools to respond quickly to national concerns
-leads to shaking of faith in public schools
-grammar of schooling may be the only thing holding schools together
-grammar not always negative

School choice-->no more neighborhood schools?
-Versions of choice:
-magnet schools--public, theme/concentration/focus
-open enrollment--public, eliminates attendance lines
-vouchers--(up for discussion next class)
-charter schools--public, contract with school district, must improve or have high level of academics, receive latitude in programming
-home schools--students schooled at home
-virtual schools--online education for K-12-->mostly high school

-magnet schools emerged as a way to better integrate schools without having to draw crazy district lines
-often employ admissions criteria (lottery, district lines, grades, skills)
-open enrollment almost passed in SC 2 years ago
-system for prioritizing-->geography most popular
-competition--schools encouraged to get better so students want to be there and parents want their kids there
-transportation an issue
-state should provide transportation
-questions of unethical athletic recruitment
-charter schools have ability to be more flexible
-increases parental involvement--parents sign contract
-school in Lancaster makes parents sign volunteer contract
-no transportation provided often
-often they don't provide food
-urban areas can overcome transportation issues with public transit (ie. subway)
-rural areas tend to have issues with no transportation and no food offered
-education at home for pedagogical reasons or ideological reasons
-parents believe they can teacher better and in safer environment
-each state has requirements for home schoolers
-students can use extracurricular activities at home schools
-ideological: general curriculum is hostile to their beliefs
-some states require end of year tests
-internet revolutionized home schooling
-states have household requirements-->some have requirements for one member to be certified teacher
-virtual schools used for two things: credit recovery & provided advance courses to students who don't have access to them
-students don't pay extra
-gaining a lot of traction
-enrollment increased, offerings increased
-ability to instruct and teach online classes increases employability
-all version of choice increased involvement on part of parents and students
-all build up idea of competition-->schools need to be innovative and attract students-->this creates improvement or schools don't get students
-Friedman argues education should feed vocational and citizenship functions
-Friedman's ideas are foundation for liberterian economic theory
-believed in as little gov't role as possible in education
-exploring minimal role of gov't to meet citizenship function
-gov't now has maxmial role
-argument against this is:
1) infringes upon personal freedom-->market conception-->freedom to enter into contracts
-private police force (a Friedman inspired idea)
2) horribly inefficient-->better ways to serve citizenship role than cumpulsory, tax-driven education
-gov't needs some role-->even people without children benefit (neighbor effect)
-level of subsity is excessive