Neuro Myths

Brain Myths pervade our society and unscrupulous profiteers use the work of neuroscience to sell products that are purported to improve how the brain functions.  There are also some myths imbedded in our society that work against using brain research to create better classrooms.  Here are a list of five of the biggest neuro myths from Edutopia

Myth Busting 

The brain is static, unchanging, and set before you start school.  The most widely accepted conclusion of current research in neuroscience is that of neuroplasticity: Our brains grow, change, and adapt at all times in our lives. "Virtually everyone who studies the brain is astounded at how plastic it is," Fischer says

 Some people are left-brained and some are right-brained.  "This is total nonsense," says Fischer, "unless you've had half of your brain removed." This may have emerged from a misunderstanding of the split-brain work of Nobel Prize winner Roger Sperry, who noticed differences in the brain when he studied people whose left and right brains had been surgically disconnected.\ 

We use only 10 percent of our brains.  This is also false, according to Wolfe, Fischer, and a slew of scientists across the globe. In fact, brain imaging has yet to produce evidence of any inactive areas in a healthy brain.  

Male and female brains are radically different.  Though there may be subtle differences between male and female brains, there is absolutely no significant evidence to suggest that the genders learn or should be taught differently. This myth might stem from a misinterpretation of books such as The Essential Difference: Men, Women, and the Extreme Male Brain, which focused largely on patients with autism.\  

The ages 0-3 are more important than any other age for learning.  Even though the connections between neurons, called synapses, are greatest in number during this period, many of the published studies that have to do with teaching during these "critical" time periods involved rats and mazes, not human beings.

 "Understanding the Brain: The Birth of a Learning Science," a report published by the Organisation for Economic Co-Operation and Development (OECD), examines these and other unfounded neuroscience claims. Unfortunately, the science behind these ideas is often misunderstood and milked for profit.     

So what are some facts about the brain and learning that we can use.  Here are three findings from neuroeducation with some broad implications. 

1.  Learning physically changes the brain.  This is what is meant by neruoplasticity and it happens all the time.  There is no magic age or time to learn, you learn whether you want to or not.  Intelligence is not fixed it is forming and developing throughout our lives 

2.  Making lessons relevant really matters.  Relevant, meaningful activities that both engage students emotionally and connect with what they already know are what help build neural connections and long-term memory storage (not to mention compelling classrooms).  

3.  To enable learning put safety first by making the classroom stress free.  Encourage participation not perfection because mistakes are neurologically encouraged and listen to your students helps their brains to relax.

The Dana Foundation makes me think

 We just got our latest edition of the Dana Foundation's Brain in the News which has a great article titled, Does Preschool Matter? by Jonah Lehrer. What is relevant in the article is contained in the last paragraph.

And this is why we need good preschools.  They are not a panacea, and their impact varies depending on quality, but early childhood education is still an essential first step toward eliminating the achievement gap.  Life is unfair; some kids will always be born into households that have much less.  Nevertheless, we have a duty to ensure that every child has a chance to learn what he's capable of.

One of the points of this blog is to point out that social emotional learning is at least as important as academic learning and preschools encourage that aspect of development.  In the U.S.A. much of a child's success is dependent upon economics and preschools work to level that aspect of our education system.







      

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Another idea about graduation rates

      Below is a link that will take you to the Economic Policy Institute site's page for the book Rethinking High School Graduation Rates and Trends by  Lawrence Mishel and Joydeep Roy.  This book was published in 2006 and backs up some of my thinking about the problem of school dropouts.  That is, the statistics we use are unreliable and that there is little historical comparison to the role of school attendance and our ever changing needs for education in this country. 
      I am posting the introduction to this book.  If you go to the site you can download a PDF and read the whole book.  I think it is important to help our students complete school, but there are many ways to accomplish this and they do not all entail a four year plan for every student to progress in lockstep with their age cadre.  We are all individuals and the push toward a four year high school diploma, to my way of thinking, presupposes that all of us are the same.  This is the same type of thinking that produced NCLB and the idea that every child will achieve 100% at everything they attempt in school.  It is unrealistic.

Rethinking high school graduation rates and trends 

by Lawrence Mishel and Joydeep Roy  

Introduction
Growing national attention has been paid of late to high school graduation rates in general, and the black-white and the Hispanic-white graduation gaps, in particular. This reflects a belief in the important role of education in a knowledge-driven economy, and an appreciation of the fact that those without at least a high school diploma will be more severely handicapped in their labor market prospects than those who have a diploma. The No Child Left Behind Act of 2002 includes on-time graduation as one of its important objectives. 

Unfortunately, there is a lack of agreement on the magnitude of high school completion rates in the United States, as well as its trends over the last 10, 20, or 30 years. The status completion data, as reported by the Department of Education in the widely circulated Digest of Education Statistics, The Condition of Education, and other publications, show the percentages of members of various age groups who have completed high school and are based on household surveys (the Current Population Survey (CPS)) conducted by the Census Bureau. There are also household data showing the shares of the population in certain age ranges that have completed high school, college, and so on or have no degree whatsoever (effectively dropouts).
Several respected education policy analysts have severely criticized these “status completion rates” for allegedly overstating completion rates. Instead, several new measures of high school completion have been proposed, mostly based on administrative data on enrollment in public schools and diplomas awarded then reported to the Department of Education by state education agencies. These new measures show much lower graduation rates than the household surveys.¹ 

This study reviews the available data on high school completion and dropout rates and their historical trends and finds that high school completion has been increasing and dropouts declining for over 40 years, though the improvements have been modest over the last 10 years or so. Unfortunately, we also find that some frequently cited statistics on high school completion that are based on the administrative and enrollment data mentioned above are seriously inaccurate. A recent National Governors Association taskforce report (2005, 9) cites these erroneous data, stating: 

[W]e know that about a third of our students are not graduating from high school….About three-fourths of white students graduate from high school, but only half of African American and Hispanic students do. 

This statement reflects an increasingly used but incorrect characterization of the rate of high school graduation calculated from enrollment data reported by school districts and collected by the states and the federal government. This study finds that these analyses are contradicted by better data collected by the U.S. Department of Education that follow actual students’ experiences and by the Census Bureau surveys of households. The new ‘wisdom’ —using enrollment and diploma data to measure graduation rates—exaggerates the extent of dropouts and fails to reflect the tremendous progress over the last 10, 20, or 40 years in increasing high school completion and in closing the black-white and the Hispanic-white graduation gaps.

We make no claim that our findings are novel—a leading expert on the measurement of high school completion and dropouts, Phillip Kaufman, came to many of the same conclusions over four years ago in a paper presented at the Harvard University Civil Rights Project Conference on Dropout Research in 2001 (Kaufman 2001).² Our study surveys what is known, and not known, about high school completion rates—both their current levels and the historical trends. This requires examining a range of data sources, including those based on school records, household surveys, and longitudinal tracking of students. To assess these data this study examines a wide array of measurement issues including: the extent of bias in household surveys from a limited sample (excluding the military, prison, and other institutional populations); the growth of high school completion by equivalency exams; and the bias arising from the inclusion of recent immigrants (most of whom were never enrolled in U.S. schools) in some measures. This study pays particular attention to the graduation rates of minorities in order to assess the claim that they have only a 50/50 chance of completing high school. 

Among other things, our results suggest that, though it has significant biases, the Current Po
pulation Survey (CPS) provides a reasonable snapshot of educational attainment in the country and can be adjusted to provide trends in high school completion across different years. We find no reason to presume that the biases in the CPS are serious enough to render CPS data less accurate than administrative data. On the other hand, there have been few efforts by education policy analysts who rely on administrative data to investigate whether these data are themselves sufficiently accurate to support reliable conclusions about high school completion. We have also examined data from one state and two large cities that allow us to compare graduation rates based on student longitudinal data to the graduation rates used in this new wave of research: these analyses indicate that these new measures can be significantly inaccurate. 

Our research finds that the conventional measures of high school completion computed from the school enrollment and diploma data are much lower than that of all of the other data and far below that of the very best data, i.e., the National Education Longitudinal Study (NELS). We also concluded that high school completion has grown significantly over the last 40 years and the black-white gap has shrunk significantly. Over the last 10 years, however, there has been little improvement, except among Hispanics. In particular, this study finds:

• The overall high school graduation rate with a regular diploma is between 80% and 83%, with the best data (NELS) showing an 82% rate. All of the household and longitudinal data sources show a higher graduation rate than the two-thirds rate computed using the school-based enrollment/diploma data.

• Estimates of the black rate of graduation from high school with a regular diploma range between 69% and 75%, with the NELS showing a 74% graduation rate. This is substantially higher than the frequently alleged 50% rate for blacks, reported from the school-based enrollment/diploma data. Moreover, the NELS data suggest that the alleged 50% dropout rate is double the actual dropout rate for blacks. In fact, the dropout rate for blacks is closer to 25% and roughly half of those obtain a GED, which allows entry into post-secondary education, the military, and other second-chance systems.

• Estimates of Hispanic high school graduation rates with a regular diploma range between 61% and 74%, with the NELS showing a 74% rate. This is substantially higher than the frequently alleged 50% rate for Hispanics reported from the school-based enrollment/ diploma data. Further, these data do not account for the additional 9% to 12% of Hispanics who receive a GED, which allows entry into post-secondary education, the military, and other second-chance systems.

• There remain substantial race/ethnic gaps in graduation rates with regular diplomas. Analysis of census data shows that in 2000, for those ages 25-29, there was a black-white gap of about 15 percentage points and a Hispanic-white gap of 23 percentage points.

• High school completion (either by diploma or GED) grew substantially from 1960 to the early to mid-1990s. This study looked at those aged 25-29 and found that in 1962 only 41.6% of blacks and 69.2% of whites completed high school, a 27.6 percentage point racial gap. By 1980 the racial gap had been cut by 63% to 10.3 percentage points, with both blacks and whites improving their graduation rates (to 86.9% for whites and to 76.6% for blacks). The racial gap was closed further to 6.0 percentage points by 1994 and to 5.0 percentage points by 2004.

• Trends in Hispanic graduation rates are difficult to track since it is important to be able to identify recent immigrants who were not enrolled in U.S. schools. This can be done with the data from 1994 and more recent years and the data reveal that the Hispanic completion rate (either by diploma or GED) has grown from 76% to 81.3% from 1994 to 2004. • Increased incarceration of black men (and not any other race/gender group) leads some measures to overstate black high school completion and its growth over the last 10 years or so. Or, one could say that the increased graduation rates of non-institutionalized black men were offset by increased incarceration of other black men.

We find that the school-based enrollment/diploma data show an inaccurately low graduation rate, especially when diplomas are compared to ninth grade enrollment. This is because ninth-grade enrollment includes many students who have been retained as well as those entering ninth grade. This ninth-grade ‘bulge’ (counting those retained as well as those entering) has grown substantially over the last 10 and 20 years, leading to a wrong conclusion that graduation rates have fallen. School enrollment/ diploma data, corrected for the bulge, show a steady graduation rate. 

The results for minorities are especially biased since there are 23% more minorities in ninth grade than eighth grade. Simply comparing diplomas to the relevant eighth rather than ninth-grade class yields graduation rates for blacks of 61% and Hispanics of 64.5% rather than the 50% graduation rate frequently cited from the school-based enrollment/ diploma data. Even with a correction for the ninth-grade bulge, these data yield graduation rates that are low relative to other, better data. 

We were able to compare the various graduation rates (Swanson 2003 & 2004; Greene and Forster 2003; Greene and Winters 2005; Warren 2005; and Haney et al. 2004) computed with school enrollment data to the results from three studies using student longitudinal data drawn from the same school-based data. Our examination of data from the state of Florida and from New York City indicates that student longitudinal data show much higher graduation rates than those produced by the conventional school enrollment-based measures. This indicates that the computations that underlie the new conventional wisdom are seriously inaccurate. 

We also compare the conventional school-based rate to those of a study that tracks Chicago students and shows graduation rates from 1996 to 2004 (Allensworth 2005). For some years the longitudinal data correspond to the conventional measures. However, the longitudinal data show steady progress (up eight percentage points), but the conventional measures show no progress for most of the period, indicating that these measures inaccurately portray trends. 

There has been little examination of the procedures, consistency, and benchmarking of the school enrollment and diploma data, so it is hard to know why they produce such low estimates. However, if these data are incorrect at the national level and in the Florida, New York City, and Chicago case studies, then they should not be used for school district or state calculations. We may have to wait for data that track individuals to truly know graduation rates at the local level.

American Grads

The Problem 

1.3 million kids drop out of high school per year costing our nation more than $100 billion in lost wages and taxes, plus the increased social costs due to crime and healthcare.

The Solution

Research shows that we can help keep students on the path to college and careers if we:

• Start with early reading
• focus on the middle grades
• build on early waring and intervention systems
• create a multi-sector and community-based effort
• elicit perspectives of students, educators, and parents
• set high expectations and engaging coursework

The dropout rate in America is under attack and Albuquerque's PBS station KNME, under the guidance of Laurel Wyckoff, is presenting a series of meetings for selected members of the community to discuss and work toward a solution to the problem.  Here are the sites and reports recommended by the American Grads program to help members develop ideas about solutions to the problem facing our students.

Recommended Reading and Websites 

1. UNM Center for Education Policy Research
2. Mapping the Landscape of Educational Outcomes in Albuquerque 
3. American Graduate | New Mexico PBS
4. AT&T Aspire High School Educational Foundation & Grants 
5. What Works Clearinghouse
6. Parent Revolution
7. Hostile takeover: Parents seek control of failing school ..
8. Can The Lure of Driver's License Keep Kids in School?
9. New Mexico First
10. Elev8 New Mexico 
11. Junior Achievement of New Mexico 
12. Citizen Schools New Mexico
13. 7 keys for community anchor institutions
14. United Way of Central New Mexico
15. New Mexico Speaks | A Virtual Town Hall
16. Gateway to College - Welcome
17. Sustained Positive Effects on Graduation Rates
18. The Silent Epidemic
19. Central New Mexico Education Needs Assessment
20. Lightening the Load
21. Channeling Change: Making Collective Impact Work
22. It Takes a Whole Society
23. A Count For Quality
24. New Mexico Progress Report
25. Dropout Prevention Guide
26. Competing for School Improvement Dollars

Poverty is no excuse?

One of the current mantras used by reformistas is "poverty is no excuse for poor performance at school", I heard our Education Secretary make a similar statement while explaining  poor test scores and the recent study that indicates that poverty is linked to poor reading scores in the 4th grade 


We can ignore the problem of poverty all we want, but it will not go away.  Poverty is the core of the education problem in the United States.  These children miss more school, come to school needing better nutrition and are frequently stressed from problems at home.  They have cortisone coursing through their systems impairing their ability to learn.  We can probably get them to sit still and appear to pay attention, but learning requires much more than these kids can give.


Instead of indicting the entire education system, going on witch hunts for bad teachers and closing schools that don't measure up why don't we use all of data gathering to find out who needs help and then truly look at the research and use it to help those in need of help. 


No matter what your political beliefs, the young children who go to school do not know what you mean when you tell them they are failing.  They did not cause this problem and unless someone helps them create quality environments for learning they will have a hard time helping themselves.


I would like to share an article by Daniel T. Willingham from the spring 2012 edition of the American Educator online.  Click here to read "Why Does Family Wealth Affect Learning?"  Dr. Willingham, a cognitive scientist, explains that in addition to having fewer material and social supports, children from low-income families also tend to have chronic stress that can significantly impede their learning.  Research shows that besides social service supports, a teacher' warmth toward and high expectations for disadvantaged children can help them reach their potential.

Finland's Success

These thoughts have been provoked by the article, "A Model Lesson, Finland Shows Us What Equal Opportunity Looks Like" by Pasi Sahlberg.  Click here to read this article in American Educator Online.

I have been following the story of Finland's education success with interest.  I watched a program with one of Finland's education ministers and he said something that resonates with me because it seems to be such a common sense approach to education for a country like the United States of America.  It cuts to the core of what I believe this country represents.  Opportunity for all.  The minister said that while they were reforming Finland's education their goal was to create equity for all citizens.

In other words they were creating an education system to provide a level playing field for everyone.  Out of this system of equity developed a system of excellence.  It is hard for me to understand why the U.S.A. can not put the idea of equity at the core of our education system.  Why is it not possible to go to the failing schools and provide them with the resources and human capital they need to provide an education equal to that a student from a rich suburb has the opportunity to obtain.

The problem from my point of view is this,

In the United States we place our emphasis in education upon choice and competition, in Finland their driving philosophy is equity and shared responsibility.  

In the U.S. A. we think as individuals because we have been trained by an education system that places us in an age group cadre that rewards only those who can best follow directions for 12 years in a row.  This training skews our thinking toward competition and the idea that those who don't think like us don't think correctly.

We are now living in a world where all people are clamoring for access to the resources America has monopolized to become the powerhouse it is.  If we do not learn to cooperate with one another we may eventually be denied resources from outside our national borders.

 Remember what John Donne wrote, "No man is an island, entire of itself" this is true for nations as well, even those as rich and powerful as the U.S.A.  We must learn the skill of cooperation so that we might draw upon all members of society to build our future.

Beyond the Hard Truths of Teaching

I have been trying to get myself motivated to start blogging about education on a regular basis once again.  I am going through my education files and while doing so found this article by Marvin Chachere that closely mirrors my feeling about teaching.  


Click here to learn more about Mr. Chachere  a retired teacher and University of California administrator who played saxophone in his youth with a New Orleans jazz band and died June 17, 2010 after 82 years of life.

BEYOND THE HARD TRUTHS OF TEACHING 

Marvin Chachere

EARLY ON in my teaching career I learned that most principals, superintendents, and deans don't worry much about fostering student learning. 

I'm not sure precisely what they do worry about or even what interests them. Perhaps it's management itself. matching means to ends. Or maybe it's simply tranquillity, • school that's run smoothly. At any rate, teachers and managers have little in common. 

When I taught college. I told my students each semester, quite bluntly. that their institution wasn't organized and run primarily for their learning. I reminded them that they'd worked hard to gain admission. only to be hassled in registration lines. circumscribed by course requirements, intimidated by term papers and exams. categorized by grade points. 

My message, of course. was a truism: Wanting to know something is a necessary precondition for leaming it. "How many of you are here to learn philosophy?" I'd ask. Everyone. (It was an elective course.) "How many of you would be here if this course offered no credit?" No one. 

Students know the difference between learning a subject and going through the motions because they need the credits. Indeed, if a student really wants to learn, he doesn't need good teaching, and if he doesn't want to learn, the best teaching is useless. You can't force anyone to learn anything, unless you're an army sergeant teaching a recruit to fire a rifle. You may tell others what to learn, but this carries no force. Students recognize their rights in this very clearly, and they can easily reject your teaching. 

By now you may be thinking that if I had any self-respect [ should have long ago sought other work.  But for me it was precisely by recognizing these realities and struggling. with them in my own mind (if not in faculty committees, board meetings. and teachers' unions) that I found nourishment as a teacher. I enjoyed teaching and I stayed with it, but not to invent methods for jamming Iearning into the minds of unwilling students. If I wanted reform at all. it was in how I saw my job. Gripped by cynicism regarding my superiors and futility regarding my charges. I still struggled to see teaching as noble work. 

My efforts weren't completely successful, but they brought satisfaction. Once I decided to Iet the managers and policymakers get on with their work, whatever it may be. I was free to get on with mine. By concentrating on the conditions of my students their real and supposed reasons for being in my class, their interests and abilities, even their joys and sorrows. I sought to reform my thinking, to neutralize the negative forces. In other words. I sought the essence of teaching: to stimulate, inspire, animate and arouse another.

" The main job of the teacher is to convey enthusiasm. A teacher isn’t a purveyor of intormation, a guide to the realm of ideas, ambassador of culture, a certifier of students' achievements, or a  guarantor of good. paying jobs. Even less is a teacher concerned with development of a students' character and good citizenship. The only goal that's worth pursuing is to inspire your students with a love of your subject. Any other outcome, however honorable, is incidental. 

This is simplistic, you say. All teachers try to get students interested in their subjects-and good teachers succeed. My point may be simple, but it's not simplistic. It carries three practical consequences, each affecting the improvement of teaching. 

The first consequence is that you acknowledge your students' individual likes and dislikes even as you continue to show them how they can become enthused about what you're teaching. Realize that some students just don't like math, history, literature, science, or whatever. In recognizing individuality, you recognize reality. 

The second consequence is that there's no subject for which studentls' enthusiasm is unworthy or unwarranted, not even basket-weaving. Let me quickly add that I don't propose teaching something just because students will sign up for it-a Bruce Springsteen seminar? But interest in one thing may lead to interest in other things; basket-weaving isn't unrelated to geometry, to physics, to history. Any student who shows you enthusiasm about anything at all has displayed a certain capacity. Good teaching implies the ability to exploit that capacity. find ways to put it to use, and transfer it, if possible to your subject. 

The third consequence follows from the simple essence of teaching. You can’t arouse enthusiasm for a subject unless you've mastered it. The more you learn the more ways you have for arousing students' interests, and the better your teaching will be. Mastery is far more important than methods. Methods follow mastery, not the other way around. Students will be quick to see your enthusium. and if it sterms from mastery they may catch it. 

That's all you can hope and work for. And it's enough. ~ 

Thoughts on Home Schooling

I have been thinking about home schooling for awhile.  I have mixed feelings about the movement because I have met a number of home schooled people with a healthy outlook on life who know how to learn.  As a former teacher, and as a Dad, I do have doubts about the ability many parents to create a full picture of the world and an appreciation for the depth of the knowledge humans have accumulated.  I also know that the basic skills of schooling are not very difficult to master, a teacher's art is partially imparting those skills to a diverse group of kids in a classroom.

Probably the most compelling reason not to homeschool is contained in this quote from Dick Cavett in his blog at the New York Times, Opinonator.

To deny kids the adventure and socialization of going to school, thereby missing out on the activities, gossip, projects, dances, teams, friendships and social skills developed — to deny kids this is shortsighted and cruel. I think of the mournful home-school kid watching his friends board the school bus, laughing, gossiping and enjoying all that vital socialization we call schooldays.

Then again, that is why many children are home schooled is to keep them apart from their peers.