Category Archives: Academia

Rate My Students Dot Dot Dot

09 Wednesday Nov 2011

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Thumbs Up, Thumbs Down, April 14, 2010. (http://http://teachingjobsportal.com).

Because there’s a website called RateMyProfessors.com, there also ought to be one called Rate My Students.com. Unfortunately, the only thing we have as faculty that indicates student performance is their grade in a course. But student demeanor, attitudes toward learning and their professors, about their level of commitment to being good students? For that, the only thing we have to go on are our communication exchanges with students and their responses, particularly on an evaluation. Below is one such exchange:

—–Original Message—–
From: Anonymous Student
Sent: Sat 9/10/2011 12:45 AM
Subject: Paper feedback question

I mentioned in my paper that the US feared soviet control of the Middle East and you said that it was never a concern. However, on page 61 of “Present Tense” It mentions the soviets backing a separatist movement in Iran and pressed Turkey to give the Soviet’s joint control over the Dardanelles which make some in the US government nervous that “the soviets would make a sweep across Turkey and Iran, which would give it control over much of the Middle East and its oil reserves.” The book then mentions that Truman sent a Naval task force into the Mediterranean as a warning to the Soviets.

My question is, how was the Soviet presence in the Middle East hardly a concern if it made Truman nervous enough to take military action. Granted it wasn’t a concern for long, and I could have gone more in depth, but I’m still getting conflicting information. Thanks

On Sat, Sep 10, 2011 at 6:28 AM, Donald Collins wrote

Thanks for your email. You didn’t get credit for this point because it was a blanket and general statement, without any detail or nuance. You made it sound as if the Middle East was on the same level of concern as Europe, East Asia and the US itself. Plus, Turkey was and is not considered an oil state, and US concern over Greece and Turkey was much more a European concern than a Middle Eastern one — it helped lead to the first installment of what became the Marshall Plan. Only with Iran do you have a small point, but Iran wasn’t mentioned in your paper. And, more to that point, if the Middle East was such a concern, why didn’t Truman send a naval task force into the Persian Gulf in the late 1940s?

Yes there was fear and concern, but the actual decisions and actions that came out of it were so limited that one cannot simply say that the US feared control of the Middle East because of their tremendous oil reserves — in 1947…

But the real issue here is that you lost sight of the forest on this topic question, concentrating instead on this tree regarding the Middle East. You did not do enough to outline and analyze the factors involved in promoting and escalating the Cold War. You talked about events as examples of the Cold War, with some (like the Middle East) lacking in factual detail or explanation as to what, if any, factor or factors they fit in. Like the Soviet’s desire for a buffer zone in Eastern Europe and with eastern Germany. Or the US policy of aggressive containment of communism, as your example of the Middle East could’ve indicated, if it had been more specific — the Korean War or the Berlin Airlift are much better examples of this factor. Or the nuclear weapons and related systems races, including for long-range bombers, missiles, submarines from 1949 onward — bringing both countries ever closer to a possible hot and nuclear war.

The textbooks are just that, textbooks. They are not the Bible, and they are not even ones that I would choose to use if I could order my own textbooks. They are a guide, but, then again, so are my lecture notes, which would have helped clear up much of your confusion on this issue. I hope that this helps.

Professor Collins

From: Anonymous Student
Sent: Sat 9/10/2011 4:09 PM
Subject: Re: Paper feedback question

I figured the main problem was not going in depth enough, but I was worried about lingering for too long on certain subjects.

Anonymous Student’s response via evaluation (received October 27, 2011):

Donald Collins is very well versed in the events of the civil rights movement and not much else. Several times during the course he marked down assignments that I had completed based on what he incorrectly perceived to be factual errors. The one time I brought this up to him via email he wrote it off as “not important enough in the grand scheme of things” ignoring the fact that he stated that an event had never occurred despite being talked about in more than one of the assigned texts for the class….I still received a low grade on that assignment as well as others because of Collins’ seeming insistence that everything be tied into the civil rights movement regardless of how unrelated what I was writing about may have been to it…

—

This isn’t the first time I’ve received a racist response from a student for doing my job, and I’m certain it won’t be the last. But if I could, I’d recommend that this person learn how to be a good student first before pushing his deficiencies and bigotry onto me and other faculty.

Holes in Foundation Shield of Education Funding

03 Thursday Nov 2011

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Leather knight shield with holes, November 2, 2011. (http://paulssupplies.com)

As an educator and someone who has worked in the nonprofit world on education reform issues for slightly less than half of my life (I turn forty-two next month), it’s curious and disappointing to continue to see a scatter-shot and tweaking approach to education reform. An approach that often gets the bulk of the funding from private and corporate foundations.

If what Bill Gates said at the National Education Summit in Washington, DC in February 2005 is correct, that “American high schools are obsolete in their current form” — and I believe he is — then why does his foundation and others fund mostly small-scale projects? Especially ones that have few, if any, possibilities for replication or for making American high school more relevant to the twenty-first century?

But let me not pick on the Bill & Melinda Gates Foundation as being neglectful of seeing the big, panoramic picture on K-12, K-16 or even P-20 education. Below, in general, are the parts of education process the big foundations have tended to fund over the past five to ten years:

Preschool, Pre-K Education = Annie E. Casey Foundation, Pew Trusts

K-12 Education = Gates Foundation, Hewlett Foundation

Higher Education, Education Research = Spencer Foundation (most $$$ now via AERA/NAE), Mellon Foundation

Higher Education Access/Success = Lumina Foundation for Education, Ford Foundation, Gates Foundation, Jack Kent Cooke Foundation

Student Financial Aid = Lumina Foundation for Education, Gates Foundation

Teacher Effectiveness = Gates Foundation, Hewlett Foundation, Ford Foundation

Poverty, Community Development, Race = W.K. Kellogg Foundation, MacArthur Foundation, Pew Trusts, Ford Foundation, Annie E. Casey Foundation, Gates Foundation.

They have funded and still do fund everything from early childhood education programming, credentials for early childhood educators, small schools, research for curriculum realignment, online education options for K-12, leadership programs for principals and school superintendents, to student and teacher incentive programs, fiscal and human resources allocation, early and middle college high schools, and assessments for teacher effectiveness. (By the way, that is the longest sentence I’ve ever written, at least without editing into

Ed Harris as Jackson Pollock in Pollock (2000), spreading and throwing paint, August 6, 2009. (http://www.totalfilm.com).

smaller sentences).

Seems like everything in the P-20 education universe is covered, right? Except, I’d defy anyone in or out of the education field to try to add all of this up into a comprehensive overhaul of early childhood and K-12 education that would then force reform in higher education.

The reason that we can’t assume that all of this adds up to real reform is simple. A dozen or so foundations pouring billions of dollars into a quarter-trillion dollar a year system through tens of thousands of grants, each working on a separate problem? By definition, a comprehensive overhaul isn’t possible. It’s as unlikely as Wall Street disengaging itself from American politics without a decade of Occupy Wall Street.

We could start, conceivably, with the idea of early and middle college high schools. One where school districts and the colleges and universities adopting these high schools collaborate on creating a system that would leave high school graduates with the equivalent of two years of college training or an associate’s degree. Or in the case of students who made plans to not go to college, two years of training that would make them employable in the twenty-first century workforce.

Only, these early and middle college high schools would be without the additional burden of providing remediation to ninth graders not ready for what we now call high school. Bottom line: we need a single-track college/career ready system that begins its work in preschool and pre-K programs, one in which these programs are tied to elementary schools, so that it doesn’t take the poorest of students three years to catch up. We need linkages between elementary and middle schools — or as many researchers suggest, K-8 schools — where the work to make students ready for algebra, critical thinking through writing and the arts could take shape in a more supportive and coherent environment.

More direct linkages between schools and community organizations and services — health clinics, psychological services, nonprofit organizations focused on the arts, writing, sports, science and math — are

Crane removing part of Berlin Wall at Brandenburg Gate, December 21, 1989. (SSGT F. Lee Corkran/US Dept of Defense). In public domain.

necessity to build communities that are committed to large-scale education reform. For if these organizations and systems continue to work in parallel series rather than in collaboration, all these attempts at reform are for naught.

But foundations have always been leery to link their work, to fund for the long-term, to think in ways that encourage collaboration — kind of like corporations, Wall Street bankers and the GOP. They also tend not to hire deep thinkers on issues like education. Or at least, the linkages between education, race, class, gender, community and the workforce.

Though they are doing a better job these days, especially in the case of the Kellogg Foundation on race, we need a more solid shield. One that is truly about transforming P-20 education, and not just tweak it with data and pilot programs. Funding programs without a grander vision might as well be a “make it rain” party at a strip club.

When Will Apple Come Out With Its iCollege App?

27 Thursday Oct 2011

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Modified image of Apple iPad 2 with college cap, tassle and diploma, October 27, 2011. (http://digitaltrends.com/Donald Earl Collins). Qualifies as fair use under US Copyright laws because of the low resolution, alterations and subject of this blog post.

When I attended the Center for American Progress’ two-hour conference on Anya Kamenetz’s Gates Foundation-funded ebook The Edupunks Guide to a DIY Credential last month (see my recent post “Education Incorporated“), there was one thing that the experts on the panel kept bringing up. All of them agreed that the Information Age and the possibilities of online education are so great that the days of the traditional university are numbered. Like the dismantling of the traditional newsroom model of newspapers and magazines over the past fifteen years, the traditional university model was within ten years of becoming obsolete, at least according to this not-so-objective group of commentators.

Student loan debt the equivalent of an American house in 1980, questions about the usefulness of a four-year degree in the world of work, and the relevance of academic coursework to the “real world” will be the biggest reasons for why hundreds of higher education institutions could be out of business by the 2020s.

Despite my background, I am not some apologist for the state of American higher education today. There are quite a few things wrong with the current model, especially for standard state and regional public institutions, historically-Black colleges and universities, and most two- and four-year community colleges. But, for a variety of reasons, I’m not completely sold on the brave-new world of online education, currently dominated by for-profit colleges and technical postsecondary schools either. Like University of Phoenix, most charge as much for tuition as traditional four-year institutions, minus the academic and social supports necessary to retain and graduate students.

Still, this doesn’t mean that there won’t be a new kind of higher education for those millions of us who won’t have the grades and/or can’t afford to attend an elite or near elite institution. You know, somewhere between

Apple iPhone 3G, January 13, 2009. (Apple via Wikipedia). Qualifies as fair use via Creative Commons 3.0.

Harvard, UC Berkeley and the University of Pittsburgh. I think, ultimately, that ten years from now, going to college will be as simple as clicking on the iCollege or iUniversity app on your iPhone, iPad, iTV, or whatever Apple, Inc. comes up with next.

Of University of Phoenix, DeVry Institute, Kaplan University, Capella University and ITT Technical Institute, and I picked Apple? Why, pray tell? Because, believe it or not, Apple has the history of collaboration, technical expertise, and innovative vision — even without the great Steve Jobs — to pull off the moving of the higher education platform to an accredited application that even Harvard, Yale, Princeton and Oxford couldn’t thumb their noses at (though they may have to hold their noses, at least at first). After all, Apple has moved into the mainstream music arena and into the land of Hollywood and made it work to their advantage. Not to mention, to our advantage as consumers. Why not higher education?

How would this work? For starters, Apple could work with a slew of professors and teachers in fields as varied as astronomy, construction engineering, history, medicine, psychology and theater arts to put together adaptive virtual classrooms. The key word here is adaptive. It would be like EA Sports’ Madden NFL ’12,where each teacher or professor would be put in a lab with sensors attached to them and a classroom full of students asking every possible question and providing every possible answer to a given topic or series of topics that would add up to a course. And Apple would do this over and over again for, say, the 3,000 or so possible courses that an undergraduate student would take, not only in the US, but anywhere in the world.

That alone would make this a decent idea. But combining it with Apple’s ability to negotiate contracts and agreements — in this case, with accrediting agencies and with major universities across the country — will make iCollege or iUniversity a great idea. Because of these deals, iCollege or iUniversity students could transfer their credits to a UC Berkeley, Harvard or University of Maryland if they so chose. More

Star Trek: TNG Holodeck Screen Shot, October 26, 2011. The ultimate expression of a virtual classroom (Donald Earl Collins).

importantly, since acting in a play, shooting film projects or doing a laser light show can’t necessarily be done online, deals with schools, technical institutes and even major corporations would make it possible for any student’s iCollege or iUniversity experience to be well-rounded and tailored to their needs.

What’s more, once Apple makes the $100 or $200 million investment to set this up, they can put up reasonable prices for postsecondary credentials. For an industry or job-related certificate: $5,000. For a two-year or associate’s degree: $10,000. For a four-year degree: $30,000. The extra costs for the degrees would cover technical changes, the consulting fees for using professors and teachers as part of the iCollege or iUniversity app, and to cover the costs of students taking face-to-face courses as part of the process. But with five million, ten million, even a hundred million students enrolled around the world, Apple could make $50 billion in profits from such an app. Every single year.

Yet I know there are numerous faculty and administrators in academia who’d throw a fit upon reading this (or any similar) idea. The fact is, we’ve had a corporatized sort of education at the college level for at least fifty years now. Our scientific and engineering communities are fully entrenched in the military-industrial complex. Even history professors fight for endowed chairs. Between capital campaigns, as well as corporations and dying CEOs investing in schools and having buildings named after them, we’re past the point of no return. We in higher education need to get ahead of the tide before being drowned by it. For once.

Education Incorporated

13 Thursday Oct 2011

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Capitalist Education Factory, November 1, 2010. (Source/http://communiststudents.org.uk).

A generation ago, most of us in education worried about a federal government takeover of America’s 15,000 school districts with mandated standards. Wow, that prediction was way off, wasn’t it? (Oh, wait, the No Child Left Behind Act, passed in 2001, created a new era of national standards for accountability, not to mention high-stakes testing).

President George W. Bush signs into law the No Child Left Behind Act, Hamilton HS, Hamilton, Ohio, January 8, 2002. (http://www.whitehouse.gov). In public domain.

Now, we worry with good reason, as corporate interests inject themselves into education reform at every level. This has brought an imbalance to the education reform conversation that hasn’t existed since the days of Andrew Carnegie and the height of immigration of swarthy peoples from Southern and Eastern Europe. Now, as it was a century ago, it was the inclusion-vs.-exclusion debate. Whether to provide the best possible education for all comers, or sort and kick out as many “dull-minded” “undesirables” (both literally from 1911 to describe the learning disabled, immigrants and Black migrants) in K-12 schools as possible.

But this debate today — if we can really call it that — includes higher education. Of course, we know better than to call the millions of potential students who need some sort of post-high school training and education “morons” (also a 1911 term used by White psychologists who assumed anyone not WASP didn’t have the mental capacity to make use of a high school education). Yet we do attempt to sort these students and potential students into categories, like “adult learners,” “non-traditional students,” even “Edupunks,” a term

Anya Kamenetz, author of Edupunks Guide, at University of South Dakota, August 27, 2010. (http://www.usd.edu). In public domain.

coined by author Anya Kamenetz.

None of this has eliminated a common refrain in our field. That a four-year degree “isn’t for everyone,” as Kamenetz said to me after I asked her a tough question regarding the accessibility of her ideas for a Do-It-Yourself-university (DIYu) process of pursuing a college degree. It was a conference hosted by the Center for American Progress, but paid for by the Bill & Melinda Gates Foundation. Her idea, while helpful to 18-30 year-olds who are tech-savvy and with enough income to make this piecemeal education process work, was unhelpful to low-income students, and students of color over the age of thirty. And Kamenetz’s response was the typical exclusionary one.

Apparently, in our current economic climate, a full-time job isn’t for everyone either. Still, despite this reality, the Gates Foundation, Lumina Foundation for Education, and the Hewlett Foundation have all adopted similar models of thought around K-12 and higher education reform that have legitimized the work of people like Wendy Kopp and Michelle Rhee (Teach for America and The New Teacher Project, respectively) and institutions like University of Phoenix and Kaplan University. Models which draw heavily from corporate paradigms for success, including the punishment of failure. But they haven’t led millions of us to jobs in the new economy.

I recently attended a meeting hosted by the Brookings Institution’s Hamilton Project, in which authors presented a series of papers on K-12 education reform. Supposedly with cutting-edge ideas. Like one presented by MacArthur Foundation “genius” (emphasis on the quotation marks) Award winner Roland Fryer on providing student incentives linked to immediate and long-term educational goals for those most at risk of

Professor Roland Fryer, Harvard University Department of Economics, September 2011. (http://economics.harvard.edu).

dropping out of school, like low-income boys of color. Examples of paying fifth graders in Houston and New York $2 for every book they read or for completing their homework wasn’t so much cutting-edge as it was unremarkable. Incentives are fine, if you can pay for them or show how they nurture a passion for learning beyond the goal of completing individual tasks. This, of course, the “genius” couldn’t show.

The ridiculous assumption that Fryer made, arguing that because money in K-12 education had doubled since 1970, that funding wasn’t the issue, would’ve made me laugh as a high school senior. When you account for inflation, K-12 funding has declined, and not by a small amount, since the 1970s, and by the way, the millennial generation has created a new demand for schools, as the number of new schools or schools in need of renovations adds to this doubling in four decades. Fryer’s exclusion of data that a first-year graduate student wouldn’t have missed made me realize that most people in the field are so desperate for ideas that anything that sounds new must be good or cutting-edge. Especially if it’s funded by the Gates Foundation.

It’s not just the Gates Foundation, per se. It’s the idea that since things aren’t working for millions of students and undereducated workers, a model that concentrates on teacher effectiveness and treating students as customers — whether in fifth grade or in college — is the best way to go. This attitude has become so pervasive among well-funded education reformers that the idea of increasing funding for schools, or of making schools from pre-K on focus on all students in need of college/workforce readiness is about as welcome as Michael Moore at a Koch Brothers fundraiser.

Early college high schools and single-track, college-prep K-12 school districts, two of the great secrets of K-12 and higher education reform, remain such because these are difficult to bring to scale, and require more upfront investment than most philanthropists and businesses are willing to make. Not to mention, these represent the hard work of real reform, but ones that won’t make people like Kamenetz, Fryer, Kopp and Rhee stars. But by all means, let’s continue to fund every hair-brained idea as if tweaking our education system will yield results like a nuclear fusion plant on steroids.

Faces At The Top Of The Well

08 Saturday Oct 2011

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Signed Copy of Faces at the Bottom of the Well, October 8, 2011. (Donald Earl Collins).

In a twenty-four hour span on Wednesday, three American giants died. The Rev. Fred Shuttlesworth, the ultimate Civil Rights activist, had been reported dead first by mid-afternoon on the fifth. Then, in quick succession the media reported two other deaths. Apple co-founder, two-time CEO and 300+ patents Steve Jobs passed around 7 pm. While Civil Rights activist, law professor, critical race theorist and best-selling author Derrick Bell also passed that evening, very quietly.

The media — social, cable and otherwise — dutifully dedicated itself to rolling out every author and person connected to Jobs the Visionary, Jobs the Thomas Edison of the Information Age, Jobs the Innovative Entrepreneur. By 9:30 pm, even my ambivalence about Jobs the Capitalist (as tweeted @decollins1969)  would’ve been seen as heretical by the folks whom Jobs had fired over the years, or had their jobs outsourced to China in the past ten years.

No doubt that Steve Jobs, my he rest in peace, was a sort-of Wizard of Menlo Park, California (really, Silicon Valley, but taking poetic license here). But, as much as I love my MacBook, iPod, iTunes, iMovie and iPhoto, and other Apple products I’ve used since I wrote an AP English paper on an Apple IIe my senior year at Mount Vernon High School in ’87. I didn’t get this outpouring of love and sorrow two days ago.

Then it occurred to me that I was watching two stories. One story was of a generation that saw Jobs as the man who fused technological innovation with cultural relevancy, the folks who grew up while Jobs was in the midst of his second coming at Apple. As he remade the niche company into the largest corporation (more or less) in the world. The other story is the media story, the Baby Boomer story of a cultural rebel who made good as an Information Age capitalist while maintaining his Zen-ness, an ultimate cultural outsider-corporate insider.

Rev. Fred Shuttlesworth at Ohio Civil Rights Commission Hall of Fall Dinner, October 2009. In public domain.

As much as I think people should admire the late Steve Jobs — and there’s quite a bit to admire about his life — there’s so much more to admire about Shuttlesworth and Bell. Shuttlesworth survived multiple attempts on his life, was threatened too many times to count, co-founded the Southern Christian Leadership Conference in 1957 (along with MLK and others) and helped lead the campaign to integrate Birmingham, Alabama in the early 1960s, among many accomplishments. Rev. Shuttlesworth literally gave his blood, sweat and tears for civil rights and equality, but I didn’t see anyone put a candle on an iPad for him Wednesday night.

Bell, well, I’m a bit more biased about Professor Bell. I met him two years before he published Faces at the Bottom of the Well. Bell gave a talk at the University of Pittsburgh Law School (his JD alma mater) in October ’90 on his essay “The Racial Preference Licensing Act,” one that would end up in the book. The idea that racist businesses could opt out of an integrated America by buying a license and paying a race tax in order to deliberately bar Blacks and others of color from their services and jobs, I thought that was truly radical. The slightly older Pitt Law students, Black and White, were up in arms. One went so far as to suggest that Bell was somehow now working for the other side, those who’d like to turn back the clock to the days of Jim Crow.

Through it all, Professor Bell just smiled and joked, and most of all, explained. His story about this Act was a way of getting ahead of the tide of politicians and judges that had been eroding Black gains since the mid-1970s, of moving beyond the crucible of the Civil Rights era — integration at any cost. Bell wasn’t suggesting self-segregation. He was hoping to provoke a larger discussion of the kind of equality Blacks and progressives should hope to achieve in a post-Civil Rights era. One in which all deny racism and racial inequality, but put it in practice in their words and actions every day.

Derrick Bell by David Shankbone, August 2007. Permission granted via GNU Free Documentation License.

Bell’s ambivalence about the achievements of his generation, about the legacy of the Civil Rights Movement, about desegregation, made him the target of traditional Civil Rights royalty — the “How dare you!” crowd. But it made me and many others from the generation that actually remembers the Steve Jobs as the guy that co-built the world’s first personal computer in his garage big fans of Professor Bell.

To turn your back on three decades’ worth of struggle and success because you foresaw the coming storm around race. To bridge the divide between Baby Boomers/ the Civil Rights generation and us post-Civil Rights folks by turning complex legal theories into allegorical stories. To take a stand that costs you your job at Harvard Law to ensure that the next Asian American female candidate would be given a real chance at a job. Bell’s my hero, and I don’t have a lot of people I’d call a hero.

The media might have put Bell and Shuttlesworth at the bottom of their news cycle well — no doubt, race and the media’s consistent attempt to ignore race was a factor here — but it’s up to all of us that they are winched out of that well to the top. And I think that Jobs would agree with that. May they all RIP.

Apple logo, Think Different, 1997. (Source/TBWA\Chiat\Day). In public domain

Education, A Numbers Game Love Story

22 Thursday Sep 2011

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Craps dice, like the state of education reform via numbers crunching these days, August 6, 2006. (Source/Roland Scheicher via Wikipedia). In public domain.

This could just as easily be titled, “Why your multivariate regression analysis isn’t better than my chi-square test,” because that is the state of mainstream education research these days. I find it stifling, like being wrapped in Saran Wrap covered by a condom lined in sheep’s intestines.

Numbers have their place, but the field’s obsession with crunching numbers for trends that defy quantification has increased as a result of federal mandates like NCLB and philanthropy’s accountability movement over the past fifteen years. What’s the long-term impact of the thousands of studies and the deployment of thousands of psychometricians and research analysts in P-20 education reform (that’s early childhood education, K-12, undergraduate and graduate education combined)? Not much, because our politicians and philanthropists are staking themselves to trends almost regardless of numbers.

It all started for me about this time twenty years ago. I did an independent study with Bruce Anthony Jones,

Linear regression graph with over 200 data points, February 22, 2009. (Source/Michael Hardy via Wikipedia). In public domain.

then an assistant professor in the University of Pittsburgh School of Education’s ed policy and administration department. In that one semester, I quickly learned that folks in the education field defined research in only two ways: quantitative and qualitative. And by qualitative, they meant soft research, like Carvel’s soft-serve ice cream. What I didn’t know was that many in the field were working to make the qualitative — surveys, focus groups, oral interviews/transcripts — quantifiable.

Today, everything that can be tracked in American education usually has a number attached to it. It’s hardly grades and standardized test scores anymore. Homework hours, time to task on lesson plans to work on a single problem that may be part of a high-stakes state exam, teacher effectiveness, suspensions and disciplinary reports disaggregated by race and gender. It drives me nuts, and I’ve used SAS and SPSS before, during my grad school days. I can only imagine how a teacher who just wants their students to learn and do well must feel about this numbers game.

But if education has become a number game, it most resembles the game of craps. Take the issue of teacher

Michelle Rhee, former DCPS Chancellor, one of many who've taken advantage of education as craps game, Washington, DC, February 19, 2008. (Source/US Department of Labor). In public domain.

effectiveness, often tied to state-mandates around test scores and students meeting or exceeding a percentile at a given school on these tests. Let’s say if a school as a whole actually exceeds the proficiency percentile. They may well receive more money, and teachers may well get a bonus (depending on the state and school district and union contracts, which by the way, may also be part of a statistical formula). None of this actually proves that these students are better prepared for, say, thinking independently or critically, because critical reasoning isn’t tested by most of the high-stakes state tests.

Nor can they show the writing skills necessary for student success later on in their education, as most of these tests don’t test writing comprehension skills either. Most importantly, where does teacher effectiveness come in as a factor? Do we have to account for time to task in comparison to each exam item, like a psychometrician at the Educational Testing Service (ETS) would? Do we factor out home studying/ homework time, parents’ education, income and race, or whether they eat a hearty breakfast the morning of the exam? Or do we continue to simply say, if Teacher X gets Class A to raise its state test score by 25 percent, they get a raise and a pat on the head? Really?

What’s more, whether teacher effectiveness, student success, or free and reduced lunch programs, politicians, parents and pundits hardly look at any numbers beyond any report’s executive summary. We all insist that our school and community colleges and universities get better at graduating students ready for the real world of work. Fine. Then we insist on lower taxes, blaming teachers, destroying unions, complaining about the state of things but not doing anything to make education work for all of our students. Not fine.

It doesn’t take a two-year study from The Education Trust to realize that there’s no one-to-one correlation

Taco Bell's Gordita Supreme, September 22, 2011. (Source/TacoBell.com).

between an effective teacher and higher student test scores. Or a report from the Institute of Education Sciences at the US Department of Education to know that a lunch of murder burgers and suicide fries with ketchup as a vegetable is about as nutritious as a Taco Bell gordita. School districts and many a college have gone without even adequate resources for years. But instead of providing them, we make them kneel in begging for them, and yet expect them to perform Lazarus-type miracles in the process.

We waste time with numbers and spend little time on causes and solutions that make sense in education. I think about that weak +0.4 correlation number that ETS has put out for years regarding the SAT. It’s the likelihood of someone who does well on the exam beginning their freshman year in college with a 3.0 GPA. I scored an 1120 on the SAT in October ’86, not exactly the greatest score. But I did manage a 3.02 average my first year (and a 2.63 my first semester, by the way), and still came within a few days of dropping out because I was homeless at the beginning of my sophomore year.

I dare say the numbers crunchers at ETS didn’t factor that in their multivariate analysis. Or my homesickness or obsession with a former high school crush. Mark Twain is right about statistics — they can “a good walk spoiled (or lies, I think).”

The Audacity of Low Expectations/Jealousy

19 Monday Sep 2011

Posted by in 1, Academia, Boy @ The Window, culture, Mount Vernon High School, Mount Vernon New York, Politics, race, Work, Youth

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Mimi and Eunice, “Low Expectations,” September 19, 2011. (Source/http://mimiandeunice.com). Qualifies as fair use under US copyright laws because of image’s low resolution and without the intent to reproduce or distribute for profit.

It seems to me that I’ve spent a lot of time over the past three decades overcoming other people’s psychological issues. Regarding race, race and gender, race, gender and class, not to mention performance issues, success, jealousy and envy, and other psychoses that had little or nothing to do with me. It’s something that most folks who aren’t Black, male, grew up in poverty and had some success (however one defines that) really can’t understand unless they have parents who’ve told them every single day that they “weren’t good enough to live.”

Still, these issues have mostly cropped up for me when I’ve experienced what most people would recognize as success, as if the only role I was ever supposed to play in life was that of a doormat. The first time I went through this process of blowing up other people’s low expectations of me was at the beginning of my senior year at Mount Vernon High School, about this time twenty-five years ago. A couple of weeks into the school year, MVHS released our class rankings. Out of the 545 or so students eligible to graduate as part of the Class of ’87, I was ranked fourteenth with a 3.83 average.

My MVHS trascript, courtesy of University of Pittsburgh Admissions Office, January 7, 1987. (Source/Donald Earl Collins). Note the circles from the admissions officer all over the transcript.

I understood that this was pretty good, but I was also disappointed that I hadn’t cracked the top ten. In fact, the top twelve students in our class all had GPAs above a 4.0, all because of our weighted Level 0 and Level 1 courses. Crush #1 finished just ahead of me, thirteenth in our rankings, something I saw as ironic. Despite this sign of academic success, I hoped and wished for more, and spent several late-night walks over the next few weeks second-guessing my work in tenth grade.

My classmates started to show their darker sides, some for the first time since the days of 7S. One came up to me after my AP Calculus class soon after the rankings were posted. “The only reason you’re in the top twenty’s because of history!,” implying that I was an average student in all of my other subjects. Another, much shorter and much more condescending classmate chimed in a few days later, saying that “the only thing you can do with history is play Jeopardy.” I wasn’t exactly walking around school celebrating my good fortune. I chalked it up to the stress of years of academic competition, the boiling over of senioritis and the rage associated with college preparations. The possibility that jealousy was involved didn’t cross my mind until much later. I didn’t think that anyone could be envious of my standing.

Fast-forward four years to the fall of ’90, as I prepared in earnest for grad school. Not only had I endured a short conversation at the beginning of that year with the great Sylvia Fasulo and her attempts to discourage me from pursuing grad school, law school or a career in law (see my “The Legend of Sylvia Fasulo” from September ’09). I had two professors from Pitt who told me that they weren’t sure about my chances for getting into grad school, and Reid Andrews, who flat-out told me that he didn’t think that I was “graduate school material.”

I have no doubt that if these yahoos were jealous of me at all, it was because of my age, and not my potential. They simply didn’t see how a 3.4 GPA and a 3.82 in my history major would be good enough to get me into a master’s — much less a doctoral — program. The fact that I completed my master’s degree in two semesters within twenty months of essentially being told that I was a fool left Andrews, at least, at a loss for words.

There are so many other instances in which a grad student, a professor, a supervisor, even my siblings, have expressed their low expectations and jealousy over my tiny little crumbs of success that it has left my head spinning on a broom handle. I mean, what did I really do to earn or deserve that kind of attention? I don’t own a house or have a million dollars in gold lying around. I have yet to publish an article in Rolling Stone or in The Atlantic Monthly. I don’t exactly have LeBron James or President Obama on speed dial.

So what is it about me, I’ve asked myself so many times? And then, I’ve reminded myself of something I figured out about twenty-one years ago. That the only expectations that I ultimately need to meet or exceed are my own. That what other people say about me, no matter how distasteful, really doesn’t matter, for those folks were never going to be there for me anyway.

Maybe it’s my refusal to live under someone else’s low expectations, to not allowing myself the luxury of envy, that irks those around me. Or maybe, just maybe, it’s as simple as misery loving company, and not loving mine. Either way, it’s ironic that we live in a time in which we prefer to tear each other down rather than help each other get going in our lives. Which makes my relationship with the rest of humanity so bittersweet. I guess I really am a writer!