Winter break

This blog is going on winter break a bit early. It will return very soon after January 1, 2013.

Absences linked to assessment performance

Missing even a few days of school seems to make a difference in whether 8th graders perform at the top of their game, according to a new analysis of results from the National Assessment of Educational Progress.
The report, the first of a planned series of analyses of NAEP's background-survey data, looks at how 4th and 8th graders use existing school time, including their attendance, instructional time, and homework. It was previewed here at a Nov. 29 meeting of the National Assessment Governing Board, which sets policy for NAEP. The study found that instructional time in reading, math, music, and the visual arts is on the rise nationwide, and that teachers are expecting more homework from their middle school students. As schools ramp up their academic focus, however, the analysis shows the cost of missing school may be greater. (Sarah D. Sparks at Education Week)

Lots to explore at Edutopia

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Considering technology in education

I was raised back in the day when teachers showed 16mm films in the classroom. It was a special event: the A/V librarian would wheel in an aqua-colored Bell & Howell projector, one of us nerdy types would wind the film through the various rollers, the screen would come down, the lights would go off and the magic would begin. Even the most boring film was still surrounded by this specialness, which set it apart from business-as-usual in the classroom.
Digital technology doesn't enjoy this same elevated, ritualized status in school. If anything, most schools integrate digital technology as transparently as possible, hoping to blend it effortlessly into classroom activity. I think that's a mistake. ( Douglas Rushkoff at Edutopia)

Good news for US education

The United States has gained ground against countries that are top performers in 4th grade reading, outscoring all but four in a widely watched international assessment, according to results released Tuesday.
Scores on the 2011 PIRLS, or Progress in International Reading Literacy Study, show that since 2006, the last time the exam was given, American 4th graders increased their average score by 16 points, from 540 to 556 on a 0-to-1,000-point scale, far above the PIRLS average of 500. Of the 57 participating countries and education systems, only students in Finland—taking part in PIRLS for the first time—and in Hong Kong, Russia, and Singapore scored higher than those in the United States. (Catherine Gewertz at Education Week)

New NAEP and vocabulary skills

A new analysis of federal data that provide a deeper and more systematic look into students’ ability to understand the meaning of words in context than was previously available from “the nation’s report card” finds stark achievement gaps in vocabulary across racial and ethnic groups, as well as income levels.
The analysis aims to offer greater insights into reading comprehension. The first-of-its-kind National Assessment of Educational Progress report suggests a consistent relationship between performance on vocabulary questions and the ability of students to comprehend a text, which experts say is consistent with prior research on the subject. (Erik W. Robelen at Education Week)

Jay McTigh on the Common Core State Standards

The key to avoiding an overly discrete and fragmented curriculum is to design backward from complex performances that require content. A return to the linguistic roots of “curriculum” reveals the wisdom in this outcome-focused view. The Latin meaning of the term is a “course to be run.” This original connotation helpfully suggests that we should think of a curriculum as the pathway toward a destination. As mentioned above, our conception is that curriculum should be framed and developed in terms of worthy outputs; i.e., desired performances by the learner, not simply as a listing of content inputs. (Jay McTighe at Edutopia)