Education Library

Index

Evaluating U.S. Education      Special    Proposed Education Manifesto

Student Stuff      Classroom Stuff      Curriculum  

Teacher Stuff   Education Economics     Updated 10/23/17       Please  
 


Evaluating U.S. Education
Prelude: Some schools are doing a good job with
Individualized Curriculum because teachers manage rather than just lecture.

Overviews

Changing Education Paradigms

 How To Help Every Child Fulfill Their Potential and Speech
videos are from Royal Society for Arts, Manufactures and Commerce

Human Capital and the Role of Education 20 min. video
University of the Witwatersrand Johannesburg, South Africa

Public Education

Homework an Unnecessary Evil Surprising Findings

Don't blame Kids For Not Enjoy School a Study Suggests

The Long Shadow of Race, Class and Privilege in Baltimore 1 of 5
by Karl L. Alexander  Johns Hopkins University

A Statistician's Analysis of IQ, Heredity and Education

Testing

LONG TERM TESTING RESULTS
Tests stay same, scores slightly up. tests get harder stagnate.

Psychologists studied 5,000 genius kids for 45 years,
here are their 6 key takeaways

1992_National Adult Literacy Survey

Massachusetts, Our Best PISA 2012 State,
Scored Poorly in Mathematics, Or Did They?

Thoughts Concerning Education

Higher Education

Not All College Majors Are Created Equal

American Higher Education Turned False Promise

America's Most Overrated Product-Higher Education
from Marty Nemko

Apprenticeship programs

2014 Class Continues Underemployment Trend

Debt Causes Millennials to Regret Going to College

Is Financial Aid Welfare?

Media, Political, and Educator Misrepresentations

 The Job Training Charade

Were Number Umpteenth the Myth of Lagging US Schools

Five Bad Education Assumptions the Media Keeps Recycling

GED Doesn't Affect Employment and Earnings

Big Bad Decisions Have Created Big Bad Schools
allowing political protest, less discipline of students and teachers
and added to responsibilities.

Debt and Grade Inflation Problem

Special

Mark Cuban Bloomberg Interview:
Future of Education

 

"Johnson: So essentially what you're making the case for is education and job training for grown ups.
Cuban:
 No, no. I think that won't matter.
What are you going to go back and learn to do?
Johnson: What it takes, right? Whether it's finance, whether it's software programming.
Cuban:
 No finance. That's the easiest thing — you just take the data have it spit out whatever you need. 
I personally think there's going to be a greater demand in 10 years for liberal arts majors
than there were for programming majors and maybe even engineering, because when the data is all being spit out for you, options are being spit out for you, you need a different perspective in order to have a different view of the data. And so having someone who is more of a freer thinker.
Cuban's forecast of the skills needed to succeed in the future echoes that of computer science and higher education experts who believe people with "soft skills," like adaptability and communication, will have the advantage in an automated workforce. Cuban highlighted English, philosophy, and foreign language majors as just some of the majors that will do well in the future job market. "

Michael Lewis, Princeton Art Major agrees with Mark Kuban/

Mark Blyth on Encouraging Technology.

 

Mark Cuban Takes on Obama and Trump

The Coming Meltdown in College Education &
Why The Economy Won’t Get Better Any Time Soon

"The President [Obama] has introduced programs that try to reward schools that don't raise tuition and costs." Mark Cuban feels this will not work.  "Right now there is a never ending supply of buyers." who borrow heavily and then cannot flip" there college loans for that“ great job you are going to get when you graduate."

Mark believes "BRANDED schools are popping up that will offer better educations for far, far less and create better job opportunities." "Its just a matter of time until we see the same meltdown [as in housing] in traditional college education." "I include the Online For Profit Mills that live off of the government delivering student loans as part of traditional education." "So until we get the meltdown in college education, don't expect much improvement in the economy. Who gets elected won't make a dang bit of difference." See Mark Cuban's Educational Guidance Ignored by Two Presidents

 

 

Proposed Education Manifesto 
Updated 11/1/17       Please  

   Executive Summary
PDF for color printing

Part 1 Opinions Matter

Historical Observations  
from Confucius to Summers

Current Leaders Advise
from Ten Experts

Part 2 Education Truths

Ten Commandments of Education
suggestions to these Axiom and Postulate
antonw@ix.netcom.com

 Part 3 Adjustments Needed
 
World Changed, Good Jobs Disappeared

Part 4 Implementation Goals

Local Community Prioritizes Goals

Educating the Class of 2034
has many benefits

 Walter Antoniotti

antonw@ix.netcom.com

Editor's Note: There has not been a significant increase in the percentage of careers requiring a Bachelor's Degree.

See Economics of a College Education

 

 


Student Stuff

Career Options for Graduates

Not All Majors Are Created Equal

Choosing a College
and Major

Free Stuff

Student Personal Finance

Homework Help by Subject

Exam Strategies +

Geekability is Important for Success

Classroom Stuff

One-Page Class Handouts

Education Internet Library
 
for education majors and teachers

Free Education Books  

Free Excel Stuff for Teachers

Skills vs. Behavior

Old Stuff

Education Thoughts


Curriculum Stuff

Individualized Curriculum

The Quick Notes Philosophy

Tech Base, Real World, Activity Driven,
Question Oriented College Curriculum

1992 National Adult Literacy Survey
measures results

Interesting Studies

German Education System

Reform Internet Library

Teacher Stuff

Reflections of a Lifelong Teacher

Retired Educator Thoughts

Tracking Helps High-Ability
Minority Students


Disruptive Students Hurt Peers

Andrew Hacker Debates Value of Math for Everyone

History of
American Education

 

Education Economics

Investing in Education

Economics of College Education

Education Less Valuable Than Believed

Pearson Rakes in Profits

Colleges Are Engines of Upward Mobility

Economics of Education 25 min.

Why College Tuition is Not Going Up Rapidly

Head Start Accomplishments

 

We must maximize the minimum for students with average
Special Intelligence,
i.e. that which they do well.

We must maximize the maximum
 for students with really high
specially intelligence. 

We also must minimize the maximum regret-dropouts
must be lowered.

Please Share!

cc

 

http://www.monbiot.com/ for education article

 

 

 

Should Education Studies Affect Curriculum?
 
High-Dosage Tutoring and Reading Achievement: Evidence from
New York City by Roland G. Fryer, Jr, Meghan Howard Noveck - 
#23792 (CH ED LS)

Abstract:

This study examines the impact on student achievement of high-dosage
reading tutoring for middle school students in New York City Public
Schools, using a school-level randomized field experiment.
Across three years, schools offered at least 130 hours of 4-on-1 
tutoring based on a guided reading model, which consisted  of 1-on-1
 read aloud, independent reading, vocabulary review, and group 
discussion. We show that, at the mean, tutoring has a positive
and significant effect on school attendance, a positive, 
but insignificant, effect on English Language Arts (ELA) 
state test scores and no effect on math state test scores.  
There is important heterogeneity by race.  For
black students, our treatment increased attendance by 2.0 percentage
points (control mean 92.4 percent) and ELA scores by 0.09 standard
deviations per year - two times larger than the effect of the Promise
Academy Middle School in the Harlem Children's Zone and KIPP Charter
Middle Schools on reading achievement.	For Hispanic students, the
treatment effect is 0.8 percentage points on attendance (control mean
92.0 percent) and 0.01 standard deviations per year on ELA scores. 
We argue that the difference between the effectiveness of tutoring
for black and Hispanic students is best explained by the average
tutor characteristics at the schools they attend.

http://papers.nber.org/papers/W23792?utm_campaign=ntw&utm_medium=email&utm_source=ntw

 

12.  The Effects of Graduation Requirements on Risky Health
Behaviors of High School Students
by Zhuang Hao, Benjamin W. Cowan  -  #23803 (CH ED HE)

Abstract:

Previous studies have shown that years of formal schooling 
attained affects health behaviors, but little is known 
about how the stringency of academic programs affects such
behaviors, especially among youth.  Using national survey 
data from the Youth Risk Behavior
Surveillance System (YRBS), 
we study the effects of mathematics and
science high-school graduation requirements (HSGR) on high 
school students' risky health behaviors--specifically on 
drinking, smoking, and marijuana use.  We find that an 
increase in mathematics and science HSGR has significant 
negative impacts on alcohol consumption among high-school 
students,  especially males and non-white students. 
The effects of math and science HSGR on smoking and marijuana
use are also negative but generally less precisely estimated.
Our results suggest that curriculum design may have potential
as a policy tool to curb youth drinking.

http://papers.nber.org/papers/W23803?utm_campaign=ntw&utm_medium=
email&utm_source=ntw

 

 
 

The Growing Skill Divide in the U.S. Labor Market

  • Cognitive Nonroutine: managers, computer scientists, architects, artists, etc.

  • Manual Nonroutine: food preparation, personal care, retail, etc.

  • Cognitive Routine: office and administrative, sales, etc.

  • Manual Routine: construction, manufacturing, production, etc.

 

 

Recent Job Growth

 

'...stark contrast between the skill requirements in the two occupational groups growing the fastest. The cognitive nonroutine group requires complex decision-making, independent working conditions and less physical effort, while the manual nonroutine group still requires quite a bit of physical effort and does not involve a high level of cognitive tasks."

See Solving the Lack Of Good Jobs

 

 

 

 

 

 

 

 

 

 

 

 

HH

Review

Fifth Quarter Impacts

See Federal Job Training Fails Again

Debt is a Problem

img20

 

gradeinflation.com/

 

 
 

In 1969, the U.S. Supreme Court, in Tinker v. Des Moines Independent Community School District, ruled that the Constitution forbids local schools from suspending students who bring political protest inside the schools. In his dissent, Justice Black wrote: "This case, wholly without constitutional reasons in my judgment, subjects all the public schools in the country to the whims and caprices of their loudest-mouthed, but maybe not their brightest, students." Now we know: He was right

Two years later, in Goss v. Lopez, the Court established and enumerated the due-process procedures to which a student suspended for less than 10 days is entitled. In dissent, Justice Powell wrote: "One who does not comprehend the meaning and necessity for discipline is handicapped not merely in his education but throughout his subsequent life."
In the years since, courts and legislatures gave the neighborhood school yet another big legal obligation: Mainstream and educate severely disabled students
In 1962, President John F. Kennedy issued Executive Order 10988. That famous order led to state laws permitting the unionization of public employees
We now have "The Language Police," education historian Diane Ravitch's meticulous but horrifying narrative of how the major textbook publishers, the testing companies and state education departments have reduced what public-school kids learn to politically correct, politically laughable pabulum and swill.
 

Editorial

e parents and politicians foster a very negative educational atmosphere by requiring a highly academic education for most students when many students have a nonacademic special intelligence. [http://www.textbooksfree.org/Educating%20the%20Class%20of%202034.htm#Special_Intelligence]

Teaching is also more difficult because fewer and fewer good U.S. jobs exist in our very competitive “Flat World.” [http://www.textbooksfree.org/World%20Changed%20and%20Good%20Jobs%20Disappeared.htm].

Some schools are doing a good job with individualized curriculum [http://www.textbooksfree.org/Individualized%20Curriculum.htm] where teachers manage rather than lecture.

Our memory-based l testing system should change to a 21st Century Technology-based, Activity-driven, Question Oriented System. [http://www.textbooksfree.org/Tech-based%20education.htm]

 

 

 

Education

American Apprenticeships on the Rise

Apprenticeship programs are more prevalent and successful in other countries than in America. In the United Kingdom, the apprenticeship system was nearly nonexistent about two decades ago. However, since 1997 the UK has increased apprenticeship starts almost fourfold, from approximately 75,000 apprenticeship starts to a little over 290,000 starts during the 2015-2016 term.

The UK has also changed the composition of apprenticeships. Apprenticeships used to be designed around blue-collar jobs such as construction or manufacturing. More recently, the UK has been encouraging the growth of apprenticeships from intermediate- level apprenticeships to advanced- and higher-level apprenticeships in “non-traditional” industries, such as information technology or management.

Funding for the apprenticeship programs in England are now paid for through an “Apprenticeship Levy” that is raised on employers. Companies with an annual payroll over approximately $4 million must pay 0.5% of the payroll bill, but they then receive this levy in the form of an annual allowance for apprenticeships. Unused funds do not carry over to the next tax year. For companies paying less than $4 million in payroll, the costs of the programs are split with the government.

Also, Neese argues that federal tax credits would be more effective than state tax credits because everyone has a federal tax liability. The federal tax credit would encourage apprenticeship programs by reducing the cost to companies through lower taxes. In South Carolina, businesses can receive a $1,000 tax credit for each registered apprentice per year for up to four years.

Apprenticeships in the United States are often thought as a Plan B to college, but they do not have to be. High schools do not advertise apprenticeships as viable alternatives to college. This is often because states base their high school ratings on the number of graduates that go to college afterwards. If ranking systems were changed, high schools would likely be more willing to promote other paths into the workforce.

Discovering the proper formula for expanding apprenticeship programs in the United States will take time and experimentation to perfect. Fortunately, the United States benefits from being able to learn from trials in different states. The goal of reaching 5 million apprenticeships in the United States is lofty, but as the South Carolina example suggests, some employers and employees are ready to embrace the apprenticeship pathway.

 

Apprenticeship programs in South Carolina have been particularly effective. Brad Neese, Associate Vice President and Director at Apprenticeship Carolina, and his company have found great success connecting youths to registered apprenticeship programs in the state.

In the past decade, the South Carolinian apprenticeship programs have grown substantially. Neese said that when he began working for Apprenticeship Carolina he only hoped to get four companies to join that year. Instead, he got four companies in one day.

Since 2007, South Carolina has increased the number of apprenticeship programs from 90 to 918 and the number of active apprentices from 777 to 14,475. The extensive growth illustrates that a demand exists from both employers and employees for apprenticeship programs.

The South Carolina experience could be an example to other states. Neese believes South Carolina’s success can extend to all of the country through state-specific programs and federal tax credits. Because all states have different economic conditions in terms of popular industries, labor force participation, etc., Neese does not believe that a uniform apprenticeship program will match the needs of individual states.