My early March interview with comments it received in Education News.org. is now archived. In case you missed it, the URL is:
Yet another wake up call–testimony before Congress, as it considers reauthorizing the Elementary and Secondary Education Act.
(Many countries passing U.S. in education)
What amazes me in this and other news stories that bemoan the state of America’s schools, is silence on the positive role of parents. While the article mentions that our students are ‘overentertained and distracted,’ and that we should do something about that, again we would be tackling the symptom, not the cause, of our situation.
The laws and policies we have expect nothing from parents, beyond making demands for information from schools, complaining if things go wrong, advocating for their children (against their schools), and (in special ed), filing law suits.. The laws do not expect parents TO PARENT their children. How amazing is that! While our President has used the bully pulpit well, reminding parents to turn off TVs, put children to bed on time, feed them well, help them with schoolwork, etc., our laws and public policies remain silent on this parental role. It’s as if we expect schools to do it all! Well, that hasn’t worked.
Rather than just comparing our nation’s schools to those of others (South Korea, Finland, Poland, as the article does), how about comparing our nation’s school-family climate to theirs. I believe a pot of gold lies in that comparison. It is time to take it on.
Dear friends,
HOT OFF THE PRESS!
The updated 2010 book, IEP and Section 504 Team Meetings… and the Law is now available. For information, please visit my website, (SchoolLawPro) or email me at miriam@schoollawpro.com
May your TEAM meetings ROCK!
At last! Here is is. NAEP’s new policy.
Let’s hope it is implemented consistently and leads to valid results on the National Assessment of Educational Progress, the ‘nation’s report card.’
As a member of the expert panel for students with disabilities, I am gratified that the work is nearing completion. This new policy will lead to consistent results and is consistent with students’ Individualized Education Programs.
(Too many students labeled). This article summarizes a recent analysis of the Pittsburgh Public Schools special education programs.
Even as progress and promise in its special education programming are highlighted and acknowledged, the report leaves us with troubling questions about labeling students. The Council of the Great City Schools report can be found at (Great City Schools report on Pittsburgh special education)
The numbers are troubling…
18.2% of all students are labeled for special education.
16.9% of special ed students are labeled as ’emotionally disturbed.’
Of these,black students are three times as likely to be labeled than white students. Recall that old story (2005) in the New York Times, “Special Education Seen as a Trap for Many Minority Students.”
According to the report, too many teachers and staff members are still using special education as an escape hatch when students have learning or behavior issues.
Whither true reform and transformation in our special education system?
(Joanne Jacobs summarizes reviews of Diane Ravitch’s new book).
I just got the book! It’s turning out to be a must-read for those of us interested in improving public education for all students.
As a history major and former ‘social studies’ teacher, I do look forward to reading the historical perspective–and to understanding how one education leader came to change her views on education reform.
As you may remember, I was interviewed by EducationNews.org before New Year about my new book, Fixing Special Education–12 Steps to Transform a Broken System.
It’s time to celebrate what’s right and fix what’s wrong.
Well, that interview/commentary became the ‘most commented’ and ‘most popular’ for several months! That positive response was awesome! I do believe this discussion gives voice to many folks who have been silent, even as they know the system is broken.
So, today the follow-up interview was published! I hope that in shedding light on our broken system, we will be moved to work together to fix it. Let’s celebrate what’s right and fix what’s wrong! (Second interview)
I’d love to get your comments!
Miriam
Fixing Special Education— check it out in today’s Educationnews.org “Commentary.” This is the follow-up interview. It focuses on how the book is doing and how it’s being used in upcoming programs around the country. As well, some clarifications and next steps. Fun! (Miriam’s 2nd interview about Fixing Special Education)
Your thoughts?
…stop making promises.”
Common sense has always known that promises made far into the future will be painful in the future. So, here is the Boston Globe‘s report of runaway health care costs in Massachusetts. And we all know it’s not just Massachusetts. And in education, we now have stories that once the stimulus funds leave special ed and other programs, many schools will be stuck with promises they made based on those funds which may not be there next year, etc. etc. etc.
Where are ocmmonsense answers to stuff we all know?
Have you seen it yet? Have you read it yet? The Death and Life of the Great American School System– How Testing and Choice are Undermining Education. That subtitle really got me. Here’s the link to the Washington Post piece about it. And, the Amazon link to the book. It’s on my to-do list for today!
(Amazon link for Death and Life of the Great American School System)
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