Beating the System
An inspiring example of problem-solving in education: A Florida law mandates that classroom sizes in K-12 be reduced. But hey that would require spending money on, you know, teachers and buildings and such, so school systems there did what any honorable institution devoted to children would do: they found a loophole, and shoved the kids right through.

[V]irtual classrooms, called e-learning labs, were put in place last August as a result of Florida’s Class Size Reduction Amendment, passed in 2002. The amendment limits the number of students allowed in classrooms, but not in virtual labs.
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Alix Braun, 15, a sophomore at Miami Beach High, takes Advanced Placement macroeconomics in an e-learning lab with 35 to 40 other students. There are 445 students enrolled in the online courses at her school...

School administrators said that they had to find a way to meet class-size limits. Jodi Robins, the assistant principal of curriculum at Miami Beach High, said that even if students struggled in certain subjects, the virtual labs were necessary because “there’s no way to beat the class-size mandate without it.”

E-learning labs bring the additional virtue of not having a pesky teacher running around trying to get kids to understand things. There is merely a "facilitator" keeping them on task and making sure the equipment works properly. Many of the schools gave parents and students no option and no notice. They just showed up for pre-calculus and there was just a room with a bunch of computers.

Minority Children Test Scores: Going Up? Maybe.
No time to say much about this, but it addresses a common Article 19 theme: what the hell do we do about education? Is anything we are trying working? Are public education outcomes as bad as everyone says?

Bob Somerby points to research that is hopeful, and has a generally glass-half-full attitude about it. Kevin Drum, reluctantly, pours a bit of cold water on the news. Read both.

Superman Meets His Match?
The NYTimes profiles the charter schools celebrated (I think "celebrated" is the right word, haven't seen it) in the new documentary film Waiting For Superman. The schools are the vision of a man - Geoffrey Canada - with a broad, societal view of the things that need to change to turn around public schools. Most dauntingly, he argues, changes will be expensive and results may take a generation to show up.

Mr. Canada, 58, who began putting his ideas into practice on a single block, on West 119th Street, in the mid-1990s, does not apologize for the cost of his model, saying his goals are wider than just fixing a school or two. His hope is to prove that if money is spent in a concentrated way to give poor children the things middle-class children take for granted — like high-quality schooling, a safe neighborhood, parents who read to them, and good medical care — they will not pass on the patterns of poverty to another generation.

“You could, in theory, figure out a less costly way of working with a small number of kids, and providing them with an education,” Mr. Canada said. “But that is not what we are attempting to do. We are attempting to save a community and its kids all at the same time.”

As uplifting as his efforts are, though, the reality is staggeringly depressing about the challenges we face in education. These are schools that are heavily, heavily funded with private money from Wall Street philanthropists who believe in the project. Students have incentives, teachers have incentives, class sizes are low, the school year is long, college is emphasized, there are after-school programs, mentors and tutors, guidance counselors, social workers, a chef to prepare fresh nutritious meals and lots more, the kinds of assets we would want all public schools to have but know realistically we would and maybe could never pay for on a national scale.

And yet, achievement gaps remain. What's next? What's left?

So Easy a Second-Grader Could Do It?
Is the NYTimes' mathematician blogger (yes they have one) a bit out of touch? Here he is reveling in the thought that, if the material is presented in a certain way, a 2nd grader could perform certain basic principles of calculus.

If you are at all familiar with calculus, you may know that the vertical velocity is the first derivative of the height, and the acceleration is the second. If you didn’t, don’t worry about it: the simple procedure for second graders that we just did will give us the answers. They are as follows:

1. The gravitational acceleration (g) at the planetoid surface is the number in the last row. This comes out to be -14 meters/sec/sec.(Error corrected) (The minus sign indicates that it is downward in direction). For future reference, remember half this number (-7).
2. The vertical velocity of the cannonball is the first number in the second row minus half the g that we just determined. It is therefore 28 – (-7) = 35 meters/sec.
3. The vertical height of the cannon (obviously) is the first number in the first row. That’s 20 meters.

Now look what else we’ve accomplished! Given a sequence of numbers, we have, easy as pie, found the polynomial formula for it: it is the sum of the three numbers above: -7x2 + 35x +20. You can substitute the numbers 0 through 5 for x and confirm that you get the original series.

Easily done, using simple arithmetic that a second grader could do!

Um, yeah. Note the error that had to be corrected. But also, subtracting negative numbers? Variables? Do kids even divide double-digit numbers in half in 2nd grade, let alone negative numbers?

School Improvement: What's the Answer?
If only there was a single answer, right? Every year we get new approaches that seem to yield promising results, but that ultimately don't last, or don't translate from school school. Even more importantly, we don't have much agreement on the basics, like: What's the purpose of public education? and How do we measure progress and achievement?

The truth is, if there were *one simple structural thing* that need only be implemented to create a nation full of eager, well-educated, well-adjusted high school graduates, we would have figured it out, and everyone would be doing it. As it is, even trying to learn from the apparent successes of others seems difficult.

Still, I can't resist the occasional feel-good success story of a down-and-out school that, at the very least, experiences vast improvement. Yesterday's NYTimes tells of Brockton High School in Mass. At 4,100 students, Brockton is not only the largest in the state, it's one of the largest in the nation. With a high drop-out rate, and only a quarter of students passing the statewide exams 10 years ago, teachers and administrators - motivated mostly by shame - devised a new approach: reading and writing would be emphasized in each and every class.

The committee put together a rubric to help teachers understand what good writing looks like, and began devoting faculty meetings to teaching department heads how to use it. The school’s 300 teachers were then trained in small groups.

Writing exercises took many forms, but encouraged students to think methodically. A science teacher, for example, had her students write out, step by step, how to make a sandwich, starting with opening the cupboard to fetch the peanut butter, through washing the knife once the sandwich was made. Other writing exercises, of course, were much more sophisticated.

Some teachers dragged their feet. Michael Thomas, now the district’s operations director but who led the school’s physical education department at the time, recalled that several of his teachers told him, “This is gym; we shouldn’t have to teach writing.” Mr. Thomas said he replied, “If you want to work at Brockton High, it’s your job.”

Read the whole thing. Gains sound substantial there (though they had a long way to go), and the pride taken in improvement seems to have propelled the entire school even further. Anything here that can be used by other struggling schools, or entire school systems?  Who knows.