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Race to Nowhere: Illuminating a Problem, Still Searching For Solutions

February 23, 2014Evan Turiano

In their 2009 Documentary Race to Nowhere, Vicki Abeles and Jessica Congdon paint a startling image of today’s school system in America. Rather than helping children to learn and to find themselves, Abeles and Congdon argue that the pressures of school are making our kids unhealthy, teaching them to cut corners, and failing to actually help students learn and grow. They identify different pressures that children endure at both at home and in school, yet find it harder to point to solutions that are both realistic and effective. While Abeles and Congdon point accurately to unhealthy pressures that the school system places on children, they have mixed success in proposing solutions, falling short on specificity and practicality.

Abeles and Congdon point to parents and home life as one source of unhealthy stress that school-age children endure. Rick Simon, principal of the Wheatley School in Old Westbury, NY, observes a pressure on children born into wealth to match or exceed the financial success of their parents. He says, “We’re a New York City suburb, [with] high-powered parents who are very competitive themselves…they want to talk about how their kid is going to Harvard or the equivalent, and I worry about what happens when their kid isn’t going in that direction” (Abeles, et al. 0:06). Students, intentionally or not, are made to feel as though their happiness later in life rides entirely on their perfection in school. In the race to our best colleges and universities, the pressure students feel at home goes beyond academics. Parents insist that achievement requires a range of extracurricular successes, including sports, clubs, the arts, and community service. In a forum on stress, Jessica, a senior at Carondelet High School in California says that “everyone expects us to be superheroes,” pointing to the unrealistic ideal that students our held to, which ultimately harming their wellbeing (0:09). When asked about the pressure that they place on their children, the parents interviewed by Abeles and Congdon report that they are simply relaying the stresses that they experience from peers and schools. Stacy Kadesh, a parent and private college counselor, admits, “Even though we know we shouldn’t be pushing our kids, inadvertently, we are…I’m also feeling the pressure that they need to work really, really hard” (0:10). In the blog on Race to Nowhere’s companion website, Abeles references an article by clinical psychologist Jeff Mitchell where he refers to this irrational fear and pressure as “Havard or Walmart Syndrome” (Abeles). In his paper on the subject, Mitchell describes the syndrome by saying, “This is a societal disease, a virus of an idea that has spread through the LinkedIn generation and its children. It is a conviction, stark and unforgiving, that one’s children will either (1) get into Harvard or (2) spend their lives working for Walmart” (Mitchell). In proposing means by which to remediate the unhealthy stress children experience at home, Abeles and Congdon implicitly concede that there is little parents can do, other than be loving supporters of their children, without drastic changes to how our schools work.

Students feel tremendous pressure to get into top colleges Race to Nowhere (0:37) — Students feel tremendous pressure to get into top colleges
Race to Nowhere (0:37)

Race to Nowhere illuminates the negatives effects of the overwhelming volume of work children receive, as well as the pressure to achieve, at primary and secondary schools. Darrick Smith, a teacher in Oakland, CA, views the unforgiving regiment of work and extracurriculars imposed on kids as misguided, saying, “when you have students that have three, four hours of homework, after [sports] practice or work…and their whole future is on the line, at that moment, its no longer about learning” (Abeles, et al. 0:23). Abeles and Congdon make the argument that our insistence to driving every student to be perfect is leading to a failure on the part of schools to actually educate kids. Race to Nowhere emphasizes unrealistic expectations as a leading cause of this failure of schools, as well as of student stress. Stacy Kadesh says, “We are teaching the majority of our kids as if they are in the top 2%” (0:37), and psychologist Madeline Levine, PhD expanded on this by saying, “Every kid is expected to by [going to top colleges] and that’s just not the way it works, there’s a bell curve…smart has many different definitions” (0:39). Levine makes an important point through her connection between unrealistic expectations and our narrow definition of academic success. Abeles and Congdon argue that our measures of success do a disservice to a wide range of students. Carmel, Indiana student Allison told Abeles and Congdon that she is, “very disappointed that there’s no artistic, right-brain kind of measurement of success” (1:02). Abeles and Congdon make persuasive claims as to how are schools are making our kids unhealthy and unprepared, but find that practical solutions are difficult to achieve.

Race to Nowhere provides recommendations to administrators Race to Nowhere (1:23) — Race to Nowhere provides recommendations to administrators
Race to Nowhere (1:23)

While some of their solutions are effective, many of the proposals made by Abeles and Congdon fall short in terms of practicality. In the end of the film, they use the Blue School in New York City as a model of effective schooling. While the Blue School makes effective use of pedagogical theories such as Reggio Emilia and Gardner’s theory of multiple intelligences (1:14), the school’s annual tuition of over $34,000 demonstrates that this sort of learning environment is often unattainable for many students (blueschool.org). While tuition-free schools that use the Reggio Emilia model of alternative learning and student respect are emerging (for example, CREC has a Reggio Magnet elementary school in Avon, CT) (Smith), sweeping reforms to education such as Reggio Emilia have historically tended to create more problems then they solve if they are misguided in their implementation. In The Death and Life of the Great American School System, Diane Ravitch conveys her wariness of reform movements, writing, “The fundamentals of good education are to be found in the classroom, the home, the community, and the culture, but reformers in our time continue to look for shortcuts and quick answers…we will, in time, see them as distractions, wrong turns, and lost opportunities” (Ravitch 225). If a widespread implementation of the Reggio Emilia philosophy in the United States falls into the same traps as countless other reform movements have, I fear that we will end up with a continuation of our current educational failings.

In Race to Nowhere, Abeles and Congdon shed light on the alarming realities of how primary and secondary schools are failing American students. The cumulative stress students experience from home and school leave them overly stressed and underprepared. However, Abeles and Congdon’s proposals prove that practical solutions are hard to find. They promote the Italian Reggio Emilia philosophy of pedagogy, yet this reform is not only difficult to afford, but is at risk of falling into the same failures as past reforms. What our students need and deserve is a society that recognizes that financial success isn’t the only route to happiness, and a society that doesn’t rob children of their formative years through stress and homework.

Works Cited:

Abeles, Vicki. “Harvard or Walmart Syndrome.” Web log post. End the Race Blog. Race to Nowhere, 22 May 2011. Web. 22 Feb. 2014.

Mitchell, Jeff. “Harvard-or-Walmart Syndrome.” Jeffmitchellassociates.com. Jeff Mitchell Associates, Web. 22 Feb. 2014.

Race to Nowhere. Dir. Vicki Abeles and Jessica Congdon. Prod. Vicki Abeles. Reel Link Films, 2009. Online.

Ravitch, Diane. The Death and Life of the Great American School System. New York: Basic, 2010. Print.

Smith, Josephine D. “Principal’s Message.” CRECschools.org. Reggio Magnet School of the Arts, Web. 22 Feb. 2014.

“Tuition and Tuition Assistance.” Blueschool.org. Blue School, Web. 22 Feb. 2014.

The Regression of Learning in A Race to Nowhere

February 23, 2014March 4, 2014Madison Starr

The past decade and a half has seen a wholesale reconstruction within the American education system. Documentary, Race to Nowhere, draws upon this shift to explain the recent decline of critical thinking among students across the United States, and as reasoning for the emotional crisis many are dealing with when attempting to meet the demands of new collegiate expectations.

Overworked students (1:05:31) Race to Nowhere

Filmmaker and speaker, Vicki Abeles, introduces her documentary by explaining her personal ties to the recurrent schooling epidemic in America today. She introduces herself as a mother of three children, one of whom is a thirteen-year old girl named Jamie who is experiencing the psychological brunt of the stressors within the current educational system, primarily in its focus on testing performance. Through interviews and personal accounts, it becomes clear that it isn’t just the pursuit of academic success that produces the anxiety for Jamie, but arises from further expectations of success from a slew of extra-curricular activities as well. Abeles links her child’s emotional turmoil with that of other American teenagers’ by analyzing personal narratives from teenage students across the country. By doing this, she guides the viewers through the post-No Child Left Behind transgression of learning in the American school system.

George Bush's 2002 No Child Left Behind (0:28:14) Race to Nowhere — George Bush’s 2002 No Child Left Behind (0:28:14) Race to Nowhere

Abeles uses one teacher’s account to highlight the primary issue behind her argument. Teacher, Emma Batten-Bowman explains how “things that actually get our students to think are pushed aside” (Abeles et al, 0:00:53), so that the primary focus becomes testing performance. With a legislatively produced financial incentive in the back of the minds of many teachers, it becomes almost impossible to divert from the curriculum revolving around test taking. Teacher, Susan Kaplan, exposes a common trend among educators by commenting, “we’re told either you do it or you don’t have a job…we went along with it because our bonus money was based on test scores”(Abeles et al, 0:29:50). What we see arise from this are teachers who devote less time to outside imaginative learning experiences, like project-based learning, and more to performance-based instruction. The result, as Abeles explains it, is an “education system [that is] a mile wide and an edge deep”(Abeles et al, 0:48:45).

While trying to comply with the rising requirements and expectations among collegiate institutions, many students “push to do more” (Abeles et al, 0:09:50), causing the rise in both depression and anxiety in our children today. Evidence of this internal “push” can be seen through the recent increases in cheating among students. Denise Pope, Ph.D. refers to one study, which found that “less than three percent of 5,000 students have never cheated”(Abeles, 0:41:50). This means that out of 5,000 students, a whopping 4,850 have cheated at some point during their schooling career. Our students’ recent reliance on cheats helps unveil, not only the tremendous pressure they are under today, but the lengths they will take to evoke the idea that they truly can balance it all. As Pope explains, “the pressure on them is so great that they feel they need to get the grade, by hook or by crook” (Abeles, 0:42:39), and in this way, are willing to compromise their moral standards in order to fulfill collegiate expectations.

Through filming student accounts, Abeles furthers her argument when explaining the emotional toll many experience in an effort to juggle it all. One student, Jacqueline explains that “now it is all about preparing yourself to look good for colleges” (Abeles et al, 0:08:05) and is much less about an interest in the actual experience of learning. Another student builds upon this by explaining, “I’m not thinking about the meaning of any of this. I’m just thinking about how to get it done” (Abeles et al, 0:48:30). Abeles explains that these stressors, associated with rising collegiate admission requirements, goes beyond the student and effects the emotional sanity of the parents as well. One parent expresses it as; “we want the best for [our children], but in the end were just putting pressure on them to be whatever we think they ought to be”(Abeles et al, 0:11:20). Abeles says that it is this focus on the need to do it all, especially in testing performance, that creates anxiety and pressure among our youth, and is reason for the rise in depression, cheating, and decline in critical thinking among students.

When focusing on the personal accounts of the students interviewed in this film, a great deal is revealed about the conditions of their mental state. One student, Ally, is

Ally remembers the pressure and struggle (1:01:05) Race to Nowhere — Ally remembers the pressure and struggle. (1:01:05) Race to Nowhere

concentrated on in particular during a scene that exemplifies the effect that academic pressure can cause adolescents. During this scene, filmmakers shot both Ally’s personal recollection of the events, in addition to flashback scenes, which helped guide the viewer and allow them to further connect to Ally’s experience. During her narrative, Ally recounts both her athletic and academic strength as a younger student during her developmental years, something that was going to win her an academic honors diploma by the time she graduated high school. With her honors diploma on the line, Ally spoke of the intensity with which she focused on her grades, something that eventually led to an emotional collapse. Ally retold the story of the bad test grade she received in her math class. With little help from her teacher, the grade could not be redeemed, and she ended up failing the class, loosing her candidacy for the academic honors diploma. This loss overwhelmed her to the point that she stopped trying, her reasoning being “if you don’t try, you can never fail” (Abeles et al, 1:00:50). She said that it became “hard for [her] to get up in the morning” (Abeles et al, 1:01:00), and when she stopped attending school, her mother checked her into a stress center. Ally, once a successfully thriving academic, became so entranced by performance, that one poor grade led her to a personal breakdown. The severity to Ally’s experience speaks volumes to the extremities children are facing today when trying to cope with all that is expected of them in their quest for success.

Abeles recommends that one resolution to the problems associated with mass knowledge-based testing (and its link to a decline in critical thinking) is a reduction in assigned homework. On the website for the campaign, entitled Race to Nowhere, Abeles furthers her stress on the limited “relationship between homework and school achievement.” In the film, Abeles expands on this idea when interviewing Sara Bennett, author of “The Case Against Homework”, who asserts that “homework is not going to make our kids any smarter”(Abeles et al, 0:26:55). This policy chain, however, is one that is difficult for many to get on board with. One critic of the film expressed his discontent with Abeles suggestion during one Washington Post newspaper review. Here, critic Jay Mathews responded to the no-homework proposal by stating “Abeles says she wants more authentic learning and imaginative teaching. That is the approach taken by imaginative urban educators like Deborah Meier, but it still requires significant homework”(Mathews). Here, Mathews brings up a crucial flaw in Abeles’ argument by explaining that even the most engaging of learning requires outside schoolwork as well.

Through use of direct narratives from students, parents, and education professionals alike, Abeles asserts the presence of an overpowering desire to succumb to the government-generated definition of intellect. This intellect, she explains, is measured through national standardized testing, a gauge that isn’t fully representative of the potential of an individual. Still though, we put so much emphasis on these types of tests that we become obsessive in our preparation for them. The result, she explains, is not only the deterioration of our student’s ability to think critically, but their emotional stability as well.

Works Cited:

““A Call to Mobilize Families, Educators and Policymakers to Help Disprove the Notion That the Educational System Is ‘one-size-fits-all.’”Race to Nowhere.Web. <http://www.racetonowhere.com/>.

Mathews, Jay. “Why ‘Race to Nowhere’ Documentary Is Wrong.” Washington Post. The Washington Post, 03 Apr. 2011. Web. 23 Feb. 2014. <http://www.washingtonpost.com/blogs/class-struggle/post/why-race-to-nowhere-documentary-is-wrong/2011/04/03/AFBt27VC_blog.html>.

Race to Nowhere. Dir. Jessica Congdon. Prod. Dir. Vicki Abeles. 2009. Documentary.

Behind The Blackboard

February 23, 2014March 4, 2014Tori

Bob Bowdon, a former television host and reporter from New Jersey produces “The Cartel,” a documentary that takes a look inside the failing American School system. The documentary flips through broadcasts, interviews, news articles and documents that address the enormous issue of public education in America. America is always thought to be the best, at least we like to think so, but scores of the PISA test prove our education is not. PISA is an international math exam given every three years, with an average score of 500 in most countries. America, however, scored a 474, which falls below countries with less developed economies (Bowdon, 0:02:32). While America has lower PISA scores, it ,spends more money per student on education than any other country in the world (Bowdon,0:03:34). “The Cartel” focuses mainly on the state of New Jersey, because New Jersey’s education system shows that despite adequate funding, schools are failing.

Teacher unions, as Bowdon believes, are bad for improving education because they protect bad teachers. In this documentary, there are several accounts where teachers were not doing their job but because of tenure it has been difficult to fire them. Tenure and teacher unions are two parts of the system that contribute to the failing schools. Bowdon also discusses the tremendous amount of spending on administration. An interview with Lee Seglem discusses a particular case where there was a ‘clash in leadership styles.’ The superintendent agreed to resign and the Board of Education paid $470,000 dollars for someone that only worked at the school for a year (Bowdon, 0:12:39). This is just one of many examples of excessive administrative spending. The National Board of Education is spending money in the wrong places and the schools are failing as a result. Education spending is one of Bowdon’s explicit theories of change. The screenshot compares the number of superintendents in New Jersey and Maryland. Maryland, a similar state in terms of size, has a population density but on 24 school districts, whereas New Jersey has 616 school districts. Due to the large number of districts, New Jersey spends more money on employing superintendents. As a result, if they cut back on this unnecessary spending they could put more money into teachers salaries. The money should be put into the schools and the teachers salaries rather than paying the administration.

Another important example of how the teachers union is bad is in the false advertising for New Jersey education. This screenshot, for example, says that New Jersey has the highest graduation rate- this is false. The commercial that was televised includes SRA (Special Review Assessment) that is an alternative program, and that is 100% entry 100% output (Bowdon,1:04:00). New Jersey drops to 24^th in the country when you do not include the SRA. Instead of trying to improve education in New Jersey to become the #1 in graduation rate, the teachers union is promoting education to the public under false pretenses ( Bowdon,0:28:42). Bowdon also talks about Camden, which has the highest drop out rate and lowest scores in New Jersey. In fact, the number of students in the 9^th grade is almost equivalent to students in the 10^th 11^th and 12^th grade combined (Bowdon, 0:27:32). There is an interview with a boy, Juan, who is in 9^th grade at Camden and doesn’t know the alphabet (Bowdon, 0:45:31);this truly speaks to the level of poor education. Violence has become a huge issue in Camden and is a direct result of these poorly run school districts. The Police Chief of Camden said himself that it was a miracle that he was able to leave the public school ( Bowdon,0:36:12).

School Choice is a big part of Bowdon’s research. He believes that more vouchers should be given to students. It isn’t fair for a child to have poor education just because they do not have money to live in areas with the best public schools. Students should be given more vouchers that would give them the ability to go to a charter or private school and get out of the poor public school system (Bowdon, 1:28:03). Bowdon does a great job at reaching the viewers when he shows a district in New Jersey Charter school lottery. As you can see in this screenshot, the little girl is heart broken that her name was not called. This scene really gets to the viewer because an innocent child was just praying that she would have the opportunity to go to a better school. Everyone’s child should have the right to a good education.

Some feel that the documentary failed at portraying poor education in America by focusing on a single state. New York Times article “Children Left Behind,” by Catsoulis, shares the opinion that the documentary is just a bunch of television clips and interviews of people trash-talking the schools in New Jersey. Catsoulis describes The Cartel as “Visually horrid and intellectually unsatisfying,” however, I found it very enlightening (Castroulis). I do believe, that the documentary would have been more effective if it spoke about education in America as a whole rather than just one state. I feel as though the random television clips and articles made it a bit confusing and overwhelming.

I do not believe that School Choice reform is a good reform because even though it gives students an opportunity, that opportunity lies in the hands of their parents. The districts that use School Choice are in poor areas usually where parents might not have the intelligence to make the right decision for their child. What would improve School Choice reform in my opinion would be similar to the Harlem District Zone proposed by Geoffrey Canada. The goal of the Harlem District Zone is to improve education but also educate the parents of Harlem, so that they can make the right decisions for their children (Tough, 23). School Choice reform with an addition of a course to educate the parents in these districts would be much more successful in my opinion. If a course similar to the one proposed by Canada was included to School Choice the reform would not be as flawed. Despite the tremendous spending in our schools, they are still poorly run, which speaks to what those in the system are doing. The money and power is in the hands of people who are corrupting the system and hurting the lives of the children in America. The future of our country is in the hands of our education system and our educators.

Work Cited

Catsoulis, Jeannette. “Children Left Behind.” New York Times. New York Times, 15 April 2010. Web. 22 February 2014.

“’The Cartel’ Director Bob Bowdon on Education Reform” Youtube.Youtube, 26 May 2010. Web. 23 February 2014.

The Cartel, created and directed by Bob Bowdon. 2010.

Tough,Paul. Whatever It Takes: Geoffrey Canada’s Quest to Change Harlem and America. New York:Mariner Books, 2009. Print.

The Unfortunate Truth

February 23, 2014March 5, 2014Holly

American Teacher is an eye-opening documentary that exposes the harsh realities’ teachers in America face when they enter the educational workforce. Despite our country’s high demand on people achieving a higher education we do not value and respect the people who devote their lives to making this possible. The film follows the lives of four teachers and exposes their difficult journey as a teacher in America. American Teacher sets out to raise awareness about our national outlook of under appreciating and under paying educators and attempts to alter the view of teachers to become a more desirable and appreciated job.

Every day, Jamie Fidler, Jonathan Dearmen, Erik Benner and Rhena Jasey enter a classroom filled with young minds with limitless potential. However, low funding, long hours, and lack of appreciation make it difficult for more people to devote their lives to educating. Jamie Fidler a teacher of eleven years began her experience in the classroom spending $3,000 out of her own pocket in order to supply her classroom with essential items. Since then she has been working a second and sometimes third job in order to make an appropriate living for her family. Following that we meet Rhena Jasey, a Harvard graduate who was criticized for choosing education as a profession due to her prestigious college education. Next we are introduced to Erik Benne, a Texas history teacher and coach who are loved dearly by his students. Due to the low salary of teachers and his family’s needs, he works another job in order to have a higher income. Finally, we meet Jonathan Dearman, a man who adored his profession, but was forced out of the classroom due to lack of salary.

Each of these teachers is committed to their profession yet face harsh realities that are associated with their career. The most unfortunate problem that each of these educators face is the lack of salary, which forces many educators out of the classroom as we saw with Dearman. Although these teachers are dedicated to their profession, the lack of money is a hindrance on their entire lives. Each one of these teachers is afraid of survival, whether it is family or personal needs; money is a factor that can not be ignored. The fact that 62% of teachers have a second job outside of their classroom hinders their ability to commit everything they have to their students (McGinn, Roth 00:41:28). “Almost half of teachers leave before their fifth year many citing the low salary and difficult working conditions” (McGinn, Roth 00:41:28) The drastic number of teachers with second jobs as well as high percentage of teachers leaving the profession creates great concerns for the future of the American education system. American Teacher illustrates the immense hardships educators face, but also serves as a warning to our country about our educational system. The decline in teacher conditions and pay directly correlates with student achievement. Among industrialized nations we rank in the middle of the pack 14^th in reading, 17^th in science and 25^th in math. These ranking limits our potential as a country and the only way to raise test scores and prepare young people for global competition we must encourage students to consider teaching as a profession. (McGinn, Roth 00:16:30) The negative stigma associated with teaching drives people away from the profession and therefore negatively influences the future of America.

In our culture, it is now expected that a person graduates college, and it is becoming more common that graduate school is the next step. The pressure and demand to achieve an education begins in elementary school and the people who guide and assist students are not respected in our culture. In our country doctors and lawyers are considered prestigious jobs, yet there would be no doctors or lawyers without educators. As a country we need to change the viewpoint people have with teachers and encourage people to choose teaching as a career path. Educators deserve a higher standing in society and the choice to become a teacher must be valued as opposed to looked down on.

A yahoo news article by Liz Goodwin explores the disparities from the film. The film implies that an underlying problem in our education system is the low salary teachers earn and that teachers need to be paid more. Goodwin explains the split in education reform on whether to “raise base salaries altogether or compensate some teachers more by handing out bonuses based on student test scores” (Goodwin P. 1) Goodwin discusses work done by Economist Eric Hanushek who claims that “raising teacher pay across the board would have little to no effect on students test scores” (Goodwin P.1). Instead of raising pay as a whole he feels that there are alternative ways for teachers to improve students success one of which is “hand out bonuses to those who are lifting scores called merit pay” (Goodwin Page 1). The argument Hanushek is making claims that paying everyone the same amount will not result in better teachers instead he feels the merit pay will reward the good teachers. The alternative views about teacher salary create concern because there are many approaches that may be deemed the “best”. Overall this article is exploring the different options not discussed in the film that are available in order to raise the performance of teachers in America.

Overall, American Teacher illustrates the necessity of valuing educators. The low salaries and low appreciation these people receive will eventually damage Americas education system entirely. The hardship these four teachers faced were troubling and appalling. It is educators that are the foundation of young peoples futures and therefore it is our responsibility as a country to respect and provide for these people who are devoting their lives to the future of America.

Works Cited

“About the Project .” Teacher Salary Project. N.p., n.d. Web. 21 Feb 2014. <http://www.theteachersalaryproject.org/about-the-project.php>.

Jeri . “The Progressive Press.” The Progressive Press RSS. N.p., n.d. Web. 23 Feb. 2014. <http://www.progressivepress.net/american-teacher-documentary-review/>.

Roth, Vanessa, and Brian McGinn. American Teacher. Video documentary, 2011.http://www.theteachersalaryproject.org/.

Yahoo News, Liz Goodwin. “‘American Teacher’ Film Argues Teachers Aren’t Paid Enough, but Ignores Merit Pay Debate.” Yahoo! News. Yahoo!, 26 Sept. 2011. Web. 19 Feb. 2014.

Few Carrots for the Most Important In-School Factor

February 23, 2014March 4, 2014Isabel Monteleone

When an Alabama Education Administrator, Tony Thacker, spoke on behalf of the significance of teachers, he said adamantly, “there are two sets of adults: classroom teachers who ensure the future of our students, and everyone else” (00:3:17). The 2011 documentary, American Teacher, strives to validate his notion of teaching as an important and powerful profession and destroy the stereotype that the job of a teacher is trivial and undemanding. Teachers provide the knowledge and skills necessary to empower children, but their role in the classroom and in the lives of students has been historically belittled. Unfair policies pay teachers little and provide them with few benefits; likewise, social misunderstandings of teaching devalue the profession. Thus, teachers go underpaid and unappreciated. With complaints of low salaries, lack of prestige, and long hours, it is no wonder why highly skilled people rarely become teachers, and why many others quit teaching. American Teacher, directed by Vanessa Roth and Brian McGinn, looks to eliminate preconceived notions of teaching by combining the diverse experiences of American public school teachers, with illustrations of the problems in education policy by leaders in education reform. In doing so, the documentary sheds light on the difficulties and injustices found in a profession immensely responsible for individual and nationally success.

Research has proven that teachers are the most significant in-school factor in providing students with the ability to succeed. Education historians like Diane Ravitch, billionaire philanthropists such as Bill Gates, and political leaders like President Barrack Obama, have conceded that a teacher’s role in academia is vital. If this is true, why are few top college graduates pursuing teaching, and why do hundreds of teachers leave the classroom after only a few years? (00:03:03). American society undermines the important role that teachers play in the lives of students, and this directly explains the lack of cultural respect for teaching as well as their poor salary rates. These injustices in the workforce prompted the creation of The Teacher Salary Project, a non-profit organization that advocates for improving teacher conditions, such as creating competitive salaries. The project is comprised of national campaigns, an online resource site, and the documentary, American Teacher. Their website states: “The film’s narrative balances the personal stories of each character with a mixture of interviews and animated facts and statistics by Stefan Nadelman, each highlighting the big sacrifices made by our nation’s teachers, and how these demanding costs force many of our greatest teachers out of the profession” (About the Project). The Teacher Salary Project aspires to make teaching a respected and desired career path by instilling excitement in the career and promoting financial sustainability. American Teacher has been reviewed by newspapers like The LA Times which characterized the documentary as “unsettling” (Turan 1), and The New York Times, which called it “heartfelt”, but criticized it for treating “pay as if it’s the only factor in educational dysfunction” and assuming “teaching is the most vital of the undercompensated jobs” (Genzlinger 1) Regardless of The New York Times critique, I believe American Teacher brings to life two important realities in the education system: we cannot expect success in classrooms if our teachers lack the financial ability to provide it and the cultural respect they need to ensure it.

American Teacher embraces the stories of teachers like Jamie Fiddler, Amanda Lueck, Erik Benner, Rhena Jasey and Jonathon Dearmon who endeavor to provide their students with the best means to succeed in an environment that offers them little to no assistance or compensation. For a profession capable with impacting the future of so many, the circumstances of such teachers have never been more unacceptable. Their paychecks, unions, credentials, and teaching styles have long been criticized. Misnomers have blinded policymakers and political leaders from being able to make the profession of a teacher both reputable and obtainable. American Teacher aims to finally clarify what it means to teach.

Senior V.P. of Fox News Channel, Neil Cavuto, claims teachers’ desire for
higher salaries and better conditions is out of self-interest.

To begin, inefficiency is common in the public school system; many lack the proper resources for teachers and students, inevitably putting teachers in unfair positions. One teacher, Jamie Fiddler, of Brooklyn, New York, is victim to many of these financial burdens that go unrecognized. In her first year of teaching, Fiddler spent over $3,000 dollars of her own money on essential school supplies, and she isn’t alone. A shocking 90% of public school teachers pay for materials like markers and books out of their own pocket (00:07:11). Another teacher, Amanda Luek of Horace Mann Middle School in Denver, Colorado, describes the job of a teacher as a tiring lifestyle. There are constantly lesson plans to be made, homework to be graded, and classrooms to be reorganized. Luek’s classroom is too small for the number of students she has; consequently, some of her students have to sit on the counters. “There’s always more to do” says Luek, after another eleven hour work-day, and “it never feels like enough” (00:8:47). These two examples opened my eyes to aspects of teaching that go unnoticed and that are masked by politicians and policymakers who claim teaching is an easy and unimportant profession. Rather, teachers are responsible for more than they are given credit for. They do so much voluntarily simply to provide the bare minimum for their students.

View of Teacher Amanda Luek’s small classroom for her 40 students.

The financial demands of teaching are highly consequential in the long run. Erik Benner, a former history teacher and athletic coach at a Texas public school, was a popular teacher among students and faculty for his strong commitment to teaching and personable character. Benner, who instilled in his students a sense of commitment to learning, was dedicated to building a strong rapport with each student he taught. Nevertheless, with a teaching salary of $27,000, Benner was obligated to pick up a second job at a hardware store – a stress-inducing decision that lessened his time with his family and students (00:37:13). Eventually, when he was laid off from his second job, he was forced to quit teaching. His lack of sustainable income caused his house to go in foreclosure and years of financial tensions prompted a split in his marriage. Approximately 31%-62% of teachers must take on a second job. The low level of teacher salaries simply leave many with no other choice (00:41:09).

Teacher, Erik Benner, working his second job at Circuit City

While the lack of respectable salary deters many from beginning or continuing to teach, the absence of prestige in the profession also suggests a shortage in the quality of teachers. Rhena Jasey, a Harvard graduate and former New Jersey school teacher, is one of the few top-college graduates to become a teacher. When she told her friends she wanted to teach, she paraphrased their replies in saying: “Anyone can teach. You went to Harvard. You should be a doctor or a lawyer. You should make money” (00:17:56). For her, teaching provides a dynamic, comprehensive role in the lives of students. Teachers constantly make decisions for their students that go far beyond the role of teaching. Thus, the complexity in the role of a teacher is significantly more challenging than it is portrayed to be. Jasey believes a teacher is simultaneously a counselor, parent, friend, and social worker. These many roles, however, go unrewarded, and Jasey’s former $40,000 salary showed it. No one would question the salary level for another profession, but because many do not believe a high skill set is necessary to be a teacher, few believe the state of teacher salaries is an issue. This, in itself, is alarming. If many talented, top-college graduates do not see teaching as a sustainable career because the profession lacks a strong reputation in relation to other degrees, whilst providing poor salaries, American students will continue to pale in comparison to the students in other countries and will not be able to fully meet their highest potential. Similarly, if our nation does not recognize that a high skill set is necessary in teaching, many will not see the hidden injustices in teacher salaries. The inability to attract bright graduates to the teaching profession is frightening. Without quality teachers, how can we expect quality students? Rhena’s credentials and character embody what the teaching workforce needs. “You don’t want your kids being taught by someone who went to Harvard?” she’d tell her family and friends (00:18:27). The social belief that bright professionals should not become teachers directly relates to why student achievement in America is low.

Teacher Rhena Jasey discusses the reputation of teaching

The reputation associated with teaching significantly decreases teacher quality and thus, student learning. There are far too many teachers unable to make ends meet, who work hours far above the presumed six hour work-day, that lack both financial and reputational compensation for all they do. Just as well, there are teachers, fatigued and frustrated, unwilling to continue in a profession that desperately needs talented people. Statistically, 20% of teachers in urban environments leave teaching every year, and 46% quit before their fifth year of teaching (00:47:36). The use of statistics like these in the documentary made it apparent how crucial it is that we re-examine the treatment of our teachers. This data provides a caveat to policymakers and reformers everywhere. When strong teachers leave the profession, children everywhere are negatively affected: an unacceptable and dismaying truth.

When teacher Jonathon Dearmon left the profession due to financial reasons, his students filled his chalkboard with notes to express their appreciation for him.

A 2011 study by the Hoover Institution indicates that an effective teacher has the capacity to give a year and half of learning in one year, demonstrating that the quality of the teacher can either drive up achievement levels or negatively impact the success of students. Hanushek states this by relating student achievement to the labor market: “For the average American entering the labor force, the value of lifetime earnings for full-time work is currently $1.16 million. Thus, an increase in the level of achievement in high school of a standard deviation yields an average increase of between $110,000 and $230,000 in lifetime earnings” (Hanushek 2). The standard deviation illustrates the amount of deviation that exists from the average. Similarly, Hanushek’s studies present a correlation between national economic success and effective teachers. They recognize that an effective teacher can drive up student achievement, improving American students as a whole and increasing the gross national product. However, if policymakers fail to recognize these very real correlations, the important variable of the teacher will never be truly acknowledged.

Some institutions have realized the importance of recruiting and maintaining quality teachers into the profession. Projects like The Equity Project Charter School, or TEP, pioneered by Zeke Vanderhoek, have started to change the perceptions of teaching by endeavoring to treat teachers with the respect and prestige they deserve. TEP starts teachers at a base salary of $125,000, made possible through public funds. One of the teachers hired was Harvard alum, Rhena Jasey. TEP’s website articulates their philosophy: “student achievement is maximized when teachers have the time and support to constantly improve their craft” (Philosophy). While many factors are comprised in evaluating student achievement, improving the standards and conditions for teachers substantially improves student performance.

Data proves that the countries with top performing schools and education programs, Finland, Singapore, and South Korea, also hold teaching to a high esteem.

Still, there is much to be done to reform teaching today. When discussing the unacceptable circumstances teachers encounter, Mark Bounds, the Deputy Superintendent for Educator Quality in South Carolina shares: “They’re not asking to make hundreds of thousands of dollars. They’re asking to be able to buy a house, to have a descent car, to live in a nice neighborhood, to have some comforts” (00:52:40). Ultimately, the battles that teachers face are not only policy problems, but also, social problems. The countries in the world with top-performing students and academic programs, Finland, Singapore, and South Korea, not only have funded teacher training, competitive salaries, and professional working environments, but they also culturally respect the role of a teacher – an occupation that outweighs the reputation of lawyers and doctors (01:06:02). If we are to see the true value of teachers, we must increase the incentives to teach, raising it to the same standards of other professions and socially recognizing that the job of a teacher is monumentally important in defining our nation.

In Chapter Seven of her book, The Death and Life of the Great American School System, titled “What Would Mrs. Ratliff Do?”, historian Diane Ravitch speaks of the problems teachers have faced for years. Many have criticized their tenure, unions, and methods that go beyond teaching to the test. Rather, Ravitch defends teachers in saying that union contracts and tenure protect the rights of teachers, ensuring that their salaries are based off their credentials and seniority, not the results of student tests (Ravitch 171). Ravitch reminisces about her high school teacher, Mrs. Ratliff, who instilled in her students a passion for literature and learning. Mrs. Ratliff was demanding, caring, and did not teach based on a test. Great teachers like Mrs. Ratliff are lacking today in our society because the career lacks incentives, like reputable salaries and because teachers are being forced to teach to the test. Therefore, our society must make a decision. Ravitch ponders this policy and social dilemma in stating, “as we expand the rewards and compensation for teachers who boost scores in basic skills, will we honor those teachers who awaken in their students a passionate interest….? If we fail to attract and retain teachers like Ruby Ratliff, will we produce a better-educated citizenry” (Ravitch 194)? It is in how policymakers and society answer these questions that will change the face of American education.

In the end, we must be aware that the effort needed to change teacher conditions concerns us all and that the lack of carrots for teachers is a true problem. To paraphrase Sabrina Laine, the Vice President for Educator Quality at the American Institute for Research, there are many benevolent aspects ingrained in teaching, but that does not justify their low salaries. Teaching isn’t about money, but that doesn’t mean teachers should be poorly paid (00:35:40). As the two film producers for American Teacher, Eggers and Calegari, declared in their New York Times Op-ed piece: “When we don’t get the results we want in our military endeavors, we don’t blame the soldiers. We don’t say, ‘It’s these lazy soldiers and their bloated benefit plans! That’s why we haven’t done better in Afghanistan!’ No, if the results aren’t there we blame the planners…. No one contemplates blaming the men and women fighting every day in the trenches for little pay and scant recognition” (Eggers, Calegari 1). The same goes for teachers. If we expect American students to succeed, we must open our eyes to the way we are treating their educators. Only then, will we better improve the lives of school children and America altogether.

The low salaries and reduced conditions of teachers are directly correlated to decrease in student achievement in American schools

Works Cited:

“About the Project .” Teacher Salary Project. N.p., n.d. Web. 21 Feb 2014. .

American Teacher. Dir. Vanessa Roth, Brian McGinn. Prod. Ninive Calegari and Dave Eggers. Perf. Erik Benner, Neil Cavuto, Matt Damon. 2011. Documentary.

Eggers, Dave, and Nínive Clements Calegari. “The High Cost of Low Teacher Salaries.” The New York Times. The New York Times, 30 Apr. 2011. Web. 22 Feb. 2014.

Genzlinger, Neil. “What’s a Teacher Worth?” The New York Times. The New York Times, 29 Sept. 2011. Web. 23 Feb. 2014.

Hanushek, Eric A. “Valuing Teachers: How Much Is a Good Teacher Worth?” Hoover Institution: Stanford University. Education Next, 2011. Web. 04 Mar. 2014.

“Philosophy.” TEP Charter – Philosophy. N.p., n.d. Web. 23 Feb. 2014.

Ravitch, Diane. The Death and Life of the Great American School System: How Testing and Choice are Undermining Education. New York: Basic, 2010. Print.

Turan, Kenneth. “What the ‘American Teacher’ Has to Teach Us.” Los Angeles Times. Los Angeles Times, 30 Sept. 2011. Web. 23 Feb. 2014.

The Plight of The American Teacher

February 21, 2014February 27, 2014Emily Meehan

“The American Teacher” is a documentary that explains the struggles of teachers in the United States today. It was directed and produced by Vanessa Roth, written by Dave Eggers, and narrated by Matt Damon. The difficulties of the teaching career are told through interviews with educational policy experts and by chronicling a year of the lives of four teachers. The documentary is funded by the Teacher Salary Project, “a nonpartisan organization dedicated to raising awareness about the impact of our national policy of underpaying and under-valuing educators” (“About The Project”). The film conveys the idea that the American educational system struggles because of the disrespect shown the teaching profession.

Screen Shot 2014-02-21 at 5.01.32 PM — Bill Gates discussing education reform
“The American Teacher”
0:01:20

“American Teacher” suggests that even though teaching is a difficult, laborious job, it is often low-paying and disrespected. Also, despite the fact that it serves a vital role in shaping students’ futures, graduates from most selective colleges do not consider it for a career because it is not as prestigious as becoming a doctor or a lawyer. According to the film, this results in students underperforming in schools. A clip of Bill Gates, whose foundation has donated heftily to education reform, shows Mr. Gates asking, “how do you make education better? The more we looked at it the more we realized that having great teachers was the very key thing” (Roth 0:01:21-0:01:30). For the American education system to improve, we need distinguished, prepared, intelligent teachers for our students. The film offers a solution to this problem: Given the problem of underperforming students in schools, the reform goal is to transform the nature of teaching by making it a more prestigious and well-paid occupation. This can be accomplished by the capacity-building of the rigor of the teaching career, and designing programs to increase teachers’ salaries to entice professionals toward the career.

Screen Shot 2014-02-21 at 4.12.05 PM — 0:29:48
The American Teacher

To express the difficulties inherent in the teaching profession, the film follows four teachers, Erik Benner from Texas, Jonathan Dearman from California, Jamie Fidler from New York, and Rhena Jasey from New Jersey for one year. By filming class sessions and telling the story of the teachers’ lives at home, it is made clear that teachers work long hours both inside and outside of the classroom. Fidler says, “I leave the house at seven o’clock in the morning…and I get home at 6:30” (Roth 0:04:45-0:05:00). The film notes that the average teacher who does their job correctly works at least a 65 hour work week. So why then, the film questions, is teaching regarded by society as an easy, attainable career?

To further illustrate the struggle of the American teacher, the film describes how low salaries affect a teacher’s personal life. Erik Benner, a history teacher and middle school football coach in Texas, was forced to pick up a second job at Circuit City in order to support his family. He justified this decision by saying that as a man, society views his as the “provider” of the family (Roth 0:39:40). Between teaching and shifts at Circuit City, worked seven days a week, which put severe strain on his marriage and ultimately led to divorce. It is clear his starting salary of $27,000 was not reflective of the amount of work he put into his job, and was not enough money to support a family. Due to situations such as this, not only are fewer people interested in becoming teachers, but current teachers are being driven out of the classroom.

Screen Shot 2014-02-21 at 5.17.40 PM — The American Teacher
1:00:20

Money is a powerful incentive especially for recent college graduates. It can have a profound influence on choosing certain professions. It is no surprise that many of the best students want to become doctors or lawyers, professions with the possibility of hefty salaries. There is little motivation to become a teacher when there are many other professions with better salaries held in higher esteem. The Vice President for educator quality at American institutes for research, Sabrina Laine said, “If you want somebody to stay in education…and you want them to feel like they can make a decent living…we gotta be more creative in the kinds of alternatives we provide for how we pay our teachers” (Roth 1:00:53-1:00:10). Money is a possible incentive for attracting professionals towards the classroom.

Zeke Vanderhoek, founder and principal of The Equality Project School (TEP), has designed a program in which the best teachers are brought to students who need them the most (Roth 1:01:50). TEP is designed to solve the problem of the nature of teaching and to hopefully inspire other schools to redistribute funds so that teachers earn a salary they deserve. The teachers hired at TEP receive a competitive starting salary of $125,000 which is publicly funded(Roth 1:02:13). Vanderhoek says, “if you increase teachers’ salaries, you change the perception of what it means to be a teacher” (Roth 1:03:00-1:03:18). The film does not however, offer any indication of how TEP “redistributes funds.” For example, it does not discuss if any programs have been cut in order to pay teachers more money. Schools around the country who have adopted similar programs have reported rising graduation rates, lower drop-out rates and higher teacher retention rates. The ultimate goal is to fix the American education system, and “The American Teacher” argues that through programs such as TEP, which allows teachers to be regarded as high-ranking, well-paid professionals, our schools will improve.

The New York Times identifies gaps in the documentary. The article, “What’s a Teacher Worth” by Neil Genzlinger suggests that teacher pay is not the only factor for improving schools, and the film should have expressed other major issues. “The film…never addresses specifically how higher salaries would be financed…and it treats pay as if it’s the only factor in educational dysfunction; not a word is said about no-show students, uninvolved parents or other issues” (Genzlinger). This is a legitimate claim, however, the documentary correctly expresses how teaching and specifically teacher quality affects schooling. By highlighting the adversities teachers face, the film succeeds in offering a compelling argument that by making education a distinguished, prestigious career choice, we will improve the education system.

Works Cited

“About the Project .” Teacher Salary Project. N.p., n.d. Web. 21 Feb 2014. <http://www.theteachersalaryproject.org/about-the-project.php>.

American Teacher. Dir. Vanessa Roth. Prod. Ninive Calegari and Dave Eggers. 2011.

Genzlinger, Neil. “What’s a Teacher Worth.” The New York Times. N.p., 27 09 2011. Web. 21 Feb 2014. <http://www.nytimes.com/2011/09/30/movies/vanessa-roths-american-teacher-review.html?_r=1&>.

The Cartel: A Telling Revelation of the Corrupt Educational System in the “Best Country in the World”

February 20, 2014February 25, 2014Bianca

In The Cartel, Bob Bowdon clearly and explicitly addresses the problem within American school systems when he shows a news clip in which the man speaking says that we have an “awful school system” (Bowdon 1:28). Shockingly, on average only 37% of high school seniors in the US read at the 8^th grade level. In the most basic form this film shows that the United States spends the most money per-student, but cannot show where most of that money goes, because it is obvious that this money has not gone into the betterment of the education of students. Bowdon uses the New Jersey school system as an example for what is present throughout the country outlining the effects of teacher unions, and teacher tenure on American education throughout the United States. Through this documentary Bowdon reveals to the viewer that the true problem in schooling is not that poorly performing schools need more money, it is that through corruption, local school boards and state legislatures are all too dependent on receiving more funding as a way to dramatically improve the school’s performance levels.

The Cartel is a documentary that was created and directed by Bob Bowdon in which he interviews board members, former principals, former teachers, and even teacher union leaders en-route to discover what is really wrong with American public education. Although he conducts his documentary only in New Jersey, Bowdon makes a clear statement that these figures are represented in other states in this country (maybe not all equally, but many show staggering numbers like New Jersey). Bowdon explores topics such as local funding, unions, patronage, vouchers, and charter schools and finds that much of what is decided within schools is decided through politics. Throughout the documentary Bowdon asks many New Jersey residents if they think schools should receive more money, not to his surprise all of his interviewees said yes, they think schools should receive more funding because classrooms are too run down, but in reality these people do not know that schools are receiving billions of dollars each year. Schools, it is revealed in this film, are receiving billions of dollars and no one knows where the money is going. Bowdon also looks at the charter school system and how charter schools do in comparison with public district schools, he found that most charter schools perform significantly better than public schools while spend less dollars per-student. Because parents have favored charter schools more and more, there are not enough seats available to students; charter schools go through a lottery. Charter school officials believe that everyone deserves to attend their schools, however, there are not enough spots, and therefore the only fair way to accept students is through a lottery.

Bowdon finds that many teacher unions and the protection of bad teachers through tenure are partly to blame for the low success rates in public education. Bowdon concludes that tenure and teacher unions protect the jobs of bad teachers. At the 0:34:55 minute mark, Bowdon is in an interview with Joyce Powell, the president of the NJEA Union and is speaking about an indecent where a tenured teacher said to a student, “I’m going to kick your ass bitch” and after saying this to a student proceeded to punch the student in the chest. Bowdon found out that this same teacher was given a deal, left the school, and the district agreed not to tell future employers why she left the school. Powell goes on to defend the decision of the district stating that everyone makes mistakes and people should not be penalized for their mistakes. After this interview, it is clear to Bowdon that teacher unions protect and defend “bad” teachers and make it difficult for good teachers to succeed.

The most crucial scene in this film, in my opinion, was when Bowdon is interviewing Beverly Jones, a former teacher of the year in New Jersey, and she is expressing her views of the corrupt public education system. Jones is brave enough to express her views, however, she does give insight on what her peers (some of who cannot afford to step up and risk losing their jobs) would say about the public school system:

“The children are not the focus, money is the focus. And what happens to the money no one knows because the money does not reach the classroom” (Bowdon 24:40).

Beverly Jones Interview, The Cartel 0:24:40

While explaining that this is what other teachers would say, Jones is clear about sharing these feelings as well.

Bowdon points out the corrupt nature of the school system and expresses that teachers unions play into this corruptness. Bowdon briefly makes the claim that teachers unions play a significant role in electing superintendents who they later negotiate with in order to fulfill their wants and needs.

In a Q&A with Bob Bowdon, Bowdon explicitly states that the problem is corruption and the amount of money being wasted by the school system in an effort to “help” educate children better. Bowdon later simply says that the solution is school choice, something that is missing in education. In this same interview Bowdon addresses his critics and states that the facts shown in his film are not exaggerations; janitors are really making six figures, and they are documents coming from online sources that show through articles that his points are valid.

In my opinion Bowdon’s documentary does contain flaws, as many documentaries that reveal such harsh truths about the American educational systems do. Beginning with clips of different people speaking on a number of things wrong with American school systems may be confusing for the viewer because they may not be presented with the main point of the film right away. However, I do believe that Bowdon does dive right in to his goals for the film after showing those clips, which were to make viewers aware of the corruption that takes place within school systems and between high ranking school officials.

The Cartel, Teacher unions are the enemy 0:36:30

To conclude the film Bowdon lists the many things wrong with the educational system; people think more money should be spent on education, but they don’t know where the money is going, teacher unions and teacher tenure help protect bad teachers and have only fired .03% of bad those teachers, to many people vouchers seem worse than illiteracy and drop out rates, and many more. Although it is true that The Cartel has many critics within local school boards and school legislatures, Bowdon gives evidence that proves all of his claims. Bowdon is trying to help viewers see that more emphasis should be placed on the betterment of the education of students and less on politics and the corrupt nature of the educational system that has prevailed over the past few decades in the United States. When the corruption ends, schools will improve.

Works Cited:

Gillespie, Nick. Reason TV. Reason Foundation. 2010

The Cartel, created and directed by Bob Bowdon. 2010.

Harsh Realities of an American Teacher

February 20, 2014March 4, 2014Christina Raiti

American Teacher is a heart-warming, yet heart-breaking, factual documentary dealing with the everyday lives of school teachers in America. Our country, in general, does not respect our teachers. The film delves into the lives of four teachers and shares their hardships and struggles with its viewers. The goal of the documentary is to influence the viewer’s opinion on what it means to be a teacher in America. Other countries place more value in the teaching profession. In America, being a teacher is associated with low economic status. Americans need to be aware that our teachers are instructing the future of our country and is a vital profession! American Teacher is an attempt to improve our educational system by changing the stigma associated with the American teaching profession and in turn, increasing the number of qualified teachers who can be proud of their personal accomplishments and socioeconomic status.

The documentary begins with an odd, yet disturbing, scene of an explosion; a perfect depiction of what has happened to the American school system. (McGinn, Roth 0:00:08). Personally I believe this was one of the most crucial scenes of the movie. It foreshadows what is to come, which would be the demise of the school system. The first of four teachers is introduced and is interestingly shown walking out of her small, run-down apartment in Brooklyn, New York. Jamie Fidler begins her story by explaining how every expense from her classroom comes from her own pocket. Jamie is pregnant and later on in the documentary, we learn more about the hardships of maternity leave because no one expects the spouse, also a teacher, to be the “money maker”. Next, we meet Rhena Jasey, an enthusiastic young teacher, who eventually leaves her school to follow a program called the Tep Project to earn more money. Erik Benner’s story is a bit sadder because he needs to teach, coach, and work at a tile store in order to support his family. His ex-wife speaks in the course of the film and explains how she basically felt like a single parent because he was never around. Lastly, we learn about a teacher named Johnathon Dearman. Dearman has a passion for teaching just like the other three, however, due to the lack of a decent salary, gives up his teaching career to join the family real estate business. All of these teachers tell a story and struggle with the career they love. In order for the producers to portray their problem, they use very important charts that are extremely simple and easy to comprehend.

To elaborate on a major theme of persuasion, TEP, The Equality School Project, is an alternative to the current view of teachers in America. TEP is designed to redistribute and shift money around to bring teachers to schools that need them, and pay teachers a better salary. As well, TEP works to ensure the best quality teachers for a low income student body. It is not only a series of investments, but the hopes are to keep the teachers not to just attract them. In the film, TEP is seen as a very tempting alternative to the long work day in a poorly paid environment. When looking further into the philosophy behind TEP, it becomes evident it was well thought out and personalized for its audience. “TEP uses a three-pronged strategy that it terms the 3 R’s: Rigorous Qualifications, Redefined Expectations, & Revolutionary Compensation.” (Tepcharter 1). By implicating the TEP method, this is another attempt for the producers to persuade viewers view on what the profession of teaching should be.

American Teacher does more than just warn us about our country. It relates the story of dedicated, intelligent educators. These teachers love what they do, put in extensive hours despite popular belief, and in turn they receive little monetary reward. The deeper rooted issue, embedded in the script of the documentary, is the lack of respect for the profession as a whole. In other countries such as Finland, Singapore, and South Korea, aspiring teachers’ training is paid for. (McGinn, Roth 1:05:29). That means these teachers do not begin their careers in debt. These countries value their teachers in society. They have a very low rate of teachers switching careers. The simple statistics which show the abandonment of the profession in the US serves to show the Nation’s view of its importance. There is little emphasis on the profession as a whole if the passionate members are able to walk away from it. Whether it is their personal choice or not, out nation makes it difficult for them to stay in comparison to other nations around the world.

Percentage of Teachers Who Leave the Teaching Percentage in Other Countries (1:06:15)

This is due to the fact that their culture recognizes the importance of having strong teachers to educate future generations. American Teacher points out the flaws within the American system. After all, children are our future; so would it not be important to take pride and give respect to those responsible for the education of this precious resource?

However, Americans are taught to aim for higher paying jobs. Rhena Jasey is a Harvard graduate and was told that being a teacher was a waste of a degree from Harvard. In turn, she responded with a remark along the lines of “Would you not want your children to be taught by someone who went to Harvard?” These four teachers embody the qualities that all teachers should have regardless of what country they live in. Dearman is described as a teacher who holds all of his students to the same standards. He told them what they needed to do, what they needed to learn, and who he wanted them to be by the end of his class. These are the type of qualities parents want their children to be influenced by. American Teacher shows the epitome of a quality teacher. Once again, TEP is an attempt to ensure these types of teachers are available to those who are less fortunate and ensures they will stay with those children in underprivileged schools. However, American Teacher also shows how difficult it is for these passionate individuals to stay with their profession. How do we get these teachers to stay? The answer in incentive other than pure joy of helping children.

The role of a teacher in America is highly influenced by gender roles. There is a clear lack of respect, low pay, and something called the “burnout circle” as described by the teachers. To begin, the society we live in is based on the assumption that the man in the relationship is meant to be the provider. Therefore, in teaching, being a predominately female dominated field, it is “okay” to pay them less because their spouses will supposedly bring in more money. With this being said, males have existed the teaching force in order to live up to the stereotype of the “bread winner”. It would be very difficult for a male to fully support his family simply on a teaching salary. As well, it is thought that women have a maternal instinct that is better suited to teach children. Truthfully, males and females can be great teachers but our society is socially constructed, which makes it difficult for men to stay in a “female profession”. In addition, these teachers work more extensive hours than everyone believes. On top of working ridiculous hours (most 7 to around 6), many teachers are in desperate need of a second job. In fact, 62% of American teachers have a second job. Does this really allow them to give their all in the classroom?

As well as having these compelling arguments as to why living the life of a teacher is quite difficult, I think the creators of the film make significant choices to make the audience feel even more sympathetic. The teachers were chosen wisely. There is one of Latino descent, one African-American descent, one white female, and one white male. Most of the population was targeted which ensures the viewers will all relate to the issues and hardships these four underwent. In addition, it is impossible for viewers to not have sympathy for a woman who just gave birth and a man who lost his wife and children in a divorce due to his low salary from teaching. The music is peaceful and coincides with the intense scenes to truly let viewers feel as if they are a part of the teachers’ lives.

Outside source, rotten tomatoes allows for outsiders to comment on the documentary. Comments such as “Terrific, uplifting and heartbreaking study of what it’s like to teach in America today should inspire intense admiration and even more intense anger over what is revealed.” (David Noh). However, while I think it is unanimous that this film is hear-breaking and heart-warming, there are also negatives to be noted. The film is entirely one sided and does not look into an entire economic view on available money. The movie does not tell the story of the rich, white, upper class. It does not account for private schools and for children who are paying for their educations.

American Teacher’s original name started out as Come Back Mr. Dearman. I believe the title was broadened to reach a wider variety of audiences. Originally, the film was debuted in New York City and was praised for showing the public how hard the educators in our country work. However, economists and other scholars followed by completley disagreeing with the movie’s plan. They believed they should be able to hire any teacher regardless of their educational background and only raise his/her pay if test scores improve. (Goodwin 1). There is also research to show that merit pay does not necessarily correlate with an increase in school performance. This would prove the entire movie to be false. As well, teachers with high educational resumes appreciated and enjoyed this film. This in itself, has sparked an intense criticism of Obama’s policies which benefit merit pay. (Goodwin 2). I think it is also important to note, Matt Damon promoted this film and was the narrator. He is one hundred percent part of the upper class and this has a large impact on the film’s audiences. The entire film was funded by the Teacher Salary Project. This is a project to ensure “teaching becomes the prestigious, desirable, financially viable, and professionally exciting job we all know it needs to be.” (TSP 2). I think it is interesting to not TSP is a non-partisan organization, technically this should be the film would take no side. However, this proves to be false.

Fortunately, American Teacher gets the main concern across which is, if we continue at the rate we are going, America will have few people willing to be educators and few quality educators to teach our future generations. It reaches the hearts of every lower class American parent who wants the best for their children and it is easy to become very biased while watching this film. Once again, the upper class is not accounted for and while it may alarm the parents there is little hope and opportunity that can be gained because they are not represented within the film. The two audiences will definitely take different aspects away from the film. An upper class parent may watch this film and be unaffected by the educational realities because his/her child is receiving a quality education. To an extent, the emotional scenes will reach everyone, but the overall message is only alarming to those being affected by the lack of money. Without looking at external factors, these facts seem troubling and appalling. When watching, it is important to note there is a whole side of an untold story. However, I think one point that all sides can agree on, is that the profession of teaching needs to be more nationally respected.

Epitome of American School System (0:00:08)

Works Cited

“American Teacher (2011).” N.p., n.d. Web. 21 Feb. 2014.

“Full Cast & Crew.” IMDb. IMDb.com, n.d. Web. 19 Feb. 2014.

News, Liz Goodwin Yahoo. “‘American Teacher’ Film Argues Teachers Aren’t Paid Enough, but Ignores Merit Pay Debate.” Yahoo! News. Yahoo!, 26 Sept. 2011. Web. 19 Feb. 2014.

Roth, Vanessa, and Brian McGinn. American Teacher. Video documentary, 2011.http://www.theteachersalaryproject.org/.

“TEP Charter – Philosophy.” TEP Charter – Philosophy. N.p., n.d. Web. 03 Mar. 2014. <http://www.tepcharter.org/philosophy.php>.

“The Teacher Salary Project.” The Teacher Salary Project. N.p., n.d. Web. 2 Mar. 2014. <http://www.theteachersalaryproject.org/about-the-project.php>.

Avoiding Plagiarism

February 18, 2014February 18, 2014GraceS

Step 1: Plagiarize any portion of the original text by copying portions of it word-for-word.
He found that the average “margin of error” of a New York City teacher was plus or minus 28 points. So, a teacher who has ranked at the 43rd percentile compared to his or her peers might actually be anywhere between the 15th percentile and the 71st percentile.

Step 2: Plagiarize any portion of the original text by paraphrasing its structure too closely, without copying it word-for-word.

A teacher who receives a specific ranking during one year of work is likely to get a different ranking during the next year. There will always be uncertainty in these rankings.

Step 3: Plagiarize any portion of the original text by paraphrasing its structure too closely, with a citation the original source (using any academic citation style). Remember, even if you include a citation, paraphrasing too closely is still plagiarism.

But it is hard to trust any performance rating if the chances of receiving the same rating during the next year are no better than the flip of a coin (Ravitch, 270-271).

Step 4: Properly paraphrase any portion of the original text by restating the author’s ideas in your own diction and style, and include a citation to the original source.

The rankings of the teachers in New York City have a large margin of error. It has grown as large as 28 points. This margin of error also oscillates every year therefore it is very unpredictable (Ravitch, 270-271).

Step 5: Properly paraphrase any portion of the original text by restating the author’s ideas in your own diction and style, supplemented with a direct quotation of a key phrase, and include a citation to the original source.

The margin of error amongst the teachers in New York City is very large and unpredictable. Corcoran supports this claim with, “the average “margin of error” of a New York City teacher was plus or minus 28 points. So, a teacher who has ranked at the 43rd percentile compared to his or her peers might actually be anywhere between the 15th percentile and the 71st percentile. The value-added scores also fluctuate between years (Ravitch, 270-271).”

Original source: Diane Ravitch, The Death and Life of the Great American School System(New York: Basic Books, 2011), pp. 270-71.

Avoiding Plagiarism Exercise

February 17, 2014EK

Step 1. There will always be instability in these rankings, some of which will reflect “real” performance changes. But it is difficult to trust any performance rating if the odds of getting the same rating next year are no better than a coin toss.
Step 2. If the odds of getting the same rating next year are no better than a coin toss, then it is difficult to trust any performance rating.
Step 3. Thus, a teacher who has comparatively ranked at the 43rd percentile may very well be anywhere between the 15th percentile and the 71st percentile (Ravitch, 270-271).
Step 4. The inherently unpredictable framework of existing ranking systems does not invoke confidence in raw performance rating data (Ravitch, 270-271).
Step 5. According to Ravitch, using students’ test scores as the definitive indicator of a teacher’s skill is highly unsatisfactory as, “…the estimates of value-added and other “growth models,” which attempt to isolate the “true effect” of an individual teacher through his or her students’ test scores, are alarmingly error-prone in any given year (Ravitch, 270-271).”
Original source: Diane Ravitch, The Death and Life of the Great American School System (New York: Basic Books, 2011), pp. 270-71.

Avoiding Plagiarism

February 17, 2014Ada Chai

Step 1: Plagiarize any portion of the original text by copying portions of it word-for-word.

Attempts to isolate the individual effects of a teacher through their students’ test scores are alarmingly error prone. The value-added scores also fluctuate between years. A teacher who gets a particular ranking in year one is likely to get a different ranking the next year. There will always be instability in these rankings, some of which will reflect “real” performance changes.

Step 2: Plagiarize any portion of the original text by paraphrasing its structure too closely.

Economist Sean Corcoran who studied the teacher evaluation systems in New York City and Houston found that the average “margin of error” was plus or minus 28 points for a New York City teacher.

Step 3: Plagiarize any portion of the original text by paraphrasing its structure too closely, with a citation the original source (using any academic citation style).

Economist Sean Corcoran who studied the teacher evaluation systems in New York City and Houston found that the average “margin of error” was plus or minus 28 points for a New York City teacher, which means that “a teacher who has ranked at the 43rd percentile compared to his or her peers might actually be anywhere between the 15th percentile and the 71st percentile” (Ravitch, 2011).

Step 4: Properly paraphrase any portion of the original text by restating the author’s ideas in your own diction and style, and include a citation to the original source.

As value-added assessments of teacher evaluation are prone to having large margins of error, it is not a reliable method of identifying the impact of individual teachers from year to year. An economist at the New York University, Sean Corcoran found when using such teacher evaluation systems that “the average ‘margin of error’ of a New York City teacher was plus or minus 28 points” (Ravitch, 2011) and leads to teachers being ranked inaccurately.

Works Cited:

Diane Ravitch, The Death and Life of the Great American School System(New York: Basic Books, 2011), pp. 270-71.

Avoiding Plagiarism Exercise

February 17, 2014Callie

Step 1

The average “margin of error” of a New York City teacher was plus or minus 28 points.

Step 2

The value-added scores can often change between years.

Step 3

The value-added scores can often change between years (Ravitch, 270).

Step 4

According to Ravitch, performance ratings are hard to trust (Ravitch, 270).

Step 5

According to Ravitch, value added scores “fluctuate between years” (Ravitch, 270).

Avoiding Plagiarism

February 17, 2014February 17, 2014Tori

Step 1: Sean Corcoran, an economist at New York University, studied the teacher evaluation systems in New York City and Houston.

Step 2: Sean Corcoran found that the mean “margin of error” of a teacher in New York City was 28 points give or take.

Step 3: The value-added scores fluctuate throughout the years because teachers receive different rankings yearly, (Ravitch 270-271).

Step 4: Because of the fluctuating rates between years, predicting the rating one will receive is nearly impossible because it is unlikely they will get the same rank ( Ravitch 270-271).

Step 5: The technique used to measure an individual teacher based on “growth models” has proven to be inefficient because there is too much room for error (Ravitch 270-271).

Work Cited

Diane Ravitch, The Death and Life of the Great American School System (New York: Basic Books, 2011), pp.270-271.

Avoiding Plagiarism Exercise

February 17, 2014Alexandra

Alexandra Clark

Education Reform

Feb. 14, 2014

Avoiding Plagiarism Exercise

Step 1: Plagiarize any portion through copying.

Every year, teachers get evaluated for their considered effectiveness in teaching and education. These estimates of value-added and other “growth models” which attempt to isolate the “true effect” of an individual teacher through his or her students’ test scores, are alarmingly error-prone in any given year. This is unfortunate, as it gives us no real measure of a teacher’s worth to any given student.

Step 2: Plagiarize any portion through paraphrasing the structure too closely.

A teacher who gets any given ranking in one year will probably receive a different one the next. These rankings will always be unstable, though some will reflect accurate changes in the teacher’s performance.

Step 3: Plagiarize any portion through paraphrasing too closely with a citation to original source.

Step 4: Properly paraphrase by restating and citing source.

According to a study conducted by Sean Corcoran on the teacher evaluation systems, teacher’s ratings fluctuate from year to year (Ravitch, 270-71).

Step 5: Properly paraphrase by by restating and supplementing with direct quote including source.

According to a study conducted by Sean Corcoran on the teacher evaluation systems, teachers’ ratings fluctuate from year to year. According to his findings, a teacher “who was ranked at the 43rd percentile compared to his or her peers might actually be anywhere between the 15th and 71st percentile”. (Ravitch, 270-71).

The Only Thing Students Wanted to Hear, “Weaver Is Not Closing”

February 17, 2014February 17, 2014Grace Ryu

students from Weaver High School are protesting against school shutdown — Students from Weaver High School are protesting against school shutdown, shouting “Weaver Strong!”

About 200 people gathered for the Board of Education special meeting on February 4th, 2014 at Wish Elementary School in Hartford.

On February 4th, Tuesday night, Wish Elementary School gymnasium in Hartford was filled with a couple hundred students, parents, and staffs from Weaver High School of Culinary Arts to protest against the Hartford Board of Education shutting down their school. However, it turned out that the Culinary Arts Institute is going to be relocated to the Lincoln Culinary Institute for four years and then moved back to the new, renovated school.

Originally, Weaver High School was built to serve up to two thousand students, but the student population has shrank drastically that there are only about six hundred students attending now. Weaver High School has been run by two different programs, the Culinary Arts Institute and the Journalism and Media Academy. The Culinary Arts Academy is offering regular high school academic curriculum and specifically focuses on culinary arts and hospitality management. According to the Hartford Public School website, about four hundred students are attending Culinary Arts Academy and two hundred students are attending Journal and Media Academy.

For the school to serve a right number of students, the city has been planning to renovate the buildings at Weaver since last year, and Hartford Public Schools was granted 100 million dollars for its renovation. The Journal and Media Academy already moved to the new building on Tower Avenue last year, and Culinary Arts Institute is the only school left at Weaver High School. If the Culinary Arts Academy stays at Weaver, the maintenance would cost more, and empty building would be wasted. In the mean time, Lincoln Culinary Institute has suggested providing their facilities to Weaver Culinary Arts so that the school can be continued without any closing.

Although the Hartford Public School and Lincoln Culinary Institute has not firmly decided the cost of lease, they are estimating 4 million dollars for four-year lease contract with Lincoln Culinary Institute including all the taxes, facilities, and maintenance.

However, on Tuesday night, there was a big miscommunication between school administrators and students from Weaver. Students and their parents had heard the rumor that the city was trying to close the school by moving them out from the original place. Several students, alumni, and parents came out and strongly voiced their opinions that the school should not be closed. Unlike students worrying about shutdown, the principal of Weaver, Tim Goodwin, was more concerned whether or not the construction would be finished on time without stopping the school. More specifically, he wanted to hear how and when students could go back to their original school. Also, he worried that splitting Weaver to two different locations will harm their identity as Weaver.

After hearing several addresses, the Board Chairman Matthew Poland pointed out the miscommunication revealed by students and administrators saying that Weaver would never close, and rather the city wanted to strengthen the school by renovation. Dr. Christina Kishimoto, Superintendent of Hartford Public School, said, “I am sorry that there was miscommunication between the school and students . . . . I want to emphasize that Weaver is not closing.” Although there was an awkward moment of silence in the entire gym when people figured out that students were misunderstanding the point of renovation, they cheered “Weaver Strong!” assuring that the school is not going to be shut down in any way. Unraveling the miscommunication and clarifying confusing points, the Board of Education approved the Weaver’s relocation to Lincoln Culinary Institute.

In addition, the Hartford’s school construction program manager answered Weaver’s principal’s question. He said that they were planning to finish renovation by the year of 2017 so that the school can start the 2017-2018 academic years at the new school building. Superintendent Dr. Kishimoto reassured, “students will be at school on time everyday.” There would be a little bit of schedule adjustment when they are relocating at the Lincoln Culinary Institute, but the summer programs and the commencement would take place as the school has set up, and transportation will be provided to those who are living far from the new location funded by the Hartford Public Schools. In terms of the principal’s identity question, the board replied that it would not cause drastic change in the school’s identity because Weaver was already separated into two different schools.

Besides the issue about Weaver high school, there was another main agenda about choosing Kinsella School’s new location, and it was discussed as much as the Weaver School’s relocation. Moverover, there were workshop sessions for the Special Education Update, 2011-2015 Strategic Operation Plan, especially focusing on Chronic Absences Plan and College Readiness Initiatives. Superintendent Dr. Kishimoto wrapped the meeting up by emphasizing that there was remarkable improvement in the last couple of years in chronic absence and college-readiness.

Grace Ryu is a sophomore student at Trinity College, attending the Hatford Public School Board of Education special meeting on February 04, 2014

Committee Meeting Turns Out to Be a Bust

February 16, 2014Christina Raiti and Bianca Brenz

On February 10, 2014, the State of Connecticut’s Education Committee held a meeting in the Capital Building located in Hartford, CT. Room 2C was a beautiful room with a large mahogany, crescent shaped, table filled with representatives who overlooked the large turnout, which sat in front of them. The audience was dressed in business attire and everyone in attendance appeared to be eager to learn and start off the new session. At around ten thirty-five A.M., the meeting began, however more people and representatives trickled in past the start time and sat down to open their computers in an attempt to miss not a thing. The Chairwoman and Chairman were both announced and began the meeting in a very official manner.

Senator Fleischman began by welcoming everyone and briefly mentioned there would be a large focus on pre-schools this year. Senator Stillman followed and quickly got to business. She began with briefly speaking about the new tiles for bills and encouraged everyone not to try and look them up because the language for them did not currently exist. Next she referred to the handout every attendee picked up on his/her way in. She first touched on item three. Item three, a large one to chew off, consisted of AAC Minor Revisions to the Education Statutes, AAC the Recommendations by the Legislative Commissioners for Technical Revisions to the Education Statutes, AAC Authorization of State Grant Commitments for School Building Projects, AAC Education Issues, AAC State Education Resource Center, AAC Uniform Regional School Calendar, AAC Education Mandate Relief, AAC the Technical High School System, AAC The Minimum Budget Requirement, AAC Boards of Education, AAC Academic Achievement Gap, AAC Special Education, AAC Magnet Schools, AAC School Safety, AAC Chronic Absenteeism and so on. Stillman did not read the list she only referenced item three and left the reading for the audience to do. As the list was mentioned, attendees delved into their laptops and notepads, hoping not to miss anything important. The thought of sitting there to listen to every single one of these issues was agonizing. Stillman proceeded to ask everyone to view item four on the list and then everyone came into an agreement they would discuss these lists further. After a brief introduction to item four and a quick recitation of its three components, everyone in the room seemed ready for the intense, detailed, material to begin. However, Stillman then thanked everyone for coming and dismissed the meeting leaving everything for “next time”.

A moment of silence followed and the other three journalists and myself were quite stunned. Senator Stillman had just read four things off a piece of paper and then casually ended the meeting. We were unsure if people were taking a break to go eat and then they would return, so we sat and waited. After about ten minutes we noticed attendees were not returning and we had really attended a fifteen-minute meeting. Unsure what to think, we rethought details that led us to believe this meeting would be somewhat important. The room was beautiful, everyone was dressed to impress, and the list of items was very hefty. Naturally, we thought the meeting would last a tad longer than what it had.

With everything going on with school reform policies, it would have been nice to learn about some of efforts being made in order to implement certain policies. The only beneficially thing taken from the meeting was that I now know there will be a focus on pre-schools. How? Nobody at the meeting would be able to tell you. For folks who have a jam-packed schedule filled with meetings and appointments, this committee meting was a waste of precious time and merely a joke. Anybody can read from a list or open an attachment in an email and it would have been just as beneficial as attending. As well as students in Professor Jack Doherty’s class Education Reform Past and Present, there were other Trinity students in attendance as well. All which seemed to take time out of their day, put on a nice outfit, and all who I am sure would have liked to gain some form of knowledge from a meeting wishfully longer than fifteen minutes.

Our hope was to learn more about policies being implemented in pre-schools particularly or any policy in general for that matter. My fellow classmates and I who attended all are looking to work with children and were left with many questions and a lot of confusion. As and Ed Studies major, we understand it is mandatory to attend events dealing with policies and how these policies will be implemented. However, it is neither beneficial nor time-

Trinity Students Christina Raiti (left) Biance Brenz (right) in attendance at Connecticut Education Committee Meeting

Avoiding Plagiarism Exercise

February 16, 2014February 17, 2014XRS

Step 1: Plagiarize any portion of the original text by copying portions of it word-for-word.

The New York University economist Sean Corcoran studied the teacher evaluation systems in New York City and Houston.

Step 2: Plagiarize any portion of the original text by paraphrasing its structure too closely, without copying it word-for-word.

A teacher who gets a certain ranking the first year is likely to get a different ranking the following year. These rankings will always have instability.

Step 3: Plagiarize any portion of the original text by paraphrasing its structure too closely, with a citation the original source (using any academic citation style). Remember, even if you include a citation, paraphrasing too closely is still plagiarism.

The is no perfect measure, but the estimates of value-added and other models that try to isolate the effect a teacher has on his or her students’ test scores is prone to error every year. Sean Corcoran (a New York University economist) studied the teacher evaluation systems in New York City and Houston (Ravitch, 270).

Step 4: Properly paraphrase any portion of the original text by restating the author’s ideas in your own diction and style, and include a citation to the original source.

As explained by Ravitch, the margin of error and instability that is present in performance rating models makes them unreliable (271).

Step 5: Properly paraphrase any portion of the original text by restating the author’s ideas in your own diction and style, supplemented with a direct quotation of a key phrase, and include a citation to the original source.

As referenced by Ravitch, Sean Corcoron (a New York University economist) conducted a study of Houston and New York City’s teacher evaluation systems (270). His results astonishingly revealed that on average, “the ‘margin of error’ of a New York City teacher was plus or minus 28 points” (Ravitch, 270).

Works Cited

Ravitch, Diane. The Death and Life of the Great American School System. New York: Basic Books, 2011. Print.

First Education Committee Meeting Ends in Disappointment

February 16, 2014February 16, 2014Isabel Monteleone and Emily Meehan

On February 10, 2014 at 10:30 in the morning, the Hartford Education Committee held their first meeting of the 2014 session at the Legislative Office Building of the Hartford General Assembly. Room 2C was filled with an audience of people in amphitheater style seating, interested and perhaps even passionate about reforming the Connecticut education system. The audience seemed prepared to devote a considerable amount of time to the meeting, as many were dressed in suits, ready to take notes on laptops and in notebooks. Both of us were excited to witness discussion about the many issues existing in Connecticut schools today. Having never attended an education committee meeting before, we expected a lengthy and thoughtful deliberation that would illustrate the direction education reform would take in the coming year.

Senator Andrea L. Stillman opened the meeting by welcoming everyone to the new session. She introduced other committee chairs, who all seemed eager to make progress in the new term. Representative Andrew Fleischmann remarked that he was especially enthusiastic to address the issues of reforming pre-schools and increasing safety in schools. He declared another worthy goal the committee had: “we want to do good while keeping the number of bills short”.

Senator Stillman addressed Section III of the meeting agenda schedule, titled “Committee Concepts to be Raised”, stating that these were all issues to be discussed at future meetings. Section III lists several issues: special education, magnet schools, collaboration between boards of education and school resource officers, authorization of state grant commitments for school building projects, and social media education. Having yet to formalize most of these into a bill, Stillman suggested, “don’t try to look up these bills because there is no language for them yet.” There was a collective response from the audience in favor of reviewing these topics at future meetings, and with that the meeting concluded.

Initially when Stillman called recess, it seemed logical to assume that the meeting was taking a short break, and that conversation would once again resume. Some members remained seated, engaging in small-talk with one another, while others rushed out of the room. We waited for about five minutes expecting a sign that the meeting was going to recommence. Finally, we got the courage to ask another member of the audience if the meeting was still going. The man we asked told us that the meeting was in fact over, and that the purpose of it was to simply vote that the concepts raised would be discussed in greater detail in the future. These concepts would eventually take form in a bill. However, there was still no decided time and date for the next meeting.

Leaving the meeting, we were shocked at the outcome and lack of effectiveness that took place. There are clearly many issues with the Connecticut education system, and we expected this meeting to address some of them. In addition to the many concepts to be raised, there were three previously raised governors bills on the agenda. It is not surprising that these issues will not be resolved, or that they will take a long time to be resolved because of the nature of the legislative process that we witnessed before our eyes. If our government continues to treat major issues, such as education reform, with such insignificance and lightness, progress in creating policy will inevitably be absent.

Similarly, we were surprised by the tardiness of the people attending the meeting and the tardiness of the meeting itself which started ten minutes late. Because this was such a formal assembly with senators and representatives, we expected promptness and efficiency. Neither of us could believe that people took time out of their schedules for what seemed like such a disorganized and unproductive gathering that only lasted about twenty minutes.

Even while the meeting was taking place, the comments that were made by senators and representatives lacked substance. Those in attendance introduced themselves and spoke only of how excited they were to reconvene in session. These were nice remarks, however they were redundant and neglected to articulate the key issues at hand. One would expect these powerful voices to have more to say regarding some of the most prominent issues in our society. It felt as if we were sitting in a high school class, where a student would makes a comment, and three more students paraphrased the same concept simply to gain participation points. We were truly disappointed by the lack of originality and value in their words.

Ultimately, the outcome of this meeting was disappointing. Our expectations for quality conversation and strong voices receded quickly. However, observing this event allowed us to understand the inner workings of today’s legislative process in a way that highlights their flaws and truly depicts why education reform is a complicated, cluttered, and slow-moving process.

photo-5 — Isabel and Emily at the Education Committee meeting
Photo Credit: Christina Raiti

Isabel Monteleone is a student at Trinity College ‘16, majoring in Public Policy and Law

Emily Meehan is a student at Trinity College ‘16, majoring in Educational Studies

Avoiding Plagiarism Exercise

February 15, 2014February 15, 2014Evan Turiano

Step 1: Plagiarize any portion of the original text by copying portions of it word-for-word.

But it is difficult to trust any performance rating if the odds of getting the same rating next year are not better than a coin toss.

Step 2: Plagiarize any portion of the original text by paraphrasing its structure too closely, without copying it word-for-word.

I personally find it difficult to believe any performance rating if the chance of getting the same rating in the future are virtually random.

It’s hard to trust any rating of teacher performance when the odds of getting the same rating next year seem 50/50 at best (Ravitch 271).

Step 4: Properly paraphrase any portion of the original text by restating the author’s ideas in your own diction and style, and include a citation to the original source.

According to Ravitch, these performance ratings lose their credibility when the sharp year to year fluctuations in teacher standards are taken into account (Ravitch 271).

Ravitch claims the performance rating system to be highly unreliable, noting that it is, “difficult to trust any performance rating if the odds of getting the same rating next year are not better than a coin toss.

Works Cited

Ravitch, Diane. The Death and Life of the Great American School System. Revised and Expanded ed. New York: Basic, 2010. Print.

Avoiding Plagiarism Exercise

February 14, 2014February 14, 2014Grace Ryu

Step 1: Plagiarize any portion of the original text by copying portions of it word-for-word.

Step 2: Plagiarize any portion of the original text by paraphrasing its structure too closely, without copying it word-for-word.

However, it is hard to believe any score if the chances of having the same score next time are low.

Diane Ravitch states that a teacher who has a score in a year may not have the same score the next year (270-71).

Step 4: Properly paraphrase any portion of the original text by restating the author’s ideas in your own diction and style, and include a citation to the original source.

Diane Ravitch says it is possible that a teacher get different rankings every year (270-71).

Diane Ravitch states that any evaluation system is not reliable “if the odds of getting the same rating next year are no better than a coin toss” (270-71).

Works Cited

Ravitch, Diane. The Death and Life of the Great American School System: How Testing

dddddand Choice Are Undermining Education. Rev. and expanded ed. New York: Basic

dddddBooks, 2011. Print.

Avoiding Plagiarism

February 14, 2014Nate

Avoiding Plagiarism Exercise

Step 1: Plagiarize: any portion of the original text by copying portions of it word-for-word.

Step 2: Plagiarize: any portion of the original text by paraphrasing its structure too closely, without copying it word-for-word.

Sean Corcoran, an economist from N.Y.U., discovered that teacher evaluation systems had a “margin of error” of more or less 28 points on average after examining teachers in New York City. Therefore, no measure is entirely accurate because estimates of value-added and other “growth models,” that try to segregate the actual effect of an individual teacher through their students’ test scores are startlingly prone to error every year.

Step 3: Plagiarize: any portion of the original text by paraphrasing its structure too closely, with a citation of the original source (using any academic citation style). Remember, even if you include a citation, paraphrasing too closely is still plagiarism.

Teaching measures are not perfect, but the approximations of value-added and alternative “growth models,” in attempt to isolate the “true effect” of a particular teacher through their students’ test performance are shockingly prone to error, regardless of the year. According to Sean Corcoran, the average “margin of error” of a teacher in New York City was about 28 points (Ravitch, 270).

Step 4: Properly paraphrase: any portion of the original text by restating the author’s ideas in your own diction and style, and include a citation to the original source.

Diane Ravitch emphasizes the imperfections in teaching measurements through inaccurate correlations between the verifiable effects of a teacher and their students’ standardized test performance. Ravitch supports her claim with evidence from Sean Corcoran, who identified these significant discrepancies among teachers in New York City (Ravitch, 270).

Step 5: Properly paraphrase: any portion of the original text by restating the author’s ideas in your own diction and style, supplemented with a direct quotation of a key phrase, and include a citation to the original source.

Diane Ravitch draws evidence from Sean Corcoran to explain how teaching measurements are consistently inaccurate; and do not verifiably evaluate a teacher through their students’ standardized test performance because: “The average ‘margin of error’ of a New York City teacher was plus or minus 28 points” (Ravitch, 270).

Work Cited

Ravitch, Diane. The Death and Life of the Great American School System: How Testing and Choice are Undermining Education. New York: Basic Books, 2011. 270.

Avoiding Plagiarism

February 14, 2014February 14, 2014Madison Starr

Step One: The value-added scores also fluctuate between years. A teacher who gets a particular ranking in year one is likely to get a different ranking the next year.

Step Two: The added value of a teacher’s score fluctuates from year to year. This is why a teacher usually receives varying scores from year to year.

Step Three: From year to year, many teachers’ rankings fluctuate greatly (Ravitch, 270-271).

Step Four: A common trend seems to emerge when comparing teacher standings from year to year. That is, the grave extent to its inconsistency (Ravitch, 270-271).

Step Five: A common trend seems to emerge when comparing teacher standings from year to year. That is, the grave extent to its inconsistency. Diane Ravitch describes this pattern in her novel The Death and Life of the Great American School System by explaining how the “value-added scores also fluctuate between years. A teacher who gets a particular ranking in year one is likely to get a different ranking the next year” (Ravitch, 270-271).

References:

Ravitch, Diane. The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education. New York: Basic, 2010. Print.

Avoiding Plagiarism Heffernan

February 14, 2014February 17, 2014Holly

Step One: He found that the average “margin of error” of a New York City teacher was plus or minus 28 points.

Step Two: He found that the normal “margin of error” of a New York City educator was plus or minus 28 points.

Step Three: He found that the normal “margin of error” of a New York City educator was plus or minus 28 points. (Ravitch 270-71)

Step Four: Sean Corcoran set out to look at teacher evaluations in both New York and Houston. (Ravitch 270-71) His findings show that there was on average a boundary of error when evaluating students, which either added or subtracted 28 points.

Step Five: Sean Corcoran set out to look at teacher evaluations in New York and Houston (Ravitch 270-271). His findings show that the “average margin of error” of a typical New York teacher was “plus or minus 28 points” (Ravitch 270-271)

Avoiding Plagiarism

February 13, 2014Bianca

Original Text:

No measure is perfect, but the estimates of value-added and other “growth models,” which attempt to isolate the “true effect” of an individual teacher through his or her students’ test scores, are alarmingly error-prone in any given year. Sean Corcoran, an economist at New York University, studied the teacher evaluation systems in New York City and Houston. He found that the average “margin of error” of a New York City teacher was plus or minus 28 points. So, a teacher who has ranked at the 43rd percentile compared to his or her peers might actually be anywhere between the 15th percentile and the 71st percentile. The value-added scores also fluctuate between years. A teacher who gets a particular ranking in year one is likely to get a different ranking the next year. There will always be instability in these rankings, some of which will reflect “real” performance changes. But it is difficult to trust any performance rating if the odds of getting the same rating next year are no better than a coin toss.

Step 1: Plagiarize any portion of the original text by copying portions of it word-for-word.

No measure is perfect, but the estimates of value-added and other “growth models,” which attempt to isolate the “true effect” of an individual teacher through his or her students’ test scores, are alarmingly error-prone in any given year. Sean Corcoran, an economist at New York University, studied the teacher evaluation systems in New York City and Houston. He found that the average “margin of error” of a New York City teacher was plus or minus 28 points.

Step 2: Plagiarize any portion of the original text by paraphrasing its structure too closely, without copying it word-for-word.

Sean Corcoran did a study on teacher evaluation systems in which he found that the average margin of error was plus or minus 28 points, making a teacher who was ranked at the 43^rd percentile actually between the 15^th and 71^st percentile.

Sean Corcoran did a study on teacher evaluation systems in which he found that the average margin of error was plus or minus 28 points, making a teacher who was ranked at the 43^rd percentile actually between the 15^th and 71^st percentile. Corcoran also found that, “A teacher who gets a particular ranking in year one is likely to get a different ranking the next year” (Ravitch 270-71).

Step 4: Properly paraphrase any portion of the original text by restating the author’s ideas in your own diction and style, and include a citation to the original source.

Sean Corcoran studied teachers and their ranks based on their percentiles in comparison to their peers. He found that although a teacher may receive a specific rank in one year, the same teacher may not receive the same rank the next year.

In his effort to study teacher ranks based on percentiles, Sean Corcoran researched specific rankings of teachers and found that, “A teacher who gets a particular ranking in year one is likely to get a different ranking the next year” (Ravitch 270-71).

Work Cited:

Ravitch, Diane. The Death and Life of the Great American School System (New York: Basic Books, 2011), pp. 270-71.

Avoiding Plagiarism 2014

February 13, 2014February 18, 2014Isabel Monteleone

Step 1: A teacher who gets a particular ranking in year one is likely to get a different ranking the next year. There will always be instability in these rankings, some of which will reflect “real” performance changes.

Step 2: A teacher with one ranking could get a different one next year. Instability with always exist in these rankings, although some will reflect “real” performance changes.

Step 3: Even though a teacher may receive one ranking on year, he or she is likely to get a different ranking the next year. Rankings will always have instability as some of these will reflect “real” performance changes (Ravitch 270-271).

Step 4: The ranking received by a teacher may not be consistent over the years. These rankings are inherently unsound as they are adjusted yearly to express changes in performance (Ravitch 270-271).

Step 5: A teacher’s ranking is subject to change yearly. As Ravitch articulates, “There will always be instability in these rankings” as some will exhibit performance changes that skew the rankings (Ravitch 270-271).

Works Cited:
Ravitch, Diane. “Epilogue: School and Society.” The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education. New York: Basic, 2010. 270-71. Print.

HPL Hosts American Promise Panel Discussion: Is Private School the Answer?

AsideFebruary 12, 2014February 14, 2014XRS

Audience members watching the documentary American Promise at Hartford Public Library

On February 8, 2014, Hartford Public Library (downtown) hosted a screening of the documentary American Promise and a panel discussion at the Center for Contemporary Studies. Around 25 people were in attendance. As the audience viewed the film, a central question began to unfold and become the main topic of discussion. In the quest for the American dream, is private school the answer to attain success? American Promise shows that for students of color, the grass isn’t always greener on the other side and private institutions can fail to make them feel included. The interactive discussion that followed the screening unpacked the benefits and downfalls of private school education and what public schools can learn from them.

Over a span of 13 years, Michèle Stephenson and Joe Brewster’s documentary captured the educational triumphs and trials of their son Idris and his best friend Seun. These parents decided to send their children to the prestigious Dalton School because it would provide them with an education that would allow them to be successful. As two of the few black students, Idris and Seun faced issues that spanned beyond the classroom. The implications of race and class in a predominately white institution were prevalent throughout the film, and it clearly impacted the boys’ intellectual/personal development. Furthermore, the self-esteem issues that Idris and Seun faced made the value of this experience questionable at times.

At the age of nine, the Dalton teachers described Idris as a “hard to manage” student who was often disruptive. Seun was seen as a student who was “bright”, but had difficulty focusing on tasks at hand. The documentary captured the transition of the boys from doe-eyed, color-blind six-year-olds to young men who realized that they were not like the other kids and the treatment they received from faculty was different. Due to feelings of isolation and their parents’ inability to afford the privileged lifestyles of the other students, Seun and Idris had a difficult time performing in school. Seun crumbled under the pressure of dyslexia. Even with extra tutoring, his sense of self and motivation diminished over time at Dalton. Ultimately, he went to public high school in Brooklyn. Idris was able to graduate from Dalton with countless hours of extensive, extra help from his parents and proper management of his newly found ADHD. Both of the boys were able to go on to college.

For the sake of the fantastic opportunity at Dalton, Seun and Idris’ parents tried their best to be pillars of strength for their children as the boys lost self-confidence in private school. For students of color who are seeking out the best opportunities, is private school the answer? What can public schools learn from them?

Stan Simpson, a current affairs talk show host and a former columnist for the Hartford Courant, moderated the panel discussion. The panelists included Milly Arciniegas (Executive Director of the Hartford Parent University), Lee Huguley (Dean of Students at the Westminster School) and Adam Johnson (Director of Secondary Education for the Capital Region Education Council). Stan Simpson kicked off the panel discussion with the question “What’s the secret sauce of private schools and why can’t that be duplicated in public schools?” Lee Huguley dived into the question by explaining, “Students and faculty at private school have a different type of connection. Specifically from my experience in private boarding school, there is a lot of contact time with the students.” Lee followed up by asking “Do you think the success of private schools stems from a pool of high achievers and active parents as we saw in the documentary?” Lee disagreed and explained that seeing the kids in their own environment allows faculty to really know who they are both inside and outside of the classroom. Johnson added that private schools are able to “remove kids from negative, outside influences” and “allows students to establish and draw on networks for the rest of their lives”. These factors create a very rich learning environment for the students. As a champion for public schools, Arciniegas explained “public schools have gotten away from accountability. Public schools need and should have the best and parents have to want more”. She elaborated by explaining that if there were faculty members in private schools that weren’t doing their best, they would be fired. Public schools should be doing the same.

As the discussion continued, the panelists agreed that private schools should not be seen as the only option for students to get the best education. However, in order for public school students to perform to the highest standard, a combination of things must be in place. Johnson pointed out that leadership in schools is key. When he was a principal at Law & Government Academy, he wanted to make it the best experience possible for the students. Arciniegas went on to assert that parents also play an active role in their children’s educational development. However, the kids should drive their own success and parents should be there for inspiration. Arciniegas felt that Idris’ parents were not allowing him to develop due to their strict control of his life.

Regardless of whether children of color attend private or public schools, the panelists explained that perception of self is the key to success. For minority students, many of the hardships that may come from attending a private school stems from feelings of inadequacy in the new culture. Huguley noticed that there was a lack of mentors in the documentary, which is particularly essential for the students’ adjustment. He explained that boys like Idris and Seun (whether they are in public or private school) need someone in school that they could count on for motivation.

In conclusion, students of color can attain success in any type of school. It is a combination of external and internal factors that can either make or break a student. All schools should have the best in order to provide an environment that is conducive to high achievement. As pointed out by the panelists and the experiences of Idris and Seun, there is no one-size-fits-all model. Private school is not necessarily the answer.

XRS (Class of 2014) is a sociology major with minors in French studies and community action. She is from Brooklyn, NY and attended public schools before going to Trinity College.

Avoiding Plagiarism

February 12, 2014Emily Meehan

Step One: No measure is perfect, but the estimates of value-added and other “growth models,” which attempt to isolate the “true effect” of an individual teacher through his or her students’ test scores, are alarmingly error-prone in any given year.

Step Two: Assessments of teachers change from year to year. A teacher with a high ranking one year may receive a lower ranking the next year.

Step Three: The scores can change between years. A teacher’s ranking one year is likely to receive a different ranking the next year. There will always be changes in these rankings, and sometimes the changes will reflect actual performance changes (Ravitch, 270-271).

Step Four: It is difficult to hold teachers accountable for their students’ success because there is no easy way to assess a teacher’s progress. This is because the current models of assessment are unreliable (Ravitch 270-271).

Step Five: It is difficult to hold teachers accountable for their students’ success because there is no easy way to assess a teacher’s progress. This is because the current models of assessment are unreliable. Diane Ravitch says, “No measure is perfect, but the estimates of value-added and other ‘growth models,’ which attempt to isolate the ‘true effect’ of an individual teacher through his or her students’ test scores, are alarmingly error-prone in any given year (Ravitch, 270-271).

Plagarism

February 12, 2014Christina Raiti

Step 1: The value-added scores also fluctuate between years. A teacher who gets a particular ranking in year one is likely to get a different ranking the next year. There will always be instability in these rankings, some of which will reflect “real” performance changes.

Step 2: However, it is very hard to have trust in any performance rating if you have a better shot at a coin toss rather than getting the same rate the next year.

(But it is difficult to trust any performance rating if the odds of getting the same rating next year are no better than a coin toss.) original

Step 3: Any teacher who winds up in the forty-third percentile in comparison to his/her peers could technically be somewhere in the middle of the fifteenth and seventy-first percentile. (Ravitch 270).

Step 4: In a study to determine teacher’s in New York City margin of error, economist, Sean Corcoran found their margin of error was a little above or below twenty-eight points. (Ravitch 270).

Step 5: It is very unlikely that a teacher will have the same rating consecutively and there are always other aspects and variables to be accounted for. “But it is difficult to trust any performance rating if the odds of getting the same rating next year are no better than a coin toss.” (Ravitch 271).

Works Cited

Diane Ravitch, The Death and Life of the Great American School System(New York: Basic Books, 2011), pp. 270-71.

Sheff Movement Reflects on the Past While Recommitting to Its Future

February 10, 2014February 10, 2014Madison Starr and Evan Turiano

On the coming 26th of April, Sheff Movement leaders and supporters will join to reflect on 25 years of successful advocacy and to look forward to their future efforts of scholastic integration. Since their triumph in the landmark case, Sheff v. O’Neill, the Sheff community has worked tirelessly in an effort to promote a mission of “Quality Integrated Education for All Children.” This coming anniversary will not only serve as a celebration of the Movement’s success thus far, but as a reminder and promoter of future goals for the organization. This past Saturday, February 8th, Sheff movement leaders met with representatives from Hartford Public Schools, the Capitol Regional Education Council, and several allied groups as they do monthly, to discuss their upcoming education and advocacy agenda. Two major topics of discussion: the newly proposed Parent Organizing Plan and the proposed agenda for the current Connecticut Legislative session.

With the planning of the Movement’s 25-year Anniversary celebration underway, the day’s agenda focused largely on the goals for the event. One objective taking primary importance was the promotion of the Parent Organizing Plan. The first intention of the plan was to create the initial awareness among Hartford parents surrounding the level of education their children were receiving. It expanded upon this by then educating parents on the racial disparity within Connecticut school districts, most notably, the class and racial imbalance between city and suburb school zones, and the fundamental role this plays in a child’s educational opportunities. With this information in mind, parents would be better equipped to draw the connection between the goals of the Sheff Movement and the realization of equal educational opportunities for their children. As founder and co-chair (as well as mother of the historic case’s lead plaintiff Milo) Elizabeth Horton Sheff describes it, “People need to realize the connection between public policy advocacy and their children receiving a quality education.” Hopefully their outreach efforts will also help people realize, as we now do role the Sheff Movement plays in making this quality education a reality.

In addition to the Sheff Movement’s reflective and educational missions, policy advocacy remains an integral part of the Sheff Movement’s operations. With the Connecticut General Assembly’s 2014 Regular Session now in its first week, Sheff leaders are ready to make their voices heard by Connecticut policymakers. “We’re looking to organize for this legislative session,” said Mrs. Sheff. The Movement’s organization was evidenced by their Legislative and Advocacy Agenda, which clearly outlined nine major points on which the Movement will seek to affect change towards equal access to education in the state legislature. A particular focus of Sheff leaders during this legislative session is emphasizing high degrees of access and integration in magnet schools, with the agenda specifically including the creation of “dual language immersion magnet schools in the Sheff region” because, according to the Movement’s printed agenda, “studies indicate the dual-immersion model is strongly associated with closing the achievement gap between native and non-native English speakers.” Other magnet school policy interests of the Sheff Movement include the continuation of state funding for free Pre-K magnet school tuition, and the development of the interdistrict magnet schools outside of the Hartford Area. Another key point of emphasis is the opening of more Open Choice seats in suburban districts. Sheff leader Phil Tegeler said that “the Commissioner [of Education] should be given authority to require districts to open seats,” although acknowledging it to be an uphill battle. This is the sixth consecutive year that Sheff has asked this of the legislature, and they show no intention of easing off of this pressure.

John Humphries, the Movement’s Outreach Coordinator who recently met with several state legislators, raised an alarming statistic during the meeting. Representative Doug McCrory told Mr. Humphries that over 100 of 169 school districts in Connecticut currently employ no teachers of color. While not all attendees were ready to accept this shocking statistic without further research, and while it was noted that this statistic did not include minority individuals in school administrations and other leadership positions, it was agreed upon that, given the Movement’s position of the forefront of educational integration, the Movement would look further into this statistic and work towards increased diversity among educators.

The lesson to be gained from the Sheff Movement’s passionate, thorough, and organized advocacy was summed up well by Janée Woods-Weber, a representative from Everyday Democracy who attended the meeting: “We want [people] to not only reflect of the past 25 years, but look forward to the next 25. People need to understand that Sheff [v. O’Neill] was not a static moment in time.” Given the outstanding level of organization, work ethic, and persistence that were evident among the ranks of the Sheff Movement, we are confident that the next 25 years of Sheff will be as remarkable as the last 25 have been.

Madison Starr is a student at Trinity College (Class of 2016) studying French and American Studies

Evan Turiano is a student at Trinity College (Class of 2016) studying American Studies

Madison and Evan sitting alongside Sheff leaders, including Elizabeth Horton Sheff (fourth from the right) [photograph courtesy of Jack Dougherty]

Learning Goals for EDUC 300

January 27, 2014Ada Chai

In this class, I would like to learn about what kinds of educational policies have led to school reforms that have been effective and helpful and what hasn’t. I also hope to become morefamiliar with the political and legal processes involved and how people can actively pursue actions that lead to changes in the schooling system.