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Parental choice in Oklahoma suffered an unfortunate setback on Tuesday, as a Tulsa County judge ruled that the Lindsey Nicole Henry Scholarships for Students with Disabilities Program is unconstitutional. The scholarship program, which allows any Oklahoma student with a disability to use public funds to attend a private school, currently serves 149 children in the state.
Not surprisingly, reaction to Judge Rebecca Nightingale’s ruling was deeply divided. Tulsa Union Superintendent Cathy Burden praised the decision, arguing that the students with special needs had really been “used as a pawn to try and get a voucher system started.” Meanwhile, Rep. Jason Nelson, who authored the original bill, questioned the motives behind the school districts’ opposition. “It’s not about religion….It’s not about what’s best for these children.” Instead, he claimed, “It’s about power and money with these school districts.
The ruling will be appealed to Oklahoma’s Supreme Court.
We’ve written about this topic before on this blog (namely here and here), but I don’t think we are talking about it nearly enough! Everywhere I turn now, from articles I’m reading (see Harvard Business Review article below), to lectures I attend, to the national strategy emerging in Haitian education, people are talking about the transformative power of technology in schooling.
The main point of the technology enthusiasts is this: computer based instruction that uses complex software and increasingly sophisticated algorithms is becoming more and more responsive to students’ unique learning needs. This has the power to individualize learning and dramatically increase its effectiveness. The prediction of the ed-tech prophets: this will cause a revolution in the way education happens in this country and throughout the world.
Here is a long but worthwhile excerpt from one of the more valuable articles I have read on this topic from the Harvard Business Review called Rethinking School by Stacey Childress.
DreamBox Learning delivers math lessons for kindergarten through grade three in this way, allowing students to work alone at their own pace while providing their teacher with a dashboard of granular diagnostic information about what they’re mastering, what they’re missing, and why. Armed with this knowledge and freed from the demands of large-group instruction, a single teacher can tailor his or her efforts to the individual needs of dozens of students. Students who work with DreamBox and Reasoning Mind, a similar program for grades three through seven, are outperforming their peers on both state and independent assessment tests. And teachers report that they have more time for individualized and small-group instruction and for critical-thinking projects.
What’s more, a growing number of free resources are becoming available online, the most prominent of which are the 2,700 short video lessons produced by Khan Academy, which the MIT graduate Sal Khan began to record in 2004 in response to requests for math tutoring from his family. Three million unique users access Khan Academy every month, and teachers in 10 school districts are piloting Khan Academy content in classrooms this year, assigning the video lessons for homework and thereby freeing students to focus on deeper learning in the classroom.
Rocketship Education, which runs five charter schools serving 2,500 students in San Jose, California, takes this approach much further in comprehensive programs that blend such software with teacher-facilitated instruction in both math and reading. Its students, 90% of whom come from low-income backgrounds and start out two or three grades behind their more affluent classmates, are now outperforming those in every elementary school in the area and performing at the same level as students in affluent Palo Alto.
I think this impending change is utterly important for Catholic Education for a few reasons:
- Catholic schools need a game changer: Catholic schools in the U.S. are beset with challenges. 5 decades of closures have shrunk the system by well over half and there is little sign that this trend is abating. It is a struggle to maintain quality when Catholic schools cannot afford to pay teachers competitive salaries. Technology can represent a game-changing variable to increase efficiency (i.e. doing more with less), increase effectiveness (improve academic quality through increasingly sophisticated programs and software), and provide just the sort of change and edge that Catholic schools need to reinvent themselves.
- Catholic schools are well-positioned for change: The vast majority of teachers in U.S. public schools are represented by unions. Unions do not like the impending technology revolution because it may threaten the number of teaching jobs. As a result, unions will fight to keep these models out of traditional public schools as long as possible. Charter schools and private schools are unencumbered by this challenge. As a result, they can become early adopters and benefit from being first on the scene.
- Catholic schools possess a unique vision: Finally, and perhaps most importantly, Catholic schools will and must have a unique response to this technological revolution – which increasingly appears to be a sure bet in the years ahead. Catholic education has a particular and important vision for the goal and philosophy of Catholic education. A leading critique of the role of technology in the classroom and the increasing influence of business ideas like “efficiency,” “effectiveness,” and “accountability,” is that it will dehumanize education. The argument of some is that education is a craft and an art, it cannot be distilled into input and output measures and made into an economic formula. People fear the loss of the human touch, of socialization, and mentorship that is provided in schools. This is a real concern, but one where Catholic schools have a decisive leg up. The goals of Catholic education cannot be reduced to economics. Because the goal of a Catholic education is to form the whole child towards completeness, and ultimately towards a spiritual end, Catholic education can never be reduced to mere economic outputs or the learning of so many factoids. If Catholic educators can embrace this change with courage and imagination, it could actually be a huge advantage to more effectively realizing the deeper goals of a Catholic education. With less time spent drilling math and other exercises more easily and more effectively managed with e-learning, teachers can be freed to cultivate the child’s capacity for reason and higher level thinking, can organize group work to promote a sense of community and social learning, can engage in the study of literature and the richness of the Catholic intellectual tradition. In other words, this innovation can and should make Catholic schools free to be more fully themselves, more fully Catholic in their cultivation of the mind and spirit according to a Catholic vision. Technology is simply a tool. It cannot and should not replace the Catholic educational community and our profound need for a relational existence for a meaningful life. It cannot and should not threaten the role of parents as the primary educators of their children. It cannot and should not displace the importance of the Sacraments, of service, of reflection and prayer. It cannot change the fundamental orientation of Catholic education, which is the fullest development of the child towards wisdom and fullness of life, ultimately found in and through Christ.
If Catholic schools are to take advantage of this opportunity they must act quickly and decisively. It will require major changes in the way teachers teach and schools organize themselves. It will require adequate support structures to help schools and dioceses manage this transformation. It will require the emergence of new models of Catholic schools created by entrepreneurial leaders, unencumbered by past forms and ways of schooling. Ultimately, this represents a tremendous opportunity – not a threat – for Catholic schools to be more effective academically, more efficient organizationally, and more fully Catholic in their mission. Moreover, the voice and vision of Catholic education will be uniquely important in the dialogue that lies ahead for the country, to make certain that education does not lose sight of its deepest purpose, of that which makes us human, namely, our capacity for reason, for love, and for relationship with the Divine. As we embark upon this journey, we would be wise to remember these incisive and visionary words of the poet T.S. Eliot:
Where is the Life we have lost in living?
Where is the wisdom we have lost in knowledge?
Where is the knowledge we have lost in information?
(T.S. Eliot, The Rock, 1934)
Chicago Public Schools chief Jean-Claude Brizard, speaking on a panel hosted by the Economic Club of Chicago, offered support Monday for public money “following” students to private schools, which comes as a welcome surprise to parental choice advocates.
“It doesn’t make sense (that) our parents pay taxes and then pay tuition (for their children) to go to (private) school as well,” Brizard said. He also added, “It’s a matter of making sure the dollars follow children. …If 500 traditional CPS (students) would go to the parochial schools … the proportional share (of dollars) should go to the school actually educating those children.”
Although Illinois still has a great deal of progress to make before school choice is realized throughout the state, news like this certainly give reason for hope.