Friday, March 13, 2015

Common Core Advocate Says Math Test Fatally Flawed

Report: Common Core Math Test- fatally flawed


...If I were a state administrator responsible for state testing, a superintendent, a school
board member, a teacher, a parent, or even a student old enough to make my own
decisions about my education, I would seriously consider not participating in the coming
round of high-stakes national testing—the tests will do too much damage on too many
levels to students, teachers, and champions of education. I salute those who have taken
courageous stands to opt-out of the new rounds of testing. The tests cannot be fixed in the
time before they’ll be administered. And in the current political climate, there will not be
funding available for those who could fix them to actually fix them.
I recognize that a stand to resist the tests has many consequences, some severe in the
short run. But anyone who takes this stand now will be exonerated in the long run. It is
the moral and practical thing to do. Next year a stand taken against the tests today will
look prescient.
I recognize that most people with a stake in education aren’t inclined or aren’t in a
position to become “conscientious objectors” and opt-out of participating in the coming
tests. What can we do?
We can mitigate the damage by protecting students from days, weeks, even months of
test prep for these tests. Based on the evidence Smarter Balance has given us, practice on
their tools will not lead to better teaching or learning. In fact it will “dumb down”
instruction.
We can make sure the right people are held responsible for what’s to come—among them
the players who took our precious national and state funds for education and delivered
this assessment junk. We can support and defend the teachers and educational
professionals who have done all they can to improve mathematics education in countless
ways, but who will take the fall for poor test results.
Critique of Smarter Balanced Common Core Tests for Mathematics, SR Education Associates 31
We can urge schools and school boards to ignore the results of these contrived and fatally
flawed high-stakes tests—they do not measure mathematical understanding.
We can work to uncouple Common Core from the testing consortia and try to save the
potential of CCSSM, even while we let the tests, testing consortia, and their corporate
partners crash and burn.
We can continue to research and develop well-crafted digital tools for mathematics
education and work to deploy them in realistic time frames and in appropriate contexts.
We can demand the education funding necessary for teaching and assessing in this
country in ways worthy of our students. The promise of cheaper but deeper assessments
36
was a false promise from the start.
Maybe we can even make great assessments some day

Monday, February 16, 2015

India's University Challenge - Lots of Bad Engineering Graduates (Economist)

India's University Challenge - Lots of Bad Engineering Graduates (Economist) [edit]

Asia: India's university challenge | The Economist Nov 20, 2014 - If your five-year-old starts school in India in 2015 she will be ready to enrol at university in 2028. That is also the year when India's population ...
  • problem is a lack of quality
  • in 2015 don' expect any Indian university to make top 200 of any global ranking of universities
  • worst act as money launderers
  • if exams were run properly 70% of students would fail
  • 700,000 engineering graduates
  • only 3% are employable without additional training
  • only 15% computer engineering graduates could complete a basic task assessment
  • language soft skills poor
cite: http://campusquest.blogspot.com/2015/02/indias-university-challenge-lots-of-bad.html
file: 2015\02\indias-university-challenge-lots-of-bad.html
date:2/16/2015 update:


Wednesday, January 28, 2015

UK: Black and Asians Exceed White College Rate, Whites Asians Most at Top Universities

UK: Black and Asians Exceed White College Rate, Whites Asians Most at Top Universities

Black and Asian school-leavers more likely to go to university than their white peers
64% of Asian students and 62% of black students went on to higher education in 2012-13, compared to just 45% of white students.

h/t educationviews http://www.educationviews.org/black-asian-school-leavers-university-white-peers/
Asian students are the most likely to study at a top-flight university, with 12% going on to a Russell Group university – including Oxford and Cambridge – compared with 11% of white students and 6% of black students.

A similar picture can be seen post-GCSE, with 93% of Asian and black students continuing their education, compared to 87% of white students.


Ofsted, the schools watchdog, has previously highlighted the problem of underachievement of white working class children, which has also been the subject of an inquiry by the cross-party education committee.

Tuesday, January 27, 2015

Girls lead boys in academic achievement globally


from http://www.sciencedaily.com/releases/2015/01/150126125015.htm

Girls lead boys in academic achievement globally

January 26th, 2015 in Other Sciences / Social Sciences
Girls lead boys in academic achievement globallyGeary determined that girls outperform boys in educational achievement in 70 percent of the countries they studied, regardless of the level of gender, political, economic or social equality.

Considerable attention has been paid to how boys' educational achievements in science and math compare to girls' accomplishments in those areas, often leading to the assumption that boys outperform girls in these areas. Now, using international data, researchers at the University of Missouri and the University of Glasgow in Glasgow, Scotland, have determined that girls outperform boys in educational achievement in 70 percent of the countries they studied—regardless of the level of gender, political, economic or social equality.
"We studied the educational  levels of 1.5 million 15-year-olds from around the world using data collected between 2000 and 2010," said David Geary, Curators Professor of Psychological Sciences in the College of Arts and Science at MU. "Even in countries where women's liberties are severely restricted, we found that girls are outperforming  in reading, mathematics, and science literacy by age 15, regardless of political, economic, social or gender equality issues and policies found in those countries."
According to the data, boys fall behind girls in overall achievement across reading, mathematics, and science in 70 percent of the countries studied. Boys outperform girls in only three countries or regions: Colombia, Costa Rica and the Indian state, Himachal Pradesh. Boys and girls had similar educational achievements in the United States and United Kingdom.
In countries known for relatively low gender equality ratings, such as Qatar, Jordan and the United Arab Emirates, the  gap is relatively large and favors girls.

Thursday, January 22, 2015

Study: stereotypes hold back women, Blacks but not Asians

Study: stereotypes hold back women, Blacks but not Asians [edit]

A  paper led by authors Sarah-Jane Leslie of Princeton Leslie and Cimpian found that only the field-specific ability beliefs hypothesis, unlike the three competitors, is able to predict gender differences across all of academia, as well as differences for other similarly underrepresented groups, such as African Americans. "We found academic fields that emphasized the need for raw brilliance were more likely to endorse the claim that women are less well suited than men to be top scholars in the field, "says Cimpian," and further that such fields are less welcoming to women.", but this pattern did not appear among Asian Americans

Sources:

  • Sex differences in academia - The Economist

    www.economist.com/.../21639439-women-are-scarce-so...
    The Economist
    6 days ago - IT IS a long time since the groves of academe were paced only by men, but even ... The paper's authors, led by Sarah-Jane Leslie of Princeton  ...
  • Belief in "raw brilliance" may decrease academic diversity ...

    www.nsf.gov/.../news_summ.jsp?cntn...
    National Science Foundation
    Jan 15, 2015 - Cultural attitudes impact gender distribution among academic fields. ...That's what Sarah-Jane Leslie, a professor of philosophy at Princeton University, ...whether it could predict gender differences in academic disciplines.
  • Gender gap: Women welcome in 'hard working' fields, but ...

    www.washingtonpost.com/.../gender-gap-women-wel...
    The Washington Post
    Jan 15, 2015 - Researchers surveyed over 1,800 academics from 30 differentdisciplines and found ... Sarah-Jane Leslie, a philosophy professor at Princeton,  ...
  • Princeton University - Women seen as lacking natural ...

    www.princeton.edu/main/news/.../12/.../index.xml?...
    Princeton University
    Jan 15, 2015 - To examine gender gaps in academia, researchers at Princeton University ... Illinois at Urbana-Champaign, and Sarah-Jane LesliePrincetonUniversity) ... "We were talking about these different ways of thinking about what's  ...
  • “Raw Intellectual Talent” and Academia's Gender and Race ...

    dailynous.com › Philosopher Demographics
    Jan 15, 2015 - Video of Sarah-Jane Leslie discussing these findings. ... This is only about a what seems to be different in the gender gap, and an interesting  ...
  • Belief that some fields require 'brilliance' may keep women out

    news.sciencemag.org/.../belief-some-fields-require-brilliance-may-k...
    Science
    Jan 15, 2015 - Study finds a bigger Ph.D. gender gap in fields thought to require special, innate abilities. ... and philosopher Sarah-Jane Leslie of Princeton University,... in academia, including women having different academic preferences  ...
  • Sex differences in academia | Datacentre Management . org

    www.datacentremanagement.org/2015/01/sex-differences-in-academia/
    5 days ago - The paper's authors, led by Sarah-Jane Leslie of Princeton university and Andrei Cimpian of a University of Illinois during Urbana-Champaign,  ...
  • Do Fictional Geniuses Hold Back Real Women? : NPR Ed ...

    www.npr.org/blogs/ed/.../do-fictional-geniuses-hold-back-real-women
    NPR
    Jan 15, 2015 - A new study finds that the academic disciplines most associated with ...Now one researcher says that gender stereotype in art may have a real impact on women in academiaSarah-Jane Leslie is a philosopher at Princeton University. ...says the problems women face in her discipline are no different than  ...
  • Study supports new explanation of gender gaps in academia

    phys.org › Other Sciences › Social Sciences
    Phys.org
     Rating: 3.3 - ‎11 votes
    Jan 15, 2015 - It appears instead that women are underrepresented in academic fields whose ... and Princeton University philosophy professor Sarah-Jane Leslie ... The researchers focused on the culture of different fields, reasoning that  ...
  • Study supports new explanation of gender gaps in academia

    www.sciencedaily.com/releases/2015/.../150115142235.ht...
    Science Daily
    Jan 15, 2015 - It appears instead that women are underrepresented in academic fields whose ... and Princeton University philosophy professor Sarah-Jane Leslie, ... that female underrepresentation is not the result of actual differences in  ...
  • Saturday, December 6, 2014

    Economist: Harvard Under Fire For Alleged Asian Admissions Quotas

    Economist: Harvard Under Fire For Alleged Asian Admissions Quotas

    excerpt:

    Affirmative action Harvard under fire

    Does the university impose silent quotas against Asian-Americans? Nov 29th 2014

    IN 1978 the Supreme Court, in the Bakke case, struck down racial quotas in higher education. Summing up, Justice Lewis Powell called the undergraduate admissions policy at Harvard an “illuminating example” of a better approach. The elite Ivy League institution did not reserve a specific number of places for poor minority candidates. Instead, it considered race as one of several “plus” factors in a student’s file. Thirty-six years later, Harvard’s method of reviewing candidates is being challenged in a federal district court in Boston. The plaintiffs claim its admissions policy is a quota system in disguise that discriminates against Asian-Americans.

    This is the latest legal challenge to affirmative action—and the first to target a private university—hatched by Edward Blum, an activist bent on dismantling Bakke. Among other campaigns, Mr Blum’s organisation, the Project on Fair Representation, recruits students who believe they have been unfairly rejected from universities that use racial preferences.



    • Edward Blum 2008 he helped launch the case of Abigail Fisher, a white woman with a high B+ average who was rejected by the University of Texas at Austin. Ms Fisher lost, and lost again last summer and is petitioning the justices for yet another hearing.
    • Students for Fair Admissions (SFFA), a new vehicle for Mr Blum’s campaign. The SFFA has an impressive poster-child: an unnamed offspring of Chinese immigrants with perfect scores on three college admissions tests who graduated first in his (or her) class at a competitive high school, captained the tennis team and volunteered as a “fundraiser for National Public Radio”. 
    • This may be hard to prove. Harvard rejects thousands of students with perfect SAT scores every year.
    • Jewish quotas: at Harvard from the 1920s to the 1950s, but draws no direct link to discrimination against Asian-Americans now. 
    • Increase in Asians And a table in the SFFA’s own brief shows that between 2007 and 2013 Asian-American enrolment at Harvard went from 15% to 18%, an increase of a fifth that may be hard to reconcile with charges of a silent quota. [But Hu studies in mid 1980s show they were at 15%, and trends showed a sudden cap in both Asian and Hispanic admissions, the two fastest growing up, and almost no growth between 1985 and 2005]
    • Asians have lower admission share than applicants: Asian-Americans made up over 27% of the applicant pool at the three most selective Ivy League colleges from 2008 to 2012, they comprised only 17-20% of the students admitted. This, the SFFA contends, constitutes  [well, it could be a sign, but does not prove] “intentional discrimination” in violation of Title VI of the Civil Rights Act of 1964.
    •  if the plaintiffs manage to prove that Harvard sets “a cap on the number of Asians who get in”, Mr Primus says, the university will lose and “admissions at elite colleges will probably change in substantial ways.”


    [edit]



    Tuesday, September 16, 2014

    Hispanic Media Slams Politically Correct Common Core Failures

    HISPANIC MEDIA VOXXI: HISPANIC STUDENTS 'FALLING BEHIND' WITH COMMON CORE STANDARDS (as posted on Breitbart)


    by DR. SUSAN BERRY

    Though the developers and supporters of the Common Core standards have repeatedly said the purpose of the controversial education initiative is to close the achievement gap between low-income black and Hispanic and white middle-class students, an online Hispanic publication doubts that may happen.
    John Benson of Hispanic media site Voxxi, writes, "If some early reports on the controversial Common Core Standards are an indication, Hispanic students in the U.S. are falling behind on the very curriculum that was intended to help them achieve higher proficiency in school."
    Voxxi cites the New York State report of its recent Common Core-aligned test scores that show only 23 percent of Latinos are proficient in math, while 19 percent are proficient in English.
    “Kentucky is the other state that is utilizing the Common Core Standards, but results from last year’s school year aren’t yet available,” states Voxxi. “Expectations are the achievement gap between Latinos and whites will remain high.”
    However, according to Peggy McLeod, National Council of La Raza deputy vice president of Education and Workforce Development, the anticipated effects of the Common Core on closing the achievement gap are long-term and cannot be judged by current scores on Common Core-aligned tests.
    “It’s not the Common Core they’re having issues with, it’s the implementation of the Common Core,” McLeod told Voxxi. “The standards are good, they’re high standards. If implemented correctly, kids will be college and career ready. It’s just a matter of providing a robust implementation and strategies specific to Latino kids who might need additional language support.”
    “When you look at performance, it will all even out if districts and schools provide appropriate services and provide good high-quality instruction,” McLeod continued. “You can’t put responsibility on Latino kids or their parents.”
    According to Common Core patron Bill Gates and the so-called “architect” of Common Core David Coleman, the true purpose of the nationalized standards is to correct what is viewed by liberal political, education, and corporate elitists as societal injustices largely toward Hispanic and black students.
    As Breitbart News reported in June, an interview with the Washington Post summarized how Bill Gates pulled off the very “swift Common Core revolution.” The Microsoft founder stated, “The country as a whole has a huge problem that low-income kids get less good education than suburban kids get… and that is a huge challenge.”
    Gates’ statement underscored the notion that the Common Core standards initiative is a social engineering project that places education standards and testing ahead of parental and family influences as the major cause of poor student performance in low-income and minority communities.
    LaRaza’s McLeod’s statement, “You can’t put responsibility on Latino kids or their parents,” counters the notion of self-responsibility.
    Similarly Coleman, now the College Board president, praised the collection of student data via the Common Core standards initiative at a conference in 2013, as a vehicle to reach the “low-hanging fruit,” or low-income and Latino students.