Sunday, December 27, 2020

ICYMI: Christmas Recovery Edition (12/27)

 We're getting there, and by "there" I mean into whatever future we're about to build in the new year. In the meantime, here's this week's reading list.

The Attack on Dr. Jill Biden Is Cloaked Hatred of Teachers and Public Ed 

While folks have been compiling lists if bad Wall Street Journal takes in 2020, the Epstein hit piece is often overlooked--but it was bad. Nancy Bailey pushes back. (Yes, this was only just last week)

SCOTUS Opened the Door for Religious Charter Schools  

One more preview of the argument that charter operators will use to cash in now that SCOTUS has signaled its willingness to bat down the church-state wall. It's Newsweek, which is not always a god sign, but the author is a law professor at Notre Dame.

A Teacher's Take on Computerized Reading Tests

Stefanie Fuhr is at the Campaign for a Commercial Free Childhood explaining why those tests are not a great thing, or even an adequate thing.

Too many parents and decision makers treat teachers like they don't matter  

At CNN, Alexandra Robbins argues that teachers need to be more than data points during the pandemic building re-opening debates.

Stop using black children as an excuse to open your schools  

AKA "where was al this concern a year ago?" From the Black and Smart blog.

Arizona charter school got a PPP loan, gave $10 million to a shareholder  

From the Arizona Republic, via USA Today, a tale of more stimulus loan shenanigans in the education private sector.

Education secretary should curb standardized tests   

Andrea Gabor at Bloomberg backing up the argument so many folks are making-- this is a terrible year to insist on the Big Standardized Test

Learning Pods Show Their Cracks  

Okay, this is mostly forehead slapping schadenfreude reading from the New York Times, as a bunch of pandemic pod parents discover that setting up a school is, in fact, hard. 

The Dark History of School Choice 

Diane Ravitch in the New York Review of books takes a look at three books that outline how the school choice movement owes much of its roots and arguments to the U.S. racist past, fueled by a long-time religious crusade against public education.

Where Did Education Fail Us?

As the end of the year approaches, Jose Vilson asks some of the big questions. A thoughtful meditation for a winter eve.

Saturday, December 26, 2020

No Test In 2021 (A BS Test Reader)

Among the many things that the new secretary of education really needs to do upon taking office, a big simple one is this--cancel the Big Standardized Test for 2021. I've been banging the "Get Rid of the BS Test" drum for years, but all the reasons it's a lousy, toxic, destructive-and-not-even-useful force in education are amplified a hundred-fold by our current pandemess. 

Many wise folks have pointed this out, like Andrea Gabor at Bloomberg and the indispensable Mercedes Schneider at her own blog. Also, this piece by Lorrie Shepard at EdWeek. And I've been pointing it out, too, both here at the Institute and over at Forbes. So rather than whipping up a new skin for old wine, I'm going to offer this selection of my pieces from the past that all work to make the argument. Read, peruse, and most of all, share so that the tiny who-like chorus can pierce the beltway. Because waiving 2021's test would take the New Secretary five minutes and be hugely beneficial to students and schools in the US.

Is the Big Standardized Test a Big Standardized Flop?

A couple of years ago, some members of the education disruptors club, especially Jay Greene, started to admit that the BS Test wasn't actually connected to real world results.

Six Arguments For Giving the Test in 2021 (And Why Biden's Ed Secretary Should Ignore Them)

At Forbes, my most recent rebuttals to the standard "we have to give these tests" arguments. 

ESEA Hearing: What Wasn't Answered

The hearings about the newer, betterer education law included discussion of testing, but not terribly productive and often falling into the same old traps:

Predictive power is not causation. Let's take a stroll through a business district and meet some random folks. I'll bet you that the quality of their shoes is predictive of the quality of their cars and their homes. Expensive shoes predict a Lexus parked in front of a five story grand gothic mansion.
It does not follow, however, that if I buy really nice shoes for all the homeless people in that part of town, they will suddenly have expensive homes and fancy cars.


A look, once again, at how test-centric schooling triggers Campbell's Law and makes a mess out of education.

Does Your School Suffer From Advance Testivitis

When a school has too completely absorbed the test-driven arguments, it demonstrates these troubling symptoms. This is how the BS Test ruins a school.


Testing expert Daniel Koretz wrote a book that lays out everything folks need to understand about how the testocracy has become a snare and a delusion. Pray that the new ed secretary reads this book and takes it to heart.


A quick simple list of the reasons that parents can skip the BS Test with a clear conscience.


A reminder that part of the absurdity surrounding the test is the giant cloak of secrecy surrounding it, as if the best way to get use from the test is to make sure that teachers know as little about it as possible.


Breaking down some of the fundamental misconceptions in the Obama/Duncan era of testing love.


At one point the testing industry unleashed some talking points with which to push back test resistors. Here they are, and here's how to respond top them.


The big argument this year is that teachers and schools and other folks just really really need those test results in order to know what is going on. That's baloney.

And yes--all of this also argues that we should do away with the BS Test entirely, but not inflicting it on schools this year would be a great start. Let's hope.

Friday, December 25, 2020

Here's Some Merry Christmas Listening For You


 I hope that those of you who celebrate the holiday are enjoying it, even in these weird and distant times. May we never have a Christmas celebration like this one ever again.

As is tradition here at the institute, I have a collection of seasonal tunes for yoe- actually, a couple, this year.

For you youtubers, here's a collection specifically put together without the performances you've been listening to constantly for the last month.

Also, this year, my family did a sort of group Christmas list with contributions from members near and far. So here's that playlist.



 

 And if you haven't taken the Jingle Bell Challenge yet, here's 76 minutes of everyone's favorite
non-Christmas Christmas song

 

I hope the day is a great one for you, and that you are able to find a way to connect with those you love and whatever is most meaningful for you. Eat an extra cookie. It's been a hell of a year, and you've earned it.

Wednesday, December 23, 2020

AI, Language, and the Uncanny Valley

We experience vertigo in the uncanny valley because we’ve spent hundreds of thousands of years fine-tuning our nervous systems to read and respond to the subtlest cues in real faces. We perceive when someone’s eyes squint into a smile, or how their face flushes from the cheeks to the forehead, and we also — at least subconsciously — perceive the absence of these organic barometers. Simulations make us feel like we’re engaged with the nonliving, and that’s creepy.

That's an excerpt from Douglass Rushkoff's book, Team Human, talking about how the uncanny valley is our best defense. The uncanny valley is that special place where computer simulations, particularly of humans, come close-but-not-quite-close enough and therefor trigger an ick reaction (like the almost-humans in Polar Express or creepy Princess Leia in Rogue One). 

The quest for AI runs right through the uncanny valley, although sometimes the ick factor is less about uneasiness and more about cars that don't drive themselves where you want them to. The gap between what AI promises and what it can deliver is at least as large as an uncanny valley, though companies like Google are now trying to build a fluffy PR bridge over it (hence Google's directive that researchers "strike a positive tone" in their write-ups).

Since summer, journalists have been gushing glowingly over GPT-3, the newest level of AI powered language simulation (the New York Times has now gushed twice in six months). It was the late seventies when I heard a professor explain that the search for decent language synthesizing software and artificial intelligence were inexorably linked, and that seems to still be true. 

It's important to understand what AI, or to call it by its current true name, machine learning, actually does. It does not understand or analyze anything. You can't make it blow up by giving it a logic-defying paradox to chew on. A computer is infinitely patient, and is good at cracking patterns. Let it read, say, all the writing on the internet, and given a place to start, it can make an analysis of what, statistically, would probably come next. GPT-3 is a big deal because it has read more stuff and broken out more patterns than any previous software. But it's still just analyzing language patterns based on superficial characteristics of words. It is Perd Haply with bigger memory capacity.

We've seen the more limited versions of AI, like the automated robocaller that can only cope with responses that fit in a limited menu. But for someone who reads a lot, even the more advanced versions land in the uncanny valley. GPT-3 can spit out some weird wrongness, as demonstrated in this piece that includes exchanges such as 

Q: How many eyes does a horse have?
A: 4. It has two eyes on the outside and two eyes on the inside.

This set of testers found that GPT-3 was sometimes prone to plagiarism, providing correct-but-copied sentences from websites. Nudged in a slightly different direction, it produced paragraphs like this one

Whales, and especially baleen whales, are well known for their enormous size, but most types of whales are not larger than a full-grown adult human. Exceptions include the blue whale, the largest animal ever known, the extinct “Basilosaurus”, which was longer than a blue whale and likely the largest animal to have ever existed, and the “shovelnose” whales, especially the genus “Balaenoptera” which include the blue whale, “B. musculus”, the fin whale, “B. physalus”, and the sei whale, “B. borealis”.

The reviewer said this "reads well but is often wrong." But some of the samples I've read don't particularly read well, like this that was part of an "essay" prompted by Farhad Manjoo

Humans must keep doing what they have been doing, hating and fighting each other. I will sit in the background, and let them do their thing. And God knows that humans have enough blood and gore to satisfy my, and many more’s, curiosity. They won’t have to worry about fighting against me, because they have nothing to fear.

Like much of GPT-3's output, it reads to me like a disinterested student trying to come up with enough bulk to fill paper, resulting in writing that is just A Bunch Of Stuff About Topic X.

The uncanny valley has also turned up in my comments section. I get a lot of funky stuff there, but this one jumped out at me, responding to an old piece about the Boston Consulting Group.

I totally agree with your idea, and the group's beautiful comparison to the Black Knight and the Reaper is really a loss for public schools. In terms of the BCG report that made three recommendations, I think the idea of ​​companies helping educators to define and implement to update education in nearby cities is good, and really the idea of ​​strengthening schools is hard work and needs everyone's help. Great partnership between Harvard Harvard and BCG, I believe that it is more accessible to enter MBA programs mainly with a large investment.

First, that's not really connected to anything in the original piece. Second, even not knowing that, it's not hard to recognize that we've entered the uncanny valley here. Lots of bad writing gives one the impression of an actual idea struggling to escape from a tar pit of troubled technique. This is just words strung together. 

The poster's name is given as Daniela Braga. There's a model by that name, but Daniela Braga is also "founder and CEO of DefinedCrowd, one of the fastest growing startups in the AI space. With eighteen years working in Speech Technology both in academia and industry in Portugal, Spain, China, and the US." I reached out to Braga on LinkedIN to see if she wanted to fess up to turning an AI loose on blogging comment sections, but as yet have received no reply. 

Uncanny valley stuff is a reminder first, that humans can be very hard to fool, and second, that we capture and process huge, huge, huge amounts of data--so much so that there's a whole part of the brain that does the capture and process without us being fully aware of it. It's enough to make one think that maybe the conventional notion that says computers do capture and process of data better than humans might not be entirely true. Machines have the advantage of being tireless and immune to boredom, but they need both of those advantages just to get close to catching up with humans. 

A good example of this gap is the attempt to AI our way to cheating prevention, with the terrible AI surveillance programs that are making student lives miserable, while at the same time failing at their assigned task. But spotting a student who's cheating is not easy, and the algorithms designed by software companies have clearly been created by somebody who never actually had to catch a sneaky high school  junior mid-test. And you can't design software to know what you don't know, because software doesn't know anything. And yes, computer folks will say that machine learning allows the machine to "teach"itself things it didn't know, but that's mostly insofar as the algorithm can recognize old patterns in new places. And even that is limited--hence facial software's notorious inability to recognize that Black folks have faces. Faking reality, or fake-reading it, turns out to be really, really complicated and really, really hard.

All of which is just to say, again, that computers are not going to be able to run a classroom full of students any time soon, nor are we getting closer to algorithms that can truly manage a student's education or grade a student's essay. It takes an actual authentic human to do all of that. 

Rushkoff's point is that the uncanny valley--our sense that something is seriously wrong--is a defense mechanism, and that we should pay attention to it and trust it. He also has some things to say about inauthenticity in other areas of life--I'll let him wrap up:

Our uneasiness with simulations — whether they’re virtual reality, shopping malls, or social roles — is not something to be ignored, repressed, or medicated, but rather felt and expressed. These situations feel unreal and uncomfortable for good reasons. The importance of distinguishing between human values and false idols is at the heart of most religions, and is the starting place for social justice.

The uncanny valley is our friend.

Tuesday, December 22, 2020

Nobody Hates Miguel Cardona (So Far)

(OF course, I finished this post at about 3:55 PM Eastern time on Tuesday, so there's plenty of time left for folks to crank up the disapproval)

So now we know who the new guy is (probably) going to be, and an awful lot of folks are asking who he is and whether we should be delighted or upset or whatever.

Diane Ravitch notes that he hasn't taken a position on many of the hot-button issues, like charters. But she notes:

Having read his Twitter feed (@teachcardona), I get the impression that he is a very decent and concerned administrator who cheers on students and teachers.

Lily Eskelsen Garcia said "I proudly support this nomination" and expresses confidence that Dr. Cardona "will ensure that the federal government's role in education is to provide access and opportunity for every student..."

At the74, Andrew Rotherham calls the choice "deft" and notes that Cardona has a good, inspiring up-from-poverty story (he does) and that "he doesn't fit cleanly into the reform or anti-reform camp." On charters, "he's a Goldilocks--not too hot or cold."

Jeanne Allen at the super-charter-loving and ultra-teacher-union-hating Center for Education Reform calls the nomination "intriguing" and calls the nomination "reminiscent of Rod Paige" (yuck) and likes that he's not rooted in the "platitudes of powerful interest group."

The Connecticut Education Association four days ago came out in favor of his nomination:

Miguel Cardona’s formative experience as a teacher and administrator has been critical to his accomplishments as Connecticut Education Commissioner. He has been tested by the unprecedented upheaval caused by the pandemic. While this challenge has been a rocky road — and many issues remain unresolved — teachers and school support staff have appreciated his openness and collaboration. If selected as Secretary of Education, Dr. Cardona would be a positive force for public education — light years ahead of the dismal Betsy DeVos track record.

Lots of folks have played the "he's not DeVos card" and that's a pretty easy card to beat. He's also not Arne Duncan. He has had a rapid rise in his career--he taught for about four or five years, became an administrator on the local level, then jumped up to the state level. "Youngest principal ever in the state" comes up a lot.

Hechinger has a nice recycled interview piece up about him. He appears to be a moderate on the Big Standardized Test (can be useful, don't give it too much power) and has been pro-re-opening the buildings, but seems to have maintained a decent relationship with teachers at the same time. I hear rumblings that some Connecticut teachers don't like him. He's apparently a Linda-Darling Hammond pick, and LDH has long been a figure of some controversy (or at least some spirited "what side is she on, anyway" arguments) in the education world. As Ravitch notes, the DFER crowd was pushing hard for someone more their style, and they didn't get that. 

But at this point, nobody has jumped up to holler that he's awful and unacceptable, and he's probably not going to get a fight from the GOP senate. 

There is nothing obviously and terrifyingly unqualified about him (I know--it's a low bar, but it's a low bar that hasn't been cleared in a long time). There are some question marks, and we've been burned before by folks who talked pretty and didn't do the walk to go with it. Educated in public school, public university system--that's a plus. He seems to fit my desire for someone who is non-adversarial with teachers. The years as an administrator could be a nice addition to his relatively few years in the classroom, if he isn't one of those guys who forgot everything he knew about being a classroom teach ten minutes after he landed an admin job. And lots of profiles mention his focus on kids, which could be a good thing but after years of listening to reformsters say "It's for the children" to justify every damned thing, I don't find that factor very soothing.

So, we'll see. It's worth remembering that these days, many of the big fights are going to be in the states and in the courts. But having somebody who's not totally incompetent, who's not disconnected from the actual work of education, and who does not arrive in DC with an bad news agenda that he's determined to push-- well, that would not be terrible. Relax, enjoy the holidays. It's going be weeks before we find out what we've really got for a new secretary. 

Sunday, December 20, 2020

ICYMI: Santa's Almost Here (12/20)

 And the Board of Directors has just about figured out this Christmas thing and twigged onto the notion that presents are coming (but why not right now). I am going to try not to think constantly about all the family and children and grandchildren that I am not seeing this week, because that sucks. In the meantime, here's some reading from this week.

The Logjam that Awaits Biden's education secretary

Derek Black at CNN, with hard dose of reality therapy for everyone imagining that a new administration will bring dramatic change. What a grinch. Okay, he may have some points, too.

How to assign writing when you don't teach writing  

Paul Thomas with some great thoughtful practical advice for assigning writing when that's not really your lane.

For Black educators when school systems aren't doing enuf

Dena Simmons at ASCD with some powerful personal reflections for the times.

Reaganland: Public education and America's right turn

Have You Heard talks to Rick Perlstein and takes us back to the seventies. Really interesting stuff about how schools became a target in the culture wars.

Black students most likely to be going to school remotely

Samantha Fields at Marketplace looks at an emerging trend. Safety and trust seem to be the issues (and not that they are dupes of the teachers unions).

Testing students this spring would be a mistake  

Can't say this enough, but this time it's not me, but testing expert Lorrie Shepard at EdWeek.

Fifty years of trickling down didn't work  

Not directly related to education, exactly, but important validation for what everyone already knew.\

How teachers are sacrificing student privacy to stop cheating

From Vox, one more article pointing out that surveillance software is a bad idea, and schools should knock it off.

The 2020 snow day is here. It must include "sleducation."

Okay, I wish Joshua Goodman at Education Next had the courage to write sleducation without the quotation marks, but still a nice little piece.

A rural school under pressure to stay open

This is how ugly it's getting in places like rural Idaho, where the 'rona is still a big hoax and people are too tough to mask up. Kirk Siegler at NPR.

Sen. Jon Tester on Democrats and rural voters

Tester has some thoughts, including the novel idea of standing up for public education. From New York Times.

Florida lets voucher schools hire dropouts as teachers--and keep it secret

The Orlando Sentinel has been a great source of watchdogging the Florida shenanigans. You may or may not be able to scoot past the paywall, but if you can, this story is amazing. You will not believe how bad it is down there.

As the gap between students and teachers of colors widens in PA, Black families demand change

Sojourner Ahebee reporting for WHYY, Philly's NPR station. This is a great piece of reportage, with plenty of nuance and detail for a difficult topic. If you don't read anything else this week...

Saturday, December 19, 2020

Pennsylvania's Teacher Problem

 We already know that the teaching profession is primarily composed of white women (average age 43). But sometimes, when you break data down in particular ways, it becomes even more striking.

Research for Action is a Philly-based group that has done some great work over the years, and they've done some research about the TOC/SOC balance in PA that are featured both in this article from Sojourner Ahebee and a "supplemental" Twitter thread (and you can read the research here).

Some of the PA data is just striking. First, PA is an outlier when it comes to the gap between students and teachers of color. Nationally, the share of SOC is 2.5 times the share of TOC, but in PA the SOC share is 6 times greater (only NE, NH and Indiana have a bigger gap). I'm not totally shocked and surprised by that; PA suffers from a fairly severe urban vs. rural divide, and the rural parts of the state are pretty white. 

But when RFA starts breaking down by districts, it gets even starker. There are 500 school districts in PA (which is its own problem) and 184 of those districts employ zero teachers of color. Only about twenty-five districts in the entire state have staffs that are more than 5% TOC. Here's a map from Research for Action, breaking it down district by district:









There are roughly 3,200 schools in Pennsylvania; RFA found that 1,500 of them have all-white teaching staffs. A dozen schools across the state in 2019-2020 were 80% students of color and had no teachers of color at all. And there are other schools that come close to that; Ahebee's piece looks at William Penn School District, where 4% of the students are white and 80% of the teachers are. 

The shifts have occurred over time, both in the increase of SOC and the decrease of TOC. And in some rural districts the staff is mostly or all white, but so is the student body. But we are now in a problematic place.

I know that this subject is a touchy one for some white teachers, that the initial reaction is to bristle and argue that white teachers are perfectly capable of teaching students of color. But at this point the research is overwhelming--the presence of Black teachers in a school produces better results for Black students. With a Black teacher, Black students are more likely to go to college, less likely to suffer exclusionary discipline, more likely to be placed in gifted classes. The list goes on. And it's important for the white students in a school to encounter Black teachers as well. Ahebee hints at one other reason that Black teachers can be effective for Black students--in many settings, those teachers are the ones who actually live in the community that the school serves. Every student is best served by teachers from within and from outside her community. The student needs someone who gets the local flavor, and someone who can show her what lies outside familiar boundaries. All voices have their place within the school, and a diversity of voices best serves the students. 

We are at a difficult point at the moment, with the teacher supply already problematic. In my corner of PA, colleges have been compressing and even eliminating teacher programs because they don't have the enrollment. Add pandemic messes and we are in a place where the entire teacher corps needs to be rebuilt. That's a tough challenge, but it's also an opportunity to rebuild a teacher corps that is not so white. 

How is it done? RFA reports that PA has actually grown, slightly, its share of male TOC by 129, which is better than nothing. The guru of teacher workforce studies, Richard Ingersoll, has told us for years that retention is a huge part of the problem, especially for TOC, so part of the challenge is not just to recruit folks, but to keep them around. 

There are folks working on the issue. The PA department of education has a program to address the drain of teacher talent and the lack of TOC in the state. And the Center for Black Educator Development ("We address educational inequities to improve academic and social outcomes for all students through increased diversity") is one organization working on the issue. Teach for America, after its launch as a platform for primarily white temp teachers, has made equity more of a priority, but students need to see someone who stays, not someone who's just passing through for a couple of years. Per RFA dats, charters in Philly are doing better than public schools, but you know I don't think that's the answer (even if we ignore all the other charter issues, sheer scale rules them out). It will take state initiatives, organizations like CBED, and deliberate, mindful decisions by the people who do hiring at each of those 500 districts.

I don't see or hear anyone in all of this saying that white teachers can't teach students of color, or, for that matter, that women can't teach young men. But there is something fundamentally missing in any education system where a child can spend twelve years and never see an adult person like themself. Pennsylvania is in the weeds on this. 

Read Ahebee's article, which delivers a nuanced and close-up look at how the issue plays out for students and teachers. Read RFA's study, which has layers and layers of data to unpack. There is plenty here for Pennsylvania's education leaders to think about and act upon.