<$BlogRSDUrl$>
Kindling Flames
The Blog of GWU Education Policy Students

Ooh, spiffy new features!

Thursday, May 25, 2006

We'll be slowly working to add the Ed Policy Weekly Updates to the blog. Notice the links to them in the sidebar! Now you'll be able to access them here or by email. Are we tech savvy, or what?!

I knew that Intro to Computer Science would come in handy someday!

Also, let us know what you think about KF's new look. Comments/suggestions? Leave 'em below.

5:20 PM :: 3 comments ::

from: :: permalink

How Do We Educate Everyone?

Wednesday, May 24, 2006

High school teacher Elias Vlanton writes a poignant editorial with some great points about the immigration issue, from an education perspective. In the article, Elias advocates for a bill that would require that all immigrants 25 or younger, before qualifying for permanent resident status, graduate from high school or earn a GED. Elias is really asking the question many of us ask which is: How do we as a society make sure that everyone has a basic education?

This is a tough question.

I am no way an expert on immigration issues. However, as a waitress, I have become close with and know many immigrants with work visas who work in the kitchen of my restaurant. These men and women work two restaurant jobs a day, everyday. They work from 9am to 4:30pm, then leave to go to their other restaurant job where they finish between 10:30pm-2am, depending on the place. They have no health insurance or benefits, and are just happy to get paid hourly. The money that does not pay for rent and living wages, is either saved up or sent to their families so that they can eat. They work like this for years and years with no vacations or breaks. And they are the lucky ones. I won't even go into migrant workers quality of life.

The people I work with do believe in education and want to learn English. They understand for the most part that it will provide a better life. However, they cannot afford to take the time off to go to school or ESL classes (which btw inspired me to start an ESL program at the restaurant...we are in week 4 and I have never worshipped anyone like I am worshipping ESL teachers right now...grad school is cake compared to teaching English as a second language).

I think that we absolutely need to get behind educating everyone in this country, especially in the case of immigrants, so that access to opportunities is available to all of us. What Elias discusses is a good start, but we have to be careful and deliberate about setting up a system that will not fail our new arrivals who are on the path to become citizens. In the case of immigrants, if we make education a requirement, it would have to be offered in flexible ways so that it is an attainable goal, rather than a screening process to weed out or deny immigrants a chance at citizenship. Maybe, instead of making it a requirement, we should offer incentives to the businessmen and employers of immigrants to bring the education to the workplace. Hiring tutors or holding class for two hours before or after a shift everyday can make a big difference, rather than having them going once a week on a day or night off to class. And for every employee that gains a high school diploma, the employers could get a business tax break or some type of extra bonus.

Anyone else have any other ideas?

8:45 AM :: 3 comments ::

from: :: permalink

Jenny D and NOST: Vouchers and Social Justice

Monday, May 22, 2006

Some interesting discussions going on in the edusphere this past week:

Over at Jenny D's blog, there is an interesting conversation going on about vouchers. Jenny D poses the question: Suppose the federal government ordered that every child in the nation receive a school voucher equal to the average per pupil spending in the state. Suppose the order was for complete school choice to begin in September. The taxpayers would give you money to send your kid to any school. You have to decide where you want to go and apply by July 1. Now...if a private school decides to accept vouchers, should it be allowed to admit students based on test scores or interviews or some other subjective criteria? Should admittance to a school be based on a lottery? Should the school be allowed charge more money, above and beyond the voucher amount, or else a student couldn't attend? Should it be mandated to accept special ed students?

Another interesting dialogue is at Newoldschoolteacher (NOST) about her social justice assignment in graduate school and what social justice actually means in education. NOST argues a big part of social justice is, in essence, having a choice, regardless of income, race, or creed, to be able to receive a quality education.

Check them both out and please comment either on their blogs, or on ours...because the more we can all contribute to the diaglogue about how to fix education, the closer we become to solving the problem together.

9:28 AM :: 2 comments ::

from: :: permalink

Education Policy Update-May 22

Sunday, May 21, 2006


Upon the education of the people of this country, the fate of this country depends.

-Benjamin Disraeli

Congrats to all the graduates! For those that were completely unaware, graduation was this past weekend. Keep in touch this summer and for those who are not quite finished….summer school starts this week! Enjoy!

IN THIS ISSUE
Save the Date
Hot Topics
In the News
Announcements


SAVE THE DATE:

Stay tuned for a happy hour….if anyone has suggestions about times and places, please email me! Thanks!


HOT TOPICS:

  • Teachers aren’t teaching kids how to read? Bigger schools=Better?....Uh Oh, What’s Next….no Santa Claus?
    Some new studies came out this week spotlighting on the topics of reading, teacher prep, and the small schools movement. This study released yesterday by Kate Walsh et al, found that teacher prep schools are not teaching teachers how to teach reading effectively. Some interesting comments about the study here and here. Another new study came out today at the Brookings conference on small schools about how small schools have shown no significant impact in achievement.

  • Matthews Explores Conflict over Dropout Rates
    This week, Matthews has been reporting on Political Scientist Jay Greene, and Economist Larry Mishel’s work on dropout data and assessing its accuracy. Interesting reads

IN THE NEWS:

ANNOUNCEMENTS


**Comments and questions can be emailed to emilyc@gwu.edu

1:47 PM :: 0 comments ::

from: :: permalink

The Truth in Class Size

Friday, May 19, 2006

The class size debate is heating up, especially in NYC, (see here and here). While I find the back and forth accusations of alterior political motives interesting and slightly amusing, I was more struck by Arthur Levine's comments about "few educators would argue the benefits of reduced class size,"...

hmmm, maybe, but many education researchers would argue that there's been a lack of evidence demonstrating the impact of class size reduction related to student achievement and outcomes. While research has found some benefits of class size, they are specific aspects of class size reduction such as; targeting low income and high poverty areas, reducing only in younger grades, and reducing numbers below 20 students for any of it to even work (without using pupil teacher ratios). And like any production function education relationship, even with these findings, it all depends on other factors such as teacher quality. For example, a lack of qualified teachers can completely negate the effects of smaller classes, as was found in the case of California.

I wish Arthur Levine, as an education researcher, would rely on what he knows- research. His editorial would have been much more powerful using the research to argue his case against class size, instead of taking political shots at the unions. It would also be beneficial, because class size reduction research is challenging to understand and someone needs to disseminate the issues and what has been learned, to the public, so that education groups, teachers, parents, and unions alike, can make the best decisions for our kids. While class size reduction supporters have the best intentions, according to research, these policies may end up causing more harm than good.

7:57 AM :: 0 comments ::

from: :: permalink

Good Fences Make Good Neighbors?

Thursday, May 18, 2006

Disc: Totally not education policy related, (except for the poetry lesson)

I could not stop wondering today if Sen. Sessions (R-AL) has actually read Robert Frost's The Mending Wall. Sessions quotes the passage, "good fences make good neighbors" when advocating for closing the border between us and Mexico. Now, I am no expert, but I personally had always thought that in the poem, Frost was being ironic. He was really writing about how we build barriers between us to distance ourselves from each other, which in the end does not really doesn't make us "good neighbors."

***It will be an interesting couple of weeks as the immigration bill goes through both houses. (For background on this issue see here, here, and here).
p.s. speaking of borders...why are Mexico and Central America getting all the attention? I mean, don't you think we should also be concerned about all those crazy Candians coming in as well...eh?

**And keep an eye out for the legislation about making English the official language that is being voted on in the Senate today.

Update: If Frost only knew his poem was becoming the anti-immigration battle cry

3:51 PM :: 1 comments ::

from: :: permalink

The End of an Era

Wednesday, May 10, 2006

As most of you know, Dr. Jackson, professor and advisor in the education policy and leadership department at GSEHD, is retiring this year.

Dr. Jackson originally came to DC for a three month summer job and ended up staying for over 35 years. Lucky for us, because if you ask most of his students, we would all agree that he pushed us to think and analyze on a higher level in the education policy field. He consistently held us all to high expectations while simulataneously taking time out of his busy schedule to advise his students and provide in depth explanations for those of use who needed a little extra help. For many of us, Dr. Jackson was the reason why we came to GW.

It has been said that a teacher affects eternity; he can never tell where his influence stops. This has never been more true when talking about the impact of Dr. Jackson on his students.

*So, tonight, in honor of Dr. Jackson's retirement (in case you haven't been checking your email) the education policy students are hosting a party in his honor beginning at 5:30pm at this restaurant. All of his students, current and former, are welcome to attend.


p.s. if you come tonight, he will maybe tell the story about his all-out academic battle with the famous James Coleman (and just for the record, Dr. Jackson won:)

8:29 AM :: 0 comments ::

from: :: permalink