[The public-school monopoly] is yet another scam that inflicts disproportionately great damage on people who are the poorest and least advantaged. How could it not? Those who run K-12 government schools aren’t paid by customers who voluntarily send their children to those schools and who could easily choose to send their children elsewhere. Instead, these teachers and officials are paid by governments that tax citizens regardless of how many children those citizens have in schools and regardless of how well the schools perform. Therefore, with funding that is independent of customer choice — and with each child assigned to a particular public school — public-school officials have little incentive to supply good education.
Notes from the Golden Orange
EppsNet Archive: Education
— Code.org (@codeorg) December 29, 2014
I recommended a couple of books that I’ve read recently and liked — Unbroken by Laura Hillenbrand and Thinking, Fast and Slow by Daniel Kahneman — to the class in case anyone was looking for a book to read over winter break or maybe as a holiday gift.
“What if you don’t like to read?” someone asked.
“Well, in that case you can spend your entire life inside your own head and never know or care what life looks like to other people.”
In hindsight, it occurred to me that I could have suggested audio books for people who don’t like to read, but . . . woulda coulda shoulda, you know what I’m saying?
Many in academia have long known about how the practice of student evaluations of professors is inherently biased against female professors. . . .
- Group A getting better evaluations than Group B is not evidence of bias.
- Asserting that something is true doesn’t mean it’s true.
- Asserting that many people know something to be true doesn’t mean it’s true.
- Most college students (i.e., the people evaluating professors) are female. What, if anything, does this fact suggest?
There was no school today because a lot of kids don’t like to show up the day before Thanksgiving, so the district decided not to have classes on the day before Thanksgiving. Once they get used to having Wednesday off, they won’t show up on Tuesday and we’ll have to give them Tuesday off. Then of course there’s no sense in having a one-day school week so we’ll give them the whole week off.
And since they’re already off on Veterans Day and the day after Halloween, let’s just give them the whole month of November off.
I’m concerned that American education is getting worse faster than we can lower our standards.
I support the UC Berkeley students protesting tuition hikes but maybe with a little less conviction than I used to because my kid is a senior and no matter how high tuition goes I won’t be paying it anymore so I hope the boy was in class yesterday and not out causing a disturbance . . .
When I cover something in a review session or study guide, it’s because I know it’s going to be on the test. There were questions during this morning’s test about the workings of several Java methods, all of which were covered in the review session and the study guide. I can’t answer questions like that during the test so if you have questions about review topics, ask them in advance of test day.
Some people seem to think that having an excuse for not knowing something is as good as actually knowing it. “But we hardly spent any time on Topic X in class.” “But we just learned Topic Y yesterday.”
Even if either one of those were true, what difference would it make? It’s on the study guide and it’s going to be on the test.
Given a choice between knowing something and having an excuse for not knowing it, always go with the first option: knowing it.
I’m not comfortable giving people advice that they didn’t ask for, so I usually preface it by saying “Feel free to ignore this . . .”
That being said, I want to talk about the mindset I think you should have for this class, maybe for other classes, maybe even for things outside of school.
Feel free to ignore this . . .
Education has allowed me to make a living doing things that I like and things that I’m good at. A lot of people are not able to say that. Most people, I think, are not able to say that. Most people are like “I hate Mondays” and “Thank god it’s Friday” and that sort of thing.
I have had jobs where I spent the day doing things that I don’t like and I’m not good at and it’s painful. And the amount of money you get paid to do it doesn’t seem to make it any less painful.
I have brothers, sisters, nieces, nephews, cousins . . . some of them were serious about education and some of them weren’t. And the ones who weren’t, I don’t want to say they’re all losers, but they’re all . . . disappointments. As I expected they would be. My wife doesn’t like when I say this — she thinks it’s bad karma or something — but I like it when people screw around in school and go on to have disappointing lives because it reinforces everything that I believe to be true about life.
It’s satisfying when people make bad decisions and suffer the consequences, isn’t it? I think it is.
My own mindset, and this doesn’t apply just to school, is that no one is going to outwork me and no one is going to outlearn me. If you’re working on homework or a programming assignment, or you’re studying for a test or quiz, and you get stuck on something, and you try to get unstuck by reading the textbook, or going to the website and reviewing lecture slides or handouts or watching a video or posting a question to the Facebook group, you’re doing things the right way. You should do well in the class, you should do well on the AP exam and I’ll do everything I can to help you do well in the class and on the AP exam.
If you hear yourself saying things like, “I spent the weekend playing 47 straight hours of video games, and by the way, I have no idea what’s going on in this class,” you’re unlikely to do well.
If you’re asking questions about assignments on or after the due date, you’re unlikely to do well.
If you miss a class and don’t check the website to see what you missed, you’re unlikely to do well. Everything we cover in class is on the website, plus a lot of extra stuff as well.
“Nobody’s going to outwork me and nobody’s going to outlearn me.”
Again, if that doesn’t make sense to you, feel free to ignore it . . .
I called the class’s attention to the NCWIT Award for Aspirations in Computing, which honors young women at the high-school level for their computing-related achievements and interests. Awardees are selected for their computing and IT aptitude, leadership ability, academic history, and plans for post-secondary education.
The website features a photo of a black girl, an Asian girl, a white girl, and in case you’re not in any of those groups, there’s an ethnically ambiguous girl on the left you can probably identify with. Diversity and inclusiveness for all. All are welcome.
You still have to be a girl of course, they’re not that inclusive . . .
I work at an educational non-profit. Whenever I type the abbreviation HSI (High School Intervention), Microsoft Word automatically “corrects” it to HIS. When I worked at a healthcare organization and typed EHR (Electronic Healthcare Record), Word helpfully “corrected” it to HER.
There’s a nice symmetry to that: HIS and HER.
A colleague posted this on the office discussion board:
OK. So a good friend of mine teaches Math in our Middle School and we’re constantly talking about the various standardized tests that we subject our kids too (he currently has my 7th grade daughter for Intermediate Algebra).
The students are taking ForeSight tests this week. Sort of a practice for the PSSA tests later in the year.
This morning he texted me a math problem from the 7th grade ForeSight test and asked if I could solve it.
So I solved it using simple amortization, but none of the possible answers match (or are close to) my solution. So I went online to solve it and got the same solution that I got by hand.
Anyone care to take a crack at this problem – a typical example of a 7th grade standardized test math question?
PS. My teacher friend couldn’t solve it either.
PPS If you feel like the problem might be missing some information, welcome to the club, nevertheless, this is how the kids have to solve it.
I don’t have a kid in school anymore so I’m missing out on all the fun related to Common Core and whatever ForeSight and PSSA are. I hear a lot of parents and teachers complaining about Common Core. I know Bill Gates likes it and he’s a smart guy.
The complaints from parents, like the one above, seem to be mostly about testing. Most of the respondents on the office discussion board agreed that this was a terrible question but I don’t have a real problem with it. “Net worth” is used a little bit loosely as it doesn’t take into account the value of the car, but I think it’s obvious what the question is asking.
I remember when my kid was taking junior high math that there was an emphasis on estimation and “ballparking” calculations. Don’t do more work than you need to. So I’d expect to see someone solve the problem like this: After making 6 payments, Jessie shouldn’t owe more than he borrowed so eliminate B and C. Answer A suggests that he’s paid down 800-something dollars, which is wrong because 6 times 112 is less than 800. So the only possible answer is D. Trying to do an amortization calculation is not the right approach to the problem.
We did an interactive exercise to write a simple program that prints numbers and the squares of the numbers — a for loop, basically. We went around the room with each student providing one element of the loop and me writing them on the whiteboard: for, open paren, int, i, equals, 1, semicolon, etc.
I thought it went very well. The timing was good and it was obvious that most of the class understood what was going on. When we got to a girl who’s usually ahead of everyone and knows all the answers, what we needed from her was “curly bracket” but what she actually said was “semicolon” and there was a collective groan from the rest of the class.
When the last student said “close curly bracket,” there was spontaneous applause, immediately, before I even wrote it on the board. It wasn’t like a concert at the high school auditorium where a piece ends and there’s a gap — “Is it over? Do we clap now?” It was like a classical concert with a high-brow audience that knows exactly when the piece ends and when to clap.
I’m not sure students are asking for help enough despite my repeated admonitions to do so.
On the first day of class, I said, “Ask for help early and often. If you ask for help when you’re in trouble, you waited too long. Ask for help when things are going well. That’s a good heuristic in this class and in other areas of life as well.”
Later I said, “Learn to distinguish between persistence and floundering. Persistence is good. Floundering is bad. Don’t flounder.”
Yesterday I said, “You may think, ‘Well, if I was a better programmer, I wouldn’t have to ask for help.’ That’s incorrect. As you get to be a better programmer, you’re given harder problems to work on. I’ve been programming for 30 years — almost — and I ask for help every day.”
Honestly I feel like a mental case repeating the same thing over and over and yet out of 34 students in the class, 12 didn’t turn in the first assignment, most apparently because even though they finished it, they didn’t know how to turn it in (via an upload link on the class website) and didn’t ask for help or couldn’t figure out how to locate Java files in a project directory and didn’t ask for help . . .
I’m teaching AP Computer Science . . . today was the first real day of instruction. Yesterday was just introductions and housekeeping.
The first kid I called on to answer a question was named Sean. The second kid? Also named Sean.
“Is everyone in the class named Sean?” I asked.
Unfortunately they weren’t. It would have made it a lot easier to remember everyone’s name.
Only about 10 percent of U.S. high schools offer computer science classes and at most of those schools, it counts as an elective, like Home Ec or Wood Shop, not as a class that can be applied toward graduation like math or science.
The most popular AP exam in 2013 was US History — 439,552 students took the AP US History exam. Only 31,117 students took the AP Computer Science exam. That’s about the same number as the AP Art History exam. I don’t want to denigrate the study of art history, but given the ubiquity of computers and software and programming in daily life, the study of computer science seems more likely to enable a person to be self-supporting and to contribute to the common good.
I’ve heard people say that computer science should be taught in every high school in America. That may be a good idea, but no one ever says where all the qualified computer science teachers are supposed to come from. The TEALS vision is to put high-tech professionals like myself in schools to teach computer science and to teach teachers to teach computer science.
I’m happy to have the opportunity but I’m also scared, I might as well put that out there. What am I scared of? Like everything else, that I won’t perform to expectations and that I’ll be exposed as a phony.
It would be nice if modesty prevented me from mentioning that my kid’s fraternity, the Alpha Tau Omega (ATO) chapter at UC Berkeley, was awarded the National Scholarship Award at the ATO National Congress for having the highest GPA of any ATO chapter in the nation.
“Yeah, and we actually have hard classes,” he said.
Via Philip Greenspun:
- people who are poorly educated are hired as schoolteachers
- teachers have limited autonomy (partly as a result of their low level of knowledge and ability)
- schools have multiple missions, only one of which is education, which leads to a loss of focus
- teachers and administrators dwell on student and family backgrounds so as to build up a catalog of excuses for poor educational outcomes
- parents are complacent regarding the low expectations set for their children
If a man neglects education, he walks lame to the end of his life.
— Plato (@PlatoQuote) July 11, 2014
You can’t make ends meet on 8 bucks an hour? I can see where that would be a problem. When did fast food jobs become jobs for family breadwinners? Fast-food jobs are for high-school kids.
You want to make $15 an hour? Simple: get a job that pays $15 an hour. What’s stopping you? Other than your lack of skills, education, motivation and accomplishments? If no employer is willing to pay you $15 an hour, then guess what? You’re not worth $15 an hour. You need to do something about that.
Why is $15 an hour the magic number? Why not $16? Or $17? Why not $50 an hour? At $50 an hour, everyone would make a nice 6-figure income and poverty would be a thing of the past, right?
If you raise the price of a product or service, the demand for the product or service goes down — at least a little bit. Is there a counterexample where raising the price of something makes the demand go up? I can’t think of one.
Let’s go a step further: If you set the price of a product or service at an artificially high level, e.g., double the market value that people are currently willing to pay, the demand for the product or service will fall off a cliff.
Example: Instead of setting a minimum price for labor, imagine setting a minimum price for cars: $30,000. What would happen? No effect on the market for cars that already cost $30,000+, but the market for Honda Civics, Toyota Corollas, etc. would dry up. No one wants to pay X dollars for something that’s worth a lot less than X dollars.
A lot of low-skill jobs have been or could be automated out of existence. Think about that the next time you pay a machine at a parking garage or tool booth, or use an ATM, or check out your own groceries at the supermarket.
I was in a sandwich shop the other day and there were no humans taking orders. Instead, there were several tablet-sized touch screens with card readers. Swipe your credit card and select your order.
Fast food restaurants can’t get rid of everyone overnight, but there’s nothing like doubling the cost of labor to get business owners looking at all possible labor-reduction options.
P.S. I didn’t cherry-pick that photo. It’s from a Salon article that’s actually supportive of a minimum wage increase.
In reporting on yesterday’s Supreme Court decision to uphold a Michigan ban on the use of racial preferences in admissions to public universities, the New York Times looks at results in other states that have banned racial preferences.
Here’s what the Times says about my state, California, which voted to ban racial preferences in UC admissions in 1998:
Hispanic and black enrollment at the University of California, Berkeley, and the University of California, Los Angeles dropped sharply after voters approved a statewide ban on affirmative action. Those numbers have not recovered, even as the state’s Hispanic population has grown.
That is a misleading analysis for a couple of reasons:
One: Affirmative action was banned at all UC campuses, not just Berkeley and UCLA. Ignoring all the other campuses allows the Times to say that black and Hispanic enrollment “dropped sharply” when there was actually only a 2 percent decline in black and Hispanic enrollment in the University of California system as a whole.
Among other campuses, black and Hispanic enrollment was
* up 22 percent at UC Irvine
* up 18 percent at UC Santa Cruz
* up 65 percent at UC Riverside
There’s been a redistribution of black and Hispanic students, but not a sharp drop in enrollment.
Two: It doesn’t make sense to look at changes in enrollment without also looking at changes in graduation rates.
The number of black and Hispanic students graduating from UC schools
* in four years: up 55 percent
* in four years with a GPA of 3.5 or higher: up 63 percent
* with degrees in science, mathematics and engineering: up nearly 50 percent
* with doctoral degrees: up 20 percent
UCLA and (especially) Berkeley are elite universities. Black and Hispanic students who were admitted based on genetics rather than academic qualifications couldn’t compete at that level and had to drop out.
Who was helped? The dropouts? No. The qualified applicants who were passed over? No. It was a lose-lose scenario.
Now that students are admitted, regardless of race, to schools that they’re academically qualified to attend, graduation rates are much higher.
Always look askance at analysis of college admission policies in the absence of information on graduation rates.