Jorge Werthein: Juan Carlos Tedesco: "El fracaso en el aprendizaje fomenta la violencia"

5 de abril de 2017

Juan Carlos Tedesco: "El fracaso en el aprendizaje fomenta la violencia"

¿Qué pasa con los chicos que van a la escuela y terminan delinquiendo?1. ¿Cómo se educa a los niños en situación de vulnerabilidad?2. ¿Los docentes conocen la pedagogía de la alfabetización?3. ¿Qué falta para que la educación argentina mejore?Entrevista completa a Juan Carlos Tedesco

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Education in the U.S.: The achievement gap: By the numbers By Valerie Strauss, Published: September 9 | Updated: Monday, September 10, 5:00 AM There are few things education researchers say they know with certainty. But virtually nobody disputes that socioeconomic status and the educational level of parents, especially mothers, are linked to the stubborn achievement gap between students of different races and ethnicities. Children from poor families do worse than kids from middle-class and wealthy families; children do better if their mother has a college degree, and overall, children of all ethnicities and races do better in schools with less than 25 percent of the student population from low-income families. The issue of how much out-of-school influences affect how well a child does in school has become controversial in today’s education debate, with many reformers insisting that a great teacher can overcome much if not all of the outside factors. Critics of this thinking say that research has shown that outside factors are generally more powerful and that it is the exception rather than rule that students facing myriad social issues can do well at school without any attention being given to remediate those problems. Where is the achievement gap the worst? According to 2011 national testing data, the gap between white and black students is wider in Washington, D.C., public schools than in any other urban district — despite efforts by former chancellor Michelle Rhee and current schools chief Kaya Henderson to close it. The persistent gap in the District reflects on the questionable nature of some of the “reforms” that have been implemented locally and elsewhere around the country — which too often ignore the outside-of-school influences that affect how well a student does in class. Here are some new statistics from a study on gaps in educational access and persistence just released by the U.S. Education Department’s National Center for Education Statistics. The study looks at the gender differences, which in some cases are almost non-existent and in other cases, significant in showing how males are falling behind in some areas. The statistics tell the story: *In 2010, some 21 percent of children under age 18 were living in poverty. [In 2011, the Census Department released new figures that showed that 22 percent of American children were living in poverty.] * Here’s the percentage of students in low- and high-poverty public elementary and secondary schools, by race/ethnicity and sex: School year 2010–11 1) Total includes other racial/ethnic groups not shown separately in the figure. NOTE: Low-poverty schools are those where 25 percent or fewer students were eligible for free or reduced-price lunch; high-poverty schools are those where more than 75 percent of students were eligible for free or reduced-price lunch. Race categories exclude persons of Hispanic ethnicity. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "Public Elementary/Secondary School Universe Survey," 2010–11. * In 2010, about 11 percent of children between the ages of 6 and 18 lived in a household where neither parent had earned at least a high school credential (either a diploma or an equivalency credential such as a General Educational Development [GED] certificate). *The poverty rate for children living with a female parent with no spouse present in 2010 was an average 44 percent. Broken down: 52.8 percent for American Indians; 51.3 percent for blacks; 49.6 percent for Hispanics; 35.1 percent for whites; 33.2 percent for Native Hawaiian/Pacific Islanders; 29.3 percent for Asians. * Here’s the percentage of children ages 6–18 whose parents’ highest level of educational attainment was less than high school completion, by child’s race/ethnicity and sex: 2010 ! Interpret data with caution. The coefficient of variation (CV) for this estimate is 30 percent or greater. 1) Total includes other racial/ethnic groups not shown separately in the figure. NOTE: Parent education reflects the highest level of education attained by any parent residing with the child. Parents include adoptive and step-parents but exclude nonresidential parents. Race categories exclude persons of Hispanic ethnicity. SOURCE: U.S. Department of Commerce, Census Bureau, American Community Survey, 2010. * Percentage of children ages 6–18 whose parents’ highest level of educational attainment was a bachelor’s degree or higher, by child’s race/ethnicity and sex: 2010 1) Total includes other racial/ethnic groups not shown separately in the figure. NOTE: Parent education reflects the highest level of education attained by any parent residing with the child. Parents include adoptive and step-parents but exclude nonresidential parents. Race categories exclude persons of Hispanic ethnicity. SOURCE: U.S. Department of Commerce, Census Bureau, American Community Survey, 2010. * In 2009, ninth-graders were asked to indicate the highest level of education they expected to achieve. A lower percentage of males than females (53 vs. 59 percent) expected to complete a bachelor’s or graduate/professional degree. This pattern held for white males and females — 56 vs. 63 percent — and black males and females — 54 vs. 61 percent — but no measurable differences by sex were observed for other racial/ethnic groups. * Percentage of students scoring at or above the Proficient level of the National Assessment of Educational Progress (NAEP) science assessment, by grade, race/ethnicity, and sex in 2009. NAEP is often called the nation’s report card. Notice who does best here. 1) Reporting standards for American Indian/Alaska Native 12th-graders were not met; therefore, data for this group are not shown in the figure. 2) Total includes other racial/ethnic groups not shown separately in the figure. NOTE: NAEP achievement levels define what students should know and be able to do. Proficient represents solid academic performance. Students reaching this level have demonstrated competency over challenging subject matter. NAEP reports data on student race/ethnicity based on information obtained from school rosters. Separate estimates for Asians and Native Hawaiians/Pacific Islanders were not available. Race categories exclude persons of Hispanic ethnicity. SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Science Assessment, NAEP Data Explorer. * The “averaged freshman graduation rate” for the class of 2008–09 was 75.5 percent among public school students. The rate is an estimate of the percentage of an entering ninth-grade class graduating in four years. Here’s the breakdown by racial/ethnic groups: 1) Total includes other racial/ethnic groups not shown separately in the figure. The United States total includes all 50 states and the District of Columbia. 2) The rate for American Indians/Alaska Natives excludes students served in schools operated by the Bureau of Indian Education. NOTE: AFGR is an estimate of the percentage of an entering freshman class graduating in four years. For 2008–09, it equals the total number of diploma recipients in 2008–09 divided by the average membership of the eighth-grade class in 2004–05, the ninth-grade class in 2005–06, and the 10th-grade class in 2006–07. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), State Dropout and Completer Data File: School year 2007–08, version 1b; School year 2008–09, version 1a State Non-Fiscal Data File: School year 2003–04, version 1b; 2004–05, version 1f; 2005–06 version 1b; 2006–07, version 1c LEA Dropout and Completer Data File (Restricted-Use): School year 2008–09, version 1a School File: School year 2003–04, version 1a; 2004–05, version 1b; 2005–06, version 1a; 2006–07, version 1c; 2008–09, version 1b. * In 2010, 22 percent of the school age population, or 11.8 million children ages 5 to 17, spoke a language other than English at home and 2.7 million spoke English with difficulty. Percentage of children ages 5–17 who spoke a language other than English at home and who spoke English with difficulty, by race/ethnicity and sex: 2010 ! Interpret data with caution. The coefficient of variation (CV) for this estimate is 30 percent or greater. 1) Total includes other racial/ethnic groups not shown separately in the figure. NOTE: Respondents were asked whether each child in the household spoke a language other than English at home. If they answered "yes," they were asked how well each child could speak English using the following categories: "very well," "well," "not well," and "not at all." All children who were reported to speak English less than "very well" were considered to have difficulty speaking English. A Spanish-language version of the American Community Survey (ACS) was available to respondents. Race categories exclude persons of Hispanic ethnicity. SOURCE: U.S. Department of Commerce, Census Bureau, American Community Survey (ACS), 2010. Here’s part of a blog post from The Root that talks about subgroup of black Americans who are achieving at high levels. You can see the rest of the post here. ....Despite it all, there is hope. There is a subgroup of black Americans in this country who continue to achieve at high levels, results that might provide some clues to solving one of our most persistent educational problems. First- and second-generation immigrants from Africa and the Caribbean, though only 13 percent of the nation’s blacks as a whole, represent 41 percent of all those of African descent at 28 selective universities and 23 percent of the black population at all public universities. Meanwhile, census data show that the children of these immigrants were more likely to be college-educated than any other immigrant or U.S.-born ethnic group, including white Americans. The success of these first- and second-generation immigrant blacks can be attributed to several factors, including where many of them choose to live as they raise families in America. In his seminal study, “Voluntary and Involuntary Minorities: A Cultural-Ecological Theory of School Performance with Some Implications for Education,” John Ogbu, then a professor of anthropology at the University of California at Berkeley, contended that immigrant black Americans live in more racially diverse communities and aren’t burdened by perceived black underachievement on standardized tests. This is largely because they lack a connection to predominantly U.S.-born black communities and they trust white institutions more than non-immigrant blacks. This leads them them to make housing choices based on the potential for greatest opportunity in education and employment, which tend to be in more diverse communities.... You can find the rest of the Root post here and the entire Education Department report here.

By Valerie Strauss , Published: September 9 | Updated: Monday, September 10,2012 There are few things education researchers say they ...
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MOOCs and the Mechanization of Education: Widening the Gap Between the Haves and Have-Nots (Greg Graham) by larrycuban Greg Graham teaches writing at a midwestern university. This appeared November 8, 2012 on his blog Sebastian Thrun left his tenured teaching job at Stanford University after 160,000 students signed up for his free online version of the course “Introduction to Artificial Intelligence.” The experience completely changed his perspective on education, he said, so he ditched Stanford and launched the private Web site Udacity, which offers online courses. “Having done this, I can’t teach at Stanford again,” Thrun said. “You can take the blue pill and go back to your classroom and lecture to your 20 students, but I’ve taken the red pill and I’ve seen Wonderland.” (Thrun is staying at Stanford as a research professor, but will not be teaching there). What exactly was the “Wonderland” that Thrun saw that sent him into such euphoric zeal that he discarded his position at a premier institution of higher education like he was trading in an old clunker at the car dealer? He saw those phenomenal numbers signing up for his class, and it made him dizzy with delight. Anybody with a Twitter account or Facebook page can understand the feeling. Your number of followers or friends can be a source of affirmation, proof that what you have to say is important. I was on Twitter for several weeks following anybody I found remotely interesting, and then someone told me that it is better to have more followers than followees, so I promptly started culling my list. I didn’t want to be a Twitter loser. But surely those adolescent impulses don’t affect scholars like Thrun. I teach writing at a mid-level university in the dead center of fly-over country; if 160,000 people signed up for an online course I was teaching, I’d probably take my shirt off, write 160K on my chest, and run around campus whoopin it up. But Thrun is above that, right? He’s driven by higher ideals, right? Well, I don’t know about you, but the longer I live, the more I realize people everywhere are just as likely to be driven by ego as by higher ideals. We’ve Got Discounts! Perhaps Thrun and others like him have made the classic mistake of valuing quantity over quality, believing that more is better. Those huge numbers on their screens have made them drunk, clouding their judgment about what is wrong with our education system and what it will take to fix it. Folks often say technology is value neutral, when in fact there are many values inherent with technology, and one of them is volume. Like Wal-Mart, online education promises greater numbers reached; to hell with customer service and quality, we’ve got discounts! Thrun isn’t the only one plunging headfirst into the digital pool. From Education Secretary Arne Duncan on down to my son’s 8th grade teacher, the push for technology is relentless. If you’re not on board, the sentiment goes, you’re falling behind. Recent conversations have emerged about machines grading essays. Machines grading essays. Some are seriously asking if machines can match teachers in effectively assessing student essays. Peering behind the curtain of this essay-grading wizardry, here’s what I see: less demand on teachers, fewer teachers needed, somebody making money with a product. Believe me, as a teacher of writing at the college level, there are times I would give anything for a shortcut to responding to a pile of freshmen essays. It can be grueling work. But I am like most writing teachers — an idealist, in it for the love of learning. Why else would we do it? So my colleagues and I plow through those papers, knowing we are giving our students the best chance at growth and success. We’ve got to question the motivations behind these moves. I’m sure online educators are motivated by the sight of an abundance of learners, but what are the chances that over time those numbers will lose their meaning? Kind of like a person disrobing for a web cam or publishing a lewd video. Surely he or she gets excited about gaining an audience of hundreds or even thousands, but that thrill lacks the true fulfillment of a genuine loving relationship. I imagine such a person initially enjoying all the attention, but eventually continuing the practice for one reason only: money. Is this too extreme an analogy to apply to “Wonderland” Thrun and his internet colleagues? Is it possible that Thrun’s ecstatic experience with online teaching will eventually subside, that the huge numbers won’t provide the buzz they once did, and that all he will be left with is the money that can be made from his venture? What the future holds I don’t know Thrun, nor am I a psychologist or a shaman, so I can’t pretend to know what motivates him. I certainly support his right to quit teaching at Stanford and start his own business, um, altruistic educational venture. I wish him the best in Wonderland. But I’m from Smallville, where the majority of Americans get their education, and it’s a million miles from Wonderland. The great majority of our students will never take Thrun’s course because, frankly, it would be over their heads. My concern is for them and the trickle-down effect that the furor over MOOCs (Massive Open Online Courses) will have on their education. Though they are not the demographic Thrun is targeting, students like them, who are average or struggling, are the ones who will suffer if this trend continues to grow. Ironically, though the move toward the mechanization of education is being advanced by some of the nation’s most élite universities, in the end it will be the lower half of the student population that will be forced out of the traditional classroom, widening the gap between the haves and the have-nots. You might think I’m overreacting. Alarmists rise up every time technology takes a leap forward. But I want you to cast your mind 20, 30, 40 ahead. It is not hard to imagine a day when only the élite will experience a face-to-face education. The great masses will be educated online. Colleges will be the first to switch, but the change will slowly overtake secondary and primary education as well. How can this happen, you ask? Because the move toward the mechanization of education is driven by a holy trinity of interests forming an unstoppable alliance. Consider: 1) State & Local Governments – As budgets are squeezed, state governments are cutting back education funding, looking for ways to cut education costs. Several state governments have already mandated at least one online course for high school students, paving the way for the future. 2) School Administrators – As school budgets feel the pinch, administrators find that online classes are most cost effective. Money talks. 3) Technology Companies – Big money comes to state and local government, school administrators, and teachers, offering goodies galore in exchange for using their products in the classroom. What better way to expand their market than by luring younger customers through the classroom? The infiltration of business into education is a problem that is only going to grow. It is unlikely that our higher ideals will be able to stop these forces. Changing Higher Education Forever “The Stanford Education Experiment Could Change Higher Education Forever,” read a recent Wired Magazine headline about Thrun’s online class. Indeed, many universities are jumping on the MOOC bandwagon. Earlier this year, Harvard University and the Massachusetts Institute of Technology announced they were also feeling the love, and joined forces to offer a variety of free courses online in a partnership they’re calling “edX.” These changes may be exciting for intellectually driven people in the U.S. and around the world who will finally have access to the lectures of elite thinkers, but the impact on the average American student is murkier. What these students need most isn’t to hear amazing ideas from brilliant teachers – these students need immediacy. Immediacy The average high school and college student in the U.S. has a modest level of literacy. In order to thrive in education, they need immediacy. Teachers who practice immediacy call students by name, get to know them personally, and give the occasional pat on the back. As a college writing teacher with class sizes limited to 25 students, I’ve always prided myself on learning my student’s names within two weeks of classes starting. I go over a list of their names and recall their faces. My previous college provided me a picture roster, which enabled me to get a head start on learning names. One of my role models at that school was a woman who has taught there for over twenty years. One semester, she taught in the same classroom immediately after me. As I was gathering up my stuff after the first day of class, I was blown away as she greeted every student who walked through the door by name, treating them as if they were old friends. That’s immediacy. More than mere friendliness, immediacy means students receive customized instruction. Teachers learn what makes each student tick, pushing and prodding one, giving space to another, according to each one’s needs. Teaching is an art form. An imperfect art from, no doubt, but an art form nonetheless. It requires the teacher’s entire person, all the senses, including intuition. And it requires every tool in the teacher’s bag, including tactile and other forms of non-verbal communication. At a recent rally in D.C. protesting the Obama administration’s education policies that are centered on standardized tests, actor Matt Damon (whose mom is a teacher) summed up the role of teachers very well: My teachers were free to approach me and every other kid in that classroom like an individual puzzle. They took so much care in figuring out who we were and how to best make the lessons resonate with each of us. They were empowered to unlock our potential. They were allowed to be teachers. That kind of awareness and responsiveness is achieved at the highest levels in a face-to-face context. That’s why many Silicon Valley parents, including executives from Google, Apple, and Ebay, send their children to the Waldorf School of the Peninsula, where no electronics are allowed in the classroom. They know what we know: the teacher motivating his or her students, and giving each of them the confidence needed to overcome every obstacle, is a very personal, creative, challenging task. Putting machines between the teacher and student (either online or in the classroom) alienates the ones about whom we claim to be most concerned: the struggling students. There’s No Place Like Place Students not only need immediacy, they also need a place for learning. One aspect of the radical disruption Thrun and others are advocating is taking education out of the classroom and putting it on the student’s personal screen so the student can learn on his or her own time in his or her own place. But has it ever occurred to them that the students with the greatest educational needs often don’t have a place conducive to learning at their disposal? For those students, a place of learning becomes a haven, an escape from the chaos that otherwise characterizes their lives. I know this because they’ve told me so. Place matters. It always has, and always will. Just ask the thousands of people who pay hundreds of dollars to attend TED conferences rather than watch the videos at home. Online courses from teachers like Thrun can provide excellent learning opportunities for many people. And students certainly need to develop competency using digital tools, especially for research. But that’s not what average students need most. Their greatest need is for mentors and teachers who can skillfully guide them through the learning process. Magical Thinking Unfortunately, Thrun is only one of many superstar thinkers who are getting caught up in the pizzazz of a massive digital audience. Giddy with their own potency (real or imagined), these thought leaders will add fuel to the fire in the push toward the mechanization of education. But the mechanization of education is an exercise in magical thinking. Exhausted and desperate for answers, we are tempted to think that machines can save us. But they can’t. Wonderland isn’t the answer. The greatest things happening in education are occurring in classrooms around the world, as teachers look into the eyes of their students and find ways to bring learning to life. It’s a sacred trust that we must not abdicate.

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Education in the U.S.: The achievement gap: By the numbers By Valerie Strauss, Published: September 9 | Updated: Monday, September 10, 5:00 AM There are few things education researchers say they know with certainty. But virtually nobody disputes that socioeconomic status and the educational level of parents, especially mothers, are linked to the stubborn achievement gap between students of different races and ethnicities. Children from poor families do worse than kids from middle-class and wealthy families; children do better if their mother has a college degree, and overall, children of all ethnicities and races do better in schools with less than 25 percent of the student population from low-income families. The issue of how much out-of-school influences affect how well a child does in school has become controversial in today’s education debate, with many reformers insisting that a great teacher can overcome much if not all of the outside factors. Critics of this thinking say that research has shown that outside factors are generally more powerful and that it is the exception rather than rule that students facing myriad social issues can do well at school without any attention being given to remediate those problems. Where is the achievement gap the worst? According to 2011 national testing data, the gap between white and black students is wider in Washington, D.C., public schools than in any other urban district — despite efforts by former chancellor Michelle Rhee and current schools chief Kaya Henderson to close it. The persistent gap in the District reflects on the questionable nature of some of the “reforms” that have been implemented locally and elsewhere around the country — which too often ignore the outside-of-school influences that affect how well a student does in class. Here are some new statistics from a study on gaps in educational access and persistence just released by the U.S. Education Department’s National Center for Education Statistics. The study looks at the gender differences, which in some cases are almost non-existent and in other cases, significant in showing how males are falling behind in some areas. The statistics tell the story: *In 2010, some 21 percent of children under age 18 were living in poverty. [In 2011, the Census Department released new figures that showed that 22 percent of American children were living in poverty.] * Here’s the percentage of students in low- and high-poverty public elementary and secondary schools, by race/ethnicity and sex: School year 2010–11 1) Total includes other racial/ethnic groups not shown separately in the figure. NOTE: Low-poverty schools are those where 25 percent or fewer students were eligible for free or reduced-price lunch; high-poverty schools are those where more than 75 percent of students were eligible for free or reduced-price lunch. Race categories exclude persons of Hispanic ethnicity. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "Public Elementary/Secondary School Universe Survey," 2010–11. * In 2010, about 11 percent of children between the ages of 6 and 18 lived in a household where neither parent had earned at least a high school credential (either a diploma or an equivalency credential such as a General Educational Development [GED] certificate). *The poverty rate for children living with a female parent with no spouse present in 2010 was an average 44 percent. Broken down: 52.8 percent for American Indians; 51.3 percent for blacks; 49.6 percent for Hispanics; 35.1 percent for whites; 33.2 percent for Native Hawaiian/Pacific Islanders; 29.3 percent for Asians. * Here’s the percentage of children ages 6–18 whose parents’ highest level of educational attainment was less than high school completion, by child’s race/ethnicity and sex: 2010 ! Interpret data with caution. The coefficient of variation (CV) for this estimate is 30 percent or greater. 1) Total includes other racial/ethnic groups not shown separately in the figure. NOTE: Parent education reflects the highest level of education attained by any parent residing with the child. Parents include adoptive and step-parents but exclude nonresidential parents. Race categories exclude persons of Hispanic ethnicity. SOURCE: U.S. Department of Commerce, Census Bureau, American Community Survey, 2010. * Percentage of children ages 6–18 whose parents’ highest level of educational attainment was a bachelor’s degree or higher, by child’s race/ethnicity and sex: 2010 1) Total includes other racial/ethnic groups not shown separately in the figure. NOTE: Parent education reflects the highest level of education attained by any parent residing with the child. Parents include adoptive and step-parents but exclude nonresidential parents. Race categories exclude persons of Hispanic ethnicity. SOURCE: U.S. Department of Commerce, Census Bureau, American Community Survey, 2010. * In 2009, ninth-graders were asked to indicate the highest level of education they expected to achieve. A lower percentage of males than females (53 vs. 59 percent) expected to complete a bachelor’s or graduate/professional degree. This pattern held for white males and females — 56 vs. 63 percent — and black males and females — 54 vs. 61 percent — but no measurable differences by sex were observed for other racial/ethnic groups. * Percentage of students scoring at or above the Proficient level of the National Assessment of Educational Progress (NAEP) science assessment, by grade, race/ethnicity, and sex in 2009. NAEP is often called the nation’s report card. Notice who does best here. 1) Reporting standards for American Indian/Alaska Native 12th-graders were not met; therefore, data for this group are not shown in the figure. 2) Total includes other racial/ethnic groups not shown separately in the figure. NOTE: NAEP achievement levels define what students should know and be able to do. Proficient represents solid academic performance. Students reaching this level have demonstrated competency over challenging subject matter. NAEP reports data on student race/ethnicity based on information obtained from school rosters. Separate estimates for Asians and Native Hawaiians/Pacific Islanders were not available. Race categories exclude persons of Hispanic ethnicity. SOURCE: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Science Assessment, NAEP Data Explorer. * The “averaged freshman graduation rate” for the class of 2008–09 was 75.5 percent among public school students. The rate is an estimate of the percentage of an entering ninth-grade class graduating in four years. Here’s the breakdown by racial/ethnic groups: 1) Total includes other racial/ethnic groups not shown separately in the figure. The United States total includes all 50 states and the District of Columbia. 2) The rate for American Indians/Alaska Natives excludes students served in schools operated by the Bureau of Indian Education. NOTE: AFGR is an estimate of the percentage of an entering freshman class graduating in four years. For 2008–09, it equals the total number of diploma recipients in 2008–09 divided by the average membership of the eighth-grade class in 2004–05, the ninth-grade class in 2005–06, and the 10th-grade class in 2006–07. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), State Dropout and Completer Data File: School year 2007–08, version 1b; School year 2008–09, version 1a State Non-Fiscal Data File: School year 2003–04, version 1b; 2004–05, version 1f; 2005–06 version 1b; 2006–07, version 1c LEA Dropout and Completer Data File (Restricted-Use): School year 2008–09, version 1a School File: School year 2003–04, version 1a; 2004–05, version 1b; 2005–06, version 1a; 2006–07, version 1c; 2008–09, version 1b. * In 2010, 22 percent of the school age population, or 11.8 million children ages 5 to 17, spoke a language other than English at home and 2.7 million spoke English with difficulty. Percentage of children ages 5–17 who spoke a language other than English at home and who spoke English with difficulty, by race/ethnicity and sex: 2010 ! Interpret data with caution. The coefficient of variation (CV) for this estimate is 30 percent or greater. 1) Total includes other racial/ethnic groups not shown separately in the figure. NOTE: Respondents were asked whether each child in the household spoke a language other than English at home. If they answered "yes," they were asked how well each child could speak English using the following categories: "very well," "well," "not well," and "not at all." All children who were reported to speak English less than "very well" were considered to have difficulty speaking English. A Spanish-language version of the American Community Survey (ACS) was available to respondents. Race categories exclude persons of Hispanic ethnicity. SOURCE: U.S. Department of Commerce, Census Bureau, American Community Survey (ACS), 2010. Here’s part of a blog post from The Root that talks about subgroup of black Americans who are achieving at high levels. You can see the rest of the post here. ....Despite it all, there is hope. There is a subgroup of black Americans in this country who continue to achieve at high levels, results that might provide some clues to solving one of our most persistent educational problems. First- and second-generation immigrants from Africa and the Caribbean, though only 13 percent of the nation’s blacks as a whole, represent 41 percent of all those of African descent at 28 selective universities and 23 percent of the black population at all public universities. Meanwhile, census data show that the children of these immigrants were more likely to be college-educated than any other immigrant or U.S.-born ethnic group, including white Americans. The success of these first- and second-generation immigrant blacks can be attributed to several factors, including where many of them choose to live as they raise families in America. In his seminal study, “Voluntary and Involuntary Minorities: A Cultural-Ecological Theory of School Performance with Some Implications for Education,” John Ogbu, then a professor of anthropology at the University of California at Berkeley, contended that immigrant black Americans live in more racially diverse communities and aren’t burdened by perceived black underachievement on standardized tests. This is largely because they lack a connection to predominantly U.S.-born black communities and they trust white institutions more than non-immigrant blacks. This leads them them to make housing choices based on the potential for greatest opportunity in education and employment, which tend to be in more diverse communities.... You can find the rest of the Root post here and the entire Education Department report here.

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MOOCs and the Mechanization of Education: Widening the Gap Between the Haves and Have-Nots (Greg Graham) by larrycuban Greg Graham teaches writing at a midwestern university. This appeared November 8, 2012 on his blog Sebastian Thrun left his tenured teaching job at Stanford University after 160,000 students signed up for his free online version of the course “Introduction to Artificial Intelligence.” The experience completely changed his perspective on education, he said, so he ditched Stanford and launched the private Web site Udacity, which offers online courses. “Having done this, I can’t teach at Stanford again,” Thrun said. “You can take the blue pill and go back to your classroom and lecture to your 20 students, but I’ve taken the red pill and I’ve seen Wonderland.” (Thrun is staying at Stanford as a research professor, but will not be teaching there). What exactly was the “Wonderland” that Thrun saw that sent him into such euphoric zeal that he discarded his position at a premier institution of higher education like he was trading in an old clunker at the car dealer? He saw those phenomenal numbers signing up for his class, and it made him dizzy with delight. Anybody with a Twitter account or Facebook page can understand the feeling. Your number of followers or friends can be a source of affirmation, proof that what you have to say is important. I was on Twitter for several weeks following anybody I found remotely interesting, and then someone told me that it is better to have more followers than followees, so I promptly started culling my list. I didn’t want to be a Twitter loser. But surely those adolescent impulses don’t affect scholars like Thrun. I teach writing at a mid-level university in the dead center of fly-over country; if 160,000 people signed up for an online course I was teaching, I’d probably take my shirt off, write 160K on my chest, and run around campus whoopin it up. But Thrun is above that, right? He’s driven by higher ideals, right? Well, I don’t know about you, but the longer I live, the more I realize people everywhere are just as likely to be driven by ego as by higher ideals. We’ve Got Discounts! Perhaps Thrun and others like him have made the classic mistake of valuing quantity over quality, believing that more is better. Those huge numbers on their screens have made them drunk, clouding their judgment about what is wrong with our education system and what it will take to fix it. Folks often say technology is value neutral, when in fact there are many values inherent with technology, and one of them is volume. Like Wal-Mart, online education promises greater numbers reached; to hell with customer service and quality, we’ve got discounts! Thrun isn’t the only one plunging headfirst into the digital pool. From Education Secretary Arne Duncan on down to my son’s 8th grade teacher, the push for technology is relentless. If you’re not on board, the sentiment goes, you’re falling behind. Recent conversations have emerged about machines grading essays. Machines grading essays. Some are seriously asking if machines can match teachers in effectively assessing student essays. Peering behind the curtain of this essay-grading wizardry, here’s what I see: less demand on teachers, fewer teachers needed, somebody making money with a product. Believe me, as a teacher of writing at the college level, there are times I would give anything for a shortcut to responding to a pile of freshmen essays. It can be grueling work. But I am like most writing teachers — an idealist, in it for the love of learning. Why else would we do it? So my colleagues and I plow through those papers, knowing we are giving our students the best chance at growth and success. We’ve got to question the motivations behind these moves. I’m sure online educators are motivated by the sight of an abundance of learners, but what are the chances that over time those numbers will lose their meaning? Kind of like a person disrobing for a web cam or publishing a lewd video. Surely he or she gets excited about gaining an audience of hundreds or even thousands, but that thrill lacks the true fulfillment of a genuine loving relationship. I imagine such a person initially enjoying all the attention, but eventually continuing the practice for one reason only: money. Is this too extreme an analogy to apply to “Wonderland” Thrun and his internet colleagues? Is it possible that Thrun’s ecstatic experience with online teaching will eventually subside, that the huge numbers won’t provide the buzz they once did, and that all he will be left with is the money that can be made from his venture? What the future holds I don’t know Thrun, nor am I a psychologist or a shaman, so I can’t pretend to know what motivates him. I certainly support his right to quit teaching at Stanford and start his own business, um, altruistic educational venture. I wish him the best in Wonderland. But I’m from Smallville, where the majority of Americans get their education, and it’s a million miles from Wonderland. The great majority of our students will never take Thrun’s course because, frankly, it would be over their heads. My concern is for them and the trickle-down effect that the furor over MOOCs (Massive Open Online Courses) will have on their education. Though they are not the demographic Thrun is targeting, students like them, who are average or struggling, are the ones who will suffer if this trend continues to grow. Ironically, though the move toward the mechanization of education is being advanced by some of the nation’s most élite universities, in the end it will be the lower half of the student population that will be forced out of the traditional classroom, widening the gap between the haves and the have-nots. You might think I’m overreacting. Alarmists rise up every time technology takes a leap forward. But I want you to cast your mind 20, 30, 40 ahead. It is not hard to imagine a day when only the élite will experience a face-to-face education. The great masses will be educated online. Colleges will be the first to switch, but the change will slowly overtake secondary and primary education as well. How can this happen, you ask? Because the move toward the mechanization of education is driven by a holy trinity of interests forming an unstoppable alliance. Consider: 1) State & Local Governments – As budgets are squeezed, state governments are cutting back education funding, looking for ways to cut education costs. Several state governments have already mandated at least one online course for high school students, paving the way for the future. 2) School Administrators – As school budgets feel the pinch, administrators find that online classes are most cost effective. Money talks. 3) Technology Companies – Big money comes to state and local government, school administrators, and teachers, offering goodies galore in exchange for using their products in the classroom. What better way to expand their market than by luring younger customers through the classroom? The infiltration of business into education is a problem that is only going to grow. It is unlikely that our higher ideals will be able to stop these forces. Changing Higher Education Forever “The Stanford Education Experiment Could Change Higher Education Forever,” read a recent Wired Magazine headline about Thrun’s online class. Indeed, many universities are jumping on the MOOC bandwagon. Earlier this year, Harvard University and the Massachusetts Institute of Technology announced they were also feeling the love, and joined forces to offer a variety of free courses online in a partnership they’re calling “edX.” These changes may be exciting for intellectually driven people in the U.S. and around the world who will finally have access to the lectures of elite thinkers, but the impact on the average American student is murkier. What these students need most isn’t to hear amazing ideas from brilliant teachers – these students need immediacy. Immediacy The average high school and college student in the U.S. has a modest level of literacy. In order to thrive in education, they need immediacy. Teachers who practice immediacy call students by name, get to know them personally, and give the occasional pat on the back. As a college writing teacher with class sizes limited to 25 students, I’ve always prided myself on learning my student’s names within two weeks of classes starting. I go over a list of their names and recall their faces. My previous college provided me a picture roster, which enabled me to get a head start on learning names. One of my role models at that school was a woman who has taught there for over twenty years. One semester, she taught in the same classroom immediately after me. As I was gathering up my stuff after the first day of class, I was blown away as she greeted every student who walked through the door by name, treating them as if they were old friends. That’s immediacy. More than mere friendliness, immediacy means students receive customized instruction. Teachers learn what makes each student tick, pushing and prodding one, giving space to another, according to each one’s needs. Teaching is an art form. An imperfect art from, no doubt, but an art form nonetheless. It requires the teacher’s entire person, all the senses, including intuition. And it requires every tool in the teacher’s bag, including tactile and other forms of non-verbal communication. At a recent rally in D.C. protesting the Obama administration’s education policies that are centered on standardized tests, actor Matt Damon (whose mom is a teacher) summed up the role of teachers very well: My teachers were free to approach me and every other kid in that classroom like an individual puzzle. They took so much care in figuring out who we were and how to best make the lessons resonate with each of us. They were empowered to unlock our potential. They were allowed to be teachers. That kind of awareness and responsiveness is achieved at the highest levels in a face-to-face context. That’s why many Silicon Valley parents, including executives from Google, Apple, and Ebay, send their children to the Waldorf School of the Peninsula, where no electronics are allowed in the classroom. They know what we know: the teacher motivating his or her students, and giving each of them the confidence needed to overcome every obstacle, is a very personal, creative, challenging task. Putting machines between the teacher and student (either online or in the classroom) alienates the ones about whom we claim to be most concerned: the struggling students. There’s No Place Like Place Students not only need immediacy, they also need a place for learning. One aspect of the radical disruption Thrun and others are advocating is taking education out of the classroom and putting it on the student’s personal screen so the student can learn on his or her own time in his or her own place. But has it ever occurred to them that the students with the greatest educational needs often don’t have a place conducive to learning at their disposal? For those students, a place of learning becomes a haven, an escape from the chaos that otherwise characterizes their lives. I know this because they’ve told me so. Place matters. It always has, and always will. Just ask the thousands of people who pay hundreds of dollars to attend TED conferences rather than watch the videos at home. Online courses from teachers like Thrun can provide excellent learning opportunities for many people. And students certainly need to develop competency using digital tools, especially for research. But that’s not what average students need most. Their greatest need is for mentors and teachers who can skillfully guide them through the learning process. Magical Thinking Unfortunately, Thrun is only one of many superstar thinkers who are getting caught up in the pizzazz of a massive digital audience. Giddy with their own potency (real or imagined), these thought leaders will add fuel to the fire in the push toward the mechanization of education. But the mechanization of education is an exercise in magical thinking. Exhausted and desperate for answers, we are tempted to think that machines can save us. But they can’t. Wonderland isn’t the answer. The greatest things happening in education are occurring in classrooms around the world, as teachers look into the eyes of their students and find ways to bring learning to life. It’s a sacred trust that we must not abdicate.

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