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Photo: Boston Globe
Students at Abaarso, the secondary school that a former hedge fund manager founded in Somaliland. Over the past eight years, the school has placed more than 80 students in international boarding schools or colleges.

Some people in tech start-ups or finance make a lot of money at a young age and then decide to do something for the world. Johnathan Starr is such a person.

James Sullivan has the story at the Boston Globe.

“It was no ordinary test for Mubarik Mohamoud. As the first student from the Abaarso School of Science and Technology to be accepted into an American school, Mubarik could create untold opportunities for his schoolmates with a successful transition to Worcester Academy.

“On the other hand, if he stumbled, his peers’ hopes might be dashed.

“Jonathan Starr, a former hedge fund manager who started Abaarso eight years ago in the breakaway African republic of Somaliland, chuckles as he recalls his demanding expectations for Mubarik. When he learned that his prize student was worried ‘the entire future is on his shoulders,’ he responded, ‘Good! He’s been listening.’

“Starr … has just published a book, ‘It Takes a School: The Extraordinary Story of an American School in the World’s No. 1 Failed State,’ about his rash decision to bring a rigorous education to the former region of Somalia, and the remarkable group of teachers and students who brought that vision to reality.

“By his early 30s, Starr had amassed significant wealth and achievement as a systems savant for Fidelity Investments and later with his own hedge fund, Cambridge-based Flagg Street Capital. But he still felt a nagging desire to do something meaningful with his life. …

“A movie buff, he was drawn to inspirational classroom films like ‘Stand and Deliver,’ the 1988 story of East Los Angeles math teacher Jaime Escalante. And for some time, he writes in his book, he had harbored an idea ‘to start a school for really talented kids who have great potential that will otherwise go wasted.’ …

“When he first arrived in Somaliland, almost all of the republic’s schools had been destroyed or run into the ground by the Somali civil war. Covering grades 7-12, Abaarso, named for the town the school is in, now serves 212 students on its walled, multibuilding campus. Acceptance is competitive. …

“Mubarik graduated from Worcester Academy — Starr’s alma mater — in 2013. This spring, after majoring in electrical engineering and computer science, he’ll graduate from M.I.T. Having specialized in autonomous robotics, he’d like to help engineer driverless cars. It’s an astounding trajectory for a boy who grew up in a world so rural, he mistook the first motor vehicles he saw to be some kind of bizarre domesticated animal.

“ ‘I do not feel exceptional,’ says Mubarik, ‘but I do feel lucky.’ ”

More here.

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Photo: Taught by Finland
Taught by Finland promotes a play-centered approach to early education and writes loving posts about “the joyful, illiterate kindergartners of Finland.”

On Facebook, I’ve been following Taught by Finland, which highlights the Finnish approach to education (e.g., lots of playtime for young children) and posts links to related research and stories.

In higher grades, Finns usually outrank American students by a lot on standardized tests. That may have multiple causes, but it seems reasonable to ask what Finland is doing right and what would happen if American schools were to lighten up.

A school in Burlington, Vermont, is beginning to get answers to that question.

Nicole Higgins DeSmet writes at the Burlington Free Press, “Five months after a no-homework policy went into effect, Orchard Elementary parents report that after-school reading is flourishing.

” ‘We have a first grader, and at her age it’s as much a chore for the parents as the kids,’ parent Rani Philip said about homework. ‘Instead we’ve been spending time reading. We don’t have to rush.’

“Philip said her husband was skeptical, but now he’s convinced. Other parents who were surprised by the policy said their children are reading more. …

“[Kindergartner Sean Conway] hid behind his dad’s legs but managed to share that his solo literary conquest was the book ‘Spirit Animals.’

“Teachers at Orchard voted unanimously before the start of the school year to end homework for their kindergarten through fifth-grade students. Instead students are encouraged to read, play games and be kids.

“Orchard Principal Mark Trifilio sent a homework policy survey to parents in November. Of those parents, 254 sent back answers. About 80 percent indicated they agree with the policy.

“Parents reported in the survey concern that their fifth-graders might miss skills that will help them succeed in middle school. …

“Lolly Bliss, a fifth-grade teacher with 25 years experience, said her students will be prepared to accomplish more because they are freed from busywork — which is how she defined some homework.

“She has more time to accomplish academic goals in class because she doesn’t have to spend time on kids’ and parents’ anxieties about missing or incomplete homework.

” ‘We get a lot done in a calm class,’ Bliss said.”

If you read the rest of the story, you’ll see that some parents fear children are missing needed skills. They may not take into account how difficult it is to learn if you are stressed. I hope someone will tell those parents about Finland.

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Some schools are taking the current push for STEM skills (science, technology, engineering and math) a step further and putting kids on project teams with students from around the world. While you are learning science, you are getting to know what life is like somewhere else.

Dugan Arnett writes at the Boston Globe, “In just a few weeks’ time, the students in Kathy Wright’s Richard J. Murphy K-8 School STEM class have developed a keen grasp of Costa Rican culture.

“ ‘They don’t get snow there,’ said Jayd’n Washington, a 12-year-old seventh grader at the Dorchester school. Added fellow 12-year-old Fabian Riascos, ‘They have their own currency.’

“Their burgeoning interest in the Central American country stems not from a recent geography lesson plan — it’s the result, instead, of a program called Design Squad Global, which pairs American middle-school classes with students from other countries in a kind of virtual pen-pal relationship.

“Created by WGBH Boston as a spinoff of the old PBS television series ‘Design Squad,’ the program serves, at its core, as a way to introduce young students across the globe to the importance of engineering-related projects.

“But another goal — and one that organizers seem to value as much as anything — is the program’s ability to connect children from various locations, backgrounds, and cultures. …

“The DSG program connects kids ages 10-13. Currently, it operates in 25 American cities — including Boston, Chicago, and New York — and eight countries, from Brazil to Jordan to South Africa.

“At the start of the program, which can run either six or 12 weeks, two classes from different countries are paired together. In online correspondence, they tick off their names, nicknames, and interests — and as they tackle a collection of weekly projects, a virtual relationship blossoms. …

“The focus is on real-world problem-solving. Participants are charged with designing and constructing scaled-down versions of a number of projects: a structure that can withstand an earthquake, an emergency shelter, an adaptive device for someone with disabilities.

“ ‘Middle school kids can come up with some amazing solutions,’ said Mary Haggerty, who oversees educational outreach at WGBH. ‘It makes you feel very hopeful for the future.’ ”

More here.

Photo: Jonathan Wiggs/Globe staff
Jhondell Smith-Young tested his STEM project for a Dorchester class that assigns him to an international team.

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My high school friend Susie posted this KQED article on Facebook. I couldn’t agree more with its focus on the value of daydreams and allowing everyone adequate  time to recharge batteries.

Referencing today’s many distractions, KQED reporter Katrina Schwartz writes, “Many people believe they are skilled multitaskers, but they’re wrong. Neuroscience has shown that multitasking — the process of doing more than one thing at the same time — doesn’t exist.

“ ‘The brain doesn’t multitask,’ said Daniel Levitin, author and professor of psychology, behavioral neuroscience and music at McGill University on KQED’s Forum program. ‘It engages in sequential tasking or unitasking, where we are shifting rapidly from one thing to another without realizing it.’ The brain is actually fracturing time into ever smaller parts and focusing on each thing individually. …

“The brain has a natural way of giving itself a break — it’s called daydreaming. ‘It allows you to refresh and release all those neural circuits that get all bound up when you’re focused,’ Levitin said. …

“[Daydreaming] is particularly important for students, who are often asked to sit through a long school day with very few breaks. Lots of research has shown the importance of recess and free play time for academic success, but schools still tend to emphasize time spent in class ‘learning’ over a more nuanced view of how and why kids learn.

“ ‘Children shouldn’t be overly scheduled,’ Levitin said. ‘They should have blocks of time to promote spontaneity and creativity.’ Without that time, kids don’t have the mental space to let new ideas and ways of doing things arise. Daydreaming and playing are crucial to develop the kind of creativity many say should be a focal point of a modern education system.” More.

Time to think, time to free associate, is not just important for kids. If the electric handwarmers I use in winter take twice as long to recharge as to expend their stored heat, then I, too, should have double time to recharge after engaging on anything. You, too.

Photo: Brynja Eldon/Flickr

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I’ve read about book lovers delivering books to children and adults by camel, donkey, portable Uni bookshelf and van. Now at the BBC, Theodora Sutcliffe reports on a sailboat that can get books to watery places in Indonesia.

“The toothless steersman positioned the rudder. A second sailor, balancing barefoot on an outrigger, coaxed an elderly engine into life. A third poled the boat away from the trash-strewn beach. In West Sulawesi, Indonesia, a ground-breaking mobile library was on its way.

“The Perahu Pustaka (Book Boat) is sorely needed. In a recent study of 61 nations for which data was available, Indonesia ranked second worst for literacy – only Botswana scored lower. More than 10% of the West Sulawesi’s adult population cannot read, while in many villages, the only book available is a solitary copy of the Quran.

“So in 2015, local news journalist Muhammad Ridwan Alimuddin decided to combine his twin passions for books and boats by setting up a mobile library on a baqgo, a small traditional sailboat. His aim? To bring fun, colourful children’s books to remote fishermen’s villages and tiny islands in the region where literacy is low and reading for pleasure virtually non-existent. He preaches the joy of reading. …

“Despite never finishing university, he has written 10 books on maritime culture and helped sail a small traditional pakur craft from Sulawesi to Okinawa in Japan. His love of the sea can be seen in his maritime museum, a collection of model and antique boats, which shares space with his library. And he uses the boat journeys, which can mean up to 20 days at sea, to research and make YouTube documentaries on the fishing and seafaring life of his native Mandar people. …

“As we closed in on the oyster-farming village of Mampie on the West Sulawesi coast, a gaggle of children emerged from the palms to watch the library boat pull in. Others stopped the hard, repetitive work of shucking oysters as Alimuddin, a volunteer from his home village and his crew of three unrolled plastic mats and covered them in books.

“Excited children dived into the brightly coloured tomes; their mothers, some with babies, were more circumspect.

“ ‘We have low expectations,’ Alimuddin said. ‘We want them to use the books – that’s all.’

“With more than 17,000 islands scattered across the Indian and Pacific oceans – some virtually in the Philippines, others close to Australia or butting up against Singapore – education in Indonesia is a constant struggle. …

“ ‘When you see a child smile and open a book, all your problems disappear,’ Alimuddin said with a smile of his own.” More here.

Photo: Theodora Sutcliffe
In 2015, Alimuddin decided to combine his twin passions for books and boats by setting up a mobile library.

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Dorcas International of Rhode Island is a refugee-resettlement and immigrant-support organization that also offers education programs and services to native-born residents.

On the nonprofit’s website, you can find uplifting stories of DIIRI beneficiaries. Here is one.

Sidy Maiga, a master percussionist from Mali, wanted to take his skills to the next level. The first step was to get over his insecurity about education.

“His mastery of the djembe, a drum of West African origin that is rope-tuned [and] shaped like a large goblet, has taken him on tours all over the world and as a teacher in schools all over the East Coast … But without a high school diploma, he felt like he had hit a wall. …

“Sidy heard from friends about things you could do at Dorcas International Institute of Rhode Island. …

“He admits he was hesitant about going to school again. … He enrolled in an ESL [English as a Second language] class to get up to speed” before taking the high school equivalency test known as the GED “and felt himself getting discouraged — so he stopped going to class.

“However, after getting encouraging calls from DIIRI staff, Sidy decided he would give it another shot. … ‘I think they saved my life, and I’m glad I came back.’ …

“With the help and encouragement of DIIRI staaff, Sidy decided the next step would be college.”

Sidy starts at Berklee College of Music this year and says, “Once I learn the academic way of music, then I can teach African music to the world.”

More here.

Photo: Dorcas International Institute
Malian djembe drummer Sidy Maiga says Dorcas staff “saved my life.”

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I liked this local story about a new approach to helping students who have special needs master independent-living skills while still connected with high school. It’s not hard to imagine the satisfaction students will gain from this volunteer-powered opportunity.

Brittany Ballantyne writes at the Valley Breeze, “Thanks to $15,000 donated from Lowe’s Home Improvement stores and the help of volunteers, students in the transition program at North Providence High School [NPHS] will start the school year in a new state-of-the-art transitional apartment space.

“Christopher Jones, special education director, said six Lowe’s stores donated $2,500 each to help build a studio apartment in the building at 1828 Mineral Spring Ave., where students will learn how to prepare and cook food, do laundry, type up resumes, make a bed and become [nursing assistant] certified if they choose.

“By the start of the academic year, Jones said, students ages 18 to 21 in the program will be able to get to work in the space …

“Jones envisioned giving the students an experience where they moved up not just in academics, but also in the NPHS building after receiving their diplomas. What were two in-school suspension classrooms [have been] transformed into the apartment after space was reconfigured in the high school, Jones explained. …

“He said the apartment space will be used anytime students aren’t out in the community getting hands-on work experience.”

More at the Valley Breeze, here.

Photo: The Valley Breeze
Students in the transition program at North Providence High School get apartment-style space to practice how to prepare food and cook, do laundry, make beds and write resumes.

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Photo: Aram Boghosian for The Boston Globe
Jean Devine (left) and Jayden Pineda, 7, make a meadow at the Waltham Y.

I’m excited that today the Boston Globe caught up with my friend Jean’s terrific biodiversity-education outreach. Readers may recall that I blogged here and here about how she and Barbara Passero got started on “meadowscaping” — hoping to ween homeowners from using pesticides and herbicides that harm the environment and contribute to global warming.

Debora Almeida reports on the educators’ latest work with kids: “Swimming, crafting, and playing games are staples of day camp, but kids at the Waltham YMCA are doing something new this summer.

“They’re learning how to plant and cultivate a meadow — and why they should.

“ ‘We just want to save the world, that’s all,’ said Barbara Passero, cofounder of Meadowscaping for Biodiversity, an outdoor environmental education program for students of all ages, which has partnered with the Y for the project.

“Over the course of the summer, Passero and program leader Jean Devine are teaching children the fundamentals of meadow upkeep and the importance of planting exclusively native plants. They are the best hosts for pollinators, such as bees, butterflies, and moths. In turn, the insects attract other wildlife such as birds and rabbits, building biodiversity.

“While some people’s first instinct would be to spray pesticides to protect their hard work from leaf-munching insects, Passero knows that birds will take care of the insects on their own. She also refuses to use any toxic substances around the children, who truly get their hands dirty digging in the meadow. Seth Lucas, program administrator at the Waltham Y, said kids love the activity. …

“The meadow started as a patch of weedy grass, but is in the process of becoming a 10-by-60-foot flourishing garden. Passero and Devine are setting the meadow up for success with native plants that come back year after year. The plants are self-sustaining and spread on their own.”

Such a happy story! Do read the whole thing here.

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The Atlantic magazine says Estonia is the new Finland, meaning that it is doing a bang-up job with quality education for all. Educating the poor turns out to be a salient strength of the system.

Sarah Butrymowicz writes, “In 2012, Estonia’s 15-year-olds ranked 11th in math and reading and sixth in science out of the 65 countries that participated in an international test that compares educational systems from around the world (called the Programme for International Student Assessment, or PISA).

“In addition to beating out western nations such as France and Germany and essentially tying Finland in math and science, Estonia also had the smallest number of weak performers in all of Europe, about 10 percent in math and reading and 5 percent in science.”

In comparison, the United States hovers in the middle of the pack.

“While there is less income inequality in Estonia than in the United States—and, with 1.3 million people, the country is significantly smaller—the Baltic nation also has its share of cultural diversity.

“When it achieved independence from the Soviet Union 25 years ago, Estonian became the official language and the language of school instruction. Yet about a fifth of its students come from families that still speak Russian at home, and they have historically lagged behind their native speaking counterparts on tests such as PISA. …

“Marc Tucker, president of National Center on Education and the Economy in Washington, D.C., visited Estonia last year to find out what they’re doing right. He said that after the fall of the Iron Curtain other former Soviet satellites, such as Hungary and the Czech Republic, transitioned to a system preferentially suited to the needs of its elites. Estonia, however, kept giving equal opportunities to students of all backgrounds. …

“There are many factors that may contribute to Estonia’s success on PISA beyond their focus on equality. Education continues to be highly valued. Teacher autonomy is relatively high, which has been shown to be related to better test scores. Teachers stay with the same students in grades one to three – or sometimes even up to sixth grade – allowing deep relationships to develop.”

Maybe we could learn something from this small Baltic state. Read more here about why Estonian students are so successful on tests and whether they are happy with the system and why the country is trying to encourage more individuality and creativity without losing rigor.

Photo: Ints Kalnins / Reuters
First graders take a computer class in Tallinn, Estonia.

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Among all the sad aspects of the refugee crisis, children in refugee camps going without any education — sometimes for years — has to be one of the saddest.

10 million under the age of 8 are displaced

Fortunately, there are occasional rays of light, such as adult refugees deciding to start their own school. And here is a story from Mashable about a partnership between the International Rescue Committee and the makers of Sesame Street.

Matt Petronzio writes, “A new partnership between Sesame Workshop, the brand’s educational nonprofit, and global humanitarian aid organization International Rescue Committee (IRC) will allow the two groups to develop, distribute, and test educational resources and programs designed with young refugees in mind. …

“The first phase is to develop educational multimedia content that can reach children living in displaced or resettled communities through mobile devices, radio, TV and printed materials in engaging, enjoyable ways.

” ‘We really set out to find a partner that complements our offerings, and I think the IRC is ideal,’ said Sherrie Westin, executive vice president of global impact and philanthropy at Sesame Workshop. …

“Sesame Workshop and the IRC will adapt existing Sesame products and content for regions where the two organizations already have a presence working with young children and their families. …

“The partnership is aimed at the children who make up half of the record 60 million people currently displaced around the world, specifically the one-third of that population under the age of eight. In addition to a lack of education, these children also often deal with toxic stress and trauma.

” ‘We’ve seen time and time again, in the context of conflict and crisis, that those very young children don’t have a safety net to support them,’ Sarah Smith, senior director for education at the IRC, told Mashable. …

“Most recently [Sesame] launched Zari, the first local Muppet in Afghanistan, a country where many young children lack access to education, especially girls.

“Zari’s gender was a deliberate choice to promote girls’ empowerment — an example of tailoring curricular goals to the needs of a particular country. (According to Westin, recent research showed that fathers in Afghanistan changed their minds about sending their daughters to school after watching Baghch-e-Simsim, the local language version of Sesame Street.)”

More at Mashable.

Image: Vicky Leta/Mashable

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The article by Astrid Zweynert and Ros Russell begins, “Boys campaigning for girls’ education is not common in most parts of the world, but in India’s Rajasthan state, they are at the heart of a drive to get more girls into schools.

Educate Girls trains young people to go into villages to find girls who are not in the classroom in a country where more than 3 million girls are out of school.

“Some 60 percent of Educate Girls’ 4,500 volunteers are boys, founder and executive director Safeena Husain told the Thomson Reuters Foundation.

” ‘Having these boys as champions for the girls is absolutely at the core of what we’re trying to achieve,’ Husain said in an interview as she was awarded the $1.25 million Skoll Award for Social Entrepreneurship, the largest prize of its kind. …

“In Rajasthan, 40 percent of girls leave school before reaching fifth grade, often because their parents do not see education as necessary for their daughter because she is going to get married or stay at home to do housework, Husain said. …

“Educate Girls’ approach to is to define hotspots where many girls are out of school, often in remote rural or tribal areas, and then deploy its volunteers to bring them back into the classroom, said Husain.”

There’s plenty of research showing that when girls are educated, the standard of living in a country goes up. Educated girls “are less likely to get married at an early age or to die in childbirth, they are likely to have healthier children and more likely to find work and earn more money.”

More at the Christian Science Monitor, here.

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Are you familiar with the “Lens” blog at the NY Times? It focuses on “photography, video and visual journalism.” Here David Gonzalez writes about the photos of Putu Sayoga.

[Hat tip: Asakiyume on twitter.]

“If you live in a far-off place, a library may be something you’d only read about in books. That is, if you had books to begin with.

“That became the mission of Ridwan Sururi, an Indonesian man with a plan — and a horse. Several days a week, he loads books onto makeshift shelves he drapes over his steed, taking them to eager schoolchildren in the remote village of Serang, in central Java. ..

“Mr. Sayoga, a co-founder of the collective Arka Project, had seen something about the equine library on a friend’s Facebook page. It reminded him of his own childhood, where his school had only out-of-date books. Intrigued, he reached out to Mr. Sururi, who offered to put Mr. Sayoga up in his home while he spent time photographing Mr. Sururi on his rounds. …

“Mr. Sururi made a living caring for horses, as well as giving scenic tours on horseback. One of his clients, Nirwan Arsuka, came up with the book idea as a way of doing something to benefit the community, specifically a mobile library. He gave Mr. Sururi 138 books for starters. Most were in Indonesian, and the books included a lot with drawings.

“Children at the schools he visits can borrow the books for three days, and demand has been so great that he now has thousands of books.” More here. Check out the slide show.

Photo: Putu Sayoga

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Do we praise the work of librarians enough? I started following the Ferguson Library on twitter and Facebook after reading how it was the calm eye of the storm in Ferguson, Missouri, amid the 2014 riots. As a result, I now get good leads about other libraries. Here is a report on Ohio librarians who go the distance — and beyond.

Katie Johnson at School Library Journal describes her experience with “Play, Learn and Grow, a pop-up storytime and early learning program created through a collaboration between Twinsburg (OH) Public Library and Akron Metropolitan Housing Authority (AMHA). …

“I noticed that none of the children living in the housing development were coming to storytime at our library. I reached out to AMHA representatives, hoping they would be open to the idea of the library hosting a weekly program at the development. They were, partnering me with one of their employees, Kellie Morehouse, who was already working with families within the complex.

“We set up Play, Grow, and Learn in an unused room behind the apartment leasing office. Our initial goal was to get to know children age five and younger and their families through storytime, crafts, and free play. As the weeks went on, we saw everything that these families lacked: employment, education, transportation, healthy food, proper healthcare, access to preschool, even reliable phone service.”

They got involved in all those areas — helping children get vaccinations and nutritious food, for example, and arranging for isolated young mothers to address depression.

“Early experiences with storytime revealed a desire of the young mothers to interact with one another.  This led the AMHA representative to suggest teaming storytime with one of the organization’s programs for moms.  AMHA and a local behavioral health agency had been working together to provide maternal depression support groups to low-income women in other parts of the county. …

“Twice a month, the moms in our storytime are able to meet in a group setting with a professional to discuss their frustrations and worries. Mom-ME Time has become key, as so many of our moms are dealing with heavy pressures every day, and most do not have a strong support network. Being able to vent and get helpful parenting advice can be crucial to the choices they are making for their young children.”

It is worthy of applause when a librarian sees the whole child, not just a child in storytime, and tries to tackle the barriers to a better life. More here.

Photo: Katie Johnson/School Library Journal
Moms are included in programming for children.

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I’ve read before about inventive approaches to teaching math — and my daughter-in-law, who coaches teachers of math, probably knows most of them. But recently, the Washington Post examined a new method, one that uses dance.

Reporter Moriah Balingit described observing a kindergarten game that “actually was a serious math lesson about big and small and non-standard measurements. Dreamed up by [drama teacher Melissa] Richardson and kindergarten teacher Carol Hunt, it aims to get the children to think of animal steps as units of measurement, using them to mark how many it takes each animal to get from a starting line to the target.

“[Today] teachers are using dance, drama and the visual arts to teach a variety of academic subjects in a more engaging way. …

“The Wolf Trap Institute, based at the Wolf Trap Foundation for the Performing Arts, brought Richardson to Westlawn Elementary through a program that pairs art teachers with early-childhood educators to formulate math lessons. The program also provides professional development to teachers.

“And the program appears to have been effective: A study by the American Institutes for Research found that students in classes headed by Wolf Trap-trained teachers performed better on math assessments than did their peers being taught by teachers who were not in the program. …

“Researcher Mengli Song said the students in the program did not necessarily learn additional math content but they did demonstrate a better grasp of the material. And the effect was comparable to other early-childhood interventions. …

“Jennifer Cooper, director of the Wolf Trap Institute for Early Learning Through the Arts, said arts integration — particularly lessons where children get to move and play — is a good way to reach a lot of children who struggle with traditional book lessons.

“ ‘By embodying a concept . . . and putting it through your body in a multi-sensory way, you’re going to reach a lot of different kinds of learners,’ Cooper said.”

Read more at the Washington Post, here.

Photo: Bill O’Leary/The Washington Post
Teaching artist Melissa Richardson, right, from the Wolf Trap Institute, watches her kindergarten students at Westlawn Elementary School take large bear steps during a math lesson in Falls Church, Va.

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Do you ever read Kevin Lewis’s Sunday Globe column, “Uncommon Knowledge”? He covers new research in the social sciences. Thanks to him, I learned about this study on helping minority boys get engaged in education.

“A disproportionate number of students struggling academically are minorities, ” he writes. “Can we do better?

“In what they claim is the first credible study of the effect of an ethnically grounded education, researchers at Stanford analyzed the effect of a ninth-grade course offered in several San Francisco public schools covering ‘themes of social justice, discrimination, stereotypes, and social movements from US history spanning the late 18th century until the 1970s’ and requiring students ‘to design and implement service-learning projects based on their study of their local community.’…

“The researchers found that taking the course ‘increased attendance by 21 percentage points, GPA by 1.4 grade points, and credits earned by 23 credits (or roughly four courses).’ They call the results ‘surprisingly large effects,’ which were concentrated among boys.”

The paper, by Thomas S. Dee, and Emily Penner, is The Causal Effects of Cultural Relevance: Evidence from an Ethnic Studies Curriculum.” It was posted at the National Bureau of Economic Research in January.

More here.

Photo: Stanford University
Teacher David Ko instructs an ethnic studies class at Washington High School in San Francisco. A Stanford study found students benefit from such courses. Here, Ko is explaining an assignment about the role of advertising in reinforcing cultural stereotypes.

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