Category Archives: Testing

LA Times: Bush’s family profits from ‘No Child’ act

The Los Angeles Times: Bush’s family profits from ‘No Child’ act

Bush’s family profits from ‘No Child’ act
By Walter F. Roche Jr., Times Staff Writer
October 22, 2006

A company headed by President Bush’s brother and partly owned by his parents is benefiting from Republican connections and federal dollars targeted for economically disadvantaged students under the No Child Left Behind Act.

With investments from his parents, George H.W. and Barbara Bush, and other backers, Neil Bush’s company, Ignite! Learning, has placed its products in 40 U.S. school districts and now plans to market internationally.

At least 13 U.S. school districts have used federal funds available through the president’s signature education reform, the No Child Left Behind Act of 2001, to buy Ignite’s portable learning centers at $3,800 apiece.

The law provides federal funds to help school districts better serve disadvantaged students and improve their performance, especially in reading and math.

But Ignite does not offer reading instruction, and its math program will not be available until next year.

The federal Department of Education does not monitor individual school district expenditures under the No Child program, but sets guidelines that the states are expected to enforce, spokesman Chad Colby said.

Ignite executive Tom Deliganis said that “some districts seem to feel OK” about using No Child money for the Ignite purchases, “and others do not.”

Neil Bush said in an e-mail to The Times that Ignite’s program had demonstrated success in improving the test scores of economically disadvantaged children. He also said political influence had not played a role in Ignite’s rapid growth.

“As our business matures in the USA we have plans to expand overseas and to work with many distinguished individuals in Asia, Europe, the Middle East and Africa,” he wrote. “Not one of these associates by the way has ever asked for any access to either of my political brothers, not one White House tour, not one autographed photo, and not one Lincoln bedroom overnight stay.”

Funding laws unclear

Interviews and a review of school district documents obtained under the Freedom of Information Act found that educators and legal experts were sharply divided over whether Ignite’s products were worth their cost or qualified under the No Child law.

The federal law requires schools to show they are meeting educational standards, or risk losing critical funding. If students fail to meet annual performance goals in reading and math tests, schools must supplement their educational offerings with tutoring and other special programs.

Leigh Manasevit, a Washington attorney who specializes in federal education funding, said that districts using the No Child funds to buy products like Ignite’s would have to meet “very strict” student eligibility requirements and ensure that the Ignite services were supplemental to existing programs.

Known as COW, for Curriculum on Wheels (the portable learning centers resemble cows on wheels), Ignite’s product line is geared toward middle school social studies, history and science. The company says it has developed a social studies program that meets curriculum requirements in seven states. Its science program meets requirements in six states.

Most of Ignite’s business has been obtained through sole-source contracts without competitive bidding. Neil Bush has been directly involved in marketing the product.

In addition to federal or state funds, foundations and corporations have helped buy Ignite products. The Washington Times Foundation, backed by the Rev. Sun Myung Moon, head of the South Korea-based Unification Church, has peppered classrooms throughout Virginia with Ignite’s COWs under a $1-million grant.

Oil companies and Middle East interests with long political ties to the Bush family have made similar bequests. Aramco Services Co., an arm of the Saudi-owned oil company, has donated COWs to schools, as have Apache Corp., BP and Shell Oil Co.

Neil Bush said he is a businessman who does not attempt to exert political influence, and he called The Times’ inquiries about his venture — made just before the election — “entirely political.”

Big supporters

Bush’s parents joined Neil as Ignite investors in 1999, according to U.S. Securities and Exchange Commission documents. By 2003, the records show, Neil Bush had raised about $23 million from more than a dozen outside investors, including Mohammed Al Saddah, the head of a Kuwaiti company, and Winston Wong, the head of a Chinese computer firm.

Most recently he signed up Russian fugitive business tycoon Boris A. Berezovsky and Berezovsky’s partner Badri Patarkatsishvili.

Barbara Bush has enthusiastically supported Ignite. In January 2004, she and Neil Bush were guests of honor at a $1,000-atable fundraiser in Oklahoma City organized by a foundation supporting the Western Heights School District. Proceeds were earmarked for the purchase of Ignite products.

Organizer Mary Blankenship Pointer said she planned the event because district students were “utilizing Ignite courseware and experiencing great results. Our students were thriving.”

However, Western Heights school Supt. Joe Kitchens said the district eventually dropped its use of Ignite because it disagreed with changes Ignite had made in its products. “Our interest waned in it,” he said.

The former first lady spurred controversy recently when she contributed to a Hurricane Katrina relief foundation for storm victims who had relocated to Texas. Her donation carried one stipulation: It had to be used by local schools for purchases of COWs.

Texas accounts for 75% of Ignite’s business, which is expanding rapidly in other states, Deliganis said.

The company also has COWs deployed in North Carolina, Virginia, Nevada, California, the District of Columbia, Georgia and Florida, he said.

COWs recently showed up at Hill Classical Middle School in California’s Long Beach Unified School District. A San Jose middle school also bought Ignite’s products but has since closed.

Neil Bush said Ignite has more than 1,700 COWs in classrooms.

Shift in strategy

But Ignite’s educational strategy has changed dramatically, and some are critical of its new approach. Shortly after Ignite was formed in Austin, Texas, in 1999, it bought the software developed by another small Austin firm, Adaptive Learning Technology.

Adaptive Learning founder Mary Schenck-Ross said the software’s interactive lessons allowed teachers “to get away from the mass-treatment approach” to education. When a student typed in a response to a question, the software was designed to react and provide a customized learning path.

“The original concept was to avoid ‘one size fits all.’ That was the point,” said Catherine Malloy, who worked on the software development.

Two years ago, however, Ignite dropped the individualized learning approach. Working with artists and illustrators, it created a large purple COW that could be wheeled from classroom to classroom and plugged in, offering lessons that could be played to a roomful of students.

The COWs enticed students with catchy jingles and videos featuring cartoon characters like Mr. Bighead and Norman Einstein. On Ignite’s website, a collection of teachers endorsed the COW, saying that it eliminated the need for lesson planning. The COW does it for them.

The developers of Adaptive Learning’s software complain that Ignite replaced individualized instruction with a gimmick.

“It breaks my heart what they have done. The concept was totally perverted,” Schenck-Ross said.

Nevertheless, Ignite found many receptive school districts. In Texas, 30 districts use COWs.

In Houston, where Neil Bush and his parents live, the district has used various funding sources to acquire $400,000 in Ignite products. An additional $240,000 in purchases has been authorized in the last six months.

Correspondence obtained by The Times shows that Neil Bush met with top Houston officials, sent e-mails and left voice mail messages urging bigger and faster allocations. An e-mail from a school procurement official to colleagues said Bush had made it clear that he had a “good working relationship” with a school board member.

Another Ignite official asked a Texas state education official to endorse the company. In an e-mail, Neil Bush’s partner Ken Leonard asked Michelle Ungurait, state director of social studies programs, to tell Houston officials her “positive impressions of our content, system and approach.”

Ungurait, identified in another Leonard e-mail as “our good friend” at the state office, told her superiors in response to The Times’ inquiry that she never acted on Leonard’s request.

Leonard said he did not ask Ungurait to do anything that would be improper.

Houston school officials gave Ignite’s products “high” ratings in eight categories and recommended approval.

Some in Houston’s schools question the expenditures, however. Jon Dansby was teaching at Houston’s Fleming Middle School when Ignite products arrived.

“You can’t even get basics like paper and scissors, and we went out and bought them. I just see red,” he said.

In Las Vegas, the schools have approved more than $300,000 in Ignite purchases. Records show the board recommended spending $150,000 in No Child funding on Ignite products.

Sources familiar with the Las Vegas purchases said pressure to buy Ignite products came from Sig Rogich, an influential local figure and prominent Republican whose fundraising of more than $200,000 for President Bush’s 2004 reelection campaign qualified him as a “Bush Ranger.”

Rogich, who chairs a foundation that supports local schools, said he applied no pressure but became interested in COWs after Neil Bush contacted him. Rogich donated $6,000 to purchase two COWs for a middle school named after him.

Christy Falba, the former Clark County school official who oversaw the contracts, said she and her husband attended a dinner with Neil Bush to discuss the products. She said Rogich encouraged the district “to look at the Ignite program” but applied no pressure.

Mixed reviews

Few independent studies have been done to assess the effectiveness of Ignite’s teaching strategies. Neil Bush said the company had gotten “great feedback” from educators and planned to conduct a “major scientifically valid study” to assess the COW’s impact. The results should be in by next summer, he said.

Though Ignite’s products get generally rave reviews from Texas educators, the opinion is not universal.

The Tornillo, Texas, Independent School District no longer uses the Ignite programs it purchased several years ago for $43,000.

“I wouldn’t advise anyone else to use it,” said Supt. Paul Vranish. “Nobody wanted to use it, and the principal who bought it is no longer here.”

Ignite’s website features glowing videotaped testimonials from teachers, administrators, students and parents.

Many of the videos were shot at Del Valle Junior High School near Austin, where school district officials allowed Ignite to film facilities and students.

In the video, a student named India says: “I was feeling bad about my grades. I didn’t know what my teacher was talking about.” The COW changed everything, the girl’s father says on the video.

Lori, a woman identified as India’s teacher, says the child was not paying attention until the COW was brought in.

The woman, however, is not India’s teacher, but Lori Anderson, a former teacher and now Ignite’s marketing director. Ignite says Anderson was simply role-playing.

In return for use of its students and facilities, a district spokeswoman said Ignite donated a free COW. Five others were purchased with district funds.

District spokeswoman Celina Bley acknowledged that regulations bar school officials from endorsing products. But she said that restriction did not apply to the videos.

“It is illegal for individuals to make an endorsement, but this was a districtwide endorsement,” Bley said in an e-mail.

Some Georgia students face 70 days of testing this year

A recent article in the Macon, Georgia newspaper The Telegraph outlines the massive extent of time spent on testing in some school districts in the US. Students in Bibb County, Georgia will have 70 days testing in a school year that is 180 days long. More that one-third of the school will be devoted testing.

As Monty Neill of FairTest points out “It is important to note that testing is exhausting for many kids, and even if only some kids are tested it typically affects the schedules of many more children, with the result that even if the tests officially only take a few hours, it is not uncommon for the day to be compromised, affecting other classes.”

Check out readers comments, including some from students here.

Test dates for Bibb County schools

For description of state and national tests visit www.gadoe.org/ci testing.aspx)
SEPTEMBER

19-29, Iowa Test of Basic Skills third-, fifth-, eighth-graders

25, Georgia alternate assessment window opens (for students with disabilities)

27-28, Fall Georgia High School Writing Tests and Basic skills test

OCTOBER

14, SAT and SAT II

18, PSAT exam, ninth- and 10th-graders

28, ACT exam (high school)

NOVEMBER

4, SAT and SAT II, English language proficiency test (high school)

6-10, Winter Georgia High School Graduation Test

DECEMBER

2, SAT I and SAT II (high school)

5-6, End of Course Tests (high school)

7-8 End of Course Tests make-up

9, ACT (high school)

JANUARY

17-18, Middle grades Writing Assessment

27, SAT and SAT II

FEBRUARY

10, ACT

23, GKAP-R testing window opens

28, Georgia High School Graduation Writing Tests

MARCH

1, Georgia High School Graduation Writing Tests retest make-up

2, ACCESS (for English language learners)

7, fifth-grade writing assessment

8, fifth-grade writing assessment make-up

10, SAT only

19-30, third-grade writing evaluations begin

19-23, Georgia High School Graduation Tests and BST

APRIL

3-12, Criterion-Referenced Competency Tests (first through eighth grades)

14, ACT

MAY

5, SAT and SAT II

7-8 Advanced placement exams

9-10, End of Course Tests

11-14, End of Course Tests make-up

JUNE

2, SAT and SAT II

9, ACT

25-27 CRCT retests

28, CRCT retest make-ups
SOURCE: Bibb County Board of Education

The Telegraph: Bibb students face 70 days of testing

Posted on Tue, Sep. 19, 2006

Bibb students face 70 days of testing

By Julie Hubbard
TELEGRAPH STAFF WRITER
It’s just seven weeks into the new school year and Bibb schoold students are already bombarded with homework, school fundraisers – and yes, standardized tests.

Starting today, through Sept. 29, all third-, fifth- and eighth-graders will take the Iowa Test of Basic Skills.

That’s a national exam that compares how students fare in English, math, science and social studies compared to peers in other states.

Next week, third-graders also will take the CogAt, a national exam that tests a student’s ability to reason – the scores help school officials identify gifted or at-risk students. Juniors also take a writing exam needed for graduation, Sept. 27-28.

More than 70 of the 180 school days in Bibb County are earmarked to give elementary, middle or high school students some form of a state or national exam, according to Bibb’s testing calendar.

While some parents feel the tests are too much, most school officials say these mandatory exams are vital for detecting a student’s skill level in the classroom, and to help students improve.

“I know there are complaints on how many testing dates are given,” Heritage Elementary School principal Kaye Hlavaty said Monday. “I feel like the benefits outweigh the time it takes (to give the exams).”

Heritage Elementary uses the reading and math scores from the Iowa tests as a precursor to how well students might test in those same subjects when they take the high stakes Criterion-Referenced Competency Tests, a state exam given in the spring.

The Iowa tests give the school system an idea of how students are performing on different subjects at the start of the school year, said Bruce Giroux, Bibb’s director of student assessment and accountability.

“We have the opportunity to have some results earlier on, and we can work with students,” he said.

The federal No Child Left Behind law of 2001 has influenced more student testing, Giroux said. The law says all students, including minorities and students with disabilities – must be learning at their grade level by 2014.

Schools are now held accountable for how students perform, which is why it’s important that systems have test data, he said.

“Do we test a lot? Yes, we do,” Giroux said. “At every grade level, there is some form of testing going on … but you have to have some form of testing to measure and understand where your students are going.”

Some teachers get frustrated with the amount of classroom time spent on testing, and students often “feel very overwhelmed,” said Jeff Hubbard, president of the Georgia Association of Educators. But most educators “see the value,” he said.

Most educators are in favor of standardized testing if school systems use the data for improvement as the data is intended, he said.

“If they do nothing with the results, they’ve lost valuable learning time. Testing for the sake of testing is ridiculous,” Hubbard said. “If it’s used as a diagnostic tool to improve teaching and learning, it’s a good thing.”

And most of the state’s school systems do something with their test data, he added.

Matesa Burnett’s daughter Chasity, a kindergarten student at Burke Elementary, has already taken a state exam this school year.

Kindergarten students took the Georgia Kindergarten Assessment Program during the first two weeks of school, a test to measure social and emotional readiness and literacy and math skills. The tests are used to judge whether the student is ready for first grade.

“I don’t think they give too many (tests), it’s fine,” Burnett said. “It’s teaching children to prepare for the future.”

Another parent, Brenda Johnson, said she didn’t like so much student testing.

“Some kids get nervous taking tests and don’t do well,” Johnson said. Students are often judged just by their test scores, not how well they do in class, she said.

Most of the standardized tests given by Bibb County schools are mandated by the state, Giroux said.

And like it or not, standardized tests are now a part of today’s education.

“We do have more tests … there’s much more accountability,” Giroux said. “We’re measuring students at every grade level, and checking their progress on some form of standardized exam.”

*

Test dates for Bibb County schools

For description of state and national tests visit www.gadoe.org/ci testing.aspx)
SEPTEMBER

19-29, Iowa Test of Basic Skills third-, fifth-, eighth-graders

25, Georgia alternate assessment window opens (for students with disabilities)

27-28, Fall Georgia High School Writing Tests and Basic skills test

OCTOBER

14, SAT and SAT II

18, PSAT exam, ninth- and 10th-graders

28, ACT exam (high school)

NOVEMBER

4, SAT and SAT II, English language proficiency test (high school)

6-10, Winter Georgia High School Graduation Test

DECEMBER

2, SAT I and SAT II (high school)

5-6, End of Course Tests (high school)

7-8 End of Course Tests make-up

9, ACT (high school)

JANUARY

17-18, Middle grades Writing Assessment

27, SAT and SAT II

FEBRUARY

10, ACT

23, GKAP-R testing window opens

28, Georgia High School Graduation Writing Tests

MARCH

1, Georgia High School Graduation Writing Tests retest make-up

2, ACCESS (for English language learners)

7, fifth-grade writing assessment

8, fifth-grade writing assessment make-up

10, SAT only

19-30, third-grade writing evaluations begin

19-23, Georgia High School Graduation Tests and BST

APRIL

3-12, Criterion-Referenced Competency Tests (first through eighth grades)

14, ACT

MAY

5, SAT and SAT II

7-8 Advanced placement exams

9-10, End of Course Tests

11-14, End of Course Tests make-up

JUNE

2, SAT and SAT II

9, ACT

25-27 CRCT retests

28, CRCT retest make-ups
SOURCE: Bibb County Board of Education

*

Testing tips for parents

Make sure children are well rested.

Serve them a healthy meal (the brain needs fuel).

Help children relax.

Talk about realistic expectations.

Have children dress comfortably.

Tell children to answer questions as honestly as possible.

SOURCE: Bibb County schools officials

No God Left Behind — Why Not?

In a commentary on Inside Higher Ed, William G. Durden, president of Dickinson College, argues that since schools have NCLB and now colleges and universities have their own accountability plan from the Commission on the Future of Higher Education, that it’s time for an accountability initiative for the faithful.

…In the nation’s current zeal to account for all transfer of teaching and insight through quantitative, standardized testing, perhaps we should advance quantitative measurement into other areas of human meaning and definition. Why leave work undone?

I suggest, for example, that a federal commission propose an accountability initiative for those of faith (not such a wild notion as an increasing number of politicians are calling the traditional separation of church and state unhealthy for the nation). This effort should be titled No God Left Behind. The federal government would demand that places of worship, in order to be deemed successful, efficient and worthy of federal, state and local tax-support exemption, provide quantitative evidence of the effectiveness of their “teaching.” (Places of worship are not unlike colleges and universities in that they are increasing their fund-raising expectations — their form of “price” — because of increasing costs.) The faithful, in turn, would be required to provide quantitative evidence of the concrete influence of their respective God upon behaviors within a few years of exposure — say four years…

“Our commodity is these children…”

Teachers at a Sacremento elementary school have voted to work 3 extra weeks this year for free (25 minutes extra per day), in an effort to raise test scores.

Rich Gibson explains why this is a wrong-headed idea:

“Our commodity is these children, and it’s every day and right now and every moment counts,”she said.

In pacified areas, people become instruments of their own oppression.

So, test scores, which measure parental income, race, subservience, and to a limited extent, nationality, measure the worth of the commodity, a child, in which the teacher invests time, and hence to be a more valuable commodity as a teacher, the logic would be that more time would mean more value, by its very nature. So, we shall see what kind of human value this piece-work investment yields. Maybe they will get a raise.

It is an interesting play on the creation of surplus value, which, at base, is this (from Ollman):

The capitalist buys the worker’s labor power, as any other commodity, and puts it to work for eight or more hours a day. However, workers can make in, say, five hours products which are the equivalent of their wages. In the remaining three or more hours an amount of wealth is produced which remains in the hands of the capitalist. The capitalists’ control over this surplus is the basis of their power over the workers and the rest of society. Marx’s labor theory of value also provides a detailed account of the struggle between capitalists and workers over the size of the surplus value, with the capitalists trying to extend the length of the working day, speed up the pace of work, etc., while the workers organize to protect themselves. Because of the competition among capitalists, workers are constantly being replaced by machinery, enabling and requiring capitalists to extract ever greater amounts of surplus value from the workers who remain.

Paradoxically, the amount of surplus value is also the source of capitalism’s greatest weakness. Because only part of their product is returned to them as wages, the workers cannot buy a large portion of the consumables that they produce. Under pressure from the constant growth of the total product, the capitalists periodically fail to find new markets to take up the slack. This leads to crises of “overproduction”, capitalism’s classic contradiction, in which people are forced to live on too little because they produce too much.

Here’s a more complete explanation from Ollman, along with a nice cartoon that sums it up.

When teachers adopt the language of the market, children as commodities, and students as they grow begin to see themselves as shoppers, not students, only those who have an interest in unreason, and inhumanity will make gains. Well, those people, and union bosses…..

The myth of capital is that the worker shows up on a job, and makes a fair exchange, money for labor. What lies behind that myth is that most people are born with no capital, while a relative few own and hold power, so the exchange is not fair at all, in that the worker will starve without work, on the one hand, and the worker will never get paid the full value of his or her labor, on the other hand. Moreover, force and violence in the form of the state will be used against workers who resist—all in the name of democracy.

The above was, after all, a democratic process, was it not? The union approved it, the teachers begged for it. The bosses and press love it.

I wonder if the kids–the commodity– got to vote on this……

best r

Is it the work of the Flying Spaghetti Monster?…Kansas considers ditching NCLB

Lawrence Journal-World: STATE TO EXPLORE ABANDONING NO CHILD LEFT BEHIND LAW

September 15, 2006
by Scott Rothschild

Momentum is building across the political spectrum in Kansas to give No
Child Left Behind a failing grade.

President Bush’s major public school initiative is getting lambasted as
unrealistic and counterproductive.

“Certainly there are a lot of things wrong with No Child Left Behind,”
said State Board of Education Chairman Steve Abrams, a conservative
Republican from Arkansas City.

His comments came as the state department of education released figures
showing 26 schools and 11 districts with high numbers of low-income
students failed to make the required progress under NCLB. None from
Lawrence was identified.

That number would have been slightly higher, but the State Board of
Education voted to keep the target goals the same for 2006 as they were
previously.

Abrams said the board wanted to give schools a year to get acclimated to
a new testing schedule.

Previously, NCLB required testing of only three grade levels. But
starting in 2005-06, grades third through eighth and one grade in high
school had to be tested in reading and mathematics.

The test results determine whether the school made adequate yearly
progress in increasing the percentage of students who meet the
standards. Each year the target increases.

Opting out

The education board has been sharply divided between moderates and
conservatives on numerous issues, but it has agreed within the next
couple of months to take a look at what the impact would be if the state
disengaged from NCLB and refused the federal funding associated with it.
The board also will explore trying to get Congress to change the law.

Abrams said the NCLB requirement that 100 percent of school children
reach proficiency in math and reading tests by 2014 is “statistically
impossible.”

The Kansas Association of School Boards applauded the decision by the
board to hold the targets the same for the current school year.

“The board’s action will give some schools a reprieve, but if NCLB
continues in its present form, virtually all schools are expected to
‘fail’ to achieve adequate yearly progress,” the association said.

Under the law, schools and districts also are required to meet adequate
yearly progress among subgroups of students.

KASB said that a school with all major subgroups has at least 42 ways to
miss adequate yearly progress, no matter how positive its results are on
every other measure.

‘End goal’

Lawrence High School Principal Steve Nilhas said he didn’t think the
board’s action would have much impact.

“I think any way you slice it, we have to be at 100 percent
(proficiency) by 2014,” Nilhas said.

“So, it’s whether you want to take it in big steps or smaller steps, you
still have to get there. That’s the bottom line for me,” he said. “So,
I’m not losing a whole lot of sleep on where they set the targets. I’m
kind of looking at the end goal and that’s where we have to get to.”

Debbie Ridgway, president of the Pinckney School Parent Teacher
Organization, said the NCLB law might need restructuring.

“I think the concept in itself is a good concept,” Ridgway said.

But when funding is being cut so there are not enough remedial reading
and math teachers to help students, it counteracts the intent, she said.

“Someone is going to be left behind without help,” she said.

Michelle Kirk, president of the Langston Hughes School PTO who teaches
third grade at Quail Run School, said she had mixed feelings about NCLB.

She thought it had good points, but it has caused educators to “over
test” and focus their lessons so students learn only the standards on
the tests.

“Sometimes there are other things that are important too,” she said.
“But if it’s not measurable, then we don’t teach it.”

Kirk said Congress should provide funds to keep class sizes down to
about 15 to 17 students per teacher. When class sizes creep up to 21
students per teacher — and there’s no paraprofessional to assist — the
teacher can’t give as much help to students who need it, she said.

“Smaller class sizes are the absolute, most essential thing they can
do,” Kirk said.

Lawrence’s congressional representatives have voiced varying views about
NCLB.

U.S. Rep. Dennis Moore, a Democrat, voted for the measure in 2001, but
has introduced a bill that would allow a state education agency or
school district to suspend NCLB provisions until it is fully funded.
Moore said the federal government has shorted the new law by $40 billion.

U.S. Rep. Jim Ryun, a Republican, voted against NCLB, but has defended
the amount of money the federal government has provided under the
legislation.

Regarding penis size, SAT scores, and intelligence

J. Phillippe Rushton—eugenicist, professor at the University of Western Ontario, and president of the Pioneer Fund, which funded the research of Charles Murray and Richard J. Herrnstein (authors of The Bell Curve)—is claiming his most recent research proves men are more intelligent than women. His study is based on analysis of 100,000 SAT scores. Below is my letter in response to a CanWest News Service article published inThe Vancouver Sun, which describes Rushton’s study.

Wednesday » September 13 » 2006

Study linking SAT scores and intelligence gets failing grade

Letter

Wednesday, September 13, 2006

Re: Men smarter than women, professor says, Sept. 8

I was dismayed to see The Vancouver Sun give credibility to pseudo-scientist J. Phillipe Rushton.

Rushton maintains, based upon a study of teenagers’ SAT (formerly known as the Scholastic Aptitude Test) scores, that men are more intelligent than women. Previously, Rushton has claimed the evolution of intelligence is inversely related to the evolution of penis size, saying, “It’s more brain or more penis. You can’t have everything.” Obviously, Rushton can’t even keep his pseudo-scientific claims straight.

More importantly, Rushton makes a major mistake in equating SAT scores with intelligence levels. The SAT is a descendant of the racist, anti-immigrant U.S. Army Mental Tests of the 1920s. The SAT is validated for just one purpose: Predicting first-year university grades. It doesn’t even do that very well, accounting for a mere four per cent of the variance in student grades.

Research shows that the SAT consistently underpredicts the performance of females in university and overpredicts the performance of males. Any uses of the SAT that treat scores as precise measures are seriously flawed: The testmakers admit two students’ scores must differ by at least 125 points before they can reliably be said to be different, due to measurement error in the test.

After years of describing the SAT as a “common yardstick,” the test’s maker has flip-flopped, claiming “it is a myth that a test will provide a unitary, unequivocal yardstick for ranking on merit.” This is why more than 400 universities have stopped using the SAT to make admissions decisions.

Earlier this month, a Washington State University study showed that for private universities in the U.S., Ultimate Frisbee team rankings were a better predictor of academic excellence than SAT scores.

E. Wayne Ross
Professor
Department of Curriculum Studies
University of B.C.

Keep reading to see the CanWest News Service article on Rushton’s study.Men smarter than women, professor claims
Psychologist says it could be why females have harder time rising to top of their careers

Lance Crossley
CanWest News Service

Friday, September 08, 2006

OTTAWA — A recent study proves it is “very likely” that the reason women have difficulty rising to the top in their careers is because they are less intelligent than men, according to controversial University of Western Ontario psychologist J. Philippe Rushton.

The professor — already criticized for claiming that whites are intellectually superior to blacks, and that higher AIDS rates in Africa are due to a more insatiable sexual appetite in the black community — believes the “glass ceiling” phenomenon is probably due to innate ability rather than discrimination.

“We have to find the truth about the normal distribution in society,” said the professor, whose study is published in the September issue of the academic journal Intelligence. “It’s not right to simply say, ‘it must be discrimination and don’t dare say anything else.’ One should really look at the facts.”

Rushton co-authored a study that analysed 100,000 scholastic aptitude tests (SATs) written by American teens, age 17 and 18. Researchers focused on the general intelligence factor — which relates to how quickly an individual can grasp a concept and is widely considered the most crucial ingredient for high IQ scores — and discovered males scored the equivalent of 3.63 IQ points greater than their female counterparts.

Rushton, who was surprised by the findings, said the results reinforce similar studies carried out by Richard Lynn at the University of Ulster, in Northern Ireland, and Helmut Nyborg at Aarhus University in Denmark.

“We still have to be cautious, but it’s difficult to believe this is wrong. But it would very nice to be confirmed by additional teams before we can be 100 per cent certain.”

Rushton said the male-female differences were present at every socio-economic level and across several ethnic groups.

It’s only in late adolescence that the IQ advantage becomes apparent, he said, which he attributes to the difference in early maturity levels.

“It looks like up until late adolescence, the females have the advantage over males because they mature faster, which masks the underlying difference.”

For the last century, the consensus among scientists has been that there is no difference in intelligence levels between the sexes, other than perhaps men’s and women’s respective strengths in spatial and verbal functions.

While the bulk of Rushton’s work has pertained to race differences, he also published a study in 1992 with zoologist Davison Ankney that claimed men’s brains weighed, on average, 100 grams more than women.

© The Vancouver Sun 2006

Why ARE Students Fleeing the Detroit Public Schools?

Published in Detroit Free Press on September 13, 2006
Why ARE Students Fleeing the Detroit Public Schools?
Judge Borman Made A Grevious Error

By: Michael Peterson, PhD, Director
Whole Schooling Consortium
Division of Teacher Education
College of Education
Wayne State University
September 9, 2006

Judge Borman made a great mistake in this decision. She should have continued to insist that the district negotiate and reach a settlement. Now they have little incentive to do so. It also appears clear that they have not been negotiating in good faith all along (note Brian Dickerson’s quote by Jerome Watson of DPS that “There’s no substantial progress,” he scoffed. “There’s not going to be a deal today”). This should have been cause for a ruling of contempt of court. Both the action of the judge and that of DPS administration will serve in the fairly short run to make worse what they say they want to avoid increasing the number of students leaving Detroit Public Schools.

With all the discussion of ‘great harm’ to the school district caused by the strike which, it is said will cause the district to lose more students, it’s interesting that I’ve seen literally no discussion regarding this question: “Why ARE parents and students leaving the Detroit Public Schools?” You’d think, with the loss of tens of thousands of students over the last ten years that the DPS administration would have sought to ask parents and students who have left why they did so and use this information to make changes in the district. I know of no effort to do this. One must wonder: “Why?”.

Over the last 15 years, as a faculty member at Wayne State University and Director of it’s Whole Schooling Consortium, I worked with a dozen elementary and high schools to help facilitate school improvement and have taught some 1,200 Detroit teachers in my classes at the University. These experiences have led me to some tentative conclusions regarding why students and parents seek to leave Detroit schools. Let me share those and suggest actions that may make a difference in the medium to long run. Please note that the statements below are certainly not true of every school and teacher in Detroit. I know some amazing, competent, courageous, caring teachers, among the best anywhere, who work in the City. But a culture and way of being has been built that provides a heavy tide against which these wonderful people must swim to help their students survive. It is that culture that must change.

Most fundamental, neither parents nor students feel respected in too many schools and classrooms. Neither do teachers feel respected and supported by the administration. The present conflict is typical and expected in virtually every school in Detroit the administration treating teachers with disrespect, making commands rather than engaging teachers in collaborative decision-making. Go to a gathering of parents in virtually any school in Detroit and listen and you’ll hear an amazing string of stories of contempt and disregard that often border on psychological abuse. The request by the Detroit Federation of Teachers itself for automatic transfer of students with substantial behavioral problems illustrates the problem. Anyone familiar with the district knows of these ‘administrative transfers’ that do nothing but ship kids with problems from place to place without attempting to deal with their needs and problems.
This fundamental issue of lack of respect and collaborative engagement among adults leads to many other problems. Detroit tests students with standardized tests many times per year using valuable resources of time and money on testing rather than teaching. It has invested in quick-fix attempts at teaching by installing programs such as Open Court that literally tell teachers what to say and do. Creative teachers are not able to pull on their student’s interest and use their own judgment to deal with needs of children. The system literally punishes teachers for engaging students in thoughtful learning and inquiry outside the established rigid system, thus seeking to create both teachers and students who don’t think but simply regurgitate what has been presented to them. Students in such classes lose interest, become angry, bored. Students who have special learning needs, from gifted to students with disabilities, fall through the cracks since they don’t respond well to a one size fits all process of teaching. Detroit’s solution to this is to segregate such students in special programs, a practice that produces poor learning outcomes.

It’s a bit like upper administration in Detroit for the last 20 years has sat in offices and asked: “How can we create schools that will insure that students and parents will leave?” As we are seeing, their plan is working quite well.

Which brings us back to teachers and the present strike. If anything is clear about good schooling it is this: it is about having good teachers who are treated with respect who can, in return, treat students and parents with respect and create classrooms and schools where a sense of care and community are fundamental, where students of great differences learn together about subjects that interest them and connect to their lives.

If Detroit is to survive as a school system it MUST seek to create such schools. And the first step is to create a working partnership with teachers, to recruit a cadre of truly quality teachers, to create a new culture of care and learning in schools.

In the short run, we can expect the number of students leaving Detroit Public Schools to substantially increase unless different directions are taken by the administration. Given how teachers are being treated, who would want to teach there? Who would go to work in a district where they freeze pay for 3 years, ‘borrow’ part of your salary to meet a budget deficit and then give administrators a large salary increase, threaten to fine and put you in jail if you protest? Who would do this? They include: a number of wonderful, committed people who believe they have a calling to urban children; teachers who have so many years in the system that they would lose much money by changing districts; and a growing cadre of individuals who can’t get work elsewhere. Given this reality, who would want to send their children to Detroit schools?

What’s needed? A long-term effort to build classrooms and schools based on practices and a culture of respect and engagement described above that engage teachers in an ongoing partnership with administrative leaders, parents, and the community.

However, if the administration continues to ram concessions down the throat of teachers they will create their worst nightmare.

Note: The website of the Whole Schooling Consortium has much information regarding what such classrooms and schools look like and how to go about creating them. Go to: www.wholeschooling.net

Why Are The Detroit Teachers Striking?

{For news updates on the Detroit teachers’ strike see The Workplace Blog

From the “Push Back the MEAP, Bring Forward Real Learning” listserv:

Why Are The Teachers Striking? A Letter to Our Parents

Don’t think for a moment that it doesn’t hurt us when we see your children clean and pressed and ready for the first day of school, only to find none of us inside the school building. We want to be in our classrooms ready to begin the new year. But this year, we cannot. We want you to know this strike is about more than raises in teacher salaries and benefits (although that is part of it). It is about standing up for your children’s rights to a free and appropriate education. It is about drawing a line in the sand and telling the district that we won’t stand for substandard school conditions that don’t afford our urban children the same opportunities as children who attend public school in other school districts.

We are standing behind this line because we believe in your children, and we are committed to providing a quality education with the tools they need to grow into successful adults. To do our jobs well, we need certain things that the district is not providing. The district is making poor choices about how to spend the $7,600 per child that the State gives each year. The district has been making poor choices for a long time, and that is why we are in the situation we are in The district should change the way they manage the money, rethink their spending priorities and not ask the teachers or students to make any more sacrifices to cover their negligent spending.

The teachers’ issues are:

  • Money being spent on high-priced leased office buildings with high-priced, fancy furniture and computers for administrators.
  • Spending thousands per student on five standardized tests. If one could be eliminated, much money and time could be spent more wisely to help our neighborhood school have the basics.
  • A drinking fountain that works on each floor, repaired ceilings, clean and painted walls, lights that work in each classroom and hallways, clean bathrooms with doors, toilets and sinks working. Floors that are not buckled from water, a school library for the students and staff, classrooms wired for the internet, a computer that works in each classroom, a computer lab, a safe and clean playground, safe sidewalks with curbs—not cracks and holes, and adequate cleaning staff to meet the demands of the overcrowded classrooms.
  • Forty students in a classroom is unacceptable. Uncertified substitutes being placed in classrooms to fill teacher vacancies is inexcusable. Our classroom aides and noon hour aides are being cut. They are greatly needed to support the staff and students.

We are standing for your children and hope that you will stand with us too. Other cities are looking at how this will turn out, and we are standing for those children and those teachers, too. We think there is enough money to teach our children well, if it is spent wisely in the school and not in the administration building. When we say no contract; no work we are asking for conditions that are equitable for children and teachers alike. If you have ANY QUESTIONS, please don’t hesitate to ask. We want you to understand the reasons we are standing outside the school, away from our classrooms because of the problems we are faced with and we hope you will stand with us for the children because NO CHILD SHOULD BE LEFT BEHIND.

Respectfully yours,

The teachers at Neinas Elementary School, September 5, 2006

Utimate Frisbee rankings more accurate than SATs in predicting level of academic success at universities

A study of all private universities in the US, released by a psychiatrist at Washington State University, shows that their ranking in Ultimate Frisbee edges out both SATs and grades as a predictor of academic performance!

Those ranked in the top half for Ultimate have a graduation rate of over 85%, while those in the bottom half just 60%. The top seven have nearly as many Rhodes scholars and Marshall scholars as all others combined.

The son of the study’s author, who helped with research, is on a U.S. national Ultimate Frisbee team.