Shanker Blog

Youth Unemployment: A Global Concern

The global economic crisis may be leading to a deep sense of despair among the world’s youth, warns the International Labor Organization (ILO) in a just- released report (see here and here) – with potentially damaging social and economic consequences for us all.

Youth unemployment is at its highest level since the agency began tracking it in 1991, the ILO reported, noting that among other impacts “…[i]n many countries with stagnant economies and poor prospects for productive employment, [young people are drawn to] religious sects, secular ideologies and revolutionary movements."

Although the report cites disaffected Nepalese youth and their growing attraction to Maoism, most Americans will probably be more interested in how this issue plays out in the Middle East and North Africa. That region is currently experiencing an unprecedented "youth bulge," with young people between the ages of 15 and 29 accounting for over 30 percent of the overall population, some 20 percent or more (for some countries, the estimates are over 45 percent) of whom are unemployed. Under the circumstances, the danger of a rise in radical Islamist extremism can’t be overstated – especially since, as the ILO notes, the figures for sub-Saharan Africa don’t adequately reflect the extent and extremity of the region’s poverty and lack of government services.

Data-Driven Decisions, No Data

According to an article in yesterday’s Washington Post, the outcome of the upcoming D.C. mayoral primary may depend in large part on gains in students’ “test scores” since Mayor Adrian Fenty appointed Michelle Rhee to serve as chancellor of the D.C. Public Schools (DCPS).

That struck me as particularly interesting because, as far as I can tell, Michelle Rhee has never released any test scores to the public. Not an average test score for any grade level or for any of the district’s schools or any subgroup of its students. None.

What About Curriculum Effects?

Our guest author today is Barak Rosenshine, emeritus professor of educational psychology at the University of Illinois at Urbana-Champaign.

Bill Gates, the Los Angeles Times, and others have argued that teachers should be held accountable for the achievement of their students. This has led to heated debates over the validity and proper use of value added statistical measures. But no one seems to be talking about curriculum effects. What if an excellent teacher is in a school that has selected a curriculum for mathematics or for reading that isn’t very good. How accountable should the teacher be in those circumstances?

Think You Know About Teacher Attrition?

Every four years, with the release of the Teacher Follow-Up Survey (TFS), we get what is virtually our only source of reliable information on the rates of and reasons for teacher attrition in the U.S.

The survey is a supplement to the much larger Schools and Staffing Survey (SASS), which is also conducted every four years by the National Center for Education Statistics. The SASS is an extensive survey of characteristics, conditions, and other variables of over 30,000 teachers across the nation. The TFS simply contacts a sample of the SASS participants the following year to see if they’re still teaching, and if not, what they’re doing. For this round, the 2007-08 SASS respondents were contacted again in 2008-09 for the TFS.

The TFS divides respondents into three categories: stayers (teachers in the same school as last year); movers (teachers who are still teaching but in a different school and/or district); and leavers (teachers who left teaching for whatever reason, including retirement). Overall, among public school teachers in 2008-09, 84.5 percent were stayers, 7.6 percent were movers, and 7.9 percent were leavers (note that these are annual, not cumulative rates).

While some of the TFS results are unsurprising, there may be plenty about teacher attrition that you thought you knew but didn’t.

Education Reform, Redux

Ever get the feeling that we are having the same old educational debate, over and over? A glance through the archives of the Atlantic Monthly helps to cement the notion.

One writer describes schools as “society's dumping ground,…a vast refuse heap for any and every unwanted service or task that other social or governmental institutions and agencies find too tough to handle. The community, the home, and to some extent even the church have used the public schools to relieve their consciences of feelings of guilt by passing on unfinished business which they have found [too] difficult …or just burdensome." That was 1959.

Another pleads for “education reform," while admitting that the term has been so overused as to become virtually meaningless. “America has been oversold on pedagogical gadgets which never perform up to expectations," he says. But, since “standards in American public education are deplorably and inexcusably low," something must be done. In a democracy, he writes, every citizen deserves “an education… [grounded] in learning, in mastery, in growing insight, in standards which really operate – and not just in going to school. So when multitudes of young people accumulate credits, pass courses, carry off elegant [diplomas], and come out knowing little or nothing, it is simply intolerable." That was 1939.

Public Apples, Private Oranges

Hardly a week goes by during which an editorial or column in a major newspaper doesn’t comment on how public sector workers are making a killing compared with their private sector counterparts. Recently, as a result of the "edujobs bill," there has been even more of this chatter than usual about “overpaid” government workers with “bloated benefits” and “fireproof” positions. Some of these commentaries even purport to present “evidence."

Earlier this week, for instance, a piece in the Washington Examiner cited data showing that average compensation (salary plus benefits) for federal government workers was roughly twice that of private sector workers. Sound remarkable? Not so much.

This “argument” is akin to comparing the compensation of employees at IBM versus WalMart. You are talking about two very different groups of jobs.

Why Aren't We Closing The Achievement Gap?

When it comes to closing the academic achievement gap between students from lower- and higher-income families, we share the fate of Greek mythological figure Sisyphus, who was sentenced to spend eternity pushing a giant rock uphill, watching it roll back down, and then repeating the task.

The gap in school performance comes “pre-installed," as it were, beginning well before children ever step foot in the classroom. By the time they enter kindergarten, poor children are already at a huge disadvantage relative to their counterparts from high-income families. By the time they take their first standardized test, the differences in vocabulary, background knowledge, and non-cognitive skills are so large that most poor children will never overcome them – no matter what school they attend, which teachers they are assigned to, or how these teachers are evaluated. And, like Sisyphus, whatever gap-closing progress we may make with each cohort of struggling students after they enter school, we must start all over again with the next.

What can be done? Stop putting out fires and prevent them – address the achievement gap before it widens.

Extra Curricula

In a recent post on Jay P. Greene’s blog, Greg Forster admonishes the Thomas B. Fordham Institute for running my piece on the importance of common curriculum in Gadfly, its weekly education publication (here). My ideas were never addressed. He simply uses the piece (and the fact of my position with the Albert Shanker Institute) to inform Checker Finn, Fordham's president, of his and Greene’s continuing worry "that the national standards machine Fordham has helped to create will be hijacked by the teacher unions." Forster goes on to issue a diatribe about the dangers of "national standards," "national curriculum," and "federal control of schools." He warns of this conspiracy leading to "a benevolent dictator who will make sure that everyone will do everything in the one best way." He also implies that the advocates of standards/curriculum-based education reform (an impressive bipartisan list), are really collaborators in a misguided plot to federalize education.

Mr. Forster could not have read what I wrote very carefully to come up with such a distorted account.

The Jobs Imperative

With today’s Senate passage of the new public sector jobs bill, the federal government’s role in stimulating the economy is once again in the limelight. The use of public dollars to leverage jobs in the private sector is even more controversial. Historically (and today) U.S. business wants government to "get out of the way," and let market forces determine outcomes (at least until they themselves need to be bailed out). The priority is "maximizing shareholder value." The fewer workers you need to do that, or the lower their cost, the better.

Still, some worry that the axiom of maximizing shareholder value lately has been taken to a destructive extreme. One of those is Andy Grove, former CEO of Intel and still a consultant to the U.S. chip-making giant. In a recent interview in Business Week, Grove noted that U.S. business is "...largely oblivious to emerging evidence that while free markets beat planned economies, there may be room for a modification that is even better."

Failure To Communicate

Washington Post columnist Jay Mathews recently sparked some interesting online chatter about why students aren’t better prepared for college-level writing, and what can be done about it.

In a first article, Mathews introduces us to high school history teacher Doris Burton, who asserts that state and district course requirements leave “no room” for the assignment of serious research papers of 3000 words (10-12 pages) or more. According to Mathews, “We are beginning to see, in the howls of exasperation from college introductory course professors and their students, how high a price we are paying for this."