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Student Government Project: How has LaGuardia's SGO improved student involvement and representation this year?Written by Admin Tuesday, 13 November 2007 13:27
When I became president of LaGuardia's student government this year, the first question I felt needed addressing was: Who gets to be on Student Government?
Since I joined SGO in sophomore year, students had been appointed to be representatives by putting in an application consisting of an essay, a recommendation, and their transcript. In most schools, this is an effective way of selecting representatives because there will not always be enough applicants to represent every grade, official class, etc. When I joined, there were about 25 SGO members and I was the only one from my grade. An application process for lower-level officials increases the number of students involved in their school.
However, there were also several requirements for aspiring SGO representatives that I disagreed with. First, applicants had to have a grade point average requirement of 85 or above to be considered. In addition, they had to have a clean dean's record.
My problem with both of these requirements is that they exclude important members of the student community: those who have not succeeded academically and students who have not followed school rules. These students have just as much right to representation as any others. They are also affected by the school's successes and more so by its failures.
For that reason, my fellow officers and I decided to repeal those requirements and since then, the number of SGO representatives has jumped from 46 to over 100, with greater representation of students from every class, major, race and gender.
As we increased in size, we also created a Speaker position. This person would run personnel of SGO and would work on recruiting new representatives, accepting and rejecting applications and helping new members find the committee that they would be best for.
We also created a new Student Opinion Committee: a committee of 15 SGO representatives whose sole job is to research how students feel about the goings-on of our school and then report their findings to the officers so that we could bring them to the school committees that we sit on: Attendance, Safety, and the SLT.
Yesterday I attended the third annual symposium of the Campaign for Educational Equity at Teachers College, where I am a student. This yearâ€™s topic is "Equal Education Opportunity: What Now? Reassessing the Role of the Courts, the Law and School Policies after Seattle and CFE."
The focus of the two-day symposium is primarily to discuss the role of litigation in promoting equal educational opportunity. This is particularly salient now given the Supreme Courtâ€™s recent decision regarding voluntary school integration plans in Seattle and Louisville, as well as New York Stateâ€™s recent decision to put $5.4 billion into New York City schools as a result of litigation from the Campaign for Fiscal Equity.
The morning session gathered four leading scholars for a moderated discussion about the impact of the Seattle and Louisville case. Amy Stuart Wells, a TC professor of sociology and education, began by providing a brief overview of the Supreme Courtâ€™s 185-page decision. The decision is remarkably complex but the essence of it is that schools may not use racial classifications in assigning children to schoolâ€”even if these measures are carried out for the purpose of racial integration. Justice Kennedy proved to be the swing vote on the case, siding with the conservative bloc of judges on all parts of the decision except one (where he argued that there is a compelling state interest in racial balancing). However, because Kennedyâ€™s decision is â€œremarkably unclear,â€ the future impact of the Supreme Courtâ€™s decision is still unclear, the panelists said.
Wells was joined by Ted Shaw of the NAACP Legal Defense and Education Fund; James Ryan, a law professor at the University of Virginia; and john a. powell of Ohio State Universityâ€™s Kirwin Institute for Race and Ethnicity. Each provided interesting perspectives on the courtâ€™s decision but I am most concerned with the way that New York City fits into this picture.
Professor Ryan commented that racial integration is only on the agenda of about 1000 out of 16,000 school districts across the United States. In fact, half of all school districts in the country are either 90% white or 90% minority. What this means in practice is that half of school districts could not adopt racial integration plans even if they wanted to. Such is the case in New York City, where 85.6% of the student population during the 2005-2006 school year was classified as â€œother than white/non-Hispanic,â€ according to the Legal Defense Fund. As Shaw commented, â€œDesegregation is already a lost cause in many places like New York City.â€
If desegregation really is a lost cause in a place like New York City, then the question obviously becomes â€œwhat now?â€ The panel provided little insight into this topic since the panelists seem focused on the next steps in litigation over racial integration and about what will be allowed in the era ushered in by the Supreme Courtâ€™s decision. Nonetheless, powell did stress that education is the crucible for democracy and that â€œtrue integrationâ€ has transformative effects. I presume powell would argue that even if New York City cannot achieve racial integration, the question of how we ensure equal educational opportunity for over 1 million children is salientâ€”particularly with the next round of reforms underway.
Speaking of PSAs, check out this one for Advocates for Children:
Seven students created the ad this summer to promote the fact that kids have the right to stay in school until age 21. Many of the kids in the ad had experience being illegally pushed out of school themselves. Read more at Advocates for Children's website.
Is there any idea that wild and crazy Roland Fryer won't try? Last week the word was that he was arranging to give kids cell phones whose minutes would be dependent on school performance. This week's plan, according to the Times, is to have famous people, such as Jay-Z and LeBron James, send poor New York City kids text messages telling them to stay in school. Really. Because a rap artist who dropped out of high school and a basketball player who skipped college for a multi-million-dollar professional contract are the perfect figures to teach kids about the long-term benefits of doing well in school.
Even getting past the obvious ironies, this plan just seems weird. I have questions about why the program will roll out in KIPP charter schools, where students already have someone at home who recognizes the value of doing well in school enough to enter them in the lottery and make sure they are in uniform for each 9-hour day. And I'm not sure Fryer needed a focus group to find out that "reaching [teenagers] through a concerted campaign of text messages or through the Internet was far more likely to be effective than a traditional billboard and television campaign" â€” any parent or 9-year-old could have told him that. Finally, I wonder whether it's crossed Fryer's mind that one way to increase "demand" for education would be to make school enjoyable â€” by bolstering the quality of teaching, reducing the number of tests kids must take, and encouraging creativity in the classroom.
I don't think there's anything wrong, necessarily, with what's essentially a 21st-century version of this 1990 public service announcement. I just don't get it.
The text messages will start transmitting in January. I can already imagine one unintended consequence that could be a boon for DOE officials and cash-strapped parents. If their cell phones start spewing motivational messages, many kids might feel incentivized to leave their phones at home.
In the midst of all of the report card madness, the Post remembered to catch up with some of the children receiving payments for their performance in school as part of the DOE's new incentives initiative. The kids at MS 302 (percent of kids on grade level: 22; progress report grade: B) say they're studying more and excited about school because of the money. "I was thinking if I studied more, I'd get all the answers right, and I'd probably get more money," one girl told the Post.
I wouldn't go so far as anti-testing activist Jane Hirschmann, who told the Post that the payment plan is "about the worst thing I've ever had," but I do think the crude idea sounds even cruder from the mouths of children whose schools have obviously given up on teaching them to appreciate learning and studying for their own merits. At least there are "several students" who told the Post they have always worked hard and will continue doing so. It's just too bad they are buried at the end of the article when the Post might have put into public record what motivated students think kids need to want to succeed.
Yesterday, the New York Times went after the progress reports in an editorial titled "Grading the Grades." It said pretty much everything I think (and much of what I said the other day):
The new system "does a valuable service to students, and teachers, by holding schools accountable for both overall performance and for how much progress students make from one year to the next. But Mr. Bloomberg should ditch the simplistic and counterproductive A through F rating system. It boils down the entire shooting match to a single letter grade that does not convey the full weight of this approach and lends itself to tabloid headlines instead of a real look at a schoolâ€™s problems.
Last week, I heard from a couple of people that I was too generous in my appraisal of the progress report initiative. I don't know that I was. I said basically what the Times said â€” that the idea is a good one but the execution has big problems â€” and parent advocates were pleased with the Times editorial. Still, I admit that I am just getting up to speed on the theory and history behind the growth model of evaluating education, which is what the progress reports are based on. But the Times points out that while growth models are currently beloved by education researchers, they expect to see three years' test scores factoring into the computations â€” and the DOE used only one to judge elementary and middle schools. In their haste to show results (or to push initiatives through before they can be challenged?), the chancellor and mayor have compromised their reforms and created what parent leader David Bloomfield suggests could be considered a "crazy experiment gone bad."
Like Seth and the Times editorial board, I do think there is value to the growth model â€” as I said, parents should be able to know whether their schools are helping their kids make progress. And I still believe that a high-performing school may not score high on a growth model "improvement index." If a well-designed measure showed that, schools and parents would be more likely to take the news to heart. It seems that an "improvement index" that factors into a school's entire grade, if there must be one, at a much lower weight, would make more sense. I do think a single grade is reductive and distracting and unnecessary. At any rate, I agree with the Times that a "more subtle and flexible" school evaluation system is needed. Given our current leaders' inability to handle even the most reasoned criticism, I'll be pretty surprised if we see that.
Toss The Grades: For More Details, Try the Quality Review Reports
(If you can slog through them, that is)
When it comes to selecting a District 2 middle school for my fifth-grader, I have no intention of ruling a school in or out based on the latest letter-grade from the New York City Department of Education. The progress reports and accompanying grades are misleading, difficult to understand and culled from criteria that say much about the DOE's priorities - improving test scores- and little about mine as a parent.
And I would happily trade the A at Clinton, where my oldest son attends middle school, for smaller class sizes, a music program, a soccer team and a well stocked, staffed and open after-hours library.
So, I'm not disturbed that some of the fine schools we are seriously considering for next year -- like IS 89 -- received a D, or that the impressive Manhattan Academy of Technology, or MAT, got a C on its report card.
I sat down with the report cards this week to see what I might learn. The data and the methodology confused me, although it was clear that heavy penalties fell upon schools where test scores for the lowest performers failed to rise.
I switched to reading the quality reviews, like this one for MAT, and found much of the language in the quality reviews unfriendly to parents and filled with jargon: Does the average parent, for example, know what it means to "build and align capacity?" - or why that matters? Or care if "professional development activities are in place to address differentiated instruction and to create a seamless curriculum?"
Despite the jargon, overall, I found the quality reviews far more useful for parents, because they contained sections entitled: "What this school does well," or "What this school needs to do to improve."As for the report cards, here's a tip I gleaned from my colleague Veronika Denes, a Ph.D. who directs research and program evaluation for the National Academy of Excellent Teaching at Teachers College and understands data better than anyone I know.
Veronika and colleagues spent more than a day trying to understand the methodology behind the reports, until they discovered online a simplifying tool that the DOE created for educators.
It's 28 pages long.
Dear Chancellor Klein,
My name is Seth Pearce. I am a senior at LaGuardia High School and a member of the NYC Student Union, a citywide, student-run and -created education advocacy organization. I am writing to you to express both my support for your new school progress report program and my criticism of some of its parts.
At last week's NYC Student Union meeting, students from schools around the city discussed the progress reports. Some students supported them and others didn't. There was, however, a general agreement on the need for accountability in our schools. These progress reports bring added accountability and transparency to our city's schools. They help give valuable information to our city's parents. The most important benefit of the progress reports might be increased involvement from these parents who now have a clearer view of what's going on their children's schools.
While I support the principle of the progress reports, I also believe that the system needs revision. A large problem with your report card is the small amount of influence the Learning Environment section has on the overall score. Attendance is also as a major indicator of school performance. Students who go to bad schools will probably go to school less often and vice versa. If students are in the habit of going to school it is more likely that they will progress academically and proceed to the next level of education. Surveys should also play a larger role because parents, students and teachers have the most direct insight into the schools output.
I would also like to say that while standardized test scores deserve a place in the progress report they are given too much value in this system. While they provide some insight into student performance, they are inadequate and distract from the real business of education: teaching and learning. Emphasis on these tests also devalues the roles teacher and student. Furthermore, the need for constant progress to succeed in their progress reports is unrealistic for high performing schools and can actually distract them from the great work they are doing. In my mind the importance of progress for these purposes should be taken on the sliding scale determined by a school's previous performance, e.g. progress would more important for low performing schools.
Thank you for taking the time to hear a student's opinion. If you ever want to read some student commentary about our school system, check out the NYC Students Blog or stop by at one of our Monday meetings.
Have a nice day,