CHAPTER 6 Collin College EDUC 1301 Con temporary Trends and Issues in Education

 Students who require special services for academic, physical, or behavioral needs may be mainstreamed into regular classrooms with two teachers working together.  Inclusion classrooms offer all students significant possibilities. The inclusion teacher works closely with the regular classroom teacher.

 Inclusion: Students with disabilities are in a “regular” class whole day Pros and cons- helps or hurts “regular” students?  Mainstreaming: Students are in regular class for part of day  Special education: Segregated class Stigmatizes and inhibits growth? Why is there a disproportionate # of minority boys? How is the special education assessment made?

 Plan describing academic goals, services school will provide, and assessment strategy for each student with disabilities Created through collaboration of teachers (general ed. & inclusion specialist for that class), school psychologist, administrators, student’s guardians

 Learn differently from peers: Usually they learn faster and understand at more complex level Often demonstrate special creativity  Inclusion students can also be gifted and talented!  Fewer poor & minority students identified Parents less likely to demand inclusion Students had fewer experiences that convey sense of “giftedness”

 Enrichment: Broadens curriculum Classroom-based activities to expand on unit  Acceleration: Speed through curriculum, students may skip grades, graduate early Segregated grade-level classes Advanced placement classes (college credit) International Baccalaureate Program

 Uses a variety of strategies to meet different learning needs- represents good teaching! Differences affect:  What students need to learn  Pace of their learning  Level of support needed Students learn best when:  Supportive adults encourage them  The curriculum connects to their interests, lived experiences  They feel respected & part of community  Learning opportunities are natural outgrowths of the classroom community.

 Project-based: Students tackle a complex realistic task (often constructing something);  Problem-based: Students solve real problems  In both approaches: Students collaborate in small teams, direct learning All answers are respected and analyzed Focus is on an engaging, complex, real-life issue Students gain new academic, thinking, & social skills Adds creativity & depth to study of subject

 National Educational Goals Well-intentioned, but not achievable  No Child Left Behind  National Standards Difficult because of decentralized state control Curriculum organizations offer widely-used standards  National Voluntary Networks Schools & districts  High-school reform - governors’ coalition Copyright by Houghton Mifflin Company. All rights reserved

 The major goal was to close the achievement gap between poor, minority students & white middle-class students; Instituted annual state and school report cards based on standardized test scores. If schools don’t make “annual yearly progress”:  Schools provide additional services (free tutoring)  Schools must take corrective actions  Students can transfer to better-performing school in district States & school districts given unprecedented flexibility in spending federal $ Federal $ targeted to support programs and methods scientifically proven to improve student achievement

 Fostered culture of test preparation Annual standardized tests in math & reading for grades 3-8, but tests aren’t “standard” Narrowed curriculum, teaching practices  Widened gap between low- and high- achieving students!  Went back to being called the Elementary and Secondary Education Act in 2010

 STAAR tests: 3-9 reading; 4,7 writing; 8 social studies 5,8, science  Ratings: Exemplary, recognized, academically acceptable, academically unacceptable  Subgroups: All students, African American, Hispanic, White, Economically Disadvantaged  STARR begin EOC exams, eventually 12 EOC exams Copyright by Houghton Mifflin Company. All rights reserved

Public School Choice Choice of schools within a district Sometimes between districts Magnet Schools Public schools with specific themes Charter Schools Public schools chartered to be run independently Voucher Plans Public money to attend private school Copyright by Houghton Mifflin Company. All rights reserved

 Charter exempts school from certain rules, school produces set results by deadline Goal: Innovative education, often for targeted populations State or local ed. agency grants charter Publicly funded schools Teacher certification standards vary 40 states have charter school laws No clear evidence of success; supported by 2010 Race to the Top Federal Grant Competition.

 Harlem Success Academy 100% students pass zone test compared to 58% of public school students  Reasons public schools unsuccessful (Eva Muskowitz) 1)bureaucracy 2)union 3)can’t fire teachers  365,000 children on waiting lists for Charter Schools Copyright by Houghton Mifflin Company. All rights reserved

For  Families have widest possible range of education choices  Free-market competition will force schools to improve Good schools get stronger Bad schools “go out of business” Against  Schools, rather than families, choose Those not accepted remain in public system  Voucher amounts not enough for most private schools  Reduces funds for public schools  Public money could support religious schools Copyright by Houghton Mifflin Company. All rights reserved

 1980s: Many junior highs converted to middle schools to better serve young teens with interdisciplinary team- teaching  Research showed K-8 yields better academic & social success Many middle school teachers aren’t certified in subject area

 Most homeschooling families are white, middle or upper-middle class, religious, well-educated 1/3 chose because of school environment (safety, peer pressure, drugs); 1/3 to give religious ed.  Can parents adequately teach in all subjects? Range of curricula from companies via the Internet  Do kids gain social skills? Study reported 71% of homeschooled grads were active in the community vs. 37% of traditionally educated students.

For  Impossible to teach academics if moral conduct is not encouraged  Values needed for democratic participation are appropriate for all public-school students Against  Public schools should focus only on academics  Difficult to define universal values Copyright by Houghton Mifflin Company. All rights reserved

% of students aged who reported being victims during past 6 months (“Violent crimes” includes “serious violent crimes”) Source: Dinkes, R., Cataldi, E.F., Kena, G., and Baum, K. (2006). Indicators of School Crime and Safety: NCES /NCJ Washington, DC: U.S. Departments of Education and Justice. Figure 3.1, p. 15.

 Emotional climate Establish a culture of respect Deal quickly with everyday teasing, bullying  Create connections between adults & students  Break the code of silence  Involve everyone in school in creation of “emergency response” policies & practices

 Refers to students’ abilities to manage their emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively.  SEL skills are explicitly taught through planned, systematic, and evidence-based classroom instruction.

 Safety  Privacy Family Educational Rights & Privacy Act (FERPA): School must protect confidentiality of students’ educational records  A.k.a. “the Buckley Amendment”  Students & parents can review records  Can challenge content, insert explanation into file  Exercise some control over disclosure  For more information about FERPA

 Free expression: Balance between individual’s rights & school’s need to maintain productive learning environment Speech cannot disrupt learning School newspapers can be censored District can impose dress code  Freedom of religion: In general, schools must be neutral

 Safety  Academic freedom  Freedom of expression  Privacy: Limited; if private actions affect integrity of school or hamper teacher’s effectiveness, teacher may be disciplined  These rights are limited by context: The teacher’s responsibility to students

 Take reasonable precautions to keep students safe;  Report suspected child abuse/neglect!  Watch the TeachSource Video Case, “Legal and Ethical Dimensions of Teaching: Reflections from Today’s Educators” In what ways are the “rules of the classroom” meant to support students’ First Amendment rights?”

 Trends often have long lasting impacts on teaching and learning! You will likely encounter: Exceptional learners An inclusion classroom Project- and problem-based learning Standards-based accountability Issues related to students’ rights and safety Families choosing alternative schooling (charter schools, homeschooling) Issues surrounding social and emotional learning.

 Choose an Issue Exceptional learners An inclusion classroom Project- and problem-based learning Standards-based accountability Issues related to students’ rights and safety Families choosing alternative schooling (charter schools, homeschooling) Issues surrounding social and emotional learning  Discuss the Issue Developing Pro and Con Talking Points 10 minutes to work 2 minutes to present Copyright by Houghton Mifflin Company. All rights reserved