Linda Gordon in Dissent

There’s a great essay about the successes and failures of the New Deal in the most recent Dissent. I liked the way she framed the two-tiered nature of reform and the ways in which reforms can disproportionately benefit some of those who need it least. I’ll quote at length:

Second, particularly common to welfare-state programs—in the larger sense of welfare that includes health care, education, and attempts to alleviate poverty—is a two-tier structure that provides the least for those who need the most. These tiers are often counter-intentional, counter-intuitive, and irrational, because they produce one level of generous and honorable benefits for those least in need and another that is stingy and disreputable for those whose need is greatest. This inequality is constructed in several ways:

• the neediest are often excluded altogether from the better programs;

• programs provide more benefits to the prosperous than to the poor;

• payments to the relatively prosperous are disguised, sometimes intentionally, as with the New Deal Social Security Old Age Pensions, so as to be unnoticeable, while payments to the poor are extremely public and thus, both stigmatizing and resented. Only the latter are typically called redistributive.

Swine Flu Myths

I may make fifty copies of this article to carry around with me:

The first major fear is that flu shots might actually give people the flu. In the case of H1N1, the concern is primarily with the nasal spray variation, which is made with live virus. (The injected vaccine uses dead virus.)

Even health care workers are falling for the pseudoscience behind this myth. A group of doctors and nurses in New York recently filed a federal restraining order to block administration of the vaccine — citing a fear that it could cause an H1N1 outbreak.

Though “live virus” sounds alarming, the fact is that the viruses are weakened to such an extent that they cannot grow or propagate at normal body temperature. Once these “cold-adapted” viruses leave the nose and are subjected to the higher temperatures inside the body, they’re goners. The track record speaks for itself: Live-virus nasal sprays have been widely used for flu vaccination in the US since 2003 — without incident.

Editorial in NYT

There’s a weird editorial in today’s Times detailing some proposed changes to the teacher education system. I guess it’s somewhat humorous that the author argues that major colleges do not support teacher education while she is serving as an adjunct at a major college. Plus, Harvard, Penn, Stanford, Columbia, Wisconsin do have extraordinary education departments; teacher education just isn’t their primary focus.

There’s another strain of argument in this essay that I found even more problematic: it’s the best and brightest argument, as if the teachers who presently choose to teach don’t qualify. There’s plenty of really bright folks who for various reasons don’t go to Harvard or Yale; some of them actually become great teachers. This best and brightest argument fuels TFA, as if the magic of an elite college education provides something that can’t be found elsewhere…

Lawrence Vale

I saw Lawrence Vale this afternoon at the Urban Studies Annual Lecture. He provided a thoughtful comparison between the initial burst of public housing in American cities and the recent demolition of these same projects. It was an impressive talk, considering how much he covered in such a short time.

My question, had I the courage to ask it amidst a mutinous undergraduate crowd:

Most of the public housing built was accompanied by various institutions: health centers, rec centers, schools; planners incorporated some of these institutions into their designs while others came from external agencies. What happened to these resources when the PJs came down? Had they already become irrelevant? Have they been renegotiated and given a new lease? Have they been destroyed along with the rest of the development?

He talked some about the social networks and acknowledged different viewpoints about the social capital in public housing (some have claimed that any new housing would be better) but it seems to me that at least some of the answer lies with the fate of these “other” institutions.

Another Report

This report, released this October, seems pretty interesting. Any publication that has this paragraph in its introduction has already won me over:

Better teaching, in the long run, will come not just from attracting a strong pool of talent and giving them boosts in pay, but from changing the nature of the job. And the teaching profession is in many ways defined by the way schools are designed. Today, most teachers’ work is isolated and fragmented, with no defined pathways for career development, few mechanisms for feedback, and a schedule that is disconnected from the reality of what teachers actually do and what students actually need. As a result, many schools are insufficiently attractive to talented professionals, and they squander the talent of those they manage to employ.

I downloaded the whole report here..

Letter I liked

Joanne Yatvin, already possessing superhero status for her minority report in response to the NRP, posted this letter to the NYT after another misguided editorial about what teachers can or cannot do:

Nicholas D. Kristof reads America’s problems backward in declaring, “We can’t fight poverty without reforming education.” The fact is, we can’t reform education without fighting poverty. Disabled schools are just one product of governments at all levels that fail to provide impoverished families and communities with the resources to raise and educate children successfully.

Arne Duncan takes on schools of ed

The full speech from Secretary Duncan is here.

I agree with portions of it —

“In all but a few states, education schools act as the Bermuda Triangle of higher education—students sail in but no one knows what happens to them after they come out. No one knows which students are succeeding as teachers, which are struggling, and what training was useful or not.”

“In far too many universities, education schools are the neglected stepchild. Often they don’t attract the best students or faculty. The programs are heavy on educational theory–and light on developing core area knowledge and clinical training under the supervision of master teachers.”

Here’s the problem, though…you can’t ask teacher colleges to “become more rigorous and clinical, much like other graduate programs, if we are going to create that new army of teachers” without offering some kind of support. Schools of education serve various roles on campus — cash cows being the most important — but pooping on them won’t make a difference. What will you offer in their place?

And this idea highlights a deeply entrenched fallacy about teacher education programs:

But I’d like to see high-quality alternative pathways for aspiring teachers, like the New Teacher Project and Teach for America, expand in coming years, too. We need to use every high-quality avenue possible to recruit teachers, whether they are older, successful adults interested in taking a new career path through programs like Troops for Teachers or college seniors applying to Teach for America.

All of these high-quality alternative pathways still require students to either attend graduate school while teaching or to do so sometime within the first five years of their teaching. Alternative pathways basically means “take classes at night while you’re exhausted from teaching all day.”

Re-negotiating this paradigm would require:
*ending teacher certification
*eliminating universities as the gatekeepers of the teacher certification process.

I’m down for either — how about a school, run by an LEA in conjunction with the state, that certified teachers based on their performance in the classroom and the work they did to support their teaching?

What is the university?

I liked this letter, both for its style and its description of how a university functions:

The university is essentially a medieval institution, a bazaar of intellectual goods hawked by hoary promulgators of many divergent truths. It mysteriously produces, after four years, educated people — university graduates. No one has ever figured out another way to do this. However, the university cannot survive without government funding (replacing the church support of medieval times), contingent upon compliance with an array of complex regulations and laws. This has given rise to an entrenched quasi-governmental bureaucracy of managers.

The tenure system — antiquated, ritualistic and of course unfair — by its very quirkiness protects the academic side from being engulfed by the administrative side, as does the independence of departments. Without these inefficiencies, universities would become little better than branches of government, and the variegated thread to our cultural past would be broken. As long as we don’t tamper too much with the core model, we can limp along and pass something of value on to our children, so they can complain bitterly, in their turn, about the cumbersome, inefficient, unfair and bizarre institution called “the university” (and become educated in the process).


I received this email this morning.

Good afternoon. You are invited to participate in the Take a Parent to Work Event on Friday, October 23rd between 2 and 4 pm. This is an excellent opportunity for parents to see the work of some of our staff and how it relates to what is being done in our schools.

Afterward, we will have a fashion show in which parents and District staff will model donated clothes from the closets of our Superintendent, Dr. Arlene C. Ackerman, and the staff at 440. Please contact Pat Gamarra at 215-400-6538 or if you are interested in participating in either event.

Space is limited, call ASAP.

Quibila A. Divine
The School District of Philadelphia
Office of Parent, Family, and Community Engagement