“Today was a special day. I broke my nose, I have stitches, I score four goals.”

Hockey player Alex Ovechkin

Cool RFA report here.

Only critique — and it’s minor ’cause these folks are heroes to me — is there appears to be a false dichotomy within the report between “neighborhoods” and “middle-class families”, one that elides the presence of Northeast Philadelphia.

These generally conservative neighborhoods are not particularly concerned about schools in North Philadelphia or whether young urban professionals move to the suburbs.

They have the newest schools in the city.

They have politicians like John Perzel who adeptly defend their interests.

North of Cottman lies nearly thirteen percent of the city’s population; North of the Pennypack nine percent of the city lives. Not a huge proportion, but enough to influence the educational landscape.

Robert Plant and Allison Krauss, Please Read the Letter, Violin solo btwn 3:01 and 3:06.

Bruce Springsteen, Girls in their Summer Clothes, beginning of third verse, right at 2:31, when the Phil Spector back-up singin’ wall of sound kicks in…I love two verses of precise details about what it means to be young and living near the beach followed by the real reason why that spinning wheel seems so clear — the heartbreak of departure laid out right at…2:31.

I don’t know much about the three candidates.

I’m struck, though, by what they chose to highlight during their initial public interviews. (Caveat: this may just be what the reporter elected to stress in her piece).

Professor Ackerman: she “supported paying teachers at different rates based on performance and other factors.”

Professor McGuire: “praised the Philadelphia district’s standardized curriculum,” but “said it hadn’t been implemented as well as it should have been.”

Mr. Nunery II “emphasized his background in business.”

Sigh. Hold that ball still, Lucy, I’ll run up and kick it.

Wonderful New Yorker article.

Favorite passage:

At some point, as a child progresses from decoding to fluent reading, the route of signals through her brain shifts. Instead of passing along a “dorsal route” through occipital, temporal, and parietal regions in both hemispheres, reading starts to move along a faster and more efficient “ventral route,” which is confined to the left hemisphere. With the gain in time and the freed-up brainpower, Wolf suggests, a fluent reader is able to integrate more of her own thoughts and feelings into her experience. “The secret at the heart of reading,” Wolf writes, is “the time it frees for the brain to have thoughts deeper than those that came before.” Imaging studies suggest that in many cases of dyslexia the right hemisphere never disengages, and reading remains effortful.

In a recent book claiming that television and video games were “making our minds sharper,” the journalist Steven Johnson argued that since we value reading for “exercising the mind,” we should value electronic media for offering a superior “cognitive workout.” But, if Wolf’s evidence is right, Johnson’s metaphor of exercise is misguided. When reading goes well, Wolf suggests, it feels effortless, like drifting down a river rather than rowing up it. It makes you smarter because it leaves more of your brain alone. Ruskin once compared reading to a conversation with the wise and noble, and Proust corrected him. It’s much better than that, Proust wrote. To read is “to receive a communication with another way of thinking, all the while remaining alone, that is, while continuing to enjoy the intellectual power that one has in solitude and that conversation dissipates immediately.”

This story details the way that CBT/McGraw-Hill uses children to field test their exams.

Aren’t enough days given to testing already? Should children be used as lab rats for a for-profit institution?

I shall not stress the contrast in buildings or the physical facilities, though they are startling enough. For, to be frank, I am not at all convinced that in terms of education the dazzling attractiveness of the spacious buildings of some suburban school I know are as much of an asset as they seem, though I hasten to add that many large city schools should be torn down and replaced by modern structures. The real contrast is evident only to a visitor who will take the time to visit classes, talk to the principals and teachers in both schools, examine the relevant statistics, and ascertain the completely different educational aspirations of the families.

James B. Conant, Slums and Suburbs (New York: McGraw-Hill, 1961), 80.

Link to Atlantic article.

Quoting the article:

Anderson would be the last person to gloss over the severe problems of the urban poor, but in The Wire he sees “a bottom-line cynicism” that is at odds with his own perception of real life. “The show is very good,” he says. “It resonates. It is powerful in its depiction of the codes of the streets, but it is an exaggeration. I get frustrated watching it, because it gives such a powerful appearance of reality, but it always seems to leave something important out. What they have left out are the decent people. Even in the worst drug-infested projects, there are many, many God-fearing, churchgoing, brave people who set themselves against the gangs and the addicts, often with remarkable heroism.”

Hmmm. Not quite sure what Professor Anderson is saying here or whether we’re watching the same show. Those individuals are ably and amply represented throughout the show, from Randi’s step-mother to the recurring Steve Earle character; none of these characters are pure but they shouldn’t be. Furthermore, the good intentions of various characters, some of whom have “set themselves against the gangs and the addicts,” often misfire when the dysfunction of urban institutions leaves individuals helpless before neighborhood decay.

The Slate article from the beginning of the fourth season.

Article about a project in NYC that attempts to measure the impact of teachers in the classroom.

Clearly resisted by most parties, I was struck by the declaration of one of the NYC officials:

“If the only thing we do is make this data available to every person in the city — every teacher, every parent, every principal, and say do with it what you will — that will have been a powerful step forward,” said Chris Cerf, the deputy schools chancellor who is overseeing the project. “If you know as a parent what’s the deal, I think that whole aspect will change behavior.”

Are we going to publish the rates of new teachers who quit? Of poverty within a given school? Of principal turnover?

This data without context — how it will undoubtedly be taken regardless of how its presented — will be utterly irrelevant.

New York Times article on state exit exams for high school students.