NATIONAL EDUCATION TRENDS

Atlanta Educators In Jail Awaiting Sentencing.

The AP (4/2, Brumback) reports that the former Atlanta teachers and test officials convicted in the city’s cheating trial Wednesday are “locked up in Fulton County jails” awaiting sentencing next week, noting that they could receive lengthy prison sentences. The piece explains that the former educators were convicted “of racketeering for their roles in a scheme to inflate students’ scores on standardized exams,” having been accused of changing test results “to collect bonuses or keep their jobs.”

Atlanta Scandal Fuels High-Stakes Testing Accountability Debate. The Christian Science Monitor (4/2) reports that there is a “strong split” over the question of whether the Atlanta cheating scandal was caused by “the accountability systems that have attached increasingly high stakes to standardized tests in recent decades,” noting that opponents of high-stakes testing are likely to be sympathetic toward the Atlanta teachers “because of undue pressures being placed on teachers by an overemphasis on test scores.” However, accountability supporters see the Atlanta teachers “as an example of why strong objective systems are needed to oversee and measure educators’ performance.”

US News & World Report (4/2) reports that the convictions have left some wondering whether “recent education reforms will lead to more cheating, as policymakers increasingly tie rewards and consequences for students, schools and teachers to test scores.” This article notes that some observers, while not condoning the cheating, say it was in some measure “the result of the intense pressure placed on teachers to meet high-performance goals for themselves and for their students.”

ED Responds To Verdicts. The Atlanta Journal-Constitution (4/2) reports briefly that ED spokeswoman Dorie Nolt released a statement about the verdicts, saying, “The verdict in the Atlanta test cheating scandal brings an end to a sad chapter in the history of Atlanta Public Schools. The focus of education should always be on what’s best for students. State and city leaders, parents and community members, deserve credit for their work to restore integrity to Atlanta’s schools and to regain the trust of the community. We especially recognize the thousands of Atlanta teachers, administrators and employees who worked hard and served students well while the community healed.”

Latino Babies Falling Behind Peers By Age Two.

The Washington Post (4/2, Brown) reports that new research shows Latino babies that are on parity with their white peers at nine months old in language and cognitive abilities fall “significantly behind” by age two. The study suggests that pre-K programs may intervene too late to end “persistent academic gaps” between the two groups, though they could narrow the language gap by one-third. Links were made between lower maternal education and maternal immigration status and lower test scores, while higher scores correlated with frequent reading to the child, maternal work outside the home, and more encouraging language towards the children.

The Los Angeles Times (4/3, Watanabe) adds that Bruce Fuller, a professor of education and public policy that co-authored the UC Berkeley study, said that while the Latino household is “a nurturing and supportive environment,” it’s “not necessarily infused with rich language and cognitive challenges.” Latino mothers, Fuller says, also “tend to believe” that children should start reading in kindergarten, while white mothers see age 2 as “appropriate.” He concludes that Federal funds for home visits could help close the gaps.

Report Argues For Degrees For All Lead Preschool Teachers.

The Education Week (4/2, Mongeau) reports in its Early Years blog that the Institute of Medicine and the National Research Council issued a report Wednesday arguing lead teachers in US preschools should have a bachelor’s degree in early development or education, though report committee member and psychology professor LaRue Allen, adds that fixing the system will not be “fast, easy, or cheap.” The report goes on to issue a total of 13 recommendations for bolstering early childhood education, including creating programs to help current teachers earn early childhood education degrees, increasing certification requirements, and making the system more consistent.

Schools See Improved Suspension Rates From

Trauma-Sensitive Discipline Practices.

The Hechinger Report (4/3) reports on the use of “a trauma-sensitive approach to discipline” being implemented in “a small but growing number of schools,” noting that Metropolitan Business Academy in New Haven, Connecticut, significantly lowered its number of suspensions using the practice. Schools using the practice don’t expect “students to leave their personal problems at the door,” and work to “help kids cope with what often is a history of trauma.”

PBS (4/2, Kolodner) reports that a New Haven, Connecticut high school called Metropolitan Business Academy is incorporating social workers, drama therapy, and trauma sensitivity to turn the “traditional approach to discipline on its head,” allowing students to cope with traumatic experiences behind their outbursts rather than receiving harsh punishments. The program has seen graduation and college enrollment rates jump as discipline rates decline, and similar projects are being considered at nearby schools.

Colorado Working To Cover Lack Of Teachers.

The Denver Post (4/3, Robles) reports that the economy’s recovery has led to a dearth of substitute teachers in Colorado, leading some districts to increase interview events from monthly to weekly, offer increased pay to substitutes in exchange for increased availability, and use student teachers already in the district. When no substitutes are available, teachers often cover other classes during their preparation periods, leading to increased tensions and less prepared lessons.