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Second level
Third level
Fourth level
Fifth level
‹date/time›
‹footer›
‹#›
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PS 219 Sessions 24&25
PS 219 Sessions 24&25
EDUC=
ATION
POLICY
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PS 219 Sessions 24&25
Outline
&#=
8226; Will
Stick to K-12
&#=
8226; Outline
&=
#8211; Background
– Structure of American Education
&=
#8211; Reforms
– Types, History, Repetition
&=
#8211; No
Child Left Behind
&=
#8211; Educational
Choice
&=
#8211; The
Future – Gloomy? Radic=
ally
Different?
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PS 219 Sessions 24&25
Background
&#=
8226; Critical
Structural Characteristics
&=
#8211; Variance
– Vast Differences
&=
#8211; Inequalities
&=
#8211; State
and Local Control – Changing?
(Later)
&#=
8226; Variance
– In Just About Everything
&=
#8211; First
“The Image” – Especially from Outsiders
&=
#8226; Inner-City
Horror Show
&=
#8226; Poor,
Racial Minorities, and Failing Miserably
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PS 219 Sessions 24&25
Background (Cont.)
&=
#8226; Actually,
The Images Must be of Vast Differences
&#=
8211; Districts
and School Sizes
&#=
8211; Location
Geographic Composition
&#=
8211; Students
&#=
8211; Expenditures
– And now With Charter Schools and other Schools =
of Choice
– Approaches to Learning
&#=
8211; And
Now With No Child Left Behind – What We Should Learn
&#=
8211; Outcomes
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PS 219 Sessions 24&25
Background (Cont.)
•<=
/span> Inequality
–<=
/span> Outcomes Vary – Unfortunately Predictably=
3;
•<=
/span> Achievement Measures:
– Standardized Tests
– Attainment – HS Graduation; College
•<=
/span> Predicted by Race:
Blacks, Hispanics, Native Americans Do Worse
•<=
/span> Predicted by Income: Kids on Free Lunch do Worse
<=
/span>
•<=
/span> Predicted by Gender: boys Do worse
–<=
/span> And, Excepting Gender, They Have for A Long Time&#=
13;
–<=
/span> But, and this should help, We Know Locations
<=
/span>
•
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PS 219 Sessions 24&25
Background (Cont.)
• S=
tate
and Local Control
– U=
niquely
American
– <=
b>Legal
Authority With States and School
Districts
– <=
b>Funding: 7% =
From
Feds; Rest 50/50 State and Local District
(state share growing)
– Cultural: Belief That Local Districts Know =
Best; Know What Their Children Should Learn, and Not Learn; and How Much They Want to Spend
=
=
211;
PS 219 Sessions 24&25
Reforms
&#=
8226; Larry
Cuban Is a Good Guide
&=
#8211; Teacher
Instruction
&=
#8226; Standard/”Old”
System
&=
#8226; Participatory
Approaches
&=
#8226; Reality-Based
Instruction
&=
#8211; Curriculum
&=
#8226; Academic
Traditional
&=
#8226; Practical/Real
(But Not Vocational)
PS 219 Sessions 24&25
Reforms (Cont.)
&#=
8226; Governance/Authority
&=
#8211; Traditional
&=
#8226; Centralized/Professional
– School Admin/Boards
&=
#8226; Increasing
State Role
&=
#8226; But
still… when the door closes- its teachers!
&=
#8211; Decentralized
&=
#8226; Community
Schools; Huge systems (NY)&#=
13;
&=
#8226; More
Recent: Site-Based; Vouchers;
Charters
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PS 219 Sessions 24&25
Reforms (Cont.)
• Why So Many Reforms?&#=
13;
– Usual Explanations:
• Rationalistic
Failures
• Cycle Theories
– Another Approach
<=
/span>
• Inherent Value
Contradictions
– Excellence For All
=
– Common Education For
All
– Common Values For All&#=
13;
• Political Backlash R=
11;
High Expectations Dashed
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PS 219 Sessions 24&25
No Child Left Behind
• T=
heoretically
Based on Five Components
– S=
tandards
(High)
– C=
urriculum
Aligned With Standards
– A=
ssessment
of Performance
– C=
onsequences
for Failing Schools
– T=
eacher
Quality
• S=
tandards
– D=
etailed,
By Subject and Grade
– F=
ormal,
Written
=
226;
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PS 219 Sessions 24&25
No Child Left Behind (Cont.)
&#=
8226; Curriculum
&=
#8211; Fit
to Standards – Roadmap
– May
Require: Radical Changes; New
Texts; New Pedagogies;
&=
#8211; Or
May Reflect What Is Currently Happened
=
226;
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PS 219 Sessions 24&25
No Child Left Behind (Cont.)
&#=
8226; Assessment
– Standardized
Tests: Math and Reading, Gra=
des 3-8,
one HS Grade, Science by 2005.
&=
#8211; Probably
“Criteria Referenced” Tests
=
211; Reporting: Whole School; Subgroups (Race; Free-lunch;
Exceptional Education; ESL
&=
#8211; Participation:
95% Rule, School and Subgroups
&=
#8211; Requirement: By 2012 – 100%
“Proficient”
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PS 219 Sessions 24&25
No Child Left Behind (Cont.)
&#=
8226; Consequences: Severe
&=
#8211; School-Level,
but Could Be District As Well
&=
#8211; “Failing
School” =3D Decline in % Proficient
– Two
Years: Students Have Option =
of
Another Public School (Bush wanted private also)
&=
#8211; Three
Years: Restructuring; Distri=
ct
Takeover
&=
#8211; Failing
Districts: State Takeover
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PS 219 Sessions 24&25
No Child Left Behind (Cont.)
• Teacher Quality
– By 2005-06 “A
Qualified Teacher in Every Classroom”
– Not Defined, but Thoug=
ht
to Mean “Certified”
– Outcry Beginning Last
Year: Rural Exception Granted
– Some States Operating =
with
15-20% Uncertified or under “Emergency Certification”=
3;
– Why? Class Size Reduction, Teacher Sho=
rtage
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PS 219 Sessions 24&25
No Child Left Behind (Cont.)
• Analysis and
Evaluation
– Some Thinking Points&#=
13;
• Who Decides
Standards? How Detailed? What Included? Some Stats!
• Testing Problems ̵=
1;
Criteria Referenced Tests? Ever Increasing Proficiency? =
100%
Proficient? Gaming?
• Consequences – R=
ight
Approach? Students the Key;
What Motivates Them on Testing?
• Teacher Quality: Long-term Process; Short-term Goals? Will it Lead to Waffling and
Gaming?
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PS 219 Sessions 24&25
No Child Left Behind (Cont.)
R=
26; Think
of NCLB as a Policy Evaluation Problem
&=
#8211; What
would we study? What goals?&=
#13;
&=
#8211; What
Criteria Would We Use to Evaluate?
&=
#8211; How
Would You Set it Up?
&=
#8226; What Units?
&=
#8226; What Samples?
&=
#8226; What Would be a Reasonable
Timeframe?
PS 219 Sessions 24&25
Educational Choice
&#=
8226; History
of Choice –
&=
#8211; Public
School Only –
=
226; Standard
Practice: Residential Assign=
ment
to Schools that are mostly similar
• Began with “magnet schools” 100 yea=
rs
ago; they expanded in the 1970s and 1980s to aid
integration
&=
#8226; Open
Enrollment (MN/1986) – Cross District Lines
&=
#8226; Charter
Schools (MN/1991)
PS 219 Sessions 24&25
Educational Choice (Cont.)
– Private School Choice&=
#13;
• Private Schools:
<=
/span>
– About 12% of students
– similar last 75 years
– 85% Religious – H=
alf
of those Catholic –
– Very Little Regulation=
or
Public Support Because of First Amendment to the US
Constitution; and State Constitutional Prohibitions
• First Tuition Tax Credi=
ts
(MN/1967) – Supported in Mueller v. Allen
(1983)
• Vouchers (WI –
Milwaukee/1990) – Supported in Cleveland Case, Zelman=
v.
Simmons-Harris (2000)
PS 219 Sessions 24&25
Educational Choice (Cont.)
• Rapid Expa=
nsion
of Many of These Programs (Except
for Vouchers – WI,OH,FL, and DC).&n=
bsp;
• P=
itched
Battles All Along the Way
• One Way To
Conceptualize These Various Programs
is by Thinking About Choices Available to Families and to Institutions (Fig 1)
• Why the Pi=
tched
Battles? Why so
Controversial? Distinctive Differences (Fig 2)
–
PS 219 Sessions 24&25
FIGURE 1.
PERSONAL AND INSTITUTIONAL CHOICE PARADIGMS
Private<=
/b> : Not
=
Constrained
Public: Constrai=
ned by State=
, District=
Rules
Current Private Schools; Open- ended
Vouchers; some Charte=
r Schools
=
;
Original Magnet Schools; Some Inter-distr=
ict Choice Programs=
3;
Collective: Constrai=
ned By Selec=
tion Criteria=
Targeted Vouchers;
Most Magnet=
s; Most
Charters
Traditional Assignment Area Public=
Schools
=
;
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PS 219 Sessions 24&25
FIGURE 2.<=
span
style=3D'mso-spacerun:yes'>
Public: Democrat=
ic/Collective
Market: Independ=
ent/Private
Universal, Equal Education;
“Civic” Education;
Community, =
Family
Satisfaction
Internal Organizational; Family Satisfactio=
n;
Profit or Equivalent
Democratically Controlled;
Public Organization
Independently Controlled; Private Organizatio=
n
Organizational Control:=
Personnel, Budgets, Work Rules, Physical Plant, etc.
External: by
Political and Bureaucratic Authorities
Internal: by =
Board,
Staff and Parents
Product: Grad=
e =
Structure;<=
span
style=3D'mso-spacerun:yes'> Curriculum; =
Pedagogy;
Classroom Organization; Schedule
External: by
Political and Bureaucratic Authorities
Internal: by =
Board,
Staff and Parents
To Whom?: Public;
Means: Exte=
rnal Assessment&=
#13;
To Whom?: Families;
Means: Fami=
ly Satisfactio=
n
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PS 219 Sessions 24&25
Educational Choice (Cont.)
• Does Choice Lead to
Greater Achievement ?
– Some Research Says Yes;
some Says No
– Considerable Battling =
Over
Vouchers – My work Said They Were the Same as
Public
– Similar Results in OH&=
#13;
– Contested Results in
Dayton, NYC, DC (Privately funded voucher experiments)
– Charters –
Raging Battle As We Speak
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PS 219 Sessions 24&25
Educational Choice (Cont.)
• Does Choice Lead to
Greater Attainment ?
– Almost No Research
=
;
– But Research on Cathol=
ic
H.S. Says Yes
–<=
/span>
• Does Choice Lead to
Greater Competition ?
– Mixed on Vouchers
=
– We Have Strong Evidence
that Yes in WI for Charters and Open Enrollment
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PS 219 Sessions 24&25
Educational Choice (Cont.)
&#=
8226; The
Future of Choice?
– Vouchers
– Only CO recently enacted and very weak law under court
challenge. Some Activity Now
in SC and other states. Poli=
tics
are Against
=
211; Charters
– 40 states, 3400 schools – may reach limit
and level off or may continue.
Last year being contested rigorously
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PS 219 Sessions 24&25
Education in the Future
&#=
8226; How
Gloomy? I Don’t think =
That
Bad.
– We
Spend A Lot of Money and Count on Education as a Way Up and a
Way to Stay on Top.
– Considerable
Advantages in the Number of Post-Secondary Students and Successes=
of Colleges
and Graduate Programs.
&=
#8211; Problem
is at the Bottom – Need to Improve
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PS 219 Sessions 24&25
Education in the Future (Cont.)
&#=
8226; Future
Alternatives – Millennium Paper
&=
#8211; Uncommon
Schools
&=
#8211; Specialized
Education
&=
#8211; “Ancillary”
Education
&=
#8211; School
Without Walls
&=
#8211; Schools
Without Teachers
&=
#8211; Global
Education
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var appVer=3Dnavigator.appVersion, msie=3DappVer.indexOf("MSIE "), ver=3D0
if( msie >=3D 0 )
ver=3DparseFloat( appVer.substring( msie+5, appVer.indexOf(";",msie) ) )
else
ver=3DparseInt(appVer)
return( ver >=3D 4 && msie >=3D 0 )
}
function _RSW()
{
if( !g_supportsPPTHTML || IsNts() ||
( !g_scaleInFrame && (!IsWin("PPTSld") || !parent.IsFullScrMode()) ) )
return
var padding=3D0;
if( IsWin("PPTSld") && parent.IsFramesMode() ) padding=3D6
cltWidth=3Ddocument.body.clientWidth-padding
cltHeight=3Ddocument.body.clientHeight-padding
factor=3D(1.0*cltWidth)/g_origW
if( cltHeight < g_origH*factor )
factor=3D(1.0*cltHeight)/g_origH
newSize =3D g_origSz * factor
if( newSize < 1 ) newSize=3D1
s=3DSlideObj.style
s.fontSize=3DnewSize+"px"
s.posWidth=3Dg_origW*factor
s.posHeight=3Dg_origH*factor
s.posLeft=3D(cltWidth-s.posWidth+padding)/2
s.posTop=3D(cltHeight-s.posHeight+padding)/2
if( g_scaleHyperlinks )
ScaleHyperlinks( factor )
}
function _InitAnimations()
{
animRuntimeInstalled =3D ''+document.body.localTime !=3D 'undefined';
isFullScreen =3D (window.name =3D=3D "PPTSld") && !parent.IsFramesMode();
g_animUseRuntime =3D g_showAnimation && animRuntimeInstalled && !(isFullSc=
reen && parent.IsSldVisited());
if( g_animUseRuntime ) {
collSeq =3D document.all.tags("seq");
if( collSeq !=3D null ) {
for(ii=3D0;ii
numSlds )
gSldJumpIdx =3D numSlds;
if ( gSldJumpIdx >=3D 0 ) {
if ( gSldJumpIdx =3D=3D 0 )
gSldJumpIdx =3D 1;
var jumpTo =3D parseInt(gSldJumpIdx);
gSldJump =3D 0; gSldJumpIdx =3D "";
win.GoToSld( parent.GetSldList().mList[jumpTo-1].mSldHref )
}
}
}
function _KDH()
{
if( event.keyCode =3D=3D 8 ) {
event.returnValue =3D 0;
parent.GoToPrevSld();
}
}
function DocumentOnClick()
{
if( IsNts() || parent.HideMenu() ) return;
if( ( g_allowAdvOnClick && !parent.IsFramesMode() ) ||
(event && (event.keyCode=3D=3D32) ) )
parent.GoToNextSld();
}
var g_supportsPPTHTML =3D SupportsPPTHTML(), g_scaleInFrame =3D 1, gId=3D""=
, g_bgSound=3D"",
g_scaleHyperlinks =3D false, g_allowAdvOnClick =3D 1, g_showInBrowser =
=3D 0, gLoopCont =3D 0, gUseSldTimings =3D 1;
var g_showAnimation =3D g_supportsPPTHTML && SupportsPPTAnimation() && ( (w=
indow.name=3D=3D"PPTSld" && !parent.IsFramesMode()) || g_showInBrowser );va=
r g_animManager =3D null;
var g_animUseRuntime =3D false;
var g_animItemsToHide, g_animInteractiveItems, g_animSlideTime;
var g_animMainSequence =3D null;
var ENDSHOW_MESG=3D"End of slide show, click to exit.", SCREEN_MODE=3D"Fram=
es", gIsEndShow=3D0, NUM_VIS_SLDS=3D26, SCRIPT_HREF=3D"script.js", FULLSCR_=
HREF=3D"fullscreen.htm";
var gCurSld =3D gPrevSld =3D 1, g_offset =3D 0, gNtsOpen =3D gHasNts =3D gO=
tlTxtExp =3D 0, gHasNarration =3D 0, gOtlOpen =3D true
window.gPPTHTML=3DSupportsPPTHTML()
var gMainDoc=3Dnew Array(new hrefList("slide0001.htm",1,-1,1),new hrefList(=
"slide0003.htm",1,-1,1),new hrefList("slide0005.htm",1,-1,1),new hrefList("=
slide0006.htm",1,-1,1),new hrefList("slide0007.htm",1,-1,1),new hrefList("s=
lide0008.htm",1,-1,1),new hrefList("slide0010.htm",1,-1,1),new hrefList("sl=
ide0011.htm",1,-1,1),new hrefList("slide0012.htm",1,-1,1),new hrefList("sli=
de0009.htm",1,-1,1),new hrefList("slide0013.htm",1,-1,1),new hrefList("slid=
e0014.htm",1,-1,1),new hrefList("slide0015.htm",1,-1,1),new hrefList("slide=
0016.htm",1,-1,1),new hrefList("slide0017.htm",1,-1,1),new hrefList("slide0=
018.htm",1,-1,1),new hrefList("slide0019.htm",1,-1,1),new hrefList("slide00=
20.htm",1,-1,1),new hrefList("slide0021.htm",1,-1,1),new hrefList("slide000=
4.htm",1,-1,1),new hrefList("slide0002.htm",1,-1,1),new hrefList("slide0022=
.htm",1,-1,1),new hrefList("slide0023.htm",1,-1,1),new hrefList("slide0024.=
htm",1,-1,1),new hrefList("slide0025.htm",1,-1,1),new hrefList("slide0026.h=
tm",1,-1,1));
/*********************************************
Frameset functions
These functions control slide navigation
and state of the frameset.
**********************************************/
function FullScrInit()
{
g_allowAdvOnClick =3D GetCurSld().mAdvOnClk
document.body.style.backgroundColor=3D"black"
document.oncontextmenu=3Dparent._CM;
document.onkeydown =3D _KDH;
document.ondragstart=3DCancel
document.onselectstart=3DCancel
self.focus()
}
function Redirect( frmId )
{=09
var str=3Ddocument.location.hash,idx=3Dstr.indexOf('#'), sId=3DGetSldId()
if(idx>=3D0) str=3Dstr.substr(1);
if( window.name !=3D frmId && ( sId !=3D str) ) {
obj =3D GetObj("Main-File")
window.location.href=3Dobj.href+"#"+sId
return 1
}
return 0
}
var MHTMLPrefix =3D CalculateMHTMLPrefix();=20
function CalculateMHTMLPrefix()
{
if ( document.location.protocol =3D=3D 'mhtml:') {=20
href=3Dnew String(document.location.href)=20
Start=3Dhref.indexOf('!')+1=20
End=3Dhref.lastIndexOf('/')+1=20
if (End < Start)=20
return href.substring(0, Start)=20
else=20
return href.substring(0, End)=20
}
return '';
}
function GetTags(base,tag)
{
if(g_supportsPPTHTML) return base.all.tags(tag);
else return base.getElementsByTagName(tag);
}
function UpdNtsPane(){ if(frames["PPTNts"]) PPTNts.location.replace( MHTMLP=
refix+GetHrefObj( gCurSld ).mNtsHref ) }
function UpdNavPane( sldIndex ){ if(gNavLoaded) PPTNav.UpdNav() }
function UpdOtNavPane(){ if(gOtlNavLoaded) PPTOtlNav.UpdOtlNav() }
function UpdOtlPane(){ if(gOtlLoaded) PPTOtl.UpdOtl() }
function SetHasNts( fVal )
{
if( gHasNts !=3D fVal ) {
gHasNts=3DfVal
UpdNavPane()
}
}
function ToggleOtlText()
{
gOtlTxtExp=3D!gOtlTxtExp
UpdOtlPane()
}
function ClearMedia()
{
// Clear any sounds playing before launching another browser window. Other=
wise,
// in fullscreen mode, you'll continue to hear the sound in the frames mod=
e.
if (PPTSld.pptSound) PPTSld.pptSound.loop =3D 0;
}
function FullScreen()
{=20
if ( PPTSld.g_animUseRuntime )
PPTSld.document.body.pause();
ClearMedia();
var href =3D ( document.location.protocol =3D=3D 'mhtml:') ? FULLSCR_HREF =
: FULLSCR_HREF+"#"+GetHrefObj(gCurSld).mSldHref;
if(PPTNav.event.ctrlKey) {
var w =3D (window.screen.availWidth * 1.0) / 2.0
var h =3D w * (PPTSld.g_origH * 1.0) / PPTSld.g_origW
win =3D window.open( MHTMLPrefix+href,null,"toolbar=3D0,resizable=3D1,top=
=3D0,left=3D0," + "width=3D"+ w + ",height=3D" + h );
if( win.document.body && PPTSld.g_animUseRuntime )
win.document.body.PPTSldFrameset=3Dwindow;
}
else
{
win =3D window.open( MHTMLPrefix+href,null,"fullscreen=3Dyes" );
if( win.document.body && PPTSld.g_animUseRuntime )
win.document.body.PPTSldFrameset=3Dwindow;
}
}
function ToggleVNarration()
{
rObj=3DPPTSld.document.all("NSPlay")
if( rObj && !PPTSld.g_animUseRuntime ) {
if( (rObj.playState =3D=3D 1)||(rObj.playState =3D=3D 0) )
rObj.Play()
else if( rObj.playState =3D=3D 2 )
rObj.Pause()
else
return;
}
else if( PPTSld.g_animUseRuntime )
{
narObj =3D PPTSld.document.all("narrationID")
if( narObj )
narObj.togglePause()
}
}
function GetCurSldNum()
{ =20
obj=3DGetHrefObj(gCurSld)
if( obj.mOrigVis =3D=3D 1 )
return obj.mSldIdx
else =20
return gCurSld
}
function GetNumSlds()
{ =20
if( GetHrefObj(gCurSld).mOrigVis =3D=3D 1 )
return GetSldList().mNumVisSlds;
else
return GetSldList().mList.length
}
function GetSldNum( href )
{
for(ii=3D0; ii 1 )
PopSldList();
else if( !IsFramesMode() ) {
if( gLoopCont )
GoToFirst()
else
EndShow()
}
}
function GoToPrevSld()
{
ii=3DgCurSld-1
if( ii > 0 ) {
obj=3DGetHrefObj(ii)
while ( obj && ( obj.mVis =3D=3D 0 ) && ( ii>0 ) )
obj=3DGetHrefObj(--ii)
if( ii =3D=3D 0 ) ii=3D1
GoToSldNum(ii)
}
}
function GoToFirst(){ GoToSld( GetHrefObj(1).mSldHref ) }
function GoToLast()
{
ii=3DGetSldList().mList.length
if( ii !=3D gCurSld )
GoToSld( GetHrefObj(ii).mSldHref )
}
function GoToSldNum( num )
{
if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue
obj =3D GetHrefObj( num )
obj.mVis=3D1
gPrevSld=3DgCurSld
gCurSld =3D num;
PPTSld.location.replace(MHTMLPrefix+obj.mSldHref)
if( IsFramesMode() ) {
UpdNavPane(); UpdOtlPane(); UpdNtsPane()
}
}
function GoToSld( href )
{
if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue
GetHrefObj( GetSldNum(href) ).mVis=3D1
PPTSld.location.replace(MHTMLPrefix+href)
}
function SldUpdated( id )
{
if( id =3D=3D GetHrefObj(gCurSld).mSldHref ) return
gPrevSld=3DgCurSld
gCurSld=3DGetSldNum(id)
if( IsFramesMode() ) {
UpdNavPane(); UpdOtlPane(); UpdNtsPane()
}
}
function PrevSldViewed(){ GoToSld( GetHrefObj(gPrevSld).mSldHref ) }
function HasPrevSld() { return ( gIsEndShow || ( gCurSld !=3D 1 && GetHrefO=
bj( gCurSld-1 ).mVis =3D=3D 1 )||( GetCurSldNum() > 1 ) ) }
function HasNextSld() { return (GetCurSldNum() !=3D GetNumSlds()) }
function CloseWindow() {
if( HideMenu() ) return;
=09
var event =3D PPTSld.event;
if( !IsFramesMode() && event && (event.keyCode=3D=3D27 || event.keyCode=3D=
=3D32 || event.type=3D=3D"click" ) )
window.close( self );
CatchNumKeys( self, event );
}
function Unload() { gIsEndShow=3D0; }
function SetupEndShow() {
gIsEndShow=3D1;
PPTSld.document.body.scroll=3D"no";
PPTSld.document.onkeypress=3DCloseWindow;
PPTSld.document.onclick=3DCloseWindow;
PPTSld.document.oncontextmenu=3D_CM;
}
function EndShow()
{
if( IsFramesMode() ) return
if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue
doc=3DPPTSld.document
var dir =3D doc.body.dir
if( dir !=3D "rtl" ) dir =3D "ltr";
doc.open()
doc.writeln('' + ENDSHOW_MESG + '
0) {
PushSldList(sldList,fEnd);
gCurSld =3D 1;
}
else
if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue
}
function PushSldList(arr,fEnd) {
var ii =3D gSldStack.length;
gSldStack[ii] =3D new SldList(arr,gCurSld,fEnd);
GoToSld( gSldStack[ii].mList[0].mSldHref );
}
function PopSldList() {
if (gSldStack[gSldStack.length-1].fEndShow)
EndShow()
else {
gCurSld =3D gSldStack[gSldStack.length-1].mCurSld;
gSldStack[gSldStack.length-1] =3D null;
gSldStack.length--;
var sldList =3D gSldStack[gSldStack.length-1];
GoToSld( sldList.mList[gCurSld - 1].mSldHref );
}
}
var custShowList=3Dnew Array();
/*********************************************
Navigation button implementation
There are 2 types of buttons: ImgBtn, TxtBtn
implemented as function objects. They share
a similiar interface so the event handlers
can call SetActive, for example, on a button=20
object without needing to know exactly=20
what type of button it is.
**********************************************/
//----------------------------------
function ImgBtn( oId,bId,w,action )
//----------------------------------
{
var t=3Dthis
t.Perform =3D _IBP
t.SetActive =3D _IBSetA
t.SetInactive=3D _IBSetI
t.SetPressed =3D _IBSetP
t.SetDisabled=3D _IBSetD
t.Enabled =3D _IBSetE
t.ChangeIcon =3D null
t.UserAction =3D action
t.ChgState =3D _IBUI
t.mObjId =3D oId
t.mBorderId=3D bId
t.mWidth =3D w
t.mIsOn =3D t.mCurState =3D 0
}
function _IBSetA()
{
if( this.mIsOn ) {
obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 )
obj.style.posTop=3D0
}
}
function _IBSetI()
{
if( this.mIsOn ) {
obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 )
obj.style.posTop=3D0=20
}
}
function _IBSetP()
{
if( this.mIsOn ) {
obj=3Dthis.ChgState( gShadowClr,gHiliteClr,2 )
obj.style.posLeft+=3D1; obj.style.posTop+=3D1
}
}
function _IBSetD()
{ =20
obj=3Dthis.ChgState( gFaceClr,gFaceClr,0 )
obj.style.posTop=3D0=20
}
function _IBSetE( state )
{
var t=3Dthis
GetObj( t.mBorderId ).style.visibility=3D"visible"
if( state !=3D t.mIsOn ) {
t.mIsOn=3Dstate
if( state )
t.SetInactive()
else
t.SetDisabled()
}
}
function _IBP()
{
var t=3Dthis
if( t.mIsOn ) {
if( t.UserAction !=3D null )
t.UserAction()
if( t.ChangeIcon ) {
obj=3DGetObj(t.mObjId)
if( t.ChangeIcon() )
obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-4)*t.mWidth
else
obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-0)*t.mWidth
}
t.SetActive()
} =20
}
function _IBUI( clr1,clr2,nextState )
{
var t=3Dthis
SetBorder( GetObj( t.mBorderId ),clr1,clr2 )
obj=3DGetObj( t.mObjId )
obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-nextState)*t.mWidth-obj=
.style.posTop
t.mCurState=3DnextState
return obj
}
//-----------------------------------------
function TxtBtn( oId,oeId,action,chkState )
//-----------------------------------------
{
var t=3Dthis
t.Perform =3D _TBP
t.SetActive =3D _TBSetA
t.SetInactive=3D _TBSetI
t.SetPressed =3D _TBSetP
t.SetDisabled=3D _TBSetD
t.SetEnabled =3D _TBSetE
t.GetState =3D chkState
t.UserAction =3D action
t.ChgState =3D _TBUI
t.mObjId =3D oId
t.m_elementsId=3D oeId
t.mIsOn =3D 1
}
function _TBSetA()
{
var t=3Dthis
if( t.mIsOn && !t.GetState() )
t.ChgState( gHiliteClr,gShadowClr,0,0 )
}
function _TBSetI()
{
var t=3Dthis
if( t.mIsOn && !t.GetState() )
t.ChgState( gFaceClr,gFaceClr,0,0 )
}
function _TBSetP()
{
if( this.mIsOn )
this.ChgState( gShadowClr,gHiliteClr,1,1 )
}
function _TBSetD()
{ =20
this.ChgState( gFaceClr,gFaceClr,0,0 )
this.mIsOn =3D 0
}
function _TBSetE()
{
var t=3Dthis
if( !t.GetState() )
t.ChgState( gFaceClr,gFaceClr,0,0 )
else
t.ChgState( gShadowClr,gHiliteClr,1,1 )
t.mIsOn =3D 1
}
function _TBP()
{
var t=3Dthis
if( t.mIsOn ) {=20
if( t.UserAction !=3D null )
t.UserAction()
if( !t.GetState )
return
if( t.GetState() )
t.SetPressed()
else
t.SetActive()
} =20
}
function _TBUI( clr1,clr2,lOffset,tOffset )
{
SetBorder( GetObj( this.mObjId ),clr1,clr2 )
Offset( GetObj( this.m_elementsId ),lOffset,tOffset )
}
function Offset( obj, top, left ){ obj.style.top=3Dtop; obj.style.left=3Dle=
ft }
function SetBorder( obj, upperLeft, lowerRight )
{
s=3Dobj.style;
s.borderStyle =3D "solid"
s.borderWidth =3D 1=20
s.borderLeftColor =3D s.borderTopColor =3D upperLeft
s.borderBottomColor=3D s.borderRightColor =3D lowerRight
}
function GetBtnObj(){ return gBtnArr[window.event.srcElement.id] }
function BtnOnOver(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetActive() }
function BtnOnDown(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetPressed() }
function BtnOnOut(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetInactive() }
function BtnOnUp()
{
b=3DGetBtnObj()
if( b !=3D null )
b.Perform()
else
Upd()
}
function GetNtsState(){ return parent.gNtsOpen }
function GetOtlState(){ return parent.gOtlOpen }
function GetOtlTxtState(){ return parent.gOtlTxtExp }
function NtsBtnSetFlag( fVal )
{
s=3Ddocument.all.item( this.m_flagId ).style
s.display=3D"none"
if( fVal )
s.display=3D""
else
s.display=3D"none"
}
function _BSetA_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S=
etActive() }
function _BSetI_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S=
etInactive() }
function _BSetP_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S=
etPressed() }
function _BSetA_BorderImg()
{=20
b =3D gBtnArr[this.mBorderId]=20
if( b !=3D null && this.mIsOn && !b.GetState() ) {
obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 )
obj.style.posTop=3D0
}
}
function _BSetI_BorderImg()
{=20
b =3D gBtnArr[this.mBorderId]
if( b !=3D null && this.mIsOn && !b.GetState() ) {
obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 )
obj.style.posTop=3D0
}
}
var gHiliteClr=3D"THREEDHIGHLIGHT",gShadowClr=3D"THREEDSHADOW",gFaceClr=3D"=
THREEDFACE"
var gBtnArr =3D new Array()
gBtnArr["nb_otl"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOtlPan=
e,GetOtlState )
gBtnArr["nb_otlElem"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOt=
lPane,GetOtlState )
gBtnArr["nb_nts"] =3D new ImgBtn( "nb_nts","nb_ntsBorder",10,parent.ToggleN=
tsPane )
gBtnArr["nb_nts"].SetActive =3D _BSetA_BorderImg;
gBtnArr["nb_nts"].SetInactive =3D _BSetI_BorderImg;
gBtnArr["nb_ntsBorder"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.=
ToggleNtsPane,GetNtsState )
gBtnArr["nb_ntsElem"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.To=
ggleNtsPane,GetNtsState )
gBtnArr["nb_prevBorder"] =3D gBtnArr["nb_prev"]=3D new ImgBtn( "nb_prev","n=
b_prevBorder",30,parent.GoToPrevSld )
gBtnArr["nb_nextBorder"] =3D gBtnArr["nb_next"]=3D new ImgBtn( "nb_next","n=
b_nextBorder",30,parent.GoToNextSld )
gBtnArr["nb_sldshw"]=3D new ImgBtn( "nb_sldshw","nb_sldshwBorder",18,parent=
.FullScreen )
gBtnArr["nb_sldshwBorder"] =3D new TxtBtn( "nb_sldshw","nb_sldshwBorder",pa=
rent.FullScreen,null )
gBtnArr["nb_sldshwBorder"].SetActive =3D _BSetA_Border;
gBtnArr["nb_sldshwBorder"].SetInactive =3D _BSetI_Border;
gBtnArr["nb_sldshwText"] =3D new TxtBtn( "nb_sldshw","nb_sldshwText",parent=
.FullScreen,null )
gBtnArr["nb_sldshwText"].SetActive =3D _BSetA_Border;
gBtnArr["nb_sldshwText"].SetInactive =3D _BSetI_Border;
gBtnArr["nb_voice"] =3D gBtnArr["nb_voiceBorder"] =3D new ImgBtn( "nb_voice=
","nb_voiceBorder",18,parent.ToggleVNarration )
gBtnArr["nb_otlTxtBorder"] =3D gBtnArr["nb_otlTxt"]=3D new ImgBtn( "nb_otlT=
xt","nb_otlTxtBorder",23,parent.ToggleOtlText )
gBtnArr["nb_ntsBorder"].m_flagId=3D "nb_nts"
gBtnArr["nb_ntsBorder"].SetFlag =3D NtsBtnSetFlag
gBtnArr["nb_otlTxt"].ChangeIcon=3D GetOtlTxtState
/*********************************************
Context menu implementation
_CM() is the function that's hooked up to
the oncontextmenu event. Once we're asked to
show the menu, we first build it by creating
DIVs on-the-fly. Then we position it=20
within the screen area so it doesn't get
clipped.
Creating the DIVs using createElement() means
we don't have to write out any extra HTML
into the slide HTML files.
**********************************************/
var sNext=3D"Next",sPrev=3D"Previous",sEnd=3D"End Show",sFont=3D"Arial",sAr=
row=3D"Arrow",sFreeform=3D"Freeform",sRect=3D"Rectangle",sOval=3D"Oval"
function ShowMenu()
{
BuildMenu();
var doc=3DPPTSld.document.body,x=3DPPTSld.event.clientX+doc.scrollLeft,y=
=3DPPTSld.event.clientY+doc.scrollTop
m =3D PPTSld.document.all.item("ctxtmenu")
m.style.pixelLeft=3Dx
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PS 219 Sessions 24&25
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No=
tes
1
2
Will Stick to K-12
Outline
Background – Structure of American Education
Reforms – Types, History, Repetition
No Child Left Behind
Educational Choice
The Future – Gloomy?
Radically Different?
3
Critical Structural Characteristics
Variance – Vast Differences
Inequalities
State and Local Control – Changing? (Later)
Variance – In Just About Everything
First “The Image” – Especially from Outsiders
Inner-City Horror Show
Poor, Racial Minorities, and Failing Miserably
4
Actually, The Images Must be of Vast Differences
Districts and School Sizes
Location Geographic Composition
Students
Expenditures
And now With Charter Schools and other Schools of Choice –
Approaches to Learning
And Now With No Child Left Behind – What We Should Learn
Outcomes
5
Inequality
Outcomes Vary – Unfortunately Predictably
Achievement Measures:
Standardized Tests
Attainment – HS Graduation; College
Predicted by Race: B=
lacks,
Hispanics, Native Americans Do Worse
Predicted by Income: Kids
on Free Lunch do Worse
Predicted by Gender: boys
Do worse
And, Excepting Gender, They Have for A Long Time
But, and this should help, We Know Locations
6
State and Local Control
Uniquely American
Legal Authority With States and School Districts
Funding: 7% From Feds=
; Rest
50/50 State and Local District (state share growing)
Cultural: Belief That=
Local
Districts Know Best; Know What Their Children Should Learn, and Not
Learn; and How Much They Want to Spend
7
Larry Cuban Is a Good Guide
Teacher Instruction
Standard/”Old” System
Participatory Approaches
Reality-Based Instruction
Curriculum
Academic Traditional
Practical/Real (But Not Vocational)
8
Governance/Authority
Traditional
Centralized/Professional – School Admin/Boards
Increasing State Role
But still… when the door closes- its teachers!
Decentralized
Community Schools; Huge systems&n=
bsp;
(NY)
More Recent: Site-Ba=
sed;
Vouchers; Charters
9
Why So Many Reforms?
Usual Explanations:
Rationalistic Failures
Cycle Theories
Another Approach
Inherent Value Contradictions
Excellence For All
Common Education For All
Common Values For All
Political Backlash – High Expectations Dashed
10
Theoretically Based on Five Components
Standards (High)
Curriculum Aligned With Standards
Assessment of Performance
Consequences for Failing Schools
Teacher Quality
Standards
Detailed, By Subject and Grade
Formal, Written
11
Curriculum
Fit to Standards – Roadmap
May Require: Radical
Changes; New Texts; New Pedagogies;
Or May Reflect What Is Currently Happened
12
Assessment
Standardized Tests: M=
ath
and Reading, Grades 3-8, one HS Grade, Science by 2005.
Probably “Criteria Referenced” Tests
Reporting: Whole Scho=
ol;
Subgroups (Race; Free-lunch; Exceptional Education; ESL
Participation: 95% Rule, School and Subgroups
Requirement: By 2012
– 100% “Proficient”
13
Consequences: Severe
School-Level, but Could Be District As Well
“Failing School” =3D Decline in % Proficient
Two Years: Students H=
ave
Option of Another Public School (Bush wanted private also)
Three Years: Restruct=
uring;
District Takeover
Failing Districts: St=
ate
Takeover
14
Teacher Quality
By 2005-06 “A Qualified Teacher in Every Classroom”
Not Defined, but Thought to Mean “Certified”
Outcry Beginning Last Year:
Rural Exception Granted
Some States Operating with 15-20% Uncertified or under “Emerg=
ency
Certification”
Why? Class Size Reduc=
tion,
Teacher Shortage
15
Analysis and Evaluation
Some Thinking Points
Who Decides Standards? How
Detailed? What
Included? Some Stats=
!
Testing Problems – Criteria Referenced Tests? Ever Increasing
Proficiency? 100% Proficient?&nbs=
p;
Gaming?
Consequences – Right Approach? Students the Key; What
Motivates Them on Testing?
Teacher Quality: Lon=
g-term
Process; Short-term Goals?
Will it Lead to Waffling and Gaming?
16
Think of NCLB as a Policy Evaluation Problem
What would we study? =
What
goals?
What Criteria Would We Use to Evaluate?
How Would You Set it Up?
What Units? What Samples? What Would be a Reas=
onable
Timeframe?
17
History of Choice –
Public School Only –
Standard Practice:
Residential Assignment to Schools that are mostly similar
Began with “magnet schools” 100 years ago; they expand=
ed
in the 1970s and 1980s to aid integration
Open Enrollment (MN/1986) – Cross District Lines
Charter Schools (MN/1991)
18
Private School Choice
Private Schools:
About 12% of students – similar last 75 years
85% Religious – Half of those Catholic –
Very Little Regulation or Public Support Because of First Amendme=
nt
to the US Constitution; and State Constitutional Prohibitions
First Tuition Tax Credits (MN/1967) – Supported in Mueller v.
Allen (1983)
Vouchers (WI – Milwaukee/1990) – Supported in Cleveland
Case, Zelman v. Simmons-Harris (2000)
19
Rapid Expansion of Many of These Programs (Except for Vouchers ̵=
1;
WI,OH,FL, and DC).
Pitched Battles All Along the Way
One Way To Conceptualize These Various Programs is by Thinking About
Choices Available to Families and to Institutions (Fig 1)
Why the Pitched Battles? Why
so Controversial?
Distinctive Differences (Fig 2)
20
21
22
Does Choice Lead to Greater Achievement?
Some Research Says Yes; some Says No
Considerable Battling Over Vouchers – My work Said They Were =
the
Same as Public
Similar Results in OH
Contested Results in Dayton, NYC, DC (Privately funded voucher
experiments)
Charters – Raging Battle As We Speak
23
Does Choice Lead to Greater Attainment?
Almost No Research
But Research on Catholic H.S. Says Yes
Does Choice Lead to Greater Competition?
Mixed on Vouchers
We Have Strong Evidence that Yes in WI for Charters and Open Enroll=
ment
24
The Future of Choice?
Vouchers – Only CO recently enacted and very weak law under c=
ourt
challenge. Some Activ=
ity
Now in SC and other states.
Politics are Against
Charters – 40 states, 3400 schools – may reach limit and
level off or may continue.
Last year being contested rigorously
25
How Gloomy? I Don̵=
7;t
think That Bad.
We Spend A Lot of Money and Count on Education as a Way Up and a Wa=
y to
Stay on Top.
Considerable Advantages in the Number of Post-Secondary Students and
Successes of Colleges and Graduate Programs.
Problem is at the Bottom – Need to Improve
26
Future Alternatives – Millennium Paper
Uncommon Schools
Specialized Education
“Ancillary” Education
School Without Walls
Schools Without Teachers
Global Education
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