Anti-Social Promotion

June 30, 2008

Georgia joined several other major school systems, including Florida, Texas, New York City, and Chicago, when its legislature mandated that student promotion to the next grade be linked to performance on standardized tests.  All failing students in certain grades must re-take the test, according to state law.  Students failing twice can be promoted anyway if the parents, principal, and teachers review the student’s other work and agree that promotion would be beneficial, but it is clear that this should be the exception, not the rule. 

But according to a report in yesterday’s Atlanta Journal Constitution, “school districts are promoting the vast majority of [failing] students anyway… In 2007, for instance, 92 percent of the nearly 9,500 eighth-graders who couldn’t pass the math CRCT were promoted.”    In Clayton County 97 percent of students who failed the re-test to get promoted or simply didn’t take the re-test were promoted to the next grade.  When asked about why these students were promoted, the District issued a statement that said, “the philosophy of prior administrators was to promote students who failed and provide them remediation.”

Oh.  I see.  The law says that students unable to pass the state’s test ought to be retained but Clayton County school officials had a different philosophy.  Their philosophy was that they don’t have to follow the law. 

Districts weren’t simply exploiting the loophole of promoting students by consent of parents, teachers, and principals.  Districts were directly violating the law by promoting students who did not even take the re-test, which is clearly mandated for all students before promotion by alternative means can be considered.  As the AJC writes, “About one in five students missed the retest after failing a high-stakes CRCT in 2006 and 2007.  Eighty percent were promoted anyway.”

Non-compliance by public school officials with legal mandates is an enormous obstacle to education reform.  Even if one thinks that this particular mandate on social promotion is mis-guided, the frequency with which school officials feel free to flout legally mandated attempts at reform undermines the potential for any reform strategy.

In an earlier study I led on NCLB’s choice provisions, I found that the requirement that chronically failing schools inform parents that they had the option to transfer to other schools was undermined by the failure of schools to inform parents of that option.  (The study was published in the Georgetown Journal of Law and Public Policy, but an earlier free version of it can be found here.)

Problems with implementation have also been central themes in the discussions on this blog on Response to Intervention, Reading First, more Reading First, and more Reading First. Until we develop the political will to actually enforce the reforms we do adopt, we shouldn’t expect much from them.

In addition, the evidence from Florida suggests that limiting social promotion by linking testing to retention is actually a very beneficial reform.  In a study I did with Marcus Winters that was published in Education Finance and Policy, we found that retained students significantly outperformed their comparable peers over the next two years.  In another study we published in the Economics of Education Review, we found that schools were not effective at identifying which students should be exempted from this test-based promotion policy and appeared to discriminate in applying these exemptions.  That is, white students were more likely to be exempted by school officials in Florida from being retained, but those students suffered academically by being exempted.

But the more important point is that each school district, school, or teacher cannot decide whether to comply with the law or not.  These are public schools and the public, through their elected representatives, is entitled to set policies that govern how those schools will operate.


Pass the Popcorn: Pixar as Art and Commerce

June 27, 2008

(Guest post by Greg Forster)

With Wall-E conquoring the movie universe today, how could we do anything else for this week’s Pass the Popcorn but a retrospective on Pixar?

Yet how much is there left to say, really? A retrospective of Pixar along the lines of the previous retrospectives I’ve done here would read like this: they made a really amazing movie, then they made another one, then they made another one . . .

I could tell you all about how great Toy Story and Finding Nemo are. But you already know. So I’ll skip the movie-by-movie retrospective and just look around for things to say about Pixar that everybody doesn’t already know.

“Hey, Marlin! Didja know Pixar made a whole bunch of really great movies?”

“Yes, Dory, I knew.”

“Oh. Okay, then. . . . Hey, Marlin! Didja know Pixar made a whole bunch of really great movies?”

If I shared the view that Pixar’s more recent offerings (Cars, Ratatouille) represent a step down from its earlier accomplishments, I might write my third consecutive retrospective of a great filmmaker who succeeds both artistically and commercially, then lets fame go to his head and produces substandard work. However, I don’t think Pixar’s quality has declined. Yes, Cars is not Toy Story. But you know what? A Bug’s Life ain’t Toy Story either. Between the two, I’m not sure which I’d take – they’re both quite good for what they are, definitely well above the average “family movie” (not that that’s saying much), but they’re not great filmmaking. Same goes for Monsters Inc.

Believe it or not, this was a Pixar movie. Remember?

And I don’t care what anybody else thinks, I think Ratatouille is a very impressive accomplishment. It not only has sharp dialogue (consider, for example, the duel of wits between Linguini and Anton Ego in the press conference scene) and great humor (in its context, the moment where Ego is transported back to childhood by his first bite of Remy’s ratatouille is every bit as funny as the “I am your father” line in Toy Story 2), but also philosophical depth (the whole movie is basically Plato’s Ion in cartoon form, with cooking as a proxy for art and creativity generally – as Ego’s climactic monologue makes clear).

“Not by craft does the poet sing, but by power divine.”

So Pixar movies have always ranged from good family movies (A Bug’s Life, Monsters Inc., Cars) to exceptionally good family movies (The Incredibles, Ratatouille) to landmark artistic achievements (Toy Story, Toy Story 2, Finding Nemo).

But other things about Pixar have changed over time. It’s hard to remember this now, but there was a time when the name “Pixar” primarily meant “digital animation.” Of course everyone acknowledged that Toy Story was also a great story, and would have been noteworthy even without the technological breakthrough. But it was the digital filmmaking technology everybody really noticed when Toy Story hit the theaters.

Once upon a time, this wasn’t the adventures of good old Woody and Buzz. It was a revolutionary breakthrough in digital filmmaking that was going to change the role of technology in movies – which happened to come in the form of a story about a bunch of toys.

Of course, today nobody cares about Pixar as a technological innovator – and that fact is as great a testament as anything to its accomplishments as a producer of art. “Pixar” now just means “great movies.”

Pixar as fine art (at MOMA; HT www.rationalistic.com)

And, technology aside, Pixar’s accomplishments are breathtaking not only as art but also as commerce – in fact, I think what’s really most noteworthy about Pixar is that it appears to have developed a working business model for consistently producing good-to-great movies.

The idea of a business model for producing good art will strike some as misguided or even offensive, but it is really nothing more than the reappearance of what was the normal mode of producing art in almost all times and places. All great art before the advent of Rousseau’s philosophy – from Aeschylus and Euripides to Dante and Hieronymus Bosch to Shakespeare and Rembrandt – was produced in the context of a economic system designed to systematize financial support for artists (in the form of community festivals, household patronage, guilds, etc.) who were in turn expected to produce good work in response to something approximating market demand. The supposed antinomy between art and commerce is a prejudice of our own time. As C.S. Lewis once remarked, before the Romantic movement with its idolization of the artist and the creative process, the idea that artists should not be expected to produce good work “to order” would have been considered as absurd as the idea of a captain who could only steer the ship when the fit took him. Socrates’ remarks to Ion notwithstanding, in addition to divine power there is indeed a “craft” to the production of good art, and the divine power responds to the craft as much as the craft responds to the divine power.

Their greatest challenge: Reconcile art and commerce!

By now everyone knows the formula: Pixar collects a small stable of very talented filmmakers and gives them a long production cycle (four to five years for each project) during which they work collaboratively, each member of the team contributing actively to the other members’ projects. Everyone draws on everyone else’s talent and ideas, and the long cycle ensures that nothing has to go out the door before it’s ready.

Presumably it’s the presence of so many great artists in such a collegial and collaborative atmosphere that explains the remarkable phenomenon of Pixar shorts – the company has taken a defunct genre, the animated short, and produced enough great work in it to support a separate release on its own DVD even though they’re all already out there as bonus features on the DVDs of Pixar movies (which everybody who bought the shorts DVD probably already owns). The short Knick Knack was by itself worth the price of admission to Finding Nemo. No doubt what we’re seeing is the ideas generated during artistic bull sessions at Pixar that couldn’t support a full-length movie, but were too good to throw away.

If you look at him and say, “Hey, that’s the guy who cleaned and fixed Woody in Toy Story 2!” you’re missing some of Pixar’s best work.

The Pixar formula looks very much like art-colony stuff, which is not what people expect from an intersection of art and commerce. But my point is that the Pixar formula is a formula – Pixar didn’t happen by accident, and it didn’t happen without investors who evaluated the business plan and judged (correctly, as it turns out) that the Pixar formula would produce reliable returns in the form of consistently good movies. In other words, while all the non-commercialized, anti-commercial art colonies seem to have stopped producing art worth seeing, in this case commerce produced an art colony that works. And it’s not fundamentally all that different from the household patronage system of Renaissance Italy, with Steve Jobs standing in for Lorenzo de’ Medici; capitalism just allows the patrons to draw resources from a broader base.

There’s no reason the Pixar model couldn’t be reproduced by other movie companies, by TV production houses, by music labels, etc. Even “high” art, for which there is a much more limited audience, could be produced this way. You would just have to finance it through contributions from, and sales to, the wealthy (and, presumably, through government subsidies) rather than by selling stock – which is pretty much how high art is financed now.

Of course, it takes a certain kind of person to create and sustain a collegial atmosphere among a bunch of top-flight artists – a class of personality not known for playing well with others. This is John Lasseter’s most important accomplishment, and recognizing the value of what Lasseter was doing is Steve Jobs’s most important accomplishment (at Pixar, anyway). For this, Lasseter can be forgiven even the egomaniacal introductory sgements he plastered onto the American DVD releases of the works of Hayao Miyazaki – but that’s a rant I’d better stop before it starts.

There are other Steve Jobses out there in the entertainment industry. There’s no reason they can’t find other John Lasseters and hire them to create new Pixars.

Pixar has a “formula” on the creative side as well as on the institutional side. Around the time of Toy Story 2 or so, I remember Jay remarking that Pixar movies succeed because all of them are about something, and specifically they’re about something that kids understand and adults still care about. In the early movies this was always pretty clear – Toy Story is about the anxiety of being replaced (Buzz is to Woody as a newborn baby is to the older sibling), A Bug’s Life is about standing up to bullies, Toy Story 2 is about death. In some of the later movies the subject isn’t as clear – you can make out a case that Monsters Inc. is about fear of the unknown, but you have to stretch a lot further. Nonetheless, the formula is still there for the most part, and it’s still pretty clear in most of the movies.

How will Wall-E fit in? The director (Andrew Stanton, he of Finding Nemo) has confirmed what seemed likely from the previews – namely that the movie has an environmental theme. That would of course be a disaster, since the last thing Pixar needs is to start making preachy movies. But Stanton swears the movie isn’t preachy. And I’ve long since given up judging Pixar movies by the previews, which always seem to promise disappointment, and thankfully have always proven wrong. The previews for Finding Nemo struck me as awful.

So I guess I’ll see you all at the theater tonight, and we’ll all find out together.


On Immigration and the Catwalk

June 27, 2008

(Guest post by Jonathan Butcher)

George Will had an incisive oped yesterday on immigration issues in the U.S.  Not the issue of whether or not to build a giant wall from L.A. to Houston, but an actual immigration policy that is being enforced and routinely wedges our collective finger up our collective nose: kicking well-educated international students out of the country once they have their advanced degrees.

Our elected officials have thought it prudent to restrict the residency of international students who study in the States so that the students can only reside long enough to earn a diploma.  To stay longer and get a visa they would have to get a job, but to get a job they have to have a visa first.  And if they ask not to fly more missions they can’t be crazy and so will have to fly more missions but if they don’t ask they will still have to fly more missions and…ad infinitum.

After being trained at American colleges and universities, often subsidized by taxpayers, we make them leave.  Clearly residency is a touchy concept to policymakers.  If you sneak into America, you can get a job and stay until Congress decides on a way to a) find you and make you leave, b) give up and let you stay or c) move everybody north and take over Canada.  

Will makes the following observation about what this policy accomplishes: “Suppose a foreign government had a policy of sending workers to America to be trained in a sophisticated and highly remunerative skill at American taxpayers’ expense, and then forced these workers to go home and compete against American companies. That is what we are doing…”  This sounds to me like we are committing an act of corporate warfare upon ourselves.  Wouldn’t be the first time we’ve done something like this: 25 years ago in A Nation at Risk the authors wrote, “If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war.”

So to review: 25 years ago America was committing an act of war on itself by imposing mediocre performance on our students, and since national math and reading scores have held pretty much the same since, we decided to up the ante on future generations and engage in corporate warfare with ourselves by sending well-educated international students who came to the U.S. to study—whose educations taxpayers subsidize—somewhere else to be snatched up by companies competing with American businesses.  This residency issue is case-in-point why we shouldn’t trust the government with anything important, like running the country.  

I’ll admit there is actually an ingenious plan being proposed by Rep. Anthony Weiner (D-NY) to remedy the situation.  Earlier this month he introduced a bill that would allow more runway models (1,000, to be exact) into the country.  I am not making this up.  While this may spell trouble for congressmen who vote for the bill and their wives (yet spell opportunity for Weiner, a bachelor), it will actually free up 1,000 spots for technical workers to get visas.  A bill that would bring more beautiful women and international computer geniuses into the country all at once?  I take back my statement about not trusting the government to run the country.

 

 


What Are They Smoking?

June 27, 2008

On July 1 the University of Arkansas will become one of the first major universities to ban the use of all tobacco products on campus property.  This is not a smoking ban, it is a ban on all tobacco, including chewing tobacco.  And this is not just a ban on smoking inside buildings or within 25 feet of entrance-ways, which is already prohibited, it is a ban on using tobacco anywhere on campus by anyone.

The University has not specified the exact reason for the ban, but it cannot be to prevent second-hand smoking problems.  By including chewing tobacco, from which there can be no second-hand harm, it is clear that the motivation for the ban is to benefit the health of the users of tobacco themselves by pushing them to quit.

Forcing students, staff, and visitors to our campus to improve their health seems beyond the reasonable authority of the University.  What’s next?  How about banning people from bringing fast food on campus?  How about intentionally scheduling classes on opposite sides of campus to force people to walk more?

I see no problem with the University banning smoking inside or near buildings that may harm or seriously bother others.  And I see no problem with educating students and staff about the health hazards of smoking.  But the University also has a responsibility to respect and instill within students an appreciation for liberty.  To do that they have to allow people to make life choices for themselves, especially when those choices pose no direct harm to others.

There is a University web forum in which these issues have started to be discussed.

On July 1 it will be the University of Arkansas, but soon it may be at a campus near you.  As the University press release says, “people from several colleges across the nation have called university officials to get information about how they might create a similar policy on their campuses, and to find out what kinds of issues could arise when making this kind of policy decision.”


DFP to Michigan: Where is the Outrage?

June 26, 2008

(Guest Post by Matthew Ladner)

Detroit Free Press Columnist Rochelle Riley is as mad as hell, and she’s not going to take it anymore regarding the Detroit Public Schools. Money quote:

My question — where is the outrage? — wasn’t meant to ask literally why people aren’t outraged, dear readers. It was meant to spur outrage. It was meant to say: Get up! Stand up! These are children, for God’s sake! How can anyone who is an advocate for children in Michigan just watch? If these children were puppies, there would be lines of cars and trucks from across the state to take them to safety.


How Well Aligned Is Kazakhstan to NAEP Standards?

June 25, 2008

(Guest Post by Matthew Ladner)

Recently I appeared on the Horizon public affairs program together with Arizona Superintendent of Public Instruction Tom Horne, to discuss the No Child Left Behind law and our state AIMS test. Superintendent Horne and I have a public disagreement about the relative reliability of NAEP compared to that of the state’s own version of the Terra Nova exam. NAEP finds Arizona consistently below the national average in all subjects and grade levels, while the state’s Terra Nova finds us above the national average in all subjects tested and grade levels. One of these sets of finds is much more consistent with the socio-economic profile of the K-12 population than the other, given that Arizona ranked second to the bottom on Jay and Greg’s Teachability Index study.

During the discussion, Superintendent Horne said the main reason Arizona students perform poorly on the national NAEP test, also known as the Nation’s Report Card, is due to a non-alignment of standards. If, for example, Arizona does not teach the math concepts in fourth grade that appear on the fourth grade math NAEP, one could expect lower average grades.

The explanation seems quite plausible, and doubtlessly there are some states that have better aligned their standards to NAEP than others. But how big a deal is this, in terms of Arizona’s performance? A study by the American Institute of Research shows probably not much.

The study compared international science scores for eighth graders to eighth grade NAEP science scores through an equating proceedure. Singapore came in first, with 55 percent of students ranked as “proficient” or above. Massachusetts was the highest-performing U.S. state, with 41 percent proficient. Just 20 percent of Arizona eighth grades ranked proficient.

Alignment error ought to be much greater between nations than between American states. Perhaps, for example, Norway chooses not to teach science until 9th grade. One would be hard pressed to buy into the notion that countries such as Singapore, Korea, Estonia, Hungary, and Slovakia simply have national standards more closely aligned to the American NAEP test than Arizona.

When we get clobbered in science proficiency by countries like Estonia, we have problems that go much deeper than standards alignment. I could start looking up GDP per capita in Estonia, but that would be cruel. We need to be willing to think outside the box and figure out what other countries are doing right.

Nation (or State) 8th Grade Science Scores

Percent Scoring “Proficient” or Above

Nation (or State) 8th Grade Science Scores

Percent Scoring “Proficient” or Above

Singapore

55

Lithuania

25

Taipei

52

Slovenia

24

South Korea

45

Russia

24

Hong Kong

44

Scotland

24

Japan

42

Belgium

22

Estonia

41

Latvia

21

Massachusetts

41

Malaysia

20

England

38

Arizona

20

Hungary

38

Israel

18

Netherlands

31

Bulgaria

17

Australia

30

Italy

17

Sweden

28

Norway

15

New Zealand

26

Romania

14

Slovakia

26

Serbia

12


Weekend PJM Column

June 25, 2008

(Guest post by Greg Forster)

I was out of town earlier this week and didn’t get a chance to post a link to my Pajamas Media column on the D.C. voucher evaluation, which ran over the weekend. It’s here.


Baked Alaska

June 25, 2008

I just returned from vacation in sunny Alaska to see how well the blog has been doing in my absence.  Thanks to Jonathan Butcher for being my substitute blogger and to Greg Forster and Matthew Ladner for keeping everything running smoothly.  Thanks also to Reid Lyon, Dan Lips, and Larry Bernstein for their guest posts.  Looks like I missed a lot of interesting discussions.

The most striking thing about Alaska, other than the amazing natural beauty, is how remote living there must be.  The state capital, Juneau, can only be reached by boat or plane.  There are communities sprinkled throughout the state whose link to the outside world is regularly cut by snow, rain, fog, rock-slides, or high winds. 

I kept wondering, how in the world do they offer kids in all of these communities a public education?  By necessity, they don’t restrict their vision of public schools to students riding in yellow school buses to government built and operated school buildings.  In Alaska a significant portion of public education is provided by distance learning technology, just as Matt Ladner has suggested in his post The Shape of Things to Come

The Alyeska Central School is a statewide virtual school than began operating in 1939, when distance learning technology was the mail service.  Until recently it was run by the state department of education but has recently shifted to being a charter school.  In addition, about one-fifth of the districts offer their own distance-learning programs.  In total, more than 10,000 students out of a public school enrollment of 133,000 receive their public education in their own homes via distance education technology. Many more are home-schooled with the assistance of distance learning technology but are not enrolled as public school students.  Another 4,800 students are enrolled in charter schools, many of which rely heavily on distance learning.  In total, well more than 10% of all students in Alaska are educated in their own homes with distance learning.

It’s hard to judge the quality of these distance learning programs without a carefully designed evaluation, but it is clear that distance learning makes it possible to offer public education to all Alaskan children at a reasonable cost.  Keep in mind that almost everything has to be brought into Alaska since they grow almost no crop, have virtually no farm animals, and manufacture very little.  The cost of shipping in difficult to reach environments has to be factored into almost everything.  Their schools are more expensive to build, their teachers and staff have to be (and in fact are) paid more given the higher cost of living, and transportation of students is much more expensive. 

Distance learning certainly helps Alaska control costs.  With distance learning there is less need to build schools, lower cost for transportation, and the pupil-teacher ratios can be much higher.  In the Alyeska Central School the ratio is 50 students for each teacher.

To be sure, distance learning isn’t for everybody, but if states want to offer make courses available to more students at lower costs, they should pursue distance learning.  The student living in Manhattan or suburban Chicago may not be as remote as those in Haines, Alaska, but both may benefit from options other than taking a yellow bus to a brick and mortar school.


Lefty? You Take that Back!

June 25, 2008

(Guest post by Greg Forster)

Mike Petrilli has completely misunderstood my response to his and Checker Finn’s NRO piece last week.

I would let it slide, but the man also called me a “lefty,” so now my honor is at stake. (And even while delivering this shiv to the ribs, he calls me “our friend Greg Forster.” Beware the smiling mamba!)

Pistols at ten paces being illegal, I must content myself with another blog post.

To recap:

1) Mike, writing with Checker, claimed that in the NCLB era the kids at the bottom had made good progress while the kids at the top remained unchanged.

2) They said this meant that NCLB had sacrificed “excellence” in order to promote “equality.”

3) I responded that if it’s true the kids at the bottom are getting better while the kids at the top are staying the same, it sounds like we’re making progress toward both more equality and more excellence.

Well now Mike throws this at me:

Is the whole population getting “more excellent”? No, the whole population is making incremental progress. That’s surely good. But excellence is something else entirely. According to Webster’s, it’s the quality of being “superior, eminently good, first-class.”

So the improvement in learning among the lowest-performing students is “incremental progress” but it is not an improvement in excellence. Well then, incremental progress toward what, exactly, if not toward excellence? If they keep making incremental progress until they’re all as smart as Einstein, wouldn’t that be excellence? And doesn’t that mean that the progress they’re actually making now is progress toward excellence? So if that’s not an improvement in excellence, what is it?

Then he delivers the shiv:

Greg’s definition equates “excellence” with a narrowing of the achievement gap. That’s breathtakingly radical. Who knew that Greg had become such a lefty!

Mike, I said we were making progress toward both equality and excellence. I didn’t say that progress toward equality was progress toward excellence. If I say that my daughter is getting both taller and smarter at the same time, does that mean I equate height with intelligence?

If we want to parse definitions, I would define narrowing the achievement gap between groups as an improvement in “equality,” and any raising of the level of achievement – whether across the board or in a particular group – as an improvement in “excellence.” And obviously you can have both of those at the same time without collapsing the distinction between them.

Meanwhile, by Mike’s definition, if some students improve while others stay the same, we have made no progress toward excellence. I don’t think that’s the way the word “excellence” is normally used.

If I wanted to respond to Mike’s final paragraph in kind, I could say this:

By Mike’s definition, no matter how much improvement the other kids in the class make, only the kids at the top of the class can ever be capable of “excellence.” That’s breathtakingly reactionary. I had no idea he was such an elitist!

But I would never do something like that to a friend.


In case you missed it last week…

June 23, 2008

(Guest post by Jonathan Butcher)

In case you missed it last week…

Single-horned ‘Unicorn’ deer is found in Italy (HT Dark Roasted Blend)
I’m not impressed unless it can fly.

Armed Citizen: ‘You Are Not Robbing This Bank!’ (HT HotAir)
“But I have a bomb,” the suspect said, according to police.
The customer replied: “I don’t care.” 

Miniature Paris replica made from trash (HT BoingBoing)
It took him 15 years…everyone has to have a hobby, I suppose. 

Weird But True: “Education” misspelled on diplomas
The New York Post mercifully identifies the institution only as a “Cleveland-area high school.”  Of course, the diplomas were already on their second reprint because of an earlier typo.
 
Burger Bling: $200 Burger Ruffling Feathers (HT Drudge Report)
I’ll take two.  Would it spoil the meal if I asked for A1 Sauce?

 Turiba University Sets World Record With 1,911 Simultaneous Coke-Mentos Explosions (HT Gizmodo)
Then they got out some flamethrowers.  I am not making this up.

O’Neill Uses Snowplow On Hail (HT Drudge)
8 inches of hail in Nebraska.  Christmas in June. 

Cops: Drunken Arkansas Woman Fatally Runs Over Her Mother
“You killed grandma.”  My wife read this story to me in our local paper an unidentified news source.

Report: More Than 60,000 Bees Removed From North Carolina Man’s Home
You’d think a faint buzzing noise would have been audible after the first 10,000 had moved in, but I guess not.