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April 4, 2014

Public high schools are prominent in Ivy League rosters

By now, you’ve all read about Kwasi Enin, the Long Island high school student who applied and gained admission to all eight Ivy League schools.

Scattered along the East Coast, the universities— Harvard, Yale, Brown, Columbia, University of Pennsylvania, Dartmouth, Princeton and Cornell— are among the most selective in the country, admitting less than 9 percent of its collective applicants this year. Harvard’s admit rate was the lowest at 5.9 percent, while Cornell was the highest at 14 percent.

Acceptance into one Ivy League college is difficult enough, let alone all eight which is why Enin’s feat has rightly garnered widespread media attention. And small wonder all eight welcomed him. Besides participating in student government and playing three instruments in the chamber orchestra, Enin throws discus and shot put for the track and field team, acts in school plays and volunteers at a local hospital. An extraordinarily gifted student from— can I point out— a public high school.

Fluke? Far from.

Although matriculating data was provided on only four of the college’s admissions websites, that information, along with other secondary sources indicate the majority of Ivy League’s recent classes have come from public high schools.

Public school grads make up 55% of incoming freshman at Dartmouth and Yale, 58.7% at Princeton and 66% at Cornell UniversityBrown doesn’t have figures for its undergrad program, but it does reveal that 67% of students accepted into its medical school in 2013 hailed from public high schools. In a 2009 New York Times piece, William R. Fitzsimmons, the dean of admissions and financial aid at Harvard, noted that public schools provided almost 70 percent of the incoming freshmen class that fall.

With eight of the most prestigious universities knocking on his door — Enin also applied and received acceptance letters from Duke and three State University of New York campuses— the Long Island teen has every right to bask in the sun. But so should public schools who’ve prepared Enin and countless others for the country’s top universities and beyond.

In fairness, some commentary—even from the schools themselves—- have noted that the increasing fixation on Ivy League admittance has shifted attention from the fact that there are other high caliber colleges in the country, many of which are public universities that have a rich history of producing notable graduates including Oprah Winfrey, Jon Stewart and former President Gerald Ford, to name a few.

Whether at the K-12 or post-secondary level, public education is clearly equipping future generations with the skills they need to succeed in college and careers. This is an important point that shouldn’t get lost, as it debunks the common belief that exclusivity automatically equates to superiority. That’s obviously not the case, since public high school students occupy the vast majority of Ivy League’s incoming classes and it stands to reason that they likely occupy the ranks of public universities, too.

I wish Enin lots of luck as he enters the next chapter in his life. I’ve no doubt he’ll do well no matter where he goes. His parents and public education prepared him well.

To read more about the various approaches and practices of rigorous high schools, check out CPE’s report Is High School Tough Enough?






April 2, 2014

The role of technology in early education

toddlertabletAs technology becomes an increasingly important and ever present part of our lives, many are starting to ask what the appropriate role of technology is in the lives of young children.  While some parents and child advocates are concerned about possible negative impacts of excessive “screen time” for children, others believe that appropriately used digital media has the ability to help children learn in new ways and prepare them for a lifetime of learning. A recent brief from the New America Foundation proposes several essential actions to prepare early education for the digital age.

There are three important characteristics that must be taken into consideration when deciding the appropriate role of digital media in a child’s education: the content, the context, and the characteristics of the child.  Passive use of digital media or allowing children to watch adult-oriented TV shows can have negative consequences, but when the context and content are aligned to meet the needs of an individual child, interactive media can be used to promote learning and exploration, even for very young children.

There is enormous potential for technology use in early education, but expectations need to be set high and technology needs to be used as a supplement to, not in place of active play and exploration. We need to retire the harmful idea of “technology as a babysitter” and instead see it as something that can productively promote back-and-forth interaction between children and their parents, teachers, and classmates.

This can take many forms: reading an ebook with a classmate, video chatting with a relative who lives far away, or using a math app to practice counting skills while a teacher supervises. If technology is integrated into learning activities both at home and at school, children start building skills at a very young age that prepare them for a future as a student and citizen in the digital age. However, as with many of the issues we discuss here, the risk lies in poor implementation.

We can give toddlers tablets, but unless they have parents and teachers engaging with them to ensure the media they are consuming is developmentally appropriate and substantive, we might just be providing preschoolers with very expensive playthings (and veering into that “technology as babysitter” territory). As the role of technology in our society continues to evolve, I am hopeful that networks of parents, teachers, providers of children’s media, and other professionals who work with young children will work together to share information and high-quality materials.






March 31, 2014

Common Core standards undergoes field testing

Field testing for the Common Core-aligned Smarter Balanced Assessment Consortium (SBAC) and Partnership for Assessment of Readiness for College and Careers (PARCC) tests is now underway in many states and will continue to be implemented in others over the course of the next several weeks. More than four million students in grades 3-11 will be helping field test the new math and English language arts assessments. These field tests are an opportunity for students to experience the testing environment and get a sense of what they will be expected to know and be able to do for future Common Core-aligned assessments, but with no stakes attached at this time.

Doing field tests an entire year before these assessments will be used for any type of evaluation helps to ensure that the new Common Core-aligned assessments are reliable, valid, and fair for all students taking them, and gives SBAC and PARCC time to adjust both content or structural issues that might pop up during field testing. This trial run also gives teachers and schools a chance to practice administering the test and an opportunity to work out any technical or procedural problems before the assessments begin next year. Additionally, the field tests will introduce students to a type of assessment that is different from what many are used to: one that emphasizes critical thinking and problem solving and focuses less on memorization and simply filling in the correct bubble.

Of course, these assessments are not perfect, but that is all the more reason that this “test of the test” is important. Much of the controversy surrounding the implementation of the Common Core States Standards has involved how assessment would work and if it would be any different from the testing most states require now. This trial run allows thousands of teachers and millions of students across the country to become accustomed to the new system in what is essentially a “no stakes” testing environment. Will there be glitches? Of course – but the field tests allow time for these issues to be worked out before the actual test is administered next year. It might be an imperfect solution, but it is certainly a step in the right direction to ensure that CCSS-aligned assessments are the best that they can be before they are administered in a high stakes environment.

The Alliance for Excellent Education has a helpful Common Core Field Test Q&A available with more information. For more on the Common Core State Standards, visit CPE’s Common Core Resource page.

-Patricia Campbell






March 20, 2014

Could math be the key to successful prekindergarten?

apple_and_slateboardPrekindergarten has been a hot topic in education for some time now, and with the White House proposing $1.3 billion for Preschool for All grants in the 2015 budget, it is unlikely to go away anytime soon. Various studies have shown the long-term benefits that pre-K can have for children, especially those from low- and moderate-income families. However, many of the studies we continue to cite today as evidence of pre-K’s effectiveness (such as the HighScope Perry Preschool and the Abecedarian Project) are decades old and focus on extremely small and intensive programs. Although these programs clearly illustrate the positive impacts that high-quality prekindergarten can have on children well into the future, they do not single out specific elements made these programs successful.  Furthermore, programs such as these would not be scalable today with how rapidly pre-K programs are expanding in many states.

A new study starting in New York this year hopes to determine what factors contribute to high-quality pre-K programs. “Making Pre-K Count” is following approximately 4,000 prekindergarten students at 69 different school sites throughout New York City and will continue to follow them at least through third grade. Half of the students will be taught using a math curriculum called Building Blocks, which has shown in short-term studies to improve the math and verbal skills of young children. Math is not something that is traditionally emphasized in prekindergarten classes, but some research indicates that developing math skills early can predict math and reading achievement well into elementary school, as well as help students learn to persevere academically. Children who maintain these early math skills are also more likely to graduate from high school and pursue a postsecondary education. There is also a professional development piece to the Building Blocks curriculum, with teaching coaches visiting prekindergarten classes weekly to help teachers implement the curriculum and advise them on the use of formative assessments

While we know there are benefits to high-quality prekindergarten, there has been much debate recently about what “high-quality” actually means.  The rapid expansion of pre-K programs throughout the country makes more up to date research on what types of programs are effective a necessity. A study like Making Pre-K Count will surely be expensive and time consuming, but has the potential to lead to some real breakthroughs on what an effective, scalable prekindergarten model looks like in the 21st century.

For more information about the impact high quality prekindergarten can have on students check out CPE’s Pre-K research here.

-Patricia Campbell

Filed under: CPE,Pre-k,research — Tags: , — Patricia Campbell @ 1:16 pm





March 10, 2014

CPE now accepting applications for summer internship program

The Center for Public Education CPE seeks a policy research intern to work closely with the Center’s senior policy analyst in conducting education policy research to be published on CPE’s website. In fact, a number of intern’s have had their research cited in the national media.

CPE is a national resource for accurate, timely, and credible information about public education and its importance to the well-being of our nation. CPE provides up-to-date research, data, and analysis on current education issues and explores ways to improve student achievement and engage public support for public schools.

Primary duties include: Produce a report to be published by CPE as well as assist in the research of CPE’s next original research report, summarize findings of significant education reports on CPE’s blog, update the previous reports, and attend briefings/conferences in the Washington, DC area. Previous interns have produced reports on such topics as credit recovery programs, effective professional development and preparing high school graduates to succeed in college.

Job qualifications: A graduate or undergraduate student studying education policy, public policy, statistics, economics, or a related field. The student should also have a strong interest in education policy and research.

The internship begins in late May and concludes in August and requires a minimum of 10 to 15 hours a week. The internship is unpaid. However, CPE will work with your school to satisfy any requirements for you to receive course credit.

Send a cover letter, resume, and writing sample to: Jim Hull 1680 Duke Street, Alexandria, VA 22314 or e-mail to jhull@nsba.org with the subject line Policy Research Intern. Please contact Jim Hull at 703-838-6758 or jhull@nsba.org with any questions about the internship.

Filed under: CPE — Jim Hull @ 1:20 pm





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