Monday, September 26, 2011

Race To Nowhere


For almost a year, I have received a series of recommendations to see the film Race to Nowhere by filmmaker and parent Vicki Abeles.  Early last week I had that opportunity and I certainly agree that the film presents a powerful message on the state of K-12 education.  The film focuses on the over scheduling and then consequent stress (and possibly worse) we inflict on the current generation of students. Too many classes,   too much memorization, too much homework, too many after school obligations, too little downtime, too little sleep.  And much of what the film shows, I see firsthand in my kids, and in the kids of my friends and neighbors.

But in delivering a powerful and worthwhile message, the film also oversimplifies and distorts the answers to difficult questions and leaves out key facts that would help present a more complete and accurate picture.  For example, on the issue of too much homework, the film includes a relatively young teacher stating that when he reduced the amount of homework, test scores went up.  The inference is clear—if we reduced homework across the board, test scores across the board would rise.  I don’t doubt that this can happen in one case and perhaps in more cases.  But I have yet to see any proof of the strong correlation suggested and that the first happening (the reduction in homework) is the cause of the second happening (increase in test scores). This message from the movie actually gives me the opportunity to utilize the majority of my Latin vocabulary.   First, we have here a classic example (what could be better for Latin) of Post hoc ergo propter hoc.  In other words, it is a logical fallacy of that what comes second is caused by what happens first.  On very hot and sunny summer days, I tend not to open the shades of south facing windows until very late in the day, to cut down in the heat in the house.  Typically, almost immediately after the shades are opened, the sun goes down.  But no one would argue that this is cause and effect and similarly, it is difficult to argue that less homework leads automatically to better test scores.  My second use of Latin in this blog is perhaps the favorite Latin phrase of all economists: ceteris paribus which translates into all other things remaining the same.  Less homework and a more dynamic teacher or a less rigorous test, can lead to higher test scores.  Brighter students or better foundations courses together with less homework will still likely lead to higher test scores.   But because all other things did not remain the same, in no way did we prove that less homework equals higher test scores.

The film also doesn’t really take into account the stress that parents can place on kids.  We all know parents who consider any grade of less than an A to be failing, parents who want their kids to take every advanced placement course offered, as well as parents who want their kids to accomplish – in the classroom and out on the field—what they couldn’t accomplish.  There may be too much stress placed on our kids but in searching out the causes, looking in the mirror helps as well as looking at the schools.

But even with the concerns I have about this film, I consider Race To Nowhere worthwhile viewing for all educators.  To the extent that our kids are overscheduled and overstressed, we need to improve our educational system but at the same time not cut back on the important learning taking place.

Monday, September 19, 2011

Looking Forward

As I write this blog on Labor Day, I am looking forward to the next day when fall semester classes will begin. For me a campus during the time period after summer sessions are over and before fall student move-in/the first day of classes is lacking in energy. I’m not suggesting that administrators lack energy; they don’t, but without students and without faculty, a campus has lost its heart and soul.

This time of year is exciting to me for another reason. Despite hurricane Irene, my excitement has nothing to do with now being hurricane season or the fact that the end is in sight for the hot and humid weather. Instead it is because on the Friday before classes begin, I had the opportunity to address new undergraduate students and this is often my favorite speech of the year. What do I say to these students who are less than half my age? What do I say to this group of students who are so different from the Baby Boomers that I grew up with? What should my message be?

My message has varied over the years. Last year, I spoke about the importance of academic honesty and why cheating and plagiarism has no place on a University campus. We know that plagiarism is unfortunately part of the fabric of many high schools and often is also present in middle school. We know that often it can start with parents being overly zealous in helping with homework; or it can start with students looking for the easy way out—copying takes less effort than learning; or on occasion, it even can originate from teachers being overly zealous in this environment when more and more they are being judged by their students’ test scores. However it starts, the message must be clearly delivered that students will be judged on their own work and that academic dishonesty and plagiarism will not go unnoticed and of course there will be consequences. I also spoke last year about the importance of diversity, all kinds of diversity, in promoting the best possible education. We all benefit from the value of difference; different points of view, a multiplicity of voices, different backgrounds, different orientations, multiple perspectives all serve to broaden our horizons and help us better understand the world we live in.

This year’s speech once again had a focus on diversity. I just feel that the importance of a respect for diversity needs to permeate all that we do and all that we say. But my other main theme this year was the opportunities that higher education provides to expand horizons, discover new fields, and stretch outside of your comfort zone at what is an ideal time in a new undergraduate’s life to do so. Courses as varied as ballroom dancing and personal finance enlighten and shape students. Others such as interpersonal communication, stress management, LGBT studies, contemporary art, and animal ethics all serve to increase understanding and expand horizons.

And how do I package my themes so that I can more easily relate to our new students? What I share with many of our new students is a passion for the Harry Potter books and films. I begin with comparing my years of service with Dumbledore’s years as headmaster of Hogwarts and end with a comment that Dumbledore makes to Harry about the importance of the choices we make. In between I make the critical points noted above. Without a spell or a potion, I’m not sure that the message always gets through but I know the message makes a difference and I hope the students were listening.

P.S. Visit Hofstra.edu for a copy of the speech

Monday, September 12, 2011

Hats Off

I am writing this blog in a hotel in Seattle.  I picked the hotel because it has LEEDS certification and in this way I am supporting businesses that share my priorities.  I am here to attend the Bat Mitzvah of a close family friend's daughter and I am viewing the weekend as a nice change of pace.

In the temple for the Bat Mitzvah services, I am enjoying the music which comes with a piano, clarinet, and guitar accompaniment.  Both Bat Mitzvah girls are doing great and we are up to the sermon.  And what does the Rabbi talk about?  Something in the bible?  Something in today's Torah portion?  Not at all.  He is talking about the sad state of the U.S and world economy.

Now I recognize that in difficult economic times, everyone tends to give economic advice and that advice is often easier to give when you don't fully understand economic concepts and consequences.  The less you know the more sweeping the changes you can advocate simply because you are innocent of the consequences of what you advocate.  I often feel that many of our politicians on the local, state and national level should spend more time talking with economists and more time studying economics.  This is not designed to ensure full employment of economists as much as it is designed to  ensure the fullest understanding possible of complex alternatives to move our economy forward.

From my remarks above you can tell how sympathetic and receptive I was to this sermon when it started.  But hats off to the Rabbi (perhaps not the best suggestion when it is recognizing a Jewish religious leader) for his advice.  He made three critical points.  First, even in difficult times, we need to remember that so many of us have so much to be thankful for and so many reasons to be happy.  Second, we should never forget that our society and our world have many vulnerable people and that we should make sure their needs are met and they are protected.  And third, there are limits to what we can do, limits to what we can spend, and what we can commit in resources around the globe.

I appreciate the Rabbi's priorities. I appreciate that he decided to give this sermon on this Saturday and that I was there. Whatever economic solutions we ultimately implement will be better if we keep this advice in mind.