Mary Poplin, Claremont Graduate University March, 2014

 State Governments in charge of US education  Supreme Court Ruling 1954 – separate not equal  Desegregation – Busing

 Early Education – Head Start  Compensatory programs  Tracking and De-tracking  Special Education  Bilingual /education  Free Lunch  Various Remedial Programs

Achievement Data Graphs

ETS Black White Achievement Gap – July 2010

NCES Hispanic White Gap – June 2011

 Early movement after desegregation  Problematic Dismantling of Neighborhood Schools  Remedial curriculum, not same  Grade inflation

 Strong administrators  High expectations for teachers and students  Orderly school climate  Time on academic tasks  Basic skills  Frequent assessments to check progress

 Did you do what you said you would do?  Did you serve the right students?  Did you serve the right number of students?

 Achievement analyzed by race and class  Not average scores of all students  Requirement to increase each subgroup  Tied to evaluation of states, districts, schools and teachers

 Education leading to college  Education leading to career

 Transmission of Knowledge  Construction of Meanings

 Set of knowledge and social virtues passed from generation to generation  Carefully planned presentation of content  Class Discussion and Individual Practice  Teacher Feedback  Teacher controls the learning

 Students learn through experience  Assimilation, accommodation, equilibration  Depends on social and language contexts  Student controls the learning

 Experiential education  Project Based  Cooperative Learning  Flipped Classrooms  Student discussions

 Both effective schools movement and NCLB used more transmission  Validates frequent monitoring of student progress  Validates teacher feedback – immediate and content directed  Need for background knowledge

 In three high schools:  53% of the English teachers and 60% of the math teachers  have 30%-75% of their students moving down a level in a single year.

 Use transmission  Lecture and whole class discussion  Strict  High expectations  Move around room  Give extensive feedback  Disposition to work hard

 Strict  Explain things over and over  Believes in me  Wants me to go to college, have a good life, be successful

 1/3 were immigrants  1/3 were African American  No particular age or years of teaching  Not necessarily better degrees  1/3 had similar lives as their students  Neither far left or right politically  Most were religious and said their religion was a significant reason for their work.

 Kirschner, Mayer, Hirsch, Hattie  Students are novices, not experts  Lack of background knowledge  Active learning does not mean action  Transmission can engage minds  Cognitive overload  Critical importance of immediate feedback

If students do learn by constructing new meanings, they may be more able to do that with a more active teacher who is skilled in transmitting information.

They excel above all others!

CEP Trends for Asian American Students – June 2010