Changes

=== Sugar Digest ===

=== Sugar Digest ===

1. Kathleen A. Madigan, the founder of the American Board for Certification of Teacher Excellence, wrote a polarizing opinion piece in the Boston Globe this weekend ([http://www.boston.com/bostonglobe/editorial_opinion/oped/articles/2009/02/14/a_repackaged_education_proposal/ “A repackaged education proposal”], Opinion, Feb. 14) Madigan demonstrates that she values what she can measure rather than measure what she values. It is of course no surprise that a Hirschian, “standards-based reform" will lead to higher scores on standardized tests. But while Madigan assets that higher scores are a “success", she does not present any supporting evidence that there is a correlation between standardized test scores and achievement in the “real world.” In fact, many universities are dropping standardized tests from their admissions requirements precisely because they find little correlation between high scores and high achievement. Madigan's characterization of Darling-Hammond's “critical thinking and problem-solving” approach as antithetical to “academic content” and “specificity” is unsubstantiated. Undoubtedly, having basic facts readily at hand—on the "low shelf”—is important, but how you use those facts is equally as important. We can achieve and measure such a balance. A portfolio assessment that measures the whole child will tell us more about our children, their teachers, and our schools and closing the “knowledge gap” through authentic problem-solving can keep learning relevant. Further, since much of life in “the real world” outside of the classroom involves wrestling with open-ended problems, re-instating the arts—for which there seems to be no part in a Madigan standards-based school—should be part of any reform package that aspires to develop life-skills in our children.

1. Kathleen A. Madigan, the founder of the American Board for Certification of Teacher Excellence, wrote a polarizing opinion piece in the ''Boston Globe'' this weekend ([http://www.boston.com/bostonglobe/editorial_opinion/oped/articles/2009/02/14/a_repackaged_education_proposal/ “A repackaged education proposal”], Opinion, Feb. 14) Madigan demonstrates that she values what she can measure rather than measure what she values. It is of course no surprise that a Hirschian, “standards-based reform" will lead to higher scores on standardized tests. But while Madigan assets that higher scores are a “success", she does not present any supporting evidence that there is a correlation between standardized test scores and achievement in the “real world.” In fact, many universities are dropping standardized tests from their admissions requirements precisely because they find little correlation between high scores and high achievement. Madigan's characterization of Darling-Hammond's “critical thinking and problem-solving” approach as antithetical to “academic content” and “specificity” is unsubstantiated. Undoubtedly, having basic facts readily at hand—on the "low shelf”—is important, but how you use those facts is equally as important. We can achieve and measure such a balance. A portfolio assessment that measures the whole child will tell us more about our children, their teachers, and our schools and closing the “knowledge gap” through authentic problem-solving can keep learning relevant. Further, since much of life in “the real world” outside of the classroom involves wrestling with open-ended problems, re-instating the arts—for which there seems to be no part in a Madigan standards-based school—should be part of any reform package that aspires to develop life-skills in our children.

2. Several different discussion threads this week have prompted me to write about the relationship between Sugar Labs and free software.  

2. Several different discussion threads this week have prompted me to write about the relationship between Sugar Labs and free software.