Merry Christmas

I’m taking the day off to celebrate with family.  Well, not all the family. My mother, who made a near-miraculous recovery after her horrible fall last December, was supposed to join us for a week. She fell again last week  – it’s our Christmas tradition! — and had to stay home. My niece stayed with her and my sister drove down.  The rest of us are flying or driving down to see her tomorrow. (My nephew has to work, but that’s a near-miracle too.) I’ve decided to embrace the stress.

Anyhow, thank you for reading the blog, commenting and being part of the community of people who care about education and family issues. Happy holidays to all.

Helping the poor — without conditions

“The vast majority of America’s charitable dollars are donated to local religious and educational institutions” or to worthy causes, writes Dana Goldstein. But the most effective way to help the poor is to give them money to do with as they see fit, she writes in The Atlantic. In other words, don’t buy a Christmas goose for the Cratchits. Give them cash. (Was Bob Cratchit a spendthrift?)

In the Third World, at least half of government aid for the poor is lost to corruption and private philanthropy is “heavily skimmed” as well.  Micro-credit efforts don’t the very poor and “many recipients default on their loans, leaving them further in debt,” Goldstein writes.

Mexico and Brazil give “conditional cash transfers” to poor families who enroll their children in school or take them to the doctor, but that’s hard to do in very poor countries where there aren’t enough schools or doctors.

(Four economists gave) poor families in rural Kenya $1,000 over the course of 10 months, and let them do whatever they wanted with the money. They hoped the recipients would spend it on nutrition, health care, and education. But, theoretically, they could use it to purchase alcohol or drugs. The families would decide on their own.

Three years later, the four economists expanded their private effort into GiveDirectly, a charity that accepts online donations from the public, as well. Ninety-two cents of every dollar donated to GiveDirectly is transferred to poor households through M-PESA, a cell phone banking service with 11,000 agents working in Kenya.

. . . GiveDirectly recipients are spending their payments mostly on food and home improvements that can vastly improve quality of life, such as installing a weatherproof tin roof. Some families have invested in profit-bearing businesses, such as chicken-rearing, agriculture, or the vending of clothes, shoes, or charcoal.

Unconditional cash transfers aren’t popular with non-governmental organization staffers, says Paul Niehaus, one of GiveDirectly’s founders.  ”If this works, what are we all here for? Why do we have jobs? There’s an industry that exists that tries to make decisions for poor people and determine what’s best for them.”

The very poor in rural Kenya are poor “because they were born in Africa,” says Niehaus. Abject poverty in the U.S. is  correlated with irresponsibility, addiction and illness. Most giving assumes there are deserving poor and undeserving poor, Goldstein writes on her blog.

Deserving poor people work, even if the wages they earn are less than the costs of child or health care. They endure cumbersome bureaucratic processes to seek child support from the absent fathers of their children, even if those fathers are in jail, drug addicted, or otherwise unable to provide for their kids. They open college savings accounts, even if they need 100 percent of their monthly income just to cover the costs of housing and food. They attend classes on why it’s important to get married.

Social welfare systems favor mothers of young children. There’s little help for childless adults without disabilities. Taxpayers aren’t willing to give no-strings cash to the poor.

 . . .  most of us assume poor people need to learn how to best help themselves. The radical premise of GiveDirectly is that poor people already know, much better than their governments or a charity director, what they need.

Even poor Americans think aid should go only to those who do their best to support themselves, reports Reuters in a look at poverty in Indiana.

Top chef trained at community college

Richard Rosendale, chef at the Greenbrier resort in West Virginia, hopes to be the first American to win the Bocuse d’Or cooking competition in France. Rosendale earned a culinary arts associate degree at a community college, then entered the Greenbrier’s apprenticeship program.

CREDO: Indiana charter students do well

Students at Indiana charter schools outperformed similar students at traditional public schools in math and reading, concludes a new report from Stanford’s CREDO. Indianapolis charter students did especially well, reports Ed Week.

The study tracked 15,297 charter school students at 64 schools from grades 3-8. On average, students in charter schools ended the year having made the equivalent of 1.5 more months of learning gains in both reading and math than their traditional public school counterparts did. Students in charter schools in Indianapolis ended the year ahead of their traditional public school counterparts by two months in reading and three months in math.

Charter students and the control group were matched by  demographic and performance data (gender, race/ethnicity, special education status, English language proficiency, free-or-reduced lunch participation, grade level, and prior test scores on state achievement tests).

In Indiana, 58 percent of charter students are black, compared to 11 percent of the state’s students. Eleven percent of charter students are in special education compared to 15 percent in traditional public schools.

In a wrap-up on education research in 2012, Matthew Di Carlo notes that CREDO’s research on charter gains in Indiana and New Jersey show most of the progress comes in big cities, Indianapolis and Newark. By contrast, rural charter students tend to underperform similar students.

One contentious variation on this question is whether charter schools “cream” higher-performing students, and/or “push out” lower-performing students, in order to boost their results. Yet another Mathematica supplement to their 2010 report examining around 20 KIPP middle schools was released, addressing criticisms that KIPP admits students with comparatively high achievement levels, and that the students who leave are lower-performing than those who stay. This report found little evidence to support either claim (also take a look at our post on attrition and charters).

An another analysis, presented in a conference paper, “found that low-performing students in a large anonymous district did not exit charters at a discernibly higher rate than their counterparts in regular public schools,” DiCarlo adds.

On the flip side of the entry/exit equation, this working paper found that students who won charter school lotteries (but had not yet attended the charter) saw immediate “benefits” in the form of reduced truancy rates, an interesting demonstration of the importance of student motivation.

Di Carlo has more on the research this year on charter management organizations, merit pay and teacher evaluations using value-added and growth measures.

Is education still the great equalizer?

Education isn’t the great equalizer any more, concludes Reuters, which follows two students in different Massachusetts towns. The middle-class girl made it into Harvard. The working-class boy dropped out of a state university and hopes to get into the Air Force.

Resegregation now

Large and medium-sized “school districts in the South have steadily resegregated” when freed from court supervision, according to a Stanford School of Education study published in the fall issue of the Journal of Policy Analysis and Management.

“Many of the gains that resulted from the Brown decision are being lost,” said Sean Reardon, a professor of education at Stanford and lead author of Brown Fades: The End of Court-Ordered School Desegregation and the Resegregation of American Public Schools.

Suburban schools are failing to integrate disadvantaged minority students, concludes a new book, The Resegregation of Suburban Schools, edited by Erica Frankenberg and Gary Orfield. “The United States today is a suburban nation that thinks of race as an urban issue, and often assumes that it has been largely solved,” write the editors. Not so.

From PS22 to Sandy Hook Elementary

As a tribute to the children of Newtown and their families, the chorus at New York City’s PS22 sings Sandy Hook Elementary’s school song.

Massachusetts beats Finland

Finland is an education “miracle story,” according to one set of international tests, but nothing special on others, reports Ed Week’s Curriculum Matters. “If Finland were a state taking the 8th grade NAEP, it would probably score in the middle of the pack,” said Tom Loveless, a senior fellow at the Brookings Institution.

The most striking contrast is in mathematics, where the performance of Finnish 8th graders was not statistically different from the U.S. average on the 2011 TIMSS, or Trends in Mathematics and Science Study, released last month. Finland, which last participated in TIMSS in 1999, actually trailed four U.S. states that took part as “benchmarking education systems” on TIMSS this time: Massachusetts, Minnesota, North Carolina, and Indiana.

. . . “Finland’s exaggerated reputation is based on its performance on PISA, an assessment that matches up well with its way of teaching math,” said Loveless, which he described as “applying math to solve ‘real world’ problems.”

He added, “In contrast, TIMSS tries to assess how well students have learned the curriculum taught in schools.”

Finland’s score of 514 on TIMSS for 8th grade math was close to the U.S. average of 509 and well below Massachusetts’ score of 561. Finland was way, way below South Korea on TIMSS but nearly as high on PISA.

Finland beat the U.S. average on TIMSS science section, but was well under Massachusetts.

In 4th grade reading, Finland beat the U.S. average on PIRLS (Progress in International Reading, Literacy Study), but scored about as well as Florida, the only U.S. state to participate.

Finland’s seventh graders dropped from above average to below average on TIMSS math. Pasi Sahlberg of the Finnish Ministry of Education and Culture said this was “mostly due to a gradual shift of focus in teaching from content mastery towards problem-solving and use of mathematical knowledge.”

Head Start gains erased by 3rd grade

Head Start children’s academic and social-emotional gains are “essentially erased” by third grade, reports Early Ed Watch. U.S. Department of Health and Human Services released the impact study, which was completed in October, on the Friday afternoon before Christmas.

If you really, really want to bury a study, this is how to do it, writes Jay Greene. HHS has ”delayed, buried, or distorted” earlier Head Start research, he writes.

College cheaters become adult cheaters

Students who cheat and lie in college are likely to behave dishonestly in the workforce, according to a University of Minnesota study, which relied on self reporting.

Among the types of cheating examined were increasing the margins or typeface to make a paper seem longer, telling an instructor a false reason for missing a class or exam, obtaining questions to an exam from an unauthorized person before a test, writing a paper for someone else and preparing cheat sheets.

Those types of unethical actions in college were found to carry over into the workplace in the forms of taking long lunches, telling an employer a fake reason for missing work, writing a report for a co-worker, filling out a false expense report and presenting the ideas of co-workers as their own.

Dishonesty “tends to carry over” from college to adult life, Nathan Kuncel, the study’s co-author, told BusinessNewsDaily.