A Gift Horse Whose [Mouth] and Face(book) Deserve Scrutiny: Will Mark Zuckerberg's

$100 Million Gift Improve Education in Newark?

...Eugene Lang College Education Studies Lecture Series

The New SchoolFebruary 10, 2011Alan R. Sadovnik

Rutgers University-Newark

Jersey Roots, Global Reach

Agenda• Introduction

– Data on Achievement Gaps: Social Class, Race and Ethnicity– Data on Newark and New Jersey

• Sociological Explanations for the Achievement Gap • Reform Approaches

– School level– Societal and Community level– Neo-liberal reforms– Governor Christie’s education reform agenda

• Types of Reforms and Effects– Governance Reforms– School Finance– Teacher Quality– School Choice– Progressive v. Traditional Approaches

• Limits and Possibilities of Reform• Conclusion

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The Achievement Gap—Making Progress by Race

1996 NAEP 4th Grade Math 2007 NAEP 4th Grade Math

NAEP Long-Term Trends, NCES (2004)

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The Achievement Gap—Making Progress SES

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African American, Latino & Native American high school graduates are less likely to have been enrolled in a full

college prep track

25

46

22 21

39

0

50

AfricanAmerican

Asian Latino NativeAmerican

White

per

cen

t in

co

lleg

e p

rep

Source: Jay P. Greene, Public High School Graduation and College Readiness Rates in the United States, Manhattan Institute, September 2003. Table 8. 2001 high school graduates with college-prep curriculum.

Full College Prep track is defined as at least: 4 years of English, 3 years of math, 2 years of natural science, 2 years of social science and 2 years of foreign language

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African American and Latino 17 Year-Olds Do Math at Same Levels As White 13 Year-Olds

Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress

Note: Long-Term Trends NAEP

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African American and Latino 17 Year-Olds Read at Same Levels As White 13 Year-Olds

Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress

Note: Long-Term Trends NAEP

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Best available estimates of national four-year graduation rates

Class of 2006

57% 61%

78%

0%

20%

40%

60%

80%

100%

African American Latino White

Source: Ed Trust analysis of enrollment data from the National Center for Education Statistics, Common Core of Data using the Averaged Freshman Graduation Rate (AFGR) methodology. For more information on the AFGR methodology, see National Center for Education Statistics, Users Guide to Computing High School Graduation Rates, Volume 2, August 2006.

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Differences in Graduation Rate by Race

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Demographic Differences—Newark vs. NJ

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Average Property Value Per Student by District

Grouping 1998-2003

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Comparing Demographics of Students in New Jersey

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Child and Youth Well-Being Indicators:Newark and New Jersey, 1997-2002

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Grade 11 (HSPA) Language Arts Literacy2001-02 to 2002-03

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Grade 11 (HSPA) Math2001-02 to 2002-03

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Cumulative Promotion Index by District Grouping

Graduation by Traditional Grade 11 Exam by District Grouping

1994-95 to 2002-03

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Sociological Explanations for the Gap

• Functionalism: Meritocracy and Reduction of Inequalities

• Conflict Theory: Reproduction

of Inequalities

Within School Factors:

Funding

Curriculum and Pedagogy

Teacher and Principal Quality

Tracking

Outside School Factors:

Effects of Poverty (i.e. Health, Housing, Crime)

Culture

Family

Peer Groups

Neighborhood

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School Based Reforms: Education Equality Project

• Advocacy group focused on closing the achievement gap through grass-roots organizing efforts

• Mission is to:– Ensure an effective teacher in

every classroom– Empower parents– Create accountability– Make decisions around what is

best for students– Encourage parents and students

to demand more from schools, as well as from themselves

– Advocate against those that have preserved inequity

Joel Klein & Al Sharpton

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Societal and Community Based Reforms

Addressing the Effects of Poverty

Geoffrey Canada

Harlem Children’s Zone

A Broader, Bolder Approach to Education

1) Continue to focus on school improvement efforts

2) Increase and improve quality of early childhood programs

3) Increase investment in health services4) Understand how students spend their time

outside of school

From: http://www.boldapproach.org/statement.html

Jean Anyon & Richard Rothstein

Pedro Noguera & Helen Ladd

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Governor Christie’s Educational Reform Agenda

Mooney, J. (2011, Jan. 12). Gov. Christie’s state of the state puts education reform front and center. NJ Spotlight.

• Vouchers : NJ Opportunity Scholarship NJOSA• Cutting school spending• Merit Pay • Eliminating seniority and tenure• Expanding charter schools• Mayor Booker supports the expansion of charter schools and

reforms in teacher evaluation and seniority based layoffs. Prior to his first term he also supported vouchers. Since becoming mayor he has not publicly supported vouchers, but it is reported that he will testify in favor of NJOSA before the legislature

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The Newark Context

• State-operated district since 1995

• Governor Christie “delegates” local control to Mayor Booker (August 2010)

• Governor Christie terminates Superintendent Janey’s contract (August 2010)

• Search for new superintendent underway

• Facebook CEO, Mark Zuckerberg, gives $100 million gift to improve public education in Newark (2010)

• Mayor raising $100 million in matching funds (2010-11)

• PENewark engages in community engagement project

• Legislature considers “Opportunity Scholarship Program” with Governor’s support

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Types of Reform and Effects

• Governance Reform• School Finance• Teacher Quality• School Choice• Progressive vs. Traditional

Approaches

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Mayoral Control Districts in IELP Report (Year and Strength of Mayoral Control)

• Baltimore (1997) Moderate• Boston (1992) Strong• Chicago (1995) Strong• Cleveland (1998) Moderate• Detroit (1999-2004) Moderate• Hartford (2005) Moderate• New York (2002) Strong• Philadelphia (2001) Weak• Washington D.C. (2001; 2007) Weak to Strong• See: http://ielp.rutgers.edu/docs/MC Final.pdf

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Mayoral Control: What does the IELP Report say?

Mayoral Control has resulted in:• Increased public commitment to education • Increased funding • Increased stability• Diminished role for parents & community• No conclusive evidence that mayoral control results

in increased achievement, independent of other factors

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IELP Report: Quantitative Findings

City NAEP Scores, 4th Grade Math City NAEP Scores minus National

Average, (2003, 2005, 2007, 2009) 4th Grade Math (2003, 2005, 2007, 2009)

Bos Bos Chi ChiClev Clev NYC

NYC DC DC

180

190

200

210

220

230

240

250 Bos Bos Chi Chi Clev Clev NYCNYC

DC DC

-35

-30

-25

-20

-15

-10

-5

0

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IELP Report: Quantitative Findings

City NAEP Scores, 4th Grade Reading City NAEP Score minus National Average, 4th

(2003, 2005, 2007, 2009) Grade Reading (2003, 2005, 2007, 2009)

Bos Bos Chi ChiClev Clev NYC

NYC DC DC

170

175

180

185

190

195

200

205

210

215

220 Bos Bos Chi Chi Clev Clev NYCNYC

DC DC

-30

-25

-20

-15

-10

-5

0

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IELP Report: Quantitative Findings

City NAEP Scores, 8th Grade Math City NAEP Scores minus National Average,

(2003, 2005, 2007, 2009) 8th Grade Math (2003, 2005, 2007, 2009)

Bos Bos Chi ChiClev Clev NYC

NYC DC DC

220

230

240

250

260

270

280

290 Bos Bos Chi Chi Clev Clev NYCNYC

DC DC

-35

-30

-25

-20

-15

-10

-5

0

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IELP Report: Quantitative Findings

City NAEP Scores, 8th Grade Reading City NAEP Scores minus National Average,

(2003, 2005, 2007, 2009) 8th Grade Reading (2003, 2005, 2007, 2009)

Bos Bos Chi ChiClev Clev NYC

NYC DC DC

225

230

235

240

245

250

255

260 Bos Bos Chi Chi Clev Clev NYCNYC

DC DC

-30

-25

-20

-15

-10

-5

0

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Mayoral Control: Lessons for NJ and Newark• Education mayors put focus on educational improvement• Effectiveness depends on the mayor and the quality of mayoral

leadership• Although school boards have on occasion been corrupt, so

have mayors (i.e., mayors in three of the nine cities have been indicted and/or convicted of crimes)

• Potential for increased public and private funding• Need to ensure community and parental involvement

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Mayoral Control: Specific NJ Context

• QSAC: State governance standards and the return to local control

• Local control of governance in Jersey City • Local control of governance in Newark and

Paterson • Citywide election to choose governance

structure (Type I-appointed or Type II-elected)• Pre-election, limited board voting rights • Mayoral Control: Legislative action required

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State and Mayoral Control in Newark?

• Governor Christie delegating control to Mayor Booker: legal issues

• The selection of a new superintendent

• The $100 million dollar Facebook gift

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Mayoral Control: IELP Conclusions

• However real the benefits may be from new governance models, it is important to remember what we know generally about school reform. We agree with the many voices that told us effective governance is necessary, but not sufficient, to move school reform ahead. Concurrent reforms at the building level, including strong leadership by the principal; the recruitment, retention and support of high quality teachers and administrators; as well as addressing the myriad problems outside of the schools related to poverty and its effects are also vital to urban school improvement. Given the decades of research on the need to tie school improvements to community and economic development, we recommend that such initiatives as the Harlem’s Children Zone in New York City and the fledgling Broader, Bolder Initiative in Newark be examined as models along with governance innovations.

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IELP: Conclusions

• In sum, because of the benefits that we have observed in the nine cities that have implemented some experimental forms of governance, we recommend that New Jersey lawmakers consider making a broader array of governance models available to cities emerging from state control or intervention. While we were unable to link any specific form of governance to any specific advance in student achievement or school district management, the evidence still demonstrates that raising the profile of education through adopting new governance models has more positive than negative results. Keeping the spotlight on education reform, overall, has benefited public education in the nine cities we studied.

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IELP: Conclusions

• This study supports Viteritti’s position that governance structure “is not a solution, it is an enabler…creat[ing] possibilities for the kind of bold leadership needed to turn around failing school districts.” Good governance is necessary but not sufficient for meaningful educational reform, and mayoral control is not the only form of good governance. Given the benefits we have seen in the nine cities, mayoral control should be one of a number of options available, as long as parental and community input and involvement are not stifled as they have been in some cities.

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Types of Reform and Effects—School Finance

NEW JERSEY

“Thorough and Efficient Education”• Robinson v. Cahill (1970-1976)• Abbott v. Burke (1979-2009)• Bacon v. Davy (2003)• Abbott v. Burke XX, (SFRA) (2009)• Abbott v. Burke XXIII (2011)

NEW YORK

“Sound and Basic Education”

• Campaign for Fiscal Equity v. NY State (1993-2006)

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National Inequities in State and Local Revenue Per Student

Gap

High Poverty vs. Low Poverty Districts

–$773 per student

High Minority vs. Low Minority Districts

–$1,122 per student

Education Trust analyses based on U.S. Department of Education and U.S. Census Bureau data for the 2005-06 school year.

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Abbott and its Critics: The Good, the Bad and the Ugly• MacInnes, G. (2009). In Plain Sight: Simple, Difficult Lessons

from New Jersey’s Expensive Effort to Close the Achievement Gap. New York: The Century Foundation.

• Drummer, L. & Soifer, D. (2010). Reform with Results for New Jersey Schools. Lexington Institute. Retrieved December, 15, 2010 http://www.lexingtoninstitute.org/library/resources/documents/Education/ ReformWithResultsForNJSchools.pdf.

• Excellent Education for Everyone (2008). Money for Nothing: We Owe our Children Better. Newark, N.J.: Excellent Education for Everyone with support from School Watch. http://www.nje3.org/schoolwatch/moneyfornothing.pdf.

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Abbott: What does the research say?

• Education Law Center (2011, Jan. 11). New Jersey gets top marks on nation’s report card (press release). http://www.edlawcenter.org/ELCPublic/elcnews_110111_NewJerseyGetsHighMarks.htm. Education Week, (2011). Quality Counts 2011. Washington, DC. http://www.edweek.org/ew/toc/2011/01/13/index.html.

• Sadovnik, A.R. (2011). Review of “Reform with Results for New Jersey Schools.” Boulder, CO: National Education Policy Center. http://NEPC.org/thinktank/review-reform-with-results.

• Frede, E., Jung, K., Barnett, W. S.; Esposito Lamy, C., & Figueras, A. (2007). The Abbott Preschool Program Longitudinal Effects Study. New Brunswick, N.J.: National Institute for Early Education Research.

• Resch, A.M. (2008). Three Essays on Resources in Education. Unpublished doctoral dissertation. Ann Arbor: University of Michigan. Retrieved January 20, 2011, from http://deepblue.lib.umich.edu/bitstream/2027.42/61592/1/aresch_1.pdf.

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Spending: What does the research say?

• Bruce Baker, Money matters if spent effectively Stretching Truth, Not Dollars?

http://schoolfinance101.wordpress.com/2011/01/07/stretching-truth-not-dollars/ • Center for Teaching Quality

http://teachingquality.typepad.com/building_the_profession/2011/01/as-we

-stretch-the-school-dollar-lets-not-rip-out-the-seams.html

Abbott and other state school finance decisions have resulted in more equitable funding and increases in student achievement. Argument that Abbott resulted in throwing money down the drain is not supported by the evidence.

Baker, B.D., & Welner, K.G. (2011). School Finance and Courts: Does Reform Matter, and How Can We Tell? Teachers College Record, 113(11). Retrieved from http://www.tcrecord.org/content.asp?contentid=16106, on January 20, 2011.

Resch, A.M. (2008). Three Essays on Resources in Education. Unpublished doctoral dissertation. Ann Arbor: University of Michigan.

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Neo-Liberal Teacher Quality Reforms

• Value Added Models (VAM) for teacher evaluations, tenure and promotion, dismissal and merit pay

• Alternative Teacher and Administrator Education Programs (i.e. Teach for America (TFA); New Teacher Project (NTP); New Leaders for New Schools (NLNS); Teacher University (Uncommon Schools and KIPP Networks); On the job training (New Jersey Alternate Route; NYC Teaching Fellows; Cathie Black)

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TEACHER QUALITYStudents at High-Minority Schools More Likely to Be Taught by Novice Teachers

Note: Novice teachers are those with three years or fewer experience. High-minority ≥ 75% students non-white. Low-minority ≤ 10% students non-white. Analysis of 2003-2004 Schools and Staffing Survey data by Richard Ingersoll, University of Pennsylvania (2007).

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Poor and Minority Students Get More Inexperienced* Teachers

Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000.

*Teachers with 3 or fewer years of experience.

High poverty Low poverty High minority Low minority

Note: High poverty refers to the top quartile of schools with students eligible for free/reduced price lunch. Low poverty-bottom quartile of schools with students eligible for free/reduced price lunch. High minority-top quartile; those schools with the highest concentrations of minority students. Low minority-bottom quartile of schools with the lowest concentrations of minority students

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VAM: What does the research say?

• The most rigorous study of performance-based teacher compensation ever conducted shows that a nationally watched bonus-pay system had no overall impact on student achievement .

http://peabody.vanderbilt.edu/x12476.xml • Problems with the Use of Student Test Scores to Evaluate Teachers

http://epi.3cdn.net/724cd9a1eb91c40ff0_hwm6iij90.pdf • Neither Fair Nor Accurate:

Wayne Au, Rethinking Schools

http://www.rethinkingschools.org/archive/25_02/25_02_au.shtml

Bruce Baker

http://schoolfinance101.files.wordpress.com/2010/10/teacher-evaluation_general.pdf

 

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Problems with VAM (Au, 2010)

• Year-to-Year Test Score Instability• Day-to-Day Score Instability • Nonrandom Student Assignments • Imprecise Measurement • Out-of-School Factors • Politics, Not Reality

And

Classroom composition and peer effects not easily measured

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Teacher experience: What does the research say?• Why teaching experience really matters • http://voices.washingtonpost.com/answer-sheet/guest-bl

oggers/why-teaching-experience-really.html

• Bruce Baker, The circular logic of "quality based layoffs" • http://schoolfinance101.wordpress.com/2010/12/06/the-c

ircular-logic-of-quality-based-layoff-arguments/

• Test scores can't prove whether teacher experience matters

• http://voices.washingtonpost.com/answer-sheet/guest-bloggers/test-scores-cant-prove-whether.html

 

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Alternative Teacher and Principal EducationWhat does the research say?

No conclusive evidence that alternative produces better student outcomes than traditional teacher education

No other profession permits new practitioners to enter without training and licensure

Although university based teacher education needs improvement, there is no evidence to suggest that Alternative programs provide better preparation.

(See Darling-Hammond, Labaree)

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Types of Reform and Effects -- School Choice

Charter Schools: U.S.

Number of Schools 4,638

% of Charter Schools to All Public Schools 4.8%

Vouchers• Milwaukee voucher

program: 1990s• Cleveland voucher program

upheld by US Supreme Court in 2002

• Florida and Washington D.C.• New Jersey: NJOSA under

consideration

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Charter Schools: What does the research say?

Positive effects:

Hoxby, C.M. (2004). Achievement in charter schools and regular public schools in the United States: Understanding the differences. Cambridge, MA: Harvard University and the National Bureau of Economic Research.

Hoxby, C.M. (2009). The New York City Charter School Evaluation Project. Cambridge, MA: National Bureau of Economic Research. http://www.nber.org/~schools/charterschoolseval/

Kane, T.et al. (2009). Informing the Debate: Comparing Boston’s Charter. Pilot and Traditional Schools: A Report for the Boston Foundation. Cambridge, MA: Harvard University Graduate School of Education. From http://www.gse.harvard.edu/%7Epfpie/pdf/InformingTheDebate_Final.pdf.

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Charter Schools: What does the research say?

Negative, mixed or no effects:

Barr, J.M., Sadovnik, A.R. & Visconti, L. (2006). Charter Schools and Urban Education Improvement: A Comparison of Newark’s District and Charter Schools. The Urban Review, 36(4): 291-312.;

Center for Research on Educational Outcomes (CREDO) (2009). National Charter School Study. Center for Research on Educational Outcomes Palo Alto: Stanford. http://credo.stanford.edu/;  

Miron, G., Evergreen, S., & Urschel, J. (2008). The impact of school choice reforms on student achievement. http://nepc.colorado.edu/files/CHOICE-10-Miron-FINAL-withapp22.pdf.

Lubienski, S.T., & Lubienski, C. (2006). School Sector and Academic Achievement: A Multi-Level Analysis of NAEP Mathematics Data. American Educational Research Journal, 43 (4), 651-698

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Vouchers: What does the research say?Positive Effects• Jay Greene: http://

www.uark.edu/ua/der/People/greene.php

• Paul Peterson: http://www.people.fas.harvard.edu/~pepeters/index.htm

• Caroline Hoxby: http://www.stanford.edu/people/choxby

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Vouchers: What does the research say?

negative, mixed, or no effects• Van Dunk, E. and Dickman, E. (2003). School Choice and the Question of

Accountability. New Haven: Yale University Press.• Witte, J. (2001). The Market Approach to Education: An Analysis of

America's First Voucher Program. Princeton: Princeton University Press. • Metcalf, K.K. et. al. Metcalf, K.K. et al.(2004). Evaluation of the Cleveland

Scholarship and Tutoring Program 1998-2004. Bloomington, Indiana: Indiana Center for Evaluation.

• Miron, G., Evergreen, S., & Urschel, J. (2008). The impact of school choice reforms on student achievement. Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. http://nepc.colorado.edu/files/CHOICE-10-Miron-FINAL-withapp22.pdf;

• Welner, K. G. (2008). NeoVouchers: The emergence of tuition tax credits for private schooling. New York: Rowman & Littlefield.

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Types of Reform and Effects

Progressive Approaches (Based on John Dewey)

Central Park East SecondarySchool (CPESS) (New York, NY) • Under Deborah Meier:

Progressive small school, 90% Black/Latino; 80% Free/Reduced Lunch; Graduation Rate 95+%College attendance Rate: 95+%

• Closed and reorganized in 2002; Non-progressiveGraduation rate: 40%

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Traditional Approaches (Based on Delpit, 1995)

Knowledge is Power Program (KIPP)

• 82 college-preparatory schools in 19 states and D.C.

• College matriculation rate above 80%; student population 90% Black/Latino; more than 80% Free/Reduced lunch

North Star Academy (Newark, NJ): Uncommon Schools

• Charter school serves over 900 students in grades K-2 and 5-12

• 11month, extended day schedule• 95% College matriculation; 100%

Black/Latino; 90% Free/Reduced Lunch

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Traditional and Progressive Approaches: What does the research say?

Semel, S.F. and Sadovnik, A.R. (2008) The Contemporary Small School Movement: Lessons from the History of Progressive Education. Teachers College Record Volume 110( 9):1774-1771. (section on CPESS)

Sadovnik, A.R. (2008). Schools, Social Class and Youth: A Bernsteinian Analysis. Pp. 315-329 in L. Weis, The Way Class Works. Routledge. (section on KIPP and North Star)

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The Possibilities of Urban School Reform: Effective School and District Level Practices

• Put all children—not just some—in a demanding high school core curriculum.

• Teachers matter—make sure they are high quality and supported.

• Focus on improving low-performing schools.• Motivate more students and prepare more

students for higher education.• Principals matter—focus on effective leadership.• Focus on instructional time.Source: www.edtrust.org

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The Limits of Urban School Reform

• Problems associated with replication and “scaling up” for both district and charter schools

• Failure to address outside school factors (community, peer group, health and environmental factors)

• Failure to address economic factors (labor force and wage issues)

• Often perpetuates a simplistic “No Excuses” ideology of school improvement

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Based upon the evidence, successful urban school improvement will require…

• Systemic reform aimed at both the school, student, community, economic and societal levels, which includes:

At the school level:– Equity school finance reform– Equitable distribution of high quality teachers and principals– School level reforms based on research based findings on

effective schools and comprehensive school reform– District level reform best on research based best practices of

successful urban districts (i.e Charlotte and Austin)

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At the student, community, economic and societal levels

• Address student and family health, environmental, and social-psychological needs

• Implement research based best practices family involvement programs (i.e. Comer; Epstein)

• Implement research based best practices gang prevention programs

• Link school reform to urban community and economic development• Develop urban revitalization programs• Promote school level economic integration through affordable

housing programs and magnet school choice programs• Address pernicious effects of poverty through urban social and

economic policies

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Conclusion

• More sociological research is needed to inform urban educational policy.

• The focus on reducing the achievement gap in NCLB should not be eliminated.

• Emphasis on equal opportunities to learn need to be included in all reforms.

• Emphasis on building capacity of schools and districts in need of improvement must be included in all reforms.

• Emphasis on factors outside schools, including poverty, community and neighborhood variables, need to be included in all reforms.

Sadovnik, A.R., O’Day, J; Borhnstedt, G., & Borman, K. (eds.) (2008). No Child Left Behind and the Reduction of the Achievement Gap: Sociological Perspectives on Federal Educational Policy. New York: Routledge.

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Alan R. Sadovnik, Board of Governors Distinguished Service Professor of Education, Sociology and Public

Affairs Co-director, Institute on Education Law and Policy and Newark Schools Research

Collaborative Rutgers University-Newark

sadovnik@andromeda.rutgers.edu