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Sociology 452/552 Education and Equality

Fall 2018

Professor Bob Liebman Bobbi Wilson, Course Assistant

Office Hours: Mon 1:30 - 2:30pm Email: bob4@pdx.edu

Room: CH 217M

Email: liebmanr@pdx.edu

“The most American thing about America is the free common school system.” Adlai Stevenson

Americans gave the world free common schools but are deeply ambivalent about the three-fold

purpose of public education in a democratic society. Schools teach literacy and civic values that are

the bedrock of democracy. Schools convey knowledge and skills needed for the workforce. Schools

serve our hopes for equal opportunity and personal success through hard work and exploration in

keeping with the American Dreams of class mobility and generational progress.

The history of US schools shows, however, that these dreams have been denied for a vast number of

Americans. Schools have been instruments for reproducing class, race, and gender privilege as it

exists in the larger society. The low academic performance of schools in poor areas, linked to

underfunding, the persistence of tracking and re-segregation, teacher and principal turnover, along with

toleration of failure and disrespect for the poor, LGBTQ, and communities of color reflect US relations

of inequality and injustice.

“Through ideology, gatekeeping, … stratification, and bureaucratic, often authoritarian, administration,

schools function as a large sifting and labeling operation that re-creates and justifies existing

distributions of wealth and power. In many ways, schools reproduce the very inequality that American

mythology professes they are designed to overcome. This dual character of schooling—its democratic

promise and its institutional service to a society based on class, race, and gender privilege—invariably

generates contradictory impulses when it comes to reform.” [Linda Christensen & Stan Karp, 2003,

Why is School Reform so Hard?]

The counterstory is that schools can be transformative.

“Schools are the only institution that touches all our youths that we can wholly influence. We cannot

regulate parenthood. We cannot desegregate neighborhoods. …. Yet we can use schools to create

possibilities and environments that would not otherwise exist for our children.”

[Lissa T Yogan, School tracking and student violence]

This course addresses both the enormous weight of disadvantage in the US and the pushback offered

by educators in turnaround schools in the US and by practices in equity-centered systems in other

countries like Finland, Singapore, Shanghai with high-achieving kids.

Threaded through the course is the final project: What should be changed about most US schools?

What can we learn from other schools here and abroad that to make change in keeping with the

values/goals that inform the course: advancing learning, reducing inequality, and honoring

diversity.

Course Description

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Course learning objectives

To encourage critical thinking about schools by introducing theories and findings in the sociology of

education so you can thoughtfully read and respond to educational debates in your life as a student,

parent, citizen, and activist

● How do schools link to other social institutions (family, workforce, politics)

● Understand schooling as a system - linking curriculum, testing, tracking

● Seeing teaching as a profession - How is it practiced? Why is it less respected in US?

Soc452/552’s goals are to boost your capacity for

1) thinking critically about public education to gain an understanding of how public education largely reproduces inequality and intolerance in US

society by introducing theory and research from the sociology of education

2) making change in public education as a parent, citizen, activist

to rethink public education in Oregon and other states by using strategic comparisons of schools

elsewhere in the US and abroad (notably Japan, Finland)

3) improving the character of teaching - This is a critical moment for change as a wave of teacher

and student strikes shut down schools across the US. A key reason is that US teachers now earn 60-

70% of the salary of peer professionals and receive little support for learning. To recruit and retain

strong teachers and enable them to help all children learn, US must make teaching an attractive

profession that advances knowledge and skill, like medicine and engineering.

Core questions

● What are the purposes of public education in the US compared to other countries? How is

education shaped by structures of national/local governance and funding, inequalities of class,

race, and gender, and supplemental schooling like tutoring, cram schools, and summer

programs that parents pay for?

● What is a meritocracy? Is a meritocratic society an equal society? Is merit-based selection a

mask for class inequality in America?

● How much does “cultural capital” matter to a child’s fate? Are bright children from

poor/working class families disadvantaged by not having parents who know the rules of the

game?

● What is tracking and how are schools/school systems tracked? Does tracking increase or

decrease student learning and educational inequalities?

● What is testing for: entrance to further schooling, monitoring student/teacher performance, or to

meet graduation requirements? How does shape what is taught in schools (curriculum)? How

do tests/assessments impact educational inequalities?

● How is time for learning and time for teaching structured in the US and other countries? What

is the hidden curriculum?

● How much does good teaching matter relative to other factors in student success? How can

good teaching be measured/judged effectively? Is good teaching natural or can it be taught?

● Are US teachers given the resources, rewards, respect, and room for collaboration that mark

turnaround schools and school systems worldwide? Why is teaching in US called a semi-

profession?

● What brings nations to reform their educational systems? Given the weight of the past, can

reforms be transformational? How did Finland and other countries reach the top in

international tests?

● What is the connection between school and society? Among many policies needed to challenge

inequality and intolerance, should school reform be a/the top priority for creating a more equal

society in America? Is equalizing educational opportunity a route for reducing income

inequality? Can schools end poverty? Can schools honor difference and enhance tolerance?

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Sociology 452 reaches for answers to these questions by offering a critical and comparative

introduction to the sociology of education focusing on the US, especially in the past half-century.

Why a Comparative Perspective?

Using a comparative perspective helps understand how US schooling is like/unlike other countries

and how thinking about schools by sociologists and the public is bound by the place and times in

which they live

● Compared to school systems elsewhere, US education is highly decentralized. US

Department of Education has little power over education policy in states & localities.

Federal funding is about 10% Does that influence our schools for good or bad?

● Like other nations, globalization impacted goals and practices in US education. Which

ones? How did it happen?

● Comparing countries, what is the meaning of student success? Is student success a

measure of learning? Do we value what we can (easily) measure rather than measuring

what we value?

● Comparing countries, what is the difference between reform and change. Is it possible to

do deep changes in schools themselves or does change come only from societal shocks like

economic crises, conquest, or collapse?

New teaching strategy:

I have taught versions of the course several times; this is my 4th time teaching online so I am using

new strategies to redesign the course:

A. I use the mnemonic of 4 T’s -- Tracking, Testing, Time/Hidden Curriculum, & Teaching -- as a

framework to compare school structure and outcomes in the US and abroad. In addition, they

provide a framework for you to reflect on your own experience in school. (How were you tracked,

tested, taught? What was the hidden curriculum in your schooling?)

B. Because I cannot use lectures to teach course content, I created a system of

● Reading Guides to frame readings

● Weekly Write-up questions to help you synthesize the material

● Handbacks with samples of strong writing to show you how to improve your

reading/writing

● 3 synthetic exercises that reuse prior work so you get deeper understanding of what you

studied This is called “spiraling” and explained Week9

● Final project (instead of final exam) to apply what you learned to the urgent task of

redesigning schools – What kind of school would you want for current and future students?

Soc452/552 is a fully online course, meaning that instruction comes from readings, films, and online

activities on the D2L platform.

Use D2L to access instructional materials and upload all assignments. To access D2L, use the link

http://www.d2l.pdx.edu. To log in, enter your PSU ID and password. If you do not have a PSU

account, go to https://www.account.pdx.edu/ or contact the OIT Help Desk at help@pdx.edu or

(503)725-HELP.

Course materials are organized on D2L in weekly learning modules. Click on the Course Content

tab at the top of the homepage. Each week’s learning module gives links to online materials and

other activities.

At the start of each week, check the Reading Guide which gives a roadmap for the week’s readings

Course Structure

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and questions for writing. While the syllabus provides an overview of the class, the Reading Guide

has the most up-to-date information and instructions for each week.

Soc452 is a reading intensive course, emphasizing analysis and reflection, not memorization and

recitation.

Expect 60-75 pages of reading each week (chapters, articles, websites, short essays, all non-

technical material) to prep you to do the weekly write-ups.

Weekly write-ups

Weekly write-ups ask you apply the material you learn. You are asked to write short-essay answers

replying to 2-3 study questions that posted on D2L. Expected length for most weeks is 2-3 single-

spaced pages (not including space for questions).

Synthesis writing exercises – SynX1, 2 & Final Project

In Weeks 3, 7, and 10, there are synthetic writing exercises that ask you to bring together what you

have learned so far. You’ll use some of what you wrote in prior weekly writeup, the handbacks we

provide, and some new material. Page expectations for each are listed below:

SynX1 focuses on how/why schools do not equalize student outcomes in the US, with a comparison

to Japan. (Expected: 3-4 pages, including questions)

SynX2 focuses on how school structures -- tracking, testing, how time is used, and teaching ---

shape students’ experience in the US, with comparisons to Finland and Japan. (Expected: 3-5 pages,

including questions)

SynX3 aka Final Project is your proposed change strategy to target a problem in schools in keeping

with values that inform the course: advancing learning, reducing inequality, and honoring

diversity.

Expected: 5-6 pp – There are 2 parts: 1) post a preview on D2L and reply to other postings, and

2) writing up a project report that is informed by the feedback you get from the preview

Discussion board

The discussion board is important; it is the space for interaction that happens spontaneously in face-

to-face courses.

Use it as a forum for sharing thoughts, questions, feedback, or contributions (ideas, webposts).

For Soc452, participation is voluntary --- except for week 10 when everyone must post their final

project preview and reply to another student

In all weeks, we encourage you to post when you have something to share. We will give extra credit

for posting and doing 1-2 replies to others posting up to 3 points.

The grading rubric for discussion posts is below.

We will use the discussion board intensively in weeks 3, 7, & 10 to have a dialog as you write your

synthesis exercises.

For Soc552, posting on the discussion board is required by Saturday 11:59pm each week. Posts

need not be long; the point is for everyone to be part of exchange.

Undergraduate Reading and Writing Expectations

Graduate Requirements

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Soc 552 uses the course material required for 452 with greater interaction and emphasis on research

and practice which you do for a graduate degree.

Interaction: Posting on the discussion board is required. The discussion board becomes a virtual

seminar to can share your thinking on the week’s material & learn from others.

Research and practice: Use your final project to link 552 course material to what matters to you:

research, internship, job, or personal passion. In past years, students wrote on changing math ed,

making sure students get health/vision screenings before kindergarten, bilingual education, etc. We try

to do some peer editing by email.

Grad students must do all weekly write-ups.

I will send a grad-only email discussion at the end of week 1 when registration is completed

Components for course grade

6 Weekly write-ups (7.5%

each)

45% A = 93.5-100; A- = 89-93.4

Synthetic Exercise 1 15% B+ = 85.5-88.9; B = 82.5-85.4; B- = 79-

82.4

Synthetic Exercise 2 15% C+ = 75.5-78.9; C = 72.5-75.4; C- = 69-

72.4

X3/Final proposal & posting 25% D+ = 65.5-68.9; D = 62.5-65.4; C- = 59-

62.4

Total 100% F = 58 or below

All exercises will be scored on 0-10 or 0-100 scale. Course grades are based on a weighted average

of 6 weekly write-ups, and 3 synthetic writing exercises plus extra credit exercises (3 points each).

We’ll drop the lowest score of the 6 Weekly write-ups for both 452 and 552 students so if you miss

one or mess one up, your course grade will not suffer. SynX 1 & 2 are equal to points for 2 weekly

exercises.

All exercises draw on your understanding of the readings and films. There are no quizzes or tests.

There is no research paper, though you should do a web search for your final project. If you

cover the reading guides, do readings/videos, and read questions thoughtfully, you’ll be set for doing

write-ups/exercises with an A/B/C grade. If we find broken links or better things to read, updated

materials for each week will be available by Monday 12 noon.

All written work is due by Sunday 11:59pm.

All assignments must be submitted online using the D2L Assignments tool. No print copies will be

accepted. This weekly structure may not be consistent with other online courses so be sure to note 452

schedule in your personal calendar.

Don’t panic if you realize you can’t complete the write-up by 11:59. Everyone gets one 24-hour no

penalty extension so you will have time to complete your writing.

Don’t be spooked if D2L says your score has been dropped. D2L is set to "drop" the lowest score of

the weekly write-ups and it treats the first score as the lowest until more scores are put in for later

write-ups. You’ll see your score in the grading box ... don't let D2L's quirk spook you.

Be sure to label all files with your name including those you upload to D2L.

For example: 452w18_wk3_YourName.doc

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Grading Rubric for write-ups and synthetic exercises

Grading for weekly write-ups is based on coverage, clarity, and persuasiveness.

1. Did you thoughtfully answer all parts of the question asked?

2. Is your answer clear?

3. Does the evidence make your case?

Grade Expectations

A

Answers all parts of questions -- gives definitions and your position, supported by

comparative evidence from readings/clips that persuades the reader you're right. Being

concise is part of expectation.

B Some parts of the answer do not offer a clear position, solid evidence, or logical

argument to persuade the reader.

C Many parts do not offer a clear position, solid evidence, or logical argument to

persuade the reader.

D Missing major parts, does not answer the question(s).

Grading Rubric for discussion posts

The discussion board is the channel for about assignments, thoughts about readings, feedback on

each other’s work, etc.

Soc 452 students can earn up to 3 extra credit points for a posting & doing a reply to 1 other student’s

post

1 point each for

● asking a question/linking to something you read

● digging into the course material – thinking about it in a different light, challenging it ● carefully reading someone’s post & giving a useful reply

We reward your participation well – but you don’t have to post if you feel that you don’t have a

contribution to make that week

Week 10 posting is required and more substantial; worth 9 of 25 points for final grade.

You must do two posts

● post your filled out checklist that previews your final proposal ● post your feedback to TWO other student’s checklists

Scoring your write-ups

We aim to have all papers scored by Friday noon; Saturday midday at the latest.

We give feedback on your work in two ways:

● For weekly write-ups: “handback” sheet that lists problems we saw in writing and gives samples of strong and could-be-stronger answers. The handback will help you write the synthetic exercises.

● For synthesis exercises: brief comments that speak to strengths and weaknesses in what you wrote so you can improve your writing.

Due dates / Late policy – 2 hour grace period

Any work turned in more than 2 hours after the 11:59 deadline is considered late. I hate it when you

are just about to upload and lose wifi access. Shoot for midnight and try again if you fail to upload.

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We want you to have time to complete the work and do well in the course so let us know if illness,

family squeezes, job crunches, childcare and other crises get in the way of delivering an

assignment on time -- before it is due. If you must take an extra day, let us know by email so we

can grant you an extension if appropriate.

Re-grading policy

If you question your grade on an assignment, compare your work to the handback sheet. If you doubt

our grade, you must email us within two days after the assignment was returned. If you simply want to

understand what you can do to improve your next paper, we will be happy to help you by email or you

can meet during office hours.

Extra credit options

There are options for extra credit in the calendar. In addition, you can earn extra credit by doing a final

course reflection with recommendations for strengthening the course.

Office hours

Our office hours are online but we can meet by phone or in person.

Online: send questions to both Bob liebmanr@pdx.edu and Bobbi bob4@pdx.edu

See email guidelines below

Whoever sees your email first will reply.

My office hours are Monday, 1:30-2:30pm @ 217 Cramer Hall

If you can’t meet, email me and I’ll try to set up Google chat/hangout or a phone call.

Email guidelines

Please put SOC452 or SOC552 at the beginning of the subject line of all emails to me or Bobbi

Please label all files with your name including those you upload to D2L. For example:

452F18_wk3_YourName.doc. Please use only our pdx addresses liebmanr@pdx.edu

If you have short questions about a paper that can be addressed adequately via email, please contact us

a full day before it is due. If you email questions about an assignment on the day it is due, remember

that we might not be able to respond immediately. For longer questions, please come to office hours

or set up a phone chat.

Academic integrity

Students are expected to honor PSU’s expectations for academic integrity in all forms of work for this

course.

Writing an essay is the best way to gain understanding of what you read.

Collaboration with other students is a great if you are starting out. We encourage you to share ideas on

the discussion board. Brainstorming makes better writing for many people.

However, it is not acceptable to jointly write drafts. Rough drafts can be exchanged for constructive

criticism.

The university defines plagiarism as “the taking of another’s words or ideas as if they were your own.”

It is a serious offense that can lead to failure and/or action from PSU (see below). Do not be afraid to

use other people’s words or ideas (Sociology is really a collective conversation, right?), just provide

proper citation for your sources. As mentioned, cite all sources you use, including readings, lecture

notes, discussion posts, or information from the Internet.

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Citations are required. If you use another person’s ideas or words in your writing, you must

acknowledge the original source. If you are quoting (which you should not do much of), use quotation

marks.

We use social science citation style in which you list the source in parentheses at the end of the

paragraph (Meyer, 55-57; Liebman, week 3 Reading Guide). Abbreviations like (TDG, 31) for

Tearing Down the Gates are fine.

Code of conduct for online “classrooms”

Respect each other

It is expected that online discussions and posts are always respectful of diverse perspectives.

Under PSU guidelines, students will be subject to disciplinary action for violations of the code of

conduct (includes but not limited to: disruption of teaching, harm or threat of harm, etc) as well as

academic misconduct (includes but not limited to: cheating, fraud, plagiarism, etc). Please refer to the

Student Code of Conduct for further information at http://www.pdx.edu/dos/psu-student-code-conduct

Attendance

Because we do not meet in person, we take attendance by seeing who submits weekly assignments. If

you are not able to complete the course, you must withdraw with the Office of the Registrar in order to

receive a "W" rather than an "F" or an “X”. Please refer to the student handbook for more information.

Students with disabilities

Students with special needs should first register with the Disability Resource Center, 116 Smith

Memorial Student Union, 503-725-4150 or drc@pdx.edu so that appropriate accommodations may be

made. DRC coordinates support services, accommodations, and equipment for students with

disabilities. DRC works to ensure equal access to all University programs, services, and activities for

students with disabilities. DRC certifies eligibility for services, determines reasonable

accommodations, and develops plans for the implementation of accommodations.

PSU prohibits discrimination and harassment

PSU has adopted a formal Prohibited Discrimination and Harassment Policy. Discrimination or

harassment on the basis of age, disability, national origin, race, color, marital status, veteran status,

religion, sex, sexual orientation, genetic information or in the use of Worker's Compensation, Federal

Family Medical Leave Act, or the Oregon Medical Leave Act is strictly prohibited by PSU policy.

For more information, see

https://www.pdx.edu/sexual-assault/faculty-staff-resources-responding-to-students-in-distress

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Weekly checklist:

Monday after 12n – Scan week’s folder, read topics, weekly write-up questions, and Reading

Guide

Monday-Friday – Use Reading Guide/Write-up questions to direct your reading and watching

videos

Friday/Saturday – Read evaluation of your last write-up and handback sheet with feedback on

writing

Sunday - Finish weekly write-up and upload by 11:59pm.

● The Reading Guide is your best friend. It’s matched to the write-up questions. Start each

week with it to frame the reading and get all the info needed for doing the weekly write-

ups/exercises.

● All required readings are downloadable or linked on D2L

● Search Wikipedia for terms that are unfamiliar to you or post a question to the discussion

board.

● The calendar may change for weather, workload, dead links, or new readings. All updates

will be posted to D2L.

● This is my fourth fully online course but I am still learning how to do it right. Let me

know by email if you have questions or suggestions.

Date and Topic

Week 1 Sept 24

Sociology of Education: Equality/Equity/Meritocracy

Learning Objectives ● Define/describe Equality/Equity/Meritocracy (Reading Guide)

● What do schools do? Socialization/Allocation/Legitimation (J Meyer)

● Know 5 sources of inequality in US education (Darling-Hammond)

● Can schools even up life-chances? (Reardon)

● Unequal schools linked to lack of social mobility and lost talent (Stiglitz)

● Know history of US Education, 1900 - 1950 (As American as Public School/Film)

Readings (be sure to open/print Week 1 Reading Guide on D2L before starting):

Introduction:

● John Meyer. 1977. Education as an Institution, American Journal of Sociology, 55-77 -

- Skim first: Read subheadings then use Reading Guide to target key sections

Applying Meyer to US Public Schools:

● View As American as Public School: 1900-1950(57min)

Unequal Outcomes:

● Linda Darling-Hammond, "The Anatomy of Inequality: How the Opportunity Gap is

Constructed," ch2 in Flat World and Education, 27 - 55

● Sean Reardon,No Rich Child Left Behind

● Joseph Stiglitz, Equal Opportunity, Our National Myth

Can schools beat the odds on inequality?:

● Oregon 2017 top high school graduation rates show some who did

Write-up #1 - Due Sunday 11:59 p.m.

Answer all 3 short questions listed at the bottom of the Week 1 module & post to D2L

Assignments

Week 2 Oct 1

Weekly Schedule

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Families & Inequality

Learning Objectives:

● What are 3 forms of capital that families convey to children? Why do they matter? What

is habitus (Tearing Down the Gates, ch1,2)

● Know how families differ in conveying assets and advantages to their children & how

these differences impact educational (in)equality - (Tearing Down the Gates, ch1,2 +

Lareau, Family-School Relations)

● Know how 4 waves of inclusion (Desegregation, Title IX, Bicultural Ed, Disabled -

transformed US schools/US school spending) See Film: A Struggle for Educational

Equality 57 min

● Given the importance of social/cultural capital, how much does school funding matter?

(Hanushek vs Center for American Progress, How to Close Achievement Gap)

Readings (be sure to start with Week 2 Reading Guide on D2L before starting)

Sociology's 3 forms of capital:

1. TDG, Rich Families, Poor Families, intro (page 1-8), chapters 1 & 2, pages 11-60 (find

the e-book on the PSU Library website))

2. Annette Lareau Social Class Differences in Family-School Relationships: The Importance

of Cultural Capital

US bet it could even out educational outcomes for all children -- Could it offset differences

in family advantages?:

1. Film, A Struggle for Educational Equality: 1950-1980(55min)

2. Eric Hanushek, What matters most for student achievement? (for a counter to Hanushek,

see How to Close Achievement Gap)

Try it

● Locate your school district using interactive graphic comparing school districts by parent

SES and by race: https://www.nytimes.com/interactive/2016/04/29/upshot/money-race-

and-success-how-your-school-district-compares.html

Weekly Write-up #2 - Due Sunday 11:59 p.m.

Answer both questions, then post to D2L Assignments

Week 3 Oct 8

Educational Inequality: Comparing US & Japan

Read Guidelines for Synthetic X1

Learning Objectives

● Compare US-Japan education (Schools of Thought)

● Contrast student success - Japan - higher average, lower inequality than US (Liebman)

● Is public spending the key factor for equalizing student outcomes? (Samuels)

● How do families impact student outcomes -- economic/social/cultural capital? (Stevenson,

Oregonian)

● A third possibility: Regardless of funding, are schools set up in ways that reproduce

inequality through tracking, intolerance, or cultural deafness? (Examination Hell)

Readings/Clips (be sure to start with Week 3 Reading Guide, Read Guidelines for Synthetic

X1 on D2L)

1. Reagan proclaims A Nation at Risk - The Bottom Line in Education 1980-2000 Run time

12 min: http://stats.lib.pdx.edu/proxy.php?url=http://digital.films.com/play/DQMZ4Y

2. Schools of Thought - compares Oregon & Japanese schools - Run time 50 min:

http://stats.lib.pdx.edu/proxy.php?url=http://fod.infobase.com/PortalPlaylists.aspx?wID=1

02733&xtid=5403

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3. R Liebman, American Education in Comparative Perspective: What can we learn from

Japan? on D2L

4. Examination Hell: Juku, yobiko, & college entry - T Rohlen, Japan’s High Schools on

D2L

Would more equal funding for all schools make for equality? 1. Alana Samuels (2017), Japan Might Be What Equality in Education Looks Like, The

Atlantic magazine: https://www.theatlantic.com/business/archive/2017/08/japan-equal-

education-school-cost/535611/,

https://www.theatlantic.com/business/archive/2016/08/property-taxes-and-unequal-

schools/497333/

2. K-12 Funding (US Department of Education):

https://www2.ed.gov/about/overview/fed/10facts/index.html

3. Harold W Stevenson, Making the Grade: School Achievement on D2L

4. Oregonian, Praise Effort not Intelligence on D2L

***1st Synthetic Writing Exercise 1 (3-4) pages - Due Sunday 11:59 p.m., questions listed on

D2L at the bottom of Week 1 Module

The first 3 weeks of the course covered two questions

● Funding: Does money matter? How much is low public spending in social programs

& school to blame for inequality in student outcomes?

● Economic/Social/Cultural: How do families impact student outcomes?

Week 4 Oct 15

Tracking

Learning Objectives

● Define/describe 5 types of tracking: school type, course of study, stream, ability grouping

& geographic location (LeTendre, et al., 2003, p51) You will do a Tracking

Autobiography

● Compare US/Japan - When does tracking begin With what effects? (Labeling theory )

● Define/describe social promotion? Explain how early tracking + social promotion bring

cumulative disadvantage to "slow" students who missed the 4th R (readiness) when they

enter high school

● What are the consequences of detracking? Should tracking be ended?

Readings (be sure to start with Week 4 Reading Guide on D2L)

Preview of weeks 4-7: School Reform in US and Finland from 1950 to 2013

1. https://www.youtube.com/watch?v=A9RJ50IePHU&t=7s

Tracking Compared - Cultural Expectations

1. LeTendre, Hofer, Shimizu (2003), What Is Tracking? Cultural Expectations in the United

States, Germany, and Japan,, American Educational Research Journal, 40:43-89.

○ ONLY READ these sections of the article: Do Parents Have Control, The

Educational Consequences of History: Tracking and the Transmission of Racial

and Class Inequality

○ SKIM this section: Clarity & Choice

2. TDG, Struggle for Soul of Public Education, ch5 Public Schools, Private Privilege

(p62) E-book LINK is broken & brings you to ch7 ... scroll to p62

3. Jeannie Oakes (1992) On Tracking and Individual Difference: A Conversation with

Jeannie Oakes

4. Hidden Curriculum described

5. Tracking vs Detracking: A Sober Look at Research

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6. Tracking: A Digital Story -- Rap On

Social Promotion - Defined

1. https://en.wikipedia.org/wiki/Social_promotion

2. Nancy Leon - No Social Promotion in Oregon on D2L

Why are most schools focused on college prep? – Skim, don’t read entire

1. James Rosenbaum, Beyond One-Size-Fits-All College Dreams:

https://www.aft.org/sites/default/files/periodicals/Rosenbaum_0.pdf

Weekly Write-up #4 - Due Sun 11:59 p.m.

Begin the week’s write-up by doing your tracking autobiography on D2L

Answer all questions, then post to D2L Assignments

Week 5 Oct 22

Tests/Testing

Learning Objectives:

● Know what are tests for? For whom/To whom are tests giving information? Distinguish

between tests (from No Child Left Behind) & assessments (progress reports, project

based assignments)

● Know how NCLB created a push for teaching to the test How did what got tested impact

what was taught and what was learned in US schools

● Know the pushback to NCLB - What did critics say? What is the Opt Out movement?

Did it win in Oregon?

● Know how teachers are evaluated - Should Value-Added Measurements be used to judge

teaching?

Readings

What are tests for? For whom/To whom are tests giving information? What kinds of tests

enhance learning?

Distinguish between formative and summative assessment. How were they used in your

schooling? Did you get written/oral feedback, scores, 2nd chances to improve?

1. Types of Assessment

2. What is Formative Assessment (Film)

NCLB's testing regime transformed public schools

1. What is NCLB?

2. McNeil, How teaching to the test standardized the curriculum

3. Traub, The Test Mess comparing upscale, wkg-class schools NY Times, April 7, 2002

(7395)

4. Linda Darling-Hammond speaks on tests (film)

5. Challenges to standardized testing - 3 readings

o Criticisms of Standardized Testing

o Susan Engel Scientifically Tested Tests

o Responses to Engel

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6. Imagine that projects replace tests

Value-Added Measurements to Judge Teaching

1. The Worst Eighth-Grade Math Teacher in New York City

2. Darling-Hammond, Evaluating Teacher Evaluation

Weekly Write-Up - Due Sun 11:59 p.m.Answer all questions, then post to D2L Assignments

Week 6 Oct 29

Time & “Hidden curriculum” – How schools bias what students learn

Learning Objectives:

● Time is a key factor in what is learned, from what sources, and with what impact on

inequality

● How much time spent learning in school by students & teachers?

● Is more time in school the key or how that time is used? (How does US compare in time-

in-school?)

● Summer learning as supplemental learning - What is faucet theory?

● How do teachers use work time (direct instruction, professional development,

chaperoning)

● Japanese lesson study

Readings

Time - How school organizes/biases what students learn

School days: How the U.S. compares with other countries

1. Time in school: How US compares

2. How does time translate into learning?

Summer Learning Gap

1. Entwisle, D. R., K. L. Alexander, and L. S. Olson. 2001. Keep the faucet flowing. 1-7

2. K. L. Alexander, Entwisle, D. R, and L. S. Olson. Lasting Consequences of the Summer

Learning Gap (research)

Hidden Curriculum & Sexual Identity

1. Hidden Curriculum- Defined/Functions

2. Marissa Higgins, LBGT Students Are Not Safe at School

3. Susan Jacob. 2013. Creating Safe and Welcoming Schools for LGBT Students: Ethical

and Legal Issues. Journal of School Violence. 12:98-115.

With high teaching load, teachers have little time for learning 1. Linda Darling-Hammond, Want to Close the Achievement Gap? Close the Teaching Gap,

American Educator, Winter 2014-15, 14-18

2. Akihiro Takahashi, Characteristics of Japanese Math Lessons

3. Video clips - Comparing US & Japanese Math Teaching

Weekly Write-up - Due Sunday 11:59pm

Week 7 Nov 5

Teachers/Teaching

Learning Objectives:

● Link feminization with semi-professionalization of US public school teaching

(Goldstein, Teacher Wars)

● How teachers come to teach the way they do and find it hard to change (Green, Why

Americans stink at math)

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● How Finland transformed education by remaking the profession and education of

teachers (How teachers are selected and trained, Select for passion over smarts, Christine

McCartney; Learning to Teach in Practice: Finland’s Training Schools)

Readings (start with Week 7 Reading Guide on D2L to help guide your reading)

US Common Schools, Feminization/Semi-professionalization of teaching

1. Dana Goldstein, The Teacher Wars : Read 4-page summary of the book that explains her

core ideas of semi-profession and teacher blame in the US

o Ch2 Repressed indignation: The feminist challenge to American education

o Ch4 “School Ma’ams as Lobbyists” Birth of Teacher Unions & Battle Pedagogy

and Politics (pages 70 to the top of 77

2. History of US Teaching Profession

Comparing teaching practices: Isolated/Collaborative

1. Elizabeth Green, Why do Americans stink at math?

Finland's Turnaround by Remaking Selection/Training/Autonomy of Teachers

1. McCartney, How Schools changed in US and Finland

2. David Crouch Highly trained, respected and free: why Finland's teachers are different

3. Pasi Sahlberg Q: What makes Finnish teachers so special? A: It’s not brains

4. Learning to Teach in Practice: Finland’s Training Schools

5. Opposite to US, Finland moved toward decentralization

Synthetic Writing Exercise #2 - Due Sun 11:59 p.m.

2 questions on weeks 4-7 covering key school structures (tracking, testing, time in school,

teaching)

Week 8 Nov 12

GERM: The Standards & Accountability Movement

Learning Objectives

● Global Education Reform Movement

● Elements: Competition + Standardization/Test-based Accountability + De-

professionalization + Privatization/Choice

● No Child Left Behind (NCLB) privileged accountability at the expense of autonomy

● Which countries were GERM-infected? Which resisted?

● Outcomes: Finland came from behind to become the world leader in student achievement.

Their strategy is the opposite of what we’re doing in America

● Understanding GERM in terms of research on tracking, testing, time, teaching – Is it

effective?

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Readings (start with Week 8 Reading Guide)

Divided World: Privatized/GERM vs Public/High trust schools

1. SCOPE privatization study - 6 nations compared 11min

2. Our Kids, Our Future Privatization and Public Investment in Education 3min

3. Pasi Sahlberg, How GERM is infecting schools around the world (1page)

4. Stop GERM warfare worldwide- Great fun 4min

5. Jill Barshay While the rest of the world invests more in education, the U.S. spends less

Two Faces of US education: GERM vs Anti-GERM

1. TW Ch8 "Very disillusioned": How accountability for students & teachers displaced

desegregation, local control, and collaborative teaching

2. Andrew Delbanco, Two Faces of American Education

3. Diane Ravitch, Why Finland’s schools are great (by doing what we don’t)

4. Finnish education profiled . See slides #7&9 - Specialties of the Finnish education system

- Central Direction/Local Steering & #61 - 63 Finnish Ed in International Comparison

How GERM & accountability impacted US teachers

1. David F Labaree. 2011. Targeting Teachers Dissent, 9-14

2. Dana Goldstein, What Teachers Want

3. Ravitch switches from NCLB supporter to critic

Optional

1. Diane Ravitch, interview, Charlie Rose, 20min or read transcript

2. Rhee interview, Charlie Rose, 20min or read transcript

Weekly Write-up - Due Sunday 11:59 p.m.

Week 9 Nov 19

Remaking Schools: Reforms/Transforms in the US**

Learning Objectives:

● What are the key ingredients for successful school transformations? (A Dangerous Man

+ Brockton HS clip)

● Changing Teaching to Change Schools

● Scaling up (Why is School Reform so Hard?)

● Let’s think about the fact that there are many successful schools but nearly no successful

systems: Why is hard to change school systems?

Readings

Possible paths for remaking schools

1. Brockton High School transformed

https://www.youtube.com/watch?v=zONaQeAMFMc

2. TDG, ch 10 A Dangerous Man (29p)

Remaking Schools requires remaking teaching

1. Linda Darling-Hammond,Teaching as a Profession: Lessons in Teacher Preparation and

Professional Development

2. Elaine Allensworth, Want to Improve Teaching: Create Collaborative Supportive School

Teachers teaching teachers outside formal evaluation systems

1. TW ch10 "Let me use what I know": Reforming education by empowering teachers (14p)

Big changes in schools are hard

1. Christiansen & Karp, Why is School Reform Hard?

2. McCartney, How Schools changed in US and Finland (repeat)

Please view the YouTube video

3. Ravitch Why Finland’s Schools are Great (only 986 words)

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Weekly Write-Up - by Sunday 11:59 p.m.

Week 10 Nov 16 + Finals Week Dec 3

SynX3 Final Project: Transforming Schools

Guidelines for the Final Exercise

Learning Objectives:

● Why is Oregon called Appalachia West? Know how Oregon's scores/rates compare to

other states

● What factors (absenteeism) might explain low graduation/high dropout rates?

● How some schools & school districts bucked low rates

Week 10 is set aside to do the Final Exercise:

A proposal to transform public schools in your Oregon based on your learning in the course

Required elements:

● State a shortcoming/problem in US public education (unequal outcomes, blocked

opportunity, bullying, intolerance, etc)

● Speak to its incidence/extent and causes

● Suggest strategies from the course that address it learned from

All suggestions you offer must be sourced to course readings or links you find

The final exercise has 3 deliverables

Part I – Due Saturday, Dec 1, 11:59pm

Complete the project preview checklist by answering all the WWWWH questions listed on the

Week 10 Discussion Board on D2L, and post them (posting is required this week). If you need

additional help with writing your final project, check out the outline guide listed in Week 10 on

D2L under Final Proposal.

Part II – Due Sunday, Dec 2, 11:59pm

View 3 other student posts and reply with useful comments/suggestions to 2 of the posts.

Also: Take a look at the postings and replies that grad students do

Part III -- Due Friday, Dec 7, 11:59pm with 24 hour grace period to Saturday, Dec 8, 11:59

Upload your final project report to D2L Assignments Week 10

As soon as you upload your final project, please do the course reflection

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Readings

Why is Oregon called Appalachia West? Comparing school success among states

1. Betsy Hammond and Laura Frazier's 3-Part Series "Underachieving Oregon"

o Schools perform in bottom third nationally

o 3 states whose schools beat Oregon's (and how they did it)

o West Albany High earns top graduation rate with early support, help catching up

o Profiles from West Albany

Why? Low grad rate + differences by race/ethnicity & social class

1. Graduation Rates By Group

o Rates by Race/Income/Ethnicity

o Rates by District, Showing High/Low Income

2. Best/Worst High School Graduation Rates 2017

3. Rob Manning's "Why Is Oregon's Graduation Rate So Low?"

4. Betsy Hammond's Oregon HS grad rate up 1%

5. Betsy Hammond's "Empty desks: Oregon's Absenteeism Epidemic"

6. Betsy Hammond's "Oregon test scores drop; snow, anti-test sentiment draw blame"

7. Parasa Chanramy's "Oregon NAEP Scores Remain Relatively Steady

Some schools/school districts buck downward scores; most don't. Why?

By changing how most Oregon school boards spend their Title I money, how did Senator Wyden

aim to improve Oregon graduation rates ? See Oregon plans broader rating system

1. See Pt3 of Underachieving Oregon on West Albany HS

2. Betsy Hammond's "How 1 Oregon school district gets exceptional results"

3. Betsy Hammond's "Oregon best state to be a teacher, study finds"

4. Betsy Hammond's "Oregon plans broader, more nuanced rating system for schools"

5. Norah Lehnhoff's "Why education reforms don't succeed" 6. Download Pasi Sahlberg "Education policies for raising student learning: the Finnish

approach" & read pages 152-159

7. Is it time to balance college prep and technical education in Oregon? Governor Kate

Brown opens 2018 legislature with call for more $ for technical education to boost OR

grad rate

8.

Final Course Reflection – Up to 15 extra credit points

Due Sunday, Dec 9, 11:59 p.m. -- Will not take submissions after Monday, December 10th, 12:00

p.m. (noon)

We’ll send a link to our Qualtrics survey for you to complete after you submit your final

proposal.