Ethical Schools

Bob Schaeffer, Executive Director of FairTest, talks about high-stakes standardized tests as barriers to equal opportunity. Fairer college admissions criteria are increasing admissions diversity, but well-funded supporters of high-stakes tests are still resisting replacement of the tests in elementary and secondary schools. Many schools eliminated high-stakes testing during the pandemic, and FairTest supports making high-stakes waivers or repeals permanent.

Overview

00:00-00:46 Intros

00:46-01:31 FairTest’s objectives

01:31-02:22 Most success in higher ed

02:22-03:40 Changes in test use in college admissions

03:40-05:20 Affect on affirmative action

05:20-06:48 Relative costs in time and money of alternative measures for college admissions

06:48-07:33 Admission of foreign students

07:33-08:47 High stakes testing in other countries

08:47-10:48 Changes in high stakes testing in K-12

10:48 13:05 Resistance to changes in K-12 testing

13:05-15:17 Organizations who oppose changes; National PTA changed its position and began to support testing after Gates Foundation funding

15:17-16:59 Black parents’ concerns about wanting an “objective measure” of their child’s knowledge and why standardized tests don’t provide that

16:59-18:45 Alternatives to high stakes testing

18:45-20:09 False  promises of improving academic quality and reducing gaps

20:09-21:57 Appropriate role for standardized tests

21:57-23:34 Testing and regulation of charter schools

23:34-24:50 Corporations in testing-industrial complex

24:50-28:39 AP testing and College Board

28:39-30:45 Outro

Transcript

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References

fairtest.org

Soundtrack by Poddington Bear

We continue our conversation with Dr. Garrett Broad of Fordham University, talking about high school and college students’ experiences working with non-profits and about what students know/should learn about food and food justice.  Students often join non-profits with unrealistic expectations. There are tensions between keeping the organization afloat and pursuing radical change.There are no silver bullets; entrenched problems have complex solutions. 

Overview

00:00-00:34 Intros

00:34-06:28 Critique of non-profits

06:28-10:26 High school students’ understanding of food/food justice

10:26-14:12 Gardens, illusions, and social change—no magic carrots

14:12-18:00 Organizations that effectively integrate food into organizing

18:00-22:52 Helping student connect theory and practice

22:52-24:35 Outro

Transcript

Click here to see the full transcript of this episode. 

Soundtrack by Poddington Bear

Part One of a two-part interview. We speak with Dr. Garrett Broad of Fordham University about social media and how it informs student outlooks. One of Dr. Broad’s key objectives is to help students to be comfortable with the messiness–the fluidity and complexity–of identity and to resist the pressure to be fully formed, branded. High school teachers can help students to understand the factors that shape people’s perspectives.They can encourage students to be open-minded, cultivate intellectual humility, and “show up” for social justice.

Overview

00:00-00:57 Intros

00:57-02:42 Critical thinking by students

02:42-05:39 Branding vs. identity

05:39-09:17 The “messiness” of identity

09:17-12:56 Thinking by students about the ethical implications of their work plans

12:56:-15:06 Networked movements for social justice

15:06-19:31 Social media’s impact on students’ views

19:31-21:21 Social media and intergroup conflict/understanding

21:21-26:17 Things high school teachers can do

26:17-30:30 Town-gown collaborations

30:30-32:15 Outro

Transcript

Click here to see the full transcription of this episode. 

Soundtrack by Poddington Bear

We speak with Dr. Marsha Ellison and Evelyn Frankford about assisting students with serious mental health challenges make transitions from high school. These students often don’t receive the supports they want and need, especially finding work or navigating college disability accommodations. Long-term relationships with a knowledgeable adult and positive youth development strategies can make a difference—but require commitments of time and money.  

Overview

00:00-00:52 Intros

00:52-02:45 Numbers of students with serious mental health conditions

02:45-06:47 Schools’ capacity to recognize and serve students with serious mental health conditions

06:47-09:47 Responding to students’ needs and motivations—a positive youth development model

09:47-14:54 Strategies; intensity of relationship building; problems with the Medicaid model

14:54-15:40 Looking at the whole context of where the youth is coming from

15:40-18:23 Transitions from high school—counselors’ limitations; supporting and improving counselors’ capacity

18:23-27:02 Special ed reforms to support successful transitions

27:02-29:55 Moving from punitive to supportive approaches to behavioral issues

29:55-32:22 Participatory action research

32:22-35:08 Ethical issues in psychiatry’s (and social work’s) history and practice

Transcription

Click here to see the full transcript of this episode. 

Soundtrack by Poddington Bear

We speak with Dr. Joanne Golann of Vanderbilt University, author of “Scripting the Moves: Culture and Control in a No Excuses Charter School.” Corporate-run charter networks instill obedience and conformity above all else, leaving nothing to chance (or creativity). We look at the academic and social outcomes of “no excuses” schools, and the reasons for their lavish funding. 

Overview

00:00-00:51 Intros

00:51-03:35 “No excuses” charter schools: what they are; what they do well; what they do poorly or not at all

03:35-05:35 Scripts for students and teachers and why these schools rely on them

05:35-07:05 Impact of scripts on students

07:05- 09:34 Teachers’ reactions; turnover rates

09:34-12:34 How students do after graduation

12:34-14:04 Selection process and its effects

14:04-15:23 Student attrition rates

15:23-17:43 “No excuses” results in schools without selection processes

17:43-18:48 Seen as a niche or solution to the system as a whole?

18:48-20:38 Impact of district public schools in their area

20:38-21:42 Types of citizenship skills that are developed and not developed

21:42-22:54 Individual-focused approach to equity

22:54-24:17 Parents’ roles

24:17-25:57 Relationships with communities

25:57-27:32 Difficulties in attempts to change “no excuses” culture in aftermath of George Floyd’s murder

27:32-30:15 Outro

Transcript

Click here to see the full transcription of this episode. 

References

Soundtrack by Poddington Bear

We speak with Keith Catone, executive director of CYCLE, the Center for Youth & Community Leadership in Education at Roger Williams University. CYCLE helps students, those who are most affected by school policies, to destabilize systemic power hierarchies, and encourages teachers to adopt an “organizing disposition.” Through trainings and ongoing support, CYCLE helps community youth organizations to build capacity, alliances, and power to achieve equity-based change.

Overview

00:00-00:43 Intros
00:43-03:16 Keith Catone’s journey as teacher and activist
03:16-07:42 Definitions: Organizer, direct action, activist
07:42-11:40 Center for Youth and Community Leadership in Education (CYCLE);what it is, what it does; and theory of change
11:40-19:59 “Organizing disposition for educators,” with examples
19:59-23:12 What youth organizations want
23:12-26:19 What an ethical school community looks like
26:19-28:15 Scalability of process rather than “product”
28:15-30:53 Teaching processes in graduate schools of education
30:53-35:40 Parents associations
35:40-39:33 “The Pedagogy of Teacher Activism”
39:33-44:38 Education for Liberation Network
44:38-46:45 Outro

Transcription

Click here to see the full transcription of this episode. 

References

Soundtrack by Poddington Bear

Image from cycle-rwu.org