Spring 2003
Notebook
For Better, For
Worse: Standards and Accountability
(pdf file)
Our new department on
what's going right... and wrong with standards and accountability. This
issue: Getting test results that are timely and useful. Yes, it can actually
happen.
It's Time To Tell
the Kids: If You Don't Do Well in High School, You Won't Do Well in
College (or on the Job)
By James E. Rosenbaum
With open admissions
institutions, virtually anyone can go to college, and the vast majority of
high school senior intend to. But about half who go never earn a degree; 52
percent of those with C averages or lower in high school do not earn even
one college credit. The facts are clear: High school preparation predicts
college graduation. It's our job to make sure students know this.
What You Need To Do
in High School If You Want To Graduate from College (Flier for Posting and
Distributing to Students)
All Good Jobs
Require High School Effort (But Not Necessarily a College Degree)
It's Preparation
that Matters Most, Not Race or Class
What Does It Mean
To Be Prepared for College? (or for Jobs in the High-Growth,
High-Performance Workplace)
The American Diploma Project
Two years of
discussions with high school and college faculty and employers have produced
a concrete description of what college-bound students--and students aiming
for the high-performance workplace--need to know. Here, we reprint excerpts
from ADP's English and mathematics benchmarks and actual examples of
first-semester college assignments.
Education in
Wonderland
By Roberta Fallon
Ever dream of teaching
outdoors, with nature and the best teaching tools as part of your classroom?
Thanks to the Mural Arts Program, and their hardworking teenagers, this
Philadelphia school really is a dream com true.
Opening Classroom
Doors
By James Hiebert, Ronald Gallimore, and James W. Stigler
To really improve
teaching--ours and others--we need to examine classroom practice and analyze
what's right and what could be improved. It all begins with opening the
classroom door.
Ask the Cognitive
Scientist
Practice Makes Perfect, But Only If You Practice Beyond the Point of
Perfection
By Daniel T. Willingham
We all know practice
makes perfect. But, says the cognitive scientist, thanks to the natural
process of forgetting, we have to make use of our new knowledge regularly.
The implications for teaching and learning are big.
Cultural Literacy
Rocks
How Core Knowledge Can Help You Understand and Enjoy Rock Music...and
Much, Much More
By Matthew Davis
Back to the Garden? Anastasia's scream? Cortez's galleons? It's the stuff of
great rock lyrics--and of great reading of all kinds, and it's all the more
meaningful when you have the core knowledge that the allusions depend on.
Articles not posted online are available. To request a copy, please
send an e-mail to amered@aft.org
Articles may be
reproduced for noncommercial personal or educational use only; additional
permission is required for any other reprinting of the documents.
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