A wording discrepancy in Chicago mayoral campaign

Jesus “Chuy” Garcia, who trails Mayor Rahm Emanuel by about 16 points in polls for a runoff election in Chicago on April 7, may have embellished the story in terms of Mr Emanuel’s school funding moves, the Huffington Post reports.

Mr Garcia says in a recent ad that Mr Emanuel “took” money away from public schools in order to fund “elite private schools.”

For the record, charter schools, which are the schools that benefited from Mr Emanuel’s mass school closings, are neither “private” nor “elite.” They are run by private organizations, but they are publicly funded. They are open to all students, not just ones who come from rich families, and no tuition is charged.

Mr Garcia is not a fan of charter schools, to be sure, as he promises to impose a moratorium on the creation of charter schools in the city if he is elected. He correctly points out that many educators see charter schools as a step toward privatizing public education in the US. His campaign website lists the following education plans:

  • Halt school closings
  • Restore democracy with an elected school board
  • Pull the plug on high-stakes standardized testing
  • Stop starving public schools to feed charters

Although we support Mr Garcia’s campaign for mayor, mainly because of his plans for education, there’s no need to paint the mayor’s actions inaccurately. Mr Emanuel closed nearly 50 public neighborhood schools and replaced many of them with charters, some of which have succumbed to waste, fraud, and abuse.

As a Hispanic man, Mr Garcia correctly points out that “Chicago has shamefully allowed some charter schools to openly flout state requirements for many years by not offering necessary bilingual services.” This is indeed shameful and reflects poor management of charter schools in the city by a board of education completely appointed by the mayor.

We have every reason to believe—given the fact that many of Mr Emanuel’s biggest campaign contributors would benefit from real estate development in some of Chicago’s poorest neighborhoods that would include an expansion of charter schools—that the mismanagement will continue. All Mr Garcia has to do is paint an “accurate” picture of Mr Emanuel’s first term as mayor. That should be reason enough for people to make good decisions in the voting booth on April 7.

Think about readability when writing to parents

The ease with which an intended target audience can read and understand written material that’s important to them is a top concern among physicians, politicians, professors, and, it turns out, special education teachers.

A 2006 study by the Advocacy Institute found that schools and school districts weren’t communicating with parents about the rights of their special ed kids. “Parents’ Rights Notices that are not easily readable do not comply with the law, and they do not meet its intent to provide clear information to parents,” the institute wrote. The institute continues today to dedicate itself, through webinars and published reports, to the development of products, projects, and services that work to improve the lives of people with disabilities.

More recently, a study out of Johns Hopkins University in Baltimore reached essentially the same conclusion about how well schools communicate information about special ed programs to parents. Wrote Sarah A Nagro and Marc L Stein in the January issue of the Journal of Disability Policy Studies:

Effective communication is essential for successful school-family partnerships. Written communication is most common due to the efficiency of written documents, but challenges include assuring the information disseminated to parents is accessible based on readability, clarity, complexity, and structure particularly for parents of students with disabilities and parents with low levels of literacy. … Results from eight studies, published over 30 years, evaluated 461 documents and showed divergent trends in recommended and actual reading levels where written communication became less accessible over time. Recommended readability levels ranged from 5th to below 9th grade, yet actual readability levels were almost 11th grade on average.

The Hopkins study confirms, once again, other research findings—and not just a few of them. For years, researchers in other fields have been finding published information, important for the public to understand, that was often written at a readability level that may be too high.

  • A study in the April 2015 issue of the Journal of the American Academy of Dermatology determined that the Flesch-Kincaid readability levels for patient information about certain skin conditions ranged from grade 8.7 to grade 12.7. Researchers wrote, “Although absolute values vary between the different indices, the trends do not. … [A]ll three organizations [studied], on all topics, fail to meet the desired sixth grade level.”
  • In the January issue of the American Journal of Roentgenology, researchers examined 41 patient education articles created by the European Society of Radiology. “The patient education resources on the ESR website are written at a comprehension level well above that of the average Internet viewer,” they concluded. “The resources fail to meet the NIH and AMA guidelines that patient education material be written between the third and seventh grade levels. Recasting these resources in a simpler format would probably lead to greater comprehension by ESR website viewers.”
  • This month, Epilepsy & Behavior published a study showing that Wikipedia articles on epilepsy were too hard to understand. “The average [readability] score of the Wikipedia articles was indicative of a difficult readability level … 14th grade,” wrote Francesco Brigo et al. “Popular websites providing information on epilepsy, including Wikipedia, often demonstrate a low level of readability. This can be ameliorated by increasing access to clear and concise online information on epilepsy and health in general. Short ‘basic’ summaries targeted to patients and non-medical users should be added to articles published in specialist websites and Wikipedia to ease readability.”

What these constant studies demonstrate is that it’s nothing new to find unreadable information on the Web about topics that are of great interest. A few of the studies in the scientific literature examined 20 or 30 years’ worth of articles.

The question is: What can be done about it? Here are some suggestions:

(1) Target the fifth grader. Using tools in word processing software, you can determine a document’s readability level quickly. Most people can understand writing at a fifth-grade level, and if the intent is to communicate with “most people,” keep it to fifth grade. Short sentences. Not too many big words.

(2) As much as you want to avoid saying the wrong thing, try to avoid saying even the right thing in legal-sounding language. Nobody will be impressed by what they can’t understand, and again, if the point of writing the document is to communicate, use conversational, not lawyer-like, vocabulary and tone.

(3) Follow good examples. The Wisconsin Department of Public Instruction published “Special Education in Plain Language,” a website that provides explanations about education for special-needs students in simple, plain language that’s easy to read. It’s just as accurate as any other special ed info, but it’s much easier to read than typical publications sent to parents.

Finally, although you may have many concerns when writing to parents, keep readability in the forefront of your mind as you write each document and before you send it out. Remember, not all parents have the college education you do, but that doesn’t make them any less deserving of their right to understand the information you present to them about their children’s education.

1st Global Teacher Prize goes to Nancie Atwell of Maine

Nancie Atwell is congratulated by Robert Hass on being named Teacher of the Year in 2010. (Photo: Abby Brack / loc.gov)

Nancie Atwell, a teacher of literature and founder of the Center for Teaching and Learning in Edgecomb, Maine, has won the Global Teacher Prize and with it, $1 million, which she plans to donate entirely to the center, the Associated Press reports.

Ms Atwell has won a few awards and honors in her 42 years of teaching, including the 2010 Teacher of the Year from the Center for Environmental Literacy and Kalmanovitz School of Education at St Mary’s College in California. The prize here is bigger, though. Much bigger.

I’m convinced that teaching language arts is one of the great careers: demanding of time and energy, but meaning-filled, worthwhile, and interesting. I get to demonstrate what is possible, teach what is useful, establish conditions that invite engagement, support the hard work of literary reading and writing, and enjoy the kinds of relationships with adolescents that drew me to education in the first place. What job could be more satisfying? —Nancie Atwell

About being a leader as a teacher, she said:

In the classroom, I push myself to do my best by children. Outside of it, I push just as hard to tell stories about teaching, describe the insights I glean, and urge other teachers to adopt robust practices that engage students and lead them to excellence.

This is the first year for the Global Teacher Prize, created by the Varkey Foundation to be sort of a Nobel Prize for teachers. Among the 10 finalists, who were flown to Dubai, United Arab Emirates, for the award ceremony, were two teachers, including Ms Atwell, from the US, and other teachers from Afghanistan, India, Haiti, Cambodia, Malaysia, Kenya, and the UK.

Sunny Varkey, who created the nonprofit that bears his family name and focuses on education issues, announced the winner from the stage, saying he hoped to make such announcements an annual celebration.

The AP quoted Mr Varkey as saying that the award is aimed at fostering an admiration for teachers and to say “to a celebrity-obsessed world that teachers are important and worthy of respect.”

Helping teachers help 3rd graders read

How important is it that young children learn how to read? The question itself seems rhetorical, second-nature, even pointless.

Percent of 3rd graders below proficient in reading who fail to graduate by age 19
Source: Annie E Casey Foundation, Double Jeopardy report, Jan 1, 2012

But according to a 2012 report from the Baltimore-based Annie E Casey Foundation, about 16 percent of students who can’t read on grade level by third grade fail to graduate by age 19, compared with 4 percent of their peers who fail to graduate on time and are able to read proficiently by third grade.

Furthermore, when a child’s poor reading ability is compounded by life in a high-poverty neighborhood or in a poor family, the chances of that child graduating high school on time go way down.

Promoting early-childhood literacy through teacher training

About a third of Houston public school third graders failed the state reading test last year. This caused the district to launch a new literacy plan last summer, Laura Isensee of Houston Public Media reports.

In workshops, teachers act like students, experiencing the same learning process students would go through on the receiving end of the instructional techniques teachers are now learning. The program has many prongs, since “Literacy is hard work. It takes time, and it takes resources,” HISD Superintendent Terry B Grier said about the new “Literacy by 3″ initiative.

Teachers at the workshop were working on a practice known as “read aloud,” where the facilitator asks questions about a book’s cover, just to get the “students” thinking about what the text might tell them, before she reads it aloud.

“When I look at the cover I see a big cloud, and then I see those animals on the bottom. I wonder why those animals are right there … What do y’all think?” the article quoted trainer Tina Goss as saying in front of her “class.”

Throughout HISD, teachers are also being encouraged to incorporate real-world literacy projects into the curriculum, such as having students collaborate to produce authentic content, like a letter to an elected official.

“It’s not just a single plan or a campaign that we hope to launch,” chief communications officer Tiffany Dávila said on the district’s website. “HISD is building a holistic movement toward reading at all ages, and it begins with each of us showing children—through our actions—why reading is important.”

What the market has to offer

One possible resource schools may use is the Lexia Reading Core5 program. A recent study, reported by the company and received in a press release, showed that “75 percent of high-risk students who began the 2013–2014 year working on reading skills at least two grade levels behind gained two or more grade levels of reading skills in Core5 by the end of the school year.”

The research report, however, was not available without registration, and so we cannot vouch for its quality or accuracy.

However, there are certainly other products on the market, many of which make their research available to the public. And sometimes, there’s just no good replacement for well trained teachers, because this is no easy task, given the complexity of teaching a child to read properly.

“For almost 40 percent of kids, learning to read is a challenge,” writes Reading Rockets.org, a 10-year-old project launched under WETA-TV, public television for Washington, D.C. “So in addition to talking, reading, and writing with their child, families play another important role—being on the lookout for early signs of possible trouble.”

Write a letter (of complaint or admiration) to a company you’ve done business with. See Common Core writing standard W.11-12.4 for more information.

In St Louis, hope + fear = poetry

When one St Louis-area seventh grader saw an illustration of the Gateway Arch on the cover of the Dec 8 New Yorker, she said the white side and black side coming together were like black and white communities that should also come together.

At Jennings Junior High, students wrote poems to describe the situation in Ferguson, and the St Louis Post-Dispatch put their story on the front page.

“The picture is the separation of the communities and what different races think of each other,” one student said. “It shows us not together,” another added. Then, free-form poetry started flowing onto the second student’s whiteboard. She wrote:

The whites and blacks need to come together again so the arch can be grey.

That is what Arshyana Aldridge wrote on a dry-erase board. Imagine that. From a child. The recognition that black and white make grey, the color of steel, the strong color of the arch in her hometown. We proudly record her words here.

Despite the legal action foretold in Ferguson, Mo., here by a Harvard law professor who spoke recently on the campus of the University of Illinois, Urbana, and whose words were reported in the Champaign-Urbana News-Gazette, in the end, kids will lead the way away from racism.

Wrote Dyshia Johnson:

People say it is,
But people hurting the communities,
I say it’s just a quiz.
They’ll never win.
I suggest they stop.
Peace and love will
Stop the cop.

Describe how a person, song, image, etc., inspires you or has inspired others. See Common Core literature standard RL.11-12.3 for more information.

Juvenile rehab through poetry

The stage at Chautauqua, Ill. (Paul Katula / Voxitatis)

Thirteen juvenile offenders came before Maryland Appellate Judge Clayton Greene Jr on Nov 19, not to plead their case but to present a three- to five-minute essay each teenager had written about the themes in Edgar Albert Guest’s 1931 poem “Myself,” the Daily Record reports.

“Anyone who has a conscience will remember the hurtful things they have done to others,” the paper quoted one contestant as saying. “I think this is what the poem means by ‘I don’t want to stand with the setting sun, and hate myself for things I’ve done.’

“I think about the bad things I’ve done before I go to sleep at night and I have regrets,” he continued. “I want to be able to like myself, so in the future I will make different choices. I want to stand with the setting sun at the end of my life and respect myself for the things I’ve done.”

By Edgar Albert Guest

I have to live with myself, and so,
I want to be fit for myself to know;
I want to be able as days go by,
Always to look myself straight in the eye;
I don’t want to stand with the setting sun
And hate myself for the things I’ve done.
I don’t want to keep on a closet shelf
A lot of secrets about myself,
And fool myself as I come and go
Into thinking that nobody else will know
The kind of man I really am;
I don’t want to dress myself up in sham.
I want to deserve all men’s respect;
But here in this struggle for fame and pelf,
I want to be able to like myself.
I don’t want to think as I come and go
That I’m for bluster and bluff and empty show.
I never can hide myself from me,
I see what others may never see,
I know what others may never know,
I never can fool myself — and so,
Whatever happens, I want to be
Self-respecting and conscience free.

Judge Greene seemed impressed with the level of understanding the students, who were finalists from various juvenile detention facilities around the state, showed of the poem chosen for the 20th annual oratory competition.

“They thought a great deal about this poem and what it meant to them,” the Daily Record quoted him as saying. “I thought it was wonderful that these young folks had an opportunity to think about where they are in their lives, mistakes that they’ve made, ways in which they can overcome their mistakes … and where they’d like to be and what they’d like to do in the future.”

We reported last year about several programs designed to serve incarcerated or disadvantaged youth in our communities. The Storycatchers Theater, led by Meade Palidofsky in the Chicago area, takes narratives incarcerated kids express about their own life trajectories and turns them into one-act plays or musicals.

And here’s another such program, which uses the art of oratory to help juvenile offenders on the road to rehabilitation. Judge Greene said it takes preparation, discipline, and determination in order to succeed, but an opportunity to show what you’ve got is also part of the picture.

“Today was their opportunity to shine,” he said.

Early talking skills predict future writing difficulties

Via press release from the University of Montréal:

Children’s future writing difficulties can be identified before they even learn how to begin writing, according to a new study by Professor Phaedra Royle and postdoctoral fellow Alexandra Marquis of the University of Montréal’s School of Speech Language Pathology and Audiology. The researchers are interested in oral language skills and their impact on grammar and spelling learning. Their work shows that oral language is a good predictor of writing difficulties.

“The more children are able to use verb tense in spoken language, the more easily they can learn written language,” explained Professor Royle. On a different note, the research data also contradicts the popular belief that bilingualism at an early age can be detrimental to oral and written language learning.

For the study, 71 children aged 6 to 9 years participated in Marquis and Royle’s study on the relationship between oral and written language skills (e.g., children’s ability to orally conjugate verbs in the past tense or to use auxiliaries and other grammatical elements in writing). Of these children, 38 were unilingual French-speaking and 33 were multilingual, with French being their second or third language. All attended French-language schools. They were initially evaluated in first grade, by having their oral ability in verb conjugation measured. Then, at the end of second grade, the children’s writing skills were tested—they were given a multiple choice morphosyntactic task (e.g., asking them to choose the right spelling between “a,” “à,” and “as” in a sentence such as Paul a une amie (Paul has a friend). They also underwent a standardized dictation test.

Morphosyntax is a linguistic term related to word grammar

Results of Royle and Marquis’s study indicate that first grade oral skills were predictive of second grade writing skills one year later. More specifically, morphological awareness in spoken language, in which the child is able to manipulate the parts of a word and understand the rules of word formation, can predict possible spelling and grammar difficulties in written language.

Morphology refers to the individual pieces of a word, or morphemes, that have meaning. For example, the two morphemes “dog” and “‑s” in “dogs” mean more than one dog. Syntax refers to the way we construct whole sentences.

“Our data reveal links between oral and written morphosyntactic skills for both groups of children,” Royle said. “Our findings also show that unilingual French-speaking children have an advantage in terms of spoken language because they constantly use French. But in terms of written language, the two groups showed no significant differences.”

This is the first study in French in which children’s morphosyntactic abilities were measured before they were able to write.

“Language difficulties must be identified early on in school to develop appropriate pedagogical approaches and prevent students from having to cope with failure,” Marquis said. “Babies are sensitive to speech sounds at an early age,” she explained. Her research focuses on knowledge of French verb morphology from birth to school age. “They can even recognize verb endings at 11 months!”

Few studies have focused on preschool children’s sensitivity to the morphological structure of oral language and its predictive nature for written language. In fact, only one study was found in the scientific literature on the subject, and it looked at learning Hebrew.

“Researchers focus more on phoneme, syllable, and semantic knowledge. … These skills are essential for reading and writing learning. However, emphasizing morphology and its relationship to written language may optimize the development of skills related to spelling and grammar in children,” Marquis said.

The approach seems especially suitable for children who have problems with the internal structure of words, as is the case with dysphasia or aphasia. The work could have a significant impact in education and intervention for children with language disorders. It is already part of an oral language test specific to Québec French for detecting spelling difficulties in children.

Write an opinion piece about a topic at your school. State your opinion, supply reasons that support the opinion, and make use of good linking words like because, and, and also. See Common Core second-grade English language arts writing standard W.2.1 for more information. (If that’s really the second-grade standard, we’re way ahead of French-speaking second graders in Québec.)

Engineer looks at CCSS math grade 2

Jeff Severt of Cary, N.C., writes that he has a bachelor’s degree in electrical engineering and has studied differential equations, yet he shows on a viral Facebook post that he has no ability to teach second-grade math, even to a relative, his son.

Jeff Sebert via Facebook

His wife posted the comments he made on a subtraction worksheet his son was asked to complete, and we’ve posted her photo at right. It comes from Facebook. As you can see, his complaint is about the Common Core and about how his son’s teacher has turned a simple subtraction problem, which he can solve in “five seconds,” into a complicated exercise that even he can’t understand.

This is a perfect example of why Mr Severt is a parent and his son’s teacher is a second-grade teacher.

Although Mr Severt chose to comment publicly on the worksheet instead of discussing it with his son’s teacher and helping to advance his education rather than making a public laughingstock of his bachelor’s degree in electrical engineering, his son’s teacher, if asked, might have explained that the number-line method is much more than a strategy for solving subtraction problems. It’s a way to make kids think about the underlying mathematical operation involved in subtraction.

I’ve never spoken to Mr Severt, but I would bet he’s one of the people who complain that kids can’t make change without the help of a cash register. Yet now he is complaining about a second-grade teacher, working with kids who are just now learning to subtract three-digit numbers, showing them exactly how they will later make change in their lives without the help of a cash register.

Can we please give this a rest? The number-line method is one way for kids to think about subtraction. Certainly, I would be fired if I actually did it this way in my job, but kids need time to learn. They need to understand the underlying mathematics. They need to see that the answer comes out the same, regardless of which correct strategy is employed to solve the problem. They do not need to worry about losing their job, although given Mr Severt’s expressed frustration, I wouldn’t want to work for him.

And then, there’s Education Week, which gave this misguided complaint more than an inch of column space. Once again, the press completely fails to understand what’s going on here. The Common Core is teaching kids to think about the underlying mathematics, whereas the “old school” way just had them memorizing tables of math facts.

I can’t believe some people actually think the old way was better when they are the same people who complain that “kids today” can’t make change without the help of a cash register. The reason they can’t make change, just in case you’re wondering, is that they have no sense of the underlying mathematics. They punch 427 – 316 into a calculator, hit the equal sign, and read 111 as the answer, just as assuredly as Mr Severt crunches it out in the long subtraction method.

The problem comes when they hit the wrong key. Without that understanding of the underlying mathematics, without having thought about the mathematics behind subtraction, instead of just finding the quickest way to get an answer that brings with it not a shred of mathematical understanding, we would end up with yet another generation without great numeracy skills or the ability to even consider technical jobs.

The same is true with the English language arts standards: they encourage kids to think about what they’re doing. So writes Damon Z Ray, an English and history teacher at Hume-Fogg Academic Magnet High School, in the Tennesseean, here:

Under the Common Core, lessons in metaphors take on new life, and English teachers get the space to empower and embolden our students’ ideas. It used to be sufficient to just identify a metaphor in writing, or possibly even one in another artistic medium. Now, we’re given space to create our own metaphors, to actually apply this knowledge to something real that reflects the way a student sees the world.

Explain the different strategies you can use to subtract three digit numbers and why those strategies are valid for subtraction. See Common Core second-grade math standard 2.NBT.B.7 for more information.

What’s in your school pictures?

I was standing with a teacher in the hallway during a passing period at Alton (Ill.) High School earlier this week when a girl walked up and showed off her plaid shirt and two or three T-shirts, which she said were for her school pictures.

The teacher approved, but different T-shirts are probably the most benign object students have been known to bring to their school pictures. Other props include musical instruments, balls used in sports, and different uniforms associated with the school. But what else will this year’s school pictures feature?

In Nebraska, for instance, one school board approved the inclusion of guns in students’ senior portraits, as long as it was done tastefully, the Omaha World-Herald reports. The vote was 6-0 in favor. (The photos are being taken at a professional photography studio, and no guns are ever brought to the school.)

What’s tasteful? An example from the Internet is shown at right.

“I understand that in different cultures this would be viewed differently, but in the rural, hunting culture here, it is something that is viewed in a positive way,” the Huffington Post quoted Broken Bow Public Schools Superintendent Mark Sievering as saying.

In the pictures, students will be allowed to carry the weapon or pose with it, but any pointing will cause the photo to be thrown out before it hits the yearbook’s pages.

One commentator on a discussion thread about the guns in school portraits said it was “the teen girls who drive what is popular, and this kind of photography is wildly popular right now.”

Take a survey of props used in school photos at your school. How do different backgrounds or props convey different ideas? See Common Core English language arts literacy standard SL.11-12.5 for more information.

We extend our sincere thanks to Alton High School and to Ms Annice Brave, an English teacher there and Illinois’s 2011 Teacher of the Year, for their kind hospitality in allowing us to develop this story.

One English lit lesson supported by Common Core

ALTON, Ill. (Oct. 20) — Back in 1850, Nathaniel Hawthorne wrote about a New England woman who was cast out by her Puritan community many years earlier but is capable even today of coming into our lives through literature to teach us a thing or two about personal responsibility, guilt, anger, loyalty, and even revenge.

Mr Hawthorne’s words in The Scarlet Letter are timeless:

The scarlet letter was her passport into regions where other women dared not to tread. Shame, Despair, Solitude! These had been her teachers—stern and wild ones—and they had made her strong, but taught her much amiss.

Now Amanda Arment, who teaches a college preparatory English 3 honors class during sixth hour in room B244 here at Alton High School, doesn’t miss any of the novel’s major themes. Today students in her class are starting on group projects, developing Google Slides presentations about those themes. The presentations will include images and video segments, so they need help finding an app that can make better videos or record sound in higher quality than their phones. If you know an app that might be a better choice, post a comment.

Before students knew what the assignment was this afternoon, they started the 55-minute class period by journaling on Chromebooks, answering a quick question, like “What is a theme?” But after making a quick connection with students by dragging her cat’s nasty habit of chewing up battery chargers into the lesson, Ms Arment had each group of four or five students pick one of the novel’s major themes out of a box. Each group was assigned to develop a presentation about that theme.

The presentations will be graded according to a rubric, which Ms Arment made available during the class period. In keeping with the overarching principles of the Common Core, she reminded the groups to cite actual evidence from the novel, including direct quotes, to support their points about the themes.

A chief complaint about the Common Core, advanced here by Peter Greene and here by 132 Catholic scholars, is that it doesn’t go far enough in teaching students the value of literature. Given the work of real teachers in real classrooms who teach real students, we find this argument, which is advanced mainly by people who haven’t worked in a high school classroom for several years and never did so under the Common Core, flawed. Students understand the value of literature today as well as ever, and the Common Core fosters that deeper understanding.

“I study literature because I believe there is power in stories,” writes Mikaela Warner of Gustavus Adolphus College. “Literature is both intensely personal as well as a communal experience. I love examining how words, sentences, characters, plot-lines and tropes reveal who we are as humans. Humanity is a complicated thing, and requires an infinite amount of words to describe and analyze. That’s the joy of studying literature: there is always a new reality to discover.”

The assignment will take a few class periods of independent group work to finish, but when the presentations are done, they promise to be entertaining. Ms Arment created a sample presentation of her own to demonstrate. She did hers on the solitude theme and played it for the class, which elicited some laughter as students saw their teacher making her “I’m done talking now” face at the end of one of the short video segments.

We may never know—and I’m not sure it matters all that much—whether the lesson would have gone this way without the Common Core. What we know, however, is that it did happen this way with the Common Core: Ms Arment has students thinking about literature enough to develop a slide presentation, including multimedia and with a 10-slide minimum, about a great work of 19th-century American literature. And I wonder, what more would Common Core opponents have her do, and where were those topics in Illinois’s former learning standards?

What questions do you still have after reading The Scarlet Letter? Cite passages to show where these questions are left hanging by the author. See Common Core English language arts literacy standard RL.11-12.1 for more information.

We extend our sincere thanks to Alton High School and to Ms Annice Brave, a National Board Certified Teacher and Illinois’s 2011 Teacher of the Year, for their kind hospitality in allowing us to develop this story.

School comments issued in county council debate

Yesterday in Anne Arundel County, Md., District 5 County Council candidates Patrick Armstrong and Michael Peroutka debated issues that included public education, the Capital Gazette reports.

Why County Council candidates would debate school issues escapes me at the moment, but no matter. Anne Arundel County has a perfectly good school board and a superintendent, and it is these people, not the county council (just in case you were confused), who actually run the schools.

Where the candidates stand on high school

Anne Arundel County is now strongly considering pushing back the start time for high school to something a little later than 7:17 AM, which is what it is now, the earliest high school start time among Maryland’s 24 public school systems.

Mr Armstrong said he thinks starting later would be a good idea.

So far, so good.

Mr Peroutka said he didn’t think it really mattered what time high school students start their day, since the “fundamental flaw” in education is that it doesn’t include God. Specifically, we should absolutely not be teaching kids about evolution.

“Our children are taught that their great-great-granddaddy was a hunk of primordial ooze in a pond somewhere and that their granddaddy was a slimy, eely thing that finally grew legs after a million years and their daddy was a monkey,” the Gazette quoted Mr Peroutka as saying. “Then they try to teach the kids self-esteem, but they just taught the kid (they were) a massive mutations of mistakes.”

He really said evolution only takes four generations (great-great-grandaddy) and that we were “a hunk of primoridal ooze.” I’m going to write that phrase down, since it just sounds so good as I say it. Hunk of primordial ooze.

“What time they begin doing that in the morning is really not important,” he added. And I thought we only needed to educate children. Let this be a lesson to you, principals and teachers: often the adults our children go home to need an education more than the children who are sitting in the seats in front of us.

So anyway, the remarks are of little consequence, since even if Mr Peroutka is elected to the District 5 seat on the Anne Arundel County Council, he would have no more power over the curriculum in our public schools than he does now, which is very little.

And while it is surprising that county council candidates talk about evolution in a debate, it is even more surprising to me that people still live in the US and think we didn’t evolve or that species don’t diverge over time from common ancestors.

The reason talking about this is a waste of time is that there isn’t actually a difference of opinion among reasonably intelligent people about this subject. It’s like debating about whether the Earth is flat or spherical in shape. The case has been closed for a long time now.

Besides, we have more important things to debate, such as studying religion and the principles espoused by religious beliefs throughout history as part of any world history curriculum. Now that is something we could debate, since there is tremendous difference of opinion among intelligent people.

Evaluate the credibility and historical accuracy (not the morals) of the account of creation in the Book of Genesis. See Common Core English language arts speaking and listening standard SL.11-12.1.D for more information.