I think there is consensus on the point that there are many things a
school district can and should do to improve student achievement.
I don't think anyone would argue that teacher quality is very important,
and the Minneapolis Public Schools are doing a number of things to
promote teacher improvement. As one example, I'd point out the
Professional Practice School at Patrick Henry High School. The program
works with new teachers--resident teachers--and gives them lots of
support, mentoring and training throughout their first year of teaching.
But, the program reaches beyond new teachers: teachers in the school
work with educators at the University of Minnesota to have a year round,
in school teacher development program available to all teachers in the
school. The program has expanded to a number of other schools-I believe
10 or 12-and there is interest in expanding it even more because of its
positive impact on teacher quality and morale.
Class size is very important, too. There are a number of studies on the
importance of small class sizes on student achievement. One is the Rand
report, which can be found at
http://www.rand.org/publications/MR/MR924/
This study found significant differences in test scores among students
with similar family and demographic characeristics, which it traced to
several systemic features including lower pupil-teacher ratios and
higher public prekindergarten participation.
I do find it interesting to read studies and analyze how other cities
and countries educate their students; there is much to be learned. But,
when discussing the merits of class size, I'm not sure how useful is is
to compare us to Japan. Japan is very homogeneous and rigid socially,
while our country is not, and this has a big impact on classroom
instruction.
Our struggles seem to be about systematizing reform efforts, while I
think Japan's educational system is struggling with how to be more
flexible. There was an interesting article in the Star Tribune last
month on a survey issued in December by the International Association
for the Evaluation of Educational Achievement. Japanese students ranked
second from the bottom in the international survey for their interest in
science and math. The article noted that "[f]un and enjoyment are not
commonly associated with education in a nation made famous for its
'entrance exam hell,' rote learning and bullying." The concern in Japan
is that its rigorous conformity and rote learning was a good thing when
the country needed a uniform work force for factories and corporations.
But, since globalization has placed a premium on imaginative individuals
able to question authority and problem solve, Japan is revising its
curriculum, due out next year, which will encourage "flexibility and
zest for living."
Catherine Shreves
Minneapolis School Board
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