It's Not a Race (Thing)

"We know that, historically, African American and Hispanic students do not score as well on the NAEP (National Assessment of Educational Progress) as their Caucasian and Asian peers."

What do preschool teachers know about race and poverty that educational researchers don't? How many times have we heard a statement like this as educators? For some reason - even though it may be true statistically - it doesn't seem to make sense because the statement itself obscures the real issues. It doesn't necessarily matter that many African American students score lower on these types of tests because not all of them do.

 

These types of statements contribute to bias against African American students because they connect the problem -poor achievement- to the descriptor instead of the cause. If a researcher said, "We know that, historically African American and Hispanic students do not score as well on the ______ test as their white and Asian peers because of the inherent racial bias of the _____ test," only then should a child's race be an important part of the discussion.

Often We have these types of discussions in my doctoral classes. This semester, I am taking a measurement in educational research course. It is meant to prepare us, the budding researchers, for our dissertation and future life as an educational "expert" ie Ph.D. This week the issue of race came up. Specifically, the professor mentioned the "achievement gap" in order to push the conversation into uncomfortable territory. I put "achievement gap" in quotes intentionally because it doesn't seem worth talking about outside of the context of test validity and reliability. Usually after a statement about testing and race someone will say, "That is is because tests are biased." Then another researcher might say, "But, there is more of a correlation between socio-economic status and test scores." Even though the statement is true, it doesn't contribute to a deeper understanding of the issue. It uses descriptors in an almost causal relationship to data. The "achievement gap" assumes that the tests are valid and the scores are reliable indicators of student achievement. In actuality, they may only be valid for students from the dominate white culture. By switching the argument to money you just change the context of the discrimination. By saying, "Well actually its about money not race." researchers are able to wash their hands of the issue because there is no way that schools can impact how rich or poor a kid is, when they know there is no reason a child's race should affect a test score either.

Many preschool teachers know that the only thing that matters in a child's educational trajectory is the frequency and types of language interactions and experiences children have in their early years. Hart & Risley pointed this out in Meaningful Differences. They found the strongest influence on a student's vocabulary was the types of talk children engaged in as an infant, toddler, and preschooler. The number of words that children knew at age 3 was found to be predictive of achievement at age 9. However, some children of professional parents, who didn't spend much time talking with their kids had similar average minutes of interaction as some welfare and working class families. Across the board the researchers found race was not found to influence the vocabulary of children at all. Hart & Risley "saw quality added to interactions when we saw parents talking to their children beyond what was necessary to manage or provide care." So yes, poverty is a factor in the development of children's vocabulary because the essence of poverty is a struggle to survive. Poverty requires parents to focus on the day-to-day survival of their family.

If we were to re-frame the achievement as a "language development" gap we we might get closer to the "truth" about why some kids score higher and lower on standards based tests. Yesterday I heard a woman in a supermarket tell her 9 month old that her cookie looked "scrumptious". Does it matter what race the woman was? Of course not, I know that her child will likely hear many words like "scrumptious" in her early life. A more correct way of describing the achievement gap might be to discriminate between students with few language experiences (FLE), substantial language experiences (SLE), and many language experiences (MLE). Is this practical? No, but at least it would be true. By continuing to attach race and class to achievement we support the assertion that they are predictive when they aren't, they are just an easy way to sort data.

A Real Life Story Problem

Math was never a favorite subject of mine.  I think it stems back to a difficulty with story problems throughout my elementary school years.  I attended a Math Institute this past week put on through the MN Department of Education.  I am pleased to say that we are incorporating many of the strategies in our classrooms already – always a good sign!

 

What was more interesting was to look at standards for mathematics at the early childhood level.  There is a slight difference in our state standards, or Early Childhood Indicators of Progress, and those put out by NAEYC (National Association for the Education of Young Children). 

 

As we discussed these standards and indicators of progress, our group was split pretty evenly.  One third of the programs represented were required to follow the standards and assess students to show progress.  One third used these indicators as a guide for their curriculum and used their own assessment model.  The final third were learning about these standards for the first time, although they include most of them in the programming already. 

 

As our state gets closer and closer to mandates related to Early Childhood Education, it will be interesting to see how programs respond to new or more strictly enforced standards.  Our director is currently researching curriculums, programming options and student contact time.  Quality rating systems are starting to play a role in funding and the choices parents have for early childhood opportunities. 

 

So now the story problem reads like this: 

 “Karissa is a teacher in an urban setting.  She has been told her 20 students need to show progress in all the areas of mathematics or her school will receive 3 stars instead of 5.  90% of her students start school without any knowledge of the English language and they have 6 hours of contact time a week due to budget cuts.  What would you do next?”

Coping with Stress

Sometimes, within the walls of my school, it is easy to forget about the stress and chaos in which some of my students live.  In our classroom, everybody knows our routines and procedures, functions with (relative) independence, interacts peacefully, and has access to the same experiences. At home, however, many of my students face extremely challenging circumstances; they witness abuse, sleep on the floor, move between homes and shelters, and are cold in the winter. When I step back and think about it, I am truly impressed by their resilience and ability to make tremendous progress in school.

 

Earlier this week, I read an article in the Washington Post that explained the correlation between poverty, stress, and working memory in children.  The article was based on research done by Gary W. Evans, a professor at Cornell University; Evans found that the longer a child lived in poverty, the higher their allostatic load (a measure of stress), and the lower their working-memory at age 17.  I was particulary drawn to this article for two reasons.  First, I was a research assistant for this study for two years while at Cornell.  I collected information from particpants, helped analize several rounds of data, and worked closely with Gary. Needless to say, I have a very personal connection to these findings! Second, I was drawn to the article because of my role as a teacher in a high-need school. At first glance, the findings seem disparaging. Many of my students live in stressful situations, and there is not much that I can do to change that. Upon deeper reflection I realized there is a lot that I can do to tailor my classroom to meet the needs of my students and to help them cope with that stress.  Specifically, I can:

 

• Teach my students how to identify and appropriately respond to their emotions, especially those of stress and anxiety.
• Maintain consistent routines, expectations, and interactions at school. School should always be a safe and predictable environment, regardless of what is happening at home. 
• Listen to my students and validate their emotions. This may mean joining in a dramatic play episode or having a quiet conversation with a student; the ultimate goal is to let my students express themselves and then respond to their needs.

 

While these tactics will not change the circumstances in which many of my students live, they may be able to reduce some of the stress that my students feel. By reducing stress, we may be able to break the connection between poverty and low academic achievement, which will ultimately bring us one step closer to closing the achievement gap and improving the life trajecotories of students in poverty. 

Vertical Alignment

The School Readiness and some of the Early Childhood Special Education teachers had the opportunity to host a “vertical alignment” inservice last week.  We met with the kindergarten teachers in our district.  This was not only an opportunity to meet each other and share curriculum ideas, but also an opportunity to show them our classrooms and give them a chance to see what we do every day. 

 

Our meeting started with a tour of our classrooms.  They were impressed to see a word wall, a break chair, and opportunities for students to work with their name, readers and writer's workshop.   They were pleased to hear we are following our state standards and encouraging our students to play! 

 

After the tour we settled into a conference room for discussion.  Surprisingly, their questions were not about our curriculum, teaching strategies or philosophies.  Instead, they were eager to compliment our programs while quickly asking, “How can we get every kindergartener to come to you first?”  I replied, “What a great question!” 

 

Some of the teachers were concerned about the screening process.  Students are required to complete an Early Childhood Screening within the first thirty days of starting kindergarten.  As with most things, it is encouraged that children participate in this screening at age three years, six months.   This way we can suggest various pre-kindergarten or special education opportunities as needed.  However, it seems that when a child comes to kindergarten after the beginning of the year, and does not pass their screening, they should be referred to our pre-k programming.  But, because enrollment is always an issue, this sometimes doesn’t happen.  In addition, it is sometimes hard to convince families that a 2 hour program, without breakfast, lunch or transportation is actually going to be better for their family.  

 

Our program is growing with leaps and bounds and with the recognition of key members of our district it has such great potential to reach even more families.  Now all I have to do is hope that our governor and our state's legislative bodies will see the greatness that is happening one four-year-old at a time!  

Early Childhood Education and Career Summit

Having worked as a pre-k advocate and a classroom teacher, I know that there is more than one way to influence the realm of early childhood education.  We need people on all levels -- national, state, local, and school -- to understand the benefits of pre-k and work relentlessly together to advance educational opportunities for our youngest children.  For this reason, I was truly inspired to attend the Early Childhood Education and Career Summit hosted by Teach For America and CityBridge Foundation this past weekend.

The summit was designed to help second year Teach For America early childhood corps members -- teachers who are in the final year of their Teach For America teaching commitment -- understand the myriad of ways that they can stay involved and influence early childhood education in the future.  We heard from expert teachers who have taken on leadership roles within their schools, policy experts who are working to close the achievement gap, education entrepreneurs who have developed creative strategies to increase student achievement, and an employee from the Office of the State Superintendent of Education who oversees early childhood education in Washington, D.C.  Additionally, we had the opportunity to learn from a Washington, D.C. school board member and council member, both of whom are tremendous supporters of pre-kindergarten education.

Hearing from such passionate advocates -- from teachers to policy makers -- was truly inspiring.  It was fascinating to hear how each person got "hooked on" pre-k, and how they've been working relentlessly to increase the quality of and access to pre-k for all 3 and 4 year olds in the country. 

 

This weekend put my daily work in the classroom into a broader perspective by reminding me of all that I can do, while still teaching, to help advance pre-k in Washington, D.C. and nationwide. Writing to my council member and school board member, participating in advocacy campaigns, and advocating for the needs of students within my school were just a few of the examples provided.

I'm energized to think beyond the classroom about how I can have the greatest effect on the educational trajectories of young children. Having high-quality teachers is one piece of the puzzle, but it's not the ultimate solution.  I firmly believe that to truly close the achievement gap, we need a "massive force of leaders who have the insight and conviction that comes from teaching in low-income communities" (Teach For America, Our Mission and Approach). 

I am only in my second year of teaching, and for right now, I believe that the best place for me is in the classroom.  I love helping my students discover and learn new skills, and I know that I am helping to close the achievement gap by sending my students off to four-year-old pre-k prepared with the social/emotional, physical, cognitive, and language skills they need to be successful.  In the long term, regardless of what career path I ultiamtely take, my work will be guided by my experiences in the classroom and a commitment to the belief that all children deserve an excellent education. 

Bridges to Kindergarten

In just one short week, I will start my third summer school session. I am excited for the opportunity to be a part of a groundbreaking program that hopefully will grow in the coming years. I will be co-teaching with a kindergarten teacher and the students will have an opportunity to have class in a kindergarten classroom. There are several goals we are hoping to accomplish with this bridge to kindergarten.
Students and their families will become familiar with their child’s elementary school. It will provide an opportunity for students and their families to do this without the “first day of school distractions.” In addition, students will participate in learning readiness activities that encourage language development and social emotional interaction. Students will also have an opportunity to participate in a Reader’s and Writer’s Workshop. This model of teaching allows students to work at their own pace, represent what they have learned in their own creations and share their work with peers, teachers and their families. Our half-day program will serve as a shortened version of the all day Kindergarten classes. Students will participate in all daily activities including time allotted for specialties: art, physical education, music and media center. Students will learn how to use materials and what to expect from each of the classrooms. Last, but not least, the hope is that students will be energized and excited to start the school year!
One thing I am looking forward to is the feedback and reflection of this new endeavor. It will be interesting to see what the kindergarten teachers, parents and school administrators observe during the first few weeks of the school year. As I make my reminder calls, I hear the voices of so many five- and six-year olds. They are excited to get back to school and more than ready to cross over the bridge…to kindergarten!

Expanding My Impact

This time of year is always bitter sweet. I must separate from the students and families with whom I have built relationships for the past ten months, and yet those students leave me with a social and academic foundation that will facilitate their success in the future.

Those mixed feelings are particularly pronounced this year, as I’ve decided to leave the classroom and take a leadership position with Teach For America.  Rather than preparing to receive a new class of four year olds this fall, I will be working to bring cohorts of new teachers to pre-k classrooms across the country as the Director of Growth and Development for TFA’s Early Childhood Education initiative.  Placement sites range from Camden, New Jersey and New York City to Houston, Texas and South Dakota.  Teach For America’s focus on early childhood supports our overall mission to close the achievement gap.  As we select, train, and support teachers committed to laying a strong academic and social foundation during a crucial stage in their students’ development, we hope to expand those students’ opportunities for success in school and beyond. 

I will certainly miss directly impacting my students with a supportive classroom culture, individualized instruction, and a print-rich classroom environment.  But my success in room 114 has taught me both the incredible prospects of high quality pre-k and the need to bring more intensely driven, passionate teachers to pre-k classrooms.  The TFA position affords the opportunity for me to do just that, and will expand my impact and take my passion for early childhood education to the next level.

In the end, my work is about kids and their ability to be successful in school and the larger society.  I taught my class both basic skills and the ability to think and problem solve.  I also instilled in them the confidence needed to take risks and, in turn, grow as learners in the future.  Now, I can be part of a larger effort to ensure that life circumstances at birth do not define and limit the life prospects of children in low-income areas.

This blog has been an invaluable outlet for my own reflections and a source of growth for me as a teacher.  Though I’ll no longer be writing for this blog, I look forward to reading and commenting on the experiences of the next person with that privilege. Perhaps that will be you or someone you know?  As policymakers and the public continue to consider and evaluate high-quality pre-k for all, the voices of teachers are never more needed in this discourse.

A Fair Shot

As my children prepare for pre-k graduation and the move to kindergarten, I cannot help but wonder about their futures.  Will Karen become a doctor?  Will Awana have the chance to choose between being a ballerina or a doctor?  Will Aniyah’s behavior regress and threaten her academic progress?

I have worked to introduce school to my class as an exciting and fun place where they can make friends, learn, and be successful.  Anecdotal evidence and various forms of assessments suggest that my students have already started to realize their potential and are on the path toward high achievement in school and beyond.  Parents’ strong attendance at our class events and interest in enriching their child’s learning over the summer also bode well for my students’ academic prospects.

Yet my students still have many years during which their attitudes toward school, themselves, and their peers could change for the worse.  Most of them will continue to live in unsafe neighborhoods and struggling school districts.  The research showing that students in inner city schools who have had high-quality pre-k do better than those who have not gives me hope.  I know that my instruction in the classroom and the active support of family members during this critical stage in children’s development will have life-long benefits.  I also believe innovative changes are occurring in the K-12 system, many of them spearheaded by my fellow Teach For America alums.  But, on an individual level, it is still hard to predict how high each child in my class will build on the pre-k foundation he or she gained this year.

My time in the classroom has been, above all, about providing the kinds of opportunities for my students that they deserve.  The playing field is not level, even for three and four year olds.  High-quality pre-k teachers alone cannot ensure that a child won’t face educational and societal inequities down the road, but the vibrant and challenging learning environments we provide are the first step toward giving all children an equal chance at success.

The Pudding

The results are in!  After nine months of instructing and assessing in various forms, I have comprehensive data on my students’ growth in literacy.  How did they do?  Each child achieved an average of 80 percent or better on a wide range of literacy assessments!

Because pre-k children often don’t show you everything they know or can do with one type of assessment, I used two types of assessments and incorporated all the objectives from each into my calculations.  One type were performance-based assessments that include anecdotes and work samples collected while the children play and interact throughout the day.  I supplemented these with standardized assessments administered by me to each child to test skills like letter identification and rhyming words.

Overall, 10 children out of 14 achieved 100 percent on the standardized assessments and 9 achieved 90 percent or higher on the performance-based assessments.  I’m especially impressed by the individual gains made by the children, such as:

• Awana, who often struggled to move forward in letter identification and listening skills, in the end achieved 85 percent on the standardized assessments and 83 percent on the performance-based assessments.
• Tanasia, who started off the year too shy to even come to school the first day, achieved 100 percent mastery on the standardized assessments and 88 percent on the performance-based assessments.

I realize some in the early childhood community are skeptical of the extent to which standardized assessments are developmentally appropriate.  I agree that such tests could potentially produce inaccurate results, given the young age of my students.  I try to reduce the potential for inaccuracies by identifying the assessments as “fun games to play with the teacher,” which can help the children feel more at ease and less stressed by the experience.  I ask students if they would like to play with me, and many times they jump at the chance to spend some one-on-one time with the teacher, especially since they get to press the “easy” button (thanks, Staples) when they finish.  I remember Tyrique expressing sadness that he could not play our “game” a second time.

Consistency between the scores given by the two types of assessments suggests that these techniques can help produce more reliable results from the standardized variety.  The results also show general consistency between the two kinds of assessments.

Standardized assessments are necessary in my case because the kindergarten teachers who will have my students next year use them and not performance-based assessments.  This begs the question, of course, why are kindergarten teachers not using performance-based assessments?  I think they should use some combination of the two, at a minimum, to gain a more comprehensive understanding of their students’ strengths and needs.

I am very proud of my students’ growth and know that the combined efforts of Ms. Morrison, Ms. Bimba, each child’s family, and me contributed to their success.

Circle Time Question: Pre-k and Hispanic Children

Last week, the National Task Force on Early Childhood Education for Hispanics released an important report called “Para nuestros niños: Expanding and Improving Early Education for Hispanics."  The report highlights the fact that much of the achievement gap between Hispanic children and their peers exists before they enter kindergarten. Citing research on how high-quality pre-k and other early childhood programs improve Hispanic children’s school readiness, the task force issued recommendations aimed at:

• Increasing Hispanic children’s access to high-quality early education;
• Increasing the number of Spanish-speaking educators; and
• Designing and evaluating strategies to strengthen Hispanic children’s language and literacy skills.

What do you think about these objectives and how we can achieve them? How does your pre-k program help Hispanic children and families overcome barriers like access and language?