Loading

Posts by Paul Costello1

Maryland Gov.-elect Moore proposes ‘gap year’ for high school graduates

Gov.-elect Wes Moore picks Fagan Harris, co-founder of Baltimore Corps, as  chief of staff – Baltimore Sun

FREDERICK, Md. (DC NEWS NOW) — On Martin Luther King Jr. Day, Maryland’s governor-elect Wes Moore proposed graduating high school seniors take a so-called “gap year” to work in their communities on a broad range of projects.

They would be paid $15,000 and be eligible for a $6,000 college scholarship after helping with a variety of needs in urban neighborhoods and rural areas. Moore said it would bring youth from diverse racial and economic backgrounds together for a common good.

On the other hand, some say that compulsory military service may be preferred.

“These future leaders can work on the environment or serving older adults — it is their choice, but it helps address the college affordability crisis. I believe in experiential learning and this will create a pipeline into the workplace,” said Moore.Health care premiums increasing: how much more DMV residents will pay

Guy Mutchler, a Frederick resident, said he favors compulsory military service.

“It is extremely important,” he said. “It builds character. It builds discipline, and it will prepare them for the workforce.”

Iowa and California have similar programs, but they are limited to conservation projects. The Maryland General Assembly leaders indicate strong support for Gov.-elect Moore’s proposal.

4 Surprising Reads for Martin Luther King Jr. Day

There is much to be learned about Martin Luther King Jr. and the civil rights movements beyond memorable public events such as this 1957 Prayer Pilgrimage for Freedom in Washington, D.C.

MARTIN LUTHER KING JR. remains a towering figure, known around the country and the world for his civil rights activism and moving speeches. But his story is not completely written, and we still have much to learn about the man and the cause. In honor of MLK Day 2023, here are four stories from the Atlas Obscura archives that delve into often-overlooked—or long hidden—aspects of the civil rights movement, from King’s dedication to another cause to the people who supported his efforts and the government agents who surveilled them.

Each spring, the Martin Luther King Jr. memorial in Washington D.C is surrounded by Japanese cherry blossoms.
Each spring, the Martin Luther King Jr. memorial in Washington D.C is surrounded by Japanese cherry blossoms. RON COGSWELL/FLICKR

Why MLK Day Is a Big Deal in Hiroshima

Martin Luther King Jr. was also outspoken against nuclear weapons.

On Martin Luther King Jr. Day, thousands of Americans join parades, volunteer, or just take a few minutes to contemplate the legacy of a man devoted to peace and equality. Odds are, at least a few people in Japan do, too–thanks to a former Hiroshima mayor who was also an MLK superfan. “Hiroshima is one of the only cities outside North America to honor Martin Luther King Day,” historian Patrick Parr says. The relationship highlights a lesser-known part of King’s legacy, his anti-nuclear activism.

The Underground Kitchen That Funded the Civil Rights Movement

Georgia Gilmore’s cooking fueled Martin Luther King Jr.’s Montgomery bus boycott.

“Martin Luther King often talked about the ground crew, the unknown people who work to keep the plane in the air,” Thomas E. Jordan, pastor of the Lilly Baptist Church in Montgomery, reflected in an oral history. One of those people was Georgia Gilmore, who played a pivotal role in the Montgomery bus boycott by organizing an underground network of Black women who sold pound cakes, sweet potato pies, and plates of fried fish and stewed greens door-to-door to raise money. “She was not really recognized for who she was,” Jordan said, “but had it not for been people like Georgia Gilmore, Martin Luther King Jr. wouldn’t have been who he was.

Just a few of the hundreds of thousands who attended the 1963 March on Washington.
Just a few of the hundreds of thousands who attended the 1963 March on Washington. NAID 542003 / PUBLIC DOMAIN

Sold: Papers From the Planning of the 1963 March on Washington

They tell a ground-level story of how the movement led to social change.

The study and sweep of history tends to turn real life into myth. In hindsight we imagine it unfolding in grainy footage set to a sweeping cinematic score. Such is often the case with the iconic images of the 1963 March on Washington. But documents and memos from organizers of that unforgettable day show just how much planning and attention to detail went into ensuring the success of the peaceful event. They are a surprisingly prosaic reminder of the local, personal level at which world history is made.

Peek Inside the 1977 Report Detailing FBI Misconduct While Surveilling Martin Luther King Jr.

A review of the bureau’s assassination investigation uncovered an illegal counterintelligence program.

In January 1977, FBI director Clarence M. Kelley received a much-anticipated memo from the Office of Professional Responsibility, informing him that the Martin Luther King Task Force had completed its investigation. Its work revealed the extent of the Bureau’s “surveillance and harassment” of King at the behest of J. Edgar Hoover.

https://www.atlasobscura.com/articles/mlk-day-2023?utm_source=Atlas+Obscura+Daily+Newsletter&utm_campaign=7ed2ae8c98-EMAIL_CAMPAIGN_2023_01_16&utm_medium=email&utm_term=0_-7ed2ae8c98-%5BLIST_EMAIL_ID%5D&mc_cid=7ed2ae8c98&mc_eid=4a729f24f9

Call for National Service

” The political spectrum is not a straight line. It is more like the Greek letter omega, with the left and right extremes bending toward each other. The common denominators of the hippies and the MAGA militias are a delusional pessimism about our country and a warped emphasis on individual expression — on freedom, that most seductive and dangerous of democratic principles — with no corresponding regard for responsibilities.”…

“In the end, the one thing the armies of the American left and right may have most in common is a weakness for performance art. We are the luckiest people in human history. The overwhelming majority of us — evenmany of those who have suffered the scourge of bigotry — have never experienced war or privation. And so we invent our demons. According to Mogelson, 23 percent of Republicans believe that “the government, media, and financial worlds in the U.S. are controlled by a group of Satan-worshipping pedophiles who run a global sex-trafficking operation.” That could happen only in a country with too much leisure time on its hands.

The recommendations of the Jan. 6 committee’s final report are numerous and worthy — such as reform of the Electoral Count Act (since passed) and the criminal referrals of Trump and others to the Justice Department — but incomplete. There is nothing to address the nation’s viral playacting, the elitist posturing of the left and the nativism of the right. There is nothing to encourage the rigor and unity that Mailer’s generation experienced in the U.S. Army. So I wonder: Would it be too much to suggest the need for a universal boot camp as a coming-of-age experience where, under muscular duress, we might get to know each other again, followed by a requisite period of national service that is not necessarily military? Democracy demands effort and sacrifice, as well as freedom within limits, especially in a multifarious society. In our affluence, we ask nothing of substance from one another, and nothing of significance from ourselves. It is hard to imagine how a republic can be maintained under those circumstances.”

Joe Klein is the author of seven books, including “Primary Colors” and, most recently, “Charlie Mike.”

https://www.washingtonpost.com/books/2023/01/12/performance-protest-hippies-maga/

AmeriCorps CEO Statement on Unity through Service to Honor MLK Day

WASHINGTON, DC – To commemorate Martin Luther King, Jr., Day of Service, AmeriCorps CEO Michael D. Smith released the following statement:  

“Martin Luther King, Jr., Day is the only federal holiday designated as a National Day of Service to encourage all Americans to volunteer to honor the life and legacy of Dr. King by improving their communities.  

“While today may hold just one day on the calendar, we know that volunteering—even just once—can spark a lifetime of service. Helping a child learn to read could spark a lifetime passion for mentoring. Planting a community food garden could give young families their first access to fresh fruits and vegetables. Driving an older neighbor to their doctor appointments could reverse the effects of loneliness and depression.   

“When we unite in service, we have the power to reimagine and reform systems that perpetuate inequality and deny opportunity. Service takes us on a path from charity to justice and brings us one step closer to Dr. King’s vision of creating the Beloved Community—one in which no one is left behind.  

“National service programs also can help create a more level playing field, opening doors to opportunities to try new careers, develop new skills, and meet new people so that a zip code where you are born does not limit your full potential.   

“And critically, service brings us together. National service and volunteering are some of the best tools to build bridges, heal divides, and help people find common ground, so that we can remain strong against anything that tries to divide us. 

“Now is the time to unite through service and volunteering to counter the corrosive effects of hate-fueled violence on our democracy and create a shared vision for a more united America. Let us come together and find new ways to engage our communities and spark a newfound sense of belonging.  

“Even though we’re living through challenging times, I have never been more optimistic about the power and potential of service to tackle critical problems and drive more equitable solutions.  

“This MLK Day of Service, AmeriCorps and the Biden Harris Administration invite people from all corners of the country to engage with your community, volunteer your time, and act on Dr. King’s legacy of social justice and equity, today and all year through.   

“Together, we can strengthen ties to our communities and build a more united, more just future for America.” 

###

AmeriCorps, the federal agency for national service and volunteerism, provides opportunities for Americans to serve their country domestically, address the nation’s most pressing challenges, improve lives and communities, and strengthen civic engagement. Each year, the agency places more than 250,000 AmeriCorps members and AmeriCorps Seniors volunteers in intensive service roles; and empowers millions more to serve as long-term, short-term, or one-time volunteers. Learn more at AmeriCorps.gov.


AmeriCorps offers opportunities for individuals of all backgrounds to be a part of the national service community, grow personally and professionally, and receive benefits for their service. 

Suffer the teachers

Perspective by Robin Givhan.  Washington Post January 11 2023

Who will be left to educate this country’s children when all the teachers have had enough?

Who will remain when educators tire of picking their way through a political obstacles course of ginned-up outrage over bathrooms and manufactured controversies about racial justice? Who will be there when all the good-hearted, well-intentioned teachers finally become fed up with being lambasted by the left and the right for what amounts to simple human imperfection?

What will happen when teachers are no longer there to provide the school supplies, the warm clothing, the extra snack, the safe space, for the kids who fall through the country’s flimsy social safety net? Who will be there to notice the bruises? Or to hear the worrisome silences? Or to recognize the artist amid the engineers?

Who will educate children when teachers finally become fed up with dodging bullets — or taking bullets — in service to someone else’s child? What will happen when teachers can no longer be heroic?

These are the questions that come to mind in the days after the shooting of a teacher at Richneck Elementary School in Newport News, Va. The person accused of pulling the trigger of the 9mm gun that injured Abigail Zwerner, 25, is her 6-year-old student. Police have said that the gun was lawfully purchased by the child’s mother and that the child brought it to school and that the shooting was “intentional,” which is to say that the child actually pulled the trigger and didn’t somehow drop the weapon, resulting in an indiscriminate gunshot. Beyond that, what does it even mean to say that a 6-year-old child’s act of grievous gun violence was intentional when intent can be difficult to discern in an adult, let alone a mind still in thrall to Santa Claus and the Tooth Fairy?

6-year-old who allegedly shot Va. teacher used gun legally purchased by mom, police say

After the single bullet hit Zwerner in the hand and chest, she still had her students front of mind. According to the police, she ensured that they were out of harm’s way before she made her way to the front office and collapsed. “Ms. Zwerner was the last person to leave that class,” the police chief said. “She made a right turn and started down the hallway and then she stopped. She turned around to make sure every one of those students was safe.”

But how much longer can the country expect teachers to be that selfless? It’s no secret that they’re underpaid for all the duties they perform. The average public school teacher salary in the United States is about $66,000. They should be paid more. They should be paid more. They should be paid more. The country went through a brief phase of teacher worship when schools were shut down because of the pandemic and parents were left to wrangle their children on their own. After parents logged their homebound kids into virtual classrooms, they were able to bear witness to the kind of patience, calm, empathy and determination that’s required of teachers on a daily basis. Parents expressed their heightened respect for teachers. They oozed thankfulness.

And then the schools reopened. Parents quickly recovered from the shock of dealing with their own kids all day. They began to harangue teachers with a newfound gusto. They forced teachers to fend off accusations that they were teaching critical race theory when they were really just trying to get someone’s recalcitrant child to understand that racism has consequences. School boards began putting restrictions on how teachers discuss gender, in essence asking teachers to tamp down their sense of empathy and muzzle efforts at inclusion. School districts began banning books and narrowing children’s vision even as they demanded that teachers prepare students for a more complex and competitive world.

A White teacher taught White students about White privilege. It cost him his job.

The United States has lost 370,000 teachers since the start of the pandemic. And yet the teachers who remain continue to do those things that prompt police officers to call them heroic and that have parents compliment their ability to treat every student like an individual rather than an anonymous seat-filler. Teachers continue to speak up even when doing so can cost them their job for reasons that completely blindside them.

A parent at Richneck Elementary School recalled how Zwerner left notes of encouragement in her son’s backpack and noticed when he was out of sorts because of family upheaval. When three student-athletes at the University of Virginia were shot and killed in November, a professor who’d had two of them in class used social media to share stories about their good humor, intellectual curiosity and empathy. In Uvalde, Tex., teachers consoled students when law enforcement went missing. Students continue to have favorite teachers because teachers continue to form bonds with their pupils even as legislators seem intent on transforming those relationships into little more than rote transactions. Teachers persist in caring.

There are uninterested, inflexible and unprofessional teachers — same as in any field. But it does seem as though society has been making the work lives of teachers exceptionally difficult. Critics have been punching at them from all sides. The country asks public school teachers to carry this nation’s future on their backs, and then we force them to walk through a field of land mines. And as explosions go off all around them, teachers keep pressing forward because they have faith in the future.

They were college students, with all the limitless possibility that implies

When people talk about children, they have a tendency to introduce their comments with the phrase: as a parent. They say this as a way of adding heft to their opinion, as a way of announcing that they have intimate experience in the ways of children, as a way of proclaiming that they have certain inviolable rights. All of this is fair. But a non-parent’s point-of-view has importance, too. They have the capacity to see a child, not in the context of a beloved offspring and pride of the family, but as part of the broader society, as someone who will grow to be a neighbor, a colleague, a citizen.

Teachers help children make that transition in ways that parents oftentimes cannot. It may be natural that there’s friction in the relationship between parents and teachers. If a parent helps a child discover themselves, a teacher helps them figure out how that self-defined person fits into the world.

When teachers have had enough, it will all fall to pieces. And already, the teachers have suffered and endured plenty.

https://www.washingtonpost.com/nation/2023/01/10/suffer-teachers/

Building empathy in children takes practice. Parents can help.

Advice by Elizabeth Chang  Washington Post Jan 5th 2023

Politicians making fun of an 82-year-old man who was attacked with a hammer. Online commenters calling anti-vaxxers who died of covid-19 “stupid.” Teachers refusing to address transgender students by their chosen names.

At a time like this, it can seem to parents more urgent to promote empathy — but also more difficult. “It’s hard to have a shared morality when you don’t have a shared reality,” said Richard Weissbourd, a psychologist and senior lecturer at Harvard’s Graduate School of Education. Weissbourd is also director of the Making Caring Common Project, which focuses on helping parents, schools and communities raise children who care about others and the common good.

“The challenge for parents is to cultivate kids’ capacity for empathy for people who are different from them or not in their immediate circle,” Weissbourd said. “So, different in gender, different race, different class, different sexual orientation. Different in political orientation and different religious orientation.”

That doesn’t mean parents should encourage children to agree with people who don’t share their views, he noted. “They may fiercely disagree, but it is a matter of listening and trying to take other people’s perspective and valuing other people as human beings.”

Most researchers concur that there are three dimensions of empathy, according to Jamil Zaki, a Stanford University neuroscientist. “One is emotional, vicariously sharing what other people around us view. The other is cognitive, which is trying to understand what other people feel and why. And the third is compassion or empathic concern,” said Zaki, author of “The War for Kindness: Building Empathy in a Fractured World.

A truly empathetic person must have all three, Weissbourd said. After all, “con men and torturers and politicians and salespeople can take other people’s perspective.” That’s why the third aspect of empathy, which he calls the moral or ethical aspect, is so essential.

So how do parents encourage their children to be proficient in all three dimensions? “I think learning empathy is like playing an instrument or learning a sport. It’s a lot about practice,” Weissbourd said.

How empathetic should your child be? Here’s an age-by-age guide.

Talk about feelings — theirs and others

One of the things parents can practice with kids is talking about and labeling emotions. This helps them recognize emotions in themselves and in others, which is probably an essential step for empathy.

It’s important that parents acknowledge and accept their child’s emotions, according to Tracy Spinrad, a professor and researcher in the T. Denny Sanford School of Social and Family Dynamics at Arizona State University.

In fact, parenting style is key to raising empathetic kids. There is evidence “that warmth and support in parenting is predictive of children’s empathy and sympathy responses,” Spinrad said.

That could be because warm and supportive parents are more likely to raise emotionally regulated children, and there is some evidence showing that “children that are better regulated tend to be children that display more empathy and helping behavior.”

Research in the development of empathy also supports the practice of talking to children about their behavior and how it affects others and how amends might be made, rather than punishing them or forcing them into offering an apology. “We want to make sure that children’s emotional responses are coming from something internal and not something external,” she said.

Teaching kids how to understand what other people feel

Weissbourd says that the tougher work these days, especially with older children, involves understanding what other people feel and feeling compassion or empathy. “Most kids are growing up in quite politically homogeneous communities,” he said, “and there isn’t a lot of effort in schools typically — or in homes — to encourage kids to take the perspective of those who don’t share their political views.”

Practicing “cognitive empathy” — or understanding another person’s mind or what they feel — involves “having conversations that alert kids to how other people may feel in the family and outside the family in different situations,” Weissbourd said. “It’s talking about the news and having conversations with your kids about what people are experiencing in this country and other countries that might be different from them. It’s helping out neighbors and understanding neighbors who may be different in some way. It’s noticing and talking about the contributions that different people are making to kids’ lives,” including people who might not be on their radar, such as the school secretary, custodian or bus driver.

Weissbourd calls this expanding kids’ “circle of concern,” and through this approach, “we’ve increased the number and diversity of people that kids have empathy for.” A study of the effects of Facing History and Ourselves, an educational program that uses lessons about racism and genocide to encourage social-emotional learning, found that middle school students who participated in the program “reported higher levels of empathy, prosocial behavior, and stronger participatory citizenship beliefs” than a control group.

Zaki also says that older children benefit from a different approach to empathy: one that is peer-based. His Empathy Lab conducted an experiment that showed that seventh-graders who believed that empathy was popular among their classmates were more likely to engage in empathetic behavior. Parents can help make empathy contagious by asking tweens and teens to point out examples of empathy they’ve seen among their peers and praising actions they’ve taken on their own.

“It’s critical that if we want our kids to be empathic, that we also recognize and celebrate when they do it, when they do something kind, and we ask them about the kind of things that they do, just as much as we ask them how much they’re learning in math, science, and in reading and writing,” Zaki said. There’s data showing that parents don’t do this enough: In a national survey conducted by Making Caring Common in 2014, about 80 percent of the middle and high school students polled report that their parents were more concerned about achievement or happiness than caring for others.

Challenges to empathy

But just as important as building empathy, according to Weissbourd, is “removing the barriers” by addressing stereotypes and biases with kids, including your own. He shared a story with his children about an acquaintance who offered advice about caring for a cut on his hand. He asked whether she was a nurse. No, she replied. She was a surgeon.

Another difficult aspect of empathy, Weissbourd said, “involves having empathy for people or caring for people despite their mistakes or their flaws.” He calls this “hard” caring. To encourage it, parents need to give their children permission to hold conflicting feelings about others, such as, say, an uncle the family disagrees with politically. Parents can say: “He can be generous and he can be a lot of fun to be with. And he’s been kind to you your whole life. You can have all these feelings for him. You don’t have to land in one place.”

Parents need to watch their own behavior, too, Zaki said. “Oftentimes, I want my kids to be empathic, but then I get upset about an election result or something that I hear in the news. And if I act in a way that’s divisive, if I act in a way that’s angry, well, I have to realize that my suggestion to my kids to be empathic is going to fall flat.”

Finally, parents also need to keep in mind that the least kind, most extreme, most toxic voices are often those that get amplified in today’s society, Zaki said. “And I think that older kids feel a lot of pressure to fit in with whatever culture is around them. So if we give them a skewed perspective that people are really cruel, they’ll feel like maybe kindness and empathy are for dorks, and they won’t want to express those.”

The challenge for parents is to remind kids that, “despite what you read in the news, the people around you really want to be friends,” Zaki said. “They want to be connected. They want to be kind. And in many cases, they are being all of those things.”

https://www.washingtonpost.com/parenting/2022/12/06/parents-teach-empathy-children/

Inside the new middle school math crisis

While other grades recover, middle schoolers are still in freefall. Two Virginia schools are bucking the trend.

By Steven Yoder December 30, 2022 at 8:00 a.m. EST Washington Post

ROANOKE COUNTY, Va. — It was a Thursday morning in November, a few minutes into Ruby Voss’s and Amber Benson’s eighth-grade math class at Northside Middle School just outside Roanoke, a city of roughly 100,000 in the Blue Ridge Mountains.

Thursdays are spent in review in preparation for tests each Friday. The teachers posted a question on-screen — “What’s the slope of the equation below?” — and gave students a few minutes to answer it. The room grew loud as students jostled into line to bring their completed graphs to the front, where Voss separated them into two groups: Those who got the right answer wrote their initials on a touch screen up front, and those who answered incorrectly went to Benson for additional help.

It was a public exercise, with the whole class watching. Each Monday, the class does something equally public: Teachers review test performances, with charts showing the group’s recent performance and that of each student. “The whole class will either go ‘yay’ or ‘ohhhh,’ depending on how the class did,” Voss said.

That approach turns students into stakeholders in each other’s success, Benson said. And this is possible because teachers dedicate significant amounts of time to fostering relationships with students and helping them get to know one another. At the start of each school year, for example, the class devotes a few days to trust-building exercises, not math. That focus, combined with other strategies such as longer math periods and tutoring, has helped Northside Middle’s students bounce back from learning losses during the pandemic more quickly than middle-schoolers in many other districts, teachers and administrators here say. Nationwide, students who started middle school early in the pandemic lost more ground in math than any other group and do not appear to be recovering.

Test data paints a dire picture: The educational assessment nonprofit NWEA found that seventh- and eighth-graders’ scores on its math assessments fell in 2022, the only group of pupils for whom that was true. NWEA researchers estimate it will take these students at least five years to catch up to where they would have been without the pandemic. On the 2022 National Assessment of Educational Progress, average eighth-grade math scores declined eight points from 2019, hitting a level not seen since the early 2000s.

At Northside, the share of eighth-graders passing the state math standards test fell by 19 percentage points from 2019 to 2021, reaching 68 percent. (No tests were administered in 2020.) But in 2022, the pass rate roared back to its pre-pandemic level of 87 percent; the state average was 46 percent. Northside doesn’t owe its rebound to a well-off student body: About 42 percent of students qualified for free and reduced-price lunch in 2019-2020.

Falling behind in middle school math has ripple effects. Those who fail Algebra I (which most students take in ninth grade) are far less likely to graduate from high school on time and attend four-year college. More than proficiency in other subjects, math proficiency predicts both an individual’s future earnings and a country’s economic productivity.

So far, efforts to help students recover may not be enough. The federal American Rescue Plan Act, passed in April 2021, provided schools with nearly $200 billion to spend on needs related to the coronavirus, but relatively little of that money is going to academic recovery, and, until recently, some districts have been slow to use the money they received.

“Students are running out of time,” said Emily Morton, an NWEA research scientist.

Middle school is always hard — and the pandemic made it worse.

For a host of reasons, middle-schoolers were hardest hit by pandemic school closures. More independent than younger children and no longer overseen as closely by parents, they were more likely to sleep late, miss remote classes and struggle with the online format. Some, like high-schoolers, had adult responsibilities — babysitting younger siblings, for example — but, more often, these early teens lacked the learning strategies and executive functioning to manage, said Ben Williams, the assessment and research director for Roanoke County Public Schools, Northside’s school district.

Math, meanwhile, becomes more complicated in middle school, with the introduction of concepts such as equations and linear functions. And parents, even those who are strong in the subject, often lack the confidence to help their children, Williams said. Terrance Harrelson, an accountant and the father of Northside eighth-graders Braylen and Kylin Harrelson, found it tough to help his children work on math from home during the 2020-2021 school year because he did not understand the procedures being taught. “I would have to try to learn that process and try to get feedback out of my children. I need a textbook, I need some notes, right? Some examples. And I don’t have that,” he said.

Early adolescence also is a time of rapid cognitive change, when children need social interaction with peers and teachers to learn. For many middle-schoolers, working alone during the pandemic was a disaster.

That was the case for Evan Bruce, now a ninth-grader at Northside High School, across a parking lot from Northside Middle. Home five days a week during the 2020-2021 school year, Evan had trouble paying attention to remote lessons via WebEx. Midway into that year, his math grade hit single digits. “I started lying a lot to my parents about doing assignments,” he said. “At home, I don’t have the motivation to get out of bed, open a laptop and start working.”

Many of his peers were similarly struggling: The share of the school’s seventh-graders passing the state’s standardized math test dropped by almost 30 percentage points from 2019 to 2021.

When Evan’s seventh-grade math teacher, Stacy Puriefoy, saw what was happening to his grades, she started calling Evan’s mother regularly to check in and arranged for him come to school one day a week for at least three hours of one-on-one tutoring.

Evan’s mother also began returning early from work to watch him study, for 2½-hour stretches. “I had to start doing my work: Teachers were on me, my parents were on me,” Evan said. After only a few weeks, his grades started rising.

Northside Middle and Northside High have long-standing math intervention practices, such as tutoring and doubled-up math periods, that many districts across the county are just now introducing.

Although many districts are starting to hire tutors to work individually with students several times a week, at the Northside schools, math teachers tutor students themselves. Benson and Voss said they stay after school for an hour four times a week to work with students individually or in small groups. The district’s high school math teachers do the same, before and after school, said high school Principal Jill Green. Benson said she and Voss had been putting in the extra hours, unpaid, from before the pandemic.

Teachers are ideal tutors because they tend to be invested in their students, education researchers say. They’re also more familiar with the material students are covering. But some researchers are skeptical about any approach that relies on teachers to work without pay.

“It’s not a replicable model to have teachers volunteer or be ‘volun-told’ to stay after with students,” said Kenya Overton, a math education doctoral candidate at the University of Connecticut and a former public school math teacher, who co-wrote a research brief on math catch-up strategies in June.

Students are behind in math and reading. Are schools doing enough?

Many districts also are considering adding math time during the school day. That approach has been in place in Roanoke County middle schools for almost 10 years. Students get more than an hour and a half of math a day, a change the district introduced after the stricter requirements of the 2001 federal No Child Left Behind Act, Williams said.

If the extra math time is used well, if teachers work with students to more fully develop skills, it can be “spectacular” for students, said Beth Kobett, an education professor at Maryland’s Stevenson University. “Extra time allows us to look at the progression more deeply and help students fill in maybe a missing piece here and there and make important connections,” she said.

Northside High ninth-grader Taylor Orange said the double period helped him recover in math. As a seventh-grader in the 2020 school year, he attended class in person only twice a week. On the days he was home, he struggled to pay attention via WebEx, and his grades fell. Now, the hour and a half plus of Algebra I each day gives him time to focus and ask questions, Taylor said, adding that teachers often pull students aside to work one-on-one. He’s now earning As and Bs.

The Roanoke County district is so confident that longer math periods will enable students to make up ground, Williams said, that it is spending most of its American Rescue Plan money on hiring remedial teachers and tutors in its elementary schools, which do not have the flexibility to build extra math time into class schedules.

Northside educators insist, though, that their students’ recovery is primarily the result of strong teachers who are fanatically committed to meeting children’s individual needs. “The kids like us,” said Puriefoy, the teacher who helped Evan two years ago, explaining why students’ scores have rebounded. Added Northside Middle Principal Paul Lineburg: “Supporting students’ social-emotional needs, building positive relationships with them, is a key first step to their success in math.” Some research supports the idea that good teacher-student relationships are important to students’ achievement.

Back in school full-time last year as an eighth-grader, Evan averaged low Bs in math. Now in his second semester of Algebra I as a ninth-grader, things are looking even better; he finished the first semester with an 88 average and is at 100 percent so far in his second.

Puriefoy now teaches ninth-grade Algebra I at Northside High and has Evan again as a student. “I think he likes school. He’s social, he’s in sports, he’s got good friends. … He’s involved,” she said. “I really think that’s what a lot of the kids need, is to be connected.”

This story about middle school math was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

https://www.washingtonpost.com/education/2022/12/30/middle-school-math-pandemic-recovery/

Are grading, homework and graduation shortcuts making kids dumb? Maybe not.

Perspective by Jay Mathews Washington Post
January 1, 2023 at 6:00 a.m. EST

Many teachers complain that inflated grades, reduced homework and quick-and-easy credit recovery courses are leaving holes in students’ educations. I was convinced that the only reason superintendents and school boards embrace such devices is to inflate graduation rates and make their districts look good.

The debate and research about this are far from over. But I recently have found evidence that making it easier to get that credential has neither diminished learning, at least on average, nor reduced the value of graduating from high school. Even a diploma won cheaply can have a good effect on a student’s future education and job prospects.

There is no question the U.S. high school graduation rate has been increasing. Tulane economist Douglas N. Harris said the portion of students getting high school certification, after hovering around 85 percent for several years, has had “the fastest rise since the early 1900s.”

“Between 2001 and 2016, the percentage of 18-24 year-olds with a credential increased to 93% — an 8-percentage-point increase,” Harris said in a report published in 2020 by the Brookings Institution. The rise coincided with the adoption of the federal No Child Left Behind Act, which forced states to set specific graduation rate targets.

The study found evidence that the law at least partially caused the graduation rate increase. “States with more districts below the statewide NCLB-induced graduation thresholds saw larger increases in graduation,” he said. “Moreover, districts that were below the threshold saw the greatest graduation increases, within their respective states.”

A follow-up study by Harris and other collaborators reported that the graduation rate remained high in 2021 despite the pandemic, possibly because students close to getting diplomas kept attending school, online or otherwise, with encouragement from family, friends and teachers. Harris told me that a widespread easing of graduation requirements because of the health crisis also had an effect.

Harris’s 2020 study looked closely at online credit-recovery courses, which can satisfy some graduation requirements in a few weeks. He found that the increased use of those shortcuts was “too small to explain the overall increase in high school graduation.”

He acknowledged that the bare-bones courses don’t demand much. “Credit-recovery programs operate increasingly online, with the extent of instruction limited and difficult to track,” he said. “They are also ‘competency-based’ in that students only have to pass a test in order to pass the course, and some principals told us that students can often access the internet while testing — and repeat the test until they pass.”

Harris’s examination of credit-recovery student-level data in Louisiana confirmed that the number of shortcut courses had increased, and were more common in schools threatened by state sanctions because of low graduation rates. But credit-recovery growth was not nearly enough, he said, to explain Louisiana’s big graduation rate increase from 64 percent in 2005-2006 to 81 percent in 2017-2018.

“Even if we are wrong, or credit recovery increased more in states other than Louisiana, it would still not necessarily mean that the increase in high school graduation is a mirage,” Harris wrote. “While students seem to learn less in credit-recovery courses than regular, in-person courses, students are probably still learning something in credit-recovery courses. And the availability of credit recovery could lead students to stay in school longer and participate in more regular courses.”

Other experts on graduation had similar views. Johns Hopkins University researcher Robert Balfanz said: “Given the high cost of dropping out of high school to both the individual and society, it would be worth it if we had to loosen standards or requirements a bit. There is almost no work available which can support a family for a high school dropout.”

“Over the past 20 years,” he said, “the percent of high school graduates taking more challenging courses has increased substantially” because of the spread of Advanced Placement courses, dual-credit local college courses given in high school, and advanced science and math courses in general.

Russell Rumberger, a researcher at the University of California at Santa Barbara, said he believed that the national high school graduation rate “has been going up largely by efforts of individual students and schools/districts/states to get students to earn a regular diploma.”

Perhaps ubiquitous slogans such as “Be Cool, Stay in School” had more effect than skeptics such as me imagined.

Some teachers push back against 50-percent minimum grading policy

Available research indicates minimum grading policies that guarantee students no less than 50 percent on any assignment do little harm. Analysis of data from one large urban district by researchers at the University of Massachusetts at Lowell found no sign of significant grade inflation or social promotion because of the policy. Students who received the benefits of minimum grades did significantly better on state exams than would be expected from their grade point averages.

I have yet to find a study of what many teachers consider the worst of recent classroom reforms — removing any penalties for submitting homework late or not at all.

My own reporting on high school use of college-level Advanced Placement, International Baccalaureate and Cambridge courses indicates that those programs have quickly recovered from downturns during the pandemic. There has been a long-term increase in the portion of high schools where at least half of 11th- and 12th-graders took those courses and their long, demanding, independently graded exams. Only 1 percent of schools had reached that participation level in 1997, but by 2019, that number was up to 12 percent.

Such challenges have been embraced by students and parents throughout the country as a gold standard for high school learning. The college-level courses have not been very affected so far by efforts to make high school easier. But we will have to wait for further research to see how much American teenagers are learning — or not learning — these days.

Note to readers: I expect to be writing less than before in the new year but still welcome your comments and criticisms, a great resource for me. If you have something to tell me, my new email address is mathewsjay67@gmail.com.

https://www.washingtonpost.com/education/2023/01/01/grading-shortcuts-high-school-graduation/

Was your home once off-limits to non-Whites? These maps can tell you.

By Katherine Shaver  Washington Post Dec 19th

A new map of one of the Washington region’s most affluent and liberal suburbs reveals an ugly past: scores of neighborhoods deemed Whites-only for decades, helping to set the stage for persistent racial inequities.

The interactive map devised by Montgomery County planners shows areas of Bethesda, Chevy Chase, Silver Spring and Takoma Park that had pervasive racial covenantsfor much of the 20th century. While the history of racial covenants has been well-documented,urban planners and historians say plotting them on a map — neighborhood by neighborhood and, in some cases, parcel by parcel — lays bare the extent of discrimination in stark and often surprising ways.

The restrictions, which remain written into property deeds, prohibited homes from being sold or rented to people of “negro blood or extraction” or anyone not “of the Caucasian race.” Some also prohibited Jews, as well as Asians, Armenians, Syrians and other nationalities. The U.S. Supreme Court ruled in 1948 that courts could no longer enforce racial covenants, and the Fair Housing Act outlawed them in 1968.

The legacy of decades of housing discrimination still plagues the U.S.

Other cities and suburbs across the country have also begun mapping racial covenants, revealing some of the roots of persistentdisparities in homeownership. Affordable housing advocates say they reinforce the need to add lower-income housing in single-family home neighborhoods — areas that often overlap with those that had racial covenants. The patterns of segregation that racial covenants helped to establish, experts say, can still be seen in the demographics of many neighborhoods and public school systems.

By overlaying the maps with other data, researchers are exploring how those patterns might continue to play out in neighborhood home values, access to public transportation, government investment and health outcomes. A 2020 study found that land surfaces in areas that were subjected to “redlining” — the government-sanctioned practice that effectively denied home loans in predominantly Black communities — were up to 12.6 degrees hotter, partly because they have less tree canopy and more asphalt and concrete.

Perhaps most importantly, researchers say, the maps require the public, particularly White residents, to grapple with a racist history close to home.

Racist housing covenants haunt property records across the country. New laws make them easier to remove.

In Montgomery, at least 41 percent of the 1,763 subdivisions surveyed inside the Capital Beltway had racial covenants between 1873 and 1952. Other areas of the county have yet to be mapped, planners said.

America is more diverse than ever — but still segregated

“You have to be able to see the injustice,” said Rebeccah Ballo, historic preservation supervisor for the Montgomery planning department. “I think people have to see it in their communities.”

In the Washington region, mapping of racial covenants alsois underway in the District,Alexandria, andPrince George’s, Fairfax and Arlington counties. Other cities include Minneapolis, Chicago, St. Louis, Charlottesville, Seattle and cities across Washington state.

Historians say racial covenants were possible, and in some areas pervasive, in neighborhoods built in the late 19th century or first half of the 20th century — a period when suburbs boomed and Black southerners moved to northern and Midwestern cities as part of the Great Migration.

Racial covenants became more popular after 1917, when the Supreme Court prohibited zoning ordinances based explicitly on race. The deed covenants, along with legally binding agreements reached among neighbors, were considered private contracts that residents could seek to enforce in court.

“There’s a recognition that these covenants are almost everywhere,” said LaDale Winling, an associate history professor at Virginia Tech and director of a covenant mapping project for the Chicago area.

When residents see their own neighborhood was off-limits to non-White residents, Winling said, “People are horrified.”

Redlining was banned 50 years ago. It’s still hurting minorities today

Historians say they, too, have been surprised at how widespread racial covenants were. Kristin Neun, co-researcher on the Arlington mapping project, said she has found covenants throughout the county, which limited Black residents to certain neighborhoods.

“It’s the extraordinary breadth of it that I certainly didn’t have any idea about,” Neun said. “People think [segregated] communities just grew up, but you start to realize maybe it’s not quite so random.”

The work comes as more governments are digitizing their 20th-century land records, making deed searches easier, if still cumbersome and labor-intensive. It follows research into the racial wealth gap created when Black families were prevented from buying homes or were forced to live in less desirable areas, limitingwealth to pass down from one generation to the next.

The research also aligns with urban planners’ examination of their profession’s own role in racist land-use policies and has gained traction amid the racial justice movement surrounding the 2020 murder of George Floyd.

“We’re showing systemic racism,” said Mara Cherkasky, a historian mapping covenants in the District. “Here it is, completely mapped out.”

Single-family zoning preserves century-old segregation, planners say. A proposal to add density is dividing neighborhoods.

Some local officials say the maps could lay a case for directing government funding toward historically underserved, majority-Black communities.

Cherri Branson, an acting member of the Montgomery planning board, said she has heard stories from fellow Black residents who were blocked from living in sought-after neighborhoods. She recalled her mother’s frustrations when searching for a Montgomery home in the early 1980s. Real estate agents repeatedly steered her toward lower-income neighborhoods with substandard housing and no public transportation to her job in downtown Washington,Branson said.

“I wasn’t surprised,” Branson said of seeing the Montgomery map with broad areas shaded pink, indicatingracial covenants. “If you talk to any Black person over 75 in this county, they’ll tell you where segregation was and where they couldn’t buy a house. … This documents that these stories are true and real.”

Branson said county officials should consult the racial covenant maps to analyze areas that lack public transportation, social services, tree canopy and amenities.

“Have these areas been neglected?” Branson said. “If the answer is ‘yes,’ then fix it.”

In Evanston, Ill., public officials cited the city’s history of racial covenants and other discriminatory practices when they designated their early local reparations payments — the first in the country — for Black residents’ home repairs, mortgage assistance and other housing costs.

Minneapolis officials cited their “Mapping Prejudice” project when they eliminated single-family home zoning in 2018 to allow duplexes and triplexes throughout the city. The project’s director, historian Kirsten Delegard, said she started researching covenants in 2016, when 25 percent of Black families owned homes in the Twin Cities compared with almost 80 percent of White families — the widest gap of any major U.S. metropolitan area.

Perspective: ‘Midwest Nice’ hides a history of racial terror and segregation

Single-family zoning was codified in Minneapolis in 1963, the same year the state outlawed racial covenants. The zoning reinforced patterns of segregation by keeping all-White neighborhoods more expensive, Delegard said.

“Understanding what have been pockets of structural privilege really helps planners understand how to be strategic about investments and policy decisions to undo the damage,” she said. “You need truly affordable housing in a variety of neighborhoods, or the patterns you have are going to stay in place.”

A 2019 study of Minneapolis and the surrounding county found that houses that had racial covenants had home values an average 4 percent to 15 percent higher than those that did not.

Historians with the D.C. mapping project say they have found a more complicated legacy, including a link between covenants and gentrification. Some neighborhoods east of Rock Creek Park, such as Petworth and Bloomingdale, had racial covenants. However, they became majority-Black after early 20th century “White flight” to growing — and largely segregated — suburbs, they said.

The majority-Black D.C. neighborhoods then lost government investment in amenities such as parks and attracted fewer home improvement loans, historians said. That lowered property values, leaving the areas ripe for gentrification.

“One thing covenants did was attach greater value to places that were exclusively White while devaluing areas where Black people lived,” said Sarah Shoenfeld of the Mapping Segregation in Washington DC project. “That had a long-term impact.”

Shoenfeld and Cherkasky have been researching the District’s racial covenants since 2014. They have found about 25,000in place before 1948 throughout the city, so far mostly east of Rock Creek Park, where they focused first. They said they are finding many in areas such as Cleveland Park, Palisades and Chevy Chase as they expand their search.

Acting D.C. planning director Anita Cozart said planners have used the racial covenant research as a “framework” for discussing with residents the need for more affordable housing across the city, including in areas long zoned for single-family houses.

How George Floyd’s death fueled a push for more affordable housing in mostly White parts of D.C.

The need for “reparative work” to correct housing inequities underlay planners’ recommendations to add more affordable housing types in the Chevy Chase area of upper Northwest Washington, Cozart said. She said planners also will take the history of racial covenants into account when they consider the future of single-family zoning as part of rewriting the District’s long-term growth plan in 2025.

“When you think about inclusion, you also have to look at exclusion — you have to look back and see who was excluded,” Cozart said. “It helps educate ourselves and others, that this is what’s contributed to what we see today.”

In George Floyd’s Houston, another generation tries to make it out of a housing project

Many historians are reluctant to say how the data should be used beyond raising public awareness, and some are wary of drawing links between racial covenants and current neighborhoodconditions. More research is needed, they say, to parse the lingering effects of covenants from other factors that promoted racial segregation, such as redlining and real estate agents and developers who steered Black home buyers away from majority-White neighborhoods long after 1968.

Many point to still-legal covenants that effectively restrict neighborhoods to residents of certain incomes and, in turn, are less racially diverse by requiring that homes be of a minimum cost or size.

The battle over single-family zoning is also a fight about what to call it

Researchers across the country say the work is slow going, with much of it relying on professors and their students, as well as volunteerhistorians and community members.

In Montgomery, planners said they so far have used limited resources to sample property deeds dating back to when a subdivision was laid out by the developer. If they found a deed with a racial covenant, they labeled the entire subdivision as having them because that was the practice at the time. Historians in other cities say such an approach, while quicker than reviewing every parcel, misses properties where developers, builders or homeowners added covenants after a subdivision was laid out.

Ballo said Montgomery planners will update their map as they broaden their research beyond the Beltway. But they also know it won’t show all the ways Black and Asian residents, Jews and other discriminated groups were long shut out.

“Just because an area isn’t shaded pink” showing it had racial covenants, Ballo said, “doesn’t mean in any way that these neighborhoods were welcoming.”

https://www.washingtonpost.com/transportation/2022/12/17/racial-covenants-mapping/

“What You Missed That Day You Were Absent from Fourth Grade”

’50.

by Brad Aaron Modlin

Mrs. Nelson explained how to stand still and listen
to the wind, how to find meaning in pumping gas,

how peeling potatoes can be a form of prayer. She took
questions on how not to feel lost in the dark

After lunch she distributed worksheets
that covered ways to remember your grandfather’s

voice. Then the class discussed falling asleep
without feeling you had forgotten to do something else—

something important—and how to believe
the house you wake in is your home. This prompted

Mrs. Nelson to draw a chalkboard diagram detailing
how to chant the Psalms during cigarette breaks,

and how not to squirm for sound when your own thoughts
are all you hear; also, that you have enough.

The English lesson was that I am
is a complete sentence.

And just before the afternoon bell, she made the math equation
look easy. The one that proves that hundreds of questions,

and feeling cold, and all those nights spent looking
for whatever it was you lost, and one person

add up to something.

credit: Everyone at This Party Has Two Names by Brad Aaron Modlin. Copyright © 2016