Showing posts with label School in America. Show all posts
Showing posts with label School in America. Show all posts

Sunday, November 27, 2011

Better parents = Better students

How About Better Parents?
By THOMAS L. FRIEDMAN

Published: November 20, 2011

The New York Times LINK


N recent years, we've been treated to reams of op-ed articles about how we need better teachers in our public schools and, if only the teachers' unions would go away, our kids would score like Singapore's on the big international tests. There's no question that a great teacher can make a huge difference in a student's achievement, and we need to recruit, train and reward more such teachers. But here's what some new studies are also showing: We need better parents. Parents more focused on their children's education can also make a huge difference in a student's achievement.

How do we know? Every three years, the Organization for Economic Cooperation and Development, or O.E.C.D., conducts exams as part of the Program for International Student Assessment, or PISA, which tests 15-year-olds in the world's leading industrialized nations on their reading comprehension and ability to use what they've learned in math and science to solve real problems - the most important skills for succeeding in college and life. America's 15-year-olds have not been distinguishing themselves in the PISA exams compared with students in Singapore, Finland and Shanghai.

To better understand why some students thrive taking the PISA tests and others do not, Andreas Schleicher, who oversees the exams for the O.E.C.D., was encouraged by the O.E.C.D. countries to look beyond the classrooms. So starting with four countries in 2006, and then adding 14 more in 2009, the PISA team went to the parents of 5,000 students and interviewed them "about how they raised their kids and then compared that with the test results" for each of those years, Schleicher explained to me. Two weeks ago, the PISA team published the three main findings of its study:

"Fifteen-year-old students whose parents often read books with them during their first year of primary school show markedly higher scores in PISA 2009 than students whose parents read with them infrequently or not at all. The performance advantage among students whose parents read to them in their early school years is evident regardless of the family's socioeconomic background. Parents' engagement with their 15-year-olds is strongly associated with better performance in PISA."

Schleicher explained to me that "just asking your child how was their school day and showing genuine interest in the learning that they are doing can have the same impact as hours of private tutoring. It is something every parent can do, no matter what their education level or social background."

For instance, the PISA study revealed that "students whose parents reported that they had read a book with their child 'every day or almost every day' or 'once or twice a week' during the first year of primary school have markedly higher scores in PISA 2009 than students whose parents reported that they had read a book with their child 'never or almost never' or only 'once or twice a month.' On average, the score difference is 25 points, the equivalent of well over half a school year."

Yes, students from more well-to-do households are more likely to have more involved parents. "However," the PISA team found, "even when comparing students of similar socioeconomic backgrounds, those students whose parents regularly read books to them when they were in the first year of primary school score 14 points higher, on average, than students whose parents did not."

The kind of parental involvement matters, as well. "For example," the PISA study noted, "on average, the score point difference in reading that is associated with parental involvement is largest when parents read a book with their child, when they talk about things they have done during the day, and when they tell stories to their children." The score point difference is smallest when parental involvement takes the form of simply playing with their children.

These PISA findings were echoed in a recent study by the National School Boards Association's Center for Public Education, and written up by the center's director, Patte Barth, in the latest issue of The American School Board Journal.

The study, called "Back to School: How parent involvement affects student achievement," found something "somewhat surprising," wrote Barth: "Parent involvement can take many forms, but only a few of them relate to higher student performance. Of those that work, parental actions that support children's learning at home are most likely to have an impact on academic achievement at school.

"Monitoring homework; making sure children get to school; rewarding their efforts and talking up the idea of going to college. These parent actions are linked to better attendance, grades, test scores, and preparation for college," Barth wrote. "The study found that getting parents involved with their children's learning at home is a more powerful driver of achievement than parents attending P.T.A. and school board meetings, volunteering in classrooms, participating in fund-raising, and showing up at back-to-school nights."

To be sure, there is no substitute for a good teacher. There is nothing more valuable than great classroom instruction. But let's stop putting the whole burden on teachers. We also need better parents. Better parents can make every teacher more effective.

Thursday, October 13, 2011

Ron Clark's Parent Pet Peeves

What teachers really want to tell parents

By Ron Clark, Special to CNN LINK
updated 9:12 AM EST, Tue September 6, 2011

Editor's note: Ron Clark, author of "The End of Molasses Classes: Getting Our Kids Unstuck -- 101 Extraordinary Solutions for Parents and Teachers," has been named "American Teacher of the Year" by Disney and was Oprah Winfrey's pick as her "Phenomenal Man." He founded The Ron Clark Academy, which educators from around the world have visited to learn.


(CNN) -- This summer, I met a principal who was recently named as the administrator of the year in her state. She was loved and adored by all, but she told me she was leaving the profession.

I screamed, "You can't leave us," and she quite bluntly replied, "Look, if I get an offer to lead a school system of orphans, I will be all over it, but I just can't deal with parents anymore; they are killing us."


Unfortunately, this sentiment seems to be becoming more and more prevalent. Today, new teachers remain in our profession an average of just 4.5 years, and many of them list "issues with parents" as one of their reasons for throwing in the towel. Word is spreading, and the more negativity teachers receive from parents, the harder it becomes to recruit the best and the brightest out of colleges.

So, what can we do to stem the tide? What do teachers really need parents to understand?


For starters, we are educators, not nannies. We are educated professionals who work with kids every day and often see your child in a different light than you do. If we give you advice, don't fight it. Take it, and digest it in the same way you would consider advice from a doctor or lawyer. I have become used to some parents who just don't want to hear anything negative about their child, but sometimes if you're willing to take early warning advice to heart, it can help you head off an issue that could become much greater in the future.


Trust us. At times when I tell parents that their child has been a behavior problem, I can almost see the hairs rise on their backs. They are ready to fight and defend their child, and it is exhausting. One of my biggest pet peeves is when I tell a mom something her son did and she turns, looks at him and asks, "Is that true?" Well, of course it's true. I just told you. And please don't ask whether a classmate can confirm what happened or whether another teacher might have been present. It only demeans teachers and weakens the partnership between teacher and parent.


Please quit with all the excuses

And if you really want to help your children be successful, stop making excuses for them. I was talking with a parent and her son about his summer reading assignments. He told me he hadn't started, and I let him know I was extremely disappointed because school starts in two weeks.

His mother chimed in and told me that it had been a horrible summer for them because of family issues they'd been through in July. I said I was so sorry, but I couldn't help but point out that the assignments were given in May. She quickly added that she was allowing her child some "fun time" during the summer before getting back to work in July and that it wasn't his fault the work wasn't complete.


Can you feel my pain?


Some parents will make excuses regardless of the situation, and they are raising children who will grow into adults who turn toward excuses and do not create a strong work ethic. If you don't want your child to end up 25 and jobless, sitting on your couch eating potato chips, then stop making excuses for why they aren't succeeding. Instead, focus on finding solutions.


Parents, be a partner instead of a prosecutor


And parents, you know, it's OK for your child to get in trouble sometimes. It builds character and teaches life lessons. As teachers, we are vexed by those parents who stand in the way of those lessons; we call them helicopter parents because they want to swoop in and save their child every time something goes wrong. If we give a child a 79 on a project, then that is what the child deserves. Don't set up a time to meet with me to negotiate extra credit for an 80. It's a 79, regardless of whether you think it should be a B+.


This one may be hard to accept, but you shouldn't assume that because your child makes straight A's that he/she is getting a good education. The truth is, a lot of times it's the bad teachers who give the easiest grades, because they know by giving good grades everyone will leave them alone. Parents will say, "My child has a great teacher! He made all A's this year!"


Wow. Come on now. In all honesty, it's usually the best teachers who are giving the lowest grades, because they are raising expectations. Yet, when your children receive low scores you want to complain and head to the principal's office.


Please, take a step back and get a good look at the landscape. Before you challenge those low grades you feel the teacher has "given" your child, you might need to realize your child "earned" those grades and that the teacher you are complaining about is actually the one that is providing the best education.

And please, be a partner instead of a prosecutor. I had a child cheat on a test, and his parents threatened to call a lawyer because I was labeling him a criminal. I know that sounds crazy, but principals all across the country are telling me that more and more lawyers are accompanying parents for school meetings dealing with their children.


Teachers walking on eggshells


I feel so sorry for administrators and teachers these days whose hands are completely tied. In many ways, we live in fear of what will happen next. We walk on eggshells in a watered-down education system where teachers lack the courage to be honest and speak their minds. If they make a slight mistake, it can become a major disaster.


My mom just told me a child at a local school wrote on his face with a permanent marker. The teacher tried to get it off with a wash cloth, and it left a red mark on the side of his face. The parent called the media, and the teacher lost her job. My mom, my very own mother, said, "Can you believe that woman did that?"


I felt hit in the gut. I honestly would have probably tried to get the mark off as well. To think that we might lose our jobs over something so minor is scary. Why would anyone want to enter our profession? If our teachers continue to feel threatened and scared, you will rob our schools of our best and handcuff our efforts to recruit tomorrow's outstanding educators.


Finally, deal with negative situations in a professional manner.


If your child said something happened in the classroom that concerns you, ask to meet with the teacher and approach the situation by saying, "I wanted to let you know something my child said took place in your class, because I know that children can exaggerate and that there are always two sides to every story. I was hoping you could shed some light for me." If you aren't happy with the result, then take your concerns to the principal, but above all else, never talk negatively about a teacher in front of your child. If he knows you don't respect her, he won't either, and that will lead to a whole host of new problems.


We know you love your children. We love them, too. We just ask -- and beg of you -- to trust us, support us and work with the system, not against it. We need you to have our backs, and we need you to give us the respect we deserve. Lift us up and make us feel appreciated, and we will work even harder to give your child the best education possible.


That's a teacher's promise, from me to you.

Monday, September 5, 2011

Teacher's Deserve Admiration

September 2, 2011

In Honor of Teachers

Since it’s back-to-school season across the country, I wanted to celebrate a group that is often maligned: teachers. Like so many others, it was a teacher who changed the direction of my life, and to whom I’m forever indebted.

A Phi Delta Kappa/Gallup poll released this week found that 76 percent of Americans believed that high-achieving high school students should later be recruited to become teachers, and 67 percent of respondents said that they would like to have a child of their own take up teaching in the public schools as a career.

But how do we expect to entice the best and brightest to become teachers when we keep tearing the profession down? We take the people who so desperately want to make a difference that they enter a field where they know that they’ll be overworked and underpaid, and we scapegoat them as the cause of a societywide failure.

A March report by the McGraw-Hill Research Foundation and the Organization for Economic Cooperation and Development found that one of the differences between the United States and countries with high-performing school systems was: “The teaching profession in the U.S. does not have the same high status as it once did, nor does it compare with the status teachers enjoy in the world’s best-performing economies.”

The report highlights two examples of this diminished status:

• “According to a 2005 National Education Association report, nearly 50 percent of new teachers leave the profession within their first five years teaching; they cite poor working conditions and low pay as the chief reason.”

• “High school teachers in the U.S. work longer hours (approximately 50 hours, according to the N.E.A.), and yet the U.S. devotes a far lower proportion than the average O.E.C.D. country does to teacher salaries.”

Take Wisconsin, for instance, where a new law stripped teachers of collective bargaining rights and forced them to pay more for benefits. According to documents obtained by The Associated Press, “about twice as many public schoolteachers decided to hang it up in the first half of this year as in each of the past two full years.”

I’m not saying that we shouldn’t seek to reform our education system. We should, and we must. Nor am I saying that all teachers are great teachers. They aren’t. But let’s be honest: No profession is full of peak performers. At least this one is infused with nobility.

And we as parents, and as a society at large, must also acknowledge our shortcomings and the enormous hurdles that teachers must often clear to reach a child. Teachers may be the biggest in-school factor, but there are many out-of-school factors that weigh heavily on performance, like growing child poverty, hunger, homelessness, home and neighborhood instability, adult role-modeling and parental pressure and expectations.

The first teacher to clear those hurdles in my life was Mrs. Thomas.

From the first through third grades, I went to school in a neighboring town because it was the school where my mother got her first teaching job. I was not a great student. I was slipping in and out of depression from a tumultuous family life that included the recent divorce of my parents. I began to grow invisible. My teachers didn’t seem to see me nor I them. (To this day, I can’t remember any of their names.)

My work began to suffer so much that I was temporarily placed in the “slow” class. No one even talked to me about it. They just sent a note. I didn’t believe that I was slow, but I began to live down to their expectations.

When I entered the fourth grade, my mother got a teaching job in our hometown and I came back to my hometown school. I was placed in Mrs. Thomas’s class.

There I was, a little nothing of a boy, lost and slumped, flickering in and out of being.

She was a pint-sized firecracker of a woman, with short curly hair, big round glasses set wider than her face, and a thin slit of a mouth that she kept well-lined with red lipstick.

On the first day of class, she gave us a math quiz. Maybe it was the nervousness of being the “new kid,” but I quickly jotted down the answers and turned in the test — first.

“Whoa! That was quick. Blow, we’re going to call you Speedy Gonzales.” She said it with a broad approving smile, and the kind of eyes that warmed you on the inside.

She put her arm around me and pulled me close while she graded my paper with the other hand. I got a couple wrong, but most of them right.

I couldn’t remember a teacher ever smiling with approval, or putting their hand around me, or praising my performance in any way.

It was the first time that I felt a teacher cared about me, saw me or believed in me. It lit a fire in me. I never got a bad grade again. I figured that Mrs. Thomas would always be able to see me if I always shined. I always wanted to make her as proud of me as she seemed to be that day. And, she always was.

In high school, the district sent a man to test our I.Q.’s. Turns out that not only was I not slow, but mine and another boy’s I.Q. were high enough that they created a gifted-and-talented class just for the two of us with our own teacher who came to our school once a week. I went on to graduate as the valedictorian of my class.

And all of that was because of Mrs. Thomas, the firecracker of a teacher who first saw me and smiled with the smile that warmed me on the inside.

So to all of the Mrs. Thomases out there, all the teachers struggling to reach lost children like I was once, I just want to say thank you. You deserve our admiration, not our contempt.

I invite you to join me on Facebook and follow me on Twitter, or e-mail me at chblow@nytimes.com.

Wednesday, July 6, 2011

More cheating on standardized tests

Dozens of Atlanta educators falsified tests, state report confirms
By the CNN Wire Staff
July 5, 2011
LINK
Atlanta (CNN) -- Dozens of Atlanta public school educators falsified standardized tests or failed to address such misconduct in their schools, Gov. Nathan Deal said Tuesday in unveiling the results of a state investigation that confirmed widespread cheating in the city schools dating as far back as 2001.

Some of the cheating could result in criminal charges, Deal said.

"I think the overall conclusion was that testing and results and targets being reached became more important than actual learning for children," Deal said. "And when reaching targets became the goal, it was a goal that was pursued with no excuses."

Falsifying test results made the schools appear to be performing better than they really were. But in the process, students were deprived of critical remedial education and taxpayers were cheated, as well, Deal said.

Investigators said 178 teachers and principals working at 44 schools were involved. The educators, including 38 principals, were either directly involved in erasing wrong answers on a key standardized test or they knew -- or should have known -- what was going on, according to Deal's office.

Deal's office said 82 of the educators acknowledged involvement, according to the report. Six principals declined to answer investigators' questions and invoked the Fifth Amendment right against self-incrimination, Deal said.

Whether to bring criminal charges will be up to prosecutors, Deal said.

Georgia State School Superintendent Dr. John Barge and Kathleen Mathers, executive director of the governor's Office of Student Achievement, released a joint statement Tuesday condemning "unethical behavior."

"Some educators, including those in leadership positions, chose their own interests over helping students entrusted to their care," the statement said.

"While this story has dominated the headlines over the last couple of years, it is important to remember that the vast majority of the educators in Georgia are ethically sound and work diligently with the best interests of their students in mind."

The investigation's findings have been forwarded to the state teacher licensing board, Deal said. That agency could take disciplinary action against the educators involved.

Atlanta Mayor Kasim Reed, who was briefed on the report, said the investigation "confirms our worst fears."

"There is no doubt that systemic cheating occurred on a widespread basis in the school system," Reed said in a statement. "Further, there is no question that a complete failure of leadership in the Atlanta Public School system hurt thousands of children who were promoted to the next grade without meeting basic academic standards."

The cheating was brought to light after marked improvements in the district's performance on the 2009 statewide Criterion-Referenced Competency test (CRCT) revealed a pattern of incorrect test answers being erased and replaced with correct answers.

Investigators compared the results with test results from other Georgia schools and found that such patterns did not occur normally, Deal said.

That the district's CRCT results fell in 2010 further confirmed the findings, according to the report.

A spokesman for Atlanta Public Schools said district officials would have no immediate comment.

The cheating accompanied a "culture of fear, intimidation and retaliation" within the district, according to a summary of the report released by Deal's office. The report also found a "major failure of leadership" within the district.

Beverly Hall, who was superintendent of the district when the cheating scandal surfaced, has since resigned.

Hall won accolades for the district's apparent successes during her tenure, and she was named superintendent of the year by the American Association of School Administrators in 2009.

Neither Hall nor her attorney, Richard Deane, has seen or been briefed on the report, Deane said Tuesday.

The full text of the report was not released. Deal said it was being withheld pending consultation with the state attorney general's office.

Monday, June 27, 2011

Part-time job, my ass!

Number of the Week: U.S. Teachers' Hours Among World's Longest
By Phil Izzo

JUNE 25, 2011The Wall Street Journal
LINK

Students across the U.S. are enjoying or getting ready for summer vacation, but teachers may be looking forward to the break even more. American teachers are the most productive among major developed countries, according to Organization for Economic Cooperation and Development data from 2008 — the most recent available.


Among 27 member nations tracked by the OECD, U.S. primary-school educators spent 1,097 hours a year teaching despite only spending 36 weeks a year in the classroom — among the lowest among the countries tracked. That was more than 100 hours more than New Zealand, in second place at 985 hours, despite students in that country going to school for 39 weeks. The OECD average is 786 hours.

And that’s just the time teachers spend on instruction. Including hours teachers spend on work at home and outside the classroom, American primary-school educators spend 1,913 working in a year. According to data from the comparable year in a Labor Department survey, an average full-time employee works 1,932 hours a year spread out over 48 weeks (excluding two weeks vacation and federal holidays).

Despite the amount of time that teachers spend working, student achievement in the U.S. remains average in reading and science and slightly below average in math when compared to other nations in a separate OECD report. That remains a concern as education is one of the most important ways a country can foster long-term economic growth.

“Education is a large item of public expenditure in most countries. At the same time, it is also an essential investment for developing the long-run growth potential of countries and for responding to the fundamental changes in technology and demographics that are reshaping labor markets,” the OECD wrote.

Copyright 2008 Dow Jones & Company, Inc. All Rights Reserved

Sunday, June 19, 2011

Education fights cancer

Cancer death rate gap widens based on education

ATLANTA – The gap in cancer death rates between college graduates and those who only went to high school is widening, the American Cancer Society reported Friday.

Among men, the least educated died of cancer at rates more than 2 1/2 times that of men with college degrees, the latest data show. In the early 1990s, they died at two times the rate of most-educated men.

For women, the numbers aren't as complete but suggest a widening gap also. The data, from 2007, compared people between the ages of 25 and 64.

People with college degrees are seeing a significant drop in cancer death rates, while people who have spent less time in school are seeing more modest improvements or sometimes none at all, explained Elizabeth Ward, who oversees research done by the cancer society.

The cancer society estimates there will be nearly 1.6 million new cancer cases in the United States this year, and 571,950 deaths. It also notes that overall cancer death rates have been dropping since the early 1990s, but the decline has been greater for some groups more than others.

Experts believe that the differences have to do with education, how much people earn and where they live, among other factors. Researchers like to use education as a measuring stick because death certificates include that information.

"Just because we're measuring education doesn't mean we think education is the direct reason" for the differences among population groups, Ward said.

That said, the cancer death rate connection to education is striking.

For all types of cancer among men, there were about 56 deaths per 100,000 for those with at least 16 years of education compared to 148 deaths per 100,000 for those with no more than 12 years of school.

For women, the rate was 59 per 100,000 for the most educated, and 119 per 100,000 for the least educated.

The gap was most striking when it comes to lung cancer.

People with a high school education or less died at a rate four to five times higher than those with at least four years of college education, the new report said.

More than a third of premature cancer deaths could have been avoided if everyone had a college degree, cancer society officials estimated.

Studies have suggested that less educated people are more likely to do risky things with their health.

They are more likely to smoke, drink and overeat, leading to obesity. All those things raise the risk for various cancers.

As for survival after diagnosis, the least-educated are often poor people without good health insurance. Studies have found that people with no health insurance are more likely to be diagnosed when their cancer is advanced stage, and they are also less likely to receive standard treatment.

Friday, June 10, 2011

Preschool benefits low-income children

Preschool benefits last into adulthood, study says
Preschool's many benefits last into adulthood, according to study of low-income children

Lindsey Tanner, AP Medical Writer
Friday June 10, 2011 LINK

CHICAGO (AP) -- Preschool has surprisingly enduring benefits lasting well into adulthood, according to one of the biggest, longest follow-up studies of its kind.

Better jobs, less drug abuse and fewer arrests are among advantages found in the study that tracked more than 1,000 low-income, mostly black Chicago kids for up to 25 years.

Michael Washington was one of them. Now a 31-year-old heating and air conditioning contractor, Washington attended a year of preschool at Chicago's intensive Child-Parent Center Education Program when he was 4.

The ongoing publicly funded program focuses on language development, scholastic skills and building self-confidence. It involves one or two years of half-day preschool, and up to four additional years of educational and family services in grade school. Preschool teachers have college degrees and are certified in early childhood education, and parents are encouraged to be involved in the classes.

Washington lived in an impoverished West Side community and has strong memories of preschool field trips to the library, zoo and planetarium where he learned to love science. He says he'll never forget the strong influence of his preschool teachers.

"You expect your mom and dad to care for you. But when a stranger, who has no ties to you whatsoever, takes the time to invest in you, takes the time to listen, that makes you open your eyes bigger," said Washington, now living in Blue Island, Ill. "It was real cool."

Washington got good grades in elementary and high school, and attended two years of college at Chicago State University. Unlike other kids he knew from the neighborhood who didn't attend preschool, he says he never tried drugs and was never arrested.

The study tracked nearly 900 children into adulthood who attended the program in the early 1980s, and compared them to almost 500 low-income Chicago youngsters, most of whom didn't attend preschool.

The results were published Thursday in the online version of the journal Science. They bolster findings from similar, smaller studies and show that high-quality preschool "gives you your biggest bang for the buck," said Dr. Pamela High, chair of an American Academy of Pediatrics committee that deals with early childhood issues. She was not involved in the study.

Though many preschool kids also got extra services in grade school, including intensive reading instruction, the researchers found the most enduring effects, particularly for non-academic success, were due to one or two years of preschool. The authors theorize that those intensive early childhood experiences built intellectual skills, social adjustment and motivation that helped children better navigate their high-risk environments.

To be sure, the challenges facing the children in both groups were still insurmountable to many. As adults, the average annual income for those who went to preschool is less than $12,000 and almost half of them had been arrested as adults. As dismal as those outcomes, the numbers were still better than for the group that didn't attend preschool. And experts not involved in the study called the results impressive.

"To still show really any advantage for such a long period of time is remarkable and noteworthy," said Kyle Snow, director of the National Association for the Education of Young Children's applied research center.

The study's lead researcher, Arthur Reynolds of the University of Minnesota, said the differences between the groups are meaningful and translate to big savings to society for kids who attended preschool.

The average cost per child for 18 months of preschool in 2011 is $9,000, but Reynolds' cost-benefit analysis suggests that leads to at least $90,000 in benefits per child in terms of increased earnings, tax revenue, less criminal behavior, reduced mental health costs and other measures, he said.

"No other social program for children and youth has been shown to have that level of return on investment," he said.

Among the study results:

--80 percent of the preschool group finished high school versus 75 percent of the others;

--Nearly 15 percent of the preschool group attended a four-year college, versus 11 percent of the others;

--28 percent of the preschool group had skilled jobs requiring post-high school training versus 21 percent of the others;

--Average annual adult income for the preschool group was about $11,600 versus $10,800 for the others. The low average incomes include zero earnings for those in prison and close to that for adults who were still in college or studying elsewhere.

--14 percent of the preschool group had abused drugs in adulthood versus 19 percent of the others;

--48 percent of the preschool group had been arrested in adulthood and 15 percent had been incarcerated, versus 54 percent of the others arrested and 21 percent incarcerated.

The results are based on public records, administrative data and interviews with study participants.

A spokeswoman for Chicago's public schools noted that newly elected Mayor Rahm Emanuel committed during his campaign to ensuring that the city's highest-risk kids have access to early childhood programs.

And despite cuts to state early childhood funding, public preschool and kindergarten programs in Chicago have not been slashed for next year, she said.

AP Medical Writer Lindsey Tanner can be reached at http://www.twitter.com/LindseyTanner

Saturday, June 4, 2011

Educational Improvements Often Hollow

Waiting for a School Miracle
By DIANE RAVITCH
Published: June 01, 2011
New York Times LINK

TEN years ago, Congress adopted the No Child Left Behind legislation, mandating that all students must be proficient in reading or mathematics by 2014 or their school would be punished.

Teachers and principals have been fired and schools that were once fixtures in their community have been closed and replaced. In time, many of the new schools will close, too, unless they avoid enrolling low-performing students, like those who don't read English or are homeless or have profound disabilities.

Educators know that 100 percent proficiency is impossible, given the enormous variation among students and the impact of family income on academic performance. Nevertheless, some politicians believe that the right combination of incentives and punishments will produce dramatic improvement. Anyone who objects to this utopian mandate, they maintain, is just making an excuse for low expectations and bad teachers.

To prove that poverty doesn't matter, political leaders point to schools that have achieved stunning results in only a few years despite the poverty around them. But the accounts of miracle schools demand closer scrutiny. Usually, they are the result of statistical legerdemain.

In his State of the Union address in January, President Obama hailed the Bruce Randolph School in Denver, where the first senior class had a graduation rate of 97 percent. At a celebration in February for Teach for America's 20th anniversary, Education Secretary Arne Duncan sang the praises of an all-male, largely black charter school in the Englewood neighborhood of Chicago, Urban Prep Academy, which replaced a high school deemed a failure. And in March, Mr. Obama and Mr. Duncan joined Jeb Bush, the former governor of Florida, to laud the transformation of Miami Central Senior High School.

But the only miracle at these schools was a triumph of public relations.

Mr. Obama's praise for Randolph, which he said had been "one of the worst schools in Colorado," seems misplaced. Noel Hammatt, a former teacher and instructor at Louisiana State University, looked at data from the Web site of the Colorado Department of Education.

True, Randolph (originally a middle school, to which a high school was added) had a high graduation rate, but its ACT scores were far below the state average, indicating that students are not well prepared for college. In its middle school, only 21 percent were proficient or advanced in math, placing Randolph in the fifth percentile in the state (meaning that 95 percent of schools performed better). Only 10 percent met the state science standards. In writing and reading, the school was in the first percentile.

Gary Rubinstein, an education blogger and Teach for America alumnus who has been critical of the program, checked Mr. Duncan's claims about Urban Prep. Of 166 students who entered as ninth graders, only 107 graduated. Astonishingly, the state Web site showed that only 17 percent passed state tests, compared to 64 percent in the low-performing Chicago public school district.

Miami Central had been "reconstituted," meaning that the principal and half the staff members were fired. The president said that "performance has skyrocketed by more than 60 percent in math," and that graduation rates rose to 63 percent, from 36 percent. But in math, it ranks 430th out of 469 high schools in Florida. Only 56 percent of its students meet state math standards, and only 16 percent met state reading standards. The graduation rate rose, but the school still ranks 431st, well below the state median graduation rate of 87 percent. The improvements at Miami Central are too small and too new to conclude that firing principals and teachers works.

To be sure, the hyping of test-score improvements that prove to be fleeting predated the Obama administration.

In 2005, New York's mayor, Michael R. Bloomberg, held a news conference at Public School 33 in the Bronx to celebrate an astonishing 49-point jump in the proportion of fourth grade students there who met state standards in reading. In 2004, only 34 percent reached proficiency, but in 2005, 83 percent did.

It seemed too good to be true - and it was. A year later, the proportion of fourth-graders at P.S. 33 who passed the state reading test dropped by 41 points. By 2010, the passing rate was 37 percent, nearly the same as before 2005.


What is to be learned from these examples of inflated success? The news media and the public should respond with skepticism to any claims of miraculous transformation. The achievement gap between children from different income levels exists before children enter school.

Families are children's most important educators. Our society must invest in parental education, prenatal care and preschool. Of course, schools must improve; every one should have a stable, experienced staff, adequate resources and a balanced curriculum including the arts, foreign languages, history and science.

If every child arrived in school well-nourished, healthy and ready to learn, from a family with a stable home and a steady income, many of our educational problems would be solved. And that would be a miracle.

Diane Ravitch, a research professor of education at New York University, is the author of "The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education."

Thursday, March 31, 2011

Increased HS Graduation for Americans


Years of school completed by persons 25 years old and over:  1940 to 2004

In the 60s, only half of people completed high school. Less than 20% of today's high schoolers fail to graduate.

American Test Scores Up since 1971




LINK

Question:
What are the long-term trends in student achievement in reading and mathematics?

Response:
Long-term trend data have shown improvements in achievement in a number of areas. Reported on a scale of 0 to 500, NAEP long-term trend results in reading are available for 12 assessment years going back to the first in 1971. The average reading score for 9-year-olds was higher in 2008 than in all previous assessment years, increasing 4 points since 2004 and 12 points in comparison to 1971. While the average score for 13-year-olds in 2008 was higher than in both 2004 and 1971, it was not significantly different from the scores in some assessment years in between. The average reading score for 17-year-olds was higher in 2008 than in 2004 but was not significantly different from the score in 1971. White, Black, and Hispanic 9-, 13-, and 17-year-olds all had higher average reading scores in 2008 than they did in the first assessment year (which is 1975 for Hispanic students because separate data for Hispanics were not collected in 1971). In 2008, female students continued to have higher average reading scores than male students at all three ages.

NAEP long-term trend mathematics results, reported on a scale of 0 to 500, are available for 11 assessment years, going back to the first in 1973. Average mathematics scores for 9- and 13-year-olds were higher in 2008 than in all previous assessment years. The average score for 9- year-olds in 2008 was 4 points higher than in 2004 and 24 points higher than in 1973. For 13-year-olds, the average score in 2008 was 3 points higher than in 2004 (based on unrounded scores) and 15 points higher than in 1973. In contrast, the average score for 17-year-olds in 2008 was not significantly different from the scores in 2004 and 1973. White, Black, and Hispanic 9-, 13-, and 17-year-olds all had higher average mathematics scores in 2008 than in 1973. While there was no significant difference between the average mathematics scores of male and female 9-year-olds in 2008, male students did score higher than female students at ages 13 and 17.

SOURCE: U.S. Department of Education, National Center for Education Statistics. (2010). Digest of Education Statistics, 2009 (NCES 2010-013), Chapter 2.

Wednesday, February 16, 2011

Teacher Training Emphasized in Top Countries

Randi Weingarten



Posted: December 20, 2010 02:23 PM LINK

One of the great frustrations with America's public education system is that our success stories are rarely scaled up so that more students can benefit. To our children's detriment, decision-makers are more likely to chase fads, shift course or choose "reforms" lacking evidence of effectiveness than they are to adopt and expand educational approaches that have been proven successful.

Unfortunately, this is true on many levels. Accomplished teachers rarely have opportunities to share their craft with colleagues or to mentor new teachers. The "secrets" of successful schools too often remain a mystery, even to schools close by. And rather than replicate the practices of high-performing school districts for the benefit of far more students, many superintendents seem intent upon putting their own imprint on a school system -- evidence be damned.

The results of an international assessment released earlier this month show the consequences of America's failure to build on what works in education. American students ranked in the middle of countries participating in the Program for International Student Assessment, or PISA. Underlying the results are the stark differences between practices in the top-performing countries and the prevailing approaches to education in the United States.

President Obama has said the countries that out-educate us today will out-compete us tomorrow. Unfortunately for U.S. children, the top-down, test-driven, evidence-free approach to education that dominated this past decade has failed to put the United States on the path that high-achieving nations have followed.

Simply put, the highest-achieving countries in the world out-prepare, out-invest, out-respect and, as a result, outperform the United States.

The top-performing countries on PISA -- Finland, Singapore and South Korea -- place a heavy emphasis on teacher preparation, mentoring and collaboration. They de-emphasize standardized tests, and each has a well-rounded curriculum that teachers can tailor. In Finland, which I recently visited, teacher training is demanding, rigorous and extensive -- with ample clinical experience. Teachers in these countries are esteemed, and are expected to make teaching their profession, and they're virtually 100 percent unionized.

Contrast this with the United States, where teacher preparation too often is insufficient for the complexity and importance of this work. Teachers frequently are assigned a classroom and left to sink or swim. High rates of turnover are expected and even built into the system. Indeed, half of all teachers leave within their first five years. This constant churning costs American school systems $7 billion each year. The cost to American students is incalculable.

The top-performing countries provide a more equitable education for all students and offset the effects of poverty through wraparound services that support students and their families. South Korea provides increased pay, smaller class sizes and more time for collaboration for teachers working in hard-to-staff schools.

Shanghai, which outranked all its competitors, emphasizes support for struggling teachers and schools. As the New York Times reported, "When a school is in trouble in Shanghai, authorities pair it with a high-performing school. The teachers and leaders of the strong school help those in the weak school until it improves. The authorities send whatever support is needed to help those who are struggling." The United States, in contrast, too often substitutes last-resort measures such as school closings and mass teacher firings for this thoughtful approach proven effective by the world's education leader.

High-achieving countries treat teachers as professionals, and responsibility for student outcomes is shared. School systems work with teachers and their unions, and parents and students are engaged and responsible, as well. Compare this with what happens in the United States, where teachers are routinely asked to accept policies made without their input, and then blamed when the policies fail. And often teachers are held solely accountable for student achievement, rather than the mutual responsibility approach that has proven so successful in many other countries.

Educating all our students at high levels is not easy, but our international neighbors show that it can be done. We must study and replicate the best practices, both here and abroad, for the benefit of our kids, and our competitiveness.

Tuesday, January 25, 2011

State of the Union 2011

The White House

Office of the Press Secretary

Remarks of President Barack Obama in State of the Union Address

State of the Union Address, Washington, DC

Mr. Speaker, Mr. Vice President, Members of Congress, distinguished guests, and fellow Americans:

Tonight I want to begin by congratulating the men and women of the 112th Congress, as well as your new Speaker, John Boehner. And as we mark this occasion, we are also mindful of the empty chair in this Chamber, and pray for the health of our colleague – and our friend – Gabby Giffords.

It’s no secret that those of us here tonight have had our differences over the last two years. The debates have been contentious; we have fought fiercely for our beliefs. And that’s a good thing. That’s what a robust democracy demands. That’s what helps set us apart as a nation.

But there’s a reason the tragedy in Tucson gave us pause. Amid all the noise and passions and rancor of our public debate, Tucson reminded us that no matter who we are or where we come from, each of us is a part of something greater – something more consequential than party or political preference.

We are part of the American family. We believe that in a country where every race and faith and point of view can be found, we are still bound together as one people; that we share common hopes and a common creed; that the dreams of a little girl in Tucson are not so different than those of our own children, and that they all deserve the chance to be fulfilled.

That, too, is what sets us apart as a nation.

Now, by itself, this simple recognition won’t usher in a new era of cooperation. What comes of this moment is up to us. What comes of this moment will be determined not by whether we can sit together tonight, but whether we can work together tomorrow.

I believe we can. I believe we must. That’s what the people who sent us here expect of us. With their votes, they’ve determined that governing will now be a shared responsibility between parties. New laws will only pass with support from Democrats and Republicans. We will move forward together, or not at all – for the challenges we face are bigger than party, and bigger than politics.

At stake right now is not who wins the next election – after all, we just had an election. At stake is whether new jobs and industries take root in this country, or somewhere else. It’s whether the hard work and industry of our people is rewarded. It’s whether we sustain the leadership that has made America not just a place on a map, but a light to the world.

We are poised for progress. Two years after the worst recession most of us have ever known, the stock market has come roaring back. Corporate profits are up. The economy is growing again.

But we have never measured progress by these yardsticks alone. We measure progress by the success of our people. By the jobs they can find and the quality of life those jobs offer. By the prospects of a small business owner who dreams of turning a good idea into a thriving enterprise. By the opportunities for a better life that we pass on to our children.

That’s the project the American people want us to work on. Together.

We did that in December. Thanks to the tax cuts we passed, Americans’ paychecks are a little bigger today. Every business can write off the full cost of the new investments they make this year. These steps, taken by Democrats and Republicans, will grow the economy and add to the more than one million private sector jobs created last year.

But we have more work to do. The steps we’ve taken over the last two years may have broken the back of this recession – but to win the future, we’ll need to take on challenges that have been decades in the making.

Many people watching tonight can probably remember a time when finding a good job meant showing up at a nearby factory or a business downtown. You didn’t always need a degree, and your competition was pretty much limited to your neighbors. If you worked hard, chances are you’d have a job for life, with a decent paycheck, good benefits, and the occasional promotion. Maybe you’d even have the pride of seeing your kids work at the same company.

That world has changed. And for many, the change has been painful. I’ve seen it in the shuttered windows of once booming factories, and the vacant storefronts of once busy Main Streets. I’ve heard it in the frustrations of Americans who’ve seen their paychecks dwindle or their jobs disappear – proud men and women who feel like the rules have been changed in the middle of the game.

They’re right. The rules have changed. In a single generation, revolutions in technology have transformed the way we live, work and do business. Steel mills that once needed 1,000 workers can now do the same work with 100. Today, just about any company can set up shop, hire workers, and sell their products wherever there’s an internet connection.

Meanwhile, nations like China and India realized that with some changes of their own, they could compete in this new world. And so they started educating their children earlier and longer, with greater emphasis on math and science. They’re investing in research and new technologies. Just recently, China became home to the world’s largest private solar research facility, and the world’s fastest computer.

So yes, the world has changed. The competition for jobs is real. But this shouldn’t discourage us. It should challenge us. Remember – for all the hits we’ve taken these last few years, for all the naysayers predicting our decline, America still has the largest, most prosperous economy in the world. No workers are more productive than ours. No country has more successful companies, or grants more patents to inventors and entrepreneurs. We are home to the world’s best colleges and universities, where more students come to study than any other place on Earth.

What’s more, we are the first nation to be founded for the sake of an idea – the idea that each of us deserves the chance to shape our own destiny. That is why centuries of pioneers and immigrants have risked everything to come here. It’s why our students don’t just memorize equations, but answer questions like “What do you think of that idea? What would you change about the world? What do you want to be when you grow up?”

The future is ours to win. But to get there, we can’t just stand still. As Robert Kennedy told us, “The future is not a gift. It is an achievement.” Sustaining the American Dream has never been about standing pat. It has required each generation to sacrifice, and struggle, and meet the demands of a new age.

Now it’s our turn. We know what it takes to compete for the jobs and industries of our time. We need to out-innovate, out-educate, and out-build the rest of the world. We have to make America the best place on Earth to do business. We need to take responsibility for our deficit, and reform our government. That’s how our people will prosper. That’s how we’ll win the future. And tonight, I’d like to talk about how we get there.

The first step in winning the future is encouraging American innovation.

None of us can predict with certainty what the next big industry will be, or where the new jobs will come from. Thirty years ago, we couldn’t know that something called the Internet would lead to an economic revolution. What we can do – what America does better than anyone – is spark the creativity and imagination of our people. We are the nation that put cars in driveways and computers in offices; the nation of Edison and the Wright brothers; of Google and Facebook. In America, innovation doesn’t just change our lives. It’s how we make a living.

Our free enterprise system is what drives innovation. But because it’s not always profitable for companies to invest in basic research, throughout history our government has provided cutting-edge scientists and inventors with the support that they need. That’s what planted the seeds for the Internet. That’s what helped make possible things like computer chips and GPS.

Just think of all the good jobs – from manufacturing to retail – that have come from those breakthroughs.

Half a century ago, when the Soviets beat us into space with the launch of a satellite called Sputnik¸ we had no idea how we’d beat them to the moon. The science wasn’t there yet. NASA didn’t even exist. But after investing in better research and education, we didn’t just surpass the Soviets; we unleashed a wave of innovation that created new industries and millions of new jobs.

This is our generation’s Sputnik moment. Two years ago, I said that we needed to reach a level of research and development we haven’t seen since the height of the Space Race. In a few weeks, I will be sending a budget to Congress that helps us meet that goal. We’ll invest in biomedical research, information technology, and especially clean energy technology – an investment that will strengthen our security, protect our planet, and create countless new jobs for our people.

Already, we are seeing the promise of renewable energy. Robert and Gary Allen are brothers who run a small Michigan roofing company. After September 11th, they volunteered their best roofers to help repair the Pentagon. But half of their factory went unused, and the recession hit them hard.

Today, with the help of a government loan, that empty space is being used to manufacture solar shingles that are being sold all across the country. In Robert’s words, “We reinvented ourselves.”

That’s what Americans have done for over two hundred years: reinvented ourselves. And to spur on more success stories like the Allen Brothers, we’ve begun to reinvent our energy policy. We’re not just handing out money. We’re issuing a challenge. We’re telling America’s scientists and engineers that if they assemble teams of the best minds in their fields, and focus on the hardest problems in clean energy, we’ll fund the Apollo Projects of our time.

At the California Institute of Technology, they’re developing a way to turn sunlight and water into fuel for our cars. At Oak Ridge National Laboratory, they’re using supercomputers to get a lot more power out of our nuclear facilities. With more research and incentives, we can break our dependence on oil with biofuels, and become the first country to have 1 million electric vehicles on the road by 2015.

We need to get behind this innovation. And to help pay for it, I’m asking Congress to eliminate the billions in taxpayer dollars we currently give to oil companies. I don’t know if you’ve noticed, but they’re doing just fine on their own. So instead of subsidizing yesterday’s energy, let’s invest in tomorrow’s.

Now, clean energy breakthroughs will only translate into clean energy jobs if businesses know there will be a market for what they’re selling. So tonight, I challenge you to join me in setting a new goal: by 2035, 80% of America’s electricity will come from clean energy sources. Some folks want wind and solar. Others want nuclear, clean coal, and natural gas. To meet this goal, we will need them all – and I urge Democrats and Republicans to work together to make it happen.

Maintaining our leadership in research and technology is crucial to America’s success. But if we want to win the future – if we want innovation to produce jobs in America and not overseas – then we also have to win the race to educate our kids.

Think about it. Over the next ten years, nearly half of all new jobs will require education that goes beyond a high school degree. And yet, as many as a quarter of our students aren’t even finishing high school. The quality of our math and science education lags behind many other nations. America has fallen to 9th in the proportion of young people with a college degree. And so the question is whether all of us – as citizens, and as parents – are willing to do what’s necessary to give every child a chance to succeed.

That responsibility begins not in our classrooms, but in our homes and communities. It’s family that first instills the love of learning in a child. Only parents can make sure the TV is turned off and homework gets done. We need to teach our kids that it’s not just the winner of the Super Bowl who deserves to be celebrated, but the winner of the science fair; that success is not a function of fame or PR, but of hard work and discipline.

Our schools share this responsibility. When a child walks into a classroom, it should be a place of high expectations and high performance. But too many schools don’t meet this test. That’s why instead of just pouring money into a system that’s not working, we launched a competition called Race to the Top. To all fifty states, we said, “If you show us the most innovative plans to improve teacher quality and student achievement, we’ll show you the money.”

Race to the Top is the most meaningful reform of our public schools in a generation. For less than one percent of what we spend on education each year, it has led over 40 states to raise their standards for teaching and learning. These standards were developed, not by Washington, but by Republican and Democratic governors throughout the country. And Race to the Top should be the approach we follow this year as we replace No Child Left Behind with a law that is more flexible and focused on what’s best for our kids.

You see, we know what’s possible for our children when reform isn’t just a top-down mandate, but the work of local teachers and principals; school boards and communities.

Take a school like Bruce Randolph in Denver. Three years ago, it was rated one of the worst schools in Colorado; located on turf between two rival gangs. But last May, 97% of the seniors received their diploma. Most will be the first in their family to go to college. And after the first year of the school’s transformation, the principal who made it possible wiped away tears when a student said “Thank you, Mrs. Waters, for showing… that we are smart and we can make it.”

Let’s also remember that after parents, the biggest impact on a child’s success comes from the man or woman at the front of the classroom. In South Korea, teachers are known as “nation builders.” Here in America, it’s time we treated the people who educate our children with the same level of respect. We want to reward good teachers and stop making excuses for bad ones. And over the next ten years, with so many Baby Boomers retiring from our classrooms, we want to prepare 100,000 new teachers in the fields of science, technology, engineering, and math.

In fact, to every young person listening tonight who’s contemplating their career choice: If you want to make a difference in the life of our nation; if you want to make a difference in the life of a child – become a teacher. Your country needs you.

Of course, the education race doesn’t end with a high school diploma. To compete, higher education must be within reach of every American. That’s why we’ve ended the unwarranted taxpayer subsidies that went to banks, and used the savings to make college affordable for millions of students. And this year, I ask Congress to go further, and make permanent our tuition tax credit – worth $10,000 for four years of college.

Because people need to be able to train for new jobs and careers in today’s fast-changing economy, we are also revitalizing America’s community colleges. Last month, I saw the promise of these schools at Forsyth Tech in North Carolina. Many of the students there used to work in the surrounding factories that have since left town. One mother of two, a woman named Kathy Proctor, had worked in the furniture industry since she was 18 years old. And she told me she’s earning her degree in biotechnology now, at 55 years old, not just because the furniture jobs are gone, but because she wants to inspire her children to pursue their dreams too. As Kathy said, “I hope it tells them to never give up.”

If we take these steps – if we raise expectations for every child, and give them the best possible chance at an education, from the day they’re born until the last job they take – we will reach the goal I set two years ago: by the end of the decade, America will once again have the highest proportion of college graduates in the world.

One last point about education. Today, there are hundreds of thousands of students excelling in our schools who are not American citizens. Some are the children of undocumented workers, who had nothing to do with the actions of their parents. They grew up as Americans and pledge allegiance to our flag, and yet live every day with the threat of deportation. Others come here from abroad to study in our colleges and universities. But as soon as they obtain advanced degrees, we send them back home to compete against us. It makes no sense.

Now, I strongly believe that we should take on, once and for all, the issue of illegal immigration. I am prepared to work with Republicans and Democrats to protect our borders, enforce our laws and address the millions of undocumented workers who are now living in the shadows. I know that debate will be difficult and take time. But tonight, let’s agree to make that effort. And let’s stop expelling talented, responsible young people who can staff our research labs, start new businesses, and further enrich this nation.

The third step in winning the future is rebuilding America. To attract new businesses to our shores, we need the fastest, most reliable ways to move people, goods, and information – from high-speed rail to high-speed internet.

Our infrastructure used to be the best – but our lead has slipped. South Korean homes now have greater internet access than we do. Countries in Europe and Russia invest more in their roads and railways than we do. China is building faster trains and newer airports. Meanwhile, when our own engineers graded our nation’s infrastructure, they gave us a “D.”

We have to do better. America is the nation that built the transcontinental railroad, brought electricity to rural communities, and constructed the interstate highway system. The jobs created by these projects didn’t just come from laying down tracks or pavement. They came from businesses that opened near a town’s new train station or the new off-ramp.

Over the last two years, we have begun rebuilding for the 21st century, a project that has meant thousands of good jobs for the hard-hit construction industry. Tonight, I’m proposing that we redouble these efforts.

We will put more Americans to work repairing crumbling roads and bridges. We will make sure this is fully paid for, attract private investment, and pick projects based on what’s best for the economy, not politicians.

Within 25 years, our goal is to give 80% of Americans access to high-speed rail, which could allow you go places in half the time it takes to travel by car. For some trips, it will be faster than flying – without the pat-down. As we speak, routes in California and the Midwest are already underway.

Within the next five years, we will make it possible for business to deploy the next generation of high-speed wireless coverage to 98% of all Americans. This isn’t just about a faster internet and fewer dropped calls. It’s about connecting every part of America to the digital age. It’s about a rural community in Iowa or Alabama where farmers and small business owners will be able to sell their products all over the world. It’s about a firefighter who can download the design of a burning building onto a handheld device; a student who can take classes with a digital textbook; or a patient who can have face-to-face video chats with her doctor.

All these investments – in innovation, education, and infrastructure – will make America a better place to do business and create jobs. But to help our companies compete, we also have to knock down barriers that stand in the way of their success.

Over the years, a parade of lobbyists has rigged the tax code to benefit particular companies and industries. Those with accountants or lawyers to work the system can end up paying no taxes at all. But all the rest are hit with one of the highest corporate tax rates in the world. It makes no sense, and it has to change.

So tonight, I’m asking Democrats and Republicans to simplify the system. Get rid of the loopholes. Level the playing field. And use the savings to lower the corporate tax rate for the first time in 25 years – without adding to our deficit.

To help businesses sell more products abroad, we set a goal of doubling our exports by 2014 – because the more we export, the more jobs we create at home. Already, our exports are up. Recently, we signed agreements with India and China that will support more than 250,000 jobs in the United States. And last month, we finalized a trade agreement with South Korea that will support at least 70,000 American jobs. This agreement has unprecedented support from business and labor; Democrats and Republicans, and I ask this Congress to pass it as soon as possible.

Before I took office, I made it clear that we would enforce our trade agreements, and that I would only sign deals that keep faith with American workers, and promote American jobs. That’s what we did with Korea, and that’s what I intend to do as we pursue agreements with Panama and Colombia, and continue our Asia Pacific and global trade talks.

To reduce barriers to growth and investment, I’ve ordered a review of government regulations. When we find rules that put an unnecessary burden on businesses, we will fix them. But I will not hesitate to create or enforce commonsense safeguards to protect the American people. That’s what we’ve done in this country for more than a century. It’s why our food is safe to eat, our water is safe to drink, and our air is safe to breathe. It’s why we have speed limits and child labor laws. It’s why last year, we put in place consumer protections against hidden fees and penalties by credit card companies, and new rules to prevent another financial crisis. And it’s why we passed reform that finally prevents the health insurance industry from exploiting patients.

Now, I’ve heard rumors that a few of you have some concerns about the new health care law. So let me be the first to say that anything can be improved. If you have ideas about how to improve this law by making care better or more affordable, I am eager to work with you. We can start right now by correcting a flaw in the legislation that has placed an unnecessary bookkeeping burden on small businesses.

What I’m not willing to do is go back to the days when insurance companies could deny someone coverage because of a pre-existing condition. I’m not willing to tell James Howard, a brain cancer patient from Texas, that his treatment might not be covered. I’m not willing to tell Jim Houser, a small business owner from Oregon, that he has to go back to paying $5,000 more to cover his employees. As we speak, this law is making prescription drugs cheaper for seniors and giving uninsured students a chance to stay on their parents’ coverage. So instead of re-fighting the battles of the last two years, let’s fix what needs fixing and move forward.

Now, the final step – a critical step – in winning the future is to make sure we aren’t buried under a mountain of debt.

We are living with a legacy of deficit-spending that began almost a decade ago. And in the wake of the financial crisis, some of that was necessary to keep credit flowing, save jobs, and put money in people’s pockets.

But now that the worst of the recession is over, we have to confront the fact that our government spends more than it takes in. That is not sustainable. Every day, families sacrifice to live within their means. They deserve a government that does the same.

So tonight, I am proposing that starting this year, we freeze annual domestic spending for the next five years. This would reduce the deficit by more than $400 billion over the next decade, and will bring discretionary spending to the lowest share of our economy since Dwight Eisenhower was president.

This freeze will require painful cuts. Already, we have frozen the salaries of hardworking federal employees for the next two years. I’ve proposed cuts to things I care deeply about, like community action programs. The Secretary of Defense has also agreed to cut tens of billions of dollars in spending that he and his generals believe our military can do without.

I recognize that some in this Chamber have already proposed deeper cuts, and I’m willing to eliminate whatever we can honestly afford to do without. But let’s make sure that we’re not doing it on the backs of our most vulnerable citizens. And let’s make sure what we’re cutting is really excess weight. Cutting the deficit by gutting our investments in innovation and education is like lightening an overloaded airplane by removing its engine. It may feel like you’re flying high at first, but it won’t take long before you’ll feel the impact.

Now, most of the cuts and savings I’ve proposed only address annual domestic spending, which represents a little more than 12% of our budget. To make further progress, we have to stop pretending that cutting this kind of spending alone will be enough. It won’t.

The bipartisan Fiscal Commission I created last year made this crystal clear. I don’t agree with all their proposals, but they made important progress. And their conclusion is that the only way to tackle our deficit is to cut excessive spending wherever we find it – in domestic spending, defense spending, health care spending, and spending through tax breaks and loopholes.

This means further reducing health care costs, including programs like Medicare and Medicaid, which are the single biggest contributor to our long-term deficit. Health insurance reform will slow these rising costs, which is part of why nonpartisan economists have said that repealing the health care law would add a quarter of a trillion dollars to our deficit. Still, I’m willing to look at other ideas to bring down costs, including one that Republicans suggested last year: medical malpractice reform to rein in frivolous lawsuits.

To put us on solid ground, we should also find a bipartisan solution to strengthen Social Security for future generations. And we must do it without putting at risk current retirees, the most vulnerable, or people with disabilities; without slashing benefits for future generations; and without subjecting Americans’ guaranteed retirement income to the whims of the stock market.

And if we truly care about our deficit, we simply cannot afford a permanent extension of the tax cuts for the wealthiest 2% of Americans. Before we take money away from our schools, or scholarships away from our students, we should ask millionaires to give up their tax break.

It’s not a matter of punishing their success. It’s about promoting America’s success.

In fact, the best thing we could do on taxes for all Americans is to simplify the individual tax code. This will be a tough job, but members of both parties have expressed interest in doing this, and I am prepared to join them.

So now is the time to act. Now is the time for both sides and both houses of Congress – Democrats and Republicans – to forge a principled compromise that gets the job done. If we make the hard choices now to rein in our deficits, we can make the investments we need to win the future.

Let me take this one step further. We shouldn’t just give our people a government that’s more affordable. We should give them a government that’s more competent and efficient. We cannot win the future with a government of the past.

We live and do business in the information age, but the last major reorganization of the government happened in the age of black and white TV. There are twelve different agencies that deal with exports. There are at least five different entities that deal with housing policy. Then there’s my favorite example: the Interior Department is in charge of salmon while they’re in fresh water, but the Commerce Department handles them in when they’re in saltwater. And I hear it gets even more complicated once they’re smoked.

Now, we have made great strides over the last two years in using technology and getting rid of waste. Veterans can now download their electronic medical records with a click of the mouse. We’re selling acres of federal office space that hasn’t been used in years, and we will cut through red tape to get rid of more. But we need to think bigger. In the coming months, my administration will develop a proposal to merge, consolidate, and reorganize the federal government in a way that best serves the goal of a more competitive America. I will submit that proposal to Congress for a vote – and we will push to get it passed.

In the coming year, we will also work to rebuild people’s faith in the institution of government. Because you deserve to know exactly how and where your tax dollars are being spent, you will be able to go to a website and get that information for the very first time in history. Because you deserve to know when your elected officials are meeting with lobbyists, I ask Congress to do what the White House has already done: put that information online. And because the American people deserve to know that special interests aren’t larding up legislation with pet projects, both parties in Congress should know this: if a bill comes to my desk with earmarks inside, I will veto it.

A 21st century government that’s open and competent. A government that lives within its means. An economy that’s driven by new skills and ideas. Our success in this new and changing world will require reform, responsibility, and innovation. It will also require us to approach that world with a new level of engagement in our foreign affairs.

Just as jobs and businesses can now race across borders, so can new threats and new challenges. No single wall separates East and West; no one rival superpower is aligned against us.

And so we must defeat determined enemies wherever they are, and build coalitions that cut across lines of region and race and religion. America’s moral example must always shine for all who yearn for freedom, justice, and dignity. And because we have begun this work, tonight we can say that American leadership has been renewed and America’s standing has been restored.

Look to Iraq, where nearly 100,000 of our brave men and women have left with their heads held high; where American combat patrols have ended; violence has come down; and a new government has been formed. This year, our civilians will forge a lasting partnership with the Iraqi people, while we finish the job of bringing our troops out of Iraq. America’s commitment has been kept; the Iraq War is coming to an end.

Of course, as we speak, al Qaeda and their affiliates continue to plan attacks against us. Thanks to our intelligence and law enforcement professionals, we are disrupting plots and securing our cities and skies. And as extremists try to inspire acts of violence within our borders, we are responding with the strength of our communities, with respect for the rule of law, and with the conviction that American Muslims are a part of our American family.

We have also taken the fight to al Qaeda and their allies abroad. In Afghanistan, our troops have taken Taliban strongholds and trained Afghan Security Forces. Our purpose is clear – by preventing the Taliban from reestablishing a stranglehold over the Afghan people, we will deny al Qaeda the safe-haven that served as a launching pad for 9/11.

Thanks to our heroic troops and civilians, fewer Afghans are under the control of the insurgency. There will be tough fighting ahead, and the Afghan government will need to deliver better governance. But we are strengthening the capacity of the Afghan people and building an enduring partnership with them. This year, we will work with nearly 50 countries to begin a transition to an Afghan lead. And this July, we will begin to bring our troops home.

In Pakistan, al Qaeda’s leadership is under more pressure than at any point since 2001. Their leaders and operatives are being removed from the battlefield. Their safe-havens are shrinking. And we have sent a message from the Afghan border to the Arabian Peninsula to all parts of the globe: we will not relent, we will not waver, and we will defeat you.

American leadership can also be seen in the effort to secure the worst weapons of war. Because Republicans and Democrats approved the New START Treaty, far fewer nuclear weapons and launchers will be deployed. Because we rallied the world, nuclear materials are being locked down on every continent so they never fall into the hands of terrorists.

Because of a diplomatic effort to insist that Iran meet its obligations, the Iranian government now faces tougher and tighter sanctions than ever before. And on the Korean peninsula, we stand with our ally South Korea, and insist that North Korea keeps its commitment to abandon nuclear weapons.

This is just a part of how we are shaping a world that favors peace and prosperity. With our European allies, we revitalized NATO, and increased our cooperation on everything from counter-terrorism to missile defense. We have reset our relationship with Russia, strengthened Asian alliances, and built new partnerships with nations like India. This March, I will travel to Brazil, Chile, and El Salvador to forge new alliances for progress in the Americas. Around the globe, we are standing with those who take responsibility – helping farmers grow more food; supporting doctors who care for the sick; and combating the corruption that can rot a society and rob people of opportunity.

Recent events have shown us that what sets us apart must not just be our power – it must be the purpose behind it. In South Sudan – with our assistance – the people were finally able to vote for independence after years of war. Thousands lined up before dawn. People danced in the streets. One man who lost four of his brothers at war summed up the scene around him: “This was a battlefield for most of my life. Now we want to be free.”

We saw that same desire to be free in Tunisia, where the will of the people proved more powerful than the writ of a dictator. And tonight, let us be clear: the United States of America stands with the people of Tunisia, and supports the democratic aspirations of all people.

We must never forget that the things we’ve struggled for, and fought for, live in the hearts of people everywhere. And we must always remember that the Americans who have borne the greatest burden in this struggle are the men and women who serve our country.

Tonight, let us speak with one voice in reaffirming that our nation is united in support of our troops and their families. Let us serve them as well as they have served us – by giving them the equipment they need; by providing them with the care and benefits they have earned; and by enlisting our veterans in the great task of building our own nation.

Our troops come from every corner of this country – they are black, white, Latino, Asian and Native American. They are Christian and Hindu, Jewish and Muslim. And, yes, we know that some of them are gay. Starting this year, no American will be forbidden from serving the country they love because of who they love. And with that change, I call on all of our college campuses to open their doors to our military recruiters and the ROTC. It is time to leave behind the divisive battles of the past. It is time to move forward as one nation.

We should have no illusions about the work ahead of us. Reforming our schools; changing the way we use energy; reducing our deficit – none of this is easy. All of it will take time. And it will be harder because we will argue about everything. The cost. The details. The letter of every law.

Of course, some countries don’t have this problem. If the central government wants a railroad, they get a railroad – no matter how many homes are bulldozed. If they don’t want a bad story in the newspaper, it doesn’t get written.

And yet, as contentious and frustrating and messy as our democracy can sometimes be, I know there isn’t a person here who would trade places with any other nation on Earth.

We may have differences in policy, but we all believe in the rights enshrined in our Constitution. We may have different opinions, but we believe in the same promise that says this is a place where you can make it if you try. We may have different backgrounds, but we believe in the same dream that says this is a country where anything’s possible. No matter who you are. No matter where you come from.

That dream is why I can stand here before you tonight. That dream is why a working class kid from Scranton can stand behind me. That dream is why someone who began by sweeping the floors of his father’s Cincinnati bar can preside as Speaker of the House in the greatest nation on Earth.

That dream – that American Dream – is what drove the Allen Brothers to reinvent their roofing company for a new era. It’s what drove those students at Forsyth Tech to learn a new skill and work towards the future. And that dream is the story of a small business owner named Brandon Fisher.

Brandon started a company in Berlin, Pennsylvania that specializes in a new kind of drilling technology. One day last summer, he saw the news that halfway across the world, 33 men were trapped in a Chilean mine, and no one knew how to save them.

But Brandon thought his company could help. And so he designed a rescue that would come to be known as Plan B. His employees worked around the clock to manufacture the necessary drilling equipment. And Brandon left for Chile.

Along with others, he began drilling a 2,000 foot hole into the ground, working three or four days at a time with no sleep. Thirty-seven days later, Plan B succeeded, and the miners were rescued. But because he didn’t want all of the attention, Brandon wasn’t there when the miners emerged. He had already gone home, back to work on his next project.

Later, one of his employees said of the rescue, “We proved that Center Rock is a little company, but we do big things.”

We do big things.

From the earliest days of our founding, America has been the story of ordinary people who dare to dream. That’s how we win the future.

We are a nation that says, “I might not have a lot of money, but I have this great idea for a new company. I might not come from a family of college graduates, but I will be the first to get my degree. I might not know those people in trouble, but I think I can help them, and I need to try. I’m not sure how we’ll reach that better place beyond the horizon, but I know we’ll get there. I know we will.”

We do big things.

The idea of America endures. Our destiny remains our choice. And tonight, more than two centuries later, it is because of our people that our future is hopeful, our journey goes forward, and the state of our union is strong.

Thank you, God Bless You, and may God Bless the United States of America.