President Trump didn’t say much about schools today in his Inauguration Speech, but the little he did say was inaccurate, bombastic, and pretty insulting to a lot of us. That particular section is highlighted at the top of this post.
Trump defenders have begun sharing this chart, which education researchers have been dismissing for a long time as one of the worst and most inaccurate they have seen. You can read more about it at my previous post, Education Research & “The Graph That Will Never Die.”
They’ve just unveiled what they call the “Common Good Forecaster” “that lets you explore the impact of increased educational attainment on 10 indicators by county, by state, or nationwide.”
They go on to say:
How do education levels affect your community? Education is linked to more than higher incomes and employment rates: better educational attainment is associated with reduced crime rates and less incarceration, higher life expectancies, less obesity, and increased civic engagement. By adjusting adult (25+) education levels, users can see the potential effects on a range of economic, political, and social variables and better understand how investing in education can improve outcomes not only for individuals but for society as a whole.
You can see a screenshot of the page on our county, Sacramento. They have a big report citing their data and methodology.
I don’t feel I’m qualified to judge its accuracy, but their past reports have seemed pretty impressive.
A short, sweet and accurate summary of what happened can be found in Dana Goldstein’s Slate report, The Real Betsy DeVos. Its subtitle is “Donald Trump’s pick for secretary of education tried to sound like a moderate—and revealed that she’s either underprepared or a zealot.”
Now, the organization Deans For Impact has worked with Professor Ericsson and others to create a short and accessible report offering specific ways deliberate practice can be used by teacher prep programs.
I think it has a lot of good ideas, though I think at times it doesn’t portray a realistic picture of the time a cooperating teacher has to spend with his/her student teacher (I’m certainly never going to be able to videotape my student teacher several times and then sit down to review each one with her). I also wish it included more explicit discussion of the role of reflection in the deliberate practice.
However, nothing is perfect, and it’s great to see a clear illustration of how to apply deliberate practice in an academic context.