Well, school’s about to start and I’m two thirds of a way through a piece that I probably won’t finish for a while, and I’ve decided I need something longer than Twitter but shorter than the usual me to send out when people are being annoying.
So let’s call this the reverse drinking game post. Every time someone doesn’t mention cognitive ability while discussing student outcomes, go grab a beer.
So for example, Michael Petrilli writes about the problem of proficiency:
Proficiency rates are terrible measures of school effectiveness. As any graduate student will tell you, those rates mostly reflect a school’s demographics.
Grab a beer.
When Checker Finn rebuts Petrilli, saying:
One more point: Mike began his argument with the assumption that many schools have scads of entering pupils who are already far below “proficiency” when they arrive. He had in mind middle and high schools—and there is no doubt that many such schools do indeed face a large remediation challenge with incoming eleven- through fourteen-year-olds who have already been gypped educationally in the early grades.
Crack one open.
When Richard Venning writes:
The inconvenient truth I describe below is that when we benchmark academic growth rates, the best velocity is often not adequate to catch kids up to college and career readiness within a reasonable time.
However, far too many schools also have students in poverty making low-growth rates, where they progress more slowly than their advantaged peers and that is not acceptable.
Grab two beers. Three, if you spot: “Among students that score in the bottom performance level in Colorado, the percent making adequate growth is in the single digits. The statewide goal is 100 percent. Schools with top statewide velocity for low-income students are not moving kids to proficiency within three years—and Colorado is not alone.”
When Rick Hess, Rishawn Biddle, Michael Brickman talk about lowered AP scores, the importance of entrance standards vs. the importance of high expectations, go grab a whole sixpack. Or maybe some single malt scotch.
When the primary ed school credentialing organization proudly announces that it is raising the bar on “teacher quality”, when everyone goes all atwitter about Jason Richwine‘s work on teacher cognitive ability (before he broke the rules on Hispanic cognitive ability), ask yourself why so many people are willing to discuss the impact of teacher cognitive ability on academic achievement (you mostly have to squint to find any ) but never mention student cognitive ability. But do it before you get a beer, because I find, at least, that I often start banging my head in annoyance and it’s best to do that unarmed.
Tweet or email whenever you spot an opportunity to play.
Hey. Under 500 words! A new record.