August 19, 2002

SIZING UP SCHOOLS
Exploring State Education Standards

Grades:  6-8, 9-12

Subjects:  Civics, Social Studies

Related New York Times Article
"Edgy About Exams, Schools Cut the Summer Short, By JACQUES STEINBERG", August 19, 2002

Overview of Lesson Plan:: In this lesson, students explore the meaning of education and research the various strategies different American states are using to try to meet the academic requirements of the public school system.

SUGGESTED TIME ALLOWANCE:   1 hour

OBJECTIVES:
Students will:

1. Explore what it means to be educated and share experiences of school learning.
2. Examine current trends in educational policy by reading and discussing, "Edgy About Exams, Schools Cut the Summer Short."
3. Research state educational policies and create charts to help classmates understand how different schools try to educate children in the best way possible.
4. Develop and share thoughtful letters assessing the educational requirements of in their own state.

RESOURCES / MATERIALS:

• student journals
• pens/pencils
• paper
• classroom blackboard
• copies of "Edgy About Exams, Schools Cut the Summer Short" (one per student)
• access to resources about state educational standards (encyclopedias, textbooks, library resources, computers with Internet access)
• large pieces of construction paper or posterboard (one per group)

ACTIVITIES / PROCEDURES:

1. WARM-UP/DO NOW: Students respond to the following prompt (written on the board prior to class): "What does it mean to be educated? What skills should a student learn in school? What opportunities does education make available to you?" After a few minutes, allow students to share some of their responses and make lists of various ideas on the board, while discussing the following questions: Where would you like your education to take you? How can education help you reach your goals? How do you rate your educational experiences with school? Why?
2. As a class, read and discuss the article "Edgy About Exams, Schools Cut the Summer Short," focusing on the following questions:
   1. What have six school districts mentioned in the article done with their school year?
   2. What are the schools trying to prepare their students for?
   3. Under the Bush administration, what will happen if students do not pass these exams?
   4. What will happen to third graders in Florida if they do not pass a state reading test?
   5. How long is the average school year?
   6. If schools are opening earlier, why won't the school year be any longer?
   7. According to experts on educational scheduling, why do most schools have a ten-week long summer break?
   8. What is a block schedule?
   9. What is a year-round schedule?
   10. Why would a school district decide to have a year-round schedule?
   11. What is a problem with beginning the school year earlier?
   12. How did most of the children at Clearview Elementary School feel about beginning the school year earlier?
3. Divide students into six groups. Explain that each group will be assigned to research the educational requirements of one of the six states mentioned in the article, and will be creating posters to teach the rest of the class about the information they gathered. Assign each group a state mentioned in the article, such as Florida, Texas, Maryland, Kentucky, Colorado and California. Using all available classroom resources, students will research the following questions (written on the board for easier student access):
   • What state are you researching?
   • What are students your age learning about in math, science, history and English classes?
   • What must students do to graduate from elementary school? Middle school? High school? (Be sure to include specific course and exam requirements necessary for promotion.)
   • What, if any, standardized exams assess skill levels such as reading and math?
   • What, if any, are the consequences for passing or failing these standardized exams?
   • What is the required length of the school year for elementary, middle and high schools? How long has this schedule been in effect?
   Each group will create a chart illustrating the research gathered during class. At the end of class, each group will present their charts to the class. During these brief presentations, students should take notes on the similarities and differences between the educational policies of each state.
4. WRAP-UP/HOMEWORK: Ask each student to investigate the educational requirements in their own state, then draft a letter to the local or state board of education evaluating these standards against their own expectations for school. Encourage students to compare and contrast the educational standards in their state with the policies in the states they researched in class. Letters will be shared in a future class.

DISCUSSION QUESTIONS:

• Who decides whether or not students should take a standardized test?
• What educational law was passed by President Bush? How does it differ from previous Federal education legislation?
• How is the success of a school measured?
• Do you think standardized tests provide an accurate assessment of student ability? Why or why not?
• What happens to students who cannot pass standardized exams?
• How does the information in the article compare with your schooling experience?

EVALUATION / ASSESSMENT:
Students will be evaluated based on initial journal entries, participation in class discussion, thoughtful participation in group research and chart creation, and thoughtful completion of letters.

VOCABULARY:
standardized, sanctions, vestige, transition, quaint, eternity, modifications, utter, truncated

EXTENSION ACTIVITIES:

1. Educational specialist Howard Gardner has developed a theory that people can learn in many different ways. Research Howard Gardner's Theory of Multiple Intelligences and develop a presentation that will teach your peers about Gardner's eight different ways to learn. Do you think there are other ways to learn? Why or why not?
2. Create a diagram showing your education options, such as private, public or religious schooling. What are the admission requirements for each option? What is each school in your area best known for?
3. Write a research paper outlining the issues surrounding standardized testing. Where did standardized testing originate? What individuals or organizations currently advocate for standardized testing? Who opposes it? How would you characterize the debate surrounding standardized testing? What groups of people do standardized tests affect? Why?
4. Write a letter to be given to students who will begin your grade next year. What advice can you give them to be successful? How can you help them transition into the next grade level at school? What do you wish you had known at the beginning of the school year? Students can present to lower grades at a future date.

INTERDISCIPLINARY CONNECTIONS:
Economics- Create a pie chart showing a breakdown of your school's annual budget. Where does the money to fund education come from in your state or country?

Global History- Choose a country outside of your continent and outline its national educational policies. Create a timeline mapping the path of a typical school student in that country.

Journalism- Interview a teacher and find out how he or she chose this career path. Why does this person teach? How does he or she feel about standardized testing and other academic requirements that shape their teaching? How does this teacher go about preparing students to meet testing requirements? If this teacher could improve any part of the current school system, what would that be? Write up an article for the school newspaper.

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Copyright 2002
The New York Times Company