Updated May 2008

Research links higher scores to certified librarians

New York Teacher - February 22, 2008 

New York state schools with certified librarians have higher average scores on the fourth-grade English language arts test than those who don't, according to initial findings of researchers at the Syracuse University School of Information Studies.

Research by professor Ruth Small and graduate students in the Center for Digital Literacy showed a statistically significant increase — an almost 10-point difference — in the ELA test scores among fourth-grade students whose schools had certified librarians over students in schools without certified librarians.

"We believe these findings are important to consider, not only because of the higher ELA test scores," said Small, who directs the school library media program at the iSchool. "These certified librarians are having a larger impact on students' overall learning as well."

Preliminary results, she explained, show that certified librarians are also more likely to provide students with materials that present more diverse points of view and that better support the curriculum.

Certified school library media specialists are not mandated at the elementary level in New York state, but they are at the secondary level.

Nearly 569,000 students in K-12 schools do not have access to a certified school library media specialist, according to the New York Library Association.

"This preliminary report reaffirms what 19 other state studies have shown — that school libraries staffed by certified librarians and equipped with current books and technology can have a positive impact on student academic achievement," said NYLA Executive Director Michael Borges.

The research, which is being funded by the U.S. Institute for Museum and Library Studies, included survey responses from 1,612 schools proportionately representing urban, suburban and rural schools statewide.

Even when the need levels of schools were taken into consideration, there was still a 2.2 point difference in average test scores, Small noted.

"These initial findings support our efforts to require school library media specialists in grades K-6," said NYSUT Executive Vice President Alan Lubin, "especially in those school districts that are not meeting state and federal standards."

NYSUT supports bills sponsored by Sen. Hugh Farley, R-Schenectady, and Assembly- woman Sandra Galef, D-Westchester, that would require every school in the state to have a library and a school librarian.

Having an impact

"This reinforces the direct impact of certified school librarians on the educational success of our children," said NYSUT Vice President Maria Neira. "We know there are many fine examples of the depth and breadth of support library media specialists provide to teachers and students every day."

The researchers are now analyzing more in-depth information gathered from surveys and focus groups involving school library media specialists, students, principals and teachers from 48 elementary, middle-level and high schools across the state.

Librarians expressed frustration with a number of barriers that prevent them from providing the level and types of services they could offer, such as being part-time, being split among as many as five schools, dilapidated facilities, outdated collections and lack of technology.

For example, one survey participant said it's difficult to carry out the normal activities of a library media specialist when you serve approximately 1,600 to 1,700 students in three buildings.

"In too many districts, when budgets get tight, the first job cut is the elementary librarian because it's not required," said Ellen Rubin, a Wallkill TA member and secondary school librarian for 21 years.

The union and NYLA are supporting an increase in state Library Materials Aid from $6.25 per pupil to $10 per pupil as recommended by the state Board of Regents. Schools use the aid to buy books and other reading materials for their libraries.

"Think about what you can buy for $6.25," Rubin said. "That's not even enough for a small paperback." The governor proposed a $5 million cut in library aid.

As New York Teacher went to press, the library association was planning to release a study that found the average age of books in school collections is 20 years old.

Go to http://www.nyla.org/ or http://www.ischool.syr.edu.text/ for a copy of the preliminary report on librarians.

— Sylvia Saunders

 

NYSUT: Put some muscle into enforcing phys ed requirements

New York Teacher - February 9, 2008 

Armed with a NYSUT survey showing that too many schools are shortchanging students in physical education, unionists urged the Assembly Education Committee to put more muscle into enforcing the state's existing — but largely ignored — phys ed requirements for all K-12 students.

In schools across New York state, students are getting shorted due to the pressures of No Child Left Behind testing and budgetary concerns, according to NYSUT Vice President Maria Neira's testimony at a hearing conducted by Assembly Education Chairwoman Cathy Nolan, D-Queens.

The issue was also highlighted by Gov. Spitzer in his State of the State address last month. As part of his Healthy Schools initiative, Spitzer wants to get rid of junk food in schools and beef up enforcement of state-mandated physical education time.

NYSUT's survey of physical education teachers around the state found too many schools are not complying with the state's phys ed requirements. "Our physical education teachers described themselves, in the words of one, as 'totally disheartened' by how many of their schools have eliminated or reduced physical education instruction — all for the sake of raising test scores," Neira said.

This is misguided, Neira noted, because research clearly shows that physical education improves academic performance.

"Studies show that regular exercise improves students' concentration and cognitive functioning," Neira said. "In this day of mandated testing under the federal No Child Left Behind act, physical education should be viewed as a key to giving students the edge to succeed."

Also testifying at the Assembly hearing were: Joanne Hamilton from the Sayville Teachers Association, Steven Esposito from the Sachem Central Teachers Association, Leo Casey from the United Federation of Teachers and Linda Barley, a York College professor and member of the Professional Staff Congress.

"Healthy children learn better, and physical activity helps in knowledge retention," said Hamilton, a 36-year teaching veteran who serves on NYSUT's Subject Area Committee for Health, Physical Education and Family and Consumer Sciences. "Movement activates the brain ... participation has been correlated with increased attention span, improved focus, improved breathing and an increase in one's energy level and relaxation."

Hamilton noted not all children learn in the same way, and physical education gives students the chance to learn through three channels: auditory, visual and — most importantly — hands-on, kinesthetic tactile.

In her district, physical education offers an interdisciplinary approach, with instruction linked to language arts, math, science, social studies, foreign language and health. For example, last month students learned about the Chinese New Year and staged "dragon races."

Esposito talked of the importance of certified physical education teachers providing direct instruction.

Barley said the biggest problem is at the elementary level, where recess is improperly counted as physical education time, and classes are often doubled up to save personnel costs. "Some teachers do not know that their district is out of compliance," Barley said. She suggested better education of future teachers on the state requirements, plus stronger monitoring by the State Education Department.

The speakers' comments echoed the results of a recent NYSUT-sponsored survey to determine if school districts were complying with current state requirements. The survey found:

• Only about 10 percent of respondents indicated students in grades K-3 in their district receive physical education on a daily basis, as required by state regulations.

• Less than 30 percent of teachers said students in grades 4-6 receive at least 120 minutes weekly of physical education.

• Nearly 25 percent of the respondents indicated that in their districts, recess time is sometimes used as physical education time for grades K-6. (Recess time is not instruction time in the state's learning standards and may not be used as a substitute for physical education.)

• Only one-third of the teachers believe their district has adequate facilities for teaching physical education.

• About 30 percent said students in grades 7-12 were not receiving physical education at the state-recommended level — three times a week one semester, two times weekly in the next semester.

The unionists recommended the state: include information about physical education on school report cards so parents know if their district is complying with state regulations; strengthen monitoring by State Ed to ensure local school district compliance; create a K-12 core curriculum for physical education; and inform teachers of the state requirements and make the requirements an essential part of training for new phys ed teachers.

Neira noted the importance of physical activity cannot be understated, given recent studies on the rising number of overweight children in our nation. Spitzer said one out of four children in New York is obese

 

 

Updated January 2008

NEW ORLEANS SCHOOLS STILL NEED BOOK DONATIONS
The Restructured School District in New Orleans desperately needs children's library books (no textbooks) for kindergarten through 12th grade. This replaces the AFT's books-for-the-troops program, which received thousands of books from AFT members. Send the books directly to: Troy Peloquin, RSD Volunteer Coordinator, 1641 Poland Ave., New Orleans, LA 70117. Contributors are responsible for the postage. For more information on the program, contact Mary Keane at the AFT public affairs department, mkeane@aft.org.

 

Tenure Changes

As you have seen in articles in the New York Teacher and the Leader, Chapter 57 of the laws of 2007 requires the Regents to adopt rules for the tenure determination process. The new law requires the process must include:
●    Evaluation of the extent to which the teacher successfully utilized analysis of available student performance data and other relevant information when providing instruction;
●    Peer review by other teachers, as far as practicable; and
●    An assessment of the teacher’s performance by the teacher’s building principal or other building administrator in charge of the school or program.

At their December Meeting, the Regents discussed the conceptual framework for the Rule. The Regents’ approach will be to:
●    Closely align the rule to the statute;
●    Use the Annual Professional Performance Review (APPR);
●    Allow for local standards; and
●    Defer to PERB regarding collective bargaining requirements.

The Regents will be working with NYSUT to seek an amendment to the effective date of the law to clarify that the new process applies to candidates hired on or after July 1, 2008. NYSUT believes this change is needed to ensure the rules are not changed for candidates already in the process.  The Regents item can be accessed on the NYSUT Leader site @ http://www.nysut.org/cps/rde/xchg/nysut/hs.xsl/educationleader_9149.htm

As a reminder, the process for evaluating teachers is a mandatory subject of collective bargaining. Once Rules are adopted, we will provide Information Bulletins and schedule regional information sessions as needed. Districts should not change their tenure determination process until the rules are adopted by the Regents which will occur in May or June 2008.

HUMAN RESOURCES KEY VARIABLE IN SCHOOL SUCCESS
Professionals work for dollars but teachers work for change. That grim assessment was hard to miss in the latest "Quality Counts" survey, which is produced by Education Week's Editorial Projects in Education. Released Jan. 9, "Quality Counts 2008" features human resources as a key variable to school success, and includes new indicators that examine how well states attract and keep people in the teaching profession. One special analysis included in the report finds that "on average, teachers earn 88 cents for every dollar earned in 16 comparable professions." And, for states at the bottom end of the scale, teachers earn less that 79 cents on the professional dollar (see also details from the AFT's most recent salary survey). Among the other indicators used in the report are preschool availability, gains on the National Assessment of Educational Progress (NAEP), high school graduation rates and equitable distribution of school resources. State-by-state highlight reports and report cards are available in the "Quality Counts" section of Education Week online.