First Graders Quotes

A little glitter can turn your whole day around.

I've often thought there ought to be a manual to hand to little kids, telling them what kind of planet they're on, why they don't fall off it, how much time they've probably got here, how to avoid poison ivy, and so on. I tried to write one once. It was called Welcome to Earth. But I got stuck on explaining why we don't fall off the planet. Gravity is just a word. It doesn't explain anything. If I could get past gravity, I'd tell them how we reproduce, how long we've been here, apparently, and a little bit about evolution. I didn't learn until I was in college about all the other cultures, and I should have learned that in the first grade. A first grader should understand that his or her culture isn't a rational invention; that there are thousands of other cultures and they all work pretty well; that all cultures function on faith rather than truth; that there are lots of alternatives to our own society. Cultural relativity is defensible and attractive. It's also a source of hope. It means we don't have to continue this way if we don't like it.

Sam had a DVD in his hand. He said, "Yesterday I sent Edilio to the power plant to get two things. First, a cache of automatic weapons from the guardhouse. "Machine guns?" "Yeah. Not just for us to have, but to make sure the other side doesn't get them." "Now we have an arms race," Astrid said. Her tone seemed to irritate Sam. "You want me to leave them for Caine?" "I wasn't criticizing, just... you know. Ninth graders with machine guns; it's hard to make that a happy story." Sam relented. He even grinned. "Yeah. The phrase 'ninth graders with machine guns' isn't exactly followed by 'have a nice day'.

So I'm not crazy after all! I thought it looked good myself once I cut it all off. Not one guy likes it, though. They all tell me I look like a first grader or a concentration camp survivor. What's this thing that guys have for girls with long hair? Fascists, the whole bunch of them! Why do guys all think girls with long hair are the classiest, the sweetest, the most feminine? I mean, I myself know at least two hundred and fifty unclassy girls with long hair. Really.

One whiff of him and her libido went first-grader on her: hand raised, butt dancing in the chair as her hormones screamed, "Pick me! Pick me!

Sending love letters to first-graders will teach them lessons in cursive. But writing back will test their commitment.

I am a cutter, you see. Also a snipper, a slicer, a carver, a jabber. I am a very special case. I have a purpose. My skin, you see, screams. It's covered with words - cook, cupcake, kitty, curls - as if a knife-wielding first-grader learned to write on my flesh. I sometimes, but only sometimes, laugh. Getting out of the bath and seeing, out of the corner of my eye, down the side of a leg: babydoll. Pull on a sweater and, in a flash of my wrist: harmful. Why these words? Thousands of hours of therapy have yielded a few ideas from the good doctors. They are often feminine, in a Dick and Jane, pink vs. puppy dog tails sort of way. Or they're flat-out negative. Number of synonyms for anxious carved in my skin: eleven. The one thing I know for sure is that at the time, it was crucial to see these letters on me, and not just see them, but feel them. Burning on my left hip: petticoat. And near it, my first word, slashed on an anxious summer day at age thirteen: wicked. I woke up that morning, hot and bored, worried about the hours ahead. How do you keep safe when your whole day is as wide and empty as the sky? Anything could happen. I remember feeling that word, heavy and slightly sticky across my pubic bone. My mother's steak knife. Cutting like a child along red imaginary lines. Cleaning myself. Digging in deeper. Cleaning myself. Pouring bleach over the knife and sneaking through the kitchen to return it. Wicked. Relief. The rest of the day, I spent ministering to my wound. Dig into the curves of W with an alcohol-soaked Q-tip. Pet my cheek until the sting went away. Lotion. Bandage. Repeat.

I don't think science is hard to teach because humans aren't ready for it, or because it arose only through a fluke, or because, by and large, we don't have the brainpower to grapple with it. Instead, the enormous zest for science that I see in first-graders and the lesson from the remnant hunter-gatherers both speak eloquently: A proclivity for science is embedded deeply within us, in all times, places, and cultures. It has been the means for our survival. It is our birthright. When, through indifference, inattention, incompetence, or fear of skepticism, we discourage children from science, we are disenfranchising them, taking from them the tools needed to manage their future.

The main reason I became a teacher is that I like being the first one to introduce kids to words and music and people and numbers and concepts and idea that they have never heard about or thought about before. I like being the first one to tell them about Long John Silver and negative numbers and Beethoven and alliteration and "Oh, What a Beautiful Morning" and similes and right angles and Ebenezer Scrooge. . . Just think about what you know today. You read. You write. You work with numbers. You solve problems. We take all these things for granted. But of course you haven't always read. You haven't always known how to write. You weren't born knowing how to subtract 199 from 600. Someone showed you. There was a moment when you moved from not knowing to knowing, from not understanding to understanding. That's why I became a teacher.

Don't all women feel the same? The only difference is how much we know we feel it, how in touch we are with our fury. We're all furies, except the ones who are too damned foolish, and my worry now is that we're brainwashing them from the cradle, and in the end even the ones who are smart will be too damned foolish. What do I mean? I mean the second graders at Appleton Elementary, sometimes the first graders even, and by the time they get to my classroom, to the third grad, they're well and truly gone -- they're full of Lady Gaga and Katy Perry and French manicures and cute outfits and they care how their hair looks! In the third grade. They care more about their hair or their shoes than about galaxies or caterpillars or hieroglyphics. How did all that revolutionary talk of the seventies land us in a place where being female means playing dumb and looking good? Even worse on your tombstone than "dutiful daughter" is "looking good"; everyone used to know that. But we're lost in a world of appearances now.

Okay, here is the problem,” I said. “Assignment means schoolwork, and Hawaii means vacation. And children do not actually like to mix those two items.

Madeline displayed the bright sadder-but-wiser outlook of an alert first grader who’d discovered the alphabet in a school where Ecclesiastes is the primer—life is futility, a deeply terrible experience, but the really serious thing is reading.

Make me proud my little first-grader" he said, fist pumping robbie "and, remember rule number one above all" "Right" he replies "don't talk politics

Hi there...Let me ask you a question...How would you find a needle in a haystack?" The first-grader pauses, pensive, tugging on the green yarn around her neck. She's really thinking this over. Tiny gears are turning; she's twisting her fingers together, pondering. It's cute. Finally she looks up and says gravely, "I would ask the hays to find it." ... Yes, of course. She's a genius! ... It's so simple. Of course, of course. The first-grader is right. It's easy to find a needle in a haystack! Ask the hays to find it!

The last thing you want first-graders thinking is that what they’re reading in first grade is as good as books are going to get!

I used to think that if only I could make everything perfect, then I could relax and have fun. If I could just eliminate all mistakes, my life would settle into place - click! - and my mind would rest. If I'm being truthful, I have to acknowledge that on some unchangeable, deep-down level, there's still a part of me that thinks that. I'm still a first grader at a spelling bee, thinking that what matters more than anything is that I get every word right. But by now, I've built up a crowd of selves who can set that little girl at ease. It's okay, they tell her. Mistakes will happen - they have happened - and it's not the end of the world. They get her to loosen up a little bit. They help her see that doing things wrong is part of doing life right. They show her that joy is bigger than fear. It can even be funny when things go haywire.

Sometimes a little pat is all a friend can do.

How many minutes is shortly?” I asked. “Is it one minute or eight minutes or eleven minutes? On account of if it's one minute, I can wait, probably. But eleven minutes would be out of the question.” Mr. Scary walked back to my desk. And he sat me in my chair. I glanced up at him. “All I'm looking for is a rough estimate,” I said.

God is the ultimate recycler. We have a good planet here. It has its troubles, yes. We have overpopulation, we have pollution, we have global warming, we have the Thursday night television lineup,” more laughter, “and, of course, we have the infected. We have a lot of problems on Earth, and it might seem like a great idea to hold the Rapture now—why wait? Let’s move on to Heaven, and leave the trials and tribulations of our earthly existence behind us. Let’s get while the getting’s good, and beat the rush. “It might seem like a great idea, but I don’t think it is, for the same reason I don’t think it’s a great idea for a first grader to stand up and say that he’s learned enough, he’s done with school, thanks a lot but he’s got it from here. Compared to God, we’re barely out of kindergarten, and like any good teacher, I don’t believe He intends to let us out of class just because we’re finding the lessons a little difficult. I don’t know whether I believe in the Rapture or not. I believe that if God wants to do it, He will… but I don’t believe that it’s coming in our lifetime. We have too much work left to do right here.

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And then there's the perverse joy of subtly working in references to marathon training in daily life, say at the post office or while waiting outside my first-graders' classrooms at the end of the school day.

Often the circumstances in which we lost our self-esteem were relationships distinguished by a steeply unequal power balance. Our spellcasters were parents. Teachers. Bullies. So-called friends. Strangers. Romantic partners. Cliques. Coworkers. Your spellcaster was the mean first grader. Or the psycho in the dark. Or the town, school, Scout troop, spiritual community, family, neighborhood that did not understand your type, whatever that type was. Your spellcaster could even be society at large, that nameless, faceless "them" with boundless power and a thousand biases. And it became unbearable to be the bullied one, the hounded one, the outcast and excluded one. If you can't beat 'em, join 'em, the old saying goes. Others hated us, or appeared to. We joined 'em.

On average, odd years have been the best for me. I’m at a point where everyone I meet looks like a version of someone I already know. Without fail, fall makes me nostalgic for things I’ve never experienced. The sky is molting. I don’t know if this is global warming or if the atmosphere is reconfiguring itself to accommodate all the new bright suffering. I am struck by an overwhelming need to go to Iceland. Despite all awful variables, we are still full of ideas as possible as unsexed fruit. I was terribly sorry to be the one to explain to the first graders the connection between the sunset and pollution. On Venus you and I are not even a year old. Then there were two skies. The one we fly through and the one we bury ourselves in. I appreciate my wide beveled spatula which fulfills the moment I realized I would grow up and own such things. I am glad I do not yet want sexy bathroom accessories. Such things. In the story we were together every time. On his wedding day, the stone in his chest not fully melted but enough. Sometimes I feel like there are birds flying out of me.

Today, she’ll be in a room with twenty-five other first graders, all girls. She’ll listen to stories, practice her numbers, help the older students in the kitchen as they cut cookies and knead dough and crimp pies. This is what school is now, and what school will be for some time. Maybe forever.

Today so many creative and devoted teachers not only have to struggle against unimaginative administrations, fearful parents, and wearied colleagues, they have also to battle entire legislative bodies that have never taught a child yet dare to equate educational success or failure with the ability of fourth graders to choose one out of four given answers to mind-numbing questions that have nothing to do with the joy of literature or the elegance of math.

A mom at a PTA meeting the year before had taken Rosie aside to advise her not to tack condoms to a bulletin board next to the bed, no matter how convenient a storage solution that seemed, a lesson she confessed, nodding at a first-grader in the corner licking paste off his fingers, she had learned the hard way.

I briefly considered giving the Myerson kids the same lecture I’d given the other first graders on the playground: Unicorns are man-eating monsters. They don’t have wings, they aren’t lavender or sparkly, and you could never catch one to ride without its goring you through the sternum. And even if it somehow managed to miss your major arteries—and it never missed—you’d still die from the deadly poison in its horn. But don’t worry. My great-great-great-great-great-great-aunt Clothilde killed the last one a hundred and fifty years ago. Except now I guessed it would be more like a hundred and sixty. How time doth fly in a unicorn-free world.

form landmasses,” he explained. “As a matter of fact, there are still

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This object of First Estate is the first ownership. It is your tool by which you interact with the universe.

It changed my life," the first-grader said of the iPad. "I'm reading everything on the street." To prove his point, he read all the words on a pizza box he cradled on his lap.

Jingle bells, Batman smells, Robin laid an egg. Batmobile Lost its wheel, And Joker got away.

Well, Lon? What do you say? Think you can live with a hot caveman, two smart-ass teenagers, and one adorable almost-first-grader?

Her daddy had brought her a package of Twinkies, and she was so proud that as soon as she got on the bus she forgot everything she knew and yelled to another first grader, “Guess what I got in my lunch today, Billy Jean?” “What?” “Twinkies!” she shouted so loud you could have heard her in the back seat even if you were deaf in both ears. Out of the corner of his eye, Jess thought he saw Janice Avery perk up. When they sat down, May Belle was still screeching about her dadgum Twinkies over the roar of the motor. “My daddy brung ’um to me from Washington!” Jess threw another look at the back seat. “You better shut up about those dang Twinkies,” he said in her ear. “You just jealous ’cause Daddy didn’t bring you none.” “OK.” He shrugged across her head at Leslie to say I warned her, didn’t I? and Leslie nodded back. Neither of them was too surprised to see May Belle come screaming toward them at recess time. “She stole my Twinkies!” Jess sighed. “May Belle, didn’t I tell you?” “You gotta kill Janice Avery. Kill her! Kill her! Kill her!” “Shhh,” Leslie said, stroking May Belle’s head, but May Belle didn’t want comfort, she wanted revenge. “You gotta beat her up into a million pieces!

The avengers outside are the worst kind, the ones in silver cross necklaces, baseball caps, and Life is Good T-shirts. The ones who stay up until midnight to build their first-graders’ Alamo projects out of sugar cubes, cancel a Thanksgiving cruise to bring Grandma some turkey in the hospital, spend a full paycheck on ACL surgery for the family dog. Their love for God and family is just as manic as their hate.

first-grader. The same sickening feeling churned her stomach that she remembered when she first entered a room full of strangers as a five-year-old. She was much older now – a professional with a law degree to boot, and,

How soon do you want to move in?” “As soon as possible after school is out. In about six or seven weeks.” “Are you a teacher too?” AJ asked. Shelby shook her head. “I have a first grader. And a three-year-old.” “You’re married?” As AJ’s brown eyes flitted to her left hand, she self-consciously folded it into her waist. It’d been over a year since Gary’s death, but she still wore her wedding band. More for her daughters’ sakes than her own. “I was.

This framing accents the importance of building a tidier system, one that incorporates the array of existing child care centers, then pushes to make their classrooms more uniform, with a socialization agenda "aligned" with the curricular content that first or second graders are expected to know. Like the common school movement, uniform indicators of quality, centralized regulation, more highly credientialed teachers are to ensure that instruction--rather than creating engaging activities for children to explore--will be delivered in more uniform ways. And the state signals to parents that this is now the appropriate way to raise one's three- or four-year-old. Modern child rearing is equated with systems building in the eyes of universal pre-kindergarten advocates--and parents hear this discourse through upbeat articles in daily newspapers, public service annoucement, and from school authorities.

I don't think science is hard to teach because humans aren't ready for it, or because it arose only through a fluke, or because, by and large, we don't have the brainpower to grapple with it. Instead, the enormous zest for science that I see in first-graders and the lesson from the remnant hunter-gatherers both speak eloquently: a proclivity for science is embedded deeply within us, in all times, places and cultures. It has been the means for our survival. It is our birthright.

It’s a Japanese flute called a shakuhachi. Mr. Kangana lent it to me from his collection. The first graders are going to sing for the parents on World Celebration Day and I’m going to accompany them. Last week, I went to rehearse, and they were just standing there singing. It was my idea they should do a little elephant dance, so I get to choreograph it.” “I didn’t know you’re choreographing a dance for the first graders,” Mom said. “That’s a huge deal, Bee.” “Not really.” “You need to tell me these things. Can I come?” “I’m not sure when it is.” I knew she didn’t like coming to school, and probably wouldn’t, so why pretend.

This study is very new, and its conclusions still need to be replicated and explored in other contexts. But it echoes Jerome Kagan’s findings that high-reactive first graders spend more time than other children comparing choices when they play matching games or reading unfamiliar words. And it suggests, says Jadzia Jagiellowicz, the lead scientist at Stony Brook, that sensitive types think in an unusually complex fashion. It may also help explain why they’re so bored by small talk. “If you’re thinking in more complicated ways,” she told me, “then talking about the weather or where you went for the holidays is not quite as interesting as talking about values or morality.

Yet trauma has been hard for the academic world to define and therefore understand its full scope. Part of the challenge is that ‘bad event’ is subjective. Let’s take an example. Consider, say, a fire at an elementary school. A veteran fire-fighter can walk right up to the flames and put them out, business as usual. In contrast, a first-grader witnessing his classroom burst into flames will experience minutes of intense fear, confusion, and helplessness. This illustrates one of the key issues in understanding a potentially traumatic event. How does the individual experience the event? What is going on inside the person; is the stress response activated in extreme and prolonged ways?

We had to sit there for an hour doing nothing. After about three days of sitting there, I said, “Screw this. I’m going to West Monroe High.” I realized I wanted to be in town anyway, so I just transferred schools during the first week of school. After about a month, the principal from West Ouachita called our house. “Willie hasn’t been to school for twenty-seven days,” the principal told Phil. “Well, he leaves for school every morning,” Phil told him. “I don’t know where he’s going. I thought he was going to school.” When I got home that day, Phil asked me where I had been. “School,” I told him. “Uh-uh,” Phil said. “The school called and said you haven’t been there in a month.” “Oh, yeah,” I told him. “I transferred to West Monroe. I don’t go to that school anymore.” “Okay,” Phil said. “I figured something was up.” Korie: Can you imagine a tenth-grader transferring schools without even notifying his parents? Willie just showed up at West Monroe High School and said, “Hey, I’m here.” He didn’t even think about telling Kay and Phil about transferring.

Dream House as an Exercise in Point of View You were not always just a You. I was whole—a symbiotic relationship between my best and worst parts—and then, in one sense of the definition, I was cleaved: a neat lop that took first person—that assured, confident woman, the girl detective, the adventurer—away from second, who was always anxious and vibrating like a too-small breed of dog. I left, and then lived: moved to the East Coast, wrote a book, moved in with a beautiful woman, got married, bought a rambling Victorian in Philadelphia. Learned things: how to make Manhattans and use starchy pasta water to create sauces and keep succulents alive. But you. You took a job as a standardized-test grader. You drove seven hours to Indiana every other week for a year. You churned out mostly garbage for the second half of your MFA. You cried in front of many people. You missed readings, parties, the supermoon. You tried to tell your story to people who didn’t know how to listen. You made a fool of yourself, in more ways than one. I thought you died, but writing this, I’m not sure you did.

Other studies have also found unusual levels of persistence in even very young Asian children. For example, the cross-cultural psychologist Priscilla Blinco gave Japanese and American first graders an unsolvable puzzle to work on in solitude, without the help of other children or a teacher, and compared how long they tried before giving up. The Japanese children spent an average of 13.93 minutes on the puzzle before calling it quits, whereas the American kids spent only 9.47 minutes. Fewer than 27 percent of the American students persisted as long as the average Japanese student — and only 10 percent of the Japanese students gave up as quickly as the average American. Blinco attributes these results to the Japanese quality of persistence.

One of the pleasant things about you is that you're entirely predictable because you never learn. I've told you before, and I'm telling you again, that people who murder other people are dangerous to be around. You're charming, my dear, and sometimes you act like an awful fool. Someday it'll be you that doesn't wake up at the foot of some stone steps. Those are terms a first-grader ought to be able to understand--won't you see what you can make of them?

So I drive into town for my first date in two years in a red 1941 Chevrolet four-on-the-floor with a John Deere motor grader hooked behind me. The engine sputters and churns and I wonder if the truck will make it. Chunks of mud spray behind me off the tires. The engine stalls on the main road, sending my dress and bag flying onto the dirty floor. I have to restart twice. At five forty-five, a black thing streaks out in front of me and I feel a thunk. I try to stop but braking’s just not something you can do very quickly with a 10,000-pound piece of machinery behind you. I groan and pull over. I have to go check. Remarkably, the cat stands up, looks around stunned, and shoots back into the woods as quickly as it came. At three minutes to six, after doing twenty in a fifty with horns honking and teenagers hollering at me, I park down the street from Hilly’s house since Hilly’s cul-de-sac doesn’t provide adequate parking for farm equipment. I grab my bag and run inside without even knocking, all out of breath and sweaty and windblown and there they are, the three of them, including my date. Having highballs in the front living room.

He who could write so easily, who could spend a thousand words down along his plunging fingers on the green-rubber keyboard of his machine, had stumbled like a first-grader over this single paragraph. A dozen times he had begun it and written into it a naked desperation; a dozen times he had begun it and written into it the frosted mathematics of logic. Finally he'd written out quickly the sentences that kept cropping up in all the versions. Those must be, to whatever censor there was in him, the most acceptable ones. He sealed it without rereading it and went out to mail it. An hour later he despised himself for having sent it.

At long last, Vanessa Pike said hesitantly, “Danielle, I hope you aren’t offended or anything, but … you don’t look like yourself. And it isn’t just because of your hair. I mean, you’re so thin …” Then I understood why the older kids seemed afraid. They were afraid for Danielle. She didn’t look the way she’d looked at the end of the last school year. The kids were comparing the Danielle who sat in front of them to their memories of a healthy Danielle. The 3rd graders couldn’t do that, since this was the first time they’d met her. To them, she was a curiosity and not much more. To the others, she was a friend who was obviously sick.

we have much to learn from the struggles in Alabama and Mississippi in the early 1960s. In the spring of 1963 the Southern Christian Leadership Conference led by Dr. King launched a “fill the jails” campaign to desegregate downtown department stores and schools in Birmingham. But few local blacks were coming forward. Black adults were afraid of losing their jobs, local black preachers were reluctant to accept the leadership of an “Outsider,” and city police commissioner Bull Connor had everyone intimidated. Facing a major defeat, King was persuaded by his aide, James Bevel, to allow any child old enough to belong to a church to march. So on D-day, May 2, before the eyes of the whole nation, thousands of schoolchildren, many of them first graders, joined the movement and were beaten, fire-hosed, attacked by police dogs, and herded off to jail in paddy wagons and school buses. The result was what has been called the “Children’s Miracle.” Inspired and shamed into action, thousands of adults rushed to join the movement. All over the country rallies were called to express outrage against Bull Connor’s brutality. Locally, the power structure was forced to desegregate lunch counters and dressing rooms in downtown stores, hire blacks to work downtown, and begin desegregating the schools. Nationally, the Kennedy administration, which had been trying not to alienate white Dixiecrat voters, was forced to begin drafting civil rights legislation as the only way to forestall more Birminghams. The next year as part of Mississippi Freedom Summer, activists created Freedom Schools because the existing school system (like ours today) had been organized to produce subjects, not citizens. People in the community, both children and adults, needed to be empowered to exercise their civil and voting rights. A mental revolution was needed. To bring it about, reading, writing, and speaking skills were taught through discussions of black history, the power structure, and building a movement. Everyone took this revolutionary civics course, then chose from more academic subjects such as algebra and chemistry. All over Mississippi, in church basements and parish halls, on shady lawns and in abandoned buildings, volunteer teachers empowered thousands of children and adults through this community curriculum. The Freedom Schools of 1964 demonstrated that when Education involves young people in making community changes that matter to them, when it gives meaning to their lives in the present instead of preparing them only to make a living in the future, young people begin to believe in themselves and to dream of the future.

In reality, electrons move in “probability clouds.” So what do you tell a sixth grader? Do you talk about the motion of planets, which is easy to understand and nudges you closer to the truth? Or do you talk about “probability clouds,” which are impossible to understand but accurate? The choice may seem to be a difficult one: (1) accuracy first, at the expense of accessibility; or (2) accessibility first, at the expense of accuracy. But in many circumstances this is a false choice for one compelling reason: If a message can’t be used to make predictions or decisions, it is without value, no matter how accurate or comprehensive it is. Herb Kelleher could tell a flight attendant that her goal is to “maximize shareholder value.” In some sense, this statement is more accurate and complete than that the goal is to be “THE low-fare airline.” After all, the proverb “THE low-fare airline” is clearly incomplete—Southwest could offer lower fares by eliminating aircraft maintenance, or by asking passengers to share napkins. Clearly, there are additional values (customer comfort, safety ratings) that refine Southwest’s core value of economy. The problem with “maximize shareholder value,” despite its accuracy, is that it doesn’t help the flight attendant decide whether to serve chicken salad. An accurate but useless idea is still useless.

Indeed, the sensitivity of these children’s nervous systems seems to be linked not only to noticing scary things, but to noticing in general. High-reactive children pay what one psychologist calls “alert attention” to people and things. They literally use more eye movements than others to compare choices before making a decision. It’s as if they process more deeply—sometimes consciously, sometimes not—the information they take in about the world. In one early series of studies, Kagan asked a group of first-graders to play a visual matching game. Each child was shown a picture of a teddy bear sitting on a chair, alongside six other similar pictures, only one of which was an exact match. The high-reactive children spent more time than others considering all the alternatives, and were more likely to make the right choice. When Kagan asked these same kids to play word games, he found that they also read more accurately than impulsive children did.

The first letter sounded like the kind of letter a teacher would make a kid write to a guest speaker who’d had a breakdown in front of a bunch of seventh-graders. ‘Mr. Meeink, thank you for talking to our class. You were brave to share your story.’ The second letter was about the same: ‘Mr. Meeink, thank you for visiting us and talking about what happened to you.’ A few letters in, a few of the students wrote, ‘I’m going to try to be nicer from now on,’ and ‘I promise I won’t ever hate anybody.’ I remember thinking it was nice of the teacher to have some of the kids pretend they got my point. Then I hit this letter that changed everything: ‘Mr. Meeink, I bet you had a long, boring ride back to Philly.’ That’s all it said. That was exactly the kind of letter I would’ve chicken-scratched in seventh grade. That was the real deal. And if that was real, so were the others. Some of those kids had actually heard me through all the crying. My words had made a difference.

When Benjamin Bloom studied his 120 world-class concert pianists, sculptors, swimmers, tennis players, mathematicians, and research neurologists, he found something fascinating. For most of them, their first teachers were incredibly warm and accepting. Not that they set low standards. Not at all, but they created an atmosphere of trust, not judgment. It was, “I’m going to teach you,” not “I’m going to judge your talent.” As you look at what Collins and Esquith demanded of their students—all their students—it’s almost shocking. When Collins expanded her school to include young children, she required that every four-year-old who started in September be reading by Christmas. And they all were. The three- and four-year-olds used a vocabulary book titled Vocabulary for the High School Student. The seven-year-olds were reading The Wall Street Journal. For older children, a discussion of Plato’s Republic led to discussions of de Tocqueville’s Democracy in America, Orwell’s Animal Farm, Machiavelli, and the Chicago city council. Her reading list for the late-grade-school children included The Complete Plays of Anton Chekhov, Physics Through Experiment, and The Canterbury Tales. Oh, and always Shakespeare. Even the boys who picked their teeth with switchblades, she says, loved Shakespeare and always begged for more. Yet Collins maintained an extremely nurturing atmosphere. A very strict and disciplined one, but a loving one. Realizing that her students were coming from teachers who made a career of telling them what was wrong with them, she quickly made known her complete commitment to them as her students and as people. Esquith bemoans the lowering of standards. Recently, he tells us, his school celebrated reading scores that were twenty points below the national average. Why? Because they were a point or two higher than the year before. “Maybe it’s important to look for the good and be optimistic,” he says, “but delusion is not the answer. Those who celebrate failure will not be around to help today’s students celebrate their jobs flipping burgers.… Someone has to tell children if they are behind, and lay out a plan of attack to help them catch up.” All of his fifth graders master a reading list that includes Of Mice and Men, Native Son, Bury My Heart at Wounded Knee, The Joy Luck Club, The Diary of Anne Frank, To Kill a Mockingbird, and A Separate Peace. Every one of his sixth graders passes an algebra final that would reduce most eighth and ninth graders to tears. But again, all is achieved in an atmosphere of affection and deep personal commitment to every student. “Challenge and nurture” describes DeLay’s approach, too. One of her former students expresses it this way: “That is part of Miss DeLay’s genius—to put people in the frame of mind where they can do their best.… Very few teachers can actually get you to your ultimate potential. Miss DeLay has that gift. She challenges you at the same time that you feel you are being nurtured.

Nuggsy continued on. ‘Seriously, legend. A bloke might have a six-figure salary at a job he truly loves, but it all means nothing if he has a shit rig and a poor grasp of Anchorman quotes. It probably doesn’t even matter if he averages in the mid-30s and does a lot at the club, because he’ll never go anywhere.’ I briefly wondered as to the relevance of Will Ferrell movie quotes, but then remembered back to my first training session. I had overheard a crew of second graders reciting dialogue from the movie Step Brothers while mucking around on the slips cradle. Obviously this broad style of comedy had particular resonance within grade cricket circles. The humour was absurd, male-skewed, anti-intellectual, and highly quotable. Suddenly, I was beginning to understand the things that made grade cricketers tick. Meanwhile, Nuggsy continued to bluster on, flecks of spit now hissing out from his animated mouth. The next piece of advice he had for me revolved around women: a subject I knew little about.

In a paper called “The Economics of ‘Acting White,’” the young black Harvard economist Roland G. Fryer Jr. argues that some black students “have tremendous disincentives to invest in particular behaviors (i.e., education, ballet, etc.) due to the fact that they may be deemed a person who is trying to act like a white person (a.k.a. ‘selling-out’). Such a label, in some neighborhoods, can carry penalties that range from being deemed a social outcast, to being beaten or killed.” Fryer cites the recollections of a young Kareem Abdul-Jabbar, known then as Lew Alcindor, who had just entered the fourth grade in a new school and discovered that he was a better reader than even the seventh graders: “When the kids found this out, I became a target. . . . It was my first time away from home, my first experience in an all-black situation, and I found myself being punished for everything I’d ever been taught was right. I got all A’s and was hated for it; I spoke correctly and was called a punk. I had to learn a new language simply to be able to deal with the threats. I had good manners and was a good little boy and paid for it with my hide.

CNN and The New York Times are called fake news by some people on our side, while the president personally thanks infowars.com and its founder Alex Jones for “standing up for the values that makes this country great.” Jones, it must be noted, has rarely met a bizarre conspiracy that he didn’t fully embrace and is one of the most egregious polluters of civil discourse in America. He believes, for instance, that 9/11 was perpetrated by the American government and that the massacre at Sandy Hook Elementary School in December 2012, in which twenty first-graders were killed, was a hoax staged by the government as a pretext to confiscate our guns. Those grieving parents that we all saw were—according to Jones—paid actors. It was disheartening to learn that in the days immediately following his election, as President-Elect Trump was receiving the well wishes of world leaders, he also took time to place a call to this man to let him know how important his support had been to the success of his campaign. Giving away one’s agency and becoming captive to such outlandish and vile alternative facts would be bad enough were one an average person, quietly living his or her life. But giving away one’s agency to such a confusion of fact and fantasy when one has power—well, that is truly dangerous.

My sisters and I giggled at “Dance: Ten; Looks: Three” (“Tits and ass / bought myself a fancy pair / tightened up the derriere”) while our parents sat in the front of the car—my father at the wheel, my mom in the passenger seat—both distracted and nonplussed. We flipped through the Jacqueline Susann and Harold Robbins hardbacks in my grandmother’s bookshelf and watched The Exorcist on the Z Channel (the country’s first pay-cable network that premiered in LA in the mid-’70s) after our parents sternly told us not to watch it, but of course we did anyway and got properly freaked out. We saw skits about people doing cocaine on Saturday Night Live, and we were drawn to the allure of disco culture and unironic horror movies. We consumed all of this and none of it ever triggered us—we were never wounded because the darkness and the bad mood of the era was everywhere, and when pessimism was the national language, a badge of hipness and cool. Everything was a scam and everybody was corrupt and we were all being raised on a diet of grit. One could argue that this fucked us all up, or maybe, from another angle, it made us stronger. Looking back almost forty years later, it probably made each of us less of a wuss. Yes, we were sixth and seventh graders dealing with a society where no parental filters existed. Tube8.com was not within our reach, fisting videos were not available on our phones, nor were Fifty Shades of Grey or gangster rap or violent video games, and terrorism hadn’t yet reached our shores, but we were children wandering through a world made almost solely for adults. No one cared what we watched or didn’t, how we felt or what we wanted, and we hadn’t yet become enthralled by the cult of victimization. It was, by comparison to what’s now acceptable when children are coddled into helplessness, an age of innocence.

Robert Rosenthal found a way. He approached a California public elementary school and offered to test the school’s students with a newly developed intelligence-identification tool, called the Harvard Test of Inflected Acquisition, which could accurately predict which children would excel academically in the coming year. The school naturally agreed, and the test was administered to the entire student body. A few weeks later, teachers were provided with the names of the children (about 20 percent of the student body) who had tested as high-potentials. These particular children, the teachers were informed, were special. Though they might not have performed well in the past, the test indicated that they possessed “unusual potential for intellectual growth.” (The students were not informed of the test results.) The following year Rosenthal returned to measure how the high-potential students had performed. Exactly as the test had predicted, the first- and second-grade high-potentials had succeeded to a remarkable degree: The first-graders gained 27 IQ points (versus 12 points for the rest of the class); and the second-graders gained 17 points (versus 7 points). In addition, the high-potentials thrived in ways that went beyond measurement. They were described by their teachers as being more curious, happier, better adjusted, and more likely to experience success as adults. What’s more, the teachers reported that they had enjoyed teaching that year more than any year in the past. Here’s the twist: the Harvard Test of Inflected Acquisition was complete baloney. In fact, the “high-potentials” had been selected at random. The real subject of the test was not the students but the narratives that drive the relationship between the teachers and the students. What happened, Rosenthal discovered, was replacing one story—These are average kids—with a new one—These are special kids, destined to succeed—served as a locator beacon that reoriented the teachers, creating a cascade of behaviors that guided the student toward that future. It didn’t matter that the story was false, or that the children were, in fact, randomly selected. The simple, glowing idea—This child has unusual potential for intellectual growth—aligned motivations, awareness, and behaviors.

Thomas (his middle name) is a fifth-grader at the highly competitive P.S. 334, the Anderson School on West 84th in New York City. Slim as they get, Thomas recently had his long sandy-blond hair cut short to look like the new James Bond (he took a photo of Daniel Craig to the barber). Unlike Bond, he prefers a uniform of cargo pants and a T-shirt emblazoned with a photo of one of his heroes: Frank Zappa. Thomas hangs out with five friends from the Anderson School. They are “the smart kids.” Thomas is one of them, and he likes belonging. Since Thomas could walk, he has constantly heard that he’s smart. Not just from his parents but from any adult who has come in contact with this precocious child. When he applied to Anderson for kindergarten, his intelligence was statistically confirmed. The school is reserved for the top 1 percent of all applicants, and an IQ test is required. Thomas didn’t just score in the top 1 percent. He scored in the top 1 percent of the top 1 percent. But as Thomas has progressed through school, this self-awareness that he’s smart hasn’t always translated into fearless confidence when attacking his schoolwork. In fact, Thomas’s father noticed just the opposite. “Thomas didn’t want to try things he wouldn’t be successful at,” his father says. “Some things came very quickly to him, but when they didn’t, he gave up almost immediately, concluding, ‘I’m not good at this.’ ” With no more than a glance, Thomas was dividing the world into two—things he was naturally good at and things he wasn’t. For instance, in the early grades, Thomas wasn’t very good at spelling, so he simply demurred from spelling out loud. When Thomas took his first look at fractions, he balked. The biggest hurdle came in third grade. He was supposed to learn cursive penmanship, but he wouldn’t even try for weeks. By then, his teacher was demanding homework be completed in cursive. Rather than play catch-up on his penmanship, Thomas refused outright. Thomas’s father tried to reason with him. “Look, just because you’re smart doesn’t mean you don’t have to put out some effort.” (Eventually, Thomas mastered cursive, but not without a lot of cajoling from his father.) Why does this child, who is measurably at the very top of the charts, lack confidence about his ability to tackle routine school challenges? Thomas is not alone. For a few decades, it’s been noted that a large percentage of all gifted students (those who score in the top 10 percent on aptitude tests) severely underestimate their own abilities. Those afflicted with this lack of perceived competence adopt lower standards for success and expect less of themselves. They underrate the importance of effort, and they overrate how much help they need from a parent.

Declan had been told a long time ago that he had to know what he wanted, or he'd never get it. Not by his father, because his father would never have delivered such pragmatic advice in such a pragmatic way. No, even if Niall Lynch believed in the sentiment, he would have wrapped it up in a long story filled with metaphor and magic and nonsense riddles. Only years after the storytelling would Declan be sitting somewhere and realize that all along Niall had been trying to teach him to balance his checkbook, or whatever the tale had really been about. Niall could never just say the thing. No, this piece of advice--You have to know what you want, or you'll never get it--was given to Declan by a senator from Nevada he'd met during a DC field trip back in eighth grade. The other children had been bored by the pale stone restraint of the city and the sameness of the law and government offices they toured. Declan, however, had been fascinated. He'd asked the senator what advice he had for those looking to get into politics. "Come from money," the senator had said first, and then when all the eighth graders and their teachers had stared without laughing, he added, "You have to know what you want, or you'll never get it. Make goals." Declan made goals. The goal was DC. The goal was politics. The goal was structure, and more structure, and yet more structure. He took AP classes on political science and policy. When he traveled with his father to black markets, he wrote papers. When he took calls from gangsters and shady antique auction houses, he arranged drop-offs near DC and wrangled meetings with HR people. Aglionby Academy made calls and pulled strings; he got names, numbers, internships. All was going according to plan. His father's will conveniently left him a townhouse adjacent to DC. Declan pressed on. He kept his brothers alive; he graduated; he moved to DC. He made the goal, he went towards the goal. When he took his first lunch meeting with his new boss, he found himself filled with the same anticipation he'd had as an eighth grader. This was the place, he thought, where things happened. Just across the road was the Mexican embassy. Behind him was the IMF. GW Law School was a block away. The White House, the USPS, the Red Cross, all within a stone's throw. This was before he understood there was no making it for him. He came from money, yeah, but the wrong kind of money. Niall Lynch's clout was not relevant in this daylight world; he only had status in the night. And one could not rise above that while remaining invisible to protect one's dangerous brother. On that first day of work, Declan walked into the Renwick Gallery and stood inside an installation that had taken over the second floor around the grand staircase. Tens of thousands of black threads had been installed at points all along the ceiling, tangling around the Villareal LED sculpture that normally lit the room, snarling the railing over the stairs, blocking out the light from the tall arches that bordered the walls, turning the walkways into dark, confusing rabbit tunnels. Museumgoers had to pick their way through with caution lest they be snared and bring the entire world down with them. He had, bizarrely, felt tears burning the corners of his eyes. Before that, he hadn't understood that his goals and what he wanted might not be the same thing. This was where he'd found art.

On a cloudless afternoon in the peaceful Shikoku city of Tokushima, twelve-year-old Chizuru Akitani, Japanese-American daughter of acclaimed violinist and Living National Treasure Hiro Akitani, walked into the staff room at Motomachi Elementary, covered with blood and clutching a letter opener. Panic swept the room, as people assumed the sixth grader, known for her introspective nature, had seriously hurt herself. The English teacher, Ms. Daniela Townshend, was the first to approach Chi-zuru. As she neared, the girl raised her palm and stilled the room with five words: "This is not my blood.

I had a conversation with a legislator that went something like this: “I don’t believe we can make judgments about the effectiveness of a teacher based only on test scores,” he said. “I don’t believe we should, either,” I responded. “We should look at teacher effectiveness through a variety of lenses. However, I think it’s critical that student achievement growth is a significant one of those factors.” He looked at me skeptically. So I continued: “When I came to Washington, D.C., public schools, eight percent of the eighth graders in the city’s schools were on grade level in mathematics. Eight percent! That means ninety-two percent of our kids did not have the skills and knowledge necessary to be productive members of society.” I told him that when I looked at the evaluations of the adults in the system at the same time, it turned out that 98 percent of teachers were being rated as doing a good job. How can you possibly have that kind of a disconnect? And I asked, “How can you have a functional organization in which all of your employees believe they’re doing a great job, but what they’re producing is 8 percent success?” “Well, that’s not the teacher’s fault,” the legislator said. “Exactly,” I said. “The teachers weren’t the ones who created this broken and bureaucratic system. They know the evaluation system isn’t good. They also know it needs to change.” “But I still don’t think we should look at test scores,” the legislator continued. “It just isn’t fair.” “Let me ask you a question,” I said. “Do you have children?” “Yes,” he said. “I have a daughter who is going into the fourth grade.” “Okay,” I said. “Let’s say that there are two fourth-grade teachers in your daughter’s school. You find out that for the last five years, students in one of the classes have consistently scored in the bottom five percent of the state on standardized test score. The other’s students have consistently scored in the top five percent of the state on the same test. What would you do?” “I’d make sure she was in the classroom of the person who had the high test scores,” he answered—without a hint of irony to his response. “What?” I responded. “But how could you do that? You made that decision solely on the basis of test scores! You didn’t even go into their classrooms!” He stared at me for a moment, confused. Then he smiled and said, “Okay, you got me.” “My point is that student academic achievement does matter,” I said. “It shouldn’t be everything. I think it’s important to consider a broad range of factors in a teacher’s evaluation. But how much students learn has to be a major piece of it.

It was only after God prepared the place that he pulled Adam and Eve out of the earth. Like the drawings made by my Honduran first-graders hunched over their wobbly desks, people didn't exist until the place existed, until the green stretched across the whole white page. It is as if God announced in the very beginning that place comes first, that we're secondary - we come from our land, our land doesn't come from us.

In April 2012, The New York Times published a heart-wrenching essay by Claire Needell Hollander, a middle school English teacher in the New York City public schools. Under the headline “Teach the Books, Touch the Heart,” she began with an anecdote about teaching John Steinbeck’s Of Mice and Men. As her class read the end together out loud in class, her “toughest boy,” she wrote, “wept a little, and so did I.” A girl in the class edged out of her chair to get a closer look and asked Hollander if she was crying. “I am,” she said, “and the funny thing is I’ve read it many times.” Hollander, a reading enrichment teacher, shaped her lessons around robust literature—her classes met in small groups and talked informally about what they had read. Her students did not “read from the expected perspective,” as she described it. They concluded (not unreasonably) that Holden Caulfield “was a punk, unfairly dismissive of parents who had given him every advantage.” One student read Lady Macbeth’s soliloquies as raps. Another, having been inspired by Of Mice and Men, went on to read The Grapes of Wrath on his own and told Hollander how amazed he was that “all these people hate each other, and they’re all white.” She knew that these classes were enhancing her students’ reading levels, their understanding of the world, their souls. But she had to stop offering them to all but her highest-achieving eighth-graders. Everyone else had to take instruction specifically targeted to boost their standardized test scores. Hollander felt she had no choice. Reading scores on standardized tests in her school had gone up in the years she maintained her reading group, but not consistently enough. “Until recently, given the students’ enthusiasm for the reading groups, I was able to play down that data,” she wrote. “But last year, for the first time since I can remember, our test scores declined in relation to comparable schools in the city. Because I play a leadership role in the English department, I felt increased pressure to bring this year’s scores up. All the teachers are increasing their number of test-preparation sessions and practice tests, so I have done the same, cutting two of my three classic book groups and replacing them with a test preparation tutorial program.” Instead of Steinbeck and Shakespeare, her students read “watered-down news articles or biographies, bastardized novels, memos or brochures.” They studied vocabulary words, drilled on how to write sentences, and practiced taking multiple-choice tests. The overall impact of such instruction, Hollander said, is to “bleed our English classes dry.” So

flutterflies

In September of 2014, Mokhtar became the world’s first Arab Q grader of arabica coffee,

I once heard Nao scold a little kid: “I said no first grader plays in the river unless he’s with a grown-up! Do it again and I’ll give you what for! A kappa’ll come and steal your shirikodama!” (Kappa, river imps, are supposed to have designs on human shirikodama, the soul-ball located inside the anus.)

Which is to say that by the time I found him, he’d been briefed in detail on the graphic, horrid crime scene at Sandy Hook. He’d heard about blood pooled on the floors of classrooms and the bodies of twenty first graders and six educators torn apart by a semiautomatic rifle. His shock and grief would never compare with that of the first responders who’d rushed in to secure the building and evacuate survivors from the carnage. It was nothing next to that of the parents who endured an interminable wait in the chilly air outside the building, praying that they’d see their child’s face again. And it was nothing at all next to those whose wait would be in vain.

As he saw it, it was part of his responsibility, what he’d been elected to do—to look rather than look away, to stay upright when the rest of us felt ready to fall down. Which is to say that by the time I found him, he’d been briefed in detail on the graphic, horrid crime scene at Sandy Hook. He’d heard about blood pooled on the floors of classrooms and the bodies of twenty first graders and six educators torn apart by a semiautomatic rifle. His shock and grief would never compare with that of the first responders who’d rushed in to secure the building and evacuate survivors from the carnage. It was nothing next to that of the parents who endured an interminable wait in the chilly air outside the building, praying that they’d see their child’s face again. And it was nothing at all next to those whose wait would be in vain.

said.

shoulders

SCATTER,

sign it, okay?

we mean

The avengers outside are the worst kind, the ones in silver cross necklaces, baseball caps, and Life is Good T-shirts. The ones who stay up until midnight to build their first-graders’ Alamo projects out of sugar cubes, cancel a Thanksgiving cruise to

For the time being, however, his bent was literary and religious rather than balletic. He loved, and what seventh grader doesn’t, the abstracter foxtrots and more metaphysical twists of a Dostoevsky, a Gide, a Mailer. He longed for the experience of some vivider pain than the mere daily hollowness knotted into his tight young belly, and no weekly stomp-and-holler of group therapy with other jejune eleven-year-olds was going to get him his stripes in the major leagues of suffering, crime, and resurrection. Only a bona-fide crime would do that, and of all the crimes available murder certainly carried the most prestige, as no less an authority than Loretta Couplard was ready to attest, Loretta Couplard being not only the director and co-owner of the Lowen School but the author, as well, of two nationally televised scripts, both about famous murders of the 20th Century. They’d even done a unit in social studies on the topic: A History of Crime in Urban America. The first of Loretta’s murders was a comedy involving Pauline Campbell, R.N., of Ann Arbor, Michigan, circa 1951, whose skull had been smashed by three drunken teenagers. They had meant to knock her unconscious so they could screw her, which was 1951 in a nutshell. The eighteen-year-olds, Bill Morey and Max Pell, got life; Dave Royal (Loretta’s hero) was a year younger and got off with twenty-two years. Her second murder was tragic in tone and consequently inspired more respect, though not among the critics, unfortunately. Possibly because her heroine, also a Pauline (Pauline Wichura), though more interesting and complicated had also been more famous in her own day and ever since. Which made the competition, one best-selling novel and a serious film biography, considerably stiffen Miss Wichura had been a welfare worker in Atlanta, Georgia, very much into environment and the population problem, this being the immediate pre-Regents period when anyone and everyone was legitimately starting to fret. Pauline decided to do something, viz., reduce the population herself and in the fairest way possible. So whenever any of the families she visited produced one child above the three she’d fixed, rather generously, as the upward limit, she found some unobtrusive way of thinning that family back to the preferred maximal size. Between 1989 and 1993 Pauline’s journals (Random House, 1994) record twenty-six murders, plus an additional fourteen failed attempts. In addition she had the highest welfare department record in the U.S. for abortions and sterilizations among the families whom she advised. “Which proves, I think,” Little Mister Kissy Lips had explained one day after school to his friend Jack, “that a murder doesn’t have to be of someone famous to be a form of idealism.” But of course idealism was only half the story: the other half was curiosity. And beyond idealism and curiosity there was probably even another half, the basic childhood need to grow up and kill someone.

As you doubtless noticed, sometimes the words matched the pictures and sometimes they didn’t. It probably felt more difficult to name the pictures when there was a mismatch. That’s because when an experienced reader sees a printed word, it’s quite difficult not to read it. Reading is automatic.Thus the printed word pants conflicts with the word you are trying to retrieve, shirt. The conflict slows your response. A child just learning to read wouldn’t show this interference, because reading is not automatic for him.When faced with the letters p, a, n, t, and s, the child would need to painstakingly (and thus slowly) retrieve the sounds associated with each letter, knit them together, and recognize that the resulting combination of sounds forms the word pants. For the experienced reader, those processes happen in a flash and are a good example of the properties of automatic processes: (1) They happen very quickly. Experienced readers read common words in less than a quarter of a second. (2) They are prompted by a stimulus in the environment, and if that stimulus is present, the process may occur even if you wish it wouldn’t.Thus you know it would be easier not to read the words in Figure 3, but you can’t seem to avoid doing so. (3) You are not aware of the components of the automatic process.That is, the component processes of reading (for example, identifying letters) are never conscious.The word pants ends up in consciousness, but the mental processes necessary to arrive at the conclusion that the word is pants do not.The process is very different for a beginning reader, who is aware of each constituent step (“that’s a p, which makes a ‘puh’ sound . . .”). FIGURE 3: Name each picture, ignoring the text. It’s hard to ignore when the text doesn’t match the picture, because reading is an automatic process.   The example in Figure 3 gives a feel for how an automatic process operates, but it’s an unusual example because the automatic process interferes with what you’re trying to do. Most of the time automatic processes help rather than hinder. They help because they make room in working memory. Processes that formerly occupied working memory now take up very little space, so there is space for other processes. In the case of reading, those “other” processes would include thinking about what the words actually mean. Beginning readers slowly and painstakingly sound out each letter and then combine the sounds into words, so there is no room left in working memory to think about meaning (Figure 4).The same thing can happen even to experienced readers. A high school teacher asked a friend of mine to read a poem out loud. When he had finished reading, she asked what he thought the poem meant. He looked blank for a moment and then admitted he had been so focused on reading without mistakes that he hadn’t really noticed what the poem was about. Like a first grader, his mind had focused on word pronunciation, not on meaning. Predictably, the class laughed, but what happened was understandable, if unfortunate.

significantly different? Because the variances are equal, we read the t-test statistics from the top line, which states “equal variances assumed.” (If variances had been unequal, then we would read the test statistics from the second line, “equal variances not assumed.”). The t-test statistic for equal variances for this test is 2.576, which is significant at p = .011.13 Thus, we conclude that the means are significantly different; the 10th graders report feeling safer one year after the anger management program was implemented. Working Example 2 In the preceding example, the variables were both normally distributed, but this is not always the case. Many variables are highly skewed and not normally distributed. Consider another example. The U.S. Environmental Protection Agency (EPA) collects information about the water quality of watersheds, including information about the sources and nature of pollution. One such measure is the percentage of samples that exceed pollution limits for ammonia, dissolved oxygen, phosphorus, and pH.14 A manager wants to know whether watersheds in the East have higher levels of pollution than those in the Midwest. Figure 12.4 Untransformed Variable: Watershed Pollution An index variable of such pollution is constructed. The index variable is called “pollution,” and the first step is to examine it for test assumptions. Analysis indicates that the range of this variable has a low value of 0.00 percent and a high value of 59.17 percent. These are plausible values (any value above 100.00 percent is implausible). A boxplot (not shown) demonstrates that the variable has two values greater than 50.00 percent that are indicated as outliers for the Midwest region. However, the histograms shown in Figure 12.4 do not suggest that these values are unusually large; rather, the peak in both histograms is located off to the left. The distributions are heavily skewed.15 Because the samples each have fewer than 50 observations, the Shapiro-Wilk test for normality is used. The respective test statistics for East and Midwest are .969 (p = .355) and .931 (p = .007). Visual inspection confirms that the Midwest distribution is indeed nonnormal. The Shapiro-Wilk test statistics are given only for completeness; they have no substantive interpretation. We must now either transform the variable so that it becomes normal for purposes of testing, or use a nonparametric alternative. The second option is discussed later in this chapter. We also show the consequences of ignoring the problem. To transform the variable, we try the recommended transformations, , and then examine the transformed variable for normality. If none of these transformations work, we might modify them, such as using x⅓ instead of x½ (recall that the latter is ).16 Thus, some experimentation is required. In our case, we find that the x½ works. The new Shapiro-Wilk test statistics for East and Midwest are, respectively, .969 (p = .361) and .987 (p = .883). Visual inspection of Figure 12.5 shows these two distributions to be quite normal, indeed. Figure 12.5 Transformed Variable: Watershed Pollution The results of the t-test for the transformed variable are shown in Table

you in the morning!” Then

Remedies exist for correcting substantial departures from normality, but these remedies may make matters worse when departures from normality are minimal. The first course of action is to identify and remove any outliers that may affect the mean and standard deviation. The second course of action is variable transformation, which involves transforming the variable, often by taking log(x), of each observation, and then testing the transformed variable for normality. Variable transformation may address excessive skewness by adjusting the measurement scale, thereby helping variables to better approximate normality.8 Substantively, we strongly prefer to make conclusions that satisfy test assumptions, regardless of which measurement scale is chosen.9 Keep in mind that when variables are transformed, the units in which results are expressed are transformed, as well. An example of variable transformation is provided in the second working example. Typically, analysts have different ways to address test violations. Examination of the causes of assumption violations often helps analysts to better understand their data. Different approaches may be successful for addressing test assumptions. Analysts should not merely go by the result of one approach that supports their case, ignoring others that perhaps do not. Rather, analysts should rely on the weight of robust, converging results to support their final test conclusions. Working Example 1 Earlier we discussed efforts to reduce high school violence by enrolling violence-prone students into classes that address anger management. Now, after some time, administrators and managers want to know whether the program is effective. As part of this assessment, students are asked to report their perception of safety at school. An index variable is constructed from different items measuring safety (see Chapter 3). Each item is measured on a seven-point Likert scale (1 = strongly disagree to 7 = strongly agree), and the index is constructed such that a high value indicates that students feel safe.10 The survey was initially administered at the beginning of the program. Now, almost a year later, the survey is implemented again.11 Administrators want to know whether students who did not participate in the anger management program feel that the climate is now safer. The analysis included here focuses on 10th graders. For practical purposes, the samples of 10th graders at the beginning of the program and one year later are regarded as independent samples; the subjects are not matched. Descriptive analysis shows that the mean perception of

safety at the beginning of the program was 4.40 (standard deviation, SD = 1.00), and one year later, 4.80 (SD = 0.94). The mean safety score increased among 10th graders, but is the increase statistically significant? Among other concerns is that the standard deviations are considerable for both samples. As part of the analysis, we conduct a t-test to answer the question of whether the means of these two distributions are significantly different. First, we examine whether test assumptions are met. The samples are independent, and the variables meet the requirement that one is continuous (the index variable) and the other dichotomous. The assumption of equality of variances is answered as part of conducting the t-test, and so the remaining question is whether the variables are normally distributed. The distributions are shown in the histograms in Figure 12.3.12 Are these normal distributions? Visually, they are not the textbook ideal—real-life data seldom are. The Kolmogorov-Smirnov tests for both distributions are insignificant (both p > .05). Hence, we conclude that the two distributions can be considered normal. Having satisfied these t-test assumptions, we next conduct the t-test for two independent samples. Table 12.1 shows the t-test results. The top part of Table 12.1 shows the descriptive statistics, and the bottom part reports the test statistics. Recall that the t-test is a two-step test. We first test whether variances are equal. This is shown as the “Levene’s test for equality of variances.” The null hypothesis of the Levene’s test is that variances are equal; this is rejected when the p-value of this Levene’s test statistic is less than .05. The Levene’s test uses an F-test statistic (discussed in Chapters 13 and 15), which, other than its p-value, need not concern us here. In Table 12.1, the level of significance is .675, which exceeds .05. Hence, we accept the null hypothesis—the variances of the two distributions shown in Figure 12.3 are equal. Figure 12.3 Perception of High School Safety among 10th Graders Table 12.1 Independent-Samples T-Test: Output Note: SD = standard deviation. Now we go to the second step, the main purpose. Are the two means (4.40 and 4.80)

1479You never stop learning until there is dirt between your ears.

grader. After the first snow fell the state road crews stopped where the national park boundaries began. But it was a wonderful park, rich in mountains, for it took in parts of the Mentasta, Nutzotin and Chugach ranges, as well as supporting the entire Quilak range. It boasted several hundred miles of coastline along Prince William Sound, site of one of the richest salmon fisheries in the world, and you could always fly in to fish, if you could fly, or could afford to pay someone who did. A shame that so few could, Park rats told each other, some even with straight faces. There were dozens of airstrips within the Park, some sworn to by FAA charts, but between the time the chart was printed and the time the pilot with a ruptured oil line looked for them they would be overgrown by a hungry forest or eroded out of existence by a change of course in the Kanuyaq.

Miss Jones,

so imagine the day your great-great-grandmother was born. Got it? Now go back another hundred years or so. And then another hundred. That’s about when they built Hills Village Middle School. Of course, I think it was a prison for Pilgrims back then, but not too much has changed. Now it’s a prison for sixth, seventh, and eighth graders.

Get in here already!” David called from the room. Scarlett stepped in first as I followed behind her. Carter made sure he was last and kept his head down the whole time. The inside of the room was smaller than the prison. A round table was at the center as only one kid sat behind it on the opposite end of us. When we first passed the room, there were three kids playing cards, which meant someone was missing. David took a seat on a metal foldout chair. He pointed at the kid across the table. “That’s Brent,” he said. “And Johnny’s in the restroom right now.” Ah, the third kid was taking a bathroom break. I pulled out one of the metal chairs and offered it to Scarlett. I might’ve been a sixth grader, but I still knew how to act like a gentleman. She blushed. “Thanks.” I’m sure I blushed too because my cheeks grew warm almost instantly. I sat in the chair directly to Scarlett’s right, and Carter sat in the chair on the other side of me, making sure he was out far enough to dwell in the shadows some more. David and Brent were clueless.

The material I teach presents no problems or challenges for me. That’s what being a master means, I suppose. I know this stuff front and back, in and out. I could teach it in my sleep and maybe I do. What is a challenge is how the information is received. Most or all of what I say fits into the receiving brain in a particular place, but there’s always something already there. It’s never an empty slot just waiting to be filled. Not only will every slot already be filled, but there will also be security—probably very tight security—guarding it. If I taught English Lit to eighth graders it would just be a matter of keeping it interesting so the connection stayed open while I uploaded new info, but this is different. No one comes here for their first exposure to the spiritual dimension. Everyone comes pre-educated and the education they arrive with is, for all practical purposes, worse than useless. That’s what I deal with and I’m not a master of cranial lock-picking, I just try hard to do my bit and know that success and failure is out of my hands.

She smiled at us, like we were first graders and I wondered how such a small person could contain so much crazy.

tightwads.

Baltimore Catechism No. 1 was for first communicants through fifth graders. Baltimore Catechism No. 2 was for sixth graders through ninth graders and for those preparing for confirmation. Baltimore Catechism No. 3 was for those already confirmed and for high schoolers. That’s as far as the catechisms went, because it was expected that by the end of high school a young person would know everything about the faith, which nearly was true, at least compared to today, when Catholic students finishing even Catholic high schools generally know less than was contained in Baltimore Catechism No. 1, further proof of the decline of education even within the Church.

For the longer term, however, the projections were more worrying. With almost half the country’s first-graders now registered in the Arabic or ultra-Orthodox school systems, and with the Haredi sector multiplying faster than any other, the ratio of the population constituting the future recruitment pool was liable to shrink.

Oscar Goodman’s three terms were as bombastic and controversial as his arguments in court. His policy proposals included setting up brothels in Las Vegas, legalizing all street drugs to collect enough revenue to pay teachers six-figure salaries, and cutting the thumbs off people convicted of graffiti while broadcasting the punishment on television. Not surprising, none of his libertarian ideas were enacted into city ordinance.(60) Goodman’s administration was unlike any in the country. He was the first Las Vegas mayor to have his face on casino chips. He photographed a model for a topless pictorial for the Playboy website. Bombay Sapphire gin recruited him as its spokesman because he was never far from a gin martini, which he garnished with sliced jalapeno peppers and a glass of ice on the side. Oscar Goodman donated the gin endorsement honorarium to charity. In 2005, however, he faced nationwide controversy when fourth graders at a local elementary school asked him the one thing he would want with him if he was stranded on a desert island. “A bottle of Bombay Sapphire gin,” Mayor Goodman responded, adding that one of his main hobbies was drinking. He later apologized if anyone was offended

annoyed.

The first hints of this emerged in the early and mid-1990s, at the tail end of the crack epidemic. Suniya Luthar is now sixty-two, with an infectious smile, bright brown eyes, and short snow-white hair. Back then, she was a fledgling psychologist working as an assistant professor and researcher in the department of psychiatry at the Yale School of Medicine. She was studying resiliency among teenagers in low-income urban communities, and one of her early findings was that the most popular kids were also among the most destructive and aggressive at school. Was this a demographic phenomenon, she wondered, or merely an adolescent one, this tendency to look up to peers who acted out? To find out, she needed a comparison group. A research assistant suggested they recruit students from his former high school in an affluent suburb. Luthar’s team ultimately enlisted 488 tenth graders—about half from her assistant’s high school and half from a scruffy urban high school. The affluent community’s median household income was 80 percent higher than the national median, and more than twice that of the low-income community. The rich community also had far fewer families on food stamps (0.3 percent vs. 19 percent) and fewer kids getting free or reduced-price school lunches (1 percent vs. 86 percent). The suburban teens were 82 percent white, while the urban teens were 87 percent nonwhite. Luthar surveyed the kids, asking a series of questions related to depression and anxiety, drug use ranging from alcohol and nicotine to LSD and cocaine, and participation in delinquent acts at home, at school, and in the community. Also examined were grades, “social competence,” and teachers’ assessments of each student. After crunching the numbers, she was floored. The affluent teens fared poorly relative to the low-income teens on “all indicators of substance use, including hard drugs.” This flipped the conventional wisdom on its head. “I was quite taken aback,” Luthar recalls.

Darla, a third grader, was overweight, awkward, and a “crybaby.” She was such a prime target that half of the class bullied her, hitting her and calling her names on a daily basis—and winning one another’s approval for it. Several years later, because of Davis’s program, the bullying had stopped. Darla had learned better social skills and even had friends. Then Darla went to middle school and, after a year, came back to report what had happened. Her classmates from elementary school had seen her through. They’d helped her make friends and protected her from her new peers when they wanted to harass her. Davis also gets the bullies changing. In fact, some of the kids who rushed to Darla’s support in middle school were the same ones who had bullied her earlier. What Davis does is this. First, while enforcing consistent discipline, he doesn’t judge the bully as a person. No criticism is directed at traits. Instead, he makes them feel liked and welcome at school every day. Then he praises every step in the right direction. But again, he does not praise the person; he praises their effort. “I notice that you have been staying out of fights. That tells me you are working on getting along with people.” You can see that Davis is leading students directly to the growth mindset. He is helping them see their actions as part of an effort to improve. Even if the change was not intentional on the part of the bullies, they may now try to make it so.

rich.” She stood up and fluffed herself. “My family has more money than you can shake a stick at.” Mr. Scary stared at her a real long time. “Yes, well, fortunately, we don’t need to be rich to shop at the gift shop, Lucille,” he said at last. “Everything there is very affordable. Does everyone know what affordable means?” “I do! I do!

Students lined up on the stage, reading sheets of paper that probably had the schedule for the morning. The stage that Gavin had fixed looked awesome and solid as a rock. In fact, if I didn’t know the corner was busted earlier in the week, I’d never be able to tell. Overnight, a crew had set up a few hundred foldout chairs, lining them in rows for the audience. The cafeteria lights had been switched off, and the talent show stage lights were being tested, making the room look like some sort of dance club. The only students in the cafeteria were those who had acts in the show. Everyone was standing around, laughing and having a good time. It actually felt relieving to see others enjoying themselves. The missing penguin had been in everyone’s thoughts all week, but nobody knew that Hotcakes might’ve been just the tip of the iceberg. The rest of the sixth graders at Buchanan would arrive when homeroom dismissed, which was still about twenty minutes away. The first half of the school day had been dedicated to Zoe’s talent show, which was killer because it meant all those classes would be put on hold. It also meant

And…

Yet, as that perceptive seventh-grader put it at the very beginning of this book, creativity is “doing more than the first thing that comes to your mind.