THIS IS THE LETTER FAXED TO JOEL RAMSEY REGARDING CLAIMS MADE ABOUT
BATESON'S RESEARCH ON THE FOUR PERIOD DAY
BATESON'S RESEARCH ON THE FOUR PERIOD DAY
THE UNIVERSITY OF BRITISH COLUMBIA
Faculty of Education
Department of Mathematics and Science Education
2125 Main Mall
Vancouver, B.C. Canada V6T 1Z4
August 8, 1994
Dear Mr. Ramsey,
I was very interested to talk to you last week about an article which I published in 1990 in Volume 27, #3 of the Journal of Research in Science Teaching entitled "Science Achievement in Semestered and All-Year Courses." From what you have told me, some of the education officials in your area have received misinformation about that article and about how I presently stand with regard to the research and conclusions as stated in that article.
Let me state most strongly that I stand firmly behind the conclusions reported in that study.
Students in semestered courses in secondary science in British Columbia do not score as well on reliable and valid, standardized science instruments measuring academic performance derived from course objectives.
Any reports that I may have retracted any of what I wrote in that article are totally false, and I would appreciate your nipping in the bud any such references.
The research described above included a very large number of students (over 28,000!!) and the results left absolutely no doubt based on probability of error (one has to go out to the 10th decimal place to find anything but 0's in the probabilities!!) While there may be many advantages to semestered timetables and course structures, and while I personally might want to teach in a semestered system, the academic performance of students appears to suffer. Every other piece of research on this subject that I am aware of is based on testimonials, and not on actual student performance data. Based upon what I found during that study, and from examining the data of subsequent assessments, I cannot academically support a semestered timetable.
If you wish any further information I would be most pleased to assist you.
Sincerely,
David J. Bateson, Ed.D.
Associate Professor
Faculty of Education
Department of Mathematics and Science Education
2125 Main Mall
Vancouver, B.C. Canada V6T 1Z4
August 8, 1994
Dear Mr. Ramsey,
I was very interested to talk to you last week about an article which I published in 1990 in Volume 27, #3 of the Journal of Research in Science Teaching entitled "Science Achievement in Semestered and All-Year Courses." From what you have told me, some of the education officials in your area have received misinformation about that article and about how I presently stand with regard to the research and conclusions as stated in that article.
Let me state most strongly that I stand firmly behind the conclusions reported in that study.
Students in semestered courses in secondary science in British Columbia do not score as well on reliable and valid, standardized science instruments measuring academic performance derived from course objectives.
Any reports that I may have retracted any of what I wrote in that article are totally false, and I would appreciate your nipping in the bud any such references.
The research described above included a very large number of students (over 28,000!!) and the results left absolutely no doubt based on probability of error (one has to go out to the 10th decimal place to find anything but 0's in the probabilities!!) While there may be many advantages to semestered timetables and course structures, and while I personally might want to teach in a semestered system, the academic performance of students appears to suffer. Every other piece of research on this subject that I am aware of is based on testimonials, and not on actual student performance data. Based upon what I found during that study, and from examining the data of subsequent assessments, I cannot academically support a semestered timetable.
If you wish any further information I would be most pleased to assist you.
Sincerely,
David J. Bateson, Ed.D.
Associate Professor
It was November, 1993. The local paper reported that our school system was considering a restructuring of our schools to shift from six periods that last all year to four periods each semester which would cover coursework for the entire year. Supposedly, our new Republican governor had given the schools such demanding requirements that it would take a child eight courses a year to fulfill those requirements. Another sales pitch was that the four period day would take less time in the halls where violence often occurred . (The schools have always taken care that the public was pretty much in the dark about violence in the schools because of effective PR. The former "education reporter" for our paper is now the PR person for the city schools, merely a change of location. The PR did not eliminate the flight from public schools however, the enrollment has fallen from over 10,000 students to 9300 regardless of our (reputed) growth in city population.)
The DOTHAN EAGLE reported that our Director of Secondary Instruction, Susan Lockwood, had gone to Frederick, Maryland, to observe a high school which was using the four period day. The principals of the high schools had flown with her. That Frederick principal was coming to Dothan to address the parents about the four period day. I had just fought a statewide battle against Goals 2000. Our former governor, Jim Folsom, had promoted the Alabama First Plan, which was the Kentucky Education Reform Act, restyled by David Hornbeck, the author of the Kentucky reform, for Alabama. (Hornbeck is a member of Carnegie Foundation boards with Marc Tucker and Hillary Clinton. The Carnegie Foundation is pushing the New American Schools Development Corporation which has endorsed models for new schools--all Outcomes Based. Marc Tucker, author of Oregon's Education Reform, has an organization which produces the tests for Performance Based Education (OBE/Mastery Learning). Kentucky spent $1 million developing a criterion referenced test directed at what teachers were teaching, not necessarily those skills parents thought they were sending children to learn.) The extended period seemed to me to fit into the requirements for longer time in a classroom for the teach-test, re-teach-retest cycle needed incorporating the Peer Tutoring and Group Learning necessary for the attitude and behavioral goals of Goals 2000.
My husband, an attorney, humored me and called Daniel Cunningham, principal of Frederick High School, the school in Maryland we were to emulate. He asked where the "mother of all four period days" was. Cunningham admitted they were in their first year of using the method. They'd gotten it from a school across town. Dr. Thomas Guskey had advised their system. (A computer search at our education library revealed that Guskey is an expert on Mastery Learning/ Outcomes Based Education.) Apparently he had not read the research he cited to my husband when pressed for empirical data. We called Dr. David Bateson, author of the study, who was then on vacation on an island off the coast of British Columbia. He sent us his study. His conclusions? "The four period day is detrimental to academic achievement."
My husband called Cunningham back and told him what Bateson's study said. Cunningham had said he had notes of a conversation a colleague had with Bateson where Bateson had repudiated his study. My husband's brother does studies like that himself and knowing him we knew a professor would rather repudiate his first born son. We called Bateson back. Bateson faxed us a repudiation..of Cunningham's ridiculous claim!!!! His study had been over 28,000 students. He is a winner of a prestigious award for the scientific methodology used in his studies. All of this was taken to the administration, board, and principals. However, at the meeting, with their manipulation (the Delphi Technique), those facts were not presented, the parents took the PR packet as the gospel when it claimed that "research shows no change in student performance on standardized tests." The four period day was implemented.
Lies related to the public. Something I have become used to! (Sharman comment December, 2017)
About six weeks after we implemented the four period day, a video was made which promotes block scheduling. Glossy brochures were sent around the area with offers to do workshops and bring experts in block scheduling to share their methodology. The video was sold for $40. One wonders how much more current methodology has been sold with this type of "research" to support it.
In 1995, Susan Lockwood, the administrator who convinced us to use the program and who tallied the votes on whether or not to implement the program, used Dothan AP Geometry and Algebra and students for her doctoral dissertation from the University of Alabama, a fact I only just discovered on THE PROBLEM WITH BLOCK SCHEDULING web site. I found it interesting that the research that went unrecognized in the PR presentations delivered to the parents (research which my husband and I provided to the administrators) was mentioned the summary of her dissertation published in the NASSP journal in December of 1995. (In the same publication another administrator was tooting his own horn over our school-to-work initiatives). Using the 1994 scores on a standardized test and comparing them to the scores after block scheduling, Lockwood saw scores drop six points for minority students from 42 to 36, white student's scores dropped 2 points. Although Lockwood drew the conclusion that this was not statistically significant thereby enabling her to recommend block scheduling, apparently it was significant enough to indicate that for AP students more, rather than less, was better.
By the way, Lockwood, by then, Dr. Lockwood with a PH.D. (She used my child as a guinea pig for her dissertation WITHOUT OUR PERMISSION0 went on to become superintendent of Eufaula City Schools in Alabama.
In Dothan, AP classes operate for two semesters giving that one course two credits. Lockwood's study of about 400 students was apparently more scientific than the award winning study of over 28,000 students done by Dr. Bateson. She challenges his conclusions with her ringing endorsement of block scheduling. Compare the claims in this packet with the research on the PROBLEM WITH BLOCK SCHEDULING Web site. One parent sent me a copy of the packet they were given at her school, only the credit for the research was under their own director of instruction's name. Again, the question "where is the mother of all four period days"? Who has pre-packaged this program?
One must consider that AP students are the most motivated and capable. What are the results on students who are not as motivated and capable? Perhaps the recent graduation results will give an indication. In 1994 at Dothan High School 232 students graduated. There were 361 students who entered Dothan High School as ninth graders. That is an attrition rate of 35%. The four period day went into effect in the fall of 1995. By 1997 there were 210 students who graduated out of the 404 who entered as ninth graders. That is a 48% attrition rate. 35% to 48% attrition ought to make those thinking of adopting the four period day stop and think. At Northview the attrition rate went from 28% in 1994 (425 entered as 9th graders and 302 graduated) to 36% (411 entered as 9th graders and 263 graduated) in 1997. The dog and pony show is still on the road. I wonder if these statistics are a part of the presentation.
It is interesting to me that those determined to defend public education at all costs continue to protest that these high numbers reflect students who have moved or gone to private school. Didn't students move before block scheduling? Is the the increase in the number of students not graduating on time because of difficulty in acquiring the required number of credits because of the four period day? (Remember band, football, and cheerleading take up one fourth of a student's academic year with block scheduling.)
The DOTHAN EAGLE reported that our Director of Secondary Instruction, Susan Lockwood, had gone to Frederick, Maryland, to observe a high school which was using the four period day. The principals of the high schools had flown with her. That Frederick principal was coming to Dothan to address the parents about the four period day. I had just fought a statewide battle against Goals 2000. Our former governor, Jim Folsom, had promoted the Alabama First Plan, which was the Kentucky Education Reform Act, restyled by David Hornbeck, the author of the Kentucky reform, for Alabama. (Hornbeck is a member of Carnegie Foundation boards with Marc Tucker and Hillary Clinton. The Carnegie Foundation is pushing the New American Schools Development Corporation which has endorsed models for new schools--all Outcomes Based. Marc Tucker, author of Oregon's Education Reform, has an organization which produces the tests for Performance Based Education (OBE/Mastery Learning). Kentucky spent $1 million developing a criterion referenced test directed at what teachers were teaching, not necessarily those skills parents thought they were sending children to learn.) The extended period seemed to me to fit into the requirements for longer time in a classroom for the teach-test, re-teach-retest cycle needed incorporating the Peer Tutoring and Group Learning necessary for the attitude and behavioral goals of Goals 2000.
My husband, an attorney, humored me and called Daniel Cunningham, principal of Frederick High School, the school in Maryland we were to emulate. He asked where the "mother of all four period days" was. Cunningham admitted they were in their first year of using the method. They'd gotten it from a school across town. Dr. Thomas Guskey had advised their system. (A computer search at our education library revealed that Guskey is an expert on Mastery Learning/ Outcomes Based Education.) Apparently he had not read the research he cited to my husband when pressed for empirical data. We called Dr. David Bateson, author of the study, who was then on vacation on an island off the coast of British Columbia. He sent us his study. His conclusions? "The four period day is detrimental to academic achievement."
My husband called Cunningham back and told him what Bateson's study said. Cunningham had said he had notes of a conversation a colleague had with Bateson where Bateson had repudiated his study. My husband's brother does studies like that himself and knowing him we knew a professor would rather repudiate his first born son. We called Bateson back. Bateson faxed us a repudiation..of Cunningham's ridiculous claim!!!! His study had been over 28,000 students. He is a winner of a prestigious award for the scientific methodology used in his studies. All of this was taken to the administration, board, and principals. However, at the meeting, with their manipulation (the Delphi Technique), those facts were not presented, the parents took the PR packet as the gospel when it claimed that "research shows no change in student performance on standardized tests." The four period day was implemented.
Lies related to the public. Something I have become used to! (Sharman comment December, 2017)
About six weeks after we implemented the four period day, a video was made which promotes block scheduling. Glossy brochures were sent around the area with offers to do workshops and bring experts in block scheduling to share their methodology. The video was sold for $40. One wonders how much more current methodology has been sold with this type of "research" to support it.
In 1995, Susan Lockwood, the administrator who convinced us to use the program and who tallied the votes on whether or not to implement the program, used Dothan AP Geometry and Algebra and students for her doctoral dissertation from the University of Alabama, a fact I only just discovered on THE PROBLEM WITH BLOCK SCHEDULING web site. I found it interesting that the research that went unrecognized in the PR presentations delivered to the parents (research which my husband and I provided to the administrators) was mentioned the summary of her dissertation published in the NASSP journal in December of 1995. (In the same publication another administrator was tooting his own horn over our school-to-work initiatives). Using the 1994 scores on a standardized test and comparing them to the scores after block scheduling, Lockwood saw scores drop six points for minority students from 42 to 36, white student's scores dropped 2 points. Although Lockwood drew the conclusion that this was not statistically significant thereby enabling her to recommend block scheduling, apparently it was significant enough to indicate that for AP students more, rather than less, was better.
By the way, Lockwood, by then, Dr. Lockwood with a PH.D. (She used my child as a guinea pig for her dissertation WITHOUT OUR PERMISSION0 went on to become superintendent of Eufaula City Schools in Alabama.
In Dothan, AP classes operate for two semesters giving that one course two credits. Lockwood's study of about 400 students was apparently more scientific than the award winning study of over 28,000 students done by Dr. Bateson. She challenges his conclusions with her ringing endorsement of block scheduling. Compare the claims in this packet with the research on the PROBLEM WITH BLOCK SCHEDULING Web site. One parent sent me a copy of the packet they were given at her school, only the credit for the research was under their own director of instruction's name. Again, the question "where is the mother of all four period days"? Who has pre-packaged this program?
One must consider that AP students are the most motivated and capable. What are the results on students who are not as motivated and capable? Perhaps the recent graduation results will give an indication. In 1994 at Dothan High School 232 students graduated. There were 361 students who entered Dothan High School as ninth graders. That is an attrition rate of 35%. The four period day went into effect in the fall of 1995. By 1997 there were 210 students who graduated out of the 404 who entered as ninth graders. That is a 48% attrition rate. 35% to 48% attrition ought to make those thinking of adopting the four period day stop and think. At Northview the attrition rate went from 28% in 1994 (425 entered as 9th graders and 302 graduated) to 36% (411 entered as 9th graders and 263 graduated) in 1997. The dog and pony show is still on the road. I wonder if these statistics are a part of the presentation.
It is interesting to me that those determined to defend public education at all costs continue to protest that these high numbers reflect students who have moved or gone to private school. Didn't students move before block scheduling? Is the the increase in the number of students not graduating on time because of difficulty in acquiring the required number of credits because of the four period day? (Remember band, football, and cheerleading take up one fourth of a student's academic year with block scheduling.)
Many questions should be asked. With Career Quest/Tech Prep being required, and Band, Football, and Cheerleading lasting both semesters, how does a student fit in the required courses? Could the lower graduation rate have something to do with students having to make up courses over the summer? Why has the Alternative School been seeing more students if this was to address discipline problems? With students doing their homework in class has content been so diminished that students are having trouble in follow up classes? With interference and lack of reinforcement has retention been affected? Some claim the increased attrition has to do with transfers. Why are they transferring? Didn't transferring happen in 1994? Does no one move into Dothan any more? If more are dropping out and getting GEDs shouldn't we ask why? Who taught the classes when teachers were on the road promoting the four period day? Could having substitute teachers account for the increase in attrition?
In addition to these questions regarding the effectiveness of this curriculum, society has a bigger question to ask. When a school system hires an administrator should that administrator use their position to influence the adoption of an experimental, highly controversial methodology, use PR packets to promote its adoption with information that is erroneous, count the votes, and then use the personal records of those students as statistics for a doctoral dissertation? Aren't our administrators responsible for researching for themselves the validity of a program and providing those who pay their salaries with the best KNOWN METHODS FOR ENHANCING ACADEMIC ACHIEVEMENT?Don't they at least owe parents who care enough to do the legwork and research for them some respect? The FDA regulates human drug experiments. Who regulates educators who mess with our children's minds?
Why was implementing block scheduling so critical?
Notice the mention below of the failed IBM Writing to Read program and also the continued intent to implement the Four Period Day. Money thrown away. But Lockwood got her PH.D. using those students as guinea pigs.
In addition to these questions regarding the effectiveness of this curriculum, society has a bigger question to ask. When a school system hires an administrator should that administrator use their position to influence the adoption of an experimental, highly controversial methodology, use PR packets to promote its adoption with information that is erroneous, count the votes, and then use the personal records of those students as statistics for a doctoral dissertation? Aren't our administrators responsible for researching for themselves the validity of a program and providing those who pay their salaries with the best KNOWN METHODS FOR ENHANCING ACADEMIC ACHIEVEMENT?Don't they at least owe parents who care enough to do the legwork and research for them some respect? The FDA regulates human drug experiments. Who regulates educators who mess with our children's minds?
Why was implementing block scheduling so critical?
Notice the mention below of the failed IBM Writing to Read program and also the continued intent to implement the Four Period Day. Money thrown away. But Lockwood got her PH.D. using those students as guinea pigs.
SEE ALSO
The Case Against Block Scheduling
(Jeff Lindsay)
So now it has reared its ugly head once more in Panama City.
Parents have rights Against Intrusive Surveys PROTECTION OF PUPIL RIGHTS AMENDMENT and SEL (Social Emotional Learning)
FREE OUR CHILDREN FROM THE OPPRESSION OF COLLEGES OF EDUCATION. CHICAGO. TWO DIFFERENT PHILOSOPHIES.
The Case Against Block Scheduling
(Jeff Lindsay)
So now it has reared its ugly head once more in Panama City.
Parents have rights Against Intrusive Surveys PROTECTION OF PUPIL RIGHTS AMENDMENT and SEL (Social Emotional Learning)
If I Ruled the Schools
Common Core, Sylvia Plath, and Death Education
https://sharmanbursonramsey.blogspot.com/2017/12/common-core-sylvia-plath-and-death.html
The Truth about Phonics that will Help You Help Your Child! Whole Language: A Fraud Perpetrated upon Our Students. One of Many?
The Tragedy of the Math Mess and Another Way
MATH WARS. ONCE AGAIN INTO THE FRAY
COMMON CORE MATH
The Reality of Bay District Schools. Only Fifty Percent Read Proficiently. Is there hope?
The Four Period Day: Students as Guinea Pigs and Professional advancement for "innovators"
The Tale of Last Hope for Local Control
DEMONIC ROOTS TO COMMON CORE? VISIT YOUR CHILD'S THERAPEUTIC CLASSROOM.
THE GENEALOGY OF COMMON CORE: BILL GATES/UNESCO/ROBERT MULLER//ALICE BAILEY/LUCIS TRUST
THE CHICAGO CONNECTION TO COMMON CORE
does anybody really believe anymore? does anybody really care?https://sharmanbursonramsey.blogspot.com/2017/12/does-anybody-really-believe-anymore.html
Sounding the Alarm! Today's Therapeutic Classroom. What are you going to do about it?
Spalding Writing Road to Reading and John Winston of Parks Elementary Natchitoches, Louisiana
https://sharmanbursonramsey.blogspot.com/2017/12/spalding-writing-road-to-reading-and.html
RETARDING AMERICA THE IMPRISONMENT OF POTENTIAL
NOTE FROM ROBERT SWEET OF THE NATIONAL RIGHT TO READ FOUNDATION
The DARE PROGRAM 20 years later.
https://sharmanbursonramsey.blogspot.com/2017/12/the-dare-program-20-years-later-more.html
Merry Christmas! Meet Alliwishus, The Elf Mother Met at the Battle of the Bulge
My Mother. My hero who won a Battle Ribbon at the Battle of the Bulge. December 16, 1944. A SCRAPBOOK LOOK FROM JEAN BRONSON GILLIS BURSON.
LEONARD COHEN HALLELUJAH PROJECT AT BAY HIGH SCHOOL AND ESTABLISHMENT RELIGION, SECULAR HUMANISM, IN OUR SCHOOLS
https://sharmanbursonramsey.blogspot.com/2017/12/leonard-cohen-hallelujah-project-at-bay.html
WHY SHOULD CONSERVATIVES, CHRISTIANS AND THE THE FAITH COMMUNITY BE CONCERNED ABOUT THIS? SUBSCRIBE TO THE PANAMA CITY NEWS HERALD AND GET WASHINGTON POST FREE
PEACE EDUCATION? CONFLICT RESOLUTION? TEACHING TOLERANCE? COMMON CORE
TRADITIONAL OR PROGRESSIVE EDUCATION. DO YOU KNOW THE DIFFERENCE? HAS POLITICS AFFECTED YOUR CHILD'S MATH EDUCATION?
RETARDING AMERICA THE IMPRISONMENT OF POTENTIAL
NOTE FROM ROBERT SWEET OF THE NATIONAL RIGHT TO READ FOUNDATION
DELPHI TECHNIQUE, CHAMBER OF COMMERCE AND THE EDUCATION ESTABLISHMENT CONVINCED A GULLIBLE PUBLIC TO BUY INTO COMMON CORE
COMMON CORE: PORNOGRAPHY 101
MIDDLE SCHOOL AGENDA FOR SEXUAL ORIENTATION AS A PART OF MULTICULTURAL EDUCATION
BEHAVIOR MODELS ATTITUDES AND BELIEFS
CULTURE WAR AND COMMON CORE
SOCIAL STUDIES AND COMMON CORE
TEACHERS AS LIBERATORS PRODUCE STUDENTS AS REVOLUTIONARIES: Whole Language Live On!
RADICAL POSSIBILITIES: YOUR CHILDREN
https://sharmanbursonramsey.blogspot.com/2017/11/radical-possibilities-your-children.html
Response to AL.Com article "Alabama Superintendent Proposal to Raise Academic Standards."
SECULAR HUMANISM IS NOW THE RELIGION OF OUR SCHOOLS
COMMON CORE: THE EMPEROR IS WEARING NO CLOTHES
COMMON CORE=PETRI DISH FOR RADICALS
https://sharmanbursonramsey.blogspot.com/2017/11/common-core-petri-dish-for-radicals.html
REVOLUTIONARY PEDAGOGY
Revolutionary Pedagogy: Or, so you thought reading, writing and calculating were why you sent your child to school?
EDUCATION TODAY:
Politics, Profits, Position, Power, and Prejudice published 1995
CAPSTONE EDUCATION (UNIVERSITY OF ALABAMA) AND MY CONCERNS
CONFLICT RESOLUTION OR POLITICAL INDOCTRINATION?
DELPHI TECHNIQUE, CHAMBER OF COMMERCE, AND THE EDUCATION ESTABLISHMENT CONVINCED THE GULLIBLE NATION TO BUY INTO COMMON CORE
WHO DO WE HOLD ACCOUNTABLE FOR THE FAILURE OF OUR SCHOOLS?
PUBLIC EDUCATION SHOULD EMPOWER PARENTS
CONSPIRACY THEORIES IN EDUCATION
THE CIVIL WAR IN EDUCATION
SOLVE THE PROBLEMS OF PUBLIC SCHOOLS
TAKE A KNEE
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