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• W261405519 abstract "The notion that educators have the summer off has always been largely a myth, but if you can work in a little summer reading, you might consider Malcolm Gladwell's book Outliers (Gladwell, 2008). Although the book does not specifically discuss secondary education, it has major implications for all educators because it explores the very causes of success. Gladwell 's basic premise is that great success is not the result of genius, but rather the result of opportunities to work hard at meaningful tasks. The opportunities, in turn, represent advantages that come from families, communities, and a little bit of luck. One of the most provocative passages in Outliers has to do with the question of why Asian students excel in math. Gladwell rejects the notion of genetic superiority and argues instead that Asians' success in math is the result of a commitment to hard work at difficult tasks that is the cultural legacy of rice farming. He does not make this point in order to suggest that Asian culture is superior. Earlier in the book, in fact, he had pointed out that aspects of Asian culture were ill suited to piloting commercial jet liners. He is, rather, arguing that some aspects of America's cultural heritage may get in the way of learning math, specifically the belief that some people are born with talents (such as the ability to do math) while others are not. The result of this belief is that Americans tend to give up on solving problems too quickly and to accept the notion that they are simply too hard. Nothing is more basic to school reform than an understanding of how individuals succeed, and why they sometimes fail. If even your summer schedule leaves too little time for finishing a book, you can learn more about Outliers and read an excerpt from the chapter titled, Rice Paddies and Math Tests by visiting www.gladwell.eom/Outliers Speaking of summer reading, that is one of the factors cited in Outliers to explain the gap between middle class and poor students. Gladwell points to research that shows this achievement gap narrowing during every school year and then widening again during the summer. He asserts achievement differences have less to do with the quality of teaching in school than with the advantages provided for middle class kids outside of school, especially in the summer. Gladwell identifies KIPP (Knowledge is Power Program) schools as examples of how the achievement gap can be closed by directly confronting the cultural elements that allow failure. The KIPP schools are free, open-enrollment charter schools and are predominantly middle schools and high schools. The program's philosophy has Five Pillars/' one of which is More Time, As the KIPP website www. Kl PP. org explains KIPP students are in school learning 60 percent more than average public school students, typically from 7:30 a.m. until 5:00 p.m. on weekdays, every other Saturday, and for three weeks during the summer. Rigorous col lege- preparatory instruction is balanced with extracurricular activities, experiential field lessons, and character development. In spite of the long hours, average daily attendance at KIPP schools is 96 percent. (Retrieved July 1, 2009 from www.KIPP.org ). It is important to note that students must apply to go to KIPP schools, so they do have the advantage of students who have chosen to enter the program. Nevertheless, the KIPP schools show an impressive track record for keeping the poor and minority students who enroll and for sending a larger percentage of kids to college than some middle class schools do. …" @default.
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• W261405519 title "Summer Reading and Summer Schooling" @default.
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