Commentary Collection In this special collection of Commentary essays, Frederick M. Hess and four education scholars discuss the pros and cons for academics who want to wade into public debate. Read more from the collection. COMMENTARY How (and When) Researchers Should Speak Truth to Power Four guidelines for academics who want to participate in heated education debates By Pedro A. Noguera January 16, 2018 In many respects, the polarization that characterizes the national political climate has long been present in the debates over the direction of public education, which took a particularly rancorous turn with the enactment of No Child Left Behind 16 years ago. Fierce conflicts over the expansion of charter schools, school closures, high-stakes testing, teacher evaluation, and the merits of the common core have been common in communities across the country. Unlike the current political debates over immigration, taxes, and healthcare, which typically pit Republicans against Democrats, the fault lines in these long-running conflicts over education have frequently put leaders in the Democratic Party against constituencies that are typically regarded as a stable part of their base, namely teachers' unions and parents and activists in low-income communities of color. Not surprisingly, some academics (myself included) have chosen to weigh in on these education conflicts. Some have participated actively out of a sense of moral obligation because the research they have done has a direct bearing on the issues under debate. Others have done so because of their close political or ideological alignment to one side or the other. Most do quickly learn that becoming embroiled in such heated debates, especially when the stakes are high, always comes with risks to reputation, and in some cases, even job security. Having participated in some of these battles over the years, I have arrived at an understanding about how and when to intervene in the debate through our scholarship and writing. Here are criteria that I have found helpful: 1) Avoid calling upon others to take stands that you are not taking yourself. For example, although I have been critical of high-stakes testing for many years, I have never encouraged parents to "opt out." I feel that this is a decision that each parent must make on their own, and while I feel it is appropriate to explain the merits and drawbacks associated with high-stakes testing, I draw the line at telling parents what to do with their children. 2) Only enter conflicts in which you have a knowledgeable position that can be supported by research. This may seem like an obvious rule of thumb, but I have seen many scholars drawn into debates where they lack the expertise to offer well-reasoned positions. Invariably, their reputations are sullied when it turns out they can't effectively defend a position they have taken. How (and When) Researchers Should Speak Truth to Power - E... https://www.edweek.org/ew/articles/2018 ...

1. Commentary Collection
In this special collection of Commentary
essays, Frederick M. Hess and four
education scholars discuss the pros and
cons for academics who want to wade into
public debate.
Read more from the collection.
COMMENTARY
How (and When) Researchers Should Speak Truth to Power
Four guidelines for academics who want to participate in heated
education debates
By Pedro A. Noguera
January 16, 2018
In many respects, the polarization that characterizes the national
political climate
has long been present in the debates over the direction of public
education,
which took a particularly rancorous turn with the enactment of
No Child Left Behind 16 years
ago. Fierce conflicts over the expansion of charter schools,
school closures, high-stakes testing,
teacher evaluation, and the merits of the common core have
been common in communities
across the country. Unlike the current political debates over
immigration, taxes, and healthcare,

2. which typically pit Republicans against Democrats, the fault
lines in these long-running conflicts
over education have frequently put leaders in the Democratic
Party against constituencies that
are typically regarded as a stable part of their base, namely
teachers' unions and parents and
activists in low-income communities of color.
Not surprisingly, some academics (myself included) have
chosen to weigh in on these education
conflicts. Some have participated actively out of a sense of
moral obligation because the
research they have done has a direct bearing on the issues under
debate. Others have done so
because of their close political or ideological alignment to one
side or the other. Most do quickly
learn that becoming embroiled in such heated debates,
especially when the stakes are high,
always comes with risks to reputation, and in some cases, even
job security.
Having participated in some of these battles over the
years, I have arrived at an understanding about how
and when to intervene in the debate through our
scholarship and writing. Here are criteria that I have
found helpful:
1) Avoid calling upon others to take stands that
you are not taking yourself. For example,
although I have been critical of high-stakes testing
for many years, I have never encouraged parents to
"opt out." I feel that this is a decision that each
parent must make on their own, and while I feel it is
appropriate to explain the merits and drawbacks
associated with high-stakes testing, I draw the line
at telling parents what to do with their children.

3. 2) Only enter conflicts in which you have a
knowledgeable position that can be supported by research. This
may seem like an
obvious rule of thumb, but I have seen many scholars drawn
into debates where they lack the
expertise to offer well-reasoned positions. Invariably, their
reputations are sullied when it turns
out they can't effectively defend a position they have taken.
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3) Don't be afraid to acknowledge the
complexity of an issue even if it angers some
people who want you to declare your allegiance
to their position. For example, I have been asked
repeatedly to weigh-in on the debate over charters
and single-gender schools. My answer has
consistently been that some are good, some are not,
and there's no evidence to suggest that expanding
either will lead to significant improvements in
educational outcomes.
4) Don't be afraid of speaking truth to power. If you are
confident about your position on
an issue, don't be afraid of speaking out or writing on the issue.

4. Even if your position may be
at odds with the position of powerful political or economic
interest groups, you shouldn't
hesitate to speak for the interests of vulnerable and
disadvantaged children. Sometimes, silence
is a form of complicity.
Pedro A. Noguera is a professor of education at the Graduate
School of Education & Information
Studies at the University of California, Los Angeles.
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Vol. 37, Issue 17, Page 26
Published in Print: January 17, 2018, as How to Decide When
Your Voice Is Necessary
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8083 Mod.5 Dis2 – Colleague Responses
· Read a selection of your colleagues’ postings.
· Respond to two of your colleagues by comparing data and
standards, similarities, and differences in your selected country
and their selected country.
· Post a 100-word response in comparison of the two countries,
and follow up with your thoughts on the best practices in the
two countries.

5. Katheryn Gonzalez
For this discussion, I have chosen to look at early childhood
assessment practices in China. Early childhood education
includes public and private kindergartens, daycares, and early
learning centers. Much like in the United States, early
childhood education programs seek to provide high-quality
learning environments for young children. More than half of the
population in China live in rural areas and attend public
kindergarten programs designed to get students ready for first
grade. Unlike the United States, much of these early childhood
programs occur for one year, which means children only receive
a year of early childhood education before entering school.
Private schools are also prevalent, but these schools do not
receive government funding and are not obligated to be a part of
quality rating systems. This is different then the United States
because both public and private early childhood education
programs are required to undergo quality ratings (Hu & Szente,
2009).
Many children in China start school. However, only 80%
graduate from elementary school. In the 1980’s a law passed
that gave all children the right to 9 years in school. This means
that all children were allowed to go to school up to the ninth
grade. However, most children in rural areas never make it that
far in order to find work to help families. Schools in the cities
are better than in the country because they have an easier time
getting money, teachers, and textbooks. Schools in the city also
usually have students whose parents and families have more
money (Hays, n.d.).
In China the state publishes regulations for kindergarten. These
regulations touch on what is developmentally appropriate and
promote holistic development and that play should dominate
activities in kindergarten. Unlike the current practices in the
United States, play is not the primary expectation for

6. kindergarten. Teaching in the United States requires
standardized tests and looks more like first grade then
kindergarten.
References
Hays, J. (n.d.). CHINESE SCHOOLS: EXAMS, CURRICULUM,
COSTS AND IDEOLOGY | Facts and Details.
Factsanddetails.com. Retrieved May 1, 2022, from
https://factsanddetails.com/china/cat13/sub82/item338.html#cha
pter-6
Hu, B. Y., & Szente, J. (2009). Exploring the Quality of Early
Childhood Education in China: Implications for Early
Childhood Teacher Education. Journal of Early Childhood
Teacher Education, 30(3), 247–262.
https://doi.org/10.1080/10901020903084330
Lua Shanks
International Perspectives on Assessment
Today's world is made up of several educational systems
with varying standards. The International Perspectives on
Assessment Practices are therefore pertinent to the study of
early childhood assessment. This implies most nations may
compare their approaches and learn from others. This aids in the
development of the educational system and makes teaching a
success. It is simpler for youngsters to study and improve their
learning background when they have a solid educational system
with relevant courses (Nah & Kwak, 2011). Thus, such actions
should be carried out both in institutional and residential areas.
Like any other nation, Canada looks to have solid assessment
methods. This suggests their assessment processes are superior
than certain nations. This means they can quickly enrol more
kids and get them educated. Canada is a multicultural society;
thus, schooling is wider. This makes the research more
effective. Canada has fair and inclusive rules that benefit both

7. teachers and students. Canada offers superb free early childhood
education. This allows toddlers to begin learning on extremely
sharp surfaces (Stairs & Bernhard, 2002). With a favourable
indication on equality, the whole education system is secure.
With a solid early learning program. So, it is important to check
at the country's social blogs. Formative and formal assessments
use facts to support their conclusions. Informal and informative
assessment, on the other hand, is a process to obtain knowledge
on children's learning behaviour. Formal assessment is
extensively utilized in Canada to assist students improve their
memory abilities. This prepares students for the demands of
higher education. Formative evaluation increases student
progress, according to study (Southern Early Childhood
Association, 2000). The requirements of assessment must meet
the objective of assessment.
Summative evaluation is used to evaluate a student at the
conclusion of a unit by comparing them to a standard.
Summative assessments include written products, performance
tasks, and standardized texts. This kind of evaluation is vital in
determining a student's future grades and academic trajectory. It
also shows the instructor and the student what portions of the
curriculum are well comprehended and which areas need further
attention. Authentic assessment, on the other hand, goes beyond
memory of conventional learning techniques like spelling
exams.
Early childhood education is the most efficient and effective
learning unit in both the USA and Canada. Canada is one of the
top nations in the world for education. In both the USA and
Canada, the government does not fund education. Local districts
have elected boards. The two educational systems vary greatly.
The teaching profession is tough to enter in Canada, but in the
US, teachers are generally regarded and well treated. In the
USA, education is more complex and distinct. However, the
Canadian system is significantly more difficult than the
American system, but they generate the greatest academics.
The number of 0–5-year-olds has climbed from 2,093,000 in

8. 2009 to 2,230,000 in 2012. Since 2006, the 0-4 age group has
grown 11%, the fastest in 50 years. The labour force
participation rate of young moms is rising. In 2012, the labour
force participation rate for moms with children aged 2 to 5 was
69.7%, 76.6 % for mothers with children aged 6 to 15 was 84.0
%. In 1995, 61 percent of moms had children aged 0-2 years, 68
percent had children aged 3-5 years, and 76 percent had
children aged 6-15 years. Canada's data suggest that there are
around 15,500 schools. Most of these institutions educate both
young children and older students.
References
Nah, K. O., & Kwak, J. I. (2011). Child assessment in early
childhood education and care settings in South Korea. Asian
Social Science, 7(6), 66.
Southern Early Childhood Association. (2000). assessing
development and learning in young children: A position
statement of the Southern Early Childhood Association.
Retrieved November, 9, 2005.
Stairs, A. H., & Bernhard, J. K. (2002). Considerations for
evaluating ‘good care’ in Canadian Aboriginal early childhood
settings. McGill Journal of Education, 37(3),309.
8083 Module 5Discussion 2: International Perspectives on
Assessment
As early childhood educators, it is important to have a global
understanding of assessment practices. Examining other
countries’ perspectives on assessment can help us both
understand and determine best practices for our own students.
We all have something to offer. It is never a good practice to
think we know all there is to know about assessment.
As you examine the website/resources, be sure to review
statistics with regard to the number of children served, and note
how students with exceptionalities fit into the overall plan.

9. Examine city versus rural areas. Note how statistics relate to
population as a whole. Look for best practices you can share
with your colleagues.
To prepare:
1. Select a country other than your own and conduct
independent research on their early childhood assessment
practices. Look for terms like formal, informal, formative,
summative, authentic assessment, and the like. Note similarities
and differences between this country and your own.Assignment
Task Part1
Post a 1 ½ page summary of statistics (i.e., number of children
served, number in rural vs. inner city, number of teachers, etc.)
and issues in the country, and identify the strengths and
weaknesses of their early childhood standards. Include a brief
discussion of similarities and differences in their practices and
practices in your country.
Note: Cite your research and provide appropriate references in
APA format to substantiate your thinking.Assignment Task
Part2
Read a selection of your colleagues’ postings.
Respond to two of your colleagues in 125 words each by
comparing data and standards, similarities, and differences in
your selected country and their selected country.
Post a comparison of the two countries, and follow up with your
thoughts on the best practices in the two countries.
Civic Leadership
Spring 2020
Reading Guide 7
Due 4/3/20
Reading
DuBois, W. E. B. (1899). A final word. In The Philadelphia

10. Negro: A social study (pp. 385–397). New York, NY: Schocken
Books. [Ch. 18]
Questions
1. As you read through this chapter, pull out three or four
sentences or fragments that are as notable for their phrasing as
for their content. Describe what resonated with you in each of
these cases.
2. DuBois titles the main section of this chapter “The Meaning
of All This.” (p. 385): What is the meaning of all this?
3. “The Duty of Whites” (p. 394): Contrast the ideas in this
section with how these responsibilities are characterized today.
Reading
Noguera, P. A. (2018). How (and when) researchers should
speak truth to power: Four guidelines for academics who want
to participate in heated education debates. Education
Week,37(17), 26.
Questions
4. Choose one of Noguera’s guidelines that you (mostly) adhere
to and provide an example of where you applied it.
5. Choose one of Noguera’s guidelines that you aspire to and
provide an example of where you would like to apply it.
1