Wellesley College Study Examines Sesame Street as Original MOOC
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A study by Phillip Levine and Melissa Kearney at Wellesley College and the University of Maryland found that the educational television show Sesame Street had significant long-term benefits for children who watched it in the late 1960s, reducing the likelihood they would fall behind in school. They refer to Sesame Street as "the original MOOC" and suggest its model of accessible online education could translate to other forms of media. The study found Sesame Street particularly helped boys and black children from low-income communities.
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Running head CASE STUDY ESSAY 1 Case St.docx
Running head: CASE STUDY ESSAY 1
Case Study Essay
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CASE STUDY ESSAY 2
Case Study Essay
The practice referred to as “tracking” started as a response to the incursion of immigrant
children joining America’s schools in the early 20th century. To provide efficient education to
these immigrants who arrived in large population, it was significant to sort the children into
various tracks based on their past performance or ability. As stated by a school reformer called
Ellwood P. Cubberley in 1909, “Our city schools will soon be compelled to abandon the
exceedingly democratic idea that all are equal and our community devoid of classes… and start a
specialization of educational effort along numerous lines.” The process of sorting children into
different tracks was made easy by IQ test and standardized achievement tests.
In the early days of tracking, high school students and junior high students were given
assignments to evaluate them academically, and through vocational tracks. At the extreme, many
students received grooming to prepare them for college and others were being prepared to enter
trades such as secretarial work and plumbing. In the mid-century, many schools had mastered
some form of tracking. Presently, the extreme form of tracking has diminished because
policymaker, political players, and educators hold the fear that America is almost losing its
competitive edge (Burris & Garrity, 2008). This compelled educators to ensure that all the
students are grilled to have access to a rigorous academic curriculum. Politicians and states
passed minimum graduation standards that demanded that students must take a particular number
of courses in core subjects such as Mathematics, English, Science and Social studies. Later on,
during 1983, A Nation at Risk report made a recommendation that tougher standards are set and
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Cubberley (1909), "Our..." (p. ?).
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assigned to advance, basic and regular courses depending on their performance. For example,
students in advanced track may opt to pursue pre-calculus as juniors in high school and calculus
as seniors, while students in basic tracks must take as far as geometry or algebra II. The
development of Advanced Placement courses is one example of the manner in which tracking
has become a long-standing groundwork.
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Running head COLONIAL CLASSROOM .docx
Running head: COLONIAL CLASSROOM 1
Colonial Classroom: Then and Now
Aretha Walkes
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Professor Kathryn Weiss
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COLONIAL CLASSROOM 2
Colonial Classroom Then and Now
The Colonial period for education laid the foundation for the education we see today.
Although many things have changed, it is a result of our educational system evolving to
accommodate the ever-changing times in America. In the Colonial times, there were fewer
schools due to the population and the amount of importance stressed on education. Parents taught
their children how to read and write using the bible and hornbooks. According to authors
Jennifer Monaghan and Arlene L. Barry (n.d) state, "Hornbooks were imported into the colonies
early in the American experience, and there are advertisements for them as late as 1772" (p.6).
The schools were generally small and a majority of the children (boys) learned a trade to carry
on their father's business once he retired. Girls for the most part were not allowed to go to
school; instead, they were given special lessons on how to run a household. Lessons that the girls
learned were sewing, serving tea, etiquette, and socialize in a respectful manner. Additionally, all
the grades from Kindergarten through 12th grade were all combined, meaning you had all ages in
one room and one school.
The current educational system now separates schools into elementary (K-5), middle (6-
8) and high school (9-12). There are many schools and they are much larger then there colonial
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Colonial Period Current Day
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Why Free College is Necessary
tressie McMillan Cottom
Free college is not a new idea, but, with higher education costs (and student
loan debt) dominating public perception, it’s one that appeals to more and
more people—including me. the national debate about free, public higher
education is long overdue. But let’s get a few things out of the way.
College is the domain of the relatively privileged, and will likely stay that
way for the foreseeable future, even if tuition is eliminated. As of 2012, over
half of the U.S. population has “some college” or postsecondary education.
that category includes everything from an auto-mechanics class at a for-
profit college to a business degree from Harvard. Even with such a broadly
conceived category, we are still talking about just half of all Americans.
Why aren’t more people going to college? One obvious answer would
be cost, especially the cost of tuition. But the problem isn’t just that col-
lege is expensive. It is also that going to college is complicated. It takes cul-
tural and social, not just economic, capital. It means navigating advanced
courses, standardized tests, forms. It means figuring out implicit rules—
rules that can change.
Eliminating tuition would probably do very little to untangle the sailor’s
knot of inequalities that make it hard for most Americans to go to college.
It would not address the cultural and social barriers imposed by unequal
K–12 schooling, which puts a select few students on the college pathway
at the expense of millions of others. Neither would it address the chang-
ing social milieu of higher education, in which the majority are now non-
traditional students. (“Non-traditional” students are classified in different
ways depending on who is doing the defining, but the best way to under-
stand the category is in contrast to our assumptions of a traditional college
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school.) How and why they go to college can depend as much on things like
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116
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IS
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A
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1
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Given all of these factors, free college would likely benefit only an out-
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without wealth. In other words, any conversation about college is a pretty
elite one even if the word “free” is right there in the descriptor.
the discussion about free college, outside of the Democratic primary
race, has also largely been limited to community colleges, with some excep-
tions by state. Because I am primarily interested in education as an affir-
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Transbay presentation-2-14-13
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Running head CASE STUDY ESSAY 1 Case St.docx
Running head: CASE STUDY ESSAY 1
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CASE STUDY ESSAY 2
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various tracks based on their past performance or ability. As stated by a school reformer called
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exceedingly democratic idea that all are equal and our community devoid of classes… and start a
specialization of educational effort along numerous lines.” The process of sorting children into
different tracks was made easy by IQ test and standardized achievement tests.
In the early days of tracking, high school students and junior high students were given
assignments to evaluate them academically, and through vocational tracks. At the extreme, many
students received grooming to prepare them for college and others were being prepared to enter
trades such as secretarial work and plumbing. In the mid-century, many schools had mastered
some form of tracking. Presently, the extreme form of tracking has diminished because
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competitive edge (Burris & Garrity, 2008). This compelled educators to ensure that all the
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of courses in core subjects such as Mathematics, English, Science and Social studies. Later on,
during 1983, A Nation at Risk report made a recommendation that tougher standards are set and
in the ensuing two decades, the percentage of students taking four years of each academic
subject escalated profoundly.
Cubberley (1909), "Our..." (p. ?).
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With laying emphasis on preparing all the students for college, tracking plays an
important role of grouping students by ability within subjects. In every subject, students must be
assigned to advance, basic and regular courses depending on their performance. For example,
students in advanced track may opt to pursue pre-calculus as juniors in high school and calculus
as seniors, while students in basic tracks must take as far as geometry or algebra II. The
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has become a long-standing groundwork.
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Running head COLONIAL CLASSROOM .docx
Running head: COLONIAL CLASSROOM 1
Colonial Classroom: Then and Now
Aretha Walkes
EDU 324 History of American Education
Professor Kathryn Weiss
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COLONIAL CLASSROOM 2
Colonial Classroom Then and Now
The Colonial period for education laid the foundation for the education we see today.
Although many things have changed, it is a result of our educational system evolving to
accommodate the ever-changing times in America. In the Colonial times, there were fewer
schools due to the population and the amount of importance stressed on education. Parents taught
their children how to read and write using the bible and hornbooks. According to authors
Jennifer Monaghan and Arlene L. Barry (n.d) state, "Hornbooks were imported into the colonies
early in the American experience, and there are advertisements for them as late as 1772" (p.6).
The schools were generally small and a majority of the children (boys) learned a trade to carry
on their father's business once he retired. Girls for the most part were not allowed to go to
school; instead, they were given special lessons on how to run a household. Lessons that the girls
learned were sewing, serving tea, etiquette, and socialize in a respectful manner. Additionally, all
the grades from Kindergarten through 12th grade were all combined, meaning you had all ages in
one room and one school.
The current educational system now separates schools into elementary (K-5), middle (6-
8) and high school (9-12). There are many schools and they are much larger then there colonial
predecessors. There are buses that will transport children to and from school. Both boys and girls
are allowed to attend school and the varieties of subjects have drastically increased. The
Colonial Period Current Day
The schoolmaster relied on fear to motivate
children and to keep them in order
The teacher relies on rewards to motivate and
encouragement to keep in line.
Wearing dunce cap for poor academic
performance
More one on one time with student to improve
academic performance
Classes were held in the house of the
schoolmaster
Classes are held in rooms inside the school building
Instruction were primarily religious and
authoritarian
Instructions are academic based and more flexible
COLONIAL CLASSROOM 3
punishments for students are less strict than they were in the colonial period. Instead of the
physical chastisement handed out to students, they are put in detention, suspended or even worse
expelled from school.
The colonial practice that needs to be continued today is the apprenticeship system. An
apprenticeship system involved a ch ...
115FREE COLLEGEAME.docx
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E
N
t
S
F
R
E
E
C
O
L
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E
G
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tressie McMillan Cottom
Free college is not a new idea, but, with higher education costs (and student
loan debt) dominating public perception, it’s one that appeals to more and
more people—including me. the national debate about free, public higher
education is long overdue. But let’s get a few things out of the way.
College is the domain of the relatively privileged, and will likely stay that
way for the foreseeable future, even if tuition is eliminated. As of 2012, over
half of the U.S. population has “some college” or postsecondary education.
that category includes everything from an auto-mechanics class at a for-
profit college to a business degree from Harvard. Even with such a broadly
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Why aren’t more people going to college? One obvious answer would
be cost, especially the cost of tuition. But the problem isn’t just that col-
lege is expensive. It is also that going to college is complicated. It takes cul-
tural and social, not just economic, capital. It means navigating advanced
courses, standardized tests, forms. It means figuring out implicit rules—
rules that can change.
Eliminating tuition would probably do very little to untangle the sailor’s
knot of inequalities that make it hard for most Americans to go to college.
It would not address the cultural and social barriers imposed by unequal
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at the expense of millions of others. Neither would it address the chang-
ing social milieu of higher education, in which the majority are now non-
traditional students. (“Non-traditional” students are classified in different
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school.) How and why they go to college can depend as much on things like
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116
D
IS
S
E
N
t
·
F
A
L
L
2
0
1
5
Given all of these factors, free college would likely benefit only an out-
lying group of students who are currently shut out of higher education
because of cost—students with the ability and/or some cultural capital but
without wealth. In other words, any conversation about college is a pretty
elite one even if the word “free” is right there in the descriptor.
the discussion about free college, outside of the Democratic primary
race, has also largely been limited to community colleges, with some excep-
tions by state. Because I am primarily interested in education as an affir-
mative justice mechanism, I would like all minority-serving and historically
black coll ...
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The first American Comprehensive (and coeducational) high school opened in Lowell, Massachusetts, in 1831. This began the emerge of the secondary school movement after the Civil War. This provided opportunities for young people to stay in school longer. This offered students English and classical courses of study. It also impacted the opening of high schools in several other larger cites.
2.
In 1874, the public secondary school movement had gained momentum. This began by a decision from the Michigan Supreme Court. In the famous Kalamazoo Case. The school board had moved to establish a publicly supported high school and hire a nonteaching superintendent. However, three taxpayers brought forth a suit to prevent the board from levying a tax to support the high school. They claimed that because the instruction in the schools was not practical, and not necessary. Or even beneficial to the majority of people. Those few who did benefit should be the ones to pay for it.
(Stuart et al. v. School District No. 1 of the Village of Kalamazoo, 1874).
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By the mid-1920s, The CRSE and the introduction of vocational education has given shape to the American comprehensive high school. Making it into an institution based on the concept of democracy. It offered a range of curriculum to students of different abilities and interests. Four basic levels of curriculum were offered. The college preparatory program. Which included courses in English language and literature, foreign languages, mathematics, the natural and physical sciences, and history. As well as social sciences, the commercial or business program.
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The efficiency movement, which played a central role in the progressive era in the United States, addressed the perceived waste and inefficiency in all areas of the economy, government, and society. The movement embraced scientific management, which grew out of the work of Frederick W. Taylor, an engineer at Bethlehem Steel, and was aimed at increasing production at lower cost while at the same time instilling order, standardization, and discipline.
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John Dewey, professor of philosophy and pedagogy at the University of Chicago and professor of philosophy at Columbia University. In 1896, he established his own laboratory school at the University of Chicago. Unlike other similar schools associated with colleges or universities, Dewey did not intend that his school be a practice school for training teachers, but a laboratory where ideas could be tested. He simply believed that education was a legitimate area for scientific investigation and that a science of education did indeed exist. He didn’t feel the need to use the old, rigid, subject-centered curriculum in favor of a child-centered curriculum. His moto for his lab school w.
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The first American Comprehensive (and coeducational) high school opened in Lowell, Massachusetts, in 1831. This began the emerge of the secondary school movement after the Civil War. This provided opportunities for young people to stay in school longer. This offered students English and classical courses of study. It also impacted the opening of high schools in several other larger cites.
2.
In 1874, the public secondary school movement had gained momentum. This began by a decision from the Michigan Supreme Court. In the famous Kalamazoo Case. The school board had moved to establish a publicly supported high school and hire a nonteaching superintendent. However, three taxpayers brought forth a suit to prevent the board from levying a tax to support the high school. They claimed that because the instruction in the schools was not practical, and not necessary. Or even beneficial to the majority of people. Those few who did benefit should be the ones to pay for it.
(Stuart et al. v. School District No. 1 of the Village of Kalamazoo, 1874).
3.
By the mid-1920s, The CRSE and the introduction of vocational education has given shape to the American comprehensive high school. Making it into an institution based on the concept of democracy. It offered a range of curriculum to students of different abilities and interests. Four basic levels of curriculum were offered. The college preparatory program. Which included courses in English language and literature, foreign languages, mathematics, the natural and physical sciences, and history. As well as social sciences, the commercial or business program.
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The efficiency movement, which played a central role in the progressive era in the United States, addressed the perceived waste and inefficiency in all areas of the economy, government, and society. The movement embraced scientific management, which grew out of the work of Frederick W. Taylor, an engineer at Bethlehem Steel, and was aimed at increasing production at lower cost while at the same time instilling order, standardization, and discipline.
5.
John Dewey, professor of philosophy and pedagogy at the University of Chicago and professor of philosophy at Columbia University. In 1896, he established his own laboratory school at the University of Chicago. Unlike other similar schools associated with colleges or universities, Dewey did not intend that his school be a practice school for training teachers, but a laboratory where ideas could be tested. He simply believed that education was a legitimate area for scientific investigation and that a science of education did indeed exist. He didn’t feel the need to use the old, rigid, subject-centered curriculum in favor of a child-centered curriculum. His moto for his lab school w.
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Wellesley College Study Examines Sesame Street as Original MOOC
- 1. WELLESLEY COLLEGE STUDY EXAMINES SESAME STREET AS ORIGINAL MOOC By Cory Olcott
- 2. Introduction A Massachusetts-based English teacher and administrator, Cory Olcott has more than 20 years of experience in teaching honors and advanced placement courses. An accomplished coach, Cory Olcott has helped guide several high school and collegiate teams to national championships. He recently joined Wellesley College as head coach of the women’s water polo team. Although several universities have been slow to adopt massive open online courses (MOOCs) as a mainstream offering, a landmark study on Sesame Street appears to provide a convincing proof of concept for the model in early childhood education. Wellesley College economist Phillip Levine and University of Maryland economist Melissa Kearney researched the impact of Sesame Street on its first preschool-aged audiences in the late 1960s, and found that the show reduced the likelihood of children falling behind in school throughout elementary school; in some cases, the long-term benefits were comparable to Head Start programs.
- 3. Sesame Street as Original MOOC Additionally, their findings showed that the program had largest benefits in boys and black, non-Hispanic children in low-income communities. Referring to Sesame Street as “the original MOOC,” Levine and Kearney go on to theorize that the same benefits could be translated to other forms of electronic communication. The study, “Early Childhood Education by MOOC: Lessons from Sesame Street,” was published in the June 2015 issue of the National Bureau of Economic Research, and is available online.