When a national search attracted only a few new candidates, Casa Grande administrators hired a consulting agency to search for teachers overseas.
Avenida International Consultants gave administrators videos of candidates from the Philippines teaching in classrooms. Administrators then conducted interviews with the candidates via Skype to assess their skills and English-language abilities. Goodsell hired 11 math and science teachers, who relocated and started work this fall.
“We’re very pleased in regard to who we’ve been able to attract to our small district,” Goodsell says. “The teachers have done a great service for our kids and community.” All of the Filipino teachers have bachelor’s degrees, and many have master’s degrees and are working on doctorates in the subject they are teaching, he adds.
Math and science
U.S. schools have hired teachers from abroad for decades. But as baby boomers retire and school enrollment steadily increases, more districts are searching internationally to find candidates for difficult-to-fill math and science positions. The Bureau of Labor Statistics estimates that districts will need to hire nearly half a million teachers by the end of the decade.
For nearly 20 years, Darrell Eberhardt worked in an Ohio factory putting together wheelchairs, earning $18.50 an hour, enough to gain a toehold in the middle class and feel respected at work.
He is still working with his hands, assembling seats for Chevrolet Cruze cars at the Camaco auto parts factory in Lorain, Ohio, but now he makes $10.50 an hour and is barely hanging on. “I’d like to earn more,” said Mr. Eberhardt, who is 49 and went back to school a few years ago to earn an associate’s degree. “But the chances of finding something like I used to have are slim to none.”
Pearson Plc’s pavilion at a book fair in Beijing. The global education service company said that its business revenue in China reached $300 million last year from $10 million in 2007 when it entered the Chinese market.
Global giant to take mixed, blended learning approach for success
Pearson Plc, the global education service company, is planning a major push into China in response to the country’s swelling demand for English-language skills both from students and the business community.
Pearson acquired one of the world’s leading providers of English language training Wall Street English in 2009, which has dozens of sites across the country. It also bought the Beijing-based Global Education and Technology Group for $294 million in 2011, which is considered the largest test preparation provider for the International English Language Testing System and a leading provider of educational courses and related services in China.
John Fallon, Pearson’s chief executive officer, who visited Beijing recently, said rising numbers of Chinese students are looking to study at English speaking universities, a lot of which are raising their English entry requirements.
I went along to a fundraising event for the organisation Classics for All, which promotes the teaching of classics in state schools in England, more out of a general feeling that learning classics is a Good Thing than out of messianic zeal.
If I’m honest, I have mixed feelings about all the years I spent studying classics. Half the time I found Latin and Greek both tough and dry; my classics teachers, and the subject, were not what is now called “sexy”; though experts on the use of the ablative absolute and the middle voice, they seemed to have had what Yeats called “spontaneous joy and natural content” squeezed out of them. I remember lying on my bed with two books beside me: one was the Odyssey in Greek, the other was Gerald Durrell’s My Family and Other Animals. They were both, now I think about it, accounts of fatherless young men setting out on adventures on Greek islands, but at that time I found the business of construing the ancient Greek laborious and wished I was outside in the olive groves of Corfu with young Gerald, who never went to school until the age of 13.
What is the point of studying languages that have been dead for centuries, and societies that would seem to have minimal relevance to our high-tech world? This was a question that concerned the classicist and poet Louis MacNeice. Working as a classics lecturer at Birmingham university in the 1930s he is beset by doubts: he should be teaching “The Glory that was Greece: put it in a syllabus, grade it/ Page by page/ To train the mind or even to point a moral/ For the present age”. But instead of the “paragons of Hellas” he thinks of less noble figures, “the crooks, the adventurers . . . the fancy boys . . . the demagogues and the quacks” and concludes: “how one can imagine oneself among them/ I do not know;/ It was all so unimaginably different/ and all so long ago.”
Perhaps the least controversial thing that President Obama ever said was that “in the coming decades, a high school diploma is not going to be enough. Folks need a college degree.” This vision is commonplace, but it implies a bleak future where everyone must work harder just to stay in place, and it’s just not true. Nothing forces us to funnel students into a tournament that bankrupts the losers and turns the winners into conformists. But that’s what will happen until we start questioning whether college is our only option.
Is higher education an investment? Everyone knows that college graduates earn more than those without degrees. Maybe that earning power comes from learning valuable skills, networking with smart people or obtaining a recognized credential. Well, maybe — it’s hard to say exactly, since “college” bundles so many different things into one arbitrary package. And if all the most ambitious kids in our society go to college just because it’s the conventional thing to do, then what happens on campus might not matter, anyway. The same kids would probably enjoy a wage premium even if they spent four years in the Peace Corps instead.
PROTESTS are flaring up in pockets of the country against the proliferation of standardized tests. For many parents and teachers, school has become little more than a series of workout sessions for the assessment du jour.
And that is exactly backward, research shows. Tests should work for the student, not the other way around.
In an experiment published late last year, two University of Texas psychologists threw out the final exam for the 900 students in their intro psych course and replaced it with a series of short quizzes that students took on their laptops at the beginning of each class.
I was born and raised in North Camden and still live here today. There are good people here who chose to stay and raise their families when they could have left for a better future. People here work hard and want what is best for their children so that they can have a better future than my generation has.
I attended elementary and middle school in the city but never made it out of seventh grade. I was held back twice and tagged as a troublemaker. As a result it felt like I was trapped in middle school. Since I had nowhere to go, I just dropped out. I did get my GED. Then I worked in factories. Now I work as a housekeeper at a local hotel.
Until this year, my children were going to a public elementary school because it was the closest. The school wasn’t working for them and my children were headed down a path similar to mine. They hated school. Classrooms were out of control and there were no consequences for bad behavior. They didn’t know how to do homework when they got home in the afternoon, and they didn’t want to go to school in the morning. They wanted to give up.
Then this past summer I learned about Mastery’s North Camden Elementary when I saw fliers and people representing the school were on my street talking with the neighbors. I decided to enroll them because I really wanted to try something different for my children. Today, my children can’t wait to get to school. They love their teachers. And I love that there is real structure there, unlike where they came from.
Having previously agreed with Governor Brown not to raise tuition for three years ending in spring 2016, the UC Regents have now unilaterally broken the agreement. Give UC more funds, the Regents say, or we’ll raise tuition 5% in 2015–and another 5% a year for at least four years after that. While the Regents claim to negotiate on behalf of those who use the university–students, staff and faculty–their new gambit instead shows the difference between the Regents and higher Administration, on one hand, and “those who use” the university on the other. For organizations like the unions and faculty associations would of course like more funds from the legislature, too. But those groups aren’t demanding that students pay up if the legislature doesn’t. To them, it’s obvious that another tuition increase wouldn’t help California students, and that it’s counterproductive to threaten to do something counterproductive. Contrary to UCOP’s PR campaigns in favor of a “return to aid funding model” (high tuition, high aid), student debt has been rising during this period of “high aid.” It’s been shown that when working class students have to use up their Pell grants on high tuition, they wind up working longer hours and going into tens of thousands of dollars of debt for housing and living expenses. Yet this is what the Regents are willing to bring about. And Mary Gilly, the chair of the Faculty Senate, lines the Senate up behind the administration more plainly than ever by calling the tuition increase an “unfortunate” but “good option.”
In many ways the tuition increase proposal looks more like an intent than a coercion tactic. More state funding “is probably not likely,” Gilly notes (ibid.). UCOP has already developed a strategy for justifying the increases regardless of their pressure-value: (1) they could be worse, being “not . . . more than 5%” a year; (2) they would feed the “return to aid funding model” (according to an email sent to staff on Friday by Michelle Whittingham, Associate Vice Chancellor of Enrollment Management at UCSC); and (3) they would offer “predictability.” UCOP’s press release euphemizes the raise by calling it a “stability plan.” But stability, predictability and not-being-more than 27% (at the end of the period, tuition would be 27% over its current base) are all empty qualities that drain the increase of its positive content, which is, obviously, revenue on the backs of students. A 5% increase will pay more than 4% a year from the legislature, even after return-to-aid. If that wasn’t so the increase could not be proposed at all. At the same time, as Michael Meranze observes, “UCOP’s proposal actually leaves open the possibility of up to a 9% tuition increase” if Governor Brown is uncooperative–and that would have the most point of all. Technically, no ceiling for this scenario is mentioned in UCOP’s announcement. Its language is: “tuition would not increase by more than 5 percent annually for five years, provided the state maintains its current investment commitment” (my italics). And so finally, even “predictability” is erased, since UCOP’s statement merely says that it will be there unless it’s not.
The first thing to say about the UC’s five-year plan to raise tuition 5% each year is that it is neither predictable nor logical. President Napolitano has said on several occasions that students need this plan so they can predict and plan for tuition increases, but she has also said that the 5% tuition increase is contingent on the state increasing UC’s funding by 4% each year. I have asked several UCOP officials, what happens if Governor Brown keeps his promise of only giving 4% if the UC freezes tuition? The only coherent response I have gotten to this question is that UC will be forced to increase the number of non-resident students and decrease the number of students from California.
Before we get to the question of non-resident tuition, we have to realize that several things may happen that make UCOP’s tuition plan anything but predictable: 1) the state eliminates its 4% increase and UC raises tuition by 5%, and thus gets a 1% gain for all of its efforts; 2) the state eliminates its 4%, and UC raises tuition 9%; 3) the state keeps the 4% increase and UC raises tuition 5%; 4) the states decides to increase its contribution beyond 4% and UC decreases its tuition increase by the same amount. So tuition may go up in the next five years, anywhere from 0% to 53% or even higher if there is another fiscal crisis. Making matters more complicated is that this negotiation has to happen every year for five years, and no one has asked what happens if there is another budget crisis, and the state cuts UC funding? So the first problem with the sustainable five-year plan is that it is neither logical, nor predictable, nor long-term.
The Supreme Court declined to draw a clear line on racial discrimination in university admissions in last year’s Fisher v. University of Texas decision. Now new lawsuits are moving to challenge how far colleges can go in using racial preferences.
A group called Students for Fair Admissions filed lawsuits Monday against Harvard University and the University of North Carolina in federal court. The suits argue that the schools use race…
This is a list of questionable, scholarly open-access publishers. We recommend that scholars read the available reviews, assessments and descriptions provided here, and then decide for themselves whether they want to submit articles, serve as editors or on editorial boards. The criteria for determining predatory publishers are here.
We hope that tenure and promotion committees can also decide for themselves how importantly or not to rate articles published in these journals in the context of their own institutional standards and/or geocultural locus. We emphasize that journal publishers and journals change in their business and editorial practices over time. This list is kept up-to-date to the best extent possible but may not reflect sudden, unreported, or unknown enhancements.
In the decades after the Industrial Revolution, educational reformers led the effort to modernise schools and classroom spaces, and the ubiquitous one-room schoolhouse gradually gave way to bigger and more sophisticated designs. Scholars such as Lindsay Baker at the University of California, Berkeley have traced the subsequent history of these school designs, and have noted the surprising ebb and flow of attention to details such as indoor air quality and access to daylight.
This article explores some school designs from across these decades in the USA and Europe.
Related: Frederick Taylor.
The UC administration wraps its tentacles around all of our lives. And it has established many nodes from which to strangle us; Kerr Hall is only one hub of a much larger amorphous beast. Given this fact, students had a lot of options when we began considering an occupation. How, then, did we choose this particular administrative base of operations, Humanities 2, for our action?
In fact, it is not a difficult question, and everyone here is clear on the answer: this building houses the office of a particularly smarmy figure, one Dean Sheldon Kamieniecki—a perversely enthusiastic agent of austerity. This person was responsible for slashing whole departments as soon as he got the chance, Community Studies being one notable example. Most recently, he tried to sack five or six Social Science staffers last year, most of whom make roughly $40,000, and who, as any student can tell you, are absolutely indispensable to the day-to-day functioning of the university and central to the academic lives of students. Kamieniecki himself made $206,000 last year, and nobody knows what he does.
A blurb below the search bar on Google Scholar tells you to “stand on the shoulders of giants.” The giants in question here are academic writers, and Google Scholar does provide searchable access to essays on a dizzying array of topics, from governance in post-genocide Rwanda to the ethics of using polygraph tests on juveniles.
Except for one problem: Most of these articles are paywalled. You need to have university access to read them—or else pay what’s often a substantial fee. Martin Paul Eve, a lecturer at the University of Lincoln’s School of English & Journalism in the United Kingdom, wants to change that.
In his book Open Access and the Humanities: Contexts, Controversies, and the Future, he explains why, and how, research in the humanities should be publicly available for free. Eve spoke to me about his recent book, copyright laws, and why plagiarism isn’t a major concern.
Smarick said Catholic leaders have a choice: “Keep doing the things we’ve been doing that have led to our slow demise consistently for half a century. Or open your minds and do thing differently. We’re starting to see on the horizon sunlight for the very first time.”
He said some church leaders are too resistant to change. “It was time for the milkman to go away. It was time for trains to get replaced by airplanes. Progress sometimes is progress,” he said. “And that means breaking eggs sometimes to make omelets. So I’m bullish about the possibility of young entrepreneurs and related laity in these systems saying we have to try things differently, and that means replacing yesterday’s Catholic schools with a new breed of Catholic schools.”
Smarick offered three areas that need to change: ”Straight up transparency and accountability” that makes very clear how a school is doing when it comes to outcomes for students; an understanding of the changing landscape of educational options for parents so that Catholic schools are ones more parents choose for their children; and unleashing more “entrepreneurialism” among those who want to run or work in Catholic schools.
Smarick and Porter-Magee both said that many talented young Catholic educators are going to work in charter schools rather than Catholic schools because their freedom to pursue fresh ways to get better results was much greater. Smarick said he was encouraged by what is unfolding in cities around the country where an “analog” to charter schools is arising for Catholic education.
Happily, a similar 2009 document is available here (PDF). This document includes 18 years of history, to 1990.
Yet, the District and community have long tolerated wide variation in demographics across the schools.
Tap for a larger version.
I found it interesting that a number of schools are well below capacity. Cherokee middle school is at 74% of capacity while nearby Hamilton is at 106%. Hamilton’s free and reduced lunch population is just 18% while Cherokee’s is 60% (!) Details.
The District is planning to raise property taxes via a spring, 2015 referendum. Said referendum, if passed would expand Hamilton Middle School (“four additional classrooms”), among others. This is quite remarkable with available capacity at nearby Cherokee.
The head teacher of the Church of England school in east London at the centre of a fresh controversy over alleged Islamic extremism, has expressed surprise at the Ofsted inspection findings that sent his school into special measures.
The Sir John Cass Foundation and Red Coat Church of England secondary, and a group of independent Muslim faith schools in Tower Hamlets, will be criticised by Ofsted over safeguarding concerns, following snap visits by the schools inspectorate in the wake of the “Trojan horse” affair in Birmingham.
The only maintained school involved, Sir John Cass, in Stepney, is to be downgraded from outstanding to Ofsted’s lowest rating of inadequate, primarily over Facebook activity by sixth formers linked to extremist material, and existing segregation between boys and girls in school areas.
Haydn Evans, the school’s headteacher since 1995, said: “We are surprised by the outcome of the Ofsted inspection, as we have always taken safeguarding very seriously. The teaching and results of this school remain good, which they have been since 1999, and my priority now is to address the issues that have been identified and work closely with the local authority and the diocese to return the school as quickly as possible to an outstanding school.”
Artificial intelligence has arrived. Today’s computers are discerning and sharp. They can sense the environment, untangle knotty problems, make subtle judgments and learn from experience. They don’t think the way we think—they’re still as mindless as toothpicks—but they can replicate many of our most prized intellectual talents. Dazzled by our brilliant new machines, we’ve been rushing to hand them all sorts of sophisticated jobs that we used to do ourselves.
But our growing reliance on computer automation may be exacting a high price. Worrisome evidence suggests that our own intelligence is withering as we become more dependent on the artificial variety. Rather than lifting us up, smart software seems to be dumbing us down.
It has been a slow process. The first wave of automation rolled through U.S. industry after World War II, when manufacturers began installing electronically controlled equipment in their plants. The new machines made factories more efficient and companies more profitable. They were also heralded as emancipators. By relieving factory hands of routine chores, they would do more than boost productivity. They would elevate laborers, giving them more invigorating jobs and more valuable talents. The new technology would be ennobling.
Humanities degrees have received a bad rap recently, even from President Obama. Many people, including top policy makers, routinely push policies to encourage more students to major in STEM fields (science, technology, engineering, and mathematics). Some governors have even suggested that state subsidies for public universities should be focused on STEM disciplines, with less money going to “less useful” degrees such as the humanities. Yet, in contravention to this perceived truth, the data show that humanities degrees are still worth a great deal.
As part of a recent project estimating the economic impact of my university, I had a reason to compute the predicted value of college degrees in a wide variety of fields. While it is certainly true that science, engineering, math and business degrees all produce graduates with high expected salaries, those humanities degrees still pay off rather handsomely.
Wikipedia is the sixth most popular website in the world. It’s the quickest way to get the lowdown on the Battle of Nashville, find out exactly how old Ruth Bader Ginsburg is, or discover who invented Hot Pockets. You can find more authoritative specialized resources online—from the Stanford Encyclopedia of Philosophy to IMDb— but nothing is as comprehensive. The English-language edition, the largest of Wikipedia’s 287 language editions, now includes more than 4.5 million entries, and 11 other editions have more than a million each.
Few of the tens of millions of readers who rely on Wikipedia give much thought to where its content comes from or why the site, which is crowdsourced and open (at least in theory) for anyone to edit, doesn’t degenerate into gibberish and graffiti. Like Google or running water, it is simply there. Yet its very existence is something of a miracle. Despite its ocean of content, this vital piece of informational infrastructure is the work of a surprisingly small community of volunteers. Only about 3,000 editors contribute more than 100 changes a month to the English-language Wikipedia, down from a high of more than 4,700 in early 2007. Without any central direction or outside recognition, these dedicated amateurs create, refine, and maintain millions of content pages.
The arrival of Thanksgiving means local homeowners will soon see their annual property tax bills. The chart below compares Madison area homes sold in 2012, ranging in price from $239,900 to $255,000
Tap to view a larger version. Excel. A Middleton home’s property tax burden is about 13% less than a similar property in Madison (based on 2012 sales and 2013 assessments and payments). The Madison home noted in this analysis was assessed $1100 higher than the Middleton property. Taxes, spending growth and academic achievement over time are surely worth a much deeper dive.
SIS notes and links on Madison area property taxes.
Worth reading: Wisconsin Taxpayers Alliance:
The property tax is Wisconsin’s largest, oldest, and most confusing tax. At least five governments use the tax, and two different methods of valuing property are used to distribute taxes among property owners. One source of confusion arises when tax rates and levies move in opposite directions, a common occurrence over the past 20 years. In addition, property owners are often unaware of how changing property values, both within a municipality and among municipalities, can cause individual property tax bills to rise, even when levies are “frozen.”
Madison Mayor Paul Soglin:”(Property Tax) Delinquencies 30% more than we expect“.
When Camus was less than a year old, his father was killed on the battlefield of WWI. He and his older brother were raised by their illiterate, nearly deaf mother and a despotic grandmother, with hardly any prospects for a bright future. In a testament to what happens when education lives up to its highest potential to ennoble the human spirit, a teacher named Louis Germaine saw in young Albert something special and undertook the task of conjuring cohesion and purpose out of the boy — the task of any great mentor. Under his teacher’s wing, Camus came to transcend the dismal cards he had been dealt and began blossoming into his future genius.
Three decades later, Camus became the second youngest person to receive the Nobel Prize, which was awarded to him for the “clear-sighted earnestness” of his work, which “illuminates the problems of the human conscience.” On November 19, 1957 — mere days after receiving humanity’s highest accolade — Camus recognized the impact of his former teacher with such “clear-sighted earnestness” in a spectacular letter, included in the last pages of Camus’s The First Man (public library | IndieBound), translated by David Hapgood.
This map shows average student loan debt and student loan default rates in the U.S. when your cursor hovers over a state. The table below shows a ranking of states by their average student loan debt. Explore, then see our conclusions below.
Now that he’s retired as chief executive officer of Microsoft, Steve Ballmer has time for popular billionaire pastimes. First, he bought a basketball team for $2 billion. Now he’s gotten into big-bucks philanthropy.
Ballmer and his wife, Connie, are giving $50 million in unrestricted funds to bolster the endowment of the University of Oregon, her alma mater. (She’s also on the university’s board of trustees.) They’re kicking in a seemingly comparable amount to significantly expand the computer science department at Harvard University, from which he received his undergraduate degree in 1977. The gift will allow Harvard to add a dozen computer science professors, bringing the department to 36 faculty, compared with 55 next door at the Massachusetts Institute of Technology. (The exact sum wasn’t disclosed, but when the Harvard Crimson estimated $60 million — 12 slots at an endowment of $5 million each — Ballmer called the numbers “pretty good.”)
Let’s say I’m trying to learn about a difficult mathematical concept. For this example I’ll use Markov chains because I recently saw a highly-appreciated visualization of Markov chains due to Victor Powell and Lewis Lehe. For now I’ll pretend I’m the typical person who claims to be a visual thinker and the only reason I don’t get math is because nobody is patient enough to explain things in a way I can understand. (Such people are everywhere.)
So I’ve heard the mysterious term Markov chain, and tried to learn about it previously by reading a book. Maybe I want to even write a computer program to “do” a Markov Chain, whatever that means. I go check out the Powell-Lehe visualization and at the end I think “Wow! That was so easy to understand! A Markov chain is just a little diagram with a ball bouncing around, where the ball is represents the state a system, and the thickness of the lines is how likely the ball is to use that line to travel.”
“In my view, the rigour of the Common Core state standards must be the new minimum in classrooms,” Mr Bush said. “For those states choosing a path other than Common Core, I say this: Aim even higher. Be bolder. Raise standards and ask more of our students and the system, because I know they have the potential to deliver it.”
Mr Bush said the US government must make education reform a priority and, if that happens, it could make Common Core a 2016 election cycle issue. Last month, Rand Paul, Kentucky’s Republican senator, said that a supporter “doesn’t have much chance of winning in a Republican primary.”
Mr Bush pointed to Black and Hispanic American fourth graders reading two and a half grade levels below their white peers on average. He also cited the global rankings that place American students 21st in reading and 31st in mathematics.
“But if we buy the excuses, if we let kids struggle, if we herd them into failing schools, how can we expect young people to grasp those first rungs of opportunity?” Mr Bush asked. “That is why the challenge of fixing our schools must be among the most urgent of national priorities.”
Finnish students will no longer be taught handwriting at school, with typing lessons taking its place, it’s reported.
Learning joined-up writing, often in fountain pen in the UK, is almost a rite of passage for primary school students. But Finland is moving into the digital age by ditching the ink in favour of keyboards, the Savon Sanomat newspaper reports. From autumn 2016, students won’t have to learn cursive handwriting or calligraphy, but will instead be taught typing skills, the report says. “Fluent typing skills are an important national competence,” says Minna Harmanen from the National Board of Education. The switch will be a major cultural change, Ms Harmanen says, but typing is more relevant to everyday life.
Student debt seems on its way to becoming a significant political issue, for better or worse. When a recent Wall Street Journal/NBC News poll asked people about a long list of domestic and foreign policy proposals, none received more support – 82 percent – than reducing the cost of student loans. When the 2016 campaign gets underway, candidates will most likely come forth with various plans to address the issue.
So it’s a good time for an interactive calculator that the Hamilton Project is releasing Thursday, meant to give more detailed information about loan burdens. The feature’s main contribution is the earnings data it gives on about 80 different majors, allowing people to look up typical debt burdens by major, over the first decade after college – which is when people tend to repay their loans.
The next legislative session doesn’t start until Jan. 5, but lines are already being drawn around education policy initiatives.
In one corner: the GOP-led Legislature, emboldened after key wins in the midterm elections, and soon-to-tilt farther right with the retirement of key Republican moderates in the Senate.
Their priorities are a new comprehensive school accountability system, revisiting Wisconsin’s academic standards and likely an expansion of programs that send taxpayer money to private schools.
In the other corner: Wisconsin’s K-12 administrators, who publicly released their own policy agenda wish list Wednesday, in hopes that lawmakers would embrace evidence-based practices as they shape the state’s education landscape. They want more funding for programs that research shows helps kids, and an end to “ideology-driven reforms” pursued by conservatives, especially over the past two years.
Is there any middle ground? Or will the next state budget increase the friction between lawmakers and district and school leaders?
New York State saw a significant drop in the number of candidates who passed teacher certification tests last year as tougher exams were introduced, state officials said on Wednesday, portraying the results as a long-needed move to raise the level of teaching and the performance of teacher preparation schools.
In the 2013-14 school year, 11,843 teachers earned their certification in New York, a drop of about 20 percent from the previous two years.
Candidates without certification cannot teach in public schools, and education schools with high failure rates may eventually lose their accreditation.
Related: a Wisconsin MTEL “toe dip”.
Enter community colleges. They provide technical programs for emerging careers in science, technology, engineering and mathematics that are comparable to — if not better than — some of their four-year counterparts, at a fraction of the cost. Often, they’re the launchpad to baccalaureate programs for people without the time, money or academic skills to jump into a four-year program straight out of high school.
And as part of the American Association of Community Colleges’ 21st Century Initiative, they’re updating their missions and nimbly shifting to serve the economy of the future.
Here are some of the ways they’re facing problems that weigh down all of higher education — and succeeding.
Sure, it’s nice to have a graduate degree from Yale, but a new study finds that attending an elite undergraduate institution counts for an awful lot when it comes to lifelong earnings.
A researcher at the Vanderbilt University Law School found that people with advanced degrees from elite schools and undergraduate diplomas from less-selective institutions earn less than people who attended elite schools for both their graduate and undergraduate degrees.
The results hold up across a broad swath of graduate programs, from law degrees to M.B.A.s. And those who attended less elite undergraduate institutions are unlikely to ever close the salary gap, according to the study.
Joni Hersch of Vanderbilt Law School said the survey results came as somewhat of a surprise, but suggests that it’s not really undergraduate education driving the pay disparity, but instead the social status of graduates of elite colleges.
The parents of students at elite colleges tend to be better-educated than the parents of those at less competitive schools, Hersch said; the children of educated parents tend to have more early networking opportunities and understand certain social cues.
“It’s the vacations you can talk about, the small talk you can make, what wine you order in restaurants” that could make the difference in a hiring manager’s decision, said Hersch, who earned her undergraduate degree at the University of South Florida.
The Wisconsin Institute for Law & Liberty is suing state Superintendent Tony Evers, the Department of Public Instruction and three school districts — Elkhorn, Greendale and Muskego-Norway — on behalf of parents who claim the districts denied their open enrollment applications solely because their children have disabilities.
The lawsuit contends it's unconstitutional for the open enrollment law to allow nonresident districts to accept traditional students but deny students with special needs.
But a liberal advocacy group on Wednesday criticized the lawsuit as an attempt by the conservative nonprofit to reignite a legislative push to offer publicly funded vouchers to students with special needs.
Efforts in the Legislature to fund special-needs vouchers have failed twice in the last two years. The bills have been almost universally opposed by special education advocacy groups who are against channeling more money away from public schools.
WILL is financed almost entirely bythe conservative Bradley Foundation, which is led by Gov. Scott Walker's campaign co-chair, Michael Grebe.
The lawsuit was filed on behalf of four students whose identities were not disclosed./blockquote>
Last week the New Jersey Senate Education Committee approved a bill proposed by Sen. Dick Codey (D-Essex) that would authorize “a study on the issues, benefits, and options for instituting a later start time to the school day in middle school and high school.” Makes sense, right? After all, we know that the hormonal changes of puberty affect teenagers’ circadian rhythms which, in turn, dictate sleep schedules and alertness. If you’ve had teenagers (I’ve had four) you know that they’re late to bed and late to rise, a pattern that hardly squares with school start times of 7:30 or so. Sen. Codey’s bill logically proposes that middle and high schools students start school when they are awake enough to fully benefit from academic instruction. This shift is supported by the American Academy of Pediatrics.
You’d think that this would be an easy call for the State Legislature, but it’s complicated. With all the agonizing we do over the state of American education — our kids are underperforming! our kids are over-tested! it’s the race to nowhere! it’s their only chance! — we rarely focus on the fact that school schedules are shaped by an assortment of priorities that at times coexist harmoniously with the academic mission of schools and at times conflict with that mission. One of those conflicts is our tradition of designing school schedules to accommodate the needs of extracurricular activities. Perhaps the most valuable aspect of Sen. Codey’s bill is that it forces us to examine that compromise.
President Obama is in the process of expanding a student loan forgiveness program through his executive power (the infamous pen). Whether constitutional or not, he appears to believe that he can add more students to the eligibility list for a program he created by regulation in November 2013. This “Pay-As-You-Earn” program is partly about lowering the monthly payments to make student loans more affordable for graduates, but mostly it is the foot in the door to student loan forgiveness.
Under the latest version of President Obama’s giveaway to former college students, people with student loans that meet certain income eligibility standards will only need to pay 10 percent of their discretionary income for a maximum of 20 years. Discretionary income is the amount you earn above the poverty line for your family size. If a borrower works for a government or in a job defined as public service, they only have to pay for 10 years. After that, the remaining balance is forgiven.
I want to talk about a topic so volatile and delicate it could be a kitten made of nitroglycerin: subject knowledge. And, for once, I don’t mean looking at what children know, because that’s a discussion that can currently be enjoyed on channels 1-100 on your Sky box (other cable providers are, of course, available). It’s a good debate, and an important one. But it isn’t this one.
This sermon is about teacher knowledge. What do you know about what you teach? It can be a sobering reflection, for me as much as anyone else. The personal is political, so here’s some history. I studied philosophy, because that’s where all the good-looking people earning big bucks started out [check this – Ed]. It was at the University of Glasgow, where you wisely begin with three subjects (English literature, philosophy and politics for me), narrowing one’s focus in year three, continuing to an optional master’s degree in year four. I received a joint honours MA in politics and philosophy. I learned a good deal about Thomas Hobbes and the social contract, type/token mistakes and the 100 best gags of Andrea Dworkin. You will note that, fascinating as these topics are, none of them particularly prepare you for a Year 7 lesson on the 5 Ks of Sikhism, the concept of authority and law in Judaism, or the Passion of Gethsemane.
This was the year of vaping, according to Oxford Dictionaries, which has chosen “vape” – the act of inhaling from an electronic cigarette – as its word of 2014 after use of the term more than doubled over the last year.
Vape – defined as to “inhale and exhale the vapour produced by an electronic cigarette or similar device” – beat contenders including slacktivism, bae and indyref to be chosen as Oxford Dictionaries Word of the Year 2014. The shortlist is compiled from scanning around 150m words of English in use each month, applying software to identify new and emerging usage. Dictionary editors and lexicographers, including staff from the Oxford English Dictionary, then pinpoint a final selection and an eventual winner, which is intended to be a word judged “to reflect the ethos, mood, or preoccupations of that particular year and to have lasting potential as a word of cultural significance”.
For the eighth consecutive year, the University of Wisconsin-Madison ranked among the top 10 U.S. universities and colleges in the number of students who study abroad in the latest annual Open Doors Report on International Educational Exchange released Monday.
UW-Madison posted a No. 9 ranking with 2,157 students earning credit outside the country in the 2012-’13 academic year, according to the report.
The report found the number of international students at colleges and universities in the U.S. overall increased by 8%, to a record high of 886,052 students in the 2013-’14 academic year.
This year’s statistical analysis shows how much more global U.S. higher education has become since the first Open Doors report published in 2000 by the Institute of International Education.
The number of U.S. students studying abroad has more than doubled in the last 15 years.
The number of international students studying in the U.S. also has grown — by 72% since 2000. The U.S. hosts more of the world’s 4.5 million globally mobile college and university students than any other country in the world, with almost double the number hosted by the United Kingdom, the second leading host country, the report says.
Though federal and state governments are obligated to provide free public education, both fail to fully fund their financial mandates. While every child in America deserves a quality public education, the failure of federal and state governments, and the state usurping the authority of local school boards to adequately fund their schools, has placed American education in a very difficult situation over the last several decades. America must provide students with quality public schools so that the next generation can grow, prosper, and achieve. NEA’s American Education Week (www.nea.org/aew) presents all Americans with an opportunity to honor individuals who are making a difference in ensuring that every child receives a quality education for the nation’s 50 million students.
The saga over the use of race in selecting new college entrants that began with the Supreme Court’s famous ruling in Regents of the University of California v. Bakke nearly four decades ago now has a new chapter — and it is intended to be the final one. Two lawsuits, filed Monday in federal courts against two major universities, are crafted to eventually put before the Supreme Court an explicit plea to overrule Bakke and later decisions on the issue.
The lawsuits are, in a way, sequels to the Court’s ruling last year in Fisher v. University of Texas at Austin — a case that is itself on the way back to the Supreme Court — but their goal is a more sweeping one than the one advanced so far in the Fisher case.
Harvard University — ironically, the same institution that had provided an affirmative action model that the Supreme Court embraced in the Bakke case — is one of the targets of the new challenges. The other lawsuit names the University of North Carolina at Chapel Hill.
“Given what is occurring at Harvard and at other schools,” the lawsuit filed in Boston argued, “the proper response is the outright prohibition of racial preferences in university admissions — period. Allowing this issue to be litigated in case after case will only perpetuate the hostilities that proper consideration of race is designed to avoid.”
Aware of such research, Green circles back to the education schools, where a zealous coterie of scholars has been trying to identify and inculcate the “habits of mind” that define the disciplines. They tend to follow the work of Stanford University’s Lee Shulman, who coined the term “pedagogical content knowledge” to describe the intellectual apparatus that you need to teach a given subject. I am a full professor at a major research university, but I could not, without much preparation, teach high school chemistry. I could, of course, require my students to memorize the periodic table of elements. But I couldn’t teach the discipline, because I don’t understand its history or structure: how it developed over time, what it has discovered, what is left to know, and what counts as “knowledge” in the first place. These are hugely complicated questions, usually reserved for graduate study in the disciplines themselves. But unless you understand how a discipline actually works, you won’t be able to help anyone else understand it, either.
And that brings us to the saddest fact of all: most of our teachers don’t possess a deep working knowledge of any discipline, at least not in the way that good teaching demands. Perhaps the teachers of very small children do not need the same mastery of a discipline as their counterparts in middle and high schools. But surely they need a deep and theoretically sophisticated understanding of the ways that children learn. Even the teaching of so-called simple arithmetic turns out to be an immensely complicated endeavor, but most of our teachers do not treat it as such. Part of that failing has to do with the lack of constructive collaboration inside our schools, where teachers work almost entirely in isolation.
By contrast, many other advanced countries have institutionalized critical commentary by peers and also provide intellectual support to improve skills and learning as part of teachers’ professional practice. Japanese teachers even have a separate word for this process, jugyokenkyu, which is built into their weekly routines. All teachers have designated periods to observe each other’s classes, study curriculum, and otherwise hone their craft. But they also learn a great deal in their pre-service training, which is both more rigorous and more demanding concerning particular subject matter than anything American teacher-education students are likely to encounter.
Forced to keep discounting their prices as enrollment stagnates, U.S. universities and colleges expect their slowest growth in revenue in 10 years, the bond-rating company Moody’s reports.
The squeeze could threaten further cuts in services even as tuition continues to increase.
A quarter of colleges and universities are projecting declines in revenue, according to a closely watched annual Moody’s survey. Half of public and 40 percent of private institutions say they will take in only 2 percent more than the inflation rate, or worse.
“Smaller entering classes in much of the country over the next few years foreshadows continued revenue pressure.” Eva Bogaty, vice president and senior analyst, Moody’s
Moody’s analysts say regional public universities and small private colleges, particularly in the Northeast and Midwest where birth rates are flat and enrollment growth has stalled, are at the greatest risk. But the problems are dogging campuses everywhere.
Admissions officers at Morehouse College in Atlanta were shocked several years ago when a number of high school seniors submitted applications using email addresses containing provocative language.
Some of the addresses made sexual innuendos while others invoked gangster rap songs or drug use, said Darryl D. Isom, Morehouse’s director of admissions and recruitment.
But last year, he and his staff noticed a striking reversal: Nearly every applicant to Morehouse, an all-male historically black college, used his real name, or some variation, as his email address.
Madison property owners will soon be able to pay their taxes in four installments, beginning with the 2014 tax bill coming in December.
The Mayor’s Office said on Tuesday the four-payment plan could help taxpayers avoid penalties by spreading out the taxes owed over a seven-month period.
“At the height of the recession, the city’s delinquency rate was over twice the historical average,” said Mayor Paul Soglin in a news release.
“Even today, delinquencies are 30 percent more than what we would expect,” Soglin said. “We hope offering the four installment option will help some of our property owners avoid the considerable penalties incurred when you go delinquent on their taxes.”
Taxpayers up to now had two options in Madison: Pay the full amount by Jan. 31, or in two installments, due Jan. 31 and July 31 (the two installment plan will no longer be used.)
Madison / Dane County property taxes among the highest in Wisconsin.
Middleton’s property taxes are 16% lower than Madison’s for a similar home.
In 2013-2014, the number of Chinese students in the U.S. rose 8.1 percent from a year earlier, while those from India swelled by 17 percent, the IIE said. Foreigners are attractive to colleges because they bring diversity to campuses and many pay full freight. That’s a boon to schools, which doled out about $48 billion in grant aid in the form of discounts in 2013-2014, almost double the rate of a decade earlier when adjusted for inflation, according to the New York-based College Board.
“There’s room in American higher education for more foreign students,” said Allan Goodman, president of the institute.
What is an algorithm? It’s a sequence of steps that you follow to solve a problem. In everyday life, you might have an algorithm for hanging up your laundry, efficiently going through a shopping list, or finding an empty parking space in a lot. In computer science, an algorithm is a sequence of instructions that a computer program follows. Algorithms form the basis of the most interesting and important programs we use, such as the algorithm that Google uses to calculate driving directions, or the algorithm that Facebook uses to automatically tag you in a photo.
Because algorithms are so important to computer science, they are a core part of a computer science curriculum. The AP CS A class teaches object-oriented programming with algorithms, every college CS student will have at least one algorithms class and encounter algorithms everywhere, and every software engineer interviewing for a job will review algorithms while they’re prepping for an interview.
All week we’ve been reporting on big changes in reading instruction brought on by the Common Core State Standards: a doubling-down on evidence-based reading, writing and speaking; increased use of nonfiction; and a big push to get kids reading more “complex texts.”
Whatever you think of these shifts, they’re meaningless ideas without a classroom and kids to make sense of them. That’s today’s story, as we round out our series on reading in the Core era.
It’s mid-morning at Watkins Elementary in Washington, D.C. From the fourth floor, Amy Wertheimer’s fifth-grade classroom looks out over a red-brick grid of rowhouses and, looming over it all, the U.S. Capitol. But every back is to the view as Ms. Wertheimer calls her kids to the reading rug.
Fifty years ago, FBI operatives sent Martin Luther King, Jr. was has come to be known as the “suicide letter,” an anonymous note suggesting the civil rights leader should off himself before his private sex life was made public. The information about King’s extramarital assignations was gathered with the approval not just of the FBI’s J. Edgar Hoover but Attorney General Robert Kennedy and President Lyndon Johnson.
“There is but one way out for you,” reads the note, which appeared in unredacted form for the first time just last week. “You better take it before your filthy fraudulent self is bared to the nation.”
Thus is revealed one of the most despicable acts of domestic surveillance in memory. These days, we worry less about the government outing our sex lives than in it tracking every move we move online. It turns out that President Obama, who said he would roll back the unconstitutional powers exercised by his predecessor, had a secret “kill list” over which he was sole authority. Jesus, we’ve just learned that small planes are using so-called dirtboxes to pick up cell phone traffic. One of the architects of Obamacare publicly states that Americans are stupid and that the president’s healthcare reform was vague and confusing on purpose. The former director of national intelligence, along with the former head and current heads of the CIA, have lied to Congress.
There are not a lot of wins in public education these days, says Mike Hernandez, principal at Sherman Middle School on Madison’s north side.
But a program new this school year offering free breakfast and lunch to every student at Sherman is a big win, Hernandez says.
“We had a large number of fringe students, whose family income was just above the line but were not able to afford to buy lunch,” he said. “Now they are able to eat, and I’m not seeing kids with their heads down because they are embarrassed because they can’t pay for lunch.”
Seven schools and 11 alternative programs in the Madison Metropolitan School District with high levels of poverty are offering free breakfast and lunch to all students, paid for by the USDA’s Community Eligibility Provision of the National School Lunch and School Breakfast Program.
The participating sites have seen a 27.5 percent increase in meals served at breakfast and an 18 percent increase at lunch, said school district spokesperson Rachel Strauch-Nelson.
College students are increasingly spending federal financial aid and taking on debt for high school-level courses that don’t count toward a degree, despite mounting evidence the courses are ineffective and may contribute to higher dropout rates.
The number of college students taking at least one remedial course rose to 2.7 million in the 2011-2012 academic year from 1.04 million in 1999-2000, federal data show. During the same span, the amount of federal grants spent by undergraduates enrolled in at least one remedial course rose 380%, after inflation, Education Department figures show. There was also a drastic rise in remedial students taking on student debt
The trends reflect a sharp rise over the past decade in enrollment at community colleges, which disproportionately serve low-income, minority and older populations. About 40% of students entering community colleges enroll in at least one remedial course, according to the Education Department; only about 1 in 4 of them will earn a degree or certificate.
When I played basketball for UCLA, I learned the hard way how the NCAA’s refusal to pay college athletes impacted our daily lives. Despite the hours I put in every day, practicing, learning plays, and traveling around the country to play games, and despite the millions of dollars our team generated for UCLA — both in cash and in recruiting students to attend the university — I was always too broke to do much but study, practice, and play.
What little money I did have came from spring break and summer jobs. For a couple summers, Mike Frankovich, president of Columbia Pictures and a former UCLA quarterback, hired me to do publicity for his movies, most memorably Cat Ballou (which was nominated for five Academy Awards).
In 1968, I needed to earn enough summer money to get through my senior year. So, instead of playing in the Summer Olympics, I took a job in New York City with Operation Sports Rescue, in which I traveled around the city encouraging kids to go to college. Spring breaks I worked as a groundskeeper on the UCLA campus or in their steam plant repairing plumbing and electrical problems. No partying in Cabo San Lucas for me. Pulling weeds and swapping fuses was my glamorous life.
Finally, there are Mr Duncan’s angry suburban mothers. They deserve sympathy. Nobody with a child in a US public school would disagree that their children are sitting far too many tests yet learning far less than they ought to be.
The answer, of course, is to have fewer and better tests and to give teachers the time resources to do them properly. In return, they should give up life-long tenure and accept merit-based pay. That is where a well-functioning political system would arrive. Alas, at current levels of polarisation, this is one test it is likely to fail. What will become of US schools reform? Here is a multiple choice test for the attentive FT reader. Will US politics a) improve the common core, b) jettison it, or c) indulge in a barrage of mutual point-scoring that fails America’s children? No conferring please.
Success in today’s global economy virtually requires a college or post graduate degree, but colleges and law schools have raised tuition enormously. The government subsidizes students to take huge loans to pay for college and law schools, loans which inflict an increasing burden on students, including law students in a troubled economy. Do these loans pay as much for faculty research and administrators as for direct student education? Are faculties producing research that justifies these costs? Are students getting a good deal now? Could or will on line education provide students with similar education at a fraction of the cost? Is it time to ask some hard questions about higher education? Does education policy benefit average and below average students or does it merely benefit the top of the class? This panel will focus to a significant degree on law schools.
My colleagues in the humanities support Barack Obama nearly unanimously, some of them still believing the salvation narrative that developed in 2008 whereby the junior senator from Illinois would rescue the nation from the hell of the previous eight years—not to mention four centuries of white supremacy. But one thing about their admiration doesn’t jibe: The President cares little about the humanities. My colleagues admire his deliberative style and academic pedigree, but in speeches and policies he expresses no distinctive appreciation for Homer, opera, Baroque architecture, pragmatist philosophy, folk art, or any other standard topic in the disciplines. In an October 2010 interview in Rolling Stone, he listed his iPod inventory:
Now that the UC administration has begun a full-fledged public relations campaign to raise tuition by about 5 percent per year for the next five years (adding up to an over 25 percent hike in total—if you calculate it out, it’s a 27.6 percent hike by 2019), it’s worth taking a second to think about how money moves through the university. As always, administrators justify the tuition hike by talking about how funding from the state has decreased. In a joint statement last Thursday, the chancellors of the ten UC campuses wrote the following: “State funding for the University is still $460 million below what it was in 2007-08, even though we are educating thousands more California students.” The proposed tuition hikes, they suggest, are necessary to make up for the difference.
This argument about the decline in state funding is a reasonable one, made by neoliberal university administrators and many defenders of public education alike. But the argument also has some pretty significant blind spots. The point isn’t that state funding hasn’t declined, but that this real decline doesn’t actually do all the work UC administrators are suggesting it does. Let’s see what’s really going on.
Over the period in question, tuition revenue grew significantly more than state funding fell. That extra $300 million in inflation-adjusted dollars is nearly three times as much as the proposed tuition hike will bring in. In spite of the story that administrators continue to tell, the UC’s own data show that tuition revenue has more than made up for the decline in state funding. If this were all that was going on, there should be no deficit. Of course, if you compare current levels of funding to the 1970s or 1980s, you’ll find a big difference. But you’ll also find that expenditures have increased a lot as well—among other things, the administration is spending a lot more money on itself. (Just the latest example: the Regents recently agreed to give chancellors a 20 percent raise.) This isn’t meant to be an exhaustive explanation, but to point out that when administrators talk about declining state funds what we should be asking them is what are they doing with all that extra money that’s rolling in.
Yuan Xiaomei, a community supervisor in Kangbashi, China, tears open a cardboard box and hands out brochures and promotional fans to crowd of locals. The fans are emblazoned: “To build a civilised city, we need you. Thank you for your participation.” The residents fan themselves and flip through the brochures. One woman explains to her friend who can’t read: “It’s telling you how you should act in the city. Don’t spit, don’t throw rubbish on the streets, don’t play loud music, don’t drive on the pavement.”
It’s a lot to take in for people who, weeks earlier, were living in remote villages spread across the sparsely populated Ordos region of Inner Mongolia, China.
Fifteen miles away to the south, if you look out from the front entrance of Hao Shiwen’s farmhouse, you can see the tower blocks of Kangbashi looming over an otherwise unusually quiet pastoral landscape. Kangbashi – which became known as China’s “ghost city” when it was first built four years ago – is where Shiwen has been debating whether to move. He must decide whether to follow the path of his previous neighbours, seduced to the city by the government’s generous compensation package, or to stay in his village, now left surreally empty and quiet.
Seriously, I emailed my chair and said, “they’re turning my dissertation and manuscript into a satire.” Thanks, Obama.
First, a little cursory background. Coursera is a major Massive Open Online Course provider. MOOCs provide (mostly) free online content for anyone who can log in. Coursera had to make a hard “pivot” when selling its platform to universities didn’t go too well. It turns out some people want to learn for the love of learning but other people want something that will get them a job. So, Coursera started offering certificates of completion (i.e. “credentials) for a fee, of course. Then they decided to go after employers by offering corporate training solutions. I suspect they found, like a for-profit college executive once told me they discovered, that employers aren’t nearly as interested in training workers as we seem to think they are. I use “we” loosely. I am not “we”.
Let me tell you something. If you ever want to get rich do two things. One, find some way that inequality is being reproduced and then tell the government that you can fix that for the bargain basement price of free.99.
That’s what for-profit colleges did.
Last month, three aldermen, a former police chief, community members, and students gathered at the Experimental Station in Hyde Park to push for changes to the University of Chicago Police Department, which has come under fire lately for its culture of secrecy and alleged racial profiling of neighborhood residents. During the meeting, Jamel Triggs, who works at Blackstone Bicycle Works, told the crowd, “I’ve been held up, handcuffed and put on the curb for no reason, just because I was there.”
Also present were members of the Campaign for Equitable Policing (CEP), which was founded in 2012 and helped organize a series of events last month as part of “UChicago Week Against Police Oppression.”
“I was hearing a lot of stuff about that from people of color on campus who felt pressure to dress like a student and were very anxious about having their ID on them at all times,” says Ava Benezra, founder of CEP and a fourth-year student at the college.
Not long ago, Amber Brown, a student at Everest University, saw an article on Facebook about one of the many lawsuits against her school. The story, she wrote to BuzzFeed News, “dumbfounded” her: It mentioned former students facing mountains of debt for their degrees, but that didn’t seem to apply to her. Brown believed that she was “on a 100% Pell Grant through the government” and didn’t owe a cent.
Everest even paid for her books and her laptop, she wrote, and sent her a stipend check every semester. “Will I have to pay this back or am I one of the few students being treated genuinely by Everest University?” she asked.
In reality, most of what Brown believed to be a Pell Grant was actually loans: A review of documents she provided showed she owes more than $26,000.
Brown, 29, who lives in Kentucky and enrolled at Everest in 2011, has yet to learn that she is going into debt for her degree. (Her last name has been changed because she is a current student.) She no longer has a phone because she is unable to pay the bills, and she sent her student loan documents from a computer at a nearby food bank where she accesses the internet. She has since been hospitalized, unreachable by phone or email.
With research showing language gaps between the children of affluent parents and those from low-income families emerging at an early age, educators have puzzled over how best to reach parents and guide them to do things like read to their children and talk to them regularly.
A new study shows that mobile technology may offer a cheap and effective solution. The research, released by the National Bureau of Economic Research this month, found that preschoolers whose parents received text messages with brief tips on reading to their children or helping them sound out letters and words performed better on literacy tests than children whose parents did not receive such messages.
Pediatricians are now advising parents to read daily to their children from birth. Some communities are developing academic curriculums for home visitors to share with parents of babies and toddlers, while other groups are mounting public information campaigns for parents on the importance of talking, reading and singing.
Related: Madison’s disastrous long term reading results.
Seventeen years and a host of education reforms separate public declarations by its highest-ranking officials that the nation’s largest labor union should become a leader of education reform. Children who were just entering the public school system when National Education Association (NEA) president Bob Chase addressed the National Press Club in 1997 are adults now, perhaps with children of their own. NEA executive director John Stocks issued the same call to arms in 2014.
The notion was not a new one, even in 1997. In that same speech, Chase admitted he was not the first to call for the union to be an agent of change. “In 1983, after the A Nation at Risk report came out, NEA president Mary Hatwood Futrell tried to mobilize our union to lead the reform movement in American public education,” he said.
Futrell failed at that task, as did Chase, as did his successors, as will future NEA presidents. The failure is the inevitable result of the difference between what teachers unions are and what they would like others to think they are. This difference manifests itself as two messages: an internal one, meant for the unions’ leaders and activists, and an external one, meant for education policymakers and the public at large. In the good old days, the two audiences were always separate. But in today’s world, where everyone with a phone or Internet access can act as a reporter, the two messages can overlap, causing confusion and contradiction.
The number couldn’t possibly be right, Marc Gosselin thought: $160.
That was the total discretionary budget he was handed as the brand-new principal of Anna Lane Lingelbach Elementary, a public school in Germantown.
That’s all he’d have to pay for a whole year’s books, supplies, staff training, after-school activities, and incidentals — small but important items like postage and pizza parties.
“You can’t even buy groceries for $160, let alone run a school for 400 kids for a year,” Gosselin said.
For many, Tom Wolf’s election as governor is a turning point, a change that could finally address years of Philadelphia School District cuts so deep that a school has just 40 cents to spend on each needy student.
And though Lingelbach’s situation is the extreme, public schools around the city grapple with similar problems.
On a recent day at Lingelbach, it was plain how much some schools have been left to their own devices.
Coming into the year, Gosselin zeroed in on students’ reading levels — just 42 percent were meeting state standards. He wanted to administer short tests to gauge children’s reading fluency.
News: Apple’s head designer Jonathan Ive says he struggles to hire young staff as schools are failing to teach them how to make products.
Speaking at London’s Design Museum last night, Ive attacked design schools for failing to teach students how to make physical products and relying too heavily on “cheap” computers.
“So many of the designers that we interview don’t know how to make stuff, because workshops in design schools are expensive and computers are cheaper,” said Ive.
“That’s just tragic, that you can spend four years of your life studying the design of three dimensional objects and not make one.”
Ive, who is Apple’s senior vice president of design, said that students were being taught to use computer programs to make renderings that could “make a dreadful design look really palatable”.
Of course, public schools officials will never accept a rating system that includes a failing-grade option; some things are OK for students, but not for the people who educate them.
None of these initiatives is any older than 2011, when Republicans took over complete control of the state government, but parents have been voting against the Madison district — with their feet — since they were first allowed to in 1998.
The open enrollment program was included in the 1997 state budget bill and allows parents to enroll their children in any public school district that has the space.
In the years since, the Madison district has never seen more students coming in than going out. In the current school year, 1,203 children living within the district’s boundaries opted to go to other districts, according to a district report. Another 372 opted to come into Madison from other districts.
A 2009 survey of families who took advantage of the open enrollment program to leave Madison found that 61 percent of parents pointed to environmental problems with Madison schools as among the reasons they left. Overcrowded classrooms, bullying and poor communication were among the specific complaints.
Yesterday’s revelation by Washington Free Beacon of documents detailing how secretive progressive outfit Democracy Alliance coordinated its unsuccessful efforts to elect Democratic candidates during this year’s election cycle have certainly stirred discussion. After all, for all the carping of progressive groups (especially education traditionalists) this year over the role of David and Charles Koch in financing political campaigns, the report by Lachlan Markey show that they are also far too willing to leverage money in their campaigning — and even go around campaign finance laws to do so. This includes the Democracy Alliance members working with Catalist LLC, the data hub for the Democratic National Committee, to use the party’s donor and voter data to quietly coordinate their efforts.
Yet school reformers should pay great heed to Markey’s report as well as to the documents revealed. Why? Because they also offer a guide on how the National Education Association and the American Federation of Teachers are co-opting progressive groups in order to defend their declining influence over education policy.
As Dropout Nation readers know by now, the NEA and AFT have long been key donors to progressive outfits willing to do their bidding. In 2013-2014 alone, the AFT gave $25,000 each to Progressive States Network, Progress Michigan, and Netroots Nation, while handing out another $60,000 to Center for Popular Democracy’s Action Fund, which has campaigned against the expansion of charter schools and so-called “privatization” of American public education. In 2012-2013, NEA contributed $332,000 to Progress Now; $100,000 to Progressive States Action, an affiliate of the Progressive States Network; and and $30,000 to the Leadership Center for the Common Good Action Fund, one of the now-defunct ACORN’s many spinoffs.
This summer, we revisited a literacy test from the Jim Crow South. Given predominantly to African-Americans living in Louisiana in 1964, the test consisted of 30 ambiguous questions to be answered in 10 minutes. One wrong answer, and the test-taker was denied the right to vote. It was all part of the South’s attempt to impede free and fair elections, and ensure that African-Americans had no access to politics or mechanisms of power.
How hard was the test? You can take it yourself below (see an answer key here) and find out. Just recently, the same literacy test was also administered to Harvard students — students who can, if anything, ace a standardized test — and not one passed. The questions are tricky. But even worse, if push comes to shove, the questions and answers can be interpreted in different ways by officials grading the exam. Carl Miller, a resident tutor at Harvard and a fellow at the law school, told The Daily Mail: “Louisiana’s literacy test was designed to be failed. Just like all the other literacy tests issued in the South at the time, this test was not about testing literacy at all. It was a … devious measure that the State of Louisiana used to disenfranchise people that had the wrong skin tone or belonged to the wrong social class.” (Sometimes the test was also given to poor whites.) Above, you can watch scenes from the Harvard experiment and students’ reactions.
Using evidence from more than 500 colleges and universities producing nearly half of the nation’s new teachers annually, this report answers two questions that go to the heart of whether the demands of teacher preparation are well matched to the demands of the classroom: Are teacher candidates graded too easily, misleading them about their readiness to teach? Are teacher preparation programs providing sufficiently rigorous training, or does the approach to training drive higher grades?
Complete report (PDF).
Related: When A Stands for Average. Students at the UW-Madison School of Education receive sky high grades. How smart is that?
Exploring the effects of high grades (PDF):
In addition to their failure to signal learning, awarding consistently high grades may, in fact, impede learning. As a Princeton University committee on reducing grade inflation reported: “Grading done without careful calibration and discrimination is, if nothing else, uninformative and therefore not useful; at worst, it actively discourages students from rising to the challenge to do their best work.”3
Several studies find that expected high grades are associated with reduced student effort, likely leading to decreased student learning. One study found that students spend about 50 percent less time studying when they expect that the average grade in a course will be an A versus a C.4 Similarly, a study of students’ expectations (rather than behavior) found that students expected to study more (and for the class to generally earn lower grades) in more difficult courses.5 On the other hand, higher standards may not lead to greater academic perserverance: A longitudinal study that followed high school students for more than a decade found that higher standards for coursework were associated with higher test scores, although not with higher educational attainment.6
NCTQ compares the States on teacher preparation requirements.
With college costs soaring and the job market for new grads sputtering, one trend is worth watching: more and more states are authorizing community colleges to grant bachelor’s degrees. Already, more than 20 states — now including California, which enrolls one out of every four of the nation’s community college students — have authorized community colleges to grant these degrees.
Turf will be an issue as this trend continues, but there is a division of labor between community colleges and universities that makes sense. Community colleges can and should be encouraged to develop bachelor’s-degree programs in career and technical areas and to avoid the liberal arts degrees that are integral to the mission and education delivered by universities. In any case, turf isn’t the bottom line in this coming shift. The bottom line is the bottom line: Do the technical and career-oriented degrees in which community colleges specialize pay off in the labor market?
Students in the class of 2013 who took out loans to attend public and private nonprofit colleges graduated with an average of debt of $28,400, a 2 percent increase from the previous year, according to a new report released Wednesday by the Institute for College Access and Success.
About 70 percent of graduates had student loans, the report says, but the amount they owed varied widely across different institutions and states.
Six states — New Hampshire, Delaware, Pennsylvania, Rhode Island, Minnesota, and Connecticut — had graduates with average student loan debt in excess of $30,000. At the other end of the spectrum, New Mexico and California, at $18,656 and $20,340, respectively, were the states with the lowest average student loan debt.
There are 1,203 students living within the Madison School District’s boundaries who have enrolled in other school districts this school year — about 62 more than last year. The number of students from other districts who enrolled in Madison schools is 372, up by about 73.
The net effect is a loss of 831 students, which is down from 842 last school year.
Wisconsin is one of 22 states that allow open enrollment, under which students can enroll in other public school districts than the one in which they reside if the receiving district has room for them.
School districts gaining students receive a share of the students’ home district’s state aid to help pay for educating that student.
The Madison School District will lose about $5.7 million in state aid this school year because of open enrollment, the report said.
The report also noted that of the 1,203 students who are currently enrolled in another district, 356 are students who open enrolled in another district for the first time this school year — a 22 student decrease from a peak during the 2012-13 school year. The rest are students who were previously open enrolled in another district.
The OntoMathPro ontology has been developed by a research group from Kazan Federal University. The ontology is geared to be the hub for math knowledge in the Web of Data. We shared the sources with the Semantic Web community to engage our colleagues from elsewhere in its further development. We are going to create an ecosystem of datasets and mashups around the ontology.
Each November our family has a tradition of listing things we’re grateful for on 100 colorful construction-paper leaves and taping them all over the windows by the kitchen table. The recent publication of Blended of course tops my list!
Admittedly that’s in part because of the relief of a finished project, but the more lasting joy is from knowing that Michael Horn and I helped preserve stories that I think need to be told about children and school and the profound effect of adults’ choices on children’s lives. The book begins with a story about Jack, a fifth grader at Santa Rita Elementary School who started the 2010-11 school year at the bottom of his math class. He struggled to keep up and considered himself one of those kids who would just never quite “get it.” In a typical school, he would have been tracked and placed in the bottom math group. That would have meant that he would not have taken algebra until high school, which would have limited his college options.
On campuses across the country, hostility toward unpopular ideas has become so irrational that many students, and some faculty members, now openly oppose freedom of speech. The hypersensitive consider the mere discussion of the topic of censorship to be potentially traumatic. Those who try to protect academic freedom and the ability of the academy to discuss the world as it is are swimming against the current. In such an atmosphere, liberal-arts education can’t survive.
Consider what happened after Smith College held a panel for alumnae titled “Challenging the Ideological Echo Chamber: Free Speech, Civil Discourse and the Liberal Arts.” Moderated by Smith President Kathleen McCartney in late September, the panel was an apparent effort to address the intolerance of diverse opinions that prevails on many campuses.
Instead, I’m addressing this post to a specific type of person. But it’s a type that I’ve been encountering with greater frequency recently.
I’m talking about the kind of person who has various passions — theoretical or practical — and wants to study and/or gain skills in their area(s) of interest. For this type of person, college is often a very poor choice. At the very least, college can be a very circuitous path to those goals; there are paths that are way more direct.
It’s not that college doesn’t include some things that can further these goals. It might, but only incidentally. And along with a bunch of stuff that has absolutely nothing to do with these goals. College also includes things that are diametrically opposed to them.
Among the many things MTI has accomplished for its members is the advancement of rights for females.
Early in the Union’s history was MTI’s achievement of equal pay. MTI negotiated a salary schedule which recognized that the value of the work of an elementary teacher, where almost all were female in the 1960s & 1970s, is as valuable as that of a high school teacher of advanced placement physics.
The salary schedule negotiated by MTI recognizes that the task each teacher faces is about the same and the economic reward should be as well. Given this, MTI’s negotiations did away with the School Board’s created “head of household” additive pay – which went to male teachers in those days; and MTI negotiated a salary schedule which treats all teachers equally. That salary schedule proposed by MTI in the late 1960s, while periodically improved, remains in the Collective Bargaining Agreement today. The right to equal pay for equal work was extended to those in all MTI bargaining units through negotiations.
Also, in the 1960’s and early 1970s, School Board policy stated that a female employee had to “immediately notify her supervisor upon becoming pregnant” and resign when the “pregnancy began showing.” This meant a loss of income until the individual was rehired – which did not always occur – as well as a reduction in Social Security and Wisconsin Retirement System benefits, due to the lost wages.
Inside the Sayreville War Memorial High School locker room where prosecutors say younger football players were sexually abused as part of hazing rituals, older students ran the show. Adults rarely visited, according to former and current players.
At high schools across the country, adult-free locker rooms aren’t uncommon. And Sayreville’s is far from the first to become an alleged crime scene. From Vermont and California to New York and Indiana, largely unsupervised athletes have allegedly engaged in incidents of locker-room impropriety serious enough to result in criminal charges.
But the solution isn’t as simple as it may sound. In many cases, lack of adult supervision reflects administrative fear that grown-ups in the locker room could prey on children or face accusations to that effect, say some coaches and experts. Stationing adults in kids’ locker rooms “could bring a different set of issues or accusations,” said Chris Sampson, superintendent of an Indianapolis-area district embroiled in its own locker-room-related scandal.
In the wake of cases such as Sayreville, where seven older students face juvenile criminal charges of assaulting younger students, some victims, experts and school administrators are calling for rules requiring stricter supervision. The locker room is where students are most vulnerable, they say, making it the last place that supervisors ought to ignore.
Applications to U.S. graduate schools from Asia, led by India, have jumped in recent years, but total enrollment at programs has only inched up as mounting debt appears to be suppressing the number of American applicants.
International students now make up 17% of all U.S. graduate students, with more than half studying engineering, science and business, according to a report to be released Wednesday by the Council of Graduate Schools. This year has seen an 8% uptick in overseas students, while enrollment from U.S. students has stayed flat, the report said.
Graduate-school debt may be keeping U.S. students away, said Jason Delisle, an education analyst at the New American Foundation, a left-leaning Washington think tank. The return on investment for graduate degrees in many programs is still solid, but taking on all that debt at relatively high student-loan rates has become increasingly risky in an unsteady job market, Mr. Delisle said.
“It’s possible that there are people who are choosing not to go to graduate programs because of the expense,” he said.
When it comes to America’s system of training teachers, two things are crystal clear. The first? That America’s university schools of education, which train nearly all of the 200,000 or so teachers who attempt to enter the profession every year, are doing a shoddy job of recruiting aspiring teachers and providing them with the skills and knowledge they need to succeed in the classroom. The second: That there is no correlation between the credentials teachers are granted and their ability to improve student achievement over time.
This week, two studies once again confirm both realities. And it is past time to take real action to improve the teacher training pipeline so that our kids get the high-quality education they deserve.
The first bit of latest news comes courtesy of the American Enterprise Institute, which released a study earlier this week on the abysmally high levels of grade inflation among ed school majors. The average ed school student at Indiana University’s ed school on its main campus in Bloomington had a simple grade-point average of 3.66, higher than the g.p.a.’s of students in the university’s other majors; as the study’s author, Cory Koedel notes in another study he conducted this year, math, science and economics majors only average g.p.a.’s of 3.06 , while those taking social science and humanities courses barely average over a 3.0.
Graduate students make up just 14% of university enrollment, but account for nearly 40% of student debt.
An Army veteran, Anthony Manfre paid for his associate’s and bachelor’s degrees mostly with his GI Bill benefits, although he also took out $4,000 worth of student loans.
Attentive observers won’t be surprised by the new international-enrollment numbers released on Wednesday by the Council of Graduate Schools. But there’s something momentous about the annual report’s key finding: For the first time since the council’s reports began, in 2004, first-time enrollment by Chinese students in graduate programs at American universities actually dropped this year.
The writing has been on the wall for more than a year. In April 2013, the council reported that Chinese applications to American graduate schools fell 5 percent after seven consecutive years of double-digit growth. The drop was so unexpected that the council’s president at the time, Debra W. Stewart, didn’t believe it at first. The possibility that the dip was an aberration was proved unlikely this year, when the council reported that applications from China fell again.
I currently am on a second career after retirement—I teach math in middle school. During my last few years of work, I started taking courses in ed school at night. The first course I took was taught by a professor who had what seemed to me to be a unique gift. He managed to agree with whatever anyone said about teaching. I learned very quickly that this was pretty much the norm, and that ed school was the place where there are no wrong answers—just the “greater truth,” which will eventually prevail. It is the place where future teachers see the light and embrace the principles of student-centered, inquiry-based, discovery-based teaching, and answering students’ questions is “handing it to the student” (aka the “struggle is good” philosophy).
I am seeing something similar with respect to the Common Core math standards. Peter Greene, on his blog Curmudgucation, puts it this way: “If the Common Core were to collapse and everyone in the country came to see it as a disaster and a Huge Mistake, exactly whose head would roll? Who would be held responsible?” And he answers it as follows: “To use the language of the ed revolution, nobody is accountable for Common Core.”
And another perspective is offered by Katharine Beals at her blog Out in Left Field. She points out a constant refrain heard about Common Core:
What’s your first priority?
Our first priority is to fix No Child Left Behind. The Republican proposal to fix NCLB would give states the option — not mandate — to take federal dollars and let those dollars follow children to the schools they attend. We want to expand choice, but my view is that the federal government shouldn’t mandate it. … Republicans would [also] transfer back to states the responsibility for deciding whether schools are succeeding or failing. Tennessee, Texas or New York would decide what the academic standards would be, what the curriculum would be, what to do about failing schools and how to evaluate teachers.
Do you support the Common Core State Standards?
I support giving states the right to decide whether to [adopt] the Common Core or not.
What about higher education? There’s a lot of pressure to hold institutions more accountable for the $200 billion they get in federal aid and to bring the cost of college down.
The cost of higher education is more affordable than people think. At a community college, average tuition is $3,600. At a four-year public institution, it’s $8[,000] to $9,000. Many students can get a Pell Grant they don’t have to pay back, up to $5,000. We lend $100 billion every year in student loans at an interest rate of about 4 percent to people with no credit history. Tennessee is the first state to say two years of community college is free. I expect more states to do that.
I’m [also] working with [Colorado Democratic] Sen. Michael Bennet to take the 108-question student-aid application form, known as FAFSA, and reduce it to two questions: ‘What’s your family income?’ and ‘What’s your family size?’ … The complexity of the form is discouraging students from attending college. So the greatest barrier to more college graduates is this federal application form.
Wisconsin Reading Coalition, via a kind email:
IDA Dyslexia Handbook: What Every Family Should Know is now available online
Free Open LETRS Training An overview of the professional development program Language Essentials for Teachers of Reading and Spelling. This session is especially for district administrators: superintendents, curriculum directors, special education directors, reading specialists, principals, etc. Let your district know you would like a few key people to attend!
Presented by Pati Montgomery, former executive director of the Colorado Office Of Literacy
Aimed at principals and other administrators responsible for raising reading achievement
Monday, December 8: WCTC Pewaukee
Wednesday, December 10: Madison College Truax Campus
8:00 – 3:30, lunch provided
Limit: two people per district
RSVP by November 15 to Kevin Kuckkan, 866-340-3692, email@example.com
Lindamood-Bell Informational Session for Professionals and Parents
Learn about the Lindamood-Bell School Year Glendale Learning Clinic opening December 1st for 8 weeks: addressing dyslexia, hyperlexia, ADD/HD, and autism spectrum disorders
Thursday, November 20, 5:00 pm
Logemann Community Center, Ivy Room, 6100 W. Mequon Road, Mequon WI
Reserve your space by calling 888-414-1720 or email firstname.lastname@example.org
December repeat of Dyslexia 101 at WILDD
December 13, 9:00 – 12:00
636 Grand Canyon Drive, Madison 53719
Call 608-824-8980 or email email@example.com to register
Spotlight on Dyslexia: Interactive Virtual Conference from Learning Ally
Keynote speaker Dana Buchman (fashion designer and founding chair of the Promise Project); panel members Barbara Wilson (Wilson Language Corporation), Kelli Sandman-Hurley (Dyslexia Training Institute), Davis Flink (Eye to Eye), Ben Foss (Headstrong Nation), Susan Barton (Bright Solutions for Dyslexia), and Jamie Martin (Assistive Technology)
Friday, December 5, 8:30 am – 3:30 pm CST
Learning Ally members $59 ($89 after 11/15); non-members $89 ($119 after 11/15)
Discounted Early Bird registration until November 15
Ed Week Webinar Every Child Reading with Margie Gillis now available on demand; Powerpoint available at http://www.edweek.org/media/102814presentation.pdf
Urban areas are often associated with poor educational attainment. But London is different. Recent analysis suggests that the attainment and progress of pupils in London is the highest in the country. A leading education policy commentator argues that: “Perhaps the biggest question in education policy over the past few years is why the outcomes for London schools have been improving so much faster than in the rest of the country”. Some have argued that this is the result of policies and practices adopted by London schools. If so, identifying the key policies is a great prize, with the hope that they can be implemented more broadly. Another recent report emphasises more the importance of primary schools.
In this research I have set out the evidence that a big part, almost all in fact, of the answer lies in the ethnic composition of London’s pupils. More broadly, my interpretation of this leads to a focus on pupil aspiration, ambition and engagement. There is nothing inherently different in the educational performance of pupils from different ethnic backgrounds, but the children of relatively recent immigrants typically have greater hopes and expectations of education, and are, on average, more likely to be engaged with their school work. This is not by chance of course; a key part of the London effect is its attraction to migrants and those aspiring to a better life.
I had come to the point in the chapter on systems of linear equations in my algebra 1 class where the book presented mixture, rate and current, and number problems. To prep them for the onslaught, I included a word problem into one of the warm-up problems I had them do as I checked in their homework.
The problem was: “The length of a rectangle is 3 units more than the width. The perimeter is 58 units. Find the length and width.”
Students asked me “How do you do this problem?” as I came around to check their homework. I offered one hint: “You can solve it using the substitution method”.
“What does this problem have to do with the substitution method?” a boy named Lonnie asked.
I answered his question when I went over the warm-up questions. “If you solve the problem to find length and width you will have two equations in two unknowns which you can solve by substitution.”
Many students shouted at once.
Investment in higher-education technology is booming. Venture-capital funding for individual companies trying to break into the market has climbed well past the million-dollar mark, and the growth shows no sign of slowing.
According to Peter Yoon, a managing director at the Berkery Noyes investment bank who specializes in the education and training sector, ed-tech investment has increased steeply since 2006. More than $1-billion was invested in ed-tech companies in 2013, he said, and in the first quarter of this year more than $50-million was invested.
“It’s quite a brisk pace in terms of the amount of investment,” Mr. Yoon said. “Compared to previous years, it’s a tremendous increase.”
– See more at: http://m.chronicle.com/article/A-Look-at-Ed-Tech-s-Biggest/149943/?key=Tj1wdAZma3UWZS1hYj5KMzZdaHBlZUIpZSYdOSohblpUEA==#sthash.9Lr5A2L2.dpuf
When the media gets a charter school story wrong, I usually suspect political bias.
Progressive media outlets often underplay the effectiveness of charter schools, while conservative outlets overstate their impact.
But sometimes everyone misses a major part of the story.
All of the following media outlets reported on Mathematica’s study of The Equity Project: Vox.com (leans left), the Wall Street Journal (leans right), National Public Radio (leans left), the National Review (leans right), Shanker Blog (leans left).
Most of these education writers are top notch.
But all of them, I think, missed the mark.
The Mathematica Study; The CREDO Study
The Equity Project is a charter school in New York City. It pays teachers $125,000.
Mathematica just completed a rigorous study and found that, over four years, The Equity Project delivered an additional 1.6 years of math gains and .4 years of ELA gains.
The good: Minneapolis Public Schools want to decrease total suspensions for non-violent infractions of school rules.
The bad: The district has pledged to do this by implementing a special review system for cases where a black or Latino student is disciplined. Only minority students will enjoy this special privilege.
That seems purposefully unconstitutional—and is likely illegal, according to certain legal minds.
The new policy is the result of negotiations between MPS and the Department of Education’s Office for Civil Rights. Minority students are disciplined at much higher rates than white students, and for two years the federal government has investigated whether that statistic was the result of institutional racism.
Related. Madison’s problematic discipline policy.
When we’re young, our brains are able to form new neural connections extremely quickly – an ability known as “plasticity” that allows us to learn how to walk, talk and play all in the space of a few years. But, as we get older, this ability fades and, sadly, it takes us longer to learn new things.
Now scientists from Stanford University in the US have managed to unlock child-like plasticity in the adult brains of mice by interfering with a protein known as PirB (or LilrB2 in humans).
The breakthrough is pretty exciting as it could not only lead to new mind-enhancing drugs, but could also help us work out how to make the brain more malleable and better able to recover from damage.
Rafiq Kalam Id-Din is walking down a hallway at Brooklyn’s Professional Prep charter school when he sees a fourth-grader in the doorway of a so-called “djed room.” The room, named after an ancient Egyptian symbol for stability, is a quiet, safe space where students can recollect themselves if they’ve been disruptive or a teacher suspects they’re about to become so.
“Are you here by choice, or did you get sent here?” Kalam Id-Din asks. The student’s head is down, and he hedges a bit before acknowledging that a teacher saw him acting up and suggested he step out before the behavior escalated.
At Professional Prep, teachers can’t send their kids to the principal’s office. Because there isn’t one.
One of three “managing partners” at the school, Kalam Id-Din is about the closest thing Professional Prep has to a school leader. Yet his main job is to teach a group of 20 or so fourth-graders rather than deal with the day-to-day administrative issues—hiring, discipline, staff and parent meetings—a typical principal might handle. And he wouldn’t have it any other way.
The school’s entire approach to discipline, for instance, was designed by teachers and was rooted in the idea that every action is a deliberate choice by a student. Kalam Id-Din says the djed rooms are much more effective than a trip to the principal’s office, citing the school’s low suspension rate as evidence.
As states race to implement the Common Core academic standards, companies are fighting for a slice of the accompanying testing market, expected to be worth billions of dollars in coming years.
That jockeying has brought allegations of bid-rigging in one large pricing agreement involving 11 states—the latest hiccup as the math and reading standards are rolled out—while in roughly three dozen others, education companies are battling for contracts state by state.
Mississippi’s education board in September approved an emergency $8 million contract to Pearson PLC for tests aligned with Common Core, sidestepping the state’s contract-review board, which had found the transaction illegal because it failed to meet state rules regarding a single-source bid.
Wisconsin schools and libraries rely on Internet service that’s often inadequate and overpriced, with the true cost obscured by millions of dollars in government subsidies, according to research by a University of Wisconsin-Extension professor that has pitted him against the state’s telecommunications industry.
Andy Lewis, a professor and community development specialist at UW-Extension, in Madison, says the issue is twofold: Schools and libraries aren’t getting the broadband service they need to keep pace with increasing demands of technology and learning, and taxpayers could be paying up to 10 times too much for the service through a telecommunications network called BadgerNet.
Broadband speeds are measured in megabits per second. Higher broadband levels can accommodate more Internet users at the same time, which is important to schools and libraries and data-intensive services such as video presentations.
“It’s hard to believe, but schools and libraries in Wisconsin — or should I say the taxpayers — are often paying about the same amount of money for a 5-megabit-per-second circuit that other school districts across the country are paying for 1,000 megabits per second,” Lewis said.
OK finally onto academic jobs … why do academics so often feel overworked?
One common but unsatisfying answer is that academic work is harder or more all-consuming than industry work, so it simply takes more time. I don’t buy that, since I know people with ultra-challenging industry jobs as well. They also work really hard but don’t have as much trouble managing their workload.
I think the answer lies in the fact that, as an academic, your work comes from multiple independent sources. One claimed benefit of being a PI-level academic (e.g., a research scientist or tenure-track professor) is that you don’t have a boss. However, without a boss to serve as a single centralized source of work, academics end up taking work requests from multiple independent sources that have no knowledge of one another.
Academics receive work from at least seven independent sources:
One of my favorite John Wayne movies is Trouble Along the Way, in which the Duke plays Steve Williams, a former major-college football coach reduced by circumstances and scandal to hustling pool and making book to raise his young daughter. Into their lives comes Donna Reed, as a straitlaced social worker who knows offensive line play, and Charles Coburn, as Father Burke, an elderly priest and the rector of St. Anthony’s, a struggling Catholic college1 somewhere in New York City. Donna has come to make sure that the little girl isn’t becoming too damaged living in a bar and grill. Coburn has come to offer Steve a job, and gives him carte blanche to turn the program around. So Steve starts raiding recruits from other colleges, hiring coal miners and returning war veterans, and cutting in the help on the concessions and all the other ancillary revenue. Naturally, the whole thing collapses, but it all collapses in a heartwarming way. Steve stays at St. Anthony’s, Father Burke retires, and it is clearly implied that Donna Reed and the coach soon will be making the ol’ single-wing with each other.
On Immunity: An Inoculation
Graywolf Press, $24 (cloth)
After my daughter was born, whenever I heard about parents who refused vaccines, I’d feel a flare of hostility. Not because I couldn’t relate to them—as an easily spooked new mom, I could relate all too well. No mother is thrilled to see a needle jabbed into her child. It hardly helps to know that the needle contains a substance derived from a disease-causing agent. Even leaving aside the debunked autism claims, the visceral reality of vaccination runs counter to every parental instinct.
But I had decided to trust the experts and not think about it too much. My daughter’s blue immunization book was fully up to date. Hearing about parents who opted out reminded me of my unease. Their existence was also an implicit rebuke; thinking of them put me on the defensive. They would, I imagined, deem me a bad mother, negligent and misinformed. I all but wanted to shout, “I know you are but what am I” at my hypothetical anti-vaxxer adversaries.
In On Immunity, Eula Biss’s quietly impassioned new book, the author evinces no such hostility (and considerably more maturity). She does attribute one pitch-perfect line to her father, a doctor who serves as the wry voice of reason in the book. Biss is groping for words to explain the phenomenon of chicken pox parties as alternatives to vaccinations. “I say, ‘Some people want their children to get chicken pox because,’ and pause to think of the best reason to give a doctor. ‘They’re idiots,’ my father supplies.”
Studies of the charter school sector typically focus on head-to-head comparisons of charter and traditional schools at a point in time, but the expansion of parental choice and relaxation of constraints on school operations is unlikely to raise school quality overnight. Rather, the success of the reform depends in large part on whether parental choices induce improvements in the charter sector. We study quality changes among Texas charter schools between 2001 and 2011. Our results suggest that the charter sector was initially characterized by schools whose quality was highly variable and, on average, less effective than traditional public schools. However, exits from the sector, improvement of existing charter schools, and positive selection of charter management organizations that open additional schools raised average charter school effectiveness over time relative to traditional public schools. Moreover, the evidence is consistent with the belief that a reduction in student turnover as the sector matures, expansion of the share of charters that adhere to a No Excuses philosophy, and increasingly positive student selection at the times of both entry and reenrollment all contribute to the improvement of the charter sector.
For those of you who follow N.J.’s charter school wars within the circumscribed twitter universe, the last few days have been pretty hot. The backstory here is that Mark Weber (a popular anti-reform blogger known as Jersey Jazzman who studies with Bruce Baker at Rutgers) and Julia Sass Rubin (professor at Rutgers and founder of the anti-charter organization called Save Our Schools-NJ) published a report on charter school demographics, paid for by an anti-charter foundation, also based at Rutgers. The study aimed to prove that charter schools “cream off” cohorts of kids who are less impoverished, less disabled, and more fluent in English than those enrolled in traditional district schools.
The conclusions imbedded in the report have been disputed by charter school leaders. Carlos Perez, head of the N.J. Charter School Association, for example, dismissed the report as “anti-charter propaganda.” But the primary igniter of this week’s heat wave was not the report itself but Ms. Rubin’s remark, printed in the Star-Ledger, that charter schools draw a less poor and more informed group of parents because “poor families are less able to focus on the best place to educate their children.” Here’s her quote:
South Africans Thato Kgatlhanye and Rea Ngwane are co-founders of the business Rethaka. Their brand of Repurposed Schoolbags are made from recycled and reinforced plastic shopping bags. Many of the recipients come from poor families.
But it’s so much more than a bag. Because the kids often live in shacks and remote areas with no electricity, Repurposed Schoolbags are built with some other smart features. On the outside of the flap is a pocket for a solar panel, which charges on the long walk to and from school. That screws onto a Consol glass jar that the kids use as a lamp at home when doing homework in the evenings. The bag is also reflective because many of these kids wake up at the crack of dawn and walk in the dark to get to school on time.
What does it take to achieve excellence? I’ve spent much of my career chronicling top executives as a business journalist. But I’ve spent much of the last year on a very different pursuit, coauthoring a book about education, focusing on a tough but ultimately revered public-school music teacher.
And here’s what I learned: When it comes to creating a culture of excellence, the CEO has an awful lot to learn from the schoolteacher.
The teacher at the heart of the book Strings Attached is on the face of it an unlikely corporate role model. My childhood music teacher Jerry Kupchynsky, who we called “Mr. K,” was strictly old school: A ferocious Ukrainian immigrant and World War II refugee, he was a tyrannical school orchestra conductor in suburban New Jersey. He would yell and stomp and scream when we screwed up, bellowing “Who eez DEAF in first violins?” His highest praise was “not bad.” He rehearsed us until our fingers were raw.
Controlling the spread and evolution of institutionalized education has always been a foremost concern of the ruling class. Barely disguised by the humanitarian rhetoric of philanthropy, white power brokers have played a central role in ensuring that the steady extension of educational facilities across the globe serves to miseducate the bulk of its recipients: promoting the freedom to exploit others (for a few) and the freedom to endure exploitation (for the rest).
William Watkins’ book The White Architects of Black Education: Ideology and Power in America, 1865-1954 (Teachers College Press, 2001) thus provides a clear-sighted analysis of the history of black education. A historical undertaking which Manning Marable has described as “an invaluable contribution to our understanding of the complex relationships between white philanthropy and black education.”
Watkins “destroys the myth that the debate between [W.E.B.] DuBois and Booker T. Washington over the character of schooling actually determined the future of educational policy toward African Americans.” Demonstrating that while the debates between such influential men may have been important, ultimately they “were minor players in the formation of black schooling and the philosophy that lay behind it.”
In this way Watkins “cuts to the very heart of the matter,” reviewing the key contributions made by the real power brokers such as General Samuel Chapman Armstrong, J.L.M. Curry, William Baldwin, Robert Ogden, Thomas Jesse Jones, Franklin Giddings, and the Rockefeller and Phelps Stokes’ family, friends and funds.
Over the summer, FBI agents stormed nineteen charter schools as part of an ongoing investigation into Concept Charter Schools. They raided the buildings seeking information about companies the prominent Midwestern charter operator had contracted with under the federal E-Rate program.
The federal investigation points to possible corruption at the Gulen charter network, with which Concept is affiliated and which takes its name from the Turkish cleric Fetullah Gulen. And a Jacobin investigation found that malfeasance in the Gulen network, the second largest in the country, is more widespread than previously thought. Federal contracting documents suggest that the conflict-of-interest transactions occurring at Concept are a routine practice at other Gulen-affiliated charter school operators.
The Jacobin probe into Gulen-affiliated operators in Texas, Arizona, Utah, Nevada, and California found that roughly $4 million in E-Rate contract disbursements and $1.7 million in Department of Education Race to the Top grantee awards were given to what appear to be “related parties.” Awarding contracts to firms headed by related parties would seem to violate the FCC’s requirement that the school’s bidding process be “competitive” as well as “open and fair.”