Democrats face an uphill battle in their quest to hold the Senate in November. In their effort to get an edge, they’ve targeted one group in particular: college-educated voters with student-loan debt. Democratic plans to help student-loan borrowers have been a key talking point on the campaign trail this year, and sit at the center of the party’s “Fair Shot” agenda.
Massachusetts Sen. Elizabeth Warren has become the party’s chief evangelist on the issue, thanks to her proposal that would allow borrowers to refinance their student loans at current rates, supposedly paid for with a tax increase on millionaires. After Republicans blocked Sen. Warren’s bill in June, she went straight to Kentucky to campaign against Minority Leader Mitch McConnell, and has accused him and fellow Republicans of “choosing to side with billionaires instead of with students.” This week Sen. Warren and her fellow Democrats raised the issue again as the campaigns enter the home stretch.
Related: Madison has long tolerated a very wide range in school diversity:
Now, Warren is not the only person decrying this state of affairs: the spiralling cost of education provokes widespread alarm these days. But what is notable about Warren is that she is one of the few politicians who openly attacks the financial industry, US Treasury and Federal Reserve alike. This, of course, is the key reason she is unlikely to ever become a serious contender for the Democratic Party nomination: Warren’s outspoken comments have created many enemies in Washington and Wall Street. But her willingness to articulate unpleasant facts – such as the shocking explosion in student loans – is also a key reason she commands strong populist support in some quarters. Political giants such as Clinton ignore this at their peril; even (or especially) at a time when America is supposed to be enjoying an economic “recovery”.
Taxpayer subsidized student loans should be the exception rather than the rule.
3 months later a specialist sat Ron and Cornelia down and said the word that changed everything for them: Autism.
In this episode, the Suskind family finds an unlikely way to access their silent son’s world. We set off to figure out what their story can tell us about Autism, a disorder with a wide spectrum of symptoms and severity. Along the way, we speak to specialists, therapists, and advocates including Simon Baron-Cohen, Barry and Raun Kaufmann, Dave Royko, Geraldine Dawson, Temple Grandin, and Gil Tippy.
A favorite trope of science fiction dystopias is a classroom of students wearing metallic skull caps wired to a blinking, monolithic computer, and staring vacantly into space while the propaganda and “facts” that pass for knowledge and education are downloaded directly into their brains. That scenario may be coming soon to a college campus near you, if in a somewhat more refined manner.
Consider the state of higher education today. Since the late 1970s, the total of poorly paid untenured and contingent faculty has far outstripped the number of tenured faculty on college campuses all over the world and now accounts for roughly 76 % of faculty in U.S. higher education.
The shrinking number of tenured academics has been paralleled by a growing number of very well-paid administration positions, filled by MBAs or Educational Administration doctorates who have spent little or no time in the actual educational trenches. The current corporate administrative pattern emphasizes a profit model of efficiency, cost control, and knowledge delivery, which is fundamentally different from the academic and pedagogical model of knowledge creation, a messy, individualistic but often life-changing process. This new emphasis is evident in the constant rise of tuition (going to grandiose building projects and bloated administrative salaries mirroring the corporate world), increasing demands for the quantification and standardization of instruction, larger class sizes, and the devaluing of educators’ professionalism, expertise, mentoring, innovative pedagogy, and the kind of student-centered, highly personalized learning opportunities I had at my small liberal arts college in the 1980s.
A trio of senior college enrollment officials gave a peek into how they decide which students to recruit. The process now involves number-crunching students’ demographic and economic information — not just sending chipper ambassadors to every nearby high school, mailing glossy books to students’ homes and relying on gut instincts.
The discussion, during a session at the annual meeting of the National Association for College Admission Counseling, was one of many to take place here about how to hunt for students. The search for students involves a web of data points, formulas and consulting firms that perhaps few parents and students are aware of.
Don Munce, the president of the National Research Center for College and University Admissions, or NRCCUA, offers a modeling service meant to predict which high school students are most likely to enroll at a particular institution. The center sells data on students to college admissions officials.
Munce moderated the panel of three college admissions officials who use his predictive modeling service. One of the college officials joked he bought so many student names from NRCCUA that he probably paid for Munce’s yacht.
Munce advocates a “smart approach” — which is the brand name of the modeling service he sells — that would help colleges target the students most likely to enroll.
Anyone who frequents research libraries in Europe or North America will know that it is not unusual to encounter in them individuals who appear to be rather introverted and yet sport oddly ostentatious hairstyles, with unkempt shocks of hair sprouting with peculiar abandon from their pallid male scalps. You can still encounter the odd Yeatsian dandy, but the slightly disheveled Einsteinian archetype seems largely to have prevailed in the academy, just as the Beethovenian archetype has long prevailed in the world of music. This phenomenon alone, the slightly embarrassing aping of the superficial attributes of genius, reveals an ersatz quality to the idea of genius we have inherited; even in the most solemn temples to intellectual achievement the notion is awkwardly associated with a good deal that is theatrical, preposterous, ridiculous.
Darrin McMahon’s Divine Fury does not shy away from the preposterous and the ridiculous, or from the disturbing and dangerous. Many of us now use the term “genius” as a simple expression of wonder, referring to a person or an achievement that we find inexplicably brilliant. But as McMahon’s rich narrative shows, across its long history the term has accrued connotations that go far beyond this commonsense core, leading us into the realms of superstition, bad science, and subservience to questionable forms of authority. And yet his book ends on an unexpected note of regret that “genius” in the most extravagant sense of the term has given way to more trivial uses, to a culture in which everyone has a genius for something and where even infants might be “baby Einsteins.” The cult of the “great exception,” the unfathomably and inimitably great human being, he tells us, has justifiably waned. Nevertheless, McMahon’s closing words are elegiac, hinting that its loss might somehow diminish us.
The college enrollment decisions of older siblings could be an important cue to whether and where their younger siblings attend college, according to a new study by researchers from Harvard University and the College Board.
Ultimately, the research aims to determine the power of peers’ decisions on college enrollment, and siblings are the easiest peers to identify in available data.
The study found that 69 percent of younger siblings enrolled in the same type of college as their older sibling (either a two-year or four-year institution), while 31 percent of younger siblings applied to the college their older sibling attended.
Most impressive to the researchers was that about 20 percent of younger siblings actually enrolled at the same college as their older sibling.
The positive relationship between older and younger siblings’ college choices was similar across demographic groups and was stronger between siblings who resemble each other more in academic skills, age or gender. That suggests the relationship between siblings’ college choices may be more than a simple coincidence, said Joshua Goodman, an assistant professor of public policy at Harvard’s John F. Kennedy School of Government.
By harnessing the power of digital photography coupled with state of the art Apple hardware, this new app, tailored to the specific needs of people who are blind or visually impaired, makes access to print materials much faster and more efficient than ever. This fabulous, life-changing technology was presented by James Gashel, Vice President of Business Development at K–NFB Reading Technology Inc. and Secretary of the National Federation of the Blind, during the General Session of the Convention, before a presentation of Ray Kurzweil, Director of Engineering at Google Inc. The KNFB Reader for iOS is a joint development effort of Sensotec nv and K–NFB Reading Technology Inc.
The Delaware Department of Education says six low-income schools in Wilmington are failing, and the way to fix them is to make the more than 200 teachers reapply for their jobs – and to hire elite principals at each school who won’t have to follow most district rules while earning annual salaries of $160,000.
Mark Murphy, secretary of education, says it’s necessary for teachers to reapply for their jobs to ensure that every educator in the six “priority” schools has the commitment and skill to improve student achievement, as measured by the state’s standardized tests.
Outrage is bubbling among teachers, parents and school administrators in the schools – Bancroft Elementary, Stubbs Elementary and Bayard Middle in the Christina School District and Warner, Shortlidge and Highlands elementary schools in Red Clay School District.
They contend this is a state takeover, not a school turnaround.
The state asks that districts sign a Memorandum of Understanding by month’s end to begin establishing a plan for each school, all of which serve students who come from neighborhoods grappling with poverty.
I suspect other, less nefarious factors affect perceptions more. With college becoming the norm, the types of workers with no more than a high school diploma are more likely to be in the lower part of the talent distribution today than they were a generation ago. Employers might conflate this shifting composition of high-school-educated workers with a diminishing quality of high school education itself.
The truth is, today’s young people do need more, or at least different, kinds of training and education to succeed in the global marketplace for talent. And plenty of policy changes — like making the most challenging school districts more attractive places to work — could help improve outcomes for our most disadvantaged students. But in the meantime, let’s stop denying the measurable, if modest, progress that U.S. schools have made in the last half-century.
ONE of the most notable demographic trends of the last two decades has been the delayed entry of young people into adulthood. According to a large-scale national study conducted since the late 1970s, it has taken longer for each successive generation to finish school, establish financial independence, marry and have children. Today’s 25-year-olds, compared with their parents’ generation at the same age, are twice as likely to still be students, only half as likely to be married and 50 percent more likely to be receiving financial assistance from their parents.
People tend to react to this trend in one of two ways, either castigating today’s young people for their idleness or acknowledging delayed adulthood as a rational, if regrettable, response to a variety of social changes, like poor job prospects. Either way, postponing the settled, responsible patterns of adulthood is seen as a bad thing.
Or be happy for the co-workers whose good work and unique skills have them moving up in the real world, where, generally speaking, good work and unique skills are and should be well-compensated?
It’s not always about us, in other words, perhaps especially in public education.
Eyster said salary schedules “are not reflective of commitment and productivity” but that the bigger question across the working world is, “can you talk about what you’re paid?”
Hopefully, we can talk about it in public education.
Because whatever the benefits of a one-size-fits-all model of compensation, they are outweighed by the benefits of compensation practices flexible enough to attract the best, most-qualified teachers.
Even better, taxpayers who see districts doing all they can to hire the best will have little excuse for underpaying them.
As the key speaker, Villaraigosa threw his support behind the Vergara ruling — and the group’s ideas to accommodate it.
“When you take extreme positions, like tenure, that says you can’t ever fire anybody… that’s extreme,” he said. “The other extreme is that we shouldn’t have teacher unions and due process. But what Vergara said was, this is uber-due process; this is way beyond.”
Teach Plus works to elevate the influence of teachers in policy discussions, and yesterday’s forum “is an example of that,” said John Lee, executive director of Teach Plus Los Angeles, referring to 10 Teach Plus fellows, all of them LA classroom teachers, who spent the summer researching Vergara.
The researchers compiled their findings in a policy brief, “Valuing Performance and Honoring Experience: Teacher Solutions for a Post-Vergara Profession.”
First up was tenure, which currently gives teachers extensive due process rights after 18 months. California is only one of five states that awards tenure within two years, according to the Teach Plus presentation.
How long you’ve lived in Milwaukee and Wisconsin likely correlates with how you heard of Howard Fuller.
As director of Marquette University’s Institute for the Transformation of Learning and board chair of charter school Milwaukee Collegiate Academy? Young, or recent transplant.
As the former superintendent of Milwaukee Public Schools and initial champion of the Milwaukee private-school voucher program? You’re older or familiar with education matters.
As the former head of Milwaukee County’s Health and Human Services Department, former dean of general education at the Milwaukee Area Technical College, or former secretary of the department of employment relations under then-Gov. Anthony Earl? You’re a lifer.
In a new book, Fuller discloses details about the rest of his extensive career — graduating from North Division High School, becoming a community activist in the South, founding an all-black university in North Carolina, advocating for African liberation, even briefly selling life insurance before quitting with an outrageous exit speech.
A video about how the Common Core is teaching young students how to do addition problems is making the rounds on the internet: http://rare.us/story/watch-common-core-take-56-seconds-to-solve-96/
Much ballyhoo is being made of this. Given the prevailing interpretation of Common Core math standards, the furor is understandable. The purveyors of these standards claim that they neither dictate nor prohibit any pedagogical approach, but the wave of videos and articles sweeping the internet like the one above suggest the opposite may be true: that, in fact, the Common Core math standards are dictating how teachers are to teach math.
I believe that CC math, while not dictating particular teaching styles, has given the math reform movement that has been raging for slightly more than two decades in the United States a massive dose of steroids. Reform math has manifested itself in classrooms across the United States mostly in lower grades, in the form of “discovery-oriented” and “student-centered” classes, in which the teacher becomes a facilitator or “guide on the side” rather than the “sage on the stage” and students work so-called “real world” or “authentic problems.” It also has taken the form of de-emphasizing practices and drills, requiring oral or written “explanations” of problems so obvious they need none, finding more than one way to do a problem, and using cumbersome strategies for basic arithmetic functions. The big reason behind all of this is that math reformers believe such practices will result in students understanding how numbers work—as opposed to just “doing” math. In fact, reformers tend to mischaracterize traditionally taught math as teaching only the “doing” and not the understanding; that it is rote memorization of facts and procedures and that students do not learn how to think or problem solve.
As the new school year ramps up, teachers and parents need to be reminded of a well-kept secret: Across all grade levels and academic subjects, girls earn higher grades than boys. Not just in the United States, but across the globe, in countries as far afield as Norway and Hong Kong.
This finding is reflected in a recent study by psychology professors Daniel and Susan Voyer at the University of New Brunswick. The Voyers based their results on a meta-analysis of 369 studies involving the academic grades of over one million boys and girls from 30 different nations. The findings are unquestionably robust: Girls earn higher grades in every subject, including the science-related fields where boys are thought to surpass them.
Less of a secret is the gender disparity in college enrollment rates. The latest data from the Pew Research Center uses U.S. Census Bureau data to show that in 2012, 71 percent of female high school graduates went on to college, compared to 61 percent of their male counterparts. In 1994 the figures were 63 and 61 percent, respectively. In other words, college enrollment rates for young women are climbing while those of young men remain flat.
This begs a sensitive question: Are schools set up to favor the way girls learn and trip up boys?
The Parkettes. It sounds like a ’60s girl band, but it’s not. If you’ve dipped into the world of gymnastics beyond watching the Olympics every four years, you probably already know that the Parkettes—the name applies to the team, the building, and the program—is a national training center for U.S. gymnasts in Allentown, Pennsylvania.
In many ways, the Parkettes is indeed a product of the ’60s, and the story of their origin is a heartwarming, classic American saga. Donna Strauss, who founded the club with her husband Bill, told me about its early days as we walked around the cavernous 35,000 square foot space that is its home. The floor was bustling with girls flying from one uneven bar to another, muscling through sets of pull-ups, pounding at top speed toward a leaping flip over the vault, and walking on their hands in rows, with precise upside-down posture across the floor. Doing anything they were doing looked impossibly, implausibly difficult.
Black, Hispanic and low-income students, as well as students with disabilities and English language learners, show proficiencies well below those of the district as a whole, Jeff Spitzer-Resnick points out on his blog.
“While overall the Department of Public Instruction considered that MMSD ‘meets expectations,’ a closer examination of vulnerable student populations suggests many MMSD students are not receiving an education which will prepare them adequately for adulthood,” writes Spitzer-Resnick, an attorney who has blogged before about school district accountability.
Citing information from the Report Card detail available here on the DPI website, Spitzer-Resnick compares district-wide levels of proficiency in reading and math with consistently lower levels among students of color, low-income students and those with disabilities or limited English language skills.
Hardly a recent issue, unfortunately. Madison’s long term disastrous reading results.
“But we do have an example of the kind of approach to standard-setting I admire that should be getting much more attention than it has yet received: the work of Will Fitzhugh, publisher of The Concord Review”—It was [is] the examples, not the declarative statements of the standards, that really ‘set the standard.’”
Years ago, when we were putting our New Standards project together, Phil Daro, the director of New Standards, and the standards design team, headed by Ann Borthwick, decided to do something very important. They built the standards around examples of student work that met the standards. We had statements of the usual sort—the student should know this and be able to do that—but they felt that these statements were necessarily abstract. To know what they really meant, both student and teacher would need examples of work that actually met the standards. Ann had previously directed the effort to build the famous Victorian Certificate standards in Victoria, Australia, which peppered their standards document with examples, but New Standards was the first to make the examples the very heart of the work.
Our standards consisted mainly of a series of performance tasks given to students and, for each task, an example of exemplary student work (actual student work, in fact). Each piece of student work was annotated to show which piece of the student work illustrated the relevant standard, with a note about why the work met the standard. Any given piece of student work would typically contain sections illustrating several different standards.
Both students and teachers would look at our standards books, and, say, over and over again, “Oh, now I know what they mean. I can do that.” Or, they might say, “I cannot do it yet, but now that I know what is wanted, I know what I have to do to meet the standard.” Teachers would post examples of work that met the standards on classroom walls. Students would critique their own work in relation to the examples. It was the examples, not the declarative statements of the standards, that really “set the standard.”
In a way, there was nothing new in this. For many years prior, most of the top performing countries had issued their standards and then published—nationally, sometimes in the newspapers—both the questions asked—all of them—and the highest scoring responses, often in the form of short essays, because all or most of the questions demanded essays or worked out problems, not checked boxes in multiple choice format. Both teachers and students in those countries routinely pored over the answers with the best marks to understand what the people scoring the tests were looking for. Because of the way the questions were asked and the kind of constructed response that was required, there was no way to “test prep” for these exams. The only way to succeed on them was to demonstrate real command of the material and be able to respond with the kind of analysis, synthesis and just plain good writing that was called for.
I was very disappointed when I saw that the Common Core did not follow the New Standards example. Like the Victorian Certificate, some examples were included, but the standards were not built around them. Most important, I see that, although the two consortia building tests set to the Common Core will be releasing sample questions, most of the prompts will call for choices among multiple choice responses. There will be many fewer performance tasks calling for open-ended responses of the kind just described than they had promised when they began their work. I do not doubt that their tests will be much better than the vast majority of the tests that states have been using for accountability purposes, but they will still, in my opinion, fall well short of what they could and should have been had it not been for federal policy that requires far more testing than will be found in the any of the high performing countries.
But we do have an example of the kind of approach to standard-setting I admire that should be getting much more attention than it has yet received: the work of Will Fitzhugh, publisher of The Concord Review, a journal of high school student history essays refereed by Fitzhugh. I say “refereed” because Fitzhugh’s standards are very high and the quality of the essays is consistently remarkable.
The Concord Review is arguably the world standard for history writing at the high school level, a true benchmark. Fitzhugh has published standards for the essays that appear there, but the published essays themselves really set the standard. Students and teachers know that, and they study the essays hard to understand what it takes to get an essay published in the journal. I might say that the standard is not just a standard for history writing, but, at the same time, a standard for writing.
If you have read what I have written here with a note of skepticism, perhaps you will believe the testimony of a high school history teacher, John Wardle, head of the history department at Northern Secondary School in Toronto, Ontario (I forgot to mention that publication in The Concord Review is open to high school students all over the world, which it why it can reasonably claim to set an international benchmark for the quality of high school history writing). Here’s what Wardle had to say in a letter to Fitzhugh:
“Please find enclosed four essays for your consideration. All of these girls were students in my Modern Western Civilization class here at Northern Secondary School.
I would also like to compliment you on the consistently high standards of The Concord Review. Our collection of them has proven to be a terrific tool for my senior students. For a few, it gives them ideas for topics of their own. For many more, it provides outstanding material for their own research. For all of them it is the benchmark against which they can measure their own writing and historical skills. Since we began setting aside class time for reading them, student essay writing has improved considerably.
From a teacher’s point of view, it is tremendously rewarding to see students get engrossed in topics of their own choosing, enthusiastically pursue them and then produce strong, correct papers. The discussions before, during and especially after this creative process are always memorable. Almost without exception, the students feel that, by the end, they have gained a solid understanding and mastery of a particular aspect of history. By producing first-rate work, they also know they are ready for, and able to handle, post-secondary education.
When I returned their essays this year, for example the first question they posed each other was not ‘What was your mark?’ but rather ‘Can I read your paper?’ They spent the entire 76 minute period sharing essays, exchanging thoughts and genuinely learning from each other. I merely watched and listened. Professionally, it was a wonderful experience. As a catalyst, The Concord Review deserves a great deal of the credit for this kind of academic success.”
For years, Fitzhugh has been trying to find a foundation that would supply him with the modest amount of money needed to find a successor to run The Concord Review when he retires, which will happen rather sooner than later, as Fitzhugh is getting on in years. So far, there have been no takers. Which is deeply puzzling to me. If I were a foundation that had expressed an interest in doing whatever is necessary to bring American education up to a world standard, especially if I were interested in promoting what has come to be called “deeper learning,” I do not think I could find a more productive use of my funds than to invest them in the preservation of this treasure, truly a global benchmark not only in the field of history but in the kind of disciplined inquiry and first class writing that ought to be the hallmark of high standards everywhere.
I have been asked for my “single best idea for reforming K-12 education”. When you only have one shot, you want to make it count. So I thought I would share my idea here, in case anyone has a brighter insight.
Root cause: factory model of management
To decide what is the single best idea for reforming K-12 education, one needs to figure out what is the biggest problem that the system currently faces. To my mind, the biggest problem is a preoccupation with, and the application of, the factory model of management to education, where everything is arranged for the scalability and efficiency of “the system”, to which the students, the teachers, the parents and the administrators have to adjust. “The system” grinds forward, at ever increasing cost and declining efficiency, dispiriting students, teachers and parents alike.
Given that the factory model of management doesn’t work very well, even in the few factories that still remain in this country, or anywhere else in the workplace for that matter, we should hardly be surprised that it doesn’t work well in education either.
But given that the education system is seen to be in trouble, there is a tendency to think we need “better management” or “stronger management” or “tougher management”, where “management” is assumed to be the factory model of management. It is assumed to mean more top-down management and tighter controls, and more carrots and sticks. It is assumed to mean hammering the teachers who don’t perform and ruthlessly weeding out “the dead wood”. The thinking is embedded in Race to the Top and No Child Left Behind.
These methods are known to be failing in the private sector, because they dispirit the employees and limit their ability to contribute their imagination and creativity; they frustrate customers, and they are killing the very organizations that rely on them. So why should we expect anything different in the education sector?
Much more on a focus on adult employment, here.
I was still in college the first time someone cried in a parent-teacher conference with me. I had found a summer job at a free enrichment program for public school students. One of our students had just taken her first-ever standardized test, a practice version of the entrance examination for an elite magnet high school. She had scored in something like the fourteenth percentile.
“I don’t understand,” her mother told me. “She does all her work in school. She does her homework. She does extra. I stay on top of her grades from the beginning. Always, she is getting As. Always, I think she is doing well.”
Even then, at the beginning of my teaching career, I could see how this had happened. A quiet, diligent, well-behaved girl who turned in all her assignments—of course her grades were great. But she couldn’t read grade-level texts. Neither could many of her classmates at their majority-minority, wrong-side-of-the-tracks public school.
Our summer program offered open enrollment and free enrichment; it tended to attract motivated students with motivated parents. The kids largely earned decent grades. Still, we took for granted that most would need remediation, extra support in basic skills they should have mastered long before middle school. Our strongest students would have qualified as just barely at grade level relative to national norms. What we called striving for excellence was really a pitched battle to break even.
Wednesday marked national Constitution Day, the 227th anniversary of the signing of the U.S. Constitution. But only 36 percent of Americans can actually name the three branches of government the Constitution created.
That’s according to a new survey from the Annenberg Public Policy Center, and it shows a huge percentage of Americans might need to take a civics refresher course.
Only 38 percent of Americans knew the Republican Party controls the U.S. House of Representatives, while 17 percent think Democrats are still in charge. The number of people who knew Republicans were in charge has dropped 17 percent since the last time Annenberg asked, back in 2011, right after Republicans reclaimed control.
An identical number, 38 percent, knows Democrats run the Senate, while 20 percent believe Republicans control the upper chamber. Only 27 percent knew it takes a two-thirds majority of the House and Senate to override a presidential veto.
By any measure, Poland has made remarkable education progress since the fall of the Berlin Wall. On the most recent 2012 international tests of 15-year-olds, known as PISA tests, Poland ranked 9th in reading and 14th in math among all 65 countries and sub-regions that took the test. It used to be on par with the United States, a mediocre performer. In math, for example, Poland gained 2.6 points a year between 2003 and 2012 while the rest of the world, on average, remained unchanged.
And on Sept. 9, 2014, when the Organization for Economic Co-operation and Development (OECD) released its annual indicators, “Education at a Glance 2014,” another important indicator appeared: Poland’s college graduation rate is soaring. In 2012, 25 percent of Poland’s adults held a college degree, up from only 11 percent in 2000. At that rate, it could soon eclipse the United States, where more than 40 percent of adults have a college degree (this includes two-year degrees).
“Poland is an interesting case study,” said Andreas Schleicher, director of education at the OECD. “It used to be modest. It is now at the frontier, in little more than a decade.”
The profiles of four Harlem charter schools, operated by Success Academy Charter Schools are displayed above, based on new 2014 data from the SchoolDigger website and national school database. All four Harlem Success Academy charters serve primarily minority student populations (all are 93.5 to 97.1% black and Hispanic) and low-income households (75 to 80% of students at these schools qualify for free or discounted lunch), and yet all are ranked academically higher than about 97% of all schools in New York state based on 2013-2014 standardized test assessments in math and reading.
What a truly amazing academic success story! Harlem Success Academy 3, an elementary school where 95.2% of the students are black or Hispanic and 80% are from poor households who qualify for free or discounted lunch, performed better on standardized reading and math tests than 99.5% of all elementary schools in the state.
Q1: With those kinds of impressive, eye-popping academic results for some of the city’s most at-risk student populations in Harlem, couldn’t that proven record of academic success be replicated in all public schools? Wouldn’t you think that these Harlem charter schools would be recognized as academic models for the rest of the city and the state? After all, the students at all four of the Success Academy charter schools in Harlem are performing at the same or higher level as students in the tony and upscale Scarsdale school district, where about 90% of the students are white or Asian, less than 1% are black, 0% of the students qualify for free/reduced lunch, and the median household income is $221,531.
Bright and early one hot Wednesday morning in July, Nathlynn Dellande went to choose a new school for her grandchildren. Chloe, 7, was heading into the second grade, and her brother, Ashton Jr., 5, was starting kindergarten.
Dellande lives in historically black, middle-class New Orleans East. She at first assumed Chloe and Ashton Jr. would go to Lake Forest Charter Elementary, a well-regarded local school, alongside the neighbors she calls “my kids”: “They play ball outside and I keep freeze pops for them,” she says. “When I go to the grocery, they all run and help me bring everything in.”
It’s what nearly every family looks for: a quality neighborhood school, in a neighborhood that’s worked hard to come back. This area flooded badly during Hurricane Katrina, and there are still abandoned homes on Dellande’s block.
Four years ago, the sociologists Richard Arum and Josipa Roksa dropped a bomb on American higher education. Their groundbreaking book, “Academically Adrift,” found that many students experience “limited or no learning” in college. Today, they released a follow-up study, tracking the same students for two years after graduation, into the workplace, adult relationships and civic life. The results suggest that recent college graduates who are struggling to start careers are being hamstrung by their lack of learning.
“Academically Adrift” studied a sample of students who enrolled at four-year colleges and universities in 2005. As freshmen, they took a test of critical thinking, analytic reasoning and communications skills called the Collegiate Learning Assessment (C.L.A.). Colleges promise to teach these broad intellectual skills to all students, regardless of major. The students took the C.L.A. again at the end of their senior year. On average, they improved less than half of one standard deviation. For many, the results were much worse. One-third improved by less than a single point on a 100-point scale during four years of college.
This wasn’t because some colleges simply enrolled smarter students. The nature of the collegiate academic experience mattered, too. Students who spent more time studying alone learned more, even after controlling for their sociodemographic background, high school grades and entrance exam scores. So did students whose teachers enforced high academic expectations. People who studied the traditional liberal arts and sciences learned more than business, education and communications majors.
The average score for all districts statewide was 72.1, up from 71.5 last year. That translates to a rating near the top of the “meets expectations” scale.
Madison also improved its overall score, from 68.5 to to 69.8. Its score remained among the bottom third of districts statewide, but moved up, from 11th to eighth, among 15 school districts located in cities. It also moved up one spot among Dane County districts from lowest score to second-lowest, ahead of Belleville.
Waunakee scored highest in Dane County and had the 12th-highest score in the state.
Milwaukee Public Schools once again was the only district that received a “fails to meet expectations” rating.
No schools in Madison received the lowest rating, but eight received the second-lowest . That’s an improvement from 11 last year. Four Madison schools received the highest rating: Franklin, Shorewood Hills and Van Hise elementary schools and Hamilton Middle School. Van Hise had the highest score in Dane County and 13th-highest in the state.
Madison Superintendent Jennifer Cheatham said she was pleased with the results, including that the district’s growth score was above the state average. Growth scores tend to correlate less with student poverty levels than the overall scores.
Related: the oft criticized WKCE.
Once a week, members of a Wellington, New Zealand, book club arrive at a cafe, grab a drink and shut off their cellphones. Then they sink into cozy chairs and read in silence for an hour.
The point of the club isn’t to talk about literature, but to get away from pinging electronic devices and read, uninterrupted. The group calls itself the Slow Reading Club, and it is at the forefront of a movement populated by frazzled book lovers who miss old-school reading.
Slow reading advocates seek a return to the focused reading habits of years gone by, before Google, smartphones and social media started fracturing our time and attention spans. Many of its advocates say they embraced the concept after realizing they couldn’t make it through a book anymore.
How can we best help children and youth succeed in life? This question is a top concern among parents, educators and policymakers all over the world. Growing attention has focused on the key role of socio-emotional skills, such as grit (perseverance) and motivation to overcome obstacles and failures, in the path to success. Recent prominent examples of the spotlight on this topic are Salman Khan’s (of the online Khan Academy fame) Huffington Post blog on the subject, and the recent LinkedIn post by World Bank Group President Jim Yong Kim.
This is not just another policy fad. It is backed by a burgeoning body of empirical research. Carol Dweck’s “growth mindset” theory posits that individuals who believe that their intelligence or their skills are not fixed, but, rather, can be improved through effort and dedication, are more likely to succeed. In her Mindset book, Dr. Dweck demonstrates how children with growth mindsets perform better in school compared to their fixed-mindset peers, and how people with similar talents in sports, music, or management are more likely to succeed when they hold growth mindsets. She advises parents and teachers to change the way we praise children: Saying “I am really impressed with how hard you worked to solve this problem,” rather than “You solved it so quickly, you are so smart!”
In their research, Angela Duckworth and colleagues have added that the belief that change through self-mastery is possible leads to sustained effort for achieving one’s goals. They have written extensively on Grit as a strong predictor of success, whether at school, the workplace, marriage or the military.
To gauge the affordability of a college or university, the sticker price is a good place to start. But savvy students should dig deeper.
One data point to unearth is the average percent of financial need met. As universities cover more of the tuition bill than ever before, they’re devoting most of that money to helping students without the resources to pay full price.
Schools that meet 100 percent of need can use a combination of loans, scholarships, grants and work-study to fill the gap between the cost of attendance – tuition, fees, room, board and other expenses – and the expected family contribution, a number determined by the information you provide on the Free Application for Federal Student Aid, including tax data, assets and family size.
If you are like many young Americans, you have probably seen U.S. News and World Report’s newest college rankings, which were released last week. Ignore them.
First, you won’t be surprised with the results (hint: It was a toss-up between Harvard, Yale and Princeton for the top spot). Second, these rankings exhibit a callous disregard for college affordability, prioritizing schools that spend more money on flashy amenities rather than scholarships and grants. Third, the magazine glamorizes selectivity, which creates a culture of exclusion that shuns low-income students the hardest.
Over the past 30 years, college tuition increased by roughly 1,120 percent and the gap between high- and low-income kids with access to it has widened – from 31 percent to 45 percent. With college students’ biggest worry being their student loan debt, one would think that affordability would factor into U.S. News and World Report’s ranking formula. You would be wrong. Not only are they not considered, but often the ranking methods actually encourage higher college spending in other, less needed areas.
Knight Foundation: Future of the First Amendment Survey 2014 – Full report.
On Wednesday, Sept.10, Amanda Ripley, author of “The Smartest Kids in the World and How They Got That Way,” led a discussion on the state of education in the District of Columbia. Scott Cartland, former principal, Janney Elementary School, current principal, Wheatley Education Campus; Alexandra Pardo, executive director, Thurgood Marshall Academy Public Charter High School; and Andria Caruthers, principal, West Education Campus joined Ripley.
The panelists discussed if the District’s attempts to improve public education over the past few years have been successful.
The Research & Program Evaluation Office studied the hypothetical possibility of moving students from crowded schools to others in the district and took into account six considerations the School Board adopted in 2007 when evaluating boundary changes.
These considerations include reasonable bus routes, a rule to keep students from moving schools more than once in five years, grandfathering fourth and fifth grades, desirable school size, avoiding low-income concentrations and keeping neighborhoods intact.
The report studied the possibility of moving some students between schools: Sandburg to Mendota; Midvale and Van Hise to Thoreau; Hamilton to Cherokee; Hawthorne to Lowell; and Kennedy to Allis.
Each proposed boundary change except one, Hamilton to Cherokee, failed to live up to the six-consideration framework, leading researchers to conclude that future long-term facilities solutions will be “more comprehensive, less politically controversial and less challenging for MMSD students and families than changing school attendance boundaries,” according to the report.
The district is proposing $27 million in additions and renovations at several schools to address crowding and other issues. Over the next several weeks it plans to seek feedback from the public.
At its Monday meeting, the School Board briefly debated the merits of using boundary changes instead of renovations.
According to a Teach for America website, culturally responsive teaching in math is important because “math has traditionally been seen as the domain of old, White men.”
As reported earlier this week, Teach for America groups across the country are committing themselves to “culturally responsive teaching,” a radical pedagogy used by communist Bill Ayers and other blatant anti-American indoctrinators.
The site, Culturally Responsive Teaching, Teach for America, says that because math is seen as a domain for old, white men, many students cannot identify with it. Therefore, educators should find ways to relate math to the lives of their students.
If your college guide says nothing about finding dates or getting laid, your college guide is woefully incomplete.
I reached that conclusion while thumbing through an entertaining old book my editor plucked on a whim from The Chronicle’s library this summer. With its drab, tattered cover, The Ivy League Guidebook, published in 1969, looks as inviting as a frat-basement couch.
But the pages within hold treasures, like this sentence: “With over twenty-five thousand young ladies attending one college or another in the Boston area, there is many a fertile field for the sowing of wild oats.” And this one: “When an Ivy Leaguer or a girl who has dated in the Ivy League thinks of a Dartmouth man, he or she does not call to mind a thin, pale, introspective boy with thick glasses sitting rapt in an obscure corner of the biology laboratory reading about the sex life of a mushroom.”
OOne of my guiding assumptions has been that if I am going to get my ass kicked while acting in my capacity as a professor of literature, it will be by a student, rather than by a research subject: I study the eighteenth century, so my research subjects are all dead, whereas my students are alive and occasionally angry at me. This assumption turns out to be problematic, as I learned last summer when an irate man stopped his car on Colony Street in Meriden, Connecticut, blocking traffic, and got out to menace me with a weapon, all because he didn’t appreciate my research project.
Like most academics, I’ve encountered frosty and even hostile responses to my research, but I had never before been threatened with physical violence over it. I was in Connecticut to research a sex scandal that took place in the summer of 1788. According to what I had read in eighteenth-century newspapers, a certain Caleb Bull, from Meriden, had been arrested that year a hundred miles away for “having seduced and carried away a young woman” in southern New Hampshire. Bull entered a guilty plea and was jailed pending trial. I was interested in this case because stories of “seduction” played approximately the role in eighteenth-century America that romantic comedies do today; like rom-coms, seduction novels were highly formulaic narratives about love and sex that were always in demand, speaking to their audiences about aspirations and struggles and heartbreak. If the heroine in a seduction novel has sex with her seducer, she usually dies, her death to be redeemed by her readers’ tears. Yet despite the pervasive and highly moralized presence of fictional seduction, real-world criminal prosecutions for seduction were rare. That makes the occasional case of seduction that did make it to court particularly interesting, and I went to Connecticut to try to figure out who Caleb Bull had been, what he had done, and what had become of him.
In this month’s issue of the Texas Observer, I have a feature on the history of race and football in Austin. It was months in the making and I’m proud of the work. You can now read it online at their site.
The feature goes from the segregated Jim Crow days of the early 1940s through to the present day and the hire of Charlie Strong as the first black head coach of a men’s team at UT, which just happens to be the most lucrative team in all of college football. Austin has a long, troubled history with segregation and inequality (and inequity) that is still very much alive in the geography of the city, inequality in education and income levels, effect of skyrocketing land values and subsequent property taxes, etc. Austin also has a pretty amazing football history that highlights a lot of the changing social landscape of this place over the last century. I tried to bring all of this together in the piece.
Print publishing is a strange phenomenon when you are used to writing something, sending it off to an editor, and seeing it online within a day, if not hours. I’ve been sitting with this completed story for a month or so now. And the first draft was due on August 1 and then there were a series of edits (and bless my editor, Brad, who worked on this piece with me – I sent him a mess and he polished it into this final form).
Openings for graduate-level jobs have stalled over the past 18 months, while demand for less-skilled workers continues to improve
Should you invest in equities, bonds or property – or a college education?
The start of the university year has brought a new round of angst about whether a US university degree is worth the money, after years of inflation-busting fee increases, mounting student debt and disappointing job prospects for graduates.
Comparing a university degree with an investment in stocks and bonds leaves out great unquantifiable benefits of higher education, but the return on such an expensive outlay is a vital consideration for parents, children and society at large, even if it is often felt instinctively rather than spelt out or calculated.
In the US, where tuition fees have more than tripled in real terms since the 1970s, the student debt burden now sits at $1.2tn. One in seven recent borrowers defaulted on student loans within three years – a rate that suggests college has become unaffordable in too many cases. With countries including the UK moving rapidly towards a US-like model, the debate has resonance around the world.
This summer, as street clashes erupted over a police officer’s shooting of an unarmed teenager in Ferguson, Mo., Chanda Hsu Prescod-Weinstein monitored the events, many miles away, through television, Facebook, and Twitter. A postdoctoral fellow in physics at the Massachusetts Institute of Technology, Prescod-Weinstein—who identifies as black—found herself crying through her calculations as she saw a middle-American suburb turned into a war zone.
Watching and reading about the killing of Michael Brown—followed by the indelible scenes of tear-gas canisters and armored tanks—she looked down at her research on theoretical cosmology and thought to herself: “I can’t do this.”
“Who cares about cosmic inflation during the first seconds of the universe’s existence when black people are getting shot left and right by police officers and vigilantes?” she remembers thinking. “I felt guilty. I wanted to go to Ferguson. I wanted to be a body in the streets and a barrier between the police and my people.”
She was not alone.
A number of professors have told me that a summer’s worth of racial turmoil—most prominently in Ferguson, but in a number of other American cities as well—has taken an emotional toll on students of color pursuing advanced degrees. Although mass-media attention to Ferguson has already begun to subside, those students are still struggling as the fall semester gets under way.
A refreshing new book chronicles how teachers are made—not born–and what it will take to move the U.S. into the next frontier of education reform.
If you have time to read only one chapter of one book this fall, consider the first pages of Building A Better Teacher, a new book by journalist Elizabeth Green. It opens with you—the reader–temporarily cast as the protagonist. You’re a teacher walking into a 5th grade classroom. It sounds contrived, I know, and yet it works.
“Your job, according to the state where you happen to live and the school district that pays your salary,” Green writes, “is to make sure that, sixty minutes from now, the students have grasped the concept of ‘rate.’”
What do you do?
In this way, we walk through the hundreds of micro-decisions a teacher must make in a single hour. Do you call on Richard, a new African-American student who says he hates math but has his hand raised anyway? If he’s wrong, will he shut down for the rest of class?
You call on Richard. His answer makes no sense to you. Do you correct him yourself right away? Or do you call on the white girl next to him who has the right answer more often? You decide to ask the rest of the class if anyone can explain what Richard was thinking. No one responds. You feel the dread creep in. But then Richard speaks up. “Can I change my mind?”
Whitman College, the gem of a small private liberal arts school in Walla Walla, Washington, has long been a mainstay of the Colleges That Change Lives lineup, along with schools like Antioch, Cornell and Marlboro. Whitman is an excellent, beautiful, and fairly safe college that students are lucky to attend. If you are applying there now, it just might be the right fit for you.
The school is also now in the middle of a search for a new president. At the same time, the college is being strangled by a long-serving, insular and controlling board of trustees, a weak and poorly rated president who inspired a faculty revolt, and an intentionally toothless board of overseers, mostly alumni. The school has turned its back on needs-blind admissions and on any reasonable commitment to diversity. Because of this, the school has gotten its comeuppance in a New York Times analysis of private schools that places the college absolutely dead last in terms of economic diversity.
This ranking was no accident. This was Whitman’s goal. An analysis of the school’s common data set from 2001 to 2013 shows how they did it.
The fight documented in Dana Goldstein’s The Teacher Wars may be a lost cause
The tag line to Dana Goldstein’s new book The Teacher Wars is “A history of America’s most embattled profession.” That Goldstein, an education journalist now at the fledgling Marshall Project, can make that claim without ruining her credibility before the first page speaks to the unique role educators play in American society. They’re (mostly) unionized government employees, but they spend their time working alone. We ask that they produce standardized results and demonstrate individualized care at the same time. We say their work is invaluable and pay them as if they were semiskilled. They come under frequent attack from all corners of the political map. Whether that necessarily makes teachers more embattled than psychologists or babysitters or coal miners or housewives I’m not sure, but they are certainly curious.
The biggest reason teachers are so embattled is that their unions still exist. While other segments of American organized labor have declined in size dramatically over the past few decades, educators have managed to hold on, at least until recently. As a result, the debate around the teaching profession is incredibly polarized: Union members and their allies are fighting an existential battle for their jobs, while their opponents are constantly devising new schemes to chip away at what the unions have left. Both sides have made support for teachers a question of character, with little room for good faith in between: Either you believe teachers’ unions are important and must be protected, or you think they’re a moribund obstacle to “reform.” I confess that when I began Goldstein’s book, I feared it would be a pro-union pity plea, but her writerly commitments are to the historical record, and she gives readers a solid and critically detached account.teacher-wars-cover picDana Goldstein The Teacher Wars Doubleday (368 pages)
At the beginning of the teacher wars in the 1830s, progress was built on a foundation of pseudoscience, malarky, and personal psychology. Horace Mann, the architect of American public education, was also an avid phrenologist. Goldstein is careful to point out that skull-measuring—though racist and fully fraudulent—was considered innovative and liberal compared with early 19th century Protestantism. At least phrenologists believed people could learn.
Mann pushed forward a unified and compulsory Massachusetts state school system based on a similar Prussian model. From the start, Mann imagined teaching as women’s work, and not just any women: “Mann depicted these cost-effective female educators as angelic public servants monitored by Christian faith: wholly unselfish, self-abnegating, and morally pure.” Women weren’t just cheaper to hire; they were also assumed to be naturally nurturing and pious enough to teach godly behavior. “Teaching,” Goldstein writes, “was promoted as the female equivalent of the ministry: a profession whose prestige would be rooted not in worldly rewards, such as money or political influence, but in the pursuit of satisfaction that came from serving others.” In other words, you can pay teachers in work.
While it is depressing that vast riches are a socially acceptable status symbol for 18-year-olds, they are no worse than more traditional ways of lording it over others.
Two of my children have recently graduated from two different British universities and tell me that to stand out, money helps a bit, though not nearly as much as being cool. This is – and was – the top way of differentiating yourself and is done by following six pernicious and foolish cool rules.
The first way to be a Very Cool Fresher is to treat with disdain everything laid on by the university, shunning all freshers’ activities and holding your own parties instead – which is hard if you don’t know anyone. Next you must act unfriendly to almost everyone, save a few people you’ve deemed cool enough. This rather defeats the point of university which is to broaden, not narrow, horizons.
The first way to be a Very Cool Fresher is to treat with disdain everything laid on by the university
Taking drugs, getting very drunk, chain-smoking roll-ups all help at being cool – as they always did – and they are still just as bad for you.
Being from London is eternally cool. Being from Swansea, anywhere in the countryside, Southampton, Hull, and everywhere else in the world save a few capital cities – is eternally not cool. This is tough, since there is not a lot you can do about where your parents live.
Looking gorgeous is cool. And looking thin. So is wearing the right clothes. The first is unfair, the second dangerous, and the third a lot of hard work.
Being clever is also cool, and getting good marks in all assignments and getting a first-class degree is very cool – the catch being that visibly working hard is not. Being in the library at opening time is only cool if you’ve been up all night.
While all these rules are familiar to me, they are more lethal now as the cool bar is set far higher. On my first day at university I felt passably cool in my apple green OshKosh dungarees – but that was only because half the girls were in tweeds and twinsets. Now that everyone can buy the same clothes online, to be really cool you have to spend half a lifetime combing vintage shops.
Last Sunday’s Wisconsin State Journal carried a front-page story about a new phenomenon in our public schools that’s a fallout from Gov. Scott Walker’s Act 10 — the teacher as “free agent.”
According to some, Act 10′s virtual destruction of teachers unions unleashed good teachers from the shackles of their union contracts so they can now peddle their expertise to districts that can come up with a better deal.
In fact, the story informed us, teachers with expertise in special disciplines like technology and engineering are being offered bonuses, higher salaries and better fringe benefits to jump ship — apparently sort of a mini-version of what Prince Fielder did to the Brewers a few years back.
Some districts are able to offer higher salaries to those with expertise in hard-to-fill positions because Act 10 has freed up money that had been going to teachers under union contract for pensions and health benefits.
Notes and links on Act 10, here.
The Responsibility of Intellectuals, Noam Chomsky’s classic essay, is now approaching its 50th anniversary. His mighty polemic was written as his country, the US, moved deeper and deeper into national and international crisis. The tonnage of high explosive dropped on Vietnam finally exceeded the entire total of Allied bombs dropped on Europe during the Second World War. The American nation’s response to this horrifying display of brute power was a combustible mixture of more-or‑less approving indifference and, especially in the universities, passionate dissent, ardent opposition and, on the part of some thousands of young men awaiting conscription, the criminal, high-minded and public burning of draft cards.
Chomsky was completely on their side. He joined the famous march on the Pentagon in 1967 and – as elderly academics perhaps now recall with a faint reheating of once-radical blood vessels – was arrested and charged with Norman Mailer while demonstrating alongside Robert Lowell, Father Berrigan and Dr Spock. At the same time as this enactment of his public duty, Chomsky, the leading theoretical linguist in the world, was writing an astounding sequence of lengthy essays, each mustering the requisite and copious machinery of bibliographic reference that the most exacting scholar could demand, variously detailing the policies of the official elite in the Pentagon and the White House as they sought, in the happily chosen phrase of the day, “to bomb Vietnam back into the Stone Age”, a policy more or less fulfilled by Richard Nixon.
Governor Walker’s signature legislation, the 2011 anti-public employee, anti-union Act 10, which took away nearly all the bargaining rights of public employees, is once again on the front burner for those represented by MTI. MTI had initially challenged the legislation and gained a Circuit Court decision from Judge Colas that Act 10 was unconstitutional. This ruling allowed MTI and the MMSD to bargain Agreements for the 2014-15 and 2015- 16 school years. Now that the Wisconsin Supreme Court has overturned Judge Colas’ decision and upheld Act 10, certain portions of Act 10 are now applicable to MTI, specifically the Act 10 requirement that public sector unions undergo a certification election to determine whether the union will maintain its status as the “certified representative” of the workers covered by the union. Under Act 10, this will have to be done each year.
Given the above, MTI has filed petitions with the Wisconsin Employment Relations Commission (WERC) for recertification elections for each of MTIs five (5) bargaining units (Teachers, Educational Assistants, Supportive Education Employees, Security Assistants and Substitute Teachers). The elections will be conducted in November, 2014.
Unlike political elections which require that the prevailing candidate win the majority of votes cast, Act 10′s recertification elections require a public sector union to win 51% of all eligible votes in order to remain the certified agent. This means that “non-votes” are considered “no” votes. If this standard were applied to any United States political election, with low turnout rate, no candidate would be seated (for example, Governor Walker won only about 30% of all eligible votes during the 2012 recall). Fortunately, the experience has been much different for union recertification elections in Wisconsin. During recertification elections held in 2013, over 500 local Unions representing over 56,000 teachers, secretaries, aides, bus drivers, custodial workers and other school employees resulted in a 70% turnout statewide. And an overwhelming 98% of those voting, voted to recertify their Union. But even knowing this, MTI needs every vote possible.
Much more on Act 10, here.
At a New York state elementary school, teachers can use a behavior-monitoring app to compile information on which children have positive attitudes and which act out. In Georgia, some high school cafeterias are using a biometric identification system to let students pay for lunch by scanning the palms of their hands at the checkout line. And across the country, school sports teams are using social media sites for athletes to exchange contact information and game locations.
Technology companies are collecting a vast amount of data about students, touching every corner of their educational lives — with few controls on how those details are used.
Last year’s “Race to Equity” report set off an impassioned discussion about the vast disparities in the quality of life for African-Americans and whites. But that discussion was restricted to Dane County.
Now the authors have issued a new report that they hope will take the discussion to the rest of Wisconsin. The report, drawing on data from across the country, shows that the state is dead last in providing for the well-being of its African-American kids.
“We’ve been working exclusively in Dane County on this,” said Ken Taylor, executive director of the Wisconsin Council on Children and Families. “So we need to broaden the discussion, because obviously it’s not just a Dane County issue.”
The WCCF, which issued the “Race to Equity” report last October, this week unveiled a new report, “Race for Results,” based on data compiled by the Annie E. Casey Foundation’s “Kids Count” report. Now in its 25th year, “Kids Count” has in the past focused on the overall well-being of kids by state, last year ranking Wisconsin 12th overall. But this year, researchers zeroed in on race. White Wisconsin kids tied with California for 10th. But the welfare of the state’s African-American kids ranked dead last, finishing behind Mississippi for the dubious distinction.
I am a blue collar African-American man and the proud father of two black boys. I enjoyed reading the Rev. Alex Gee’s eloquent piece about racial disparities, and the many spot-on articles that have followed. While fully appreciating the concern exhibited by the white community for these very real issues, I have to ask: What is the role of the African-American community in these racial disparities? Are we enabling the drivers of disparity by lowering our own expectations? Where is the honest conversation about our accountability in helping reduce those disparities?
I attended many of the disparity meetings and noticed one glaring omission: the secret truths we as African-Americans understand about what is oppressing our culture and our refusal to discuss what we do to sabotage our own cultural advancement. We fully expect transparency and accountability from white Madison, so why can’t we be honest with ourselves? For instance, while we expect many things from the school system — and it is glaringly obvious it is failing us — it should be equally obvious that we are failing ourselves. We are sending children out of the house who are not prepared to survive, much less thrive.
The African-American community needs to talk about three topics that have not been addressed: 1. The public demeanor of our youth. Too often black adults see disgraceful behavior exhibited by our children and we simply stand by and allow it to continue. In malls, schools, at sports functions, or in any public place, our children often are not conducting themselves as if we have taught them how to behave. We must admit this and acknowledge that we are responsible for said behavior. How many of us have challenged kids about their behavior? Then again, when a responsible adult talks to us about our children’s actions, we respond with this: “You talk to me, not my kid!” Well, where were you when your kid was acting out? We want the whole community to baby-sit our kids, but then we get mad when someone attempts to functionally act as a parent. Far too frequently we sabotage positive African-American role models in our communities, all the while genuflecting to the white power elite.
Related: The proposed Madison Preparatory Academy IB Charter School, rejected by a majority of the Madison School Board.
Five years later, a quarter-century later, what has been accomplished? What do we need to change to earn more success? Are we willing to do it?
A lot of people ought to be asking questions like that, both locally and nationally, as so little improves in educational outcomes. And maybe that’s a lesson Teach for America can model for everybody.
A quarter-century after its start, Teach for America is a major player in American education. It has helped shape debate over urban education and it has been a launching point for some of the most influential figures in education. But its core idea — get bright, idealistic twentysomethings to spend their first two years after graduation as teachers in high-needs classrooms — needs, at minimum, serious review.
Five years after its arrival in Milwaukee, TFA’s track record has positives. For one thing, it’s still committed to Milwaukee, while other efforts have come and gone. But TFA hasn’t been the big shot in the arm backers seemed to expect at the start.
If Teach for America needs change, it’s getting it. Leaders have been doing a lot of rethinking, and the resulting steps signal broader changes in coming years.
There’s a lot to like about TFA. I’ve been consistently impressed with the people involved. Even as it grew into a big business with hefty ties to a lot of the nation’s richest education funders, TFA remained fueled primarily by people who had this Peace Corps-like idealism.
But does TFA’s core idea work? Can you get good results by taking even the brightest, giving them a few weeks of intensive summer training, and placing them in challenging classrooms? If it’s well established (and it is) that the first year is usually a struggle for teachers and most don’t hit their stride until several years in, what can you expect from teachers who, by definition, are in their first or second year?
For the average graduate, going to college is a wonderfully profitable investment. The evidence is unambiguous. Even after subtracting tuition and all the years of foregone salary, the pay boost from a degree will still pay for itself, and then some. The problem is that the “average” college student doesn’t really exist; she’s an imaginary amalgam of state school grads and Ivy League alums, of education majors and engineering nerds.
Once you ignore averages, and start looking across the entire earnings spectrum, the question of whether higher education is financially worthwhile for everybody becomes more complicated. Recently, researchers from the Federal Reserve Bank of New York noted that the bottom 25 percent of college degree holders basically earn no more than the median worker who ended his or her education after high school.
“HARD work might pay off after time,” says the adage, “but procrastination will always pay off right now.” While inherently plausible, it would be unwise to adopt this advice as a lifestyle guide. The possible consequences of such a strategy have been spelt out in a paper just released by the University of Warwick in Britain.
David Arnott, a professor at the university’s business school, says he long believed that late submissions were reflected in lower grades. With a colleague, he devised a study looking at 777 undergraduate marketing students over a five-year period. It tracked the submission of online essays for end-of-term assignments for two modules: one from the first-year, the other the third-year (no students were included in both groups).
The pair were concerned that students’ study habits, particularly a tendency towards procrastination, could have a detrimental impact on their grades. This would mean that tests were, in effect, not only a measure of their marketing knowledge, but also of their propensity to put things off. If true, simple interventions like varying the nature of submissions or simply warning students of the perils of procrastination could raise grades.
ne thousand: That’s approximately the number of instructional hours required of U.S. middle school and high school students each year.
Four thousand: That’s approximately the number of hours of digital media content U.S. youths aged 8 to 18 absorb each year. (If you doubt that’s possible, be sure you’re taking into account the near-universal practice of “media multitasking,” or consuming content on more than one platform at a time, as when a teenager listens to a song on his MP3 player while scrolling through Facebook on his smartphone while watching a video on his laptop.)
The Federal Reserve Board’s newly released 2013 Survey of Consumer Finances indicates that the median family headed by someone under 35 years of age earned $35,509 in 2013 dollars. Adjusted for inflation, that is 6 percent less than similar families reported in the first such survey, in 1989.
Since 1989, the Fed has conducted extensive interviews of consumers every three years. Respondents are asked about their family’s income in the previous year, as well as about wealth, debt, education and attitudes toward financial issues. The results are released by family, not by individual, so the median family income may include the income of both spouses. Single-person households are included in the family calculations.
As can be seen in the charts, younger families have fallen further and further behind older families as time has passed. Nearly a quarter-century after the first survey was taken, families headed by people over 55 generally have higher incomes, after adjusting for inflation, than their predecessors did. But those in groups under 55 generally earn less than their predecessors.
This summer, Chad Mason signed up for online general psychology at the University of North Carolina at Charlotte. This spring, Jonathan Serrano took intro to psychology online at Essex County College in Newark, New Jersey.
Though the two undergraduates were separated by more than 600 miles, enrolled in different institutions, and paying different tuitions, they were taking what amounts to the same course. That’s because the course wasn’t produced by either school. Instead, it was a sophisticated package devised by publishing giant Pearson PLC and delivered through a powerful online platform called MyPsychLab.
In a study that preceded the one to be described here, my colleague Gina Riley and I surveyed parents in unschooling families—that is, in families where the children did not go to school and were not homeschooled in any curriculum-based way, but instead were allowed to take charge of their own education. The call for participants for that study was posted, in September, 2011, on my blog (here) and on various other websites, and a total of 232 families who met our criteria for participation responded and filled out the questionnaire. Most respondents were mothers, only 9 were fathers. In that study we asked questions about their reasons for unschooling, the pathways by which they came to unschooling, and the major benefits and challenges of unschooling in their experience.
I posted the results of that study as a series of three articles in this blog—here, here, and here—and Gina and I also published a paper on it in the Journal of Unschooling and Alternative Learning (here). Not surprisingly, the respondents in that survey were very enthusiastic and positive about their unschooling experiences. They described benefits having to do with their children’s psychological and physical wellbeing, improved social lives, and improved efficiency of learning and attitudes about learning. They also wrote about the increased family closeness and harmony, and the freedom from having to follow a school-imposed schedule, that benefited the whole family. The challenges they described had to do primarily with having to defend their unschooling practices to those who did not understand them or disapproved of them, and with overcoming some of their own culturally-ingrained, habitual ways of thinking about education.
South Africa deployed them en masse for the first time during the apartheid era. The United States left some behind in Iraq, allowing the Islamic State militants to seize them in their reign of terror. Now, the San Diego Unified School District has one too.
Yes, we’re talking about armored military trucks, designed to withstand land mines and improvised exploding devices, or IEDs.
On Wednesday, news that the school district’s police department recently acquired a 14-ton mine-resistant ambush protected vehicle, or an M-RAP, caused a stir in San Diego. The school district’s police force, which employs real cops but is separate from the city’s police department, received the truck for free from the same federal program that gave military equipment to the Ferguson, Missouri police and other cities around the country. The district spent $5,000 shipping the thing from Texas.
San Diego School Board Trustee Scott Barnett said the police didn’t ask whether they could have the vehicle. If they had asked, he would have argued against it. The schools need to keep kids safe, he said, but educating students is their primary mission. He thought the M-RAP was overkill.
Here’s what makes strong, happy families:
1) Create a family mission statement
I asked Bruce what he would recommend if he could only give one piece of advice.
He said: “Set aside time to talk about what it means to be a part of your family.”
Ask: “What are your family values?” In business-speak: Develop a mission statement for your family.
Expert witnesses in the Vergara v. California trial overwhelmingly convinced a judge what all of us in education leadership circles already know: that five state statutes governing teacher employment rules violate the California Constitution by denying students access to a quality public education. Many cheered the verdict, while others, including state Superintendent of Public Instruction Tom Torlakson, saw it as “anti-teacher.”
Torlakson said in a statement that those who “support this case shamelessly seek to blame teachers who step forward every day to make a difference for our children.” I cannot think of anything further from reality.
STUDENT achievement has surged dramatically in several countries around the world, surpassing the United States. Journalist Amanda Ripley convincingly suggests those nations’ experiences should inform education policy in Oklahoma.
In writing “The Smartest Kids in the World and How They Got That Way,” Ripley reviewed other nations’ school systems and interviewed foreign-exchange students. (This included a look at Oklahoma.) She discussed her findings at a luncheon last week hosted by Stand for Children, which advocates for better schools.
The Programme for International Student Assessment (PISA) is an international test for 15-year-olds administered in reading, math and science. In recent years, students in about 40 of 60 participating countries have demonstrated significant improvement in at least one subject area. “And some of these are complicated countries,” Ripley said. “They’re not all Finland. You’re now seeing countries like Estonia, Vietnam, Canada, Poland, countries with significant levels of child poverty that dramatically improved their outcomes and their equities.”
On Thursday, as A.O. Scott mourned the death of adulthood in American culture (R.I.P.), a new study by the Pew Research Center confirmed that it’s young adults who are keeping American (literary) culture alive. Contrary to reports that have questioned whether or not millennials read, younger Americans actually read more than their older counterparts: 88 percent of Americans younger than 30 reported having read a book in the past year, compared with 79 percent of those older than 30.
What’s more, libraries are not a cherished refuge of the old, but a destination for the young: In a September 2013 survey, 50 percent of respondents between the ages of 16 and 29 had used a library in the past year, compared with 47 percent of their older counterparts, and 36 percent of people under 30 had used a library website in that same time frame; compared with 28 percent of the over-30s. (Admittedly, the numbers for high school and college-aged respondents may actually seem surprisingly low, given their reliance on libraries and books for school research.)
College graduates may be taking on historically high debt burdens to finance their educations. But it will take them far less time to get a return on that “investment” than it took their parents’ generation.
That’s the conclusion of new research from the Federal Reserve Bank of New York. Researchers there estimate someone earning a bachelor’s degree in 2013 will need 10 years to recoup the entire cost of that degree. Those who earned a bachelor’s in 1983 needed 23 years to do so.
That’s the good news. The bad news is that the shift has a lot to do with the plight of those who never went to school, rather than simply the higher wages of college graduates.
The Fed first had to calculate the cost of a bachelor’s, a sum that includes direct costs and “opportunity” costs. Direct costs are tuition and fees. “Opportunity” costs are foregone wages that students would have earned had they worked those four years (or three, or five) instead of going to school.
The New York Fed, using data from the federal government and the College Board, pegs the total cost of a bachelor’s degree in 2013 at $122,000 ($26,000 in net tuition and fees over four years; roughly $96,000 in foregone wages).
The online-learning collaborative edX, a partnership between Harvard University and MIT, is expanding its reach beyond higher education and will begin offering courses geared toward high school students.
Edx plans to unveil its first free classes for younger students Wednesday, when most of the new courses will open for enrollment. The 26 high school courses were created by 14 institutions — including MIT, Georgetown and Rice universities, the University of California Berkeley, Boston University, Wellesley College, and Weston Public High School.
The online classes, available to anyone in the world, will cover such subjects as computer science, calculus, geometry, algebra, English, physics, biology, chemistry, Spanish, French, history, statistics, and psychology.
To date, edX has offered only college-level courses. And, while a smattering of high school-level massive open online courses exist, company officials said edX is the first provider of so-called MOOCs to offer an organized set of free high school curriculums.
The political spending by the New Jersey Education Association is no secret anymore, with the latest numbers — in the tens of millions — continuing to astound.
A new report by the state’s election finance commission tallied more than $57 million spent by the teachers union on political campaigns and lobbying in the past decade and a half — more than double its nearest rival.
ELEC Spending Report
And a third of that total came last year alone for the election of the governor and the entire Legislature — more than four times the next-highest spender.
But with that money always comes the question as to whether the NJEA is getting the same political bang for its buck anymore, especially under a combative administration led by Gov. Chris Christie.
Related: WEAC: $1.57M for four Senators
The UK’s massive expansion in university education has not led to a parallel increase in skills, an international study has discovered, with only a quarter of the country’s graduates reaching the highest levels in literacy, well below other top-performing nations.
The annual education report by the Organisation for Economic Co-operation and Development (OECD) notes the “quantum leap” the UK has made in higher education access – for the first time, more people now gain a university or college qualification than have GCSEs or A-levels as their highest qualification. However, it says this has not been wholly matched by better skills, or by increased social mobility.
Andreas Schleicher, director of education and skills for the Paris-based club of industrialised nations, said it was notable that while the UK had a high proportion of people with university or college qualifications – for 2012 it ranked eighth among 36 countries listed – the skill level for graduates was only average.
Favorite books are something friends like to share and discuss. A Facebook meme facilitates this very interaction. You may have seen one of your friends post something like “List 10 books that have stayed with you in some way. Don’t take more than a few minutes, and don’t think too hard. They do not have to be the ‘right’ books or great works of literature, just ones that have affected you in some way.” If not great works of literature, what are the books that have stayed with us?
The following analysis was conducted on anonymized, aggregate data.
To answer this question we gathered a de-identified sample of over 130,000 status updates matching “10 books” or “ten books” appearing in the last two weeks of August 2014 (although the meme has been active over at least a year). The demographics of those posting were as follows: 63.7% were in the US, followed by 9.3%in India, and 6.3% in the UK. Women outnumbered men 3.1:1. The average age was 37. We therefore expect the books chosen to be reflective of this subset of the population.
I can’t say it was the stress-induced puking that caused my wife and I to finally pull our son from his brick-and-mortar charter school. We’d been contemplating yanking him from a classroom setting for the past year or so. Over the summer, we ran him through a battery of academic tests and encouraged him to study math and Spanish online. The results were enlightening, but we thought he might be a little young for a full online education. And then the nervous tic developed as the start of school approached. That decided us well before he barfed at the thought of the next day’s schedule of classes.
Anthony’s (he started insisting on his full name) charter school is a good effort of the type. During a July meet-and-greet, the school principal and his teacher were amenable to a flexible approach—especially one that takes into account the flawed math genes I handed off to him. He grasps some lessons about math, while others on exactly the same concepts might as well be written in Sanskrit. They said they’d work with him. And they tried.
But a classroom is fundamentally a classroom. It has a structured day, and a bunch of kids requiring the divided attention of a teacher. The kids are part of a group, and mostly they’re taught as part of that group.
And my kid is now twitching and puking at the thought of school. This does not work for me.
Teachers are some of our most dedicated public servants. Many inspiring educators have changed lives for the better in Madison’s public schools. But their union is a horror.
Madison Teachers Inc. has been a bad corporate citizen for decades. Selfish, arrogant, and bullying, it has fostered an angry, us-versus-them hostility toward parents, taxpayers, and their elected school board.
Instead of a collaborative group of college-educated professionals eager to embrace change and challenge, Madison’s unionized public school teachers comport themselves as exploited Appalachian mine workers stuck in a 1930s time warp. For four decades, their union has been led by well-compensated executive director John A. Matthews, whom Fighting Ed Garvey once described (approvingly!) as a “throwback” to a different time.
From a June 2011 Wisconsin State Journal story:
[Then] School Board member Maya Cole criticized Matthews for harboring an “us against them” mentality at a time when the district needs more cooperation than ever to successfully educate students. “His behavior has become problematic,” Cole said.
For years, Madison’s school board has kowtowed to Matthews and MTI, which — with its dues collected by the taxpayer-financed school district — is the most powerful political force in Dane County. (The county board majority even rehearses at the union’s Willy Street offices.)
Joe Zepecki, Burke’s campaign spokesman, said in an email Wednesday that he couldn’t respond officially because Burke has made clear that her campaign and her duties as a School Board member are to be kept “strictly separate.” However, on the campaign trail, Burke says she opposes Act 10′s limits on collective bargaining but supports requiring public workers to pay more for their benefits, a key aspect of the law.
John Matthews, executive director of Madison Teachers Inc., said the contracts were negotiated legally and called the legal challenge “a waste of money and unnecessary stress on district employees and the community.”
The lawsuit came a day after the national leader of the country’s largest union for public workers labeled Walker its top target this fall.
“We have a score to settle with Scott Walker,” Lee Saunders, the union official, told The Washington Post on Tuesday. Saunders is the president of the American Federation of State, County and Municipal Employees. A spokeswoman for Saunders did not immediately return a call Wednesday.
AFSCME has seen its ranks in Wisconsin whither since Walker approved Act 10. AFSCME and other unions were instrumental in scheduling a 2012 recall election to try to oust Walker, but Walker won that election by a bigger margin than the 2010 race.
“When the union bosses say they ‘have a score to settle with Scott Walker,’ they really mean Wisconsin taxpayers because that’s who Governor Walker is protecting with his reforms,” Walker spokeswoman Alleigh Marré said in a statement.
Kenosha School District over teacher contracts after the board approved a contract with its employees.
In Madison, the School District and School Board “are forcing their teachers to abide by — and taxpayers to pay for — an illegal labor contract with terms violating Act 10 based upon unlawful collective bargaining with Madison Teachers, Inc.,” a statement from WILL said.
Blaska, a former member of the Dane County Board who blogs for InBusiness, said in addition to believing the contracts are illegal, he wanted to sue MTI because of its behavior, which he called coercive and bullyish.
“I truly believe that there’s a better model out there if the school board would grab for it,” Blaska said.
MTI executive director John Matthews said it’s not surprising the suit was filed on behalf of Blaska “given his hostile attacks on MTI over the past several years.”
“WILL certainly has the right to challenge the contracts, but I see (it as) such as a waste of money and unnecessary stress on district employees and the community,” said Matthews, adding that negotiating the contracts “was legal.”
In August, the Wisconsin Supreme Court ruled Act 10 constitutional after MTI and others had challenged its legality. At the time, union and district officials said the contracts that were negotiated before the ruling was issued were solid going forward.
Under Act 10, unions are not allowed to bargain over anything but base wage raises, which are limited to the rate of inflation. Act 10 also prohibits union dues from being automatically deducted from members’ paychecks as well as “fair share” payments from employees who do not want to be union members.
Superintendent Jennifer Cheatham said Wednesday the district has not yet received notification of the suit being filed.
“If and when we do, we’ll review with our team and the Board of Education,” she said.
School Board vice president James Howard said the board “felt we were basically in accordance with the law” when the contracts were negotiated and approved.
A lawsuit targeting the Madison School District and its teachers union is baseless, Madison School Board member and Democratic gubernatorial candidate Mary Burke said Thursday.
The lawsuit filed Wednesday by the conservative nonprofit Wisconsin Institute for Law & Liberty on behalf of well-known blogger David Blaska alleges the school district, School Board and Madison Teachers Inc. are violating Act 10, Republican Gov. Scott Walker’s signature law that limits collective bargaining.
The union has two contracts in effect through June 2016. Burke voted for both of them.
“I don’t think there is a lot of substance to it,” Burke said of the lawsuit. “Certainly the board, when it negotiated and approved (the contracts), it was legal then and our legal counsel says nothing has changed.”
At any rate, Esenberg said, he doesn’t consult with Grebe, Walker or anyone else in deciding what cases to take on.
“The notion that we think Act 10 is a good idea because it frees the schools from the restraints of union contracts and gives individual employees the right to decide whether they want to support the activities of the union — that shouldn’t surprise anyone,” Esenberg said.
WILL is not likely to prevail in court, Marquette University Law School professor Paul Secunda told the Wisconsin State Journal. “They negotiated their current contract when the fate of Act 10 was still up in the air,” said Secunda, who also accused Esenberg of “trying to make political points.”
Esenberg contends the contract always was illegal.
The school board, district and union knew they could not negotiate anything more than wage increases based on inflation under the law, the lawsuit alleges. Despite the institute’s warnings, they began negotiations for a new 2014-15 contract in September 2013 and ratified it in October. What’s more, they began negotiating a deal for the 2015-16 school year this past May and ratified it in June, according to the lawsuit.
Both deals go beyond base wage changes to include working conditions, teacher assignments, fringe benefits, tenure and union dues deductions, the lawsuit said.
Taxpayers will be irreparably harmed if the contracts are allowed to stand because they’ll have to pay extra, the lawsuit went on to say. It demands that a Dane County judge invalidate the contracts and issue an injunction blocking them from being enforced.
“The Board and the School District unlawfully spent taxpayer funds in collectively bargaining the (contracts) and will spend substantial addition(al) taxpayer funds in implementing the (contracts),” the lawsuit said. “The (contracts) violate the public policy of Wisconsin.”
“Beware of legacy practices (most of what we do every day is the maintenance of the status quo), @12:40 minutes into the talk – the very public institutions intended for student learning has become focused instead on adult employment. I say that as an employee. Adult practices and attitudes have become embedded in organizational culture governed by strict regulations and union contracts that dictate most of what occurs inside schools today. Any impetus to change direction or structure is met with swift and stiff resistance. It’s as if we are stuck in a time warp keeping a 19th century school model on life support in an attempt to meet 21st century demands.” Zimman went on to discuss the Wisconsin DPI’s vigorous enforcement of teacher licensing practices and provided some unfortunate math & science teacher examples (including the “impossibility” of meeting the demand for such teachers (about 14 minutes)). He further cited exploding teacher salary, benefit and retiree costs eating instructional dollars (“Similar to GM”; “worry” about the children given this situation).
WEAC (Wisconsin Teacher Union Umbrella): 4 Senators for $1.57M.
Understanding the current union battles requires a visit to the time machine and the 2002 and the Milwaukee County Pension Scandal. Recall elections, big money, self interest and the Scott Walker’s election in what had long been a Democratic party position.
The 2000-2001 deal granted a 25% pension “bonus” for hundreds of veteran county workers. Another benefit that will be discussed at trial is the controversial “backdrop,” an option to take part of a pension payment as a lump-sum upon retirement.
Testimony should reveal more clues to the mysteries of who pushed both behind the scenes.
So what does it mean to take a “backdrop?”
“Drop” refers to Deferred Retirement Option Program. Employees who stay on after they are eligible to retire can receive both a lump-sum payout and a (somewhat reduced) monthly retirement benefit. Employees, upon leaving, reach “back” to a prior date when they could have retired. They get a lump sum equal to the total of the monthly pension benefits from that date up until their actual quitting date. The concept was not new in 2001, but Milwaukee County’s plan was distinguished because it did not limit the number of years a worker could “drop back.” In fact, retirees are routinely dropping back five years or more, with some reaching back 10 or more years.
That has allowed many workers to get lump-sum payments well into six figures.
Former deputy district attorney Jon Reddin, at age 63, collected the largest to date: $976,000, on top of monthly pension checks of $6,070 each.
And, Jason Stein:
The Newsline article by longtime legal writer Stuart Taylor Jr. alleges that Chisholm may have investigated Walker and his associates because Chisholm was upset at the way in which the governor had repealed most collective bargaining for public employees such as his wife, a union steward.
The prosecutor is quoted as saying that he heard Chisholm say that “he felt that it was his personal duty to stop Walker from treating people like this.”
The Milwaukee Journal Sentinel has requested to speak with the former prosecutor through Taylor and has not yet received an answer.
In a brief interview, Chisholm denied making those comments. In a longer statement, an attorney representing Chisholm lashed out at the article.
“The suggestion that all of those measures were taken in furtherance of John Chisholm’s (or his wife’s) personal agenda is scurrilous, desperate and just plain cheap,” attorney Samuel Leib said.
U.S. News & World Report published its influential annual list of the nation’s best colleges earlier this month, with Princeton University topping the 2014 rankings. Here is a behind-the-scenes look at the methods and metrics used by the magazine:
Step 1: Schools are weighed on a scale
Step 2: Researchers calculate each campus’ student-to-student ratio
Step 3: Any college whose colors are maroon and gold is immediately eliminated
Step 4: Analysts aggregate incoming freshmen’s SAT, ACT, and COWFACTS test scores
Step 5: Number of library books probably factors in somewhere around here
Step 6: Quick visit to colleges to see who has “We Love U.S. News & World Report” banners up
The tech course enrolled almost 820 students for the current fall semester to become the school’s largest class in at least a decade.
The college campus that once (briefly) hosted future tech luminaries Bill Gates and Mark Zuckerberg as students is now overrun with tech-curious scholars.
The most popular fall-semester course at Harvard is “Introduction to Computer Science I,” according to data put out by the school’s registrar’s office, with almost 820 undergraduates enrolled in the class this semester. That total is the highest in the three decades the course has been offered and it’s the biggest class offered at Harvard in at least a decade, according to The Harvard Crimson.
Kaitlin Morgan says, this year, her school district is going “full Google.”
Morgan teaches U.S. and world history and advises the yearbook at Woodlake Union High School in California’s Central Valley. At Woodlake, “full Google” means a plan to have one Google Chromebook for every two students by the spring, running Google Apps.
The Chromebook is a relatively cheap, stripped-down laptop. It’s become popular in the education world, with 85 percent of its U.S. sales last year going to the ed market.
And the Chromebook is just the beginning. Already, Google Apps for Education claims 30 million active users around the world. The free, Web-based software works on any device and allows teachers and students to use Gmail with their own .edu address.
It’s the beginning of what Google calls the “paperless classroom” — moving assignments, class discussions, feedback, tests and quizzes online.
Four years ago, the sociologists Richard Arum and Josipa Roksa dropped a bomb on American higher education. Their groundbreaking book, “Academically Adrift,” found that many students experience “limited or no learning” in college. Today, they released a follow-up study, tracking the same students for two years after graduation, into the workplace, adult relationships and civic life. The results suggest that recent college graduates who are struggling to start careers are being hamstrung by their lack of learning.
“Academically Adrift” studied a sample of students who enrolled at four-year colleges and universities in 2005. As freshmen, they took a test of critical thinking, analytic reasoning and communications skills called the Collegiate Learning Assessment (C.L.A.). Colleges promise to teach these broad intellectual skills to all students, regardless of major. The students took the C.L.A. again at the end of their senior year. On average, they improved less than half of one standard deviation. For many, the results were much worse. One-third improved by less than a single point on a 100-point scale during four years of college.
The annual meeting of the National Association of Independent Colleges and Universities this year had the tone of a revival meeting.
“We have been under steady, unrelenting pressure,” declared the organization’s president, David Warren, who spoke of “an overreaching executive branch” he said sought to use unreliable statistics to measure the effectiveness of higher-education institutions that are vastly different from each other.
Warren was talking about proposed ratings of colleges and universities the White House says would help consumers see what they’re getting for their tuition dollars. He said these would fail to capture “the specific mission of an institution at whose core is where value can be found.”
The world’s richest university just got a little richer. On Monday, Harvard announced that it has received its largest-ever gift of $350 million and it will rename its school of public health after its benefactor’s father.
Public health is a wonderful and worthy cause, of course, and Harvard has a stellar program dedicated to it. But this gift — like so many other megagifts to megaendowments — has a hint of the ludicrous about it.
Harvard Adds Privilege-Checking to New-Student Orientation
There’s an old line about how the United States government is an insurance conglomerate protected by an army. Harvard is a real-estate and hedge-fund concern that happens to have a college attached. It has a $32 billion endowment. It charges its rich students — and they are mostly from rich families, with many destined to be rich themselves — hundreds of millions of dollars in tuition and fees. It recently embarked on a $6.5 billion capital campaign. It is devoted to its own richness. And, as such, it is swimming in cash.
“But, wait!” you might say. “That $350 million is going to support an educational institution with tremendous public spillover! Harvard does basic scientific research! It teaches doctors! It studies cells and stars and history and it educates underprivileged youths!”
Avery Gagliano is a commanding young pianist who attacks Chopin with the focused diligence of a master craftsman and the grace of a ballet dancer.
The prodigy, who just turned 13, was one of 12 musicians selected from across the globe to play at a prestigious event in Munich last year and has won competitions and headlined with orchestras nationwide.
But to the D.C. public school system, the eighth-grader from Mount Pleasant is also a truant. Yes, you read that right. Avery’s amazing talent and straight-A grades at Alice Deal Middle School earned her no slack from school officials, despite her parents’ begging and pleading for an exception.
“As I shared during our phone conversation this morning, DCPS is unable to excuse Avery’s absences due to her piano travels, performances, rehearsals, etc.,” Jemea Goso, attendance specialist with the school system’s Office of Youth Engagement, wrote in an e-mail to Avery’s parents, Drew Gagliano and Ying Lam, last year before she left to perform in Munich.
You’ve heard of grade inflation? Welcome to the world of degree inflation.
A new report finds that employers are increasingly requiring a bachelor’s degree for positions that didn’t used to require baccalaureate education. A college degree, in other words, is becoming the new high school diploma: the minimum credential required to get even the most basic, entry-level job.
The report is from Burning Glass, a labor market analytics company that mines millions of online job postings. The company found that a wide range of jobs — in management,
administration, sales and other fields — are undergoing “upcredentialing,” or degree inflation. As examples, just 25 percent of people employed as insurance clerks have a BA, but twice that percentage of insurance-clerk job ads require one. Among executive secretaries and executive assistants, 19 percent of job-holders have degrees, but 65 percent of job postings mandate them.
Vassar has taken steps to hold down spending on faculty and staff. Amherst and the University of Florida have raised new money specifically to spend on financial aid for low-income students. American University reallocated scholarships from well-off students to needy ones. Grinnell set a floor on the share of every freshman class – 15 percent – whose parents didn’t go to college.
Over the last decade, dozens of colleges have proclaimed that recruiting a more economically diverse student body was a top priority. Many of those colleges have not matched their words with actions. But some have.
These colleges have changed policies and made compromises elsewhere to recruit the kind of talented poor students who have traditionally excelled in high school but not gone to top colleges. A surprising number of such students never graduate from any college.
This past June, I graduated from the University of Waterloo’s Software Engineering program. After 5 long and difficult years, I’m extremely proud to say that I’m a Waterloo grad, and very proud of my accomplishments and experiences at the school. Somewhat surprisingly, myself and most of my classmates were able to graduate from a top-tier engineering school with zero debt. (I know this might sound like a sales pitch – stick with me here.)
Waterloo is home to the world’s largest cooperative education programs — meaning that every engineering student is required to take at least 5 internships over the course of their degree. Most take six. This lengthens the duration of the course to five years, and forces us into odd schedules where we alternate between four months of work and four months of school. We get no summer breaks.
One of the most important parts of Waterloo’s co-op program is that the school requires each placement be paid. Without meeting certain minimum requirements for compensation, a student can’t claim academic credit for their internship, and without five internships, they can’t graduate. This results in Waterloo co-op students being able to pay their tuition in full (hopefully) each semester. In disciplines like Software Engineering, where demand is at an all-time high and many students are skilled enough to hold their own at Silicon Valley tech giants, many students end up negotiating for higher salaries at their internships.
It’s easy to be cynical about government surveillance. In recent years, a parade of Orwellian disclosures have been making headlines. The FBI, for example, is hacking into computers that run anonymizing software. The NSA is vacuuming up domestic phone records. Even local police departments are getting in on the act, tracking cellphone location history and intercepting signals in realtime.
Perhaps 2014 is not quite 1984, though. This course explores how American law facilitates electronic surveillance—but also substantially constrains it. You will learn the legal procedures that police and intelligence agencies have at their disposal, as well as the security and privacy safeguards built into those procedures. The material also provides brief, not-too-geeky technical explanations of some common surveillance methods.
Joy Cardin @ Wisconsin Public Radio (43 Minuted MP3 Audio) interviews WEAC’s (Statewide Teacher Union Umbrella) President Betsky Kippers and Jim Bender President of School Choice Wisconsin.
Wisconsin Public Radio’s Joy Cardin show.
The Progressive Magazine is revving up its movement to save public schools. On their website, created specifically for the anti-voucher/save public schools project, www.publicschoolshakedown.org, they are pulling together education experts, activists, bloggers, and concerned citizens from across the country.
PUBLIC SCHOOL SHAKEDOWN is dedicated to EXPOSING the behind-the-scenes effort to privatize public schools, and CONNECTING pro-public school activists nationwide.
“Public School Shakedown will be a fantastic addition to the debate”, says education historian and former Secretary of Education Diane Ravitch. “The Progressive is performing a great public service by helping spread the word about the galloping privatization of our public schools”.
Penn has become essential to preserving the present state of affairs. Not only does it literally reproduce America’s ruling class, sending more graduates off to Wall Street than any other university, it plays the far more important function of ensuring the reproduction of capitalism as a whole. Whatever its intentions, Penn’s structural function, like those of all educational institutions, is to transform students into precisely the kind of subject – trained with certain skills, molded for certain roles, guided by certain values, blindly wedded to certain ideological assumptions – needed to keep the exploitative gears of class society turning. So although it cultivates an image of civic entrepreneurialism, pathbreaking innovation, and social opportunity, Penn ultimately works to prop up a failing society. With its institutional values completely dominated by Wharton, the university boasts a “pre-professional” atmosphere: students compete like rats for the internships that will put them on the fast track to helping this society stay the same, or are shaped into the professional ideologues who will go on to craft capitalism’s next media soundbite or justify America’s next imperialist war.
Marina Warner has a fascinating essay in the latest London Review of Books. Seeking to explain why she resigned from her position at the University of Essex, Warner describes a rapid collapse of the University’s traditions of scholarly openness and institutional democracy under the pressure of the Coalition government’s new funding model and (lack of) scholarly commitments. As she reveals, the tentacles of the new audit technocracy are infiltrating the University by means of the faculty review process.
Describing a meeting presided over by the Vice-Chancellor Anthony Forster, Warner describes a situation that may sound all too familiar:
College students are settling in for the fall semester and more and more it is happening in privately owned housing – instead of dorms. Over the past decade investors have been cashing in on this growing market. From Atlanta, Susanna Capelouto reports.
SUSANNA CAPELOUTO, BYLINE: Just on the edge of the Georgia Tech campus in Midtown Atlanta, lots of new dorms are in the making, though Stuart Bruening doesn’t call them dorms.
STUART BRUENING: I mean, it’s luxury apartment living catered towards college students.
If you stroll up Chapel Street, Yale buildings rise up on either side of you.
On one side, between College and High streets, is the Old Campus quad.
On the other side is Claire’s Corner Copia, an Elm City vegetarian institution and Union League Cafe. Their landlord is Yale — through its University Properties office.
If you’re in downtown New Haven, whether on Chapel, York Street, Broadway or at Whitney Avenue and Audubon Street, it’s a good bet you’re near a Yale-owned building (click here to see chart and map).
It’s not true, though it may seem so, that “the city is the university,” as a visitor from Brazil, Susana Moreira, said recently on Broadway during a tour of the Northeast with her daughter.
Fifty million children will start school this week as historic changes are under way in the U.S. public school system. As of 2011 48 percent of all public school students were poor* and this year, students of color will account for the majority of public school students for the first time in US history.
What is surprising about these shifts is that they are not leading to more diverse schools. In fact, the Civil Rights Project has shown that black students are just as segregated today as they were in the late 1960s, when serious enforcement of desegregation plans first began following the passage of the 1964 Civil Rights Act.
Despite our country’s growing diversity, our public schools provide little contact between white students and students of color. We’ve mapped data about the racial composition of US public schools to shed light on today’s patterns at the county level. These maps show that America’s public schools are highly segregated by race and income, with the declining share of white students typically concentrated in schools with other white students and the growing share of Latino students concentrated into low-income public schools with other students of color.
I teach theory and practice of social media at NYU, and am an advocate and activist for the free culture movement, so I’m a pretty unlikely candidate for internet censor, but I have just asked the students in my fall seminar to refrain from using laptops, tablets, and phones in class.
I came late and reluctantly to this decision — I have been teaching classes about the internet since 1998, and I’ve generally had a laissez-faire attitude towards technology use in the classroom. This was partly because the subject of my classes made technology use feel organic, and when device use went well, it was great. Then there was the competitive aspect — it’s my job to be more interesting than the possible distractions, so a ban felt like cheating. And finally, there’s not wanting to infantilize my students, who are adults, even if young ones — time management is their job, not mine.
Rebellions sometimes begin slowly, and Walter Stroup had to wait almost seven hours to start his. The setting was a legislative hearing at the Texas Capitol in the summer of 2012 at which the growing opposition to high-stakes standardized testing in Texas public schools was about to come to a head. Stroup, a University of Texas professor, was there to testify, but there was a long line of witnesses ahead of him. For hours he waited patiently, listening to everyone else struggle to explain why 15 years of standardized testing hadn’t improved schools. Stroup believed he had the answer.
Using standardized testing as the yardstick to measure our children’s educational growth wasn’t new in Texas. But in the summer of 2012 people had discovered a brand-new reason to be pissed off about it. “Rigor” was the new watchword in education policy. Testing advocates believed that more rigorous curricula and tests would boost student achievement—the “rising tide lifts all boats” theory. But that’s not how it worked out. In fact, more than a few sank. More than one-third of the statewide high school class of 2015 has already failed at least one of the newly implemented STAAR tests, disqualifying them from graduation without a successful re-test. As often happens, moms got mad. As happens less often, they got organized, and they got results.
Texas Education Commissioner Robert Scott, long an advocate of using tests to hold schools accountable, broke from orthodoxy when he called the STAAR test a “perversion of its original intent.” Almost every school board in Texas passed resolutions against over-testing, prompting Bill Hammond, a business lobbyist and leading testing advocate, to accuse school officials of “scaring” mothers. State legislators could barely step outside without hearing demands for testing relief. So in June 2012, the Texas House Public Education Committee did what elected officials do when they don’t know what to say. They held a hearing. To his credit, Committee Chair Rob Eissler began the hearing by posing a question that someone should have asked a generation ago: What exactly are we getting from these tests? And for six hours and 45 minutes, his committee couldn’t get a straight answer. Witness after witness attacked the latest standardized-testing regime that the Legislature had imposed. Everyone knew the system was broken, but no one knew exactly why.
An app designed to help provide a better education for children in Malawi has proved an equally effective learning tool for pupils in the UK. In six weeks, children made the same progress in maths as expected after 12 to 18 months of teaching.
It will be an emotional time at my house, when my four-year-old son goes to “big school” for the first time.
As well as wondering where the last four years have gone, and being petrified that he will miss us more than we miss him, there is that niggle about how he will take to schoolwork.
How well will the teachers engage him and ensure he is not left behind?
Although I always assumed technology would play a major role in his education, I certainly didn’t expect him to get a boost from a tool originally designed to provide Malawian children with a better future.
But this is now a possibility, after pupils in Nottingham using a maths teaching app from the charity Onebillion advanced their learning at the same rapid rate as those in Africa, for whom it was originally designed.
Maybe they’re doing something right: American colleges and universities are highly regarded by an important subset of their students. One-fifth of students from other countries who study abroad are studying here in the U.S.
A recent Brookings Institution report found more than 800,000 foreign students in the U.S. in 2012, a record, and five times as many as were here in 2001. About 25% are from China, 15% from India, 10% from South Korea, and 5% from Saudi Arabia.
Some were sent here by their governments, others by their parents or their employers. Some come by their own unaided effort, making large financial sacrifices. No matter where the money comes from, foreign students mostly pay full freight to their institutions. From 2001 through 2012, they paid an estimated $56.5 billion in tuition and fees. Their living expenses added another $39.1 billion to U.S. gross domestic product.
The University of Southern California had the greatest number of foreign undergraduates, followed closely by Columbia University, the University of Illinois, New York University, and Purdue University.
Higher education is facing great pressure to change, and elsewhere in the PBS Newshour Rethinking College series, you’ll learn about some of the most visible trends that are unfolding.
Below are a handful of less-visible developments on college and university campuses — some of which have implications big and small for students and their families.
rethinkingcollegeGoodbye Mr. Chips
Many Americans — especially those who went to four-year, residential colleges — tend to think that professors have it easy: full-time work, summers off and, once they earn tenure, a job for life.
Three decades ago, that described a significant majority of college professors, with three in four either tenured or on a track to earning that status. Today, however, fewer than a third of all college instructors work full time and have a shot at tenure. More than half work part time, and while some do so by choice — the businesswoman or artist who teaches a little on the side — increasing numbers are trying to stitch together a living by teaching courses at multiple campuses, usually without benefits.
In Uses of the University Clark Kerr talks about the multiversity combining the best of the German research university, the best of the English liberal arts model, and best aspects of American entrepreneurialism. Santa Cruz was meant to be part of the system as a beacon of UC’s commitment to undergraduate education, given the increased scale of enrollments as laid out by the California Master Plan (CMP). Do you think there was something salutary in the way that the UCSC experiment approached the growing imbalance between research, or graduate education, and undergraduate education, or the liberal arts tradition? Do you think that there can be something extracted from this initial period given that this pure college model is something that has been subsequently deemphasized at UCSC?
[Laughter] I suppose my laughter is part of the answer. When I was the chair of the campus budget committee, our then chancellor hired a management consultant to advise her on how UCSC could raise private funding by capitalizing on its advantages. The consultant said that our principle advantage was a loyal and successful alumni base from our early years who were still absolutely devoted to the college system — which had ceased to have any academic role in the way UCSC reorganized after it stopped growing by adding new colleges. That model was dead, so the consultant recommended that we turn one or more of the now-vestigial colleges into burial plots-with-a-view that could be sold to rich alumni who believed in the college system and still wanted to support it. I was willing to support this recommendation, but with the addition that we rename the college “Sunset College,” so that you could look west over the Pacific and contemplate your own sunset along with that of the college model. Despite my enthusiasm, the idea of colleges-as-graveyards was dropped and the chancellor said I hope you won’t mention this to anyone else — but here it is.
Going back to your question on the college model, Dean McHenry, who created my position as a junior faculty member to fill the gap left by the departure of Sheldon Wolin to Princeton, envisioned that Santa Cruz would grow and develop graduate programs slowly as the University of Oxford had, but in a way that was more deliberate and creative. Instead of competing with other new campuses to buy up the latest disciplinary fads, we would add college each year that defined an interdisciplinary model and that had as provost an interdisciplinary leader. In McHenry’s vision the science college would have someone like Ken Thimann as its first provost, an eminent interdisciplinary biologist, followed by Stephen Toulmin, who arrived when I did but didn’t last more than a year. The idea was that the provost in a science-themed college would develop an interdisciplinary faculty of scientists who were interested in the history and philosophy of science, alongside philosophers who were trained like [Thomas] Kuhn in the sciences in which they did their philosophy, and so on and so forth. Eventually, UCSC would develop more traditional disciplinary programs out of cross-college committees — we called them “Boards of Studies” — consisting of people from different disciplines who would set examining standards and course requirements for degrees in those disciplines that would be awarded by the campus, but through the student’s college.
Kimberley Ellis Hale has been an instructor at Wilfrid Laurier University in Waterloo, Ont., for 16 years. This summer, while teaching an introductory course in sociology, she presented her students with a role-playing game to help them understand how precarious economic security is for millions of Canadian workers.
In her scenario, students were told they had lost their jobs, their marriage had broken up, and they needed to find someplace to live. And they had to figure out a way to live on just $1,000 a month.
Origin: Italy, N. (Venice).Provenance:Owned by the Church of San Francesco della Vigna, Venice.Acquired by Robert Curzon from a priest of the Church of San Francesco della Vigna, along with Add MS 39614 and Add MS 39615, in 1834: ownership inscription, Add MS 39614, f i recto. This note also records five more volumes of the same set as in the possession of the Rev. Walter Sneyd of Denton, Oxford (afterwards of Keele Hall), whose library was sold at Sotheby’s in December 1903: see lots 48, 52, 379, 380. Add MSS 39583-39671, along with Oriental MSS 8729-8855, were bequeathed to the British Museum by Darea Curzon, Baroness Zouche (d. 1917), having been part of the collection formed at Parham, Co. Sussex, by the Hon. Robert Curzon, afterwards 14th Baron Zouche, as the result of his travels in the Levant, etc., in 1833 and later. A copy of Robert Curzon’s Catalogue of Materials for Writing, … Rolls and other Manuscripts and Oriental Manuscript Books (1849), with manuscript additions, accompanied the gift, and is now Add MS 64098.
In this LDA Bulletin article, we summarise arguments and evidence reported in a detailed paper (Tunmer, Chapman, Greaney, Prochnow & Arrow, 2013) showing that New Zealand’s national literacy strategy has failed and particularly the role of Reading Recovery in contributing to that failure.
In response to growing concerns during the 1990s about New Zealand’s relatively “long tail” of literacy underachievement, the government established a Literacy Taskforce to provide recommendations aimed at raising the literacy achievement of all students but with particular attention given to “closing the gap between the lowest and highest students” (Ministry of Education, 1999, p.7). The recommendations of the Taskforce constituted the national literacy strategy for reducing the large disparity in reading achievement outcomes between good and poor readers.
A decade later, concerns were still being expressed about the literacy achievement gap. In December 2011, the New Zealand Ministry of Education’s Briefing to the Incoming Minister following the New Zealand general election (Ministry of Education, 2011) stated that:
“…the gap between our high performing and low performing students remains one of the widest in the Organization of Economic Cooperation and Development (OECD). These low performing students are likely to be Mãori or Pasifika and/or from low socio-economic communities. Disparities in education appear early and persist throughout learning” (p.8).
Based on these findings, the Briefing concluded that, “The greatest challenge facing the schooling sector is producing equitable outcomes for students” (p.23). This conclusion can be taken as an admission that the national literacy strategy was failing to reduce the gap.
Much more on Reading Recovery, here.
Via the Wisconsin Coalition on Reading:
Yet another research paper shows the ineffectiveness of Reading Recovery. Reading Recovery and the failure of the New Zealand national literacy strategy, by Tunmer, Chapman, Greaney, Prochnow, and Arrow, was published in November of 2013, and has been getting some more publicity lately. Aside from the Reading Recovery program itself, which is still in use in many schools in our state, Leveled Literacy Intervention (LLI) is based on the same instructional principles.
Check out this dyslexia PSA produced by students in Oregon.
As the cost of a college education soars ever higher, private bankers are starting to deliver a harsh message to parents and grandparents: You may not be able to pay for it all yourself. The fear is that folks picking up the whole tab—perhaps more than $500,000 for two or three kids—may be putting the quality of their own retirements at risk.
“Students can always find ways to supplement their tuition costs via part time jobs, scholarships and loans,” says Katie Nixon, chief investment officer of Northern Trust Wealth Management. “And quite frankly, there isn’t a loan program available for retirement. Plus, I would note that ideally, education funding is accomplished through a coordinated, team effort among parents and both sets of grandparents.”
In other words, these are no longer times to go it alone, even for the wealthy Americans.