Next week, Waukesha School District leaders plan to take an unusual step, one they contend is necessary after cutting $9.4 million worth of services over the past seven years: They will sit down with their teachers union to hash out a contract with help from a mediator.
What’s more unusual is the culprit that Waukesha Superintendent David Schmidt blames in part for the district’s financial woes: the state law intended to help school districts keep down teacher compensation costs.
“To some degree, we’d like to say we can control our labor costs,” Schmidt said. “The QEO makes that harder.”
Schmidt has company in other state school officials who contend the QEO, known more formally as the qualified economic offer law, has created fiscal problems for them. After 15 years with the law, considered one leg of the state’s so-called three-legged stool for school funding, calls for change are coming from many quarters.
At issue is what some have called the cap gap that exists between the roughly 2% increase in school revenue allowed annually under current law and the 3.8% boost in salaries and benefits practically guaranteed by the QEO, which says school boards can avoid arbitration if they offer teachers compensation increases in that amount.
“That’s probably the core issue right now within our system that’s causing some frustration from school district administrators,” said state Rep. Brett Davis (R-Oregon).
Although Waukesha school officials have not revealed the details of talks with the teachers union, indications are that their unusual move this year toward mediation and possible arbitration is to seek less than a 3.8% package increase for their teachers.
In addition to school leaders who complain the law’s conflict with revenue caps has forced staff cuts, teachers say the QEO increase has suppressed salaries. Critics contend it has helped educators keep inflated benefits.
The publication this year of U.S. News & World Report’s first ranking of high schools has parents in a twitter, worrying that their property taxes are too high (or too low), or that public education has failed them entirely. But leaving aside the merits and methodology of these particular rankings, we might wonder whether rankings matter at all and, more importantly, if they should.
In fact, there are some numbers that really matter. Getting them is the rub.
To understand this problem, consider another set of rankings, released about the same time as the high-school rankings, that didn’t garner as much attention: bar-exam passage rates. The school at which I teach — New York Law School — jumped to fifth on the list of New York area law schools (with an all-time high passage rate of 90%), while Benjamin N. Cardozo Law School at Yeshiva University leapfrogged to third, behind only NYU and Columbia.
Cardozo, however, is ranked 52nd by U.S. News among all law schools (fourth in New York), while New York Law School is ranked in the “third tier” of law schools (along with Albany, Hofstra, Pace and Syracuse). So which ranking matters?
On the one hand, the U.S. News ranking would seem to be more comprehensive, because bar passage rate is only one of many factors it considers. On the other hand, what good is a law degree if a graduate can’t practice because he doesn’t pass the licensing exam?
Moreover, if the bar exam measures a student’s fitness to practice law (as the bar examiners claim), a school’s bar passage rate should be a pretty good indication of how the school is doing in turning out graduates who know how to practice law.
Adam Nystrom remembers being taunted by classmates in middle school for needing so many special-education courses.
“They’d say, ‘Oh, that’s the retard class,’ and everybody would laugh,” recalls Adam, who suffers from a learning disorder that impedes reading ability. “I wouldn’t really say anything because there isn’t anything funny about it.”
Adam, now 20 years old, spent a tumultuous 13 years in the local public-school system. He played pranks on teachers and disrupted lectures with a talking pen that delivered punch lines from the movie “Napoleon Dynamite.” At Choctawhatchee High School, he struggled to pass Florida’s mandatory graduation test, taking the exam six times. Once, he drew a suspension.
But Adam’s academic journey ended in success. He became a varsity wrestler and was selected three times to be a part of the homecoming king and queen’s royal court. After graduating in 2006, he joined the Army, fulfilling a childhood dream.
A major force behind his turnabout: the school district’s program for mainstreaming special-education students into regular classrooms.
As the momentum for such programs has accelerated across the country, many have faced serious obstacles. Special-education students account for a disproportionate amount of discipline problems and sometimes commit violent acts. Teachers say they often lack the training and resources to handle them. Many parents have fought to keep schools and classrooms segregated, saying school administrators have used mainstreaming, also known as “inclusion,” as a pretext for cost cutting.
To free up funds for his special-education overhaul — which initially focused on elementary-school reading — Mr. Gaetz began by making deep cuts in central-office spending. He eliminated more than 40 administrative positions, saving the district about $6 million a year. Some displaced personnel took special-education positions in the schools, which were given additional funds and broad latitude to hire more psychologists, social workers and special-ed teachers as they saw fit. Educators say such site-based management of mainstreaming programs was rare at the time.
If mathematics is like a foreign language, then those who teach the subject ought to be fluent.
That is the goal of an intensive pilot program by the Silicon Valley Leadership Group and Intel that aims to improve the math skills of students in underperforming Bay Area elementary and middle schools.
Helping students means helping their teachers first – and that includes some veteran educators.
Take Marivic Walch of Bishop Elementary School in Sunnyvale, who has been teaching for seven years and describes herself as a “math queen.”
“I had many aha moments,” she said.
Modeled after a successful program in Vermont, the 80-hour pilot course taught 38 Bay Area teachers in the past four months how to improve their skills from basic math all the way to algebra. The program is set to expand in 2008, more than doubling its scope, training 100 teachers in 20 schools in San Jose, Gilroy, Redwood City, Foster City, Newark and San Francisco.
“The idea is to turn this into a fluency training in the language of math,” said Mark Pettinger, external affairs manager for Intel. “This is meant for teachers who are good teachers.”
It won’t exactly be a jolly post-Christmas gift that each principal in Milwaukee Public Schools will receive Jan. 9.
What they will get are packets of information on the budget forecast for next year and the numbers they are to use in putting together a spending plan for their schools.
Good luck, principals – the information in most every case is going to be grim, so much so that some schools may ask to close or merge with others.
The planning assumptions put together by MPS administrators and approved by the Milwaukee School Board include:
• Another major decline in enrollment, 4.7% in the main roster of MPS schools, 4.1% when alternative schools and charter schools not staffed by MPS employees are included.
If the forecast proves true, there will be 77,546 students in September 2008 in that main roster, which is to say, the schools you normally think of when you think of MPS, compared with 96,942 in September 1998, a decline of more than 20% in a decade. The decline from a year ago to this year was 3.8%.
Including the alternative and charter schools, the forecast is for 83,787 for next fall, down from 87,360 this year.
Lost in the hubbub over a home-school educator’s election to chair of the S.C. Board of Education in 2009 is the man who will precede her in the post — Al Simpson of Lancaster.
Simpson takes over the gavel as state school board chairman from John Tindal of Manning when the panel convenes for its next meeting in mid-January. State board members follow a policy of picking their future leader a year in advance.
Simpson cast a critical preliminary vote Dec. 12 that enabled Kristin Maguire of Clemson to defeat Fred “Trip” DuBard, a Florence businessman.
“We had two good candidates,” he said. “I don’t think this vote is going to cause any problems with the board.”
Maguire, he said, “has a whole year to prepare to move up. She’ll do a fine job. She’s shown me she’s dedicated to public schools.”
So is Simpson.
A product of South Carolina public schools, Simpson’s three children attend Lancaster County public schools, where he said he has seen choice work for families.
he teachers union in Wisconsin wants all public schools to spend more time teaching students about organized labor.
Here ‘s a better idea with much greater need:
Require the leaders of the teachers union to enroll in a remedial civics class.
The Wisconsin Education Association Council showed how badly it needs a refresher course in the basic framework of American government when it lobbied against a sensible limit on the governor ‘s out-of-control veto powers.
WEAC suffers the dubious distinction of being the only organization in the state to register this year with the state Ethics Board to lobby against Senate Joint Resolution 5. The resolution, heading to voters for final approval this spring, will rein in the most outlandish veto power in the nation — the notorious “Frankenstein ” veto.
Modern governors, Republicans and Democrats, have used this veto trick with increasing gall. They cross out all but a handful of unrelated words and figures across long passages of spending bills. The remaining bits and pieces of sentences can then be stitched together to create law completely unrelated to the original text.
It ‘s a lot like the way literature ‘s Dr. Frankenstein stitched together his monster.
“Lawyers, I suppose, were children once,” wrote English essayist Charles Lamb.
Now, it seems, the lawyers are children. Well, maybe not quite. But here in Gotham, a handful of law-themed high schools and middle schools are teaching student the ropes of legislation and litigation. Law-themed high schools? Yep, you heard that right.
The curricula at the public schools, some of which are part of the New Century Initiative, a decade-long effort to improve schools in the inner-cities, isn’t all-law-all-the-time. Students are expected to follow the curriculum outlined by the Department of Education, so reading, writing and ‘rithmetic stay on the agenda.
But much of the curricula relates directly to law. At the Urban Assembly Academy of Government and Law in Manhattan’s Lower East Side, for instance, freshmen take U.S Government for two semesters. By their sophomore year, students begin taking an American law course taught by a former attorney.
Freshmen at the Urban Assembly School for Law and Justice in Brooklyn preside over a hypothetical case involving injury suffered from Fluffy, a ferocious dog, and an apartment building owner that is sued as a result.
Global economic growth has brought “hundreds of millions” of people out of abject poverty, particularly in Asia, the former Fed chief pointed out, and that has been the result of market forces at work.
“The most extraordinary example is China. China is moving towards capitalism. that’s precisely what it’s doing,” Greenspan said. Nevertheless, Greenspan argued, rising inequality of income is creating new problems, and declining U.S. education standards, especially in math and science, are doing harm to the historic “balancing” of income levels.
While Iowa’s school system continues to rank high nationwide, it is no longer at the top in reading or math as it was in the early 1990s, according to results from a highly regarded exam called the National Assessment of Educational Progress.
“We’re not competitive,” said Des Moines businessman Marvin Pomerantz, a longtime education advocate who has criticized the results produced on Jeffrey’s watch. Pomerantz even threatened to sue the state last fall over what he called a failure to provide an adequate education for all children.
“We don’t win when we compete with other kids and countries,” he said. “We used to win. We were best in the nation. Now we’re not the best.”
Results from the 2007 National Assessment of Educational Progress, published last fall, showed that seven states had children who ranked above Iowans in fourth-grade math, four did better in fourth-grade reading, seven ranked higher in eighth-grade math and three scored better in eighth-grade reading. Nearly half the nation’s students recorded average scores similar to Iowa’s, according to the report.
JUDY WOODRUFF: Now, using public school military academies to teach leadership and boost test scores in low-income urban neighborhoods. NewsHour correspondent Elizabeth Brackett of WTTW-Chicago has our report.
ELIZABETH BRACKETT, NewsHour Correspondent: The cadets at the Marine Military Academy in Chicago listen up as commands are given. One hundred and twenty eight students attend the new school, the fifth in the Chicago public school system to adopt a military model.
The program is led by Retired Lieutenant Colonel Rick Mills.
RICK MILLS, Chicago Public Schools: The purpose of the military academy programs is to offer our cadets and parents an educational choice among many choices in Chicago public schools and to provide an educational experience that has a college prep curriculum, combined with a military curriculum.
ELIZABETH BRACKETT: Over 10,000 Chicago high school students now wear a military uniform to class.
James Ely of Madison has made a late December entrance to the 2008 Madison School Board race.
On Friday, an official in the City Clerk’s Office said Ely is a registered candidate for Seat 7, which will be open next spring when veteran School Board member Carol Carstensen retires from the board.
Ely has until 5 p.m. on Wednesday, Jan. 2, to turn in his nomination papers, which had not been filed as of Friday.
Ely will take on Ed Hughes, a Madison attorney whose children have attended east side schools and who declared his candidacy for the Carstensen seat over six months ago.
There’s still time to complete the MMSD Board of Education Community Fine Arts Task Force’s Arts Education Survey.
Access to the on-line surveys will remain open through December 31, 2007. Input from the community is very important and will help inform and strengthen the Task Force?s recommendations on arts education (dance, music, theater, visual arts). The results of this work will be compiled and presented to the Madison Metropolitan School District Board of Education next spring and shared with the public. All individual answers will be kept confidential. In appreciation of your time in completing the on-line survey, your name, if provided at the end of the survey, will be entered into a drawing for a chance to win a pair of complimentary tickets to a Madison performance or admission to local arts venues.
If you have any questions, please feel free to contact task force members at email@example.com.
here are three distinct surveys. Please select the one on-line survey that best represents you. Click here for the survey, available in English, Spanish, and Hmong: http://mmsd.org/boe/finearts/.
Long after the final bell at Thomas Jefferson Elementary School in Anaheim, more than 100 students from first through sixth grade sit quietly at their desks. The only sounds are of pencils moving, chairs squeaking and the occasional whisper.
This is homework time for one of the 46 schools where 4,800 students are enrolled in Anaheim Achieves, an after-school program operated by the Anaheim Family YMCA.
In room 16, first-graders have finished their homework assignments and are drawing a picture of a cat from a book. Some glance at others’ work. Some giggle. Some are fully absorbed. Once done, students must write a sentence describing what is happening in the picture.
“It helps them with their comprehension skills,” said Julia Turchek, a first-grade teacher who volunteers every Monday and Wednesday.
Now in its ninth year, the program works closely with several Orange County school districts, such as Magnolia, Savanna, Centralia and Anaheim, and collaborates with other support groups, including the city of Anaheim, Orange County Department of Education, Boys and Girls Clubs of America and AmeriCorps. Together they help address the academic and mentoring needs of children.
Science teacher Rod Ziolkowski is spending his winter break working, just as he did Thanksgiving and practically every evening and weekend since the fall. Ziolkowski, dedicated as he is, is not preparing lesson plans but writing college recommendations for his students at Whitney High School in Cerritos. He expects to crank out 100 or more letters by the time admissions deadlines arrive in January.
He has plenty of company. At public and private schools from coast to coast, teachers are engaged in one of the most time-honored but overlooked aspects of the admissions process.
A strong teacher recommendation can add flesh, bones and personality to a packet of test scores and grade point averages and convince a college admissions director that a particular student would be a valuable asset on campus.
Simply put, Fairfax high schools set a higher bar for grades than those in Montgomery. To earn an A in Fairfax, it takes a score of 94 to 100. In Montgomery, it takes a score of 90 or higher. Standards for grading in the two counties, including bonus point calculations, are so out of sync that it appears possible for a Fairfax student to earn a 3.5 grade-point average for the same work that gets a Montgomery student a 4.6 GPA.
Parents nationwide are increasingly frustrated with wild variations in grading systems that, they say, are costing their children thousands of dollars in merit-based scholarships and leaving them disadvantaged in college admissions.
Sensitivity to grading is particularly acute in Fairfax and Montgomery — large, affluent counties that send more students to college each year than other local school systems. But grading disparities also have enraged students and parents elsewhere.
We’ve selected a range of materials to help you:
- Show science demonstrations by MIT faculty in your classroom.
- Provide alternate explanations to reinforce key concepts.
- Guide students to additional homework problems and exam examples.
- Add to your knowledge.
I asked readers how to fix Coolidge High. They quickly filled my e-mail basket with suggestions. Interestingly, this varied group of people agreed on so many points I can summarize their recipe for turning around Coolidge — and schools like it — in just seven steps:
1. Train teachers better. Greg Prudich, president of the Mercer County (W.Va.) Board of Education, said training must be “intense, disciplined, research-based, and result-directed. Require it, and a lot of it. We do a lot of teacher training, and it does benefit everyone.” But it has to fit with whatever the individual school is doing, and include follow-up sessions by the trainer and the principal. Too many school districts schedule big training sessions that are little more than the fad of the month, delivered by a high-priced speaker. Susan Sandler, president of the Justice Matters Institute in San Francisco, notes her group and others have just produced a study, “High Schools for Equity,” focusing on five urban public high schools that are having success. The study was conducted by Linda Darling-Hammond at Stanford University and recommends more investment in teacher preparation and development.
2. Let principals hire and fire staff. One math teacher at another D.C. high school said, “Principals need the ability to clean house and hire teachers that will continually strive for progress and not give up hope on our children.” Barry Fitzpatrick, principal of Mount Saint Joseph High School in Baltimore, said, “It seems to me this would allow for the creation of a motivated core of teachers.” I have examined closely some charter high schools that are raising student achievement in low-income neighborhoods. Their ability to recruit the best teachers they can find, and dismiss those who are not productive, is among their greatest advantages over schools like Coolidge.
3. Remove disruptive students. This seems obvious to many readers. One reader who favors giving good, serious students their own classes acknowledged the idea has a significant flaw. This reader, with 34 years of experience in urban public education, said: “The most common argument against my proposal was always, ‘Would YOU want to work in the place where the OTHER students were grouped?’ ” The reader said: “I would be willing to work in both. Both groups of students are important and valuable, but they cannot be approached in the same manner.” A Montgomery County teacher who specializes in helping disruptive and at-risk youth had three practical solutions for dealing with such students: Get them into more extracurricular activities, upgrade cafeteria food and require school uniforms. Several readers said that was fine, but if troubled students interfered with the learning of conscientious kids, they had to be put somewhere else.
Our nation’s classrooms no longer emphasize substantive expository and persuasive writing built upon strong foundational knowledge. This dumbing down of students’ writing and reading is one of the main reasons that students are not ready for college after graduating from our high schools.
During this last decade, public-school teachers have been forced to teach the personal victimization narrative (with an emphasis on “voice”) to get their students ready for the state-mandated tests which contain writing prompts such as “the importance of understanding your heritage,” “a time you made an important choice,” “the importance of accepting others as they are,” “the affect someone you admire can have on your life,” “whether it is important to seek friendships with people who are different from you,” or “the importance of participating in an activity you enjoy.”
Students have been taught that they will get a higher score on these writing prompts if they will build up a dramatic social injustice, victimization essay even if the personal references are bogus. Correct grammar, spelling, usage, punctuation, and capitalization are not factored into the final score so long as they do not “disrupt” communication; and if the student makes a high enough score on his essay, the questions on the multiple-choice editing/revising section count very little.
Parents at an elementary school here gathered last Thursday afternoon with a holiday mission: to prepare boxes of food for needy families fleeing some of the world’s horrific civil wars.
The community effort to help refugees resembled countless others at this time of year, with an exception. The recipients were not many thousands of miles away. They were students in the school and their families.
More than half the 380 students at this unusual school outside Atlanta are refugees from some 40 countries, many torn by war. The other students come from low-income families in Decatur, and from middle- and upper-middle-class families in the area who want to expose their children to other cultures. Together they form an eclectic community of Buddhists, Christians, Hindus, Jews and Muslims, well-off and poor, of established local families and new arrivals who collectively speak about 50 languages.
“The fact that we don’t have anything in common is what we all have in common,” said Shell Ramirez, an American parent with two children at the school.
Tom Loveless, senior fellow and director of the Brown Center on Education Policy at the Brookings Institution, has been making trouble again. His latest report asks, “How Well Are American Students Learning?” It upends hitherto highly regarded research based on data from several countries that says more time for instruction and homework has a negative correlation with achievement — in other words, the more teaching at school and more homework at home, the less you learn.
Loveless thought that didn’t make much sense, given other research that associates more time on task with more learning. In the report, he comes at the international data from a different direction, focusing on changes in instructional and homework time rather than on static measures. He finds that class time strongly correlates with achievement and that the apparent negative effect of homework disappears.
I was thinking: uh-oh. New data on homework, anything on homework, is always going to get mixed reviews. The pro- and anti-homework camps are dug in, their artillery lined up, their troops heavily armed. Loveless is a conscientious researcher, but I suspect he will pay for his attempt to clarify the issue.
School’s out for the holidays, and it’s probably the last thing on anyone’s mind. But in the marginalized world of music education, a good deal of serious thinking needs to be done. Now that Charles Dickens’s Christmas ghosts have made their rounds for the year, perhaps they might be enlisted to provide perspective and encourage some soul-searching.
The crisis of the moment has partly to do with Mayor Michael R. Bloomberg’s announcement last summer that New York City schools would be required to teach the arts, and that principals would be rated annually on their success, much as they are in other subjects. In theory this could put some muscle behind the adventurous curriculum (or blueprint, as it is called) that the city’s Department of Education and a panel of arts consultants drew up in 2004: a kindergarten-through-12th-grade program that envisions choral and instrumental performance, the fostering of musical literacy and the consideration of the role music plays in communities and the world at large. The music proposed for this course was admirably boundary-free, cutting a swath from Beethoven and Puccini through folk songs, spirituals, jazz and pop.
The problem is that the 2004 blueprint is recommended rather than required. Given the paucity of music teachers in the system — there was one music teacher for every 1,200 students in 2006, Education Department officials have said — schools that could execute it in all its glory were few. Exactly how (and how quickly) that can change is unclear.
I took an Introduction to American Politics honors class with Professor John J. Pitney this past semester. He is a masterful teacher and this post will capture the lessons I drew on how to effectively engage a class. I hope it’s useful for other teachers reading this.
Be respected as an authority on the material: In any place where students are intellectually curious, they first want to be assured that you know your stuff. At most good high schools or colleges, it’s assumed teachers know the material. But effective teachers will provide background on how and why they know what they’re talking about. As students, we’re trained to be skeptical, so convince us.
Tell stories. This is a universal Good Thing for effective communicating, no less in formal teaching. His stories are all the more vivid since he was there (earlier in his career) — in D.C., in Albany, in the back room, wherever. 1) Make a statement, 2) Illustrate with a story, 3) Repeat.
Be weird and wacky. Pitney stomped and jumped all over the classroom. He did weird impersonations. He raised his voice, lowered his voice. He laughed. He showed odd videos. All this made him memorable. Weird is good.
Teach for America, a high-profile organization that recruits college graduates to work at least two years as teachers in low-performing schools, might be coming to Milwaukee.
Wendy Kopp, the founder and chief executive officer of the New York-based organization, visited recently, primarily in an effort to raise money but also to talk about the organization adding Milwaukee to the list of more than two dozen locations nationwide where it places teachers.
There would be substantial hurdles to clear before the idea could go forward. At minimum, there wouldn’t be Teach for America people in Milwaukee classrooms until September 2010.
“We’re at such the beginning stages of even thinking about this – the conversation around whether it would ever make sense to build a Teach for America presence here in Milwaukee,” Kopp said in an interview. But she said the idea had appeal.
Jim Rahn, education program officer for the Kern Family Foundation, based in Waukesha, said: “I’ve felt for a long time . . . that it would be a benefit, a blessing to Milwaukee, and you could add Racine and Kenosha, if we could find a way to work with Teach for America to provide another vehicle for talented, committed youth to enter the field of education, serving particularly in high-needs schools.”
The Kern foundation has emerged as a major force in local philanthropy and was one of two destinations for Kopp during her visit. The other was the Bradley Foundation.
“It’s an exciting year in D.C. public schools!” Burton told the Back to School Night crowd, and there were nods and murmurs of assent.
He ticked off an impressive list of Coolidge’s new and improved. A renovated teachers’ lounge; a new community resource center; $1.3 million in paint, plumbing and roofing; almost $3 million for a new track-and-field area. Six Advanced Placement classes were added, and $15,000 was found to send almost 20 percent of the teachers to AP training. Zero tolerance was the new law — no phones or iPods — and for the first time, Coolidge required uniforms.
“Our kids look like ladies and gentlemen when they come to school,” said Terry Goings, president of the Parent Teacher Student Organization.
Yes, yes they do, the crowd responded.
“Thank you for your faith in public schools,” said Victor Reinoso, deputy mayor for education.
“This is going to be the best high school in the District!” said Greg Roberts, a 1975 Coolidge alum whose D.C. Children and Youth Investment Trust donated funds.
http://www.telegraph.co.uk/ (search for “stripper school”)
A schoolboy had a 16th birthday to remember after a stripper ordered by his mother turned up at his drama class.
The boy’s mother apparently booked a “gorilla” to mark her son’s big day through an agency, but a stripper turned up instead.
The woman even asked her son’s teacher at Nottingham’s Arnold Hill School and Technology College to film the event so the family could see the boy’s reaction.
The stripper, who arrived halfway through the lesson, first walked the unnamed boy around the class on all fours like a dog.
She then spanked him 16 times – once for each year – to the sound of Britney Spears, before stripping down to her bra and knickers.
Boy, do I miss the good ‘ol days.
An understanding of basic math and reading is a better indicator of future academic success than behavior is in preschool and kindergarten students, according to a recent study led by a Northwestern professor.
SESP professor Greg Duncan led an 11-person team in a four-year study researching factors affecting how well students do in school.
“We were interested in assessing the relational predictive power of various skills â€¦ kids had when they entered school,” Duncan said.
The researchers studied students entering school, looking at their academic performance, sociability and the number of fights they were involved in. They looked at data for students, in some cases up to seventh grade, and found that those who mastered elementary math and literacy skills early on were more likely to succeed in school, regardless of behavior, than those who were well-behaved but didn’t master academics. The study controlled for economic and family factors.
Judged by the Australian Labor Party’s education policy and subsequent comments by Deputy Prime Minister and Education Minister Julia Gillard, the answer is straightforward. In a recent interview in this paper, Gillard, on being asked the core purpose of her portfolio, replied: “So while my portfolio can be a mouthful, I’ll be happy to be referred to simply as ‘the minister for productivity’.”
Such a utilitarian view of education is mirrored by Labor’s policy document entitled Establishing a National Curriculum to Improve Our Children’s Educational Outcomes, released last February.
The opening paragraph, in justifying the need for a nationally consistent curriculum in core areas such as mathematics, the sciences, English and history, argues: “For Australia to succeed in a highly competitive global economy, our children need to have the best education possible.
“Better education outcomes deliver a real and tangible benefit to our nation’s economy, lifting productivity and allowing people to get better jobs that pay more.”
Referring to a speech by Productivity Commission head Gary Banks, Labor’s national curriculum paper justifies investing more in education by linking raised standards to increased productivity and building human capital. Another paper released early this year, Federalist Paper 2: The Future of Schooling in Australia, written on behalf of state and territory governments, also justifies the needto strengthen standards by linking education to higher economic efficiency and workforce participation.
John Keilman and Kuni Takahashi:
It has been 11 years since Olivia and Juan Francisco Casteñeda left the poverty of Zacatecas, Mexico, for the poverty of the Quad Cities.
Despite their struggles, they have no doubt that they made the right decision.
Back home, they said, they would be lucky to find jobs at all, while the cost of food would be even higher. Though the family often runs short of money in Rock Island–needing help to pay bills or feed the five kids and two grandkids–Juan Francisco Casteñeda said life in America is better by reason of simple arithmetic.
“In Mexico, the pay is much less than here,” he said in Spanish. “There, for eight hours of work they pay 100 pesos”–about $9.
Castaneda, 47, pulls down about $24,000 annually from his job in a scrap yard, cutting up John Deere tractors and other old machinery with a torch. It’s a decent salary for someone with little education and no English skills, and it has allowed the family to buy an aging, drafty three-bedroom house. But it’s not nearly enough to meet the family’s needs.
The kids get their clothing secondhand, and five girls share a single bedroom. Food often comes from a church pantry. In the winter, their monthly gas bill–about $480–is higher than their $420 mortgage payment. Even in a land of relative plenty, it’s a hard way to live.
Georgia’s new Special Needs Scholarship program was built on the promise that public school families of disabled children would get more schooling options. It was, nonetheless, a disappointment for most first-year applicants. According to state Department of Education figures, of 5,750 families who applied for a tuition voucher, 85 percent either couldn’t find a campus to accept their children, couldn’t afford the additional private school costs or didn’t meet all of the scholarship’s eligibility criteria. Nearly 900 families are getting financial aid, however, and supporters are convinced more children will be helped next year if more schools are willing to accept the vouchers. State lawmakers narrowly passed Georgia’s first K-12 school voucher program in the spring. Modeled after a Florida program, the plan was to give families of public special-education students more educational choices by offering them tuition vouchers to use at participating private schools. When the program opened this summer, education department and school officials were flooded with telephone calls, e-mails and applications. By the September deadline, thousands had applied. Late last month, 899, or 15 percent, of them received tuition checks. Families looking for vouchers were stymied partly by timing. Still, families, special education advocates and private school administrators say one of the biggest obstacles to finding a new school was the cost. Parents are expected to pick up the tab for any tuition the voucher does not cover, as well as expenses such as transportation and physical therapy.
Kuss Middle School serves students in Fall River, Mass., a former mill town that has struggled economically for decades. Students at Kuss have struggled, too, usually falling short of making the academic progress required under the No Child Left Behind law.
Then, last year, the school received a grant to experiment with extending the school day. Teachers got paid at a higher hourly rate.
Students weren’t thrilled at first with leaving school at 4:15 p.m. instead of at 2:20 p.m. But the added hours gave them more time for physical education and let them select special interest classes, in which teachers bolstered student skill deficits as revealed by testing. By the end of the year, student scores had risen by enough to enable Kuss to make the progress required under the federal No Child Left Behind law.
The only surprise is that more districts haven’t lengthened school schedules set decades ago to accommodate a farm economy rather the information economy of today.
Local school districts continued to turn to the unrestricted community service levy this school year, boosting taxes paid to the fund by 10%, almost twice the increase in their total property tax income.
For the 2007-’08 school year, the 60 public school districts in the five-county metro Milwaukee area plan to raise nearly $22.6 million through the community service levy, which has grown rapidly since the state Legislature removed it from under revenue caps seven years ago.
Statewide, school systems will receive about $66.6 million in community service funds through property tax increases this school year, according to information from the state Department of Public Instruction. That compares with just over $17 million raised by Wisconsin school districts for community service activities in 2000-’01, the first year the fund came out from under the state revenue controls.
When legislators first removed community service activities from under the strictures of revenue caps, they said they did so because school districts that run recreational departments for their communities should not be forced to cut educational services to fund outside activities.
Tax and spending growth in Madison’s Fund 80 has also been controversial.
Freedom to Learn (FTL) is a statewide initiative aimed at improving student achievement and engagement in our Michigan schools. FTL is the catalyst for changing the way students learn and teachers teach. The demands of a 21st century educational system make this change necessary.
FTL empowers teachers to individualize instruction for every child — truly to leave no child behind. FTL creates an environment where every child can have an Individualized Education Plan (IEP), where learning occurs anytime and anywhere, where students are motivated by their own medium of expression. FTL accomplishes this new educational vision through a one-to-one learning environment, in which every student and teacher has access to his or her own wireless laptop in a wireless environment.
6. One-to-One Education Is Accepted As the Global Goal. Three-quarters of U.S. school superintendents are planning for it. Maine, Massachusetts, South Dakota, Michigan, Arizona, Utah; England, Australia, Brazil, Mexico, Singapore, Nigeria, India, and China are implementing it. If your state or country is not planning for this, you will be left behind in the 21st century. Using global digitized knowledge to teach and learn will become the only obvious solution in education; the goal becomes connecting every child to this knowledge via the Net.
When Daniel Barenboim returns to the Royal Festival Hall in the new year, where he made his London debut at the age of 13, he is planning to launch an impassioned plea to educate young people about music.
It will be the first time in more than 40 years that Barenboim has performed all of Beethoven’s 32 piano sonatas in London; the last time he played them in their entirety was at the Queen Elizabeth Hall in 1967.
But as well as performing eight concerts, the legendary pianist and conductor is using his return to the Southbank next month to warn that in many countries, music has disappeared from the education curriculum, making it appear elitist and depriving people of a life-enriching experience.
Barenboim will deliver a series of lectures, as the first speaker in the Southbank Centre’s “Artist as Leader” programme, looking at the role of the artist in society.
He said: “Music has disappeared from the education curriculum and this has far-reaching consequences. It means there are billions of people who have no contact with music, and I believe their lives are all the poorer for that.”
In the Southbank Centre members’ magazine, he said: “The problem is that music now appears only to a small quantity of the population and therefore it is too expensive, which in turn makes music look elitist, which of course it isn’t.”
To evaluate the adequacy and efficiency of preschool education, the RAND Corporation has undertaken the California Preschool Study to improve understanding of achievement gaps in the early elementary grades, the adequacy of preschool education currently given, and what efficiencies or additional resources might be brought to bear in early care and education. Despite rising achievement levels in recent years, a substantial percentage of second- and third-graders do not meet state education standards in English-language arts and mathematics. Some groups of students are falling short by larger margins than others. English learners and students whose parents did not graduate from high school have the highest proportion who fall short of proficiency in second and third grade. Percentages of black, Hispanic, and economically disadvantaged students falling short of proficiency in the same grades are also high. Measures of student performance in kindergarten and first grade show similar patterns of who is ahead and who is behind. Preschool appears to be a promising strategy for narrowing achievement differences. The size of the achievement gaps that currently exist and the strength of the evidence of favorable education benefits from well-designed preschool programs make a solid case for considering preschool as a component of a multi-pronged strategy for closing achievement gaps in California.
Beginning teachers have better academic credentials than their predecessors did a decade ago, suggesting that tougher requirements at all levels — from the federal government to the local teacher’s college — have forced teachers’ colleges to improve offerings while luring more qualified candidates into teaching.
A new study, released today by the Educational Testing Service, which designs the Praxis test taken by most new teachers, finds that qualifications have risen rapidly, with candidates’ verbal SAT scores rising 13 points and math scores rising 17 points. The percentage of candidates reporting a 3.5 GPA or higher rose from 27% to 40%.
The gains hold across gender, racial and ethnic lines.
Officials Give School One Year Extension
BOSTON — State officials are allowing a controversial special education school to use electric shock treatments on students for another year.
But the state’s Office of Health and Human Services said the extension for the Judge Rotenberg Educational Center comes with conditions.
The decision comes after an August incident in which two emotionally disturbed students were wrongly given dozens of shocks after a prank call from a person posing as a supervisor.
After the Aug. 26 call, the teens, ages 16 and 19, were awakened in the middle of the night and given the shock treatments, at times while their legs and arms were bound. One teen received 77 shocks and the other received 29. One boy was treated for two first-degree burns.
I’M KIND OF EMBARRASSED to see this happen in Tennessee: “According to the Williamson County School System, self defense is no defense when it comes to getting suspended for fighting. ” In that case, I think she should sue the school system and principal for failing to protect her.
They are bored — so much so that they may not pay attention in class or will act out in frustration.
Some make poor grades, either because they no longer care or because they have spent so many of their younger years unchallenged that when they suddenly face a rigorous course in middle or high school, they don’t know how to study.
They are the nation’s gifted children, those with abilities beyond other children their age. Too many of their abilities, advocates argue, remain untapped by U.S. schools that don’t serve them as they focus instead on lifting low-achieving students to meet the goals of the federal No Child Left Behind law.
Statistically, 20 percent of U.S. school dropouts test in the gifted range, said Jill Adrian, director of family services at the Davidson Institute for Talent Development, a nonprofit founded by philanthropists Bob and Jan Davidson out of a concern that the nation’s most gifted and talented children largely are neglected and underserved.
Related: “They’re all rich, white kids and they’ll do just fine” by Laurie Frost & Jeff Henriques:
Two of the most popular — and most insidious — myths about academically gifted kids is that “they’re all rich, white kids” and that, no matter what they experience in school, “they’ll do just fine.” Even in our own district, however, the hard data do not support those assertions.
When the District analyzed dropout data for the five-year period between 1995 and 1999, they identified four student profiles. Of interest for the present purpose is the group identified as high achieving. Here are the data from the MMSD Research and Evaluation Report from May, 2000:
Group 1: High Achiever, Short Tenure, Behaved
This group comprises 27% of all dropouts during this five-year period.
“I see it as a social justice issue–I want them all to be in excellent schools. The kids in Tenleytown are getting a wildly different educational experience than the kids in Anacostia, so our schools are not serving their purpose.”
So says D.C. schools Chancellor Michelle Rhee, who has brought an unusual sense of urgency to her new job. One of her first decisions was to get rid of the furniture. When she arrived last summer, she says, there was a whole area, complete with couch and chair and TV for lounging in her sprawling, pink-carpeted office. Wasted space, she thought, “When am I ever going to have time to sit?”
That was a pretty good prediction for a woman whose first five months on the job have been a whirlwind of jousting with the dinosaurs in the city’s education bureaucracy. So far, in her quest to turn around the public school system, she’s taken on the unions, the city council and, most recently, hundreds of angry central-office workers.
This week, the city council gave preliminary approval to Chancellor Rhee’s request for authority to fire nonunion employees in the central office. She knew it was going to be a political firestorm, but she’s worked hard to convince her skeptics that protecting an ossified bureaucracy isn’t in anyone’s best interests. “I think it’s a critical piece of this equation,” she says of the personnel legislation, “and if someone like me can come in, guns blazing, and make all the hard calls . . . we can actually see how much progress we can make for the kids.”
Clusty search on Michelle Rhee.
It wasn’t enough for Beverly Petrie and her fellow school activists to help the Stillwater district reap some funding in the Nov. 6 election. After they fought for the levy, they figured there was more to be done. So, they decided to set their sights on lobbying the Legislature on behalf of the district this winter.
“One of the things we heard a lot during the [levy] campaign is people believe it’s the state’s responsibility to pay for public schools,” Petrie said. “So, hearing that so often during the campaign, it’s hard for us to let it all collapse at this point.”
Thus began Stillwater schools’ legislative action committee, still without an official name or agenda.
Around the Twin Cities, parents are banding together to take the cause of their school districts to the Capitol. Often, they’re trying to help secure more funding. With the beginning of the legislative session about two months away, such groups are now holding their first meetings and formulating legislative platforms.
More and more teenagers are publishing their photos, diaries, videos and art online, fueled in part by social networking sites such as Facebook and MySpace, according to a report released Wednesday.
Almost two-thirds of online teens have created something online, whether it’s a personal Web page or a remixed video, according to a study by the Pew Internet & American Life Project. Sites such as Facebook and MySpace have opened the doors, giving them many of the necessary tools.
“Social networking is this fabulous opportunity to share content,” said Amanda Lenhart, co-author of report. “You’re not just posting it in a vacuum. You’re also getting feedback from people.”
The report found that 39 percent of online teens have shared their personal art, photos, stories or videos on the Internet, up from 33 percent in 2004. Almost 30 percent have penned their own online journal or blog, up from 19 percent in 2004. And 26 percent, up from 19 percent, have remixed content – often known as mashups – using the content they find online and turning it into their own creations, the study said.
“I think it’s becoming a cultural norm for younger people to share and produce information and content for their peers online,” said Fred Stuzman, co-founder of ClaimID.com and a graduate student at the University of North Carolina at Chapel Hill.
Her mother had her young and Tawana Webster did the same with her kids, the first one born when she was still a child.
Looking for love, acceptance, who’s to say why she became pregnant at 14? She still doesn’t know.
But she didn’t want the same for her children.
Her oldest, a 19-year-old graduate of Schlagle High School, received a junior college football scholarship. She attended each of his high school games, froze in the bleachers and cheered him on.
Her 17-year-old daughter graduates next year and wants to be a nurse. Schlagle teacher Mal McCluskey called recently and said a boy was hanging all over her. Webster sat her daughter down that night before dinner.
Your conduct and the way you carry yourself are very important, Webster, 34, told her. You don’t want people thinking of you that way. You have more going for you than that. Learn from my mistakes.
FLORIDA TODAY analyzed seven years of misbehavior incidents reported by the district to the state. The newspaper calculated a rate, which is the number of incidents per student, so schools could be compared regardless of their enrollment size.
The findings, which cover the 2000-01 through 2006-07 school years, showed:
- The rate of minor violations, such as skipping detention and classroom misconduct, has been on the rise for six of the past seven years, including the past two, while the rate of serious offenses steadily declined each year. Still, both serious and minor incidents in middle schools outpaced those at the high school level. Serious incidents include fighting, drug and tobacco use and possession, battery and making threats against others.
- Showing disrespect toward teachers and insubordination — the blatant refusal to follow directions or rules — were among the most common minor violations committed by middle-schoolers.
- Of the 12 middle schools, Jackson in Titusville had the highest rate of overall incidents, including minor and serious offenses, each year, except 2001-02 when it had the second highest rate behind Southwest in Palm Bay. Two beachside schools — Hoover in Indialantic and DeLaura in Satellite Beach — had the lowest rate of overall incidents during the past seven years.
Top education officials are taking a get-tough approach in their struggle to improve city high schools. They’re grilling all the principals on everything from test scores to student attendance. The sessions are modeled on a successful crime prevention program in New York and they are subjecting principals to a level of scrutiny they aren’t used to.
In recent years, the story of Chicago’s public schools has been one of two different districts, the elementary schools and the high schools. In the lower grades, test scores are on the rise and optimism abounds. But in the high schools, large numbers of kids continue to drop out, the graduation rate remains stuck at around fifty percent and test scores have shown little to no improvement. Arne Duncan is Chicago Public Schools’ CEO.
DUNCAN: And so we really wanted to put a spotlight on high school performance. Principals are accountable for their body of work, which is their school’s performance.
To drive home the message, Duncan and his aides are embracing a program initially designed to cut down on crime, not high school dropouts. The New York City Police Department launched COMPSTAT in 1994. Every week, local precinct commanders would come before top police officials, armed with statistics, and have their crime-fighting strategies picked apart. The Chicago Public Schools version of the program puts high school principals in the hot seat.
A charter school that will serve students with autism-spectrum disorders in grades 6 to 10 is being hailed as a haven for teens with special needs — and their families.
You can see the ache in Tamara Phillips’ eyes.
As her autistic daughter, now 14, has grown, so too has the loneliness: her daughter’s loneliness in school, but also the parents’ loneliness — because having an autistic child can seem a solitary climb up a very long hill. “There’s a lot of pain,” Phillips said.
Tired of it feeling alone and weary of years of pushing public schools to better educate their kids, a group of parents of autistic children is starting a charter school specifically for older students with the disorder. When Lionsgate Academy opens, scheduled for the fall of 2008, it will be the only public school in Minnesota — and one of only a handful in the country — designed for children with autism-spectrum disorders.
The causes of autism remain largely shrouded in mystery, but there are some types of the disorder that can be traced to specific gene defects. The most common of these — responsible for roughly 5% of autism cases — is a flaw in the X chromosome that causes a condition known as Fragile X Syndrome. Because the defect has been studied on a molecular level, it provides a unique window into understanding autism — and treating it. And that is why a paper published in this week’s issue of the journal Neuron is bound to generate excitement, even though the work was done in rodents. It shows that wide-ranging symptoms of Fragile X, which include epilepsy, impaired mental functioning, aberrant brain structure and other abnormalities, can be reversed. The work, researchers say, holds enormous promise for humans with Fragile X and probably for other forms of autism as well.
Around 6:26 p.m. on December 20th Madison police responded to the 2300 block of Eton Ridge to meet with a robbery victim. A 16-year-old told police he had just finished basketball practice and was crossing Regent Street when he observed a group of approximately seven individuals. The victim walked from Regent Street to Virginia Terrace [MAP]
to where his car was parked on Eton Ridge. As he neared his vehicle he says three from the group he had noted moments earlier came up quickly behind him. He says perpetrator #1 grabbed him and demanded money. He did not have any money. The victim says #1 next rummaged through his pockets and stole his iPhone.
No weapon was seen, and it is not known whether this robbery and another (case #152841) that happened on N. Mills Street two hours later are connected.
Lakshmi Pratury talks about letter-writing, and shares a series of notes her father wrote her before he died. This short talk may inspire you to set pen to paper too.
The future of the state’s voluntary school integration program in Madison was thrown into doubt Thursday by a formal opinion from Wisconsin Attorney General J.B. Van Hollen declaring it unconstitutional to use race to block students’ attempts to transfer to other school districts.
The 11-page opinion, issued in response to a Sept. 17 request by Deputy State Superintendent of Public Instruction Tony Evers, isn’t legally binding. However, courts consider interpretations offered by attorneys general, and the opinions can carry weight among lawmakers, too.
Madison is the only one of the state’s 426 public school districts that invokes race to deny some students’ requests to transfer to other districts under the state’s open enrollment program, the Wisconsin State Journal reported on Sept. 9.
In response to Van Hollen’s opinion, Madison schools Superintendent Art Rainwater said he and the district’s legal staff will review the document and confer with DPI officials before commenting.
“As we always have, we have every intention of obeying the law,” Rainwater said.
Figures compiled by the State Journal showed the Madison School District cited concerns over increasing its “racial imbalance” in rejecting 140 transfer requests involving 126 students for this school year. There are more applications than students because some filed more than one request.
All of the students involved in those rejected transfer requests were white.
The number of race-based rejections represents a 71 percent increase over the previous year, according to data supplied by the district. The number of rejections has nearly tripled since the 2004-05 school year.
This is an interesting paradox, a District that takes great pride in some area rankings while at the same time being resistant to such movements. Transfers can go both ways, of course. Redistributed state tax dollar transfers and local property tax & spending authority dollars are tied to enrollment.
Todd Richmond has more along with Alan Borsuk:
According to DPI spokesman Patrick Gasper, Madison is the only district in the state that could be directly affected. The Madison district has refused to allow students, almost all of them white, to enroll in other districts because of racial balance issues. This year, about 125 students were kept from transferring, Madison Superintendent Art Rainwater said.
Milwaukee Public Schools followed a similar practice in the late 1990s but changed policies about eight years ago, allowing students to attend suburban schools under the state’s open enrollment law regardless of the impact on school integration in Milwaukee.
What should be done about the quality and quantity of standardized testing in U.S. schools? We touched on the subject in Freakonomics, but only insofar as the introduction of high-stakes testing altered the incentives at play — including the incentives for some teachers, who were found to cheat in order to cover up the poor performance of their students (which, obviously, also indicates the poor performance of the teachers).
Personally, I used to love taking standardized tests. To me, they represented the big ballgame that you spent all season preparing for, practicing for; they were easily my strongest incentive for paying attention during the school year. I realize, however, that this may not be a common view. Tests have increasingly come to be seen as a ritualized burden that encourages rote learning at the expense of good thinking.
So what should be done? We gathered a group of testing afficionados — W. James Popham, Robert Zemsky, Thomas Toch, Monty Neill, and Gaston Caperton — and put to them the following questions:
Should there be less standardized testing in the current school system, or more? Should all schools, including colleges, institute exit exams?
A groundbreaking effort to prepare Texas preschoolers for kindergarten has eaten up millions of taxpayer dollars but has yet to deliver on the investment, according to a new report released by the Texas Education Agency.
The findings spotlight a lack of budget transparency, little accountability and a lot of administrative overhead in the Texas Early Education Model, or TEEM, a state program run out of the University of Texas Health Science Center in Houston.
The program “operates in a netherworld of state finance” far removed from TEA oversight, according to the report by Edvance Research Inc., a San Antonio consulting firm.
State officials have pumped more than $45 million into the program since 2003. Yet the report found no proof that most children fared better in TEEM than in conventional preschool programs.
“I thought those were pretty damning conclusions,” said Samuel Meisels, a critic who runs the Erikson Institute, a Chicago graduate school that specializes in early-childhood development.
Sun Prairie residents are weighing whether, as students around the district are shuffled to fill a new elementary school, the make-up of a school with a lot of poor children should get an extra shake-up.
A proposal that would sharply lower the number of children at Westside Elementary School who receive free and reduced lunch would be good for that building, agreed most speakers at a three-hour public hearing Tuesday night.
But some parents whose children face a move when Creekside Elementary School opens in the fall wonder whether there would be too much upheaval as the effort to even out Westside’s demographics ripples district-wide.
To accomplish the desired socioeconomic goals at Westside, more enrollment boundary lines would have to be redrawn than if the district were simply filling the new school.
Sports provide many opportunities for students, often well beyond the physical effort, competition and team building skills. These two articles provide different perspectives on sports, particularly the climate around such activities and the people who give so much time to our next generation.
The Dane County Sheriff ‘s Office has fired Lt. Shawn Haney because he released to the Waunakee School District a report on a September underage drinking party allegedly involving Waunakee High School students.
Lester Pines, attorney for the 21-year veteran of the department who has no previous disciplinary record, said the termination was based on an ethics violation resulting from a “conflict of interest. ”
The sheriff ‘s report described a Sept. 30 incident that led to five people, including a member of the Waunakee High School football team, being charged with various misdemeanors. According to a criminal complaint filed Nov. 13, a witness told sheriff ‘s deputies investigating the party that “the majority of the Waunakee High School football team ” was at the party.
Waunakee School District Superintendent Charles Pursell did not return messages left Tuesday. He previously said several students, including football players, were disciplined in connection with the party and an elementary school teacher ‘s aide accused of hosting the party resigned. He also has said players weren ‘t disciplined before an important playoff game because the district ‘s investigation had not yet determined that any of them attended the party.
The coaching lifer, much like the three-sport varsity athlete, is on its way to extinction.
But walk into a Wisconsin Lutheran boys basketball practice, and it’s obvious there is plenty of life left in that team’s 62-year-old coach.
It has been quite a season for Dale Walz and the Vikings (4-1). Walz picked up his 500th career victory Dec. 7 when the Vikings topped Hartford, 58-47. More good news came Sunday when he learned he will be enshrined in the Wisconsin Basketball Coaches Association Hall of Fame next October.
Walz, in his 35th year as a coach at the prep level, enjoys the game as much as ever. The Vikings play host to Slinger in a big Wisconsin Little Ten Conference game tonight at 7:30.
“I’ve known since college I wanted to be a high school basketball coach,” Walz said. “The challenge is always there. There’s not a day that goes by at any time of the year when I don’t think about basketball.”
Walz, an assistant principal at Wisconsin Lutheran, has remained true to himself while making subtle adjustments to how the game and kids have changed since he ran his first practice at Lakeside Lutheran in 1973.
“He’s still intense, but everybody mellows a little,” said Ryan Walz, Walz’s second-oldest son and the Vikings’ junior varsity coach. “He’s changed with the kids, which is part of the reason he’s coached as long as he has.”
I learned a number of things from my coaches many (!) years ago – including Walz. Those include:
- the benefit of persistence and a willingness to keep on when most others give up, (I consider this an invaluable lesson),
- Drive, sometimes bordering on fanaticism 🙂
- The ability to push your body far beyond what was previously possible – and why that is important for one’s self confidence,
- Competing against the best is the fastest route to improvement,
- Duplicity, that is; things are not always black and white. The Waunakee story above reminded me of the fog that is athletic conduct rules (or, cheating – more), something important to understand as one travels through life,
- Growing up: the minute I realized that the NFL or NBA was not in my future, I became more interested in lifelong pursuits, including academics.
Looking back to the 1970’s, I am astonished at the level of time and effort my coaches put into a ragtag group of kids. Creating winners out of such raw material is an art.
Update: Susan Lampert Smith:
Boy, that Homecoming drinking party in Waunakee has a hangover that won’t go away.
So far, it’s cost the jobs of a Waunakee teacher’s aide, at whose home the party was allegedly held, and that of a 22-year veteran of the Dane County Sheriff’s Office, who was apparently fired ratting out the miscreants to the WIAA. Of course, that might have been because his son played for the football team of Waunakee’s arch rival, DeForest.
There are some lessons to be drawn from this fiasco: First, it seems that high school sports are just a little too important to people who are old enough to know better.
DeForest wasn’t the only Badger Conference town where people were rubbing their hands together in glee over rumors that, as one witness told the cops, “the majority of the Waunakee High School football team” was at the party. The celebrants hoped the players would get punished and miss some games. But really, why celebrate an event that could have cost lives in drunken-driving crashes?
Excel versions of the 2007-08 Class Size Preliminary Report are posted in the right-hand sidebar of this page. The report includes average class size data at the citywide, borough, district, and school levels. Given recent improvements in the course coding for the High Schools Scheduling and Transcripts (HSST) system, the high school (grades 9-12) portion of this year’s class size report is produced using a different methodology from previous years. For this reason, this year’s high school data is not comparable to the high school data posted in last year’s report. Please click here for a detailed explanation of the average class size calculation methodology.
A detailed PowerPoint presentation provides helpful information summarizing and explaining the report. It includes a review of salient changes to our reporting format, analysis of preliminary class size reductions, and other important notes about the preliminary data.
On the heels of news that better than two-thirds of the state’s school districts now offer 4-year-old kindergarten, an apparent backlash has turned the tide in several southeastern Wisconsin school districts.
First, there was the Elmbrook School Board narrowly rejecting administrators’ proposal to extend a 4K pilot that’s several years old. Then, on Monday, the Muskego-Norway School Board unanimously shot down a proposal to start junior kindgarten.
Last night, the Plymouth School Board held an hours-long hearing into whether to continue a 4K program that was started just last year. One of the guests was Republican state Sen. Glenn Grothman, a vocal opponent of 4K who has previously compared the publicly funded preschool program to communist schemes.
Related – Marc Eisen: Missed Opportunity for 4K and High School Redesign.
School districts will pay the cost of advanced placements exams for students eligible for free or reduced lunch under a bill Gov. Jim Doyle signed into law Wednesday.
This bill allows the Department of Public Instruction to apply for federal funds to cover the costs of these exams. AP exams help students earn college credit while still in high school.
Under previous state law, the local school district was required to pay for these exams. The U.S. Department of Education had taken the state’s previous statutory language to mean that only state or local funds should pay for these exams, which has prevented the state from receiving any sort of federal assistance.
“This common-sense fix allows Wisconsin school districts to compete for federal grants to cover the cost of advanced placement exams for low-income students,” said Lehman. “Wisconsin schools have missed out on $140,000 in grants this past year alone.”
Walter H. G. Lewin, 71, a physics professor, has long had a cult following at M.I.T. And he has now emerged as an international Internet guru, thanks to the global classroom the institute created to spread knowledge through cyberspace.
Professor Lewin’s videotaped physics lectures, free online on the OpenCourseWare of the Massachusetts Institute of Technology, have won him devotees across the country and beyond who stuff his e-mail in-box with praise.
“Through your inspiring video lectures i have managed to see just how BEAUTIFUL Physics is, both astounding and simple,” a 17-year-old from India e-mailed recently.
Steve Boigon, 62, a florist from San Diego, wrote, “I walk with a new spring in my step and I look at life through physics-colored eyes.”
Professor Lewin delivers his lectures with the panache of Julia Child bringing French cooking to amateurs and the zany theatricality of YouTube’s greatest hits. He is part of a new generation of academic stars who hold forth in cyberspace on their college Web sites and even, without charge, on iTunes U, which went up in May on Apple’s iTunes Store.
n his lectures at ocw.mit.edu, Professor Lewin beats a student with cat fur to demonstrate electrostatics. Wearing shorts, sandals with socks and a pith helmet — nerd safari garb — he fires a cannon loaded with a golf ball at a stuffed monkey wearing a bulletproof vest to demonstrate the trajectories of objects in free fall.
Virtual learning offers many opportunities for students AND teachers.
Fully half of the Class of 2006 at Lew Wallace High School, in the Rust Belt city of Gary, Indiana, graduated despite flunking the state’s Graduation Qualifying Exam repeatedly, which they are supposed to pass to graduate. Students had had five chances to pass, but the school ushered them out into the “real world” anyway.
The school was hardly an exception to some Iron Law that students don’t pass if they don’t pass the test. Five percent of the state’s graduates in 2006 donned cap-and-gown without ever passing the GQE. At 52 high schools, at least 10 percent of graduating seniors repeatedly flunked it
When Alex entered kindergarten, his teacher noticed he was having difficulties. He could not pass the school readiness test. His pediatrician determined he had ADHD. No one told me he might also have learning disabilities.
Blake passed the readiness test and seemed to be doing fine until second grade. In third grade, he began to slip in reading and other subjects that required him to read.
I read to my kids. We did homework and extra work together. I made flash cards and bought computer programs to help them. Why couldn’t my children read?
The latest plan will be presented to the public with an opportunity for comment early next year, said Sue Abplanalp, assistant superintendent for elementary schools.
Known as Plan A, it moves fewer children and brings building capacities and numbers of low-income students at all schools into closer alignment, said Kurt Kiefer, Madison schools’ director of research.
A few articles on the current tax and spending climate:
- Property Tax Frustration Builds by Amy Merrick:
In some markets where real-estate values had been rising sharply for years, property taxes are still climbing. That is because it can take a long time for assessments, which commonly are based on a property’s estimated market value, to catch up with the realities of the real-estate market.
The lag time has led to an outcry to cut property taxes reminiscent of the 1970s, says Gerald Prante, an economist with the Tax Foundation, a nonprofit, nonpartisan research group in Washington.
“In many cases, incomes were growing faster than property-tax bills in the 1990s,” Mr. Prante says. “Recently, property-tax bills have grown faster than incomes, on average.”
State and local property-tax collections increased 50% from 2000-06, according to Census Bureau data. During the same time period, the median household income rose 15%, before adjustment for inflation.
- A look at the progressivity of the Federal Income Tax by Alex Tabarrok:
Despite all the deductions, loopholes and clever accountants the federal income tax is strongly progressive. Moreover the federal tax system remains progressive even if you include the payroll tax, corporate taxes and excise taxes. The chart below with data from the Congressional Budget Office, shows the effective tax rate by income class from all federal taxes. Effective tax rates are considerably higher on the rich than the poor.
The effective tax rate is higher on the rich and the rich have more money – put these two things together and we can calculate who pays for the federal government. The final column in the table shows the share of the 2.4 trillion in federal tax revenues that is paid for by each income category.
School taxes increased more than 7 percent statewide, the biggest increase in 15 years, fueling renewed cries for reform of the state school funding system.
The state school finance system is “broken, ” said Pete Etter, interim superintendent of the tiny Black Hawk School District about 60 miles south of Madison, which had the highest local school property tax increase of any district in the state. “It ‘s not only Black Hawk. It ‘s every district in the state. ”
Critics say the system is flawed because state revenue limits for districts don ‘t grow enough, if at all. If state aid is insufficient, districts must turn to taxpayers, sometimes through referendum.
Dane County range
School taxes — as well as the total tax bill — depend mostly on where you live.
“This is one of the most important things we’ve brought before you,” Rainwater told the board. “It is critically needed to ensure our schools continue to be safe.”
“We’re walking a really fine line right now,” School Board President Arlene Silveira said. “I think these positions will really help keep us on the positive side of that line.”
The high school positions are designed to help students with behavior, academic, social, transitional and other problems who can hurt themselves and the learning environment, Memorial High School Principal Bruce Dahmen said.
In an interview before Monday night’s meeting, Pam Nash, assistant superintendent for high schools and middle schools said, “The number of incidents I deal with in the high schools and middle schools is going up every year. We want to get a proactive handle on it. It’s as simple as that.”
“This is not only important but critical to the future of our schools,” Superintendent Art Rainwater said as he recommended an initial proposal to spend $720,500 for security measures. The money is available through the recently signed state budget, a windfall Madison schools did not know they would get when the Board inked the final budget in October.
The board approved hiring four case managers at East, West, Memorial and La Follette and five positive behavior coaches will be brought on board at O’Keeffe, Sherman, Jefferson, Black Hawk and Whitehorse middle schools.
Seventh-grader Jessica Dodson walked into class and yanked Eric Clapton from the wall — the guitar, not the guitarist. Classmate Corey Cook already had Carlos Santana cradled in his lap, plucking out E-minor, C and G chords.
“On the C chord, I’m hearing some funky sounds,” teacher Darlene Dawson said after her 17 students at Metz Middle School in Manassas played “Eleanor Rigby” in unison. She played along with the students, having taken up the guitar just a few months ago.
This isn’t the kind of music class Dawson, a teacher for 25 years, is used to teaching. Or the kind students are accustomed to attending. Or what most students in U.S. schools are offered.
The elective class at Metz — with guitars named after guitarists — is being given as music education programs across the country are facing difficult times. Despite research showing that students who study music have better attendance, achievement and lifetime earnings, music classes are struggling to survive.
Kevin Carey has more.
Children at the Oakdale School here in southeastern Connecticut returned this fall to learn that their traditional recess had gone the way of the peanut butter sandwich and the Gumby lunchbox.
No longer could they let off their youthful energy — pent up from hours of long division — by cavorting outside for 22 minutes of unstructured play, or perhaps with a vigorous game of tag or dodgeball. Such games had been virtually banned by the principal, Mark S. Johnson, along with kickball, soccer and other “body-banging” activities, as he put it, where knees — and feelings — might get bruised.
Perhaps the most bizarre of all of the school restructuring programs is mathematics. Math is an exact science, loaded with absolutes. There can be no way to question that certain numbers add up to specific totals. Geometric statements and reasons must lead to absolute conclusions. Instead, today we get “fuzzy” Math. Of course they don’t call it that.
As ED Watch explains, “Fuzzy” math’s names are Everyday Math, Connected Math, Integrated Math, Math Expressions, Constructive Math, NCTM Math, Standards-based Math, Chicago Math, and Investigations, to name a few. Fuzzy Math means students won’t master math: addition, subtraction, multiplications and division.
Instead, Fuzzy Math teaches students to “appreciate” math, but they can’t solve the problems. Instead, they are to come up with their own ideas about how to compute.
Here’s how nuts it can get. A parent wrote the following letter to explain the everyday horrors of “Everyday Math.” “Everyday Math was being used in our school district. My son brought home a multiplication worksheet on estimating. He had ‘estimated’ that 9×9=81, and the teacher marked it wrong. I met with her and defended my child’s answer.
The teacher opened her book and read to me that the purpose of the exercise was not to get the right answer, but was to teach the kids to estimate. The correct answer was 100: kids were to round each 9 up to a 10. (The teacher did not seem to know that 81 was the product, as her answer book did not state the same.)”
Social, political, multicultural and especially environmental issues are rampant in the new math programs and textbooks. One such math text is blatant. Dispersed throughout the eighth grade textbooks are short, half page blocks of text under the heading “SAVE PLANT EARTH.” One of the sections describes the benefits of recycling aluminum cans and tells students, “how you can help.”
In many of these textbooks there is literally no math. Instead there are lessons asking children to list “threats to animals,” including destruction of habitat, poisons and hunting. The book contains short lessons in multiculturalism under the recurring heading “Cultural Kaleidoscope.” These things are simply political propaganda and are there for one purpose – behavior modification. It’s not Math. Parents are now paying outside tutors to teach their children real Math – after they have been forced to sit in classrooms for eight hours a day being force-fed someone’s political agenda.
Ensuring the opportunity for generations of young people to further their education. The Fund for Wisconsin Scholars (FFWS) is here to help reduce the financial barriers to college and to lighten the debt that most Wisconsin students incur during their college years. The founding gift of $175,000,000 from John P. and Tashia F. Morgridge creates a permanent endowment to provide grants for eligible, lower-income, talented graduates of Wisconsin public schools attending a Wisconsin public post-secondary educational institution.
As a classroom teacher who taught English for over 33 years, I have worked with literally thousands of students; and I am tired of the education elites and high-paid consultants who tell educators never to use the “drill and kill” method for fear of boring their students.
Michael Shaughnessy interviews the Washington Post’s Jay Matthews:
7) What do you see as the top ten concerns in education? What are the biggest concerns in the Washington Circle?
My concerns or Washington’s? I will go with mine:
- Low standards and expectations in low-income schools.
- Very inadequate teacher training in our education schools.
- Failure to challenge average students in nearly all high schools with AP and IB courses.
- Corrupt and change-adverse bureaucracies in big city districts.
- A tendency to judge schools by how many low income kids they have, the more there are the worse the school in the public mind.
- A widespread feeling on the part of teachers, because of their
inherent humanity, that it is wrong to put a child in a challenging situation where they may fail, when that risk of failure is just what they need to learn and grow.
- The widespread belief among middle class parents that their child must get into a well known college or they won’t be as successful in life.
- A failure to realize that inner city and rural schools need to give students more time to learn, and should have longer school days and school years.
- A failure to realize that the best schools–like the KIPP charter schools in the inner cities—are small and run by well-recruited and trained principals who have the power to hire all their teachers, and quickly fire the ones that do not work out.
- The resistance to the expansion of charter schools in most school district offices.
Matthews list is comprehensive and on target.
Ten years after I am dead and gone, I suspect only two people will give much thought to me, and their names are Henry and Hannah.
They’re my legacy, so I hope they thrive — and I sure hope they remember me fondly.
Henry and Hannah are, of course, my children, now ages 15 and 19, respectively. Like any parent, I spend a lot of time thinking about my kids, including how I can best help them financially.
This isn’t simply about coughing up dollars and cents, though the sums involved have been frighteningly large. Rather, what it’s really about is passing along values.
Yes, I want my kids to be financially successful. But mostly, I want them to be competent, contented managers of their own money, so they don’t spend their lives agonizing over their finances and dogged by foolish mistakes.
I am not claiming to have the road map for every parent. We all have different values, different incomes and strong ideas about how best to raise children — and you will likely scoff at some of the things I’ve done. With that caveat, here are a dozen ways I have endeavored to help my kids financially.
The schools are virtual, but the children learning from them are very real.
And, sometimes, real kids have real problems.
Brennan Fredericks, 16, had big problems in middle school. His parents, Dan and Donna of Black Earth, said his former school did little to protect him from bullies. He has life-threatening food allergies and, his mother said, other kids would throw peanut butter sandwiches at him and taunt him.
“He ‘d sit all alone at a table labeled peanut ‘ and get picked on, ” Donna Fredericks said.
It got so bad that the thought of going to school made him ill.
After home schooling their son through much of eighth grade, the family was delighted to find the Monroe Virtual High School, a charter school run out of the Monroe School District.
To fulfill high school requirements, Brennan can choose between high school and college courses, which arrive with books and online homework. When it ‘s time to take exams, a teacher from the Monroe school drives to Black Earth and administers the test at the local library.
It has worked well for a kid who struggled in regular school.
1. Are there any countries where you can you see lions and tigers and bears in the wild?
2. What is the only U.S. state to allow its residents to cast absentee ballots from outer space?
3. If you could somehow hover at a point in space just above the equator, roughly how fast would the ground below be moving relative to you?
4. It was originally named the Flavian Amphitheater, but nobody calls it that today. What is its more common name?
That view is not shared by the Hmong, many of whom felt betrayed by the United States when the war ended. Using battered radios, the veterans here have followed what to them are the confusing events of recent years: the friendship proclaimed between Vietnam and the United States and the arrest in June of Vang Pao, the former Hmong general who faces charges in the United States of plotting to attack the Laotian government.
Mr. Pao’s indictment in California, after a federal sting operation in which a government agent posing as an arms dealer offered him weapons, is bewildering to the veterans here. Attacking Communists was the very job Mr. Pao was paid to do by the C.I.A.
Mr. Yang and his group say they still hope for a democratic Laos but have given up any notion that they can assist in the overthrow of the Communist government.
Much more on Vang Pao and Madison here (our latest elementary school was to be named for Pao).
Monday, Nov. 5, wasn’t a good day for the U.S. military in Madison.
Over at the Doyle administration building, anti-war activists were lobbying the Madison school board to remove Army recruitment signs from high school sports stadiums.
Critics say the ads mislead impressionable young people and support unconscionable war-making. I have a problem with that.
I’m at a loss to understand how a sign asking, “Are you Army strong?” and giving a recruiter’s phone number represents a threat to young people. On a list of the top 2,000 baleful media images thrust before kids — have you seen the American Apparel ads pitched to teenage girls? — this ranks maybe 1,834th.
Over at East High, meanwhile, the military’s estrangement from the good people of Madison was in even starker relief.
Roughly 70 parents and students turned out for a “junior night” look at post-graduation prospects for college, technical school, and yes, the military. Not one participant stopped by the military recruitment table, Sgt. Frederick Hutchison of the Marines and Machinist Mate Michael Pflanzer of the Navy told me.
Per school district policy, recruiters will have two more cracks at East High kids, and Pflanzer guardedly thought some would eventually sign up.
Oh sure, East High kids will enlist, I thought as I walked out the door carrying college-bound material for my own junior daughter. But they’ll probably be black- and brown-skinned kids, or Hmong, and blue-collar kids who aren’t laser-focused on college the way that the children of the professional classes are taught to be.
Some related books that are well worth reading:
- Bury Us Upside Down. John McCain:
“This wonderful book will introduce you to the “Misty” warriors—157 of them flying two-seat F-100s seeking out targets for bomb-dropping fighters over North Vietnam. This book goes beyond the normal war story. It proves to be engaging and accessible to fighter pilot and civilian alike. Bury Us Upside Down serves to remind us of why war is such a serious endeavor. We would do well as a nation to heed the lessons and messages it contains.”
- About Face by David Hackworth
- The Coldest Winter by David Halberstam
It’s shortly after 1 p.m. Wednesday, and while most of her peers across Texas are in school, 18-year-old Angelina Banda is driving to her $7.50-an-hour job at Home Depot.
“I need Pampers,” said Banda, who has a 2-year-old daughter and a 4-month-old son.
The young mom is enrolled in a special program at Houston’s Furr High School, which allows her to attend class in the morning and work in the afternoon.
Similar programs designed to keep teens from dropping out of school could become more popular thanks to a new law that makes it easier for districts to obtain state funding for students with nontraditional schedules.
Evening, weekend classes
State Rep. Scott Hochberg, who proposed the bill, said he hopes it encourages districts to offer evening or weekend classes for students who must work to support their families and cannot attend school during the conventional 8 a.m. to 3 p.m. day.
Insight School of Wisconsin, one of the state’s newest publicly chartered virtual schools, could not disagree more profoundly with the recent Court of Appeals ruling that a virtual school violated Wisconsin law because its teachers and students are not entirely located within one school district’s borders.
The ruling is a step back for education. It hurts Wisconsin’s quest to be economically competitive in a high-tech, online educational world. Most disturbingly, it hurts some of the neediest students we’re all trying so hard to help.
The Appeals Court ruling denies what is already happening in schools. As a former teacher and principal, let me point out the obvious: Technology has changed the classroom. Online schools, video programming and Web-based distance learning have obliterated school district borders. The world is now our classroom.
Visit a school today and you’ll likely see that it’s already linked to one of the state’s 33 distance learning networks. You might see a distance-taught class over BadgerNet taught by teachers in another city, state or country.
Via a reader’s email: David Savageau (Contributing Editor of Expansion Management Management):
Three out of 10 of us either work in an educational institution or learn in one. Education eats up 8% of the Gross National Product. Keeping it all going is the biggest line item on city budgets. Whether the results are worth it sometimes makes teachers and parents–and administrators and politicians–raise their voices and point fingers.
In the 1930s, the United States was fragmented into 130,000 school districts. After decades of consolidation, there are now fewer than 15,000. They range in size from hundreds that don’t actually operate schools–but bus children to other districts–to giants like the Los Angeles Unified District, with three-quarters of a million students.
Greater Chicago has 332 public school districts and 589 private schools within its eight counties. Metropolitan Los Angeles takes in 35 public library systems. Greater Denver counts 15 public and private colleges and universities. Moving into any of America’s metro areas means stepping into a thicket of school districts, library systems, private school options and public and private college and universities.
Here are some of their top locations:
- Washington, DC – Arlington, VA
- Madison, WI
- Baltimore -Towson
- Akron, OH
- Columbus, OH
- Albany-Schenectady-Troy, NY
- Syracuse, NY
- St. Louis, MO
- Ann Arbor, MI
The Madison area has incredible resources for our children. The key of course, is leveraging that and being open to working effectively with many organizations, something Marc Eisen mentioned in his recent article. Madison’s new Superintendent has a tremendous opportunity to leverage the community from curricular, arts, sports, health/wellness, financial and volunteer perspectives.
- Where have all the students gone?
- Madison School District small learning community Grant application(s) and history.
- My Life and Times with the Madison Public Schools.
- Update on Credit for Non-MMSD Courses.
The Madison area, which includes all of Dane County as well as immediately adjoining areas, was awarded A+ for class size and spending per pupil in public schools, and for the popularity of the city’s public library.
The greater Madison area scored an A for being close to a college town and for offering college options.
Private school options in the greater Madison area were graded at B+.
There has been some confusion in the response to the rankings because they lump together numerous school districts — urban, suburban and rural.
The engineering-based program is just one example of the district’s willingness to bring college-level learning to his high school students. That effort appears to be paying off nationally, WISC-TV reported.
“It reinforces that what we’re trying to do as a district and as an area is working,” said Granberg. “And it’s getting recognized on a national level, not just a local or state level.”
“This is not a community that accepts anything but the best and so that bar is always high,” said Madison Metropolitan School District Superintendent Art Rainwater.
Rainwater also credits the ranking to teacher development programs.
“We spend an awful amount of time and an awful amount of effort working with our teachers in terms of how they deliver instruction to individual children,” said Rainwater.
He said the school district will continue to improve techniques, focusing on the needs of every student.
The Minneapolis school district has been struggling in the past few years with low student achievement, declining enrollment, money shortages, and frequent leadership changes. Now, its leaders are staking their hopes on a new strategic plan to help revitalize the system and rebuild public confidence.
At a meeting last week, the school board adopted a set of nine recommendations drawn from the plan 36K PDF. They form a broad outline for the district as it addresses complaints that have prompted hundreds of city families to sign their children up for private, charter, and nearby suburban schools.
The recommendations include raising expectations and academic rigor for students, correcting practices that perpetuate racial and socioeconomic achievement gaps, building a stronger corps of principals and teachers, and shoring up the district’s financial health.
Minneapolis’ strategic plan still must be shaped into concrete steps to be implemented in the coming months, a process made tougher by next year’s projected $11 million shortfall in the roughly $650 million budget.
The Washington Post Challenge Index measures a public high school’s effort to challenge its students. The formula is simple: Divide the number of Advanced Placement, International Baccalaureate or Cambridge tests a school gave by the number of seniors who graduated in June. Tests taken by all students, not just seniors, are counted. Magnet or charter schools with SAT combined verbal and math averages higher than 1300, or ACT average scores above 27, are not included, since they do not have enough average students who need a challenge.
The rating is not a measurement of the overall quality of the school but illuminates one factor that many educators consider important.
Local schools on the list include: Madison Memorial and Verona
When students from her 10th-grade honors class returned from summer break, Arrowhead High School teacher Kathy Nelson organized an online open-house activity to discuss three novels they had read during their time off.
After six hours, the English teacher at the Hartland school had a 178-page transcript of her students’ dialogue and a new appreciation of the power the remote technology of the Internet can lend to the sometimes intensely interpersonal field of teaching.
“You think of computers as being cold,” she said. “But they were really into some deep topics.”
Even as fully virtual schools face an uncertain future after a state appeals court this week found one such school violated state laws, most of today’s students are more likely to encounter an online learning experience like that practiced in Nelson’s honors English classroom.
Instead of replacing the face-to-face interaction of a brick-and-mortar school with a virtual-school experience, Nelson and other teachers throughout the Milwaukee area are using online discussion boards, textbooks, surveys and collaborative features to extend class time beyond the traditional school day.
For years, Jonathan Schuster’s mother begged the public schools here to put her son in a special program where he could get extra help for his emotional problems. By 11th grade, Jonathan had broken his hand punching a wall and been hospitalized twice for depression — once because he threatened to kill himself with a pocket knife.
But teachers insisted that Jonathan, who suffers from attention deficit disorder, learning disabilities and bipolar disorder, could get by in regular classrooms. His mother, Kathleen Lerch, says the reason was cost. “It was all about the bottom line,” she says. Citing confidentiality, school officials declined to discuss Jonathan’s case but said they seek to provide an appropriate education to all children.
Advocates for the disabled have long promoted the inclusion of special-education children in regular classes, a practice called mainstreaming. Many educators view mainstreaming as an antidote to the warehousing of children with special needs in separate, and often deficient, classrooms and buildings.
Now, some experts and parents complain that mainstreaming has increasingly taken on a new role in American education: a pretext for cost-cutting, hurting the children it was supposed to help. While studies show that mainstreaming can be beneficial for many students, critics say cash-hungry school districts are pushing the practice too hard, forcing many children into classes that can’t meet their needs. Inclusion has evolved into “a way of downsizing special education,” says Douglas Fuchs, a Vanderbilt University education professor.
Districts have a powerful motivation to cut special-education costs. U.S. schools spend almost twice as much on the average disabled student as they do on a nondisabled peer, according to a 2004 federal study. But the study also found that, in recent years, per-student special-education costs rose more slowly than for the general population. One of the likely reasons, researchers found, was cost savings from mainstreaming.
The good news is that the feds refused to fund the school district’s proposal to revamp the high schools. The plan was wrongheaded in many respects, including its seeming intent to eliminate advanced classes that are overwhelmingly white and mix kids of distressingly varied achievement levels in the same classrooms.
This is a recipe for encouraging more middle-class flight to the suburbs. And, more to the point, addressing the achievement gap in high school is way too late. Turning around a hormone-surging teenager after eight years of educational frustration and failure is painfully hard.
We need to save these kids when they’re still kids. We need to pull them up to grade level well before they hit the wasteland of middle school. That’s why kindergarten for 4-year-olds is a community imperative.
As it happens, state school Supt. Elizabeth Burmaster issued a report last week announcing that 283 of Wisconsin’s 426 school districts now offer 4K. Enrollment has doubled since 2001, to almost 28,000 4-year-olds statewide.
Burmaster nailed it when she cited research showing that quality early-childhood programs prepare children “to successfully transition into school by bridging the effects of poverty, allowing children from economically disadvantaged families to gain an equal footing with their peers.”
There’s an odd phenomenon being reported in tony enclaves across the country: highly educated, highly compensated couples popping out four or more children–happily and by choice. In Loudoun County, a suburb of Washington, four-packs of siblings rule the playgrounds. In New York City, real estate agents tell of families buying two or three adjacent apartments to create giant spaces for their giant broods. Oradell, N.J., is home to so many sprawling clans that residents call it Fouradell. In a suburb of Chicago, the sibling boomlet is called the Wheaton Four.
Of course, big families never really disappeared. Immigrants tend to have more kids, as do Mormons, some Catholics and a growing cadre of fundamentalist Christians. But in the U.S. today, the average number of children per mom is about 2, compared with 2.5 in the 1970s. While 34.3% of married women ages 40 to 44 had four or more children in 1976, only 11.5% did in 2004, according to the Current Population Survey. Though factoring in affluence can be statistically tricky, an analysis by Steven Martin, associate professor of sociology at the University of Maryland, shows that the proportion of affluent families with four or more kids increased from 7% in 1991-96 to 11% in 1998-2004. Andrew Cherlin, a sociology professor at Johns Hopkins University, speculates, “For most people, two is enough because there are so many other competing ways to spend your time and money. People prefer to have fewer kids and invest more in them. My guess is the wealthy are having more because they enjoy children, and they have the time and resources to raise them well. They don’t have to make those trade-offs.”
Eight-year-old Ben Shapiro’s days are a blur of gymnastics, piano playing, and art history lessons. He can also be found doing fractions, reading a biography of Marco Polo, and, soon, delving into physics. But he’s not at school. And he’s not alone.
He is part of a fast-evolving home-school movement that is traveling away from the stereotype of child and parent at the kitchen table. Shapiro does spend most of his day with his mother, but not alone. Instead, she shuttles him from one group activity to another.
The home is no longer where all the action is in this new wave of home schooling. Although some instruction takes place at home, parents now choose from an increasing number of options that allow their children to interact with and learn alongside other home-schooled peers. The opportunities for socialization are numerous – swim lessons at the YMCA, staging a play with like-minded friends found over the Internet, or any of myriad academic courses offered at cooperative schools in the area.
“It all can be subcontracted,” said Marcia Coakley, who teaches her 14-year-old son and 12-year-old daughter at home in Medway. “There’s so many resources out there, it’s almost hard to decide.”
After more than a decade of aiding younger students, the Schools of Hope project is heading to high school.
The Schools of Hope Leadership Team, a 27-member community group, decided Wednesday to establish a tutoring program for ninth graders in the Madison School District.
More than 50 volunteer adult tutors — and possibly many more — will be sought to serve at least an hour a week in high schools.
The idea that more time in school produces better results could get a small boost today with the release of international data from the Brookings Institution. The study finds adding 10 minutes of math instruction to an eighth-grader’s day translates into a jump in math skills.
The findings come as a handful of states and school districts experiment with packing more minutes into the school day and, in a few cases, more days into the year.
The study, which examined eighth-grade math scores in 20 countries, found that five of seven that added instructional minutes from 1995 to 2003 showed improved skills. Of the 13 countries that subtracted time, 10 got worse results. The three exceptions were Latvia, the Netherlands and the USA.
Most U.S. eighth-graders got 45 minutes of daily math instruction in 2003, down from 49 in 1995, but their scores on the Trends in Mathematics and Science Survey improved slightly. Researcher Tom Loveless says that is an anomaly, and more time in class could help boost scores. But even 450 more minutes of math, or two weeks’ worth, would shrink the gap between the USA and top-scorer Singapore by less than 5%, he says.
Teaching is attracting better-qualified people than it did just a few years ago, according to a report released Tuesday by the Educational Testing Service.
Prospective teachers who took state teacher licensing exams from 2002 to 2005 scored higher on SATs in high school and earned higher grades in college than their counterparts who took the exams in the mid-1990s, the report said.
On the other hand, the report found that those attracted to the profession continued to make up a strikingly homogeneous group — prospective teachers were overwhelmingly white and female — at a time when the proportion of public school students nationwide who are black, Hispanic or other minorities was nearly half and rising.
The Washington Post sports pages this weekend were full of detailed analyses of our beloved local football, basketball and baseball teams. It was inside stuff, lapped up by readers like me who care about these sports and love to see the latest numbers.
Why can’t we get that excited about what is happening inside our schools? Okay, watching great teachers explain the mysteries of plate tectonics or cultural assimilation is not as exciting as seeing Todd Collins complete a pass to Ladell Betts for a touchdown. But our schools do have some intriguing statistics, just like sports teams. I spent my weekend using them to look inside several high schools in the Washington area and finding some thrilling surprises.
Last week’s column was about the new best high schools list in U.S. News & World Report, and how it compares to the Challenge Index list in Newsweek. That is, as the economists say, the macro part of the school assessment game, the big picture. Today, I want to look at the micro part, the inside-the-school perspective, aided by the latest Challenge Index rankings of this region’s 186 public high schools, coming out in The Post and on this Web site Thursday.
The Challenge Index ranks schools by their college-level test participation rates — the number of Advanced Placement, International Baccalaureate and other college-credit exams given at each school, divided by the number of graduating seniors. I do not factor in how well students do on those exams in the main rankings, because I have been convinced by successful AP and IB teachers that even students who struggle with the exams are much better off academically than if they did not take a college-level course and test at all.
Crunching the numbers with poverty factored in shows variety of winners
Most once-a-week tutors find their way into Lincoln Elementary School through a network of churches. But Joan Prewitt simply walked in the front door and asked if she could help.
Prewitt, a grandmother, had tried the same thing at another elementary school, but she never heard back. But Lincoln has a volunteer coordinator paid with private donations, and Prewitt became one of more than 50 volunteer reading tutors who help propel Lincoln’s test scores into the ranges more typical of middle class schools across town.
Neighborhood poverty or affluence predict test scores for most schools across Madison County. But Lincoln Elementary students did better than expected in reading and math this year, expectations based on the fact that nearly all of Lincoln’s families qualify for free or reduced-price lunch.
“I just wanted something to do with my time that I felt was somewhat more worthwhile,” said Prewitt. “I knew Lincoln was in a neighborhood that could use some help.”
“Economic background is what matters, not race,” said Dr. John Humphrey, a principal in north Huntsville for more than 10 years. “I’ve always believed that. And then, along came Lincoln Elementary.
“They’re proving you can overcome the economic barrier.”
When it does battle on the Web, Google rarely loses. Last year’s closure of Google Answers, however, marked a rare setback for the search giant. An even bigger shock is that Yahoo! succeeded where Google failed. Yahoo! Answers—a site where anyone can post a question in plain English, including queries that can’t be answered by a traditional search engine—now draws 120 million users worldwide, according to Yahoo!’s internal stats. The site has compiled 400 million answers, all searchable in its archives. According to the Web tracking company Hitwise, Yahoo! Answers is the second-most-visited education/reference site on the Internet after Wikipedia.
The blockbuster success of Yahoo! Answers is all the more surprising once you spend a few days using the site. While Answers is a valuable window into how people look for information online, it looks like a complete disaster as a traditional reference tool. It encourages bad research habits, rewards people who post things that aren’t true, and frequently labels factual errors as correct information. It’s every middle-school teacher’s worst nightmare about the Web.
A t least 25 Oregon schools whose students are behind in reading and math have turned down federal aid intended to help those students learn more, an analysis by The Oregonian has found.
Not taking the money — typically $200,000 a year — allows a school to dodge consequences and pressure to improve brought by the federal No Child Left Behind law.
As a result, students in those schools don’t get free tutoring and don’t have the extra teachers and teacher training that federal money would buy. Parents don’t get letters notifying them of their school’s achievement problems and plans to improve, and students lose the opportunity to transfer to a better-performing school.
“Why would they turn down the money? It’s not like we don’t need the tutoring,” says Madison junior Betelehem Shenbulo. She would have failed algebra II last year without the help of a tutor paid with federal funds, the 16-year-old says.
“I have seen people struggle this year, really struggle, but tutoring is not available anymore,” she says. “We should still have it.”
Under No Child Left Behind, any school receiving federal funds to help disadvantaged students that misses academic performance targets two years in a row is put on a federal must-improve list.
Nationwide, more than 2,500 schools — including 80 in Oregon — have been put on the federal list. They face consequences if they don’t improve.
Statewide, school property taxes are up 7.4%, the largest increase since 1992-93. About 35% of districts had double-digit increases, compared to 21% last year. A late state budget and no new state aid contributed to the tax jump, although the legislature offset some of the increase with additional property tax credits.
Joey @ UT-Austin: (video)
This has to be one of the best ACTLab class presentations I have seen in a long time. Pretty much every project hit hard. And there were many that hit well above the mark. So lets take a look at those:
Laser Harp! Yeah that is right, Derek, a student of mine, along with Drake as his programmer and Sandy as a consultant created a laser harp. While he ran into many issues, he did have a proof of concept to show off. Check it out:
We are at a point in our high schools and middle schools where we need to take some action to assure the public that our schools remain safe and secure,” Superintendent Art Rainwater said. He noted that public safety had become a significant issue in neighborhoods throughout the city.
But long time board member Carol Carstensen asked to table the proposal, and other board members agreed to put the decision off a week for more study.
“I’m probably going to vote for it,” she said. “But I would like a little more time and more details in the next week.”
Many of Madison’s elementary school teachers spoke out to the Madison Metropolitan School District’s Board of Education on Monday night.
Carrying brightly colored signs, the group protested the increased class size for gym, arts and computer classes. The larger related arts classes are known by some as “one and one-half classes,” WISC-TV reported.
District officials started the policy at the elementary level this year to save money.
Some teachers said their students, many of whom come from low-income backgrounds, are getting short-changed.
“I teach in a school with 46 percent or more kids on free or reduced lunch,” said Rhonda Schilling, a music teacher for Thoreau and Hamilton elementary schools. “Many of the kids come from really rough backgrounds, and those are the kids in particular that shine often in the arts. They need that contact time with their teacher.”
OK, ready? Start your push-ups. Fifteen-year-old boys, you have to do at least 16. Fifteen-year-old girls, at least seven.
That’s one of several physical fitness tests that fifth-, seventh-and ninth-graders in public schools across California take every year – and a lot of the students don’t measure up.
The state released its latest round of scores for the California Physical Fitness Test yesterday, and they were barely better than last year’s – which were also bad.
Only 27.1 percent of California students in fifth grade, 30.9 percent in seventh grade and 30.1 percent in ninth grade met fitness standards in six areas: cardiovascular endurance, percentage of body fat, abdominal strength and endurance, trunk strength and flexibility, upper body strength and endurance, and overall flexibility.
Looked at another way, more than two in three public school students in the state are out of shape
My contribution to the (endless) Race-IQ debate is out in this week’s New Yorker. You can read it here. In the meantime, the psychologist Richard Nisbett has also published a rejoinder to the James Watson-Will Saletan foolishness in Sunday’s New York Times. It is–characteristically–very good, and includes this:
With a teacher for a mom and a physician’s assistant for a dad, Matthew North had two experts on the case from birth, but his problems baffled them both. “Everything was hard for Matthew,” says Theresa North, of Highland Ranch, Colo. He didn’t speak until he was 3. In school, he’d hide under a desk to escape noise and activity. He couldn’t coordinate his limbs well enough to catch a big beach ball.
Matthew, now 10, was evaluated for autism and attention deficit hyper-activity disorder, but the labels didn’t fit. “We filled out those ADHD questionnaires a million times, and he always came out negative,” Theresa recalls. “When we found this place, I cried. It was the first time someone said they could help.”
This place is the Sensory Therapies and Research [STAR] Center, just south of Denver, which treats about 50 children a week for a curious mix of problems. Some can’t seem to get their motors in gear: they have low muscle tone and a tendency to respond only minimally to conversation and invitations to play. Others are revved too high: they annoy other children by crashing into them or hugging too hard. Many can’t handle common noises or the feel of clothing on their skin. A number just seem clumsy. Adults can remember kids like these from their own childhood. They were the ones called losers, loners, klutzes and troublemakers. At STAR Center they wear a more benign label: children with sensory processing disorder (SPD).
The teenage brain, Laurence Steinberg says, is like a car with a good accelerator but a weak brake. With powerful impulses under poor control, the likely result is a crash.
And, perhaps, a crime.
Steinberg, a Temple University psychology professor, helped draft an American Psychological Association brief for a 2005 case in which the U.S. Supreme Court outlawed the death penalty for crimes committed before age 18.
That ruling relies on the most recent research on the adolescent brain, which indicates the juvenile brain is still maturing in the teen years and reasoning and judgment are developing well into the early to mid 20s. It is often cited as state lawmakers consider scaling back punitive juvenile justice laws passed during the 1990s.
- State Representative Brett Davis:
Just as modern technology is allowing many people in our country to work out of their home, innovative public school districts nationwide are allowing students to learn from home via virtual schools without having to attend a traditional brick-and-mortar school. Our education system in Wisconsin utilizes virtual schools, which are changing the way education is delivered to some students. As we prepare our children for the 21st Century workplace, we have to seriously consider the role of virtual schools and how they can enhance student achievement. We must ensure our state laws allow public schools to continue offering this important alternative school setting.
Virtual schools are not for every student. They certainly are not meant to, and will not, replace traditional brick-and-mortar schools. Virtual schools simply are an option for certain students who learn better outside of the traditional classroom setting. Gifted and talented students, as well as students with special needs, can benefit from this model of learning. To ensure high quality, state licensed teachers monitor a student’s progress, while parents play an active role in the daily education of their child.
- Mike Plaisted:
Since first posting about the Court of Appeals decision that eliminated funding for the so-called Wisconsin Virtual Academy (WIVA) last week, I have had a fairly active and interesting comment thread (as has, way on the other side of the issue, Rick Esenberg).
I spent some time engaging on the comments with some of the usual suspects saying the usual things – Dad29: “In the end, the Leftist State will have unfettered power and control over all its citizens. So the ideology is about control (power.)”; karl marx: “What a surprise!! Mike Plaisted is against children and for the UNION.” There were also the K12 talking-points to deal with on mainstream radio (MSR) and the wing-nut blogs – you know, WEAC is just interested in money and protecting their union hacks in the classrooms; the opinion means we can’t our kids with homework anymore; and blah-di blah blah.