The District unveiled its first rankings of public charter schools Tuesday, part of a new rating system that offers parents a broader assessment of school progress than annual standardized test results.
The new performance evaluation shows how test scores of students have grown over the last year, relative to their academic peers across the city. Schools also are assessed against a series of leading indicators and "gateway" measurements that researchers regard as predictors of future educational success. They include third-grade DC CAS reading scores, eighth-grade math scores and 11th-grade PSAT results.
Several major impediments facing the proposed Madison Prep charter school appear closer to resolution after a series of meetings and communications Friday between Urban League CEO Kaleem Caire, district Superintendent Daniel Nerad and John Matthews, executive director of Madison Teachers Inc.Matthew DeFour and Gayle Worland:
The changes are just in time for a public hearing on the Urban League-backed school on Monday, Oct. 3 at 6 p.m. at the Doyle Administration Building, 545 W. Dayton St.
In a major shift, the proposed charter school will now be what's called an "instrumentality" of the Madison Metropolitan School District. That means a significant portion of the school's staff will be covered by the contract the district has with the local teachers union, Madison Teachers Inc. The contract runs through the end of June 2013
On the eve of a public hearing for Madison Preparatory Academy -- a proposed charter school with single-sex classrooms focused on raising the academic performance of minority students -- backers of the school agreed to employ union staff, eliminating a potential hurdle to approval of the school.Fascinating. It will be interesting to see the substance of the arrangement, particularly its implications for the current MMSD schools and Madison Prep's curriculum and operating plans.
A budget plan for Madison Prep, proposed by the Urban League of Greater Madison, also was released late Friday. It estimates the Madison School District would spend $19.8 million over five years on the school, or about $2,000 less per student than it spends on other secondary-school students.
In lengthy meetings Friday, Urban League officials hammered out an agreement with Madison Teachers Inc., the union that represents Madison school teachers. MTI executive director John Matthews said the union, which previously opposed creation of Madison Prep, will remain neutral on whether the school should be approved.
A friend notes that the change is "stunning" and that it will likely "cost more" and perhaps "gut" some of Madison Prep's essential components.
Today, when you were supposed to be reading your book, and while I was meeting with another student, I saw you writing something furiously. You are one of the few students in the class who regularly and dutifully records your thoughts on post-its, and, when I excused myself from my conference to come see what you were doing, I expected to see just that. However, when I asked you what you were doing, you told me about your book. I listened, but continued to glance at what you were trying to hide under your arm. When I saw it, I was less than happy. You were doing last night's homework, and I was livid.
I did not react as I should have. Taking your paper and crumpling it was inappropriate. Had I thought for a moment, instead of reacting instantly, I would have remembered that you are one of the most diligent, hard-working students in the class. I would have realized something was amiss.
I should have asked you why you didn't do your homework, rather than make rash assumptions. But I didn't. Instead, I tossed your paper in the trash and returned to the other student, without a word to you or even a glance back, thinking that you'd receive the message of disappointment and disdain I sought to deliver. (Maybe I didn't want to see the horror that had surely set upon your face).
When I finished with the other student, I called you over to my desk and told you to sit. Again, I seethed, and let my emotions get the best of me. I continued to lecture you and said I was upset with two things: you didn't do your homework, and you lied to me.
When Parkview Superintendent Steve Lutzke talks to fellow superintendents, the question isn't, "Are you going to referendum?"
The question is, "When are you going to referendum?"
Declining enrollments and increasing costs that exceed revenue limits plague the Orfordville-based Parkview School District and its neighbor to the west, Brodhead. The results are referendums in both districts April 6 asking voters for permission to exceed state revenue caps.
"They have a lot of company," said John Ashley, executive director of the Wisconsin Association of School Boards.
Parkview and Brodhead join 34 other districts in the state planning 48 referendums on next month's ballot. Of those, 26 referendums are to exceed revenue caps.
The U.S. Education Department is planning to examine the Los Angeles Unified School District's low achieving English-language learning program to determine whether those students are being denied a fair education.
The department's Office for Civil Rights will investigate whether the nation's second-largest school district is complying with federal civil rights laws with regard to English-language learners, who comprise about a third of the district's 688,000 pupils, according to the Los Angeles Times.
The inquiry was sparked by the low academic achievement of the district's English learners. Only 3 percent are proficient in high-school math and English.
Problems in LAUSD's English-language learning program were highlighted last fall in a study by the Tomas Rivera Policy Institute.
IN Edgemont, a high-performing Westchester school district, children as young as 7 could recite colors and days of the week in Spanish, but few if any learned to really converse, read or write. So this fall, the district canceled the Spanish lessons offered twice weekly at its two elementary schools since 2003, deciding the time and resources -- an estimated $175,000 a year -- could be better spent on other subjects.
The software replaced three teachers.
Class consolidation in Yonkers resulted in the loss of four foreign-language teaching positions, and budget cuts have cost Arlington, N.Y., its seventh-grade German program, and Danbury, Conn., several sections of middle school French and Spanish.
And in New Jersey, the Ridgewood district is replacing its three elementary school Spanish teachers with Rosetta Stone, an interactive computer program that cost $70,000, less than half their combined salaries.
"There's never a replacement for a teacher in the classroom," said Debra Anderson, a Ridgewood spokeswoman. "But this was a good solution in view of the financial constraints."
Blogs, Twitter, Facebook: these outlets are supposedly cheapening language and tarnishing our time. But the fact is we are all reading and writing much more than we used to, writes Anne Trubek ...
The chattering classes have become silent, tapping their views on increasingly smaller devices. And tapping they are: the screeds are everywhere, decrying the decline of smart writing, intelligent thought and proper grammar. Critics bemoan blogging as the province of the amateurism. Journalists rue the loose ethics and shoddy fact-checking of citizen journalists. Many save their most profound scorn for the newest forms of social media. Facebook and Twitter are heaped with derision for being insipid, time-sucking, sad testaments to our literary degradation. This view is often summed up with a disdainful question: "Do we really care about what you ate for lunch?"
Forget that most of the pundits lambasting Facebook and Twitter are familiar with these devices because they use them regularly. Forget that no one is being manacled to computers and forced to read stupid prose (instead of, say, reading Proust in bed). What many professional writers are overlooking in these laments is that the rise of amateur writers means more people are writing and reading. We are commenting on blog posts, forwarding links and composing status updates. We are seeking out communities based on written words.
Editorial cartoonists loved Everett Dirksen (1896-1969)--his position of influence as Minority Leader in the Senate (1959-69), his way with words, and, of course, his distinctive appearance. Over the years, Senator Dirksen's staff compiled a scrapbook containing more than 300 editorial cartoons. Topics covered include Vietnam, civil rights, Republican Party politics, the Nuclear Test Ban Treaty, reapportionment, Taft-Hartley 14(b), school prayer, Dirksen's recording career, Senate procedures, congressional pay, presidential appointments, and Dirksen's legacy. Naturally, cartoonists also used these topics to depict Dirksen's relationship with President Lyndon Johnson, with his Democratic colleagues in the Senate, and with the Supreme Court. In addition, cartoonists sent Dirksen between 50 and 60 original sketches on equally diverse topics.
The lucky ones heard their numbers called early.
Not only could those first-announced winners beam with pride about being one of the first 80 students who will attend the SEED School of Maryland, but they also did not have to agonize in their chairs any longer, watching the white lottery balls tumble in gilded cages - the numbered balls representing dreams for all and disappointment for many.
Yesterday morning, the founders of the nation's first public boarding school, which opened 10 years ago in Washington, D.C., held the inaugural lottery to fill the slots for the Baltimore-based second location, which will open its doors in August to disadvantaged youths from all over the state.
More than 300 students applied from the city, the suburbs of Baltimore and Washington, the Eastern Shore, and Western and Southern Maryland. Families traveled to the College of Notre Dame of Maryland to see if their child's number would be called.
The public schools, perhaps more than any other institution in American life, are afflicted with "sounds good" syndrome. Let's teach kids about the dangers of smoking. Sounds good. Let's improve math scores with a new curriculum called "whole math." Sounds good. Let's reduce teen pregnancy and sexually transmitted diseases by teaching sex ed. Sounds good. Let's have cooperative learning where kids help one another. And so on.
The Fairfax County, Va., schools (where my children attend) recently joined a nationwide "sounds good" trend by introducing a character education curriculum. Students were exhorted to demonstrate a number of ethical traits like (I quote from my son's elementary school's website) "compassion, respect, responsibility, honesty." It would be easy to mock the program -- each trait, for example, is linked to a shape (respect is a triangle, honesty is a star). The intention to help mold character is a laudable one. But this program, like so much else about the public schools in the "sounds good" era, has foundered.
The curriculum made news recently when a report ordered by the school board evaluated student conduct for "sound moral character and ethical judgment" and then grouped the results by race. Oh, dear. It seems that among third graders, 95 percent of white students received a grade of "good" or better, whereas only 86 percent of Hispanic kids did that well and only 80 percent of black and special education students were so rated.
Martina A. "Tina" Hone, an African-American member of the school board, told the Washington Post that the decision to aggregate the evaluations by race was "potentially damaging and hurtful."
Lauren Rosen, via email:
I am writing to share that Senators Lassa, Schultz and Risser have introduced Senate Bill 466 cosponsored by Representatives Hebl, Musser, Hixson, Sheridan, Berceau, Cullen and Schneider. This bill, currently referred to the Committee on Education, proposes grant awards to school districts to add instruction in world languages other than English in grades one to six. This bill can be viewed at http://www.legis.state.wi.us/2007/data/SB-466.pdf. Please consider reviewing the bill, sharing this proposed legislation with others, and contacting your legislators to share your perspective and assess their position.
I believe this is the golden opportunity for Madison to start keeping up with creating global citzens by supporting a bill that would allow us to request funds to start elementary school language programs. If MMSD doesn't that too is a message from the school board that they really aren't so interested in global citizens.
I can only hope that MMSD is willing to act on behalf of the interest of its community members with children in the schools.
wo Dane County school districts will be saying "hola " to new language programs at the elementary level this fall.
In the Oregon School District, Spanish will be taught in kindergarten through fourth grades starting this fall, with fifth and sixth grades added in the fall of 2009, said Courtney Odorico, Oregon School Board member.
Teaching only Spanish is a scaled-down version of what the district originally considered -- teaching a different language such as Japanese, Chinese or German -- at each of its three elementary schools.
"I think parents were a little worried about not having a choice, " Odorico said. Also, "there were very few certified teachers in Chinese and some of the other languages we were looking at in the state. "
The School Board approved the program at a meeting Monday.
Spanish also is the language of choice for elementary students in Monona Grove, where the School Board approved the program earlier this month.
The parent response was overwhelmingly for Spanish, said Bill Breisch, curriculum director for the Monona Grove School District.
Via a kind reader's email.
Neal Gleason in a letter to the Isthmus Editor:
I have long admired Marc Eisen's thoughtful prose. But his recent struggle to come to grips with a mutli-ethnic world vvers from xenophobia to hysteria ("Brave New World", 6/23/06). His "unsettling" contact with "stylish" Chinese and "turbaned Sikhs" at a summer program for gifted children precipitated first worry (are my kids prepared to compete?), And then a villain (incompetent public schools).
Although he proclaims himself "a fan" of Madison public schools, he launches a fusillade of complaints: doubting that academic excellence is high on the list of school district pirorities and lamentin tis "dubious maht and reading pedagogy." The accuracy of these concerns is hard to assess, because he offers no evidence.
His main target is heterogeneous (mixed-ability) classes. He speculates that Madison schools, having failed to improve the skills of black and Hispanic kids, are now jeopardizing the education of academically promising kids (read: his kids) for the sake of politically correct equality. The edict from school district headquarters: "Embrace heterogeneous classrooms. Reject tracking of brighter kids. Suppress dissent in the ranks." Whew, that is one serious rant for a fan of public schools.
Eisen correctly observes that "being multilingual" will be a powerful advantage in the business world; familiarity and ease with other cultures will be a plus." Mare than 20 years ago, my kids began to taste this new world in the diverse classrooms of Midvale-Lincoln Elementary, and continued on through West High with its 50-plus nationalitities and a mix of heterogeneous and advanced classes.Background:
They did just fine in college and grad school, emerged bi-and tri-lingual with well worn passorts, and started interesting careers at high tech internationl companies. How will Eisen's kids acquire modern cultural skills if they are cloistered in honors classes, sheltered from daily contact with kids of varied ability?
Working in conjunction with the Schools of Hope project led by the United Way of Dane County, the district has made progress in third-grade reading scores at the lowest achievement levels. But racial and income gaps persist among third-graders reading at proficient and advanced levels.The first part of Cullen's series is here.
Other initiatives are taking place in the middle and high schools. There, the district has eliminated "dead-end classes" that have less rigorous expectations to eliminate the chance that students will be put on a path of lower achievement because they are perceived as not being able to succeed in higher-level classes.
In the past, high school students were able to take classes such as general or consumer math. Now, all students are required to take algebra and geometry - or two credits of integrated mathematics, combining algebra, statistics and probability, geometry and trigonometry - in order to graduate.
One of the district's more controversial efforts has been a move toward "heterogeneous" classes that include students of all achievement levels, eliminating classes that group students of similar achievement levels together.
Advocates of heterogeneous classes say students who are achieving at lower levels benefit from being in classes with their higher-achieving peers. But others say the needs of higher-achieving students aren't met in such classes.
And in addition to what schools are already doing, Superintendent Art Rainwater said he would like to put learning coaches for math and reading in each of the district's elementary schools to improve teachers' ability to teach all students effectively.
Earlier this semester, 60 MMSD students -- including 29 from West HS -- were named 2006 National Merit Semifinalists. In a 10/12/05 press release, MMSD Superintendent Art Rainwater said, "I am proud of the many staff members who taught and guided these students all the way from elementary school, and of this district's overall guidance and focus that has led to these successes."
A closer examination of the facts, however, reveals that only 12 (41%) of West High School's 29 National Merit Semifinalists attended the Madison public schools continuously from first grade on (meaning that 59% received some portion of their K-8 schooling in either private schools or non-MMSD public schools). Here's the raw data:
NMSF #1: Wingra K-5th; Hamilton
NMSF #4: Denver public schools (magnet Montessori school) K-6th; Hamilton 7th-8th
NMSF #5: New Orleans parochial school K-8th; New Orleans public high school through 11th
NMSF #6: Libertyville, IL, public schools ("extremely rigorous") through first semester 10th
NMSF #7: Franklin-Randall, K-5th; Hamilton
NMSF #8: Van Hise, K-5th; Hamilton
NMSF #9: Van Hise, K-5th; Hamilton
NMSF #10: Starkville, MS, public schools K-8th
NMSF #11: Japanese school for K; Glenn Stephens 1st-4th; Van Hise for 5th; Hamilton
NMSF #12: Franklin-Randall, K-5th; Hamilton
NMSF #13: Madison Central Montessori through 3rd; Shorewood 3rd-5th; Hamilton
NMSF #14: Lincoln-Midvale through 4th; Eagle 5th-8th
NMSF #15: Eagle K-8th
NMSF #16: MMSD through 9th; home schooled beginning in 10th
NMSF #17: Leopold though 4th; Eagle 5th-8th
NMSF #19: California private school through 5th; Hamilton
NMSF #20: Midvale and Van Hise; Hamilton
NMSF #21: Seattle public schools (TAG pullout program) through 7th; Hamilton for 8th
NMSF #22: Unknown private school K-1st; Eagle 2nd-8th
NMSF #23: Lincoln-Midvale K-5th; Cherokee
NMSF #24: Madison Central Montessori through 4th; Eagle 5th-8th
NMSF #25: Shorewood K-5th; Hamilton
NMSF #26: Queen of Peace through 5th; Hamilton
NMSF #27: West Middleton through 4th; Eagle 5th-8th
NMSF #28: Montessori pre-K through 2nd; Shorewood 4th-5th; Eagle 5th-8th
NMSF #29: Shorewood K-5th; Hamilton
Descriptive data like these are certainly interesting, though they often raise more questions than they answer. And of course, they don't prove anything. Nevertheless, with 45% of the West HS National Merit Semifinalist sample attending non-MMSD schools for over half of their K-8 years, it is recommended that the District temper its sense of pride in and ownership of these very accomplished students.
Many thanks to each of these fine young people for speaking with us on the telephone. Congratulations and good luck to each and every one of them!
Doug Erickson, WI State Journal reporter, writes about Nuesstro Mundo, MMSD's bi-lingual charter school - Two-language school is seen as muy bueno
Capital Times April 15, 2005
Full article at: http://www.madison.com/tct/mad/local//index.php?ntid=36209&nt_adsect=edit
Teachers fight possible bilingual education cuts
By Lee Sensenbrenner
April 15, 2005
Bilingual teachers who are helping students in the Madison Metropolitan School District to learn English are organizing against a proposed cut to their department.
Threatened with losing eight positions if a May 24 operating budget referendum for $7.4 million is unsuccessful, the teachers said in an open letter Thursday that the cut would take away much of their ability to help mainly Spanish speaking elementary students who are struggling to keep up.
As laid out in the administration's $7.4 million list of proposed cuts, dropping 8.4 bilingual resource teachers would save $425,880. This would take away one of two teachers in the elementary classrooms where the positions would be lost.
ON a sultry night in late June, when the school term was nearly over, two dozen parents gathered in a church basement in Brooklyn to talk about what a waste the year had been. Immigrants from Mexico and the Dominican Republic, raising their children in the battered neighborhood of Bushwick, they were the people bilingual education supposedly serves. Instead, one after the other, they condemned a system that consigned their children to a linguistic ghetto, cut off from the United States of integration and upward mobility.
These parents were not gadflies and chronic complainers. Patient and quiet, the women clad in faded shifts, the men shod in oil-stained work boots, they exuded the aura of people reluctant to challenge authority, perhaps because they ascribed wisdom to people with titles, or perhaps because they feared retribution.