Notes and Links on Last Week's Southwest Madison Student Murder

David Blaska mentions that Madison's Mayor is holding a meeting this morning. The meeting includes Madison School District Superintendent Dan Nerad:

Several landlords have invited the mayor to take up residence on our troubled streets so that he can experience firsthand what many of our neighbors must put up with in their daily lives. Some of them extended the invitation/challenge even before -- hours before -- the murder. [Let the Mayor come to Meadowood.]

In the meantime, Mayor Dave Cieslewicz has made good on his promise to convene a meeting to deal with the "Lord of the Flies" chaos in certain sections of southwest Madison.

The mayor's meeting will be held Wednesday morning -- exactly one week after Madison woke up to the news that a 17-year-old boy had been shot to death at Leland and Balsam Roads the previous evening, June 9, on the troubled southwest side. Shortly afterward, three 16-year-olds boys were apprehended and charged in connection with his murder -- two of them as adults for first degree intentional homicide.

Some of us, including Ald. Pham-Remmele, saw the trouble coming long agI blogged on May 20, quoting a neighbor, "Unless the police are able to get a handle on the roaming gangs, this summer is going to be bloody." [Going to be a long, hot summer]

A previous post mentioned this:

Police officer Amos said the principal of Toki Middle School will not permit him to arrest children in the school, even though some of them are chronic drug users.

"These people know how to work the system," said another. Yes, they know their rights but not their responsibilities.

Nearly four years ago, Rafael Gomez organized a Gangs & School Violence forum. The conversation, which included local high school principals, police personnel and Luis Yudice, among others, is worth revisiting.

Related: Police calls near local high schools 1996-2006 and more recent police calls via a map.

Eastern Michigan University Newest Safety Tool is Crime Mapping

USNewswire:

One of the most important tools in crime prevention and safety is getting an accurate and timely picture of what is going on.

Eastern Michigan University and the City of Ypsilanti are taking that picture one step further.

By partnering with EMU's Institute for Geospatial Research, EMU's Department of Public Safety and the Ypsilanti Police Department have created a mapping/tracking system for area crime.

"We saw an opportunity to use EMU resources to help the campus and the community by providing timely, accurate information that enhances the safety of our campus," said Sue Martin, president of EMU.

"This is part of our commitment to having a transparent police agency," said Greg O'Dell, executive director of public safety at EMU. "With this addition to our Web site, people have total access to a lot of information."

"We want to increase the awareness of what's going on out there. If we increase awareness, people will have a better understanding of what is going on and take appropriate action," said O'Dell.

The crime mapping application is located on the DPS Web site (http://geodata.acad.emich.edu/Crime/Main.htm) and provides users with a visual representation of where crime is occurring by adding markers to a map of the campus and the city. The application uses the Google mapping Web interface to plot the points where crimes occur.

"DPS posts the data daily to its Web site and the application looks at that data and maps it," said Mike Dueweke, manager of EMU's Institute for Geospatial Research.

School data: School Performance Reports

The School Performance Report is the annual "report card" that is required under Wisconsin law (Wi.Stat.115.38) to be compiled and published for each public school and public school district. DPI's recent announcement (noted here) that selected School Performance Report information will now be available online at the DPI web site is a step in the right direction, but this important tool for school accountability and information for parents and the public has yet to reach its full potential, due to inconsistent compliance with the requirements of the reporting law.

The School Performance Report has been required since 1991. The items that are to be included in each report are (emphases added):

(a) Indicators of academic achievement, including the performance of pupils on the tests administered under s. 121.02 (1) (r) and the performance of pupils, by subject area, on the statewide assessment examinations administered under s. 118.30.

(b) 1. Other indicators of school and school district performance, including dropout, attendance, retention in grade and graduation rates; percentage of habitual truants, as defined in s. 118.16 (1) (a); percentage of pupils participating in extracurricular and community activities and advanced placement courses; percentage of graduates enrolled in postsecondary educational programs; and percentage of graduates entering the workforce.

2. The numbers of suspensions and expulsions; the reasons for which pupils are suspended or expelled, reported according to categories specified by the state superintendent; the length of time for which pupils are expelled, reported according to categories specified by the state superintendent; whether pupils return to school after their expulsion; the educational programs and services, if any, provided to pupils during their expulsions, reported according to categories specified by the state superintendent; the schools attended by pupils who are suspended or expelled; and the grade, sex and ethnicity of pupils who are suspended or expelled and whether the pupils are children with disabilities, as defined in s. 115.76 (5).

(c) Staffing and financial data information, as determined by the state superintendent, not to exceed 10 items. The state superintendent may not request a school board to provide information solely for the purpose of including the information in the report under this paragraph.

(d) The number and percentage of resident pupils attending a course in a nonresident school district under s. 118.52, the number of nonresident pupils attending a course in the school district under s. 118.52, and the courses taken by those pupils.

(e) The method of reading instruction used in the school district and the textbook series used to teach reading in the school district.

It should be noted (and is acknowledged by DPI) that the School Performance Report information on the DPI site does not cover all of these items.

In 2005, the statute was amended to require that parents be alerted to the existence and availability of the report and given the opportunity to request a copy, and to require that each school district with a web site post the report on its web site (amended language italicized below):

Annually by January 1, each school board shall notify the parent or guardian of each pupil enrolled in the school district of the right to request a school and school district performance report under this subsection. Annually by May [amended from January] 1, each school board shall, upon request, distribute to the parent or guardian of each pupil enrolled in the school district, including pupils enrolled in charter schools located in the school district, or give to each pupil to bring home to his or her parent or guardian, a school and school district performance report that includes the information specified by the state superintendent under sub. (1). The report shall also include a comparison of the school district's performance under sub. (1) (a) and (b) with the performance of other school districts in the same athletic conference under sub. (1) (a) and (b). If the school district maintains an Internet site, the report shall be made available to the public at that site.

This information, if fully compiled and made available as intended by the statute, could be a valuable resource to parents and the public (answering, perhaps, some of the questions in this discussion). There may be parents who are unaware that this "report card" exists, and would benefit from receiving the notice that the statute requires. For parents without access to the Internet, the right to request a hard copy of the report may be their only access to this information.

Districts who do not post their School Performance Reports on their web sites may do well to follow the example of the Kenosha School District, which does a good job of highlighting its School Performance Reports (including drop-down menus by school) on the home page of its web site.

At-Risk Need a Mix of Good Teachers, Social Service Help

Jay Matthews:

Karen Kaldenbach, an 18-year-old high school senior in Arlington County, remembers vividly what life was like when she was 11: "I saw Social Services almost as much as I saw my mother, who was always drunk. Her best friends, alcohol and money, were always there for her. She spent so much time with them, she couldn't raise my little sister and me. Social Services always came to talk to me at school. They asked questions about my family. My response? A lie, always."

Such stories are not uncommon in the Washington area. They often end unhappily. Yet these days, Kaldenbach is thriving, with a supportive adoptive mother, plus awards, scholarships and an acceptance letter from George Mason University.

We are in the midst of a national debate, its outcome uncertain, over what should be the emphasis of efforts to fix public schools. Some say the focus should be on improving teaching. Only in the classroom, they say, is there a chance to give students -- particularly those in poverty -- the tools they need to succeed. Others say teachers cannot reach those children until their family lives, shaken by parental joblessness or mental or physical illness, are straightened out by government action.

Schools Using Dangerous Discipline Methods

Talk of the Nation:

Handcuffs, tape and isolation are tools used on children with behavioral disorders in some classrooms. Restraint and isolation techniques are sometimes necessary to prevent students from harming themselves and others. But some educators argue for emphasizing prevention.

Report Prompts Call for Rules on Restraining Students

Maria Glod:

Citing "disturbing" reports of schoolchildren harmed when teachers physically restrained them, U.S. Education Secretary Arne Duncan called on state school chiefs yesterday to develop plans this summer to ensure that restraints are used safely and sparingly.

Virginia and Maryland have policies that call on teachers to use other means to calm students and to turn to physical restraint only when a student is in danger of hurting himself or others. D.C. law provides no guidance on the issue for public schools but restricts public money from going to private schools if they restrain students in ways that are physically dangerous.

Duncan's announcement came a day after federal investigators revealed word of hundreds of allegations that youngsters were improperly held, bound or isolated in schools over the past two decades. Investigators with the Government Accountability Office highlighted a 2002 case in Texas that involved a teacher who now works in Loudoun County. Teacher Dawn Marie Hamilton lay on a 14-year-old boy who refused to stay in his seat, and the boy died, according to the report.

A New Approach to Gang Violence Includes a Multiple-Choice Test

Nicholas Casey:

In more than 40 years of studying this city's street gangs as a social psychologist, Malcolm Klein says his home was burglarized nine times. Now, the retired University of Southern California professor is offering the city what he hopes one day will help stem crime: A test that he says could predict if a child is destined to join a gang.

The multiple-choice screening, some 70 questions long, shows how closely Los Angeles has begun to examine the work of social scientists to tackle complex policy issues like gang violence. Last year, city officials turned to Dr. Klein and his colleagues at USC to design a test that they hope will empirically identify which children are headed toward a life on the street. This year, the test will help decide the direction of the millions of dollars the city spends annually on gang-prevention efforts.

Los Angeles is relying more on data to stop youths from joining gangs.
The screening, intended for children between 10 and 15 years old, asks a range of questions on issues ranging from past relationships to drug use to attitudes toward violence. One question asks test takers if they recently had a breakup with a boyfriend or girlfriend; another asks test takers if they are kind to younger children.

In order to avoid stigmatizing children with the label of potential criminal, Dr. Klein says test takers aren't told that the questions are intended to screen for future gang involvement.

School bullies are going high-tech

Martina Cermakova:

The video appeared on YouTube last June. Posted by a group of ninth-graders from a school in Železný Brod, a small town in northern Bohemia, it depicted a teacher requesting that a 15-year-old student clean the mess around his desk.

"Pick it up yourself, you piece of trash," the boy snapped back. Within seconds, the teacher charged the student and slapped him in the face.

The mobile recording received widespread attention, including a snippet on BBC News. Although it wasn't the cruelest and certainly not the only case of cyber-bullying in the Czech Republic, the video highlights how fast things have evolved in the past few years.

Bullying, Thefts Persist Despite Drop in Violence

Valerie Strauss:

Even though spasms of intense violence erupt on campuses occasionally and linger in the social consciousness, violence at schools across the country has been decreasing for a number of years.

That doesn't necessarily mean schools are safe havens. Consider:

-- Eighty-six percent of public schools in 2005-06 reported that one or more violent incidents, thefts of items valued at $10 or greater or other crimes had occurred -- a rate of 46 crimes per 1,000 enrolled students.

-- Almost a third of students ages 12 to 18 reported being bullied inside school.

-- Nearly a quarter of teenagers reported the presence of gangs at their schools.

Indicators of School Crime and Safety.

The Economic Impact of the Achievement Gap in America's Schools

McKinsey [772K PDF]:

McKinsey's report, The Economic Impact of the Achievement Gap in America's Schools, examines the dimensions and economic impact of the education achievement gap. While much controversy exists on the causes of the gap and on what the nation should do to address it, the full range of the achievement gap's character and consequences has been poorly understood.

This report examines the dimensions of four distinct gaps in education: (1) between the United States and other nations, (2) between black and Latino students and white students, (3) between students of different income levels, and (4) between similar students schooled in different systems or regions.

The report finds that the underutilization of human potential as reflected in the achievement gap is extremely costly. Existing gaps impose the economic equivalent of a permanent national recession—one substantially larger than the deep recession the country is currently experiencing. For individuals, avoidable shortfalls in academic achievement impose heavy and often tragic consequences via lower earnings, poor health, and higher rates of incarceration.

Dave Cullen: The Lessons of Columbine

Lynn Neary:

Ten years ago Monday, news started trickling out of Colorado about a shooting at a high school called Columbine. It didn't take long for the news media to descend, and reporter Dave Cullen was one of the first journalists on the story.

Cullen would go on to spend another nine years delving deeper into the massacre than perhaps any other journalist. He presents his account of the tragedy -- and examines some of the myths and mistakes surrounding the shootings -- in his new book, Columbine.

The book walks readers through the events of that day, laying out Eric Harris and Dylan Klebold's murderous plan, which left 15 people dead (including the killers) and 23 injured.

High schools rife with hazing, Maine study finds

AP:

Authors of an ambitious survey of hazing in colleges and universities have turned their attention to high schools and discovered that many freshmen arrive on campus with experience -- with 47 percent reporting getting hazed in high school.

As in college, high school hazing pervaded groups from sports teams to the yearbook staff and performing arts, according to professors Elizabeth Allan and Mary Madden of the University of Maine's College of Education and Human Development.

The hazing included activities from silly stunts to drinking games, with 8 percent of the students drinking to the point of getting sick or passing out, they said.

Just like college students, high schoolers are susceptible to getting swept up in group activities and doing things they might not otherwise do, the authors said.

"That group dynamic can lead to the escalation where you have the hazing that's been reported in the news, some horrendous incidents," Madden said.

Among them: a "powder puff" event in which several seniors at a suburban Chicago high school were suspended or charged with roughing up junior girls, and junior varsity football players being sodomized by teammates at their New York high school.

Examining District Data on the Effects of PBIS

As noted in an earlier post, the school district presented data at Monday night's meeting on the effects of implementing a strategy of Positive Behavioral Interventions and Support (PBIS). As the report notes, "Documenting behavior referrals is inconsistent across middle schools both in terms of what is recorded and where it is recorded." While this makes it unwise to make comparisons across middle schools, as one school may refer students who are late to class while another only makes referrals as a consequence of fighting, it is valid to make comparisons across time within the same school in order to see what effect the implementation of PBIS has made on student behavior. Unfortunately, as readers of the report will observe, not even that data is consistently presented across the 11 middle schools where PBIS has been implemented. Some schools only have data for the current academic year, others only have data from February 2008 through February 2009, and others provide more.

While the behavioral scientist in me wants to comment on the parts of the report that are incomprehensible (the self-assessment survey schoolwide system analysis from each school) or redundant (providing charts that show time saved in both minutes, in hours, and in days), I will restrict my comments to the data that documents the effects of the implementation of PBIS. While there have been some impressive successes with PBIS, e.g., Sherman, there have also been failures, e.g., Toki. One interpretation would be that some schools have been successful implementing these strategies and we need to see what they are doing that has led to their success, another interpretation would be that PBIS has by and large failed and resulted in an increase in behavioral referrals across our middle schools. At this point, I'll take the middle ground and say that this new approach to dealing with student behavior hasn't made any difference. You can look at the table below and draw your own conclusions, Keep in mind though, as noted above, there is not consistency across schools in what sorts of behavioral problems get documented. It is also true that there is considerable variability in the absolute number of referrals across the 11 middle schools and across months, such that a 30% change in the number of behavioral referrals may reflect 45 referrals at Blackhawk, 10 referrals at Wright, and 170 referrals at Toki.

MMSD Behavioral Referral Data (presented 4/13/09)

Comparison Data Provided	Schools	Results: Change from 07/08 to 08/09*
None	Cherokee Jefferson Whitehorse
One month only (February)	Blackhawk	30% decline (decrease of 40 referrals)
	O'Keefe	10% decline (decrease of 10 referrals)
	Spring Harbor	35% increase (increase of 8 referrals)
	Wright	20% increase (increase of 7 referrals)
Six months (Sept. - Feb.)	Hamilton	Declines in Sept. (20%), Nov. (20%) and Dec. (10%); Increases October (40%) and Jan. (20%); No change in February
	Sennett	Increases every month ranging from 5% (Dec.) to 75% (Feb.), median increase in referrals - 20%
	Toki	Increases every month ranging from 7% (Nov.) to 200% (Sept), median increase in referrals - 68%
Multiple years	Sherman	Decreases every month ranging from 30% (Feb.) to 70% (Oct., a drop of more than 250 referrals), median decrease in behavioral referrals - 42%

* Note that these percentages are approximate based on visual inspection of the charts provided by MMSD

Positive Behavior Intervention and Support (PBIS) Implementation in the Madison Middle Schools

3.3MB PDF File:

The attached report provides information about the PBIS model and referral information from each of the middle schools.

The data for this report comes from both information that has been entered in to Infinite Campus and school based alternate data collection system, Documenting behavior referrals is inconsistent across middle schools both in terms of what is recorded and where it is recorded.

This is an issue we will address as we move forward,

Also included in the report is a variety of "tools" recommended for use by the PBIS network and examples of how these tools are being used in the schools, One of the tools included for each school is the Self-Assessment Survey School Wide System Analysis, Each staff member at an individual school has been given the opportunity to rate if they feel that various systems in their school are in place, A fully implementing school will have scores at 80% or above on all scales, This tool is used to assist schools in future planning, pointing out areas of need as well as strength,

Another tool included is "Tier Analysis", The goal is to have the following percentages represented at an individual school:

Tier 1 - Universal systems (students receiving 0-1 behavior referral, and needing only universal supports) = 80-90% of students

Tier 2 - Secondary systems (students receiving 2-5 behavioral referrals and needing some form of secondary intervention) = 5-10% of students

Tier 3 - Tertiary systems (students receiving 6+ behavioral referrals and needing some form of tertiary intervention) = 1-5 % of students

As schools reach high fidelity implementation levels at each tier, further training and support is provided at the following tier next more intensive tier.

The report includes data from all Madison middle schools.

The Safety Lessons of Columbine, Re-Examined

Stephanie Simon:

The carnage at Columbine High on April 20, 1999, prompted a swift and aggressive response around the U.S.

Hundreds of millions of dollars flooded into schools after two seniors stalked the halls of Columbine in trench coats, killing 12 students and a teacher before committing suicide in the school library.

The money -- federal, state and local -- bought metal detectors, security cameras and elaborate emergency-response plans. It put 6,300 police officers on campuses and trained students to handle bullying and manage anger.

Ten years later, the money is drying up. The primary pot of federal grants has been cut by a third, a loss of $145 million. The Justice Department has scrapped the cops in schools program, once budgeted at $180 million a year. States are slashing spending, too, or allowing districts to buy textbooks with funds once set aside for security measures.

Money is so tight that the Colorado district that includes Columbine High, which reopened four months after the shootings, has canceled its annual violence-prevention convention. Miami can afford to send just half as many students as it used to through anger-management training. Many educators and security consultants find the cutbacks frightening.

School Reform must include Expulsions

Christopher Thomas:

Some kids just can't be saved.

There just isn't a place in our schools for bullies, drug dealers or those that intimidate or assault teachers. While every kid should be given an opportunity to change, we need to ask ourselves, do we need to give them a place to hang out during the day and cause problems while endangering other students? The answer is no.

If they don't want to be at school, the school shouldn't be forced to keep them. And yes, that means public schools should be able to expel these students.

There are virtual schools on the internet -- schools that provide lesson plans and opportunities for students to learn the basics but don't have the social interaction with other students. Many of the more troublesome kids may very well do fine with an internet based school. They may even thrive in that atmosphere. But then again, some will show the same lack of commitment to their own betterment that they have in the classroom.

Playing Nice: Teachers Learn to Help Kids Behave in School

Sue Shellenbarger:

When teacher Deena Randle took over a Portland, Ore., preschool class three years ago, behavior problems were so bad that "kids were bouncing off the walls, pushing and shoving, not listening -- it was wild," she says.

You'd never know it now. When Ms. Randle calls out, "Eyes up here! I need your attention," one recent day, all 16 pairs of eyes in her class of 3- to 5-year-olds turn toward her. Beyond Ms. Randle's considerable teaching skill, she and school officials credit a fast-growing curriculum that builds deliberate training in self-control right into the daily routine.

Behavior problems among small children are a growing issue. The possible causes are many: pressure on teachers to stress math and reading over emotional skills; family instability; a decline in playtime; heavy use of child care; or a rise in learning problems such as attention-deficit disorder. Based on preliminary findings from a federal child-care study, discussed last week at a conference for the Society for Research in Child Development in Denver, the slight increase in behavior problems found in children who spent lots of early time in child care persists all the way to age 15, in the form of more impulsivity and risk-taking.

St. Maria Goretti Student Faces Weapons Charge

Capital Newspapers:

A 14-year-old Madison teen faces weapons charges after he allegedly brought a pellet gun to St. Maria Goretti School on Thursday morning.

The student was tentatively charged with possession of a dangerous weapon by a person under the age of 18 and also was tentatively charged with burglary after admitting committing other crimes, including a residential burglary from 2007, police said. Madison police said a school staff member found a black, plastic pellet gun in the student's backpack.

The student "claimed he did not mean to bring the weapon to school and had forgotten it was in his backpack," said police spokesman Joel DeSpain. "But the investigating officer was also told the suspect might have threatened to shoot another student."

St. Maria Goretti is a K-8 parochial school at 5405 Flad Ave. on the city's West Side.

Teachers Alleging Attacks by Youths Find Themselves Scrutinized

Bill Turque:

Woodson Academy teacher William Pow had just finished writing on the blackboard one January afternoon, he said, when he turned to face his algebra class and saw the textbook "Mathematics in Life" hurtling toward his head.

He ducked, he said, but it caught him in the neck and shoulder. His colleagues at Woodson have not been as lucky. English teacher Randy Brown said he was hit just above the left ear by a book thrown by a student last month. He was treated for a concussion and said he has since suffered from headaches and nausea.

"They think it's a game to hit people in the head," said Brown, who, like Pow, has not returned to school.

They say the 260-student ninth-grade academy, housed at Ronald H. Brown Middle School in Northeast Washington while a new Woodson High is under construction, is overcrowded and dangerous. Brown and Pow count five other teachers or administrators who they said have been attacked this academic year, including one who was pelted by textbooks and another pinned to a desktop and choked. Other teachers, Brown and Pow said, are routinely subjected to verbal threats of violence.

Dallas ISD records show school held 'cage fights'

Emily Ramshaw and Tawnell Hobbs:

The principal and other staff members at South Oak Cliff High School were supposed to be breaking up fights. Instead, they sent troubled students into a steel utility cage in an athletic locker room to battle it out with bare fists and no head protection, records show.

Documents obtained by The Dallas Morning News say the "cage fights" took place between 2003 and 2005. The records don't say how many fights may have taken place.

Donald Moten, who was principal at South Oak Cliff High at the time, denied any wrongdoing when contacted Wednesday.

District investigators learned of the fights as part of an investigation into grade-changing for student athletes that ultimately cost the school its 2006 boys state basketball championship.

Internal district reports obtained by The News describe a culture of sanctioned violence in which school employees and even the principal relied on "the cage" to settle disputes and bring unruly students under control.

Written Bomb Threat at Madison West High School: Letter to Parents

Principal Ed Holmes [9K PDF] via a kind reader's email:

When Madison Schools receive any information that jeopardizes or threatens the safety of our schools, we immediately report the incident to Madison Police and consult with them to determine what the best course of action should be.

The Madison School District has well-defined protocols that are implemented anytime a threat is made against schools. The decisions regarding a response to safety situations are always made in close consultation with the Madison Police Department and other law enforcement agencies.

The safest place for students is in school where we provide structure and supervision. Therefore any decision to remove students from that environment has to be weighed carefully with a potential for placing them in a less structured environment that potentially raises other safety concerns.

These procedures were followed today at West High in response to a written bomb threat.

After consulting with District Administration, the building was searched at 6:00 a.m. using trained Madison Metropolitan School district engineers, architects and custodial supervisors. This procedure has been used in other schools under similar circumstances. Our goal is to maintain a safe educational environment for all students and staff. We have an excellent relationship with our students and encourage them to talk with us about possible issues. We ask you, as families, to help keep our lines of communication open by encouraging your students to talk about their concerns.

West High continues to be a safe place. We pledge that we will continue to focus our time, attention, and resources to keep it so.


Ed Holmes, Principal
Madison West High School [Map]

Related: Police calls near Madison high schools 1996-2006 and recent Madison police calls (the event referenced in the letter above is not present on the police call map as of this morning (3/13/2009)).

Students post videos of schoolyard brawls online

Sudhin Thanawala:

In schoolyards across the country, all it takes to attract a crowd are the words "Fight! Fight! Fight!"

But students are increasingly showing up with cameras to record the brawls, then posting the footage on the Internet. Some of the videos have been viewed more than a million times.

Now school officials and cyberspace watchdogs are worried that the videos will encourage violence and sharpen the humiliation of defeat for the losers.

"Kids are looking for their 15 megabytes of fame," said Parry Aftab, executive director of the Internet safety group WiredSafety.org. "Kids' popularity is measured by how many hits they get, how many people visit their sites."

Not all of the fights are spontaneous or motivated strictly by animosity. Some are planned ahead of time by combatants who arrange for their own brawling to be recorded.

Scores of bare-knuckled fights appear on YouTube or on sites devoted entirely to the grainy and shaky amateur recordings, which are usually made with cell phones or digital cameras.

In one recent video, two girls are egged on by friends and soon begin punching and choking one another. In other videos, a boy appears to be knocked unconscious by a well-placed haymaker, and a second boy spits out blood after suffering a blow to the mouth.

Three students under investigation after device was ignited outside of Whitehorse Middle School

Gena Kittner:

Three students are being investigated after a "homemade explosive device" was ignited around 1 p.m. outside of Whitehorse Middle School on Madison's East Side.

Police responded after "a 12-year old was caught throwing an improvised explosive device (IED) against the school building," according to a Madison Police Department news release. "A 13-year old student had made the ball-looking device out of some caps, coins, aluminum foil, and black electrical tape," the release said.

The 13-year old had given other "balls" to a second 12-year-old student who put the device in his locker, the release said.

The Dane County Sheriff's Department Bomb Squad rendered that device safe. The school was not evacuated, but the hallway around the locker was kept clear, police said.

"There was no damage, there were no injuries," said Ken Syke, spokesman for the Madison School District. "There's no indication of an intent to do harm. There's no indication that this small explosive device would go off on its own."

iReport.com: My School District

via a kind reader's email, who wonders if a student posting on this site violates the Madison School District's "Code of Conduct":

The Obama administration has pledged to reform the country's school system and we want to know: Are there problems in the school district where you live? Education Secretary Arne Duncan will appear on Campbell Brown's "No Bias, No Bull" Friday, and your stories may be part of the interview.

Whether you're a dedicated teacher or concerned parent, we want to hear about the issues facing your school district. Express your concerns, questions and suggested solutions on video.

Madison Crime Maps

The Madison Police Department is posting police call data on crimereports.com. Check out these links:

• Madison West High School
• Madison Memorial High School
• Madison LaFollette High School
• Edgewood High School
• Madison East High School
• Shabazz City High School

Some schools are finding rehabilitation for playground bullies can save otherwise decent students from lives of despair

Lau Kit-wai:

Ah Ho's story is more common than many realise. Lee Tak-wai, an outreach worker with the Hong Kong Playground Association, says bullying has become a pervasive problem in schools.

"In the past, things were black and white: we had the bad youngsters and the good ones. But the line has become blurred and problematic behaviour is more common among teenagers," Lee says. "Bullying has spread like an epidemic."

A survey of 1,552 lower secondary students last year found that aggressive physical action - including shoving and kicking - had increased by 31 per cent compared with a similar study in 2001. Conducted jointly by the Playground Association and City University, the survey found that threatening behaviour such as taking others' belongings and forcing victims to pay for snacks had risen by 42 per cent.

Educators and social workers view most bullies as products of circumstance. "School bullies are usually low achievers," Lee says. "They often don't receive sufficient attention from their parents and their relationships with teachers are strained. Since they can't get a sense of achievement in school, they resort to improper behaviour to draw people's attention and build their self-image. It's a vicious cycle."

DC Discipline Code Under Review As Suspensions Lose Impact

Bill Turque:

Senior class president Christopher Jolly says suspensions are so common at Anacostia High School -- where eight students were injured, including three who were stabbed, in a melee two months ago -- that they have become meaningless as a form of discipline.

"The fact that everyone knows someone who has been suspended before often causes kids not to respect the suspension process," Jolly said at a community forum this month on D.C. Schools Chancellor Michelle A. Rhee's proposal to revise the District's student behavior code.

Rhee's changes would move the system in a direction that makes sense to Jolly: away from out-of-school suspension as the disciplinary method of choice and toward counseling, peer influence and more options for keeping suspended students in school.

Officials said reliable data on suspensions are hard to come by because recordkeeping has been slipshod. But the available numbers suggest a dramatic surge. According to District figures, suspensions grew 72 percent between the 2006-07 and 2007-08 school years, from 1,303 to 2,245. That represents 4.5 percent of total enrollment. Numbers through November, the latest available for the current academic year, show suspensions running slightly behind last year.

Chicago Public League to ban cheering at basketball games

Ethel Fenig:

ell that didn't take long; the glow from the inauguration of the first African-American president is rapidly dimming. In President Barack Hussein Obama's (D) Chicago, the school system, recently under the superintendency of new Education Secretary Arne Duncan,
issued the following directives for high school sports competitions.

The Public League is taking drastic measures to curb a rash of violence that has erupted at its basketball games in the last week.

Studies Examine Major Influences on Freshmen's Academic Success

By PETER SCHMIDT

Three new studies of college freshmen suggest that even the most promising among them can run into academic difficulties as a long-term consequence of experiences like attending a violence-plagued high school or being raised by parents who never went to college.

And two of the studies call into question a large body of research on the educational benefits of racial and ethnic diversity on campuses, concluding that most first-year students do not reap any gains that can be measured objectively.

Taken together, the reports not only challenge many of the assumptions colleges make in admitting and educating freshmen, but could also influence discussions of how to improve the nation's high schools to promote college preparation.

In one of the studies, Mark E. Engberg, an assistant professor of higher education at Loyola University Chicago, and Gregory C. Wolniak, a research scientist at the National Opinion Research Center at the University of Chicago, looked at how high-school experiences influenced the academic success of students at several highly selective colleges.

Using data on 2,500 students from the National Longitudinal Survey of Freshmen, the two researchers found that freshmen who entered college with comparable academic records and family backgrounds had levels of success that depended on their high-school environments. Those from schools with high levels of violence tended to have lower grades. Having attended a well-maintained and well-equipped school seemed to offer many freshmen advantages over their peers.

A study published in the University of Arkansas's Education Working Paper Archive also considered high-school quality in analyzing the records of 2,800 students at an unnamed midsize, moderately selective public university.

Serge Herzog, the study's author and director of institutional analysis at the University of Nevada at Reno, found that, even after controlling for differences in background and academic preparation, low-income freshmen tended to post lower grades if their high schools had high levels of violence or disorder. The same was true if the schools had enrollments that were heavily black or Hispanic, or had a high percentage of students with limited proficiency in English.

Mr. Herzog found little evidence of a link between the number of courses students took from part-time instructors and the likelihood of their dropping out. That finding runs counter to other recent research on adjuncts.

And, in a finding that contradicts much available research on racial and ethnic diversity in higher education, Mr. Herzog found no evidence that being exposed to diversity in their classrooms, or taking classes intended to promote appreciation of diversity, fostered students' cognitive growth. He did, however, find that black, Hispanic, and American Indian students appeared to benefit, in terms of college completion, from frequent exposure to members of their own racial or ethnic group.

In the third study, two doctoral students in higher education at the University of Iowa, Ryan D. Padgett and Megan P. Johnson, examined data on about 3,100 students from 19 colleges, collected in the Wabash National Study of Liberal Arts Education. The Iowa researchers found that the educational benefits of taking part in various programs promoting diversity were "minimal and inconsistent."

The researchers also concluded that students who were the first in their families to attend college did not necessarily benefit from educational practices shown to help students whose parents did attend college. For example, while students on the whole appeared to benefit from interactions with faculty members, first-generation students who experienced the most contact with faculty members generally had the worst educational outcomes. The findings, the researchers concluded, suggest that those students "have not been conditioned to the positive benefits of interacting with instructors."
http://chronicle.com
Section: Students
Volume 55, Issue 14, Page A21
Copyright © 2008 by The Chronicle of Higher Education

Pakistan vows to keep schools open despite threats: minister

AFP:

Pakistan will keep schools open in the troubled northwestern Swat valley despite a ban on girls issued by the local Taliban, a minister pledged Sunday.

It follows a threat last month by a local Taliban commander to kill any girls attending classes after January 15, and to blow up schools where they are enrolled.

Officials said last week that, as a result of the threat, about 400 private schools were unlikely to open their doors after the winter holidays, depriving tens of thousands of students of an education.

But Pakistan's information minister Sherry Rehman vowed to keep open all girls schools in Swat and North West Frontier Province (NWFP).

"From March 1, all closed schools in Swat and NWFP will be reopened after the winter break," Rehman told reporters in the southern city of Karachi.

Dane County schools tighten security measures

Andy Hall:

The Verona School District is planning to become the first in Dane County to lock all doors at some schools and require visitors to appear on camera to receive permission to enter, and the first to require that high school students display identification badges at all times. Many students support the moves, even as others question whether they're really needed in the community that calls itself "Hometown, USA."

In Middleton, educators are deep into discussions that could lead to asking taxpayers for $3.5 million for cameras, other equipment and remodeling projects to tighten security at their 10 schools. Madison school officials have begun a major review of security measures that by spring could lead to proposals to control the public's access to that district's 48 schools.

These are signs that despite tight budgets, Wisconsin educators are pushing ahead in their efforts to keep schools safe -- efforts that took on added urgency with the 2006 slaying of Weston High School principal John Klang by a student, and other tragedies across the nation.

Related: Gangs & School Violence forum and police calls near Madison high schools: 1996-2006.

ACLU Report Reveals Arrests At Hartford-Area Schools On Rise

ACLU:

Police arrests of students at Hartford-area schools are on the rise, according to a new American Civil Liberties Union report released today, a trend that disproportionately impacts children of color.

The ACLU report, entitled "Hard Lessons: School Resource Officer Programs and School-Based Arrests in Three Connecticut Towns," also shows how the use by school districts in Hartford, East Hartford and West Hartford of school resource officers who are not adequately trained and whose objectives are not clearly defined leads to the criminalization of students at the expense of their education.

The report's findings are just the latest examples of a disturbing national trend known as the "school to prison pipeline" wherein children are over-aggressively funneled out of public schools and into the juvenile and criminal justice systems.

"Our goal is to ensure that everyone has an equal opportunity to receive a quality education," said Jamie Dycus, staff attorney with the ACLU Racial Justice Program and the primary author of the report. "Relying too heavily on arrests as a disciplinary measure impedes that goal and only serves to ensure that some of our most vulnerable populations are criminalized at very young ages before alternatives are exhausted that could lead to academic success."

According to the report, students in West Hartford and East Hartford are arrested at school at a rate far out of proportion to their numbers. During the 2006-07 school year, for example, black and Hispanic students together accounted for 69 percent of East Hartford's student population, but experienced 85 percent of its school-based arrests. In West Hartford during the same year, black and Hispanic students accounted for 24 percent of the population, but experienced 63 percent of the arrests.

Related:

• NY Times Editorial
• Police calls at and near Madison High Schools: 1996-2006

Obama Pledges Schools Upgrade in Stimulus ("Splurge") Plan

Libby Quaid:

Barack Obama probably cannot fix every leaky roof and busted boiler in the nation's schools. But educators say his sweeping school modernization program - if he spends enough - could jump-start student achievement.

More kids than ever are crammed into aging, run-down schools that need an estimated $255 billion in repairs, renovations or construction. While the president-elect is likely to ask Congress for only a fraction of that, education experts say it still could make a big difference.

"The need is definitely out there," said Robert Canavan, chairman of the Rebuild America's Schools coalition, which includes both teachers' unions and large education groups. "A federal investment of that magnitude would really have a significant impact."

Educators argue that spiffy classrooms help children learn and also remove health risks. But they warn that Obama's school spending plan won't stimulate the economy if it requires matching funds from state and local governments whose tax revenues have been slashed by the recession.

And they caution that throwing huge sums of money at programs that haven't proven effective, such as the federal "E-Rate" program that gives technology discounts to schools, won't help student achievement or the economy.

Murders of Black Teens Are Up 39% Since 2000-01

Gary Fields:

Homicides in which blacks ages 14 to 17 years old were the victims rose to 927 over the two-year period of 2006-07, the last years for which statistics are available, compared with 666 during 2000-01, according to the study by criminal-justice professors at Boston's Northeastern University. The 39% increase is much greater than the rise in overall homicides, which jumped 7.4% from 2000-01 to 2006-07.

Murders rose among black teens in 2006 and 2007 as overall homicides dropped compared with the previous year. And the 2000-07 rate of increase among black teens was more than twice the rate of increase among white teens, the study found.

The authors explained that they compared two-year periods to try to limit a statistical skewing of the numbers that might have occurred if they had simply looked at differences in 2000 and 2007.

The data confirm a pattern identified earlier this year by The Wall Street Journal, which found that while most communities in the U.S. were seeing a decline in homicides, many African-American neighborhoods were continuing to see an increase. The Northeastern University research shows that the pattern is more pronounced among juveniles.

Complete report 240K PDF.

Gangs in Dane County? Yes, they're everywhere, detective says

Karyn Saemann:

Gangs are everywhere in Dane County, from the largest Madison high schools to the smallest rural hamlets.

In the latest of a series of informational meetings led by a Dane County detective who monitors local gang activity, Sun Prairie parents were told their help is needed.

Detective Joel Wagner estimated that 3 to 4 percent of Dane County youths are involved in a gang. Recruiting begins in the fourth grade, he said; gang members can be of any race and socioeconomic status, but are primarily kids who have fallen away from school and family and are looking for a group to belong to.

"The best thing is prevention," Wagner said. "We need to get back to eyes and ears."

"Know your children's friends. Know them well," he said. "Know your children's friends' parents. Know them better."

Wednesday night's meeting at Sun Prairie High School stretched more than two hours and included disturbing video of gang fights and other violence from Dane County and across the nation as well as online photos of gang members who identify themselves as being from Sun Prairie and other Dane County communities.

Particularly disturbing was video -- not from Dane County -- of a gang initiation in which a teen's head was smashed into a cement curb and into a florescent light tube. In another video, a teen was beaten in a bathroom as part of an initiation.

Related:

• Gangs & School Violence Forum Audio & Video.
• Educating the Community on Gangs in Madison
• Art Rainwater's Memo on School Violence
• Madison police calls near local high schools: 1996-2006

Number of MPS students suspended is down 15%

Alan Borsuk:

Suspensions across the Milwaukee Public Schools system are down sharply so far this school year, Superintendent William Andrekopoulos said Monday.

Andrekopoulos released figures that show suspensions in MPS, as of the end of November, down sharply from last year, showing declines of about 15% in the number of students who have been suspended and of more than 20% in the number of days students have spent on suspensions, compared with the same period a year ago.

The new figures come as MPS is under pressure to lower its high suspension rate - Andrekopoulos has called it "appalling" in the past - and improve the overall behavior climate in schools.

The Council of the Great City Schools, an organization of large urban districts, submitted a report to MPS officials last spring that called for an urgent districtwide mobilization over behavior issues, especially related to suspensions. The report says MPS schools used suspensions, often for minor matters, instead of lesser steps that could bring more constructive results. It suggests the MPS suspension rate was among the highest in the country.

Andrekopoulos said data through last week showed that 12.3% of students had been suspended at least once so far this year, compared with 14.4% in the same period last year, and that the number of "suspension days" had declined from 42,994 to 33,846.

Obama's Big Test on Education

Jake Tapper:

Interestingly, though Rhee is a Democrat, she almost voted for Sen. John McCain, R-Ariz.

"It was a very hard decision," Rhee says. "I'm somewhat terrified of what the Democrats are going to do on education."

What does President-elect Obama think? Tough to say. He has supported merit pay for teachers, which teachers' unions oppose, and heralded Rhee. He has been a strong advocate of charter schools and in 2002 said he was "not closed minded" on the subject of vouchers, though since then he has come out against vouchers. Over the Summer, I asked him why.

"The problem is, is that, you know, although it might benefit some kids at the top, what you're going to do is leave a lot of kids at the bottom," he said. "We don't have enough slots for every child to go into a parochial school or a private school. And what you would see is a huge drain of resources out of the public schools. So what I've said is let's foster competition within the public school system. Let's make sure that charter schools are up and running. Let's make sure that kids who are in failing schools, in local school districts, have an option to go to schools that are doing well.

"But what I don't want to do is to see a diminished commitment to the public schools to the point where all we have are the hardest-to-teach kids with the least involved parents with the most disabilities in the public schools," Obama continued. "That's going to make things worse, and we're going to lose the commitment to public schools that I think have been so important to building this country."

In March, Josh Patashnik of The New Republic took a closer look at PEBO and education, writing that Obama "has long advocated a reformist agenda that looks favorably upon things like competition between schools, test-based accountability, and performance pay for teachers. But the Obama campaign has hesitated to trumpet its candidate's maverick credentials. As an increasingly influential chorus of donors and policy wonks pushes an agenda within the Democratic Party that frightens teachers' unions and their traditional liberal allies, Obama seems unsure how far he can go in reassuring the former group that he's one of them without alienating the latter. And this is a shame, because Obama may represent the best hope for real reform in decades."

Janesville's Craig High School Considers Closing Campus

http://www.channel3000.com/education/18055586/detail.html:

According to Dr. Mike Kuehne, the principal of Craig High School, the reasons for keeping students has to do with the fact that some students who leave for lunch don't come back.

"What we're really trying to do is look out for the best interest of our students," Kuehne said.
Safety is another concern for Kuehne. School officials said that they can't control who visits students off school property.

"They hang around young adults -- 18-, 19-, 20-year-olds -- many of them not from our community and they're just hanging there to associate with the kids who are going to lunch," Kuehne said. "It's not an environment that we think is safe for some of our students."

So far, if the campus is closed next year it would only affect incoming students.

Washington DC Schools' Chancellor Michelle Rhee Proposes Parent Academy, Better Security

Bill Turque:

Revamped security and discipline policies, more specialized schools, a "Parent Academy" to help District parents take charge of their children's education and the possibility of more school closures are part of the long-term vision proposed by Chancellor Michelle A. Rhee in a new document.

The 79-page "action plan," which Rhee will present to the D.C. Council tomorrow, pulls together a broad variety of ideas that have been only hinted at publicly, including a possible end to out-of-school suspensions and an increase in the number of "theme" schools, focusing on high technology, language immersion, or gifted and talented students.

Other goals in the draft document -- the need for new and better-paid teachers, higher test scores, closing the achievement gap between white and minority students -- are ones she has frequently articulated. Taken together, they provide the most detailed picture of Rhee's aspirations for the 120-school system, which is affected by declining enrollment and poor academic performance.

Should Schools Tackle Poverty?
Yeah, let's add that between recess and lunch.

Alexander Russo:

Don't be surprised if you hear a lot more from teachers and board members about "out of school" social issues and programs this year. Chatter about more daring and wider-ranging approaches to school improvement is all the rage right now, as part of a longer-term pushback against accountability-based reform like NCLB.

Jumping into efforts to reach children in their home lives, however, may stretch schools' abilities to make a real difference--and may take you and your team's eyes off quality classroom instruction and academic improvement.

Over the past few months, there has been a slew of ideas and proposals to move beyond reform efforts that are primarily school-based. Just as the Democratic primary was wrapping up, a coalition of educators put out a call for a "broader, bolder" approach to education reform. Later in the summer, aft president-elect Randi Weingarten called for "community schools" that would provide social services as well as education. Early in the fall, Democratic presidential nominee Barack Obama began touting a proposal to create "Promise Neighborhoods" around the country, in which low-income children and their parents would receive a comprehensive set of medical and social services in addition to a quality education. About a third of states have recently embarked on new antipoverty programs, according to Stateline.org .

DeForest High To Reopen After Threat Closed School Tuesday

Channel3000:

DeForest Area High School was closed Tuesday after school officials found a threatening note, but officials said the school will reopen on Wednesday.

Officials said that the note, which was found on Monday afternoon in the school, said that there would be a bomb in a boys' restroom.

School officials, along with the DeForest Police Department, were unable to determine whether the threat had merit. As a precaution, officials made the decision to cancel all classes, events and after-school activities Tuesday at the high school.

On Tuesday, the DeForest police, along with school administrators and a canine unit from the University of Wisconsin-Madison, searched the entire high school and grounds, and did not find any signs of explosive devices. Based on the search and the status of the investigation, school officials and law enforcement personnel said they feel confident that they can reopen the school Wednesday.

Bullying, Brawling and Bringing Weapons; Maryland Students Discuss Realities of School Life

Nelson Hernandez:

As about 200 students from across Maryland took their seats at a summit to discuss the problem of school violence, the stereo played an instrumental version of a song familiar, questionable and yet somehow appropriate: "Gangsta's Paradise."

Coolio's elegy to gang violence (sample lyric: "You better watch how you talking, and where you walking/Or you and your homies might be lined in chalk") perhaps didn't speak to the experience of the students from rural Garrett County in western Maryland, but the causes and tragic outcomes of school violence haven't changed much since the hit song was released in 1995.

Gossip, rumors, dirty looks exchanged in the hallway. Neighborhood beefs or quarrels over a girlfriend or boyfriend. The temptation to bully somebody defenseless or different. All could kick off a fight back then, and to listen to the students who spoke at the summit last week in Greenbelt, they still do.

A girl from Parkville High School in Baltimore County rattled off a list of the things she sees at her school: "Gang violence. Student-teacher violence. Sexual harassment. Bullying."

Teen arrested in threats at Middleton High School that forced relocation of polling places

Wisconsin State Journal:

Middleton police have arrested a 16-year-old male Middleton High School student in connection with a bomb threat at the high school that forced the evacuation of the school Tuesday and caused election officials to move the polling place from the school to the new Middleton fire station at 7600 University Ave.

Lt. Charles Foulke of the Middleton Police Department said in a release that the student used the school's computer lab to access an Internet relay Web site which translated a typed threat into a verbal message which he then sent to a school official.

Foulke said the student would be charged with making a bomb threat at the Dane County Juvenile Reception Center, and that Middleton police would consult with state and federal officials about the disruption of the voting process.

Juvenile Crime During the School Year, 2000-2006

City of Jacksonville, NC:

The map was created at the request of the Jacksonville Police Department to show juvenile crime patterns over space and time. Using the city's criminal geodatabase and ArcGIS, it was possible to query the system for arrests of people younger than 18 and arrests during school days. Organizing the crimes by hour clearly showed patterns in which the bulk of criminal activity occurred during school hours, with some after school, and the least number of crimes occurring in the evening.

Kids Focus on School Safety

John-John Williams IV:

A student from an Anne Arundel County high school said she's seen guns on campus. A Howard County girl said squabbles that start as Internet exchanges lead to fights at school. And a senior at a Baltimore school told of fights that are part of gang initiations.

One of the main messages from students across Maryland who gathered yesterday at a summit on school violence is that the issue cannot be ignored.

"We have so many problems in our school system that we don't think about," said Josh Maley, 16, a junior at Howard High in Ellicott City. "We overlook so much. This summit is good because it lets [adults] hear their stories."

The event drew more than 250 students from middle and high schools to Martin's Crosswinds in Greenbelt to talk about school safety. Every jurisdiction in the state was represented, and organizers said they hope to use the students' observations and ideas to craft plans to stem violence.

Fight at Madison Memorial shows difficulty of keeping school hallways safe

Jessica VanEgeren:

If art really does imitate life, then a peek into the interracial dynamics of high school life in Madison can be found every morning inside Room 272 at West High School. There, the students, hand-picked because of their ethnicity, respond to bullying, gang-related activities, body awareness issues and racial stereotyping by creating skits that mimic common situations students experience in school.

Lounging on pillows and passing around a bag of suckers at 9 a.m., the students, from varying backgrounds including Hmong, Chinese, African-American, Albanian and Laotian, are at ease with one another. This is not a dynamic reflected by every student in every school.

Sometimes an inspiration for a skit can be found right outside the classroom door, as junior Louisa Kornblatt found out on a recent morning when a student yelled, "Watch where your tall white ass is going, bitch," during a break between classes. Although Kornblatt returned to the classroom with a flushed face, asking if anyone else had heard the comment, most of the students reacted to it nonchalantly.

"That's just part of a day," said senior John Reynolds, one of the students in the Multico theater group, which performs in schools all over the district. "You learn to ignore it. West is a culturally diverse place, and you'll hear those kinds of statements in the hallways. You just need to learn to focus on the good, not the bad."

Related: Police calls near Madison High Schools 1996-2006.

Detroit School Board to Discuss Fatal Shooting

Chastity Pratt Dawsey:

The fatal shooting of one Henry Ford High student and the wounding of three other teens is expected to be discussed at a special Detroit Board of Education meeting at 6 p.m. Monday at Spain Elementary-Middle School, 3700 Beaubien.

The agenda includes a 2008-'09 "Checklist for Preventing and Responding to School Violence" the district has submitted to the Michigan Department of Education for Ford, Mumford, Central and Crosman high schools.

In wake of turmoil, Madison Memorial students seek solutions

Mark Pitsch:

More parental involvement. Peer-to-peer mentoring. Community programs.

Those are some of the ideas students, parents and others offered in the wake of a fight at Memorial High School last week between black and Latino students and early closure of the school Friday amid rumors of a gun at the school.

Tim Maymon, whose two teenagers attend Memorial and who had another graduate this year, said he believes the school is safe, that his children aren't in danger and that the racial tension is limited to small groups of students.

But he also said some students -- including those involved in the altercation last week -- aren't getting proper parental guidance.

"The two groups need more parental control," Maymon said. "There's a lot of people promoting their kids to fight and be stupid. Any smart parent would want to see their kids be safe and egging them on to fight is not safe."

Madison's Memorial High School Closes Early Today Amid Safety Concerns

Channel3000:

Students at James Madison Memorial High School in Madison were let out early on Friday amid ongoing safety concerns, according to a Madison Metropolitan School District spokesman.

There was increased police presence at the school and officials postponed an early lunch on Friday, according to Ken Syke.

The students were released at 12:55 p.m. Officials said that buses will be there to pick up students.

They said that all of the schools extracurricular activities are scheduled, but there will be an extra police presence at each event.

Syke said that no incidents occurred at the school on Friday, but that officials are concerned about safety after a fight broke out at the school earlier this week. The fight apparently involving two groups of students on Thursday and seven students were ultimately arrested.

Sandy Cullen has more along with WKOW-TV and NBC-15. Madison School District statement.

Related: Gangs & School Violence Forum Audio & Video and police calls near Madison high schools 1996-2006.

Police: Fight At Memorial High School Leads To 7 Arrests

Channel3000:

A fight involving two groups of students at Memorial High School has led to the arrest of seven students, Madison police said.

Madison police responded to a fight a Memorial High school around 9:11 a.m. on Thursday.

The fight involved two groups of students and during the incident, a 16-year-old girl was knocked to the floor and is believed to have lost consciousness, according to police.
Another student is accused of battering the girl when she was knocked down. The girl suffered abrasions but did not require hospitalization.

A 17-year-old girl has been arrested and tentatively charged with substantial battery and disorderly conduct.

Related: Police calls near Madison high schools: 1996-2006.

2008 Madison Schools' Referendum - Key Issues

1. Mortgage on future property with permanent increase: Asking taxpayers to refinance/mortgage their futures and that of the school district with a permanent increase of $13 million yearly for the operations budget. It has been stated the district needs the money to help keep current programs in place. It is expected that even after 3 years of this referendum totaling $27 million, the Board is projecting a continued revenue gap and will be back asking for even more.

2. No evaluation nor analysis of programs and services: The Board will make budget cuts affecting program and services, whether or not this referendum passes. The cuts will be made with no assessment/evaluation process or strategy for objective analyses of educational or business programs and services to determine the most effective and efficient use of money they already have as well as for the additional money they are asking with this referendum.

3. Inflated criteria for property value growth: The dollar impact on property to be taxed is projected on an inflated criteria of 4% growth in property valuation assessment; therefore, reducing the cost projection for the property tax levy. The growth for property valuation in 2007 was 3.2% and for 2008 it was 1.0%. Given the state of the economy and the housing market, the growth rate is expected to further decline in 2009. [10/13 Update: The above references to property valuation assessment growth are cited from City of Madison Assessor data. See ACE document "Watch List Report Card" [2008 Referendum Watch List 755K PDF] for State Department of Revenue citations for property valuation base and growth rate used for determination of MMSD property tax levy.]

4. No direct impact on student learning and classroom instruction: There is District acknowledgement of a serious achievement gap between low-income and minority student groups compared with others. There are no plans evident for changing how new or existing money will be spent differently in order to have an impact on improving student learning/achievement and instructional effectiveness.

5. Lack of verification of reduction in negative aid impact on taxes: District scenarios illustrating a drastic reduction in the negative impact on state aids from our property-rich district is unsubstantiated and unverified, as well as raising questions about unknown possible future unintended consequences. The illustrated reduction is from approximately 60% to 1% results by switching maintenance funds from the operations budget and 2005 referendum proceeds to a newly created "Capital Expansion Fund--Fund 41" account. [Update: 10/13: The reduction in the negative aid impact will take affect regardless of the outcome of the referendum vote. See the ACE document "Watch List Report Card" [2008 Referendum Watch List 755K PDF] for details.]

6. Full disclosure, accountability and transparency: Data and information has not been presented to show and verify criteria, assumptions, base lines, calculations and analyses for stated efficiencies, effectiveness, savings, past and current projects, cuts and reductions. [Update 10/13: The new administration is gathering and preparing information and data on a pro-active, but limited, basis.]

7. No cost-sharing and collaborative initiatives with other governments: Discussions and negotiations have not taken place with city and county governments for cost-sharing and collaborative initiatives to reduce costs, minimize duplication of services, and create better defined roles and responsibilities.

8. Making schools safe for students and staff: There are no specific plans or strategies for changes in the response system for safety, use of appropriate technology and curriculum helping students and staff develop shared responsibilities and conflict resolution. [Update 10/13: The administration is engaging input from school staff, students, parents and city officials for the development of plans. They are also working on identifying funding sources to provide for safer access from outside walk-ins to the buildings.]

9. Impact of economics and affordability: The impact of tax increases becomes staggering when put in the total context of a school referendum increase and an operations increase; a City of Madison projected 4-6% budget increase; a County of Dane projected 4-6% budget increase; the State of Wisconsin budget expense deficit and decrease in revenues; and the national economic scene of increased food and fuel costs along with the lack of stability in the financial and housing markets.

10. Expected approval of future Maintenance Referendum included in tax impact: The District states that their figures showing the tax impact with approval of the current referendum includes the current Maintenance Referendum (approximately $5 million per year) running through 2009-10 will be approved again past 2009-10. [Update: 10/13: Projections are now available excluding the tax impacts of the current and projected maintenance referendums.]

11. Board discussing another new elementary school: The Board of Education has authorized the administration to seek property in south Madison to build a new elementary school. Planning initiatives are underway to propose a referendum for building an elementary school building in the near future. [Update: 10/13: The administration is not taking any action on this initiative at this time.] See ACE document "Watch List Report Card" [230K PDF Version] for detailed information on 'key issues'

2008 Referendum Watch List 755K PDF

Prepared by Active Citizens for Education
Contact: Don Severson, President
info@activecitizensforeducation.org
608 577-0851

Parents upset that Arlington school sex assault case wasn't reported earlier

Chris Hawes:

A suspect was put in custody Friday but many parents of children at Coble Middle School say that's not the issue. They're outraged they weren't told an assault had taken place on campus.

Parents lining up to pick up their children Friday received something else - a letter. The more they read, the more disturbed they became: A young girl reported she was sexually assaulted at school.

But two weeks passed before the children were told what was going on. The school says they had to protect the investigation.

Counselors handed out the letter in the car lane. The letter detailed the reported the sexual assault of a 13-year-old girl on campus, during school.

"He had a valid reason to be on campus and chose to pull this girl into a locker room and sexually assault her," said Lt. Blake Miller from Arlington police.

But even more disturbing to one father was the date of the crime, Sept. 26.

How NCLB Ignored the Elephant in America's Classroom -- POVERTY

Jim Trelease:

A politician after politician and CEO after CEO have pontificated for 20 years about what is wrong in American schools, all the while offering simple-minded solutions (higher expectations girded by more high-stakes testing), nearly all have ignored the great elephant in the classroom: poverty. Their behavior said, "If we pretend it isn't there, either it will go away or cease to exist."

Before looking at the single most intelligent approach to urban school woes (see Harlem solution below), let's look at what most impacts the classroom from outside the classroom. It is the weight of poverty that rides the at-risk child like a six-ton elephant. Consider the observations of Pulitzer-winning reporter David K. Shipler:

About 35 million Americans live below the federal poverty line. Their opportunities are defined by forces that may look unrelated, but decades of research have mapped the web of connections. A 1987 study of 215 children attributed differences in I.Q. in part to 'social risk factors' like maternal anxiety and stress, which are common features of impoverished households. Research in the 1990's demonstrated how the paint and pipes of slum housing -- major sources of lead -- damage the developing brains of children. Youngsters with elevated lead levels have lower I.Q.'s and attention deficits, and -- according to a 1990 study published in The New England Journal of Medicine -- were seven times more likely to drop out of school.

Take the case of an 8-year-old boy in Boston. He was frequently missing school because of asthma attacks, and his mother was missing work so often for doctors' appointments that she was in danger of losing her low-wage job. It was a case typical of poor neighborhoods, where asthma runs rampant among children who live amid the mold, dust mites, roaches and other triggers of the disease."1

The inherent suggestion in NCLB is that all of that will go away if we just expect more of our teachers and students. That is an insult to both of them and it diminishes the enormity of the problem while doing nothing to solve it.

Related: "Limit Low Income Housing".