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A newly constituted Los Angeles school board took its first action Wednesday by giving up control of its largest campus, allowing Birmingham High to convert itself into a charter.The action, which took place after Mayor Antonio Villaraigosa called for a "revolution" in city schools, followed months of bitter infighting at the school in the Lake Balboa section of the San Fernando Valley, and was a blow to teachers union leaders and others who had advocated the simultaneous creation of a union-sponsored school on the Birmingham campus. The charter will begin its first school year Aug. 19.
New board members Steve Zimmer and Nury Martinez admitted being unprepared to vote on the issue, which stirred deep passions among teachers, parents and students. Zimmer said he felt as though he were "on my Star Trek maiden voyage," and Martinez complained that she had been briefed about the months-long saga only the day before. Zimmer ultimately abstained, while Martinez joined four other board members in voting for the charter.
Trustee Marguerite Poindexter LaMotte dissented, saying she supported the concept but wanted more time to heal the wounds on the campus and prepare plans for the union-backed school.
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To answer the question I'm sure you all have: Yes. Teachers booed and hissed during some of the performance-pay portions of Secretary of Education Arne Duncan's speech. And they weren't overwhelmingly happy with the talk of reform to seniority and tenure systems, either.Joanne has more along with Thomas.But some of the stories I've seen around the Web on the speech are billing this as "tough love" for the teachers' unions. There was some of that, sure, but President Barack Obama and Duncan clearly telegraphed their intentions to push hard on these issues in the stimulus legislation, and that passed months ago.
So there was an element to this whole proceeding that came off as a little bit rehearsed to me. I wonder if Duncan had prepared his seemingly ad-libbed line for when the booing started: "You can boo; just don't throw any shoes, please." And I'm pretty sure most of the delegates had gotten their vocal chords ready, too.
To me, the biggest news out of the speech is that the administration is increasingly emphasizing student achievement as one measure of teacher pay or evaluation, although not the only measure. That is a big issue, and it's one that helped sink congressional attempts to renew the No Child Left Behind Act in 2007.
Education Secretary Arne Duncan challenged members of the National Education Association Thursday to stop resisting the idea of linking teacher pay to student achievement.It was Duncan's first speech at the union's annual meeting, a gathering at which President Barack Obama was booed when he mentioned the idea of performance pay last year. By contrast, Duncan drew raucous applause and only a smattering of boos.
"I came here today to challenge you to think differently about the role of unions in public education," Duncan told the 3.2 million-member union in San Diego.
"It's not enough to focus only on issues like job security, tenure, compensation, and evaluation," he said. "You must become full partners and leaders in education reform. You must be willing to change."
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In a vote preceded by outbursts from board members, the Montgomery County Board of Education on Wednesday selected Barbara Thompson as Montgomery's new superintendent.Thompson was formerly principal at Lapham Elementary in the Madison School District. The Montgromery School District, with 31,000 students, is nearly 1/3 larger than the Madison Schools.
The board voted 4-3 along racial lines to offer the job to Thompson, who currently serves as superintendent of New Glarus Public Schools in Wisconsin.
Black board members Mary Briers, Eleanor Dawkins, Robert Porterfield and Beverly Ross voted for Thompson. Voting against her were white members Charlotte Meadows, Heather Sellers and Melissa Snowden, who all wanted to continue the search process.
Thompson was the lone finalist for the job after Samantha Ingram, superintendent of Fairfield County Schools in South Carolina, withdrew on Monday.
Ross, chairwoman of the school board, said she called Thompson shortly after the vote and Thompson accepted the job.
"I am excited that she's excited about coming here," Ross said. "She was already talking about how to get our test scores up."
Thompson, in a phone interview from her house in Wisconsin, said she and the board in the next few days should begin working out the details of her contract, which include salary negotiations.
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In both America and Britain recession has so far done little to dent the demand for private education.
"COMPARED with last year, applications are up 14%," says Mark Stanek, the principal of Ethical Culture Fieldston, a private school in New York. All through the application season he and his board of governors had been on tenterhooks, waiting to see if financial turmoil would cut the number of parents prepared to pay $32,000-34,000 a year to educate a child. Requests for financial help from families already at Fieldston had been rising fast, and the school had scraped together $3m--on top of the $8m it spends on financial aid in a normal year--in the hope of tiding as many over as possible. Nothing is certain until pupils turn up in the autumn. Some parents could get cold feet and sacrifice their deposits. Yet so far the school is more popular than ever.
Across America the picture is patchier, but there is little sign of a recession-induced meltdown in private schooling. Catholic parochial schools and some in rural areas are finding the going harder--but this is merely the acceleration of existing trends. Private schools in big cities with rich residents, and those with famous names and a history of sending graduates to the Ivy League, seem to be doing rather well. "Some parents weighing up their options may be worried about what recession will do to public-school budgets," says Myra McGovern of the National Association of Independent Schools (NAIS), which represents around 1,400 of the country's 30,000-odd private schools. "And some may think that if other people are struggling, that will mean their children are more likely to get in."
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Today’s lesson comes courtesy of Bernadette Marso, president of the Leominster Education Association in Massachusetts. Her members just voted down, by a 305-47 margin, a five-year, $856,000 grant from the Advanced Placement Training and Award Program. The program, among other things, pays teachers of Advanced Placement courses bonus money “if they successfully recruit more students to take AP courses and if the students perform well on the end-of-the-year AP exam.”It will be interesting to see how the Madison School District's contract negotiations play out with respect to community 4K partners and other curriculuar issues.
Some district officials and parents complained about the union decision because the bonuses were just one part of the program, which includes professional development and a subsidy to offset the AP exam fee for the students. But the union stood firmly opposed.
“We understand that some people will not understand the vote, but we confronted this from a union perspective,” Marso said. “We have a fair and equitable contract with the district, and to have a third party come in and start paying certain teachers more money than other hard-working teachers goes against what a union is all about.”
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The issue of escalating compensation and rising ticket prices in professional sports has been around for years. But next month it could reach a boiling point when 21-year-old Stephen Strasburg, the No. 1 pick in this year's Major League Baseball draft, signs for at least $15 million. And that's just a bonus before salary is even discussed.The blogosphere and radio call-in shows are already buzzing, with people saying things like "Man, the [Washington] Nationals" -- or whatever team ends up signing Mr. Strasburg -- "are sure going to have to raise prices to pay for this guy. You'll be lucky to afford a beer when you go out to the ballpark to see him pitch."
Well, if you can't afford to buy a beer at the ballpark then it didn't do the team much good to sign the player, did it? Sportswriters and radio guys delight in reminding fans that every time a team acquires an expensive player the cost of everything goes up. But that's just not the way economics works.
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Over 38,000 Hong Kong students received their A-level results on Tuesday morning - in one of the most eagerly anticipated but stressful days for young people in the territory.The Examination Authority said this year there were 38,647 students sitting the A-level exams.
Of these, 8,859 were private candidates and 9,711 were repeating the exams. While most are secondary school pupils, some are also mature students. The exams allow people to enter university.
A total of 17,744 students obtained minimum qualifications for university - a rise of 174 over last year, the authority said.
But it said there were only 14,500 government-funded undergraduate places available at universities. This means 3,244 students will have to attend other tertiary institutions.
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• Historical videos from the Library's moving-image collections such as original Edison films and a series of 1904 films from the Westinghouse Works;Slick. Download iTunes here. MIT's open courseware, among many others is also available on iTunes U.
- Original videos such as author presentations from the National Book Festival, the "Books and Beyond" series, lectures from the Kluge Center, and the "Journeys and Crossings" series of discussions with curators;
- Audio podcasts, including series such as "Music and the Brain," slave narratives from the American Folklife Center, and interviews with noted authors from the National Book Festival; and
- Classroom and educational materials, including 14 courses from the Catalogers' Learning Workshop
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Paul Tudor Jones, via a kind reader's email:
When I was asked to give the commencement address to a graduating class of 9th graders, I jumped at the chance. You see, I have four teenagers of my own and I feel like this is the point in my life when I am supposed to tell them something profound. So thank you Buckley community for giving me this opportunity. I tried this speech out on them last night and am happy to report that none of them fell asleep until I was three quarters done.
When composing this message I searched my memory for my same experience back in 1969 when I was sitting right where you are. I realized that I could hardly remember one single speaker from my junior high or high school days. Now that could be my age. I'm old enough now that some days I can't remember how old I am. But it could also have been a sign of the times. Remember, I was part of the student rebellion, and we did not listen to anything that someone over 30 said because they were just too clueless. Or so we thought.
Anyway, as I sat there considering this speech further, I suddenly had a flashback of the one speaker who I actually did remember from youthful days. He was a Shakespearean actor who came to our school to extol the virtues of William Shakespeare. He started out by telling us that Shakespeare was not about poetry or romance or love, but instead, was all about battle, and fighting and death and war. Then he pulled out a huge sword which he began waving over the top of his head as he described various bloody conflicts that were all part and parcel of Shakespeare's plays. Now being a 15-year old testosterone laden student at an all boys school, I thought this was pretty cool. I remember thinking, "Yea, this guy gets it. Forget about the deep meaning and messages in the words, let's talk about who's getting the blade."
As you can see, I have a similar sword which I am going to stop waving over my head now, because A) I think you are permanently scarred, and B) the headmaster looks like he is about to tackle me and C) some of you, I can tell, are way too excited about this sword, and you're scaring me a little.
I'm here with you young men today because your parents wanted me to speak to you about service--that is, serving others and giving back to the broader community for the blessings that you have received in your life. But that is a speech for a later time in your life. Don't get me wrong, serving others is really, really important. It truly is the secret to happiness in life. I swear to God. Money won't do it. Fame won't do it. Nor will sex, drugs, homeruns or high achievement. But now I am getting preachy.
Today, I want to talk to you about the dirtiest word that any of you 9th graders know. It's a word that is so terrible that your parents won't talk about it; your teachers won't talk about it; and you certainly don't ever want to dwell on it. But this is a preparatory school, and you need to be prepared to deal with this phenomenon because you will experience it. That is a guarantee. Every single one of you will experience it not once but multiple times, and every adult in this room has had to deal with this in its many forms and manifestations. It's the "F" word.
FAILURE. Failure that is so mortifying and so devastating that it makes you try to become invisible. It makes you want to hide your face, your soul, your being from everyone else because of the shame. Trust me, boys--if you haven't already tasted that, you will. I am sure most of you here already have. AND IT IS HARD. I know this firsthand, but I also know that failure was a key element to my life's journey.
My first real failure was in 1966 in the 6th grade. I played on our basketball team, and I was the smallest and youngest kid on the team. It was the last game of the season and I was the only player on the squad that had not scored a point all season. So in the second half the coach directed all the kids to throw me the ball when I went in, and for me to shoot so that I would score. The problem was that Coach Clark said it loud enough that every person in the stands could hear it as well as every member of the opposing team. Going into the fourth quarter, our team was well ahead, Coach Clark inserted me and thus, began the worst eight minutes of my life up until that point. Every time I got the ball, the entire other team would rush towards me, and on top of that, that afternoon I was the greatest brick layer the world had ever seen. The game ended. I had missed five shots, and the other team erupted in jubilation that I had not scored. I ran out of the gym as fast as I could only to bump into two of the opposing team's players who proceeded to laugh and tease and ridicule me. I cried and hid in the bathroom. Well, that passed, and I kept trying team sports, but I was just too small to really compete. So in the 10th grade, I took up boxing where suddenly everyone was my size and weight. I nearly won the Memphis Golden Gloves my senior year in high school and did win the collegiate championship when I was 19. Standing in the middle of that ring and getting that trophy, I still remember looking around for those two little kids who had run me into that bathroom back in the 6th grade, because I was going to knock their blocks off. That's one problem with failure. It can stay with you for a very long time.
The next time the dragon of failure reared his ugly head was in 1978. I was working in New Orleans for one of the greatest cotton traders of all time, Eli Tullis. Now, New Orleans is an unbelievable city. It has the Strawberry Festival, the Jazz Festival, the Sugar Bowl, Mardi Gras, and just about every other excuse for a party that you can ever imagine. Heck, in that town, waking up was an excuse to party. I was still pretty fresh out of college, and my mentality, unfortunately, was still firmly set on fraternity row. It was a Friday morning in June, and I had been out literally all night with a bunch of my friends. My job was to man the phone all day during trading hours and call cotton prices quotes from New York into Mr. Tullis' office. Around noon, things got quiet on the New York floor, and I got overly drowsy. The next thing I remember was a ruler prying my chin off my chest, and Mr. Tullis calling to me, "Paul. Paul." My eyes fluttered opened and as I came to my senses, he said to me, "Son, you are fired." I'd never been so shocked or hurt in my life. I literally thought I was going to die for I had just been sacked by an iconic figure in my business.
My shame turned into anger. I was not angry at Mr. Tullis for he was right. I was angry at myself. But I knew I was not a failure, and I swore that I was going to prove to myself that I could be a success. I called a friend and secured a job on the floor of the New York Cotton Exchange and moved to the City. Today, I will put my work ethic up against anybody's on Wall Street. Failure will give you a tattoo that will stay with you your whole life, and sometimes it's a really good thing. One other side note, to this day, I've never told my parents that I got fired. I told them I just wanted to try something different. Shame can be a lifetime companion for which you better prepare yourself.
Now, there are two types of failure you will experience in life. The first type is what I just described and comes from things you can control. That is the worst kind. But there is another form of failure that will be equally devastating to you, and that is the kind beyond your control. This happened to me in 1982. I had met a very lovely young Harvard student from Connecticut, dated her for two years then asked her to marry me right after she graduated from college. We set a date; we sent out the invitations; and all was fantastic until one month before the wedding when her father called me. He said, "Paul, my daughter sat me down this afternoon, and she doesn't know how to tell you this, but she is really unhappy and thinks it's time for you two to take a break." At first I thought he was joking because he was a very funny guy. Then he said, "No, she is serious about this." I thought to myself, "Oh, my God, I am being dumped at the altar." I'm from Tennessee. Getting dumped at the altar was the supreme social embarrassment of that time. It was a big deal. When all my family and friends found out, they were ready to re-start the Civil War on the spot. I had to remind them that the last Civil War didn't go so well for our side, and I didn't like our chances in a rematch. The reality was that I was a 26-year old knucklehead, and since all my friends were getting married, I kind of felt it was time for me to do the same thing. And that was the worst reason in the world to get married. I actually think she understood that and to a certain extent spared me what would have been a very tough marriage. Instead, I've had an incredible marriage for twenty years to a wonderful wife, and we have four kids that I love more than anything on Earth. Some things happen to you that at the time will make you feel like the world is coming to an end, but in actuality, there is a very good reason for it. You just can't see it and don't know it. When one door closes, another will open, but standing in that hallway can be hell. You just have to persevere. Quite often that dragon of failure is really chasing you off the wrong road and on to the right one.
By now you are thinking, how much longer is this loser going to keep on talking. My kids are all teenagers, and whenever I'm telling them something I think is important, they often wonder the same thing. But the main point I want you to take away today is that some of your greatest successes are going to be the children of failure. This touches upon the original reason I was invited here today. In 1986, I adopted a class of Bedford Stuyvesant 6th graders and promised them if they graduated from high school, I would pay for their college. For those of you who don't know, Bed-Stuy is one of New York City's toughest neighborhoods. Even the rats are scared to go there at night. Statistically about 8% of the class I adopted would graduate from high school, so my intervention was designed to get them all into college. For the next six years, I did everything I could for them. I spent about $5,000 annually per student taking them on ski trips, taking them to Africa, taking them to my home in Virginia on the weekends, having report card night, hiring a counselor to help coordinate afternoon activities and doing my heartfelt best to get them ready for college. Six years later, a researcher from Harvard contacted me and asked if he could study my kids as part of an overall assessment of what then was called the "I Have a Dream" Program. I said sure. He came back to me a few months later and shared some really disturbing statistics. 86 kids that I had poured my heart and soul into for six years were statistically no different than kids from a nearby school that did not have the services our afterschool program provided. There was no difference in graduation rates, dropout rates, academic scores, teenage pregnancies, and the list went on. The only thing that we managed to do was get three times as many of our kids into college because we were offering scholarships whereas the other schools were not. But in terms of preparing these kids for college, we completely and totally failed. Boy, did this open my eyes. That was the first real-time example for me of how intellectual capital will always trump financial capital. In other words, I had the money to help these kids, but it was useless because I didn't have the brains to help them. I had tried to succeed with sheer force of will and energy and financial resources. I learned that this was not enough. What I needed were better defined goals, better metrics, and most importantly, more efficient technologies that would enable me to achieve those goals. What that whole experience taught me was that starting with kids at age 12 was 12 years too late. An afterschool program was actually putting a band-aid on a much deeper structural issue, and that was that our public education system was failing us. So in 2000, along with the greatest educator I knew, a young man named Norman Atkins, we started the Excellence Charter School in Bedford Stuyvesant for boys. We set the explicit goal of hiring the best teachers with the greatest set of skills to be the top performing school in the city. Now that was an ambitious goal but last year in 2008, Excellence ranked #1 out of 543 public schools in New York City for reading and math proficiency for any third and fourth grade cohort, and our school was 98% African American boys. We never would have done that had I not failed almost 15 years earlier.
So here is the point: you are going to meet the dragon of failure in your life. You may not get into the school you want or you may get kicked out of the school you are in. You may get your heart broken by the girl of your dreams or God forbid, get into an accident beyond your control. But the point is that everything happens for a reason. At the time it may not be clear. And certainly the pain and the shame are going to be overwhelming and devastating. But just as sure as the sun comes up, there will come a time on the next day or the next week or the next year, when you will grab that sword and point it at that dragon and tell him, "Be gone, dragon. Tarry with me and I will cut your head off. For I must find the destination God and life hold in store for me!" Young men of Buckley, good luck on your journey...
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New friendships bloom as an L.A. judge and his college professor wife decide to foot the bill for a talented boy to attend the private school, which his mom can't afford.When David and Jacki Horwitz read an article in The Times about Lorelei Oliver's struggle to find a good school for her son Kamal Key, their response was immediate: Perhaps, they inquired, there was a fund to which they could contribute to help the 12-year-old, who had been admitted to a prestigious but costly private campus?
Three weeks and several phone calls and e-mails later, Kamal and his family sat in the backyard of the Horwitzes' spacious Pacific Palisades home, laughing as if they had known each other for years. The couple's initial offer of a modest donation for a little boy who was a complete stranger has led to the unexpected meeting of two families whose lives may now be intertwined for years.
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The High Mileage Vehicle Club, which designs and builds cars to get the best fuel mileage possible, has taken on new meaning with higher gas prices.In addition, the club at Evansville High School is having a good run in the three years since it started.
The club's car, which was equipped with a hydrogen booster and got nearly 170 mpg, was one of more than 20 entered in the Super High Mileage Vehicle Competition at the Dunn County Fairgrounds this spring. It took first place in mileage in the concept class and first place among all cars in the other categories as well as being the overall grand champion.
Last year, the club's car -- which had an electric motor and got 498 mpg -- took second place in the individual categories and first place overall. It also earned $1,500 in scholarships, which were distributed among four members. Scholarships were not given out to contest winners this year.
While this year's car got fewer miles per gallon, the students decided to try using a hydrogen booster, which makes fuel burn more completely, because they wanted to experiment with something different.
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News: Associated Press
700 NYC teachers are paid to do nothing
By KAREN MATTHEWS--3 days ago (23 June 2009)
NEW YORK (AP) -- Hundreds of New York City public school teachers accused of offenses ranging from insubordination to sexual misconduct are being paid their full salaries to sit around all day playing Scrabble, surfing the Internet or just staring at the wall, if that's what they want to do.
Because their union contract makes it extremely difficult to fire them, the teachers have been banished by the school system to its "rubber rooms"--off-campus office space where they wait months, even years, for their disciplinary hearings.
The 700 or so teachers can practice yoga, work on their novels, paint portraits of their colleagues --pretty much anything but school work. They have summer vacation just like their classroom colleagues and enjoy weekends and holidays through the school year.
"You just basically sit there for eight hours," said Orlando Ramos, who spent seven months in a rubber room, officially known as a temporary reassignment center, in 2004-2005. "I saw several near-fights. 'This is my seat.' 'I've been sitting here for six months.' That sort of thing."
Ramos was an assistant principal in East Harlem when he was accused of lying at a hearing on whether to suspend a student. Ramos denied the allegation but quit before his case was resolved and took a job in California.
Because the teachers collect their full salaries of $70,000 or more, the city Department of Education estimates the practice costs the taxpayers $65 million a year. The department blames union rules.
"It is extremely difficult to fire a tenured teacher because of the protections afforded to them in their contract," spokeswoman Ann Forte said.
City officials said that they make teachers report to a rubber room instead of sending they home because the union contract requires that they be allowed to continue in their jobs in some fashion while their cases are being heard. The contract does not permit them to be given other work.
Ron Davis, a spokesman for the United Federation of Teachers, said the union and the Department of Education reached an agreement last year to try to reduce the amount of time educators spend in reassignment centers, but progress has been slow.
"No one wants teachers who don't belong in the classroom. However, we cannot neglect the teachers' rights to due process," Davis said. The union represents more than 228,000 employees, including nearly 90,000 teachers.
Many teachers say they are being punished because they ran afoul of a vindictive boss or because they blew the whistle when somebody fudged test scores.
"The principal wants you out, you're gone," said Michael Thomas, a high school math teacher who has been in a reassignment center for 14 months after accusing an assistant principal of tinkering with test results.
City education officials deny teachers are unfairly targeted but say there has been an effort under Mayor Michael Bloomberg to get incompetents out of the classroom. "There's been a push to report anything that you see wrong," Forte said.
Some other school systems likewise pay teachers to do nothing.
The Los Angeles district, the nation's second-largest school system with 620,000 students, behind New York's 1.1 million, said it has 178 teachers and other staff members who are being "housed" while they wait for misconduct charges to be resolved.
Similarly, Mimi Shapiro, who is now retired, said she was assigned to sit in what Philadelphia calls a "cluster office." "They just sit you in a room in a hard chair," she said, "and you just sit."
Teacher advocates say New York's rubber rooms are more extensive than anything that exists elsewhere.
Teachers awaiting disciplinary hearings around the nation typically are sent home, with or without pay, Karen Horwitz, a former Chicago-area teacher who founded the National Association for the Prevention of Teacher Abuse. Some districts find non-classroom work-- office duties, for example--for teachers accused of misconduct.
New York City's reassignment centers have existed since the late 1990s, Forte said. But the number of employees assigned to them has ballooned since Bloomberg won more control over the schools in 2002. Most of those sent to rubber rooms are teachers; others are assistant principals, social workers, psychologists and secretaries.
Once their hearings are over, they are either sent back to the classroom or fired. But because their cases are heard by 23 arbitrators who work only five days a month, stints of two or three years in a rubber room are common, and some teachers have been there for five or six.
The nickname refers to the padded cells of old insane asylums. Some teachers say that is fitting, since some of the inhabitants are unstable and don't belong in the classroom. They add that being in a rubber room itself is bad for your mental health.
"Most people in that room are depressed," said Jennifer Saunders, a high school teacher who was in a reassignment center from 2005 to 2008. Saunders said she was charged with petty infractions in an effort to get rid of her: "I was charged with having a student sit in my class with a hat on, singing."
The rubber rooms are monitored, some more strictly than others, teachers said.
"There was a bar across the street," Saunders said. "Teachers would sneak out and hang out there for hours."
Judith Cohen, an art teacher who has been in a rubber room near Madison Square Garden for three years, said she passes the time by painting watercolors of her fellow detainees.
"The day just seemed to crawl by until I started painting," Cohen said, adding that others read, play dominoes or sleep. Cohen said she was charged with using abusive language when a girl cut her with scissors.
Some sell real estate, earn graduate degrees or teach each other yoga and tai chi.
David Suker, who has been in a Brooklyn reassignment center for three months, said he has used the time to plan summer trips to Alaska, Cape Cod and Costa Rica. Suker said he was falsely accused of throwing a girl's test sign-up form in the garbage during an argument.
"It's sort of peaceful knowing that you're going to work to do nothing," he said.
Philip Nobile is a journalist who has written for New York Magazine and the Village Voice and is known for his scathing criticism of public figures. A teacher at Brooklyn's Cobble Hill School of American Studies, Nobile was assigned to a rubber room in 2007, "supposedly for pushing a boy while I was breaking up a fight." He contends the school system is retaliating against him for exposing wrongdoing.
He is spending his time working on his case and writing magazine articles and a novel.
"This is what happens to political prisoners throughout history," he said, alluding to the Reverend Martin Luther King Jr. "They put us in prison and we write our 'Letter From the Birmingham Jail.'"
Copyright © 2009 The Associated Press. All rights reserved.
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In the late '90s, software entrepreneur John Zitzner was pretty close to being bankrupt. Yet within six months -- in one of those typical "holy crap" dotcom-era stories -- Zitzner had sold his company and become "a very modest millionaire." Fantastic. And in one of those typical "What do I do with all this money?" stories, he decided to help make the world a better place -- specifically by co-founding a charter school in Cleveland. (Read TIME's report: "How to Raise the Standard in America's Schools.")That was three summers ago. Fast-forward to last Monday, when Zitzner was in the audience in Washington as Secretary of Education Arne Duncan appealed to a gathering of charter-school operators to "adapt your educational model to turning around our lowest-performing schools." For months now, Duncan has talked about closing 5,000 -- or about 5% -- of the nation's lowest-performing public schools. By throwing down the gauntlet to charter schools, Duncan is challenging an industry that has become very proficient at opening up brand-new schools, but has very little experience in going into a preexisting school and turning those kids from low performers into high-quality students. But Zitzner, whose Entrepreneurship Preparatory has about 200 students in grades 6 to 8, can't wait to dive in. In the past three years his students have gone from fairly abysmal test results to scoring in the top quartile on the Ohio standardized test, and he doesn't see why that model can't be replicated among other underperforming students. "Charter-school people are entrepreneurs -- we like challenges, and this industry needs people who can make order out of chaos."
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The Rhode Island House Finance Committee budget unveiled last week slashed $1.5 million for two new charter schools in Central Falls and Cumberland, both of which would serve minority students.This is a tough year, and cuts must be made. But slashing these funds -- a tiny part of a proposed $7.76 billion budget -- makes little sense, given that freezing out charter schools would put in jeopardy federal aid under the Race to the Top Program, a $5 billion Washington initiative that rewards innovation in education. Education Secretary Arne Duncan said on Monday that Rhode Island may be putting itself at "at a huge competitive disadvantage" for the money.
Innovation in education may be why the two charters, the Mayoral Academy and the Segue Institute for Learning, were spurned. Teachers unions testified against the proposed Mayoral Academy for fear that it would threaten their economic interests, since the school would be permitted to hire and fire teachers without union red tape. A similar school in Harlem has done wonders in helping minority students achieve at a level comparable with students in excellent suburban schools.
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Dr. Adam Gamoran (Dr. Gamoran's website; Clusty search) has been involved with a variety Madison School District issues, including controversial mandatory academic grouping changes (English 10, among others).
I had an opportunity to briefly visit with Dr. Gamoran during the District's Strategic Planning Process. He kindly agreed to spend some time recently discussing these and other issues (22K PDF discussion topics, one of which - outbound open enrollment growth - he was unfamiliar with).
Click here to download the 298MB .m4v (iTunes, iPhone, iPod) video file, or a 18MB audio file.
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This is an interesting read (688K PDF).
RACE AND ACHIEVEMENT
Rigor Recommendation: Develop a clear, consistent operational/working definition of rigor to be used at ETHS.Supporting Detail:
- Communicate the definition of rigor to all ETHS stakeholders. (Means of communication to include, e.g., ETHS website/newsletters and displaying definition of rigor in every classroom and in other locations.)
- Ensure a common understanding of rigor by other means, including providing opportunities for all ETHS stakeholders to discuss and better understand the meaning of rigor and what it entails in different ETHS departments, the different expectations associated with rigor by different ETHS stakeholders, and the varying responsibilities of ETHS stakeholders to ensure that rigor is experience by students.
- Identify the components of a rigorous classroom and provide illustrations thereof for each ETHS department, including curriculum/assignments, instructional techniques, behavioral expectations, and classroom dynamics/interaction.
- Ensure that rigor is provided and experienced in ETHS classrooms by means of classroom observations conducted by outside experts andlor by other appropriate means.
- Create and utilize diagnostics to monitor/assess the extent to which rigor actually is being provided at ETHS, to enable teachers to improve the rigor of their classes, and to identify areas where other improvement(s) may be needed. Such diagnostics should include, e. g., assessments that teachers can use in their classrooms to evaluate students' experience of rigor and other questionnaires to be completed by students.
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resident Obama, in his May 21 speech at the National Archives Museum in Washington said that "we can defeat Al Qaeda ...if we stay true to who we are...anchored in our timeless ideals." A much more somber note, however, was in a warning by retiring Supreme Court Justice David Souter the day before at Georgetown University Law Center.I complete agree with Hentoff. These words are particularly relevant when elected officials, such as Democrat Charles Schumer advocate biometric ID cards for all workers:Deeply concerned at how little knowledge Americans have of how this republic works, Justice Souter cited as an example that the majorities of the public can't name -- according to surveys -- the three branches of government.
Who we are, Souter continued, "can be lost, it is being lost, it is lost, if it is not understood." What is needed, he said, "is the restoration of the self-identity of the American people. ... When I was a kid in the eighth and ninth grades, everybody took civics. That's no longer true. (Former Justice) Sandra Day O'Connor says 50 percent of schools teach neither history nor civics." Justice Souter continued that when he was in school, "civics was as dull as dishwater, but we knew the structure of government."
This alert to the citizenry was almost entirely ignored by the press.
Admirably, O'Connor is trying to engage students in learning who they are as Americans through her Web site: Our Courts - 21st Century Civics (www.ourcourts.org). The site asks students what part of government they would most want to be a part of. And she invites teachers to click and "find lesson plans that fit your classroom needs."
"I'm sure the civil libertarians will object to some kind of biometric card -- although . . . there'll be all kinds of protections -- but we're going to have to do it. It's the only way," Schumer said. "The American people will never accept immigration reform unless they truly believe their government is committed to ending future illegal immigration."The Obama Administration is advocating easy sharing of IRS data... (not good).
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When it opened its doors in 2006, Philadelphia's School of the Future (SOF) was touted as a high school that would revolutionize education: It would teach at-risk students critical 21st-century skills needed for college and the work force by emphasizing project-based learning, technology, and community involvement. But three years, three superintendents, four principals, and countless problems later, experts at a May 28 panel discussion hosted by the American Enterprise Institute (AEI) agreed: The Microsoft-inspired project has been a failure so far.Microsoft points to the school's rapid turnover in leadership as the key reason for this failure, but other observers question why the company did not take a more active role in translating its vision for the school into reality. Regardless of where the responsibility lies, the project's failure to date offers several cautionary lessons in school reform--and panelists wondered if the school could use these lessons to succeed in the future.
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After working for the federal government in Washington, DC for two years, I was excited to move back to the Midwest. Returning to study public policy and law, I specifically came to learn more about state's rights from the practical, decent state of Wisconsin. This past year I kept a close eye on state news, even more so as the biennial budget process began. How does Wisconsin make the biennial budget? What does the final budget look like?Our political class at work in Washington, fighting of an earmark for a LA public school training center, named, of course, for a congresswoman.The Legislative Reference Bureau seems like a better place to start than the federal level Schoolhouse Rock tutorial. The process of creating the Wisconsin budget is fairly simple - it follows the general legislative process, except in this case the process begins with the Governor. As the chief executive for the state, the Governor collects agencies' estimates on their expenses. Once the Governor matches budget priorities to the expected revenues, the Joint Finance Committee takes the proposal to amend, review, and debate in a small committee. Once voted on by members of the joint committee, each chamber gets a chance to amend, review, and vote on the budget.
So the process itself doesn't sound too complicated - what about the length of the timeline? Perhaps showing my age, this is the first state budget I've followed. The process is clearly not meant to proceed quickly. The purpose of going slowly no doubt comes from the size of the task, compiling all state agencies' budgets and crafting budget priorities. Why force deliberation? I would imagine (and hope) slowing the process would limit rash decisions and promote a rational and well-justified budget. The biennial budget has long-ranging impacts, so the proposal usually is given plenty of time.
Waters and Obey have had an ongoing dispute about an earmark for a public school employment training center in Los Angeles that was named after Waters when she was a state representative.Locally, Lynn Welch takes a look at the Madison School District and the State budget.Obey rejected that earmark as violating policies against so-called "monuments to me." Waters revised her request to go to the school district's whole adult employment training program, so the district could decide whether the money would go to the school named after Waters.
Thursday was the committee markup of the spending bill that would include the earmark, and Obey let it be known that the earmark would be denied. She approached him and complained.
A Waters aide said that Obey had pushed her.
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The U.S. Supreme Court took a major step toward ending a 17-year legal battle today, deciding Arizona has done enough to help students who haven't learned to speak, read or write English.The justices reversed the decision of the lower courts and sent the case, known as Flores vs. Arizona, back with instructions to consider improvements the state has made in the way schools teach English learners.
"This is a major step to stop federal trial judges from micromanaging state education systems," said state schools superintendent Tom Horne, who asked the Supreme Court to weigh in on the case. "This affirms that important value that we the people control our government and our elected representatives and not ruled over by an aristocracy of lifetime federal judges."
The Supreme Court decided the lower courts concentrated too narrowly on how much the state spent to help language learners and allowed that increases in overall school funding could be considered as a boost to help schools take the appropriate action called for in federal law.
The decision did not weaken Equal Education Opportunity Act of 1974, as some civil rights attorneys feared. But the justices' said simply complying with the No Child Left Behind Act of 2002 did help to satisfy the requirements in the 1974 law to "take appropriate action" to help students overcome language barriers.
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Byron G. Auguste, Bryan Hancock, and Martha Laboissière:
A persistent gap in academic achievement between children in the United States and their counterparts in other countries deprived the US economy of as much as $2.3 trillion in economic output in 2008, McKinsey research finds.1 Moreover, each of the long-standing achievement gaps among US students of differing ethnic origins, income levels, and school systems represents hundreds of billions of dollars in unrealized economic gains. Together, these disturbing gaps underscore the staggering economic and social cost of underutilized human potential. Yet they also create room for hope by suggesting that the widespread application of best practices could secure a better, more equitable education for the country's children--along with substantial economic gains.How has educational achievement changed in the United States since 1983, when the publication of the seminal US government report A Nation at Risk2 sounded the alarm about the "rising tide of mediocrity" in American schools? To learn the answer, we interviewed leading educational researchers around the world, assessed the landscape of academic research and educational-achievement data, and built an economic model that allowed us to examine the relationships among educational achievement (represented by standardized test scores), the earnings potential of workers, and GDP.
We made three noteworthy assumptions: test scores are the best available measure of educational achievement; educational achievement and attainment (including milestones such as graduation rates) are key drivers in hiring and are positively correlated with earnings; and labor markets will hire available workers with higher skills and education. While these assumptions admittedly simplify the socioeconomic complexities and uncertainties, they allowed us to draw meaningful conclusions about the economic impact of educational gaps in the United States.
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Robert Barnes & Nelson Hernandez:
By a 6 to 3 vote, the court settled an emotional and contentious issue that has divided frustrated parents and financially strapped school officials, often ending in legal battles. In writing the opinion, Justice John Paul Stevens said Congress intended for the Individuals With Disabilities Education Act to provide an appropriate educational experience for all children, no matter whether they had ever received special-education services from a school system.The issue has emerged as one of the fastest-growing components of local education budgets, threatening to "seriously deplete public education funds," according to a brief filed by the nation's urban school districts.
Local school systems in the Washington area spend millions of dollars each year on private school reimbursement. And the D.C. public schools allocated $7.5 million of this year's $783 million budget just for the legal costs of hearing officers or judges to decide whether the system can provide appropriate services for children with disabilities.
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via email a kind reader's email:
[LFB Paper 812]Governor/Joint Finance: Provide that a person who is a citizen of another country is exempt from nonresident tuition if that person meets all of the following requirements: (a) the person graduated from a Wisconsin high school or received a high school graduation equivalency declaration from this state; (b) the person was continuously present in this state for at least three years following the first day of attending a Wisconsin high school or immediately preceding the receipt of a declaration of equivalency of high school graduation; and (c) the person enrolls in a UW System institution and provides the institution with an affidavit that the person has filed or will file an application for a permanent resident visa with the U.S. Citizenship and Immigration Services as soon as the person is eligible to do so. Specify that this provision would first apply to persons who enroll for the semester or session following the bill's effective date.
Please make the call!
Please call your legislators today.To locate your legislators online, visit:
http://www.legis.wisconsin.gov/w3asp/waml/waml.aspx
You can also call the legislative hotline at 1-800-362-9472Thank you for your participation to pass the tuition bill
Sincerely
Rafael Gomez
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The Supreme Court on Monday made it easier for parents of special education students to get reimbursement for private school tuition. School administrators fear the 6-3 ruling will lead to a jump in private school placements.The student in the case is known simply as "T.A." The Forest Grove School District, outside of Portland, Ore., noticed that he was having problems in high school, but suspected marijuana use and refused to give him special education services. Toward the end of his junior year, T.A.'s parents pulled him out of public school and sent him to a private residential academy.
The parents then sued the school district to recover the $65,000 they spent on private tuition. The school district argued the parents stepped over the line and lost the ability to seek reimbursement when they transferred him without first giving public special education a try.
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A federal judge has ordered Milwaukee Public Schools to launch a wide search for students who didn't get special education services they should have gotten between 2000 and 2005 and to figure out what needs to be done to make that up to them.U.S. Magistrate Judge Aaron Goodstein ordered that someone from outside the system be hired to monitor work on providing education services to compensate the students or former students involved because MPS has not shown it will adequately remedy its problems in special education on its own.
Goodstein's decision earlier this month was another step in a lawsuit that dates to 2001. In earlier decisions, he ruled that MPS had denied students their rights in the past and ordered major changes in how MPS deals with deciding whether children are entitled to special education help. The process of making those changes is under way.
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As a parent of three kids in public schools and as a legislator who has been fighting overreliance on the FCAT for almost a decade, I know overemphasis of the FCAT is doing more damage than good.First, the problem is not that we have an FCAT -- but that we overemphasize it to the exclusion of other things that matter. The FCAT is the sole organizing principle of our school system. Because a school's grade is only indexed to how many students reach minimal competence in two or three subjects, minimal competence in a few subjects becomes the only metric our school system cares about.
How many parents want ''minimal competence'' as their kids' goal?
Performance in other subjects -- foreign languages, history, civics, higher-level courses -- does not raise a school's grade, so they are ignored. And forget about electives like art, music and subjects that make learning fuller. In Florida's underfunded school system, principles of triage leave those noncore subjects as mere afterthoughts -- if they are thought about at all.
Second, a June 2 Herald editorial, Schools offer a lesson in frugality, pointed to improvement in FCAT scores and Florida's ''top 10'' ranking as proof we can get by without real investment in education. That is incorrect. The editorial came close to drinking the Kool-Aid. The FCAT is no longer ''norm referenced,'' so we can no longer compare ourselves to students' performance in other states. If you do compare us to kids in other states taking SATs and ACTs, Florida's performance is almost always close to dead last -- and has gotten worse since the arrival of the heralded FCAT.
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They are in their 20s, well-educated, ambitious and eager to improve the public schools in Milwaukee.Welcome, Teach for America members. You have your work cut out for you.
On Friday, the group's inaugural Milwaukee class completed its first week of training in the program, which recruits high-achieving, recent college graduates to teach in high poverty, low-income schools. The 38 "corps members," committed to a two-year stint, met at Marquette University.
The group met teachers who already are part of MPS. They learned about the city's politics, community and educational system. And they worked on essential skills: classroom management; lesson planning; how to control but also empower; how to apologize when they make mistakes.
"Nobody is absolutely going to be the perfect teacher," Garret Bucks, the executive director for TFA in Milwaukee, told a room full of well-dressed and well-spoken young adults, all with pens at the ready.
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A suburban Atlanta principal who resigned during an investigation into cheating on students' standardized tests was arrested Friday and accused of altering public documents.The school's assistant principal also turned herself in to local police Thursday night in a case that the head of a state teacher's group described as rare. School officials allege that the two changed answers on fifth-grade standardized tests to improve scores and help their school meet federal achievement standards.
Former Dekalb County principal James Berry was arrested at his home on charges of altering public documents, a felony. His assistant principal Doretha Alexander faces the same charges.
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I supported use of the term "revolutionize curriculum" as part of the proposed Madison School District Strategic Plan. The words contained in the document can likely be used to support any number of initiatives.
The term "revolutionize" appealed to me because I believe the School District should get out of the curriculum creation business (generally, the "Teaching & Learning Department").
I believe, in this day and age, we should strive to hire the best teachers (with content knowledge) available and let them do their jobs. One school district employee could certainly support an online knowledge network. Madison has no shortage of curricular assets, including the UW Math Department, History, Physics, Chemistry, Engineering, Sports and Languages. MATC, Edgewood College, UW-Milwaukee, UW-Whitewater and Northern Illinois are additional nearby resources.
Finally, there are many resources available online, such as MIT's open courseware.
I support "revolutionizing" the curriculum by pursuing best practices from those who know the content.
Dictonary.com: "revolutionize".
Britannica on revolution.
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Via a kind reader's email:
Culturally Relevant/Cultural Relevance 40The free Adobe Reader includes a text search field. Simply open the proposed document (773K PDF) and start searching.Standards 24
Content 21
Measure (including measurement) 28
DPI 2
TAG 17
Special Education 8
ELL 2 (it comes up 45 times, but the other 43 were things like ZELLmer)
inclusion 0
differentiation 0
science 2
mathematics 0
literacy 4
reading 7 (of these, three were in the appendix with the existing 'plan')
African American 7
Hmong 1 (and not in any of the action plans)
Latino or Latina 0
Hispanic 0
Spanish speaking or Spanish speakers 0
Anyone see a problem here?????
The Proposed Strategic Plan, along with some comments, can be viewed here.
Interested readers might have a look at this Fall, 2005 Forum on Poverty organized by Rafael Gomez (audio/video). Former Madison School Board member Ray Allen participated. Ray mentioned that his daughter was repeatedly offered free breakfasts, even though she was fed at home prior to being dropped off at school. The event is worth checking out.
I had an opportunity to have lunch with Madison Superintendent Dan Nerad last summer. Prior to that meeting, I asked a number of teachers and principals what I should pass along. One of the comments I received is particularly relevant to Madison's proposed Strategic Plan:
Notes and links on Madison's Strategic Planning Process.I know these are general, but they are each so glaringly needy of our attention and problem solving efforts.
- Curriculum: greater rigor
- Discipline: a higher bar, much higher bar, consistent expectations district wide, a willingness to wrestle with the negative impact of poverty on the habits of mind of our students and favor pragmatic over ideological solutions
- Teacher inservice: at present these are insultingly infantile
- Leadership: attract smart principals that are more entrepreneurial and less bureaucratic, mindful of the superintendent's "inner circle" and their closeness to or distance from the front lines (the classrooms)
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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.]A previous post mentioned this: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]
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.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."These people know how to work the system," said another. Yes, they know their rights but not their responsibilities.
Related: Police calls near local high schools 1996-2006 and more recent police calls via a map.
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The New York Times reports that the Stamford, Connecticut public schools may finally achieve the goal of eliminating academic tracking, putting students of mixed academic ability in the same classes at last. The Times reports that "this 15,000-student district just outside New York City...is among the last bastions of rigid educational tracking more than a decade after most school districts abandoned the practice."
If that newspaper thinks Stamford has taken too long to get rid of academic tracks for K-12 students, how would they report on the complete dominance of athletic tracking in schools all over the country? Not only does such athletic tracking take place in all our schools, but there is, at present, no real movement to eliminate it, unbelievable as that may seem.
Athletes in our school sports programs are routinely tracked into groups of students with similar ability, presumably to make their success in various sports matches, games, and contests more likely. But so far no attention is paid to the damage to the self-esteem of those student athletes whose lack of ability and coordination doom them to the lower athletic tracks, and even, in many cases, may deprive them of membership on school teams altogether.
It is also an open secret that many of our school athletic teams ignore diversity entirely, and make no effort to be sure that, for example, Asians and Caucasians are included, in proportion to their numbers in the general population, in football, basketball, and track teams. Athletic ability and success are allowed to overwhelm other important measures, and this must be taken into account in any serious Athletic Untracking effort.
In Stamford, some parents are opposed to the elimination of academic tracking, and have threatened to enroll their children in private schools. This problem would no doubt also arise in any serious Athletic Untracking program which could be introduced. Parents who spend money on private coaches for their children would not stand by and see the playing time of their young athletes cut back or even lost by any program to make all school sports teams composed of mixed-ability athletes.
The New York Times reports that "Deborah Kasak, executive director of the National Forum to Accelerate Middle Grades Reform, said research is showing that all students benefit from mixed-ability classes."
Perhaps it will be argued that all athletes benefit from mixed-ability teams as well, but many would predict not only plenty of losing seasons for any schools which eliminate Athletic Tracking programs, but also very poor scholarship prospects for the best athletes who are involved in them. Just as students who are capable of excellent academic work are often sacrificed to the dream of an academic (Woebegone) world in which all are equal, so student athletes will find their skills and performance severely degraded by any Athletic Untracking program.
Nevertheless, when educators are more committed to diversity and equality of outcomes in classrooms than they are in academic achievement, they have eliminated academic tracking and set up mixed-ability classrooms.
Surely athletic directors and coaches can be made to see the supreme importance of some new diversity and equity initiatives as well, and persuaded, at the risk of losing their jobs, to develop and provide non-tracked athletic programs for our mixed-ability student athletes. After all, winning games may be fun, but, in the long run, people can be led to realize that being politically correct is much more worthwhile than real achievement in any endeavor in our public schools. As the Dean of a major School of Education recently informed me: "The myth of individual greatness is a myth." [sic] The time for the elimination of Athletic Tracking has now arrived!
15 June 2009
Will Fitzhugh
The Concord Review
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Sixth graders at Cloonan Middle School here are assigned numbers based on their previous year’s standardized test scores — zeros indicate the highest performers, ones the middle, twos the lowest — that determine their academic classes for the next three years.
But this longstanding system for tracking children by academic ability for more effective teaching evolved into an uncomfortable caste system in which students were largely segregated by race and socioeconomic background, both inside and outside classrooms. Black and Hispanic students, for example, make up 46 percent of this year’s sixth grade, but are 78 percent of the twos and 7 percent of the zeros.
So in an unusual experiment, Cloonan mixed up its sixth-grade science and social studies classes last month, combining zeros and ones with twos. These mixed-ability classes have reported fewer behavior problems and better grades for struggling students, but have also drawn complaints of boredom from some high-performing students who say they are not learning as much.
The results illustrate the challenge facing this 15,000-student district just outside New York City, which is among the last bastions of rigid educational tracking more than a decade after most school districts abandoned the practice. In the 1960s and early 1970s, Stamford sorted students into as many as 15 different levels; the current system of three to five levels at each of four middle schools will be replaced this fall by a two-tiered model, in which the top quarter of sixth graders will be enrolled in honors classes, the rest in college-prep classes. (A fifth middle school is a magnet school and has no tracking.)
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AP:
A high school computer whiz didn't get a high grade for a recent feat: designing software to shut teachers out of the grading system.A New York State Police spokeswoman says 16-year-old Matthew Beighey has been charged with unauthorized use of a computer and third-degree identity theft. He was ordered to return to court Wednesday.
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This graphic, from Boeing's Current Market Outlook (2009-2028) provides a very useful look at the changes our children are facing. The Asia Pacific region is forecast to take delivery of more airplanes than North America, with Europe close behind. We should substantively consider whether the current systems, curriculum and organizations, largely created in the Frederick Taylor model over 100 years ago, are up to the challenge....
Locally, the Madison School District's Proposed Strategic Plan will be discussed Monday evening.
Related: China Dominates NSA Coding Contest.
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Watch the May 27, 2009 video here, or listen via this mp3 audio file.
Bill Reis: Coordinator, Global Academy [Former Superintendent, Middleton-Cross Plains School District]
Dean Gorrell: Superintendent, Verona Area Schools
To a significant degree talented and gifted students in our schools are under-served. These students are often left to do it on their own, particularly if that talent is in only one or two areas. Finally, there is something being done about that. Not only is the Global Academy going to be a reality, but surprise beyond belief, eight area school districts, including Madison, are actually cooperating and going to be part of the Global Academy. The presentation and discussion will focus on
What is the rationale and data to support this educational experience?Thanks to Jeff Henriques for recording this event.
What school districts are involved and how will it be financed?
What students will be served by the Academy? How will students be selected?
What will be the curriculum and methodology for instruction?
Will these students be prepared for post high school education and work?
Will there be partnerships with MATC, other colleges and universities, community persons and organizations?
How will the students relate with their home schools?
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While iQ Academy Wisconsin can reach students statewide through lessons taught over the Internet, that doesn't mean all 128 graduates can reach the academy for Sunday's commencement at Waukesha South High School.So, for the first time, the school is offering a webcast of its graduation, which students and their relatives can watch in streaming video as names are called out and awards are distributed.
"A lot of our students live pretty far from Waukesha," said iQ Principal Rick Nettesheim, who estimates about two-thirds of the graduating class will be at commencement this year. "Now they can participate in the graduation or, if they have friends or family that live far away, they can participate, too."
The Waukesha-based charter school is one of a growing number of high schools to broadcast their graduation ceremonies over the Internet, allowing far-flung friends or family members who couldn't travel or get tickets to participate in once-in-a-lifetime events.
Henry Holmes, 18, said the webcast will allow his grandfather in Waupun to watch as he picks up his iQ diploma.
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Last fall, high-school senior Duane Wilson started getting Ds on assignments in his Advanced Placement history, psychology and literature classes. Like a smoke detector sensing fire, a school computer sounded an alarm.Related notes and links: Wisconsin Knowledge & Concepts (WKCE) Exam, Value Added Assessments, Standards Based Report Cards and Infinite Campus.The Edline system used by the Montgomery County, Md., Public Schools emailed each poor grade to his mother as soon as teachers logged it in. Coretta Brunton, Duane's mother, sat her son down for a stern talk. Duane hit the books and began earning Bs. He is headed to Atlanta's Morehouse College in the fall.
If it hadn't been for the tracking system, says the 17-year-old, "I might have failed and I wouldn't be going to college next year."
Montgomery County has made progress in improving the lagging academic performance of African-American and Hispanic students. See data.
Montgomery spends $47 million a year on technology like Edline. It is at the vanguard of what is known as the "data-driven" movement in U.S. education -- an approach that builds on the heavy testing of President George W. Bush's No Child Left Behind law. Using district-issued Palm Pilots, for instance, teachers can pull up detailed snapshots of each student's progress on tests and other measures of proficiency.
The high-tech strategy, which uses intensified assessments and the real-time collection of test scores, grades and other data to identify problems and speed up interventions, has just received a huge boost from President Barack Obama and Education Secretary Arne Duncan.
Tools such as Edline, if used pervasively, can be very powerful. They can also save a great deal of time and money.
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For the first time, two Madison elementary schools will face sanctions for failing to meet federal No Child Left Behind standards.Former Madison Mayor Paul Soglin comments.Leopold and Lincoln fell short of the federal law's criteria for "adequate yearly progress" for the second year in a row, marking them as "schools identified for improvement," or SIFI. The SIFI list targets schools that miss the same testing benchmark, such as reading scores among economically disadvantaged students, for two or more consecutive years.
Under the sanctions, the schools will have to review their school improvement plans, offer more academic services outside of the regular school day and allow parents to transfer their child to any public school within the School District where space allows. Students performing poorly on statewide tests would get first preference to transfer.
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Programmers from China and Russia have dominated an international competition on everything from writing algorithms to designing components.Whether the outcome of this competition is another sign that math and science education in the U.S. needs improvement may spur debate. But the fact remains: Of 70 finalists, 20 were from China, 10 from Russia and two from the U.S.
TopCoder Inc., which runs software competitions as part of its software development service, operates TopCoder Open, an annual contest.
About 4,200 people participated in the U.S. National Security Agency-supported challenge. The NSA has been sponsoring the program for a number of years because of its interest in hiring people with advanced skills.
Participants in the contest, which was open to anyone -- from student to professional -- and finished with 120 competitors from around the world, went through a process of elimination that finished this month in Las Vegas.
China's showing in the finals was also helped by the sheer volume of its numbers, 894. India followed at 705, but none of its programmers were finalists. Russia had 380 participants; the United States, 234; Poland, 214; Egypt, 145; and Ukraine, 128, among others.
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Public schools are ranked according to a ratio devised by Jay Mathews: the number of Advanced Placement, Intl. Baccalaureate and/or Cambridge tests taken by all students at a school in 2008 divided by the number of graduating seniors. All of the schools on the list have an index of at least 1.000; they are in the top 6 percent of public schools measured this way.26 Wisconsin high schools made the list with Milwaukee's Rufus King on top at #271 and, locally, Verona High School at #1021 the only Madison area institution on the list.If you have questions about the list, please contact challenge@washpost.com. Note: Subs. Lunch % is the percentage of students receiving federally subsidized meals. E and E % stands for equity and excellence percentage: the portion of all graduating seniors at a school that had at least one passing grade on one AP or IB test. For more information on methodology, see our FAQ; please leave your comments on the list in the comments box below.
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New Orleans test scores jumped this year across most grade levels and school types, with both charter and traditional schools celebrating gains.The boost in scores, the third consecutive year of improvement, helped narrow a still-sizable gap in student achievement between the city and the rest of Louisiana.
"In some cases, the gap is closing dramatically, " said Recovery School District Superintendent Paul Vallas.
Vallas' district includes 33 traditional and 33 charter schools. Overall, both types of schools saw some growth, although the charters still outperformed the noncharters, echoing last year's scores. The directly run RSD schools, however, must accept students enrolling throughout the year, while charters can cap their enrollment, giving them a more stable student population.
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Monday evening's Madison School Board meeting included approval of another year of Infinite Campus along with (and this is quite important) a motion requiring that within six months, administration document use of IC and identify barriers to use where they exist, with the purpose of achieving 100% implementation by the end of 2012 or sooner.
Successful implementation of this student and parent information portal across all schools and teachers should be job one before any additional initiatives are attempted.
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The Swiss essayist Alain de Botton has cultivated a following by unpacking the psychological and philosophical underpinnings of our everyday lives.His 1997 breakout book "How Proust Can Change Your Life" imparted practical lessons to be found in Marcel Proust's classic "In Search of Lost Time."
He has also written books and hosted television programs on travel, love, and architecture. In his latest book, "The Pleasures and Sorrows of Work," he examines of the activity we spend most of our waking hours doing: our jobs.
To research this project, Mr. de Botton, who lives in London, shadowed members of various professions including an accountant, a rocket scientist, a cookie manufacturer, and an inventor. He answered our questions by email.
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An Ohio school district says it uncovered a cheating scheme so pervasive that it had to cancel graduation ceremonies for its 60 seniors -- but will still mail their diplomas.Related: Cringely on Cyber Warfare.A senior at Centerburg High School accessed teachers' computers, found tests, printed them and distributed them to classmates, administrators said.
Graduation was canceled because so many seniors either cheated or knew about the cheating but failed to report it, said officials of the Centerburg School District.
Superintendent Dorothy Holden said the district had to take a stand and let students know that cheating can't be tolerated.
"I am alarmed that our kids can think that in society it's OK to cheat, it's a big prank, it's OK to turn away and not be a whistle-blower, not come forth," Holden said.
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The Steamboat Springs School Board formally accepted a lawsuit settlement offer from the Pilot & Today on Monday.The settlement was tentatively approved by board members last month on the heels of a March ruling by the Colorado Court of Appeals that the previous School Board violated the state's Open Meetings Law by not properly announcing the intention of its executive session at a Jan. 8, 2007, meeting. As a result of the ruling and settlement offer, the district will pay $50,000 of the newspaper's attorney fees and release the transcripts from the illegal meeting.
The motion to accept the settlement offer was approved 4-1 on Monday, with a couple of board members expressing satisfaction that the lawsuit is now behind them. Board member John DeVincentis was the only dissenting vote, but he wasn't the only one displeased with the outcome.
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The possible cuts come on top of other proposed changes to school finance, including ending an effective 3.8 percent cap on teacher pay and benefits in July 2010.Related: Wisconsin K-12 Tax and Spending Growth: 1988-2007"I think you can argue that this is the worst state budget for public schools in a generation," said Todd Berry, president of the Wisconsin Taxpayers Alliance, who said a few districts may have to consider closing.
UW-Madison economist Andy Reschovsky said the Madison School District could see a net cut in aid of $4.1 million, or 4.6 percent, possibly forcing program cuts, teacher layoffs and big increases in property taxes. His analysis, which is less precise when looking at any single district, suggests the falling aid could set up Madison schools to raise property taxes by up to 7 percent.
Stimulus math
Over the next two years, the state would cut direct aid to schools by nearly $300 million under a budget proposal that still must be approved by the Assembly and Senate and signed by Doyle. Over that period, the federal government is expected to pump $350 million in stimulus money directly into schools through two main streams. The money would mainly have to be used to help poor and special education students.
Doyle's budget director, Dave Schmiedicke, noted the budget uses some additional stimulus money and $55 million in state money not included in Reschovsky's analysis to offset part of the increase in property taxes.
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Watch the discussion here. I've not had a chance to watch or listen to this yet, but I plan to. Much more on Infinite Campus here.
Via a kind reader's email.
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57K PDF, via a kind reader's email:
The School Improvement Committee has spent this year investigating academic support models in other schools to begin to develop an effective model for West High School. The committee visited Memorial High School, Evanston High School, Wheeling High School, and New Trier High School, in IL. Some of the common themes that were discovered, especially in the Illinois schools, were as follows:Related topics:Recommendations from the SIP Committee
- Many schools have an identified academic team who intervene with struggling students. These teams of support people have clearly defined roles and responsibilities. The students are regularly monitored, they develop both short and long term goals and the students develop meaningful relationships with an adult in the building. The academic support team has regular communication with teaching staff and makes recommendations for student support.
- There are mandatory study tables in each academic content areas where students are directed to go if they are receiving a D or F in any given course.
- Students who are skill deficient are identified in 8th grade and are provided with a summer program designed to prepare them for high school, enhanced English and Math instruction in 9th grade, and creative scheduling that allows for students to catch up to grade level.
- Some schools have a family liaison person who is able to make meaningful connections in the community and with parents. After school homework centers are thriving.
- Social privileges are used as incentives for students to keep their grades up.
- Design more creative use of academic support allocation to better meet the needs of struggling students.
- Create an intervention team with specific role definition for each team member.
- Design and implement an after school homework center that will be available for all students, not just those struggling academically.
- Design and implement student centers and tables that meet specific academic and time needs (after school, lunch, etc.)
- Identify a key staff person to serve in a specialized family liaison role.
- Develop a clear intervention scaffold that is easy for staff to interpret and use.
- Design and implement enhanced Math and English interventions for skill deficient students.
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Thursday was graduation day for Cathy Watkins. She received a bachelor's degree in sociology from Marymount Manhattan College.Ms. Watkins did so well in her courses that she was named the class speaker. She set her speech on the lectern and put on her reading glasses. At 41 -- a grandmother of three, no less -- she was not the standard age for a graduate.
Much of what she said would sound familiar to anyone who ever sat through a commencement ceremony. "One person can make a difference," she told her fellow students. "Let that difference start with you." Afterward, she joined her classmates and visiting relatives for lunch.
And then Ms. Watkins returned to her normal life, locked up behind the walls and concertina wire of the maximum-security state prison for women in this Westchester suburb of New York City.
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"Character first, ability second."
--Dr. Shinichi SuzukiThe creator of the Suzuki method of teaching music, Dr. Shinichi Suzuki, would have been proud Wednesday afternoon, as some 90 violin and viola students presented a three-school concert.
The youngsters -- just the tiniest portion of the estimated 250,000 Suzuki students worldwide -- entertained parents and each other in the theatre of the 21st Century Preparatory School. The budding violinists and cellists were from 21st Century Prep, Jefferson Lighthouse and Bull Fine Arts, directed by Teresa Hill of 21st Century and Charlene Melzer from Jefferson and Fine Arts.
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For those of you who don't know (i.e. those of you less geeky than I am), last night was the Scripps National Spelling Bee. It's the Super Bowl of the super smart. Middle-schoolers from across the country compete for the prestige of knowing how to spell words that are completely unusable in conversation, unless of course the conversation is with Noah Webster's ghost. For instance, laodicean, which apparently means lukewarm or indifferent to religion or politics, was the final word that scored the 13-year-old winner $37,500.Because I was watching King James tear it up on the court last night, I missed the Bee, but I did watch the semi-finals on ESPN, and noticed these kids have something else that I haven't got:
Mad-crazy-hard-to-spell names. Kavya Shivashankar (winner), Anamika Veeramani, Neetu Chandak, Sidharth Chand ... the list goes on. In fact, I think it stretches all the way to India. Reminds me of the yo' momma jokes of my youth. You know: "Yo momma's so fat name is so long the phone book has to list her in two area codes."**
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Madison Metropolitan School District, via an Ann Wilson email.
Attached to this e-mail is the Proposed Strategic Plan and a cover memorandum to the Board of Education. We invite all of you to the June 15 Special Board of Education meeting at 6:00 p.m. The Plan, along with a way to respond, is on the district's website (www.mmsd.org) on the home page, under Hot Topics. This is the direct link:Dan Nerad's memorandum to the Madison School Board [PDF] and the most recent revision of the Strategic Plan [PDF].http://drupal.madison.k12.wi.us/node/2246
Thanks to all of you for your hard work and willingness to participate.
Much more on the Madison School District's Strategic Planning Process here.
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ABC will do a fine job tonight introducing you to the 11 remaining Spelling Bee finalists (and yes, you will watch the Bee instead of, or at worst in addition to, the Cavs-Magic game. There are more than a dozen NBA conference final games most years, but only one Spelling Bee. You know it's true.)Anyhow, ABC will do a fine job tonight introducing you to the 11 remaining finalists, but still, I wanted to make a few points.
* All day I've been referring to Serena Skye Laine-Lobsinger as Bee Goes Punk, and she sort of was ok with that description.
"I'm kind of adventurous with what I like to wear," the 13-year old from West Palm Beach told me. "I'll wear pretty much anything."
She's particularly fond of bandanas, was sporting some sparkled-out Chuck Taylors, and had four shades of nail polish on (black and white alternating on her right hand, and silver and pink on her left). So, punk?
"You probably could say that," she said. "That's probably how a lot of people look at me."
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The Bill & Melinda Gates Foundation spent billions of dollars exploring the idea that smaller high schools might result in higher graduation rates and better test scores. Instead, it found that the key to better education is not necessarily smaller schools but more effective teachers.Related: English 10 and Small Learning Communities.Some people might cringe while recounting how much money the foundation spent figuring this out. But the foundation's new CEO, Jeff Raikes, smiles and uses it as an example to explain that the charity has the money to try things that might fail.
"Almost by definition, good philanthropy means we're going to have to do some risky things, some speculative things to try and see what works and what doesn't," Raikes said Wednesday during an interview with The Associated Press.
The foundation's new "learner-in-chief" has spent the nine months since he was named CEO studying the operation, traveling around the world and figuring out how to balance the pressures of the economic downturn with the growing needs of people in developing nations.
The former Microsoft Corp. executive, who turns 51 on Friday, joined the foundation as its second CEO after Patty Stonesifer, another former Microsoft executive, announced her retirement and his friends Bill and Melinda Gates talked Raikes out of retiring.
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The reigning national spelling champion is a 14-year-old kid whose one-liners kept everyone laughing a year ago. His parents moved to the United States from central India, and he wants to be a neurosurgeon when he grows up.Last year's runner-up _ and one of this year's favorites at the Scripps National Spelling Bee _ is an all-business 13-year-old Indian-American boy from Michigan. He's also set his sights on neurosurgery.
Another favorite expected to be onstage for Thursday night's nationally televised finals is a 13-year-old Kansas girl with a sweet smile and a last name that's a spelling challenge unto itself. You guessed it: Her family comes from India, and she wants to be a neurosurgeon.
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Lauren Kirk had a hamburger in hand, a new friend by her side. On Monday afternoon, she was one of the cool kids.The 14-year-old from Bloomington, Ind., with the lime-green headband and wild shoelaces wasn't about to skip the annual Scripps National Spelling Bee barbecue to pore over lists of obscure words for the weeklong spell-off.
While a few did choose to hang out at the hotel to study _ with the hope they'll be crowned champion Thursday on prime-time network television _ the rest were in their element at a park in the Virginia suburbs, romping around, playing volleyball, trading autographs and singing karaoke. (ABBA seemed to be a favorite this year).
"It's a lot more social than I thought it would be," said Lauren said, who had a peace sign painted on her temple and yellow-and-black bee on her leg. "It's really nice to be among people who actually get your jokes."
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You might think of flash cards and work sheets when you think of grade-school math. But now, thanks to two young brothers from Hinsdale, there's an app for that.Eleven-year-old Owen Voorhees' iPhone application, MathTime, debuted in the iTunes App Store last week. The simple program, which displays random addition, subtraction, multiplication or division problems and their solutions, has been a work in progress for nearly nine months.
"I hope it helps people practice their facts," Owen said, explaining that the application is intended for students a bit younger than himself, such as brother Finn, 9.
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Repetition doesn't make something true. The latest reminder was a piece by Financial Times columnist Clive Crook, in which he warns that America's long-term economic prospects are bleak because of a "calamitous" failure of schools to produce a high-quality workforce. This alarmist view is not limited to Crook. It has been echoed by Bill Gates and philanthropist Eli Broad, and by a host of organizations, such as the Business Roundtable.OPEN FORUM
Should job creation favor men? 05.19.09
Now is the time for right-to-repair law 05.18.09
Open forum: Journalism students lead way 05.16.09
More Open Forum »
It's easy to understand why people take at face value what reformers with impressive credentials say about education. They can be intimidating. But that's no excuse. As a wag quipped: In God we trust, all others bring evidence.So let's look at the evidence.
In October 2007, B. Lindsay Lowell of Georgetown University and Hal Salzman of the Urban Institute concluded that the United States has a problem on the demand side of the equation - not on the supply side. This crucial distinction is lost in the heated debate, resulting in widespread misunderstanding.
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Good afternoon. We'd like to invite you to Memorial High tomorrow afternoon for a discussion hosted by our Equity Team. Professor Adam Gamoran, Interim Dean of the UW School of Education, will be presenting paper titled Tracking and Inequality: New Directions for Research and Practice. His article is attached. We will begin at 4:15pm and should end around:15pm, and we'll meet in the Wisconsin Neighborhood Center, which is in the Southwest corner of the building. Please park on the Mineral Point Rd. side of the building, and enter through the doors closest to Gammon Rd. There will signs to direct you from there. Have a good week, and we hope to see you tomorrow afternoon...Jay
Jay Affeldt
James Madison Memorial High School
Professional Development School Coordinator
Project REAL SLC Grant Coordinator
201 South Gammon Road
Madison, WI 53717
jaffeldt@madison.k12.wi.us
608-442-2203 fax
608-663-6182 office
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"Upper caucasia" is not the nicest name for one of Washington, D.C.'s "nicest" areas. Situated west of Rock Creek Park and just south of tony Bethesda, Maryland, are a number of neighborhoods -- Chevy Chase, Friendship Heights, Tenleytown -- that offer suburban- style living with an urban address. In a city that is 55 percent black and 17 percent poor, the residents here are, for the most part, white and wealthy.
Most children in this area attend private school, despite the presence of several well-regarded public options. So it was hardly a surprise last November when self-segregated Upper Caucasia erupted into turf wars as the Obamas toured elite preparatory academies, seeking a school appropriate for the first daughters. They settled, predictably, on Sidwell Friends, Chelsea Clinton's alma mater.
But a month later, another prominent family's search for a school went largely unnoticed. Secretary of Education Arne Duncan moved with his family from Chicago, where he had been chief executive officer of the city's public schools, to Arlington, Virginia. High-quality suburban public schools were "why we chose" to live in Arlington, Duncan told Science magazine in March. "It was the determining factor."
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Team America Rocketry Challenge:
A team from Madison West High School in Madison, Wi., took first place at the Seventh Annual Team America Rocketry Challenge (TARC) Saturday, taking on the title of national champion.Congratulations!"Hard work, perseverance, teamwork, and custom electronics are the reasons our rocket performed well today," said Ben Winokur, team member.
The team, one of three from Madison West High School, logged the winning score of 20.54. The team won an opportunity to fly against the champions of UKayRoC in the Second Annual Transatlantic Rocket Fly-Off.
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The Middleton High School Class of 2009 had quite a few ways to spend the $11,000 it raised over four years at the school. It could buy, for example, a souvenir key chain for every senior graduating. Or order a plaque for the school. Or host a big party.Instead, the students decided to give every penny away.
A few liked the idea so much, they decided to raise even more -- so far, $27,509 more.
Now totalling more than $37,509, the seniors' cash gift is heading to Middleton Outreach Ministries, or MOM, a nonprofit that serves people in need from Madison west of Midvale Boulevard to across the Middleton-Cross Plains school district.
Though students have donated to MOM or run food drives -- including helping the U.S. Postal Service's drive last week -- the largesse of the Class of 2009 is unique, executive director David Miller said.
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Madison's only dual-language immersion school, Nuestro Mundo, has been popular with parents and students, but initial low test scores have been a concern. New test results, however, show that students at the east side elementary school are quickly showing improvement in math and reading.
The improved scores are not only important within the confines of Nuestro Mundo, where Principal Javier Bolivar says the school's biggest challenge is to prove that its students can learn proficiently while speaking two languages, but to the school district as a whole. Two more dual-language immersion programs have been approved and are due to open in the next year.
"We are gaining," says Bolivar of the encouraging test scores. "Even if we are gaining one point, it means we are doing what we are supposed to be doing and we are closing the achievement gap."
A public charter school inside Allis Elementary School at 4201 Buckeye Road, Nuestro Mundo started with a kindergarten class in 2004 and has added one grade per year. The school's first kindergartners are now fourth-graders who took the Wisconsin Knowledge Concepts Examination for the first time last school year. Third grade is the first year for state testing.
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Even teachers need a little bonding time, whether that be team-building exercises or specially designed lectures to discuss today's rapidly evolving education standards.The Prague British School (PBS) gave its teaching staff a chance to do just that during a two-day conference held last month titled "A Changing World: Challenges for Schools." The event, held at the Prague school campus, was sponsored by the Council of British International Schools (COBIS) and attracted educators from as far away as Malaysia and Brazil. Representatives from a few other British international schools in the Czech Republic also were in attendance.
"Teaching as a whole has just changed. ... Just communication alone has changed so much," notes John Bagust, the head of primary schools at PBS and the organizer of last month's conference. "It's important for schools to look toward the future."
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Sometime in the spring of 2007, Don Bubolz of Vesper didn't like what he heard at a meeting of the Wisconsin Rapids School Board.
He filed an open records request on April 16 of that year seeking the release of all e-mail messages sent to and from the accounts of five teachers in the district, for a period of about six weeks. At the time, he told the Wisconsin Rapids Daily Tribune that he wanted to find out -- and wanted school administrators to know -- whether the teachers were "doing their job the way it's supposed to be done."
The district superintendent indicated he would release the e-mails. The Wisconsin Education Association Council, representing the five teachers, filed an injunction to block their release.
The case made its way through trial court, and last month the Appeals Court certified it for consideration by the state Supreme Court. The appeals court said that there is no existing legal guideline in Wisconsin about whether personal e-mails constitute public records. If it chooses to rule on the case, then, the Supreme Court's decision would have far-reaching implications.
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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.Indicators of School Crime and Safety.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.
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No matter what happens in the special election May 19, California's government finances will remain a mess. It took years of mismanagement and economic misfortune for the state to dig itself into this hole, and it is going to take many years to climb out of it.As the climbing begins, the state needs to make fundamental changes in the way it collects and spends the taxpayers' money. Otherwise, the next generation of lawmakers will repeat the same old mistakes as their predecessors.
Proposition 1A, with its rainy-day fund, would be one improvement, requiring lawmakers to set money aside in good times to cushion the blow of the next downturn. A bipartisan commission that has been studying the tax system will soon release its recommendations on how to make California's revenue collections fairer and more stable. That could also improve things.
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Politicians fret these days about how U.S. students stack up in math and science compared with peers in India, China, Singapore and elsewhere. Some of them wonder how many American children could find those countries on a globe. Such talk is driving an effort in Congress to ensure that students learn more about other countries and cultures.Critics of the No Child Left Behind law, which requires annual math and reading tests in grades three through eight and once in high school, say it has pushed subjects including geography, history and art to the side.
Rep. Chris Van Hollen (D-Md.) and other lawmakers are trying to change that with a bill called the Teaching Geography is Fundamental Act. The legislation would provide funds for teacher training, research and development of instructional materials.
Van Hollen said he has been distressed by surveys showing that students in the United States have a poor grasp of geography. He said the bill has bipartisan support and 70 co-sponsors.
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The most recent research from the U.S. Department of Education shows that American 15-year-olds are behind their International counterparts when it comes to problem solving and math literacy.Related: Math Forum and Clusty Search on Everyday Math.
The report showed the U.S. ranks 24th out of 29 nations.
But a math program, gaining in popularity, is trying to change that. The program is called Everyday Math.
Lori Rusch is a fourth grade teacher at Middleton's Elm Lawn Elementary. This year she teaches an advanced math class.
On Monday, students in Rusch's class were mastering fractions and percentages.
But her students began learning fractions and percentages in first grade.
"We've been incredibly successful with it," said Middleton's curriculum director George Marvoulis. "Our students on all of our comparative assessments like WKCE, Explorer Plan, ACT, our students score higher in math than any other subject area so we've been very pleased."
According to Marvoulis, Middleton was one of the first school districts in the nation to use the Everyday Math program in 1994.
"The concept is kind of a toolbox of different tools they can use to solve a problem," explained Marvoulis.
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44MB mp3 audio file. The April 30, 2009 meeting discussed:
Via a kind reader's email.
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The 4K steering committee had four meetings reviewing prior history, leaming from other districts, and looking at what needs to be accomplished prior to start up. At the last meeting we came to consensus on a time-line. As a result, the steering committee is recommending that the Board of Education make a commitment in May to begin 4K no later than fall, 2010.The next 4K meeting is tentatively scheduled for Monday, May 11, from 9:30 to 11:30, site to be determined. At this meeting we will divide into working subcommittees focused around the Tasks Ahead piece developed in previous meetings. Attached is a list of the tasks.
The steering committee is a terrific group of individuals to work with and there is no lack of enthusiasm and passion for this initiative.
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The 2008-09 school year marked the fourth consecutive year in which testing in grades 3 through 8 and 10 was conducted in fulfillment of the federal No Child left Behind law. The Wisconsin Knowledge and Concepts Exams (WKCE) is a criterion-referenced test (CRT) where a student's performance is compared to a specific set of learning standard outcomes. The WKCE-CRT includes testing in all seven grade levels reading and math and in grades 4, 8 and 10 additional testing in language arts, science and social studies. Just under 12,400 MMSD students participated in this year's WKCE-CRT.Jeff Henriques recently took a look at math performance in the Madison School District.
Under NClB, schools are required to test 95% of their full academic year (FAY) students in reading and math. Madison's test participation rates exceeded 95% in all grade levels. Grades 3 through 8 achieved 99% test participation or higher while the District's 10th graders reached 98% in test participation.
In general, performance was relatively unchanged in the two academic areas tested across the seven grade levels. In reading, across the seven grades tested four grade levels had an increase in the percentage of students scoring at the proficient or higher performance categories compared with the previous year while three grades showed a decline in the percentage. In math, three grades increased proficient or higher performance, three grades declined, and one remained the same.
The changing demographics of the district affect the overall aggregate achievement data. As the district has experienced a greater proportion of students from subgroups which are at a disadvantage in testing, e.g., non-native English speakers, or English language learners (Ells), the overall district averages have correspondingly declined. Other subgroups which traditionally perform well on student achievement tests, i.e., non-low income students and white students, continue to perform very high relative to statewide peer groups. Therefore, it is important disaggregate the data to interpret and understand the district results.
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New Milwaukee School Board President Michael Bonds took a stand Wednesday in support of major changes in the direction of Milwaukee Public Schools, calling for a hiring freeze in the central office, more school closings and less busing.Bonds said MPS could save millions of dollars by taking a series of steps, including some similar to what was in a stinging consultant's report done for Gov. Jim Doyle and Milwaukee Mayor Tom Barrett.
Bonds said he was sending letters to Doyle and Barrett, asking for weekly meetings with them or their representatives to develop a unified effort to improve education in Milwaukee. He also held out the prospect of involvement by city and state representatives in MPS decision-making.
He said MPS should not seek or expect more money from the state, both because it is not realistic and because the district needs to do more to control its own spending.
"I still think we have millions in unrealized efficiencies," he said.
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Mark C. Schug, Ph.D., M. Scott Niederjohn, Ph.D.:
By law public schools in Wisconsin must administer a rigid, comprehensive set of tests. In the fall of every school year students are tested in reading, math, language, science and social studies. Test results from each district and each school are posted on the Internet, passed along to the federal government to comply with No Child Left Behind requirements and are made available to parents. In an era where measurable student performance is essential, it is expected that Wisconsin's elaborate system of testing will tell us how Wisconsin students are performing. Unfortunately the testing required by Wisconsin state law is not very good.The purpose of state standards and state-mandated testing is to increase academic achievement. Does Wisconsin's elaborate system of testing advance this goal? From every quarter the answer is a clear no. That is the consensus of independent, third-party evaluators. Wisconsin's massive testing program has come under fire from the U.S. Department of Education which said that Wisconsin testing failed to adequately evaluate the content laid out in the state's own standards. Further, a joint report issued by the independent Fordham Institute and the Northwest Evaluation Association performed a detailed evaluation of testing in every state and ranked Wisconsin 42nd in the nation. The Fordham Institute gave Wisconsin's testing a grade of "D-minus."
Perhaps even more troublesome is that many Wisconsin school districts find the testing system inadequate. Over 68% of Wisconsin school districts that responded to a survey said they purchase additional testing to do what the state testing is supposed to do. These districts are well ahead of the state in understanding the importance of timely, rigorous testing.
This report lays out the thirty-year history of testing in Wisconsin and the criticism of the current testing requirement. It is the first of two reports to be issued regarding Wisconsin's testing program. The second report will show how a new approach to testing will not only meet the standards that parents, teachers and the public expect, but will also allow teachers and policy makers to use testing to actually increase the achievement of Wisconsin's children.
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The nation's most gifted college students rightly take pride in their academic achievements, be they in the area of environmental policy, medical research or the classics.But give them the chance to talk about their proudest accomplishments, and a refreshingly eclectic set of extracurricular interests and talents slips into view.
Matthew Baum, a soon-to-be Yale University graduate whose research on Fragile X Syndrome may someday lead to better treatments for mental retardation, is a wrestler on the side and started a club for beer aficionados. Harvard chemistry major Allen Cheng, 20, who envisions a career as a physician-scientist, finds pleasure in kendo, a form of fencing based on the art of Japanese samurai swordsmanship. And when Aaron Krolikowski is not advocating for environmental justice, he just might be on stage with the Buffalo Chips, a collegiate male a cappella group.
"Music has always been an important part of who I am," says Krolikowski, 22, who will graduate next month from the University at Buffalo and hopes to serve someday in state public office. Writing and arranging music is an escape, he says, and performing is "exhilarating."
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Wall Street Journal Editorial:
Secretary of Education Arne Duncan tells us that "School Reform Means Doing What's Best for Kids" (op-ed, April 22). His cry for "doing what's best for kids" rings a bit hollow when he failed to do what is best for the 1,700 low-income kids in Washington, D.C. who were counting on him. Those kids were given a lifeline -- a voucher to escape schools that continually failed them, schools in a district to which neither Mr. Duncan nor his boss would send their own children. When crunch time arrived, politics trumped educational freedom, at least when it came to poor, inner-city kids in the District of Columbia.Mr. Duncan speaks eloquently about how the public education establishment must change. He correctly says "we need a culture of accountability in America's education system if we want to be the best in the world." But what greater accountability can there be than that which comes from customers exercising free choices? True accountability in education will only come about when all parents are empowered to choose what they deem is best for their own children, not just those, like President Obama, Mr. Duncan, and most readers of the Wall Street Journal, who have financial means. So my question is, "When will the Obamas, Duncans, et. al. stand up for low-income parents so that they, too, can make choices that are best for their kids?"
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If you wanted to help a Martian understand this sliver of the planet in Rockland County, you might do two things.First, you would take him (or her or it) to the cavernous Foodmart International on the main drag, Route 59.
The shoppers chatter in the broad, chilly aisles in every language under the sun. The wares include Cuban bread, Thai jasmine rice, Vietnamese chili-garlic sauce, Chinese kidney and liver herb extract, Haitian sugar, Salvadoran pickled vegetables, Honduran cream, Malaysian papaya pudding -- like the provisions for some modern ark.
Then, you would head a mile or so down the road toward Monsey, where you would see gaggles of observant Jews in traditional garb walking on the street, pushing strollers, popping into shops offering kosher pizza, falafel and ice cream.
This would be helpful in understanding not just this area, but disputes along sensitive cultural fault lines that are playing out in several suburban communities. In fact, the East Ramapo school district here is going through the same drama as the district in Lawrence, on Long Island.
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Amid cheers and leaps of excitement, Moorpark High School had won the National Academic Decathlon, the fourth time the team has won the highest prize."There is joy, there is happiness and there is the academic decathalon," said 17-year-old Zyed Ismailjee, who started sobbing when the results were announced during an awards luncheon in Memphis, Tenn., this afternoon.
Team mates hoisted each other into the air, and the coach lept on to his chair in celebration. Team members also won 30 medals in individual events, as well as several college scholarships.
Moorpark High School has long been among the strongest teams in state and national competitions. The school won a narrow national victory last year over Waukesha West High School of Wisconsin. Today's win marks the fourth national title for Moorpark.
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But the museum also reminds us that East Germany claimed to be engaged in a social experiment based on a utopian vision. A survey of mandated salaries demonstrates that ideological preferences were rewarded over rarefied achievement and training. A picture from a day care center shows children lined up on a "potty bench," where "everyone remained seated until the last one was done." This was more than toilet training, the museum tells us: "It also was the first step to social education."You can also see the effects of that social education, as its moralism was mixed with tyranny, individuality suppressed in favor of legislated social virtue. Such imposed uniformity could not have been alien to a culture that had nurtured enforced compliance earlier in the century under another regime; here its darkest side can be seen in displays of equipment and eavesdropping devices of the Stasi, the feared secret police. But you can also see evidence of rebellion against such constraints: the persistent interest in Western rock music and fashion and even an East German nudist movement.
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A group of fourth-graders at Nuestro Mundo Elementary School had planned to remain in their classroom through lunch and recess Friday, enjoying a meal of fresh fruit, vegetables and homemade pasta at cloth-covered tables with flower centerpieces.
The group from Joshua Forehand's class, which calls itself BCSL ("Boycott School Lunch") formed to protest what they see as unhealthy food offered in the school's cafeteria, but they scrapped their plan to host a "Good Real Food" picnic after Assistant Superintendent Sue Abplanalp called school administrators and parents to discourage it.
"There were too many obstacles," Abplanalp said in an interview, citing the possibility of allergy-causing ingredients in shared homemade food, lack of adequate supervision, and the presence of the news media as major concerns.
"We want students' voices to be heard. This just seemed to come together too fast, without various issues being addressed."
When asked if the district feared negative publicity, Abplanalp said no. Instead she cited student privacy as a major concern.
"We have strict guidelines about the media interviewing students on school grounds. The principal maintains a list of kids whose parents have given permission for media exposure."
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Following several hours of impassioned testimony from administrators, parents, and staff from school districts throughout the state, both large and small, at this week's School Finance Network Assembly Hearing, it ended, unfortunately, on what could be charitably characterized as a flat note. Despite the hard work of disparate leaders of education groups meeting constantly for the past couple of years to come up with a thoroughly conceptualized school finance reform plan to present to the legislature, a committee composed of organizations in the School Finance Network who have often been traditionally at odds with each other in the past (for example WEAC and WASB ), came to the hearing armed with numbers vetted by both economists at the UW-Madison and the state Legislative Fiscal Bureau, including a number of suggestions for how to pay for this reform. However, the Committee on Education made it clear they were not going to take any action on this plan for the upcoming budget legislation hearings for the 2009-2011 budget. And most discouragingly there were, was, as far as I'm aware, no newspaper coverage of this event. I saw only one Madison tv crew present. They covered some of the personal testimony at the beginning but were not around to hear the actual presentation of the plan itself, which came late in the proceedings, too late to make it into the evening broadcast.
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Earth Day is one thing, but for Milwaukee Public Schools high school students, Wednesday was also ACT day.For the first time, every junior in MPS was given the opportunity to take the ACT college entrance exam for free and on a normal school day. MPS officials said indications were that a very large percentage of them did that.
Terry Falk, the School Board member who initiated the plan, said his goal was to get more students, teachers and administrators to take college-readiness more seriously.
"In the long run, it's about holding kids to higher standards," he said.
Falk said he also hoped the step would lead state and local school officials to pay more attention to the performance of students beyond the point early in 10th grade when they take the last round of state standardized tests.
Falk and other MPS officials said the testing Wednesday went smoothly.
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The Thai political crisis reflects powerful forces that are reshaping the political landscape of parts of Southeast Asia. Increased levels of education and awareness, economic development, and new technologies are all helping to bring demanding new voices into politics, often threatening established elites and traditional power-sharing arrangements.Although true reforms have eluded the Philippines, and Myanmar has remained mired under military rule, Indonesia has already undergone a major - and so far quite successful - democratic transformation, and Malaysia seems poised for change.
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For the first time in its six year history, the international Open Education Conference is moving! After five years at the historic Utah State University campus, this year's conference will be held in beautiful British Columbia, Canada, hosted by the University of British Columbia.The Call for Papers is now available!
Read about this year's incredible Keynote Speakers!
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Three Madison high school seniors are among 12 statewide to be named semifinalists in the 2009 Presidential Scholars program, one of the nation's highest honors for high school students.
Suvai Gunasekaran and Hannah Postel, both Memorial High School students, and Chelli Riddiough, a student at West, will compete with close to 500 other U.S. semifinalists for the Presidential Scholar title.
The Commission on Presidential Scholars makes the final selection of the 121 academic scholars -- one male and one female from each state, the District of Columbia, the Commonwealth of Puerto Rico, and from families of U.S. citizens living abroad. Up to 20 Presidential Scholars in the Arts also are chosen.
Other Wisconsin semifinalists include: Joseph Balistreri, Fox Point; Nicholas Blecha, De Pere; Wyatt Brothers, Oshkosh; Sean Conley, Milwaukee; Anthony Hoffman, Menomonie; Elizabeth Huston, Stevens Point; Evan Liang, Oneida; Philip Streich, Platteville; and Amy Yin, Onalaska.
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Forty years ago this week, an armed student insurrection erupted on the Cornell campus. I was a sophomore on campus at the time and later wrote a book on the events, Cornell '69: Liberalism and the Crisis of the American University. To some the drama represented a triumph of social justice, paving the way for a new model of the university based on the ideals of identity politics, diversity, and the university as a transformer of society. To others, it fatefully propelled Cornell, and later much of American higher education, away from the traditional principles of academic freedom, reason, and individual excellence. "Cornell," wrote the famous constitutional scholar Walter Berns, who resigned from Cornell during the denouement of the conflict, "was the prototype of the university as we know it today, having jettisoned every vestige of academic integrity."In the wee hours of Friday, April 19, 1969, twenty-some members of Cornell's Afro-American Society took over the student center, Willard Straight Hall, removing parents (sometimes forcefully) from their accommodations on the eve of Parents Weekend. The takeover was the culmination of a year-long series of confrontations, during which the AAS had deployed hardball tactics to pressure the administration of President James Perkins into making concessions to their demands. The Perkins administration and many faculty members had made claims of race-based identity politics and social justice leading priorities for the university, marginalizing the traditional missions of truth-seeking and academic freedom.
Two concerns precipitated the takeover: AAS agitation for the establishment of a radical black studies program; and demands of amnesty for some AAS students, who had just been found guilty by the university judicial board of violating university rules. These concerns were linked, for, according to the students, the university lacked the moral authority to judge minority students. They declared that Cornell was no longer a university, but rather an institution divided by racial identities.
Fearing attacks by some opponents, the students smuggled several rifles into the Straight. Rumors of this astonishing act swept the campus, and soon many students and local residents took up their own arms. For several days, Cornell was riveted by escalating tensions, swirling rumors, and frayed nerves as the beleaguered administration sought to strike a resolution. Before long, the students issued another demand: amnesty for those who took over the Straight. Meanwhile, Students for a Democratic Society began rallying campus-wide student support for the AAS.The administration ultimately agreed to a deal on Sunday that accommodated the students' demands. The students then exited the Straight and marched across campus brandishing their weapons before an audience of astonished onlookers (myself included). A UPI photographer captured the dramatic exit with a photo that made the takeover famous world-wide. The photo won him the 1969 Pulitzer Prize for "Spot News Photography."
Compelled to publicly address the crisis in some fashion, the hapless Perkins made a weak but pivotal speech on Monday afternoon to an anxious campus-wide audience at Barton Hall, the cavernous gymnasium/military training building that stands in the center of campus. The packed house of 10,000 Cornellians longed for an appropriate administrative response, but Perkins amazingly never addressed the issue at hand. According to a Newsweek account, "The president did not refer to the guns, the building seizure or the racial tensions directly; he simply asked everyone to approach the situation as 'humane men.' Many students were angry. 'I wanted to yell, 'Say something already', said one junior."
Perkins' abdication of leadership hurtled Cornell toward chaos. Central authority palpably vanished before everyone's eyes, leaving what one noted professor called a "Hobbesian state of nature" in its wake. What was once unthinkable started becoming thinkable. A revolutionary situation was at hand.
Amnesty required faculty assent; and at an extraordinary meeting on Monday following Perkins' speech, a solid majority of the faculty refused to ratify the agreement. They insisted that support of the agreement--especially under the coercive circumstances--would be contrary to the fundamental principles of the university, which included a commitment to ordered liberty, deliberative reason, and the equal application of rules.
To force the faculty to reconsider its vote, SDS led several thousand students in a takeover of Barton Hall. Meanwhile, over a hundred local sheriff deputies assembled downtown. An administrator acting on Perkins' behalf gave them the green light to enter campus in the event the "Barton Hall Community" decided to seize another building. Interviews with the deputies revealed that many were aching to charge up the hill, guns at their ready.
Late Tuesday night, an AAS leader, Tom Jones--destined later in life to be absorbed into the establishment as CEO of Smith Barney and a leading member of the Cornell Board of Trustees--announced in a speech on the university radio station that Cornell "had three hours to live" if the faculty did not budge from its intransigence. WVBR replayed Jones' speech repeatedly throughout the night, virtually everybody on campus and in town tuning in. With guns and the promise of violence already haunting the campus, Jones's speech pushed Cornell to the brink. Hotels and motels all around Ithaca filled up to "no vacancy" as citizens of Cornell's city on the hill fled the campus to avoid potential violence.
Back at Barton, the assembly decided after explosive debate to wait and see what the faculty did when it met again the next day to reconsider its Monday vote. Everything now hung on the faculty's shoulders. Would they uphold the principles they had defended on Monday? Or would the Barton Community, now reveling in its new-found power, prevail instead? At stake was what kind of university Cornell would become.
The next morning, the faculty reversed its Monday vote in what no doubt remains the most intense and momentous debate in Cornell's history. With this vote to grant the students' demands, the true power in the university was instantly transferred to Barton and the AAS. President Perkins made a humiliating trip to Barton to ritualistically congratulate the assembly. On the stage, an SDS leader took a conspicuous sip out of Perkins' can of Coke--a symbolic gesture noted and understood by all. (Perkins would be gone from Cornell by mid-summer.)
Among other things, the student victory at Barton authorized the new black studies program, as well as a significant restructuring of the university to include students in decision-making. Within a few years, however, the latter spoil of victory died of natural causes as student indifference to such matters returned. With the radicalized black studies program retreating to the outskirts of campus, Cornell eventually returned to normalcy, at least on the surface.
But the faculty surrender inevitably had profound implications. On the positive side was the further commitment of Cornell and higher education to the inclusion of students from minority and other backgrounds. On the negative side were the means by which this further opening came about, and the new philosophy of the university under which it took place: the university as an agent for social justice and identity politics (today reconfigured as "diversity") rather than as an institution dedicated primarily to free inquiry, robust intellectual diversity and debate, and common standards of justice and reason.
By surrendering authority under the circumstances that prevailed in 1969--in the face of coercion and threats of violence, and the widespread intolerance of those who disagreed with the AAS and Barton positions--Cornell leaders failed to defend the core principles that define liberal education, and which make enlightened citizenship and politics possible. Social justice unaccompanied by respect for basic order, freedom of thought, intellectual honesty, and the rights of all individuals is a recipe for tyranny of the majority (or of the activists), not justice. (Indeed, the many minority students at Cornell who opposed the AAS methods and message were targets of threatening abuse. Future Republican presidential candidate, Alan Keyes, a graduate student in political thought, fled to France to get away from death threats targeted at him because of his politics and his relationship with a white woman.).
Though they became the targets of threats and other intimidations, a few professors took courageous stands by publicly protesting the faculty reversal. This group included historians Walter LeFeber, George Kahan, Fred Somkin, James John, Joel Silbey, and Donald Kagan, and government professors Walter Berns, Allan Sindler, and Allan Bloom. (The latter three resigned on the spot.) These individuals understood the principles at stake, and grasped the existential fact that fortitude is needed to defend institutions when things get rough. Trained to embody the peaceable attributes of scholarship, most professors were unable or unwilling to take serious risks to defend academic principles in the face of intimidation---a fact that Tom Jones derisively emphasized in his haunting speech on WVBR.
Many years after the events of 1969, Tom Jones wrote a letter to James Perkins, apologizing for the pain the student rebels had caused the man who had striven to be so understanding and accommodating to their demands. Perkins wrote back, accepting the apology. Jones later wrote a similar letter to Walter Berns, who had been one of Jones' intellectual mentors before his rebel turn. Still smarting from the death threats he received and from what the revolt had wrought, Berns did not deign to reply.
To be sure, many faculty members (and even administrators) believed in these principles, but reversed their vote out of a sense of necessity. Given the potential of mass violence in the event of continued faculty resistance, concerns for life and limb might have justified concession. But given what was at stake, this group (the largest of any faction) could have followed their vote with a meaningful protest, such as resigning, going on strike, or taking leaves of absence to emphasize their disdain. Yet no such collective symbolic action took place.
Three other reasons for the faculty reversal stood out. Some faculty members simply agreed with the new mission of the university, while others had become uncertain of what the university stands for in the face of dramatic social and political upheaval. A last group simply surrendered to their own fears. At its core, Cornell '69 was about such basic matters as courage and conviction.
Since 1969, Cornell has continued to struggle with the dilemmas of a post-liberal university, witnessing threats to free speech, periodic conflicts over race-based dorms and programs, and related problems. More importantly, Cornell `69 was a harbinger of the politics of political correctness (later reconfigured as "diversity"), which involves elevating social justice claims and identity politics over the principles and practices of free inquiry and intellectual conscience. During the last twenty years, universities and colleges across the land have compromised the principles of liberal education by instituting such policies as speech codes, overly broad harassment rules, one-dimensional identity-based programs and departments, and ideologically-slanted orientation and campus life programs--all in the name of promoting social justice as defined by campus leaders who are beholden (consciously or not) to the goals represented by Cornell `69.
Unlike 1969, today's campuses seldom witness violence (or its threat), as this agenda has become part of the established order. If political correctness seems less of a problem today than it did in the 1990s, this might be only because it has metastasized. Meanwhile, many students and faculty members remain committed to the principles of liberal education, but we seldom read of meaningful faculty-led movements to resist this establishment. If the Cornell president and faculty had behaved responsibly in 1969, our campuses might be dramatically different today.
--------------------------------------Donald Downs is a professor of political science, law, and journalism at the University of Wisconsin, Madison. He specializes in issues involving law, politics, and society, as well as political thought, and has recently published Restoring Free Speech and Liberty on Campus.
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As states and school districts across America begin drawing down the first $44 billion in education funds under the American Recovery and Reinvestment Act, they should bear in mind the core levers of change under the law. In order to drive reform, we will require an honest assessment by states of key issues like teacher quality, student performance, college-readiness and the number of charter schools. We'll also have a strategy to address low-performing schools and provide incentives to compel improvement.
When stakeholders -- from parents and business leaders to elected officials -- understand that standards vary dramatically across states and many high-school graduates are unprepared for college or work, they will demand change. In fact, dozens of states are already independently working toward higher standards in education. Union leaders have also signed on.
When parents recognize which schools are failing to educate their children, they will demand more effective options for their kids. They won't care whether they are charters, non-charters or some other model. As President Barack Obama has called for, states should eliminate restrictions that limit the growth of excellent charter schools, move forward in improving or restructuring chronically failing schools, and hold all schools accountable for results.
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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.
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Today is the conference for which I've travelled to New York. It's at the Rubin Museum, a small, new venue devoted to Himalayan art, which certainly beats the usual hotel. We see the galleries at each coffee break, and at the end of the day there is a guided tour for those inspired to learn more about the art.The conference features a stellar cast of speakers: educators, researchers and some hard-headed business types too. Lou Gerstner, an ex-CEO of IBM, enthusiastically pitches his plan for school reform: he wants the 15,000 local school districts abolished and replaced by around 70 (the states plus a couple of dozen big cities), national standards in core subjects introduced, with all children tested against them, and teachers paid much, much more.
Jim Rohr of PNC Financial Services talks about "Grow Up Great", the bank's $100m, 10-year investment in early-childhood education, which gives grants to non-profit school-readiness programmes, and sponsors employees to volunteer their time and services. One delegate asks about the lessons learned; Mr Rohr gets a laugh of recognition when he says that the main one is that volunteers face a hideous maze of bureaucratic regulations and permissions--and all because they wanted to help.
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As The Economist's education correspondent, I've been invited by Economist Conferences, one of the businesses in the Economist group, to chair a conference in New York entitled "Global Education 2020". It's just one day, but if I'm going to make the trip from London, I may as well stay longer and visit some schools. Those in the city's poor neighbourhoods have long been known for having serious problems--violence, astronomical drop-out rates and abysmal standards of achievement--but in the last few years exciting things have been happening under Joel Klein, the chancellor of the city 's department of education, and I want to see some of the success stories with my own eyes.Monday morning, and I'm off to Starbucks on 93rd and Broadway to meet Wendy Kopp, the Princeton graduate who in 1990 founded Teach for America (TFA), a non-profit organisation that recruits top-notch graduates from elite institutions and gets them to teach for two years in struggling state schools in poor areas. I know the basics already--TFA been widely copied, including in England. But I quickly realise that I've misunderstood TFA's true purpose.
All three are tired. Their classrooms are not much like the rest of the school where they work, and their heroic efforts are only supported by Chester and each other, not by their co-workers. "The first year was unbelievably bad," one tells me. "So many years with low expectations meant a lot of resistance from the kids. Eventually they saw the power and the growth they were capable of--but during the first few months we were just butting heads every day."
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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.
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The meeting, which will discuss math (TJ Mertz comments), non-SAGE schools and many other topics. The meeting begins at 6:00p.m.
O'Keeffe Middle School
510 South Thornton Ave. [Map]
Madison, WI 53703
Library Media Center
The meeting agenda can be found here.
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California State Schools Superintendent Jack O'Connell spoke to the annual EdSource Forum in Irvine today (April 17).
O'Connell, who holds a nonpartisan office, began his speech with political partisanship:President Obama won a mandate for change that has placed him in a position to cause a massive shift in the way our government operates and in the manner in which it serves the needs of its citizens....There was more, but you get the general idea.
In just the first few months of this Administration, I can easily and confidently say that we have seen a dramatic shift in the willingness of this White House to be a partner to states -- this is a welcome difference from the previous Administration....O'Connell then went on to identify "four key areas" that the Obama administration wants states to concentrate on:
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BroadLearning Education & Mattel:
The Sixth Inter-School Scrabble Championship 2009 is approaching! Being the organizers, Mattel and BroadLearning are delighted to invite all primary and secondary schools in Hong Kong to join our Scrabble Championship 2009.
The Scrabble Championship gives a valuable opportunity for our students to play and learn at the same time in a fun and exciting environment. The Championship has shown great success since its first launch in Hong Kong 5 years ago. Throughout these years, we really wish to see that our students can enjoy the game and develop their interest and confidence in learning the language with fun.The championship in 2009 will be open for 2 categories: the Senior Primary students (P4-P6) and the Junior Secondary students (F1-F3). There will be the Semi-Finals and the Grand-Final. Details of date and venue will be coming up soon. We'll start to invite registration for the Scrabble Championship in early January 2009 by email and fax. You may also visit our website http://eclass.com.hk or http://scrabble.broadlearning.net for any updates.
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Even under the best of economic circumstances, tax season is a tense time for American households. The number of hours we collectively spend working on our returns is probably a lot more than government agencies claim.Editor's Note: David M. Walker served as comptroller general of the United States and head of the Government Accountability Office from 1998 to 2008. He is now president and CEO of the Peter G. Peterson Foundation.The burden in financial terms is even greater: A recent independent survey found that the average American's total federal, state and local tax bill roughly equals his or her entire earnings from January 1 up until right before tax day.
Now imagine that tax bill doubling over time.
In recent years, the federal government has spent more money than it takes in at an increasing rate. Total federal debt almost doubled during President George W. Bush's administration and, as much as we needed some stimulus spending to boost the economy, the nonpartisan Congressional Budget Office now estimates total debt levels could almost double again over the next eight years based on the budget recently outlined by President Obama.
Regardless of what politicians tell you, any additional accumulations of debt are, absent dramatic reductions in the size and role of government, basically deferred tax increases. Remember the old saw? "You can pay me now or you can pay me later, with interest."
To help put things in perspective, the Peterson Foundation calculated the federal government accumulated $56.4 trillion in total liabilities and unfunded promises for Medicare and Social Security as of September 30, 2008. The numbers used to calculate this figure come directly from the audited financial statements of the U.S. government.
On a related note, the Madison School Board will be discussing an "Update on planning regarding funds that MMSD may be eligible to receive under the American Recovery and Reinvestment Act".
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MMSD Teaching & Learning Staff and local Institute of Higher Education (IHE) Faculty work collaboratively to design a two-year professional development program aimed at deepening the mathematical content knowledge of MMSD middle school mathematics...It is unusual to not mention the University of Wisconsin School of Education in these documents.... The UW-Madison School of Education has had a significant role in many Madison School District curriculum initiatives.
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Harvard Graduate School of Education, via email:
Superintendents today are faced with the challenge of developing quality school systems that create opportunities for success for all of their students. In the complicated environment of standards-based reform, superintendents need to be able to improve their district as a whole.To do this, they must understand how to work with the leaders in their district to improve the whole system--and refuse to settle for just a few good schools. They must inspire a sense of urgency and convince those they work with to embrace the goal of all students graduating, ready for post secondary education, without remediation.
This is critical in order to have opportunity in the workplace, fulfill civic responsibilities, and lead a good life. How do you make this happen in an environment where resources are scarce, competing interests for resources are many, and the capacity for change is limited within the traditional approaches that are no longer applicable in a rapidly changing society?
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The Madison School District's strategic planning group will meet next week and review the work to date, summarized in these documents:
It is important to note that this work must be approved (and perhaps modified) by the school board, then, of course, implemented by the Administration.
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I don’t think it would be possible to make things any more confusing for Milwaukee parents. Their children have become political pawns in a political chess match and it will surprise no one to learn that this group of poor, minority parents is being treated quite shabbily.
The politics that these people are caught up in is being run out of the State Capitol. Governor Doyle went out of his way to tuck a decidedly non-fiscal item into his budget that stands to affect all school choice children. Specifically, he added a long list of regulatory requirements that the schools participating in the Milwaukee’s school choice program would have to follow. Governor Doyle’s list of regulations is torn directly out of the Milwaukee Teachers Education Association play book. After all, MTEA worked hard to deliver a totally Democrat state government and they expect a pay off for their effort. And to the glee of MTEA, Governor Doyle delivered.
Lest anyone be deceived, the aim of MTEA has always been to shut down the private school choice program. They want to get all of the kids back into public schools. Their hope is that these new regulations the Governor put in his budget will make it onerous enough for the choice schools that they will be forced to opt out of the choice program. There is logic to the MTEA reasoning given that choice schools operate on tiny budgets that are already strained.
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The attached report provides information about the PBIS model and referral information from each of the middle schools.The report includes data from all Madison 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.
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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.
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Students in the New Reflections program of DeForest High School not only tackled the wrenching subject of genocide, they put on a symposium to let others know about the atrocities they researched.The 20 juniors and seniors in DeForest's alternative high school program set up informational booths in the basement of the DeForest Public Library, where their classes are held. They invited parents, school staff members, School Board members and others to view their displays and multimedia presentations.
"Most high schoolers are never in that position where they are the experts," said alternative school teacher Jen McGorray. "They took this project and ran with it and made it their own."
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AP:
Providence schools are set to phase out so-called "bumping" by filling teaching vacancies based on instructors' qualifications instead of their senior status.Documents:Superintendant Tom Brady said in a letter Wednesday to staff that six schools in the district will end the practice of seniority-based staffing decisions.
The change goes into effect in the next school year. The rest of the district is to use the new plan beginning in the 2010-2011 academic year.
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April Redding was waiting in the parking lot of the middle school when she heard news she could hardly understand: Her 13-year-old daughter, Savana, had been strip-searched by school officials in a futile hunt for drugs.
It's a story that amazes and enrages her still, more than six years later, though she has relived it many times since.
Savana Redding was forced to strip to her underwear in the school nurse's office. She was made to expose her breasts and pubic area to prove she was not hiding pills. And the drugs being sought were prescription-strength ibuprofen, equivalent to two Advils.
"I guess it's the fact that they think they were not wrong, they're not remorseful, never said they were sorry," April Redding said this week, as she and Savana talked about the legal fight over that search, which has now reached the Supreme Court.
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By taking the nation's education secretary to visit two Denver schools undertaking significant reforms, U.S. Sen. Michael Bennet aims to demonstrate why Colorado's innovation should be rewarded with government cash.But while Denver schools showed some encouraging improvement when Bennet was superintendent, there remains a question whether there is substance behind the buzz at Denver Public Schools.
The two schools Secretary Arne Duncan will visit today -- Montclair Elementary and Bruce Randolph schools -- have made intentional moves to free themselves from district and union rules. Duncan will be watching that kind of innovation as his department decides how to divide $5 billion in stimulus funds nationwide through a program called "Race to the Top."
"This allows the secretary to point to something tangible that should be rewarded in this new world order," said Joe Williams, director of Democrats for Education Reform. "People watched (President Barack) Obama run on a campaign of change. This is kind of an attempt to show people what that looks like on the ground."
But at both schools, the reforms are in their infancy. One has had some modest success, but scores are still low.
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A tug of war erupted last week over L.A.'s new downtown arts high school, with some of its biggest supporters declaring that they had given up on the Los Angeles Unified School District and wanted the $242-million campus turned over to a charter school organization. In response to the critics, who included philanthropist Eli Broad, Supt. Ramon C. Cortines shot back: "There is not a for-sale sign on it."
The tension had been building for months, fueled in part by the district's plan to reserve most of the school's seats for students from the surrounding neighborhood rather than open it up to the most talented students districtwide. It bubbled over after two star principals from the East Coast turned down offers to take charge, leaving the school leaderless less than six months before it opens in September.
"This pace is so slow that we have lost total confidence that the district could open this school in September as a really excellent place for students," said Maria Casillas, president of Families in Schools, a nonprofit organization that encourages parental involvement in education. She is on the board of Discovering the Arts, an organization created to support the downtown arts school, and was on a design team for the school until she recently resigned in frustration.
Casillas and others have reached out to Judy Burton, the president and chief executive of the Alliance for College Ready Public Schools, a successful charter organization, in hopes that she could run the arts school with Board of Education approval. Burton, a former top official at L.A. Unified, said she would do so only in partnership with the district, and with the blessing of Cortines and board President Monica Garcia.
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In his timeless 1946 essay "Politics and the English Language," George Orwell condemned political rhetoric as a tool used "to make lies sound truthful" and "to give an appearance of solidity to pure wind." Were he alive today, Orwell might well be moved to pen a companion piece on the use of financial lingo. Remember those toxic assets? The poorly performing mortgages and collateralized debt obligations festering on the books of banks that made truly execrable lending decisions? In the latest federal bank rescue plan, they've been transformed into "legacy loans" and "legacy securities"--safe for professional investors to purchase, provided, of course, they get lots of cheap government credit.It's as if some thoughtful person had amassed, through decades of careful husbandry, a valuable collection that's now being left as a blessing for posterity. Using the word legacy to describe phenomena that are causing financial carnage is "crazy," according to George Lakoff, a Berkeley professor of cognitive science and linguistics, because "legacy typically suggests something positive." More insidiously, the word is frequently deployed to deflect blame. Legacy financial issues are, by definition, holdovers from prior regimes. Word sleuths advise me that legacy derives from an ancient Indo-Aryan root meaning, "It wasn't my fault, and I should still get a bonus this year even though we lost billions of dollars."
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A rite of spring, perhaps.
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Lecturers criticised for setting up £4,000 social media degree are fighting back on Twitter
Academics criticised for offering a masters degree covering Twitter and other social networking websites are defending themselves against the media onslaught – where else, but on Twitter.
Students on the £4,000 one-year Social Media degree, offered by Birmingham City University, will explore how we communicate on the websites and how they can be used for marketing.
Other modules on the course will teach students how to start a blog and podcasting techniques. The course is being advertised through a video on the university's website.
The course convenor, Jon Hickman, who is posting regularly today on his Twitter feed, responded to media coverage of the course, saying it was not for "IT geeks".
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This week brought their latest display of strange bedfellows, as the couple, Schools Chancellor Joel I. Klein and the Rev. Al Sharpton, co-sponsored a conference of the Education Equality Project, at which the audience included the left-leaning mayor of Los Angeles, Antonio R. Villaraigosa, and Newt Gingrich, the Republican former House speaker.
The pair is not lacking for shtick — rarely do they conclude a public performance without referring to themselves as looking something akin to a before-and-after advertisement for hair transplants. (Mr. Klein has a rather sparse scalp next to Mr. Sharpton’s signature bouffant.)
Since forming the alliance nearly a year ago, Mr. Klein and Mr. Sharpton have raised more than $1 million to promote school improvement across the country.
With a coalition that includes several black and Hispanic elected Democratic officials at all levels, the group has embraced many policies once anathema to the Democratic Party — including increasing the number of charter schools, providing performance pay for teachers and expanding the use of data to measure performance at every level of the schools.
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Advancing Wisconsin is leafletting (and profiling voters with handheld devices) for Wisconsin DPI Candidate Tony Evers (opposed by Ruth Fernandez) (watch a recent debate), Supreme Court Candidate Shirley Abrahamson (opposed by Randy Koschnick) and Dane County Incumbent Executive Kathleen Falk (opposed by Nancy Mistele).
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The AP Annual Conference is a forum for all members of the AP and Pre-AP communities, worldwide, to exchange experiences, strengthen professional ties, and gain a better sense of how they can help their students to prepare for college success.
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The U.S. Library of Congress audio archives are becoming even more accessible now that the recordings are being added to Apple's iTunes Store. The move is part of an effort to bring some 15.3 million digital recordings to the public in an easy to access manner.
Matt Raymond, the Library of Congress director of communications, said "Our broad strategy is to 'fish where the fish are,' and to use the sites that give our content added value -- in the case of iTunes, ubiquity, portability, etc."
So far, there are about 39 podcasts available, and more files are on the way, according to Macworld. The Library of Congress is also adding its video library to YouTube.
"These services are a place to start learning, but our agreements are not exclusive, so other services are certainly possible in the future," said Michelle Springer, Library Web Service Division digital initiatives project manager.
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Is the global economy heading from recession to depression? Why did a crisis in US mortgage markets wreak havoc in economies across Europe? The Euro Challenge, an academic contest now in its fourth year, pits teams of high school students against each other as they answer economic and financial questions to showcase their knowledge of everything from ballooning government deficits to rising unemployment.This year, 72 high school teams from nine states (Connecticut, Florida, Michigan, New Jersey, New York, North Carolina, Massachusetts, Illinois and Pennsylvania) will compete in the Euro Challenge, which fosters a better understanding of the European and transatlantic economy and supports local learning objectives in the field of economics and finance. Regional rounds kick off on March 30 and culminate in the finals at the Federal Reserve Bank of New York on April 29.
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Michael Fletcher & Jose Antonio Vargas:
Arguably the most animated and substantial exchange was between the president and a longtime teacher from Overbrook High School in West Philadelphia who was seated a few feet behind him. The teacher asked Obama for his definition of "a charter school" and "an effective teacher." While Obama quickly dispensed with the first part of the question, he could not get the teacher to answer when he asked whether in her 15 years on the job she has encountered colleagues who she would not want to teach her own children."My point is that if we've done everything we can to improve teacher pay and teacher performance and training and development, some people just aren't meant to be teachers, just like some people aren't meant to be carpenters, some people aren't meant to be nurses. At some point, they've got to find a new career," he said.
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Calling this a potentially historic moment in Milwaukee education, a key leader of the private school voucher movement called Thursday for major increases in regulation of the participating schools and for a new focus on quality across all the channels of schooling in the city.Howard Fuller, the former Milwaukee Public Schools superintendent who is now a central figure nationally in advocating for school choice, said he wants school leaders to join with Gov. Jim Doyle, legislative leaders and others in working out new ways to assure that students of all kinds have quality teachers in quality schools.
"We can't just keep wringing our hands about these terrible schools," Fuller said. "We have a moral responsibility to our children to not accept that."
He said that he believes Doyle is seeking higher quality and more accountability and transparency for the 120 private schools in Milwaukee that have more than 20,000 students attending, thanks to publicly funded vouchers. Fuller said he was in general agreement on those goals.
Doyle has presented "an opportunity to come together and do something that is truly constructive for our children," Fuller said. "I think it is one of those historic moments that don't come all the time."
Fuller was reacting both to a new set of studies of the voucher program and to a dramatically different situation for voucher supporters in the state Capitol.
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A high-profile and lauded dropout-prevention program is falling victim to budget cuts -- although top Los Angeles school officials insist that they'll provide a more effective program in its place.The precarious Diploma Project is emblematic of the financial crisis slowly working its way across the nation's second-largest school system as ripples of a statewide budget shortfall touch counselors, teachers and other school employees whose work directly affects children enrolled in the Los Angeles Unified School District.
Nearly 9,000 employees -- about 10% of the full-time workforce -- received notice of a possible layoff this month as the district seeks to cut hundreds of millions of dollars from its nearly $6-billion general fund. But there's more going on than financial pain.
Reshaping system
After taking the helm in January, Supt. Ramon C. Cortines, one of the country's most experienced educators, has attempted to reshape the school system. Cortines is seizing the moment to trim or gut some of the central bureaucracy, while also moving dollars and responsibility to schools. The superintendent wants schools to decide for themselves whether to pay for additional counselors, arts programs and librarians, among other things.
The new setup must save money, but it also should be more effective, he said.
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State Sen. Robert Ford is putting a new face on the long-running fight over whether to spend public education dollars to pay for private schools.To the dismay of his African American colleagues, the Charleston Democrat is hawking a bill that would give students a publicly paid scholarship or tuition grant to go to a private school.
So far, the push for school choice has had mostly white faces out front. But Ford, who is seeking the Democratic nomination for governor, is making the case that the students who would benefit most from a voucher-style program in South Carolina are African Americans who attend poorly performing schools.
He dismisses those who say his program would hurt already struggling public schools, framing the argument as a choice between protecting schools or giving children the lifeline they need to succeed.
"You're damn right I'm hurting public education, because public education is hurting our kids," Ford said.
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I'm not trying to be a hypocrite. I have supported D.C. school vouchers. The program has used tax dollars well in transferring impoverished students to private schools with higher standards than D.C. public schools. But it has reached a dead end. Congress should fund the 1,713 current voucher recipients until they graduate from high school but stop new enrollments and find a more promising use of the money.That exasperation you hear is from my friend and former boss, the brilliant Washington Post editorial writer who has been eviscerating Democrats in Congress for trying to kill D.C. vouchers. We don't identify the authors of our unsigned editorials, but her in-your-face style is unmistakable and her arguments morally unassailable.
My problems with what is formally known as the D.C. Opportunity Scholarship Program are political and cultural, not moral. The program provides up to $7,500 a year for private-school tuition for poor children at an annual cost of about $12 million. Vouchers help such kids, but not enough of them. The vouchers are too at odds with the general public view of education. They don't have much of a future.
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Andrew Rotherham & Richard Whitmire:
Randi Weingarten, the notoriously feisty president of the second-largest national teachers' union, the American Federation of Teachers (AFT), received a hero's welcome at the National Press Club last November. In her speech, she vowed to give ear to almost any tough-minded school reform, and, in a line that thrilled many reformers, promised that the AFT will not protect incompetent teachers: "Teachers are the first to say, 'Let's get incompetent teachers out of the classroom.'"Joanne Jacobs has more.Weingarten would seem to be donning the reformist mantle of a previous AFT president, Al Shanker, a highly regarded reformer who shook up pro-union liberals by reminding everyone that tough school discipline and achievement standards were civil rights fundamentals. But an approach that worked during Shanker's tenure is more difficult now, with the reformers and unionists pitched in a bare-knuckled fight that is not about lofty, system-changing goals as much as about the thorny specifics of state and local education policy. Caught up in a contentious situation with the Washington, D.C. school system that has challenged her reformist credentials, Weingarten's attempt to satisfy both sides of the debate is being put to the test--the result of which could dictate the future of education reform across the country.
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Joe Quick:
Dear MMSD Advocate,Every two years, state government adopts a biennial budget that funds nearly every program in state government. Gov. Jim Doyle's budget mostly protects K-12, but many K-12 programs were cut by 1%. Due to the floundering national/state economy millions of dollars in federal stimulus funds for Wisconsin are being used to provide a one-time boost to state funding for schools over the next two years.
Short-term, there are some important items in the budget that will help MMSD; but long-term, little is being done to end the annual ritual of either going to referendum or determining what programs and services for students must be cut to balance the local budget.
In the two-year legislative cycle, April in odd years is probably the most important time to contact your legislator to advocate for school programs. Whether it's SAGE, the K-3 class size reduction program funded by the state, or funding for students in special education -- the biennial budget provides the resources.
If you want to advocate to protect school programs/services, please come to the State Budget Forum on April 1st (see attached flier [54K PDF]) to learn about the issues, receive information to help you with that advocacy and find out what is being done to bring about comprehensive school funding reform.
Please forward this information to others who might be interested. Hope to see you April 1st,
Joe Quick
Legislative Liaison/Communication Specialist
Madison Schools
608 663-1902
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via Laurel Cavalluzzo:
WHAT: Board of Education Candidate Forum
with Arlene Silveira Lucy Mathiak Donald GorsWHEN: April 4, 2009 10-noon
WHERE: Lakeview Public Library
2845 N Sherman Ave. [Map]
Madison, WI 53704 (608) 246-4547
Open to the publicLearn more about candidate's positions on issues important to our schools and our communities.
SPONSERED BY:
Lakewood Gardens Neighborhood Committee
WI Charter School Assn
Nuestro Mundo, Inc.
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Click above to watch, or CTRL-click to download this mpeg4 or mp3 audio file. You'll need Quicktime to view the video file.
Madison School Board President Arlene Silveira is up for re-election on April 7, 2009. Arlene graciously agreed to record this video conversation recently. We discussed her sense of where the Madison School District is in terms of:
Arlene's opponent on April 7, 2009 is Donald Gors. The Wisconsin State Journal recently posted a few notes on each candidate here.
I emailed Arlene, Donald Gors and Lucy Mathiak (who is running unopposed) regarding this video conversation. I hope to meet Lucy at some point over the next few weeks. I have not heard from Donald Gors.
Arlene and Lucy were first elected in April, 2006. There are many links along with video interviews of both here.
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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.
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Tony Evers campaign, via email:
Tony Evers today pledged to continue his long commitment to Wisconsin's charter schools, which provide innovative educational strategies. Dr. Evers has played a major educational leadership role in making Wisconsin 6th in the nation, out of all 50 states, in both the number of charter schools and the number of students enrolled in charter schools."We are a national leader in charter schools and I will continue my work for strong charter schools in Wisconsin," Evers said. "As State Superintendent, I will continue to promote our charter schools and the innovative, successful learning strategies they pursue as we work to increase achievement for all students no matter where they live."
Evers, as Deputy State Superintendent, has been directly responsible for overseeing two successful competitive federal charter school grants that brought over $90 million to Wisconsin. From these successful applications, Evers has recommended the approval of over 700 separate planning, implementation, implementation renewal, and dissemination grants to charter schools around the state since 2001.
During the past eight years, the number of charter schools in Wisconsin has risen from 92 to 221 - an increase of almost 150%. The number of students enrolled in charter schools has increased from 12,000 students in 2001 to nearly 36,000 today.
Evers has also represented the Department of Public Instruction on State Superintendent Elizabeth Burmaster's Charter School Advisory Council. The council was created to provide charter school representatives, parents, and others with the opportunity to discuss issues of mutual interest and provide recommendations to the State Superintendent.
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Seth Jovaag, via a kind reader's email:
In February 2008, the Madison school board - facing mounting legal pressure - overturned a policy that allowed the district to deny transfer requests based on race. Before that, white students were routinely told they couldn't transfer. Madison was the only district in the state with such a policy, which aimed to limit racial inequalities throughout the district, said district spokesman Ken Syke.Fascinating. I would hope that the Madison School District would pursue students with high academic standards rather than simply try, via legislative influence and lobbying, to prevent them from leaving.... The effects of that initiative may not be positive for the City of Madison's tax base.With that policy gone, Madison saw a nearly 50 percent increase in students asking to transfer, from 435 to 643.
Madison superintendent Daniel Nerad notes that Madison's numbers had been steadily increasing for years. But he acknowledged that the policy change likely explains some of this year's jump.
"I think we do see some effect of that, but I'm not suggesting all of it comes from that, because frankly we don't know," he said.
Still, Nerad has clearly taken notice. Given the new numbers, he plans to ask state lawmakers to allow Madison to deny future requests based on family income levels, rather than race, to prevent disparities from further growing between Madison and its suburbs.
Other districts that border Madison - including Monona Grove, Middleton and McFarland - are seeing more transfer requests from Madison this year, too.
"The change Madison made ... that certainly increased the application numbers," said McFarland's business director, Jeff Mahoney.
In addition, Verona school board member Dennis Beres said he suspects many Madison parents are trying to transfer their kids from the chronically overcrowded Aldo Leopold elementary school, which is just two miles northeast of Stoner Prairie Elementary in Fitchburg.
Related: 2009/2010 Madison Open Enrollment applications. Much more on open enrollment here.
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Kristin Czubkowski, via Jackie Woodruff:
All of the speakers were good, but I will admit I really enjoyed listening to Madison Metropolitan School District Superintendent Dan Nerad talk on the issue of poverty in our schools.Recent open enrollment data."Oftentimes, the statement is used as follows: Our children are our future. In reality, we are theirs."Nerad made one more point I found interesting, which was his explanation for why for every one student that comes into the MMSD, two to three students leave it. While MMSD has been well-recognized for having great schools and students, many of the schools have high concentrations of poverty (17 of 32 elementary schools have more than 50 percent of students on free or reduced lunch programs), which Nerad said can lead to perception issues about how MMSD uses its resources."From my perspective, it's a huge issue that we must face as a community -- for every one child coming in, two to three come out right now. I worry that a lot of it is based on this increasing poverty density that we have in our school district ... Oftentimes that's based on a perception of quality, and it's based on a perception based on that oftentimes that we have more kids in need, that we have more kids with more resource needs, and oftentimes people feel that their own children's needs may not be met in that equation."
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itizens of Hudson, N.H., are backing their school board's decision to reject an unfunded state mandate to provide free kindergarten. The case gets a hearing Wednesday.Hudson School District web site. Many links here, and here.
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It's 7:30 in the morning and about 30 high school students are chomping on doughnuts and debating the merits of federal dollars used to fund everything from building child-care centers on U.S. Army bases to lead reduction programs.Steve Coll has been blogging (and reading) the stimulus/splurge documents.The scene is a weekly occurrence at Verona High School where advanced placement students are analyzing the 407-page American Recovery and Reinvestment Act -- commonly known as the stimulus bill -- as part of an extra credit project.
The students must report the dollar amount appropriated under each title, summarize that section and react to how the money's being spent.
"I frankly don't see how that will help the economy or is a pressing need," Kaitlin McLean, a Verona senior, said of about $90 million going to facilities that deal with passports and training. "Couldn't $90 million be used to create jobs somewhere else?"
The goal is to have the entire document read by April 3 -- an ambitious objective considering many legislators probably haven't done the same.
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When thousands of students ditch home computers and gather in makeshift classrooms across the state today, the future of their cyber charter schools is uncertain.Bill Tucker has more.Testing begins on reading and math portions of the Pennsylvania System of School Assessment, the measure by which the state determines whether public schools are making "adequate yearly progress" under the federal No Child Left Behind Act. Last year, only three of the state's 11 cyber schools -- which educate more than 19,000 students -- achieved AYP.
Traditional schools that fail to do so face corrective action from the state that increases in severity each succeeding year, up to a state takeover. Cyber schools face the threat of the state not renewing their five-year charters, effectively shutting them. Six charters are up in the next two years, and test scores will be a big factor in renewals, said Leah Harris, spokeswoman for the Pennsylvania Department of Education.
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Steve Bolser, the man with the Snoopy tie and the Charlie Brown "Never, ever give up" attitude, the principal at "QP" who really was a pal, died Saturday, a year after being told he had a cancerous brain tumor.Bolser, 56, was the principal at the 470-student Our Lady Queen of Peace School since 1994 but had been in Catholic education for many years, working as a teacher at Edgewood Campus School and as principal of Edgewood High School.
The news of his illness was delivered last year while students were already coping with the death of a fellow student from brain cancer, and after Bolser had brought in specialists to train staff on how best to help children cope with illness and death.
"We were very grateful that along the whole journey the family was in constant communication with us, our pastor, and it was their desire to keep everyone full informed, it was a huge gift to everyone," said Patty Chrsyt, acting principal at the school.
Bolser had a combination of teaching gifts to go along with his faith, she said, that endeared him to student and staff alike.
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Education Secretary Arne Duncan says schools must make drastic changes to get money from a special $5 billion fund in the economic stimulus bill.It will be interesting to see how real this is.
"We're going to reward those states and those districts that are willing to challenge the status quo and get dramatically better," Duncan said Monday at the White House.
Those who keep doing the same old thing, however, won't be eligible for the money, he said.Schools will be getting tens of billions more dollars through regular channels. On top of that, Duncan will have an unprecedented $5 billion to award for lasting reforms.
To get an award, schools and states must show they have been spending their money wisely. They are supposed to find innovative ways to close the achievement gap between black and Latino children who lag behind their white counterparts in more affluent schools.
Specifically, states are supposed to:
- Improve teacher quality and get good teachers into high-poverty schools;
- Set up sophisticated data systems to track student learning;
- Boost the quality of academic standards and tests;
- Intervene to help struggling schools.
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U.S. Treasury Secretary Timothy Geithner may be the Obama cabinet member facing the biggest crisis -- the economic one -- but Education Secretary Arne Duncan may be the one holding the biggest opportunity in his hands.It is this: He inherits the best chance in a generation to really shake up an American education system that is uneven and underperforming. And he knows it.
"I see this as an extraordinary opportunity," Mr. Duncan says in an interview. "We have a couple of things going in our direction that create what I call the perfect storm for reform."
If the economy ever heals, and if Afghanistan doesn't blow up, this quest to change the way Americans educate their kids may emerge as one of the biggest dramas of the Obama term. Here are the components of that perfect storm for change that Mr. Duncan describes:
There's virtually a national consensus -- one that certainly includes business leaders panting for a better-prepared work force -- that America's ossified education system needs a big shake-up. Moreover, a bipartisan trail toward real change was blazed by the Bush administration (which gets too little credit for doing so).
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Superintendent William Andrekopoulos on Sunday called for using tens of millions of dollars in federal economic stimulus money "to disrupt the status quo" in Milwaukee Public Schools in a bid to increase student achievement.Making school days for kindergarten through eighth grader longer by something less than an hour a day and pushing the entire MPS system to switch to a "year-round" schedule, in which summer vacation is shortened, were two of the ideas suggested by Andrekopoulos.
He also called for improving teaching quality by giving staff members more time to prepare for class and collaborate with other teachers and by providing teachers more training.
Andrekopoulos said the short time frame being set for spending economic stimulus money and the urgency of improving student achievement mean that MPS should aim to implement the changes by the start of the coming school year. Decisions must be made by about May 1, he said.
A set of public meetings will be held, beginning Wednesday, to get public reaction and allow people to make their own suggestions on what MPS should do.
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The National Education Association appears to be humming "Stand By Your Man," even after President Barack Obama promoted both merit pay and an expansion of charter schools in his recent comments about education.What gives? Whenever a conservative leader talks about pay differences for educators instead of one-size-fits-all raises, teachers' unions say "no," "no" and, "hell, no." And whenever a Republican supports charter schools, NEA members start calling politicians enemies of public schools.
In a statement released after Obama's "cradle-to-career" education speech last week, NEA President Dennis Van Roekel welcomed Obama's "vision" for strengthening public education and said, "He's off to a solid start. ... His 'cradle-to-career' proposal mirrors what NEA and its 3.2million members have been advocating."
The union clearly heard what it wanted to hear (more money) and ignored much of Obama's talk. Merit pay, charter school expansion and more school accountability are not what the union has been advocating. Given the NEA's glowing review, I wondered if the union would even have blinked if the president demanded an end to undemocratic, mandatory unionism. (That was not on Obama's radar, needless to say.)
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Congressional Democrats succeeded this week in crippling a school choice program operating in the nation's capital. For the last five years, the D.C. Opportunity Scholarships have made private schooling affordable to 1,700 poor children. Rather than reauthorizing the program for another five-year term, Democrats have all but ensured it will die after next year.House Appropriations Committee Chairman David R. Obey, Wisconsin Democrat, has asked D.C. Public Schools Chancellor Michelle Rhee to prepare for the return of voucher students to the city's broken public schools.
Sen. Ted Kennedy's office claims the senator opposed the voucher program from the start because it "takes funds from very needy public schools to send students to unaccountable private schools." (The House Budget Committee holds hearings today on the U.S. Education Department budget).
But just how needy are D.C. public schools? To find out, I added up all the K-12-related expenditures in the current D.C. budget, excluding preschool, higher-education and charter school items. The total comes to $1.29 billion. Divide that by the official enrollment count of 48,646 students, and it yields a total per-pupil spending figure of $26,555.
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President Obama outlined his reform agenda yesterday for the nation's public schools in a speech before the US Hispanic Chamber of Commerce. He promoted extending the school day, adopting performance pay for teachers, and encouraging the proliferation of charter schools, to name a few.But what did he say about math, you are wondering.
Here it is - the math report. Obama's speech mentioned math education explicitly four times:
1. He reminded the nation that economic development and academic achievement go hand in hand and that the federal government can play a significant role.
"Investments in math and science under President Eisenhower gave new opportunities to young scientists and engineers all across the country. It made possible somebody like a Sergei Brin to attend graduate school and found an upstart company called Google that would forever change our world," he said.
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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.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)).
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]
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John Hechinger & Suzanne Sataline:
More U.S. cities are considering scrapping a longstanding tradition in American education, the elected school board, and opting to let mayors rule over the classroom.Dallas and Milwaukee are currently mulling mayoral control of the city's schools, and Detroit is under pressure to try it -- for the second time. A dozen major school systems, including New York, Boston, Chicago and Washington, D.C., already have a form of mayoral control.
Advocates say the structure, in which mayors generally appoint school boards and have the power to pick superintendents, enables tough-minded reforms by promoting stable leadership and accountability. Giving the idea more currency, U.S. Education Secretary Arne Duncan, until recently the Chicago schools chief, is a fan and product of mayoral control. And, this week, President Barack Obama promoted some controversial initiatives that have been pushed heavily in districts with mayoral control: charter schools, merit pay for teachers, and accountability, based on rigorous testing standards.
"I would anticipate that over the next few years we will see a new wave" of switches to mayoral authority, says Kenneth Wong, director of Brown University's urban education policy program, who studies mayoral control of schools.
But critics say that results on student achievement are mixed, and mayoral control can shut out dissent, especially from parents and teachers. That concern is fueling a debate over the reauthorization of a seven-year-old state law this June that gives New York City Mayor Michael Bloomberg control over the city's schools. His hard-charging chancellor, Joel Klein, who has introduced more school and teacher accountability, has also alienated some politicians and parents, leading to questions about whether the law should be changed or eliminated.
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TJ Mertz comments on Monday's Madison School Board meeting:
Background here.At Monday’s Board of Education Meeting an administrative recommendation to move forward with planning for a dual language district middle school program at Sennett was approved by a vote of 7-0 and the request for a memo of understanding with Nuestro Mundo Inc in order to qualify a charter dual language immersion middle school program for planning grants was not acted on. The lack of action was an expression of non support for the charter, as the comments by the Board members made clear.
I applaud the Board for their action and inaction.
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Intel has announced the winners of the pre-college Intel Science Talent Search 2009.Philip Streich, 18, of Platteville, Wis placed third (home school) and Gabriela Farfan of Madison placed tenth (Madison West High School). Congratulations all around!The winner, Eric Larson, 17, of Eugene, Ore., was awarded a $100,000 Intel Scholarship. Larson won for his research project "classifying mathematical objects called fusion categories. Eric's work describes these in certain dimensions for the first time," Intel said in a statement.
Larson's background is described on this Siemens Foundation site, which discussed his project and his background last year. The Siemens post states that Larson, in addition to his mathematics prowess, is a piano player and a four-time winner of the Oregon Junior Bach Festival.
He is the son of Steven Larson and Winifred Kerner of Eugene, both members of the music faculty at the University of Oregon, according to the The Oregonian newspaper.
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Richard Rivera joined the Algebra Project at exactly the wrong time.After three years at charter schools, Rivera returned to the Los Angeles Unified School District last year as a math coach -- a kind of roving instructor and supervisor -- at Luther Burbank Middle School in Highland Park. He also agreed to work on the Algebra Project, a new program designed to keep low-achieving students involved in math.
But even though Rivera spent a decade teaching in the district, he lost his seniority with L.A. Unified because of his foray into the charter world. Because the district lays off teachers based on the amount of time they've worked for the school system, Rivera is now in danger of losing his job, and the Algebra Project might stall before it even begins.
If Rivera and other younger teachers involved in the program leave, the school goes "right back to square one," said John Samaniego, the principal at Burbank, where test scores have slowly been rising.
Samaniego's dilemma is common throughout the state as districts prepare to issue preliminary layoff notices to teachers by Friday and principals try to determine their plans for next year. The Los Angeles Board of Education is scheduled to vote today on whether to issue these notices to about 9,000 employees, including 5,500 teachers, because of an expected $700-million budget shortfall.
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With the announcement of the new Summit Credit Union Baseball Field, Sun Prairie has likely become the first Dane County school district to sell the naming rights for a specific school facility.And the high school's varsity baseball field could be just the beginning: District officials want to sell naming rights to everything from the classrooms and the cafeteria to trophy cases and field lights at the new high school slated to open in the fall of 2010.
"Our goal is to have as many of the big items named before the school opens," said Jim McCourt, Sun Prairie School Board treasurer and member of the Naming Rights Subcommittee.
The subcommittee has a tentative goal of selling more than $3 million in naming rights. However, district officials say business or individual monikers would be presented tactfully, such as a plaque bearing a person's name on the back of an auditorium seat or above a classroom doorway.
"It's not like we're going to have banners all over the school," McCourt said.
On Tuesday the district announced Summit Credit Union as the first company to be granted naming rights for a district facility, under the new policy to allow for names of businesses attached to facilities, in exchange for donations.
The School Board approved the naming rights agreement with Summit on Monday night, which will be in effect for 20 years. The credit union donated $99,537, which pays for about a third of the cost of the field that will have artificial turf on the infield.
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President Barack Obama is laying out his "cradle to career" agenda for education Tuesday, including a controversial plan to boost pay for teachers who excel.The White House plan also includes new incentives for states to boost quality in their preschool programs, to raise standards for student achievement and to reduce the high school drop-out rate. And the president is fleshing out his plan to increase financial aid for college students, senior administration officials said.
In a speech to the U.S. Hispanic Chamber of Commerce, the president will also call on Americans to take responsibility for their children's education and their own, the officials said.
The speech will build on comments made during his address to Congress, where Mr. Obama dramatically declared that those who drop out of school are failing not just themselves, but their country.
The speech was described by three administration officials speaking on condition of anonymity in advance of the official announcement, and in a fact sheet provided by the White House.
The merit pay proposal would significantly expand a federal program that increases pay for high-performing teachers to an additional 150 school districts, officials said. "What he'll be calling for...is to reward good teachers that are improving student outcomes," said one official.
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From the start, Todd Gray knew it wasn't going to be easy.On the day he signed the Waukesha Public School District superintendent's contract, he was told that he might have to close one or two schools because of finances - something nobody brought up in his interviews.
Eight months later, Gray hasn't closed those schools. Instead, he's trying to create new ones as part of a sweeping reform effort for Waukesha that may include the implementation of 4-year-old kindergarten, a new middle school structure and expanded business partnerships with the community.
Gray's emphasis on collaboration and innovation, and his fiscal skills gleaned from years as a certified public accountant, might make him the adrenaline shot that Waukesha's schools have needed for years.
His guiding principles are inclusive and simple: We can educate kids better, and we can do it for less money.
"Whatever we throw out has to improve education and fit our current goals," said Gray, who grew up near Lake Geneva and had worked as a deputy superintendent for Oshkosh schools.
When he started in Waukesha this past summer, Gray inherited a report from the former superintendent that suggested closing a school or two to consolidate space and save money. He distanced himself from it, spending weeks studying alternatives.
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via MMSDTV. Much more on the proposed Middle School Spanish immersion charter school here.
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Wall Street Journal Editorial:
Education Secretary Arne Duncan said last week that poor children receiving federally financed vouchers to attend private schools in Washington, D.C., shouldn't be forced out of those schools. Bully for Mr. Duncan. But the voice that matters most is President Obama's, and so far he's been shouting at zero decibels.His silence is an all-clear for Democrats in Congress who have put language in the omnibus spending bill that would effectively end the program after next year. Should they succeed, 1,700 mostly black and Hispanic students who use the vouchers would return to the notoriously violent and underperforming D.C. public school system, which spends more money per pupil than almost any city in the nation yet graduates only about half of its students.
The D.C. voucher program has more than four applicants for every available slot. Parental satisfaction is sky high. And independent evaluations -- another is scheduled for release later this month -- show that children in the program perform better academically than their peers who do not receive vouchers. This is the kind of school reform that the federal government should encourage and expand.
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Arne Duncan, the secretary of education, sent a message to the nation's school officials last week: Heads up! We'll be sending you billions of dollars by month's end. Spend the money quickly but wisely. And keep receipts; we'll be asking.The message, which went out Friday in documents e-mailed to governors, state education commissioners and thousands of school superintendents, provided the first broad guidelines for how the Education Department intends to channel $100 billion to the nation's 14,000 school districts over the next few months. The expenditure is part of the Obama administration's economic stimulus package.
Some $44 billion will be made available to states before the end of this month, Mr. Duncan said, in the hope that layoffs can be averted. Hundreds of thousands of job losses in schools had been projected for the fall because of growing state budget deficits caused by a steep drop in tax revenues.
More school stimulus money will be distributed in the spring through the fall, the documents said, after states apply for the financing and provide Congressionally mandated "assurances" to Mr. Duncan that they are complying with federal education laws.
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Wisconsin State Journal Editorial, via a kind reader's email:
Madison needs to get past its outdated phobia of charter schools.I continue to believe that our community and schools would be better off with a far more diffused governance structure, particularly in the management of more than $415,699,322 (current 08/09 budget) for a 24,189 student district. Related: the failed Madison Studio Charter School application.Charter schools are not a threat to public schools here or anywhere else in Wisconsin. They are an exciting addition and asset to public schools -- a potential source of innovation, higher student achievement and millions in federal grants.
And when charter schools do succeed at something new, their formula for success can be replicated at traditional schools to help all students.
That's what's starting to happen in Madison with the success of a dual-language charter elementary school called Nuestro Mundo. Yet too many district officials, board members and the teachers union still view charters with needless suspicion.
Madison's skeptics should listen to President Barack Obama, who touts charter schools as key to engaging disadvantaged students who don't respond well to traditional school settings and curriculums. Obama has promised to double federal money for charter school grants.
But Madison school officials are ignoring this new pot of money and getting defensive, as if supporting charter schools might suggest that traditional schools can't innovate on their own.
Of course traditional schools can innovate. Yet charter schools have an easier time breaking from the mold in more dramatic ways because of their autonomy and high level of parent involvement.
Several School Board members last week spoke dismissively of a parent-driven plan to create a dual-language charter school within a portion of Sennett Middle School. Under the proposal, Nuestro Mundo would feed its bilingual students into a charter at Sennett starting in the fall of 2010.
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A family's federal court victory over the Madison School District in a disability rights lawsuit could push forward efforts in the district to start a 4-year-old kindergarten program, the attorney representing the family predicts.On Feb 25, U.S. District Judge Barbara Crabb ruled that the district violated the federal law governing children with disabilities when it refused to pay a portion of the private preschool tuition for a 4-year-old with a learning disability.
The child needed to participate in activities with non-disabled peers to improve his social behavior, according to the lawsuit filed by his parents.
The preschool was an appropriate setting for this to happen, and the district did not offer any alternatives, Crabb ruled.
The Individuals with Disabilities Education Act requires districts to provide disabled 3- and 4-year-olds with an appropriate preschool education at no charge
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Andrew Coulson, via a kind reader's email:
This week, education secretary Arne Duncan referred to DC public schools as a district with " more money than God." Perhaps he was thinking of the $24,600 total per-pupil spending figure I reported last year in the Washington Post and on this blog. If so, he's low-balling the number. With the invaluable help of my research assistant Elizabeth Li, I've just calculated the figure for the current school year. It is $28,813 per pupil.In his address to Congress and his just-released budget, the president repeatedly called for efficiency in government education spending. At the same time, the Democratic majorities in the House and Senate have been trying to sunset funding for the DC voucher program that serves 1,700 poor kids in the nation's capital. So it seems relevant to compare the efficiencies of these programs.
According to the official study of the DC voucher program, the average voucher amount is less than $6,000. That is less than ONE QUARTER what DC is spending per pupil on education. And yet, academic achievement in the voucher program is at least as good as in the District schools, and voucher parents are much happier with the program than are public school parents.
In fact, since the average income of participating voucher families is about $23,000, DC is currently spending about as much per pupil on education as the vouchers plus the family income of the voucher recipients COMBINED.
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President Obama's massive education initiative detailed in his proposed budget aims at the right challenge - lifting our schools and narrowing achievement gaps. But huge chunks of his eye-popping $131 billion package, now before Congress, would go for stale federal programs that have long failed to elevate students' learning curves.Bruce Fuller, professor of education and public policy at the UC Berkeley, is author of "Standardized Childhood."Mr. Obama promised a sharp break from President Bush, who often bent scientific findings to advance his favored dogma. Instead, "it's about ensuring that facts and evidence are never twisted or obscured by politics or ideology," Obama promised at his inauguration.
Few question the president's plea to improve the quality of our schools and colleges, racheting-up our economy's competitiveness. This requires not just retooling auto factories or investing in solar power, but enriching the nation's human capital as well.
To boost school quality Obama declared that he would only fund programs that lift pupil performance. "In this budget," he declared before the Congress, "we will end education programs that don't work." Music to the ears of the empirically minded.
But hard-headed scholars are scratching those craniums over Obama's desire to spend billions more on disparate federal programs that have delivered little for children or teachers over the past decade.
Take Washington's biggest schools effort: the $14 billion compensatory education program, known as Title I, supporting classroom aides and reading tutors for children falling behind. A 1999 federal evaluation showed tepid results at best, largely because local programs fail to alter core classroom practices or sprout innovative ways of engaging weaker students.
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The Wisconsin Virtual Academy, sponsored by the Northern Ozaukee School District, just completed its busiest time of year. As Wisconsin progressed through the open school enrollment period for the 2009-2010 school year, the WIVA bombarded homes around the state with mailings, advertising itself as an online alternative to local schools. School administrators traveled to dozens of locations around the state, offering introductory sessions designed to entice students away from brick and mortar schools, in favor of clicking, scrolling and remotely conferencing through virtual classes.
Wisconsins open enrollment provides more than $6,000 per student in transfer fees to the recipient school district, on behalf of students whose parents choose to send them to public schools outside of their local community. Open enrollment in general carries many benefits for students, providing alternatives in heavily populated areas like Milwaukee, where many different school districts of varying quality and program offerings exist in close proximity. But the WIVA, operated by the McFarland School District, has no geographical association with the majority of its students.School districts in southern Ozaukee County require between $11,000 and $13,000 in tax revenue per student, collected from federal, state, and property taxes, and other sources. The Wisconsin Virtual Academy receives only the 2008-2009 state transfer payments of $6,322 per student. Unlike traditional schools, the state payment fully funds the virtual program, and coincidentally still provides ample profit for the virtual programs curriculum and software vendors. But any such comparison between a virtual school and a more traditional brick and mortar facility is probably not comparing apples to apples, considering teacher-to-student ratios and well-rounded learning experiences.
The WIVA is operated in partnership with a company called K12, Inc., which even hosts the WIVAs promotional Web site on behalf of the school district. K12 is a publicly-traded, for-profit company based in Virginia, and for the record, the company has no shortage of profit. For the fiscal year ended June 30, 2008, K12 reported net income of $18 million, on revenues of $226 million, primarily collected from states like Wisconsin, which make tax dollars available to virtual schools.
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WKOW-TV via a kind reader's email:
Parents of students at a Madison middle school worry about safety after a child was beat up in one the school's bathroom.Toki Middle School Restorative Justice Plan [82K PDF]:The incident happened last week Thursday.
According to a letter sent home to parents Monday, a group of students followed a male student into the boy's bathroom where another student assaulted him.
The group blocked entrance to the bathroom.
Surveillance cameras show the beating along with a group of witnesses cheering on the violence.
Toki [Map] Principal Nicole Schaefer says the school sent the letter to alert parents that the proper actions were taken and assure them the school is safe.
Schaefer would not tell 27 News if any students were suspended or if the victim is back in school.
Judicious discipline is a three pillared process set on a solid educational foundation. The first pillar is prevention through education and positive behavior supports; the second pillar is equity through fair and consistent consequences, and the third pillar is restoration through empathy, forgiveness and conflict resolution. The educational foundation that these pillars stand on is curriculum, instruction and assessment practices that are engaging, rigorous, culturally responsive, and individualized. In summary, kids who are engaged in learning are less likely to engage in misconduct.40 students ( 2008/2009 student population is 538) open enrolled out of Toki Middle school for the 2009/2010 term according to this Madison School District document. Much more on Toki here.
The backbone of our discipline policy is that all staff and students must be treated with dignity and respect, including those who harm others. We want everyone to know that misconduct is never acceptable, but always fixable. We will be warm but strict, and follow through with clear, fair and consistent consequences, but also encourage students to repair the harm they caused, earn forgiveness, and restore their reputations.
When a student engages in misconduct, we must care for two interests:Therefore, when a student engages in misconduct, he or she has two options:
- The student who misbehaves - We teach the student how to repair the harm, earn forgiveness, and restore his or her reputation
- All other students - We protect their health, safety, property, and opportunity to learn in an environment free from distractions
- Fix the harm (ex: Apology, Mediation, Repair or Replace, Community service, Extended learning)
- Accept a consequence (ex: Lunch detention, After school detention, In school suspension, Out of school suspension, Suspension alternatives)
The consequences for misconduct will vary, depending on how the behavior harms the health, safety, property and learning opportunities of other students. Although choosing to "fix the harm" may reduce or replace consequences for less harmful misconduct, behaviors that significantly or severely harm others will result in mandatory suspension days, up to a recommendation for expulsion.
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When the students of the Conserve School in Wisconsin poured into the auditorium on a blustery morning early this year, they had no inkling of what would follow.Stefan Anderson, the headmaster, told them that the trustees were essentially shutting down the prep school because of the dismal economic climate. Its four-year program would be converted to a single semester of study focused on nature and the environment.
"We thought we would hear they were cutting financial aid," recalled Erty Seidel, a senior on the wooded campus, which is filled with wildlife and sprawls across 1,200 acres in Land O' Lakes.
Greta Dohl, a student from Iron River, Mich., in her third year at the school, broke down and cried. "I was absolutely heartbroken," she said of the closing.
Now students and parents are banding together and challenging the action, contending the school's underlying financial condition does not look so dire. In fact, the school's endowment would be the envy of many a prep school. With $181 million and 143 students, it has the equivalent of more than $1 million a student.
In a lawsuit filed in State Circuit Court in Wisconsin, the parents argue that the trustees are acting in their own interests -- as officials of a separate, profit-making steel company -- and want them removed from oversight of the school.
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Legislative Informational Community Session: We are holding a special Board meeting to focus on legislative issues on Wednesday April 1 at 6:00pm at Wright Middle School. At this session we will provide updates on school funding and state budget issues that affect the MMSD. We will discuss and share strategies on how the community can get involved in advocating for our schools.
Fine Arts Task Force (FATF) Informational Community Sessions: The focus of each session will be a presentation of the findings and recommendations of the FATF followed by an opportunity for discussion. The Executive Summary and complete FATF report can be found at http://www.madison.k12.wi.us/boe/finearts/ Tuesday, March 10, 6:00-8:00pm, Memorial High School. Thursday, March 12, 6:00-8:00pm, La Follette High School LMC.
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The American Recovery and Reinvestment Act, President Obama's stimulus package, could serve as a historic investment in our children's future, an initiative that could very well change the course of our nation.Pedro Noguera is a professor at New York University and director of the Metropolitan Center for Urban Education. He is editor of "Unfinished Business: Closing the Achievement Gap in Our Nation's Schools" and author of "The Trouble With Black Boys: And Other Reflections on Race, Equity and the Future of Public Education."It is an opportunity that cannot be squandered.
However, there is good reason for concern that the funds made available for education under the act will not result in the change we need.
Over the past eight years, educational progress in the United States has been modest at best. According to a national study by the Gates Foundation ("The Silent Epidemic," 2006), dropout rates in many of our nation's largest cities are 50 percent or higher.
Similarly, large numbers of students lack proficiency in reading and math in many school districts across the country, and many who graduate and go on to college are largely unprepared for the rigors of college-level course work.
Seven years after the adoption of the No Child Left Behind law, it is clear we are still leaving many children behind.
Tinkering with existing policy is unlikely to produce different results. The Obama administration needs a bold new strategy for reforming our public education system if it hopes that our schools are going to play a more significant role in moving the nation forward. However, so far, and certainly it is still is early in the term of this administration, no new vision or strategy for reforming the nation's schools has been articulated.
There is justifiable reason to be concerned that by calling for funds from the stimulus package to be spent quickly on "shovel-ready" projects in order to produce the jobs that are so desperately needed, the administration will not have the time to develop a thoughtful strategy that can guide the reform of the nation's public schools.
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To help struggling schools, the federal government will use stimulus funding to encourage states to expand school days, reward good teachers, fire bad ones and measure how students perform compared with peers in India and China, Education Secretary Arne Duncan said yesterday.History has shown that money alone does not drive school improvement, Duncan said, pointing to the District of Columbia, where public school students consistently score near the bottom on national reading and math tests even though the school system spends more per pupil than its suburban counterparts do.
"D.C. has had more money than God for a long time, but the outcomes are still disastrous," Duncan said in an interview with Washington Post editors and reporters. He said the unprecedented influx of cash, which will begin to flow in the next 30 to 45 days, would target states, local school systems and nonprofit organizations willing to adopt policies that have been proven to work.
"The challenge isn't an intellectual one, it's one of political courage," said Duncan, who developed a reputation for a willingness to experiment and disrupt the status quo in seven years as chief executive of Chicago schools.
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David Chard, dean of the Simmons School of Education and Human Development at Southern Methodist University in Dallas, says there's little difference between most grading scales.The Madison School District's move toward "Standards Based" report cards has not been without some controversy."It's like Celsius and Fahrenheit. It's exactly the same thing," he said.
Bob Schaeffer, public education director for the advocacy group FairTest, said a debate over grading scales often reveals the "tyranny of false precision."
"These numbers were not handed down by God on a stone tablet," he said.
To Robert Marzano, a Denver-based education researcher, the typical grading scale is an incomplete measure of student achievement. He recommends bar graphs measuring student achievement on various course topics.
As officials in the Pittsburgh Public Schools prepare to drop a controversial grading scale for a 5-point scale they're calling fairer and more accurate, Dr. Chard, Dr. Marzano and Mr. Schaeffer cautioned that no version is perfect.
All require some degree of teacher subjectivity, and all require careful, thoughtful application, Dr. Chard said.
Mr. Schaeffer said grading scale controversies generate "much more heat than light," yet Dallas and Fairfax, Va., also are in the midst of them now.
Dr. Marzano said as many as 3,000 schools or districts have made some of the improvements he favors, such as expanded report cards with bar graphs breaking down student achievement at the topic level while still giving overall course averages and letter grades. He said the bar graphs can correspond to five-point scales measuring achievement in the topic areas.
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It was a rainy Friday evening in Chelsea, and nobody wanted to go home, preferring instead to spit poems from the depths of their tortured teenage souls.The finals of the New York Knicks Poetry Slam Program were in four days, and a handful of high school poets from around New York City had gathered at the headquarters of Urban Word, a literary arts organization for young people, to cheer Tia-Moné Llopiz as she cried out again in eloquent anguish over her mother's death.
They needed to hear Cynthia Keteku, known as Ceez, come to grips with her girlfriend's dumping her for a boy.
And they could not help but hear Elton Ferdinand III -- even through the walls of the director's office -- crescendo to a state of raging guilt over his mute uncle in Guyana, a man misunderstood.
In their search for identity and their quest to be understood, the teenagers mold metaphors from their jagged-edge experiences and bend rhymes to their own rhythm.
"Ladies and gents, this is more than a silly teen's heartbreak," intoned Lauren Anderson, 16, who attends the Beacon School.
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Dick Durbin has a nasty surprise for two of Sasha and Malia Obama's new schoolmates. And it puts the president in an awkward position.The children are Sarah and James Parker. Like the Obama girls, Sarah and James attend the Sidwell Friends School in our nation's capital. Unlike the Obama girls, they could not afford the school without the $7,500 voucher they receive from the D.C. Opportunity Scholarship program. Unfortunately, a spending bill the Senate takes up this week includes a poison pill that would kill this program -- and with it perhaps the Parker children's hopes for a Sidwell diploma.
Sarah and James Parker attend Sidwell Friends School with the president's daughters, thanks to a voucher program Sen. Dick Durbin wants to end.
Known as the "Durbin language" after the Illinois Democrat who came up with it last year, the provision mandates that the scholarship program ends after the next school year unless Congress reauthorizes it and the District of Columbia approves. The beauty of this language is that it allows opponents to kill the program simply by doing nothing. Just the sort of sneaky maneuver that's so handy when you don't want inner-city moms and dads to catch on that you are cutting one of their lifelines.
Deborah Parker says such a move would be devastating for her kids. "I once took Sarah to Roosevelt High School to see its metal detectors and security guards," she says. "I wanted to scare her into appreciation for what she has at Sidwell." It's not just safety, either. According to the latest test scores, fewer than half of Roosevelt's students are proficient in reading or math.
That's the reality that the Parkers and 1,700 other low-income students face if Sen. Durbin and his allies get their way. And it points to perhaps the most odious of double standards in American life today: the way some of our loudest champions of public education vote to keep other people's children -- mostly inner-city blacks and Latinos -- trapped in schools where they'd never let their own kids set foot.
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Schools struggling with some of their worst budget crises in generations are taking stock of President Obama's stimulus package -- hoping the money will restore funding for things like textbooks, teacher salaries and tuition.The $100 billion in funding dedicated to education touches programs for almost every age group, from early-childhood programs to financial aid for college students. While the money, part of the $787 billion stimulus package, may not result in a full turnaround, districts say, it will help stop some of the bleeding.
Michael Klein
"It's going to mean a softer landing for us," says Jack O'Connell, state superintendent of public instruction in California. That state is facing an $11.6 billion cutback in public-education funding, affecting the remainder of this school year as well as next. In some cases, Mr. O'Connell says, "instead of a superintendent having to decide between textbooks or a math teacher, we'll be able to do both. Or, it will mean a longer bus ride for kids, instead of eliminating transportation."When addressing education in the stimulus package, the president last week told a joint session of Congress, "We have provided the resources necessary to prevent painful cuts and teacher layoffs that would set back our children's progress."
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The Winterhouse Awards for Design Writing & Criticism seek to increase the understanding and appreciation of design, both within the profession and throughout American life. A program of AIGA, these annual awards have been founded by Jessica Helfand and William Drenttel of the Winterhouse Institute to recognize excellence in writing about design and encourage the development of young voices in design writing, commentary and criticism.The 2009 awards will be open for entries beginning March 2.
Read about the members of the 2009 jury.THE TWO TYPES OF AWARDS ARE:
Writing Award of $10,000
Open to writers, critics, scholars, historians, journalists and designers and given for a body of work.Education Award of $1,000
Open to students (high school, undergraduate or graduate) whose use of writing, in the interest of making visual work or scholarship or cultural observation, demonstrates extraordinary originality and promise.This awards program is part of a larger AIGA initiative to stimulate new levels of design awareness and critical thinking about design.
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ALTHOUGH it wasn't favored to win, and it didn't, "The Class" was film critics' "should win" pick for best foreign-language film. Because this deeply engaging movie addresses the subject of teaching underserved public school students, it points to the obvious larger question of why education itself so often should win, but doesn't.Alexandra Marshall, a guest columnist, is the author of "The Court of Common Pleas" and four other novels.In the compromised version of the economic stimulus package, it was reported by the Los Angeles Times, education spending was "one of the main sticking points" in securing the necessary votes. While protecting funds for other needs such as healthcare, housing, transportation, green energy, infrastructure, the auto industry, and even banking, why cut education? Why are teaching and learning so routinely deemed expendable when everyone agrees they shouldn't be?
In a bracingly effective way, "The Class" confronts this riddle with the vivid example of a middle school French teacher in an immigrant neighborhood on the outskirts of Paris. François Bégaudeau is this teacher as well as the author of "Entre les Murs," the acclaimed novel/memoir on which the film is closely based. Onscreen, he and his actual students make the hectic "ordinaire tragi-comique" of the book three-dimensional. And under the sly direction of Laurent Cantet, their fragmented classroom interactions yield a film celebrated as "seamless" by actor Sean Penn, who headed the jury awarding it the Cannes Festival's Palme d'Or for best picture.
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They built them out of pulleys and levers and ramps and marbles.Small plastic toys flew, water flowed, dominoes dropped, mousetraps snapped, and, when all was said and done, an incandescent light bulb was switched off and energy-efficient light-emitting diodes were turned on.
That, after all, was the goal of the regional Rube Goldberg Machine Contest on Friday at Discovery World, where more than a dozen high school teams showed off their contraptions, which were designed to complete the simple task of turning off one light and activating another in at least 20 steps.
The team from Pius XI High School did it in 48 steps, culminating in a light bulb representing the sun setting over a tabletop football stadium and banks of LEDs in the scoreboard blazing to life.
Of course, the crowd went wild.
"We run everything, and all of the work is done outside of school," said Patrick Kessenich, a Pius junior and co-captain of the 14-student team. "It's fun to be independent, and it's just great to get together with friends and do something fun."
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An ambivalent Cinderella? A blood-thirsty Little Red Riding Hood? Prince Charming with a roving eye? A Witch... who raps? They're all among the cockeyed characters in James Lapine and Stephen Sondheim's fractured fairy tale "Into the Woods." When the Baker and his Wife learn they're cursed with childlessness, they embark on a quest for the special objects required to break the spell swindling, lying and stealing from Cinderella, Little Red, Rapunzel, and Jack (of beanstalk fame). One of Sondheim's most popular works, this timeless yet relevant piece is a rare modern classic.
Performance and ticket information:
March 6, 7, 13 and 14 • 7:30 pm • West High Auditorium
Tickets are $8 for students and $10 for adults
Buy your tickets online now at www.seatyourself.biz/mwhs
Please join the West HS community in a celebration of the arts in our schools. This year's cast is exceptionally talented and a Sondheim musical is always a treat. "Into the Woods" is a production not to be missed!
Note: "Into the Woods" is not appropriate theater fare for elementary school and younger, less mature middle school children; however, do not worry if you're child's class is going to the school performance on March 10. They are only doing the first act for that performance and the first act is delightfully appropriate for young audiences.
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The Dirksen Center, via a Cindy Koepel email:
What is Congress in the Classroom®?Congress in the Classroom® is a national, award-winning education program now in its 17th year. Developed and sponsored by The Dirksen Congressional Center, the workshop is dedicated to the exchange of ideas and information on teaching about Congress. The Center will join with the new Institute for Principled Leadership in Public Service in conducting the workshop.
Who Should Attend?
Congress in the Classroom® is designed for high school or middle school teachers who teach U.S. history, government, civics, political science, or social studies. Forty teachers will be selected to take part in the program.
What Will I Learn?
Although the workshop will feature a variety of sessions, the 2009 program will focus on two themes: (1) developments in the 111th Congress, and (2) new resources for teaching about Congress.
Throughout the program, you will work with subject matter experts as well as colleagues from across the nation. This combination of firsthand knowledge and peer-to-peer interaction will give you new ideas, materials, and a professionally enriching experience.
"Until now so much of what I did in my class on Congress was straight theory--this is what the Constitution says," noted one of our teachers. "Now I can use these activities and illustrations to help get my students involved in the class and at the very least their community but hopefully in the federal government. This workshop has given me a way to help them see how relevant my class is and what they can do to help make changes in society."
In sum, the workshop consists of two types of sessions: those that focus on recent research and scholarship about Congress (and don't always have an immediate application in the classroom) and those geared to specific ways to teach students about the federal legislature.
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Heather Lawnicki -- Señora Lawnickci to her students -- sweeps into her fourth-grade classroom at Heritage Elementary and immediately leads students in singing "Buenas tardes," a popular Spanish tune that gets the children primed to think and speak in Spanish.The clock is ticking and there's no time to waste: Lawnicki has just 30 minutes to cover lessons in both Spanish and social studies -- on this day "los indios" of Wisconsin, the Indians.
While Lawnicki, who is fluent in both Spanish and Portuguese, delivers most of the instruction in Spanish, she often needs to repeat her questions in English. The children, who appear to have a general grasp of the language, sometimes answer in kind until Lawnicki prompts them to respond in Spanish.
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648 (2.68% of the District's enrollment) students open enrolled out for the 2009/2010 school year. 217 high school, 127 middle school and 304 elementary students. [704K PDF: pages 14, 15 and 16]
More on the history of Wisconsin open enrollment, here. Enrollment numbers drive a school district's tax and spending authority. Wisconsin Open Enrollment website.
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Nelson Hernandez & Theresa Vargas:
The Prince George's County Board of Education last night approved a $1.6 billion budget that eliminates almost 800 jobs, while Arlington County's schools chief unveiled the first budget of his 12-year tenure with a reduction in total spending.Arlington does a nice job of keeping their current and historical budgets on one easy to use page. Madison's budget information page.The actions showed anew how the economic recession is hitting home for Washington area school systems.
The Prince George's board unanimously endorsed a spending plan for the 128,000-student system that omits cost-of-living raises and some seniority-based salary increases for employees. The budget also rolls back several programs begun during the 2 1/2 year tenure of superintendent John E. Deasy, who left in December for another job.
Among other cuts, the budget developed by Interim Superintendent William R. Hite Jr. eliminates 144 positions for parent liaisons, who act as a bridge between parents and school staff. Two programs to bolster academic performance will be reduced. An initiative to split school administration into nine zones will be modified to five zones, and a program to train 10 resident principals will be eliminated.
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This PDF document [1MB] summarizes some of the work to date from the Madison School District's strategic planning process. TJ Mertz posted some additional links here.
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Obama may love charter schools, Georgia may be on the fence, but St. Louis school leaders see charter schools as a vice. While researching our upcoming story about the International Community School and charter school facilities, I learned that last year, as the leaders of St. Louis public schools prepared to sell a bunch of empty school buildings, the district barred certain unwanted buyers: "liquor stores, landfills, distilleries, as well as shops that sell "so-called 'sexual toys,' " writes St. Louis Post-Dispatch reporter David Hunn. "They also blackballed charter schools."This despite the city's 17 public charter schools and 9,500 charter students - and eight new charters expected to open by fall 2010 - writes Bill Schulz of the National Alliance for Public Charter Schools. "Porn shops and liquor stores and charter schools, oh my!" he quipped.
Huhn reports: " 'We tried to buy three,' said Susan Uchitelle, board member at Confluence Academy, a charter school with three campuses and 2,700 students in St. Louis. 'We finally just gave up.... It was made very clear they weren't going to sell to us. They'd show them to us. They'd let us walk through them. But then they'd take them off the market.' "
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President Obama made education a big part of his speech Tuesday night, complete with a stirring call for reform. So we'll be curious to see how he handles the dismaying attempt by Democrats in Congress to crush education choice for 1,700 poor kids in the District of Columbia.The omnibus spending bill now moving through the House includes language designed to kill the Opportunity Scholarship Program offering vouchers for poor students to opt out of rotten public schools. The legislation says no federal funds can be used on the program beyond 2010 unless Congress and the D.C. City Council reauthorize it. Given that Democrats control both bodies -- and that their union backers hate school choice -- this amounts to a death sentence.
Republicans passed the program in 2004, with help from Democratic Senator Dianne Feinstein, and it has been extremely popular. Families receive up to $7,500 a year to attend the school of their choice. That's a real bargain, given that D.C. public schools spend $14,400 per pupil on average, among the most in the country.
To qualify, a student's household income must be at or below 185% of the poverty level. Some 99% of the participants are minority, and the average annual income is $23,000 for a family of four. A 2008 Department of Education evaluation found that participants had higher reading scores than their peers who didn't receive a scholarship, and there are four applicants for each voucher.
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Two Madison teenagers have landed among the 40 finalists in the country's top science competition for high school students, a rare twofer for a public school district.West senior Gabriela Farfan and Memorial senior Suvai Gunasekaran will compete next month in Washington, D.C., for hundreds of thousands of dollars in prizes in the Intel Science Talent Search.
"It's impressive," said John Kalvin, an Intel manager in Chicago, referring to the double finalists from one district. "It's a testament to the kind of teaching taking place here -- and the talent here."
Farfan, 18, a mineral and gemstone collector, broke new ground in trying to determine why a type of feldspar known as Oregon sunstone appears red when viewed from one angle and green when viewed from another. Gunasekaran, 18, focused on developing new methods to inhibit bacterial biofilm growth on the surface of implanted medical devices.
Each student already has won $5,000 and a laptop computer as a finalist.
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Robert Tomsho, John Hechinger & Laura Meckler:
President Barack Obama laid out new national goals Tuesday aimed at boosting high school and college graduation rates, but left education experts wondering on how he intends to reach his targets, and how much he is prepared to spend on them.In his address to Congress, the president signaled a shift in federal education policy toward improving the skills of adults and work-force entrants, following an intense focus on boosting younger students' reading and mathematics attainment under the No Child Left Behind law, the centerpiece of the Bush administration's schools agenda.
Some observers had believed that education would stay on the back burner early in the Obama administration while the president grappled with the economic crisis. But the subject made it to the top tier of the address to Congress partly because Mr. Obama believes he must send Americans a message about the importance of education.
"Of the many issues, this is one where he feels the bully pulpit needs to be used," a White House official said Wednesday.
In his speech Tuesday night, Mr. Obama said "dropping out of high school is no longer an option" and set a goal of the U.S. having the highest proportion of college graduates in the world by 2020.
According to the Paris-based Organization for Economic Cooperation and Development, which tracks college-going among its 30 member countries, the U.S., at 30%, is tied for sixth place in college graduation among those 25 to 34 years of age, 2006 data show, behind such countries as Norway, South Korea and the Netherlands. OECD data suggest that the U.S. was No. 1 until around 2000, but has lost its edge as other countries have stepped up their efforts to promote higher education.
Kevin Carey, policy director of the Education Sector, a nonprofit Washington, D.C., think tank, said the U.S. hasn't been slipping but other countries have been improving. Regaining our former top position represents "a pretty reasonable goal," he says. "It's not moon-shot level."
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Rift in Democratic Party over the nation's education reform agenda is growing. One side backs strong accountability through reforms, the other looks to augment the current system with social support programs.Secretary of Education Arne Duncan's Senate confirmation hearing in January was thick with encomiums. He was praised by Democrat Tom Harkin of Iowa for the "fresh thinking" he brought to his post as Chicago schools chief for seven years. Republican Lamar Alexander, education secretary under George H. W. Bush, told Duncan he was the best of President Barack Obama's cabinet appointments. Ailing Massachusetts senator Ted Kennedy, in written comments entered into the record, praised Duncan for having "championed pragmatic solutions to persistent problems" and for lasting longer in Chicago than most urban superintendents.
The warm greetings given by both Republicans and Democrats on the committee reflect Duncan's reputation as a centrist in the ideologically fraught battles over education reform. He has received national attention for moves favored by reformers, such as opening 75 new schools operated by outside groups and staffed by non-union teachers; introducing a pay-for-performance plan that will eventually be in 40 Chicago schools; and working with organizations, including The New Teacher Project, Teach For America, and New Leaders for New Schools, that recruit talented educators through alternatives to the traditional education-school route.
At the same time, Duncan maintained at least a cordial working relationship with the Chicago Teachers Union, and both the National Education Association (NEA) and the American Federation of Teachers (AFT) backed his nomination. He supported the No Child Left Behind law (NCLB), but also called for dramatic increases in spending to help schools meet the law's targets, and additional flexibility for districts like his own. In nominating Duncan, Obama said, "We share a deep pragmatism about how to go about this. If pay-for-performance works and we can work with teachers so it doesn't feel like it's being imposed upon them...then that's something that we should explore. If charter schools work, try that. You know, let's not be clouded by ideology when it comes to figuring out what helps our kids."
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In his address to Congress last night President Obama promised: "We will expand our commitment to charter schools." Today, as the blogosphere buzzes over the speech, education watchers and International Community School teachers alike are taking that commitment seriously.Calling it "one of the most important lines in President Obama's speech," Kevin Carey, writing for the Chronicle of Higher Education's blog Brainstorm, discussed the power presidents have to refocus public education debates. Just as President Bush's focus on testing and accountability all but killed a debate about vouchers that had raged since the Reagan administration, so, Carey argued, "Obama's forceful position on charter schools is likely to have the same effect." Charter school opponents, he wrote: "You're in for a long eight years."
At Politico's blog The Arena, education heavy-hitters weighed in for and against.
"President Obama's enthusiasm for charter schools is baffling. Doesn't he realize that they are a deregulation strategy much beloved by Republicans?" wrote NYU education historian Diane Ravitch, "If he thinks that deregulation is the cure for American education, I have some AIG stock I'd like to sell him."
Steven G. Calabresi, a law professor at Northwestern University, was ready to get down to brass tacks. "[The] key," he wrote, "is to switch to funding public schools out of statewide collected taxes instead of funding them out of local property taxes and creating many, many more charter school and private schools where students can cash in the education credit or voucher that their stateought to give them."
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http://www.jsonline.com/news/education/40064302.html:
Dramatic changes to a 7-year-old environmentally focused North Woods boarding school have alumni up in arms and parents frantic about finding new schools for their children.Administrators for Conserve School in Land O'Lakes announced in January they were laying off about half the school's 60-member staff as they begin transitioning to a "semester school" model, where students from other high schools attend for half their junior year.
The blame for the drastic alteration was placed on market conditions that have challenged the future of the young school's $180 million endowment.
But parents, pointing out that the amount of the endowment puts the 145-student school on a per-pupil par with the likes of prestigious Northeast boarding schools Phillips Exeter Academy and Groton School, question the motives of the Chicago steel executives charged with running Conserve.
"My gut tells me, along with a number of other people, is what they are trying to do is they don't want to run a school," said Bill Meier, who has a sophomore son enrolled at Conserve. "It's a pain in the rear to them."
Meier and other parents have requested Conserve School trustees and administrators meet with them and a mediator to find a way to continue running it as one of only three boarding schools in the state.
Their efforts might be too late.
Conserve Headmaster Stefan Anderson said the school was not likely to stick with the four-year college preparatory academy model. The school already has contacted 80 other schools about the possibility of taking freshmen and sophomores who cannot stay during Conserve's transition year, he said.
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These tables (last updated 02/19/2009), in PDF [40KB] and MS Excel [77KB] show preliminary State allocations for Department of Education programs under the American Recovery and Reinvestment Act (ARRA). Funds under most of these programs can be used over 2 or more fiscal years. Amounts shown on these tables do not include the funds that will be allocated under the annual FY 2009 appropriation.There are three additional State formula-allocated programs that received funds in the ARRA and will be added to the tables in the near future.
A table estimating State amounts for Federal Pell Grants follows the "Grand Total" table for State allocations from other programs.
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There is a disconnect between high school and university that often catches out those unprepared for academic rigour. Not any more. Not if you are smart. Hong Kong University of Science and Technology is inviting top high-school students worldwide to spend three weeks on its campus for a crash course interspersed with liberal doses of fun.
Its Talented Youth Summer Program aims to give students a foretaste of university life, cultivating essential university habits such as academic absorption and reflection, as well as insight into what makes the city tick."Programs for gifted children are rare in Hong Kong (administrative region, China), so we wanted to launch a pilot scheme since we have the right resources," said Helen Wong Hom- fong, the program's associate director. "We welcome students from all disciplines as long as they are willing to be challenged academically."
The university will, of course, be going all out to make a suitable impression on the bright young minds by relying on its traditional strengths, with Wong saying the program's main focus will be on the roles of science and technology throughout the history of civilization as they have always been the driving force.
"The curriculum consists of one core course on the main theme and one elective course, in addition to city tours and a talent show," she said.
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Parents, it's time for your pre-schoolers to begin becoming schoolers.Kindergarten registration is set for Monday, March 2, from 1-6 p.m. at all Madison Metropolitan School District elementary schools.
Parents or guardians should register their child at the school he or she will attend. To be eligible for kindergarten, a child must be five years old by Sept. 1, 2009.
When registering, show proof of age for the child (birth certificate, baptismal record, medical assistance card), proof of residency (utility bill, lease, mortgage) and an immunization record.
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via a kind reader's email:
You are invited to participate in the MMSD climate survey for elementary parents. Your feedback is important. Please click the link below to begin the survey.
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Developer Randy Alexander has been a member of Bethel Lutheran Church [Map] downtown for eight years. He grew up with a strong faith-based culture and says having a moral compass is critical for raising children.More choices are a good thing."And where better to do that than in a Christian school?" he asked.
That's a big part of why Alexander is part of a church committee to study the market feasibility of a kindergarten through fifth-grade school at the downtown church, 312 Wisconsin Ave. [Map] It's familiar territory for Alexander, whose Alexander Co. specializes in urban infill projects. It recently developed the Capitol West condominiums downtown and is building the Novation Campus business park in Fitchburg.
If Bethel decides to go ahead and start a school, it would become one of about 30 private elementary schools in the Madison area, most of them religiously affiliated.
Matthew Kussow, executive director of the Wisconsin Council of Religious and Independent Schools, said the dismal economy is an obstacle for anyone looking to start a school now. Overall, state private school enrollment for the 2008-09 school year saw a slight decline, he said.
"We are sort of bracing ourselves for a steeper decline for 2009-2010 as the full effects of this economy are being felt," Kussow said, adding that he won't know specifically until the spring how many kids are re-enrolling in non-public schools. There are about 900 of them in the state, and they historically enroll about 10 percent of the total student body.
But Kussow also said that in general, private religious schools have a built-in following. So if Bethel identifies a need and believes it can get enough kids to start the school, in the long run, a church school is usually very successful, he said.
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Why am I so ill-tempered when I read a sensible report like "Bridging the Gap: How to Strengthen the Pk-16 Pipeline to Improve College Readiness"?The authors, Ulrich Boser and Stephen Burd, know their stuff. The sponsoring organization, New America Foundation, has a great reputation. (Bias alert: It also employs one of my sons as a senior fellow, but he does California politics and direct democracy, not national education policy.)
My problem is that smart and industrious experts like Boser and Burd often unearth startling facts but don't follow through. "Bridging the Gap," available at Newamerica.net, details the large percentage of first-year college students in remedial courses and the duplication in federal college preparation programs. This is interesting information of which few people are aware.
But their recommendations follow the standard line: Let's have more meetings and spend more money. Example: "We recommend that the federal government provide states with incentives to come together and adopt national college and work-readiness standards in math, science and the language arts."
Or: "The federal government should work directly with states to foster partnerships between high schools and postsecondary institutions to smooth the transition between high school and college."
You might think that sounds reasonable. I think it misses an opportunity. Why not harness the energy and ambition of a new president to shake things up?
The Obama administration doesn't have much money to spend getting more students ready for college. The Education Department's $100 billion in stimulus funds will mostly go to less sophisticated projects that create jobs fast.
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Attention, school officials around the country: If your school is having trouble meeting standards for adequate progress, consider moving the whole operation to Wisconsin.That was the implication of a study released this week comparing the way 28 states treat the same performance results from schools. More of the 36 schools in the study would be rated as making "adequate yearly progress" in Wisconsin than in any other state. Two schools in the study would be regarded as making adequate progress only in Wisconsin, the report says.
"Although schools are being told that they need to improve student achievement in order to make AYP under the law, the truth is that many would fare better if they just moved across state lines," the report says.
And Wisconsin would be the place to go.
The report, titled "The Accountability Illusion," was issued by the Thomas B. Fordham Institute, an education think tank generally regarded as right of center. The foundation supports having national standards for accountability that are consistent from state to state and said the results of the study show the wide variation in how demanding states are when it comes to school quality.
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Congress took a potentially transformative step when it devoted $100 billion in the stimulus package to education. Carefully targeted, this money could revive the reform efforts that began promisingly with President Bush's No Child Left Behind Act of 2002 -- but later languished when his administration buckled under to political pressures from state officials.Arne Duncan, the new education secretary, will need to resist those pressures. The Bush administration allowed states to phony-up statistics on everything from graduation rates to student achievement to teacher training and state education standards. As a result, the country has yet to reach not only the goals that were clearly laid out in the law but also farsighted education reforms dating to the mid-1990s.
The stimulus package, including a $54 billion "stabilization" fund to protect schools against layoffs and budget cuts, is rightly framed to encourage compliance. States will need to create data collection systems that should ideally show how children perform year to year as well as how teachers affect student performance over time. States will also be required to improve academic standards as well as the notoriously weak tests now used to measure achievement -- replacing, for instance, the pervasive fill-in-the-bubble tests with advanced assessments that better measure writing and thinking.
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Dozens of students who barricaded themselves inside a New York University cafeteria have rejected the possibility of leaving the building as negotiations with school officials continue into Friday morning.Members of the coalition Take Back NYU! have been occupying the cafeteria of the Helen & Martin Kimmel Center for University Life for more than 24 hours.
A spokeswoman for the students said that NYU told them that they could face expulsion or arrest if they didn't leave the building by 1 a.m. Friday.
A crowd outside the building scuffled with police officers about a half hour after the deadline.
The students are calling for a series of changes, including increased transparency of the school's finances. They want full budget and endowment disclosure, affordable education, and increased student participation in the university's operation.
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via a Judy Reed email:
On behalf of all of us at Dane County Transition School (DCTS), I would like to take this opportunity to personally invite you to attend the launch of the DCTS Pay It Forward campaign on February 23, 2009 at 10am at the Villager Mall, 2234C South Park Street. Steve Goldberg from CUNA Mutual Group, students from DCTS, VISTA's Dustin Young and Dean Veneman from the Alexander Foundation will each speak at the Pay If Forward launch.
The Pay It Forward Initiative is a national movement with a very simple concept: do one kind deed for three people and ask each of those people to Pay It Forward by doing another kind deed for three other individuals. Simple. DCTS believes we can make the world a better place one kind deed at a time and the more people who believe, the larger difference we can make.
DCTS would like to celebrate with all of the Partners who believe in the concept of Pay It Forward and in promoting this altruistic effort. (See attached banner for detail listing of over 80 Partners) Imagine all those kind acts and smiles that will begin right here in the Villager Mall.
DCTS has always been a school that believes in the promise of each individual and in the power of good deeds, which is why DCTS is formally launching this Pay It Forward campaign. We truly hope that you can join us for this unique event!
Sincerely,
Judy Reed, Principal
Dane County Transition School - 2326 South Park Street - Madison, WI
(608) 698-6321 - www.dcths.org
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The Nashville Area Chamber of Commerce released its 16th annual education report card Thursday, saying teacher quality is one of the most important factors in raising student achievement.The chamber brings together business people and citizens each year to assess the school system.
Metro schools has missed the required No Child Left Behind benchmarks five times in the past six years. That moved the school system into "restructuring" from "corrective action" under the federal act, one year away from a possible state takeover.
The Education Report Card Committee said it was encouraged to see Metro offering a modest incentive pay plan to help recruit teachers in hard-to-staff subjects, as well as Mayor Karl Dean's recruitment of two national nonprofits, The New Teacher Project and Teach for America, to bring new talent into the classrooms.
While there were some improvements in 2008, the committee said the city cannot have another year of waiting for a common vision for the standards the schools want to reach.
The chambers recommendations include:
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"I believe that my message of experience has played well so far," Evers said. "I won the primary and I anticipate that we'll just work hard to get the message out. I believe that people do believe experience matters."
Fernandez, who has often been at odds with the state education department over virtual schools, reveled in the fact that she didn't get the WEAC endorsement, touting it as another sign of her being outside the state education bureaucracy.
Fernandez was the only one of the five candidates without any professional education experience. A former nurse, she recently stepped down as president of the Wisconsin Coalition of Virtual School Families.
"Some people have dismissed me as just a mom on a mission, but that's a label I'll be wearing as a badge of honor," Fernandez said. She pledged to overcome WEAC's financial backing of Evers with a broad base of support that taps into teachers, parents and students across the state.
"We're hearing that there's a great hunger out there for our message that higher standards without higher taxes is what they want," she said.
Her campaign called for reforming the state education department, enacting changes to allow for teacher merit pay and protecting alternative education options such as virtual schools, home schooling and Milwaukee's school choice voucher program.
Evers, the deputy under retiring Superintendent Libby Burmaster for the past eight years, emphasized his 34 years of education experience during the campaign. Opponents criticized him as a status-quo insider candidate, while Evers countered he was the best-grounded to initiate reforms, particularly in the Milwaukee schools.
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McFarland High School [Map] Principle Jim Hickey, via email:
You might note that McFarland High School's (a public high school) student anthology, Driftwood received the Superior rating from the National Council of Teachers of English. Congratulations to Edgewood HS on the top of award. We too are proud of being one of three schools receiving this award in the State.
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Details available in this .xls file from the Wisconsin DPI.
A few links as the open enrollment period draws to a close:
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Sipping a cup of coffee in the Los Angeles courthouse where he is on trial for fraud, math teacher Matthias Vheru said all he wanted to do was write the best algebra book possible to help his students and those of his colleagues."I spent my life trying to help underachieving kids," said Vheru, wearing a tie with a mathematical equation that read: 2 teach is 2 touch life 4 ever. "I'm just trying to make the language of math easy to understand."
Prosecutors, however, say Vheru is a crafty entrepreneur who illegally reaped nearly $1 million by conning the Los Angeles Unified School District into ordering 45,000 copies of his textbook without revealing his financial interest in the transaction.
A federal court jury is deliberating whether Vheru, a 20-year L.A. Unified veteran, is guilty of crimes that could send him to prison for up to 10 years.
According to prosecutors, Vheru, 53, saw a chance to make some extra cash by defrauding L.A. Unified in 2004 while he served as interim director of mathematics.
"He's not charged with being a bad teacher," Assistant U.S. Atty. Paul Rochmes told jurors in his closing arguments last week. "This is a case about deception."
Prosecutors allege that Vheru misappropriated $3.7 million of the district's money to purchase his books. He did so, they allege, by circumventing L.A. Unified's guidelines and using federal funds earmarked to assist non-English-speaking students. Prosecution experts testified that although Vheru's book is appropriate for English speakers, it could be difficult to understand for those without a strong command of the language.
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The $100 billion in emergency aid for public schools and colleges in the economic stimulus bill could transform Arne Duncan into an exceptional figure in the history of federal education policy: a secretary of education loaded with money and the power to spend large chunks of it as he sees fit.Upon meeting department employees last month, Arne Duncan, the new education secretary, asked them to call him by his first name. "My name is Arne," he said. "It's not Mr. Secretary."
But the money also poses challenges and risks for Mr. Duncan, the 44-year-old former Chicago schools chief who now heads the Department of Education.
Mr. Duncan must develop procedures on the fly for disbursing a budget that has, overnight, more than doubled, and communicate the rules quickly to all 50 states and the nation's 14,000 school districts. And he faces thousands of tricky decisions about how much money to give to whom and for what.
"It'll be wonderful fun for a time for his team -- it'll be like Christmas," said Chester Finn, a former Department of Education official who has watched education secretaries or commissioners come and go here since the mid-1960s. "But the thing about discretionary spending is that it makes more people angry than it makes happy."
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Five candidates are on the statewide primary ballot this Tuesday, February 17, 2009. One of them will replace outgoing Superintendent Libby Burmaster. The candidates are
Wisconsin voter information, including polling locations can be found here. Much more on the Wisconsin DPI here. Wisconsin's curricular standards have been criticized for their lack of rigor.
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Education Secretary Arne Duncan would have $5 billion under the stimulus bill to back new approaches to improve schools, a fund that could prod states to raise standards and reward top teachers as the Obama administration presides over a massive infusion of federal education aid.The Race to the Top Fund, as Duncan calls it, is part of about $100 billion the bill would channel to public schools, universities and early childhood education programs nationwide, helping stave off teacher layoffs, keep class sizes in check and jump-start efforts to revamp aging schools.
But the windfall also could mark the beginning of a deeper transformation of schools seven years after the No Child Left Behind law mandated an expansion of testing and new systems for school accountability.
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First came the banks, then came the car manufacturers, now federal assistance is being sought for five Wisconsin school districts that made bad investments.Fascinating that they are referencing the AIG bailout. Much more on the stimulus/splurge here and the Treasury Department's latest plan here.At the urging of the Kenosha Education Association, U.S. Rep. Paul Ryan and Sen. Russ Feingold have forwarded to the Treasury Department and Federal Reserve Bank a request that the government buy $200 million worth of "troubled assets" purchased by the districts in 2006.
KEA Executive Director Joseph Kiriaki said he hoped that the same Troubled Asset Relief Program that has spent billions of dollars buying the toxic debt and stock of financial institutions can help local schools, as well.
"It's one public entity to another," Kiriaki said.
In his letter to Wisconsin lawmakers, Kiriaki notes that the school districts purchased the same type of investment, known as collateralized debt obligations, that the Federal Reserve Bank of New York took off the books of American International Group last year.
The Washington Post posted a useful graphic on the stimulus package.
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One of the concrete benefits of open government data is that third parties can use the data to do something useful that no one in government has the mandate, resources, or insight to do. If you think what I am about to tell you below is cool, and helpful, then you are a supporter of open government data.On my site GovTrack, you can now find comparisons of the text of H.R. 1, the stimulus bill, at different stages in its legislative life --- including the House version (as passed) and the current Senate version (amendment 570).
The main page on GovTrack for HR 1 is:
http://www.govtrack.us/congress/bill.xpd?bill=h111-1Here's a direct link to the comparison:
http://www.govtrack.us/congress/billtext.xpd?bill=h111-1&version=as2&compareto=eh&view=sideComparisons are possible between any two versions of the bill posted by GPO. Comparisons are available for any bill.
If you find this useful, please take a moment to consider that something like this is possible only when Congress takes data openness seriously. When GPO went online and THOMAS was created in the early 90s, they chose good data formats and access policies (mostly). But the work on open government data didn't end 15 years ago. As "what's hot" shifts to video and Twitter, the choices made today are going to impact whether or not these sources of data empower us in the future, whether or not we miss exciting opportunities such as having tools like the one above.
(Thanks to John Wonderlich and Peggy Garvin for some side discussion about this before my post. GovTrack wasn't initially picking up the latest Senate versions because GPO seems to have gone out of its way to accommodate posting the latest versions before they were passed by the Senate, which is great, but caught GovTrack by surprise.)
Josh Tauberer
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In one of his more significant, although slightly flawed, education reform initiatives, Gov. Ted Strickland wants school districts to undergo annual financial and operational performance audits.''Just as we provide an academic report card for our schools, we will provide parents, public officials and taxpayers an annual fiscal and operational report card for every school district. That means that when we send districts funding to help students who need additional attention and instruction, we will now be able to track our dollars to see that they directly reach those students,'' Strickland said in his third State of the State address.
This is a great idea on a number of levels.
Parents and homeowners would be able to determine whether their district is making the grade on spending. For years, the Ohio Department of Education has issued academic report cards for districts.
Yes, at times, woeful news in the audits would make it more difficult for superintendents and school board members to ask voters to pass levies.
On the other hand, fiscal and operational performance audits would help districts identify and correct spending problems.
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The Cherokee PTO [Map] is hosting a discussion of the Madison School District's Math Task Force Report this Wednesday evening, February 11, 2009 in the Library.
Much more on the Math Task Force report here.
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A state program meant to give only effective Minnesota teachers merit pay raises instead appears to be rewarding nearly all the teachers participating in it with more money.The program, called "Q Comp," is one of Gov. Tim Pawlenty's top initiatives to improve schools, and many educators say it is strengthening teacher evaluations and training. But others are questioning whether Q Comp has just become a cash handout.
In 22 school districts whose Q Comp practices were examined by the Star Tribune, more than 99 percent of teachers in the program received merit raises during the most recent school year.
Only 27 of the roughly 4,200 teachers eligible did not get a pay raise.
The state gave schools $64 million to spend on Q Comp, which stands for quality compensation, during the 2007-08 school year. Pawlenty is now proposing to increase spending on the program by $41 million next year. But some lawmakers are questioning that step.
"Why should we expand it statewide when there is no evidence that it's improving anything?" asked Rep. Mark Buesgens, R-Jordan.
"Let's quit the charade, let's give every district another $300 per pupil, and quit bluffing."
Pawlenty's spokesman Brian McClung defended the program Friday as "a move towards greater emphasis on student achievement and the measures that lead to [it]." He added, "Ideally Q Comp would demand more, but we had to compromise with a Legislature that was uncomfortable going further."
Test data suggest that, so far, students in school districts in at least their third year of Q Comp have not shown more improvement in reading and math than students in schools not participating in the program.
The Minnesota Department of Education asserts that it is too early in the program's life to make substantive comparisons about how Q Comp is affecting student achievement. In a statement Friday, Education Commissioner Alice Seagren said the department has faith in the program.
"We believe that Q Comp will lead to higher levels of student achievement, students who are college-and-work ready upon graduation, and a larger supply of qualified workers for our state's employers," she said.
School superintendents, meanwhile, say the money involved--up to $260 per pupil this year--has been a major draw in an era of budget cuts.
Joseph Brown, superintendent of the Grand Meadow School District, said Q Comp is improving teacher pay in ways that might otherwise not be possible."We really felt the only way teachers would get additional income was to generate additional revenue," he said.
Reward or punishment?
Under Q Comp, participating districts and charter schools set up teacher-driven training, such as having them observe one another and work in small groups to share tips.
Each participating district--there were 39 in 2007-08--sets up its own program with the local teachers union, resulting in a complicated patchwork of programs that reward teachers for a variety of things.
In addition to the merit pay raises, teachers can receive bonuses--usually up to a total of around $2,000--for things such as improving student performance, meeting professional development goals, being evaluated by other teachers, and whether their school meets testing goals. In districts the Star Tribune examined, the vast majority of teachers got most of the bonus money available. Many lost portions of the money when students did not meet testing goals.
The merit pay raises that teachers receive--the scale on which virtually all the state's teachers succeed--are mostly based on things such as whether teachers successfully complete evaluations and training, rather than on student performance.
"Is the focus supposed to be growing better teachers or punishing bad teachers?" said Tim Bunnell, program leader for the South Washington County schools, who said he isn't surprised districts aren't withholding pay scale advancement. "That would be a huge punishment."
It could, in fact, mean up to $15,000 or $20,000 lost over a teacher's career in the district, Bunnell said.
Education Minnesota, the state teachers union, has always taken the position that ongoing, high-quality professional development is needed in schools, according to Tom Dooher, the union's president. Q Comp can provide that if it's correctly negotiated with the union, he said.
On Tuesday, the state's legislative auditor is scheduled to release a report on Q Comp, analyzing the Department of Education's oversight of the program.
According to Sandi Jacobs, vice president for policy at the National Council on Teacher Quality, the fact that virtually all the state's teachers are advancing "should really give the state some important food for thought about whether the program is accomplishing their intent."
Teaching can be a lonely profession, with teachers sequestered in classrooms, having too few opportunities to see their colleagues work.
With Q Comp, teachers get a chance to coach and be coached by other teachers. They talk about their craft in small professional development groups, and work together to help students meet goals. Many educators and policymakers applaud this aspect of the program.
In the Brandon School District in central Minnesota, a district with 22 teachers, teachers are observed three times during the school year.
"It's about taking time to reflect," Superintendent Mark Westby said. "I don't think teachers change because they're told they need to. They change because they see on their own what they could do differently."
A June 2008 teacher survey of South Washington County teachers shows that 84 percent of teachers are highly or somewhat satisfied with the district's pay program, and 77 percent report that peer coaching and observation is either "vital and highly effective" or "has an important role" in promoting professional growth.
But not all teachers on the front lines agree, according to Steve Watson, a recently retired Eden Prairie art teacher and a vocal critic of the program.
He says that the program is advertised as paying effective teachers, but points out that the bonus for having students meet testing goals is minimal--usually about several hundred dollars in most districts--compared with what teachers receive for "jumping through hoops."
In more than 30 years of teaching, Watson said, he's seen many other trends in education come and go. This one is different.
"They found out the teachers would buy into it if they just paid them off."
Require it statewide?
There are currently 44 school districts and 28 charter schools enrolled in the Q Comp program, educating about a third of Minnesota's 820,000 students.
Dooher said that Education Minnesota would rather have money currently spent on Q Comp be added to general school funding.
"The system [Pawlenty] has proposed doesn't get at the real crux of the problem," he said. "Our class sizes are too big, we don't have the resources, and we don't have the up-to-date materials to really, really impact test scores and student achievement."
Many participating districts are stressed about the state's financial position: Facing a $4.8 billion two-year deficit going into this year's legislative session, superintendents are worried about professional development advances they've made, and what would happen if the money disappears.
The Orono School District spent almost $800,000 on the program last year, according to the Department of Education.
Neal Lawson, the district's assistant superintendent for business, said, "We just don't have that kind of money sitting around for us to be able to continue the program if the funding is cut."
Staff writer Glenn Howatt contributed to this report. Emily Johns • 612-673-7460
© 2009 Star Tribune. All rights reserved.
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Three area school districts in need of building renovation or expansion are taking very tentative steps toward consolidation -- a touchy topic for residents worried about losing a community's identity.The Belleville, Monticello and New Glarus school districts, located in Dane and Green counties, are asking the state Department of Public Instruction for $10,000 to study the idea of combining their programs and student populations.
"I think it's just a case of having a nice discussion and getting solid, objective information," said Randy Freese, superintendent for the Belleville School District.
Facing continued tight budgets, districts around the state will be looking at options to save money, and "investigating consolidation is definitely one of those options," said Patrick Gasper, DPI spokesman. "I think we'll see more people looking into it."
Using money approved as part of the 2007-09 state budget, the DPI has funded grants for at least eight other district groups, including Pecatonica and Argyle in Lafayette and Iowa counties.
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MMSDTV posted a short video clip on the Madison School District's recent Strategic Planning Process.
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To understand the problem with the stimulus bill, it helps to focus on specific parts. Take the $142 billion for schools, which is nearly double the total outlays of the Department of Education in 2007. Now consider that much of this cash would go to public-school systems that don't even need the money for its earmarked purposes.Much more on the splurge here.The Milwaukee Public School system, for example, would receive $88.6 million over two years for new construction projects under the House version of the stimulus -- even though the district currently has 15 vacant school buildings and declining enrollment. Between 1990 and 2008, inflation-adjusted MPS spending rose by 35%, per-pupil spending increased by 36% and state aid grew by 58%. Over the same period, enrollment fell by a percentage point and is projected to continue falling, leaving the system with enough excess capacity for some 22,000 students.
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"In general, MPS facilities have been described by school officials as being in good to better-than-good condition," reports the Milwaukee Journal Sentinel. "The kind of situations that create urgent needs for renovation or new construction in some cities have not been on the priority list for MPS officials in recent years."
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Jacqui Seibel and Mark Johnson:
A former New Berlin Eisenhower student was accused Wednesday of a pattern of manipulation and deception using the social networking site Facebook to coerce male schoolmates into sexual encounters.Anthony R. Stancl, 18, posing as a female on Facebook, persuaded at least 31 boys to send him naked pictures of themselves and then blackmailed some of the boys into performing sex acts under the threat that the pictures would be released to the rest of the high school, according a criminal complaint.
All 31 boys attend New Berlin Eisenhower Middle/High School, said Waukesha County District Attorney Brad Schimel.
The sexual assaults occurred in a bathroom at the high school, the school parking lot, a New Berlin Public Library restroom, Valley View Park, Malone Park, Minooka Park and at some of the victims' homes.
At least seven boys, 15 to 17, were forced into performing sex acts, Schimel said. The incidents occurred from spring 2008 until the time of Stancl's arrest in November. Stancl had 300 photos and movie clips on his computer of boys from the school, ages 13 to 19, Schimel said.
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Via a kind reader's email. Three surveys for families that have left the Madison School District for the following destinations [PDF]:
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The Singularity University will be based at the space programme's Ames campus in Silicon Valley, USA.Its chancellor will be the controversial futurist Ray Kurzweil, whose 2005 book The Singularity is Near inspired the name of the school.
He believes that the rapid rise of technology will enable machines in the near future to use artificial intelligence to make themselves cleverer than humans.
Critics of singularity believe such sophisticated technology could end up being a threat to man.
But Mr Kurzweil said it was important to realise the potential of technological development: "The law of accelerating returns means technology eventually will be a million more times powerful than it is today and cause profound transformation."
Singularity University will accept 30 graduate students in its first intake this summer, increasing to 120 next year.Despite its name, the college is not an accredited university but will offer nine-week courses exploring ways to ensure technology improves mankind's plight instead of harming it.
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A 19th-century school that served Prince William County's African American population opens for public tours today in honor of Black History Month.The Lucasville School, at 10516 Godwin Dr. in the Manassas area, will be open every weekend this month from noon to 4 p.m. The one-room school was the only one in the county solely for African Americans, said Robert Orrison, a historic site manager for the county. A few one-room schools that served whites remain, but most have been converted into homes.
"We opened the school up last February," Orrison said. "It's a great place to learn about segregated schools and how education was done in the 19th and early 20th century."
Built in 1885, the Lucasville School served children in grades one through six until 1926, Orrison said. About 20 to 25 students of different ages would pack into the building each year to learn from a single instructor. The school was filled with benches, not desks, Orrison said, and blackboards were made of pieces of plywood painted black, unlike at white schools, where students had blackboard slates.
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via a kind reader's email:
Superintendent Dan Nerad is conducting a survey of families who left the MMSD and invites your participation.Related: Wisconsin Open Enrollment begins February 2, 2009.If you opted to not enroll your child/children in their MMSD school -- if they attend private school, you home school or you moved out of the District -- or you are strongly considering the same and you are willing to participate in this survey, please let Superintendent Nerad know. Send your contact information to his assistant, Ann Wilson (awilson@madison.k12.wi.us or 608 663-1607).
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I was honored to be part of the Madison School District's "Strategic Planning Process" this weekend. More than 60 community members, students, parents, board members and district employees participated.
The process, which included meetings Thursday (1/29/2009) from 8 to 6 Friday (1/30/2009) from 8 to 5 and Saturday (1/31/2009) from 8 to 12, thus far, resulted in the following words:
MMSD Mission Statement (1/30/2009):
Our mission is to cultivate the potential in every student to thrive as a global citizen by inspiring a love of learning and civic engagement, by challenging and supporting every student to achieve academic excellence, and by embracing the full richness and diversity of our community.
Draft Strategic Priorities
1. Student:
We will eliminate the achievement gap by ensuring that all students reach their highest potential. To do this, we will prepare every student for kindergarten, create meaningful student-adult relationships, and provide student-centered programs and supports that lead to prepared graduates. (see also student outcomes)
2. Resource/Capacity:
We will rigorously evaluate programs, services and personnel through a collaborative, data-driven process to prioritize and allocate resources effectively and equitably, and vigorously pursue the resources necessary to achieve our mission.
3. Staff
We will implement a formal system to support and inspire continuous development of effective teaching and leadership skills of all staff who serve to engage our diverse student body while furthering development of programs that target the recruitment and retent ion of staff members who reflect the cultural composition of our student body.
4. Curriculum
We will revolutionize the educational model to engage and support all students in a comprehensive participatory educational experience defined by rigorous, culturally relevant and accelerated learning opportunities where authentic assessment is paired with flexible instruction.
5. Organization/Systems:
We will proudly leverage our rich diversity as our greatest strength and provide a learning environment in which all our children experience what we want for each of our children. We will:
