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Via a Maggie Ginsberg-Schutz email:
Families and/or kids needed to discuss personal experience with cyber bullying. A reporter for a local print publication is putting together an in-depth look at electronic aggression and kids/teens. She is looking for real stories that go beyond the statistics. First names only (unless you're comfortable giving more), along with some general information like age and area (for example, "12-year-old John from Verona"). Unfortunately, time is crunched. If you have a personal experience with harassment, humiliation, or bullying on MySpace, Facebook, blogs, Twitter, text messaging, or something similar, please contact Maggie at 608-437-4659 or maggieschutz@gmail.com as soon as possible.
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PepsiCo Inc. said Tuesday it will remove full-calorie sweetened drinks from schools in more than 200 countries by 2012, marking the first such move by a major soft-drink producer.PepsiCo announced its plan the same day first lady Michelle Obama urged major companies to put less fat, salt and sugar in foods and reduce marketing of unhealthy products to children. Pepsi, the world's second-biggest soft-drink maker, and Coca-Cola Co., the biggest, adopted guidelines to stop selling sugary drinks in U.S. schools in 2006.
The World Heart Federation has been urging soft-drink makers for the past year to remove sugary beverages from schools. The group is looking to fight a rise in childhood obesity, which can lead to diabetes and other ailments.
PepsiCo's move is what the group had been seeking because it affects students through age 18, said Pekka Puska, president of the World Heart Federation, made up of heart associations around the world. In an interview from Finland, Dr. Puska said he hopes other companies feel pressured to take similar steps. "It may be not so well known in the U.S. how intensive the marketing of soft drinks is in so many countries,'' he said. Developing countries such as Mexico are particularly affected, he added.
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It has been, for some time now, the District's contention that they are working to "make every school a quality school". This is a significant goal of the Strategic Plan, "Excellence for All", and a pre-requisite for the New Student Assignment Plan.So one might wonder how the District defines a "quality school". In fact, many more than one might wonder about it. The entire freakin' city might wonder about it. Well, they can just go on wondering because the District doesn't have an answer.
That's right. They have been ostensibly working for two years now towards a goal that they have not defined. Although the District defines accountability as having objectively measurable goals and insists that everyone is accountable, there are no objectively measurable goals tied to the definition of a "quality school". This would appear to be an intentional effort to evade accountability. Not only are there no objectively measurable goals, there are no metrics, no benchmarks, and no assessments. Nice, eh?
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What surprised me most about a new study on cheating at MIT--which concludes that copying homework can lead to lower grades--was that students cheat at the prestigious school, which only admits brainy kids who don't need to.But of course, students cheat everywhere, even at the best schools; witness the recent grade-changing scandal at high-achieving Churchill High School, and, for that matter, the computer hacking scandal at high-achieving Whitman High School last year. Both are in Montgomery County and both are among the best secondary schools in the country.
In fact, according to the book, "Cheating in School: What we Know and What We Can Do," by Stephen F. David, Patrick F. Drinan and Tricia Bertram Gallant, there are students cheating everywhere--from elementary to graduate school, rich and poor schools, public and private.
The authors define cheating as "acts committed by students that deceive, mislead or fool the teacher into thinking that the academic work submitted by the student was a student's own work."
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via a Michelle Sharpswain email:
A group of parents is gathering information from Madison-area community members about whether or not parents would like to see another high school option in the area and, if so, what it might look like. Would it be an independent school or a charter school? Would it be a math and science academy, a performing arts school, an Expeditionary Learning school, or something else?
If you would like to share your ideas, wish list, or perspective, please join us for what is likely to be a stimulating conversation about possibilities. A discussion will take place Thursday evening, March 25th, at 7 p.m. at Wingra School (3200 Monroe St.). Please feel welcome to bring neighbors, family members, etc. who would like to participate.Note: Wingra has very generously offered space for this conversation to take place. This is not a Wingra-sponsored event, nor is it a discussion about Wingra starting a high school.
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For years, many people, including politicians and unions, have complained that Rhode Island is the only state without a school-funding formula. The public's distrust of the legislature, however, has made it difficult to proceed. Not without reason, people feared that vast amounts of money would be simply siphoned away, without accountability, to benefit teachers unions and other powerful interests, not students.But now there seems hope that Rhode Island can move beyond such cynicism. State Education Commissioner Deborah Gist and the state Board of Regents have approved a plan more focused on students. The formula is now before the General Assembly.
Under their plan, state school-aid dollars would "follow the students" -- even to charter schools, public institutions that operate outside the red tape of standard schools and are sometimes anathema to teachers unions.
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OK, mom and dad. Remember your last semester of high school? Chances are you weren't freaking out about your AP chem class. Your prom plans may have mattered more than your 12th-grade GPA. And if you were headed to college, you were probably waiting to hear from just a couple of schools.It's not like that today for college-bound high school seniors. They're cramming in AP classes for college credit. They're waiting to hear from 10 or 12 schools. And they can't shrug off homework, because many colleges make admission contingent on decent final grades.
"We have a policy to do 100 percent verification to ensure that final high school transcripts are received and reviewed," said Matt Whelan, assistant provost for admissions and financial aid at Stony Brook University in New York. "While it has been the exception, unfortunately, I have had the experience of sending letters to students informing them that because they did not successfully complete high school, they could were no longer admitted, and we rescinded both admission and financial aid."
College administrators around the country echoed Whelan's sentiments, from the University of Southern California, to Abilene Christian University in Texas, to Dartmouth, an Ivy League college in New Hampshire.
Not only do 12th graders feel pressure to keep up academically, but many also dedicate themselves to beloved teams, clubs and the performing arts.
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Education Secretary Arne Duncan said last week that the Obama Administration will ramp up investigations of civil rights infractions in school districts, which might sound well and good. What it means in practice, however, is that his Office of Civil Rights (OCR) will revert to the Clinton Administration policy of equating statistical disparity with discrimination, which is troubling.OCR oversees Title VI of the 1964 Civil Rights Act, which prohibits discrimination by race, color or national origin in public schools and colleges that receive federal funding. In a speech last week, Mr. Duncan said that "in the last decade"--that's short for the Bush years--"the Office for Civil Rights has not been as vigilant as it should have been in combating racial and gender discrimination." He cited statistics showing that white students are more likely than their black peers to take Advanced Placement classes and less likely to be expelled from school.
Therefore, Mr. Duncan said, OCR "will collect and monitor data on equity." He added that the department will also conduct compliance reviews "to ensure that all students have equal access to educational opportunities" and to determine "whether districts and schools are disciplining students without regard to skin color."
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One of the world's foremost experts on comparing national school systems told lawmakers on Tuesday that many other countries were surpassing the United States in educational attainment, including Canada, where he said 15-year-old students were, on average, more than one school year ahead of American 15-year-olds.America's education advantage, unrivaled in the years after World War II, is eroding quickly as a greater proportion of students in more and more countries graduate from high school and college and score higher on achievement tests than students in the United States, said Andreas Schleicher, a senior education official at the Organization for Economic Cooperation and Development in Paris, which helps coordinate policies for 30 of the world's richest countries.
"Among O.E.C.D. countries, only New Zealand, Spain, Turkey and Mexico now have lower high school completion rates than the U.S.," Mr. Schleicher said. About 7 in 10 American students get a high school diploma.
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Test early, test often, and make sure the results you get are meaningful to students, teachers and parents.The Madison School District's "Value Added Assessment" program uses data from the oft-criticized WKCE.Although that may sound simple, in the last three years it's become a mantra in the Monona Grove School District that's helping all middle and high school students increase their skills, whether they're heading to college or a career. The program, based on using ACT-related tests, is helping to establish the suburban Dane County district as a leader in educational innovation in Wisconsin.
In fact, Monona Grove recently hosted a half-day session for administrators and board members from Milwaukee and Madison who were interested in learning more about Monona Grove's experiences and how the school community is responding to the program. In a pilot program this spring in Madison, students in eighth grade at Sherman Middle School will take ACT's Explore test for younger students. At Memorial, freshmen will take the Explore test.
Known primarily as a college entrance examination, ACT Inc. also provides a battery of other tests for younger students. Monona Grove is using these tests -- the Explore tests for grades 8 and 9, and the Plan tests for grades 10 and 11 -- to paint an annual picture of each student's academic skills and what he or she needs to focus on to be ready to take on the challenges of post-secondary education or the work force. The tests are given midway through the first semester, and results are ready a month later.
"We're very, very interested in what Monona Grove is doing," says Pam Nash, assistant superintendent for secondary education for the Madison district. "We've heard our state is looking at ACT as a possible replacement for the WKCE (Wisconsin Knowledge and Concepts Exam), and the intrinsic reliability of the ACT is well known. The WKCE is so unrelated to the students. The scores come in so late, it's not useful.
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Ask anyone about President Obama's track record and you'll hear the same: Not much movement on global warming, the domestic economy or health care. But there is one area in which Obama has already begun to move long-dormant mountains: education reform.He has steered billions of dollars into education, which Education Secretary Arne Duncan has doled out in a carrot-and-stick approach that has forced states to promise reforms that were long thought impossible. For example, several state legislatures were "persuaded" -- okay, legally bribed -- into peeling back excessive teacher-protection laws.
Ultimately, however, Obama will be measured by his bottom line goal: for the United States to have the world's highest proportion of college graduates by the year 2020. Translated, that means jumping from the middle of the rankings of developed nations to the top in just 10 years.
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To encourage high school students to tackle tougher academic classes, many schools assign bonus points to grades in Advanced Placement or honors courses. But schools' policies on whether students should receive a grade-point boost and by how much are all over the map.My local public school district, for instance, used to add an extra third of a grade-point to students' AP course grades while the private high school on the other side of town would bump up students' grades by a full letter grade.
Since students from both schools would be applying to many of the same colleges, and essentially competing with one another, it didn't seem fair to me that the private school kids should get such a generous grade boost.
That's why I was heartened to come across a new study by a Harvard University researcher that takes a more systematic look at the practice of high school grade-weighting.
He found that for every increasing level of rigor in high school science, students' college course grades rose by an average of 2.4 points on a 100- point scale, where an A is 95 points and a B is worth 85 points and so on. In other words, the college grade for the former AP chemistry student would be expected to be 2.4 points higher than that of the typical student who took honors chemistry in high school. And the honors students' college grade, in turn, would be 2.4 points higher than that of the student who took regular chemistry.
Translating those numbers, and some other calculations, to a typical high school 1-to-4-point grade scale, Sadler estimates that students taking an honors science class in high school ought to get an extra half a point for their trouble, and that a B in an AP science course ought to be counted as an A for the purpose of high school grade-point averages.
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Of President Obama's three big takeovers--cap 'n trade, health care, and higher ed--higher ed has garnered the least public attention. That may change now that the administration is attempting to impose its wishes by legislative trickery.The health care bill that the Democrats hope to pass by "reconciliation" to avoid the normal Senatorial voting procedure is now being amended to include the administration's Big Grab on federal student loans. If this works, we will have one bill in which the federal government not only takes primary control of American health care but also simultaneously takes practical control of American higher education.
Some background: last September, The Wall Street Journal ("The Quietest Trillion") gave an early heads-up to the administration's then-plan to move the Department of Education from a 20 percent to an 80 percent share of the student loan market. A bill passed the House that month that would have eliminated private lenders from the federally guaranteed student loan market by July 1, 2010. It came with a promise that taxpayers would save some $87 billion from substituting a government-run service for the rough-and-tumble of private lenders. In October, Secretary of Education Arne Duncan sent a letter to colleges and universities across the country advising them to get their institutions ready for a 2010 implementation of the new rules, dubbed "Direct Lending." College officials, some House Democrats, and a few Republicans expressed their uneasiness at the new plan.
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If you are a parent in cities such as Bellevue, Issaquah or Seattle, your kids are being short-changed--being provided an inferior math education that could cripple their future aspirations--and you need to act. This blog will tell the story of an unresponsive and wrong-headed educational bureaucracies that are dead set on continuing in the current direction. And it will tell the story of how this disaster can be turned around. Parent or not, your future depends on dealing with the problem.Related: Math Forum audio / video.Let me provide you with a view from the battlefield of the math "wars", including some information that is generally not known publicly, or has been actively suppressed by the educational establishment. Of lawsuits and locking parents out of decision making.
I know that some of you would rather that I only talk about weather, but the future of my discipline and of our highly technological society depends on mathematically literate students. Increasingly, I am finding bright students unable to complete a major in atmospheric sciences. All their lives they wanted to be a meteorologist and problems with math had ended their dreams. Most of them had excellent math grades in high school. I have talked in the past about problems with reform or discovery math; an unproven ideology-based instructional approach in vogue among the educational establishment. An approach based on student's "discovering" math principles, group learning, heavy use of calculators, lack of practice and skills building, and heavy use of superficial "spiraling" of subject matter. As I have noted before in this blog, there is no competent research that shows that this approach works and plenty to show that it doesn't. But I have covered much of this already in earlier blogs.
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The Kansas City Board of Education voted Wednesday night to close almost half of the city's public schools, accepting a sweeping and contentious plan to shrink the system in the face of dwindling enrollment, budget cuts and a $50 million deficit.In a 5-to-4 vote, the members endorsed the Right-Size plan, proposed by the schools superintendent, John Covington, to close 28 of the city's 61 schools and cut 700 of 3,000 jobs, including those of 285 teachers. The closings are expected to save $50 million, erasing the deficit from the $300 million budget.
"We must make sacrifices," said board member Joel Pelofsky, speaking in favor of the plan before the vote. "Unite in favor of our children."
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Architects and designers pick the most attractive schools.Slideshow
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The U.S. Education Department is planning to examine the Los Angeles Unified School District's low achieving English-language learning program to determine whether those students are being denied a fair education.
The department's Office for Civil Rights will investigate whether the nation's second-largest school district is complying with federal civil rights laws with regard to English-language learners, who comprise about a third of the district's 688,000 pupils, according to the Los Angeles Times.The inquiry was sparked by the low academic achievement of the district's English learners. Only 3 percent are proficient in high-school math and English.
Problems in LAUSD's English-language learning program were highlighted last fall in a study by the Tomas Rivera Policy Institute.
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Melissa Westbrook:
just finally got around to looking over the Alliance for Education survey called "Teaching Quality Community Survey". What were they thinking? (Sorry to be a little late to this party but I was out of town last week.) I'm not going to even provide a link. I answered every question "don't know" so I could read through the whole thing.Just from a survey standpoint, it's a mess. There are multiple values in questions starting with the very first one. It's about (1) redesigning the salary schedule AND (2) eliminating coursework incentives AND (3) "reallocating pay to target the district's challenges and priorities." What?!? You can't write a survey question like that.
Question two has a classic "leading the reader" form using phrases like "redouble efforts" and "as attempted by the current superintendent". How does the reader know this actually DID happen? Also, the "latest" negotiations haven't even formally started; is the district showing its hand here?
And it goes on and on. "Gather teacher data so that teachers are equitably distributed among schools." So elsewhere they want to eliminate pay for more education for teachers but at the same time in this question they want to spread the number of teachers who do have more education more equitably among the schools?
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Carl Dorvil started Group Excellence in his SMU dorm room. The son of Haitian immigrants, Carl never took his education for granted. He was the first African American president of his high school and balanced four jobs while completing a triple major and starting a business as an undergraduate.Some good advice from the founder of Macaroni Grill led Carl to pursue an MBA. But when his professor saw the revenue projection for Group Excellence, he suggested a semester off to work on the business.
Carl finished his MBA in 2008, but the break allowed him to build a great business. Today Group Excellence (GE) employs 500 people in four cities and serves over 10,000 Texas students. GE provides tutoring services to struggling low-income students. Dorvil says, "The knowledge that I gained from business school propelled GE into becoming one of the most respected tutoring companies under the No Child Left Behind (NCLB) Act."
In one Dallas middle school, math scores shot up from 12% to more than 60% passing the state test only 8 months after activating the GE program.
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For football fans, the indelible image of last month's Super Bowl might have been quarterback Drew Brees' fourth-quarter touchdown pass that put the New Orleans Saints ahead for good. But for audiologists around the nation, the highlight came after the game - when Brees, in a shower of confetti, held aloft his 1-year-old son, Baylen.The boy was wearing what looked like the headphones worn by his father's coaches on the sideline, but they were actually low-cost, low-tech earmuffs meant to protect his hearing from the stadium's roar.
Specialists say such safeguards are critical for young ears in a deafening world. Hearing loss from exposure to loud noises is cumulative and irreversible; if such exposure starts in infancy, children can live "half their lives with hearing loss," said Brian Fligor, director of diagnostic audiology at Children's Hospital Boston.
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UNLIKE many of the "huddled masses yearning to breathe free" that have sought refuge in America, the Romeike family comes from a comfortable place: Bissingen an der Teck, a town in south-western Germany. Yet on January 26th an American immigration judge granted the Romeikes--a piano teacher, his wife and five children--political asylum, accepting their case that difficulties with home schooling their children created a reasonable fear of persecution.Under Germany's stringent rules, home schooling is allowed only in exceptional circumstances. Before emigrating, Mr and Mrs Romeike had been fined some €12,000 ($17,000); policemen had arrived at their house and forcibly taken their children to school. The Romeikes feared that the youngsters might soon be removed by the state.
In September 2006 the European Court of Human Rights ruled that Germany was within its rights to follow this approach. Schools represented society, it judged, and it was in the children's interest to become part of that society. The parents' right to raise their offspring did not go as far as depriving their children of the social experience of school.
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A convicted sex offender has moved into a home across the street from Wildwood Elementary School in Piedmont, infuriating parents, who are asking school officials and the police why the 2006 state law mandating a minimum distance of 2,000 feet between schools and the residences of sex offenders is not being enforced.But the Piedmont police, on the advice of county and state law enforcement officials, say there is nothing they can do.
On Feb. 12, James F. Donnelly, 71, a convicted sex offender, registered his new address as 256 Wildwood Avenue, where a blue-hued house overlooks Piedmont, Oakland's upscale, uphill neighbor.
Shortly after Mr. Donnelly filed his registration, Chief John Hunt of the Piedmont police realized that the house was almost directly across from the school.
"We said, Wait, this can't be, somebody dropped the ball," Chief Hunt said in an interview.
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At 11, the violinist Patricia Travers made her first solo appearance with the New York Philharmonic, playing Lalo's "Symphonie Espagnole" with "a purity of tone, breadth of line and immersion in her task," as a critic for The New York Times wrote in 1939.At 13, she appeared in "There's Magic in Music," a Hollywood comedy set in a music camp. Released in 1941 and starring Allan Jones, the film features Patricia, chosen by audition from hundreds of child performers, playing with passionate intensity.
In her early 20s, for the Columbia label, she made the first complete recording of Charles Ives's Sonata No.2 for Violin and Piano, a modern American work requiring a mature musical intelligence.
Not long afterward, she disappeared.
Between the ages of 10 and 23, Ms. Travers appeared with many of the world's leading orchestras, including the New York, London and Berlin Philharmonics and the Boston and Chicago Symphonies. She performed on national radio broadcasts, gave premieres of music written expressly for her and made several well-received records.
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Zachary Dupland was a kindergartner at Menasha's Gegan Elementary School when his parents split up. His dad, Eric Dupland, moved to Appleton. His mom, Tauna Carson, moved to Neenah.As part of their custody agreement, however, they opted to keep Zachary, now a third-grader, at a school in Menasha by applying for open enrollment.
His parents felt no reason existed to uproot him from his friends and teachers, at least until middle school.
"We wanted to avoid any more dramatic changes in his life," Eric Dupland said.
"This option has been wonderful for us," Carson said. "It has allowed us to do just what we need to do for Zachary."
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ittle Johnny can't read or write because, in government schools, the interests of teachers' unions prevail over the interests of children. Unions may be beneficial to educators, but they are indifferent -- if not hostile -- to the intellectual development of children.But education reformers nationwide are celebrating a rare victory for the kids. Last month in Rhode Island, Superintendant Frances Gallo fired the entire staff of Central Falls High School -- a total of 93 people. The grateful citizens of Central Falls have erected a billboard in Gallo's honor. Rightly so. Gallo, Rhode Island Education Commissioner Deborah Gist and the Central Falls school board (which approved the firings on a 5-2 vote) are an inspiration to the public school reform movement.
Central Falls High is one of the worst schools in Rhode Island. Only 45 percent of the students are proficient in reading, 29 percent in writing and, incredibly, only 4 percent in math. Compare those abysmal numbers to Rhode Island's (somewhat less embarrassing) statewide averages in the same subjects: 69, 42 and 27 percent, respectively. Furthermore, half of the students at Central Falls are failing every subject, and the school's graduation rate is 48 percent.
Only teachers' unions could defend such a spectacular failure. Several hundred bused-in, placard-waving educators and their union representatives showed up in Central Falls hours before the firings. "We are behind Central Falls teachers," proclaimed Mark Bostic of the American Federation of Teachers, "and we will be here as long as it takes to get justice." But on Tuesday, the Central Falls union publicly pledged to support Gallo's reforms, and she said she's willing to negotiate.
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Grades awarded to undergraduates attending college in the United States have gone up significantly in the past couple decades according to a report titled "Grading in American Colleges and Universities," which was published in the Teachers College Record.The article was written by UW-Madison graduate Stuart Rojstaczer and Christopher Healy, an associate professor of computer science at Furman University. Rojstaczer is a retired professor of geophysics at Duke University and the creator of GradeInflation.com, a website that tracks grading trends.
Rojstaczer has posted a free copy of the article on his Forty Questions blog.
The report analyzes decades of grading patters at American four-year institutions and notes that "grading has evolved in an ad hoc way into identifiable patterns at the national level. The mean grade point average of a school is highly dependent on the average quality of its student body and whether it is public or private. Relative to other schools, public commuter and engineering schools grade harshly. Superimposed on these trends is a nationwide rise in grades over time of roughly 0.1 change in GPA per decade."
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Amidst the Race to the Top excitement this week, an important story may have gotten lost in the buzz. On Wednesday, my colleague Jamie Davies O'Leary, a 27 year-old Princeton grad, liberal Democrat, and Teach For America alumna described her surprise bookshop encounter with former Weatherman and lefty school reformer Bill Ayers.If Bill Ayers and Fred and Mike Klonsky were 22 again, they would be signing up for Teach For America. The whole thing is worth reading (it's a great story) but note this passage in particular, about Ayers' talk:
[Ayers] answered a young woman's question about New York Teaching Fellows and Teach For America with a diatribe about how such programs can't fix public education and consist of a bunch of ivy leaguers and white missionaries more interested in a resume boost than in helping students. Whoa.Almost as soon as Jamie's essay was posted, the Klonsky brothers (Fred and Mike--both longtime friends and associates of Ayers, both involved in progressive education causes) went after her. Fred posted a missive titled, "File under misguided sense of one's own importance." Mike tweeted that her depiction of the encounter was a "fantasy."And:
As someone who read Savage Inequalities years ago and attribute my decision to become a teacher partially to the social justice message, I almost felt embarrassed. But that was before I learned a bit of context, nuance, data, and evidence surrounding education policy debates. It's as if Bill Ayers hasn't been on the planet for the last two decades.
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ON A WINTER DAY five years ago, Doug Lemov realized he had a problem. After a successful career as a teacher, a principal and a charter-school founder, he was working as a consultant, hired by troubled schools eager -- desperate, in some cases -- for Lemov to tell them what to do to get better. There was no shortage of prescriptions at the time for how to cure the poor performance that plagued so many American schools. Proponents of No Child Left Behind saw standardized testing as a solution. President Bush also championed a billion-dollar program to encourage schools to adopt reading curriculums with an emphasis on phonics. Others argued for smaller classes or more parental involvement or more state financing.Lemov himself pushed for data-driven programs that would diagnose individual students' strengths and weaknesses. But as he went from school to school that winter, he was getting the sinking feeling that there was something deeper he wasn't reaching. On that particular day, he made a depressing visit to a school in Syracuse, N.Y., that was like so many he'd seen before: "a dispiriting exercise in good people failing," as he described it to me recently. Sometimes Lemov could diagnose problems as soon as he walked in the door. But not here. Student test scores had dipped so low that administrators worried the state might close down the school. But the teachers seemed to care about their students. They sat down with them on the floor to read and picked activities that should have engaged them. The classes were small. The school had rigorous academic standards and state-of-the-art curriculums and used a software program to analyze test results for each student, pinpointing which skills she still needed to work on.
But when it came to actual teaching, the daily task of getting students to learn, the school floundered. Students disobeyed teachers' instructions, and class discussions veered away from the lesson plans. In one class Lemov observed, the teacher spent several minutes debating a student about why he didn't have a pencil. Another divided her students into two groups to practice multiplication together, only to watch them turn to the more interesting work of chatting. A single quiet student soldiered on with the problems. As Lemov drove from Syracuse back to his home in Albany, he tried to figure out what he could do to help. He knew how to advise schools to adopt a better curriculum or raise standards or develop better communication channels between teachers and principals. But he realized that he had no clue how to advise schools about their main event: how to teach.
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When a Verona High School student had a headache last month, he asked his friends for Tylenol or Advil to relieve the pain. But what he unwittingly took was an OxyContin pill that one of his friends slipped him.The prescription painkiller sent the student to the school nurse's office, and his friend received what Verona School District Superintendent Dean Gorrell will only call "appropriate disciplinary action."
The story, disclosed in a recent note from the district to parents, underscores the cavalier attitude some teens take toward the powerful and addictive drug.
The consequences can be tragic. A 14-year-old girl in Rock County faces a possible reckless homicide charge for giving her grandmother's oxycodone-- the generic form of OxyContin -- to a friend, who died last month from an overdose of the drug.
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Federal employees earn higher average salaries than private-sector workers in more than eight out of 10 occupations, a USA TODAY analysis of federal data finds.
Accountants, nurses, chemists, surveyors, cooks, clerks and janitors are among the wide range of jobs that get paid more on average in the federal government than in the private sector.Overall, federal workers earned an average salary of $67,691 in 2008 for occupations that exist both in government and the private sector, according to Bureau of Labor Statistics data. The average pay for the same mix of jobs in the private sector was $60,046 in 2008, the most recent data available.
These salary figures do not include the value of health, pension and other benefits, which averaged $40,785 per federal employee in 2008 vs. $9,882 per private worker, according to the Bureau of Economic Analysis.
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Steven Greenhouse & Sam Dillon:
A Rhode Island school board's decision to fire the entire faculty of a poorly performing school, and President Obama's endorsement of the action, has stirred a storm of reaction nationwide, with teachers condemning it as an insult and conservatives hailing it as a watershed moment of school accountability.The decision by school authorities in Central Falls to fire the 93 teachers and staff members has assumed special significance because hundreds of other school districts across the nation could face similarly hard choices in coming weeks, as a $3.5 billion federal school turnaround program kicks into gear.
While there is fierce disagreement over whether the firings were good or bad, there is widespread agreement that the decision would have lasting ripples on the nation's education debate -- especially because Mr. Obama seized on the move to show his eagerness to take bold action to improve failing schools filled with poor students.
"This is the first example of tough love under the Obama regime, and that's what makes it significant," said Michael J. Petrilli, a vice president at the Thomas B. Fordham Institute in Washington, an educational research and advocacy organization.
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That's a real quote. The speaker is Asbury Park School District's new superintendent Denise Lowe, who says that "major changes have to be made to the schools or the school district will cease to exist, " according to the Asbury Park Press. Enrollment is dropping because students are leaving for parochial schools and charter schools, so she's put together a five-year plan to improve achievement.She's got her work cut out for her. Asbury Park High School, for example, with 478 kids, has a 45.7% mobility rate. (The state average is 9.6%.) 72% of students failed the 11th grade HSPA test in language arts and 86.1% failed the math portion. Average SAT scores are 325 in math and 330 in verbal. Attendance rates in 9th grade are 83%. A whopping 64.6% of kids never pass the HSPA and end up taking the Special Review Assessment, a back-door-to-diploma-route that is impossible to fail. The total comparative cost per pupil? $24,428. (DOE data here.)
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Has the time come for parents to pull the plug on mobile media?A recent study completed by the Kaiser Family Foundation brought little in the way of surprises for those who work with children. But just to set the record straight, the foundation found that daily media use among children and teens is up dramatically even when compared to just five years ago.
With mobile devices providing nonstop internet availability, it is easy to see that entertainment media has never been more accessible than it is right now. The results of the Kaiser survey reveals that children, particularly minority youth, are taking advantage of that access.
But for parents and educators, the key question should not be simply how much time is actually spent with media. Instead, the issue should center upon what effect such consumption has on the mental, emotional and academic development of our youngsters.
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I wish to take issue with some of the assumptions made by the four teachers who were interviewed concerning the Gates Foundation grant ("Teachers in transition," Views, Feb. 28).It was said several times that good parenting is essential for children's success in school. Not true! My two brothers and I grew up in a totally dysfunctional home, filled with constant criticism, hatred, anger, punishment, a mostly absent father, and one in which our mother constantly set us one against the other. There were no books, no magazines, no art on the walls and certainly no love or encouragement. Never once did we hear, "I'm proud of you!" or "Good job!"
We should have been poster children for not succeeding in school, but we weren't. Today, my older brother is a medical doctor. My younger brother has two master's degrees and is a life-long learner with a huge book collection. I started and completed my BA in English at age 25, with two toddlers to care for and no help from anyone, graduated in three years and had a successful career. We all still read voraciously.
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Mary Ellen Gabriel, via a kind reader's email:
Two dozen seventh-graders from Jefferson Middle School toil up a stony ridge on snowshoes, in the heart of the Madison School Forest. At the top they peel off into small groups and stand gazing upward at a twiggy village of giant nests, silhouetted against a pure-blue sky.The school forest is a real blessing, one in which I had an opportunity to participate in some years ago. I hope every classroom visits."How many do you see in your tree?" calls Nancy Sheehan, a school forest naturalist. The kids in her group count seven great blue heron nests in the bare branches of one towering white oak. They also record data about the tree, including its GPS location, which they'll turn over to the Department of Natural Resources as part of ongoing monitoring of this heron rookery near the Sugar River in southwest Verona.
"This is your chance to do some real science," Sheehan tells them. "Herons are extremely sensitive creatures. If this landscape continues to suit them, they'll come back again in spring. That's why your work today is important."
Seventh-grader Amos Kalder's cheeks are red with cold (and exercise) as he gazes upward at the rookery: "Dude, it'd be so cool to see these nests with all the herons in them. There'd be like 50 birds sitting in the sky."
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Last week I attended Education Industry Days in a hotel between the AFT and the NEA-a bit ironic, don't you think?. On the opening day, the front page of the USA Today reported that public sector union members now outnumber private sector members-we are well protected from ourselves.The once respected scholar Diane Ravitch has joined the unions in monopoly protection-no choice, no market, no testing. She nearly made me crash my car in Phoenix this morning during her ridiculous back-to-the future NPR interview suggesting a return to free-for-all teach what-ever-however past. A former conservative, she now shuns markets, choice, testing-basically everything necessary to drive performance at scale. Hard to follow the logic of how her proposals would make things better for low income kids.
If you care about equality and excellence, see Education Equality Project and their case for accountability. Folks like Ravitch complain about accountability but don't offer an alternative that has a reliable chance for making this significantly better for low income kids.
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Many states have made measurable progress in recent years toward the elusive goal of college readiness, according to a new report by the nonprofit Achieve.Complete report here, which mentions:Maryland, Virginia and the District have made more progress than some, but less than most. Each state has achieved only one of five college-readiness goals identified in the report.
"What started off as isolated efforts among a few states five years ago has produced a national consensus: All students should receive a quality education that prepares them to succeed in college, career and life," said Mike Cohen, Achieve's president, in a release.
Achieve's fifth annual "Closing the Expectations Gap" report finds that the majority of states, 31, now have high school standards in English and mathematics that align with the expectations of colleges and business. (Meaning that collegiate and business officials were involved in drafting the standards and approved the final product.) In 2005, by contrast, only three states had such standards.
Four additional states: new Hampshire, New Mexico, Wisconsin and Wyoming reported plans to administer college and career ready assessments, although their plans are not yet developed enough to include in the table on page 16.
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As a teacher for 20 years, I can tell parents that with their support children can flourish anywhereThe agony of waiting is over. Yesterday was national offer day, when parents learnt if their children had got into their favoured secondary schools. Unfortunately, as many as 100,000 children and their families have been bitterly disappointed.
As a teacher who has taught at various comprehensives for 20 years, I know that means a lot of tears and pain. I have seen parents who hit the bottle and come raging on to the school premises, demanding that the school takes their child; parents who do nothing but pester the school secretaries on the phone or by email; and parents who have just given up in despair, despite the fact that they have good grounds to appeal.
The main things parents should remember is not to descend into a great panic, and to review their situation dispassionately. What many don't grasp is that if they fail to meet the admissions criteria of a school, children won't get in, no matter how wonderful. The government has a strict admissions code that means schools have little room for manoeuvre: they can no longer just pick pupils they like the look of.
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Knewton, an online test prep company that uses adaptive learning to boost scores on standardized tests, announced today the launch of its new SAT prep course. The company already provides prep courses for the GMAT and LSAT, and now hopes to tap the market of high-pressure parents and overachieving high school students.The SAT prep course will include live instructors, educational videos and real-time feedback on students' performance in specific SAT concepts. Overbearing parents can also track their children's progress with a set of tools designed for them. The course costs $490, (there's a $290 intro offer).
The courses use adaptive learning technology--a method that serves up questions and resources according to students' needs based on their past performance. The concept is taken from adaptive learning tests, which serve questions that get harder or easier, depending on a student's answers. In fact, Knewton's two chief test designers, Len Swanson and Robert McKinley, helped design those tests: Swanson wrote the scoring algorithms for the adaptive learning tests used by the Educational Testing Service (ETS), which administers the SAT, GRE, and AP tests, and McKinley wrote the algorithms for the ACT.
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'Who do you think made the first stone spear?" asks Temple Grandin. "That wasn't the yakkity yaks sitting around the campfire. It was some Asperger sitting in the back of a cave figuring out how to chip rocks into spearheads. Without some autistic traits you wouldn't even have a recording device to record this conversation on."As many as one in 110 American children are affected by autism spectrum disorders, according to the Centers for Disease Control. Boys are four times more likely to be diagnosed than girls. But what causes this developmental disorder, characterized by severe social disconnection and communication impairment, remains a mystery.
Nevertheless, with aggressive early intervention and tremendous discipline many people with autism can lead productive, even remarkable, lives. And Ms. Grandin--doctor of animal science, ground-breaking cattle expert, easily the most famous autistic woman in the world--is one of them.
Earlier this month, HBO released a film about her to critical acclaim. Claire Danes captures her with such precision that Ms. Grandin tells me watching the movie feels like "a weird time machine" to the 1960s and '70s and that it shows "exactly how my mind works."
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High school students who complete a new Wisconsin program to promote college attendance will be eligible for annual grants worth $250 to $2,500 for their first two years of college, Gov. Jim Doyle said Monday.Doyle also said Wisconsin Covenant scholars would be eligible for additional aid during their final two years, with the amounts depending on the availability of funding. He said he was unhappy his administration had issued a proposal while he was traveling overseas in December to limit the grants to two years.
Under the revised proposal Doyle submitted to the Legislature on Monday, the poorest Wisconsin Covenant scholars will receive $2,500 grants _ $1,000 from the state and $1,500 from a private foundation _ during each of their first two years in college.
Those with higher family incomes _ up to $80,000 in some cases _ will receive between $1,000 and $1,500, he said. All others who complete the Covenant challenge will receive $250, an amount one Republican critic mocked as paltry.
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When Rosemarie Wilson moved her family to a wealthy suburb of Raleigh a couple of years ago, the biggest attraction was the prestige of the local public schools. Then she started talking to neighbors.Don't believe the hype, they warned. Many were considering private schools. All pointed to an unusual desegregation policy, begun in 2000, in which some children from wealthy neighborhoods were bused to schools in poorer areas, and vice versa, to create economically diverse classrooms.
"Children from the 450 houses in our subdivision were being bused all across the city," said Ms. Wilson, for whom the final affront was a proposal by the Wake County Board of Education to send her two daughters to schools 17 miles from home.
So she vented her anger at the polls, helping elect four new Republican-backed education board members last fall. Now in the majority, those board members are trying to make good on campaign promises to end Wake's nationally recognized income-based busing policy.
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Introduction and Overview
1. Background and Overview Daniel A. Nerad, Superintendent of SchoolsPrior to the fall of 2008, MMSD high schools functioned as four separate autonomous high schools, with minimal focus on working collaboratively across the district to address student educational needs.
In 2008 MMSD received a Federal Smaller Learning Communities for $5.3 million dollars over a five year period. The purpose of that grant is to support the large changes necessary to:
District administration, along with school leadership and school staff, have examined the research that shows that fundamental change in education can only be accomplished by creating the opportunity for teachers to talk with one another regarding their instructional practice. The central theme and approach for REaL has been to improve and enhance instructional practice through collaboration in order to increase stndent achievement. Special attention has been paid to ensure the work is done in a cross - district, interdepartmental and collaborative manner. Central to the work, are district and school based discussions focused on what skills and knowledge students need to know and be able to do, in order to be prepared for post-secondary education and work. Systemized discussions regarding curriculum aligll1nent, course offerings, assessment systems, behavioral expectations and 21 st century skills are occurring across all four high schools and at the district level.
- Increase student achievement for all students.
- Increase and improve student to student relationships and student to adult relationships.
- Improve post-secondary outcomes for all students.
Collaborative professional development has been established to ensure that the work capitalizes on the expertise of current staff, furthers best practices that are already occurring within the MMSD high school classrooms, and enhances the skills of individuals at all levels from administration to classroom teachers needed. Our work to date has laid the foundation for further and more in-depth work to occur.
While we are at the formative stages of our work, evidence shows that success is occurring at the school level. Feedback from principals indicates that district meetings, school buildings and classrooms are feeling more collaborative and positive, there is increased participation by teachers in school based decisions, and school climate has improved as evidenced by a significant reduction in behavior referrals.
This report provides a summary of the REaL Grant since fall of2008 and includes:
1. Work completed across all four high schools.
2. School specific work completed.
3. District work completed.
4. REaL evaluation
5. Future implicationsIn addition the following attachments are included:
1. Individual REaL School Action Plans for 09-10
2. REaL District Action for 09-10
3. ACT EP AS Overview and Implementation Plan
4. AVID Overview
5. Templates used for curriculum and course alignment
6. Individual Learning Plan summary and implementation plan
7. National Student Clearninghouse StudentTracker System
8. Student Action Research example questions2. Presenters
3. Action requested of the BOE
- Pam Nash, Assistant Superintendent of Secondary Schools
- Darwin Hernandez, East High School AVID Student
- Jaquise Gardner, La Follette High School AVID Student
- Mary Kelley, East High School
- Joe Gothard, La Follette High School
- Bruce Dahmen, Memorial High School
- Ed Holmes, West High School
- Melody Marpohl, West High School ESL Teacher
The report is an update, providing information on progress of MMSD High Schools and district initiatives in meeting grant goals and outlines future directions for MMSD High schools and district initiatives based on work completed to date.
MMSD has contracted with an outside evaluator, Bruce King, UW-Madison. Below are the initial observations submitted by Mr. King:Related:The REaL evaluation will ultimately report on the extent of progress toward the three main grant goals. Yearly work focuses on major REaL activities at or across the high schools through both qualitative and quantitative methods and provides schools and the district with formative evaluation and feedback. During the first two years ofthe project, the evaluation is also collecting baseline data to inform summative reports in later years of the grant. We can make several observations about implementation ofthe grant goals across the district.
These include:
Observation 1: Professional development experiences have been goal oriented and focused. On a recent survey of the staff at the four high schools, 80% of responding teachers reported that their professional development experiences in 2009-10 were closely connected to the schools' improvement plans. In addition, the focus of these efforts is similar to the kinds of experiences that have led to changes in student achievement at other highly successful schools (e.g., Universal Design, instructional leadership, and literacy across the curriculum).
Observation 2: Teacher collaboration is a focal point for REaL grant professional development. However, teachers don't have enough time to meet together, and Professional Collaboration Time (PCT) will be an important structure to help sustain professional development over time.
Observation 3: School and district facilitators have increased their capacity to lead collaborative, site-based professional development. In order for teachers to collaborate better, skills in facilitation and group processes should continue to be enhanced.
Observation 4: Implementing EP AS is a positive step for increasing post-secondary access and creating a common assessment program for all students.
Observation 5: There has been improved attention to and focus on key initiatives. Over two- thirds ofteachers completing the survey believed that the focus of their current initiatives addresses the needs of students in their classroom. At the same time, a persisting dilemma is prioritizing and doing a few things well rather than implementing too many initiatives at once.
Observation 6: One of the important focus areas is building capacity for instructional leadership, work carried out in conjunction with the Wallace project's UW Educational Leadership faculty. Progress on this front has varied across the four schools.
Observation 7: District offices are working together more collaboratively than in the past, both with each other and the high schools, in support of the grant goals.
Is it likely that the four high schools will be significantly different in four more years?
Given the focus on cultivating teacher leadership that has guided the grant from the outset, the likelihood is strong that staff will embrace the work energetically as their capacity increases. At the same time, the ultimate success ofthe grant will depend on whether teachers, administrators, anddistrict personnel continue to focus on improving instruction and assessment practices to deliver a rigorous core curriculum for all and on nurturing truly smaller environments where students are known well.
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Five months after we are conceived, music begins to capture our attention and wire our brains for a lifetime of aural experience. At the other end of life, musical memories can be imprinted on the brain so indelibly that they can be retrieved, perfectly intact, from the depths of a mind ravaged by Alzheimer's disease.In between, music can puncture stress, dissipate anger and comfort us in sadness.
As if all that weren't enough, for years parents have been seduced by even loftier promises from an industry hawking the recorded music of Mozart and other classical composers as a means to ensure brilliant babies.
But for all its beauty, power and capacity to move, researchers have concluded that music is little more than ear candy for the brain if it is consumed only passively. If you want music to sharpen your senses, boost your ability to focus and perhaps even improve your memory, the latest word from science is you'll need more than hype and a loaded iPod.
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The system of excluding badly behaved pupils from school should be abolished because it punishes the most vulnerable children, a major new report on education has concluded, writes Anushka Asthana.The study, by the thinktank Demos, says that difficult children are being pushed out of schools too often and finds that exclusions do not solve behavioural problems. Instead, they are linked to very poor results and in three out of four cases relate to children with special educational needs who should receive additional support. The report finds that 27% of children with autism have been excluded from school.
Sonia Sodha, co-author of the report, said: "Most other countries do not permanently exclude children from school in the same way we do. Instead of helping these children, we are punishing and then banishing them."
The report comes as figures from the Conservatives show that 1,000 pupils are excluded or suspended for physical and verbal assaults every day. Speaking at the Tory party spring conference, Michael Gove, shadow children's secretary, promised that in power he would make it easier for teachers to remove violent and disruptive pupils.
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N SOFT, southern countries, snow is enough to close schools. In Sweden--a place that lives by the maxim that "There is no such thing as bad weather, just the wrong clothes"--fresh snow is a cue to send 18-month-olds into the playground, tottering around in snowsuits and bobble hats. It is an impressive sight at any time. But it is particularly striking in a Stockholm playground filled with Somali toddlers, squeaking as they queue for sledge-rides.The playground belongs to Karin Danielsson, a headmistress in Tensta, a Stockholm suburb with a large immigrant population. Mrs Danielsson calls her municipal preschool "a school for democracy". In keeping with Swedish mores, even young children may choose which activities to join or where to play. All pupils' opinions are heard, but they are then taught that the group's wishes must also be heeded.
Swedes take preschool seriously. Though education is not compulsory until seven, more than 80% of two-year-olds are enrolled in preschool, and many begin earlier. Among European countries only Denmark has higher enrolment rates at that age.
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Mark H. Ingraham Dean Emeritus, College of Letters & Science, University of Wisconsin
Professor Emeritus of Mathematics, University of Wisconsin [Click to view this 23MB PDF "book"]:
ContentsThanks to Richard Askey for extensive assistance with this digitized book. Clusty Search Mark Ingraham.Preface
Part I Liberal Education
The Omnivorous Mind 3
Given May 16, 1962, to the University of Wisconsin Chapter of Phi Beta Kappa. Republished from The Speech Teacher of September 1962.Truth-An Insufficient Goal 17
The Keniston Lecture for 1964 at the University of Michi- gan; March 17, 1964. Republished from the Michigan Quarterly Review of July 1964.On the Adjective "Common" 31
An editorial for the February 1967 Review of the Wisconsin Academy of Arts, Letters, and Sciences, February 23, 1967.Part II Educational Policy
Super Sleep-A Form of Academic Somnambulism 37
First given as retiring address as President of A.A. U.P . This much revised version was given to the Madison Literary Club, March 12, 1940.No, We Can't; He Has a Committee Meeting 57
Madison Literary Club; May 11, 1953.Is There a Heaven and a Hell for Colleges? 70
Commencement address, Hiram College; June 8, 1958.The College of Letters and Science 79
Talk given to the Board of Regents of the University of Wisconsin, May 3, 1958.Some Half Truths About the American Undergraduate 84
Orientation conference for Whitney-Fulbright Visiting Scholars. Sarah Lawrence College, September 6, 1962.Maps Versus Blueprints 94
Honors Convocation, University of Wisconsin, May 18, 1973.
Part III To Students
A Talk to Freshmen 103
University of Wisconsin; September 18, 1951Choice: The Limitation and the Expression of Freedom 112
Honors Convocation, University of Wisconsin; June 17, 1955. Republished from the Wisconsin Alumnus."The Good is Oft Interred with Their Bones" 121
Commencement, University of Wisconsin-Oshkosh; Janu- ary 19, 1968.
Talk at Honors Convocation at Ripon CollegeTalk at Honors Convocation at Ripon College 129
April 9, 1969The Framework of Opportunity 136
Thanksgiving Address, University of Wisconsin; November, 1947
Part IV A Little Fun
Food from a Masculine Point of View 149
Madison Literary Club; November 11, 1946On Telling and Reading Stories to Children 165
Attic Angel Tower, Madison, Wisconsin; March 6, 1978Three Limericks 179
Fragments 181
a. From an address given to the University oF Wyoming Chapter of Phi Beta Kappa, April 26, 1965b. A comment
Part V Somewhat Personal
Letter of Resignation from Deanship 185
April 5, 1961Retirement Dinner Talk 188
May 24, 1966
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via a kind reader's email: Parent Diane Harrington:
Dear Board Members, Dr. Nerad, and Madison Alders,Parent Lorie Raihala:My 11-year-old and I visited John Muir Elementary for basketball practice one recent evening. Their gym has banners noting that for several years they've been named a "School of Excellence."
Ben's school, Orchard Ridge Elementary, had just been dubbed a "School of Promise."
Which school would YOU rather go to?
But Ben didn't need a marketing effort to tell him which school was which; he knows some John Muir kids. Ben, too, would like to go to a school where kids are expected to learn and to behave instead of just encouraged to.
Just like those banners, the very idea of your upcoming, $86,000 "branding" effort isn't fooling anyone.
You don't need to improve your image. You need to improve your schools.
Stop condescending to children, to parents and to the public. Skip the silly labels and the PR plans.
Instead, just do your #^%* job. (If you need help filling in that blank, head to ORE or Toki. Plenty of kids - some as young as kindergarten - use several colorful words in the hallways, classrooms, lunchroom and playground without even a second look, much less disciplinary action, from a teacher or principal.)
Create an environment that strives for excellence, not mediocrity. Guide children to go above and beyond, rather than considering your job done once they've met the minimum requirements.
Until then, it's all too obvious that any effort to "cultivate relationships with community partners" is just what you're branding it: marketing. It's just about as meaningless as that "promise" label on ORE or the "honor roll" that my 13-year-old and half the Toki seventh graders are on.
P.S. At my neighborhood association's annual Winter Social earlier tonight, one parent of a soon-to-be-elementary-age child begged me to tell him there was some way to get a voucher so he could avoid sending his daughter to ORE. His family can't afford private school. Another parent told me her soon-to-be-elementary-age kids definitely (whew!) were going to St. Maria Goretti instead of ORE. A friend - even though her son was finishing up at ORE this year - pulled her daughter out after kindergarten (yes, to send her to Goretti), because the atmosphere at ORE is just too destructive and her child wasn't learning anything. These people aren't going to be fooled by a branding effort. And you're only fooling yourselves (and wasting taxpayer money) if you think otherwise.
Regarding the Madison School District's $86,000 "branding campaign," recent polls have surveyed the many families who have left the district for private schools, virtual academies, home schooling or open enrollment in other districts.
Public schools are tuition free and close to home, so why have these parents chosen more expensive, less convenient options? The survey results are clear: because Madison schools have disregarded their children's learning needs.Top issues mentioned include a lack of challenging academics and out-of-control behavior problems. Families are leaving because of real experience in the schools, not "bad press" or "street corner stories."
How will the district brand that?
Lorie Raihala Madison
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Holly Otterbein
In this week's A Million Stories, we explored the messy Webcam scandal that's going down at Lower Merion School District. The district insists that it only peered through students' Webcams in order to find lost or stolen laptops, and did so using a security software called LANrev. Insanely enough, Douglas Young, the district's spokesperson, told us that it wasn't the only school district using such software: "The software feature isn't just utilized in this school district," says Young. "It's utilized by other school districts and organizations." (He said he couldn't name any offhand.)
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Inessa Volkonidina had taken precalculus once and dropped it. She needed to take it again, and quickly, to fulfill a graduation requirement at Long Island University. She went online and found a company with an odd name, StraighterLine, that offered the course on even odder terms: $99 a month.She thought it might be a scam. But StraighterLine, based in Alexandria, is a serious education company and a force that could disrupt half a millennium of higher-education tradition. The site offers students as many general-education courses as they care to take for a flat monthly fee, plus $39 per course. As college tuitions go, it is more on the scale of a cable bill.
The courses, standard freshman fare such as algebra, are cash cows for traditional schools, taught to students by the hundreds in vast lecture halls. They generate handsome profits to support more costly operations on campus.
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David Carr writes about media and culture for The New York Times, which is not why I wanted to interview him for this series. Rather, it was what Atlantic Monthly called his "joyous peculiarity" in this article.Carr tells his own story in "The Night of the Gun," a beautifully written, funny yet wrenching memoir that spares nothing about the drug addiction and madness into which he descended, but, from which, almost unbelievably, he escaped.
Before going to The Times, he was a contributing writer for Atlantic and New York Magazine and was the media writer for Inside.com. He also worked at the alternativeCity Paper in Washington D.C., as editor.
A father with three daughters, Carr and his wife now live in Montclair, N.J. Here are excerpts from our conversation about his formal and informal education.
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Mike Ivey, via a kind reader's email:
The doors at the Society of St. Vincent de Paul food pantry on Fish Hatchery Road don't open for another 30 minutes, but a line has already formed.They wait quietly, for the most part, this rainbow coalition of all ages: African-American grandmothers, Latino families, young women with pierced tongues, disabled seniors and working fathers.
What they have in common is poverty. Once a month, with a valid photo ID, clients get enough groceries to last a week.
"As my kids get older, I just keep having to cook more, so every bit helps," says Belinda Washington, 44, who has four children at home ages 4 to 17.
A Chicago native, Washington moved to Madison 17 years ago and lives in the Lake Point neighborhood off West Broadway on the city's south side. Her resume includes food service, catering and factory work but she's been unemployed since her youngest was born. "I keep applying but the jobs are hard to come by," she says.
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ne of the most firmly entrenched academic practices centers upon the use of textbooks as the fundamental drivers of curricula. Ultra-expensive, these items represent one of the largest costs for public school systems as well as those attending college.As the digital age continues to work its way into the stuffy world of academics, there are clear indications that textbooks are gradually being phased out in many areas of the country. The sheer volume of resources available on the net is leading many school districts to create and share their own materials.
Macmillan, considered one of the largest players in that old, conservative world, apparently has now also seen the "handwriting on the wall." The company recently announced it will offer academics an entirely new format: DynamicBooks.
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The Bloomberg administration has made getting rid of inadequate teachers a linchpin of its efforts to improve city schools. But in the two years since the Education Department began an intensive effort to root out such teachers from the more than 55,000 who have tenure, officials have managed to fire only three for incompetence.Ten others whom the department charged with incompetence settled their cases by resigning or retiring, and nine agreed to pay fines of a few thousand dollars or take classes, or both, so they could keep their jobs. One teacher lost his job before his case was decided, after the department called immigration officials and his visa was revoked. The cases of more than 50 others are awaiting arbitration.
Lawyers for the department said an additional 418 teachers had left the system after finding out that they could face charges of incompetence. Because no formal charges were brought in these cases, the number is hard to corroborate; officials from the teachers' union said they doubted it was that high.
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n January 2010, a 9-year old boy named Montana Lance hung himself in a bathroom at the Texas elementary school he attended. Although certainly shocking, such acts are unfortunately becoming less and less unusual. In fact, the suicide of Montana Lance is very reminiscent of what happened in April 2009 when two 11-year-old boys, one in Massachusetts and one in Georgia, likewise committed suicide just days apart. What would cause these children to end their lives? The answer in each case is the same: all three suffered extreme levels of victimization at the hands of school bullies--bullying that others have described as involving "relentless homophobic taunts." And, as we can see from the fate of these three little boys, this form of harassment was obviously very traumatic.In this article, I look at the growing problem of school bullying in America today. Now, almost all children are teased and most will even face at least some form of bullying during their childhood. However, studies reveal that some children will unfortunately become chronic victims of school bullying. Chief among that group are those children whose gender expression is at odds with what society considers "appropriate." As my article explores, the gender stereotypes that exist within our society are frequently to blame for the more extreme levels of bullying currently being carried out in our nation's schools. And the impact this bullying has on its victims is staggering. Earlier I mentioned three children who took their own lives as a result of bullying. These are but three examples of those who have lost their lives to gender-based bullying. However, there are countless other victims who, although not paying with their lives, are nonetheless paying dearly in other ways. Specifically, the psychological literature on the emotional impacts that befall these chronic victims of bullying reveals a whole host of resulting problems--debilitating consequences that can last a lifetime.
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Spring, 2010 PDF, via email:
I would like to discuss a book which helps to inform educators and parents about gifted education in other countries from developmental, family and international perspectives. It is an excellent example of the increasing worldwide interest in studying and educating the most advanced students. By using the case study research method, Hanna David, Ph.D. and Echo Wu, Ph.D. have written fascinating accounts of Israeli and Chinese students who have demonstrated giftedness in public school classrooms and at the university level. David is a professor of education at Ben Gurion University in Eliat, Israel and Echo Wu is now teaching at the Hong Kong Institute of Education. Their book, Understanding Giftedness: A Chinese-Israeli Casebook (Pearson, 2010, ISBN 981-06-8300-6), contains such research topics as a study of five gifted boys in one classroom, parental influences of three Chinese-American families on talent development, case study of a visually disabled young boy (seven years), conversation with a Chinese Nobel Laureate (chemistry), and case study of a gifted family emigrating from Russia to Israel. All of these studies are a clear demonstration of the forcefulness of gifted characteristics and behavior under sometimes severe pressures from cultural influences and learning disabilities. The book also serves as an inspiration to researchers who use the case study method for studying giftedness. In this sense, David and Wu follow the traditions of Piaget and other masters of child development who grounded their work in making systematic observations and carefully recording the individual child's intellectual development. I highly recommend that Understanding Giftedness be used as a model for further studies of the gifted mind.
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Two computer security experts, Aaron Rhodes and a man known by his pseudonym Stryde Hax, put together an eye-opening and well-researched attack on both the Lower Merion High School that's been accused of spying on students and the software that was used to do it. In the process, they reveal some disturbing school policies regarding the use of the laptops, and the unnerving nature of the software itself.More here.The writers scoured forum activity, blog posts, and publicity videos made by one Mike Perbix, the Harriton High School technical security staffer who was in charge of the use of LANRev, the software in question. They also hunted down comments from some of the more tech-savvy members of the student body, who revealed some pretty startling policies regarding the laptops.
The main points: the school-supplied (and monitored) MacBooks were required for certain classes; the included Webcams could not be disabled; the laptops could not be "jailbroken" to circumvent the security measures (and any attempt could result in expulsion); and possession of a personal computer, meaning one other than the school-supplied MacBook, was forbidden and subject to confiscation. One example, from a student:
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When Utah state Sen. Chris Buttars unveiled a cost-cutting measure this month that would have made the high school senior year optional, perhaps no one in the state Capitol Building was more surprised than 18-year-old Jake Trimble, who already opted out of the second half of senior year just weeks earlier.He has spent the past month working at the Capitol as an unpaid intern for the state Democratic Party's communications team, designing posters and writing scripts for legislators' robocalls. Trimble graduated in January, one semester early, from the nearby Academy of Math Engineering and Science (AMES).
"I'm very happy to not be in high school anymore," says Trimble, who proudly reports that he's "not rotting in my parents' basement." Actually, when the legislative session ends next month, he'll move on to another internship (this one paid) as a lab assistant at the University of Utah's Orthopedic Center.
Trimble is part of a small but growing group of students -- most of them academically advanced and, as a result, a tad restless -- who are tinkering with their senior year. A few observers say the quiet experiment has the potential to reinvent high school altogether.
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It was a pleasure to meet and visit with Fitchburg's Eagle School Co-Founder Mary Olsky recently.
We discussed a wide variety of topics, including Eagle's History (founded in 1982), curricular rigor, the importance of good textbooks and critical student thinking. I also found it interesting to hear Mary's perspective on public / private schools and her hope, in 1982, that that the Madison School District would take over (and apply its lessons) Eagle School. Of course, it did not turn out that way.
I've always found it rather amazing that Promega Founder Bill Linton's generous land offer to the Madison School District for the "Madison Middle School 2000" charter school was rejected - and the land ended up under Eagle's new facility.
Listen to the conversation via this 14mb mp3 audio file.
Read the transcript here.
Finally, Mary mentioned the term "high school" a number of times, along with $20,000,000. I suspect we'll see a high school at some point. It will take a significant effort.
Thanks to Laurie Frost for arranging this interview.
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Bruce Vinik via Valerie Strauss:
It's that time of year again. Pitchers and catchers are reporting to spring training and high school students are puzzling over which classes to take next fall. The choices students make do matter. Outside of grades, nothing is more important in college admissions than the classes kids take in high school. "Strength of Program" is a big deal.Let's start with the basics. Colleges expect students to take at least five core academic subjects every year of high school -- English, social studies, science, math and foreign language.
In a perfect world, students would take each core subject every year. But the world isn't perfect and colleges don't expect kids to be. As long as students take each core subject through eleventh grade, they should feel free to pursue their particular academic interests in greater depth during twelfth grade. There's nothing wrong with dropping social studies senior year in order to double up on science.
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A math class for students with intellectual disabilities at Paul VI Catholic High School in Fairfax practiced naming dates on a calendar one recent morning and deciphering what time it is when the big hand is on the 10 and the little hand is on the 11. But first, the teacher led them in a prayer.Father in heaven, we offer you this class and all that we may accomplish today," they said together.
Federal law requires that public schools offer a free, appropriate education for students with disabilities, and federal and state governments subsidize the higher costs of smaller classes and extra resources. Catholic schools have no such legal mandate, and financial constraints have historically made it difficult for them to offer similar specialized services.
That is starting to change.
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There are videos showing off card tricks, horsemanship, jump rope and stencils -- and lots of rap songs, including one by a young woman who performed two weeks after oral surgery, with her mouth still rubber-banded shut.There is also Rhaina Cohen's video, working off the saying "You never truly know someone until you have walked a mile in her shoes," and featuring the blue sandals from her bat mitzvah, the white sneakers she bought cheaply in Britain, and the black heels in which she "stood next to Hillary Clinton."
It is reading season at the Tufts University admissions office, time to plow through thousands of essays and transcripts and recommendations -- and this year, for the first time, short YouTube videos that students could post to supplement their application.
About 1,000 of the 15,000 applicants submitted videos. Some have gotten thousands of hits on YouTube.
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Deborah Kenny talks a lot about passion -- the passion for teaching, for reading and for learning. She has it. She wants all of her teachers to have it. Above all, she wants her students to have it.Ms. Kenny has created three phenomenally successful charter schools in Harlem and is in the process of creating more. She's gotten a great deal of national attention. But for all the talk about improving schools in this country, she thinks we tend to miss the point more often than not.
There is an overemphasis on "the program elements," she said, "things like curriculum and class size and school size and the longer day." She understood in 2001, when she was planning the first of the schools that have come to be known as the Harlem Village Academies, that none of those program elements were nearly as important as the quality of the teaching in the schools.
"If you had an amazing teacher who was talented and passionate and given the freedom and support to teach well," she said, "that was just 100 times more important than anything else."
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It's time for schools to focus on the widening gap in reading and writing skills that leaves so many boys unprepared for success in college or vocational training.As a volunteer in my daughter's kindergarten class, I was asked to help children write a "story" (a few words) to illustrate their pictures. Only one girl needed my writing help; only one boy could write for himself. Nearly all the boys seemed to be a full year behind nearly all the girls in their ability to pay attention, follow directions, control frustrations, sit still, handle a pencil or crayon and do what used to be considered first-grade work.
As reading and writing are pushed down to earlier ages, boys are struggling harder to meet higher expectations, writes Richard Whitmire, a former USA Today reporter, in Why Boys Fail.
"Each year since 1988 the gap between boys' and girls' reading skills has widened a bit more," Whitmire writes. Boys aren't wired for early verbal skills -- and teachers aren't trained in "boy-friendly" techniques to help them catch up.
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33-year-old math and science whiz kid -- working out of his house in California's Silicon Valley -- may be revolutionizing how people all over the world will learn math. He is Salman Khan, and until a few months ago he made his living as a hedge fund analyst. But he's become a kind of an unseen rock star in the online instruction field, posting 1200 lessons in math and science on YouTube, none of them lasting more than about 10 minutes. He quit his job at the hedge fund to devote full time to his Khan Academy teaching efforts, which he does essentially for free.Khan explained how the U.S. unemployment rate is calculated in a NewsHour exclusive video.
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Amazingly enough, tomorrow will mark the one-year anniversary of the start of Rough Type's Realtime Chronicles. Time flies, and realtime flies like a bat out of hell.Since I began writing the series, I have received innumerable emails and texts from panicked parents worried that they may be failing in what has become the central challenge of modern parenting: ensuring that children grow up to be well adapted to the realtime environment. These parents are concerned - and rightly so - that their kids will be at a disadvantage in the realtime milieu in which we all increasingly live, work, love, and compete for the small bits of attention that, in the aggregate, define the success, or failure, of our days. If maladapted to realtime existence, these parents understand, their progeny will end up socially ostracized, with few friends and even fewer followers. "Can we even be said to be alive," one agitated young mother wrote me, "if our status updates go unread?" The answer, of course, is no. In the realtime environment, the absence of interactive stimuli, even for brief periods of "time," may result in a state of reflective passivity indistinguishable from nonexistence. On a more practical level, a lack of realtime skills is sure to constrain a young person's long-term job prospects. At best, he or she will be fated to spend his or her days involved in some form of manual labor, possibly even working out of doors with severely limited access to screens. At worst, he or she will have to find a non-tenure-track position in academia.
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Today's idea: Since written language is merely a technology for storing and transferring information, it's likely to be replaced by a newer technology that performs the same function more effectively, a futurist says.
E Reader on empty bookshelf. This image has been manipulated using Photoshop.The Britannica Blog has a series of posts called Learning and Literacy in the Digital Age, including this one by Patrick Tucker, senior editor of The Futurist. He speculates that text could be rendered obsolete not by the "culture of the image" -- that threat is so last century -- but by the so-called "information age" itself:
... Research into cyber-telepathy has direct ramifications for the written word and its survivability. Electronic circuits mapped out in the same pattern as human neurons could, in decades ahead, reproduce the electrical activity that occurs when our natural transmitters activate. Theoretically, such circuits could allow parts of our brain to communicate with one another at greater levels of efficiency, possibly allowing humans to access data from the Web without looking it up or reading it.
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I attended Harium's Community meeting and the 43rd Dems meeting (partial) yesterday. Here are some updates (add on if you attended either or Michael DeBell's meeting).We covered a fair amount of ground with Harium but a lot on the math ruling/outcomes. Here's what he said:
- the Board will decide what will happen from the math ruling. I asked Harium about who would be doing what because of how the phrasing the district used in their press release - "In addition to any action the School Board may take, the district expects to appeal this decision." It made it sound like the district (1) might do something different from the Board and (2) the district had already decided what they would do. Harium said they misspoke and it was probably the heat of the moment.
- He seems to feel the judge erred. He said they did follow the WAC rules which is what she should have been ruling on but didn't. I probably should go back and look at the complete ruling but it seems like not going by the WAC would open her decision up to be reversed so why would she have done it? He said the issue was that there are statewide consequences to this ruling and that Issaquah and Bellevue (or Lake Washington?) are doing math adoptions and this ruling is troubling. I gently let Harium know that the Board needs to follow the law, needs to be transparent in their decision-making and the district needs to have balanced adoption committees or else this could happen again. No matter how the district or the Board feel, the judge did not throw out the case, did not rule against the plaintiffs but found for them. The ball is in the Board's court and they need to consider this going forward with other decisions.
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L.A. Unified's teachers' union organized protests today and for next week against school district administrators. The union is upset that the superintendent has tentatively allowed outside groups to assume control of new and low-performing campuses.The school district received 85 proposals to run three dozen campuses. Teachers, charter school companies and other nonprofits crafted the plans. The superintendent is recommending teacher and district-written plans for more than half the schools. Outside groups could run another quarter of the schools.
A teacher, parent and student vote earlier this month favored the teacher plans. A nonprofit run by L.A. Mayor Antonio Villaraigosa received the recommendation to run Carver Middle School.
Kirsten Ellis, a teacher there, doesn't like the idea. "We demand that the school board and the superintendent adhere to and follow the vote of the people, instead of throwing it out and ignoring it."
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Stephen Kreider, Isaac and Levi Yoder:
Time was running out, so I bought two tickets to Villahermosa, Mexico.Three planes, a bus ride and a hike later, Levi and I are finishing this column among the Mayan pyramids of Palenque. It's about 80 degrees out, and howler monkeys are bellowing from the surrounding jungle.
But this isn't a column about travel. It's about one of the loveliest fringe benefits to having kids: You can use them as an excuse to do stuff you wanted to do yourself but never would have.
Time was running out on a promise I made Levi when he was 7. He has always been keen on history, and he became fascinated with the Mayans.
"Isn't there a pyramid where you can go inside and see the king's grave?" he asked. "Yes, and I've been there!" I said. "How about you and I go there some winter break soon?"
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Most American schoolchildren learn about Islam in a social studies classroom. But at the Friends School in Baltimore, eighth-graders make their own mini-pilgrimage every year, to the Islamic Center in Washington, D.C.As their bus rattles along the highway south to Washington, most of the kids are busy making up songs about each other. But 12-year-old Julia Potter is counting off the Five Pillars of Islam on her fingers: charity, prayer, fasting, profession of faith, and the pilgrimage to Mecca.
These kids are well-versed in the basics of Islam and more: In class, they learn about Judaism, Hinduism and Christianity; about prophets, taboos and holy laws. And every year, eighth-graders visit the Islamic Center -- though every year, according to teacher Deloris Jones, they get there late. "There's absolutely nothing over the years I have been able to do to keep this thing on time," Jones says.
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Which brings us to this next item, one with twist and turns not completely understandable at this point, but certainly not held up by people like myself as a model of how to "get the job properly done" -- to use Herbert's words.None of this is terribly surprising (See the Sunlight Foundation's excellent work on the Obama Administration's insider dealings with PhRMA). Jeff Henriques did a lot of work looking at the Madison School District's foray into Small Learning Communities.Diane Ravitch, an intellectual on education policy, difficult to pigeonhole politically (appointed to public office by both G.H.W. Bush and Clinton), but best described as an independent, co-writes a blog with Deborah Meier that some of our readers may be familiar with called "Bridging Differences." This past week she highlighted a possibly disturbing development in the Race to the Top competition program of the Department of Education, that dangles $4.3 billion to the states with a possible $1.3 billion to follow. Ravitch's critique suggests that this competition is not run by pragmatists, but rather by ideologues who are led by the Bill Gates Foundation.
If this election had been held five years ago, the department would be insisting on small schools, but because Gates has already tried and discarded that approach, the department is promoting the new Gates remedies: charter schools, privatization, and evaluating teachers by student test scores.Two of the top lieutenants of the Gates Foundation were placed in charge of the competition by Secretary Arne Duncan. Both have backgrounds as leaders in organisations dedicated to creating privately managed schools that operate with public money.
Is it possible to change the current K-12 bureacracy from within? Ripon Superintendent Richard Zimman spoke about the "adult employment" focus of the K-12 world:
"Beware of legacy practices (most of what we do every day is the maintenance of the status quo), @12:40 minutes into the talk - the very public institutions intended for student learning has become focused instead on adult employment. I say that as an employee. Adult practices and attitudes have become embedded in organizational culture governed by strict regulations and union contracts that dictate most of what occurs inside schools today. Any impetus to change direction or structure is met with swift and stiff resistance. It's as if we are stuck in a time warp keeping a 19th century school model on life support in an attempt to meet 21st century demands." Zimman went on to discuss the Wisconsin DPI's vigorous enforcement of teacher licensing practices and provided some unfortunate math & science teacher examples (including the "impossibility" of meeting the demand for such teachers (about 14 minutes)). He further cited exploding teacher salary, benefit and retiree costs eating instructional dollars ("Similar to GM"; "worry" about the children given this situation).I suspect that Duncan and many others are trying to significantly change the adult to student process, rather than simply pumping more money into the current K-12 monopoly structures.
They are to be commended for this.
Will there be waste, fraud and abuse? Certainly. Will there be waste fraud and abuse if the funds are spent on traditional K-12 District organizations? Of course. John Stossel notes that when one puts together the numbers, Washington, DC's schools spend $26,000 per student, while they provide $7,500 to the voucher schools.....
We're better off with diffused governance across the board. Milwaukee despite its many travails, is developing a rich K-12 environment.
The Verona school board narrowly approved a new Mandarin immersion charter school on a 4-3 vote recently These citizen initiatives offer some hope for new opportunities for our children. I hope we see more of this.
Finally, all of this presents an interesting contrast to what appears to be the Madison School District Administration's ongoing "same service" governance approach.
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I have been exchanging emails with Gabe Rose, communications director of something called the Parent Revolution in my home state, California. Rose and his organization are part of a movement that has, to my open-mouthed amazement, persuaded the state government to give parents the power to close or change the leadership of low-performing public schools.It sounds great. It has many parents excited. It could shake up the state educational establishment, including the education department, school boards and teacher unions. They could use some shaking up.
Yet I can't shake my feeling it is a bad idea, a confusing distraction that will bring parents more frustration, not less, and do little to improve their children's educations.
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After years of complaints from parents, the San Francisco Unified School District has just taken a serious step toward revamping its well-meaning but labyrinthine student-assignment system, which decides the educational homes for tens of thousands of children.The current system -- designed to meet the terms of a settlement in a long-fought federal desegregation case -- involves a complicated computer algorithm that creates student "profiles," using various economic and educational factors, with the aim of sending students of different backgrounds to the same schools.
It has resulted instead in more segregation and has aggravated parents to a point where efforts to manipulate the system have become endemic.
This month, the school district rolled out a new plan. It is designed to more closely consider proximity between a student's home and classroom. It is to be applied to every child headed for kindergarten.
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A new report on the rapid proliferation of small schools in New York City finds that while the schools have expanded students' options, most students choose to attend larger schools.Complete report: 3.4MB PDF.Commissioned by the Bill & Melinda Gates Foundation, the report is one of four that will eventually be released in order to study how the schools have multiplied, who is attending them, who is teaching in them, and whether they're succeeding. The Gates Foundation popularized and funded the small schools movement in New York, fueling the growth of nearly 200 small schools with a $150 million investment.
A New-York based research group, MDRC, conducted the report, which does not look at the schools' academic record -- that analysis will come out in spring -- but focuses on the schools' enrollment and demographics.
One of the report's key findings is that the small schools are seeing modest demand from students.
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The Public Policy Forum, via a kind reader's email:
Between the 2008-09 and 2009-10 school years, fewer new schools joined the Milwaukee Parental Choice Program (MPCP) than ever before. In addition, 14 MPCP schools closed and another three schools merged--the most year-over- year closures the program has seen (Chart 1).Milwaukee Voucher Schools - 2010.In this 12th edition of the Public Policy Forum's annual census of MPCP schools, we find 112 schools are participating in the choice program, enrolling 21,062 students using taxpayer-funded tuition vouchers. The number of full-time equivalent students using vouchers is greater than in any other year of the program's 19-year history; however, there are fewer schools participating today than earlier this decade (Chart 2, page 2).
The decline in the number of new schools and the increase in the number of closed schools are likely due to new state regulations governing the program. These regulations require schools new to the program to obtain pre-accreditation before opening and require existing schools to become accredited within three years of joining the program.
Throughout this decade, the average number of schools new to the program had been 11 per year. Under the new pre- accreditation requirement, 19 schools applied for pre-accreditation, but just three were approved. Another 38 schools had previously indicated to state regulators an intent to participate in the program in 2009-2010, but did not apply for pre -accreditation. The pre-accreditation process is conducted by the Institute for the Transformation of Learning (ITL) at Marquette University.
Complete report: 184K PDF, press release: 33K PDF
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Susan Troller, via a kind reader's email
Will Morton was a happy, creative and enthusiastic child until he went to kindergarten.Learning Differences Network and Wisconsin State Reading Association.As his classmates sounded out letters, and began reading words and simple sentences, he fell behind. His teacher was perplexed by Will's lack of progress because he was clearly bright and had plenty of exposure to books and language at home. And his parents were worried, because Will's older brother and sister had learned to read easily.
"We knew nothing about reading problems because we hadn't ever had any experience with them, but I remember wondering in kindergarten if he was dyslexic because he seemed to have trouble recognizing letters and associating them with sounds," says Chris Morton, Will's mother. "His teacher told us not to worry, that it was a little developmental delay and we needed to give him time and he'd be fine."
But she was wrong, experts on dyslexia say.Students like Will - who have persistent trouble reading because the neural pathways in their brains do not decode letters and sounds in the ways that make reading and writing natural - need specific help, they say, and the sooner the better. Without that kind of help, they will never catch up, and even if they manage to disguise their different learning style, they are likely to continue to struggle with reading, spelling, language and sometimes with math; in short, they won't ever achieve their full intellectual potential.
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According to the filings in Blake J Robbins v Lower Merion School District (PA) et al, the laptops issued to high-school students in the well-heeled Philly suburb have webcams that can be covertly activated by the schools' administrators, who have used this facility to spy on students and even their families. The issue came to light when the Robbins's child was disciplined for "improper behavior in his home" and the Vice Principal used a photo taken by the webcam as evidence. The suit is a class action, brought on behalf of all students issued with these machines.If true, these allegations are about as creepy as they come. I don't know about you, but I often have the laptop in the room while I'm getting dressed, having private discussions with my family, and so on. The idea that a school district would not only spy on its students' clickstreams and emails (bad enough), but also use these machines as AV bugs is purely horrifying.
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Ninety percent of parents believe it is likely that their children will attend college, and most of them believe that any student can get the loans or financial aid required. But a new survey, reported on by my colleague, Tamar Lewin, finds that parents don't have a lot of confidence in the way colleges are managed.Increasingly, parents think colleges are too focused on their own finances, rather than the educational experience of students, the survey found.
"One of the really disturbing things about this, for those of us who work in higher education," said Patrick Callan, president of the National Center for Public Policy and Higher Education, "is the vote of no confidence we're getting from the public. They think college is important, but they're really losing trust in the management and leadership."
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Dozens of public high schools in eight states will introduce a program next year allowing 10th graders who pass a battery of tests to get a diploma two years early and immediately enroll in community college.This makes sense.Students who pass but aspire to attend a selective college may continue with college preparatory courses in their junior and senior years, organizers of the new effort said. Students who fail the 10th grade tests, known as board exams, can try again at the end of their 11th and 12th grades. The tests would cover not only English and math but other subjects like science and history.
The new system of high school coursework with the accompanying board examinations is modeled largely on systems in high-performing nations including Denmark, Finland, England, France and Singapore.
The program is being organized by the National Center on Education and the Economy, and one of its goals is to reduce the numbers of high school graduates who need remedial courses when they enroll in college. More than a million college freshmen across America must take remedial courses each year, and many drop out before getting a degree.
"That's a central problem we're trying to address, the enormous failure rate of these kids when they go to the open admission colleges," said Marc S. Tucker, president of the center, a Washington-based nonprofit. "We've looked at schools all over the world, and if you walk into a high school in the countries that use these board exams, you'll see kids working hard, whether they want to be a carpenter or a brain surgeon."
Related: Janet Mertz's enduring effort: Credit for non-MMSD Courses
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After five years of getting nowhere with Los Angeles Unified officials, fed-up parents in Sunland-Tujunga are using a new state law to force change at a long-troubled middle school.Parents and community members say problems at Mount Gleason Middle School, which has been on a federal list of under-performing campuses for a dozen years, go beyond failing test scores.
"There is an unsafe atmosphere at this school that is spilling over into the community...," said Lydia Grant, a resident and parent of a former Mount Gleason student. "People are tired of it and we want to see change."
Thanks to new legislation, known as the "parent trigger" law, they're able to do something about it.
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Here is an open letter which I sent last night to Edie Harding, Executive Director of the State Board of Education. Under the letter I have paraphrased her reply; below that is my response to her.I am responding to your comment today in the Seattle Times:
' "It's long been established that in our state, the local board is always the prime decision-maker on curriculum." ....the Seattle decision was "a surprise, and if I were the Seattle School Board, I would -- well, I might take issue with the judge," she added.'
Having been one of the plaintiffs in the recent textbook appeal in Seattle, I'm well aware that School Boards make curriculum decisions. However, Ms. Harding, what recourse do you suggest to parents when School Boards abdicate their decision making power - refusing to consider voluminous, compelling, evidence from parents and community members, and instead give school administrators carte blanch to turn math education in directions that are unacceptable to informed parents and community members?
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My colleagues at the Economix blog have put up an interesting post by an economics professor at the University of Massachusetts at Amherst exploring the increasing competition for students who can help a school's bottom line.The professor, Nancy Folbre, notes that competition works when consumers "can taste before they buy," but that's difficult when making choices about higher education.
She particularly questions the marketing efforts of for-profit colleges.
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The third- and fourth-graders at Sharon Elementary know where the veggies in their soup come from because they've visited the farms. They know the nutritional value of the carrots, onions and cabbage because they've studied them in class, and they know how they're grown because they've nurtured them in raised beds out back.The 105-student school is part of the National Farm to School Network, aimed at getting healthier meals into school cafeterias, teaching kids about agriculture and nutrition and supporting local farmers.
About 40 states have farm-to-school programs, but Vermont is a leader in incorporating all three missions into its programs.
"Vermont has really taken it on in quite the most holistic way and not just in a couple of school districts, but statewide," said Anupama Joshi, director of the Farm to School program, based at the Center for Food and Justice at Occidental College in Los Angeles.
Vermont might be a step ahead of other states because a nonprofit partnership called Vermont FEED already had been working to get local foods into schools.
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As Default Rates on Borrowing for Higher Education Rise, Some Borrowers See No Way Out; 'This Is Just Outrageous Now'When Michelle Bisutti, a 41-year-old family practitioner in Columbus, Ohio, finished medical school in 2003, her student-loan debt amounted to roughly $250,000. Since then, it has ballooned to $555,000.
It is the result of her deferring loan payments while she completed her residency, default charges and relentlessly compounding interest rates. Among the charges: a single $53,870 fee for when her loan was turned over to a collection agency.
"Maybe half of it was my fault because I didn't look at the fine print," Dr. Bisutti says. "But this is just outrageous now."
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First lady Michelle Obama's new campaign against childhood obesity, dubbed "Let's Move," puts improvements to school food at the top of the agenda. Some 31 million children participate in federal school meal programs, Obama noted in announcing her initiative last week, "and what we don't want is a situation where parents are taking all the right steps at home -- and then their kids undo all that work with salty, fatty food in the school cafeteria," she explained. "So let's move to get healthier food into our nation's schools."Last month I had a chance to see up close what all the school food fuss was about when I spent a week in the kitchen of my 10-year-old daughter's public school, H.D. Cooke Elementary, in Northwest D.C. Chartwells, the company contracted by the city to provide meals to the District's schools, had switched in the fall from serving warm-up meals prepackaged in a factory to food it called "fresh cooked," and I couldn't wait to chronicle in my food blog how my daughter's school meals were being prepared from scratch.
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The proposal by state Sen. Chris Buttars would chip away at Utah's $700-million shortfall. He's since offered a toned-down version: Just make senior year optional.A good idea.Reporting from Denver - At Utah's West Jordan High School, the halls have swirled lately with debate over the merits of 12th grade:
Is it a waste of time? Are students ready for the real world at 17?
For student body president J.D. Williams, 18, the answer to both questions is a resounding no. "I need this year," he said, adding that most of his classmates feel the same way.
The sudden buzz over the relative value of senior year stems from a recent proposal by state Sen. Chris Buttars that Utah make a dent in its budget gap by eliminating the 12th grade.
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Jamie Oliver:
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The evolution of charter schools and education in Detroit is no more sharply illustrated than by these facts: It was Gov. Jennifer Granholm who went to Houston to convince the phenomenally successful YES academies to open a school in Detroit, and it was the Detroit Public Schools that sold YES the school building where it will begin holding classes this fall.Six years ago, Granholm stood in the schoolhouse door with the Detroit Federation of Teachers and said no to an expansion of charters in the city. Since then, the high performance of the city's best charter schools, the continued deterioration of the Detroit Public Schools and the demand from parents for alternative education choices has changed attitudes about charters. DPS, under the leadership of Emergency Financial Manager Robert Bobb, now welcomes the competition from charters as an impetus to improve its schools.
In fact, Bobb sold YES the old Winship Elementary School on the city's northwest side to use as a home for the new academy, serving grades 6-12.
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The College Board [1MB PDF file]:
Educators across the United States continue to enable a wider and more ethnically diverse proportion of students to achieve success in AP®. Significant inequities remain, however, which can result in traditionally underserved students not receiving the type of AP opportunities that can best prepare them for college success. The 6th Annual AP Report to the Nation uses a combination of state, national and AP Program data to provide each U.S. state with the context it can use to celebrate its successes, understand its unique challenges, and set meaningful and data-driven goals to prepare more students for success in college.
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MassINC, C. Anthony Broh & Dana Ansel:
Rising college costs have Americans making greater sacrifices to get their degrees. In 2008, families took on more than $86 billion in college loans and the average undergraduate finished school with more than $23,000 in debt. Higher education is now one of the most important investment decisions middle class Americans make. But far too often they're lured to colleges with the most energetic tour guide, the biggest reputation for partying, or the highest ranking in the popular press.Read the complete report here. CTRL - click to download the 2.0MB PDF file.These temptations win out because the choices are complicated and families aren't getting the information they needed to make truly informed decisions. Beyond choosing a school, families trying to find the best savings plan or the least expensive loan also face complicated choices with insufficient information.
According to the new MassINC report, "When you look at the tuition prices that middle class families are facing, together with the debt burdens graduates are taking on, it is astounding that there is such little transparency in the higher education marketplace," said Greg Torres, President of MassINC and Publisher of CommonWealth magazine. "By laying out a framework for how parents and students navigate this system, we hope to shed some light on what we can do to give more support to families making one of the biggest investments of their lives."
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The seminal coming-of-age novel, The Catcher in the Rye, came out in 1951 during a time of anxious, Cold War conformity. The book by J D Salinger, the reclusive American author who died last week at the age of 91, featured its immortal teenage protagonist - the anguished, rebellious Holden Caulfield.The book struck a chord with American teenagers who identified with the novel's themes of alienation, innocence and rebellion.
But when the novel was translated into Russian during the "Khrushchev thaw", its anti-hero's tormented soul-searching also reverberated among admirers throughout the Soviet bloc.
Nad propastyu vo rzhi was first published in the Soviet Union in the November 1960 issue of the popular literary magazine Inostrannaya Literatura (Overseas Literature). The translation became an instant sensation, and dog-eared copies of the magazine were passed from reader to reader.
Boris Paramonov, a Russian philosopher and contributor to RFE/RL's Russian Service, says he and his Russian friends and colleagues instantly recognized that it was a book that would endure.
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The mother who threw her four-year-old daughter from a shopping mall balcony before leaping to her death had recently learned that her child had failed to get a primary place at an ESF school, despite attending an ESF kindergarten. Police are still investigating the cause of the tragedy....
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It's easy to miss the school tucked into the corner of a strip mall at N. 25th St. and W. North Ave. and its sister building a few miles away, an airy gray metal and brick structure that doesn't have a sign yet.The most noticeable school of the three may be at the south end of a nonprofit building on N. King Drive, and that's because a large banner outside proclaims the high school's name.
But within these unassuming spaces, HOPE Christian Schools are quietly expanding and changing, figuring out the best way to make sure every child - from kindergarten through 12th grade - is on the path to college.
The schools are without frills because energy and resources at this point are better spent on the elements more closely tied to student success: strong teachers who want to stay year to year, innovative and empowered administrators, testing tools that provide day-to-day and week-to-week feedback about how fast kids are progressing and which ones need more attention.
"We're still focusing on what our model looks like," said Andrew Neumann, president of HOPE Christian Schools.
Neumann also is president of the umbrella nonprofit Educational Enterprises, which plans to establish schools nationwide that help populations of disadvantaged, minority children get to college. The schools in Milwaukee are a testing ground; this year, Educational Enterprises opened a HOPE-inspired college prep charter elementary school in Phoenix.
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Erica Frankenberg, Genevieve Siegel‐Hawley, and Jia Wang [1.4MB PDF] :
Seven years after the Civil Rights Project first documented extensive patterns of charter school segregation, the charter sector continues to stratify students by race, class and possibly language. This study is released at a time of mounting federal pressure to expand charter schools, despite on-going and accumulating evidence of charter school segregation.More here and here.Our analysis of the 40 states, the District of Columbia, and several dozen metropolitan areas with large enrollments of charter school students reveals that charter schools are more racially isolated than traditional public schools in virtually every state and large metropolitan area in the nation. While examples of truly diverse charter schools exist, our data show that these schools are not reflective of broader charter trends.
Four major themes emerge from this analysis of federal data. First, while charter schools are increasing in number and size, charter school enrollment presently accounts for only 2.5% of all public school students. Despite federal pressure to increase charter schools--based on the notion that charter schools are superior to traditional public schools, in spite of no conclusive evidence in support of that claim--charter school enrollment remains concentrated in just five states.
Second, we show that charter schools, in many ways, have more extensive segregation than other public schools. Charter schools attract a higher percentage of black students than traditional public schools, in part because they tend to be located in urban areas. As a result, charter school enrollment patterns display high levels of minority segregation, trends that are particularly severe for black students.
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A woman's chance of having a child with autism increase substantially as she ages, but the risk may be less for older dads than previously suggested, a new study analyzing more than 5 million births found."Although fathers' age can contribute risk, the risk is overwhelmed by maternal age," said University of California at Davis researcher Janie Shelton, the study's lead author.
Mothers older than 40 were about 50 percent more likely to have a child with autism than those in their 20s; the risk for fathers older than 40 was 36 percent higher than for men in their 20s.
Even at that, the study suggests the risk of a woman over 40 having an autistic child was still less than 4 in 1,000, one expert noted.
The new research suggests the father's age appears to make the most difference with young mothers. Among children whose mothers were younger than 25, autism was twice as common when fathers were older than 40 than when dads were in their 20s.
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Precious Holt, a 12th grader with dangly earrings and a SpongeBob pillow, climbs on the yellow school bus and promptly falls asleep for the hour-plus ride to Sandhills Community College.Once again, the MMSD and State of WI are going in the wrong direction regarding education. Much more on "Credit for non-MMSD courses.When the bus arrives, she checks in with a guidance counselor and heads off to a day of college classes, blending with older classmates until 4 p.m., when she and the other seniors from SandHoke Early College High School gather for the ride home.
There is a payoff for the long bus rides: The 48 SandHoke seniors are in a fast-track program that allows them to earn their high-school diploma and up to two years of college credit in five years -- completely free.
Until recently, most programs like this were aimed at affluent, overachieving students -- a way to keep them challenged and give them a head start on college work. But the goal is quite different at SandHoke, which enrolls only students whose parents do not have college degrees.
Here, and at North Carolina's other 70 early-college schools, the goal is to keep at-risk students in school by eliminating the divide between high school and college.
"We don't want the kids who will do well if you drop them in Timbuktu," said Lakisha Rice, the principal. "We want the ones who need our kind of small setting."
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Imagine that your stockbroker - or the friend who's always giving you stock tips - called and told you he had come up with a new investment strategy. Price-to-earnings ratios, debt levels, management, competition, what the company makes, and how well it makes it, all those considerations go out the window. The new strategy is this: Invest in companies with names that are very easy to pronounce.This would probably not strike you as a great idea. But, if recent research is to be believed, it might just be brilliant.
One of the hottest topics in psychology today is something called "cognitive fluency." Cognitive fluency is simply a measure of how easy it is to think about something, and it turns out that people prefer things that are easy to think about to those that are hard. On the face of it, it's a rather intuitive idea. But psychologists are only beginning to uncover the surprising extent to which fluency guides our thinking, and in situations where we have no idea it is at work.
Psychologists have determined, for example, that shares in companies with easy-to-pronounce names do indeed significantly outperform those with hard-to-pronounce names. Other studies have shown that when presenting people with a factual statement, manipulations that make the statement easier to mentally process - even totally nonsubstantive changes like writing it in a cleaner font or making it rhyme or simply repeating it - can alter people's judgment of the truth of the statement, along with their evaluation of the intelligence of the statement's author and their confidence in their own judgments and abilities. Similar manipulations can get subjects to be more forgiving, more adventurous, and more open about their personal shortcomings.
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Imagine that driving across town, you've fallen into a reverie, meditating on lost loves or calculating your next tax payments. You're so distracted that you rear-end the car in front of you at 10 miles an hour. You probably think: Damn. My fault. My mind just wasn't there.By contrast, imagine that you drive across town in a state of mild exhilaration, multitasking on your way to a sales meeting. You're drinking coffee and talking to your boss on a cellphone, practicing your pitch. You cause an identical accident. You've heard all the warnings about cellphones and driving--but on a gut level, this wreck might bewilder you in a way that the first scenario didn't. Wasn't I operating at peak alertness just then? Your brain had been aroused to perform several tasks, and you had an illusory sense that you must be performing them well.
That illusion of competence is one of the things that worry scholars who study attention, cognition, and the classroom. Students' minds have been wandering since the dawn of education. But until recently--so the worry goes--students at least knew when they had checked out. A student today who moves his attention rapid-fire from text-messaging to the lecture to Facebook to note-taking and back again may walk away from the class feeling buzzed and alert, with a sense that he has absorbed much more of the lesson than he actually has.
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OF all the supplies at Haven Academy, a charter school in the South Bronx, none matter as much as the squishy. Like any elementary school, Haven has pencils, books and desks. But it is the squishy -- a colorful rubber ball with dozens of tentacles that can withstand the strength of any young student -- that daily absorbs a fit of anger or a mess of tears.In the office of Jessica Nauiokas, the principal, a forlorn little boy yanks at a squishy and an angry little girl tosses one like a yo-yo. When Marquis, 6, was kicking and screaming one recent morning, a purple squishy was the only thing that could calm him.
Marquis, a kindergartner, had grown so frustrated with reading that he crawled under a table while other students wrote their alphabet letters; then he threw a chair across the room. Gabriella Cassandra, the school's social worker, literally carried him to the principal's office, where he again crawled under a chair.
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Decision favors plaintiffs in court challenge of Seattle math text adoptionStatement from Laurie Rogers:
Last year, Seattle Public Schools adopted the Discovering math series despite valiant opposition from parents and math professionals, despite poor assessments of the Discovering series' rigor and adherence to the new state math standards, and despite the fact that OSPI did NOT ultimately recommend the Discovering math series.
In response, three people filed a lawsuit, saying that Seattle didn't have sufficient supporting evidence for its adoption, and also that the Discovering series was associated with an INCREASE in achievement gaps.Recently, a judge agreed with the plaintiffs and - while stopping short of telling Seattle to cease and desist in their adoption - told Seattle to revisit its adoption. The district can continue to use the Discovering series, and Seattle administrators have stated their clear intention to do so.
Nevertheless, the court decision is momentous. It sets a precedent for districts across the country. When board members can't justify their adoption decisions, the people now have legal recourse.
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Our last article summarized the current state of research on teens and risk. That research demonstrates that teenagers do not suffer from some special inability to reason. Larry Steinberg and other researchers explain the steep rise in risk-taking behavior that comes with puberty by elaborating the interplay between two brain systems. The social-emotional system, which develops robustly in early adolescence, seeks out rewarding experiences, especially the sensation afforded by novel and risky behavior, and is also activated by the presence of peers. The cognitive-control system, which undergoes its great burst of development in later adolescence, evaluates and governs the impulses of the social-emotional system.During the years of greatest risk-taking, which peak somewhere around the age of 16 and during which the presence of peers greatly increases risk-taking, the adolescent brain is like a car with a powerful accelerator (the sensation- and peer-seeking social-emotional system) and weak brakes (the risk-containing cognitive-control system). That being the case, it's clear why some common approaches to reducing risk-taking by teenagers--explaining why drunk driving is dangerous, asking them to pledge to abstain from premarital sex--don't work very well.
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Admissions officers more than a year ago started noticing something odd about the Facebook groups built around their incoming classes: The creators weren't newly admitted students. Or current students. Or alums. Or anyone with any tie to the universities.Brad J. Ward, who then worked in the Butler University admissions office, began to compare the groups from colleges across the country -- including Georgetown, Virginia Tech and George Washington University -- and realized they were all created by the same handful of people. "There's something going down on Facebook. Pay attention," he wrote on his blog, Squared Peg, in December 2008
With help from admissions workers across the country, Ward traced these individuals to College Prowler, a Pittsburgh-based company that publishes campus guidebooks, and a not-yet-launched roommate-matching Web site called MatchU, started by a recent college graduate named Justin Gaither.
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This is going to be awkward, but someone has to tell you, so it may as well be me: you're kind of a loser. You know that feeling you sometimes have that your friends have more friends than you? You're right. They do. And you know how almost everyone at the gym seems in better shape than you, and how everyone at your book club seems better read? Well, they are. If you're single, it's probably a while since you dated - what with you being such a loser - but when you did, do you recall thinking the other person was more romantically experienced than you? I'm afraid it was probably true.The only consolation in all this is that it's nothing personal: it's a bizarre statistical fact that almost all of us have fewer friends than our friends, more flab than our fellow gym-goers, and so on. In other words, you're a loser, but it's not your fault: it's just maths. (I mean, it's probably just maths. You might be a catastrophic failure as a human being, for all I know. But let's focus on the maths.)
To anyone not steeped in statistics, this seems crazy. Friendship is a two-way street, so you'd assume things would average out: any given person would be as likely to be more popular than their friends as less. But as the sociologist Scott Feld showed, in a 1991 paper bluntly entitled Why Your Friends Have More Friends Than You Do, this isn't true. If you list all your friends, and then ask them all how many friends they have, their average is very likely to be higher than your friend count.
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Judge Julie Spector's decision [69K PDF], via Martha McLaren:
THIS MATTER having come on for hearing, and the Court having considered the pleadings, administrative record, and argument in this matter, the Court hereby enters the following Findings of Fact, Conclusions of Law, and Order:Melissa Westbrook has more.FINDINGS OF FACT
1. On May 6, 2009, in a 4-3 vote, the Seattle School District Board of Directors chose the Discovering Series as the District's high school basic math materials.a. A recommendation from the District's Selection Committee;
b. A January, 2009 report from the Washington State Office of Public Instruction ranking High School math textbooks, listing a series by the Holt Company as number one, and the Discovering Series as number two;
c. A March 11, 2009, report from the Washington State Board of Education finding that the Discovering Series was "mathematically unsound";
d. An April 8, 2009 School Board Action Report authored by the Superintendent;
e. The May 6, 2009 recommendation of the OSPI recommending only the Holt Series, and not recommending the Discovering Series;
f. WASL scores showing an achievement gap between racial groups;
g. WASL scores from an experiment with a different inquiry-based math text at Cleveland and Garfield High Schools, showing that W ASL scores overall declined using the inquiry-based math texts, and dropped significantly for English Language Learners, including a 0% pass rate at one high school;
h. The National Math Achievement Panel (NMAP) Report;
1. Citizen comments and expert reports criticizing the effectiveness of inquiry-based math and the Discovering Series;
J. Parent reports of difficulty teaching their children using the Discovering Series and inquiry-based math;
k. Other evidence in the Administrative Record;
I. One Board member also considered the ability of her own child to learn math using the Discovering Series.
3. The court finds that the Discovering Series IS an inquiry-based math program.
4. The court finds, based upon a review of the entire administrative record, that there IS insufficient evidence for any reasonable Board member to approve the selection of the Discovering Series.CONCLUSIONS OF LAW
I. The court has jurisdiction under RCW 28A.645.010 to evaluate the Board's decision for whether it is arbitrary, capricious, or contrary to law;2. The Board's selection of the Discovering Series was arbitrary;
3. The Board's selection of the Discovering Series was capricious;
4. This court has the authority to remand the Board's decision for further review;
5. Any Conclusion of Law which is more appropriately characterized as a
Finding of Fact is adopted as such, and any Finding of Fact more appropriately
characterized as a Conclusion of Law is adopted as such.ORDER
IT IS HEREBY ORDERED:
The decision of the Board to adopt the Discovering Series is remanded for further proceedings consistent with this opinion.Dated this 4th day of February, 2010.
Seattle Math Group Press Release:
Judge Julie Spector today announced her finding of "arbitrary and capricious" in the Seattle School Board's May 6 vote to adopt the Discovering Math series of high school texts despite insufficient evidence of the series' effectiveness.Judge Spector's decision states, "The court finds, based upon a review of the entire administrative record, that there is insufficient evidence for any reasonable Board member to approve the selection of the Discovering series."
Plaintiffs DaZanne Porter, an African American and mother of a 9th-grade student in Seattle Public Schools, Martha McLaren, retired Seattle math teacher and grandparent of a Seattle Public Schools fifth grader, and Cliff Mass, professor of atmospheric science at the University of Washington, had filed their appeal of the Board's controversial decision on June 5th, 2009. The hearing was held on Tuesday, January 26th, 2010
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The number of students taking Advanced Placement tests hit a record high last year, but the portion who fail the exams -- particularly in the South -- is rising as well, a USA TODAY analysis finds.Jay Matthews has more.
Students last year took a record 2.9 million exams through the AP program, which challenges high school students with college-level courses. Passing the exams (a score of 3 or higher on the point scale of 1 to 5) may earn students early college credits, depending on a college's criteria.MARYLAND: A model in AP access, achievement.
The findings about the failure rates raise questions about whether schools are pushing millions of students into AP courses without adequate preparation -- and whether a race for higher standards means schools are not training enough teachers to deliver the high-level material.
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Skylar Shafran, a turquoise headband on her brunette head and a pink princess shirt on her string-bean frame, is standing on a chair in her living room, shifting from left foot to right. She has already gulped down a glass of orange juice and nibbled on some crackers; she has also demonstrated, with extemporaneous grace, the ability to pick up Hello Kitty markers with her toes. For more than an hour, she has been answering questions to a mock version of an intelligence test commonly known to New York parents as the ERB. Almost every prestigious private elementary school in the city requires that prospective kindergartners take it. Skylar's parents, Liz and Jay, are pretty sure they know where they're sending their daughter to school next year, but they figure it can't hurt to get a sense of where she sits in the long spectrum of precocious New York children. And so, although it wasn't cheap--$350--they've hired someone to find out. Skylar has thus far borne this process with cheerful patience and determination. But every 4-year-old has her limits.David Shenk has more."What is an umbrella?" asks the evaluator, a psychology graduate student in her mid-twenties.
"To keep me dry."
"And what is a book?"
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Twelve central Ohio schools are among the worst 5 percent statewide.Their academic struggles mean they are eligible to receive federal money to help them transform or start over. A list of these schools was released yesterday by the Ohio Department of Education.
Six Columbus City Schools buildings are on the list of the worst-off, as are four in Cleveland and 16 in Cincinnati. Several charter schools -- six of them in central Ohio -- also made the "top" rung on the list.
"No one is going to like the fact that they're on this list," said Mark Real, who heads the Columbus-based nonprofit KidsOhio, which studies education issues. He's been monitoring stimulus-related spending and improvement programs. "But this is not just a 'label and leave it' approach. These schools are in for some pretty intensive care."
These schools all have a large number of poor students and have been mired in academic difficulties for several years.
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Stanford's successful effort to exempt itself from Santa Clara County's new rules on underage drinking has put a focus on the university's growing effort to curb alcohol abuse on campus.The county's new ordinance, which took effect last year, makes it easier for police to cite anyone hosting a party where underage drinking occurs. It can mean a fine of up to $1,000 plus costs anytime the police are called in.
About 95 percent of Stanford's 6,600 undergraduates, many of them younger than 21, live on campus in university-owned housing. As the landlord, the school could have found itself facing plenty of potential liability under the new county rules.
But the financial question didn't play a role in the university's attempt to persuade county officials to free Stanford from the regulations, said Jean McCown, the school's director of community relations.
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So what should children be able to do by age 12, or the time they leave elementary school? They should be able to read a chapter book, write a story and a compelling essay; know how to add, subtract, divide and multiply numbers; detect patterns in complex phenomena; use evidence to support an opinion; be part of a group of people who are not their family; and engage in an exchange of ideas in conversation. If all elementary school students mastered these abilities, they would be prepared to learn almost anything in high school and college.Imagine, for instance, a third-grade classroom that was free of the laundry list of goals currently harnessing our teachers and students, and that was devoted instead to just a few narrowly defined and deeply focused goals.
In this classroom, children would spend two hours each day hearing stories read aloud, reading aloud themselves, telling stories to one another and reading on their own. After all, the first step to literacy is simply being immersed, through conversation and storytelling, in a reading environment; the second is to read a lot and often. A school day where every child is given ample opportunities to read and discuss books would give teachers more time to help those students who need more instruction in order to become good readers.
Children would also spend an hour a day writing things that have actual meaning to them -- stories, newspaper articles, captions for cartoons, letters to one another. People write best when they use writing to think and to communicate, rather than to get a good grade.
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I enjoyed meeting and talking with Ellie Schatz recently. Listen to the conversation via this 17MB mp3 audio file CTRL-Click to download or read the transcript. Parent and activist Schatz founded WCATY and is, most recently author of "Grandma Says it's Good to Be Smart".
I enjoyed visiting with Ellie and found the conversation quite illuminating. Here's a useful segment from the 37 minute interview:
Jim: What's the best, most effective education model these days? Obviously, there are traditional schools. There are virtual schools. There are chartered schools. There are magnets. And then there's the complete open-enrollment thing. Milwaukee has it, where the kids can go wherever they want, public or private, and the taxes follow.Thanks to Rick Kiley for arranging this conversation.Ellie: [32:52] I think there's no one best model from the standpoint of those models that you just named. [32:59] What is important within any one of those models is that a key player in making that education available to your child believes that no matter how good the curriculum, no matter how good the model, the children they are about to serve are different, that children are not alike.
[33:30] And that they will have to make differences in the curriculum and in the way the learning takes place for different children.
[33:45] And I have experienced that myself. I've served on the boards of several private schools here in the city, and I have given that message: "This may be an excellent curriculum, and I believe it's an excellent curriculum. But that's not enough."
[34:05] You cannot just sit this curriculum down in front of every child in the classroom and say, "We're going to turn the pages at the same time, and we're going to write the answers in the same way." It does not work that way. You must believe in individually paced education.
[34:24] And that's why I say the WCATY model cannot change. If it's going to accomplish what I set out for WCATY to do, it must be accelerated from the nature of most of the curriculum that exists out there for kids today.
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Jacques Steinberg, via a kind reader's email:
p>Lisa Foderaro writes in The Times’s Metropolitan section that efforts by Princeton University to curb grade inflation are “now running into fierce resistance from the school's Type-A-plus student body.”The university had hoped that other institutions would follow its lead in making it harder for students to earn an A. “But the idea never took hold beyond Princeton's walls,” Ms. Foderaro writes, adding: “with the job market not what it once was, even for Ivy Leaguers, Princetonians are complaining that the campaign against bulked-up G.P.A.'s may be coming at their expense.”
How much tougher is it to earn an A at Princeton? The percentage of grades in the A range fell below40 percent last year, compared to nearly 50 percent in 2004, when the policy was adopted.
In nearly 100 comments and counting, reader response on the issue of grade inflation has been fierce. For a sense of how one important arbiter -- Yale Law School -- interprets undergraduate grades, I draw your attention to this comment, from Asha Rangappa, the dean of Yale Law (and a Princeton graduate.) -- Jacques
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A number of years ago, curious about the ownership of student work produced in a class, I asked a lawyer friend who specializes in art and design copyright law if schools had the right to reproduce student work in their recruitment publicity without the students' permission. He informed me that the student, despite advice from faculty who may have shaped the work, owns the work and that written permission must be secured before it could be reproduced. He also said such works could be considered student records and recruitment results in some benefit to the institution that exceeds any reading of the "fair use" practices of educational institutions (i.e. those that might be applied to the use of lecture slides for a class).This reading of the law is at odds with the prevailing opinion of many schools that the student would not have produced work of a particular quality under his or her own resources, and therefore, that faculty have some "ownership rights" in the output of any class. Since that time I have been very careful to ask students first about any public use of their work, even in lectures I give at other schools, and I always credit the work with their names and give students the details on the presentation venues for their resumes. My lawyer friend told me that statements in college catalogs claiming that the institution retains ownership of work produced in a class wouldn't hold up in court; unless the maker is an employee of the institution/company or has signed away rights through some explicit agreement, ownership is retained by the maker. Other attorneys may have different interpretations, and I don't profess to be a legal expert, but the ownership of work produced by students is certainly something to think about.
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Abstinence-only education has been a frequent point of contention between conservatives and liberals.Conservatives, particularly religious ones, have argued that young people need to be taught the moral dimension of sexual activity as part of abstinence education and urged to avoid sex until marriage.
For those reasons, liberals and many health and education professionals have argued against abstinence-only education. Many of them have preferred comprehensive sex education.
Now a new study indicates that abstinence-only education works even when it doesn't have a moral component.
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Why is a child born in northwest Los Angeles four times as likely to be diagnosed with autism as a child born elsewhere in California?Medical experts have pondered for years why autism rates have soared nationwide, and why the disorder appears to be much more prevalent in certain communities than in others. Now, some recent studies that zero in on California may shed some light on these baffling questions.
A new autism study shows clusters of high autism rates in parts of California. WSJ's health columnist Melinda Beck joins Simon Constable on the News Hub with more.
Researchers from Columbia University, in a study published in the current Journal of Health & Place, identified an area including West Hollywood, Beverly Hills and some less posh neighborhoods that accounted for 3% of the state's new cases of autism every year from 1993 to 2001, even though it had only 1% of the population.
Another recent study, from the University of California, Davis, published in Autism Research, also found high rates of autism in children born around Los Angeles, as well as nine other California locations. Autism, usually diagnosed before a child is 3 years old, is a developmental disorder characterized by impaired social interaction and communication and repetitive behavior.
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via a kind reader. Math 627K PDF:
This document provides grade level standards for mathematics in grades K-8, and high school standards organized under the headings of the College and Career Readiness Standards in Mathematics. Students reaching the readiness level described in that document (adjusted in response to feedback) will be prepared for non-remedial college mathematics courses and for training programs for career-level jobs. Recognizing that most students and parents have higher aspirations, and that ready for college is not the same as ready for mathematics-intensive majors and careers, we have included in this document standards going beyond the readiness level. Most students will cover these additional standards. Students who want the option of entering STEM fields will reach the readiness level by grade 10 or 11 and take precalculus or calculus before graduating from high school. Other students will go beyond readiness through statistics to college. Other pathways can be designed and available as long as they include the readiness level. The final draft of the K-12 standards will indicate which concepts and skills are needed to reach the readiness level and which go beyond. We welcome feedback from states on where that line should be drawn.English Language Arts 3.6MB PDFEnglish Language Learners in Mathematics Classrooms
English language learners (ELLs) must be held to the same high standards expected of students who are already proficient in English. However, because these students are acquiring English language proficiency and content area knowledge concurrently, some students will require additional time and all will require appropriate instructional support and aligned assessments.ELLs are a heterogeneous group with differences in ethnic background, first language, socio-economic status, quality of prior schooling, and levels of English language proficiency. Effectively educating these students requires adjusting instruction and assessment in ways that consider these factors. For example ELLs who are literate in a first language that shares cognates with English can apply first-language vocabulary knowledge when reading in English; likewise ELLs with high levels of schooling can bring to bear conceptual knowledge developed in their first language when reading in a second language. On the other hand, ELLs with limited or interrupted schooling will need to acquire background knowledge prerequisite to educational tasks at hand. As they become acculturated to US schools, ELLs who are newcomers will need sufficiently scaffolded instruction and assessments to make sense of content delivered in a second language and display this content knowledge.
A draft of grade-by-grade common standards is undergoing significant revisions in response to feedback that the outline of what students should master is confusing and insufficiently user-friendly.Writing groups convened by the Council of Chief State School Officers and the National Governors Association are at work on what they say will be a leaner, better-organized, and easier-to-understand version than the 200-plus-page set that has been circulating among governors, scholars, education groups, teams of state education officials, and others for review in recent weeks. The first public draft of the standards, which was originally intended for a December release but was postponed until January, is now expected by mid-February.
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After a day of knocking on doors chasing fleeting leads, Carlos Lopez and his partner finally heard welcome words: Yes, a resident confirmed, the man they were seeking lived in this house and would be home that evening.Mr. Lopez, a former police detective, now does gumshoe work for what he calls a more fulfilling cause: tracking down long-lost relatives of teenagers languishing in foster care, in desperate need of family ties and in danger of becoming rootless adults. That recent day, he was hoping to find the father of a boy who had lived in 16 different foster homes since 1995. The boy did not remember his mother, who had long since disappeared.
Finding an adoptive parent for older children with years in foster care is known in child welfare circles as the toughest challenge. Typically, their biological parents abused or neglected them and had parental rights terminated. Relatives may not know where the children are, or even that they exist. And the supply of saints in the general public, willing to adopt teenagers shaken by years of trauma and loss, is limited.
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Alliance for Excellent Education:
Few people realize the impact that high school dropouts have on a community's economic, social, and civic health.Business owners and residents--in particular, those without school-aged children--may not be aware that they have much at stake in the success of their local high schools.
Indeed, everyone--from car dealers and realtors to bank managers and local business owners--benefits when more students graduate from high school.
Nationally, more than seven thousand students become dropouts every school day. That adds up to almost 1.3 million students annually who will not graduate from high school with their peers as scheduled. In addition to the moral imperative to provide every student with an equal opportunity to pursue the American dream, there is also an economic argument for helping more students graduate from high school.
To better understand the various economic benefits that a particular community could expect if it were to reduce its number of high school dropouts, the Alliance for Excellent Education (the Alliance), with the generous support of State Farm®, analyzed the local economies of the nation's fifty largest cities and their surrounding areas. Using a
sophisticated economic model developed by Economic Modeling Specialists Inc., an Idaho-based economics firm specializing in socioeconomic impact tools, the Alliance calculated economic projections tailored to each of these metro regions.
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More than a third of sex crimes against juveniles are committed by juveniles, according to new research commissioned by the Justice Department.Juveniles are 36% of all sex offenders who victimize children. Seven out of eight are at least 12 years old, and 93% are boys, says the study by the Crimes Against Children Research Center at the University of New Hampshire.
The report comes as states toughen penalties for adult sex offenders and wrestle with how to handle juveniles.
"They are different from adult sex offenders," says study co-author David Finkelhor. They are more likely than adults to commit sex offenses in groups, and their victims are younger and more likely to be male.
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I was reading the comments in an earlier post about the new assignment plan and there were many comments about the rigor or lack there of at Rainier Beach High School. I would like to dispel the myth that Rainier Beach does not offer rigor to the high achieving student. If you have a high achieving 8th grader and are in the RBHS attendance area, here is just a sample of what you can expect:In math as a Freshman, you will start in at least Honors Geometry with Ms. Lessig who is our best math teacher. Once you get through that, you will take Honors Advanced Algebra with me, then Pre Calculus with Mr. Bird (a math major in college) and then as a Senior, you take AP Calculus with Ms. Day, a highly experienced and skilled teacher. As a bonus, in either your Junior or Senior year, you get to take AP Statistics with me. All of these classes are demanding and well taught by teachers who know what they are doing and are passionate about teaching math.
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This Dallas suburb, a wealthy enclave known for its top-notch schools, is struggling to integrate a flood of poor, minority students.In a battle mirrored in other districts across the U.S., parents here have been fighting for months over which public high school their kids will attend: one under construction in an affluent corner of the Plano Independent School District, or an older school several miles away in the city's more diverse downtown.
Last month, the district's school board angered many parents when it created a Pac-Man-shaped zone that placed their children in the downtown school for grades nine and 10 instead of in the newer, closer campus.
The downtown school has the highest proportion of poor students of all high schools in the district; many are Hispanic and African-American.
"We want to go to our neighborhood school," said Kelly McBrayer, a white, 48-year-old stay-at-home mother of three who lives near the site of the new high school.
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WHEN the Federal Government's My School website goes live this morning, I will give a little internal cheer.It will be a little victory for transparency, a little win for democracy and a little tick in the box that shows the Federal Government is deadly serious about improving education standards.
It will also be a little kick in the shins for those who would rather the mountain of compiled information the Government already has - and has had for some years - remains buried under layers of bureaucracy far from public view.
I will be happy because I want to know about the statistics around the performance of the schools in my area. I want to see the spots that need addressing and the areas where they are leading the way. Like most thinking parents out there, the information made available this morning will not be the sole premise on which I will judge those schools, those teachers or those students. Those who have been bleating about the way in which the students, teachers and schools will be judged must view parents as shallow and mushroom-like.
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Online college education is expanding--rapidly. More than 4.6 million college students were taking at least one online course at the start of the 2008-2009 school year. That's more than 1 in 4 college students, and it's a 17 percent increase from 2007.Turns out it's the economy, stupid.
Two major factors for the soaring numbers in the 2008-2009 school year are the sour economy and the possibility of an H1N1 flu virus outbreak, according to the seventh annual Sloan Survey of Online Learning report, titled "Learning on Demand: Online Education in the United States in 2009." But, the survey's authors say, there is a lot more work to be done, and there's huge potential for online education to expand, especially at larger schools.
"For the past several years, all of the growth--90-plus percent--is coming from existing traditional schools that are growing their current offerings," says Jeff Seaman, one of the study's authors and codirector of the Babson Survey Research Group at Babson College. Seaman's coauthor, Elaine Allen, who is also a codirector of the Babson Survey Research Group, added that community colleges, for-profit schools, and master's programs have seen significant growth in online offerings.
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G.P. "Bud" Peterson, president of Georgia Tech, sat down with writers at the AJC today and made clear that he did not support the pending legislation in the Georgia General Assembly to allow guns on college campuses. (We talked about other education issues that I will write about later.)Under a bill in the House, Georgia gun owners with conceal carry permits could bring their guns everywhere except the courthouse and the jailhouse. The restrictions on churches and campuses would be lifted.
Georgia Tech President Bud Peterson says "absolutely not" to guns on his campus in an interview Wednesday with the AJC
"Absolutely not," said Peterson, who was appointed as the 11th president of Georgia Tech in April after serving as chancellor at the University of Colorado at Boulder and provost at Rensselaer Polytechnic Institute in New York. In addition, Peterson has held various positions at Texas A&M University and taught mathematics, physics and chemistry in Kansas.
In other words, this man has been around students and on campuses all his life and he doesn't believe that guns will better protect students.
But let him do the talking.
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The federal government's controversial website giving information on the performance of all schools will go live from this Thursday.www.myschool.edu.auThe site, called My School, will provide profiles for almost 10,000 schools and will allow parents to compare schools in their area as well as statistically-similar schools in other regions.
In navigating the web page, parents will be able to look at the profiles of their child's school which includes the numbers of students, teachers, attendance rates and the percentage of indigenous students.
Federal Education Minister Julia Gillard made no apology for the introduction of the website.
"I'm passionate about this and I believe this is the right direction for this country," she told Sky News on Monday.
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Independent policy think-tank the Grattan Institute has added to growing criticism of the Federal Government's My School website, saying it will not give an adequate assessment of a school's performance.My School, scheduled to be launched tomorrow, has already come under heavy criticism.
The Education Union says it will unfairly stigmatise disadvantaged schools, and the Secondary Principals Council says it fails to include crucial data about school funding.
However, several parent groups have supported the proposal to provide information on school performance.
Federal Education Minister Julia Gillard says it will provide parents and the community with accurate information, allowing them to be their own judge.
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A year ago, the life Demetria Overstreet and her family knew slowly began to fade.
Her husband, Lenzie, was diagnosed with kidney failure and had to leave his job to begin treatment.
With its main money-maker out of work, mounting medical bills and three children to care for, the family saw its financial problems beginning to build.
At one point, their home's gas and electricity were turned off. Car payments lagged. And at times, the family survived on eating hotdogs and chips.
"It was depressing, especially when my son would come home and said 'Momma, nothing comes on,' " Overstreet said, referring to the electricity.
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39MB mp3 audio. I recorded this from Monday evening's video stream. Unfortunately, the sound level was quite low. Notes and links on the 2010 State of the Madison School District here.
566K State of the District PDF.
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Here is an interesting op-ed piece by a tenured professor of biology at Piedmont College, Robert H. Wainberg. He is alarmed because he has been told by former students who are now teachers that some schools no longer hold Honors Day to recognize the accomplishments of above average and exemplary students so they don't hurt the feelings of kids who don't earn awards.Ah, yes. One size fits all education uber alles.This piece will appear in the paper on the education page Monday. Enjoy.
By Robert H.Wainberg:
I have been a professor of Biology and Biochemistry at a regional college for over two decades. Sadly, I have noticed a continual deterioration in the performance of my students during this time. In part I have attributed it to the poor study habits of the last few generations (X, XX and now XXX) who have relied too heavily on technology in lieu of thinking for themselves.In fact, the basics are no longer taught in our schools because they are considered to be "too hard," not because they are archaic or antiquated. For example, students are no longer required to learn the multiplication or division tables since they direct access to calculators in their phones.
Handwriting script and calligraphy are now in danger of extinction since computers use printed letters. A report I recently read disturbingly admitted that many of our standardized tests used for college admission or various professional schools (MCAT, LSAT and GRE) have to manipulate their normal bell-shaped curves to obtain the higher averages of decadtudenes ago.
What we fail to realize is that the concept of "survival of the fittest" still applies even within the realm of technology. There will always be those who are more "adapted" to the full potential of its use while others will be stalled at the level of downloading music or playing games.
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A gritty industrial patch of a blue-collar Chicago suburb seems an unlikely setting for the pioneering curriculum at Morton Alternative High School. The program, which combines intensive psychotherapy with conventional studies to help gang members and emotionally troubled teenagers finish school, has reported promising results and has attracted the notice of educators nationwide.Morton Alternative High School is the last chance for students who are expelled from Morton East High School and Morton West.
Dr. Mark Smaller, a Chicago psychoanalyst, started the program at Morton Alternative three-and-a-half years ago as a contrast to schools that take a strict disciplinary approach to youths with behavioral problems. Dr. Smaller and his team of social workers conduct weekly group and individual therapy sessions to help students deal with emotional problems and social pressures common to life in neighborhoods where families struggle with job losses, crime, violence and immigration issues.
Morton Alternative in Cicero is the last chance for students who are expelled from Morton East and Morton West High Schools. An average of about 100 students are at the school at any one time -- those judged to have some chance for improvement -- though they come and go throughout the academic year.
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High school seniors are applying to selective colleges around Washington in record numbers this year, particularly to schools with reputations for meeting the full financial needs of admitted freshmen. The trend suggests that the weak economy has driven applicants to schools that offer a bigger bang for the tuition buck.A surge in applications is not what admission deans expected this year, after a fiscal downturn and a flattening population of college-age students.
But applications to Johns Hopkins University in Baltimore are up 13 percent over last year, with a projected pool of 18,150 students competing for 1,235 seats in the freshman class. The University of Richmond received 8,500 applications for 805 slots, a 9 percent increase. Applications are up 6 percent at Washington and Lee University in Lexington, Va., and 3 percent at George Washington University in the District. The University of Virginia fielded 22,396 applications, an all-time high. The College of William and Mary, too, expects a record number of applicants.
"It shouldn't be happening, should it?" said Bill Hartog, dean of admissions at Washington and Lee. "My take on it is, financial aid, financial aid, financial aid."
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My family has much experience in higher education, not all of it happy. I spent six years as an often struggling undergraduate and grad student. My journalist wife did ten years in higher ed, including three of what she considered hard labor as a visiting professor. Our kids add another 11 years, with the youngest child about to sign up for three more. Please don't ask me what that will cost.American colleges and universities are the great strength of our education system. They are revered around the world. But those schools put heavy stress on our families, since getting into, paying for and graduating from the ones we most want often exceeds our capabilities. We need to know more about what they are doing to us, so I am happy to see washingtonpost.com launch two higher education blogs: College Inc. by Daniel de Vise and Campus Overload by Jenna Johnson. Let me celebrate that event by grumbling about what I consider higher education's five biggest blind spots:
1. College privacy rules are a mess. They are difficult to understand and infuriating when they exacerbate a family crisis. I have heard many stories about students getting into trouble, and their parents being among the last to know. University officials will sometimes take pity on a frantic dad and reveal important things in the kid's personal file. But why can't we have more reasonable procedures? Academics who fear intrusive helicopter parents should read the National Survey of Student Engagement report, which reveals that the children of such people do better in college than kids like mine, who didn't hear much from us.
2. Professors know too little about what high schools are doing to prepare students for their classes.
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Liz Heron, Elaine Yau and Fox Yi Hu:
More than 30 teachers and classroom assistants have been convicted of sex offences in the past 10 years - but the Education Bureau will not say if they are still working in the city's schools.Since January 1, 2000, at least 31 staff have been convicted of offences ranging from indecent assault of their pupils to secretly filming girls getting undressed for a dance class.
The catalogue of convictions and the names of the offenders was compiled by the Sunday Morning Post (SEHK: 0583, announcements, news) and presented to the Education Bureau, which was asked what action had been taken against the offenders.
But the bureau, responsible for registering teachers and advising schools on vetting prospective staff, refused to say how many of the 31 were still registered as teachers and how many were working in schools.
A spokeswoman also refused to explain why it would not release the information to the public. She did say 13 teachers were deregistered from 2006 to 2008 and seven of these had been convicted of sex offences.
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Picture a Milwaukee Public Schools high school that college-bound students are clamoring to attend. The school has grown from 100 to 1,000 in six years. Its program is rigorous, its test scores are strong. Hundreds are on a waiting list for admission for next year.
You might think MPS leaders would look at the meteoric rise of Ronald Wilson Reagan College Preparatory School on the far south side and say, "Terrific! This is an opportunity. What can we do to satisfy the obviously huge appetite for what this program has to offer?"
Or, if you were perhaps a bit more cynical, you might think MPS leaders would look at the Reagan situation and say: "OK, who screwed up? Who allowed this school to grow so fast? Can we get a lot of these parents to switch their kids to other high schools where - for some reason - there is no waiting list?"
Reagan arguably has provided the biggest shot in the arm that MPS has gotten in the last decade or so. It provides a rigorous International Baccalaureate program for all its students - "We have one vision, one mission, one focus - IB," says Julia D'Amato, the principal and chief driver behind Reagan's success. Reagan is working with other MPS schools to develop a kindergarten through high school IB continuum in MPS.
But in recent months, Reagan has had to fend off an attempt to cap its enrollment and it has been ordered to reduce sharply the number of students next fall who do not fall into the special education category. Reagan leaders clearly feel frustrated by how much work is going into protecting their success from MPS leaders.
"All the buzzwords that are supposed to make a successful school, that's what we have here," says Mary Ellen McCormick-Mervis, one of the school's administrators. "If we're doing everything right, why not help us?"
Parent meeting set
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The person who posted this video on YouTube said this fight happened 1/5/10... that's some way to say Happy New Year.I know some of you readers cannot stand when I post video of US acting the fool... well that's life. Here's some reality for US to look at for the next 30 seconds and do something about OUR kids.
It's one thing to see these young girls fighting so viciously. It's a damn shame to see ALL the other kids are cheering on this ish. Where's the teachers and what took the security so long? I know this isn't going on everyday, but this ish is getting tired.
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The quest to get a driver's license at 16 -- long an American rite of passage-- is on the wane among the digital generation, which no longer sees the family car as the end-all of social life.The holdouts include Kat Velkoff, who turned 17 in Chantilly without a license. Focused on tough classes, the debate team, dance and color guard, she turned 18 without taking the wheel. Then 19.
"It just wasn't a priority," said Velkoff, who got her license last fall at 20. "It was just never the next thing that needed to get done in my life."
Federal data released Friday underscore a striking national shift: 30.7 percent of 16-year-olds got their licenses in 2008, compared with 44.7 percent in 1988. The downtrend is even sharper in Virginia and Maryland, state figures show. Numbers from the District, which go back to 2003, show a decline in the past two years.
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Parents wishing to send their children to a different school district next year will be able to participate in the open enrollment program the first three weeks of February.Learn more about full and part time Wisconsin open enrollment here.From Feb. 1 through Feb. 19 parents can apply for their children to attend a public school other than the one in which they live. Last school year, more than 28,000 students participated.
Participation in the program has grown each year since it began in 1998 when just 2,500 were enrolled.
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The January/February 2010 issue of The Atlantic features a noteworthy article titled, What Makes a Great Teacher? Although the article does not focus on gifted education per se, it is still worth a close read. The article discusses specific attributes that excellent teachers with exceptional track records tend to display in the classroom. (It is important to note that these attributes are based on research that was conducted by the nonprofit organization, Teach for America, which advocates for teacher reform. It is also important to note that the group's research focuses solely on teachers who work in underperforming school districts where the primary goal in the general education classroom is to get students to perform at or above grade level.) The article outlines several specific recommendations that the organization makes for recruiting and hiring successful teachers, particularly in underserved communities.For those of us in the gifted education community, the traits identified in the article may be ones that we should perhaps consider first before we consider any additional teacher characteristics that might be specific to gifted education. (See my previous blog entry titled, Training and Competencies of Teachers of the Gifted.)
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Two weeks ago I explored the possibility that high schools could challenge all students, gifted or otherwise, without having gifted programs. Quaker Valley High School outside of Pittsburgh, for instance, seemed able to create new opportunities for a variety of kids by ignoring standard procedures that had outlived their usefulness, such as homework requirements or rules against taking more than one course in the same period.One wise reader said, in effect: Yeah, but that will never work in elementary schools.
As if by fate, I received an email shortly after from Susan Ohanian, a delightful teacher, speaker, author and blogger whose work I love, even when she is portraying me as a test-addled idiot. We may disagree on policy issues, but we have shared tastes about what good teaching looks and sounds like. In her email, she described how she brought a free-form gifted non-program to an elementary school in Troy, N.Y.
Here is what she said. Don't forget to take a look at her blog at susanohanian.org.
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One out of every five U.S. teenagers has a cholesterol level that increases the risk of heart disease, federal health officials reported Thursday, providing striking new evidence that obesity is making more children prone to illnesses once primarily limited to adults.A nationally representative survey of blood test results in American teenagers found that more than 20 percent of those ages 12 to 19 had at least one abnormal level of fat. The rate jumped to 43 percent among those adolescents who were obese.
Previous studies had indicated that unhealthy cholesterol levels, once a condition thought isolated to the middle-aged and elderly, were increasingly becoming a problem among the young, but the new data document the scope of the threat on a national level.
"This is the future of America," said Linda Van Horn, a professor of preventive medicine at Northwestern University who heads the American Heart Association's Nutrition Committee. "These data really confirm the seriousness of our obesity epidemic. This really is an urgent call for health-care providers and families to take this issue seriously."
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Kristy (Christiane) Henrich, Marblehead High School Class of 2010
"Civil War Medicine" paper published in the Winter 2009 Issue of The Concord Review
Before crafting my research paper on U.S. Civil War Medicine, I had never composed a piece of non-fiction literature beyond six or seven pages. Twenty pages seemed to be an unconquerable length. I remember the dread that filled me as my A.P. United States History teacher, Mrs. Melissa Humphrey, handed out the assignment for the twenty-page research paper. She also passed around copies of The Concord Review as examples of research papers done well. For us, the first deadline was only a few weeks away. We had to have a thesis. It was then that I truly realized the depth of this academic adventure. My job was not to simply report on some topic in U.S. history; I had to prove something. I had to create an arguable thesis and defend it. I was overwhelmed.Evaluating the Legacy of Civil War Medicine; Amputations, Anesthesia, and AdministrationI put the assignment in the back of my mind for about a week. Then, I began to think seriously about what I could possibly want to write about. I brainstormed a list of all times in U.S. history that fascinate me, ranging from World War II to the Civil Rights Movement. Finally, I settled on Civil War medicine because of my plans to pursue a career in medicine. I figured this would be a great opportunity to gather more knowledge on my potential future profession.
Simply choosing a topic was not enough, though. I needed a thesis. So I began to search through books and online databases for any information about Civil War medicine. I gathered so much information that my head was spinning. I realized I had to narrow down my topic, and that this would be done by creating a specific, arguable thesis. Sifting through all the data and historical articles, I noticed that Civil War medicine was not as atrocious as I had always believed it to be. I had my thesis. I wanted to defend Civil War medicine by placing it in its own historical context, something many fail to do when evaluating it with a modern eye.
A few weeks later, approved thesis in hand, I stepped into the Tufts University library, the alma mater of my mother. The battle plan: gather enough materials, particularly primary sources, to prove my thesis. The enemy: the massive amounts of possibly valuable literature. I had never previously encountered the problem of finding books so specialized that they didn't end up being helpful for my thesis nor had I ever been presented with so many options that I had to narrow down from thirty to a mere fifteen books. Actually, I had never left a library before with so many books.
For the next few months, the books populated the floor of my room. Every weekend, I methodically tackled the volumes, plastering them with Post-it notes. The deadline for the detailed outline and annotated bibliography loomed. I continued reading and researching, fascinated by all I was learning. In fact, I was so fascinated that I felt justified using it as my excuse to delay synthesizing all of my information into an outline. With thousands of pages of reading under my belt, I finally tackled the seven-page map for my twenty-page journey. That was easily the hardest part of the entire process. Once the course was charted, all I had to do was follow it. Of course, it was under construction the entire way, and detours were taken, but the course of the trip turned out much like the map.
I thought printing out the twenty-page academic undertaking, binding it, and handing it in was the greatest feeling I had ever experienced from a scholastic endeavor. I remember being overjoyed that day. I remember sleeping so soundly. I remember the day as sunny. I'm not sure if it actually was...
Clearly, I was thinking small. I had no idea what my grade would be. At that point, I did not even care. I had finished the paper. I considered that a tremendous accomplishment. Eventually, the graded research papers were handed back. What had previously been my greatest academic feeling was surpassed. The grade on my paper was a 99%. I was overjoyed and thrilled that I had not only completed such a tremendous task but had completed it pretty darn well. I thought that was the greatest feeling.
I still needed to think bigger. I submitted my paper to The Concord Review on a whim this summer. I remember Mrs. Humphrey showing us the journals and praising their quality. She is a tough teacher, and I thought since she had liked my paper so much I should give The Concord Review a go. I was not counting on being published. I knew my chances were slim, and I knew I was competing with students from around the world.
This November, I received a letter in the mail from Will Fitzhugh, the founder of The Concord Review. My paper was selected to be published in the Winter 2009 issue. That was the greatest feeling. I am a seventeen-year-old public high school student. I am also a seventeen-year-old published author. People work their whole lives to make it to this point. I feel so honored to have this recognition at my age. My hard work paid off far beyond where I thought it would. Thank you, Mr. Fitzhugh, for recognizing the true value of academic achievement and for reminding me why I love to learn.
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Youth are spending more time with nearly every form of media than ever, according to a report released Wednesday by the Kaiser Family Foundation. They spend more hours on the computer, in front of television, playing video games, texting and listening to music than an adult spends full-time at work.The only media young people aren't soaking up, the study says, are newspapers, magazines and other print publications.
Youth spend more than 7 1/2 hours a day using electronic media, or more than 53 hours a week, the 10-year study says. "And because they spend so much of that time 'media multitasking' (using more than one medium at a time), they actually manage to pack a total of 10 hours and 45 minutes worth of media content into those 7½ hours."
Affirming parents' fears, the study showed those habits ripple throughout a youth's life. Those who were big media consumers were more likely than kids and teens who are only seldom in front of a screen to earn average or poor grades in school. Those who use more electronic media get in more trouble, and say they are often sad.
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A new Yale admissions video released Friday starts as most campus tours do: an uncomfortable question-and-answer session with an over-caffeinated admissions officer. Some kid asks what year the school was founded. A dowdy mom elbows a nerdy dad.And then a sultry young woman in a red sundress in the back row asks: "Why did you choose Yale?"
There's a reflective pause. A reflection piano overture. Reflective looks around the room. And then -- bam! -- the boring admissions video turns into a musical. The admissions officer serenades the no-longer-bored students: When I was a senior in high school, colleges called out my name. Every day I debate where to matriculate, but every place seemed the same. Yet after I went through the options, only one choice remained. I wanted to hail from a college called Yale . . . .
It feels like an episode of Glee, the popular TV show that overnight made it socially acceptable and even sexy to sing in the high school show chorus. Those involved admit they watched the movie "High School Musical" for inspiration. And since the video was posted on YouTube on Friday evening, it has been viewed nearly 50,000 times.
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WHY are the young so disappointing, when it comes to their manners, dress codes, or knowledge of the canon of Western civilisation? Ask a British or American conservative, and he will blame the left: the 1960s vintage teachers who disdain dead white guys like Shakespeare, the college campuses where Derrida and deconstruction have displaced reading actual literature or the egalitarian ethos of "all shall have prizes".Ask someone from the left, for example in Britain, and they will trace the rot back to Thatcherism: the hostility to pure research, the focus on commercially-driven vocational education (all those degree courses in golf course management or marketing, elbowing aside history or Ancient Greek), or the dumbing down of examinations by ministers who knew the price of everything and the value of nothing.
Luc Ferry, a prolific French philosopher and former education minister in the conservative government of Jean-Pierre Raffarin, has a new book out, "Face à la crise: Matériaux pour une politique de civilisation", offering a distinctly Gallic view of the problem: the fault lies with globalisation.
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"Good audience skills are imperative," Danielle Johnson reminds her restless 10th-graders as one, Raquel, nervously fiddles with her laptop before holding forth on her project portfolio at City Arts and Technology High School (known as CAT), a charter school of 365 students on a green knoll above the blue-collar southern reaches of Mission Street in San Francisco."I decided to use the story of my mom getting to this country as an immigrant," Raquel says, moving into her personal-memoir segment, sniffing back tears as a blurry photo of her mother at age 18 appears on the screen. "I had never asked my mother about how she got here."
CAT exemplifies President Obama's push to seed innovative schools that demand much from all students, echoed by Sacramento's $700 million reform plan that goes to Washington this week. How to bottle the magic of CAT teachers like Johnson - listening carefully to each teen, strengthening each voice with basic skills and motivating ideals - is the challenge facing would-be reformers.
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Perhaps with business organizations behind it, a significant increase in the state's investment in education from kindergarten through college could gain some traction in the Florida Legislature.Closing the Talent Gap: A Business Perspective (January 2010) 3MB PDF.Certainly without it, there is virtually no likelihood that lawmakers in an election year will find the courage to search for ways -- not all of them monetary -- to improve public education, and therefore our state's chances for the future.
An educated population and an accomplished work force are the underpinnings of a state where, as the Florida Council of 100 and Florida Chamber of Commerce expressed in a report last week, the American dream can be successfully carried out. Where better, asked Council of 100 Chair Susan Story "than in the state of Florida?"
Both Gov. Charlie Crist and former Gov. Jeb Bush put their stamp of approval on what was described at its unveiling Thursday as the "education wish list" of these two significant Florida business groups. Last year, the two joined with education leaders to get more money for higher education, even though the Legislature went in the opposite direction, cutting $150 million from our universities. Again this year budget committees are asking universities to be prepared for across-the-board cuts as high as 10 percent, in keeping with a budget shortfall of as much as $3 billion.
The recommendations from these groups, which are coincidentally against most tax or fee increases and lifting sales-tax exemptions, include tougher graduation standards at the pre-K-12 level, virtual elimination of teacher tenure and a constitutional amendment legalizing vouchers.
Updates, via a Steven M. Birnholz email:
"Political, Business Leaders: Overhaul Education in Fla." Lakeland Ledger
"Business groups propose major changes to education," Daytona Beach News Journal.
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Ronald Reagan must be grinning in his grave.Gov. Arnold Schwarzenegger sends to the White House this week a colorful pastiche of education fixes, hoping to score $700 million in federal dollars. Sacramento's plan echoes Washington's own reform strategy - built on President Obama's surprising faith in market remedies for the ills facing schools.
Oddly mimicking Reagan's game plan of a generation ago, Sacramento's agenda relies on market competition by seeding more charter schools, allowing parents to shutter lousy schools and rewarding teachers who boost student performance.
"This is about parental choice in public education," said state Sen. Gloria Romero, D-Los Angeles, a chief architect of the bipartisan plan.
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Since it began in 2004, the Baltimore Talent Development High School has posted some impressive graduation rates and achievement scores, among other things.Even more notable, efforts by educators at nearby Johns Hopkins University to replicate the school's gains in dozens of other locations have also met with some success. Slowly, the network of Talent Development High Schools is helping student groups that often seem most at risk.
But good news at the high school level is unusual. Despite vigorous calls for change and a host of major reform efforts, encouraging results have been scarce. National Assessment of Educational Progress (NAEP) scores - considered the "Nation's Report Card" - tend to be stagnant for high-schoolers, even when they rise for elementary school students.
Only about half of low-income and minority students in US high schools graduate, and many of those who do are unprepared for college. The isolated examples of success often fail when administrators or education reformers try to reproduce them on a large scale.
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For years, Kiplinger's has been advising parents that one way to keep higher-education costs under control is to have their kids attend community college for a year or two and then switch to a four-year school. This year, they finally listened to us -- with a vengeance.Community colleges are packed to the gills, and students are flocking to state institutions across the board. The average annual sticker price for a four-year public school remains a tad over $15,000 -- less than half the tab at a private institution. In our exclusive rankings of the 100 best values in public colleges, nearly 40 percent charge in-state students less than the average price, reports Senior Associate Editor Jane Bennett Clark.
There's nothing like a financial crisis to get families to focus on how much they're paying for big-ticket items such as college expenses. Surprisingly, they haven't always done that. In 2008, a survey of parents and students by Sallie Mae found that when deciding whether to borrow for college, a whopping 70 percent said a student's potential postgraduate income did not factor into the discussion.
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The Princeton Review's 100 "Best Value Colleges" list for 2010 is based on data compiled and analyzed by The Princeton Review, the education services and test-prep company known for its annual college listings.The analysis uses the most recently reported data from each institution for its 2009-10 academic year. The top 10 public and private "Best Values" are ranked; the rest are listed alphabetically.
FULL STORY: Can getting a degree be affordable?
The Princeton Review selected the schools based on surveys of administrators and students at more than 650 public and private college and university campuses.
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Education Secretary Arne Duncan entered some of the most contentious debates in college sports on Thursday when, in a speech at the N.C.A.A. convention, he called for stricter consequences for college teams that do not graduate their athletes and said the N.B.A.'s age-minimum policy sets up young athletes for failure."Why do we allow the N.C.A.A, why do we allow universities, why do we allow sports to be tainted when the vast majority of coaches and athletic directors are striving to instill the right values?" said Duncan, who was a co-captain of his Harvard basketball team and played in an Australian professional league from 1987 until 1991.
He said his time as a college athlete was one of the most valuable periods of his life, but feared the N.B.A.'s age rule, which requires that a player be at least 19 years old and at least one year removed from high school before entering the league, does a disservice to athletes.
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Many of the nation's top public universities are giving millions of dollars in financial aid to students from relatively wealthy families instead of to those who urgently need it, resulting in campuses that are often less diverse than those at elite private schools, a new report says.From 2003 to 2007, public research universities increased the amount of aid to students whose parents make at least $115,000 a year by 28 percent, to $361.4 million, said the Education Trust, a nonprofit advocacy group.
Those schools routinely award as much in financial aid to students whose parents make more than $80,000 a year as to those whose parents make less than $54,000 a year, according to the report, "Opportunity Adrift."
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Over the past several weeks, I have discussed the impact of attending a traditionally female college in the early 1970s. I wasn't there that long -- like most students of the time, I got on the train at 18 and disembarked at 22 with a diploma. But those four years were formative, shaping the rest of my personal and professional life in some important ways:--Valuing female friendships: Most women I know value their friendships with other women, of course. But I was raised in a time and culture that put men first. We were encouraged to break a date with a girl friend, for example, if a boy asked us out. My exposure to the brilliance, fierce loyalty, seriousness and silliness of my classmates put an end to that nonsense. My best friend from college remains one of my two best friends today. She is the person I call when I need to talk through a problem, cry without explaining myself, or share good (or bad) news. There is nothing I wouldn't do for her.
--Valuing women in the workplace: I have friends, both male and female, who complain about "women bosses": that they are petty, self-contradictory micromanagers, mostly. For a while I thought I had just been extraordinarily lucky to have a string of extremely competent, visionary, and decisive (not to mention empathetic and fun) female employers. Then I realized that we were sometimes talking about the same people. Women of my generation were trained not to raise our voices; to deliver definite pronouncements as though they were tentative questions; and to mask and deny irritation until it builds up into an explosion. This behavior is so ingrained in many of us that we don't realize we're sending out seemingly mixed signals. Working on tech crews, student committees, etc., at college, I got used to decoding "Maybe we should go with the yellow scrim; what do you think?" as "Please get started on the yellow scrim now," and this assumption that my female bosses a) knew what they wanted and b) were communicating this, if I listened hard enough, saved me many misunderstandings as a young flunky. I also, unlike many of my peers, took women's competence as a given, and thus avoided the irritating questioning and second-guessing that tends to lead to the aforementioned explosions.
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In the course of their work my brilliant children - a human rights lawyer and a freelance journalist - travel to places such as Phnom Penh and Dubai. In the course of mine Macomb, Illinois, is a more typical destination, involving five hours of flying, including a layover in Detroit and then two hours of driving through snow-covered fields barely interrupted by a couple of semi-boarded-up "towns", including the intriguingly named Preemption (population 71).After all this industrial-agricultural wasteland, Macomb is a veritable hive of human, cultural and commercial activity. There is a branch of the state university system, where I have been invited to speak, and until a few months ago, my hosts inform me, there were a total of two Italian restaurants in town, one famed for its Spam-and-Doritos-topped pizza. I'm staying at the Hampton Inn, a minimalist motel chain located opposite a Farm King, an agricultural supply store. I can't help asking whether this is where the university puts up a genuine celebrity speaker, such as Bill Cosby. "Oh no," I am told, "he flew in in his private plane and out the same night."
Ann, a congenial administrator at Western Illinois University, fills me in on the student body. They are mostly white, first-generation college students and, while about a third of them are studying law enforcement with a view to a career in police work, this does not stop them from illegal under-age drinking or, for that matter, smoking pot. We muse on the problem of binge drinking, endemic to American campuses: why go straight from sobriety to vomiting? Haven't they ever sampled the pleasures of tipsiness? Then Ann tells me one of the saddest things I've heard on the perennial subject of Young People Today: they don't know how to be "silly", she says, in the sense of whimsy and absurdity. They are strait-laced and even a little timid, unless, of course, they are utterly wasted.
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Much has been written about how two education reform bills signed into law last week might affect California's chances of qualifying for federal Race to the Top funds.As important as that funding is, the new laws' significance goes much deeper. It signals that the balance of power in education is shifting away from teachers unions and toward parents, where it belongs.
The "parent trigger," a controversial element of the legislation, is the best evidence of this turning point.
The concept was developed by the grass-roots group Parent Revolution in the Los Angeles Unified School District. If a majority of parents in a failing school petitions for an overhaul, the district must do something -- replace administrators, convert to a charter school or make other major reforms.
By law, tenured California teachers can convert their school to a charter if a majority of them vote for it, and that has happened dozens of times. But teachers unions and other groups opposed giving parents the same right. One group called it the "lynch mob" provision -- an odd choice of words, given that it would empower parents primarily in minority communities where failing schools abound.
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The greatest revolution in education in the United States today is taking place in Los Angeles. It is the mandate of the Los Angeles Unified School District School Board to convert almost a third of its schools either to charter schools, the public schools of choice that are the one shining light in an otherwise dysfunctional system, or other alternatives such as magnet schools. The change is not only a mighty one for the state's largest school district, but in time it could double the number of public schools of choice in California.What is remarkable is not just the magnitude of this earth-shaking change, but the complete shift of the paradigm about how we think about public education. The driving force behind this revolution is Los Angeles Mayor Antonio Villaraigosa, who is not only a Democrat but also a former organizer for the United Teachers of Los Angeles, Los Angeles teachers' union. Villaraigosa took his nontraditional stand because, as he noted, LAUSD was racked with violence and plagued with a dropout rate of 50 percent, and showed no signs of improving.
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Howard Blume:
At Lakeview Charter Academy, inexperienced teachers have strong support and high expectations.Eleazar and Nora Gonzalez decided to send their son Daniel to Lakeview Charter Academy because, they said, large public middle schools have a reputation for gangs and drugs. They also worried about academics.
So they warmed to the no-nonsense welcomings issued at the first monthly parents night.
"It will be a miracle the day I don't give homework because home is to review," Alexandra Aceves, 25, announced, in English and Spanish, to the Gonzalez family and others crowded into a second-floor classroom.
The scene exemplified the characteristics of the 10 schools operated by Partnerships to Uplift Communities, a locally based charter management organization that, like others in Los Angeles, has focused on serving low-income minority communities. It has taken on, in particular, the thorny challenge of middle schools, especially in the Latino neighborhoods of the San Fernando Valley and downtown.
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Howard Blume Mitchell Landsberg and Sandra Poindexter:
Standardized tests show that the highest-performing charters push low-income black and Latino youth to higher levels of achievement.At their best, charter schools in Los Angeles shatter the conventional wisdom that skin color and family income are the greatest predictors of academic success.
Setting standards high and wringing long hours out of students and teachers, the highest-performing charters push low-income black and Latino youth to levels of achievement, as measured by standardized tests, more typical of affluent, suburban students.
If such schools were the norm, any debate over the value of charters would be moot. But there is no typical charter. They adhere to no single vision and vary widely in quality.
That said, a Times analysis showed that, overall, L.A. charter schools deliver higher test scores than traditional public schools. But charters lag well behind L.A. Unified's network of magnet schools.
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Catherine Candisky & Cindy Kranz:
Although charter schools come under withering criticism from some quarters, Ohio parents apparently aren't listening.A new state Department of Education report shows that charter-school enrollment is up 8 percent this year, while the number attending traditional Ohio schools has fallen.
Currently, 89,000 students attend 332 charter schools statewide. At the same time, enrollment in traditional public schools has dropped slightly to 1.75 million students.
In Greater Cincinnati, 32 charter schools enroll more than 9,000 students. Enrollment increases mirror the state trend.
T.C.P. World Academy's enrollment increased from 389 last year to 410 students this year.
"We always have a waiting list," said Superintendent/Principal Karen French, who attributed the enrollment increase to performance results and word of mouth.
The Cincinnati College Preparatory Academy enrollment numbers are at about 700 students now, compared with nearly 650 last year.
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Stephen Krieder Yoder, Isaac Yoder and Levi Yoder:
Isaac: My first semester at college was as fun and stimulating as I had hoped. Several classes already have changed my way of thinking, and I have a group of new friends.But not everything went according to plan: I went back on one decision I made before going into college -- the decision to not work a job during the college year.
Dad and I had agreed before college that if taking my studies seriously was my most important goal, spending time and energy working a job could detract from that goal. My part-time job at a tea shop in high school created many sleep-deprived days at school and made it more difficult to complete all my assignments well. Though I ended up succeeding despite the extra work, I thought that this added stress would be more problematic in college, when I would have more, and harder, schoolwork.
But after only my first semester, I've already begun to work a job in student government, in addition to my other extracurriculars.
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I recently saw the Great Depression film "The Grapes of Wrath," and while I had seen it before, this time I was reminded of what's going on in employment today. The movie starts off with Henry Fonda returning to his family farm after having been away for a few years, only to find his home abandoned. He soon learns that his family, as well as all of his Oklahoma neighbors, have been evicted and are leaving for the promise of jobs in California.We then learn that the families in Oklahoma have been hit with a perfect storm. Drought, low farm prices, and the displacement caused by farm automation had resulted in bankruptcy and foreclosure for millions of farmers. It was reported that one man with a tractor could replace 10-15 family farms, and over 100 farm workers.
Similarities to the Great Recession
Consider the tractor for a moment. The gasoline powered tractor first appeared way back in 1892. However, it didn't really catch on until the tractor was mass produced in the 1910's. Then, as tractor prices came down, its use on the farm started to take off. The result was an increase in farm productivity, falling prices for farm products, and a loss of jobs for millions of farmers. This displacement peaked 20 years later, during the Great Depression.
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he city's charter schools are providing a bigger boost to students' reading and math performance than are traditional public schools, according to a new study.The study -- by the Center for Research on Education Outcomes at Stanford University -- is the second in four months showing positive results for the city's charter schools. It comes as proponents of the publicly funded, privately run schools are urgently pushing officials to lift the state's charter school cap above 200.
New York's application for as much as $700 million in federal aid under a competition known as Race to the Top -- which looks favorably on states that support charter school growth -- is due by Jan. 19.
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IT WAS the kind of student conference I hate."I'll do better,'' my student told me, leaning forward in his chair. "I know I've gotten behind this semester, but I'm going to turn things around. Would it be OK if I finished all my uncompleted work by Monday?''
I sat silent for a moment. "Yes. But it's important that you catch up completely this weekend, so that you're not just perpetually behind.''
A few weeks later, I would conduct a nearly identical conversation with two other students. And, again, there would be no tangible result: No make-up papers. No change in effort. No improvement in time management.
By the time students are in college, habits can be tough to change. If you're used to playing video games like "Modern Warfare'' or "Halo'' all night, how do you fit in four hours of homework? Or rest up for class?
Teaching in college, especially one with a large international student population, has given me a stark - and unwelcome - illustration of how Americans' work ethic often pales in comparison with their peers from overseas.
My "C,'' "D,'' and "F'' students this semester are almost exclusively American, while my students from India, China, and Latin America have - despite language barriers - generally written solid papers, excelled on exams, and become valuable class participants.
Mixed reaction to 'My lazy American students' column
On Monday, The Boston Globe ran an opinion piece entitled "My Lazy American Students."In it, I wrote about how teaching in college has shown me that international students often work harder than their American counterparts. Though this is emphatically not true across the board, the work ethic and success of Asian, European, and South American students - who have to compete with a classroom of native English speakers - can be astounding.
I also noted in the column that there's too much texting in class, too much dozing off, too much e-mail-checking, too much flirting (I didn't mention flirting in the first piece, but I'll mention it here). Obviously, international students do all these things, but I have noticed them more amongst American students.
I worked hard on the column and lay in bed Sunday night hoping that - amidst the flurry of Christmas shopping - someone would read it.
And that's when the avalanche started.
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The question of what it means to be a parent has never been simple. But three recent cases highlight just how complicated things can get--and how inconsistent the courts have been in weighing genetic parenthood against the deals struck by would-be parents (gay and straight) with their partners.Case 1: Sean Hollingsworth and Donald Robinson Hollingsworth are legally married in California and are registered as civil union partners in New Jersey. The two husbands arranged for Donald's sister, Angelia Robinson, to serve as a gestational surrogate carrying embryos produced using sperm from Sean Hollingsworth and donor eggs. In October 2006, Ms. Robinson bore twin girls whom she turned over to their two fathers. In March 2007, Ms. Robinson sued for custody alleging that she had been coerced into being a surrogate. A New Jersey court ruled last week that Ms. Robinson, who has no genetic tie to the twins, is their legal mother and can sue for primary custody later this year.
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OU ARE A specialist in your field, you can see the opportunities before you, but there's little or nothing that you can do. If this place sounds vaguely familiar, it is where Dr Deirdre MacIntyre found herself almost a decade ago.She wasn't a solo traveller, either. A colleague and close friend, Dr Moya O'Brien, had also reached that bus stop. The trick was to recognise when it was time to jump off.
"We had trained in psychology together, she was my bridesmaid, I was her birth partner and we had worked together in what was the Eastern Health Board before it became the Eastern Regional Health Authority ," MacIntyre recalls. "We both had families with small kids, and very heavy clinical caseloads at work.
"I loved my career in child guidance, I loved my clinical work, but both of us felt that our impact was limited within the health board structure," MacIntyre recalls.
At this point, she had nearly 20 years' experience as a clinical psychologist and was principal in charge of the ERHA's child and adolescent psychology services. She had been involved in establishing community-based psychology services for children and their families.
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Read any newspaper or magazine and you will notice the many flavors of the one big question that everyone is asking today. Or you can just stay on the page and read recent editions of Edge ...Playwright Richard Foreman asks about the replacement of complex inner density with a new kind of self-evolving under the pressure of information overload and the technology of the "instantly available". Is it a new self? Are we becoming Pancake People -- spread wide and thin as we connect with that vast network of information accessed by the mere touch of a button.
Technology analyst Nicholas Carr wrote the most notable of many magazine and newspaper pieces asking "Is Google Making Us Stupid". Has the use of the Web made it impossible for us to read long pieces of writing?
Social software guru Clay Shirky notes that people are reading more than ever but the return of reading has not brought about the return of the cultural icons we'd been emptily praising all these years. "What's so great about War and Peace?, he wonders. Having lost its actual centrality some time ago, the literary world is now losing its normative hold on culture as well. Is the enormity of the historical shift away from literary culture now finally becoming clear?
Science historian George Dyson asks "what if the cost of machines that think is people who don't?" He wonders "will books end up back where they started, locked away in monasteries and read by a select few?".
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A report out from the Southern Education Foundation out today says the South is the first part of the country where more than half the children in public schools are minorities. That is happening in part because more Latinos and their larger families are moving in. Latinos are the fastest-growing part of the U.S. population.And as the United States tries to keep up with other countries in getting students into, and graduated from college, Latinos are getting special attention. Because they're the least likely to get college degrees. From American RadioWorks, Emily Hanford reports.
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OK, I lied about no more wonky posts. Xeni's Facebook post reminded me of something. I want to float an idea about privacy as a commodity, vs. privacy as a right.Tiger Woods, described frequently as a "very private" person, was unable to keep his private life private. Why? Because he interacted with non-private people. The reason Kim Kardashian and the Jersey Shore denizens have risen to positions of prominence in popular culture is because they each epitomize the non-private person. They have nothing to hide, so nothing that becomes public knowledge can hurt them. Ms. Kardashian can be urinated on in a sex tape and actually be helped in terms of being a public figure. My own ability to be effective as a transgender rights activist is because there's nothing anyone could expose about me that would deter me from my activism. That gives me enormous power over anonymous haters who vent their impotent fury at me to no avail. Their own fear of exposure (loss of privacy) is their greatest weakness. What does this mean for you, dear reader? Read on.
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My Dec. 10 column about that troublesome Washington area gifted child, future billionaire Warren Buffett, said our schools are never going to help such kids much. I said the gifted designation was often arbitrary and should be disposed of. Instead, we ought to find ways to let all kids explore their talents.This produced a flood of comments on my blog. Many readers thought I was callous and daft. "Unfortunately, eliminating the label generally means that the schools give up doing anything for advanced learners," wrote a reader signing in as EduCrazy. Another commenter, CrimsonWife, said "if educators are fine with giving special attention and services to kids who are far out of the mainstream on the low end of the spectrum, why is it so controversial to provide specialized services to kids who are far out of the mainstream on the high end?"
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Young people who were serious about table tennis used to have to make the trip to Beijing, Stockholm or Moscow to train with world-class coaches. Now they go no farther than the Silicon Valley suburb of Milpitas.
"I'm trying to become one of the greatest players in the nation," Srivatsav Tangirala, 14, says matter-of-factly between drills at the huge new table tennis facility in the suburb. He and three dozen players, some as young as five, sprint sideways along the edge of the tables, 45 times in a row, perfecting their footwork."Lean forward, lean, lean, lean, lean," their coach implores.
This is the largest training programme for youths in the country, run by the India Community Centre in a region that is 60 per cent Asian. Here, ping-pong parents who grew up with the sport in Sichuan province or Hyderabad are the new soccer mums and Little League dads.
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Researchers have identified a cluster of autism cases in the South Bay -- but the elevated regional incidence seems linked to parents' ability to gain a diagnosis for their child, rather than any geographic risk.UC Davis MIND Institute press release.A rigorous study of all 2.5 million births in California between 1996 and 2000 revealed 10 places where the disability is more common than elsewhere in the state -- including the Sunnyvale-Santa Clara area, the San Carlos-Belmont area and several parts of southern California and Sacramento.
The scientists found a correlation, not cause, concluding that parents of autistic children in these clusters were more likely to be white, live near a major treatment center, be highly educated and
There was a lower incidence of the diagnosis where families were Latino and less educated.
A diagnosis of autism requires considerable advocacy by parents, who must navigate the complex world of pediatrics, psychiatry and autism experts. Once diagnosed, children gain access to all types of specialized services.
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Dana Hedgpeth & Jennifer Agiesta:
The decline of the auto industry and the nation's economic slide have left many residents here trapped, without work, in houses they can't sell, in neighborhoods where they fear for their safety, in schools that offer their children a hard road out.People across the metro area are feeling the stress of an uncertain financial landscape, with majorities worried about the economy, the cost of health care and having enough money to pay their bills. The region's bleak jobs situation is residents' No. 1 concern, by a big margin. That anxiety is compounded by a widely held feeling that the community is divided by race and income.
And yet they haven't given up.
In a new Washington Post-Kaiser Family Foundation-Harvard University poll about Detroit, almost all residents of the main three-county metropolitan area see their economy as in ruins. About half say this is a bad place to raise a family; as many describe a declining standard of living, swelling debt, deteriorating neighborhoods and a brutal job market.
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The economy may be recovering, but the effects of the recession continue to buffet the nation's public colleges and universities. State governments, coping with shrunken tax revenues and an overwhelming demand for services, have cut funding for higher education. Universities that once relied on the income from fat endowments have yet to recoup multimillion-dollar losses to their portfolios. Families continue to apply for financial aid in record numbers. Meanwhile, enrollment at state institutions has spiked as more students go public and more people overall seek college degrees.The schools in our top 100 best values in public colleges and universities -- led by the University of North Carolina at Chapel Hill for overall value and by Binghamton University (SUNY) for out-of-state value -- continue to deliver strong academics at reasonable prices, in many cases by offering the same or more financial aid as in previous years. But no one can say that it has been easy.
To cope with less money and more students, public institutions, including many in our rankings, have slashed operating costs and raised tuition beyond the average increase of about five percentage points over inflation in recent years. The University of California system, caught in the downdraft of a state budget meltdown, imposed a midyear tuition hike of 15%, to be followed by another 15% increase in the summer, precipitating statewide protests. (Our rankings reflect tuition and fees, including midyear increases, as of December 1, 2009.)
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laiborne Pell died at age 90 on January 1, 2009. In the weeks that followed, the former Democratic senator from Rhode Island was lauded for his many achievements, but one stood out: The first sentence of Pell's obituary in The New York Times cited "the college grant program that bears his name." Pell Grants are the quintessential progressive policy, dedicated to helping low-income students cross into the promised land of opportunity and higher education. "That is a legacy," said Joe Biden, "that will live on for generations to come."What the encomiums to Pell failed to mention is that his grants have been, in all the ways that matter most, a failure. As any parent can tell you, colleges are increasingly unaffordable. Students are borrowing at record levels and loan default rates are rising. More and more low-income students are getting priced out of higher education altogether. The numbers are stark: When Pell grants were named for the senator in 1980, a typical public four-year university cost $2,551 annually. Pell Grants provided $1,750, almost 70 percent of the total. Even private colleges cost only about $5,600 back then. Low-income students could matriculate with little fear of financial hardship, as Pell intended. Over the next three decades, Congress poured vast sums into the program, increasing annual funding from $2 billion to nearly $20 billion. Yet today, Pell Grants cover only 33 percent of the cost of attending a public university. Why? Because prices have increased nearly 500 percent since 1980. Average private college costs, meanwhile, rose to over $34,000 per year.
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For much of his life, astrophysicist George Smoot III has been what he calls a "scientific outlaw."It was his passion for searching and investigating outside the mainstream that won the Lawrence Berkeley National Laboratory scientist the Nobel Prize for physics in 2006 for evidence supporting the Big Bang Theory. Even among his nerdy peers, the effusive Smoot was on the fringes, playing football in high school, trekking in Nepal, attending the Academy Awards, listening to music like Jay Z and Avril Lavigne on his iPod and volunteering as a sound tech for Jerry Garcia back in the day..
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Amy Hetzner, via a kind reader's email:
By the time the first bell rings at Brookfield Central High School, most of the students in Room 22 are immersed in college-level vector equations, reviewing for their final exam on the Friday before Christmas.Related: Janet Mertz's tireless crusade on credit for non-Madison School District classes.Senior Lea Gulotta, however, looks on the bright side of waking early every morning for the past semester so she can take a Calculus 3 class taught at the school by a college professor.
"We get to sleep in for a month," she said, noting that the regular high school semester won't end until mid-January.
There's another positive to Brookfield Central's agreement with the University of Wisconsin-Waukesha continuing education department, which brought the advanced mathematics class to the high school this year as part of the state's youth options program. Under youth options, school districts pick up the costs of courses at Wisconsin colleges if they don't have similar offerings available to students.
Instead of seeing students spend extra time commuting and attending class on a college campus, the arrangement placed the professor in the high school to teach 11 students who had completed advanced-placement calculus as juniors. Two of the students in the class come from the Elmbrook School District's other high school, Brookfield East.
Elmbrook pays UW-Waukesha the same tuition that it would pay if its students chose to attend the college campus on their own, she said.
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TWO years ago, during lunch with a second-grade teacher in the Chicago area, I mentioned that I was going to substitute teach. The teacher -- I'll call him Dan -- started into a story about his own experience with a substitute, which is easily summarized: Dan left a lesson plan; the sub didn't follow it. So, he ended by asking, how hard can substitute teaching be?I smiled, said nothing and bit into my Reuben.
Over the next two years, I would learn -- as I subbed once a week for a variety of classes, including kindergarten, sixth grade, middle-school social studies, high-school chemistry, phys ed, art, Spanish, and English as a second language -- that Dan's story is standard teacher fare. Last time I heard it, though, I didn't bite my sandwich or my tongue.
As much as I became frustrated by the lack of training and support, I was most angered by how many days teachers were out of their classrooms. Nationwide, 5.2 percent of teachers are absent on any given day, a rate three times as high as that of professionals outside teaching and more than one and a half times as high as that of teachers in Britain. Teachers in America are most likely to be absent on Fridays, followed by Mondays.
This means that children have substitute teachers for nearly a year of their kindergarten-through-12th-grade education. Taxpayers shell out $4 billion a year for subs.
I subbed for many legitimately ill teachers and for many attending educational conferences. But my first assignment was to fill in for a sixth-grade teacher who went to a home-and-garden show. My last was for a first-grade teacher who said she needed a mental health day because her class was so difficult.
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THOMAS COLLEGE, a liberal arts school in Maine, advertises itself as Home of the Guaranteed Job! Students who can't find work in their fields within six months of graduation can come back to take classes free, or have the college pay their student loans for a year.The University of Louisiana, Lafayette, is eliminating its philosophy major, while Michigan State University is doing away with American studies and classics, after years of declining enrollments in those majors.
And in a class called "The English Major in the Workplace," at the University of Texas, Austin, students read "Death of a Salesman" but also learn to network, write a résumé and come off well in an interview.
Even before they arrive on campus, students -- and their parents -- are increasingly focused on what comes after college. What's the return on investment, especially as the cost of that investment keeps rising? How will that major translate into a job?
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The Institute for Prospective Technological Studies: CACHIA Romina, FERRARI Anusca, KEARNEY Caroline, PUNIE Yves, VAN DEN BERGHE Wouter, WASTIAU Patricia - 1MB PDF:
An overwhelming majority of teachers are convinced that creativity can be applied to every domain of knowledge and that everyone can be creative. They also subscribe to the idea that creativity is a fundamental skill to be developed in schools, even if they are more ambiguous about how it can be taught, and less sure still about how it can be assessed.Survey respondents were asked to express their opinion about how they view creativity, as a general concept as well as in the school context, on a scale of 5 ranging from 'strongly agree' to 'strongly disagree'. The results are displayed in Figure 1.
Literature reports that very often people, including teachers, refer to creativity as being related exclusively to artistic or musical performances, as springing from natural talent, and as being the characteristic of a genius. These myths about creativity stifle the creative potential of students and create barriers to fostering creativity in schools.
To a large extent, the teachers that took part in our survey have an understanding of creativity which goes against such myths. Almost all teachers who took part in the survey are convinced that creativity can be applied to every domain of knowledge (95,5%) , and to every school subject. More than 60% are even strongly convinced of this. They confirm this view very clearly by disagreeing to a large extent with a statement restricting creativity to the realm of artistic and cultural expression (85%).
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Two elite English-medium schools offering the local curriculum have drawn up bold expansion plans that will enable them to admit children from non-Chinese-speaking families.St Paul's Co-educational College and Diocesan Boys School are setting up boarding houses and International Baccalaureate programmes and have devised adapted Chinese-language programmes for pupils who are not native speakers of Chinese.
The moves will permit the Direct Subsidy Scheme schools, which require all pupils to study Chinese language, to widen their nets to include children from English-speaking families, as well as foreign pupils and ethnic minority children.
Currently, almost all pupils at the schools, which are obliged to offer the local curriculum and will run the IB Diploma alongside it, have Chinese as their mother tongue and most are permanent residents.
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More minority students need to be lured into the sciences. One program has been a resounding success.At most universities, freshman chemistry, a class I've taught for nearly 40 years, is the first course students take on the road to a career in the health professions or the biological or physical sciences. It's a tough course, and for many students it's the obstacle that keeps them from majoring in science. This is particularly true for minority students.
In 2005, more than two-thirds of the American scientific workforce was composed of white males. But by 2050, white males will make up less than one-fourth of the population. If the pipeline fails to produce qualified nonwhite scientists, we will, in effect, be competing against the rest of the world with one hand tied behind our backs.
We've been able to survive for the last several decades in large measure because of the "brain drain" -- the fact that the most able students from other countries, particularly China and India, have come here to study science at our best universities and, in many cases, have stayed to become key players in our scientific endeavors.
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It was Deadline Day at YES Prep North Central, the day college applications were supposed to be finished, the day essays, personal statements and a seemingly endless series of forms needed to be slipped into white envelopes, ready for submission.The day the school's first graduating class would take one leap closer to college.
The seniors inside Room A121 were sprinting, scurrying and stumbling to the finish line. They hunched over plastic banquet tables, brows furrowed and eyed fixed on the screens of Dell laptop computers. Keyboards clattered, papers rustled and sighs swept across the room like waves of nervous energy.
So much was riding on this.
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If you're gearing up for a job search now as an undergraduate or returning student, there are several bright spots where new jobs and promising career paths are expected to emerge in the next few years.Technology, health care and education will continue to be hot job sectors, according to the Bureau of Labor Statistics' outlook for job growth between 2008 and 2018. But those and other fields will yield new opportunities, and even some tried-and-true fields will bring some new jobs that will combine a variety of skill sets.
The degrees employers say they'll most look for include finance, engineering and computer science, says Andrea Koncz, employment-information manager at the National Association of Colleges and Employers. But to land the jobs that will see some of the most growth, job seekers will need to branch out and pick up secondary skills or combine hard science study with softer skills, career experts say, which many students already are doing. "Students are positioned well for future employment, particularly in specialized fields," Ms. Koncz says.
Career experts say the key to securing jobs in growing fields will be coupling an in-demand degree with expertise in emerging trends. For example, communications pros will have to master social media and the analytics that come with it; nursing students will have to learn about risk management and electronic records; and techies will need to keep up with the latest in Web marketing, user-experience design and other Web-related skills.
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This report summarizes data on the use of Infinite Campus teacher tools and the Parent and Student Portal. Data come from a survey conducted among all teachers responsible for students within the Infinite Campus system and an analysis of the Infinite Campus data base. Below are highlights from the report.About half of all middle and high school teachers responsible for providing grades to students are using the grade book tool.
Grade book use has declined over the past year at the middle school level due to the introduction of standards- based grading. In addition to the change in grading approach, the grade book tool in Infinite Campus does not handle standards-based grading as efficiently as traditional grading.
Lesson Planner and Grade book use is most common among World Languages, Physical Education, and Science teachers and less common among fine arts and language arts/reading teachers.
Grade book and other tool use is most common among teachers with less than three years of teaching experience. Seventy percent ofteachers responding to the survey within these years of experience category report using the tools compared with about half of all other experience categories.
Most of the other teacher tools within Infinite Campus, e.g., Messenger, Newsletters, reports, etc., are not being used due to a lack of familiarity with them.
Many teachers expressed interest in learning about how they can use other digital tools such as the Moodie learning management system, blogs, wikis, and Drupal web pages.
About one third of parents with high school students use the Infinite Campus Parent Portal. Slightly less than 30 percent of parents of middle school students use the Portal.
Having just been introduced to elementary schools this fall, slightly more that ten percent of parents of students at this level use the Portal.
Parents of white students are more likely to use the Portal than are parents of students within other racial/ethnic subgroups.
About half of all high school students have used the Portal at one time this school year.
About one in five middle school students have used the Portal this year.
Variation in student portal use is wide across the middle and high schools.
Follow up is planned during January 2010 with staff on how we can address some ofthe issues related to enhancing the use of these tools among staff, parents, and students.
This report is scheduled to be provided to the Board of Education in February 2010.
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Across the rich world more women are working than ever before. Coping with this change will be one of the great challenges of the coming decadesTHE economic empowerment of women across the rich world is one of the most remarkable revolutions of the past 50 years. It is remarkable because of the extent of the change: millions of people who were once dependent on men have taken control of their own economic fates. It is remarkable also because it has produced so little friction: a change that affects the most intimate aspects of people's identities has been widely welcomed by men as well as women. Dramatic social change seldom takes such a benign form.
Yet even benign change can come with a sting in its tail. Social arrangements have not caught up with economic changes. Many children have paid a price for the rise of the two-income household. Many women--and indeed many men--feel that they are caught in an ever-tightening tangle of commitments. If the empowerment of women was one of the great changes of the past 50 years, dealing with its social consequences will be one of the great challenges of the next 50.
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The end of the year is a time to count blessings. Let's start with the underappreciated fact that the Washington area is the best place in the country for children to both learn the mysteries of science, math, English and history, and to become comfortable with stark differences in race and culture.I've looked all over the country for schools--particularly high schools--that have a critical mass of committed parents and educators of various backgrounds who are determined to create a lively learning environment for every child. It was hard to find that when I lived in Pasadena, Calif., which was still reeling from massive white flight after a desegregation fight. It wasn't much better when we moved to Westchester County, N.Y., where schools were very short of minorities and low-income people.
Coming to Washington, it took time to see the difference. As usual, everyone complained about public education. That's an American pastime. But the more high schools I visited here, the more I realized this was---at least relatively speaking-- the Shangri-la of American education. There were more schools in one place than I had ever seen that fit my profile---well-mixed, well-run, with families committed to strong instruction. They shrugged off neighbors who, betraying unexamined biases, wondered how they could send their kids to THOSE schools.
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When Daniel Ottalini entered the University of Maryland in 2004, his family had an array of choices to cover the cost -- cheap student loans, a second mortgage at low rates, credit cards with high limits and their own soaring investments.By the time his younger brother, Russell, started at the University of Pittsburgh this fall, the financial crisis had left the family with fewer options. Russell has had to juggle several jobs in school, and the money he could borrow came with a much higher interest rate that could climb even further over time.
The upheaval in financial markets did not just eliminate generous lending for home buyers; it also ended an era of easy credit for students and their families facing the soaring cost of a college degree.
To pay for higher education, most Americans had come to rely on a range of financial products born of the Wall Street boom. Nearly all of these shrank or disappeared in the storm that engulfed the stock and debt markets.
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National Fatherhood Initiative:
On December 1, 2009, National Fatherhood Initiative (NFI) released Mama Says: A National Survey of Mothers' Attitudes on Fathering, the first-ever national survey taking an in-depth look at how today's mothers view fathers and fatherhood.
Conducted online by the University of Texas Office of Survey Research, Mama Says surveyed 1,533 mothers over the age of 18 with at least one child in the home under the age of 18. They were asked a series of over 80 questions dealing with a range of topics, such as their general opinions about fatherhood, views on work-family balance, and obstacles to good fathering.The study is a companion piece to NFI's 2006 study, Pop's Culture: A National Survey of Dads' Attitudes on Fathering. The report was co-authored by Dr. Norval Glenn, PhD. and Dr. Barbara Dafoe Whitehead, PhD.
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Although the practice is viewed as essential to keeping babies safe, nearly a third of all caregivers still don't regularly put infants on their backs to sleep, according to a new report published Monday.Despite guidelines from pediatricians and a national educational campaign in place since the mid-1990s, researchers found that while there was a dramatic increase in back-sleeping during the first years of the push, the percentage of parents following the recommendations has been virtually unchanged since 2001 - holding at just over 70 percent - although that's still a substantial improvement from the 25 percent rate in 1993.
Pediatricians and the National Institute of Child Health and Human Development called for the change in sleeping practices in the face of a large body of evidence that placing infants on their backs reduced the risk of Sudden Infant Death Syndrome, the leading cause of infant death in the first year of life in the United States.
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CAL has completed a comprehensive survey of K-12 foreign language programs nationwide, describing how our schools are meeting the need for language instruction to prepare global citizens. For comparative purposes, the survey has collected statistical data in 1987, 1997, and 2008. Elementary and secondary schools from a nationally representative sample of more the 5,000 public and private schools completed a questionnaire during the 2007-2008 school year. The 2008 survey results complement and enhance the field's existing knowledge base regarding foreign language instruction and enrollment in the United States.Jay Matthews comments.The report of the survey, Foreign Language Teaching in U.S. Schools: Results of a National Survey, provides detailed information on current patterns and shifts over the past 20 years in languages and programs offered, enrollment in language programs, curricula, assessment, and teaching materials, qualifications, and trainings, as well as reactions to national reform issues such as the national foreign language standards and the No Child Left Behind (NCLB) legislation. The survey results revealed that foreign language instruction remained relatively stable at the high school level over the past decade but decreased substantially in elementary and middle schools. Moreover, only a small percentage of the elementary and middle schools not teaching languages planned to implement a language program within the next two years. The findings indicate a serious disconnect between the national call to educate world citizens with high-level language skills and the current state of foreign language instruction in schools across the country. This report contains complete survey results, along with recommendations on developing rigorous long sequence (K-12 programs whose goals are for students to achieve high levels of language proficiency, and are of interest to anyone interested in increasing language capacity in the United States. 2009.
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We all know that securing a good education for your children is strongly influenced by clout. Do we have it or not? The mayor's kid usually gets more attention than the grocery checker's kid. If you have taken the trouble to make friends with the principal, you are more likely to get your way than if you never appear in the building, or even PTA meetings.But rarely have I seen a better illustration of this than my colleague Emma Brown's terrific piece leading the Monday Metro section about how much Army and Marine Corps families are gaining from those services' decisions to back their members when they seek help for children with disabilities.
Among other examples, she tells how Karen Driscoll, wife of a Marine Corps officer, was told by officials of a northern San Diego County school district that they could only offer a classroom aide for her son ten hours a week. The child's previous school in Fairfax County had provided 21 hours and told her that was what she deserved under federal law.
Most parents seeking special education services know what that means. They are in for a long period of testy meetings, long emails, expensive private evaluations and maybe even legal action before they get what they need, if they ever do. But because of a new Marine Corps initiative, Driscoll had the services of a caseworker and a special education attorney in her meetings with school officials, and soon got what she was looking for.
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"All I remember was landing face first on the floor," said Tina, 18.Tina - disguised for her safety - says the violence spiraled out of control during her six-month relationship with her 17-year-old boyfriend.
"I remember he got on top of me and he was slapping me back and forth," Tina said. "And he said, 'next time you walk by me, acknowledge me. Say that you love me.'"
Raped, beaten and berated on a regular basis, she stayed with him, believing the abuse was part of a normal relationship.
"I knew my aunt went through it so I thought, you know, if she stuck it out with him, with her husband for years, that I should just do the same and keep my mouth shut," she added.
When another 15-year old - who did not want to be indentified - met a cute boy in one of her high school classes - she was smitten.
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Sandy Kleffman & Suzanne Bohan:
In some hardscrabble East Bay neighborhoods, people die of heart disease and cancer at three times the rates found just a few miles away in more well-to-do communities.Children living near busy freeways in Oakland are hospitalized for asthma at 12 times the rate of young people in Lafayette's wooded housing tracts.
The East Bay's striking health inequities extend far beyond life expectancy and involve more than differences between the rich and the poor. Disparities exist up and down the East Bay's socioeconomic ladder, according to data compiled by the Alameda County Public Health Department for Bay Area News Group.
Middle-class communities in Dublin, Castro Valley and Fremont have higher heart disease death rates than wealthier neighborhoods in Walnut Creek and Berkeley, but lower rates than struggling areas of East Oakland and North Richmond.
These facts have led public-health leaders to advocate to equalize opportunities for healthful living, instead of focusing only on a never-ending battle to treat disease.
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I spent most of today tracking down some information about the history of information overload, so I though I'd blog it in case someone else is looking into this. Also, I may well be getting it wrong, in which case please correct me. (The following is sketchy because it's just notes 'n' pointers.)I started with Alvin Toffler's explanation of info overload in the 1970 edition of Future Shock. He introduces the concept carefully, expressing it as the next syndrome up from sensory overload.
So, I tried to find the origins of the phrase "sensory overload." The earliest reference I could find (after getting some help from the Twitterverse, which pointed me to a citation in the OED) was in coverage of a June, 1958 talk at a conference held at Harvard Medical School. The article in Science (vol 129, p. 222) lists some of the papers, including:
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If you recently found a shiny gold dollar coin in downtown Bellevue, thank the kindness class. Ditto if you stumbled upon a piece of glass art in Pioneer Square, or a lottery ticket taped to a bus shelter with a note saying, "This may be your lucky day."Since mid-September, the 250 people in Puget Sound Community School's online course learned about kindness by practicing it.
Along the way, they took emotional risks, repaired relationships, improved their outlook on the world, and realized that kindness is contagious.
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Children's HealthWatch Boston:
A new report by Children's HealthWatch and the Medical-Legal Partnership | Boston finds that housing plays a significant role in protecting young children from food insecurity and the health risks of being seriously underweight. This new report confirms that increased support for subsidized housing must be part of the strategy for ending childhood hunger.
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National Center for Education Statistics:
A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in school as well as on the way to and from school. It provides the most current detailed statistical information to inform the Nation on the nature of crime in schools. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety and the School and Staffing Survey. Data on crime away from school are also presented to place school crime in the context of crime in the larger society.
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Recent discussions on this blog about gender balance in colleges and universities have sparked a number of memories of my own college experiences. I thought it would be interesting to share them here and to invite you to share yours, as well.As noted previously, in 1970 I entered a small college that had, until that year, been the "sister school" of a nearby men's university. There were only a handful of men in my class, and of course none in the more advanced classes.
I had applied to only three colleges in total, all chosen by my parents, and all in the South; two private women's schools and this, a well regarded branch of a state university system. I was accepted at all three, and my parents chose to send me to the cheapest school. I was in no position, or mood to argue; I had narrowly escaped secretarial school, at which I would have been a complete failure; I had no money, and because my parents did have money I was not eligible for the juiciest scholarships. I was grateful to be going anywhere.
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An earlier generation of college students took on the Vietnam War. Now a new generation is poised to take on the mess in Sacramento.This Christmas break, students from University of California and state and community college campuses will fan out across the state to collect signatures in support of an initiative that would free the Legislature from its two-thirds vote requirement on budget and revenue matters. Their goal is to collect enough signatures by April 15 to qualify for the November 2010 ballot.
Amid a welter of sit-ins, teach-ins and building takeovers, this is a bold effort to reach beyond the campuses and address the chronic problems of a dysfunctional Legislature and the state's fiscal crisis. If it passes, the California Democracy Act will allow a simple majority in the Legislature to pass a budget and balance it if necessary with new revenue sources.
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George White, 17, knows what happens to many California kids like him when they age out of the foster-care system. One of White's eight biological siblings recently turned 18. When the payments stopped, his foster parents packed his belongings into plastic trash bags, leaving the teenager homeless while juggling work and classes at an L.A. trade school.Of the roughly 4,500 18-year-olds who will "emancipate" from care in California every year, one quarter will experience homelessness like White's brother. To drive this statistic home, White has organized a 4K run through Compton and will ride his bike 1,149 miles: each mile representing one California foster youth who will spend time on the street, in a shelter, or couch surfing. "It's not enough having people on Capitol Hill saying they will or want to help you, you have to help yourself," he says in the Compton offices of Peace 4 Kids, an organization that works to provide opportunity for foster kids in a community where services are notoriously lacking.
Last year, Congress authorized giving states matching federal funds to extend foster care until age 21. But the way that law is interpreted could mean that in 27 states, including California and the District of Columbia, 18-year-olds would still be left out in the cold.
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With the radio playing softly in the background and munching on spoonfuls of noodles and cheese, Maria Vespa sat at her family's kitchen counter to take her geography mid-term on a recent afternoon.The 15-year-old stared intently at her computer screen as test questions popped up. She'd study each for a minute, take another bite of lunch and click on an answer. When she got stumped, she pulled out her notebook.
"That's one of the great things about online school," Maria said. "You get to use your notes when you're taking tests."
Another great thing about online school: instant grades. A few moments after Maria answered the last test question, her score popped up.
"I got a B," she said. "I would have loved an A, but a B is still pretty good."
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After a year of observing their parents pinch pennies and fret about the economy, the nation's teenagers may be coming to grips with reality.Sales are down sharply in recent months at nearly every major retail chain catering to teenagers, and interviews with teenagers suggest that the reasons go beyond their own difficulty finding part-time jobs.
"I think my sister and I, throughout this year we've kind of lost an interest in getting gifts and things like that," said Morgan Porpora, 16, who in the past had a list of things she wanted for Christmas. "I guess we've noticed the economy and we just kind of even feel bad I guess asking for a lot."
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Nearly 270 Kentucky children died of abuse or neglect during the past decade -- more than half of them in cases where state officials already knew of or suspected problems.During one recent 12-month period, 41 children died -- the highest rate of any state, according to a recent report by the Every Child Matters Education Fund, a Washington child-advocacy group.
In a six-month review of the problem, The Courier-Journal found that:
-- Child-protection officials, day-care workers, and parents, friends and relatives missed signs of abuse such as suspicious bruising and evidence of previous injury, or were hesitant to act.
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Facebook, the popular networking site, has 350 million members worldwide who, collectively, spend 10 billion minutes there every day, checking in with friends, writing on people's electronic walls, clicking through photos and generally keeping pace with the drift of their social world.Make that 9.9 billion and change. Recently, Halley Lamberson, 17, and Monica Reed, 16, juniors at San Francisco University High School, made a pact to help each other resist the lure of the login. Their status might as well now read, "I can't be bothered."
"We decided we spent way too much time obsessing over Facebook and it would be better if we took a break from it," Halley said.
By mutual agreement, the two friends now allow themselves to log on to Facebook on the first Saturday of every month -- and only on that day.
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When the Marquez sisters set out to get pregnant, Edelmira was 14 and Angela was 15.Related: Between Two Worlds: How Young Latinos Come of Age in America.Having babies, the girls thought, would force their Salvadoran-born parents to stop trying to keep them and their teenage boyfriends apart.
Edelmira was the first to succeed, giving birth to a baby girl in the eighth grade. She regretted it almost immediately, and warned her sister not to get pregnant.
Angela, whose round, brown eyes and shy smile are so similar to Edelmira's they could almost be twins, stayed quiet.
"I didn't want her to know I was still trying," Angela recalls, sheepishly. "When I used to see my sister play with her baby, I was like, 'She's so cute; I want my own.' "
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WITH the construction of the railways in the 19th century, a new sociological phenomenon was born: the travelling criminal. Until then, police had relied on local communities to recognise a bad apple in their midst, but now the felons were on the move, wreaking havoc in communities which had no knowledge of their past and hence no reason to be wary. For law enforcers trying to contain the problem by sharing descriptions of known recidivists, it became imperative to answer one question: what is it that identifies someone as a particular person?This question has long troubled humanity, of course, and it is explored in all its facets in a new exhibition at the Wellcome Collection in London. One practical application lies in the forensic arena. The first solution offered, branding, was simple and effective. But even in a society that preferred to believe that criminals were born and not made, this was soon deemed unacceptable. So there was a need to find something innate to human beings that remains constant from the cradle to the grave, and that is sufficiently differentiated in the population to make it useful in identifying individuals.
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Daniel Kahn has never lived in this city, but he has attended its legendary public schools since the fourth grade. Now in eighth grade, he is vice president of the student council, plays in two school bands and is an A student who has been preparing to tread in his sister's footsteps at Beverly Hills High School.But Daniel will almost certainly be looking for a new place to hang his backpack next fall. The school board here intends to do away with hundreds of slots reserved for nonresident children, most of whom live in nearby neighborhoods of Los Angeles where the homes are nice but the city's public school system is deeply distressed.
The students used to be a financial boon for Beverly Hills, bringing millions of dollars in state aid with them. But California's budget crisis is changing the way schools are financed in many wealthy cities, suddenly turning the out-of-towners into money losers.
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It all started with the sound of static. In May 1964, two astronomers at Bell Labs, Arno Penzias and Robert Wilson, were using a radio telescope in suburban New Jersey to search the far reaches of space. Their aim was to make a detailed survey of radiation in the Milky Way, which would allow them to map those vast tracts of the universe devoid of bright stars. This meant that Penzias and Wilson needed a receiver that was exquisitely sensitive, able to eavesdrop on all the emptiness. And so they had retrofitted an old radio telescope, installing amplifiers and a calibration system to make the signals coming from space just a little bit louder.But they made the scope too sensitive. Whenever Penzias and Wilson aimed their dish at the sky, they picked up a persistent background noise, a static that interfered with all of their observations. It was an incredibly annoying technical problem, like listening to a radio station that keeps cutting out.
At first, they assumed the noise was man-made, an emanation from nearby New York City. But when they pointed their telescope straight at Manhattan, the static didn't increase. Another possibility was that the sound was due to fallout from recent nuclear bomb tests in the upper atmosphere. But that didn't make sense either, since the level of interference remained constant, even as the fallout dissipated. And then there were the pigeons: A pair of birds were roosting in the narrow part of the receiver, leaving a trail of what they later described as "white dielectric material." The scientists evicted the pigeons and scrubbed away their mess, but the static remained, as loud as ever.
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Andrew Levine knew he wouldn't find a job in investment banking when he graduated with an M.B.A. from the University of Miami in 2008. Wall Street was in the midst of a financial collapse. So instead the 24-year-old focused his efforts on launching a start-up. "I figured that starting my own company was the best use of my time while I waited for the market to thaw," says Mr. Levine.Faced with an unemployment rate of 16% for 20- to 24-year-olds, a growing number of recent college and grad-school graduates are launching their own companies, according to anecdotal evidence from colleges, universities and entrepreneurship programs around the U.S.
For his part, Mr. Levine built upon a business plan for a niche social-networking company he had created for an entrepreneurship class the prior year. He showed the plan to the father of a college friend who was an angel investor and got $40,000 in seed money in exchange for an equity stake in the business.
Armed with start-up cash, Mr. Levine created audimated.com, an online social-networking site for musicians and their followers. It serves as a forum for the independent music community--both fans and musicians--to discover and promote new music. The site is in beta testing now with a launch expected in January.
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Michelle Parks & Mary Carmichael:
How did you conceive the idea for the project?At first, my editors and I were interested in childhood bipolar disorder simply because it's a controversial topic -- there's a lot of debate about how the disorder should be diagnosed and whether it even exists in kids. But then I found that most of what had already been written was focused on either the academic side of the controversy -- [such as] what is the definition of pediatric bipolar disorder -- or the dangers of medicating kids. There weren't many vivid descriptions of the actual experience of being, or raising, a child with the diagnosis. So I decided I wanted to bridge that gap -- to show as well as tell, to force the reader to think through the difficult decisions that parents have to make instead of just saying "parents of these kids have to make tough decisions."
I thought the best way to do it would be to zoom in on one family, to give the reader someone with whom to identify. I knew the Blakes were the right family when Amy [Max's mother] said to me in our first interview that "no one understands how it feels" to raise a child like Max -- after all, the whole purpose of the project was to show people how that feels.
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Many 4-year-olds cannot count up to their own age when they arrive at preschool, and those at the Stanley M. Makowski Early Childhood Center are hardly prodigies. Most live in this city's poorer districts and begin their academic life well behind the curve.
But there they were on a recent Wednesday morning, three months into the school year, counting up to seven and higher, even doing some elementary addition and subtraction. At recess, one boy, Joshua, used a pointer to illustrate a math concept known as cardinality, by completing place settings on a whiteboard."You just put one plate there, and one there, and one here," he explained, stepping aside as two other students ambled by, one wearing a pair of clown pants as a headscarf. "That's it. See?"
For much of the last century, educators and many scientists believed that children could not learn math at all before the age of five, that their brains simply were not ready.
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Adam Sell:
The Concord Review is a one-man outfit run from a cluttered office on Route 20 in Sudbury.Back issues of the academic journal featuring research by high school history students sit in stacks, and editor Will Fitzhugh keeps his computer in the corner so he can leave even more room for books.
Fitzhugh, 73, has been running the quarterly publication for 22 years in an effort to keep old-fashioned term papers alive and well. He thinks scholarly research at the high school level has declined, and students are arriving at college unprepared.
"I think we're doing the majority of public high school students a disservice,'' said Fitzhugh. "They get to college and are assigned these nonfiction books and term papers, and they flame out. The equivalent is sending kids to college math classes with only fractions and decimals.''
Yet Fitzhugh, who started the journal while on sabbatical from his teaching job in Concord (hence the name), can't find anybody to take over when he retires. He took no salary from the journal for 14 years, and even now averages only $10,000 a year.
"It's going to be really hard, there's no job security. But most people don't want to work for nothing, and they don't want to leave the classroom,'' Fitzhugh said. "I don't know how long I can keep going.''
Despite a perpetual lack of funding for his project--Fitzhugh said he's been turned down by 154 foundations--The Concord Review has persevered.
The number of subscribers has grown to more than 1,400, and its printing runs every three months range from 2,500 to 4,000 copies. Filling each issue are 11 articles that Fitzhugh picks from more than 200 submissions.Papers come in from all over the world; the most recent issue features one from the American School of Antananarivo in Madagascar. Of the other 10 articles, seven were from students in private schools, which Fitzhugh said is roughly the average proportion.
And these are no simple book reports the students are writing. This issue includes papers titled "Rise and Fall of Cahokia,'' "Andersonville Prison,'' "Arquebus in Japan,'' and "Civil War Medicine.''
"Obviously it's been difficult in some ways, but I've been inspired by the work of the kids,'' Fitzhugh said.
One of those is Jonathan Weinstein. When he started writing a research paper for his Asian studies class at Lincoln-Sudbury Regional High School, Weinstein said, he expected it to come out around 10 pages, roughly the assigned length. But as he kept digging into information on HIV/AIDS in China, his paper grew.
"As I got into the topic, there wasn't any way to do a proper analysis without making it around 34 pages,'' Weinstein said. He started looking toward other avenues of publication, and settled on The Concord Review.
Sandra Crawford, Weinstein's teacher at Lincoln-Sudbury, hopes the recognition he got for his report might drive other students to attempt the same.
"I know it's made me think about when I have students do excellent papers, how can I bring those to a wider audience?'' Crawford said.
Though public schools contribute fewer of the papers Fitzhugh publishes, The Concord Review has a fan in Robert Furey, head of the history department at Concord-Carlisle Regional High School.
"It's an extraordinary opportunity for kids to have their work viewed by a wider audience,'' said Furey. "I think there needs to be a Concord Review to give the most serious history students the chance to have their work read.''
But not all teachers are sold. Todd Whitten, who teaches Advanced Placement courses at Burlington High School and was formerly a department head at Beaver Country Day School in Brookline, says the standards that The Concord Review sets are a throwback to a different era of teaching history.
"I think it's feeling more and more anachronistic,'' Whitten said. Term papers "are the way college works, it's a format that needs to be taught, but anecdotally, it's been taken over by English departments.''
Whitten said from his perspective, history and social studies departments aren't having students write Fitzhugh's style of paper anymore. "The focus is on being generalists, not specialists. You're trying to cover the surface of a lot of stuff,'' Whitten said.
For Fitzhugh, it boils down to showing that high school students are capable of outstanding academic work. The Concord Review is just one facet of his Varsity Academics initiative. If he can help inspire students to strive beyond their own expectations, even if The Concord Review folds, he will have done his job, Fitzhugh said.
"Athletics are performed publicly. Good academics are a secret.''
© Copyright 2009 The New York Times Company
© Copyright 2009 Globe Newspaper Company.
=================
"Teach by Example"
Will Fitzhugh [founder]
Consortium for Varsity Academics® [2007]
The Concord Review [1987]
Ralph Waldo Emerson Prizes [1995]
National Writing Board [1998]
TCR Institute [2002]
730 Boston Post Road, Suite 24
Sudbury, Massachusetts 01776-3371 USA
978-443-0022; 800-331-5007
www.tcr.org; fitzhugh@tcr.org
Varsity Academics®
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Ten privacy groups have filed a complaint with the Federal Trade Commission over recent changes to Facebook's privacy policy.Led by the Electronic Privacy Information Center (EPIC), the groups criticize Facebook for changes that made previously private information public.
"More than 100 million people in the United States subscribe to the Facebook service," Marc Rotenberg, EPIC's executive director, said Thursday in a prepared statement. "The company should not be allowed to turn down the privacy dial on so many American consumers."
In response, Facebook said it was "disappointed" that EPIC took its complaints to the FTC instead of the company itself.
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Before Pearl Harbor was attacked in 1941, the out-of-wedlock birthrate for African-Americans was nineteen percent. According to the National Center for Health Statistics, in 2004 the illegitimate black birthrate was 69.4 percent. In contrast, the out-of-wedlock rates that year for Caucasians and Hispanics were 25 and 45 percent respectively. Consequently, in America well over half of our minority population enters the education sweepstakes with one parent tied behind their back. Our largest minorities groups have a parent gap that not only precedes the performance differential in math in reading, it guarantees it.We are living in a moment in time where otherwise reasonable people debate the merits of raising a child in a same-sex-marriage home. Consequently, it is culturally reasonable to argue whether wealthy Americans can raise children in single-parent homes without handicapping their education. That said, it is criminally insane to suggest that a single parent of limited means is doing anything other than providing a rough life for both child and mother. Frankly, I have had it with televised images of sobbing single parent mothers lamenting the demise of their fatherless children because of the misdeeds of someone else's single-parent child.
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Arriving in Christmas mail, the heaviest letter of them all: next term's school fees. A century ago, the cost of a private education at a secondary British school was about seven guineas, roughly £7.35 or one and half ounces of gold. Today, the average bill is £4,000 a term, or six ounces of gold. At the most prestigious boarding schools, such as Eton, a term's fees can reach £9,000 (before extras). That takes the total cost of a private secondary education to as much as £135,000 - about half a gold ingot.Talk about a heavy load. During the past decade, school fees have risen by three-quarters. Broader UK inflation, meanwhile, has been about 20 per cent. Everything is relative, however, and by some measures school fees have actually fallen. Take what is typically the largest asset owned by a private educating family, their home. Now match it against their largest cost. In 1999, the value of an average UK house was equivalent to five years of Eton fees. Today it would buy almost 6 years.
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Like a Lincoln Center hopeful, Aislee Nieves spends most afternoons in her cramped living room, the couch pulled aside so she can perfect her pointed toes and pirouettes. A spreadsheet tells her the tryouts she has attended, where and when the next one is and the one after that.On a recent Sunday she flitted about her apartment in Sunset Park, Brooklyn, collecting what she needed that day: ballet slippers, leotard, footless tights, all slipped into her bright green knapsack.
"Mommy, you have the admission ticket? And my transcript?" she asked, her 13-year-old voice betraying a slight edginess.
Yes, yes, her mother, Blanca Vasquez, answered. After all, they had been auditioning for high school nearly every weekend for the last month.
The high school admission process in New York City is notoriously dizzying, with each eighth grader asked to rank up to a dozen choices, and the most competitive schools requiring tests, essays or interviews. But for hundreds of students who sing, dance, act or play an instrument, trying out for the ninth grade is now an all-consuming routine.
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Without discussion, the Milwaukee School Board voted 7-0 Thursday night to make condoms available at many of the city's high schools, paving the way to make Milwaukee Public Schools one of the relatively few districts in the nation to provide contraception to students.Somewhat related: biggovernment.com and mediamatters.org have been going back and forth on Obama Administration "safe school czar" Kevin Jenning's K-12 sex education activities.The communicable disease prevention program, as the district calls it, could be in place as soon as the 2010-'11 school year.
The proposal sparked some opposition after being made public Dec. 2, but the board approved the condom distribution without much dissent. Comments from the public are not allowed at board meetings and a board committee had voted 5-0 on Dec. 9 to recommend adopting the program.
The condoms will be available free of charge, but only to students in high schools that have school nurses and only after students request them at the nurse's office, according to a fact sheet circulated by the school district. Up to two condoms will be distributed at a time.
Thursday's vote does not authorize funding for the program, but the district has said it will not use taxpayer money to buy condoms and instead will seek other sources of funding.
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I share this secret only with recluses like myself who lack the imagination to conceive of any gift better than a book. If you are buying for a child -- particularly if you are in a last-minute Christmas shopping panic -- scan this list compiled by a company called Renaissance Learning.It is an amazing document. Parents who keep track of what their children are doing in school, particularly in this area, might be vaguely aware of Renaissance Learning and its famous product, Accelerated Reader, the most influential reading program in the country. It was started 23 years ago by Judi Paul and her husband, Terry, after she invented on her kitchen table a quizzing system to motivate their children to read.
Students read books, some assigned but many chosen on their own, and then take computer quizzes, either online or with Accelerated Reader software, to see whether they understood what they read. Students compile points based in part on the difficulty and length of each book and sometimes earn prizes from their schools.
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A Taunton, Massachusetts father is furious that his 8-year-old son was sent home from school and required to undergo a psychological evaluation.All this comes the boy drawing a picture of Jesus on the cross. It was part of a second grade Christmas assignment.
The student was ordered into counseling by his principal. After the little boy did go into counseling, and the doctor said he was fine, but his father says his son is now uncomfortable in school.
Chester Johnson, father: "I want to transfer him to another school and I want something done about this. They owe my family an apology and they owe me an apology."
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Betsey Stevenson [317K PDF]:
Previous research has found that male high school athletes experience better outcomes than non-athletes, including higher educational attainment, employment rates, and wages. However, students self-select into athletics so these may be selection effects rather than causal effects. To address this issue, I examine Title IX which provides a unique quasi- experiment in female athletic participation. Between 1972 and 1978 U.S. high schools rapidly increased their female athletic participation rates--to approximately the same level as their male athletic participation rates--in order to comply with Title IX. This paper uses variation in the level of boys' athletic participation across states before Title IX as an instrument for the change in girls' athletic participation over the 1970s. Analyzing differences in outcomes for both the pre- and post-Title IX cohorts across states, I find that a 10-percentage point rise in state-level female sports participation generates a 1 percentage point increase in female college attendance and a 1 to 2 percentage point rise in female labor force participation. Furthermore, greater opportunities to play sports leads to greater female participation in previously male-dominated occupations, particularly for high-skill occupations.
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A decade of pesky germs, from SARS to avian flu to H1N1, has given rise to dozens of products bragging about their microbe-killing properties. Everything from hand-sanitizing liquids to products like computer keyboards, shopping carts and tissues tout that they kill 99.9%, or 99.99%, of common bacteria and fungi.But some of these numbers look like the test scores in a class with a very generous grading curve. They often don't include all pesky germs, and are based on laboratory tests that don't represent the imperfections of real-world use. Human subjects, or countertops, in labs are cleaned first, then covered on the surface with a target bug. That is a far cry from a typical kitchen or a pair of grimy hands.
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About 1 in 7 American teens with cellphones say they have received nude or nearly nude photos by text message, according to a new survey on the phenomenon known as "sexting."Helping to define the little-understood trend in teen life, the poll found that 15 percent of adolescents ages 12 to 17 have received sexually suggestive photos or videos on their personal cellphones. Just 4 percent acknowledged sending out a naked image.
Older teens were more likely to report sexting, with 30 percent of 17-year-olds saying they had received such photos, compared with 4 percent of 12-year-olds, according to the report by Pew Research Center's Internet & American Life Project.
The provocative photos are usually sent as part of a romantic relationship -- or one that is wished-for, the study found.
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As Seattle Public Schools released new details about its latest transformation plan for perpetually-troubled Cleveland High School over the past week, there's been a collective eye roll among some teachers there.Melissa Westbrook has more.
"I've been here for 15 years and every other year we do this," says math teacher David Fisher, referring to a long string of ballyhooed overhauls that the Beacon Hill school has embarked on at the behest of the district.One thing is different: The district is promising to pour money into this reinvention of Cleveland as the School of Science, Technology, Engineering and Mathematics (STEM). It proposes to spend more than $4 million over the first three years, according to a report at last Wednesday's school board meeting by Superintendent Goodloe-Johnson. That's a lot of money for a school that is already up and running. (See the breakdown of spending on page 8 of this pdf.)
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My wife was enjoying a quiet flight back to Washington after a week off in California when I, sitting next to her, started thrashing around. I was reading a book, but in a way that any person would find disturbing. I was marking and remarking pages. I was filling margins with unreadable scrawls. I was flipping back and forth. I was talking to myself: "Whoa! No! Yes!""What is that?" she asked.
It's a good question. The simple answer is: the latest book by school improvement activist Tony Wagner: "The Global Achievement Gap: Why Even Our Best Schools Don't Teach the New Survival Skills Our Children Need." Wagner is co-director of the Change Leadership Group at the Harvard Graduate School of Education. He is also a great writer and speaker. I consider this book more of an experience than a read.
My habit is to write on the last page, next to the inside of the back cover, any column ideas that come to me from a book. The last page of my copy of Wagner's book is a maze of my jottings. I have been making fun of the 21st century skills movement as a high-cost, high-level, often incomprehensible conversation among people who have forgotten to explain what it means to teachers.
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ON THE surface, Framingham, Massachusetts looks like any other American town. Unbeknown to most who pass through this serene place, however, it is a gold mine for medical research. Since 1948 three generations of residents in Framingham have participated in regular medical examinations originally intended to study the spread of heart disease. In the years since, researchers have also used Framingham to track obesity, smoking and even happiness over long periods of time. Now a new study that uses Framingham to analyse loneliness has found that it spreads very much like a communicable disease.Feeling lonely is more than just unpleasant for those who yearn to be surrounded by warm relationships--it is a health hazard. Numerous studies show that loneliness reduces fruit-fly lifespans, increases the chances of mice developing diabetes, and causes a host of adverse effects in people, including cardiovascular disease, obesity and weakening of the immune system. Simply being surrounded by others is no cure. In people, the mere perception of being isolated is more than enough to create the bad health effects. However, in spite of its significant impact, precious little is known about how loneliness moves through communities.
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During the years Salman Khan spent scrutinizing financials for hedge funds, he rationalized the profit-obsessed work by telling himself he would one day quit and use his market winnings to open a free school.www.khanacademy.org/.It began with long-distance tutoring in late 2004. He agreed to help his niece Nadia, then a seventh-grader struggling with unit conversion, by providing math lessons over Yahoo's interactive notepad, Doodle, and the phone.
Nephews and family friends soon followed. But scheduling conflicts and repeated lectures prompted him to post instructional videos on YouTube that his proliferating pupils could watch when they had the time.
They did - and before long, so did thousands of others. Today, the Mountain View resident's 800-plus videos are viewed about 35,000 times a day, forming a virtual classroom that dwarfs any brick and mortar school he might have imagined. By using the reach of the Internet, he's helped bring education to the information-hungry around the world who can't afford private tutors or Kaplan prep courses.
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Steve Rankin - via a kind reader's email:
Dear Editor: In the article "Racial Divide," you quote the Madison School District's Kurt Kiefer as saying "We celebrate the high fliers" and state that Madison has 57 National Merit semifinalists this year.But did we "celebrate" them? Two were named last week in the Wisconsin State Journal, and they were named because of their disabilities. I could not find reference to the other 55 on the school district's website. (By searching madison.com archives, I did find a list of 62 from September, including private school students.) How many high school athletes did we celebrate this week, by posting their names, their accomplishments, and their pictures in the paper?
The State Journal names a male and female athlete of the week, and runs a feature story. When did we name a scholar of the week? A thespian? A musician? Do we cover the State Solo and Ensemble Competition as though it were newsworthy? How about math meets? Debate and forensics? Do we review high school plays with the same attention as weekly football games?
When academic and artistic pursuits are covered with even a quarter of the vigor with which we cover sports, when students of color are served by the district as gifted in fields other than athletics, when we let students know in a public way that we value them for those gifts and that hard work, then we can begin to talk about celebrating the high fliers, and then we can begin to scratch our heads about an achievement gap.
When we send the clear message to students, especially students of color, that they are of value to society for their entertainment value on an athletic field, we do not serve them or us.
Steve Rankin
Madison
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Author Beth Fertig says that as many as 20 percent of American adults may be functionally illiterate. They may recognize letters and words, but can't read directions on a bus sign or a medicine bottle, read or write a letter, or hold most any job. Her new book, Why cant U teach me 2 read, follows three young New Yorkers who legally challenged the New York City public schools for failing to teach them how to read -- and won. Host Scott Simon talks to Fertig about her book.Related: Madison School District Reading Recovery Review & Discussion.....
SIMON: The No Child Left Behind Act is often criticized. But you suggest in this book that it perhaps did force teachers to not just let a certain percentage of students slip through the cracks.
Ms. FERTIG: That is the one thing that I do hear from a lot of different people is, by not just looking at how a whole school did and saying, you know, 60 or 70 percent of our kids passed the test, they now have to look at how did our Hispanic kids do, how did our black students do, how did our special ed students do, how did English language learners do - students who aren't born to parent who speak English.
And this way, by just aggregating the data, they're able to see which kids are falling behind and hopefully target them and give them more interventions, more help with their reading. And the ideal is that a child like Umilka isn't going to be caught, you know, in high school and they're going to figure out then that they weren't reading.
SIMON: You make a point in the book you can't get a job cracking rocks these days without having to probably fill out a computer form as to how many rocks you cracked.
Ms. FERTIG: Exactly. Antonio is now working at UPS as a loader. He had to take a basic orientation test. And because he had improved his reading skills to a fourth or fifth grade level, he was able to pass that. But he feels stuck now.
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A handful of states have moved to restrict or regulate school staff members who restrain or seclude hard-to-handle children against their will in the wake of abuses exposed by congressional investigators seven months ago. But many more states have done little or nothing, advocates say.
"There has been a lot of attention, a lot of advocacy, a lot of family members involved, but it's slow going," says Jane Hudson, an attorney for the National Disability Rights Network, based in Washington, D.C.Many states still have no rules in place to address how and when school staff can restrain and seclude children, says Rep. George Miller, D-Calif., chairman of the House Education and Labor Committee. So he and Rep. Cathy McMorris Rodgers, R-Wash., also on the committee, are pushing legislation to set federal rules.
"Without a federal standard to set the bar, it's the Wild West," Miller says. "We believe the right approach is a balanced one that provides federal guidance to states but still allows states the flexibility to tailor their regulations to their specific needs."
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Click for a Reading Recovery Data Summary from Madison's Elementary Schools. December 2009
Madison School Board 24MB mp3 audio file. Madison Superintendent Dan Nerad's December 10, 2009 memorandum [311K PDF] to the board in response to the 12/7/2009 meeting:
Attached to this memo are several items related to further explanation of the reason why full implementation is more effective for Reading Recovery and what will happen to the schools who would no longer receive Reading Recovery as part of the administrative recommendation. There are three options for your review:Related: 60% to 42%: Madison School District's Reading Recovery Effectiveness Lags "National Average": Administration seeks to continue its useThe first attachment is a one-page overview summary ofthe MMSD Comprehensive Literacy Model. It explains the Balanced Literacy Model used in all MMSD elementary schools. It also provides an explanation of the wrap around services to support each school through the use of an Instructional Resource Teacher as well as Tier II and Tier III interventions common in all schools.
- Option I: Continue serving the 23 schools with modifications.
- Option II: Reading Recovery Full Implementation at Title I schools and Non-Title I Schools.
- Option III: Serving some students in all or a majority of schools, not just the 23 schools who are currently served.
The second attachment shows the detailed K-5 Title I Reading Curriculum Description in which MMSD uses four programs in Title I schools: Rock and Read, Reading Recovery, Apprenticeship, and Soar to Success. As part of our recommendation, professional development will be provided in all elementary schools to enable all teachers to use these programs. Beginning in Kindergarten, the four instructional interventions support and develop students' reading and writing skills in order to meet grade level proficiency with a focus on the most intensive and individualized wrap around support in Kindergarten and I" Grade with follow up support through fifth grade.
Currently these interventions are almost solely used in Title I schools.
The third attachment contains three sheets - the frrst for Reading Recovery Full Implementation at Title I schools, the second for No Reading Recovery - at Title I Schools, and the third for No Reading Recovery and No Title I eligibility. In this model we would intensify Reading Recovery in a limited number of schools (14 schools) and provide professional development to support teachers in providing small group interventions to struggling students.The fourth attachment is a chart of all schools, students at risk and students with the highest probability of success in Reading Recovery for the 2009-10 school year. This chart may be used if Reading Recovery would be distributed based on student eligibility (districtwide lowest 20% of students in f rst grade) and school eligibility (based on the highest number of students in need per school).
Option I: Leave Reading Recovery as it currently is, in the 23 schools, but target students more strategically and make sure readiness is in place before the Reading Recovery intervention.
