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The percentage of low-income students in Wisconsin and Madison schools continues to grow.
Madison's percentage of students who qualify for free or reduced-price lunch reached 56.5 percent this year, up from 51 percent last year, according to the state Department of Public Instruction. That's up from 44 percent five years ago and 31 percent a decade ago. Wisconsin's rate reached 42.5 percent, up from 41.5 percent last year and 29.5 percent in the 2003-04 school year. More than 100 of the state's 424 school districts have a majority of students who qualify as low-income.
Children from households with annual incomes at or below 130 percent of the federal poverty rate, or $29,055 for a family of four, qualify for a free lunch. Children from households with annual incomes under 185 percent of the federal poverty rate, or between $29,055 and $41,348 for a family of four, qualify for a reduced-price lunch.
Wisconsin State Journal
March 20, 2012
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The Cupcake Wars came to Public School 295 in Sunset Park, Brooklyn, in October. The Parent-Teacher Association's decision to raise the price of a cupcake at its monthly bake sale -- to $1, from 50 cents -- was supposed to be a simple way to raise extra money in the face of city budget cuts. Instead, in a neighborhood whose median household income leaped to $60,184 in 2010 from $34,878 a decade before, the change generated unexpected ire, pitting cash-short parents against volunteer bakers, and dividing a flummoxed PTA executive board, where wealthier newcomers to the school serve alongside poorer immigrants who have called the area home for years.
"A lot of people felt like they really needed to be heard on this," recalled Dan Janzen, a mild-mannered freelance copywriter with children in first and third grades who leads the school's development committee and devised the price increase. One mother expressed dismay at being blindsided, while others said they were worried about those at the school without a dollar to spare. Ultimately, the PTA meeting at which the issue came to a head was adjourned without a resolution.
Such fracases are increasingly common at schools like P.S. 295, where changing demographics can cause culture clashes. PTA leaders are often caught between trying to get as much as possible from parents of means without alienating lower-income families. Sometimes, the battles are over who should lead the PTA itself: many of the gentrifiers bring professional skills and different ideas of how to get things done, while those who improved the school enough to attract them become guardians of its traditions.
So along with cross-cultural exchanges, international festivals and smorgasbords, school diversity can mean raw feelings about race and class bubbling to the surface. "It's never just about the cupcake," said Jeffrey Henig, a professor of political science and education at Teachers College, who has written extensively about this topic. "The cupcake is the spark."
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The College Board AP Report to the Nation shows that students who earn advanced placement credit in high school typically experience greater academic success in college, are better prepared for coursework, and are more likely to earn a college degree than their peers.View and download the 2011 AP Report to the Nation, here:In 2011, 903,630 seniors took an AP exam before leaving high school with 540,619 scoring a three or higher. That doubles the 431,573 who took the exam in 2001 when only 277,507 scored a three or higher. In all, 62,068 students across Wisconsin took AP exams in 2011.
Joanne Berg, University of Wisconsin-Madison vice provost for enrollment management, says that "students who took AP credits were able to graduate sooner than other students, were able to start advanced courses sooner, and actually free up courses for other students who weren't able to take AP credits."
Along with the release of the report, representatives from the UW-Madison are also featured in several videos speaking to the value of the AP program. The videos can be viewed here.
The 8th Annual AP Report to the Nation (.pdf/1.7MB) reports on each state's efforts to improve high school achievement by involving greater segments of the student population -- and traditionally underserved minority students in particular -- in rigorous AP courses.The state supplements can be viewed here.
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via Steve Hsu.
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California voters made a pact in 1988 when they approved Proposition 98.The state would provide a guaranteed minimum level of funding for public schools. In exchange, schools would be held "accountable for the job they do and the tax dollars they spend." Every year each school would publish a School Accountability Report Card - the SARC.
A generation later, that report card still is not very readable and has little role in driving school improvement. A 2004 UCLA report concluded, "Running the school system without a useful and understandable SARC is like driving a $100,000 sports car with a broken speedometer, temperature gauge and gas gauge."
Unfortunately, political leaders faced with the overly complex, confusing system seem to lunge in opposite directions.
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Ask Detroit teachers about their biggest challenge, and many will say, "You can't teach kids who don't come to class." Last year, the average Detroit public high school student missed at least 28 days of school.Now, as part of its effort to get parents more involved, the district has launched a major initiative to improve attendance. The effort includes parent workshops and attendance agents charged with pushing parents to send their kids to school every day.
George Eason is one of Detroit's 51 attendance agents. He's staring at a printout that says a lot about the city's attendance problems. He flips the pages, counting the absences that one student has racked up only midway through the school year.
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Ben Prawdzik, via a kind reader's email:
Gov. Dannel Malloy has indicated that he plans to make good on his promise to enact education reform -- he has announced a series of legislative proposals over the past week aimed at improving and expanding schooling opportunities in Connecticut.Malloy's proposals, if enacted by the state's General Assembly convening for its legislative session today, would affect students in levels ranging from preschool to professional job training programs. Last Thursday, Malloy proposed allocating an additional $12 million of the state budget to boost the quality and accessibility preschool education in the state. The next day, the governor announced that he will propose legislation to change the Connecticut Technical High School (CTHSS) system to tailor its curricula to the needs of the state's employers so that students will be better prepared for employment upon graduation. On Monday, Malloy put forth a legislative proposal to improve low-achieving schools and increase charter and magnate school funding.
"We made a promise to our kids that education will prepare them for college or the workforce," Malloy said in a Feb. 6 press release. "Transforming our educational system -- fixing the schools that are falling short and learning from the ones that are graduating high-achievers -- will help us develop the skilled workforce that will strengthen our state and our economy."
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Two seats on the eight-member board are opening up. In both races, opponents of the proposed charter school, which is being championed by the Urban League of Madison as a way to target the long-standing achievement gap between white and minority students, are pitted against supporters of the plan.Related: 1.25.2012 Madison School Board Candidate DCCPA Event Audio.Arlene Silveira, an incumbent who voted against Madison Prep, is being challenged by Nichelle Nichols, the vice president of learning for the Urban League. Similarly, in an open seat that Madison Prep supporter Lucy Mathiak is vacating, Mary Burke, a wealthy philanthropist (and former state secretary of Commerce) who pledged $2.5 million to the Madison Prep project, is running against Michael Flores, a firefighter with union backing.
John Matthews, president of Madison Teachers Inc, says his union is planning to be very active in support of Silveira and Flores. In not-so-subtle terms, he challenged Burke's ability to understand the challenges that the Madison middle class and poor face in the school system.
"She's a one percenter," he said, invoking the language of the Occupy Wall Street movement. "She's a very nice person, a very well-intentioned person but you want somebody who understands what it's like to be a parent and understands the needs of parents to be involved."
Seat 1 Candidates:
Nichele Nichols
www.nichols4schoolboard.org
email: nnichols4mmsd@gmail.com
Arlene Silveira (incumbent)
www.arleneforschoolboard.com
email: arlene_Silveira@yahoo.com
Seat 2 Candidates:
Mary Burke
www.maryburkeforschoolboard.net
email: maryburkewi@gmail.com
Michael Flores
www.floresforschoolboard.org
email: floresm1977@gmail.com
Much more on the proposed Madison Preparatory IB charter school, here.
Arlene Silveira & Michael Flores Madison Teachers, Inc. Candidate Q & A.
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How would you like to go to MIT - for free? You can now. Starting this spring, the Massachusetts Institute of Technology will be offering free online courses to anyone, anywhere in the world, through its new digital arm, MITx. These courses will be much more than lectures on videotape. Students will be able to interact with other students online and have access to online labs and self-assessment tools. And here's the really revolutionary part: If you can show you've learned the material, for a small fee, MITx will give you a credential to prove it. No, it's not a full-blown MIT degree. But employers will probably be impressed.
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Seventeen-year-old Katie Wormald has more than a passing interest in soccer. She's been playing since she was 5, plans to compete in college -- and maybe earn a business degree to start a soccer-related company.But because Wormald attends classes in her living room instead of a classroom, she lost a chance to play on a more competitive public high school team. Instead, she plays in recreational leagues, on travel teams and at a small, local private school.
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How is your new year's resolution to read more and write better holding up? After tracing the fascinating story of the most influential writing style guide of all time and absorbing advice on writing from some of modern history's most legendary writers, here comes some priceless and pricelessly uncompromising wisdom from a very different kind of cultural legend: iconic businessman and original "Mad Man" David Ogilvy. On September 7th, 1982, Ogilvy sent the following internal memo to all agency employees, titled "How to Write":
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If ramen noodle sales spike at the start of every semester, here's one possible reason: textbooks can cost as much as a class itself; materials for an introductory physics course can easily top $300.Cost-conscious students can of course save money with used or online books and recoup some of their cash come buyback time. Still, it's a steep price for most 18-year-olds.
But soon, introductory physics texts will have a new competitor, developed at Rice University. A free online physics book, peer-reviewed and designed to compete with major publishers' offerings, will debut next month through the non-profit publisher OpenStax College.
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The Wisconsin Policy Research Institute's George Lightbourn on the correct way to assess state finances (which is not now being done by the Walker administration, nor was it done by the Doyle, McCallum, Thompson, Earl, Dreyfus, Schreiber or Lucey administrations, and so on, and so on, and so on):Sheila Weinberg from the Institute for Truth in Accounting coined the term, "political math." When politicians delay a payment and refer to the delay as a "savings," they're using political math. Or when no money is set aside for a bill they know is coming due, practitioners of political call the IOU a "savings." It's political math that allows state government to meet the balanced budget requirement while state accountants show it to be running a $3 billion deficit (according to the official tally released over the Christmas holiday).Both Republicans and Democrats have used political math to make budgets balance over the years. Political math allowed my former boss Scott McCallum to balance the budget using one-time tobacco money and it was political math that green lighted Jim Doyle to "borrow" over $1 billion from the transportation fund. Thanks to political math, Governors and legislatures of all political stripe have been able to buy more government than they could really afford.
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What do symphony orchestras and cigarette companies have in common? It's the age problem. How do you stay in business when your customers keep dying?For orchestras, at least it's not their product that's lethal, though it might as well be. With the median age of concertgoers rising, fewer than one in 10 adults reported attending a classical concert in 2008, according to a periodic survey conducted by the National Endowment for the Arts, a 28 percent drop since 1982. The financial state of orchestras today is roughly comparable to that of Blockbuster Video post-Netflix. Ticket sales are dropping; layoffs and bankruptcies abound. In the past two years, the Honolulu, Syracuse, and New Mexico orchestras closed up shop entirely; the Philadelphia Orchestra, long revered as one of the five best in the country, filed for Chapter 11 protection in April.
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Madison Schools Superintendent Dan Nerad packed the house Monday night for what he termed "a call to action" to the community to join his administration in a strategy to close the racial achievement gap that has haunted the school district for decades.Tepid response to Nerad's plan to close achievement gap in Madison school district; $105,600,000 over 5 Years.His blueprint for change, "Building our Future," weighs in at 100 pages and took an hour to outline with a Power Point presentation to an audience of about 200 at the Fitchburg Community Center. The proposal will be digested, dissected and debated in the weeks to come, including at a series of community meetings hosted by the school district.
But one thing is clear: from Nerad's point of view, the future of children of color in our city lies not only in the hands of the teachers and administrators who shape their lives at school, but also in the hands of their families, their neighbors, and members of the community who live and work all around town.
"It can't be the schools alone; it has to be the schools working with the community if we're going to have outcomes," he said.
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Madison school superintendent Dan Nerad unveiled his long awaited, and much anticipated plan (mp3 audio) to close the district's more than 40-year-old racial achievement gap Monday night before the full school board and around 75 citizens who packed into a room inside the Fitchburg library.Ideally, substantive program review in necessities such as reading and math would occur prior to the addition of new spending.The 109-page plan, titled "Building Our Future: The Preliminary Plan for Eliminating Gaps in MMSD Student Achievement," makes about 40 recommendations at a cost of $60.3 million over the next five years.
Several recommendations called for building on existing programs, like AVID/TOPS, an acclaimed program that focuses on students in the academic middle.
Others, like a "parent university," a model school for culturally relevant teaching, career academies within the high schools and a student-run youth court, would be new to the district.
Matthew DeFour helpfully puts dollars ($105,600,000 over 5 years, about 5.6% of the roughly $1,860,000,000 that the District will spend over the same period) to the proposal. How does that compare with current programs and the proposed the proposed Madison Preparatory IB charter school?
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As the Chicago Public Schools begin what are certain to be contentious contract talks with the Chicago Teachers Union, Mayor Rahm Emanuel emerged as the star of a new online video criticizing the union and promoting charter schools, whose teachers mostly are not unionized.An interview with Mr. Emanuel is a highlight of the 35-minute video, produced by the Michigan-based Education Action Group Foundation and the Fox News political analyst Juan Williams. Mr. Williams narrates the video, saying the union is "radically politicized" and is "repeatedly providing terrible examples for Chicago's schoolchildren."
A spokeswoman for Mr. Emanuel said last week that the mayor did not share those views of the union, and his comments in the video were more measured, but union officials were still upset. The mayor discussed how he faced union opposition to some of his education proposals, such as extending the length of the school day this year.
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Los Angeles Unified School District is embroiled in negotiations over teacher evaluations, and will now face pressure from outside the district intended to force counter-productive teacher evaluation methods into use. Yesterday, I read this Los Angeles Times article about a lawsuit to be filed by an unnamed "group of parents and education advocates." The article notes that, "The lawsuit was drafted in consultation with EdVoice, a Sacramento-based group. Its board includes arts and education philanthropist Eli Broad, former ambassador Frank Baxter and healthcare company executive Richard Merkin." While the defendant in the suit is technically LAUSD, the real reason a lawsuit is necessary according to the article is that "United Teachers Los Angeles leaders say tests scores are too unreliable and narrowly focused to use for high-stakes personnel decisions." Note that, once again, we see a journalist telling us what the unions say and think, without ever, ever bothering to mention why, offering no acknowledgment that the bulk of the research and the three leading organizations for education research and measurement (AERA, NCME, and APA) say the same thing as the union (or rather, the union is saying the same thing as the testing expert). Upon what research does the other side base arguments in favor of using test scores and "value-added" measurement (VAM) as a legitimate measurement of teacher effectiveness? They never answer, but the debate somehow continues ad nauseum.Much more on "value added assessment", here.It's not that the plaintiffs in this case are wrong about the need to improve teacher evaluations. Accomplished California Teachers has published a teacher evaluation report that has concrete suggestions for improving evaluations as well, and we are similarly disappointed in the implementation of the Stull Act, which has been allowed to become an empty exercise in too many schools and districts.
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Luke Chung, president and founder of a software development company in Tysons Corner, volunteered many times to help the Fairfax County school system with computer and business issues. He was a nice guy, so when the county needed to fill two slots reserved for outsiders (what educators often call non-educators) on the Teacher Performance Evaluation Task Force, he was appointed.He might have seemed to some a genial innocent who would not get in the way of the teachers, principals and administrators who were the majority. But Chung was an experienced manager motivated to nudge the task force in new directions. He revealed in his company blog his astonished reaction to the key issue:
"As an outsider who has never been evaluated as a teacher, you can imagine my surprise to discover that although principals were judged by their school's student performance, student performance is not part of a teacher's performance evaluation in our county," he wrote. "Are you kidding me?" Chung's italics, not mine.
He got the basics. "Not all students are equal, and we don't want to have a system where teachers are evaluated solely on student performance because the incentive would be to only want to teach good students," he wrote. He saw some sense in value-added measurements, rating teachers on how much their students improved. But there were practical problems, he said, "such as kids moving in and out of classes within the year, impacts on kids outside teacher control, whether the test is a good measurement, multiple teacher collaborative environments, etc."
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The Chester Upland School District is more than $20 million in debt, its bank account is almost empty and it cannot afford to pay teachers past the end of this month.To make matters worse, the local charter school, with which the district must divide its financing, is suing the district over unpaid bills.
The district's fiscal woes are the product of a toxic brew of budget cuts, mismanagement and the area's poverty. Its problems are compounded by the Chester Community Charter School, a nonprofit institution that is managed by a for-profit company and that now educates nearly half of the district's students.
The district sees the charter as a vampire, sucking up more than its fair share of scarce resources. The state, it says, is giving the charter priority over the district.
"It's not competition, it's just draining resources from the district," said Catherine Smith, a principal at Columbus Elementary, a district school. "It's a charter school on steroids."
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I think going to university is now too expensive, time consuming, restrictive and potentially soul-destroying for people with talent to bother with anymore.University has become a terrible deal, and most ambitious people shouldn't go.
There, I said it.
I don't know why it's taken me so long to admit to myself that tuition fees, student loans, and the fact that any muppet who can write his or her own name now goes to university means it's a waste of time to do so.
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Wisconsin's public school open enrollment period begins Monday, and for the first time, families will have three months to decide whether and where to enroll their students outside of their home school district.Related: Madison School District Outbound Open Enrollment Applications 2010-2011 School Year; As of 3/18/2010.For the Madison School District, the extra time could mean more families choosing to leave for other districts or virtual schools, though Superintendent Dan Nerad said it's too early to know what the affect will be.
"By the nature that there's an open window, that's likely to happen for us as well as other districts around the state," Nerad said.
Gov. Scott Walker signed legislation last week extending the official open enrollment period from three weeks in February to three months. Applications must be completed by April 30.
Proponents of the change, including school choice advocates and the virtual school industry, tout open enrollment as giving parents and students more control of their educational options.
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Altogether, Nerad makes about 40 recommendations in six categories -- instruction, college and career readiness, culturally relevant practices, school environment, family engagement and staff diversity.Related:"The plan is based on the view that there isn't one thing alone the school district can do to eliminate achievement gaps," Nerad said. "We're attempting to be comprehensive with the proposal."
The plan's projected cost for next year is $12.4 million, which Nerad is recommending come from the district's untapped property taxing authority under state-imposed limits. The amount includes adding about 67.5 positions, including behavioral support staff, reading specialists and parent liaisons.
Some recommendations wouldn't take effect until future years. The district estimates they will cost $20.9 million in 2013-14 and $26.6 million by 2016-17. The district doesn't have the authority to raise property taxes by that amount, though Nerad said part of the discussion in coming months will involve whether the private and nonprofit sectors can help fund the strategies.
"We're going to have to struggle through the conversation of how to get it done," Nerad said.
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Kaleem Caire, via email:
February 6, 2011
Greetings Community Member.
This evening, at 6pm at the Fitchburg Library, Madison Metropolitan School District Superintendent Daniel Nerad will present his plan for eliminating the racial achievement gap in our public schools to the Board of Education. We anticipate there will be many citizens in the audience listening in.
While we are pleased that our advocacy over the last 19 months has resulted in the District developing a plan to address the gap, we are also mindful of history. Our organization has pushed hard for our public school system to embrace change, address the gap and expand educational opportunity many times before.
In the 1960s, Madison learned that a wide gap existed between black and white students in reading, math and high school completion in Madison's public schools. In the 1970s, the Urban League of Greater Madison reported that just 60% of black students were graduating from the city's public high schools. In the 1980s, ULGM released a widely reported study that found the average GPA for a black high school student attending the city's public high schools was 1.58 on a 4.00 scale, with 61% scoring below a 2.0 GPA. It also found that a disproportionate number of black students were enrolled in remedial math and science classes, and that black students were significantly over-represented in special education and school suspensions. Then, in the 1990s, the Wisconsin Policy Research Institute issued a report that stated there were two school districts in MMSD, one that poorly served black children and one that served everyone else.
Today, just 48% of black and 56% of Latino students are graduating from high school. Just 1% of black and 7% of Latino high school seniors are academically ready for college. Nearly 40% of all black boys in middle school are enrolled in special education, and more than 60% of black and 50% of Latino high school students earn below a 2.0 GPA.
Over the years, several district-wide efforts have been tried. Unfortunately, many of these efforts have either been discontinued, unevenly implemented, ineffective, lacked the support of parents/community/teachers, or failed to go far enough to address the myriad needs of students, families, teachers and schools. Madison also has a well-documented history of not heeding the advice of leaders and educators of color or educational experts, and not investing in efforts to codify and replicate successful strategies employed by its most effective educators. MMSD also has not acted fast enough to address its challenges and rarely looks beyond its borders for strategies that have proven effective elsewhere in the country.
The stakes are higher now; too high to continue on our present course of incrementalism rooted in our fear of the unknown, fear of significant change, and fear of admitting that our view of Madison being the utopic experience of the Midwest and #1 city in the U.S. doesn't apply to everyone who lives here. We no longer have the luxury of time to figure out how to address the gap. We cannot afford to lose nearly 300 black, 200 Latino and an untold number of Southeast Asian and underprivileged white students each year from our public schools. And we cannot afford to see hundreds of students leave our school system each year for public and private schools outside of the Madison Metropolitan School District.
We must embrace strategies that work. We must also behave differently than we have in the past, and can no longer afford to be afraid of addressing intersection or race and poverty, and how they are playing out in our schools, social relationships and community, and impacting the educational success of our kids.
Furthermore, we need all hands on deck. Everyone in our community must play a role in shaping the self-image, expectations and outcomes of our children - in school, in the community and at home. Some children have parents who spend more quality time with their career and coworkers than with their family. Some children have a parent or relative who struggles to raise them alone. Some have parents who are out of work, under stress and struggling to find a job to provide for their family. And unfortunately, some children have parents who make bad decisions and/or don't care about their well-being. Regardless of the situation, we cannot allow the lack of quality parenting to be the excuse why we don't reach, teach, or hold children accountable and prepare them for the future.
As we prepare to review the Superintendent's plan, we have developed a rubric that will allow for an objective review of his proposal(s). The attached rubric, which you can access by clicking here, was developed and informed by members of the staff and Board of Director of ULGM, business and community leaders, and teachers and leading experts in the field of K-12 and higher education. The tool will be used by an independent Community Review Panel, organized by the Urban League. pver the next several weeks to vet the plan. The intent of this review is to ensure MMSD has an optimal plan for ensuring that all of the children it serves succeed academically and graduate from high school prepared for college and work.
Specifically, our reasons for establishing this rubric and a Community Review Panel are four-fold:We have high expectations of the Superintendent's plan. We hope for a bold, transformational, aggressive and concise plan, and stand ready to assist the Superintendent and his team in any way we can. We hope you will be standing their with us, with your arms outstretched and ready to uplift or babies - the next generation.
- Develop an objective and comprehensive understanding of the plan and its many elements;
- Objectively review the efficacy of the plan, its goals and objectives, and desired outcomes;
- Formally communicate thoughts, concerns and ideas for supporting and/or improving the plan; and
- Effectively engage the Madison community in supporting and strengthening its public schools.
All Hands on Deck!
Onward.
Team Urban League of Greater Madison
Phone: 608-729-1200
Fax: 608-729-1205
www.ulgm.org
www.madison-prep.org
Urban League of Greater Madison 2012 Agenda
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With public university administrators continually arguing for tuition increases to counter state appropriations cuts, it seems far-fetched that their budget problems could be solved by eliminating student tuition and fees altogether.But that's the idea put forth by a group of students from the University of California at Riverside, who in January proposed a new funding model for the University of California system that seeks to solve two of the system's biggest problems: unpredictable and large decreases in state appropriations, and the steady increase in tuition costs.
Under the students' plan, called the UC Student Investment Proposal, students in the system would pay no upfront costs for their education but would agree to pay 5 percent of their income to the system for 20 years after graduating and entering the workforce
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Here are things that impressed Desiree Pointer Mace when she and her husband were considering where to send their first child for school: The seventh and eighth graders at Woodlands School, 5510 W. Blue Mound Road, held the door for guests, said hello and shook hands. And you could ask a student in any class what he or she was working on and get a good answer.Pointer Mace is not your typical parent. She is associate dean for graduate programs in education at Alverno College.
But if her credentials are distinctive, the goals she has for school for her children are not unusual: A place where they thrive and develop, both in academics and in personal traits.
Only some of the things she - or any good parent - want can be reduced to numbers or grades. A lot of important aspects of a school involve quality, not quantity. They can be put under the broad label of "school culture."
Show me a good school and I'll show you a place where kids not only get good grades and scores, but a place where relationships of all kinds matter and are healthy.
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This is my third and (I hope) last column in a series on education. If things work as planned this is where I'll make some broad generalizations that piss-off a lot of people, incite a small riot in the comments section, after which we'll all feel better and switch to discussing the Facebook IPO. So let's get to it. I believe that education is broken in the U.S. and probably everywhere else, that it is incapable of fixing itself, and our only significant hope is to be found in the wisdom of Sharon Osbourne.These conclusions are based on my experiences as a teacher, a parent, on the content of those two previous columns, one visit to OzzFest, and on my having this week read a couple books:
The Learning Edge: what technology can do to educate all children, by Alan Bain and Mark E. Weston.
Teaching Minds: How Cognitive Science Can Save Our Schools, by Roger Schank.
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Mary Battaglia kindly forwarded this email sent to the Madison School Board:
The high school graduation racial gap has been in the Madison news as though it only affects our fair city. It does not require much research, something the local media has failed to do, to see this is a national concern. According to an analysis called "Schott 50 State Report on Black Males in Public Education," nationally only 47% of black males graduated from high school in 2007. (1) It has been reported that Madison's graduation rate for black males is 50%. Obviously a pathetic rate compared to the 87% for whites, but what has not been a part of the local conversation is how Madison compares in relationship to the rest of the nation, and perhaps figure out where black males are graduating at a higher rate, and why. The Schott's report, revealed two communities with large minority populations with much better graduation outcomes than the rest of the nation, Baltimore and Fort Bend, Texas. What MMSD should be looking into is what are these cities doing, and what curricula or community effort has made them successful? One interesting part of the gap for Madison and the state of Wisconsin is the high rate of whites graduating. While Wisconsin is the worst defender in the racial gap, the states total graduation rate is one the highest in the nation.Much more on the proposed Madison Preparatory IB charter school, here.When you read various assessments of the "reason" for the gap nationally, the theories include the lack of financial investment, lack of good teachers, and the lack of community structure. While I find these proposals reasonable, I fail to understand how in this community they are relevant. MMSD spends well over $13,000 per student, lack the overwhelming urban problems of Milwaukee and Chicago, and have many fine teachers that somehow get non-minority students educated. These excuses ring hallow as to why MMSD has such a poor rate. What does ring true is we are not educating the population as it exist today. In the last 25 years the MMSD's minority rate has increased from 20% to one closer to 48%. (2) In the last 25 years MMSD has changed from a district of less than 25% free and reduced lunch to one that is closer to 50%. (3)Madison is still teaching to the population of 25 years ago, the students have changed, but the curriculum has not.
Perhaps, MMSD could improve the graduation rate for all students, with a significant change of focus. For example, MMSD's high school's emphasize 4 year college candidates when many of the students would do better in a 2 year or technology school focus. There has been an increased coordination with MATC, but what would be beneficial is to offer a dual graduation for students, so as they graduate from MMSD, they also have a 2 year degree or a certificate from MATC. This is a system that has been successful in a high school in North Carolina. (4) A student that wants to head to college still has that opportunity and perhaps a chance to make some money to support the effort. Perhaps, another way to improve graduation outcomes would include an overhaul of the summer school program. Currently, MMSD summer school staff are paid poorly, the programs focus is mostly on students that have flunked their classes and need a recovery grade, and the programs poor reputation have lead many staff to discourage students from participating. (5) Why not invest in a comprehensive retooling of the summer program that provides a better salary for staff, and includes enrichment, regular classes, as well as recovery options. Let's find a creative summer program with smaller class sizes and build a program that is the envy of the country and one that works. If summer school is going to be provided, then make it an awesome program, not just a warehouse for failing kids. Perhaps, as most research reveals, early education is a key component to better graduation outcomes, and the district finally is getting a 4K program up and running after a decade long battle with the union.
Madison Prep was an idea, but it is a unique group of students that would select to participate in such a rigorous program, which means an already motivated student or parents with very high expectations, both factors that frequently mean a student would do well anyway. MMSD needs to look at students that may not be that motivated or academically talented and assess what works to keep them engaged. The one thing MMSD has no control over is probably the most important issue for a students outcome. Research concludes the number one predictor of a students academic success is parental expectations. (6) Our schools cannot change parental expectations, however, they can change what a student expects. MMSD students need to expect a positive future, a purpose and a reason to stay in school. Not all kids will succeed but more than half of the black male students should. Let's develop a district that gives all the students the opportunity to succeed.
blackboysreport.org
http://legistar.cityofmadison.com/attachments/3b609f41-9099-4e75-b894-06f56ab57ca5.pdf
DPI.wi.gov Public school data
http://www.durhamtech.edu/admissions/highschoolstudent.htm
This statement is based on personal experience of having many staff, from middle school up to high school, discourage my daughter who struggles in math from attending summer school. I have also spoke to many parents with the same experience.
http://www.childtrendsdatabank.org/?q=node/366*** Of note the data of graduation rate is debated in academic circles as the data is not always standardized. Some data includes GED and 5 year rates others include only 4 year rates.
Thanks,
Mary Kay Battaglia
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Metro Denver Promotion of Letters:
We envision a writing community for students in Denver where they can enjoy writing. More often than not, schools cannot provide a place in which creativity and discovery receive one-on-one attention. Students too often view writing as yet another task for which they will be assessed and graded. We hope to help them understand that writing is a vehicle for expression and communication, for publication and storytelling.Great.
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When Christopher Chamness entered the third grade last year, he began to get stomach aches before school. His mother, Edy, said the fire had gone out of a child who she said had previously gone joyfully to his classes.One day, when he was bored in class, Christopher broke a pencil eraser off in his ear canal. It was the tipping point for Ms. Chamness, a former teacher, and she asked to observe his Austin elementary school classroom. What she saw was a "work sheet distribution center" aimed at preparing students for the yearly assessments that they begin in third grade and that school districts depend upon for their accountability ratings.
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Arizonans cannot afford to wait for better education. Although Arizona is one of the fastest improving states in education, at the current rate, it would take decades for our students to catch up with those in the number one state in the country, Massachusetts.Pearl Chang Esau is President/CEO of Expect More Arizona.Arizona students continue to lag their national and international peers in academic performance, high school graduation rates and degree attainment. With 74 percent of Arizona fourth graders below proficient in reading and 69 percent of our eighth graders below proficient in math, the gap is only widening between the preparedness of our graduates and the skills and knowledge Arizona employers require.
Fortunately, Tucson has many examples of bright spots that show all of us the potential for Arizona education. Tucson Unified School District's University High School was recently named a 2011 Higher Performing School by the National Center for Education Achievement; Vail Unified School District is nationally recognized for its use of technology to engage students and raise student achievement; BASIS Charter School, which started in Tucson and has grown to other parts of the state, was named a top high school by Newsweek and U.S. News & World Report; and the University of Arizona is ranked among the top public research universities in the nation. All of them embrace a culture of high expectations and are working to ensure all students graduate ready to compete and succeed in the 21st century global economy.
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A state law that allows school districts to deny enrollment to students expelled by other districts is unconstitutional, according to a lawsuit filed Wednesday in Dane County Circuit Court.The suit was filed against the Oregon School District, which denied enrollment to a middle school student after the Janesville School District expelled him in November.
The student was expelled after serving suspensions last October for an alleged sexual assault and possession of tobacco on campus, according to the complaint. The student denied both charges, the complaint states.
Jeffrey Spitzer-Resnick, an attorney with Disability Rights Wisconsin. said his organization disapproves of the expulsion law, which has been on the books since 1997. The state constitution guarantees a free education to all students between the ages of 4 and 20.
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The eighth-graders sat hunched over photos of European art, looking for a single painting to emulate for a class project.But only one student cracked open an actual art history book; the rest slid their thumbs across vivid photos on iPod Touches, or clicked through Google image files on laptops or netbooks they'd brought from home.
In an attempt to bring more technology into the classroom without investing in school-funded 1-to-1 laptop initiatives, more school districts like Erin are experimenting with "bring your own device" opportunities, in which teachers adjust curriculum to leverage whatever hand-held or portable computing device children's parents allow them to bring to school.
The first "BYOD" day at Erin School was an experiment undertaken in honor of Wisconsin's Digital Learning Day, part of a national initiative Wednesday spearheaded by the nonprofit Alliance for Excellent Education marked by real-life activities in 39 states and virtual participation in online forums.
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Andrew Gelman, via a kind reader's email:
Last year my commenters and I discussed Ed Glaeser's claim that the way to create a great city is to "create a great university and wait 200 years."I passed this on to urbanist Richard Florida and received the following response:
This is a tough one with lots of causality issues. Generally speaking universities make places stronger. But this is mainly the case for smaller, college towws. Boulder, Ann Arbor and so on, which also have very high human capital levels and high levels of creative, knowledge and professional workers.I responded: Another factor in the interaction is: how good does the university have to be? Glaeser cited UW and Seattle, but that's kind of a funny example, because I don't think UW was such a great university 30 years ago. On the other hand, given the existence of Boeing and Microsoft, UW is good enough to do the job of providing a center for the creative class. Perhaps Ohio State (another good but not great university) has played a similar role in Columbus.For big cities the issue is mixed. Take Pittsburgh with CMU and Pitt or Baltimore with Hopkins, or St Louis. The list goes on and on.
Kevin Stolarick and I framed this very crudely as a transmitter reciever issue. The university in a city like this can generate a lot of signal, in terms of innovation or even human capital and the city may not receive it or push it away. A long ago paper by Mike Fogarty showed how innovations in Pittsburgh and Cleveland, by universities in these communities, tended to be picked up in Silicon Valley or even Tokyo.
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The dangers which Peter Wilby points out (Does Gove realise he is empowering future dictators?, 31 January) were recognised 70 years ago. Unfortunately secretaries of state know very little history. The Oxford historian Dr Marjorie Reeves, when invited to be on the Central Advisory Council For Education (England) in 1946, was told by the permanent secretary, John Redcliffe-Maud, that the main duty of council members was "to be prepared to die at the first ditch as soon as politicians try to get their hands on education".A war had been fought to prevent the consequences of such concentrated power. The 1944 Education Act, hammered out during the war years, created a "maintained system" of education as a balance of power between central government, local government responsibility, the voluntary bodies (mainly the churches) and the teachers. That balance is now disappearing fast, without the public debate it needs and with hardly a squeak from Labour. The existing education legislation refers to the fast-disappearing "maintained schools", leaving academies and free schools exposed, without the protection of the law, to whatever whimsical ideas are dreamt up by the present or future secretaries of state, to whom they are contracted with minimal accountability to parliament.
Professor Richard Pring
Green Templeton College, Oxford• The removal of 3,100 vocational subjects from the school performance tables from 2014 (Report, 31 January) has major implications. It is certainly the case that "perverse incentives" were created by the league tables to use soft options to boost school league table positions - the phenomenon known as gaming. However, the cull to 70 accepted vocational subjects, with 55 allowed on the margins, essentially destroys vocational and technical education. Given that the old basis is the one for the current (2012 and 2013) tables, a whole raft of students are on worthless courses.
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Unlike many of my colleagues and friends, I personally support the use of standardized testing results in education policy, even, with caution and in a limited role, in high-stakes decisions. That said, I also think that the focus on test scores has gone way too far and their use is being implemented unwisely, in many cases to a degree at which I believe the policies will not only fail to generate improvement, but may even risk harm.In addition, of course, tests have a very productive low-stakes role to play on the ground - for example, when teachers and administrators use the results for diagnosis and to inform instruction.
Frankly, I would be a lot more comfortable with the role of testing data - whether in policy, on the ground, or in our public discourse - but for the relentless flow of misinterpretation from both supporters and opponents. In my experience (which I acknowledge may not be representative of reality), by far the most common mistake is the conflation of student and school performance, as measured by testing results.
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I am running for the Madison School Board because I care about the state of our public schools and this community.The 2012 Madison School Board Contest:The facts are: I am employed at the Urban League of Greater Madison and spoke in support of Madison Prep as a parent and citizen. Am I running because Madison Prep was voted down? No. My focus is broader than the charter school proposal, but the Madison Prep vote was a defining moment in my decision to declare candidacy.
It became apparent to me as I sat in the auditorium that night that we can no longer afford to wait for our district to take the casual approach to the urgent matter of minority under-achievement. Our entire community is affected by the failure to do so.
Every child in this district -- from the at-risk, the middle-of-the-road student, to the most academically talented -- should have an equal opportunity to thrive in our school system. And here's the reality, Madison -- we are not delivering.
It's been hard for us to accept that we are a different community than we were 10 years ago, but we are. If we move beyond politically correct conversations about race and poverty, we'd readily realize that we cannot go about "business as usual."
Seat 1 Candidates:
Nichele Nichols
www.nichols4schoolboard.org
email: nnichols4mmsd@gmail.com
Arlene Silveira (incumbent)
www.arleneforschoolboard.com
email: arlene_Silveira@yahoo.com
Seat 2 Candidates:
Mary Burke
www.maryburkeforschoolboard.net
email: maryburkewi@gmail.com
Michael Flores
www.floresforschoolboard.org
email: floresm1977@gmail.com
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The performance of US university endowments has continued to improve, with an average return of 19.2 per cent posted in the year to June 30, according to a new study.The financial crisis and accompanying slide in equity markets negatively affected educational endowments, putting further stress on a sector that has been reeling from a decline in government funding. Public universities have been pushed in recent years to fill budget gaps through investments and donations as the cost of education has increased, a problem highlighted in last week's state of the union address by President Barack Obama.
In spite of the upturn in returns from the 11.9 per cent reported for 2010, the first positive returns since 2007, educational endowments were unlikely to recover to pre-crisis levels for several years yet, said John Walda, president and chief executive of the National Association of College and University Business Officers (Nacubo), which represents more than 2,500 US higher education institutions.
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On Friday night, January 20th, my friend and fellow conservative blogger Mr. Chandler of Buckhorn Road zipped down to the Sacramento Convention Center to hear a talk by noted "education historian" Diane Ravitch. I didn't realize it was sponsored by a bunch of teachers unions; I thought it was going to be an intellectual talk by someone who used to agree with me but now has switched sides. I thought I was going to get some really good information that would "challenge my assumptions" and make me think. Instead, what I got was, if you'll pardon the mixed metaphor, a liberal red-meat bacchanalia. As Mr. Chandler described it, we were "pilgrims in an unholy land".
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Milwaukee Public Schools Superintendent Gregory Thornton believes the best way to deal with youth violence, at least in the short term, is to take troublemakers out of regular schools and place them into alternative schools.We agree. But there are not enough seats for the growing number of chronically disruptive youth, which is why the School Board should grant Thornton's request, coming in April, to fund more of those seats.
During the past two weeks, more than 20 students were arrested for fighting and disorderly conduct at Washington and Madison High Schools. Several Milwaukee police officers were injured during the incidents, including one officer who was kicked in the face by an 18-year-old.
Over the years, MPS has limited the number of violent incidents. But Thornton said MPS has been limited to Band-Aid approaches, and the recent uptick in violence is ominous.
Last year alone, the district spent about $10 million on safety measures, which included having additional security guards and metal detectors on every door at some schools. For a cash-strapped school district, that money would be better used on instruction.
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You work immense hours and subject yourself to scathing criticism all in the pursuit of better serving children. I know a few of you--and without fail you are all passionate about your work. In short, I'm a fan. So know that I'm not writing this letter to attack anyone--rather, I aim to offer advice, which I hope some of you accept.Part II, Part III, Part IV, Part VIn the following letter I aim to convince you of this: the single most important reform strategy you can undertake is to increase charter school quality and market share in your city--with the ultimate aim of turning your district into a charter school district.
In other words: rid yourself of the notion that your current opinions on curriculum, teacher evaluation, technology, or anything else will be the foundation for dramatic gains in student achievement. If history tells us anything, they will not be:
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The U.S. Education Department is probing complaints that Harvard University and Princeton University discriminate against Asian-Americans in undergraduate admissions.Steve Hsu on Transparency in college admissions:The department's Office for Civil Rights is investigating a complaint it received in August that Harvard rejected an Asian- American candidate for the current freshman class based on race or national origin, a department spokesman said. The agency is looking into a similar August 2011 allegation against Princeton as part of a review begun in 2008 of that school's handling of Asian-American candidates, said the spokesman, who declined to be identified, citing department policy.
Both complaints involve the same applicant, who was among the top students in his California high school class and whose family originally came from India, according to the applicant's father, who declined to be identified.
Today we learned from Bloomberg that the U.S. Education Department is investigating complaints that Harvard University and Princeton University discriminate against Asian-Americans in undergraduate admissions. It is a common belief among Asian-American families that their children are held to higher academic standards than applicants from other ethnic groups, including whites. Such practices were openly acknowledged as a result of internal investigations at universities like Berkeley and Stanford in the 1980s and 1990s. Have they now been corrected?Statistics seem to support a claim of widespread discrimination across most of elite higher education. For example, in comprehensive statistics compiled as part of Duke University's Campus Life and Learning project (as reported in a recent analysis by Duke economist Peter Arcidiacono and collaborators), Asian-American students averaged 1457 out of 1600 on the math and reading portion of the SAT, compared to 1416 for whites, 1347 for Hispanics and 1275 for blacks. There is every reason to believe that a similar pattern holds at nearly all elite universities in America, with some notable exceptions such as Caltech. In fact, Duke may be one of the mildest offenders when it comes to Asian-American admissions: with the goal of increasing its overall student quality, Duke has reportedly been more friendly recently to Asian-American applicants than traditional powers such as Harvard and Princeton.
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In the Wild West of college admissions, there is no Data Sheriff.The latest reminder arrived on Monday when Claremont McKenna College announced that a senior administrator had resigned after admitting to falsely reporting SAT statistics since 2005. In an e-mail to the campus, Pamela B. Gann, the college's president, said an internal review found that scores for each fall's freshman class had been "generally inflated by an average of 10-20 points each." The apparent perpetrator was Richard C. Vos, long the college's dean of admissions and financial aid, who has resigned from the college.
The announcement has shaken those who work on both sides of the admissions process. In the span of 24 hours, Mr. Vos, described by several colleagues as an engaging and thoughtful dean, has become a symbol of the pressures that come with top-level admissions jobs. As one mid-career dean said on Tuesday, "I just keep thinking about how much pressure an experienced and mature admissions professional must be under to do whatever he did."
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The parents of 4-year-olds with fall birthdays -- not yet in the public school system -- have already come face to face with the topsy-turvy ways of Sacramento.Take the parents of kids born in November 2007. Since 2010, they've been told their children will be too young for kindergarten in 2012 under the new cutoff date, but that they will be entitled to a spot in a new grade-level, transitional kindergarten.
Now, about seven months before the first day of school, they learn that the governor is proposing to cut the program to save $223 million.
The final decision is up to the state Legislature, but -- as we all know -- that's likely months away. So, depending on where the families live, their school district might enroll them in transitional kinder anyway, hoping for the best, or inform them the class is being canceled. My colleague at the Mercury News, Sharon Noguchi, wrote about it this week.
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In a dim, windowless classroom at GMS Moradbas school in rural Haryana state in north India, 40 young girls in their dark blue uniforms crouch on the floor in four straight lines.Each is following a monotone reading by one of their classmates from a history book about one of India's liberation heroes. Not a computer, let alone a desk is in sight. Outside, beyond a field of yellow mustard seed and sparring goats, a new high-rise medical college rises above the mist on the edge of the town of Nuh, an hour's drive from Gurgaon, a new city born out of India's IT outsourcing boom.
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In a recent essay in The Times, Lawrence Summers, the former president of Harvard University, wrote about preparing American students for the future. In the essay, he said that international experience was essential, arguing that English's emergence as the global language makes the investment in other languages less essential.
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via email:
Below is a letter from Dr. Daniel Nerad, Superintendent of the Madison Metropolitan School District. Please show up on Monday, February 6 to learn about his plan and register to participate in an input session. We need you to exercise your voice, share your view and speak to our children's needs. In the words of Dr. Martin Luther King, Jr.:
We will have to repent in this generation not merely for the hateful words and actions of the bad people but for the appalling silence of the good people.
-- "Letter from Birmingham Jail," April 16, 1963
February 2, 2012RE: Invitation to attend Board of Education meeting on Monday, February 6, 2012
Dear Community Leader:
As you may know, this Monday, February 6, 2012, we are poised to present to the Board of Education a significant and system-wide plan to close the achievement gaps in the Madison Metropolitan School District.
Building Our Future: A Plan for Eliminating Gaps in MMSD Student Achievement
We invite you to attend Monday's Board of Education workshop at the Fitchburg Public Library, 5530 Lacy Road in Fitchburg beginning at 6:00 p.m. This workshop is for presentation purposes only. Members of the public will not have the opportunity to speak. However, Monday's workshop marks the beginning of a two-month, community-wide engagement process. We invite parents, students, and residents concerned about the future of our children to join one or more of the many sessions held throughout Madison to learn about the achievement gaps in the MMSD and discuss and provide input into the plan.
I have greatly appreciated your concern, commitment, and willingness to challenge us to provide the kind of education that every child deserves and is due. Together, we must eliminate our achievement gaps.
The Board of Education workshop on Monday, February 6th is just the beginning. Please consider participating in one of the upcoming information and input sessions. To register for a session, go to: www.mmsd.org/inputsession
Beginning Tuesday, February 7, go to: www.mmsd.org/thefuture to read more about the Plan.
Sincerely,
Daniel A. Nerad
Superintendent of Schools
Reprinted from a letter sent to community leaders today by Superintendent Nerad. We are sharing this to inform you and help the Madison Metropolitan School District get the word out. We have not yet seen the plan and therefore, this email should not viewed as an endorsement of it. We will reserve judgment until after the plan is released, we have had a chance to review it, and the public has responded.
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Question 23 has implications for the future of our public schools, along with the proposed Madison Preparatory Academy IB charter school:
Given Act 10's negative Impact on Collective Bargaining Agreements, will you introduce and vote for a motion to adopt the Collective Bargaining Agreements (182 page PDF Document) negotiated between MTI and The Madison Metropolitan School District as MMSD policy?Both Silveira and Flores answered Yes.
Seat 1 Candidates:
Nichele Nichols
www.nichols4schoolboard.org
email: nnichols4mmsd@gmail.com
Arlene Silveira (incumbent)
www.arleneforschoolboard.com
email: arlene_Silveira@yahoo.com
Seat 2 Candidates:
Mary Burke
www.maryburkeforschoolboard.net
email: maryburkewi@gmail.com
Michael Flores
www.floresforschoolboard.org
email: floresm1977@gmail.com
Listen to the event via this 77MB mp3 audio file.
I suspect that at least 60% of Wisconsn school districts will adopt their current teacher contracts as "handbooks". The remainder will try different approaches. Some will likely offer a very different environment for teachers.
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lot is riding on Madison Superintendent Dan Nerad's upcoming plan for improving low-income, minority student achievement.Much more on the proposed Madison Preparatory IB charter school, here.The plan is billed as a blueprint for addressing an intractable, divisive issue in Madison, and it could also factor into the upcoming School Board discussion of Nerad's future in Madison.
The United Way of Dane County has made closing the achievement gap one of its primary issues for more than 15 years through the Schools of Hope tutoring program. But president Leslie Howard said the recent debate over the proposed Madison Prepatory Academy charter school has drawn more public attention to the issue than ever before.
"I don't want to say something so grandiose that everything's at stake, but in some ways it feels like that," Howard said.
Related links:
"They're all rich, white kids and they'll do just fine" -- NOT!
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Wisconsin is fortunate to have many fine K-12 schools educating our young people. The quality of this state's educational system is among the best in the United States, and the same can be said for Wisconsin teachers.Wisconsin 25th in 2011 NAEP Reading, Comparing Rhetoric Regarding Texas (10th) & Wisconsin NAEP Scores: Texas Hispanic and African-American students rank second on eighth-grade NAEP math test.Those accolades notwithstanding, there is one area in which Wisconsin schools should consider focusing some of their educational muscle: personal financial literacy.
More than ever before, our children -- by the time they graduate from high school -- need to be able to cope in the increasingly fast-paced world of financial services.
Today, many young people rarely handle cash, opting instead for the use of debit cards, credit cards and smartphones to make purchases. Those who have jobs probably never see a paycheck because most employers use direct deposit for their payrolls. And, most teens probably have never read the fine print of the contract for their mobile telecommunications devices.
Fascinating. Tony Evers is Superintendent of the Wisconsin Department of Public Instruction. Much more at www.wisconsin2.org.
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My son says his teacher shouts a lot, especially at the naughty members of the class. Although this does not include him, he is quite sensitive and does not like this type of discipline. It is putting him off going to school. Can I broach this with the teacher, or should I just accept that this is her style of teaching?Different teachers have different teaching styles. Some like to use a loud voice for effect or to make a particular impact. They may actually need to raise their voices on some occasions, depending on the classroom location and the environment. But if this style of interaction or discipline with the children is constant and consistent, it is usually not appropriate.
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James Encinas, Kyle Hunsberger and Michael Stryer:
We're teachers who believe that teacher evaluation, including the use of reliable test data, can be good for students and for teachers. Yes, yes, we know we're not supposed to exist. But we do, and there are a lot more of us.In February the membership of United Teachers Los Angeles will vote on a teacher-led initiative urging union leaders to negotiate a new teacher evaluation system for L.A. Unified. The vote will allow teachers' voices to be heard above the din of warring political figures.
Although LAUSD and UTLA reached a contract agreement in December that embraced important school reforms, they haven't yet addressed teacher evaluation. Good teaching is enormously complex, and no evaluation system will capture it perfectly. But a substantive teacher-led evaluation system will be far better for students and teachers than what we have now, a system in which virtually all teachers receive merely "satisfactory" ratings from administrators.
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The Washington Post's Campus Overload blog recently featured a guest post, "Getting Rejected from Your Dream School(s) isn't a Bad Thing" by Eric Harris, a junior who attended the University of Maryland after being deferred by his first choice (Duke) and rejected by six of the other eight colleges to which he applied. (He was also accepted by Emory.) Eric's story is hardly unique, as numerous blogs and websites feature stories of students who were rejected by their first choice college. Most of the popular media accounts of students rejected by their first choice college are from students like Eric--those who applied to a large number of highly selective (and very expensive) colleges and universities and still attended a prestigious institution.The kinds of students who are typically featured in the media are very likely to enjoy college and graduate in a timely manner, no matter where they end up attending. But the students who should be prominently featured instead are those whose first choice colleges are very different than their other options (much less selective four-year colleges, community colleges, or no college at all). Just-released data from the Cooperative Institutional Research Program at UCLA shows that only 58 percent of students attending four-year universities were attending their first choice college in fall 2011; nearly one-fourth of students were rejected by their first choice. This suggests that a fair number of students fall into this category, but little is known about their college outcomes.
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In 2011 Kaleem Caire, President and CEO of the Urban League of Greater Madison, reintroduced the topic of the Academic Achievement Gap that exists in theMadison Metropolitan School District (MMSD). As reported, just 48% of African American students and 56% of Latino students graduated on time from MMSD in 2010.Much more on the proposed Madison Preparatory IB charter school, here.
Just as staggering as these statistics is the fact that until the conversation was reintroduced, a large majority of our community was not aware that the academic achievement gap even existed. Why is that? Four more important questions may be: How did we get here?What have we proposed before? Why has this problem persisted? AND - What should we do now? To answer these questions, and many more, the Urban League of Greater Madison would like to invite you to participate in a community forum moderated by Derrell Connor.
Agenda:6:00 Welcome Derrell Connor
6:05 Introduction of Panel
Milele Chikasa Anana
Dr. Richard Harris
Joseph Hill
Dr. John Odom
Alfonso Studesville
6:15 History of Madison's Academic Achievement Gap6:30 Panel
6:45 Q&A from Audience Members
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Is a writing a blog as valuable a writing experience as writing an academic term paper? Can the writing of a blog be made academically more rigorous in order to compete with the more traditional term paper? Or does the blog vs. term paper argument cloud a more critical academic problem... that our students do not read well enough to write in either format?
Matt Richtel, a reporter who writes about technology in education in the New York Times, recently published a piece, Blogs vs. Term Papers (1/20/12) regarding Duke University's English professor Cathy N. Davidson's embrace of the blog in place of the traditional term paper. He writes that, "Professor Davidson makes heavy use of the blog and the ethos it represents of public, interactive discourse. Instead of writing a quarterly term paper, students now regularly publish 500- to 1,500-word entries on an internal class blog about the issues and readings they are studying in class, along with essays for public consumption."
The traditional term paper in any number of disciplines of prescribed lengths of 5, 7, 10 or more pages has been centered for decades on a standard formula incorporating thesis, evidence, argument and conclusion. In the article, Davidson expresses her dislike for formula writing, including the five paragraph essay taught in middle and high schools and claims that, "This mechanistic writing is a real disincentive to creative but untrained writers." She notes that, "It's a formula, but good writing plays with formulas, and changes formulas."
Davidson is not alone. Ritchel claims that "across the country, blog writing has become a basic requirement in everything from M.B.A. to literature courses." This movement from term paper to blog has many academics up in arms.
Running parallel to this argument of academic writing was the position offered by William H. Fitzhugh, author and founder of The Concord Review, a journal that publishes high school students' research papers. In the NY Times article, Fitzhugh discussed how high school educators "shy away from rigorous academic writing, giving students the relative ease of writing short essays." Fitzhugh makes the argument that students are required to read less which directly impacts their ability to write well.
Fitzhugh wrote about academic writing in Meaningful Work for American Educator (Winter 2011-2012) taking the position that reading is at the core of good academic student writing; "To really teach students how to write, educators must give them examples of good writing found in nonfiction books and require students to read them, not skim them, cover to cover." Good writing reflects knowledge and understanding that comes from reading, not skimming. Fitzhugh recommends that, "Reading nonfiction contributes powerfully to the knowledge that students need in order to read more difficult material--the kind they will surely face in college. But more importantly, the work of writing a research paper will lead students to read more and become more knowledgeable in the process. As any good writer knows, the best writing emerges from a rich store of knowledge that the author is trying to pass on. Without that knowledge and the motivation to share it, all the literacy strategies in the world will not make much difference."
From my experiences in the classroom, I see the veracity of both Davidson and Fitzhugh's positions. I believe that the form of student writing is not the problem, and the blog vs. term paper debate, at least at the high school level where I teach, is not as controversial as at the college level. My job is to teach students to write well, and a great deal of my average school day is currently given to encouraging students to write in these multiple formats in order to prepare them for the real world. I know that students can be taught to write well in term papers, blogs, essays, letters or any other format. However, the students need to read well in order to write well about a topic. The conundrum is that unless today's high school students are provided time in class, they do not read the material.
A student's inability to read independently for homework results in a reduction in both the amount of reading assigned and the class time to process the reading. Students who do not read well at the high school level are unprepared for the rigors of college curriculum which requires much more independent reading in non-fiction. Ultimately, the problem for teachers in high school is not the form in which students write. The problem is getting students to both read and understand assigned readings that come from many disciplines-fiction and non-fiction. Only then can the blog vs. term paper debate be addressed as a measure of academic writing.
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Florida Department of Education:
The Florida Department of Education today released a numerical ranking of the state's 3,078 public and charter schools, grouped by elementary, middle, high and combination schools. This ranking coupled with the district rankings, makes it easier for parents and taxpayers to view information about Florida's education system.
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Howard S. Bloom and Rebecca Unterman:
During the past decade, New York City undertook a district-wide high school reform that is perhaps unprecedented in its scope, scale, and pace. Between fall 2002 and fall 2008, the school district closed 23 large failing high schools (with graduation rates below 45 percent), opened 216 new small high schools (with different missions, structures, and student selection criteria), and implemented a centralized high school admissions process that assigns over 90 percent of the roughly 80,000 incoming ninth-graders each year based on their school preferences.At the heart of this reform are 123 small, academically nonselective, public high schools. Each with approximately 100 students per grade in grades 9 through 12, these schools were created to serve some of the district's most disadvantaged students and are located mainly in neighborhoods where large failing high schools had been closed. MDRC researchers call them "small schools of choice" (SSCs) because of their small size and the fact that they do not screen students based on their academic backgrounds.
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THREE million children in this country take drugs for problems in focusing. Toward the end of last year, many of their parents were deeply alarmed because there was a shortage of drugs like Ritalin and Adderall that they considered absolutely essential to their children's functioning.But are these drugs really helping children? Should we really keep expanding the number of prescriptions filled?
In 30 years there has been a twentyfold increase in the consumption of drugs for attention-deficit disorder.
As a psychologist who has been studying the development of troubled children for more than 40 years, I believe we should be asking why we rely so heavily on these drugs.
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THREE million children in this country take drugs for problems in focusing. Toward the end of last year, many of their parents were deeply alarmed because there was a shortage of drugs like Ritalin and Adderall that they considered absolutely essential to their children's functioning. But are these drugs really helping children? Should we really keep expanding the number of prescriptions filled?
In 30 years there has been a twentyfold increase in the consumption of drugs for attention-deficit disorder. As a psychologist who has been studying the development of troubled children for more than 40 years, I believe we should be asking why we rely so heavily on these drugs.
Attention-deficit drugs increase concentration in the short term, which is why they work so well for college students cramming for exams. But when given to children over long periods of time, they neither improve school achievement nor reduce behavior problems. The drugs can also have serious side effects, including stunting growth.
Sadly, few physicians and parents seem to be aware of what we have been learning about the lack of effectiveness of these drugs.
What gets publicized are short-term results and studies on brain differences among children. Indeed, there are a number of incontrovertible facts that seem at first glance to support medication. It is because of this partial foundation in reality that the problem with the current approach to treating children has been so difficult to see.
Back in the 1960s I, like most psychologists, believed that children with difficulty concentrating were suffering from a brain problem of genetic or otherwise inborn origin. Just as Type I diabetics need insulin to correct problems with their inborn biochemistry, these children were believed to require attention-deficit drugs to correct theirs. It turns out, however, that there is little to no evidence to support this theory.
In 1973, I reviewed the literature on drug treatment of children for The New England Journal of Medicine. Dozens of well-controlled studies showed that these drugs immediately improved children's performance on repetitive tasks requiring concentration and diligence. I had conducted one of these studies myself. Teachers and parents also reported improved behavior in almost every short-term study. This spurred an increase in drug treatment and led many to conclude that the "brain deficit" hypothesis had been confirmed.
But questions continued to be raised, especially concerning the drugs' mechanism of action and the durability of effects. Ritalin and Adderall, a combination of dextroamphetamine and amphetamine, are stimulants. So why do they appear to calm children down? Some experts argued that because the brains of children with attention problems were different, the drugs had a mysterious paradoxical effect on them.
However, there really was no paradox. Versions of these drugs had been given to World War II radar operators to help them stay awake and focus on boring, repetitive tasks. And when we reviewed the literature on attention-deficit drugs again in 1990 we found that all children, whether they had attention problems or not, responded to stimulant drugs the same way. Moreover, while the drugs helped children settle down in class, they actually increased activity in the playground. Stimulants generally have the same effects for all children and adults. They enhance the ability to concentrate, especially on tasks that are not inherently interesting or when one is fatigued or bored, but they don't improve broader learning abilities.
And just as in the many dieters who have used and abandoned similar drugs to lose weight, the effects of stimulants on children with attention problems fade after prolonged use. Some experts have argued that children with A.D.D. wouldn't develop such tolerance because their brains were somehow different. But in fact, the loss of appetite and sleeplessness in children first prescribed attention-deficit drugs do fade, and, as we now know, so do the effects on behavior. They apparently develop a tolerance to the drug, and thus its efficacy disappears. Many parents who take their children off the drugs find that behavior worsens, which most likely confirms their belief that the drugs work. But the behavior worsens because the children's bodies have become adapted to the drug. Adults may have similar reactions if they suddenly cut back on coffee, or stop smoking.
TO date, no study has found any long-term benefit of attention-deficit medication on academic performance, peer relationships or behavior problems, the very things we would most want to improve. Until recently, most studies of these drugs had not been properly randomized, and some of them had other methodological flaws.
But in 2009, findings were published from a well-controlled study that had been going on for more than a decade, and the results were very clear. The study randomly assigned almost 600 children with attention problems to four treatment conditions. Some received medication alone, some cognitive-behavior therapy alone, some medication plus therapy, and some were in a community-care control group that received no systematic treatment. At first this study suggested that medication, or medication plus therapy, produced the best results. However, after three years, these effects had faded, and by eight years there was no evidence that medication produced any academic or behavioral benefits.
Indeed, all of the treatment successes faded over time, although the study is continuing. Clearly, these children need a broader base of support than was offered in this medication study, support that begins earlier and lasts longer.
Nevertheless, findings in neuroscience are being used to prop up the argument for drugs to treat the hypothesized "inborn defect." These studies show that children who receive an A.D.D. diagnosis have different patterns of neurotransmitters in their brains and other anomalies. While the technological sophistication of these studies may impress parents and nonprofessionals, they can be misleading. Of course the brains of children with behavior problems will show anomalies on brain scans. It could not be otherwise. Behavior and the brain are intertwined. Depression also waxes and wanes in many people, and as it does so, parallel changes in brain functioning occur, regardless of medication.
Many of the brain studies of children with A.D.D. involve examining participants while they are engaged in an attention task. If these children are not paying attention because of lack of motivation or an underdeveloped capacity to regulate their behavior, their brain scans are certain to be anomalous.
However brain functioning is measured, these studies tell us nothing about whether the observed anomalies were present at birth or whether they resulted from trauma, chronic stress or other early-childhood experiences. One of the most profound findings in behavioral neuroscience in recent years has been the clear evidence that the developing brain is shaped by experience.
It is certainly true that large numbers of children have problems with attention, self-regulation and behavior. But are these problems because of some aspect present at birth? Or are they caused by experiences in early childhood? These questions can be answered only by studying children and their surroundings from before birth through childhood and adolescence, as my colleagues at the University of Minnesota and I have been doing for decades.
Since 1975, we have followed 200 children who were born into poverty and were therefore more vulnerable to behavior problems. We enrolled their mothers during pregnancy, and over the course of their lives, we studied their relationships with their caregivers, teachers and peers. We followed their progress through school and their experiences in early adulthood. At regular intervals we measured their health, behavior, performance on intelligence tests and other characteristics.
By late adolescence, 50 percent of our sample qualified for some psychiatric diagnosis. Almost half displayed behavior problems at school on at least one occasion, and 24 percent dropped out by 12th grade; 14 percent met criteria for A.D.D. in either first or sixth grade.
Other large-scale epidemiological studies confirm such trends in the general population of disadvantaged children. Among all children, including all socioeconomic groups, the incidence of A.D.D. is estimated at 8 percent. What we found was that the environment of the child predicted development of A.D.D. problems. In stark contrast, measures of neurological anomalies at birth, I.Q. and infant temperament -- including infant activity level -- did not predict A.D.D.
Plenty of affluent children are also diagnosed with A.D.D. Behavior problems in children have many possible sources. Among them are family stresses like domestic violence, lack of social support from friends or relatives, chaotic living situations, including frequent moves, and, especially, patterns of parental intrusiveness that involve stimulation for which the baby is not prepared. For example, a 6-month-old baby is playing, and the parent picks it up quickly from behind and plunges it in the bath. Or a 3-year-old is becoming frustrated in solving a problem, and a parent taunts or ridicules. Such practices excessively stimulate and also compromise the child's developing capacity for self-regulation.
Putting children on drugs does nothing to change the conditions that derail their development in the first place. Yet those conditions are receiving scant attention. Policy makers are so convinced that children with attention deficits have an organic disease that they have all but called off the search for a comprehensive understanding of the condition. The National Institute of Mental Health finances research aimed largely at physiological and brain components of A.D.D. While there is some research on other treatment approaches, very little is studied regarding the role of experience. Scientists, aware of this orientation, tend to submit only grants aimed at elucidating the biochemistry.
Thus, only one question is asked: are there aspects of brain functioning associated with childhood attention problems? The answer is always yes. Overlooked is the very real possibility that both the brain anomalies and the A.D.D. result from experience.
Our present course poses numerous risks. First, there will never be a single solution for all children with learning and behavior problems. While some smaller number may benefit from short-term drug treatment, large-scale, long-term treatment for millions of children is not the answer.
Second, the large-scale medication of children feeds into a societal view that all of life's problems can be solved with a pill and gives millions of children the impression that there is something inherently defective in them.
Finally, the illusion that children's behavior problems can be cured with drugs prevents us as a society from seeking the more complex solutions that will be necessary. Drugs get everyone -- politicians, scientists, teachers and parents -- off the hook. Everyone except the children, that is.
If drugs, which studies show work for four to eight weeks, are not the answer, what is? Many of these children have anxiety or depression; others are showing family stresses. We need to treat them as individuals.
As for shortages, they will continue to wax and wane. Because these drugs are habit forming, Congress decides how much can be produced. The number approved doesn't keep pace with the tidal wave of prescriptions. By the end of this year, there will in all likelihood be another shortage, as we continue to rely on drugs that are not doing what so many well-meaning parents, therapists and teachers believe they are doing.
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Fordham Institute: The State of State Science Standards 2012:
Wisconsin's science standards--unchanged since 1998, in spite of much earlier criticism, ours included--are simply worthless. No real content exists to evaluate.WKOW:In lieu of content, the "authors" have passed the buck by merely citing unelaborated references to the now outdated National Science Education Standards (NSES). Rather than using the NSES as building blocks for a comprehensive set of science standards, however, Wisconsin has used them as an escape hatch to avoid hard work and careful thought
Madison Schools Superintendent Dan Nerad says the state already has plans to review its standards in all areas.Remarkable. Much more at www.wisconsin2.org."I think we have to be cautious not to look at the current state because it is very much in flux right now," Nerad says. "Things are going to change. it doesn't makes sense to look backwards as it does to look forward."
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Daniel Slotnik & Richard Perez-Pena:
Claremont McKenna College, a small, prestigious California school, said Monday that for the past six years, it has submitted false SAT scores to publications like U.S. News & World Report that use the data in widely followed college rankings.In a message e-mailed to college staff members and students, Claremont McKenna's president since 1999, Pamela B. Gann, wrote that "a senior administrator" had taken sole responsibility for falsifying the scores, admitted doing so since 2005, and resigned his post.
People briefed on the matter said that the administrator was Richard C. Vos, vice president and dean of admissions, whose name was removed in the last few days from the college's online list of top officials.
Mr. Vos, reached at his home Monday night, said: "No comment. It's an internal personnel matter."
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In his State of the Union address, President Obama called on every state to require students to stay in school until they graduate or turn 18. "When students don't walk away from their education, more of them walk the stage to get their diploma," he said.The White House cited studies that showed how raising the compulsory schooling age helps prevent kids from leaving school. And while some of that is true, some of it is also wishful thinking.
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Sixty-two New York City schools are on a path to be closed or otherwise re-shaped this year. Here's a score card to help you keep track of what schools are affected and how.This post lists the 19 schools that the Department of Education wants to phase out, along with the six that will have their middle school grades removed (that's called truncation).
Until Feb. 9, when the Panel for Educational Policy votes on the changes, hearings are going on almost every night at the schools that are to be phased out or truncated. You can find the calendar of hearings here.
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Graeme Culliford and Nick Owens:
It was Jamie Oliver's toughest challenge... getting US Âyoungsters to ditch junk food and eat a healthier diet.But six months after he Âconvinced an LA school to swap fattening burgers for low-calorie salads, his Ârevamped menu is - literally - being binned.
Hundreds of students at West Adams Preparatory High School, where his hit show Jamie Oliver's Food Revolution was filmed, are Ârefusing to eat his cuisine.
Instead, bins are overflowing with the TV chef's veg curries, quinoa salads, Thai Ânoodles and wheatbread burgers.
Many youngsters even go without lunch altogether.
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The Janesville Gazette reported last week that principals at some of the city's public elementary school are attributing some major positive academic and behavioral trends to a relatively minor change: moving recess from after to before lunch.I remember the post-lunch recess -- chasing girls, pick-up football, the bloody nose I gave my best friend.
In fact, I remember school-day and school-year schedules being much the same as the ones my 5-year-old daughter and 7-year-old son experience at their Madison public elementary school -- from the timing of recess, to summer vacation, to days off to honor such notables as Polish-born Revolutionary War hero Casimir Pulaski (keep in mind this was the Chicago area, which has a large Polish population).
I suppose that could be because at some point decades ago, the public education establishment discovered the perfect academic schedule and, well, why tinker with something that works?
Janesville's experience suggests something else, though: that post-lunch recess is just another public education tradition among a slew of public education traditions that could benefit from a fresh pair of eyes.
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Last week, Apple unveiled two new education-related products: iBooks textbooks and the new iTunes U courses. While both interest me, I was particularly fascinated by the new iTunes U courses and how they bundle information together. I converted my existing Advanced iPhone Development iTunes U class into a full course (which you can subscribe to for free) a few days ago. I wanted to write about what I learned in the process of doing this.As I mentioned, I taught a course in 2010 at the Madison Area Technical College on advanced iPhone (now iOS) development. We recorded this course and made videos of the sessions available for free on iTunes U. Both the spring semester and fall semester of 2010 can be found as video collections in 720p HD on iTunes U. Each class session is roughly three hours long, because they were part of a once-a-week professional development course.
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A few weeks ago, my colleague Paul Schwartzman introduced readers to a group of Prince George's County residents known as "the Seat Pleasant 59." They were promised in 1988, when they were in elementary school, that their tuition would be paid if they worked hard and got into college. More than two decades later, only 11 have four-year degrees, a consequence of many bad turns, most of them related to growing up in poverty.Some readers may conclude that most of these children were doomed from the start. Many lacked the parental support, teacher encouragement and personal resilience needed to take advantage of the offer from philanthropists Abe Pollin and Melvin Cohen. Is a tuition promise wasted on such children?
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While my daughter was sitting the first exam of her life, I didn't know what to do with myself. I hovered outside the building in the same way I have done when loved ones are undergoing surgery, transferring my weight from one foot to another - cursing that I have only two - nursing the strange delusion that feeling extreme discomfort myself might just be comforting to another, through the ether. All that kept coming into my mind were her parting words to me: "'All at once' is a good alternative to 'suddenly'. And also 'without warning.'" It cannot be denied.My anxiety was really surpassing itself. It was citrus-hued and neon-bright. All at once my ring of worries had little multi-faceted briolettes of worries suspended from them and these, in turn, had matching ear and toe rings, necklaces and bracelets. I could almost hear my nerves jangling and looked about myself anxiously as though I were an unwelcome morris dancer about to be shooed from a sophisticated urban setting. I have dispatched such rustic groovers myself with cutting remarks in my time. I regret it now, obviously.
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Madison Preparatory Academy doesn't have the money to open as a private school next fall and its future is in the hands of the Madison School Board, according to a lead supporter of the charter school proposal.Much more on the proposed Madison Preparatory IB charter school, here.Supporters still want to open Madison Prep in the fall but haven't been able to raise about $1.2 million needed to run the school because its future beyond next year remains uncertain, Madison Prep board chairman David Cagigal said last week; moreover, a key donor said her support is contingent on School Board backing.
Cagigal said the private school option was never intended to be more than an interim plan before the school opened as a public charter school. One of the most common reasons charter schools fail is lack of funding, he added.
"We can't approach these donors unless we mitigate the risk," Cagigal said. "The only way we can do that is seek a 2013 vote."
Cagigal acknowledged that if the School Board doesn't vote on opening Madison Prep as a charter school in 2013, "then we may have to wait."
The fate of Madison Prep was discussed at a recent school board candidate forum.
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Charter schools: The Oakland school board rejected the charter school petitions submitted by the faculties of ASCEND and Learning Without Limits, public elementary schools in the Fruitvale area that want to secede from the school district. The district's charter schools office recommended that the board approve the request, but Superintendent Tony Smith took a different stance, pointing to the financial investment the district has made in the schools since they opened.This section of a staff resolution seems to sum up the superintendent's position: "Whereas, the District cannot succeed at its strategic plan to create a Full Service Community School District that serves the whole child ... if after millions of dollars in investment, individual schools that have achieved because of the District's investment can separate and opt out of the District, with the consequence that the District loses its collective identity as a school system serving children in all neighborhoods in
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For the first time this year, LAUSD has prepared reports for teachers that rate their effectiveness. When I received an email saying I could now view my own personal "Average Growth over Time" report, I opened it with a combination of trepidation, resignation and indignation.First, the indignation. It is, I think, the key factor that has kept me teaching past the five-year mark, when most new teachers quit the profession. I am in my sixth year of teaching after a nearly 20-year career as a professional writer. I know that I am smart, hardworking and competent, and despite the many frustrations of teaching in the Los Angeles Unified School District, I have refused to throw in the towel -- as so many do.
Indignation is also what fueled my reaction when I saw the rating the school district sent. It showed me to be on the low side of average for high school English teachers in the district.
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The 7th Inter-Schools Mathematics Olympiad 2012 was organised on Sunday at the Pak-Turk International School Campus. Over 3,000 students from 470 schools of Jhelum, Attock, Chakwal, Rawalpindi and Islamabad participated in the mega educational competition. In order to evoke interest among the students, Pak-Turk International schools and colleges have been arranging the ISMO competition for the last six years. Speaking at the event, educationists said that there are not enough chances for student to exhibit their talent to the world. There is an immense need of such programmes for the brilliant youth, they added. This unique competition provides a great chance for the students of 5, 6, 7 and 8 classes or grades to show their incredible potential and win handsome prizes.
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PLEASE NOTE: This is a provisional website meant to convey vital information to those interested. Our much-improved website will launch here soon, so stay tuned!Launched through a generous gift from Gus and Rita Hauser, the Harvard Initiative for Learning and Teaching (HILT) is a Presidential Initiative to catalyze experimentation in teaching that improves student learning. It will capitalize on, strengthen, and broaden the scope of existing learning and teaching activities at Harvard, transform Harvard students' educational experience in keeping with current and future technological and pedagogical needs, build on Harvard's leadership in the research, application, and assessment of innovative pedagogy, and develop a robust, synergistic network of expertise, scholarly work, and creativity through dedicated University support that flows to the Schools and allows for sharing across Harvard campuses.
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As state after state rewrites their education laws in line with the mandates from Race to the Top and the NCLB waiver process, the teaching profession is being redefined. Teachers will now pay the price - be declared successes or failures, depending on the rise or fall of their students' test scores. Under NCLB it was schools that were declared failures. In states being granted waivers to NCLB, it is teachers who will be subjected to this ignominy. Of course we will still be required to label the bottom 5% of our schools as failures, but if the Department of Education has its way, soon every single teacher in the profession will be at risk for the label.This revelation came to me as I read the Score Card on Education prepared by the American Legislative Exchange Council (ALEC), authored by Dr. Matthew Ladner and Dan Lips. This is a remarkable document. It provides their report on where each of the states stands on the education "reform" that has become the hallmark of corporate philanthropies, the Obama administration and governors across the nation.
It begins with a histrionic comparison between the struggle over our schools and the Battle of Britain in the Second World War. The authors write:
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First of a series180K PDF version.The recent controversy over the Urban League of Greater Madison's proposal for a Madison Preparatory Academy has been framed primarily as a local story pitting contending interests within the city. The charter school's promoters, supporters and mainstream media have portrayed the ULGM's CEO and President, Kaleem Caire as the Prep's public champion and native son returned home on a mission to help "close the achievement gap," the racial disparities in Madison's schools.
But Caire's well-established national ties, spanning more than a decade, to numbers of conservative foundations, think tanks and individuals bent on privatizing public school coffers, creating for-profit schools, and destroying teachers' unions, certainly suggest that there is more to the story.
Caire has consistently dismissed any suggestion of his links to various right-wing efforts. On occasion he has admitted some distant connections but asserted his independence by saying, "They have their agenda, but we have ours." Lately, he has taken to waving off critic's references to such ties as nothing more than "guilt-by-association crap" or part of a "conspiracy" and "whisper campaign" coming from those trying to discredit the Mad Prep Academy project. However, a readily traceable history reveals some truth to the charges.
Much more on the proposed Madison Preparatory IB charter school, here.
Clusty Search: Allen Ruff, Blekko, google, bing.
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Henry Levin and Cecilia Rouse:
ONLY 21 states require students to attend high school until they graduate or turn 18. The proposal President Obama announced on Tuesday night in his State of the Union address -- to make such attendance compulsory in every state -- is a step in the right direction, but it would not go far enough to reduce a dropout rate that imposes a heavy cost on the entire economy, not just on those who fail to obtain a diploma.In 1970, the United States had the world's highest rate of high school and college graduation. Today, according to the Organization for Economic Cooperation and Development, we've slipped to No. 21 in high school completion and No. 15 in college completion, as other countries surpassed us in the quality of their primary and secondary education.
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The "disruption" of the higher-ed market is a popular refrain these days. Rising tuition prices and student debt have left many wondering if the current model is indeed broken and whether those like Harvard's Clay Christensen are right when they say that innovations in course delivery will eventually displace established players.What exactly those innovations will look like remains a matter of debate. One view from Sheryl Sandberg, chief operating officer of Facebook, envisions a future in which every industry will be disrupted and "rebuilt with people at the center."
In this recent interview with The Wall Street Journal, Sandberg talked specifically about the gaming industry, which has been upended by the popularity of social-gaming venues, such as Words With Friends and Farmville.
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"What was he thinking?" It's the familiar cry of bewildered parents trying to understand why their teenagers act the way they do.How does the boy who can thoughtfully explain the reasons never to drink and drive end up in a drunken crash? Why does the girl who knows all about birth control find herself pregnant by a boy she doesn't even like? What happened to the gifted, imaginative child who excelled through high school but then dropped out of college, drifted from job to job and now lives in his parents' basement?
If you think of the teenage brain as a car, today's adolescents acquire an accelerator a long time before they can steer and brake.
Adolescence has always been troubled, but for reasons that are somewhat mysterious, puberty is now kicking in at an earlier and earlier age. A leading theory points to changes in energy balance as children eat more and move less.
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What if you suddenly found out that half of the eighth-graders in Wisconsin, all kids you thought were highly rated readers, really didn't merit being called proficient? That instead of four out of five being pretty decent in math, it was really two out of five?A substantial improvement in academic standards is warranted and possibly wonderful, assuming it happens and avoids being watered down. The rightly criticized WKCE was an expensive missed opportunity.You better start thinking how you'd react because it's likely that is what's coming right at us. That's how dramatic a proposal last week by the state Department of Public Instruction is.
As parents, teachers, school leaders, politicians, community leaders and taxpayers, will we be motivated to do better? Will we see the need for change? Will we rise to the occasion? Or will we settle for being discouraged and basically locked into what we've come to expect?
Here's what's going on: With Congress failing to pass a revision, originally due in 2007, of the education law known as No Child Left Behind, the U.S. Department of Education has begun issuing waivers from the enforcement program of the increasingly dysfunctional law. Wisconsin wants a waiver - it's one of the things people such as Republican Gov. Scott Walker and Democratic-oriented Superintendent of Public Instruction Tony Evers agree on. So a task force developed a proposal. People have until Feb. 3 to react to the proposal and the application is to be submitted Feb. 21.
The plan will change a lot of important dynamics of what students and schools in Wisconsin are expected to accomplish. It calls for publicly rating all schools on a 1 to 100 point scale, with student outcomes as a key factor. Schools that score low will face orders to improve and, possibly, closing. And that goes for every school with students whose education is paid for with public dollars - in other words, private schools in the voucher programs for Milwaukee and Racine kids are included.
Overall, the waiver plan means we are at the point where Wisconsin gets serious about raising expectations for student achievement. Wisconsin is regarded as having one of the lowest bars in the U.S. for rating a student as proficient. No more, the proposal says.
....
Eighth-grade reading: Using the WKCE measuring stick, 86% of students were rated as "advanced" or "proficient." Using the NAEP measuring stick, it was 35% - a 51-point difference. At least as vivid: Using the WKCE measure, 47% of eighth-graders were "advanced," the top bracket. Using the NAEP measure, it was 3%. Three percent! In other words, only a handful of kids statewide would be labeled advanced under the new system, not the nearly half we're used to.Fourth-grade reading: On the WKCE scale, 82% were proficient or advanced. On the NAEP scale, it was 33%.
Eighth-grade math: WKCE, 78% proficient. NAEP: 41%.
Fourth-grade math: WKCE: 79% proficient. NAEP: 47%.
Related: www.wisconsin2.org
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The current version of The New Yorker has a wonderful article by Jonah Lehrer called "Groupthink" (you can see the abstract here). It does a great job of showing how creativity is a social process, cites wonderful research by Brian Uzzi showing that when people have experience working together in the past they produce more successful Broadway musicals (up to a point, too many old friends is as bad as too few), and offers research showing that groups where members engage in constructive conflict are more creative -- all themes I have talked about at various times on this blog.I do however have a major quibble. At one point, Lehrer states flatly that brainstorming doesn't work. He later quotes creativity researcher Keith Sawyer as saying that people are more efficient at generating ideas when they work alone than in groups, something that is well-established. But that is not the same as saying there is conclusive evidence they don't work.
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Kate Walsh, via a kind reader's email:
As reported by the Milwaukee Journal-Sentinel and the Associated Press, NCTQ filed a lawsuit yesterday -- a first for us -- against the University of Wisconsin system.Related Georgia, Wisconsin Education Schools Back Out of NCTQ ReviewUW campuses issued identically worded denials of our requests for course syllabi, which is one of the many sources of information we use to rate programs for the National Review of teacher preparation programs. They argue that "syllabi are not public records because they are subject to copyright" and therefore do not have to be produced in response to an open records request.
We believe that the University's reading of the law is flawed. We are engaged in research on the quality of teacher preparation programs, and so our request falls squarely within the fair use provision of copyright law. What's more, these documents were created at public institutions for the training of public school teachers, and so should be subject to scrutiny by the public.
Public higher education institutions in Wisconsin and Georgia--and possibly as many as five other states--will not participate voluntarily in a review of education schools now being conducted by the National Council for Teacher Quality and U.S. News and World Report, according to recent correspondence between state consortia and the two groups.When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?In response, NCTQ and U.S. News are moving forward with plans to obtain the information from these institutions through open-records requests.
In letters to the two organizations, the president of the University of Wisconsin system and the chancellor of Georgia's board of regents said their public institutions would opt out of the review, citing a lack of transparency and questionable methodology, among other concerns.
Formally announced in January, the review will rate education schools on up to 18 standards, basing the decisions primarily on examinations of course syllabuses and student-teaching manuals.
Lake Wobegon has nothing on the UW-Madison School of Education. All of the children in Garrison Keillor's fictional Minnesota town are "above average." Well, in the School of Education they're all A students.The 1,400 or so kids in the teacher-training department soared to a dizzying 3.91 grade point average on a four-point scale in the spring 2009 semester.
This was par for the course, so to speak. The eight departments in Education (see below) had an aggregate 3.69 grade point average, next to Pharmacy the highest among the UW's schools. Scrolling through the Registrar's online grade records is a discombobulating experience, if you hold to an old-school belief that average kids get C's and only the really high performers score A's.
Much like a modern-day middle school honors assembly, everybody's a winner at the UW School of Education. In its Department of Curriculum and Instruction (that's the teacher-training program), 96% of the undergraduates who received letter grades collected A's and a handful of A/B's. No fluke, another survey taken 12 years ago found almost exactly the same percentage.
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Everyone agrees the United States needs to improve its education system dramatically, but how? One of the hottest trends in education reform lately is looking at the stunning success of the West's reigning education superpower, Finland. Trouble is, when it comes to the lessons that Finnish schools have to offer, most of the discussion seems to be missing the point.The small Nordic country of Finland used to be known -- if it was known for anything at all -- as the home of Nokia, the mobile phone giant. But lately Finland has been attracting attention on global surveys of quality of life -- Newsweek ranked it number one last year -- and Finland's national education system has been receiving particular praise, because in recent years Finnish students have been turning in some of the highest test scores in the world.
Finland's schools owe their newfound fame primarily to one study: the PISA survey, conducted every three years by the Organization for Economic Co-operation and Development (OECD). The survey compares 15-year-olds in different countries in reading, math, and science. Finland has ranked at or near the top in all three competencies on every survey since 2000, neck and neck with superachievers such as South Korea and Singapore. In the most recent survey in 2009 Finland slipped slightly, with students in Shanghai, China, taking the best scores, but the Finns are still near the very top. Throughout the same period, the PISA performance of the United States has been middling, at best.
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The small schools initiative that has been the hallmark of the Bloomberg administration's schools policy seems to be working, a new study has found.Related: Small Learning CommunitiesWinnie Hu reports in The New York Times on Thursday that the study found that students who attend public high schools that have about 100 students in each grade were more likely to graduate.
The continuing study is described as "one of the largest and most comprehensive reviews of the impact of small schools on learning." Its $3.5 million cost is covered by the Bill and Melinda Gates Foundation, and the study is conducted by MDRC, a nonprofit education research group based in Manhattan.
The study found that students at small high schools were more likely to earn a diploma than students who attend larger schools, The Times reports.
Posted by Jim Zellmer at 1:24 AM | Comments (0) Subscribe to this site via RSS/Atom:
Steve Jobs didn't think that technology alone could fix what ails American education. It's worth remembering that in the wake of last week's breathless coverage of Apple's new iBooks platform, which the company promises will radically change how students use and experience textbooks. Under Apple's plan, companies and individuals will be able to self-publish textbooks, ideally creating a wider array of content. Students will be able to download and use these books on their iPad much like they would use a regular textbook -- including highlighting passages, making notes and pulling out passages or chapters that are especially important to them. Apple says it also plans to cap the price of textbooks available through iBooks at $14.99, a significant departure from the price of many textbooks now.Critics were quick to pounce that Apple wasn't being revolutionary enough. Former school superintendent and current ed-tech investor Tom Vander Ark chided Apple for not thinking past textbooks, which he considers hopelessly 20th century. Others worried that Apple's real goal wasn't to open up the textbook industry but to control it and profit from it through restrictive licensing agreements and a platform that dominates the market. I'm sure the for-profit company's shareholders will be horrified at that news.
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To all of you with #recallwithdrawal: Time to focus on Arlene and Micheal for #MMSDBOE!! #99percent
1.25.2012 Madison School Board Candidate DCCPA Event Audio.
Seat 1 Candidates:
Nichele Nichols
www.nichols4schoolboard.org
email: nnichols4mmsd@gmail.com
Arlene Silveira (incumbent)
www.arleneforschoolboard.com
email: arlene_Silveira@yahoo.com
Seat 2 Candidates:
Mary Burke
www.maryburkeforschoolboard.net
email: maryburkewi@gmail.com
Michael Flores
www.floresforschoolboard.org
email: floresm1977@gmail.com
via a kind reader's email
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Madison School District BoardBoth Madison School Board races are contested this year.
Seat 1: Arlene Silveira Website / Facebook
Seat 2: Michael Flores Website / FacebookNow we have to make sure they get elected! That takes money (some) and work (lots).
The money part is easy--come to the Progressive Dane Campaign Fund-raiser
Sunday February 12, 5-7 pm
Cardinal Bar, 418 E Wilson St
(Potluck food, Cash Bar, Family Friendly)Meet the candidates, hear about Madison School District and Dane County issues, pick some to work on this year!
Seat 1 Candidates:
Nichele Nichols
www.nichols4schoolboard.org
email: nnichols4mmsd@gmail.com
Arlene Silveira (incumbent)
www.arleneforschoolboard.com
email: arlene_Silveira@yahoo.com
Seat 2 Candidates:
Mary Burke
www.maryburkeforschoolboard.net
email: maryburkewi@gmail.com
Michael Flores
www.floresforschoolboard.org
email: floresm1977@gmail.com
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Hartford Business, via a kind Doug Newman email:
First Niagara Bank has pledged $3 million to support a nonprofit group that is representing business interests in Connecticut's education reform debate.The money will go to Hartford's Connecticut Council for Education Reform (CCER), which is led by a group of prominent Connecticut business leaders including former Hartford Financial Services Group CEO Ramani Ayer, and Peyton Patterson, the former chief executive of NewAllinace Bank, which was acquired by First Niagara Bank last year.
The Connecticut Council for Education Reform also unveiled Thursday its education agenda for the upcoming legislative session, which includes urging the state to adopt:
--Teacher and leader employment and retention policies that attract the highest quality professionals and insist upon effectiveness as defined by their ability to demonstrate improvement in student performance, not seniority, as the measure of success defined by redesigned evaluation systems.
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Idaho's controversial new school reform laws gutted teacher associations' collective bargaining powers, but local union leaders say they can still work effectively with their district administration to help shape policies."This (legislation) basically said to districts that if you don't want to work with teachers in these areas, you can say by law you don't have to do it anymore," Boise Education Association President Andrew Rath said. "But I think they've found that districts want to work with the teachers."
Association leaders Sam Stone of Caldwell and Luke Franklin of Meridian agreed.
"We can always talk to our district," Franklin said. "Our relationship isn't really 'us against them.'"
The Students Come First laws, unveiled by schools Superintendent Tom Luna one year ago and approved by the 2011 Legislature, limits teacher contract negotiations to the issues of pay and benefits and eliminates working conditions and other issues from master contracts.
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Björk turned her last album into an app. Now she's turning her music into a science exhibit for city students, with an unusual three-week run at a Queens museum better known for its molecule models and retired spacecraft.The singer arrives at the New York Hall of Science next month to hold a series of classes for middle school students, as well as six open-to-the-public concerts in the museum's Great Hall. Björk will also stage four shows at a more conventional concert venue: Manhattan's Roseland Ballroom.
"The whole idea is to take music education out of a bookish, academic thing and into a more physical, tactile experience," said Björk, 46 years old, in an interview as she was preparing for the event.
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Madison School Board Candidate Mary Burke
n recent listening sessions with Madison parents, I heard how we can improve our schools, what we can be really proud of and stories about our wonderful teachers. In these discussions and in others, people have talked about addressing the racial achievement gap and shared concerns about Madison Prep.For the 12 years I have been involved in Madison schools, I have been championing education and addressing the racial achievement gap. An East High teacher and I co-founded the AVID/TOPS program, which I also supported financially and continue to co-chair. This program has increased the number of students graduating and going on to post-secondary education. But AVID TOPS alone is not enough. We need to do more.
When Madison Prep was discussed last fall, it was the only proposal put on the table in the last five years to significantly address the racial achievement gap. At that time the teachers union and the planners of Madison Prep were in agreement that the school would run with Madison School District employees, union teachers and under the leadership of the district (as an instrumentality). A major concern raised was that Madison Prep would pull resources needed by existing schools.
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Posted by Julia Steiny Columnist EducationNews.org on January 25, 2012
Back in December 2009, excited 4th graders at Westerly's State Street School (http://sss.westerly.k12.ri.us/) sat down to take a practice science test. Like little sports jocks, the kids approached the task as if it were training for the big game coming in the spring, the statewide science NECAP (http://en.wikipedia.org/wiki/NECAP).Julia Steiny is a freelance columnist whose work also regularly appears at EducationViews.org and GoLocalProv.com. She is the founding director of the Youth Restoration Project, a restorative-practices initiative, currently building a demonstration project in Central Falls, Rhode Island. She consults for schools and government initiatives, including regular work for The Providence Plan for whom she analyzes data. For more detail, see juliasteiny.com or contact her at juliasteiny@gmail.com or c/o GoLocalProv, 44 Weybosset Street, Providence, RI 02903.In 2008, the whole Westerly district had performed so poorly on that test that teachers actually volunteered their time to form a K-12 Science Task Force focused on redeeming their sullied academic reputation. (See last week's column about this Task Force (link to my column from last week) .)
Then, insult to injury, in 2009 State Street's scores tanked again.
The heat was on. State Street had already started implementing the Task Force's recommendations, including its strong emphasis on teaching writing.
Wait. Writing? That's English, not science. But more on this in a moment.
Westerly's students had struggled particularly with the "inquiry" part of the NECAP, where kids to do a hands-on task and draw conclusions from what they see in front of them.
State Street's Principal Audrey Faubert says, "Science (NECAP) is only given at the 4th grade (and later at 8th and 11th), so K-3 weren't exposed to the rigors of testing. We decided to give all the kids an inquiry task to complete. And the faculty also took some of the released test items from the RIDE website. (http://www.ride.ri.gov/assessment/necap_releaseditems.aspx) Even though they'd been teaching inquiry with the science kits (http://www.uri.edu/hss/education/GEMSNET-URI/index.html) , it was interesting for the teachers to be on the other side of a test."
But the spotlight's glare was on those 4th graders.
Faubert smiled sadly, "The room was buzzing. The kids thought they did fantastic."
Working in pairs, the school's entire teaching staff scored the kids' work. The results were enough to induce clinical depression.
But as it turns out, the school's good efforts hadn't quite paid off yet. The Task Force was onto a good thing when they decided writing was key to learning science. State Street's instruction had only just started to take root.
Here's the problem: Old science was about answers. When a test asks a question like: "How does wind change sand dunes?" somewhere in the science textbook was an answer that the kid was supposed to have memorized.
New science is about thinking and reasoning. The way Faubert puts it is: "The (NECAP) science test is a thinking test, not a knowledge test. Science isn't about recall any more, but about synthesizing information." New science poses essential questions, such as the sand dunes example, but now the kids need to derive the answer themselves, by sorting through data. Teachers provide techniques, tools, research methods, and experiences. But like scientists themselves, students must do their own research and figure out what their discoveries mean.
Writing is always the product of thinking. Writing forces a kid to organize her thoughts to be expressive and communicate clearly.
Middle-school principal Paula Fusco says "Prior to the work of the Task Force, we'd left writing up to the English teacher. But whatever the kids did or didn't know, they weren't able to communicate their understanding of science."
To work on that understanding, Fusco says, "we've been taking the vocabulary out of NECAP--infer, predict, explain. So the kids aren't afraid of the words they're encountering."
The ability to define "predict" doesn't help at all if the ability to MAKE a prediction isn't also a familiar habit. Kids need to demonstrate, by their writing, that they understand what they need to DO when the test asks them to predict, infer or explain.
Similarly, Fusco's teachers began to work with the kids on "sentence starters" to guide their thinking--However, In conclusion, Whereas, Therefore.
Fortunately, Westerly's students were in the habit of writing in science journals. But they had used them mainly to record observations. Faubert says, "Every teacher brought in examples of their students' science journals. Oh, here are the strengths and weaknesses right in our own notebooks. We'd never had the kids prove their thinking in their journals. Think like a scientist, based on what's in front of you. Prove your thinking. Prove your thinking. We said that so many times."
At the end of the day, teaching the kids to EXPLAIN their predictions and reasoning was the clearest way to teach them habits of scientific thinking. And those explanations also helped the teachers assess kids' understanding and misunderstanding.
By February, State Street dared to try another practice test with the 4th graders. Again, the staff scored it together. Ahhh, much better. So much so, Faubert felt more confident about improving on the 49 percent proficiency they'd managed in the prior year's test.
In fact, when the results were released last Fall, State Street kids hit 80 percent proficiency, 8th highest in the state, out of over 150 schools that take that test. (And Westerly is the 8th lowest-income community in the state.)
Superintendent Roy Seitsinger's take on the situation is this: "Nobody (meaning veteran educators) signed up for what we're doing now. Most of the people weren't trained to bring students through a thinking process. Now the educators' job is to teach kids how to sift through all that information and to be critical, reflective and make decisions. We have too much information and not nearly enough sorting skills."
Therefore, in conclusion, learning to write promotes scientific thinking. Other districts would do well to take notice.
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he Stanford University professor who taught an online artificial intelligence course to more than 160,000 students has abandoned his tenured position to aim for an even bigger audience.Sebastian Thrun, a professor of computer science at Stanford, revealed today that he has departed the institution to found Udacity, a start-up offering low-cost online classes. He made the surprising announcement during a presentation at the Digital - Life - Design conference in Munich, Germany. The development was first reported earlier today by Reuters.
During his talk, Mr. Thrun explored the origins of his popular online course at Stanford, which initially featured videos produced with nothing more than "a camera, a pen and a napkin." Despite the low production quality, many of the 200 Stanford students taking the course in the classroom flocked to the videos because they could absorb the lectures at their own pace. Eventually, the 200 students taking the course in person dwindled to a group of 30. Meanwhile, the course's popularity exploded online, drawing students from around the world. The experience taught the professor that he could craft a course with the interactive tools of the Web that recreated the intimacy of one-on-one tutoring, he said.
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Bill Cosby and Dick Morris presumably disagree about most things, so it's instructive to note that both have officially endorsed "School Choice Week," which began yesterday with a series of rallies and events around the country celebrating the idea of parents being able to decide where their children go to school. Indeed, school choice seems like such an obviously good idea that the most interesting thing about School Choice Week is why it exists at all.That school choice is valuable is beyond dispute. That's why there's a multi-billion dollar private school industry serving millions of students. And it's why there is a much larger system of school choice embedded in the American real estate market. While some parents pay school tuition directly, many more pay it through their monthly mortgage and property tax bills. Anyone who has deliberately purchased a home in a "good" school district is, by definition, a beneficiary and supporter of school choice.
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That is a new paper of mine, you will find the link here. Here is the abstract:This paper considers an economic approach to autistic individuals, as a window for understanding autism, as a new and growing branch of neuroeconomics (how does behavior vary with neurology?), and as a foil for better understanding non-autistics and their cognitive biases. The relevant economic predictions for autistics involve greater specialization in production and consumption, lower price elasticities of supply and demand, a higher return from choosing features of their environment, less effective use of social focal points, and higher relative returns as economic growth and specialization proceed. There is also evidence that autistics are less subject to framing effects and more rational on the receiving end of ultimatum games. Considering autistics modifies some of the standard results from economic theories of the family and the economics of discrimination. Although there are likely more than seventy million autistic individuals worldwide, the topic has been understudied by economists. An economic approach also helps us see shortcomings in the "pure disorder" models of autism.
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A week ago there was an article in the Seattle Times describing a large drop in applicants to the UW this year. Considering that other WA State schools have not seen a similar decline and all state colleges are experiencing essentially the same tuition increases, why are UW applications down?Could it be the incessant articles and editorials by the Seattle Times about how the UW is turning down strong applicants to let in more out of state students? How about this Seattle Times headline last spring:
"Why straight-A's may not get you into the UW this year"
which suggested that
"High-school seniors with top test scores didn't get in.
Students who got into more prestigious schools were wait-listed at the UW.
Valedictorians with straight-A's were denied admission, while out-of-state students with lower grades were accepted."
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The most important domestic subject that I FAIL to adequately cover is K-12 education. It's potentially the most effective tool we have for increasing vertical mobility in our society -- and hence is currently misused as the best single method to repress disadvantaged minorities.
What the education unions and their bought-and-paid-for Democrat allies have done to inner city black and Hispanic kids would warm the cockles of any KKK Grand Dragon. The Progressives' steadfast opposition to improving education angers me every time I think about it.
Thus I include intact below an excellent op-ed on the topic from the LOS ANGELES DAILY NEWS. It's upbeat -- giving the growing success of the school choice movement in all its many flavors.
Sadly, California is one of the least successful states in this effort to improve education. All we hear from CA liberals is that we don't spend enough. But the growing popularity and acceptance of school choice in other states is going to make it more and more difficult for our voters to ignore this innovation.
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The top priority facing southeastern Wisconsin - and, indeed, the biggest challenge for the entire state - is the creation of more new jobs.There are many good ideas for creating new jobs, and many deserve further consideration. The creation of new venture capital funds, tax breaks for industries and workforce training incentives for companies that locate in Wisconsin are all worthy of further consideration and possible action.
But the best strategy for creating new jobs is to look at what companies want when deciding where to expand a plant or locate a production facility. No doubt, they look at quality of life, housing, transportation, the overall community and other factors.
However, time and again, one of the top assets that attracts new jobs is a quality education system at all levels that produces bright, articulate and engaging future workers who accept the challenge of the new international economy and the interdependent global economic landscape. That starts at kindergarten and continues beyond high school. Gone are the days when a student could graduate from high school and move to a job that could last a lifetime.
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Listen to the event via this 77MB mp3 audio file.
The event was sponsored by the Dane County Council of Public Affairs.
Seat 1 Candidates:
Nichele Nichols
www.nichols4schoolboard.org
email: nnichols4mmsd@gmail.com
Arlene Silveira (incumbent)
www.arleneforschoolboard.com
email: arlene_Silveira@yahoo.com
Seat 2 Candidates:
Mary Burke
www.maryburkeforschoolboard.net
email: maryburkewi@gmail.com
Michael Flores
www.floresforschoolboard.org
email: floresm1977@gmail.com
via a kind reader. It is great to see competitive races.
UPDATE 2.8.2012: A transcript is now available.
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Pennsylvania Representative Jim Cox, via a kind reader's email:
Details of the latest plan to eliminate and replace school property taxes have been finalized and the legislation will be introduced shortly in the Pennsylvania House and Senate.Wisconsin's property taxes have increased significantly over the years. How long will this continue?House Bill 1776, The Property Tax Independence Act, looks in part to the former School Property Tax Elimination Act (SPTEA) for its basic structure. While The Property Tax Independence Act mirrors some of the provisions of the former SPTEA, the plan has been comprehensively rewritten to account for lawmakers' concerns and preferences in order to eliminate objections common to the previous legislation.
- The Property Tax Independence Act will eliminate school property and local school nuisance taxes across the Commonwealth and will replace those taxes with funding from a single state source.
- The Property Tax Independence Act introduces a modernized school funding method that is based on 21st century economic realities.
- The Property Tax Independence Act will ABOLISH the school property tax as well as eliminate the local school earned income tax and nuisance taxes such as the per capita and privilege-to-work taxes imposed by school districts.
- The Property Tax Independence Act uses in great measure our current sales tax mechanism to fund schools, restoring the original intent of the tax.
- The sales tax provides a predictable and stable funding source that is tied to economic growth. This is in clear contrast to the school property tax which is not based on economic growth and is subject to much variation.
- Current school spending regularly exceeds tax revenue and The Property Tax Independence Act addresses this problem head on by limiting school budget increases to the rate of inflation.
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As Highland Park schools officials pleaded their case against an emergency manager to officials in Lansing on Friday, Gov. Rick Snyder sent a letter to the district's parents informing them that without state intervention there would be no district by the end of next month.Parents of Highland Park School District students told district officials today they received a letter from the governor informing them of the school district's dire financial situation.
In a letter dated Jan. 20, Snyder told parents finances for the school district have reached a crisis stage and during the 2010-11 school year, the district was $3 million over budget.
The letter also mentioned the state forwarded an emergency advance of $188,000 to the district on Jan. 13.
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This evening, my family will sit down on the couch together to enjoy the opening episode of America's favorite spectacle of poor metacognition. Along with millions of others, including some of you, we will marvel at the sight of so many human beings eager to put their deficient cognitive skills on display for the world.I'm talking, of course, about the season premiere of American Idol, where lousy metacognition will join lousy singing for two cringeworthy hours tonight and another hour tomorrow night, as amateur musicians audition for the opportunity to win fame, fortune, and a recording contract. The opening two episodes of each season have become notorious for featuring the worst singers who auditioned for the show, encouraging viewers to engage in some gentle schadenfreude as Idol participants make fools of themselves on national television.
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Learning Matters is a 501(c)(3) non-profit production company. We predominantly produce education reports and videos for PBS NewsHour, and have also produced over 30 documentaries focused on education. We also have a weekly podcast, available both here and on iTunes.www.learningmatters.tv
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The ideal of an 'American way of life' is fading as the working class falls further away from institutions like marriage and religion and the upper class becomes more isolated. Charles Murray on what's cleaving America, and why.
America is coming apart. For most of our nation's history, whatever the inequality in wealth between the richest and poorest citizens, we maintained a cultural equality known nowhere else in the world--for whites, anyway. "The more opulent citizens take great care not to stand aloof from the people," wrote Alexis de Tocqueville, the great chronicler of American democracy, in the 1830s. "On the contrary, they constantly keep on easy terms with the lower classes: They listen to them, they speak to them every day."Americans love to see themselves this way. But there's a problem: It's not true anymore, and it has been progressively less true since the 1960s.
People are starting to notice the great divide. The tea party sees the aloofness in a political elite that thinks it knows best and orders the rest of America to fall in line. The Occupy movement sees it in an economic elite that lives in mansions and flies on private jets. Each is right about an aspect of the problem, but that problem is more pervasive than either political or economic inequality. What we now face is a problem of cultural inequality.
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In a hushed first-grade classroom at Public School 55 in the South Bronx, Edward Muñoz, a bashful 7-year-old in scuffed sneakers and a worn hoodie, was sounding out tricky words with his tutor.Together they plowed through a book about a birthday barbecue, tackling the words "party" and "presents." Then they played a rousing game of word-based tic-tac-toe, with Edward eventually declaring victory.
Exchanges like theirs take place every day in classrooms around the country, now that links between early literacy gains and later school success have been clearly documented.
But Edward's tutor was not in the classroom. His school, a 20-minute walk from the nearest subway stop in a crime-plagued neighborhood, has long had trouble finding tutors willing to visit. "It is hard to get anyone to volunteer," said the school's principal, Luis Torres, who sometimes cancels fire drills because of the gunfire he hears outside.
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The state could more aggressively intervene in the lowest-performing publicly funded schools under a proposed accountability system unveiled Monday.DPI's Initial Draft Full Waiver Proposal (2.5MB PDF):The system would rate schools on a scale of 0 to 100 based on student performance and growth on state tests, closing achievement gaps and preparing students for college and careers. Ratings also would be tied to dropout rates and third-grade literacy levels.
The http://dpi.state.wi.us/esea/pdf/eseawaiver_coverletter.pdf">http://dpi.state.wi.us/esea/index.html">Department of Public Instruction released a draft application to the U.S. Education Department for a waiver from the 10-year-old federal No Child Left Behind Act, which State Superintendent of Public Instruction Tony Evers said "has shackled schools by being overly prescriptive and prohibiting creative reforms."
"Wisconsin's request for flexibility from NCLB is driven by the belief that increasing rigor across the standards, assessment and accountability system will result in improved instruction and improved student outcomes," Evers said
Raising Expectations, Increasing Rigor
As noted in Principle 1, DPI has significantly raised expectations for schools and the proportion of students who graduate ready for college and career, as indicated by the adoption of rigorous academic standards, higher cut scores based on NAEP as the state transitions to SBAC, increasingly rigorous and adaptive assessment systems, and increased graduation requirements. The new accountability report card and the new system of support, rewards, and recognition will reflect these new expectations. While the state has previously emphasized graduation rates (and boasted one of the highest in the nation), DPI also recognizes the state has significant achievement and graduation gaps. The accountability index prioritizes achievement and attainment using measures which emphasize not only graduation, but also the proportion of students graduating college and career ready. Additionally, the system examines achievement gaps within and across schools as a means to address the state's existing gaps. Using a multifaceted index will help pinpoint areas of need within a school, as well as areas of strength, and help schools track their progress at meeting the needs of all student subgroups. Within the system of support, identified schools will participate in diagnostic reviews and needs assessments (Priority and Focus Schools, respectively) to identify their instructional policies, practices, and programming that have impacted student outcomes and to differentiate, and individualize reforms and interventions. While planning and implementing reforms, schools and districts will have access to increasingly expansive and timely data systems to monitor progress. Additionally, the state will require Priority and Focus Schools to implement RtI (with the support of the Wisconsin RtI Center and its resources) to ensure that all students are receiving customized, differentiated services within a least restrictive environment, including additional supports and interventions for SwDs and ELLs as needed, or extension activities and additional challenge for students exceeding benchmarks.
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Seat 1 Candidates:
Nichele Nichols
www.nichols4schoolboard.org
email: nnichols4mmsd@gmail.com
Arlene Silveira (incumbent)
www.arleneforschoolboard.com
email: arlene_Silveira@yahoo.com
Seat 2 Candidates:
Mary Burke
www.maryburkeforschoolboard.net
email: maryburkewi@gmail.com
Michael Flores
www.floresforschoolboard.org
email: floresm1977@gmail.com
via a kind reader. It is great to see competitive races.
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Laurie Rogers, via a kind email:
Last week, I went to a Spokane Public Schools math presentation at Indian Trail Elementary School. It was billed as a forum in the school newsletter and on the reader board outside of the school. It was not, in any way, a forum. It was a tightly controlled 20-minute presentation that offered no data, little information, allowed for no parent input and was patronizing in tone.Related: Math Forum audio & video.At one point, parents were asked to define math to the person next to us. (The principal said he would not offer his definition.) We also were told to describe to our neighbor a math experience we'd had. These conversations ended right there, thus being pointless. We watched a video of several small children talking about the importance of math. The kids were cute, but the video was long. It was made clear to us that math is hard, parents don't get it (see slide 7 of the presentation), "traditional math" is no longer useful, and math is intimidating to all. Printed materials reinforced the idea of parent incompetence, with students supposedly "taking the lead" and teaching their parents.
Parents were warned to stay positive about math, however, despite our supposed fear and lack of skill, and we also were told what a "balanced" program looks like - as if that's what Spokane actually has.
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Dr. Matthew Ladner and Dan Lips:
ALEC's 17th edition of the Report Card on American Education contains a comprehensive overview of educational achievement levels (performance and gains for low-income students) for the 50 states and the District of Columbia (see full report for complete methodology). The Report Card details what education policies states currently have in place and provides a roadmap for legislators to follow to bring about educational excellence in their state.Wisconsin ranks 19th.Focusing on the reforms recently enacted in Indiana, and with a foreword by Indiana Governor Mitch Daniels, this Report Card on American Education examines the experiences other states can learn from the struggles and triumps in Indiana.
Authors Dr. Matthew Ladner and Dan Lips analyze student scores, looking at both performance as well as how scores have improved over recent years. Additionally, each state is graded based on its current education policies.
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This is the status of Minnesota's public pension fund obligation. And it may be optimistic.You've got to be very careful if you don't know where you're going," Yogi Berra once famously said. "Because you might not get there."
Berra's characteristically unique advice is worth keeping in mind for anyone addressing the issue of public pensions.
Lots of uncertainty, to say the least, comes into play in guaranteeing lifetime retirement incomes for hundreds of thousands of Minnesota public employees -- past, present and future. And wherever we do arrive in this effort will have profound implications for government employees and taxpayers, and for the future of public services in our state.
According to the latest data on the condition of Minnesota's public pension funds, the bleeding has stopped but there is still considerable work to do.
As of last summer, the three major statewide pension plans that provide pensions for the bulk of Minnesota's public employees -- the Minnesota State Retirement System for state workers, the Public Employees Retirement Association for local workers and the Teachers Retirement Association for teachers -- were, altogether, $10.5 billion short of meeting their long-term obligations.
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Madison School Board Member Ed Hughes
Value added" or "VA" refers to the use of statistical techniques to measure teachers' impacts on their students' standardized test scores, controlling for such student characteristics as prior years' scores, gender, ethnicity, disability, and low-income status.Much more on value added assessment, here.Reports on a massive new study that seem to affirm the use of the technique have recently been splashed across the media and chewed over in the blogosphere. Further from the limelight, developments in Wisconsin seem to ensure that in the coming years value-added analyses will play an increasingly important role in teacher evaluations across the state. Assuming the analyses are performed and applied sensibly, this is a positive development for student learning.
The Chetty Study
Since the first article touting its findings was published on the front page of the January 6 New York Times, a new research study by three economists assessing the value-added contributions of elementary school teachers and their long-term impact on their students' lives - referred to as the Chetty article after the lead author - has created as much of a stir as could ever be expected for a dense academic study.
It is important to note that the Madison School District's value added assessment initiative is based on the oft-criticized WKCE.
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Like it or not, sports is a business. From big-time professional leagues like the National Football League to local high school action, sports have been a reliable revenue stream for decades.
At the college level, successful athletic programs have paid dividends for their schools by generating cash. Sporting events boost local economies in tourist dollars, money spent at bars, restaurants and hotels, and of course tax revenue for local government.
It's the fight over local business and tax revenue that has become the real center stage in a battle over tournament scheduling and the location of tournaments that is raging between the University of Wisconsin-Madison's Athletic Department and the Wisconsin Interscholastic Athletic Association, which officiates high school sports in the Badger State. At issue is where the boys and girls state basketball tournaments will play in 2013 and beyond.
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Eliminating high school athletics during a school year is unusual, especially in a sports-loving state such as Texas.But that's exactly what's happening in this small ranching community where the school district is taking desperate measures to prevent a state-mandated closure due to poor academics.
The Premont Independent School District is even deploying its superintendent, a constable and high school principal to the homes of truant students in an effort to improve dismal attendance.
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Missouri lawmakers are facing increasing pressure to deal with a potential flood of student transfers stemming from the loss of accreditation in urban school districts like Kansas City's.But looming over this year's legislative session is a pledge by House Speaker Steve Tilley, a Perryville Republican, that any plan to deal with school transfers to suburban districts, or adjustments to the state's school funding formula, be coupled with ideas that have doomed previous reform efforts.
Those include controversial measures such as expanding charter schools, eliminating teacher tenure, basing teacher pay on student achievement and offering tax credit vouchers to parents who want to send children to private schools.
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Wisconsin Department of Public Instruction, via a kind reader's email:
MADISON -- Wisconsin's request for waivers from several provisions of federal education law creates the expectation that every child will graduate ready for college and careers by setting higher standards for students, educators, and schools."Education for today's world requires increased rigor and higher expectations," said State Superintendent Tony Evers. "The federal No Child Left Behind Act (NCLB) has shackled schools by being overly prescriptive and prohibiting creative reforms that would help more students gain the skills needed for further education and the workforce. Wisconsin's request for flexibility from NCLB is driven by the belief that increasing rigor across the standards, assessment, and accountability system will result in improved instruction and improved student outcomes."
To receive waivers, state education agencies must demonstrate how they will use flexibility from NCLB requirements to address four principles: transitioning to college- and career-ready standards and assessments; developing systems of differentiated recognition, accountability, and support; evaluating and supporting teacher and principal effectiveness; and reducing duplication. The Department of Public Instruction has posted its draft waiver request online and is asking for public comment through a survey. After the two-week comment period, the agency will revise the waiver request and submit it to the U.S. Department of Education by Feb. 21.
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In the world outside public education, people apply for a job they want, interview with their potential boss, compete against other applicants and are ultimately selected if they look like a good fit for the position.It doesn't work that way in public education.
In schools, teachers do all the normal things to get hired, but when it comes to placement, seniority is what counts, not the perfect fit. The teacher with the longest tenure in a district gets first dibs on any available job at a school, with the principal - the school's boss - getting little or no input.
School district officials in Oakland want to change that, believing that it's in the best interests of students when a teacher - new, veteran or in between - wants to work at a school and the school wants that teacher.
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January 09, 2012 PDF. Via Madison Teachers, Inc..
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Schools minister Nick Gibb has said he wants to stop schools prioritising their rankings in exam league tables over ensuring a good education for all their pupils.New league tables for England, out next week, show which schools boost pupils' progress from ages 11 and 16.
Mr Gibb said the old system allowed schools to exploit tables, and some used it to help boost their rankings.
Labour gave the move a cautious welcome.
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Kai Ryssdal: However students get their textbooks -- on an iPad or the old-fashioned way -- those books don't do any good unless they're actually used.There are 37 million people in this country who've started college, who have some credits -- but never finished. When they do that, when they drop out, there are costs -- to them, and to the rest of us, in the billions of dollars, in wasted loans and grants and lost opportunities. Those costs are one reason college dropouts are starting to get more attention from the Obama administration on down.
But finding ways for people to finish their degrees might mean rethinking the way Americans go to college. Emily Hanford of American RadioWorks reports.
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The role of poverty in shaping educational outcomes is one of the most common debates going on today. It can also be one of the most shallow.The debate tends to focus on income. For example (and I'm generalizing a bit here), one "side" argues that income and test scores are strongly correlated; the other "side" points to the fact that many low-income students do very well and cautions against making excuses for schools' failure to help poor kids.
Both arguments have merit, but it bears quickly mentioning that the focus on the relationship between income and achievement is a rather crude conceptualization of the importance of family background (and non-schooling factors in general) for education outcomes. Income is probably among the best widely available proxies for these factors, insofar as it is correlated with many of the conditions that can hinder learning, especially during a child's earliest years. This includes (but is not at all limited to): peer effects; parental education; access to print and background knowledge; parental involvement; family stressors; access to healthcare; and, of course, the quality of neighborhood schools and their teachers.
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An extensive review of relevant research has demonstrated that the more physically active schoolchildren are, the better they do academically. Researchers analyzed 14 studies, ranging in size from as few as 50 participants to as many as 12,000.All of the studies involved children between the ages of 6 and 18.
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The most important decision you will make about your children's education is picking their school, right? That's the conventional wisdom, but it's actually wrong -- or at best it's only half-correct. Teacher effectiveness varies a lot within schools, even within good schools, which means that just choosing the right school for your kid is not a proxy for choosing great teachers. So while "school choice" is hotly debated (next week is National School Choice Week, complete with Bill Cosby's blessing and events galore,) there are few rallies being held for giving parents the right to choose a particular teacher. That's because the whole system is stacked against empowering families in this way. In fact, because of how seniority rules generally work, it's a lot more common for teachers to choose their students than for students to choose their teachers.Just how much individual teachers matter is the big implication of an analysis of 2.5 million students and their instructors that was released in December and highlighted recently in the New York Times. The long-term, large-scale study by economists at Columbia and Harvard used two decades of data to examine differences in student outcomes (including such categories as teen pregnancy and college enrollment) and link those differences with how effective their teachers were at improving student scores on achievement tests. The headline-grabbing finding was that replacing an ineffective teacher with one of average quality would boost a single classroom's lifetime earnings by a quarter-million dollars. And that's just from one year of assigning that group of kids to an average teacher instead of a lousy one. A second study, released January 12 by the Education Trust-West, an education advocacy group in California, examined three years of data on teachers from the Los Angeles public school system and noted that low-income and minority students are twice as likely to have teachers in the bottom 25% of effectiveness. The Ed Trust study did not get as much attention as the one by the Ivy League economists, but it reached the same obvious conclusion: more effective teachers boost learning for students
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Robin Lake, Betheny Gross, via a kind Deb Britt email:
Charter schools are public schools. Historically, however, the relationship between school districts and charters has been nonexistent at best, antagonistic at worst. As the charter sector continues to grow steadily, an analysis of the national landscape explores how that relationship needs to start changing--and where it already has.This year's 6th annual edition of Hopes, Fears, & Reality provides a clear roadmap for school districts and charter schools interested in working together to improve education options. The report explains the risks and technical challenges behind charter-district collaboration and provides powerful examples of how they can be overcome.
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Emails and direct messages from teachers wanting to vent about the proposed contract between their union and the state have been flowing into my inbox.Every single one came with a request not to publish the name of the writer. "I just want you to know," they say, of the reason they're writing. The problem with knowing, though, is that you can never un-know. These teachers were sharing thoughts that give deep insight into educators' concerns as they head to the polls Thursday to vote on the new contract.
You might be shocked to learn that some of them said they would prefer abiding with the "last, best and final" offer Gov. Neil Abercrombie imposed on them last July, than take the deal struck earlier this month. They all have their reasons for thinking the way they do about the current agreement. Reasons that deserve to be aired.
So we made a deal of our own. I asked the ones who had contacted me if it would be OK to share their words with our readers -- with the understanding that I will not publish or share names, positions or any information that could betray their identities. We granted them anonymity because they said they feared retaliation and wouldn't share their thoughts otherwise.
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There used to be a time when Milwaukee was considered one of the most active education reform cities in the country. The City's private school choice program, the oldest and largest in the country, was our ticket to fame (or infamy, depending on who you ask) through most of the 1990's. The choice program was supposed to be a game changer to public education. It was supposed to set off a chain reaction of innovation and competition that would not only improve the lives of children, but change the way we configured our education policy for the City of Milwaukee. In short, we were going to be the hotbed of the reform movement for decades to come.Sadly, the game changing education movement we expected didn't come to pass. There is no doubt, however, that the existence of parent choice in Milwaukee has changed the lives of thousands of kids. The movement that created and protected the choice program fostered the development of two of the City's best charter schools and promoted a small sector of independent charters authorizers and schools. Unfortunately, aside from these developments there has been little large-scale reform in Milwaukee since the mid-1990's. Instead of a catalyst, the choice program became a scapegoat for both political parties and many status quo stakeholders. The failing public school district in Milwaukee has been allowed to sink deeper and deeper into the quicksand while union interests and their status quo Democrats blamed the choice program for all the public schools considerable ills. The GOP used the choice program as the be-all-end-all urban education solution, and was happy to let thoughtful public school policy and funding fall by the way side. The independent charter school community put their heads down and tried to stay out of the political fray - they served small pockets of kids very well, but without the ability or the will to take their model to scale. As a result, Milwaukee, not only fell behind, we fell off the map entirely.
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It's not the iPhone 5, it's not the iPad 3, but there was a big Apple product announcement today. A new version of its iBooks software geared at providing interactive student textbooks, which would be read -- of course -- on the iPad. The potential hurdles are many, including the fact that iPads still cost around $500.We wanted to get away from the business case study, though, and explore what this might actually eventually mean in the classroom. So we called Katie Cohen. Until June of last year, she was a high school science teacher in the Los Angeles Unified School District. Katie, thanks for being with us.
Katie Cohen: Thank you very much.
Ryssdal: So listen, in any ideal world, if all of your had had iPads, what would that have meant for you as a teacher?
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The move comes 10 months after a USA TODAY investigation found high erasure rates on standardized tests in many District of Columbia public schools, and six months after Georgia's governor released findings of a major investigation that found widespread cheating in Atlanta public schools.The U.S. Department of Education says it will host a symposium on cheating and publish "best practices" recommendations on how to prevent, detect and respond to cheating in schools.
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Keith Bradsher & Charles Duhigg:
Companies like Apple "say the challenge in setting up U.S. plants is finding a technical work force," said Martin Schmidt, associate provost at the Massachusetts Institute of Technology. In particular, companies say they need engineers with more than high school, but not necessarily a bachelor's degree. Americans at that skill level are hard to find, executives contend. "They're good jobs, but the country doesn't have enough to feed the demand," Mr. Schmidt said.Well worth considering from a curricular, finance and social perspective.Some aspects of the iPhone are uniquely American. The device's software, for instance, and its innovative marketing campaigns were largely created in the United States. Apple recently built a $500 million data center in North Carolina. Crucial semiconductors inside the iPhone 4 and 4S are manufactured in an Austin, Tex., factory by Samsung, of South Korea.
But even those facilities are not enormous sources of jobs. Apple's North Carolina center, for instance, has only 100 full-time employees. The Samsung plant has an estimated 2,400 workers.
....
"We shouldn't be criticized for using Chinese workers," a current Apple executive said. "The U.S. has stopped producing people with the skills we need."
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Pilot study finds students in Riverside Unified School District who used Houghton Mifflin Harcourt's HMH Fuseâ„¢: Algebra 1 app were also more motivated, attentive, and engaged than traditionally educated peers.Christina Bonnington has more.Global education leader Houghton Mifflin Harcourt (HMH) today announced the results of a yearlong pilot of HMH Fuse: Algebra I, the world's first full-curriculum Algebra app developed exclusively for the Apple iPad, involving the Amelia Earhart Middle School in California's Riverside Unified School District. The pilot showed that over 78 percent of HMH Fuse users scored Proficient or Advanced on the spring 2011 California Standards Tests, compared with only 59 percent of their textbook-using peers.
The pilot showed that over 78 percent of HMH Fuse users scored Proficient or Advanced on the spring 2011 California Standards Tests, compared with only 59 percent of their textbook-using peers."
The first assessment of the pilot-- Riverside's district Algebra benchmark -took place during the second trimester of the 2010-2011 year. Students using HMH Fuse scored an average of 10 percentage points higher than their peers. The app's impact was even more pronounced after the California Standards Test in spring 2011, on which HMH Fuse students scored approximately 20 percent higher than their textbook-using peers.
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"Student responsibility is the third rail of the accountability movement." Walt Gardner
If Mr. Gardner is correct, then is that why have we decided to leave student effort and their responsibility for their own learning and academic achievement out of our considerations of the reasons for such results as the 2010 NAEP history exam, which found that fifty-five percent of our high school seniors scored Below Basic?
Japan, South Korea and Singapore are quite forthright in their views that students must work hard, even very hard, in order to do well in their studies. (see Surpassing Shanghai, Harvard 2011, edited by Marc Tucker).
For our part, just about everyone, from journalists to legislators to edupundits of all sorts and degrees, holds everyone else responsible for student academic failure here. They blame legislation, governors, school boards, superintendents, unions, teachers and all other adults working in education, but they never seem to include student responsibility and effort into their calculations.
Anyone who suggests students may have a part to play in whether they learn anything or not risk being called racists, or supporters of poverty, or prejudiced against immigrants and those whose primary language is other than English.
Immigrants have been coming to this country, learning English, and doing well since the earliest days of our country, but lately we seem to enjoy pretending that these tasks are something new and the burden must be place on all the adults in our educational systems to make things easier. They may not realize that Albert Shanker spoke only Yiddish when he entered the New York public schools, and they conveniently ignore the children of Vietnamese boat people, and many others, some of whom come to this country knowing no English and before long are valedictorians of their high school graduating classes.
Of course it is nearly impossible to create educators without compassion, sympathy, even pity as part of their make-up, but at some point making excuses for students who are not trying and making an effort to lift all responsibility from their shoulders turns out to be cruelty of another kind.
Martin Luther King never said that minority children should not be asked to take their share of the load in becoming educated citizens, just that they have a fair chance, and perhaps some extra help.
In fact, some of those who once believed that discrimination and racism could account for the failure of African-American children in our schools began before too long to have difficulty reconciling those notions with the manifest academic success of too many Asian-American children, some of whose parents had been interned in this country, some of whom came here with no knowledge of the country or the language, and often from an even longer history of oppression and discrimination behind them (e.g. the Japanese Burakumin immigrants).
It is interesting that when American black athletes achieve unprecedented success and achievement and multi-million-dollar salaries, no one rushes to explain that result as the outcome of centuries of unpaid labor, rampant racism and discrimination. For some reason it is acceptable to expect, and common to find, outstanding effort and achievement among black athletes, but it is not thought suitable to expect serious academic effort from black students in our schools.
If coaches thought all the effort in sports was their job, and expected nearly nothing from their athletes, we might see the same failure in sports that we have in academics. And we would find that most athletes were less inclined to try their hardest and to take responsibility for their effort and success in sports.
As long as we put all the onus on adults in our education systems, we deprive our students of all kinds of the challenges they need, as we try to disguise from them the fact that their achievement will always in life depend mostly on their own efforts for which they alone have to take the responsibility.
Call me names, if that makes you feel better, but all our students are waiting to be treated more like the responsible human beings they, in fact, are.
-------------------------------------
"Teach by Example"
Will Fitzhugh [founder]
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®
www.tcr.org/blog
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Ruth Heuer RTI International, Stephanie Stullich U.S. Department of Education: Title I of the Elementary and Secondary Education Act of 1965 (ESEA) requires that, taken as a whole, services provided in Title I schools from state and local funds be at least comparable to those provided in non-Title I schools (Section 1120A). The purpose of this comparability requirement is to ensure that federal assistance is providing additional resources in high-need schools rather than compensating for an inequitable distribution of funds that benefits more affluent schools. The Title I comparability requirement allows school districts to demonstrate compliance in a number of ways, including through a district-wide salary schedule, and does not require districts to use school-level expenditures. Several recent policy reports have called for revising the Title I comparability provision to require comparability of actual school-level expenditures (Hall and Ushomirsky, 2010; Miller, 2010; Luebchow, 2009; Roza, 2008).
Until recently, data on school-level expenditures have not been widely available, in part because most school districts have not designed their accounting systems to track revenues and expenditures at the school level. However, the American Recovery and Reinvestment Act of 2009 (ARRA) required each school district receiving Title I, Part A, ARRA funds to report a school-by- school listing of per-pupil education expenditures from state and local funds for the 2008-09 school year to its state education agency and required states to report these data to the U.S. Department of Education.
This report from the Study of School-Level Expenditures presents findings on how state and local education expenditures at the school level vary within school districts. This study is not examining compliance with the current Title I comparability requirement, nor does it examine the comparability of resources between districts. Rather, it focuses on the question of whether Title I schools and higher-poverty schools have comparable levels of per-pupil expenditures as non-Title I schools and lower-poverty schools within the same district. More specifically, this report examines three questions:
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A chart from the January 9, 2012 edition of WISTAX's Focus. One wonders how long this can be sustained.
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Throughout my years of being an educator in a traditional school setting, the most challenging aspect has been dealing with the adults, not the students. My views were often those of the minority and consistently clashed with the culture of failure that had been developed over the decades.One opinion of mine in particular that seldom receives little to no kudos, and is often met with anger and opposition, is that our children do not need sympathy. And when it came to school work, believe me, I gave very little sympathy, if any at all.
"So harsh," one might say. Well, I have been regularly accused of being unfeeling, insensitive and even heartless. Nevertheless, my students were successful for the most part.
They passed because they knew the material, not because I felt sorry for them. In my classroom, I refused to allow feelings of sympathy to override my charge as an educator. It was my duty to educate students to the best of my ability, regardless of their race, culture, socioeconomic status or family or living situation. My standards were high, and I expected my students to rise to the occasion.
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Madison School District (150K PDF):
Basic InformationMuch more on the "Phoenix Program", here.
The Phoenix program began serving students in the fall of 2010-11. The Phoenix program was housed in the Doyle Administration BuildingDuring this school year the program served
35 middle school students and
33 high school students
28 middle school students progressed through the Phoenix program and returned to an MMSD educational environment
24 high school students progressed through the Phoenix program and returned to an MMSD educational environment
7 middle students were expelled from the Phoenix program due to behavioral issues 9 high students were expelled from the Phoenix program due to behavioral issuesCurriculum
The first year the curriculum consisted of on-line academics supported by additional resource material.
Each quarter a student could receive up to a .25 credit in Community Service, Career Planning, English, Writing, Math, Physical Education, Science, Social StudiesThe program's partnership with community FACE and district PBST staff allowed the students to participate in social emotional skill development forty-five hours per week.
P.S. This Madison School District document includes a header that I've not seen before: "Innovative Education". I also noticed that the District (or someone) placed a billboard on the Beltline marketing Cherokee Middle School's Arts education.
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Nearly a quarter of the changes seen in a person's intelligence level over the course of a lifetime may be the result of genetic factors, an innovative genetic analysis has shown.The study, published in the journal Nature, suggests that genes may partly explain why some people's brains age better than others, even though environmental factors are likely to play a greater role over a person's lifetime.
The quest to understand the factors behind healthy mental aging has become an increasingly vital one for societies with large elderly populations. However, it isn't an easy task. Traditional methods of estimating the influence of genes have been limited by comparisons between related groups, such as identical or fraternal twins, rather than people unrelated by birth.
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In Buffalo, New York, the heart of the American rust-belt, the public school system pays for its teachers to get plastic surgery. Hair removal. Miscrodermabrasian. Liposuction. If you can name the procedure, it's probably covered.No, I am not exaggerating. And no, this article is not an excuse to make "Hot For Teacher" cracks. When I write that Buffalo's school system pays, I mean it literally. The perk is included as a self-insured rider in its teachers' contract. Therefore, the district has to cover the cost of each nip and tuck itself. There's no co-pay, so the school district ends up footing the entire bill. It estimates the current annual cost at $5.2 million, down from $9 million in 2009.
This in a city where the average teacher makes roughly $52,000 a year. The plastic surgery tab would pay salaries for 100 extra educators.
s The Buffalo News has reported, the rider existed for years with little notice. It dates back at least to the 1970s, when "getting a little work done" wasn't par for the course among women (and some men) of a certain age. Instead, it was intended to cover serious reconstructive surgery, on burn victims, for instance. In 1996, the rider was nearly cut. But after the daughter of a district employee was hurled through a windshield during a car wreck, requiring surgery to repair scars on her face and body, union officials lobbied to keep the benefit in place.
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I see a lot of support among the District leadership for clear job descriptions and duties for everyone in the District - everyone, that is, except the District leadership. Each Board member will acknowledge that the Board has the duty to enforce policy yet no Board member will allow that duty to be explicitly stated in any document. It does not appear in the newly adopted Series 1000 Policies. It does not appear in the policy that describes the duties of the Board. It does not appear in the policy on governance. Now the Board is going to adopt two more elements of Board policy that should mention this duty yet fail to do so.The board policy preamble on the Board meeting agenda this week is an ideal place for it, but instead the preamble makes reference to it only vaguely and euphemistically as "governance tools". It says that policies can be used by the superintendent to hold staff accountable but it neglects to say that they can be used by the Board to hold the superintendent accountable.
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Before a crowd of hundreds of school district officials and school board members in Milwaukee, Gov. Scott Walker announced Thursday that recommendations from a variety of state education task forces will soon be solidified in formal legislation.Matthew DeFour:The work of three main groups spearheaded by Walker over the past year - a reading task force, a team that's looked at how to design a statewide teacher and principal evaluation system, and a group figuring out how to rate school quality - will make up a reform package of education legislation, Walker said.
Meanwhile, some critics questioned the governor's tone of collaboration and cooperation Thursday, saying that after cutting education spending and limiting collective bargaining, he's trying to play nice now only because he's likely facing a recall election.
Even state Superintendent of Public Instruction Tony Evers, who has worked closely with Walker on the task forces and praised the work of those involved, made it clear he was concerned about being left out of the legislation-drafting process.
The proposed legislative reforms have been developed over the past year by three statewide task forces working separately on improving literacy, developing a teacher evaluation model and creating a school accountability system to replace No Child Left Behind.Much more on the Read to Lead Task Force, here.State Superintendent of Public Instruction Tony Evers, who helped lead all three groups, said he wasn't involved in drafting the education legislation, but would support any actions that are the direct product of the task forces "and deliver on the intent of these collaborative groups."
"Many students' schools are already planning for more budget cuts next year on top of cuts made this year," Evers said in a statement. "Education reforms must be fully funded and not simply be more unfunded mandates that result in further cuts to educational programming for our students."
Rep. Sondy Pope-Roberts, D-Middleton, ranking Democrat on the Assembly Education Committee, said in a statement she has concerns the work of the task forces was "being hijacked for political gain."
"It is unnerving to hear that (Evers) was not consulted during the drafting of this legislation," Pope-Roberts said. "Cutting our state's foremost education experts out of the process at this time is very shortsighted and reckless."
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Online education will turn the academy inside out, argue US authors. Sarah Cunnane reportsGraduation rates in the US have fallen, and states have slashed funding for higher education. As a result, public universities have raised tuition fees, and many are struggling to stay afloat during the recession. But two authors working in the US higher education sector claim that the academy has a bigger battle on the horizon: the "disruptive innovation" ushered in by online education.
This disruption, they say, will force down costs, lure prospective students away from traditional "core" universities, transform the way academics work, and spell the end for the traditional scholarly calendar based around face-to-face teaching.
Clayton M. Christensen, the Kim B. Clark professor of business administration at Harvard Business School, and Henry J. Eyring, advancement vice-president at Brigham Young University-Idaho, outline their ideas in The Innovative University: Changing the DNA of Higher Education from the Inside Out.
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New Jersey Governor Chris Christie
Renewing his call for passage of a vouchers pilot program, the Opportunity Scholarship Act, the governor drilled into his education reform proposals for government cost-savings."Let's face it: more money does not necessarily lead to a better education," Christie said. "Today, in Newark, we spend $23,000 per student for instruction and services. But only 23% of ninth graders who enter high school this year will receive high school diplomas in four years. Asbury Park is similar: per pupil costs, at almost $30,000 a year, are nearly 75% above the state average. But the dropout rate is almost 10 times the state average. And math S.A.T. scores lag the state average by 180 points.
"It is time to admit that the Supreme Court's grand experiment with New Jersey children is a failure," the Governor added. "63% of state aid over the years has gone to the Abbott Districts and the schools are still predominantly failing. What we've been doing isn't working for children in failing districts, it is unfair to the other 557 school districts and to our state's taxpayers, who spend more per pupil than almost any state in America."
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Over the past three decades the world has come to witness an ominous and entirely new form of gender discrimination: sex-selective feticide, implemented through the practice of surgical abortion with the assistance of information gained through prenatal gender determination technology. All around the world, the victims of this new practice are overwhelmingly female -- in fact, almost universally female. The practice has become so ruthlessly routine in many contemporary societies that it has impacted their very population structures, warping the balance between male and female births and consequently skewing the sex ratios for the rising generation toward a biologically unnatural excess of males. This still-growing international predilection for sex-selective abortion is by now evident in the demographic contours of dozens of countries around the globe -- and it is sufficiently severe that it has come to alter the overall sex ratio at birth of the entire planet, resulting in millions upon millions of new "missing baby girls" each year. In terms of its sheer toll in human numbers, sex-selective abortion has assumed a scale tantamount to a global war against baby girls.
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In recent decades, key sectors of the American economy have experienced huge and disruptive transformations -- shifts that have ultimately yielded beneficial changes to the way producers and customers do business together. From the deregulation that brought about the end of AT&T's "Ma Bell" system, to the way entrepreneurs like Steve Jobs forever changed the computer world once dominated by IBM, to the way the internet and bloggers have upended the business model of traditional newspapers, we have seen industries completely remade -- often in wholly unexpected ways. In hindsight, such transformations seem to have been inevitable; at the time, however, most leaders in these fields never saw the changes coming.The higher-education industry is on the verge of such a transformative re-alignment. Many Americans agree that a four-year degree is vastly overpriced -- keeping many people out of the market -- and are increasingly questioning the value of what many colleges teach. Nevertheless, for those who seek a certain level of economic security or advancement, a four-year degree is absolutely necessary. Clearly, this is a situation primed for change. In as little as a decade, most colleges and universities could look very different from their present forms -- with the cost of a college credential plummeting even as the quality of instruction rises.
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It happens more often than you'd think, but it needs to happen more often than it does," says Mark A. Elgart, president and CEO of AdvancED, a private Atlanta-based accreditation agency that works with about 30,000 schools. In the past five years, the organization has pulled accreditation on four school systems and a dozen private schools, for reasons ranging from poor academic performance to governance to financial fraud."It's become more rigorous," says Terry Holliday, commissioner of the Kentucky Department of Education. "I think there was a time accreditation just meant you had a certain number of library books and staff." Now, he says, "accreditation does look at outcomes."
Accreditation, sort of a Good Housekeeping Seal of Approval for schools, matters to districts because losing it can lead to a state takeover or an exodus of students. For individual high schools, it can mean that students lose a competitive edge as they apply to college.
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Just when all signs indicated that supporters of Madison Preparatory Academy were abandoning hope of joining forces with the Madison school district, they've decided to give it one more shot. They're seeking another vote on the controversial charter-school proposal in late February.Much more on the proposed Madison Preparatory IB charter school, here.Urban League of Greater Madison CEO and president Kaleem Caire says Madison Prep will open this fall as a private entity, but hopes it will transition into the district in 2013, once the district's union contract expires.
Board members who voted against the charter school in December expressed concerns that it would put the district in breach of its contract with Madison Teachers Inc., due to a provision requiring district schools to hire union staff.
School board president James Howard, who voted for Madison Prep, says the board may not have time to address the proposal in February.
Whether the Urban League -- which proposed Madison Prep as an ambitious step toward closing the district's decades-old achievement gap -- can recapture its earlier momentum is uncertain, considering that Superintendent Dan Nerad and school board members seem particularly excited about their own plans to address the issue.
"We're going at it from so many different angles right now," says board member Beth Moss. "I can't see how we can't make some improvement."
Fascinating.
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We produced the above piece for PBS NewsHour in November of 2011; the focus was on new school choice initiatives in Indiana and the backlash they're receiving. School choice remains a major issue in education as 2012 begins, so we wanted to convene several experts for a discussion on the topic. Feel free to add your own comments below, as well.
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Apple's controversial license terms are discussed here.
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When Gov. Bobby Jindal pushed through New Orleans' school voucher program four years ago, political interest in using taxpayer money to send students to private schools had waned across the country. School choice advocates had suffered several stinging defeats, causing some to throw their weight behind charter schools, which generally receive more bipartisan support.In 2009, St. Joan of Arc School in New Orleans had more than 80 students receiving vouchers.
Now, as officials expect Jindal to begin an effort to expand Louisiana's voucher program, the national landscape has changed dramatically.
Although charter schools continue to dwarf vouchers in terms of overall growth, voucher programs have rebounded on the national political and educational scene in the past year. In 2011, more than 30 states introduced bills that would use taxpayer dollars to send children to privately run schools, according to the National Conference of State Legislatures. That's up more than 300% from the previous year, when only nine voucher bills were introduced.
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Wisconsin's education system ranks 18th in the nation, according to an annual analysis published by Education Week.Much more at wisconsin2.orgThe analysis draws on a variety of data, some of which are a couple of years old, so it doesn't reflect changes in the past year under Gov. Scott Walker.
The report rated Wisconsin in six categories: chance for success; K-12 achievement; standards, assessments and accountability; teachers; school finance; and transitions and alignment.
The state scored highest in school finance, ranking ninth nationally. The lowest marks came in standards, assessment and accountability, where Wisconsin ranked 46th.
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Last Friday's Capital Times included an article by Jessica Van Egeren on the need to close what DPI spokesman John Johnson and others have deemed the voucher loophole. Van Egeren writes:"The so-called loophole was inserted into the state budget at the final stage of approval in June by members of the budget-writing Joint Finance Committee. The last-minute language allowed voucher schools to expand from their sole location in Milwaukee to Racine."
It is worth pointing out that the while the language enabling the expansion of school choice to Racine did occur near the end of the budget process, expanding the Milwaukee Parental Choice Program (MPCP) to Racine was hardly a new concept. A proposal to bring vouchers to Racine was included and passed in the original Assembly version of the 2007-2009 budget (it was eventually removed during the budget process).
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It's fair to say that improved teacher evaluation is the cornerstone of most current education reform efforts. Although very few people have disagreed on the need to design and implement new evaluation systems, there has been a great deal of disagreement over how best to do so - specifically with regard to the incorporation of test-based measures of teacher productivity (i.e., value-added and other growth model estimates).The use of these measures has become a polarizing issue. Opponents tend to adamantly object to any degree of incorporation, while many proponents do not consider new evaluations meaningful unless they include test-based measures as a major element (say, at least 40-50 percent). Despite the air of certainty on both sides, this debate has mostly been proceeding based on speculation. The new evaluations are just getting up and running, and there is virtually no evidence as to their effects under actual high-stakes implementation.
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Dr. Bruce Baker has a good blog post up called "NJ Charter School Data Round-Up" in which he compares demographics between NJ charter schools and traditional schools in high-poverty urban areas and considers the policy implications. He discusses problems with scalability, and that charters in cities like Newark "continue to serve student populations that differ dramatically from populations of surrounding schools" when one examines eligibility for free/reduced lunch, special education enrollment, and students still learning English.The comments to his post are worth pondering.
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It was the second week of UNIV 101: University of Phoenix New Student Orientation, and Dr. U. was talking about goals."What is goals?" she asked in her melodious Polish accent. There were four of us in UNIV 101, me and Ty and Rob and Junior, and no one seemed quite sure what to make of the question. Thus far there had been little evidence of Socratic irony or indirection holding a prominent place in the pedagogical toolkit here at Phoenix, so if Dr. U. was asking what is goals? then the answer was almost certainly somewhere in the reading. Shuffling through the printouts in front of me, I saw it written at the top of a page: "Simply stated, goals are outcomes an individual wants to achieve in a stated period of time." By then, Ty's hand was already up.
"Goals," he told Dr. U., "are when you have something you want to accomplish in the future."
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Wolfram has long been a trusted name in education--as the makers of Mathematica, Wolfram|Alpha, and the Wolfram Demonstrations Project, we've created some of the most dynamic teaching and learning tools available. We are pleased to offer the best of all of our technologies to you here in the Wolfram Education Portal, organized by course. In the portal you'll find a dynamic textbook, lesson plans, widgets, interactive Demonstrations, and more built by Wolfram education experts. You can take a look at the types of materials we offer below, but to get full access to all materials, you need to sign up for a free account.
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Time magazine this week has an article about the failure of No Child Left Behind, and it highlights the failure of the Rachel Carson Middle School in Herndon, Virginia, to get the last 5% of its student body to achieve grade-level competence in math and reading. This outcome stems from the failure of the teachers, the principal, the counselors, the special needs teachers, the curriculum coordinators, the reading specialists, the math specialists, the superintendent, the state department of education and its staff, the governor, and, of course, the legislature of the Commonwealth of Virginia. While others, such as the federal government, publishers, professional development specialists and the like might share some of the blame, the first group is to be held mainly responsible for the failure of that 5% of the students at the school in question.
Is anyone left out of this analysis, which is the current analytic wisdom available for all school failures in the United States at present? Some might suggest some responsibility on the part of parents, but there is one group which always is, it seems, held blameless and harmless. The students.
I have heard of a time in this country, and even in some other countries, when, if a student failed in school, the failure was the student's. Indeed, even now in Japan, according to Marc Tucker's Surpassing Shanghai, there is the view that if a student fails academically, it is because he has not worked hard enough.
However, it is no longer possible to entertain the idea that a student is responsible for his or her own learning and academic progress in the United States. We like to think of a student in our schools as if under anesthesia on a classroom operating table, being operated on by our surgeon-teachers who are wholly responsible for the success or failure of the operation. Our passive students can not be held responsible for any part of their own education, because if failure occurs, it cannot be theirs. Our children cannot fail at anything, so if there is failure, as, apparently, there is, it must be ours--that is an axiom of our educational philosophy.
There are consequences that flow from this axiom, of course. Students who fail (my mistake)--students whose academic work is failing, understandably come to believe that the school and the teacher are supposed to "do" education to them, and that they have no responsibility for the outcome--whether they learn anything or not is not their problem.
Of course it is their problem, as they will discover when they go to community college or try to find a job, but we feel it is our duty to keep them from knowing that as long as we can.
Naturally, there is a sense of power and control for educators in accepting all the responsibility for student learning, and a noble sort of martyrdom when, in spite of all our efforts, students fail anyway. But in the process students are deprived of ownership of their own education and their own learning.
It was probably Alfred North Whitehead who wrote that "For an education, a man's books and teachers are but a help, the real work is his." How quaint that idea seems to us, that the student must study or the failure will be his, not ours. How we, as legislators, educational leaders, teachers, etc., would hate to have to give up any of "our" territory of study and learning to mere students. What do they know?
Perhaps this folly will soon run its course. One is permitted to hope. Perhaps we will take another look and see that it is the student who decides whether to come to school or not, whether to pay attention or not, whether to do the homework or not, whether, finally, to take his education seriously or not.
You can tell a born teacher by the earnest way he or she turns to a serious student who has a question, and, yes, "a teacher affects eternity." But as Buddha pointed out 2,500 years ago, the student who makes the most progress "must be anxious to learn." He was a good teacher and affected lots of people, but he knew better than to try to outlaw failure by removing all responsibility for learning from the students themselves, as we have seemed so dumbly determined to try to do in recent years.
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For decades, the prevailing wisdom in education was that high self-esteem would lead to high achievement. The theory led to an avalanche of daily affirmations, awards ceremonies and attendance certificates -- but few, if any, academic gains.Now, an increasing number of teachers are weaning themselves from what some call empty praise. Drawing on psychology and brain research, these educators aim to articulate a more precise, and scientific, vocabulary for praise that will push children to work through mistakes and take on more challenging assignments. Consider teacher Shar Hellie's new approach in Montgomery County.
To get students through the shaky first steps of Spanish grammar, Hellie spent many years trying to boost their confidence. If someone couldn't answer a question easily, she would coach him, whisper the first few words, then follow up with a booming "¡Muy bien!"
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Unsurprisingly, the new WPRI report on reforming teacher compensation (authored by yours truly) has some critics. The response from the Wisconsin Education Association Council (WEAC) in today's Journal Sentinel was disappointing, but totally expected. WEAC calls my proposal a distraction. President Mary Bell states it is unfair to administrators who, among other things, do not have time to "develop a system for distributing funds."Opposition from WEAC to $50 million in new funding for teachers on the grounds that administrators will not have the time to find a way to spend it was a surprise. The real threat of the proposal, I imagine, is that it ties additional funding to school performance, and allows principals in successful schools to manage as they see fit.
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Should an engineering degree cost more than a degree in English? Or a degree in education?The question was posed at a House Education Committee meeting Friday.
On hand for the discussion: University of Florida President Bernie Machen, Florida State University President Eric Barron and state University System Chancellor Frank Brogan.
The topic is timely. Gov. Rick Scott has called on universities to produce more majors in science, technology, engineering and mathematics -- but without extra dollars from the state. Scott's proposed budget does not boost funding for public colleges and universities.
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Almost all of us say that as a nation we should work out our differences and unite to solve our problems. But we don't mean it.Exhibit A is the bad blood between the National Education Association, the nation's largest teacher's union, and Teach for America, the most popular public-service option for graduates of selective colleges.
The NEA has been at odds with TFA since the teacher recruitment program began. NEA leaders dislike the idea, conceived in 1989 by 22-year-old Princeton undergraduate Wendy Kopp, of giving young people selected for academic achievement and ambition just five weeks of summer training before having them teach in some of our lowest-performing urban and rural public schools. TFA's steady growth and rising status at prestigious universities has not soothed NEA's distress.
This is both a national and a local issue. The NEA's national headquarters is in the District. One of the largest contingents of TFA teachers works in the District and Prince George's County.
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Rafael Gomez, via a kind email: Dear Cherokee Staff:
We have an opportunity to have Emergent Spanish for Educators (Jan. to April 2012) The class will take place at Cherokee every Mondays starting Jan. 23 at 3:30 to 5:45 except the session it will be from 3:45 to 4:45.
Calender:1/30, 2/6, 2/13, 2/20 2/27 3/5 3/12 3/ 19 3/26. 4/4 4/11 4/16 4/23 4/30
All participants will get 3 PAC credits. It is 30 hours of instruction.
Description of the course:
This course will provide participants with skills needed to make an easy transition from English only into Emergent Spanish and have fun while doing it. Participants will be assisted to become more comfortable using their Spanish pronunciation, construction of basic statements and conversing in Spanish with instructor and/or participants.All participants will end up with a learning center to continue learning Spanish.
Objectives:
1. Acquire a repertoire o Spanish vocabulary
2. Increase comfort level to use Spanish
3. Increase awareness of culture and language
4. Gain skill to use their learning center.
Ritual:Participants will interact with parents and students who are native Spanish speakers.
If you have any questions, please contact me.
Rafael Gomez
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Apple is slated to announce the fruits of its labor on improving the use of technology in education at its special media event on Thursday, January 19. While speculation has so far centered on digital textbooks, sources close to the matter have confirmed to Ars that Apple will announce tools to help create interactive e-books--the "GarageBand for e-books," so to speak--and expand its current platform to distribute them to iPhone and iPad users.Along with the details we were able to gather from our sources, we also spoke to two experts in the field of digital publishing to get a clearer picture of the significance of what Apple is planning to announce.
So far, Apple has largely embraced the ePub 2 standard for its iBooks platform, though it has added a number of HTML5-based extensions to enable the inclusion of video and audio for some limited interaction. The recently-updated ePub 3 standard obviates the need for these proprietary extensions, which in some cases make iBook-formatted e-books incompatible with other e-reader platforms. Apple is expected to announce support for the ePub 3 standard for iBooks going forward.
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Alison Head, who is at the Berkman Center and the Library Information Lab this year, but who is normally based at U of Washington's Info School, is giving a talk called "Modeling the Information-Seeking Process of College Students." (I did a podcast interview with her a couple of months ago.)Project Information Literacy is a research project that reaches across institutions. They've (Michael Eisenberg co-leads the project) surveyed 11,000 students on 41 US campuses to find out how do students find and use information. They use voluntary samples, not random samples. But, Alison says, the project doesn't claim to be able to generalize to all students; they look at the relationships among different kinds of schools and overall trends. They make special efforts to include community colleges, which are often under-represented in studies of colleges
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ON NOVEMBER 10th South Korea went silent. Aircraft were grounded. Offices opened late. Commuters stayed off the roads. The police stood by to deal with emergencies among the students who were taking their university entrance exams that day.Every year the country comes to a halt on the day of the exams, for it is the most important day in most South Koreans' lives. The single set of multiple-choice tests that students take that day determines their future. Those who score well can enter one of Korea's best universities, which has traditionally guaranteed them a job-for-life as a high-flying bureaucrat or desk warrior at a chaebol (conglomerate). Those who score poorly are doomed to attend a lesser university, or no university at all. They will then have to join a less prestigious firm and, since switching employers is frowned upon, may be stuck there for the rest of their lives. Ticking a few wrong boxes, then, may mean that they are permanently locked out of the upper tier of Korean society.
Making so much depend on an exam has several advantages for Korea. It is efficient: a single set of tests identifies intelligent and diligent teenagers, and launches them into society's fast stream. It is meritocratic: poor but clever Koreans can rise to the top by studying very, very hard. The exam's importance prompts children to pay attention in class and parents to hound them about their homework; and that, in turn, ensures that Korea's educational results are the envy of the world. The country is pretty much the leading nation in the scoring system run by the Organisation for Economic Co-operation and Development (OECD). In 2009 it came fourth after Shanghai, Singapore and Hong Kong, but those are cities rather than full-sized countries.
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My guest here is Gilman Whiting, the creator of the Scholar Identity Model and Scholar Identity Institute out of the Peabody College of Education at Vanderbilt University.If you'd like to learn more about the Scholar Identity Institute:
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It took nearly a year for Dale Kleinert to negotiate his first teachers' contract. When Kleinert started his job as schools superintendent in Moscow, Idaho, the talks were already underway. Then, discussions reached an impasse. There were disagreements over pay and health care costs, and the pace slowed further when first an outside mediator and later a fact-finder didn't render a decision. It wasn't until May of 2011 that Kleinert and his union counterparts finally reached an agreement.Just before then, while Kleinert and the teachers were still stuck, Republican lawmakers in Boise were finishing work on plans to take away much of the leverage that Idaho teachers had long enjoyed in these kinds of negotiations. So for Kleinert's next round of talks with Moscow's teachers, which began pretty much right after the previous ones wrapped up, the rules were very different.
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The state Senate will take up a bill Tuesday to rewrite the open enrollment law governing when students can transfer out of their home district into another district.The bill would allow students and parents more time to request a move to a district outside their own. It would require students' home districts to share details about any discipline problems with the outside district.
The bill has ping-ponged back and forth between the Senate and Assembly for the last year as the two houses have worked to agree on amendments.
The Senate action will come amid a busy day at the Capitol, with opponents to Walker expected to deliver more than 700,000 signatures seeking to force a recall election against him.
Supporters said the open enrollment bill would help students struggling in one district move into another one where they can thrive. Opponents argue the legislation could harm some school districts by siphoning off students to other districts, including virtual schools that rely on the Internet to help teach students in their own homes.
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Eva Moskowitz with Maria Bartiromo, via a kind Doug Newman email.
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In my last post, I argued that software will take over many of the tasks doctors do today. And what of education? We find a very similar story of what the popular - and incredibly funny! - TED speaker Sir Ken Robinson calls "a crisis of human resources" (Click here for the RSA talk from the same speaker which has been animated in a highly educational fashion). At the TED 2010 conference, he stated that "we make poor use of our talents." Indeed, in the same way that we misuse the talents and training of doctors, I believe we misuse the talents and training of teachers.Well worth reading.I want to comment on what I consider a far greater misuse of talent and training: that of our children/students, mostly here talking about high school education. We have focused so much of our education system on children attending primary school, then middle school, then high school, all with the objective of attending university. This is a progression that still remains unchanged and largely unchallenged. Yet, this system is completely linear and, most tragically, unwaveringly standardized not only through instruction methods, but also through testing. Worse, it is mostly what I call "fixed time, variable learning" (the four-year high school) instead of "fixed learning, variable time" to account for individual students' capabilities and status.
Identifying Emerging Trends In Education
There are new key trends that I see emerging in education enabled by advancing technology: namely decentralization and gamification. By understanding these trends, it is much easier to imagine why we won't need teachers or why we can free up today's teachers to be mentors and coaches. Software can free teachers to have more human relationships by giving them the time to be guidance counselors and friends to young kids instead of being lecturers who talk at them. This last possibility is very important--in addition to learning, schools enable critical social development for children through teacher student relationships and interacting with other children--classrooms of peers and teachers provide much more than math lessons. And by freeing up teachers' time, technology can lead to increased social development rather than less as many assume.
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Six school districts in Wisconsin - Hartland-Lakeside, Phelps, Oregon, Oshkosh, Beloit and Sparta - have scheduled school referendums for either February or April.My advice to school officials who want to prevail: encourage high turn-out among voters who cast their ballots at polling places that are actually inside the schools themselves. It, oddly enough, makes a significant difference.
You probably don't believe this. Neither did voters who were part of an extensive study of polling places in Arizona in 2000 when a ballot initiative proposed raising the state sales tax to support education spending.
Published in the Proceedings of the National Academy of Sciences, the study on what's known as "priming" concluded that voters in school buildings are unaware of the influence of so-called "environmental stimuli." We like to think we're smarter than that. Who wants to admit that their vote was based even in part on whether they were standing in a school hallway or a gym rather than a church or a town hall when they cast their ballot? Are we that easily manipulated?
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Naomi Lemberger says the way she takes notes in class helps things stick in her brain. She doesn't use the usual approach (scribble for page after page, then promptly forget - I've been doing it all my life).In a typical instance, she takes those conventional notes within a box covering the upper right section of a sheet of paper and equal to about half the sheet. In a column on the left side of the paper, she writes down questions or sometimes phrases that her main notes cover. And, after a class or at the end of a unit, she writes in a box across the bottom of the sheet a reflection - basically, a summary of what she thinks she learned. She reviews the overall results, especially when she's preparing for tests. Teachers frequently review her notes.
It's a system called Cornell Notes. It goes back more than half a century and has been used (and often dropped) in many schools, including several in the Milwaukee area.
At Brookfield East, where Lemberger is a junior, Cornell Notes is a key element of the education program - and a key, in the opinion of school leaders and many teachers, to why the already high-performing school has seen an uptick in overall student success in recent years.
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School principals then would have discretion over how to use those funds, as long as they go to teachers. Those dollars could be spent on one-time teacher bonuses, teacher development projects or however the principal sees fit. "The idea is to give principals more power and to help them create a culture of success," says Ford.To be eligible to participate in the program, schools also would have to agree to eliminate the traditional teacher pay schedules that mainly reward longevity on the job.
"The No. 1 goal of public education in everything we do is raising academic achievement," says Ford. "So in the report I propose a framework that takes into account the views of teachers and the existing research on what motivates teachers."
It's certainly an interesting concept. But would it work?
Adam Gamoran, a UW-Madison professor of sociology and educational policy studies, says that while research clearly shows some teachers are much more effective than others, what's not so clear is which attributes these top educators share and whether or not it's even possible to lead them to teaching more effectively with incentives.
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Next year, Verona superintendent Dean Gorrell is in line to collect a $50,000 longevity bonus on top of his $140,000 salary.Perhaps, one day soon, teachers will have similar compensation freedom, or maybe, superintendents should operate under a one size fits all approach...In 2014, Madison superintendent Dan Nerad qualifies for a $37,500 payment for six years of service, which like Gorrell's would be paid into a retirement account. Nerad already receives an annual $10,000 payment into his retirement account, which is separate from his state pension and in addition to a $201,000 yearly salary.
And in 2017, Monona Grove superintendent Craig Gerlach can leave the job with an extra year's salary, currently $150,000, paid into a retirement account over the following five years.
Over the past decade, such perks have been added to some Dane County superintendent contracts, even as, on average, their salary increases outpaced teacher pay hikes, according to data provided by the Department of Public Instruction.
"Any type of payout at that level is clearly going to be an issue from the public's point of view," Dale Knapp, research director at the Wisconsin Taxpayers Alliance, said of the longevity payouts. "The problem becomes once these start getting into contracts, it becomes competition and then they become more prevalent."
Adding bonus language to superintendent contracts became increasingly popular in recent years as school districts faced state-imposed rules on increasing employee compensation.
I'd rather see teacher freedom of movement, and compensation.
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Peter Arcidiaconoy, Esteban M. Aucejoz & Ken Spennerx:
If affirmative action results in minority students at elite schools having much potential but weak preparation, then we may expect minority students to start off behind their majority counterparts and then catch up over time. Indeed, at the private university we analyze, the gap between white and black grade point averages falls by half between the students' freshmen and senior year. However, this convergence masks two effects. First, the variance of grades given falls across time. Hence, shrinkage in the level of the gap may not imply shrinkage in the class rank gap. Second, grading standards differ across courses in different majors. We show that controlling for these two features virtually eliminates any convergence of black/white grades. In fact, black/white gpa convergence is symptomatic of dramatic shifts by blacks from initial interest in the natural sciences, engineering, and economics to majors in the humanities and social sciences. We show that natural science, engineering, and economics courses are more difficult, associated with higher study times, and have harsher grading standards; all of which translate into students with weaker academic backgrounds being less likely to choose these majors. Indeed, we show that accounting for academic background can fully account for differences in switching behaviors across blacks and whites.
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In the spring of 2004 the faculty adopted by a two-thirds majority vote a set of simple guidelines regarding the grading of undergraduate academic work. Of all the policies I have overseen in my 10 years as president, this has been the most contentious and misunderstood among students, parents and alumni. With the policy now seven years old, I thought it might be helpful to review its original rationale and update you on its impact on grading at Princeton.Prior to 2004 there was no policy to guide faculty in awarding grades, and over time two worrisome trends became apparent. First, the percentage of "A" grades for coursework rose over the past four decades, from 30% in the 1970s to 32.5% in the 1980s to 43% in the 1990s and 47% in 2001-04. As much as we like to claim that each new class equals or surpasses the talents of the previous class, this increase was not unique to Princeton, but was happening in many secondary schools, colleges and universities. If left unchecked, grades would soon cease to be a meaningful way to provide feedback to students about their academic progress.
More troubling to me was the fact that the rate of inflation was not uniform throughout the curriculum. As shown in the orange bars in the figure here, "A" grades awarded by departments ranged from 67% at one end of the scale to 35% at the other. The impact of this disparity was clear--students concentrating their academic work in departments at the higher end of the scale had a significant advantage over those at the lower end. This struck many of us as deeply unfair to our students.
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Philipp Alexander Freund and Nadine Kasten:
Individuals' perceptions of their own level of cognitive ability are expressed through self-estimates. They play an important role in a person's self-concept because they facilitate an understanding of how one's own abilities relate to those of others. People evaluate their own and other persons' abilities all the time, but self-estimates are also used in formal settings, such as, for instance, career counseling. We examine the relationship between self-estimated and psychometrically measured cognitive ability by conducting a random-effects, multilevel meta-analysis including a total of 154 effect sizes reported in 41 published studies. Moderator variables are specified in a mixed-effects model both at the level of the individual effect size and at the study level. The overall relationship is estimated at r = .33. There is significant heterogeneity at both levels (i.e., the true effect sizes vary within and between studies), and the results of the moderator analysis show that the validity of self-estimates is especially enhanced when relative scales with clearly specified comparison groups are used and when numerical ability is assessed rather than general cognitive ability. The assessment of less frequently considered dimensions of cognitive ability (e.g., reasoning speed) significantly decreases the magnitude of the relationship. From a theoretical perspective, Festinger's (1954) theory of social comparison and Lecky's (1945) theory of self- consistency receive empirical support. For practitioners, the assessment of self-estimates appears to provide diagnostic information about a person's self-concept that goes beyond a simple "test-and-tell" approach. This information is potentially relevant for career counselors, personnel recruiters, and teachers.
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"Americans don't learn about the world, they don't study world history, other than American history in a very one-sided fashion, and they don't study geography," Brzezinski says. "In that context of widespread ignorance, the ongoing and deliberately fanned fear about the outside world, which is connected with this grandiose war on jihadi terrorism, makes the American public extremely susceptible to extremist appeals." But surely most Americans are tired of overseas adventures, I say. "There is more scepticism," Brzezinski concedes. "But the susceptibility to demagoguery is still there."
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Teachers are the most important factor in determining the success of students. No technology, curriculum, or standard can supplant the need for a quality teacher in every classroom. We know children learn differently, we know there is no single recipe for a successful teacher, yet we continue to pay teachers as if they are interchangeable assembly-line workers producing an identical commodity called education.In a report released this week I propose dumping district-wide lock-step pay schedules that reward only formal education and years on the job in favor of a compensation reform that rewards and motivates teachers in a way conducive to raising the academic achievement. I do not propose a merit pay system that gives bonuses to individual teachers in return for raising test scores.
Why? The track record of such systems can at best be called uneven. Teachers are not uniformly motivated by monetary compensation. Research by UW-Madison professor Allan Odden and others shows teachers value collaboration and student success above other factors. Any reform that does not recognize this is doomed to fail. No less important, students need schools that deliver consistent teacher quality from start to finish so that the work of a good teacher in one grade is not undone by a sub-par teacher the next.
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The proposals would allow charter schools in the state, establish a process for failing schools to be taken over by outside organizations and continue an overhaul of the way all teachers and principals are evaluated.Charters, which are public but independent schools allowed to use unconventional techniques, would be closely monitored by a state board, lawmakers said. Only 50 would be allowed in the state - with no more than 10 new ones authorized each year. Each would be required to adopt a specific plan to serve educationally disadvantaged children.
The evaluations, which would include student test scores and classroom observations, would build on a pilot system already used in several districts in the state, lawmakers said.
Poor performance on the evaluations could lead teachers to lose their tenure, but the focus would be on improvement of teaching methods.
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Samantha Garvey has good reason to be the recipient of high fives and congratulations from the faculty and students in the hallways at Brentwood High School.The 17-year-old senior says she cannot believe that she is one of the semifinalists in the highly prestigious Intel Science Competition, in part because she lives in a Bay Shore homeless shelter with her parents, brother, and twin sisters.
"I am currently homeless. Like I've said, this motivates me to do better. I do well and I pursue my passion because it's what I have and it's a way out, you know, and it'll lead to better things," Garvey told WCBS 880 reporter Sophia Hall.
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Minutes after Mayor Bloomberg finished delivering his State of the City address today, reactions started flying about his aggressive slate of education proposals.The reactions ranged from withering (in the case of UFT President Michael Mulgrew) to bewildered (Ernest Logan, principals union president) to supportive (charter school operator Eva Moskowitz and others whose organizations would benefit from the proposals).
Below, I've compiled the complete set of education-related reactions that dropped into my inbox. I'll add to the list as more reactions roll in.
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When asked why he didn't second Ed Hughes' motion at the Dec. 19 meeting to delay the schools' opening until 2013, Howard replied, "We had not discussed the implications of what that means. I think we have time if we're talking about 2013, to make sure we do it correctly, because we don't know what the rules of the game will be in 2013."Much more on the proposed Madison Preparatory IB charter school, here.Superintendent Dan Nerad said, "Whether it will move forward I don't know. That depends on whether the motion gets on the floor. I don't have a read on it at this point."
Others aren't as diplomatic. "This is a waste of time and money for all involved," said TJ Mertz, an Edgewood College professor and district watchdog who is among Madison Prep's most ardent critics.
"The votes are not there and will not be there," he continued. "It distracts from the essential work of addressing the real issues of the district, including issues of achievement for students in poverty."
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Cecelia Thornton sets up a makeshift classroom at her kitchen table every day after school to tutor her grandchildren in reading and writing with materials she buys at the local thrift store in the Mojave Desert town of Adelanto (San Bernardino County).The 5- and 6-year-olds, she said, just aren't learning enough in their classes at Desert Trails Elementary School.
That's the key reason why she and a band of other parents and guardians filed a petition Thursday under California's "parent trigger" law to demand reforms at the K-6 school where just 35 percent of pupils last year tested proficient in reading and 46 percent in math.
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The Times and a host of other publications heralded last week's new study extolling the lifelong money-earning benefits of having a good primary/middle-school teacher. Oh, yay! Let's do what these economists from the National Bureau of Economic Research suggest, right?Actually, ugh, no. What economists Raj Chetty and John N. Friedman of Harvard and Jonah Rockoff of Columbia want to do, apparently, is to identify and fire "weaker" teachers, for the sake of a barely perceptible increase in students' "lifetime income." Nobody has actually tried this yet; the report doesn't describe an experiment. It's just the conclusion they draw from their analysis of massive amounts of data gathered from public schools in New York City and cross-referenced against IRS records and the like.
Here's a bit from the summary of the original paper. Note that a "high-VA" ("value-added") teacher is a "good" one--meaning by this, solely, that the teacher in question has succeeded in raising standardized test scores.
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Our faltering education system may be the most important threat to our economy and well-being, writes Nicholas D. Kristof, so it's frustrating that the presidential campaign is mostly ignoring the issue. The obvious policy solution is more pay for good teachers, more dismissals for weak teachers.Suppose your child is about to enter the fourth grade and has been assigned to an excellent teacher. Then the teacher decides to quit. What should you do?
The correct answer? Panic!
Well, not exactly. But a landmark new research paper underscores that the difference between a strong teacher and a weak teacher lasts a lifetime. Having a good fourth-grade teacher makes a student 1.25 percent more likely to go to college, the research suggests, and 1.25 percent less likely to get pregnant as a teenager. Each of the students will go on as an adult to earn, on average, $25,000 more over a lifetime -- or about $700,000 in gains for an average size class -- all attributable to that ace teacher back in the fourth grade. That's right: A great teacher is worth hundreds of thousands of dollars to each year's students, just in the extra income they will earn
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Leaders of a proposed charter school for low-income minority students said Friday that they expect to have sufficient funding and will open Madison Prep as a private academy next fall but will continue to return to the Madison School Board for approval, starting with a proposed revote in February to make the school a publicly funded charter starting in 2013.Much more on the proposed Madison Preparatory IB charter school, here.That would be just weeks before a Madison School Board election in which two Madison Prep supporters are vying for seats.
"We will go back, and we'll go back, and we'll go back until the vote is a yes," said Laura DeRoche-Perez, director of school development at the Urban League of Greater Madison. "That is because we cannot wait."
The prospects for school board approval for the 2013 opening, at least with the current board, appear uncertain after the same board voted against the school opening in 2012 by a 5-2 margin in December. Those who opposed cited the school's plan to use non-union teachers and staff and concerns over the school's accountability to taxpayers and the district and don't appear to have wavered in their opposition.
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New Mexico lawmakers are considering a proposal from the Martinez administration to link teacher evaluations to student test scores. This is a crucial element in the overall reform plan offered by Public Education Secretary Hanna Skandera. Not surprisingly, it's proving contentious. It will be a huge topic in the coming 30-day legislative session set to begin Tuesday, Jan. 17.The Obama administration's education secretary, Arne Duncan, favors eliminating legal barriers to linking student test scores to teacher evaluations. That means student tests could determine tenure, raises and even termination. He talks about it in the Atlantic Monthly article "What Makes a Great Teacher?" which goes into great detail about the efforts of educational researchers to tease out what constitutes excellence in teaching. Are great teachers just hard-wired that way, or can we cultivate them?
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Kaleem Caire, via email:
MEDIA ADVISORYMuch more on the proposed Madison Preparatory IB charter school, here.For immediate release: January 12, 2012
Contact: Laura DeRoche-Perez
Director of School Development
Urban League of Greater Madison
2222 S. Park St., Suite 200
Madison, WI 53713
Lderoche@ulgm.org
608-729-1230 (office)
608-556-2066 (cell)
Urban League and Madison Prep Boards to Hold Press Conference
Will announce their plans to seek a new vote on authorizing the opening of Madison Prep for 2013WHAT: Madison Preparatory Academy and the Urban League of Greater Madison will announce their intentions to seek a February 2012 vote by the Madison Metropolitan School District Board of Education to authorize Madison Prep to open in the fall of 2013. Three MMSD Board of Education members have already shared their support of the motion.
WHEN: 3:30 pm CST, Friday, January 13
WHERE: Urban League of Greater Madison, 2222 S. Park St., Madison, WI 53713
WHO: Madison Preparatory Academy Board of Directors
Urban League of Greater Madison
OthersFor more information, contact Laura DeRoche-Perez, Director of School Development, Urban League of Greater Madison, at lderoche@ulgm.org or 608-729-1230.
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Joel Klein, via a kind reader's email:
Barack Obama has been accused of "class warfare" because he favors closing several tax loopholes -- socialism for the wealthy -- as part of the deficit-cutting process. This is a curious charge: class warfare seems to be a one-way street in American politics. Over the past 30 years, the superwealthy have waged far more effective warfare against the poor and the middle class, via their tools in Congress, than the other way around. How else can one explain the fact that the oil companies, despite elephantine profits, are still subsidized by the federal government? How else can one explain the fact that hedge-fund managers pay lower tax rates than their file clerks? Or that farm subsidies originally meant for family farmers go to huge corporations that hardly need the help?Actually, there is an additional explanation. Conservatives, like liberals, routinely take advantage of a structural flaw in the modern welfare state: there is no creative destruction when it comes to government programs. Both "liberal" and "conservative" subsidies linger in perpetuity, sometimes metastasizing into embarrassing giveaways. Even the best-intentioned programs are allowed to languish in waste and incompetence. Take, for example, the famed early-education program called Head Start. (See more about the Head Start reform process.)
The idea is, as Newt Gingrich might say, simple liberal social engineering. You take the million or so poorest 3- and 4-year-old children and give them a leg up on socialization and education by providing preschool for them; if it works, it saves money in the long run by producing fewer criminals and welfare recipients -- and more productive citizens. Indeed, Head Start did work well in several pilot programs carefully run by professionals in the 1960s. And so it was "taken to scale," as the wonks say, as part of Lyndon Johnson's War on Poverty.
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That Kaleem Caire, the charismatic champion of the Madison Preparatory Academy, is frustrated by the proposal's defeat before the Madison School Board last month should surprise no one.Much more on the proposed Madison Preparatory IB charter school, here.But the prospect that resentment over the defeat of the proposal runs so deep that it could poison the initiative's future prospects as a private school or public charter -- that's a distressing possibility whose existence is just now emerging.
The proposal for the school by the Urban League of Greater Madison has won many supporters because of the embarrassingly persistent achievement gap between whites and minorities in the Madison School District, but when Caire spoke Monday to Communities United, a community group dedicated to social justice, his passionate appeal to go beyond the district's existing model was laced with anger towards the School Board members who voted down the plan.
Much of the discussion Monday between Caire and a handful of staffers from the Urban League -- where he is president and CEO -- and those at the Communities United meeting centered around the ultra-sensitive topics of race and racism.
Even in that friendly environment (the informal, nonpartisan coalition was already on record in favor of the school), Caire's accusations against school officials were rejected as political spin by a Madison City Council member on hand and criticized as more of the "race card" by an African-American activist who has skirmished with Caire before over Madison Prep. But a Latina parent and activist greeted his words as an apt assessment of the situation in Madison schools.
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Take advantage of great dual credit courses at your high school! Many of Minnesota's high schools offer Dual Credit programs that allow qualifying students to earn college credit while still in high school at little or no cost. Dual Credit programs are a great way for high school students to challenge themselves academically, earn college credit, and save time and money. Eligible high school students can choose to participate in the following dual credit programs: Postsecondary Enrollment Options (PSEO),Concurrent Enrollment (CE), Advanced Placement (AP) and International Baccalaureate (IB).
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After more than a decade (and four years behind schedule) Congress finally seems ready to reauthorize the Elementary and Secondary Education Act. For years, critics have complained that the law's focus on test scores offers far too narrow a picture for judging school quality. There is also concern that the "adequate yearly progress," or AYP, formula is too inflexible to diagnose the strengths and weaknesses of schools.The track record of NCLB also suggests that it hasn't been especially successful in turning around the most troubled schools. In fact, among the 1,200 schools identified for "corrective action" in 2005-06, fully 70 percent were still under an improvement category three years later.
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First there were the Little Emperors, the often chubby and spoiled first generation of children born under China's one-child policy. Now the Precious Snowflakes have emerged - a generation so coddled some cannot even tie their own shoelaces.They are 'Precious Snowflakes', wrapped in cotton wool from day one," said Paul French, the founder of Access Asia, a China-based research company.
"Nothing is ever quite right for them. It is always either too hot or too cold and they are all hypochondriacs. They get immediately stressed out if they ever have to lift a finger," he said.
In a world of smog, toxic food and unsure medical care, middle-class Chinese parents are spending ever-larger sums of money to insulate their children from harm.
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Cheryl Miller, Robin Lake, via a kind Deb Britt email:
Charter schools provide an intriguing opportunity to rethink the role of public schools in preparing students to become informed and engaged participants in the American political system. As public schools of choice, charter schools are freed from many rules and regulations that can inhibit innovation and improvement. They can readily adopt best practices in civic education and encourage (or even mandate) extracurricular activities to enhance civic learning. With their decentralized approach to administration, they can allow parents and students a far greater role in school governance than they would have in traditional public schools.In exchange for that flexibility, charter schools must define a clear mission and performance outcomes for themselves. In service of their chosen missions, high-performing charters seek to forge a transformative school culture for their students--expressed in slogans on hallway placards, banners, and T-shirts, and heard in chants, ceremonies, and codes of conduct. Successful charters create a culture in which everyone associated with the school is united around a common mission, enabling them to articulate goals and aspirations that might otherwise be hampered by constituency politics and parental objections. Charter school leaders can (and do) speak forthrightly about the need to teach students good social skills, instill among their pupils a sense of community, and encourage students to make positive change in the world.
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Congratulations to Ridgefield High School for achieving a four-year graduation rate of 97.2 percent -- among the highest in the state -- with its Class of 2010.As a whole, high schools in Connecticut improved their four-year graduation rates from 2009 to 2010, the most recent year for which state statistics are available, exceeding 81 percent graduation in four years.
But what happens next for all of those high school graduates?
There continues to be a chasm between the economic realities many families face and the exorbitant cost of college. A quality education is well worth a long-term investment, but not lifetime indentured servitude to a student loan provider.
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​The Bill and Melinda Gates Foundation just came out with its latest advice for how to improve schools. As the foundation sees it, districts don't have a good sense of who their good and bad teachers are, and need better evaluations. But is this really the problem?
Ever since it abandoned its former educational preoccupation, small schools, the Gates Foundation has hit upon stellar teaching as the key to transforming the nation's schools. It's not exactly a new idea, but it's one worthy of rediscovering.A Stanford economist named Eric Hanushek has put into numerical terms a concept that most people know with their gut. A New Yorker story on the matter a few years ago summarized his findings: "Students of a very bad teacher will learn, on average, half a year's worth of material in one school year. The students in the class of a very good teacher will learn a year and a half's worth of material."
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The quest to harness the power of DNA to develop personalized medicine is on the threshold of a major milestone: the $1,000 genome sequencing.Life Technologies Corp., a Carlsbad, Calif., genomics company, plans to introduce Tuesday a machine it says will be able to map an individual's entire genetic makeup for $1,000 by the end of this year. Moreover, the machine and accompanying microchip technology, both developed by the company's Ion Torrent unit, will deliver the information in a day, the company says.
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Missouri could be the next battleground in a nationwide fight over tougher immigration laws.State Sen. Will Kraus, a Lee's Summit Republican, is sponsoring a bill that would mandate that all public schools verify the immigration status of enrollees. It also would require law enforcement officers to check immigration status on all stops when they have reasonable cause, and create a state misdemeanor for not carrying proper citizenship documentation.
The U.S. Department of Justice last year sued to block similar laws after they were passed in Alabama and Arizona. Federal judges have blocked implementation of parts of the laws in both states, with the U.S. Supreme Court agreeing to hear arguments on Arizona's law sometime this year.
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It's been a few weeks since we posted the questions that the Explainer was either unwilling or unable to answer in 2011. Among this year's batch of imponderables were inquiries like, Are the blind sleepy all the time? and Does anyone ever get a sex change back? We asked our readers to pick the question that most deserved an answer in the Explainer column. Some 10,000 of you were able to register a vote, and the winning question is presented below. But first, the runners-up:In third place, with 6.6 percent of the total votes, a bit of speculative evolutionary biology: Let's say that a meteor never hits the earth, and dinosaurs continue evolving over all the years human beings have grown into what we are today. What would they be like?
In second place, with 7.5 percent, an inquiry into pharmacokinetics: Why does it take 45 minutes for the pharmacy to get your prescription ready--even when no one else is waiting?
And in first place, with the support of 9.4 percent of our readers, the winner by a landslide and Explainer Question of the Year for 2011:
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Click here to watch Sunday's "For the Record" on WISC-TV (Ch. 3) with Neil Heinen. Panelists include State Journal editorial page editor Scott Milfred, Republican insider Brandon Schulz and The Progressive editor Matt Rothschild. They bantered about the recent Iowa caucus results, the U.S. Senate race in Wisconsin, the likely gubernatorial recall and the coming Madison School Board elections, which Milfred argues are likely to decide whether a charter school called Madison Preparatory Academy opens its doors."
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A U.S. appeals court is weighing whether Boston College must turn over to criminal investigators recordings from an oral history project about Northern Ireland that could expose embarrassing secrets of the Irish Republican Army's past.An Irish paper in 2010 quoted Dolours Price as saying she drove Ms. McConville to her killers.
The case suggests new legal hurdles and costs for universities that gather historical records of conflicts around the world.
At the heart of the legal dispute is the unsolved, nearly 40-year-old killing of Jean McConville, a widowed mother abducted in front of her children and murdered by the IRA as a suspected spy for the British government. The IRA has admitted to the murder though the killers never were identified.
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It is taken as conventional wisdom that "there aren't any" teachers, administrators, or other people of color and that's why MMSD's staff lacks diversity. According to the document at the link below, people of color are applying. They aren't getting hired. That is happening in many cases because the applicants - even for entry level jobs - are "screened out" because they "lack the qualifications" or have other deficits. Others are referred for interviews but not hired. This is the case from custodians and educational assistants up through principals and high level administrators.
https://boeweb.madison.k12.wi.us/files/boe/applicants%20of%20color.pdf
It is true that recruitment must improve for teachers, but I would argue that is about missed opportunities (e.g. job fairs in urban districts undergoing layoffs, continuing to rely on UW-Madison as the largest source of teacher candidates given the lack of diversity in the School of Education, etc.). It also is about entrenched patterns of hiring, that could be changed with high quality leadership.
The decision to post a position as a strongly HR/employment-related position and then hire someone with no experience in those areas is disturbing given the MMSD's track record and the need to make knowledgeable, skillful, and significant change. Indeed, it points to the fundamental problem in diversifying MMSD staff at any level.
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There is currently much interest in improving access to high-quality teachers (Clotfelter, Ladd, & Vigdor, 2010; Hanushek, 2007) through improved recruitment and retention. Prior research has shown that it is difficult to retain teachers, particularly in high-poverty schools (Boyd et al., 2011; Ingersoll, 2004). Although there is no one reason for this difficulty, there is some evidence to suggest teachers may leave certain schools or the profession in part because of dissatisfaction with low salaries (Ingersoll, 2001).Thus, it is possible that by offering teachers financial incentives, whether in the form of alternative compensation systems or standalone bonuses, they would become more satisfied with their jobs and retention would increase. As of yet, however, support for this approach has not been grounded in empirical research.
Denver's Professional Compensation System for Teachers ("ProComp") is one of the most prominent alternative teacher compensation reforms in the nation.* Via a combination of ten financial incentives, ProComp seeks to increase student achievement by motivating teachers to improve their instructional practices and by attracting and retaining high-quality teachers to work in the district.
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In a move that qualifies as one of the most ignorant and opportunist positions ever taken by a local politician; the Dumanis Mayoral Campaign announced its "Bold" educational initiative this past Thursday at a press conference. The details of the effort--expanding the school board, creating oversight committees and establishing a bureaucracy within the City government to oversee "liaison" efforts were widely reported in the local news media. Candidate Dumanis got lots of face time on local tv news as her plan was uncritically rolled out to the electorate.The local press failed to notice that Carmel Valley, where the Dumanis presser was held isn't even in the San Diego Unified School District. The Mayoral candidate appeared blissfully unaware that schools in that area are part of the San Dieguito district as she prattled on about "Leadership, vision and experience are needed to put our schools on a new path because it's clear the path we are on today is the wrong one."
Asked about who she worked with in drafting her plan, Dumanis would only say that she'd consulted with an unnamed group of teachers, parents, students and others interested in reform. It's clear though, that if you look at her list of campaign contributors, the "Bold" plan is largely drawn from the wreckage of the failed San Diegans for Great Schools ballot initiative that, despite receiving over $1 million in donations from a few well heeled "philanthropists", couldn't gather enough signatures to be placed in front of the voters.
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The salaries of California State University campus presidents would be capped, and discussions about their pay would be held in public, under a bill being proposed by a state senator frustrated that CSU has been raising executive pay as well as tuition.The proposal comes months after CSU trustees hired a campus president in San Diego for $400,000 a year - $100,000 more than his predecessor - and at the same meeting that they approved a 12 percent tuition increase.
"It is not reasonable to give $100,000 raises to executive positions, especially when simultaneously raising tuition," said state Sen. Ted Lieu, D-Torrance (Los Angeles County), author of SB755.
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The U.S. under-18 population fell between 2010 and 2011, the first time in at least two decades that the country has seen its minor population decline, according to demographers and new Census data.The U.S. under-18 population was 73,934,272 in July 2011, a decline of 247,000 or 0.3% from July of 2010, according to an analysis of Census data by William H. Frey, a demographer at The Brookings Institution. The child population is still up 2.3% from 2000, largely because of gains made in the early-decade boom years.
The child population is falling because fewer immigrant children are coming across U.S. borders, and because fewer children are being born. Meantime, the so-called millennial generation is moving into adulthood. With fertility rates down, Mr. Frey says "it doesn't look like a youth boom will reverberate anytime soon."
The U.S. minor population fell in the 1970s as well, as baby boomers moved into adulthood and women entered the labor force en masse, delaying families in the process. A large drop in fertility was also behind a decline in minors between 1920 and 1930.
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Sometimes it's hard to realize progress when you're caught up in the daily grind. You tend to take for granted where you are since the focus is always on what's next. So, this post is a glance back at where we were a year ago in three priority areas in New Jersey education: tenure reform, leadership at the NJ Department of Education, and the search for Newark Public Schools' superintendent.1) New Jersey's tenure reform debate
On December 9, 2010, Senator Teresa Ruiz (D-Essex), Chairwoman of the NJ Senate Education Committee, held the state's first-ever hearing on tenure reform. Although conversations on tenure reform today are commonplace in New Jersey, there was no substantive discussion of it before Ruiz's hearing.
Witnesses at the hearing included officials from NJ Department of Education (NJDOE), Colorado state Senator Michael Johnston (sponsor of Colorado's "Great Teachers and Great Leaders" bill - aka SB 191, considered to be one of the strongest teacher evaluation and tenure reform bills in the nation), TNTP's Executive Vice President and General Counsel Daniel Weisberg, and the New Jersey Education Association (NJEA), among others. A few highlights from the day's testimony:
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JEFFREY BROWN: And finally tonight, putting a price on the value of good teachers. A large and new study addresses just that.Ray Suarez has the story.
RAY SUAREZ: The debate over testing in schools, and whether students' scores adequately reflect a teacher's performance, has been raging for well over a decade. Now a new study has tracked more than two-and-a-half million students over two decades.
It found test scores are indeed a good gauge for evaluating student performance. And the study found replacing a bad teacher with an average or a good one can translate into a huge economic difference. Combined, the students could earn hundreds of thousands of dollars more over their working lifetimes.
We look at the study and the response it's stirred with Harvard economist Raj Chetty, one of its three authors. And we hope to be joined by Randi Weingarten, president of the American Federation of Teachers, the second largest teachers union.
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They have the same piercing eyes. The same color hair. One may be shy, while the other loves meeting new people. Discovering why identical twins differ--despite having the same DNA--could reveal a great deal about all of us.Every summer, on the first weekend in August, thousands of twins converge on Twinsburg, Ohio, a small town southeast of Cleveland named by identical twin brothers nearly two centuries ago.
They come, two by two, for the Twins Days Festival, a three-day marathon of picnics, talent shows, and look-alike contests that has grown into one of the world's largest gatherings of twins.
Dave and Don Wolf of Fenton, Michigan, have been coming to the festival for years. Like most twins who attend, they enjoy spending time with each other. In fact, during the past 18 years, the 53-year-old truckers, whose identical beards reach down to their chests, have driven more than three million miles together, hauling everything from diapers to canned soup from places like Seattle, Washington, to Camden, New Jersey. While one sits at the wheel of their diesel Freightliner, the other snoozes in the bunk behind him. They listen to the same country gospel stations on satellite radio, share the same Tea Party gripes about big government, and munch on the same road diet of pepperoni, apples, and mild cheddar cheese. On their days off they go hunting or fishing together. It's a way of life that suits them.
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Gov. Andrew Cuomo picked a fight last week with what has long been Albany's most powerful force: public schools.In his State of the State address, he accused teachers' unions, school boards and school aid lobbyists of being more interested in adults than children.
"We need major reform," he said Wednesday. "We need to focus on student achievement. ... We've wasted enough time."
In their best Robert DeNiro, they shot back: "You talkin' to me?"
In the balance could hang whether the poorest school districts, mostly in larger cities and in rural areas, will get a larger share of state school aid. That had been the case for most of the past decade after the state's highest court found New York failed to adequately fund education for years. But not last year, in Cuomo's first budget.
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This year, 2007, marks the marks the eighth year at which I ceased to be a tenured lecturer in the UK, what is called I think, a tenured professor in the USA. I've never worked out whether I was, in American terms, an assistant professor or an associate professor. But it really doesn't matter, because today I am neither. You see I simply walked out and quit the job. And this is my story. If there is a greater significance to it than the personal fortunes of one man, it is because my story is also the story of the decline and fall of the British university and the corruption of the academic ideal . That is why this essay carries two titles - a personal one and a social one. This is because I was privileged to be part of an historical drama. As the Chinese say, I have lived in interesting times.Universities are extraordinary institutions. They are in fact, the last bastions of mediaevalism left in modern society outside, perhaps, the church. Like churches they attracted a certain type of person who did not share the values of the commercial world. The oldest universities date from the eleventh and twelfth centuries - hundreds of years before the invention of the printing press. In an age where books were scarce, communication was difficult and people who could read and write were almost as rare as the books, it made sense to centralise the acquisition and dissemination of knowledge. If you wanted to learn, you headed towards where the books were and the people who could read them and that meant the great universities like Paris and Oxford. Poor communication, expensive reading materials and illiteracy were the foundation blocks for the universities. If today we have excellent communications, free online information and general literacy, we also have an environment in which the universities are struggling to maintain their position. That, of course, is not an accident.
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This article is third in a series of articles regarding media coverage of public education. This article and its predecessors in the series articulate part of the reason we need a new and better news source.Instead of discussing the myriad legal and academic issues currently surrounding Spokane Public Schools, the editors for the daily newspaper The Spokesman-Review and the weekly publication The Inlander seem determined to drum up stray rumors and unsupported accusations against AP English teacher Jennifer Walther, who perhaps was caught TWC (Teaching While Conservative).
In October 2011, Walther's Leadership Class at Ferris High School put on the annual political forum "Face-Off at Ferris." Writers for The Spokesman-Review (SR) and The Inlander have since accused Walther of allowing her political views to sway the Ferris forum in favor of mayoral and school board candidates who are thought to be politically conservative.
The accusers have not been able to support their claim by pointing at actual questions that were asked. Sitting at the Ferris forum last October, I heard people all around me saying, "Those are great questions." What does a conservative question even look like? Are only conservatives concerned about accountability, transparency, outcomes, Otto Zehm's death, water rates, union clout and misspent finances? I know plenty of Democrats and progressives who are concerned about these issues.
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Over the past few years, due to massive budget deficits, governors, legislators and other elected officials are having to slash education spending. As a result, incredibly, there are at least 30 states in which state funding for 2011 is actually lower than in 2008. In some cases, including California, the amounts are over 20 percent lower.Only the tiniest slice of Americans believe that we should spend less on education, while a large majority actually supports increased funding. At the same time, however, there's a concerted effort among some advocates, elected officials and others to convince the public that spending more money on education will not improve outcomes, while huge cuts need not do any harm.
.....
Our new report, written by Rutgers professor Bruce Baker and entitled "Revisiting the Age-Old Question: Does Money Matter in Education?" reviews this body of evidence.
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California calls its "Academic Performance Index" (API) the "cornerstone" of its accountability system. The API is calculated as a weighted average of the proportions of students meeting proficiency and other cutoffs on the state exams.It is a high-stakes measure. "Growth" in schools' API scores determines whether they meet federal AYP requirements, and it is also important in the state's own accountability regime. In addition, toward the middle of last month, the California Charter Schools Association called for the closing of ten charter schools based in part on their (three-year) API "growth" rates.
Putting aside the question of whether the API is a valid measure of student performance in any given year, using year-to-year changes in API scores in high-stakes decisions is highly problematic. The API is cross-sectional measure - it doesn't follow students over time - and so one must assume that year-to-year changes in a school's index do not reflect a shift in demographics or other characteristics of the cohorts of students taking the tests. Moreover, even if the changes in API scores do in fact reflect "real" progress, they do not account for all the factors outside of schools' control that might affect performance, such as funding and differences in students' backgrounds (see here and here, or this Mathematica paper, for more on these issues).
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Anthony York and Nicholas Riccardi:
Gov. Jerry Brown unveiled his new budget plan, calling for a painful $4.8-billion cut in public school funds if voters reject a proposed tax hike that he hopes to put on the ballot in November.Despite the possible reduction -- the equivalent of slashing three weeks from the school year -- the spending blueprint Brown released Thursday is a relatively optimistic document. It assumes he will have to close a $9.2-billion deficit, a vast improvement over last year's $26-billion gap.
Half of the deficit would be wiped out through the temporary half-cent sales-tax hike and increased levies on the wealthy that Brown wants voters to approve -- or by the schools cuts. The remainder would be eliminated with reductions in welfare, Medi-Cal and other programs.
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School districts and their supporters around the country have launched a wave of lawsuits asking courts to order more spending on public education, contending they face new pressures as states cut billions of dollars of funding while adding more-rigorous educational standards.About half of the school districts in Texas have sued the state since the legislature cut more than $5 billion from school budgets last year, citing fiscal pressures. School-funding suits also are pending in California, Florida and Kansas, among other states. The suits generally claim schools lack the resources to provide the level of education required by state constitutions.
Critics of such lawsuits--and states being sued--say it is the prerogative of legislatures to decide how much states should spend on education.
In Washington state, the Supreme Court on Thursday ordered the state legislature to come up with a plan for additional funding. Gov. Christine Gregoire, a Democrat, said in a statement she agreed with the ruling, noting that without ample funds it is "difficult for students to gain the skills and knowledge needed to compete in today's global economy."
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In the early 20th century Helen Todd, a factory inspector in Chicago, interviewed 500 children working in factories, often in dangerous and unpleasant conditions. She asked children the question: "If your father had a good job and you didn't have to work, which would you rather do--go to school or work in a factory?" 412 said they would choose factory work. One fourteen year old girl, who was interviewed lacquering canes in an attic working with both intense heat and the constant smell of turpentine, said "School is the fiercest thing you can come up against. Factories ain't no cinch, but schools is worst."The recent expansion of the "ASER-like" simple assessments of literacy and numeracy skills of all children in a village based approach provides an accurate, and chilling, picture of just how little learning is going on inside schools in many poor countries. The ASER data can show the learning profile, the association of measured skills and grade completion, by showing what fraction of children who have completed which grade can read a simple story (expected of a child in grade 2) or do simple arithmetic operations. Take Uttar Pradesh in 2010. By the end of lower primary school (grade 5) only one in four children could divide. Even by grade 8, the end of upper primary only 56 percent could. Similarly, by grade 5 only 44 percent could read a level 2 paragraph and by grade 8 still only 77.6 could. A large plurality of children, even of those that had persisted and been promoted through eight full grades or primary school--roughly 8000 hours of available total instruction--were either illiterate or innumerate or both.
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Annie Lowrey, via several kind reader emails:
Elementary- and middle-school teachers who help raise their students' standardized-test scores seem to have a wide-ranging, lasting positive effect on those students' lives beyond academics, including lower teenage-pregnancy rates and greater college matriculation and adult earnings, according to a new study that tracked 2.5 million students over 20 years.The paper, by Raj Chetty and John N. Friedman of Harvard and Jonah E. Rockoff of Columbia, all economists, examines a larger number of students over a longer period of time with more in-depth data than many earlier studies, allowing for a deeper look at how much the quality of individual teachers matters over the long term.
"That test scores help you get more education, and that more education has an earnings effect -- that makes sense to a lot of people," said Robert H. Meyer, director of the Value-Added Research Center at the University of Wisconsin-Madison, which studies teacher measurement but was not involved in this study. "This study skips the stages, and shows differences in teachers mean differences in earnings."
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George Soros's latest multimillion dollar gift to the Central European University Business School underlines the gulf between the Budapest-based private institution and its rivals elsewhere in the region."They are unique in the region in having a serious endowment," says the head of a competitor school. "Everybody else has to survive off tuition fees."
Soros, the Hungarian-born billionaire investor founded the business school in 1988, a year before the fall of communism in the country. It does not want for resources - all students will receive an iPad this year, for example - but Mel Horwich, who was appointed dean at the beginning of this year, clearly has a mandate to shake things up.
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EIA is proud to present the 2011 Public Education Quotes of the Year, in countdown order. Enjoy!10) "That's what you're deciding on today - about whether or not you want to inject yourself into the individual, private decisions that employees make about their money." - Kevin Watson, a lobbyist for the Florida Education Association, on a bill in the state legislature that would require unions to get written authorization from members in order to use dues for political purposes. (March 21 Florida Times-Union)
9) "The governor has selected some of the smartest policy thinkers in California. They're experienced, they're thoughtful and they're largely independent minded, with the exception of the CTA staffer." - Bruce Fuller, professor of education at UC Berkeley, commenting on Gov. Brown's appointment of California Teachers Association lobbyist Patricia Ann Rucker to the state board of education. (January 8 Los Angeles Times)
8) "In the 30-some years we were part of the (American Federation of Teachers union), we never had to use their services. There were never any grievances that warranted that. We really - and I'm going to be honest - never really got much out of it." - Becky Seitz, former president of the AFT affiliate in North Cape, Wisconsin. (December 10 Journal-Times)
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Some math classrooms are so quiet you can hear the sound of pencils on paper.Robert MacCarthy's class at Willard Middle School in Berkeley has a different soundtrack. His sixth-graders problem-solve out loud -- sometimes into a big blue microphone -- and applaud each other afterward. They take on lively games and challenges that mix math with art.
Maybe, if they're lucky, they'll get to star in a math music video produced by their teacher and classmates under the label mathisnotacrime productions. "Integer Eyes" is the latest hit. "Math Hustla," released in 2009, quickly became a Willard classic.
"I never met an expression that I couldn't simplify. I never met a problem that I couldn't solve," two students rap, alternating lines, as they move to the beat.
Math can be a tough sell for adolescents. When students hit middle school, they often grow frustrated with math and begin to question the importance of knowing how to isolate a variable or graph an equation. Some end up failing the same courses again and again and eventually drop out of school -- even as their schools devote more time to the subject, said Harold Asturias, director of the Center for Mathematics Excellence and Equity at UC Berkeley's Lawrence Hall of Science.
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There's no doubt that the ongoing crisis of governance in California and resulting disinvestment in the University of California system is deplorable. But this recent Washington Post dispatch from UC-Berkeley doesn't exactly paint a picture of a campus in deep crisis:Star faculty take mandatory furloughs. Classes grow perceptibly larger each year. Roofs leak; e-mail crashes. One employee mows the entire campus. Wastebaskets are emptied once a week. Some professors lack telephones...The state share of Berkeley's operating budget has slipped since 1991 from 47 percent to 11 percent. Tuition has doubled in six years, and the university is admitting more students from out of state willing to pay a premium for a Berkeley degree...the number of students for every faculty member has risen from 15 to 17 in five years. Many classes are oversubscribed, leaving students to scramble for alternatives or postpone graduation, a dilemma more commonly associated with community college...Berkeley's overall budget continues to rise modestly from year to year. Total university revenue rose from $1.7 billion in fiscal 2007 to $2 billion in 2010.Reliable email is free and I assume Berkeley professors own cell phones like everyone else. There is not a shred of evidence to suggest that small increases in class size negatively affect learning for the kind of cream-of-the-crop college students who attend Berkeley. Over 90 percent of Berkeley students graduate from the university. If Berkeley's star professors are lured away to Stanford, it's bad for the university but not necessarily bad for America, particularly if (as is frequently the case) those professors teach few if any undergraduates. They'll be the same people doing the same thing at another university an hour away.
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Education Insider is a monthly report and webinar that provides real-time insights on federal education policy trends, debates, and issues--from the handful of decision makers that are driving the process.Trying to follow the ins-and-outs of Federal education reform -- a morass of legislation, regulations, grants, mandates and more -- is like assembling a giant jigsaw puzzle. It is often difficult to see the entire picture when all you have is a few pieces. The challenge is piecing together bits of conversations, speeches, legislation, regulations, and other expressions of policy intent to discern what is happening in the debate. This process is even more complex since other policy issues and political agendas can change the trajectory of education policy.
As with any issue, there are only a handful of insiders that will shape the debate but never before has there been an attempt to tap their collective insights and forecasts.
Organizations must anticipate and react to Federal policy and funding changes need high quality information and analysis and the complete picture that Education Insider provides.
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Here's a depressing but documented comparison of California taxes and economic climate with the rest of the states. The news is breaking bad, and getting worse (twice a month, I update crucial data on this fact sheet):REVISED: California has the 3rd worst state income tax in the nation. 9.3% tax bracket starts at $46,766 for people filing as individuals. 10.3% tax starts at $1,000,000. Governor Brown is putting on the ballot a prop to change the "millionaires' tax" to 12.3%, starting at $500,000. If approved, CA will be #1 in income tax rates. http://www.taxfoundation.org/files/bp59_es.pdf
Highest state sales tax rate in the nation. 7.25% (as of 1 July, 2011 - does not include local sales taxes).
http://www.taxfoundation.org/files/bp60.pdf Table #15
California corporate income tax rate (8.84%) is the highest west of the Mississippi (our economic competitors) except for Alaska. http://www.taxfoundation.org/files/bp59.pdf Table #8 - we are 8th highest nationwide.
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At universities, educational software largely means enterprise-scale, expensive, feature-stuffed "learning management systems." Blackboard has the majority of the market, but professors and students are about as enthusiastic about its various updates, crashes, and bugs as people are with the latest version of Windows (Blackboard scores a whopping 93% "hated" rating on website Amplicate).Last week, a new alternative was launched--built by students--that looks and works a lot more like the social platforms people actually choose to use in their spare time. The core of the site is a constantly updated social Stream where instructors and students can conduct discussions or easily post rich media. Picture a cleaner-looking Facebook news feed, centered on a single academic theme, or a group Tumblr blog where each picture, question, or video can accumulate its own discussion in the attached comment thread.
"We wanted to create a simple, elegant LMS that covers 95% of instructors' needs, like grading, file management, calendaring, submitting assignments, and emailing with the class," says Joseph Cohen, 19, who left Wharton after his sophomore year when he scored $1 million in seed funding this past June to start Coursekit. "Blackboard covers 100%-- that's why it's such a cluttered platform."
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The Wisconsin adoption of teacher content knowledge requirements, on the form of MTEL 90 (Massachusetts Tests for Educator Licensure) by 2013-2014 would (will?) be a significant step forward via the Wisconsin Read to Lead Report), assuming it is not watered down like the oft criticized (and rightfully so) WKCE.Â
There are significant implications for :Education School preparation/curriculum with the addition of content knowledge to teacher licensing requirements.Â
Much more on Read to Lead, here and a presentation on Florida's Reading Reforms.Â
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Former Glades Central football coach Jessie Hester resigned Thursday as coach at Suncoast after just 10 months at the school.Hester, 48, said the job at one of Palm Beach County's top academic public schools "wasn't the right fit" for him. The academic pressures the students faced made it difficult for the football team to practice and prepare for games, Hester said, adding that his team would go weeks without a full practice because his players had other school obligations.
The Chargers finished 4-6, missing the playoffs and tying for third in a five-team district.
"There are great, great people at the school, and great kids," Hester said, "but it was just not a good fit for me. It was too difficult to do the things I wanted to do in that situation."
It was no secret that Suncoast, with its nationally ranked academic programs and rigorous academic requirements, would be a more challenging job than Hester's previous job at his alma mater.
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When I was young, I read popular physics books such as Richard Feynman's QED: The Strange Theory of Light and Matter. I knew that light was waves, sound was waves, matter was waves. I took pride in my scientific literacy, when I was nine years old.When I was older, and I began to read the Feynman Lectures on Physics, I ran across a gem called "the wave equation". I could follow the equation's derivation, but, looking back, I couldn't see its truth at a glance. So I thought about the wave equation for three days, on and off, until I saw that it was embarrassingly obvious. And when I finally understood, I realized that the whole time I had accepted the honest assurance of physicists that light was waves, sound was waves, matter was waves, I had not had the vaguest idea of what the word "wave" meant to a physicist.
There is an instinctive tendency to think that if a physicist says "light is made of waves", and the teacher says "What is light made of?", and the student says "Waves!", the student has made a true statement. That's only fair, right? We accept "waves" as a correct answer from the physicist; wouldn't it be unfair to reject it from the student? Surely, the answer "Waves!" is either true or false, right?
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In each of the past five years, IBM has come up with a list of five innovations it believes will become popular within five years. In this, the sixth year, IBM has come up with the following technologies it thinks will gain traction. Hold on to your sci-fi novels, because some of these are pretty far out there. And some of them, well, I wish we had them today.People power will come to life. Advances in technology will allow us to trap the kinetic energy generated (and wasted) from walking, jogging, bicycling, and even from water flowing through pipes. A bicycle charging your iPhone? There's nothing wrong with that, though I think it might be a while before we see this actually become a mainstream practice.
You will never need a password again. Biometrics will finally replace the password and thus redefine the word "hack." Jokes aside, IBM believes multifactor biometrics will become pervasive. "Biometric data--facial definitions, retinal scans, and voice files--will be composited through software to build your DNA-unique online password." Based on the increasing hours we spend online, I would say we need such solutions to come to market ASAP.
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New York Times news service, via a kind reader:
In Madison, the influx of poor people from Chicago is testing the city's historical liberalism. About one-quarter of the 3,300 Madison families receiving welfare are former Illinois residents.my correspondent notes:Even Mayor Paul Soglin, who earned his liberal stripes in the anti-establishment politics of the 1960s as a Vietnam War protester, now talks of "finite limits of resources" for the poor.
"We're like a lifeboat that holds 12 people comfortably," Mr. Soglin said. "We've got about 16 in it now, and there's a dozen more waiting in the water. Since we're already in danger of going under, what can our community be expected to do?"
A vibrant economy in Wisconsin accounts for much of the migration among poor people, most of them looking for jobs. The state's unemployment rate has dipped below 4 percent while that in Illinois is 4.4 percent.
Here is an interesting article from 1995. Â Worth revisiting with Soglin back in office (just because he is the mayor quoted at the time), but mostly as it pertains to our discussions around Madison Prep. Â What are the unique attributes and qualities that make up both our white population and our minority population?
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MMSD has now posted the videos from the December 19, 2011 meeting at which the Board of Education voted on the proposed Madison Preparatory Charter School. The first video contains the public appearances statements; the second contains the board comments, vote, etc., through the vote to adjourn.
The versions that are now posted are much improved - the video that was originally posted had issues with sound quality and ended abruptly during board statements. The new videos have terrific sound quality and contain the full meeting. (Thanks to MMSD staff for the work that went into this.)
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Laurie Rogers, via a kind email:
This article is second in a series of articles regarding media coverage of public education. This article and its predecessor in the series show that Spokesman-Review coverage of the 2011 school-board election in Spokane was biased in favor of a particular candidate and a particular agenda.On Sept. 28, I filed a Public Disclosure Commission complaint regarding election activity in 2009 and 2011 by Spokane Public Schools administrators, board directors, (new school board director) Deana Brower, and bond and levy advocacy organization Citizens for Spokane Schools (CFSS).
According to Washington State law, articulated in RCW 42.17.130, school district employees and school board directors are prohibited from using public resources to promote - directly or indirectly - elective candidates or ballot propositions such as bonds and levies. This is what RCW 42.17.130 says, in part:Â
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Editor's note: This is the first of three parts.It has been a great "trip," so to speak, and it isn't over yet. It was 61 years ago when I stepped into my first classroom as the teacher. During these past 61 years, I have thoroughly enjoyed my work as an educator, every day ... well, nearly every day.
Much has happened in education over that period of time. I have seen schools from nearly all levels: from that of a classroom teacher, university demonstration teacher, school administrator, professor of educational administration, and university administrator. I have seen schools from the standpoint of a school board member, a school board trainer, and a parent and grandparent. Also, in the interest of full disclosure, I have seen education vicariously: as many of my readers know, my wife is a retired teacher of 34 years, and my son and daughter-in-law are teachers.
This columnist has a great respect for education and learning. A well known Swiss developmental psychologist and philosopher Jean Piaget said it well: "the principal goal of education is to develop within people the capability of doing new things, not simply of repeating what other generations have done." Piaget's statement is smartly relevant and applicable as applied to all levels of education.
My entry into the field of teaching had its beginning in September, 1951. It was preceded by generations of some of the most conscientious, dedicated, and competent of teachers, many of whom, received little honor or aggrandizement, but whose influence was monumental. The strength of America's school and of America's teachers is seen in the annals of American Exceptionalism.
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A fabric cap is fitted to my head and 32 electrodes are inserted into the cap's sockets, each with a dose of conducting gel to make sure there is good contact with my scalp. The final touches are a pair of eye tracking sensors above each eyebrow.Then the experiment begins, recording brainwaves as I look at film clips with different degrees of violence and romantic engagement. The half-hour session is entirely painless; the apparatus does not irradiate the brain but passively measures its electrical activity at different frequencies to assess my attention, emotional engagement and likely memory retention of each clip. The only after-effect is hair messed up by the gel.
My electroencephalography (EEG) session typifies the experience of hundreds of subjects who have their brains scanned every day in laboratories around the world, in the cause of better marketing. As they look at product prototypes, packaging designs and advertising campaigns, neuromarketing experts read their brainwaves to glean insights into their unconscious likes and dislikes, which might not appear through questioning in conventional market research.
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In my hand I have a hefty article on a canonical English poet, published 10 years ago in a distinguished journal. It runs for 21 pages and has 31 footnotes, with extensive references to philosophy and art. The article is learned, wide-ranging, and conversant with scholarship on the poet and theoretical currents in literary studies. The argument is dense, the analysis acute, on its face a worthy illustration of academic study deserving broad notice and integration into subsequent research in the field.That reception doesn't seem to have happened. When, on May 25, I typed the title into Google Scholar, only nine citations of the original article showed up. Of those nine, six of them make only perfunctory nods in a footnote, along the lines of "Recent examples include ... " and "For a recent essay on the subject, see. ... " The other three engage with the essay more substantively, but not by much, inserting in their text merely two or three sentences on the original essay. Additionally, in books on the English poet published from 2004 to 2011 that don't show up on Google Scholar (the search engine picks up most major humanities journals but is sketchy on books), the original article receives not a single citation.
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With a unanimous vote Monday, the State Board of Education approved a tougher scoring system for the FCAT, the state's standardized reading and math exam.Related: Excellence in Education explains Florida's reading reforms and compares Florida's NAEP progress with Wisconsin's at the July 29th Read to Lead task force meetingThe change is meant to raise the academic standards for Florida students. Last year, state officials rolled out the FCAT 2.0, a new version of the Florida Comprehensive Assessment Test. A new scoring system is needed for the new test, state officials have said.
However, many students are expected to score lower under the newly approved grading system, which determines the "cut scores" or the scores that determine failing and passing grades. State officials estimate:
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Studies have consistently shown that compared to their white counterparts, minority students are less likely to graduate high school on time or receive any form of higher education, and more likely to drop out of high school.While some experts point to methods for closing achievement gaps and enhancing the performance of the bottom 5 percent of schools and students by way of legislation and policy, a new report out by the Public Education Network examines the role of the parent.
Whereas just 37 percent of the general public considers schools in their communities -- versus schools in other areas -- as examples of institutions needing reform, about 70 percent of black and Latino parents point to those in their neighborhoods.
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Among the "open courseware" projects at elite U.S. institutions, MITx will be the first to offer an institutional credential -- albeit not from MIT proper but from MITx, which will exist as a nonprofit apart from the university. (The Stanford professors who offered an interactive open course in artificial intelligence to all comers in the fall plan to send each non-enrolled student a certifying letter with their cumulative grade and class rank, but Stanford itself is not recognizing them.)But MIT stamp or no, that is still a big step, says Kevin Carey, policy director at Education Sector, a D.C. think tank.
"I think this is the future," says Carey, who has written on the emerging relevance of nontraditional credentials. "It's just the logical next step for the ethic behind the [open educational resources] movement," he says.
In interviews, MIT officials took care to emphasize that MITx is not meant to supplant the traditional "residential education" that the university cultivates in its Cambridge, Mass., enclave.
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Kimberly Lynch, a redhead with freckles, had a keen interest in sunblock. So much so that she spent the past year developing a new method to test the effectiveness of sunscreens and recently submitted the results to a medical journal.View Bloomberg Business Week's "great schools" state by state rankings, here.The 17-year-old senior at Bergen Academies in Hackensack, N.J., is quite a bit younger than most scientists submitting papers to accredited medical journals. Then again, Lynch doesn't go to a typical public high school.
Bergen Academies, a four-year high school, offers students seven concentrations including science, medicine, culinary arts, business and finance, and engineering. It even has its own stem-cell laboratory, where Lynch completed her experiments under the guidance of biology teacher Robert Pergolizzi, a former assistant professor of genetic medicine at Cornell University.
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Sam Dillon, via a kind Doug Newman email:
WASHINGTON -- During her first six years of teaching in this city's struggling schools, Tiffany Johnson got a series of small raises that brought her annual salary to $63,000, from about $50,000. This year, her seventh, Ms. Johnson earns $87,000.That latest 38 percent jump, unheard of in public education, came after Ms. Johnson was rated "highly effective" two years in a row under Washington's new teacher evaluation system. Those ratings also netted her back-to-back bonuses totaling $30,000.
"Lots of teachers leave the profession, but this has kept me invested to stay," said Ms. Johnson, 29, who is a special-education teacher at the Ron H. Brown Middle School in Northeast Washington. "I know they value me."
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Travis Andersen and Christopher J. Girard:
Boston Mayor Thomas M. Menino has appointed the founder of a Dorchester charter school to the School Committee, in the latest signal of warming relations between Menino and the independently run institutions.The appointee, Meg Campbell, is founder and executive director of the Codman Academy Charter Public School. The school has been noted for its good track record for college admissions, the mayor's office said yesterday in a prepared statement.
Campbell said last night in a telephone interview that she believes Menino made a bold choice by appointing her to the panel, given her leadership position at a charter school.
"I think it's a tribute to the mayor's overriding commitment'' to education, she said. "It doesn't matter to the mayor where you go to school. It matters that you get a phenomenal education.''
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Editor's note: This is the second in a two-part series discussing the presidential candidates' views and likely policies toward higher education. This part focuses on the Republican candidates' positions. On December 12, Jay Schalin presented the higher education track record and statements of Barack Obama.)For the most part, the Republican primary has focused on economic issues such as employment, taxation, and government spending. Higher education hasn't been a prime topic.
But for future students, taxpayers, and university officials, the presidential hopefuls' higher education policies could loom large. Decisions at the top could further inflate the higher education bubble or, alternatively, spur educational innovations. A look at the Republican field (in alphabetical order) reveals a variety of policy choices gleaned from their websites, statements, and debates.
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We're in duck and cover mode...purely from the title of this entry.But, you know what, folks? Whether you are a Walker devotee or a Walker detractor, you have to admit that EVERYTHING that Act 10 did was not bad. Yes, at its heart, Act 10 was a heinous attempt to cut public employees down at the knees. That was neither right nor fair. You can argue whatever you like, but the fact remains that for these scorned public workers, benefits were improved over the years IN LIEU OF salary increases. Rightly or wrongly so, that is what it boiled down to. Publicly, governors declared victory by giving public employees only modest raises (1-2%) each year. In some years, they got nothing. Quietly, however, behind the scenes, they negotiated with the unions to pick up the tab for a greater percentage of benefits...or offered another few days of annual leave(vacation).
This didn't happen overnight, people! This process developed over the past 25-35 YEARS! We know of many examples of private sector workers who took a job with in the public sector at a substantial demotion in terms of pay. These workers made a choice to do so in exchange for enhanced job security. Again...be it right or wrong, that's what they did. It took many of these workers 10 years or more to be earning the same salary they did when they left the private sector. But it was a choice, and they were OK with their choice.
Don't tell us that the private sector is struggling. Certainly, many private businesses and employees have suffered since the economic crisis which began over 3 years ago. But many are faring much better. We are hearing of BONUSES being given this holiday season. Public employees have never and WILL never hear of such a thing. We also know many private sector employees that have good to excellent health and retirement benefits.
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When Cristina Vicini, chairwoman of the Executives' advisory board of Boston University in Brussels was in the early years of her career, in the late eighties, she had the impression that gender imbalance - a much debated topic at the time - was changing and would soon be resolved. "I cannot believe we are still talking about this in the twenty-first century," she says today.The discussion is indeed continuing, which is why some of Europe's leading business schools have published a Call to Action designed to increase the number of women on company boards.
Written with the support of European Commission Vice-President Viviane Reding, who appealed to European schools for help in September, the seven-page manifesto has four pillars:
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Only a few logs remain of Eadsville, a mining camp where people worked, lived and raised families on Casper Mountain. A handful of children learned there in a log schoolhouse.A century later, another school uses computer technology to learn about the natural features and history there. The Casper Mountain Science School (CMSS) teaches K-12 students on that very site as an enrichment program.
A group from Casper College's advanced GIS (geographic information system) class created a layer of digital, interactive maps complete with pictures and historical information about Eadsville for those students. Each year, groups from the college class complete real projects for various local organizations. Three students braved wind and cold on four trips to Casper Mountain. There, they mapped the CMSS property boundary along with historical mine sites and buildings in and around the old mining town of Eadsville using GPS (global positioning system). Those three, Crocker Hollis, Karen Sue McCutcheon and Nancy Doelger, also saw leftovers of a mountain lion's skunk and bird meals.
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Dennis Chong and Paggie Leung:
The American Chamber of Commerce has warned the chief executive that Hong Kong's status as a world-class city is under threat because the shortage of international school places has reached a "crisis point".1.7MB PDF: Education Policy Framework on Primary School Places for International AssigneesIn a paper submitted to Donald Tsang Yam-kuen's government, the business organisation said it wanted a permanent committee to be established to ensure schooling would be available for children of foreign investors and professionals.
"We feel that the situation is hitting a crisis point now," the paper said. "The government urgently needs to work with the private sector to set coherent and long-term, sustainable policies to support Hong Kong's education and talent development."
The chamber, or AmCham, released the paper - sent to the government in August - to the South China Morning Post (SEHK: 0583, announcements, news) last week.
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New York State's education commissioner threatened on Tuesday to withhold tens of millions of dollars in federal grants to struggling schools in New York City and nine other districts statewide if they do not prove by Saturday that they will carry out new evaluation systems for teachers and principals.Officials and union leaders in each district must first agree on the details of the evaluation systems, like how much weight students' standardized test scores will have on the annual ratings that teachers and principals receive. Compromise has thus far proved elusive.
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This week, the Wall Street Journal reported that the NY Board of Regents approved the state's sharing of student and teacher information with a new national database, to be funded by the Gates Foundation, and designed by News Corp's Wireless Generation. Other states that have already agreed to share this data, according to the NY State Education Department, include Colorado, Delaware, Georgia, Illinois, Kentucky, North Carolina, Louisiana and Massachusetts.All this confidential student and teacher data will be held by a private limited corporation, called the Shared Learning Collaborative LLC, with even less accountability, which in July was awarded $76.5 million by the Gates Foundation, to be spent over 7 months. According to an earlier NYT story, $44 million of this funding will go straight into the pockets of Wireless Generation, owned by Murdoch's News Corp and run by Joel Klein.
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I'd say that it probably will be, yes, and I've been saying so for some time. Think about it for a moment, we still use the educational techniques of the Early Middle Ages.I first saw this point at Brad DeLong's place. When books are hand written, extremely expensive (as in, more than a year's wages possibly) then it makes sense for students to gather in one place and listen to the book being read to them.
Thus what we call a lecture. However, once printing has made the book cheap there's really not all that much point to such a gathering. Classes, OK, that's different, they're more interactive. And yes, of course, there's more to college than just the lectures and the education.
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Schools which fail to improve within six years of being classed "satisfactory" should be relabelled inconsistent and pushed harder to improve, a report says.The Royal Society of Arts report says half of the 40% of England's schools classed as "satisfactory" failed to improve within two Ofsted inspections.
Last month Ofsted said nearly 800 schools were "coasting" in this way.
The report says such schools are more likely to be in poorer areas.
The RSA report , published jointly with Ofsted, focused on the 40% of secondary schools in England rated as "satisfactory".
It noted that half of these schools remained "satisfactory" for at least two inspections and about 8% declined to an "inadequate" rating.
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Quite the year we had in Wisconsin education in 2011, so we have lots of awards to give out in our annual recognition ceremony. Let's get right to the big one for this year:I think Borsuk's #3 is critical. I suspect that 60ish% of school boards will continue with the present practices, under different names. The remainder will create a new environment, perhaps providing a different set of opportunities for teachers. The April, 2012 Madison School Board election may determine the extent to which "status quo" reins locally.The "Honey, I Blew Up the Education Status Quo" Award: No surprise who is the winner. Like him or hate him (and there certainly is no middle ground), when you say Gov. Scott Walker, you've said it all. State aid cuts. Tightened school spending and taxing. Benefit cuts to teachers. An end to teacher union power as we knew it. No need to say more.
Book of the Year: In some school districts - and the number will grow quickly - it was the handbook issued by the school board, replacing contracts with teachers unions. No more having to get union approval for changing every nitpicky rule about the length of the school day or assigning teachers to lunch duty.
Tool of the Year: Well, it wasn't anything small. In the Legislature, it was more like a jackhammer, as Republicans and Democrats engaged in all-out battle. As for schools, Walker talked often about giving leaders tools to deal with their situations. This is where it will get very interesting. Will leaders act as if they are holding precision tools to be used cautiously or as if they, too, are holding jackhammers? As one state school figure said privately to me, how school boards handle their new power is likely to be a key to whether there is a resurgence of teacher unions in the state. Which leads us to:
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New Jersey lawmakers are rightfully concerned about the proliferation of applications for new charter schools and their subsequent lack of effective oversight, but legislation proposed by Assemblywoman Mila Jasey requiring proposed charter schools to be approved at the polls is thoroughly misguided and symptomatic of a disappointing trend in how we view charter schools and the role they play in addressing the horrible inequities in our state.I am disappointed by what is said by many of those who will establish recently approved charters. When asked what is special about their school's program, they often say something like: "We plan to hire high-quality teachers and have longer hours." My former students would call that a "duh" statement -- their fancy term for a tautology.
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The Mind Trust's plan for transforming Indianapolis Public Schools (IPS) would dramatically shrink the central administration, send about $200 million more a year to schools without raising taxes one cent, provide pre-k to all 4-year-olds, give teachers and principals more freedom, hold them accountable for student achievement gains, and provide parents with more quality school choices. It is the boldest school reform plan in the country.Nonprofit's proposal would radically reorganize the Indianapolis Public Schools:Take five minutes and watch a short video of The Mind Trust's Founder and CEO David Harris outlining highlights from the plan.
An Indianapolis nonprofit has unveiled an ambitious 160-page reform proposal to completely overhaul Indianapolis Public Schools.Report should encourage a serious discussion about district's futureIf it came to fruition, the sweeping proposal offered by the Mind Trust would create one of the nation's most radical new organizational approaches to public education.
"If we're going to be serious about doing something transformational, we need an aggressive plan," Mind Trust CEO David Harris said. "Incremental reforms haven't worked here, and they haven't worked in other parts of the country."
The proposal features four key changes:
Here's my Christmas wish:It's that the new Mind Trust report that calls for a sweeping overhaul of the way Indianapolis Public Schools operates will not turn into another tired battle over turf, pride and special interests. Instead, my hope is that it will lead to a broad and much-needed communitywide discussion about the future of the state's largest, and in some ways most important, school district.
The thorough, sensible and provocative report should spark the same kind of urgent discussion and action that we're seeing over mass transit, and that we've seen for decades over sports stadiums.
Those other issues are important. The education debate is vital.
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We're meeting for lunch at a restaurant in Canary Wharf, where many of the major global banks are located. He is a man in his late 40s, inconspicuously dressed, and in possession of a firm handshake. He orders a Coke, and then a pasta dish he will dig in with great relish. In his volunteer email he said he was with a software firm (working in investment banking). When asked for a job description, he simply says he is a "quant"."My parents discovered that I was of a mathematical bent aged three when I was apparently lining up my toys in order of size and then colour. I was one of these terrible, precocious kids who did their mathematics O-level aged 12. After a long academic career I ended up doing theoretical physics for my PhD, and spent a couple of years at Cern in Geneva. Many people I know from back then are still at universities, doing research and climbing the slippery slope to professorships and fellowships. They work the same astonishing long hours as I do, yet get paid a fraction and, from a purely scientific perspective, get to do some really, really interesting science. I often say (only half jokingly) that I "sold my soul" - I make a little over £200,000 a year, including my bonus.
"I am in a world of data, and I build all sorts of models for banks. For instance, one that helps a bank decide whom to lend a mortgage to. You have all this data about the person who is applying, and then the model works out the risk of lending to that person. You look at both the probability of this happening, and at the size of the loss in such an event.
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Harlem Children's Zone (HCZ), which combines community programs with "No Excuses" charter schools, is one of the most ambitious social experiments to alleviate poverty of our time. We provide the first empirical test of the causal impact of attending the Promise Academy charter schools in HCZ on educational outcomes, with an eye towards informing the long-standing debate on whether schools alone can eliminate the achievement gap or whether the issues that poor children bring to school are too much for educators alone to overcome. Both lottery and instrumental variable identification strategies suggest that the effects of attending the Promise Academy middle school are enough to close the black-white achievement gap in mathematics. The effects in elementary school are large enough to close the racial achievement gap in both mathematics and English Language Arts. We conclude by presenting two pieces of evidence that suggest high-quality schools are enough to significantly increase academic achievement among the poor. Community programs appear neither necessary nor sufficient.
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Nichols said though she disagreed with Silveira's vote, "This is bigger than Madison Prep.""My motivation comes from listening to a lot of the community dialogue over the last year and hearing the voices of community members who want greater accountability, who want more diversity in the decision-making and just a call for change," Nichols said.
Silveira did not return a call for comment Friday.
Two candidates have announced plans to run for the other School Board seat up for election next spring, which is being vacated by Lucy Mathiak. They are Mary Burke, a former state commerce secretary and Trek Bicycle executive, and Michael Flores, a Madison firefighter, parent and East High graduate.
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THE SPORTING SCENE about the football program at Don Bosco Preparatory School in Ramsey, New Jersey. Don Bosco, which belongs to the Salesian order of Roman Catholicism, was founded in 1915, as a boarding school for Polish boys, and shut its dormitories for good in 1969. Its reinvention as a football factory began in 1999, with the arrival of a new principal, Father John Talamo.) Talamo, who was thirty-four, had grown up on the outskirts of New Orleans, and brought with him the football-centric values of his native Louisiana.
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Truly involving parents and communities in our public schools, and the decisions that affect them, is essential to improving our school system.While parent involvement is crucial to a child's educational success, the reality is that such involvement is not always present for various reasons. However, the larger communities in which a student's school and home are located also play an instrumental role in nurturing educational achievement, as expressed by the African proverb, "It takes a village to raise a child."
Unfortunately over the past several years, the Department of Education has consistently failed to meaningfully empower and involve these important stakeholders in its decisions about schools. Nowhere has this been more evident than in the Education Department's decisions and proposals regarding closing or phasing out schools, and opening new ones.
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The Plains Art Museum announced plans Thursday to open a "Center for Creativity" that will teach art to thousands of local elementary school students.The $2.8 million center will open next fall near the museum in downtown Fargo.
Museum Director Colleen Sheehy said in the first year the center will serve 5,000 Fargo elementary students. Schools will pay a fee for the classes.
Ultimately, Sheehy said the new center will teach art education to the 12,000 K-5 students in the Fargo-Moorhead area. Programs offered at the center will replace some existing art education programs in the schools.
The center will significantly increase the number of people who use the museum, she said.
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Lower marriage rates among black women have less to do with the character of black men, and more to do with specific social characteristics that are associated with lower marriage rates among all men and women, but are more common among black people. A black woman with a postsecondary degree is more likely to be married than a white woman who dropped out of high school. A black woman with a personal annual income of more than $75,000 is more than twice as likely to be married as white women who live in poverty. White women living in New York and Los Angeles have much lower marriage rates than most black women who live in small towns.Black and white women who are younger than 40 have higher college graduation rates, lower incarceration rates and lower mortality rates when compared to their male counterparts. However, black men on average have higher incomes than black women, and there are hundreds of thousands more black men earning $75,000 a year or more than black women. Eighty-eight percent of all married black men are married to black women, a figure that changes less than five percentage points with more education and income.
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More than 100 students attended Minnesota's first-ever conference for undocumented high school students seeking a college education Saturday at the University of Minnesota.The event, organized by the group Navigate, included workshops on the legal and financial steps to college.
Navigate Executive Director Juventino Meza said the group had a lot of support for the event, but he says there was some criticism over calling it a conference for, quote, "undocumented students."
"And we decided, you know what, there is a negative rhetoric already in our communities and there is fear, and we want to make sure students have a space where they can be undocumented -- where they can talk about it and ask questions," he said.
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Many South Carolina public colleges and universities are excessively expensive and have strayed too far from their core mission: educating students, according to a recent study by a Columbia-based think tank.Tuition is rising faster than household income in South Carolina, says the study of eight colleges and universities by the S.C. Policy Council, a public policy research and education foundation that advocates for more limited government.
The study, which did not include Winthrop University, The Citadel and many other state institutions, also says:
The colleges and universities do a poor job of retaining and graduating students.
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It's lunchtime at Van Nuys High School and students stream into the cafeteria to check out the day's fare: black bean burgers, tostada salad, fresh pears and other items on a new healthful menu introduced this year by the Los Angeles Unified School District.But Iraides Renteria and Mayra Gutierrez don't even bother to line up. Iraides said the school food previously made her throw up, and Mayra calls it "nasty, rotty stuff." So what do they eat? The juniors pull three bags of Flamin' Hot Cheetos and soda from their backpacks.
"This is our daily lunch," Iraides says. "We're eating more junk food now than last year."
For many students, L.A. Unified's trailblazing introduction of healthful school lunches has been a flop. Earlier this year, the district got rid of chocolate and strawberry milk, chicken nuggets, corn dogs, nachos and other food high in fat, sugar and sodium. Instead, district chefs concocted such healthful alternatives as vegetarian curries and tamales, quinoa salads and pad Thai noodles.
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Laurie Rogers, via a kind email:
It's dangerous to be away. I briefly left the country a few weeks ago, and while I was gone, the district superintendent announced her retirement and The Spokesman-Review (SR) launched what I see as a media "lynching" of a local high school teacher.Did you read about the attack on Jennifer Walther, an Advanced Placement English teacher (news.google.com search) at Ferris High School in Spokane, WA? Are you shocked by the newspaper's biased coverage? I'm not shocked. Nowadays, the SR doesn't bear much resemblance to the newspapers I've enjoyed reading. Smaller, thinner and nastier, it contains less content, less local news and more ads. Often biased, incomplete or hypocritical, the paper tolerates questionable material that fits an editorial agenda.
I'm an avid newspaper reader, but I canceled the SR in 2008 when it kept quoting unsubstantiated rumors from the ex-boyfriend of the daughter of vice-presidential candidate Sarah Palin. Things have not improved since then.
Now, the SR is using its bully pulpit to accuse Walther of doing something the SR appears to do nearly every day of the week - pursue a biased political agenda. Evidence suggests that, rather than stand up for this teacher, the school district and teachers union initiated or are assisting with the pile-on.
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William H. Frey, Alan Berube, Audrey Singer, Jill Wilson:
A cascade of statistics from the 2010 Census and other Census Bureau sources released during 2011 show a nation in flux--growing and moving more slowly as it ages, infused by racial and ethnic minorities and immigrants in its younger ranks, and struggling economically across a decade bookended by two recessions. The nation's largest metropolitan areas, and especially their suburbs, stood on the front lines of America's evolving demographic transformation. Following is a slideshow of the five most important findings to emerge from our State of Metropolitan America analyses over the past year. Additional insight from co-author William H. Frey is available in a related video and at time.com.
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As discussed in prior posts, high-quality analyses of charter school effects show that there is wide variation in the test-based effects of these schools but that, overall, charter students do no better than their comparable regular public school counterparts. The existing evidence, though very tentative, suggests that the few schools achieving large gains tend to be well-funded, offer massive amounts of additional time, provide extensive tutoring services and maintain strict, often high-stakes discipline policies.There will always be a few high-flying chains dispersed throughout the nation that get results, and we should learn from them. But there's also the issue of whether a bunch of charters schools with different operators using diverse approaches can expand within a single location and produce consistent results.
Charter supporters typically argue that state and local policies can be leveraged to "close the bad charters and replicate the good ones." Opponents, on the other hand, contend that successful charters can't expand beyond a certain point because they rely on selection bias of the best students into these schools (so-called "cream skimming"), as well as the exclusion of high-needs students.
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Diane Rado and Noreen S. Ahmed-Ullah:
Educators forced out or disciplined by local districts over cheating and other state testing violations continued working in schools or administering state exams as their cases languished in Springfield without investigation, the Tribune has learned.Contrary to Illinois law, state officials for years didn't investigate or pursue discipline of educators reported for testing misconduct -- from excessive coaching to giving students answers to prepping them with actual test questions, a Tribune investigation found. Some may have been allowed to keep teaching even if the state had investigated, but in the meantime, educators were allowed to jump easily to new jobs while the state delayed.
Illinois State Board of Education officials say they were instead focused on higher-priority discipline cases because of limited resources, though lawmakers have given the agency $1.3 million since 2008-09 to pursue educator misconduct. Typically, they addressed violations by throwing out test results and letting local officials discipline educators.
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Buffalo's Promise Neighborhood project was one of five in the nation to secure federal funding to provide "cradle to career" services for children in an effort to improve educational outcomes among low-income areas, federal officials announced today.The local initiative will receive five years of funding from the federal government, including $1.5 million in its first year. M&T Bank this fall pledged to match the federal funds and to raise an additional $9 million in private funding.
The initiative is largely modeled after the Harlem Children's Zone, where families in a 100-block area receive wraparound services, from health care to educational support, beginning with prenatal care and leading through high school graduation.
Buffalo's Promise Neighborhood will focus on the 14215 ZIP code, building on the success that has been realized in the Westminster Community Charter School. The plan seeks to stabilize the neighborhood, increase services to families, and ultimately improve the education at three schools in that area: Bennett High School, Highgate Heights Elementary and Westminster Community Charter School.
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When asked to identify the qualities that lead to success in life, experts often list the ability to overcome obstacles. Pushing past adversity, through determination and persistence, is the hallmark of the greatest leaders, the most successful parents, the most prized employees, we are told. Those who make no excuses, who do whatever it takes to get something done, are the ones who have the capacity to achieve greatness.In education, we focus a lot on accommodating our student's needs. We have English Language Learners (E.L.L.s) and special education students. We have kids with emotional disturbances and anger issues. We have kids who are acting out, and kids who are uninterested or bored.
It's our job to teach them no matter what. We are often the adults that children see with the most consistency and frequency, and we are responsible for their educations, in the broadest sense of that word. But to truly help them be successful, we ourselves have to embody the "no excuses" attitude.
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The director of the Iowa Department of Education said he's willing to be patient with his plan to overhaul the state's public school system, acknowledging that many people aren't ready for changes he thinks are essential.Gov. Terry Branstad chose 40-year-old Jason Glass largely because of his background in education reform, and since coming to Iowa he has been leading the push for dramatic changes to the state's public schools.
Because he began his job only a couple weeks before the last legislative session began, this was supposed to be the session where Glass would see his ambitious plans enacted. He proposed a 15-page package of proposals that would shake up the state's schools, changing the way they do business on everything from paying teachers to opening the profession to non-traditional educators.
That still may happen, but Branstad has temporarily shelved a proposed tiered system of teacher pay that increased salaries for beginning teachers and let teacher move through a series of pay grades based on performance in the classroom.
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Walter Hamilton and Stuart Pfeifer:
Sherri and Cliff Nitschke thought they were planning wisely for their children's college educations when they opened a 529 savings account in 1998.The Fresno couple saved diligently over the years in hopes of avoiding costly student loans. But their timing couldn't have been worse.
When they needed the money a decade later, their 529 account had plunged in value during the global financial crisis. Their portfolio sank 30% in 2008, forcing the Nitschkes to borrow heavily to send their two sons to UCLA.
"529s were no friend to us," Cliff Nitschke said. "Honestly, it's probably one of the worst things we did. I could have made more money putting it in a mayonnaise jar and burying it in the backyard."
Over the last decade, 529 savings plans have surged in popularity as parents scramble to keep up with rapidly escalating college costs.
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Yun Xiang, Michael Dahlin, John Cronin, Robert Theaker, Sarah Durant:
Fordham's latest study, "Do High Flyers Maintain Their Altitude? Performance Trends of Top Students," is the first to examine the performance of America's highest-achieving children over time at the individual-student level. Produced in partnership with the Northwest Evaluation Association, it finds that many high-achieving students struggle to maintain their elite performance over the years and often fail to improve their reading ability at the same rate as their average and below-average classmates. The study raises troubling questions: Is our obsession with closing achievement gaps and "leaving no child behind" coming at the expense of our "talented tenth"--and America's future international competitiveness? Read on to learn more.
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The Chinese-language teacher "borrowed" the time allocated for physical education. Again. Instead of 45 minutes of running and playing, there was a quiz on reading and writing."We're used to it. We knew she would never pay (the time) back," Rong Yiyang, a third-grader, said as he blinked behind his glasses.
Losing a sports lesson that Tuesday morning pained him more than ever. The 9-year-old boy had just quit the school's basketball team because practice was conflicting with his after-school English class.
Here comes the unwritten rule for Rong and most other Chinese students: Exercise is not bad, but study takes priority - despite a nationwide requirement that schools get kids moving regularly.
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With one hand, Gov. Bob McDonnell touted his plan this week to pump millions more dollars over the next two years into Virginia's K-12 education system. With the other, he proposed cutting millions of dollars that will leave holes in the budgets of school districts across the commonwealth.The result, unfortunately, is a budget that fails to boost the quality of K-12 education in Virginia and, in fact, may ultimately undermine it.
McDonnell's decision to withhold inflationary adjustments for so-called "non-personal" education expenses, including school utilities and employee health care and student transportation, means localities will be forced to cover an extra $109 million over the next two years. Revising a formula that factors in federal funds will allow the state to save another $108 million.
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Wealthy donors have created a fund to pay the salary of a new Bridgeport school superintendent, ushering in hopes of a new era of private money for reform efforts in Connecticut's most troubled school system.City and school officials said the fund would be administered by the Fairfield County Community Foundation, a $150 million organization where Democratic Rep. Jim Himes and former Bridgeport mayoral hopeful Mary-Jane Foster serve as board members.
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African-American students whose primary language is English perform significantly worse in math and reading than black students who speak another language at home -- typically immigrants or refugees -- according to new numbers released by Seattle Public Schools.District officials, who presented the finding at a recent community meeting at Rainier Beach High School, noted the results come with caveats, but called the potential trend troubling and pledged to study what might be causing it.
Michael Tolley, an executive director overseeing Southeast Seattle schools, said at the meeting that the data exposed a new achievement gap that is "extremely, extremely alarming."
The administration has for years analyzed test scores by race. It has never before broken down student-achievement data by specific home language or country of origin -- it is rare for school districts to examine test scores at that level -- but it is unlikely that the phenomenon the data suggest is actually new.
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Sweeping education reforms proposed by Gov. Terry Branstad are likely to include the creation of a task force that would consider extending the amount of time Iowa students spend in school.Branstad announced in October that he'll ask lawmakers to approve reforms aimed at improving education for Iowa's 468,000 students and better the quality of the state's teachers.
Class-time extensions were not included in his original plan.
But Jason Glass, director of the Iowa Department of Education, last week told an advisory group of school superintendents that Branstad is expected to add the creation of a task force to consider such extensions. The task force would likely consider adding 10 days to the school year, lengthening school days and requiring struggling students to go to school on Saturdays or take summer classes, the Des Moines Register reported ( http://dmreg.co/rFkPsg).Iowa currently has a 180-day school year. State law mandates that each school day last at least 5.5 hours, but most students are in class an average of 6.5 hours.
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VIEWED superficially, the part of youth that the psychologist Jean Piaget called middle childhood looks tame and uneventful, a quiet patch of road on the otherwise hairpin highway to adulthood.Said to begin around 5 or 6, when toddlerhood has ended and even the most protractedly breast-fed children have been weaned, and to end when the teen years commence, middle childhood certainly lacks the physical flamboyance of the epochs fore and aft: no gotcha cuteness of babydom, no secondary sexual billboards of pubescence.
Yet as new findings from neuroscience, evolutionary biology, paleontology and anthropology make clear, middle childhood is anything but a bland placeholder. To the contrary, it is a time of great cognitive creativity and ambition, when the brain has pretty much reached its adult size and can focus on threading together its private intranet service -- on forging, organizing, amplifying and annotating the tens of billions of synaptic connections that allow brain cells and brain domains to communicate.
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I encountered Steve by sending him an email to ask a question about one of his papers. After a few rapid fire email exchanges I found myself on the phone with him for over an hour the very next day discussing topics as wide ranging as his interests. He's one of the first people I have met that I would definitely consider a polymath in that his expertise spans multiple disciplines (including my own). After our talk I sent him some questions. We covered everything from physics and Richard Feynman's supposedly "low" IQ to his latest research in intelligence. Finally, I asked him if he thought we would ever find another Einstein.1. In a nutshell, tell me what your physics research is about.
I'm interested in the basic constituents of nature ("fundamental particles") and the rules that govern their interactions ("quantum field theory" or "quantum gravity"). My work involves things like quarks, black holes, the big bang, and quantum mechanics.
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The whole agonizing conflict over Madison Preparatory Academy did not end on Monday night, when the school board voted 5-2 against allowing the African American charter school to open next fall. Now comes the lawsuit.But first, our community faces two immediate tasks: healing the wounds that were ripped open during the Madison Prep controversy, and getting something done about the urgent problem the charter school was developed to address -- Madison's disgraceful achievement gap for African American children.
Monday night's six hours of emotional testimony mostly highlighted the first of those two problems. In front of the packed auditorium at Memorial High School, Urban League president and Madison Prep founder Kaleem Caire read "What happens to a dream deferred?" to the school board. Nichelle Nichols, the Urban League's vice president of learning, read a poem that placed the blame for her own children's spoiled futures squarely on Madison Metropolitan School District officials: "My kids are in the gap, a chasm so dark.... I ask, Mr. Superintendent, what happened to my sons...?"
The sense that Madison has mistreated children of color was a powerful theme. White business leader and former teacher Jan O'Neil pointed out the "huge amount of capital in this room," all focused on solving the historic educational inequality for African American kids. A "no" vote, she warned the board, might be hopelessly polarizing.
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ubliCola: What do you think of Attorney General Rob McKenna's education reform agenda? [McKenna, a Republican, is running for governor.]Gregoire: What is it? You'll have to help me on that.
PubliCola: It seems more aggressive than the one you laid out. [Gregoire announced a reform proposal last week - AP report here - that will put a pilot project of 4-tiered teacher evaluations in play statewide]. It ties teacher evaluations to student test scores, calls for charter schools, and allows the state to step in and take over failing schools. It's in sync with President Obama's education reform agenda. The proposal you came out with last week seems like a "lite" version of that to education reformers [because the evaluations aren't tied explicitly to "student academic growth"].
Gregoire: I don't really think so. I think what it is is a Washington reform. The most recent studies on charter schools come out of Stanford. And there's no guarantee of anything there. As many as there are doing OK, there are an equal number that are not. ... Why would we go down a path where there's no big success to be had? And our voters have already turned [charters] down three times.
I developed this lab school idea, which serves two purposes: One, you have our four-year university schools partner up with one of our bottom five percent schools and really run the school and get them to transition out of their low performance. And two, you really do take your schools of education and improve them dramatically, because if they're going to train teachers, what better training for them than to be inside a classroom and see what works and what doesn't work?
PubliCola: What about tying test scores to teacher evaluations?
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An increasingly cozy alliance between companies that manufacture processed foods and companies that serve the meals is making students -- a captive market -- fat and sick while pulling in hundreds of millions of dollars in profits. At a time of fiscal austerity, these companies are seducing school administrators with promises to cut costs through privatization. Parents who want healthier meals, meanwhile, are outgunned.Each day, 32 million children in the United States get lunch at schools that participate in the National School Lunch Program, which uses agricultural surplus to feed children. About 21 million of these students eat free or reduced-price meals, a number that has surged since the recession. The program, which also provides breakfast, costs $13.3 billion a year.
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There is little love for the SAT. How little, you ask? When a massive cheating scandal erupted this fall, fewer people rushed to defend the test than rose to defend Penn State officials for allegedly covering up the sexual abuse of children. But as unpopular as the iconic SAT may be - among students and many educational activists alike - it's actually pretty good at what it's designed to do, which is to serve as a common measure across the hodgepodge of academic standards, grading systems and norms being used by America's sprawling 25,000 high schools.Unlike many of the tests that the education world loves to argue about, the SAT is an optional test; students choose to take it if they want to attend schools that require it for admission. So SAT angst is limited to the college-bound. (The test is administered by the New York-based nonprofit College Board, which is also in charge of high school Advanced Placement tests.) And although its only true fans are the intellectually insecure, the SAT, which used to be an acronym for Scholastic Aptitude Test, doesn't show how smart or savvy students are or how successful, happy, or impactful they're likely to be in life. But on average, it does fairly accurate gauge on how well students will do in their first year of college. That's something admissions officials want to know. And that's why good scores can boost an applicant's chances of getting in and low scores can torpedo them.
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Every race has losers, and the Obama administration's Race to the Top education grant competition is proving to be no exception.As nine states await their prize money after coming out on top late last week in the Education Department's Race to the Top Early Learning Challenge, the rest are left empty-handed, having spent thousands of hours carefully crafting plans that ultimately fell short.
"We invested a ton of time. That time equates to money," said Bobby Cagle, commissioner of Georgia's Department of Early Care and Learning.
Mr. Cagle estimated that he and his staff spent more than 2,000 hours on the effort, and said his agency is greatly disappointed by the result.
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National Education Association Research via a kind reader's email:
The data presented in this combined report―Rankings & Estimates―provide facts about the extent to which local, state, and national governments commit resources to public education. As one might expect in a nation as diverse as the United States--with respect to economics, geography, and politics--the level of commitment to education varies on a state-by-state basis. Regardless of these variations, improvements in public education can be measured by summary statistics. Thus, NEA Research offers this report to its state and local affiliates as well as to researchers, policymakers, and the public as a tool to examine public education programs and services.Wisconsin ranks 21st in average teacher salaries (page 35), 10th in property tax revenue as a percentage of total tax revenue (page 52), 16th in per capita state individual income tax revenue (page 53) and 15th in public school revenue per student.
Part I of this combined report--Rankings 2010--provides state-level data on an array of topics relevant to the com- plex enterprise of public education. Since the 1960s, Rankings has presented facts and figures useful in determining how states differ from one another--or from national averages--on selected statistics. In addition to identifying emerging trends in key economic, political, and social areas, the state-by-state figures on government financing, state demographics, and public schools permit a statistical assessment of the scope of public education. Of course, no set of tables tells the entire story of a state's education offerings. Consideration of factors such as a state's tax system, pro- visions for other public services, and population characteristics also are needed. Therefore, it is unwise to draw con- clusions based solely on individual statistics in this report. Readers are urged to supplement the ranked data with specific information about state and local service activities related to public education.Part II of this combined report--Estimates 2011--is in its 67th year of production. This report provides projections of public school enrollment, employment and compensation of personnel, and finances, as reported by individual state departments of education. Not surprisingly, interest in the improvement and renewal of public education continues to capture the attention of the nation. The state-level data featured in Estimates permit broad assessments of trends in staff salaries, sources of school funding, and levels of educational expenditures. The data should be used with the un- derstanding that the reported statewide totals and averages may not reflect the varying conditions that exist among school districts and schools within the state.
Public education in the United States is a joint enterprise between local, state, and federal governments. Yet, progress in improving public education stems primarily from the efforts of state education agencies, local districts, and indi- vidual schools. These public organizations deserve credit for recognizing that spending for education needs to be ac- knowledged as an investment in our nation's most valuable resource--children. Similarly, this publication represents a collective effort that goes well beyond the staff of the National Education Association. Individual state departments of education and the NEA's state affiliates participate in collecting and assembling the data shown here. As a result, the NEA appreciates and acknowledges the cooperation it receives from all those whose efforts make this publication possible.
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The American Federation of Teachers, vilified by critics as an obstacle to school reform, is leading an unusual effort to turn around a floundering school system in a place where deprivation is layered on heartache.The AFT, which typically represents teachers in urban settings, wants to improve education deep in the heart of Appalachia by simultaneously tackling the social and economic troubles of McDowell County.
The union has gathered about 40 partners, including Blue Cross Blue Shield, Cisco Systems, IBM, Save the Children, foundations, utility companies, housing specialists, community colleges, and state and federal governments, which have committed to a five-year plan to try to lift McDowell out of its depths.
The McDowell Initiative, to be announced Friday, comes in the middle of a national debate about what causes failing schools in impoverished communities: the educators or the environment?
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On Monday morning, the start of the school week, five teenagers rowed toward the breakwater leading into San Francisco Bay."It's so foggy you can't even see the Golden Gate Bridge," said Austin, a 17-year-old student at Downtown High School in Potrero Hill, as he worked the oars. When the students passed an old sailboat, their instructor, Jeff Rogers, told them it was built 120 years ago in Hunters Point.
"Hey," Austin said. "My 'hood."
If not for the boating expedition, Austin might have still been home, in bed, instead of in school. But on that day his classroom happened to be a sailboat. Before coming to Downtown, he was a chronic truant in the San Francisco school system, one of the thousands of students at risk of dropping out. Now he attends school about 80 percent of the time.
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Milwaukee Public Policy Forum:
In June 2010, Wisconsin's Joint Committee on Finance approved YoungStar, a new quality rating and improvement system (QRIS) for the state's nearly 8,500 child care providers. YoungStar supporters believe the new system will improve the overall quality of childcare in Wisconsin by motivating and supporting providers to make quality improvements and by providing parents with the information they need to choose high-quality child care options.In the Forum's latest Research Brief, we examine several issues and challenges that have arisen in other states or jurisdictions with QRIS policies, how those entities have tackled those challenges, and the lessons their experiences might yield for Wisconsin. We found five common implementation challenges that have confronted other states and that have the potential to occur in Wisconsin, as well.
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Dannel Malloy, Governor of Connecticut: Letter to the Connecticut General Assembly.
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A year after Luiz Munoz-Rivera School shut its doors as the public school system dealt with a budget shortfall, the district has opted to reopen it for nearly the same reason.Rebranded as the Rivera Learning Community, the school has become the flagship for the district's efforts to invest in in-house special education programs rather than send students to expensive out-of-district institutions.
The rising cost of out-of-district placement for special education students has dogged the district for years and drawn heavy criticism from the state Department of Education.
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AFRICAN-American students are lagging behind other students, including other black ethnic students whose home language is not English, according to new numbers released by Seattle Public Schools. ["'Alarming' new test-score gap discovered in Seattle schools," page one, Dec. 19.]This is an important problem that other cities have confronted head-on. First, they have admitted they really don't know how to solve the problem. Second, they acknowledge that the normal remedies school districts use to solve achievement problems are too weak to work.
These admissions have led other cities to open themselves up to experimentation in schools serving the most disadvantaged: longer school days and years; no-excuses instructional models; new sources of teachers; partnerships with businesses and cultural institutions that can provide enrichment and role models; use of online instruction to teach subjects like science where school staff are often not qualified; new schools run by national institutions with track records of improving achievement for the most disadvantaged.
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There is something truly disturbing about a society that seeks to control the behavior of schoolchildren through fear and violence, a tactic that harkens back to an era of paddle-bruised behinds and ruler-slapped wrists. Yet, some American school districts are pushing the boundaries of corporal punishment even further with the use of Tasers against unruly schoolchildren.The deployment of Tasers against "problem" students coincides with the introduction of police officers on school campuses, also known as School Resource Officers (SROs). According to the Los Angeles Times, as of 2009, the number of SROs carrying Tasers was well over 4,000.
As far back as 1988, the American Academy of Child and Adolescent Psychiatry, National Congress of Parents and Teachers, American Medical Association, National Education Association, American Bar Association, and American Academy of Pediatrics recognized that inflicting pain and fear upon disobedient children is far more harmful than helpful. Yet, we continue to do it with disturbing results, despite mountains of evidence of more effective methods of discipline.
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Three more Kansas counties have enrolled to participate in a new program that aims to attract new residents to rural areas by offering to repay college tuition debts.The Kansas Department of Commerce said that Chautauqua, Gove and Pawnee counties had joined the state's rural opportunity zone program aimed at slowing or reversing the rate of population decline in the counties. To date, 43 of 50 eligible counties are participating.
Counties participating in the program agree to partner with the state to offer student loan reimbursements of up to $3,000 a year for five years to new college graduates. The department said there were 158 applications from across the country for the program.
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Pierre "Nic" Antoine, principal of two Catholic schools in Racine formed by school mergers, understands the pain families feel when their schools are closed.But with the expansion of private-school vouchers to Racine, Antoine believes Catholic education has been reinvigorated this year. Enrollment is stable at Our Lady of Grace Academy, which added 30 voucher students this year, and up by about 20% at John Paul II Academy, which added 40 voucher students.
"We went from being 70% full in 2010-'11 to being 95% full this year," Antoine said of John Paul II Academy.
The boost in student enrollment is part of a larger trend in the Milwaukee Archdiocese this year - enrollment is up for the first time in 13 years, driven by voucher student enrollment that increased from 7,502 students last year to 8,831 students this year.
Nationwide and in Milwaukee, Catholic school enrollment has decreased over the years. After the recession caused families to tighten their budgets, some private schools' enrollment figures dropped even further, prompting mergers and closures.
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Around 2,000 teachers, parents and children rallied outside the Legislative Council building in Tamar yesterday, urging the government to implement 15 years of free education starting from kindergarten.The coalition of 17 groups - including the Hong Kong Professional Teachers' Union and the Hong Kong Federation of Education Workers - also demanded a pay scale for kindergarten teachers that guarantees an annual salary rise, a better teacher- to-pupil ratio, and an improved Pre-primary Education Voucher Scheme.
Union chairman Fung Wai-wah said the public has already agreed on the 15 years of free education and it should be implemented immediately.
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Kansas City, Mo., schools are losing their accreditation on Jan. 1. Missouri law allows students from unaccredited districts to enroll for free in nearby school systems, so the suburban districts outside Kansas City are bracing for an influx of students.Much more on the Kansas City schools, here.
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Jacob Rainey is inspiring people all across the sports world - and no more so than giants from the NFL.The Virginia prep quarterback who had to have part of his right leg amputated has moved the likes of Alabama coach Nick Saban, Green Bay Packers linebacker Clay Matthews and Denver quarterback Tim Tebow.
A highlight film of Rainey on YouTube shows why college coaches had taken notice.
It shows the once-promising quarterback at Woodberry Forest School throwing a 40-yard dart for a touchdown, running into the line on a quarterback sneak, then emerging from the pile and sprinting 40 yards for a TD. There is also of clip of him running a draw for another 35-yard score.
All that was taken away, without warning when he was tackled during a scrimmage on September 3. He suffered a severe knee injury and a severed artery and part of his right leg had to be amputated.
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Two of our overriding efforts in Lower Education in recent years have been: 1) raising the low math and reading scores of black and Hispanic students, and 2) increasing the number of our high school and college graduates capable of employment in Science, Technology, Engineering, and Mathematics [STEM}.
Very recently evidence has been allowed to surface pointing out that while students in the bottom 10% of academic performance have indeed improved, students in the top ten percent of academic performance have stagnated, where they have not dropped out from boredom. Related evidence now suggests that complacency with secondary public education in our more affluent suburbs may have been quite misplaced as well.
As Thomas Friedman and Michael Mandelbaum point out in their recent book, That Used To Be Us, "average is over." That is to say, students in other cities (Singapore, Hong Kong, Shanghai) and countries (Finland, South Korea, Japan) take their educations so much more seriously than our students (and teachers) do that their economies are achieving gains on our own that are truly startling, if we take the time to notice.
If we are to retain good jobs, restart our manufacturing, and otherwise decide to compete seriously with others who seem to take both education and work more seriously than we have come to do, it might be wise to increase the interest of our students in STEM fields. According to the Kaiser Foundation, our students aged 8-18 are spending, on average, more than seven hours a day with electronic entertainment media.
Now of course we want our young people to buy our electronic entertainment hardware and software and we definitely want them to have a good time and be happy, but probably we would like them to be employable some day as well. Friedman and Mandelbaum point out that not only blue collar jobs and white collar jobs, but increasingly sophisticated professional work can be done to a high standard at a much lower cost in other countries than it can be done here.
Having our students spend 53 hours a week on their electronic entertainment media, while their high school homework tops out, in many cases, according to ACT, at three to four hours a week, is not a plan that will enable us to resume our competitive position in the world's economies.
So perhaps we should assign students in high school 15 hours a week of homework (which would reduce their media time to a mere 38 hours a week) and pass on to them the information that if they don't start working to a much much higher academic standard they will probably face a more depressing future in a greatly diminished nation than they currently imagine they will have.
But, is STEM enough? I remember the story told about a visit Sir Alexander Fleming, who discovered penicillin, made to the gleaming new Salk Laboratory in La Jolla. A young biologist, thrilled to be a guide to the Nobel Prize-winner, was very proud to be able to show off all the bright new spotless expensive state-of-the-art research equipment. When they finished the tour, the young man could not stop himself from saying, "Just think, Sir Alexander, with all this equipment, what you could have discovered!" And Sir Alexander said, "not penicillin."
Because the discovery of penicillin relied on serendipity and curiosity. Fleming found some petri dishes contaminated by something that had come in, probably, through one of the dirty old badly-closed windows in his lab in England. Instead of washing the dishes so he could start over with them, as most scientists would have done, he asked himself what could have killed off those bacteria in the dishes. And a major breakthrough was made possible.
Just in passing, amid the rush for more STEM, I would like to put in a word for serendipity, which often fuels creativity of many kinds, by making possible the association of previously unrelated ideas and memories when in contact with a new fact or situation not deliberately sought out.
I argue that serendipity is more likely to occur and to be fruitful if our students also have a lot of experience with the ROOTS of civilization, that is, the history, literature, art, music, architecture and other fields which have provided the background and inspiration for so much that we find worthwhile in human life. Steve Jobs found his course in calligraphy useful when he came to think about Macintosh software, but there are countless examples of important discoveries and contributions that have been, at least in part, grounded in the ROOTS of civilized life. So let us push for more STEM, by all means, but if, in the process we neglect those ROOTS, our achievements will be fewer, and our lives will be the poorer as a result, IMHO.
Will Fitzhugh
The Concord Review
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Louisiana education leaders have launched a five-year plan to reach the national average for high school students who earn college credit.The courses, called Advanced Placement, can enhance college success and even make students more likely to attend college, officials said.
But only 4 percent of Louisiana students passed at least one AP exam in 2009, which is 49th in the nation and ahead of only Mississippi.
The national average is 16.9 percent, which state officials said is reachable by 2017.
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The Los Angeles Unified School District, second biggest in the United States with some 700,000 students, located in the center of the most segregated area in the country for Latino students, is a place where students of color are very often denied any opportunity to do any meaningful preparation for college and are often attending dropout factory high schools. In this system, where mandatory desegregation was abandoned in 1981, there's one small place where's there some racial and economic diversity and special programs offered for students who choose to participate in them.More than 170 magnet school programs exist in the Los Angeles Unified School District. They have been funded with billions of dollars of state money for desegregation assistance. The strong magnets are one of the last vestiges of middle class education that exist in the City of Los Angeles and one of the few places where students from really disadvantaged backgrounds can come to classes with students from more advantaged backgrounds, in schools where the teachers want to participate in those schools and where there's a special curriculum offered to draw them there. Not all of these schools are great schools. Some of them are phony magnets, and some of them are wonderful schools. But they are a really important option for the City of Los Angeles. When a student can transfer from a dropout factory school to one where many students go to college, a bus is a great educational investment.
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Only about one of every four U.S. classrooms has an "excellent teacher," one who produces enough learning progress to close achievement gaps and help all students leap ahead to higher-order learning. Three-quarters do not.The school models presented here aim to change that. These models use job redesign, technology, or both to help excellent teachers reach more students. Done right, all the models presented here can meet our Reach Extension Principles. Most models can be used for whole schools or single courses.
Here's a quick overview: Our primary goal is to enable schools to reach significantly more students with excellent teachers. Every model outlined here identifies the excellent teacher in charge--the person who is truly accountable for learning. In more detailed models coming in 2012, we also indicate what people, technology, and other resources the excellent teacher has authority to choose and change. We organized the models around two key dimensions:
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Here's how five people answered this week's question posed by Capital Times freelancer Kevin Murphy. What do you think? Please join the discussion."I don't agree with that decision. We need something to close that achievement gap and this was something that could have closed that gap and they won't even take a chance with it. It's the best idea to come forward so far and it should have been tried."
Easter Carson
retired school district employee
Madison
"It was a good idea and I think anything new in the way of education needs to be tried. Give it a try. It was a pretty proposal with non-coed instruction, uniforms for students, minority staff. It certainly is worth a try given the track record the school district has had with minority students so far."
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For most people, the word "algebra" conjures classroom memories of Xs and Ys. Weekend Edition's math guy, Keith Devlin, says that's because most schools do a terrible job of teaching it. He talks with host Scott Simon about what algebra really is. Plus, Devlin explains how algebra took off in Baghdad, the Silicon Valley of the ninth century.
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Madison School Board Member Ed Hughes:
I can't shake the feeling that something important was going on at our School Board meeting last Monday night to consider the Madison Prep charter school proposal, and that the actual School Board vote wasn't it.Much more on the proposed Madison Preparatory IB charter school, here.The bare-bone facts are that, after about 90 public speakers, the Board voted 2-5 to reject the Madison Prep proposal. I reluctantly voted against the motion because I was unwilling to violate the terms of our collective bargaining agreement with our teachers.
After the motion failed, I moved that the Board approve Madison Prep, but delay its opening until the fall of 2013. My motion failed for lack of a second. (And no, I don't have an explanation for why neither James Howard nor Lucy Mathiak, who voted in favor of the first motion, was willing to second my motion.)
Probably like most who attended Monday night's meeting, I have thought a lot about it since. People who know I voted against the proposal have come up to me and congratulated me for what they say was the right decision. I have felt like shaking them and saying, "No, you don't understand. We blew it Monday night, we blew it big time. I just hope that we only crippled Madison Prep and didn't kill it."
I appreciate that that's an odd and surprising place for me to have ended up. To echo the Talking Heads, "Well, how did I get here?" I'll try to explain.
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Despite efforts by school administration to streamline its special education services, an unforeseen 59 students joined special ed this year, causing the district to face a deficit for the third year running.Superintendent Dr. Stephen Falcone told the Board of Education that he's expecting a $251,866 shortfall, primarily due to out of district tuition increases of more than $550,000, and another year of reduced state funding. Darien also lost $225,000 in stimulus money after receiving it for the past two years.
To close some of this gap, Falcone advised a number of saving measures to get the schools back on track. [see related story]
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The Courier-Post is all over Camden Public Schools' failure to accurately report incidents of violence and vandalism. (See earlier story here.) Each year, per state mandate, districts file reports with the State DOE listing rates of violence and then the State reports out to the Legislature. While there has been a 6.4% increase in violent incidents (some of this, no doubt, attributable to the new Harassment, Intimidation and Bullying legislation), Camden Public Schools appears to be a land of milk and honey: there were only 29 incidents all of last year and only 35 for 2010-2011.Among other districts in the area "almost 30 districts reported more violent incidents than Camden - including Audobon, Cherry Hill, Cinnaminson, and Washington Township."
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In a bold move that is generating controversy within its own ranks, the California Charter School Association is urging that 10 of the 145 charter schools up for renewal this year be denied their charters because they failed to meet academic performance benchmarks set by the association.U.S. Secretary of Education Arne Duncan hailed the association for its "courageous leadership" in attempting to "hold schools accountable." "This is an important conversation for California to have, and one that we need to have across the country," Duncan said, echoing remarks made by several charter school leaders.
But the association's action has also provoked fierce criticism from schools it has recommended for closure, as well as from some long-time supporters of the charter movement.
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A new round of the popular education board game, Poverty Matters, began last week with a New York Times op-ed by Helen Ladd and Edward Fiske, titled, "Class Matters: Why Won't We Admit It?" (Interestingly, the essay is really about poverty, not class, and the paper that Ladd wrote on which the essay is based is titled Education and Poverty: Confronting the Evidence. See also Kathleen Porter-Magee's The `Poverty Matters' Trap from last July's Flypaper.)Ladd and Fiske's essay was one of those broadsides that spreads through the teacher ranks like a brush fire. I received my email copy from one of our district's veteran teachers, a hard-working, dedicated woman who rarely misses an opportunity to remind me that she and her colleagues would be doing a fine job were it not for unmotivated kids and their irresponsible parents. And Diane Ravitch weighed in, calling to mind, in tune with the season, the story of Scrooge and Tiny Tim, offering to "update this tale for today's school reformers" by calling attention to Ladd and Fiske's op-ed. (Ravitch says she uses Ladd'sEducation and Poverty paper in her post.)
What I don't understand in all of this is who exactly is claiming that class (or poverty or parents or kids) doesn't matter? Ladd and Fiske spend most of their essay stating the obvious: that socio-economic circumstance matters to education outcomes. The evidence that our policymakers and reformers are in denial of this salient fact?
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Robert DeCock, via email:
Parents work very hard to get their children into college, and when that work pays off, they breathe a sigh of relief. After enduring mountains of paperwork, ruthless deadlines and constant second-guessing, the elusive acceptance letter suddenly makes it all worthwhile.Robert recently contacted me via the Madison Chamber of Commerce. I've met him once and found the conversation interesting. Contact him if you'd like to attend a Pre-College workshop or have questions.But then come the really hard questions. How are we going to pay for this? What if, after all this work, my kid doesn't do well in school? What if he doesn't graduate? What if he can't get a decent job?
The key to college success is asking all of those questions much earlier. And that means starting the planning process itself much earlier.
How early? Think middle school. Seriously.
Starting early achieves a number of significant things:
As parents, you take control of the admissions and financial aid processes, rather than those processes taking control of you.
Your child develops an early sense of purpose as it relates to college - what areas of study interest him, what colleges fit his interests and his personality, and what careers might await
You turn the tables in the admissions process. Instead of hoping that a college says "yes" to your child, the college ends up hoping that your child will say "yes" to themThat last point is important. Colleges are in search of special students - those who stand the greatest chance of success during school and after graduation. Establishing early relationships with potential colleges can put your family in the position of "seller" instead of "buyer," giving you financial leverage and negotiating power. And when that happens, aid packages can go up dramatically - sometimes by $2,000...$5,000...even $10,000 per year.
For parents, an early start in college planning often results in significant tuition savings. For students, starting early greatly improves the chances of success during the college years and the post-graduation job market.
For both of you, there's an added benefit - less stress and a more enjoyable, rewarding experience.
Robert DeCock is a Certified College Planning Specialist (CCPS) with the National Institute of Certified College Planning Specialists. DeCock runs the Quest Pre-College Planning and Financial Aid Workshops, which provide hands-on, step-by-step, proven best practices for parents who want to minimize costs and maximize their child's opportunity for success. Visit www.qcollegeprogram.com or call 608.438.2941 for more information.
Robert is holding a Pre-College Workshop is on Thursday, January 12, 5-8:00. Contact him for details.
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Academic Questions, the journal of the
National Association of Scholars: 90K PDF:
As concerns mount over the costs and benefits of higher education, it may be worthwhile to glance at the benefits of high school education at present as well. Of course, high school costs, while high, are borne by the taxpayers in general, but it is reasonable to hope that there are sufficient benefits for such an outlay.
In fact, 30 percent of ninth-grade students do not graduate with their class, so there is a major loss right there. In addition, it appears that a large fraction of our high school graduates who go on to college leave without taking any credential or degree within eight years. On November 17, 2008, the Boston Globe reported, "About two-thirds of the city's high school graduates in 2000 who enrolled in college have failed to earn degrees, according to a first-of- its-kind study being released today."1 The fact that this is a new study shows that the days of taking not just college, but high school education for granted may be ending as well. If public high schools were preparing their graduates (the 70 percent) adequately, they should be able to read and write in college.
Alternatives to high school are coming only slowly. Charter schools, some good and some bad, are being tried. Homeschooling serves some 1.5 million students, and some edupundits (and computer salesmen) are pushing for ever more use of virtual distance learning at the high school level.
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At Dugsi Academy, a public school in St. Paul, Minnesota, girls wearing traditional Muslim headscarves and flowing ankle-length skirts study Arabic and Somali. The charter school educates "East African children in the Twin Cities," its website says. Every student is black.At Twin Cities German Immersion School, another St. Paul charter, children gather under a map of "Deutschland," study with interns from Germany, Austria and Switzerland and learn to dance the waltz. Ninety percent of its students are white.
Six decades after the U.S. Supreme Court struck down "separate but equal" schools for blacks and whites, segregation is growing because of charter schools, privately run public schools that educate 1.8 million U.S. children. While charter-school leaders say programs targeting ethnic groups enrich education, they are isolating low-achievers and damaging diversity, said Myron Orfield, a lawyer and demographer.
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Iowa's school population is shrinking at the same time it becomes poorer and more racially and ethnically diverse, according to an Iowa Department of Education report released Wednesday.The Annual Condition of Education report compiles a variety of statistics from the previous school year.
Wednesday's 209-page report shows the continuation on several trends in Iowa's school systems across the state.
"It's useful in many ways," said Jay Pennington, the department's bureau chief of information and analysis services. "It provides local districts with a way to compare themselves with others in the state and provides the public with a lot of information about their district and others."
Highlights of the report include:
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The most straightforward, clear and dispassionate vote taken on the Madison Preparatory Academy charter school proposal at last Monday's Madison Metropolitan School District Board meeting didn't even count. It was the advisory vote cast by the student representative, Philippo Bulgarelli.Much more on the proposed Madison Preparatory IB charter school, here.The School Board turned down the controversial proposal on a 5-2 vote, and after nearly five hours of public testimony, all the school board members gave speeches explaining how they arrived at their decisions. In addition to being the most succinct, Bulgarelli's statement penetrated all of the intense emotions and wildly divergent interpretations of data and personal anecdotes used to argue both for and against the proposal. Bulgarelli said that the students for whom he speaks did not have enough information to make a reasonably good decision, so he voted to abstain.
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A headline-generating study, published in the journal Pediatrics this week, suggests that approximately one in three Americans is arrested before age 23. That's up from about one in five in 1965, the last time a similar study was conducted. The study used data from surveys given to the 7,335 people who enrolled in the federal government's National Longitudinal Survey of Youth in 1996.This study, a recent joint initiative between the Departments of Justice and Education and a spate of anecdotal stories in the news all suggest a surge in the arrests of minors, and particularly in arrests that originate in schools. But the federal government is both fighting the "school-to-prison" pipeline while continuing to fund the same programs that critics say are causing it. Moreover, because the government hasn't been collecting data on school-based arrests, and the little available data shows overall arrests of juveniles are down, it's difficult to determine if a problem exists, much less whether federal initiatives are solving it -- or contributing to it.
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Geoff Decker, via a kind reader's email:
Students in Democracy Prep High School's Korean classes typically learn words that boost their vocabulary and develop basic grammar -- standard fare for introductory foreign language instruction. But this week the lessons took a turn for the geopolitical.Youngjae Hur greeted his students yesterday with an unusual pop quiz in English and asked them to define words such as "despotism," "denuclearize," and "repressive."
For Hur, North Korean dictator Kim Jong Il's abrupt death over the weekend offered the school a unique opportunity to infuse what students learn about the South Korean language and culture every day with the politics that have shaped life on the Korean Peninsula for decades.
"It's important to let them know not just the skills to understand the language, but also the culture, the history, the politics," said Hur, a first-year teacher who moved to the United States from South Korea three years ago. "Especially at this special moment."
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Changes to policies and procedures over the handling of funds will ensure that nothing like the theft of more than $300,000 from Fort High should occur again, the Rainy River District School Board said following the sentencing last Thursday of former FFHS secretary Fawn Lindberg."Obviously, there were some shortcomings in terms of oversight, both at the school and right through the board office--and those things hopefully have now all been corrected," noted board chair Michael Lewis.
A press release issued by the board called the theft a "systemic failure from the top down."
While Lindberg didn't have the authority to authorize or sign cheques, it was noted during last Thursday's court proceedings that a practice had developed whereby blank cheques would be signed in advance by the principal and vice-principal, who did have signing authority.
From June, 2005 to October, 2007, Lindberg fed a gambling addiction by stealing $312,426.45, using some 146 cheques she had made out in her name or to "cash."
The theft came to light in the fall of 2007 after a deficit of more than $175,000 was noticed by board administration and investigated.
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The gap in grade point averages between male and female students widens when their college football team is winning.As the college football season approaches its climax, a just-released set of statistics should give fans of Bowl-bound teams pause.
According to three University of Oregon economists, when a university's football team has a winning season, the grade point average of male students goes down.
At least, that was the case at their own school over the course of nine recent seasons. Given that the University of Oregon is "largely representative of other four-year public institutions," they have no reason to believe the equation won't apply elsewhere.
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PLoS/One: A Program for At-Risk High School Students Informed by Evolutionary Science
Improving the academic performance of at-risk high school students has proven difficult, often calling for an extended day, extended school year, and other expensive measures. Here we report the results of a program for at-risk 9th and 10th graders in Binghamton, New York, called the Regents Academy that takes place during the normal school day and year. The design of the program is informed by the evolutionary dynamics of cooperation and learning, in general and for our species as a unique product of biocultural evolution. Not only did the Regents Academy students outperform their comparison group in a randomized control design, but they performed on a par with the average high school student in Binghamton on state-mandated exams. All students can benefit from the social environment provided for at-risk students at the Regents Academy, which is within the reach of most public school districts.
One body of knowledge that we drew upon to design the Regents Academy is based on the work of Elinor Ostrom [19], [20], who received the Nobel Prize for economics in 2009. Ostrom is a political scientist by training but has become part of the evolutionary science community. Working primarily with groups attempting to manage common pool resources, she identified eight design features that contributed to the success of each group, which can also be used by groups attempting to achieve other shared objectives. Briefly, the design features are: 1) a strong group identity, including understanding and agreeing with the group's purpose; 2) benefits proportional to costs, so that the work does not fall unfairly on some individuals and unearned benefits on others; 3) consensus decision-making, since most people dislike being told what to do but will work hard to achieve their own goals; 4) low-cost monitoring, so that lapses of cooperation can be easily detected; 5) graduated sanctions to correct misbehaviors, which begin with friendly reminders and escalate only as needed; 6) conflict resolution that is fast and perceived as fair by group members; 7) sufficient autonomy for the group to make its own decisions without interference from other groups; 8) relations among groups that embody the same principles as the relations among individuals within the group. These design features are consilient with the general evolutionary dynamics of cooperation and the social environment of small-scale human societies throughout our own history as a species. Any educational program, including one for at-risk high school students, can potentially benefit from implementing these design features.
A second body of knowledge that we drew upon concerns development and psychological functioning, e.g., in benign vs. harsh environments [21]-[23]. The dysfunctions that arise from harsh environments are often interpreted as breakdowns of normal development and psychological functioning. While this is sometimes the case, evolutionary science offers an alternative possibility. Humans, like all species, are adapted to cope with harsh environments, but these adaptations involve tradeoffs with respect to long-term individual welfare and conduct toward others. Learning and cooperation to achieve long-term goals are eclipsed by the need to survive and reproduce over the short term. Some adaptations to harsh environments operate early in life and are difficult to reverse, such as the insecure attachment styles first documented by pioneering evolutionary psychologist John Bowlby [24], which has led to an extensive body of recent research [25]. Other mechanisms operate in response to immediate circumstances and can be modified by providing a safer and more secure environment [26], [27]. Most at-risk adolescents have experienced hardship throughout their lives, making it difficult for them to adapt to a safe and secure environment. Moreover, even if such an environment can be provided at school, the rest of their lives often remain harsh. Providing a safe and secure school environment might therefore not be sufficient, but it is surely necessary for at-risk students to cooperate and to achieve long-term goals.
A third body of knowledge that we drew upon concerns basic principles of learning that apply to many species [28], along with more specific adaptations for learning and cultural transmission in human groups [16], [29]-[34]. In a longitudinal study of students who were identified as gifted at the beginning of high school, Csikszentmihalyi et al. [35] examined the factors that led some to fulfill their promise and others to become merely average by the end of high school. It was primarily those who enjoyed what they were doing over the short term that developed their talents. The prospect of a long-term benefit, such as a career in science, was not sufficient to sustain day-to-day activities that were unrewarding. If this is true for the most gifted students, then it applies with even greater force for the most at-risk students [36]. If cooperation and learning outcomes aren't rewarding over the short term (what B.F. Skinner called "selection by consequences" [37]), positive outcomes cannot be expected over the long term. In addition, human groups evolved adaptations for social learning and spreading information for thousands of years before the advent of any formal school program. In modern times, complex bodies of information are culturally transmitted in hunter gatherer and many traditional societies largely without formal instruction [38]. Knowing how this occurs can help teachers shape their curriculum, instruction, and assessment to better maximize their students' natural tendencies to learn, and to make learning and teaching more spontaneous and self-organizing in modern classroom environments [39], [40].
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The school would have offered a longer school day and year, higher standards and expectations, uniforms, mandatory extracurricular activities, same-sex classrooms, more minority teachers as role models, and stepped-up pressure on parents to get involved in their children's education.Much more on the proposed Madison Preparatory IB charter school, here.Madison Prep represented a huge opportunity -- with unprecedented community support, including millions in private donations -- to attack the stubborn achievement gap for low-income and minority students.
But a majority of the School Board rejected Madison Prep, citing excuses that include a disputed clause in its teachers union contract and a supposed lack of accountability.
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Wracked with frustration over the state's legions of unprepared high school graduates, the California State University system next summer will force freshmen with remedial needs to brush up on math or English before arriving on campus.Related: Madison's Math Task Force and K-12 Literacy Program Evaluation.But many professors at the 23-campus university, which has spent the past 13 years dismissing students who fail remedial classes, doubt the Early Start program will do much to help students unable to handle college math or English.
"I'm not at all optimistic that it's going to help," said Sally Murphy, a communications professor who directs general education at Cal State East Bay, where 73 percent of this year's freshmen were not ready for college math. Nearly 60 percent were not prepared for college English.
"A 15-hour intervention is just not enough intervention when it comes to skills that should have been developed over 12 years," Murphy said.
The remedial numbers are staggering, given that the Cal State system admits only freshmen who graduated in the top one-third of their high-school class. About 27,300 freshmen in the 2010 entering class of about 42,700 needed remedial work in math, English or both.
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Madison Urban League President Kaleem Caire fought hard to win approval of his Madison Prep project. But the Madison School Board ultimately rejected a plan that would have steered tens of millions of taxpayer dollars into a project that board members felt lacked sufficient oversight and accountability.Much more on the proposed Madison Preparatory IB charter school, here.The response of Caire and his fellow Madison Prep advocates was to suggest a variety of moves: the filing of a complaint with the U.S. Department of Justice, or perhaps a request for state intervention to allow the project to go forward without state approval.
We would suggest another approach.
Caire has succeeded in garnering a good deal of support for Madison Prep. He could capitalize on that support and make a run for the School Board.
Changing the school board would either require: patience (just two of seven seats: Lucy Mathiak, who is not running after two terms and Arlene Silveira, who apparently is seeking a third term) are up in April, 2012 or a more radical approach via the current Wisconsin method (and Oakland): recalls. Winning the two seats may not be sufficient to change the Board, given the 5-2 no vote. Perhaps the "momentum", if realized, might sway a vote or two?
Perhaps the TAG complaint illustrates another approach, via the courts and/or different government agencies.
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Kaleem Caire, via email
For Immediate Release: December 21, 2011Much more on the proposed Madison Preparatory IB charter school, here.Contact: Laura DeRoche-Perez
Director of School Development
Urban League of Greater Madison
2222 S. Park St., Suite 200
Madison, WI 53713
Lderoche@ulgm.org
608-729-1230 (office)
608-556-2066 (cell)
Madison, WI - This morning, the Board of Directors of Madison Preparatory Academy unanimously decided to pursue a set of actions that will assist with eliminating the racial achievement gap in the Madison Metropolitan School District (MMSD). These actions are consistent with the objectives of the Urban League of Greater Madison.
Specifically, Madison Prep's Board has committed to partnering with the Urban League of Greater Madison to:
Work with the Madison Metropolitan School District to ensure MMSD has a bold and effective plan for eliminating the racial achievement gap that embraces innovation, best practices and community engagement as core strategies.
Evaluate legal options that will ensure MMSD affirmatively and immediately addresses the racial achievement gap.
Establish Madison Preparatory Academy as an independent school within the boundaries of the Madison Metropolitan School District in August 2012 as a model of whole school reform and a necessary education option for disadvantaged children and families.
David Cagigal, Chair of Madison Prep's Board, shared that "Madison Prep is a necessary strategy to show how our community can eliminate the achievement gap and prepare our most vulnerable students for college. MMSD's rejection of our proposal does not change this fact."
Cagigal further stated that, "We look forward to engaging the Greater Madison community in addressing the racial achievement gap in Madison's public schools and supporting the establishment of Madison Prep next fall."
For more information, contact Laura DeRoche Perez, Director of School Development, Urban League of Greater Madison, at Lderoche@ulgm.org or 608-729-1230.
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I am ambivalent. My state, Tennessee, is the first state that has implemented the annual teacher and principal evaluations as required by Race to the Top (RTT). In 2010, I was involved with writing Tennessee's successful RTT application, especially the section on "great teachers and leaders." In my state role, I celebrated the RTT requirement for annual teacher and principal evaluations based substantially on student growth as one of the most important levers to accelerate student achievement.Now, in 2011, I am at the local level watching the fall-out. Although I still support annual teacher evaluations that include student achievement growth and regular teacher observation scores, it is clear that the initiative is off to a rocky start. And this has implications for more than just the educators and students in Tennessee. As noted in Education Week, many policymakers are concerned that the rocky implementation of Tennessee's new teacher evaluation system may hinder efforts in other states.
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Supporters of a controversial charter school proposal geared toward low-income, minority students said Tuesday they will continue to fight to establish it next fall -- including possibly as a private school.Much more on the proposed Madison Preparatory IB charter school, here.Their comments came Tuesday after the Madison School Board voted 5-2 early that day to reject a proposal for Madison Preparatory Academy, which would offer single-sex classrooms and a college preparatory curriculum.
The board didn't vote on an alternate proposal to approve the school but delay its opening until 2013.
David Cagigal, president of the Madison Prep board, said a private school would be expensive because the school's target low-income population wouldn't be able to afford tuition. Instead, the board would ask private donors to replace the roughly $9,300 per pupil it had sought from the School District.
"Maybe money is not the issue if we want to go ahead and prove our point," Cagigal said. "I can assure you we will persist with this idea of closing the achievement gap."
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The proposed Madison Prep Charter School was voted down by the Madison school board on Monday. A bold proposal to address the achievement gap in Madison, Madison Prep supporters have a very good point- the status quo is not working for minority students.Much more on the proposed Madison Preparatory IB charter school, here.There wasn't any magic to the Madison Prep proposal: longer school year, extended school days, smaller class ratios, additional support services, we know these things work, and taken together these things would likely make a significant impact on student achievement. But all these things cost significant amounts of money which is ultimately the problem. What distribution of resources is the most effective and fair?
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Sometimes it's possible to be absolutely right on the specifics of a thing and totally wrong about the big picture.Much more on the proposed Madison Preparatory IB charter school, here.aThat's what can be said about the Madison school board's decision the other night to reject the proposal for the Madison Preparatory Academy. Board members were correct to be concerned that their support for the academy could have violated their contract with the Madison teachers union, and they were right to be concerned about lack of oversight over public funds.
But what the Urban League was saying about the big picture remains paramount:
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Some readers mentioned, after a recent Admissions 101 discussion of using the average SAT score of the incoming class to pick the school best for you, that this method might be ruined by the growing number of colleges that do not require SAT or ACT tests. Some even suggested that these test-optional colleges might look better than they are on some measures, like the ranked U.S. News college list, because the lowest scorers in their freshmen classes are the ones most likely not to reveal their scores, and thus by not revealing, raising the freshman class SAT or ACT average that forms part of the U.S. News formula.
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Last week I wrote that it seemed hypocritical that average Madisonians and other liberals in city government and the left-leaning Madison press haven't been beating the drum for proposed charter school Madison Preparatory Academy.The school's target clientele, after all, is one the left usually considers sympathetic: poor, disenfranchised minority youth historically denied access to educational opportunity.
But it took a reader to point out an even bigger elephant in this oddly somnolent room: UW-Madison.
It was only a few months ago that Madison's prime educational attraction and the jewel of the UW System mounted a vigorous and very public defense of attempts to create a more diverse student body through its affirmative action policies.
You'd think this powerful institution might also be showing a little love for a similar social justice cause in its own backyard.
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Mitch Henck, Lucy Mathiak & John Roach (mp3 audio): Much more on the proposed Madison Preparatory IB charter school, here.
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Kaleem Caire, via email:
Dear Madison Prep,Much more on the proposed Madison Preparatory IB charter school, here.First, thank you to all of you who have supported the Madison Prep effort to this point. Your volunteer hours, work on Design Teams, attendance at meetings, letters to the district and media, and many other acts of support have not gone unnoticed by the Urban League and Madison Prep.
In earlier morning hours today, the MMSD Board of Education voted 5-2 AGAINST Madison Prep. This outcome came after hours of testimony by members of the public, with Madison Prep supporters outnumbering opponents 2:1. Lucy Mathiak and James Howard voted YES for Madison Prep; Ed Hughes, Arlene Silviera, Beth Moss, Maya Cole, and Marj Passman voted NO. After the vote was taken, Ed Hughes made an amendment to the motion to establish Madison Prep in 2013 (rather than 2012) in order to avoid what some see as a conflict between Madison Prep and the teachers' union contract. Mr. Hughes' motion was not seconded; therefore there was no vote on establishing Madison Prep one year later.
While the Urban League and Madison Prep are shocked by last night's outcome, both organizations are committed to ensuring that Madison Prep becomes a reality for children in Madison. We will continue to press for change and innovation in the Madison Metropolitan School District and Dane County to ensure that the racial achievement gap is eliminated and that all children receive a high quality education that adequately prepares them for their future.
We will advance a number of next steps:
1.We will pursue different avenues, both public and private, to launch Madison Prep. We are still hopeful for an opening in 2012. There will be much the community will learn from Madison Prep and our children need this option now.
2.We will continue to coordinate community support and action to ensure that the Madison Metropolitan School District is accountable for eliminating the racial achievement gap. We will consider several strategies, such as implementing a Citizen Review Board that will hold the school board and district administration accountable for good governance, planning, implementation, execution, community engagement and student achievement results. We will also consider legal avenues to ensure MMSD understands and responds to the community's sense of urgency to address the sizable and decades-long failure rates of Black and Latino children.
3.We must also address the leadership vacuum in K-12 education in Madison. Because of this, we will ensure that parents, students and community members are informed of their rights and responsibilities, and have a better understanding of promising educational strategies to close the achievement gap. We will also work to ensure that they have opportunities to be fully engaged in planning, working and deciding what's best for the children educated in our public schools.
4.We will continue to work in collaboration with MMSD through our existing partnerships, and hope to grow these partnerships in the future.
Thank you for everything you have done and continue to do to ensure that children in our schools and families in our community have hope, inspiration, support and opportunity to manifest their dreams and make a difference in their own lives and the lives of others.
Onward.
Kaleem
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As expected, the Madison Metropolitan School Board voted 5 -2 last night against authorizing the Madison Prep charter school. Only two board members overseeing a school district with an African-American graduation rate below 50% saw fit to support a new approachMuch more on the proposed Madison Preparatory IB charter school, here.Those voting against the school did offer reasons. Board member Beth Moss told the Wisconsin State Journal she voted no because of concerns about the school's ability to serve students needing more than one year of remedial education. Board member Ed Hughes said he could not support the school until after the Madison teachers union contract expires in 2013.
But no worries, Superintendent Dan Nerad told the Wisconsin State Journal he has a plan:
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There's nothing like standing in the schoolhouse door.Much more on the proposed Madison Preparatory IB charter school, here.For me, the Madison School Board's 5-2 vote to shoot down Madison Preparatory Academy, a proposed charter school specifically designed for low-income minority students, brings to mind images of George Wallace standing in the schoolhouse door to block the integration of the University of Alabama, or state officials blocking James Meredith's enrollment at the University of Mississippi.
If you think that's harsh, remember that those pieces of history were not only about Civil Rights and desegregation, they were about every person's right to pursue a quality education.
In the Madison Metropolitan School District, a 48% graduation rate among African American students indicates that quality has not been achieved. Not even close.
Fortunately, this is one dream that's not going to be allowed to die. Kaleem Caire, president of the Urban League of Greater Madison, is the driving force behind Madison Prep, and he isn't ready to wave the surrender flag.
Following the school board vote, Caire vowed to file a racial discrimination lawsuit with the U.S. Department of Justice, and he also urged supporters of Madison Prep to run for school board.
Love it, love it, love it.
At one point in the development of Madison Prep, Caire sounded optimistic that the school district was a real partner, but the majority of board members had other ideas. Caire and the Urban League did their best to address every objection critics put in their way, and now it's clear that the intent all along was to scuttle the project with a gauntlet of hurdles.
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Kai Ryssdal: For those who haven't been in a modern public school classroom lately, there have been some changes since the days you had to whack the erasers together after class to clean them out. Chalkboards have been replaced not just by whiteboards, but by high-tech "smart" boards. Students are using laptops and iPads all over the place. In all, public schools spend roughly $3 billion a year on education technology -- things meant to make teaching faster, easier and better.Change can be hard, but companies are trying to ease the transition. From the Marketplace Education Desk at WYPR, Amy Scott reports.
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Q. What were some early management challenges for you?A. At a school in Massachusetts where I once worked, we managed early on through consensus. Which sounds wonderful, but it was just a very, very difficult way to sort of manage anything, because convincing everybody to do one particular thing, especially if it was hard, was almost impossible.
Q. How big a group was this?
A. There were about 25 teachers and instructors and others. And very quickly I went from being this wonderful person, "Geoff is just so nice, he's just such a great guy," to: "I cannot stand that guy. He just thinks he's in charge and he wants to do things his way." And it was a real eye-opener for me because I was trying to change something that everybody was comfortable with. I don't think we were doing a great job with the kids, and I thought we could perform at a higher level.
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Educators from across the state made a last-ditch effort Thursday to sway the state Education Board toward adopting their favorite of three teacher evaluation systems that next year will be used to evaluate every teacher in Oklahoma.In the end, the board decided not to decide.
After an almost equal amount of support was expressed for two of the three systems, the board voted to adopt all three models for a one-year pilot.
School districts will be able to select any of the three models and will receive a portion of approximately $1.5 million in funding for the evaluation system based on student enrollment numbers.
"When I hear the dialogue back and forth about the strengths and weaknesses of these systems, I wonder if it's really about the strengths and weaknesses of these systems or if it's about who gets the money to further develop their model," said state Education Board Member Lee Baxter, of Lawton. "I'd like to find a way to not make this decision. I'd like to find a way to go through the pilot program and allow the districts to be involved with the evaluation system that they want to over a year's period of time."
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Proponents of the Madison Preparatory Academy said they're looking to take legal action against the Madison Metropolitan School District after the school board voted against the proposed charter school.Much more on the proposed Madison Preparatory IB charter school, here.The Madison Board of Education put an end to the Madison Prep proposal with a 5-2 vote early Tuesday morning, and reaction was swift.
"Because (the school board members) don't take us seriously -- they will sit right up here and look in our face and not even know they're insulting us with the things that they say," said Kaleem Caire, president of the Urban League Of Greater Madison President, shortly after the vote. "We are going to turn our attention immediately, immediately, to address this legally."
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In the last decade, we have emerged from the Education Stone Age. No longer must we rely on primitive tools like teachers and principals to assess children's academic progress. Thanks to the best education minds in Washington, Albany and Lower Manhattan, we now have finely calibrated state tests aligned with the highest academic standards. What follows is a look back at New York's long march to a new age of accountability.DECEMBER 2002 The state's education commissioner, Richard P. Mills, reports to the state Regents: "Students are learning more than ever. Student achievement has improved in relation to the standards over recent years and continues to do so."
JANUARY 2003 New York becomes one of the first five states to have its testing system approved by federal officials under the new No Child Left Behind law. The Princeton Review rates New York's assessment program No. 1 in the country.
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The donor whose $350 million gift will be critical in building Cornell University's new high-tech graduate school on Roosevelt Island is Atlantic Philanthropies, whose founder, Charles F. Feeney, is a Cornell alumnus who made billions of dollars through the Duty Free Shoppers Group.Mr. Feeney, 80, has spent much of the last three decades giving away his fortune, with large gifts to universities all over the world and an unusual degree of anonymity. Cornell officials revealed in 2007 that he had given some $600 million to the university over the years, yet nothing on its Ithaca campus, where he graduated from the School of Hotel Management in 1956.
The $350 million gift, the largest in the university's history, was announced on Friday, but the donor was not named. Officials at Atlantic Philanthropies confirmed on Monday evening that it was Mr. Feeney, a native of Elizabeth, N.J., who is known for his frugality -- he flies coach, owns neither a home nor a car, and wears a $15 watch -- as well as his philanthropic generosity, particularly to medical research.
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The Madison School Board voted early Tuesday morning against a charter school geared toward low-income minority students.Nathan Comp:Moments later, Urban League of Greater Madison President Kaleem Caire announced to a crowd of emotional supporters that he planned to file a racial discrimination lawsuit with the U.S. Justice Department. He also urged the supporters to run for School Board.
"We are going to challenge this school district like they've never been challenged before, I swear to God," Caire said.
The School Board voted against the plan 5-2, as expected, just after midnight. In the hours leading up to the vote, however, hundreds of Madison Preparatory Academy supporters urged them to change their minds.
More than 450 people gathered at Memorial High School for public comments, which lasted more than four hours.
It was the first School Board meeting moved to Memorial since a 2001 debate over the Pledge of Allegiance in schools.
But the night's harshest criticism was leveled not at the proposal but at the board itself, over a perceived lack of leadership "from the superintendent on down."Much more on the proposed Madison Preparatory IB charter school, here."You meet every need of the unions, but keep minority student achievement a low priority," said one parent.
Others suggested the same.
"This vote is not about Madison Prep," said Jan O'Neill, a citizen who came out to speak. "It's about this community, who we are and what we stand for -- and who we stand up for."
Among the issues raised by opponents, the one that seemed to weigh heaviest on the minds of board members was the non-instrumentality issue, which would've allowed Madison Prep to hire non-union staff.
A work preservation clause in the district's collective bargaining agreement with the teacher's union requires the district to hire union staff. Board member Ed Hughes said he wanted to approve Madison Prep, but feared that approving a non-instrumentality school would put the district in breach of its contract with Madison Teachers, Inc.
"It's undeniable that Madison school district hasn't done very well by its African American students," he said. "But I think it's incumbent upon us to honor the contract."
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Clark Street Community Charter School, via a kind reader's email:
(new charter school being opened in the MASH [Middleton Alternative Senior High School] building. This proposal got started less than a year ago, got a planning grant from DPI in August, and will open in the fall.)Middleton High School Black Students Find A Voice
It's Thursday morning and a group of students are seated around an oblong table in a classroom at Middleton High School.Much more on the Clark Street Community Charter School.Most of the students are black. A few are white. Together they make up the school's Black Student Union (BSU), which was founded last year thanks in large part to the work of a few dedicated teen-agers. Today they are passing around a small toy, a black and white Holstein cow (the student holding the cow has the floor), and talking candidly about issues of race.
"I don't want us to be a joke," said one student. "I don't see other student organizations treated like a joke, and I want this one taken seriously, too."
Another turns her criticism inward, saying she feels it is important that African-American students not perpetuate negative stereotypes about themselves in the school's corridors.
Yet another suggests holding more public events and charitable activities, prompting one young woman to volunteer to prepare food for a bake sale.
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In a casual conversation between an upper-middle-class parent and a senior faculty member at a four-year institution of higher education, the parent bemoaned the steep increase in the cost of sending his youngest daughter to college, compared to that of her eldest sibling. Clearly intimating that the substantial monetary difference went into the faculty member's pocket, the parent quipped, "I hope you are enjoying the car that I bought for you."This parent's conclusion raises two questions -- one about rising costs and the other about faculty salaries. Addressing these questions must take into consideration various factors. First, for example, institutions of higher education vary widely. The answers here are limited to four-year public and private, nonprofit colleges and universities. Second, the sources of data vary in their objectivity and in their time periods. These answers identify the sources, which are reputable as not particularly skewed. Similarly, although not uniformly available for the same long-term period, the cited data cover at least 8-10 years so as not to rely on short-term changes.
Question 1: Have college prices to parents really risen steeply, when inflation, institutional financial aid grants, and other sources of "tuition discounting" are taken into account?
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Part 1 here, (the introductory material is copied from there).Much more on the proposed Madison Preparatory IB charter school, here.The discussion around the Madison Preparatory Academy (MPA) proposal and the related events and processes has been heated, but not always grounded in reality. Many have said that just having this conversation is a good thing. I don't agree. With myths being so prevalent and prominent, a productive conversation is nearly impossible. Since the vote is scheduled for Monday (12/19), I thought it would be good to take a closer -- fact based, but opinionated -- look at some of the myths. This is part two, although there are plenty of myths left to be examined, I've only gotten one up here. I may post more separately or in an update here on Monday.
Three things to get out of the way first.
One is that the meeting is now scheduled to be held at 6:00 Pm at the Memorial High School Auditorium and that for this meeting the sign up period to speak will be from 5:45 to 6:00 PM (only).
Second, much of the information on Madison Prep can be found on the district web page devoted to the topic. I'm not going do as many hyperlinks to sources as I usually do because much of he material is there already. Time constraints, the fact that people rarely click the links I so carefully include, and, because some of the things I'll be discussing presently are more along the lines of "what people are saying/thinking," rather than official statements, also played a role in this decision. I especially want to emphasize this last point. Some of the myths being examined come straight from "official" statements or sources, some are extensions of "official" things taken up by advocates, and some are self-generated by unaffiliated advocates.
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Millions of learners have enjoyed the free lecture videos and other course materials published online through the Massachusetts Institute of Technology's OpenCourseWare project. Now MIT plans to release a fresh batch of open online courses--and, for the first time, to offer certificates to outside students who complete them.The credentials are part of a new, interactive e-learning venture, tentatively called MITx, that is expected to host "a virtual community of millions of learners around the world," the institute will announce on Monday.
Here's how it will work: MITx will give anyone free access to an online-course platform. Users will include students on the MIT campus, but also external learners like high-school seniors and engineering majors at other colleges. They'll watch videos, answer questions, practice exercises, visit online labs, and take quizzes and tests. They'll also connect with others working on the material.
The first course will begin around the spring of 2012. MIT has not yet announced its subject, but the goal is to build a portfolio of high-demand courses--the kind that draw more than 200 people to lecture halls on the campus, in Cambridge, Mass. MIT is investing "millions of dollars" in the project, said L. Rafael Reif, the provost, and the plan is to solicit more from donors and foundations.
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Carolyn Bucior now has greater respect for classroom teachers.She also has a greater sense of annoyance at some teachers.
And she has a grasp on a generally ignored issue in education that has led to her voice being heard nationally.
Substitute teaching is usually looked at somewhat benignly as one of those things that is part of school life. Like everyone else, teachers get sick sometimes or have other reasons to be absent. So someone gets called in to fill in.
I suspect everyone knows this is unlikely to be productive. Goofing off (or worse) when a sub is in the classroom has been a staple of student life since schools were invented.
You have to have an adult keep an eye on what kids are doing, but to expect education to move forward when someone steps in cold is rarely realistic. Well, maybe to watch a video the teacher left behind.
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A majority of the Madison School Board won't support opening next fall a controversial, single-sex charter school geared toward low-income minority students.Much more on the proposed Madison Preparatory IB charter school, here.But it's unclear whether a compromise proposal to start Madison Preparatory Academy in 2013 will gain enough votes Tuesday night when the board meets.
School Board members Beth Moss and Arlene Silveira were the latest to publicly express their opposition to the current proposal for the school.
Moss said Monday in a letter to the State Journal published on madison.com that she doesn't believe the school will help the neediest students. Silveira confirmed her opposition in an interview.
The seven-member board is scheduled to vote Tuesday night on the proposal.
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For the last 17 months, I have followed the commentary and misinformation shared about our organization's proposal to establish Madison Preparatory Academy.Much more on the proposed Madison Preparatory IB charter school, here.Some who have written and commented about our proposal have been very supportive; others don't think Madison Prep should exist. With less than 24 hours until the Madison School Board votes on the school, we would like to bring the public back to the central reasons why we proposed Madison Prep in August 2010.
First, hundreds of black and Latino children are failing to complete high school each year. In 2009, the Madison School District reported that 59 percent of black and 61 percent of Latino students graduated. In 2010, the percentage of graduates dropped to 48 percent for Black and 56 percent for Latino students. This not only has an adverse impact on our young people, their families and our community, it results in millions in lost revenue to the Madison district every year.
Second, in 2010, just 20 percent of the 387 black and 37 percent of the 191 Latino seniors enrolled in the district completed the ACT college entrance exam. The ACT is required for admission by all public colleges and universities in Wisconsin. Unfortunately, just 7 percent of black and 18 percent of Latino student who completed the ACT were "ready for college." This means that only 5 of 387 black and 13 of 191 Latino students were academically ready for college.
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The motto of fee-paying Robert Gordon's College in Aberdeen is: "Now you should use all your masterly skills" (Omni nunc arte magistra).Michael Gove, the education secretary, is a former pupil. Since his appointment, he has given every sign that he has taken the motto to heart. In a blizzard of reforms, his skill has been to appear charming, collaborative and collegiate, while exercising a determination to do it his way, "it" in this case being the radical remodelling of the education system.
Yesterday, a glimpse of how his affability camouflages an iron resolve was again revealed when it was announced that the final results of an independent review of the national curriculum, expected in the new year, will now be delayed for 12 months. Critics say the delay is driven by the minister's desire to stamp his authority on the review process.
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Madison Teachers, Inc. Solidarity Newsletter (450K PDF), via a kind Jeanie Bettner email:
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The main principle of the Harlem Children's Zone is simple: When failure is not allowed, success prevails."Are your kids graduating high school? No. Are your kids going to college? No. That's not success," Geoffrey Canada, president and chief executive officer of the Harlem Children's Zone, asked a Buffalo audience Friday.
Canada, nationally recognized as an advocate for education reform, was the keynote speaker at the first Education Summit presented by the Community Action Organization of Erie County's Education Task Force.
Entitled "Power of Education -- Children First," the summit was held at the Adam's Mark Hotel in downtown Buffalo. The purpose was to advance the cause of educational reform in the interests of children across Western New York and explore how to create those opportunities. About 300 people attended.
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Public employee union leaders Mary Bell and Marty Beil say the collective bargaining restrictions on their members enacted this year have galvanized the state's labor movement and paved the way for victory in potential recall elections in 2012.But even if Dems are swept into the governor's office and the Senate majority, the union heads say they aren't necessarily seeking a complete return to the way things were before February.
"There has to be some changes ... has to be some tweaking there," said Beil (left), executive director of the Wisconsin State Employees Union. "But certainly not tweaking in the areas of the unions being able to bargain collectively for wages, hours and working conditions."
Bell, leader of the Wisconsin Education Association Council -- the state's largest teachers union -- added she's simply hoping for a collective bargaining environment that ensures the voice of workers and "whether that is the law we had or the law that we needed even then, I think, is the question."
"But the most important piece of this is that if you're going to make that kind of significant change, you do not do it without a conversation among the people that are affected," Bell told a WisPolitics.com luncheon. "That's what's been so offensive about the last year."
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As No Child Left Behind becomes an ever bigger disaster, Secretary Duncan faces a major dilemma. How can he continue to enforce this law he has declared a train wreck?Last spring, in an attempt to goad Congress into accepting his formula for revising No Child Left Behind, Education Secretary Arne Duncan made some dire predictions.
In his testimony, he said:
...we did an analysis which shows that -- next year -- the number of schools not meeting their goals under NCLB could double to over 80 percent -- even if we assume that all schools will gain as much as the top quartile in the state.
So let me repeat that: four out of five schools in America many not meet their goals under NCLB by next year. The consequences under the current law are very clear: states and districts all across American may have to intervene in more and more schools each year, implementing the exact same interventions regardless of the schools' individual needs.
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The state has threatened to withhold $2.5 million in federal funding from the Brandywine School District because it believes it is not giving teachers enough time to plan how to best educate students.State Department of Education officials decided to put the school district on notice after it was discovered it failed to properly implement required 90-minute common planning times for high school teachers.
The state has offered to help the school find a way to incorporate the program properly. But if that's not accomplished by next school year, the district stands to lose its portion of the state's Race to the Top grant.
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A Conversation with Charles A. Czeisler by Bronwyn Fryer:
At 12:30 am on June 10, 2002, Israel Lane Joubert and his family of seven set out for a long drive home following a family reunion in Beaumont, Texas. Joubert, who had hoped to reach home in faraway Fort Worth in time to get to work by 8 am, fell asleep at the wheel, plowing the family's Chevy Suburban into the rear of a parked 18-wheeler. He survived, but his wife and five of his six children were killed.The Joubert tragedy underscores a problem of epidemic proportions among workers who get too little sleep. In the past five years, driver fatigue has accounted for more than 1.35 million automobile accidents in the United States alone, according to the National Highway Traffic Safety Administration. The general effect of sleep deprivation on cognitive performance is well-known: Stay awake longer than 18 consecutive hours, and your reaction speed, short-term and long-term memory, ability to focus, decision-making capacity, math processing, cognitive speed, and spatial orientation all start to suffer. Cut sleep back to five or six hours a night for several days in a row, and the accumulated sleep deficit magnifies these negative effects. (Sleep deprivation is implicated in all kinds of physical maladies, too, from high blood pressure to obesity.)
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Yesterday, the California Charter Schools Association caused a stir. The pro-charter group came out with a list of 10 independently-run schools it deemed underperforming -- and encouraged their respective school districts to close them when their 5-year contracts expire!That list included West County Community High in Richmond, as my colleague Hannah Dreier reported in today's paper. Leadership High in San Francisco was also on it.
The complete list included 31 schools, but the association only published the names of those that are nearing the end of their 5-year terms and seeking a charter renewal.
Here's the reasoning behind the mov, from the news release:
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When the Obama administration was seeking to drum up support for its education initiatives last spring, Secretary of Education Arne Duncan told Congress that the federal law known as No Child Left Behind would label 82 percent of all the nation's public schools as failing this year. Skeptics questioned that projection, but Mr. Duncan insisted it was based on careful analysis.President Obama repeated it in a speech three days later. "Four out of five schools will be labeled as failing," Mr. Obama said at Kenmore Middle School in Arlington, Va., in March. "That's an astonishing number."
Now a new study, scheduled for release on Thursday, says the administration's numbers were wildly overstated. The study, by the Center on Education Policy, a Washington research group headed by a Democratic lawyer who endorses most of the administration's education policies, says that 48 percent of the nation's 100,000 public schools were labeled as failing under the law this year.
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You'll often hear the argument that half or almost half of all beginning U.S. public school teachers leave the profession within five years.The implications of this statistic are, of course, that we are losing a huge proportion of our new teachers, creating a "revolving door" of sorts, with teachers constantly leaving the profession and having to be replaced. This is costly, both financially (it is expensive to recruit and train new teachers) and in terms of productivity (we are losing teachers before they reach their peak effectiveness). And this doesn't even include teachers who stay in the profession but switch schools and/or districts (i.e., teacher mobility).*
Needless to say, some attrition is inevitable, and not all of it is necessarily harmful, Many new teachers, like all workers, leave (or are dismissed) because they are just aren't good at it - and, indeed, there is test-based evidence that novice leavers are, on average, less effective. But there are many other excellent teachers who exit due to working conditions or other negative factors that might be improved (for reviews of the literature on attrition/retention, see here and here).
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As chief financial officer for one of Illinois's largest school districts, Cheryl Crates watches the money.Early this year, she was counting on $14 million more rolling in for Community Unit District 300, after the expiration of a tax break at Sears Holdings' 800-acre headquarters in Hoffman Estates; it is the Sears corporate campus, which includes an on-site auto center, walking trails and even a hair salon for employees. When Crates met with Hoffman Estates officials in March, she learned the money might not be coming after all because the tax break might not expire.
"I cried," Crates said. "The school district has cut for the last two years. We've had no wage increases, and we were planning on that revenue to bring down our class sizes. We have one algebra class with 47 students. It was devastating."
Crates and her school district had suddenly found themselves at the epicenter of Illinois's latest political and financial crisis, described by one lawmaker as round-robin blackmail among Midwestern states. Unless Illinois agreed to extend the tax break, Sears threatened to leave. The state of Ohio, for one, dangled $400 million in tax incentives as a lure.
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Online learning--for students and for teachers is one of the fastest growing trends in educational uses of technology. The National Center for Education Statistics (2008) estimated that the number of K-12 public school students enrolling in a technology-based distance education course grew by 65 percent in the two years from 2002-03 to 2004-05. On the basis of a more recent district survey, Picciano and Seaman (2009) estimated that more than a million K-12 students took online courses in school year 2007-08.Online learning overlaps with the broader category of distance learning, which encompasses earlier technologies such as correspondence courses, educational television and videoconferencing. Earlier studies of distance learning concluded that these technologies were not significantly different from regular classroom learning in terms of effectiveness. Policy makers reasoned that if online instruction is no worse than traditional instruction in terms of student outcomes, then online education initiatives could be justified on the basis of cost efficiency or need to provide access to learners in settings where face-to-face instruction is not feasible. The question of the relative efficacy of online and face-to-face instruction needs to be revisited, however, in light of today's online learning applications, which can take advantage of a wide range of Web resources, including not only multimedia but also Web based applications and new collaboration technologies. These forms of online learning are a far cry from the televised broadcasts and videoconferencing that characterized earlier generations of distance education. Moreover, interest in hybrid approaches that blend in-class and online activities is increasing. Policy makers and practitioners want to know about the effectiveness of Internet based, interactive online learning approaches and need information about the conditions under which online learning is effective.
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One out of every 15 high school students smokes marijuana on a near daily basis, a figure that has reached a 30-year peak even as use of alcohol, cigarettes and cocaine among teenagers continues a slow decline, according to a new government report.The popularity of marijuana, which is now more prevalent among 10th graders than cigarette smoking, reflects what researchers and drug officials say is a growing perception among teenagers that habitual marijuana use carries little risk of harm. That perception, experts say, is fueled in part by wider familiarity with medicinal marijuana and greater ease in obtaining it.
Although it is difficult to track the numbers, "we're clearly seeing an increase in teenage marijuana use that corresponds pretty clearly in time with the increase in medical marijuana use," said Dr. Christian Thurstone, medical director of the adolescent substance abuse treatment program at Denver Health and Hospital Authority, who was not involved in the study. Medical marijuana is legal in 16 states, including Colorado, and the District of Columbia.
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One drive back from Dallas on Interstate 30 is indelibly etched into my memory. I was in the center lane. And just forward of me in the right lane, a soft-top Jeep slowly started drifting across all three lanes of traffic, never slowing down. I honked my horn to alert the driver, but the Jeep left the highway and slammed into the first wooden pike in a crash barrier, throwing the vehicle's rear end so high that I thought it might flip over.Pulling onto the shoulder 50 or so feet ahead of the Jeep, I ran back, expecting the worst. But, while the driver was certainly going to be bruised, she was actually all right. So was her dog, in the front passenger floorboard. When I asked what had happened, she said she'd leaned over to pour some water into her dog's bowl on the floorboard and just wasn't paying attention. But I'd watched this accident unfold over five to seven seconds: She didn't just lean over for a second, she was completely oblivious to her loss of control of her vehicle until it crashed. I couldn't help but notice all the prescription bottles littering the Jeep's interior; one, filled the day before, was for Valium.
Because I had my cell phone with me, I had called Arlington 911 before I ever made it to her wreck.
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The Madison Metropolitan School District has a problem educating minority pupils. Less than 50 percent of African-Americans graduate in four years and only 31 percent even take the ACT, an important prerequisite for admittance to four-year colleges. Yet the Madison School Board appears poised to vote down Kaleem Caire's promising proposal to educate the very demographic the district has proved incapable of reaching.Much more on the proposed Madison Preparatory IB charter school, here.Caire's proposed school, Madison Prep, has several attributes that differentiate it from traditional MMSD schools. Among other things the school would have an extended school day and offer an International Baccalaureate program. Both features have proven track records in schools in Milwaukee.
Much has been made of the fact that there is no guarantee that Madison Prep would be successful. Well no, but the strength of the charter model is that, if the school is unsuccessful, the MMSD board is empowered to terminate its contract. Given the achievement levels of Madison's minority students, any hesitation of the board to try the innovative model is inexplicable.
Worse yet, the reasons for rejecting Madison Prep are divorced from education. The proposed school is a non-instrumentality charter, meaning the School Board authorizes the school but the school is not required to use MMSD employees, including union teachers. Madison Teachers Inc. Executive Director John Matthews finds this problematic, telling The Capital Times that the Madison Prep proposal could "easily be implemented" if it was an instrumentality school employing union teachers. Perhaps it would be easier, but it would also take away from Caire's goal of raising minority student achievement. There are key advantages to the non-instrumentality structure, most notably the ability to assemble and compensate a staff free from the pay schedule and work rules contained in the MTI contract.
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Madison School Board Member, Ed Hughes:
I want to support the Urban League's Madison Prep charter school proposal. It is undeniable that the Madison School District has not done well by its African-American students. We need to accept that fact and be willing to step back and give our friends at the Urban League an opportunity to show us a better way.One wonders what additional hurdles will appear between now and 2013, should the District follow Ed's proposal. Kaleem Caire:The issue is far more complicated than this, however. There are a number of roadblocks on the path to saying yes. I discuss these issues below. Some are more of an obstacle than others.
The biggest challenge is that a vote in favor of Madison Prep as it is currently proposed amounts to a vote to violate our collective bargaining agreement with our teachers. I see no way around this. I believe in honoring the terms of our contracts with our employees. For me, this means that I have to condition my support for Madison Prep on a one-year delay in its opening.
Most other obstacles and risks can be addressed by including reasonable provisions in the charter school contract between the school district and Urban League.
For the last 16 months, we have been on an arduous journey to develop a public school that would effectively address the educational needs of children who have under-performed or failed to succeed in Madison's public schools for at least the last 40 years. If you have followed the news stories, it's not hard to see how many mountains have been erected in our way during the process.Monday's vote will certainly reflect the District's priorities.Some days, it has felt like we're desperately looking at our children standing dangerously close to the edge of a cliff, some already fallen over while others dangling by their thumbs waiting to be rescued; but before we can get close enough to save them, we have to walk across one million razor blades and through thousands of rose bushes with our bare feet. As we make our way to them and get closer, the razor blades get sharper and the rose bushes grow more dense.
Fortunately, our Board members and team at the Urban League and Madison Preparatory Academy, and the scores of supporters who've been plowing through the fields with us for the last year believe that our children's education, their emotional, social and personal development, and their futures are far more important than any pain we might endure.
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In Oakland, recall is in the air.As some citizens collect signatures to recall Mayor Jean Quan, another group named Concerned Parents and Community Coalition is trying to oust five of the seven Oakland school board directors. It's targeting those who voted `yes' on the proposal this fall to close elementary schools: Jody London, David Kakishiba, Jumoke Hinton Hodge, Gary Yee, and Chris Dobbins.
The school board meets tonight, and members of the coalition planned to march to the district office from nearby Laney College at 4 p.m. and present the directors with intent to gather signatures for a recall. Our photographer went out there around 4:30 p.m. and found about six people, not counting reporters.
(7:15 p.m. UPDATE: More supporters have packed the board room. Board President Jody London turned off the mic after Joel Velasquez, of Concerned Parents, went over the time limit. London later called a recess as he continued to speak, with the help of supporters, in Occupy "mic-check" fashion. People then began chanting "Stop closing schools!" and "Recall!")
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The public debate about the success and expansion of charter schools often seems to gravitate toward a tiny handful of empirical studies, when there is, in fact, a relatively well-developed literature focused on whether these schools generate larger testing gains among their students relative to their counterparts in comparable regular public schools. This brief reviews this body of evidence, with a focus on high-quality state- and district-level analyses that address, directly or indirectly, three questions:Download the "Policy Brief here (PDF).Do charter schools produce larger testing gains overall?
What policies and practices seem to be associated with better performance?Can charter schools expand successfully within the same location?
The available research suggests that charter schools' effects on test score gains vary by location, school/student characteristics and other factors. When there are differences, they tend to be modest. There is tentative evidence suggesting that high-performing charter schools share certain key features, especially private donations, large expansions of school time, tutoring programs and strong discipline policies. Finally, while there may be a role for state/local policies in ensuring quality as charters proliferate, scaling up proven approaches is constrained by the lack of adequate funding, and the few places where charter sectors as a whole have been shown to get very strong results seem to be those in which their presence is more limited. Overall, after more than 20 years of proliferation, charter schools face the same challenges as regular public schools in boosting student achievement, and future research should continue to focus on identifying the policies, practices and other characteristics that help explain the wide variation in their results.
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The Madison Metropolitan School District's Board of Education vote on the proposed charter school, Madison Preparatory Academy, is just around the corner.Much more on the proposed Madison Preparatory IB charter school, here.We have heard from school board members, business leaders, teachers and other members of the community. It's safe to say that this is one of the most important issues in this city's history. While I am happy that Madison is finally having the long overdue conversation about how we educate our students who are falling through the cracks, I am not happy that the Urban League of Greater Madison and the school district couldn't come together to agree on a solution. In fact, it bothers me greatly.
It is a huge mistake to have this yearlong discussion come down to a contentious school board vote on Dec. 19. Both sides needed to come together to figure out a way to make Madison Prep a reality before that meeting.
Madison Metropolitan School District Superintendent Dan Nerad and various members of the school board say approving Madison Prep would violate the current contract with Madison Teachers, Inc. So, if 2012 isn't feasible, committing to a date to open Madison Prep's doors in 2013, and using the next three to six months to figure out the terms of that agreement should have been an option. But, unfortunately, that's not going to happen. Instead we have a school district and a civil rights organization arguing over ways to address the achievement gap and graduation rates. Not a good look. And the future relationship between the MMSD and the African American community could hang in the balance.
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The Michigan House of Representatives voted Wednesday night to approve Senate Bill 618, which will lift the state's various caps on charter schools, House sources have confirmed. If and when the bill is signed by Governor Rick Snyder, it will go into law. The bill was passed 58-49, according to the Michigan Information & Resource Service (MIRS).SB 618 had been tie-barred to a group of other Senate bills in the so-called "parent empowerment package," which means they all would've had to pass for any to take effect. But that tie-bar was broken when the House Education Committee approved SB 618 at its Nov. 30 meeting.
Some 35 amendments were offered, according to a House source. Several were approved. Perhaps the most consequential among the amendments phases in the lifting of the cap on charter schools, allowing up to 300 to be established through the end of 2012, 500 through 2014, and starting in 2015, no cap at all.
State Rep. Jeff Irwin, who represents Ann Arbor in Lansing, said that the "huge, gaping problem" in the bill, lifting the cap all at once, was addressed but he still wasn't happy with the way the bill turned out. None of the amendments proposed by Democrats passed, Irwin said; they weren't even brought to a vote.
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As students gain access to sophisticated gadgets both at school and at home, educators are on the lookout for new kinds of cheating. From digitally inserting answers into soft drink labels to texting each other test answers and photos of exams, kids are finding new ways to get ahead when they haven't studied.YouTube alone has dozens of videos that lay out step-by-step instructions: One three-minute segment shows how to digitally scan the wrapper of a soft drink bottle, then use photo editing software to erase the nutrition information and replace it with test answers or handy formulas. The video has gotten nearly 7 million hits.
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Marriage rates in the US have hit an all-time low, as economic forces and social shifts have pushed couples to delay or avoid matrimony, according to an analysis of census data by the Pew Research Center.Just 51 per cent of people over age 18 are married today, compared to 57 per cent in 2000 and 72 per cent in 1960, with trends pointing toward wedded couples becoming a social minority within a few years.
"Public attitudes about the institution of marriage are mixed," the report said. "Nearly four-in-10 Americans say marriage is becoming obsolete," yet most people who have never married say they would like to some day.
A sharp drop in marriages occurred between 2009 and 2010 when the US economy was in recession, with new nuptials declining 5 per cent. Young people, in particular, drove the rates down, as marriage rates fell 13 per cent among 18 to 24 year olds.
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It looks like the biggest traffic jam in California next year may well be the various tax increases being pushed for the November ballot.So far, at least five big tax measures are in play. Think Long Committee for California, a group of high-powered movers and shakers funded by billionaire Nick Berggruen, has proposed a $10 billion revenue increase by expanding the sales tax to services. A teachers' union is advocating an income tax increase on those who earn more than $1 million annually to fund schools. Environmental activists are trying to generate $1.1 billion for clean energy by taxing out-of-state businesses. Another measure would tax oil and gas generation to help pay for education and state universities.
And then there's Gov. Jerry Brown's recently announced measure to temporarily increase the sales tax and bump up income tax rates for the state's top earners. Brown had hoped to have a ballot measure last June to extend a temporary increase in income, sales and vehicle license fee rates that went into effect in 2009, but was unable to coax a single Republican legislator into voting even to put such an extension on the ballot. Hence, the tax increases have all expired.
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George W. Bush is writing a sequel to his big education act. The No Child Left Behind law was signed almost a decade ago, with overwhelming approval from Congress (384 to 45 in the House and 91 to 8 in the Senate). Now, amid a bipartisan effort to gut its accountability measures, the former President is quietly pushing new education-reform initiatives aimed at improving and empowering school principals, who too often lack the training or authority to effectively run their schools. And once again, he's approaching this massive education problem by blurring political lines.I was invited in my role as TIME's education columnist to sit in on a small meeting this week that Bush organized in New York City, and I was struck by the roster of advisers he had assembled to guide the George W. Bush Institute's education work. The group included some big names in the education non-profit world as well as leaders of traditional public schools and charter schools. But by my informal count, most of the 10 people around the table were Democrats, including Clinton and Obama administration alums. "He cares about education deeply, and he gets it," one staunchly Democratic education consultant, who now works with the institute, told me. The former President has already recruited officials from his administration as well as liberal stalwarts like Amy Wilkins of the Education Trust and Democratic education leaders like former North Carolina Governor James Hunt.
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The University of California, Berkeley, announced Wednesday that it would offer far more financial aid to middle-class students starting next fall, with families earning up to $140,000 a year expected to contribute no more than 15 percent of their annual income, in what experts described as the most significant such move by a public institution.As state budget cuts have led to rising tuition and fees at the University of California and other prestigious campuses across the nation, the middle class has increasingly been squeezed out of what was long seen as higher education's best balance between quality and affordability.
At Berkeley, officials said, the number of low-income and wealthy students has grown over the last several years, while the number from middle-class families has remained flat. That has raised concerns that some of the state's best and brightest are choosing private schools whose generous financial aid can erase differentials in sticker price or not enrolling at all. The cost of a year at Berkeley has risen sharply to $32,000.
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Don Severson, via a kind email:
The Madison Metropolitan School District Board of Education will vote December 19, 2011, on the Madison Preparatory Academy proposal for non-instrumentality charter school authorization. Active Citizens for Education endorses and supports the approval of the proposal.Much more on the proposed Madison Preparatory IB charter school, here.In addition to the rationale and data cited by the Urban League of Greater Madison, and significant others throughout the Madison community, supporting the curricular, instructional, parental and behavioral strategies and rigor of the school, ACE cites the following financial and accountability support for approval of the Academy as a non-instrumentality charter school.
The MMSD Board of Education is urged to approve the proposed Madison Preparatory Academy non-instrumentality charter school proposal; thereby, relieving the bondage which grips students and sentences them to a future lifetime of under-performance and lack of opportunities. Thank you.
- Financial: Should the Board deny approval of the proposal as a non-instrumentality the District stands to lose significant means of financial support from state aids and property tax revenue. The District is allowed $10,538.54 per student enrolled in the District the 2011-12 school year. With the possibility of Madison Prep becoming a private school if denied charter school status, the 120 boys and girls would not be enrolled in MMSD; therefore the District would not be the beneficiary of the state and local revenue. The following chart shows the cumulative affect of this reduction using current dollars:
2012-2013 6th grade 120 students @10,538.54 = $1,264,624.80
2013-2014 2 grades 240 students @10,538.54 = $2.529,249.60
2014-2015 3 grades 360 students @10,538.54 = $3,793,874.40
2015-2016 4 grades 480 students @10,538.54 = $5,058,499.20
2016-2017 5 grades 600 students @10,538.54 = $6.323.124.00
2017-2018 6 grades 720 students @10,538.54 = $7,587,748.80
2018-2019 7 grades 840 students @10,538.54 = $8,852,373.60
This lost revenue does not include increases in revenue that would be generated from improved completion/graduation rates (currently in the 50% range) of Black and Hispanic students resulting from enrollees in a charter school arrangement.- Accountability: The MMSD Administration and Board have been demonstrating a misunderstanding of the terms 'accountability' and 'control'. The State charter school law allows for the creation of charter schools to provide learning experiences for identified student groups with innovative and results-oriented strategies, exempt from the encumbrances of many existing state and local school rules, policies and practices. Charter schools are authorized and designed to operate without the 'controls' which are the very smothering conditions causing many of the problems in our public schools. The resulting different charter school environment has been proven to provide improved academic and personal development growth for learners from the traditional school environment. Decreasing impediments and controls inhibiting learning increases the requirements for 'accountability' to achieve improved learner outcomes on the part of the charter school. Should the charter school not meet its stated and measurable goals, objectives and results then it is not accountable and therefore should be dissolved. This is the 'control' for which the Board of Education has the authority to hold a charter school accountable.
Let us describe an analogy. Private for-profit business and not-for-profit organizations are established to provide a product and/or service to customers, members and the public. The accountability of the business or organization for its continued existence depends on providing a quality product/services that customers/members want or need. If, for whatever reasons, the business or organization does not provide the quality and service expected and the customer/member does not obtain the results/satisfaction expected, the very existence of the business/organization is jeopardized and may ultimately go 'out of business'. This scenario is also absolutely true with a charter school. It appears that the significant fears for the MMSD Administration and Board of Education to overcome for the approval of the proposed non-instrumentality Madison Prep charter school are: 1) the fear of loss of 'control' instead of accepting responsibility for 'accountability', and 2) the fear that 'some other organization' will be successful with solutions and results for a problem not addressed by themselves.
Contact: Don Severson, President, 608 577-0851, donleader@aol.com
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Don Severson, via a kind email:
(Madison, WI) The Madison Metropolitan School District Board of Education will make a decision at its regular meeting December 19th regarding the Urban League of Greater Madison (ULGM) proposal for a non-instrumentality charter school. Active Citizens for Education (ACE) has discussed several issues related to the proposal with the Board of Education, administration and with ULGM.The Board of Education, in its deliberations, must weigh several implications and consequences for the schools, students, parents and the taxpaying public.
In its public statement, ACE will announce its position on the
financial implications of the proposal for future MMSD budgets and the taxpayers; how the issues of "control" and "accountability" relate to the authority of the Board of Education regarding approval or non-approval of the charter school proposal; and Madison Preparatory Academy over-all proposal.The media conference will be held
December 15, 2011 (Thursday)
12:30 PM, Conference Room
Genesis Enterprise Center (GEC)
313 West Beltline Highway (off Rimrock Road to the west)Mr. Severson will be available for questions and comments following the media conference.
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BARACK OBAMA invited a puzzling group of people into the White House on December 5th: university presidents. What should one make of these strange creatures? Are they chief executives or labour leaders? Heads of pre-industrial guilds or champions of one of America's most successful industries? Defenders of civilisation or merciless rack-renters?Whatever they might be, they are at the heart of a political firestorm. Anger about the cost of college extends from the preppiest of parents to the grungiest of Occupiers. Mr Obama is trying to channel the anger, to avoid being sideswiped by it. The White House invitation complained that costs have trebled in the past three decades. Arne Duncan, the secretary of education, has urged universities to address costs with "much greater urgency".
A sense of urgency is justified: ex-students have debts approaching $1 trillion. But calm reflection is needed too. America's universities suffer from many maladies besides cost. And rising costs are often symptoms of much deeper problems: problems that were irritating during the years of affluence but which are cancerous in an age of austerity.
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Madison Superintendent Dan Nerad said Wednesday he will unveil next month a new plan for improving the achievement of low-income minority students.Superintendent Nerad's former District; Green Bay offers three "magnet options":The plan will summarize the district's current efforts as well as put forth new approaches, such as a longer school year and opening magnet schools, Nerad said.
Nerad discussed the plan in a meeting with the State Journal editorial board less than a week before the School Board is to vote on Madison Preparatory Academy, a proposed charter school geared toward low-income, minority students.
Nerad said he opposes the current proposal for Madison Prep primarily because it would violate the district's contract with its teachers union, but that he agrees with the charter school's supporters in that a new approach to close the achievement gap is necessary.
"I made a purposeful decision to not bring (a plan) forward over the past several months to not cloud the discussion about Madison Prep," Nerad said. "It's caused us to take a step back and say, 'We're doing a lot of things, but what else do we need to be doing?'"
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Madison School Board Member Ed Hughes:
Here's a quote from an on-line comment of a Madison Prep opponent responding to one of the several op-ed pieces posted in the Cap Times in recent days: "There are barriers to students with special education needs, barriers to students with behavioral needs, and barriers to kids who rely on public transportation. These children are simply not the 'right fit'. It is Madison Prep's proposal to leave these kids in their neighborhood schools."Much more on the proposed Madison Preparatory IB charter school, here.The notion seems to be that Madison Prep may not be welcoming for students from all points along the spectrum of educational needs, even though our neighborhood schools are obligated to serve everyone.
I think the self-selection process for Madison Prep should be taken into account in assessing how its students perform. But it does not trouble me that the school is not designed to meet the needs of all our students. No one need apply to attend and no student will be denied current services or programs if Madison Prep is authorized.
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Thirteen high schools won high praise for their soaring graduation rates during the Miami-Dade School Board's last meeting for the year Wednesday.Related: Excellence in Education explains Florida's reading reforms and compares Florida's NAEP progress with Wisconsin's at the July 29th Read to Lead task force meeting.Overall, Miami-Dade County's public schools hit their highest graduation rate ever, nearly 78 percent -- higher than Broward County's and just shy of the state's 80 percent rate.
But the celebration came with a warning: Next year could be very different.
There is a new FCAT 2.0 and, in the pipeline, a new scoring scale for that exam, plus more weight on reading and a new grading model for state-issued letter grades. Other changes in 2012: More tests will be administered via computers and new end-of-course exams will be given in geometry and biology.
"As we celebrate this year's outstanding graduation accomplishments, it's important to inform the community what's happening in Tallahassee and across our state," said Superintendent Alberto Carvalho. "The new standards are going to change the game for all of us."
Parts of the new standards are still being developed. On Monday, the State Board of Education will consider proposed new scoring levels for the FCAT 2.0 and the algebra end-of-course exam.
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A Chicago Board of Education meeting came to a sudden halt Wednesday when a raucous group of protesters from the Chicago Teachers Union, Occupy Chicago and other organizations erupted into a chorus of chants denouncing board members.It was the first board meeting since Chicago Public Schools announced a series of closings, consolidations and turnarounds that could affect 21 schools on the city's South and West sides. While none of those actions were being voted on, the agenda included the approval of 12 new charter schools.
The protesters drowned out the voice of CPS chief executive Jean-Claude Brizard, who had just begun a presentation to board members. "You have failed...You have produced chaos...You should be fired" they chanted.
When they paused, board president David Vitale said he hoped they had "gotten it out of their system," which set off another round of shouting.
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Rachael Wettenstein and Ted Bauer, via a kind email:
Welcome to the third edition of the relaunched Learning Matters podcast. In this episode, Learning Matters web producer Ted Bauer speaks with UPenn vice dean and professor Doug Lynch about various issues in education, including his business plan competition. Lynch draws pointed contrasts between corporate education and public education, and is candid about the notion of success and failure within the field. Enjoy the conversation.
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There's a longstanding myth of a gender gap between boys' and girls' math performance, suggesting some basic biological difference in how the two genders approach math. It's deeply controversial and widely discredited. And now, a new study has completely debunked it.Until now, there was maybe a sliver of statistical data to support the existence of this gender gap -- nothing remotely convincing, mind you, but just enough that the idea couldn't be entirely dismissed out of hand. While most who studied the issue pointed for cultural or social reasons why girls might lag behind boys in math performance, there was still room for biological theories to be proposed.
The best-known of these is the "greater male variability hypothesis", which basically says ability among males varies more widely than that of females, which means you'll see more males at the extreme ends of the spectrum, good and bad. Then-Harvard president Larry Summers infamously put forward this idea back in 2005 as a way to explain the lack of great female mathematicians, and this was one of about a dozen different factors that ultimately cost him his job.
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School districts across Wisconsin have made strides toward reforming the state's teacher evaluation process by implementing new merit-based salaries for teachers under new powers provided by the budget repair legislation.Under Gov. Scott Walker's controversial legislation, bargaining units for teachers are still able to negotiate base wages, but cannot negotiate other areas, including certain funds allocated for teacher performance. The bill now gives more authority to district leaders to make changes in working conditions, hours and compensation systems for teachers and staff.
Cedarburg School District in eastern Wisconsin is one of many schools making a move toward the merit-pay system for teachers. The district's superintendent, Daryl Herrick, said the new criteria for pay would be based on a new evaluation model.
"There would be teachers in three-year cycles," Herrick said. "There will be varied activities in the cycles where both the evaluator and the teacher provide direct observations to indicate their performance levels. We'll also have a goal-setting process in order to determine performance."
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Appearances suggest Madisonians would be sympathetic to Madison Preparatory Academy.Much more on the proposed Madison Preparatory Academy IB Charter School, here.Here is a citizenry known for its progressivism, inclusiveness and embrace of the disenfranchised.
And here is a five-year educational experiment aimed at helping students of darker skin and lesser means who are sometimes only a couple of years removed from failing schools in Chicago and Milwaukee.
I guess appearances can be deceiving.
On Monday, the Madison School Board is likely to go along with district administrators' recommendation to vote down a five-year charter for Madison Prep, a project of the Urban League of Greater Madison that would aim to improve the performance and life prospects of students the district has so far failed to reach.
I suspect Madison Prep's future wouldn't be so dire if over the last year Madison's supposedly liberal power structure had been willing to take up its cause.
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My decision to vote against the Madison Prep proposal is very difficult. I pushed for the planning grant over a year ago when only one other School Board member would sponsor the proposal.Much more on the proposed Madison Preparatory Academy IB Charter School, here.I raised many questions because of the complex scope of the Urban League's proposal for a charter school that aims to reduce the achievement gap between white and minority students. My concerns come down to this: Will this proposal be the best investment for the most students? Is this college-prep program the area of focus that would best serve the many struggling students in our district?
The fundamental conclusion I came to over the course of a year is that this proposal would put the district at risk legally and would challenge our district philosophy pertaining to special education students. Perhaps more importantly, the proposal constructs undue barriers such as mandatory information meetings, fundraising and parent contracts. These admission policies would have the effect of excluding students based on language background, prior academic performance, or parental self-selection.
My decision has nothing to do with defending the status quo or protecting the union. However, as a School Board member, parent and neighbor to many children in our district, I believe we have some of the most dedicated and knowledgeable staff in education today.
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The bigger question here is whether bankruptcy would actually help any of these struggling districts. Debts could be restructured and bondholders paid off, but would the districts be in any better shape? It's not even clear to me that a higher level of state oversight would make a difference. The state might just know sooner that it has to find the money for a bailout. And with revenues falling everywhere, it would probably be impossible for the state to insist that all at-risk districts bulk-up their reserve funds.
Throwing up your hands probably isn't an option, however, when it comes to public education. But obviously in close to a fifth of the state's school districts, cost structures aren't able to cope with major budget shocks, at the state or local level. And remember, the state's population is growing -- it could hit 48 million by 2020. A well-educated workforce is something that California will urgently need to remain competitive in the 21st century. But in order to have that, the state is going to need to do something to stabilize the finances of its public education system. And before that...deal with the falling axe of the trigger cuts.
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For many students who take a foreign language, the highest authority they have to answer to is their teacher.But for some of the 220 students who study Japanese at St. Paul's School in Brooklandville, Monday offered an opportunity to show their skills for an expert guest: Japan's ambassador to the United States
Japanese Ambassador Ichiro Fujisaki and his wife, Yoriko, were accompanied by Takahisa Murakami, Counselor of Education for the Japanese Embassy, and Takayuki Iriya, Fujisaki's first secretary, to sample Japanese educational offerings at St. Paul's School in Brooklandville.
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Chad Terhune & Matthew Heimer:
It's the kind of calculation that ruffles the robes of administrators at the most prestigious universities in the country. It's a blunt bottom-line approach to a postsecondary education, a show-me-the-money college survey. And it's one academic contest that the Ivies don't win.For decades, the best-known college rankings have tried to encompass everything from alumni giving and "academic reputation" to dorm amenities. But a few years ago, SmartMoney stripped all that away in favor of a simpler benchmark. With help from PayScale, a Seattle-based compensation-data company that maintains salary profiles of 29 million workers, we collected median pay figures for two pools of each school's alums: recent grads (who've been out of school for an average of two years) and midcareer types (an average of 15 years out). For each class, we divided the median alumnus salary by tuition and fees (assuming they paid full price at then-current rates), averaged the results and, finally, converted that result to a percentage figure. The outcome: a measure of return on (tuition) investment that we've dubbed the Payback Score. For example, a hypothetical grad who spent $100,000 to attend college and now earns $150,000 a year would score 150. The higher the score, obviously, the better.
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Last week, I posted an item that asked readers for their suggestions on how to reform Michigan schools. It drew a good number of comments, and I'll be posting some of them later this week.But today I'm offering offering more food for thought, in the form of a memo written by my good friend Tim Bartik, an economist for the W.E. Upjohn Institute for Employment Research and a former school board president for Kalamazoo Public Schools. Through his work as an economist and as a school board member, Bartik is one of the best-informed people around on best-practices in education and here's what he has to say:
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This week's map takes advantage of new migration data recently released by the IRS. It shows, for the year 2009, the net annual income of all migrants to and from each state to other states, as a percentage of that state's aggregate income. (Foreign migration is deliberately excluded.) At the top of the list is Montana, where migrants, in a single year, brought with them a net income totaling more than 1% of the state's entire annual income. At the bottom is Michigan, where migrants leaving the state took with them 0.43% of Michigan's entire annual income.
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Lucy Mathiak:
The Urban League's proposal to create a Madison Preparatory charter school is, at its heart, a proposal about public education in our community. Although the discussions often boil down to overly simplistic assertions about whether one position or the other is supportive of or hostile toward public education, it is not that simple. What we are facing is a larger and more fundamental question about our values when it comes to the purpose of public education and who it is supposed to serve.Also posted at the Capital Times.I am voting "yes" because I believe that strong public education for all is the foundation for a strong society. While our schools do a very good job with many students who are white and/or living above the poverty line, the same cannot be said for students of color and/or students living in poverty. The record is most dismal for African American students.
The Madison Prep proposal is born of over 40 years of advocacy for schools that engage and hold high academic expectations for African American and other students of color. That advocacy has produced minor changes in rhetoric without changes in culture, practice, or outcome. Yes, some African American students are succeeding. But for the overwhelming majority, there are two Madison public school systems. The one where the students have a great experience and go on to top colleges, and the one that graduates only 48% of African American males.
The individual stories are heartbreaking, but the numbers underscore that individual cases add up to data that is not in keeping with our self-image as a cutting edge modern community. We ALL play a role in the problem, and we ALL must be part creating a sound, systemic, solution to our failure to educate ALL of our public school students. In the meantime, the African American community cannot wait, and the Madison Prep proposal came from that urgent, dire, need.
Our track record with students and families of color is not improving and, in some cases, is going backward rather than forward as we create more plans and PR campaigns designed to dismiss concerns about academic equality as misunderstandings. To be sure, there are excellent principals, teachers, and staff who do make a difference every day; some African American students excel each year. But overall, when presented with opportunities to change and to find the academic potential in each student, the district has failed to act and has been allowed to do so by the complicit silence of board members and the community at large.A few turning points from the past year alone:
The single most serious issue this year, however, came in May when MMSD administration was informed that we are a District Identified for Improvement (DIFI) due to test scores for African American students along with students from low income families and those with learning disabilities. This puts Madison on an elite list with Madison (Milwaukee?) and Racine. The superintendent mentioned DIFI status in passing to the board, and the WI State Journal reported on the possible sanctions without using the term DIFI.
- The Urban League - not MMSD administration or the board - pointed out the dismal graduation rates for African American students (48% for males)
- Less than 5% of African American students are college ready.
- AVID/TOPs does a terrific job with underrepresented students IF they can get in. AVID/TOPs serves 134 (2.6%) of MMSD's 4,977 African American secondary students.
- The number of African American students entering AVID/TOPs is lower this year after MMSD administration changed the criteria for participation away from the original focus on students of color, low income, and first generation college students.
- Of almost 300 teachers hired in 2011-12, less than 10 are African American. There are fewer African American teachers in MMSD today than there were five years ago.
- Over 50 African Americans applied for custodian positions since January 1, 2011. 1 was hired; close to 30 custodians were hired in that time.
- 4K - which is presented as a means to address the achievement gap - is predominantly attended by students who are not African American or low-income.
- In June, the board approved a Parent Engagement Coordinator to help the district improve its relations with African American families. That position remains unfilled. The district has engagement coordinators working with Hmong and Latino families.
Whether one agrees or disagrees with NCLB, DIFI status is a serious matter because of the ladder of increasing sanctions that come with poor performance. In an ideal world, the district would have articulated the improvement plan required by DPI over the summer for implementation on the first day of school. Such a plan would include clear action steps, goals, and timelines to improve African American achievement. Such a plan does not exist as of mid-December 2011, and in the most recent discussion it was asserted that the improvement plan is "just paper that doesn't mean much." I would argue that, to the African American community, such a plan would mean a great deal if it was sincerely formulated and implemented.
At the same time, we have been able to come up with task forces and reports - with goals and timelines - that are devoted to Talented and Gifted Programing, Direct Language Instruction, Fine Arts Programing, and Mathematics Education to name a few.Under the circumstances, it is hard to see why the African American community would believe that the outcomes will improve if they are 'just patient' and 'work within the existing public school structures to make things better.' Perhaps more accurately, I cannot look people in the face and ask them to hope that we will do a better job if they just give up on the vision of a school structure that does what the MMSD has failed to do for the African American community since the advocacy began some 40 years ago.
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The JCC in Manhattan via a kind Ted Bauer email:
Join us for an evening with one of the country's most notable figures in public education. Labor lawyer, former President of the United Teachers Federation and current President of the American Federation of Teachers, Randi Weingarten discusses the challenging terrain of our public education system.334 amsterdam ave at 76th st, new york, ny 10023 | 646.505.4444
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Burke, who made headlines recently for pledging $2.5 million to Madison Preparatory Academy, a controversial charter school proposal, plans to run for the seat being vacated by Lucy Mathiak.Burke also served as president of the Boys & Girls Club of Dane County for nine years and along with the Burke Foundation has donated about $2.6 million to the AVID/TOPS program, which has shown promising results in improving achievement among low-income, minority students.
Burke emphasized closing the district's racial achievement gap as a motivation for her decision to run.
Several others have expressed interest in running for the seat, including Joan Eggert, a Madison schools parent and reading specialist in the McFarland School District, who issued an official announcement last week.
Others who said they are considering a run include parents Jill Jokela and Mark Stokosa. Tom Farley, who ran unsuccessfully in 2010 against James Howard, said Monday he is no longer interested in running and Burke's entry in the race makes him confident in that decision.
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750K PDF - Kaleem Caire, via email
December 11, 2011Related: Who Runs the Madison Schools?Mr. Ed Hughes
Board of Education
Madison Metropolitan School District 545 West Dayton Street
Madison, WI 53713
Dear Mr. Hughes:This letter is intended to respond to your December 4, 2011 blog post regarding the Madison Preparatory Academy initiative. Specifically, this letter is intended to address what you referred as "a fairly half-hearted argument [advanced by the Urban League] that the state statute authorizing school districts to enter into contracts for non-instrumentality charter schools trumps or pre-empts any language in collective bargaining agreements that restricts school districts along these lines." Continuing on, you wrote the following:
I say the argument is half-hearted because no authority is cited in support and itjust isn't much ofan argument. School districts aren't required to authorize non-instrumentality charter schools, and so there is no conflict with state statutesfor a school district to, in effect, agree that it would not do so. Without that kind of a direct conflict, there is no basis for arguing that the CBA language is somehow pre-empted.We respectfully disagree with your assessment. The intent of this letter is to provide you with the authority for this position and to more fully explain the nature of our concern regarding a contract provision that appears to be illegal in this situation and in direct conflict with public policy.Background
As you are aware, the collective bargaining agreement (the "CBA") between MMSD and MTI Iprovides "that instructional duties where the Wisconsin Department of Public Instruction requires that such be performed by a certificated teacher, shall be performed only by 'teachers."' See Article I, Section B.3.a. In addition, "the term 'teacher' refers to anyone in the collective bargaining unit." See Article I, Section B.2. You have previously suggested that "all teachers in MMSD schools-- including non-instrumentality charter schools- must be members of the MTI bargaining unit." As we indicated in our December 3, 2011 correspondence to you, under a non-instrumentality charter, the school board may not be the employer of the charter school's staff. See§ 118.40(7)(a).
Under Wisconsin's charter school law, the MMSD School Board (the "Board") has the exclusive authority to determine whether a school is an instrumentality or not an instrumentality of the school district. See§ 118.40(7)(a). That decisio n is an important decision reserved to the Board alone. The effect of that decision drives whether teachers and staff must be, or cannot be, employees of the Board. The language of the CBA deprives the Board ofthe decision reserved to it under the statute and that language cannot be harmonized to give effect to both the statute and the CBA. Alternatively, the CBA language creates a situation whereby the Board may exercise its statutory authority to approve a non- instrumentality charter, but it must staff the school with school district employees, a result clearly prohibited under the statute. For reasons that will be explained below, in our view, the law trumps the CBA in either of these situations.Analysis
Under Wisconsin law, "[a]labor contract may not violate the law." Glendale Professional Policeman's Ass'n v. City ofGlendale, 83 Wis. 2d 90, 102 (Wis. 1978). City ofGlendale addressed the tension that can arise between bargained for provisions in a collective bargaining agreement and statutory language. In City of Glendale, the City argued that a provision dealing with job promotions was unenforceable because it could not be harmonized with statutory language. Specifically, the agreement in question set forth parameters for promoting employees and stated in part that openings "shall be filled by the applicant with the greatest department seniority..." City of Glendale, 83 Wis. 2d at 94. Wisconsin law provided the following:
The chiefs shall appoint subordinates subject to approval by the board. Such appointments shall be made by promotion when this can be done with advantage, otherwise from an eligible list provided by examination and approval by the board and kept on file with the clerk.Wis. Stat.§ 62.13(4)(a).The City contended that "the contract term governing promotions is void and unenforceable because it is contrary to sec. 62.13(4)(a), Stats." City ofGlendale, 83 Wis. 2d at 98. Ultimately, the court ruled against the City based on the following rationale:
Although sec. 62.13(4)(a), Stats., requires all subordinates to be appointed by the chief with the approval of the board, it does not, at least expressly, prohibit the chief or the board from exercising the power of promotion of a qualified person according to a set of rules for selecting one among several qualified applicants.The factual scenario in City ofGlendale differs significantly from the present situation. In City of Glendale, the terms of the agreement did not remove the ability of the chief, with the approval of the board, to make promotions. They could still carry out their statutory duties. The agreement language simply set forth parameters that had to be followed when making promotions. Accordingly, the discretion of the chief was limited, but not eliminated. In the present scenario, the discretion of the Board to decide whether a charter school should be an instrumentality or a non-instrumentality has been effectively eliminated by the CBA language.There is nothing in the CBA that explicitly prohibits the Board from voting for a non-instrumentality charter school. This discretion clearly lies with the Board. Pursuant to state law, instrumentality charter schools are staffed by District teachers. However, non-instrumentality charter schools cannot be staffed by District teachers. See Wis. Stat.§ 118.40. Based on your recent comments, you have taken the position that the Board cannot vote for a non-instrumentality charter school because this would conflict with the work preservation clause of the CBA. Specifically, you wrote that "given the CBA complications, I don't see how the school board can authorize a non-instrumentality Madison Prep to open its doors next fall, and I say that as one who has come to be sympathetic to the proposal." While we appreciate your sympathy, what we would like is your support. Additionally, this position creates at least two direct conflicts with the law.
First, under Wisconsin law, "the school board of the school district in which a charter school is located shall determine whether or not the charter school is an instrumentality of the school district." Wis. Stat. § 118.40(7)(a) (emphasis added.) The Board is required to make this determination. If the Board is precluded from making this decision on December 19"' based on an agreement previously reached with MTI, the Board will be unable to comply with the law. Effectively, the instrumentality/non- instrumentality decision will have been made by the Board and MTI pursuant to the terms and conditions of the CBA. However, MTI has no authority to make this determination, which creates a direct conflict with the law. Furthermore, the Board will be unable to comply with its statutory obligation due to the CBA. Based on your stated concerns regarding the alleged inability to vote for a non-instrumentality charter school, it appears highly unlikely that the Board ever intentionally ceded this level ofauthority to MTI.
Second, if the Board chose to exercise its statutorily granted authority on December 19th and voted for a non-instrumentality charter school, this would not be a violation of the CBA. Nothing in the CBA explicitly prohibits the Board from voting for a non-instrumentality charter school. At that point, to the extent that MTI chose to challenge that decision, and remember that MTI would have to choose to grieve or litigate this issue, MTI would have to try to attack the law, not the decision made by the Board. Pursuant to the law, "[i] f the school board determines that the charter school is not an instrumentality of the school district, the school board may not employ any personnel for the charter school." Wis. Stat.§ 118.40(7)(a) (emphasis added). While it has been suggested that the Board could choose to avoid the legal impasse by voting down the non-instrumentality proposal, doing so would not cure this conflict. This is particularly true if some Board members were to vote against a non-instrumentality option solely based on the CBA. In such a case, the particular Board Member's obligation to make this decision is essentially blocked. Making a decision consistent with an illegal contract provision for the purposes of minimizing the conflict does not make the provision any less illegal. "A labor contract term whereby parties agree to violate the law is void." WERC v. Teamsters Local No. 563, 75 Wis. 2d 602, 612 (Wis. 1977) (citation omitted).
Conclusion
In Wisconsin, "a labor contract term that violates public policy or a statute is void as a matter of law." Board of Education v. WERC, 52 Wis. 2d 625, 635 (Wis. 1971). Wisconsin law demonstrates that there is a public policy that promotes the creation of charter schools. Within that public policy, there is an additional public policy that promotes case-by-case decision making by a school board regarding whether a charter school will be an instrumentality or a non-instrumentality. The work preservation clause in the CBA cannot be harmonized with these underlying public policies and should not stop the creation of Madison Preparatory Academy.The Madison Prep initiative has put between a rock and a hard place. Instrumentality status lost support because of the costs associated with employing members of MTI. Yet, we are being told that non-instrumentality status will be in conflict with the CBA and therefore cannot be approved. As discussed above, the work preservation clause is irreconcilable with Wisconsin law, and would likely be found void by acourt of law.
Accordingly, I call on you, and the rest of the Board to vote for non- instrumentality status on December 19th. In the words of Langston Hughes, "a dream deferred is a dream denied." Too many children in this district have been denied for far too long. On behalf of Madison children, families and the Boards of the Urban League and Madison Prep, I respectfully request your support.
Respectfully,
Kaleem Caire
President & CEOcc: Dan Nerad, Superintendent
Dylan Pauly, Legal Counsel
MMSD Board ofEducation Members
ULGMand Madison Prep Board Members and Staff
Godfrey & Kahn, S.C.
Howard Blume: New teacher contract could shut down school choice program
As schools across California bemoan increasing class sizes, the Alliance Technology and Math Science High School has boosted class size -- on purpose -- to an astonishing 48. The students work at computers most of the school day.Next door in an identical building containing a different school, digital imaging -- in the form of animation, short films and graphics -- is used for class projects in English, math and science.
At a third school on the same Glassell Park campus, long known as Taylor Yards, high-schoolers get hands-on experience with a working solar panel.
These schools and two others coexist at the Sotomayor Learning Academies, which opened this fall under a Los Angeles school district policy called Public School Choice. The 2009 initiative, the first of its kind in the nation, has allowed groups from inside and outside the Los Angeles Unified School District to compete for the right to run dozens of new or low-performing schools.
Much more on the proposed Madison Preparatory Academy IB Charter School, here.
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As a fledgling voice of reform in higher education, Salman Khan is an oddity. He cannot name any higher education accrediting agencies off the top of his head. He advocates for competency-based credentialing, but has never heard of Western Governors University. He is capable of talking on the phone for a full hour without using the word "disruptive" once. Until recently, he was an analyst for a hedge fund.Here is what Khan does know: algebra, statistics, trigonometry, calculus, computer science, biology, chemistry, astronomy, physics, economics, and finance -- well enough, at least, to demonstrate the concepts via brief video tutorials on Khan Academy, his free learning website. What began in 2006 as an attempt to tutor his young cousin from afar has evolved into a 2,700-video library with millions of monthly visitors.
Many have lauded Khan's natural skill as a teacher. Khan's charmingly unpolished home recordings form the public face of the organization and provide a peg for media narratives about online learning and the YouTube-ification of the textbook in an era where the rising prices and demand for higher education has collided with the Internet's culture of free.
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The public is in a foul mood over increasing college costs and student debt burdens. Talk of a "higher education bubble" is common on the contrarian right, while the Occupy Wall Street crowd is calling for a strike in which in which ex-students refuse to pay off their loans.This week, President Barack Obama held a summit with a dozen higher-education leaders "to discuss rising college costs and strategies to reduce these costs while improving quality." The administration plans to introduce some policy proposals in the run-up to the presidential campaign.
Any serious policy reform has to start by considering a heretical idea: Federal subsidies intended to make college more affordable may have encouraged rapidly rising tuitions.
It's not as crazy as it might sound.
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What does the Hillsborough County, Fla., school district have that Milwaukee Public Schools doesn't? What about Charlotte-Mecklenburg schools in North Carolina?Much better overall scores in reading and math, for one thing. They were at the top of the list of 21 urban school districts in results released last week as part of the National Assessment of Education Progress, or NAEP. Milwaukee was near the bottom.
But here's something else Hillsborough County - which is the Tampa school district - has: Among its 193,000 students, 57% are from low-income homes. For Charlotte-Mecklenburg, the percentage of low-income students among its 136,000 students is 52%.
For MPS, with 80,000-plus students, the low-income rate is 83%.
Each of the four urban districts that scored the best in fourth-grade reading had a low-income rate of 61% or less. Among the four with the worst results, MPS was the lowest with its 83% rate. Detroit, with the worst scores, was listed in the NAEP report at 87%, Cleveland at 100%, and Fresno, Calif., at 93%.
Two other things:
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Amber Dias couldn't be sure what was wrong with her little boy.Chase was a bright, loving 2 1/2-year-old. But he didn't talk much and rarely responded to his own name. He hated crowds and had a strange fascination with the underside of the family tractor.
Searching the Internet, Amber found stories about other children like Chase -- on websites devoted to autism.
"He wasn't the kid rocking in the corner, but it was just enough to scare me," recalled Dias, who lives with her husband and three children on a dairy farm in the Central Valley town of Kingsburg.
She took Chase to a psychologist in Los Angeles, who said the boy indeed had autism and urged the family to seek immediate treatment.
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The budget signed by Gov. Scott Walker makes some of the biggest cuts in the nation to education even as it makes one of the largest spending increases in the country in health care for the poor, two new reports show.Related: Wisconsin's debt in the top 10 amongst US States.At the same time, Wisconsin has avoided large tax increases and ranks more toward the middle of the pack when looking at cuts to schools over the past four years and what the overall education spending in the state is.
Together, the new reports highlight a trend in Wisconsin - the priorities of holding down taxes and paying for rapidly growing Medicaid health care programs are squeezing school funding.
"You're going to see everything else in the budget under stress as long as Medicaid is growing rapidly, at least more rapidly than tax revenues," said Todd Berry, president of the Wisconsin Taxpayers Alliance.
Walker and Republican lawmakers closed a $3 billion budget gap over two years by relying on cuts to schools and local governments rather than tax increases. Democrats decried the cuts as harmful to students and local services, but the governor said he had protected those services by allowing local governments to find savings from union employees' benefits.
A survey this month by the nonpartisan National Governors Association and the National Association of State Budget Officers showed that the budget as passed by Walker and GOP lawmakers made the fifth-largest cuts to state funding for education in the nation at $409 million, with Wisconsin topped only by the much larger states of New York, California, Pennsylvania and Florida.
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Gov. Bobby Jindal continued his push for overhauling the state's public education system, asking a handful of lawmakers and some members of the state's chief school board for their input Friday. Jindal, who has targeted "education reform" as his chief agenda item for his second term, met with several veteran and rookie lawmakers and Board of Elementary and Secondary Education members behind closed doors at the Governor's Mansion for 90 minutes to get their thoughts on potential programs and legislation."We are open to listening to people's ideas," Jindal told reporters after the meeting. "But we will not tolerate those who defend the status quo and (want to) keep doing what we have been doing and expect different results.
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And no matter which way the Dec. 19 vote goes, there's no way to know now whether the school will be entirely effective.Two School Board seats will be on the Spring, 2012 ballot. They are currently occupied by Lucy Mathiak, who is not running again and Arlene Silveira. I suspect the outcome of this vote will drive new candidates, and perhaps, even recalls."This is the most difficult decision I will ever make on the School Board," said Marj Passman, who plans to vote against the proposal. "It has the potential for polarizing our community, and that's the last thing I want to happen."
The vote comes more than a year after the charter was proposed and in the wake of a School District report outlining its opposition to Madison Prep. The school would violate the district's contract with its teachers and preclude sufficient oversight of the $17.5 million in district funds the school would receive over five years, the report said.
District opposition likely will lead the board to reject the proposal, said School Board president James Howard.
"I don't see how it can pass," said Howard. He and Lucy Mathiak are the only two board members who said they will vote to approve the school.
In interviews last week, Passman, Maya Cole and Ed Hughes said they expect to vote against the proposal. Arlene Silveira and Beth Moss declined to disclose how they plan to vote.
Urban League of Greater Madison president Kaleem Caire, the lead proponent of the charter, acknowledged he doesn't have the votes. But he's engaged in a full-court press to generate public support for the proposal.
"We have a moral obligation to do whatever it takes to support our children and special interest of adults should not come before that," Caire said last week.
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reviewed by Richard P. Phelps, via a kind email:
In research organizations that have been "captured" by vested interests, the scholars who receive the most attention, praise, and reward are not those who conduct the most accurate or highest quality research, but those who produce results that best advance the interests of the group. Those who produce results that do not advance the interests of the group may be shunned and ostracized, even if their work is well-done and accurate.
The prevailing view among the vested interests in education does not oppose all standardized testing; it opposes testing with consequences based on the results that is also "externally administered"--i.e., testing that can be used to make judgments of educators but is out of educators' direct control. The external entity may be a higher level of government, such as the state in the case of state graduation exams, or a non-governmental entity, such as the College Board or ACT in the case of college entrance exams.
One can easily spot the moment vested interests "captured" the National Research Council's Board on Testing and Assessment (BOTA). BOTA was headed in the 1980s by a scholar with little background or expertise in testing (Wise, 1998). Perhaps not knowing who to trust at first, she put her full faith, and that of the NRC, behind the anti-high-stakes testing point of view that had come to dominate graduate schools of education. Proof of that conversion came when the NRC accepted a challenge from the U.S. Department of Labor to evaluate the predictive validity of the General Aptitude Test Battery (GATB) for use in unemployment centers throughout the country.
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What inspired you to start The Concord Review?Diane Ravitch, an American historian of education, wrote a col- umn in The New York Times in 1985 about the ignorance of his- tory among 17-year-olds in the United States, based on a study of 7,000 students. As a history teacher myself at the time, I was interested to see that what concerned me was a national problem, and I began to think about these issues. It occurred to me that if I had one or two very good students writing his- tory papers for me and perhaps my colleagues had one or two, then in 20,000 United States high schools (and more overseas) there must be a large number of high school students doing exemplary history research papers. So in1987, I established The Concord Review to provide a journal for such good work in his- tory. I sent a four-page brochure calling for papers to every high school in the United States, 3,500 high schools in Canada, and 1,500 schools overseas. The papers started coming in, and in the fall of 1988, I was able to publish the first issue of The Concord Review. Since then, we have published 89 issues.
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Editor's Note: Once again, I have to thank NAS for providing the opportunity for meeting contributor Will Fitzhugh. Will has an AB in English Literature and Ed.M. in Guidance from Harvard. After a number of years in industry, he taught high school for ten years in Concord, Massachusetts. In 1987 he started The Concord Review, the only journal in the world for the academic papers of secondary students, which has now published 978 history essays from 44 states and 38 other countries. These essays truly are examples of outstanding writing and scholarship. Most of us who teach at the college level wish all high school teachers would heed Will's advice.
What follows below is a speech given at the 2010 meeting of NACAC, prefaced by his introductory note.
by Will Fitzhugh
At the 2010 Conference of the National Association of College Admissions Counselors, the primary organization for admissions professionals, I spoke about the way the emphasis on little 500-word personal "college" essays erodes students' chances to learn to do actual academic term papers at least once before they get to college.
"The College Essay"
I propose a thought experiment for what it may be worth:
What if we change the name of our organization from the National Association of College Admissions Counselors to: The National Association of College Completion Counselors?
Note that the new name is more comprehensive, as Completion presupposes Admission, but, as is all too obvious these days, Admission cannot assume Completion.
You are all at least as aware as I am of the numbers about the need for academic remediation in Higher Education and the numbers of dropouts from college, but I will review a couple of them. Tony Wagner of Harvard reports that in general, including community colleges, half of college freshman do not return for a second year, and a huge percentage of our high school graduates take six years or more to complete a Bachelor's degree, and four years or more to complete an Associate's degree.
Students who need remediation in basic academic skills are more likely to drop out, and the more remedial courses they have to take, the more likely they are to drop out.
The California State College System reported at a conference last Fall that 47% of their Freshman students are in remedial reading courses.
Does anybody read any more?
We may assume that these students have had 12 years of reading in school already, but they still can't read well enough to do college work, at least by California standards.
Reading is not calculus or chemistry, it is just a basic academic skill in which we expect that the schools have offered practice for 12 years.
Now, a youngster can start to play Pop Warner football at age 6. By graduation from high school, he could have had 12 years of practice at the basic skills of football. Imagine athletes reporting for a college football team, only to be told that they need a year of remedial blocking and tackling practice before they can be allowed to play. It seems unlikely that they would not have learned basic blocking and tackling skills in their previous 12 years of playing football.
I am not just talking about improvement here. Of course, students in college can learn to read more difficult material in new academic subjects. And of course college athletes can get better at all the skills needed for success in their sports.
But we are talking about basic, entry-level academic skills. 47% of freshmen in the California State College System don't have them in reading, after 12 years of practice in school.
When I went into the Army in 1960, I had never fired a rifle before, but in a week or two on the range in Basic Training, I was able to meet the standard for "Sharpshooter." I missed "Expert" by one target.
I am convinced that if I had had 12 years of practice with my M-1 Garand, I really could have scored "Expert"--perhaps even by the higher standards of the U.S. Marine Corps.
I have to confess I am stunned that so many of our high school students, having been awarded one of our high school diplomas, and having been accepted at one of our colleges, are found [by ACT] to be unable to read well enough to do college work.
The Diploma to Nowhere report of the Strong American Schools project said that more than one million of our high school graduates are now in remedial courses each year when they get to college.
It also notes that these students, having satisfied our requirements for the high school diploma, and graduated--having applied to college and been accepted--are told when they get there, that they can't make the grade without perhaps an additional year of work on their academic fundamentals. Naturally this experience is surprising to them, given that they satisfied our requirements for graduation and admission to college, and embarrassing, humiliating and discouraging, as well.
As you may know, my particular interest since 1987 has been in student history research papers at the high school level. I have published 978 essays by secondary students from 44 states and 38 other countries over the last 25 years.
Start young!
Some of the students who wrote the required Extended Essays for the IB Diploma and were published in The Concord Review, and some of our other authors as well, have told me that in their freshman dorms they are often mobbed by their peers who are facing a serious term paper for the first time and have no idea how to do one.
It is absurd to contemplate, but imagine a well-prepared college basketball player being mobbed for help by his peers who had never been taught to dribble, pass, or shoot in high school.
If even colleges like Harvard and Stanford require all their Freshmen to take a year of expository writing, that may not exactly be remedial writing, but I would argue that a student who has completed an Extended Essay for the International Baccalaureate Diploma, and a student who has published a 12,000-word paper on Irish Nationalism or a 15,000-word paper on the Soviet-Afghan War for The Concord Review, should perhaps be allowed to skip that year of remedial writing. The author of the Soviet-Afghan War paper, from Georgia, is now at Christ Church College, Oxford, where I believe he did not have to spend a year in an expository writing course, and the author of the Irish Nationalism paper is at Princeton, where she may very well have been asked to spend a year in such a course.
If so many of our students need to learn how to do academic writing (not to mention how to read), what are they spending time on in high school?
I believe that writing is the most dumbed-down activity we now have in our schools. The AP program includes no research paper, only responses to document-based questions, and most high school Social Studies departments leave academic writing tasks to the English Department.
Now, in general, English Departments favor personal and creative writing and the five-paragraph essay, but college admission requirements have given them an additional task on which they are working with students. Teaching writing takes time, not only in preparing and monitoring students, but more especially in reading what students have written and offering corrections and advice. Time for one kind of writing necessarily means less time for another kind.
Personal and creative writing and the five-paragraph essay have already taken a lot of the time of English teachers and their students, but as college admissions officers ask for the 500-word personal essay, time has to be given to teaching for that.
While high school English departments work with their students on the 500-word personal essay, they do not have the time to give to serious term papers, so they don't do them, and I believe that is why so many students arrive in our colleges in need of a one-year course on the expository writing they didn't get a chance to do in school.
Lots of the public high school students whose work I publish simply do their papers as independent studies, as there is no place for serious academic writing like that in the curriculum.
I would suggest that college admissions officers ask for an academic research paper from applicants in place of the short little personal essay; while it would be more work for them, it would make it more likely that students would arrive ready for college work.
Making sure that our high school students arrive in college able to manage college-level nonfiction reading and academic expository writing might really help us earn our new credential as professionals who work not just to help students get accepted at college, but to help them complete college as well.
Will Fitzhugh's website is www.tcr.org, and he can be reached at Fitzhugh@tcr.org
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Richard P. Phelps, via a kind email:
Every year, the education magazine Phi Delta Kappan hires the Gallup Organization to survey American opinion on the public schools. Though Gallup conducts the poll, education grandees selected by the editors of the Kappan write the questions. In 2007 the poll asked, "Will the current emphasis on standardized tests encourage teachers to 'teach to the tests,' that is, concentrate on teaching their students to pass the tests rather than teaching the subject, or don't you think it will have this effect?"The key to the question, of course, is the "rather than"--the assumption by many critics that test preparation and good teaching are mutually exclusive. In their hands, "teach to the test" has become an epithet. The very existence of content standards linked to standardized tests, in this view, narrows the curriculum and restricts the creativity of teachers--which of course it does, in the sense that teachers in standards-based systems cannot organize their instructional time in any fashion they prefer.
A more subtle critique is that teaching to the test can be good or bad. If curricula are carefully developed by educators and the test is written with curricula in mind, then teaching to the test means teaching students the knowledge and skills we agree they ought to learn--exactly what our teachers are legally and ethically obligated to do.
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In an earlier comment thread someone asked whether Asian-American college performance is commensurate with their SAT scores. If A-A SAT scores are artificially elevated by cramming then one might expect it to under-predict college GPA. (On the other hand, if Asians are more conscientious and hard working overall, one might* expect both SAT scores and college GPA to be elevated relative to other groups.) This data from the College Board shows that the validity of SAT as a predictor of college GPA is about the same for whites and Asians.
*Regarding cramming, I have yet to see any data which shows that large groups of people can significantly elevate their SAT scores through preparation. Test prep companies will claim this is possible, but detailed studies by ETS suggest otherwise. In our U Oregon data set (covering all students at the university over a 5 year period) it is quite rare to see a change of 1 population SD between max and average score for individual students who take the SAT multiple times.(Click for larger version. FYGPA = Freshman Year GPA.)
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There's a very disturbing tendency among academics -- though many people in policy fights do it -- to dodge substantive debate by declaring, basically, "the other side is full of garbage so just ignore them." You probably see it most glaringly about climate change -- no one credible disagrees with Al Gore! -- but I see it far too frequently regarding the possibility that government student aid, the bulk of which comes from Washington, is a significant factor behind college price inflation.Today, we are treated to this lame dodge in a letter to the Washington Post from Terry Hartle, Senior Vice President at the American Council on Education, arguably the most powerful of Ivory Tower advocacy groups. He writes:
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Seeing that the district is quietly working towards presenting a plan to build yet another elementary school (to the tune of $18-22M), we felt it was long overdue to take a look at our debt picture. That is what people do before planning big purchase, right????Pick up any newspaper or magazine and it won't be long before you see what folks all over the country are doing during this 3 year (and counting) downturn in the economy. They're paying down their debt and not creating new debt. Sounds like a solid plan...right? Nope, at least not in Sun Prairie. The FTT Committee will be reviewing APL population estimates this coming Monday, and that will be the first shot fired in a battle to build an 8th elementary school. APL estimates are ALWAYS a prelude to "time to build".
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It is simply time to be honest. If you are sincerely concerned about the educational problems in Milwaukee and want to see real solutions implemented, then it is time to take a look at the truth. The desire to be politically correct for some and the reluctance to accept reality for others is what has delayed real progress in Milwaukee.So, here it is point blank:
Wisconsin - not just Milwaukee - has a problem educating African-American youths.
According to the recent test scores reported by the National Assessment of Educational Progress, the achievement gap continues to widen. In other words, white students continue to outperform minority students, especially African-Americans. In fact, Wisconsin has the largest white-black achievement gap in the nation and continues to be the only state with a gap well above the national average.
Basically, white students have an 86% high school graduation rate, while African-American students graduate at a rate of 49%. So, quality education is not difficult to find in Wisconsin, but for some reason African-American youths are not getting it.
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Flor Perez, a 1995 Santa Cruz High graduate, sits inside the library of her alma mater with her 15-year-old son Alex as the two plot his path to college.As part of a preparedness course for ninth-graders and their families, the Perezes match high school course offerings with entry requirements for four-year universities. They want to make sure Alex knows the right classes to take now to get into college after earning his diploma.
Flor wished there had been a similar program when she was growing up. Now in her 30s and expecting her third child, she's majoring in health science and nursing at San Jose State University while raising Alex and his younger brother.
"We had to see a counselor and make our own appointment," she said of her time in high school. "This workshop actually includes the parents. It allows us to make sure our kids are on track."
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Kaleem Caire, via email:
December 10, 2011Much more on the proposed Madison Preparatory Academy IB charter school, here.
Dear Friends & Colleagues.
For the last 16 months, we have been on an arduous journey to develop a public school that would effectively address the educational needs of children who have under-performed or failed to succeed in Madison's public schools for at least the last 40 years. If you have followed the news stories, it's not hard to see how many mountains have been erected in our way during the process.
Some days, it has felt like we're desperately looking at our children standing dangerously close to the edge of a cliff, some already fallen over while others dangling by their thumbs waiting to be rescued; but before we can get close enough to save them, we have to walk across one million razor blades and through thousands of rose bushes with our bare feet. As we make our way to them and get closer, the razor blades get sharper and the rose bushes grow more dense.
Fortunately, our Board members and team at the Urban League and Madison Preparatory Academy, and the scores of supporters who've been plowing through the fields with us for the last year believe that our children's education, their emotional, social and personal development, and their futures are far more important than any pain we might endure.
Our proposal for Madison Prep has certainly touched a nerve in Madison. But why? When we launched our efforts on the steps of West High School on August 29, 2010, we thought Madison and its school officials would heartily embrace Madison Prep.We thought they would see the school as:
(1) a promising solution to the racial achievement gap that has persisted in our city for at least 40 years;(2) a learning laboratory for teachers and administrators who admittedly need new strategies for addressing the growing rate of underachievement, poverty and parental disengagement in our schools, and
(3) a clear sign to communities of color and the broader Greater Madison community that it was prepared to do whatever it takes to help move children forward - children for whom failure has become too commonplace and tolerated in our capital city.
Initially, the majority of Board of Education members told us they liked the idea and at the time, had no problems with us establishing Madison Prep as a non-instrumentality - and therefore, non-union, public school. At the same time, all of them asked us for help and advice on how to eliminate the achievement gap, more effectively engage parents and stimulate parent involvement, and better serve children and families of color.
Then, over the next several months as the political climate and collective bargaining in the state changed and opponents to charter schools and Madison Prep ramped up their misinformation and personal attack campaign, the focus on Madison Prep got mired in these issues.
The concern of whether or not a single-gender school would be legal under state and federal law was raised. We answered that both with a legal briefing and by modifying our proposal to establish a common girls school now rather than two years from now.
The concern of budget was raised and how much the school would cost the school district. We answered that through a $2.5 million private gift to lower the per pupil request to the district and by modifying our budget proposal to ensure Madison Prep would be as close to cost-neutral as possible. The District Administration first said they would support the school if it didn't cost the District more than $5 million above what it initially said it could spend; Madison Prep will only cost them $2.7 million.
Board of Education members also asked in March 2011 if we would consider establishing Madison Prep as an instrumentality of MMSD, where all of the staff would be employed by the district and be members of the teacher's union. We decided to work towards doing this, so long as Madison Prep could retain autonomy of governance, management and budget. Significant progress was made until the last day of negotiations when MMSD's administration informed us that they would present a counter-budget to ours in their analysis of our proposal that factored in personnel costs for an existing school versus establishing a modest budget more common to new charter schools.
We expressed our disagreement with the administration and requested that they stick with our budget for teacher salaries, which was set using MMSD's teacher salary scale for a teacher with 7 years experience and a masters degree and bench-marked against several successful charter schools. Nevertheless, MMSD argued that they were going to use the average years of experience of teachers in the district, which is 14 years with a master's degree. This drove up the costs significantly, taking teacher salaries from $47,000 to $80,000 per year and benefits from $13,500 to $25,000 per year per teacher. The administration's budget plan therefore made starting Madison Prep as an instrumentality impossible.
To resolve the issue, the Urban League and Board of Madison Prep met in November to consider the options. In doing so, we consulted with every member of MMSD's Board of Education. We also talked with parents, stakeholders and other community members as well. It was then decided that we would pursue Madison Prep as a non-instrumentality of the school district because we simply believe that our children cannot and should not have to wait.
Now, Board of Education members are saying that Madison Prep should be implemented in "a more familiar, Madison Way", as a "private school", and that we should not have autonomy even though state laws and MMSD's own charter school policy expressly allow for non-instrumentality schools to exist. There are presently more than 20 such schools in Wisconsin.
What Next?
As the mountains keep growing, the goal posts keep moving, and the razor blades and rose bushes are replenished with each step we take, we are forced to ask the question: Why has this effort, which has been more inclusive, transparent and well-planned, been made so complicated? Why have the barriers been erected when our proposal is specifically focused on what Madison needs, a school designed to eliminate the achievement gap, increase parent engagement and prepare young people for college who might not otherwise get there? Why does liberal Madison, which prides itself on racial tolerance and opposition to bigotry, have such a difficult time empowering and including people of color, particularly African Americans?
As the member of a Black family that has been in Madison since 1908, I wonder aloud why there are fewer black-owned businesses in Madison today than there were 25 years ago? There are only two known black-owned businesses with 10 or more employees in Dane County. Two!
Why can I walk into 90 percent of businesses in Madison in 2011 and struggle to find Black professionals, managers and executives or look at the boards of local companies and not see anyone who looks like me?
How should we respond when Board of Education members tell us they can't vote for Madison Prep while knowing that they have no other solutions in place to address the issues our children face? How can they say they have the answers and develop plans for our children without consulting and including us in the process? How can they have 51 black applicants for teaching positions and hire only one, and then claim that they can't find any black people to apply for jobs? How can they say, "We need more conversations" about the education of our children when we've been talking for four decades?
I have to ask the question, as uncomfortable as it may be for some to hear, "Would we have to work this hard and endure so much resistance if just 48% of white children in Madison's public schools were graduating, only 1% of white high school seniors were academically ready for college, and nearly 50% of white males between the ages of 25-29 were incarcerated, on probation or under some form of court supervision?
Is this 2011 or 1960? Should the black community, which has been in Madison for more than 100 years, not expect more?
How will the Board of Education's vote on December 19th help our children move forward? How will their decision impact systemic reform and seed strategies that show promise in improving on the following?
Half of Black and Latino children are not completing high school. Just 59% of Black and 61% of Latino students graduated on-time in 2008-09. One year later, in 2009-10, the graduation rate declined to 48% of Black and 56% of Latino students compared to 89% of white students. We are going backwards, not forwards. (Source: MMSD 2010, 2011)
Black and Latino children are not ready for college. According to makers of the ACT college entrance exam, just 20% of Madison's 378 Black seniors and 37% of 191 Latino seniors in MMSD in 2009-10 completed the ACT. Only 7% of Black and 18% of Latino seniors completing test showed they had the knowledge and skills necessary to be "ready for college". Among all MMSD seniors (those completing and not completing the test), just 1% of Black and 7% of Latino seniors were college ready
Too few Black and Latino graduates are planning to go to college. Of the 159 Latino and 288 Black students that actually graduated and received their diplomas in 2009-10, just 28% of Black and 21% of Latino students planned to attend a four-year college compared to 53% of White students. While another 25% of Black and 33% of graduates planned to attend a two-year college or vocation program (compared to 17% of White students), almost half of all of all Black and Latino graduates had no plans for continuing their education beyond high school compared to 27% of White students. (Source: DPI 2011)
Half of Black males in their formative adult years are a part of the criminal justice system. Dane County has the highest incarceration rate among young Black men in the United States: 47% between the ages of 25-29 are incarcerated, on probation or under some form of court supervision. The incarceration phenomena starts early. In 2009-10, Black youth comprised 62% of all young people held in Wisconsin's correctional system. Of the 437 total inmates held, 89% were between the ages of 15-17. In Dane County, in which Madison is situated, 49% of 549 young people held in detention by the County in 2010 were Black males, 26% were white males, 12% were black females, 6% were white females and 6% were Latino males and the average age of young people detained was 15. Additionally, Black youth comprised 54% of all 888 young people referred to the Juvenile Court System. White students comprised 31% of all referrals and Latino comprised 6%.
More importantly, will the Board of Education demonstrate the type of courage it took our elders and ancestors to challenge and change laws and contracts that enabled Jim Crow, prohibited civil rights, fair employment and Women's right to vote, and made it hard for some groups to escape the permanence of America's underclass? We know this is not an easy vote, and we appreciate their struggle, but there is a difference between what is right and what is politically convenient.
Will the Board have the courage to look in the faces of Black and Latino families in the audience, who have been waiting for solutions for so long, and tell them with their vote that they must wait that much longer?
We hope our Board of Education members recognize and utilize the tremendous power they have to give our children a hand-up. We hope they hear the collective force and harmony of our pleas, engage with our pain and optimism, and do whatever it takes to ensure that the proposal we have put before them, which comes with exceptional input and widespread support, is approved on December 19, 2011.
Madison Prep is a solution we can learn from and will benefit the hundreds of young men and women who will eventually attend.
If not Madison Prep, then what? If not now, then when?
JOIN US
SCHOOL BOARD VOTE ON MADISON PREP
Monday, December 19, 2011 at 5:00pm
Madison Metropolitan School District
Doyle Administration Building Auditorium
545 West Dayton Street
Madison, WI 53703
Contact: Laura DeRoche Perez, Lderoche@ulgm.org
Phone: 608-729-1230
CLICK HERE TO RSVP: TELL US YOU'LL BE THERE
Write the School Board and Tell Them to "Say 'Yes', to Madison Prep!"
Madison Prep 2012!
Onward!
Kaleem Caire
President & CEO
Urban League of Greater Madison
Phone: 608-729-1200
Fax: 608-729-1205
www.ulgm.org
OUR RESPONSE TO MMSD'S NEW CONCERNS
Autonomy: MMSD now says they are concerned that Madison Prep will not be accountable to the public for the education it provides students and the resources it receives. Yet, they don't specify what they mean by "accountability." We would like to know how accountability works in MMSD and how this is producing high achievement among the children it serves. Further, we would like to know why Madison Prep is being treated differently than the 30 early childhood centers that are participating in the district's 4 year old kindergarten program. They all operate similar to non-instrumentality schools, have their own governing boards, operate via a renewable contract, can hire their own teachers "at their discretion" and make their own policy decisions, and have little to no oversight by the MMSD Board of Education. All 30 do not employ union teachers. Accountability in the case of 4K sites is governed by "the contract." MMSD Board members should be aware that, as with their approval of Badger Rock Middle School, the contract is supposed to be developed "after" the concept is approved on December 19. In essence, this conversation is occurring to soon, if we keep with current district practices.
Collective Bargaining Agreement (CBA): MMSD and Madison Teachers, Incorporated have rejected our attorney's reading of ACT 65, which could provide a path to approval of Madison Prep without violating the CBA. Also, MTI and MMSD could approve Madison Prep per state law and decide not to pursue litigation, if they so desired. There are still avenues to pursue here and we hope MMSD's Board of Education will consider all of them before making their final decision.
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Jack Stripling and Andrea Fuller:
The economic divide is not confined to Wall Street and Main Street.Within the world of private higher education, there are a handful of college presidents who earn considerably more than professors on their campuses, or gobble up a notable share of their institutions' budgetary pie, a Chronicle analysis has found. There are also significant pay gaps among presidents, 36 of whom earned more than $1-million in 2009.
A typical private-college leader made 3.7 times as much as the average full professor on his or her campus in 2009, but six presidents reviewed by The Chronicle made more than 10 times as much as their faculty colleagues, according to national faculty-salary data and the most-recent available federal-tax filings. While most colleges spent less than $5 on presidential pay for every $1,000 of their budgets, 14 of the institutions The Chronicle reviewed spent two times that.
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If 2010 was the year of the bombshell in research in the three "major areas" of market-based education reform - charter schools, performance pay, and value-added in evaluations - then 2011 was the year of the slow, sustained march.Last year, the landmark Race to the Top program was accompanied by a set of extremely consequential research reports, ranging from the policy-related importance of the first experimental study of teacher-level performance pay (the POINT program in Nashville) and the preliminary report of the $45 million Measures of Effective Teaching project, to the political controversy of the Los Angeles Times' release of teachers' scores from their commissioned analysis of Los Angeles testing data.
In 2011, on the other hand, as new schools opened and states and districts went about the hard work of designing and implementing new evaluations compensation systems, the research almost seemed to adapt to the situation. There were few (if any) "milestones," but rather a steady flow of papers and reports focused on the finer-grained details of actual policy.*
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A nice analytic giblet from a Times profile of new Nobel economists Thomas Sargent and Christopher Sims:Because of his father's College Board connections, Mr. Sims got hold of an old SAT exam, which he and Mr. Willoughby used to conduct a statistical analysis. They found that on multiple-choice questions in English and social studies, the "longer answers tended to be correct." In math, they determined that the number that was "closest to all of the other numerical choices" was probably the right one.
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Andrew Rotherham: Newt Gingrich has a penchant for saying provocative and often downright crazy things. When the former House Speaker gave a lecture at Harvard last month, calling child labor laws "truly stupid" and suggesting that low-income kids should be required to do some manual labor in their schools, it was a classic Gingrich proposal: over-the-top, totally tone-deaf, and way too broad in scope. But it also was not entirely wrong. Although his specifics are often bewildering, it's hard to deny that Gingrich has a knack for spotting trends in education.
In 1994, when Gingrich was the leader of House Republicans, he suggested a radical welfare reform: to break the cycle of poverty, take poor kids away from their unwed teen mothers and put them in state-run facilities. His orphanage idea was designed to free up single parents for job training while simultaneously instilling better work habits in their children. Not surprisingly, the proposal quickly died on Capitol Hill. But in the 17 years since then, hundreds of schools have sprung up across the country that are designed to get students to spend more time on school-related activities and less time exposed to adverse influences in their neighborhoods and, yes, sometimes in their homes. These schools also have clear nonacademic curricula that focus on behavior, self-management and life skills. The goal, as described by journalist David Whitman, the current speechwriter for Secretary of Education Arne Duncan, in Sweating the Small Stuff: Inner-City Schools and the New Paternalism, is to use school as an anti-poverty tool by deliberately fostering a strong work ethic in students.
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Bill Smojver, Director of Technical Services:
Madison Metropolitan School District was provided an award from the Microsoft Cy Pres settlement in the Fall of 2009. Since that time the district has utilized many of these funds to prorate projects across the district in order to free up budgeted funds and to provide for more flexibility. The plan and process for these funds liquidates the General Purpose portion of the Microsoft Cy Pres funds, provides an equitable allocation per pupil to each school, and is aimed at increasing the amount of technology within our schools.I found the device distribution to be quite interesting. The iPad revolution is well underway. Technology's role in schools continues to be a worthwhile discussion topic.The total allocation remaining from Cy Pres revenues totals $2,755,463.11, which was the target for the technology acquisition plan. Two things happened prior to allocating funds to schools: first was to hold back $442,000 for the future purchase of iPads for our schools (at $479 per iPad this equates to a 923 iPads), and second was to hold back $200,000 necessary for increased server capacity to deal with the increase in different types of technology.
The final step was to allocate the remaining funding ($2,113,463.11) out to the schools on a per pupil basis. This was calculated at $85.09 per pupil across all schools within the district.
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John Matthews, Executive Director of Madison Teachers, Inc., via email:
The Urban League proposes that Madison Prep be operated as a non-instrumentality of the Madison Metropolitan School District. The Urban League's proposal is unacceptable to Madison Teachers, because it would effectively eliminate supervision and accountability of the school to the Madison School Board regarding the expenditure of millions of dollars in taxpayer money, and because it would also violate long-standing terms and conditions of the Collective Bargaining Agreement between the Madison Metropolitan School District and MTI.Much more on the proposed Madison Preparatory Academy IB charter school, here.The Urban League proposes to use District funds to hire non-District teaching staff at lower salaries and benefits than called for in the Collective Bargaining Agreement. It was recently stated in a meeting between representatives of Madison Prep, the School District and MTI that the Urban League plans to hire young African-American males and asks that MTI and the District enable them to pay the teachers they hire less than their counterparts, who are employed by the District. MTI cannot agree to enable that. We believe that such is discriminatory, based both on race and gender. The MTI/MMSD Contract calls for teachers to be compensated based upon their educational achievement and their years of service. MTI and MMSD agreed in the early 1970's that the District would not enable such undermining of employment standards. The costing of the Contract salary placement was explained by both Superintendent Nerad and John Matthews. Those explanations were ignored by the Urban League in their budgeting, causing a shortfall in the proposed operational budget, according to Superintendent Nerad.
It is also distasteful to MTI that the Urban League proposes to NOT ADDITIONALLY pay their proposed new hires for working a longer day and a longer school year. Most employees in the United States receive overtime pay when working longer hours. The Urban League proposes NO additional compensation for employees working longer hours, or for the 10 additional school days in their plan.
Finally, the Urban League is incorrect in asserting that MTI and the District could modify the MMSD/MTI Contract without triggering Act 10, Governor Walker's draconian attack on teachers and other public employees. The Contract would be destroyed if MTI and the District agreed to amend it. Such is caused by Walker's Law, Act 10. MTI is not willing to inflict the devastating effects of Act 10 on its members. The Urban League states that Walker's Act 65 would enable the Contract to be amended without the horrible impact cause by Act 10. That claim is unfounded and in error.
The Madison Prep proposal could easily be implemented if it followed the Charter Plan of Wright School, Nuestro Mundo, and Badger Rock School, all of which operate as instrumentalities of the District, under its supervision and the MMSD/MTI Collective Bargaining Agreement.
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Madison Preparatory Academy could easily open if it followed the same model as the district's other charter schools, Madison Teachers Inc. Executive Director John Matthews said in response to yesterday's Urban League press conference.Related: Some Madison Teachers & Some Community Members (*) on the Proposed Madison Preparatory Academy IB Charter School.But the current proposal is "unacceptable" to Madison teachers because it would "effectively eliminate School Board oversight of the expenditure of millions of dollars in taxpayer money" and violate the district's contract with its union, Matthews said.
Matthews initially declined to comment on Madison Prep when I contacted him yesterday, but later responded in an e-mail.
In his response, Matthews criticized Madison Prep's plan to pay its teachers lower salaries and benefits than other district teachers, and not offer overtime for working longer days.
He also said the Urban League is incorrect in asserting that the current union contract can be modified without nullifying it under the state's new collective bargaining law.
Related: student learning has become focused instead on adult employment - Ripon Superintendent Richard Zimman.
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In the world of finance, there is always talk of bubbles - mortgage bubbles, tech stock bubbles, junk bond bubbles. But bubbles don't develop only in financial markets. In recent years, there's been another one quietly inflating, not capturing the attention of most observers.It's an education bubble - just not the one of student debt that has graced the pages of the New York Times and so many other publications in recent months.
The problem is not that we are overeducating ourselves as many would have you believe. Rather, it's that we are spending a fortune to undereducate ourselves.
The United States has always been a very educated country. But it is becoming less and less so, especially in the areas that matter to our individual and collective economic futures. Our undereducation begins with a stubbornly high dropout rate among secondary education students. About a quarter of those who begin high school don't finish.
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I have never let my schooling interfere with my education. - Mark TwainDisclaimer: I write this as a university student. Some of my points may or may not be applicable in a high school environment.
The grading system in schools and universities has a long history of opponents and criticism. I won't go into the arguments here because, quite frankly, I don't have anything new to say about it. In short: the system sucks. It encourages memorization and frenzied, last-minute studying, can be played in a variety of ways, etc. Educators can debate the alternatives and run pilot projects, and that's all well and good. But what can we - the students - do about it?
My answer: Don't Worry About It.
Of course, this could easily be interpreted as a call to rebel against the system, forget grades entirely, and party night and day. So let me expand on that:
Pick courses that interest you, and focus on learning. And don't worry about the grades - they will come with the territory.
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Persistently rising college tuitions, high spending per student, and mounting student debt burdens have re-emerged as key issues in Washington. Secretary Arne Duncan has called on college and university officials to show more urgency in keeping down their prices and spending, the House subcommittee on postsecondary education has held another hearing to wring its hands about college unaffordability, and President Obama has now summoned a select group of college presidents and higher education thought leaders to consider what can be done.Federal efforts in the past have focused on shining a spotlight on institutions with the highest rates of tuition growth and exhorting college officials to do more to restrain their spending growth and rein in their price increases. Recent news stories indicate that these largely symbolic approaches will continue to dominate the debate as the focus seems to be on extolling the virtues of those schools or states that freeze or reduce their tuition levels, move to three-year degrees, measure learning outcomes, or find ways to use technology to lower their costs per student and hopefully their prices.
But these efforts are unlikely to yield satisfactory results, just as previous efforts have failed to slow cost and price growth or to reduce the amount students must borrow to pay for their education and related expenses. They will continue to fail unless the aim is to reshape the relationship between governments and institutions and the rules that determine how much students can and do borrow. Federal and state officials must recognize that the signals embedded in a number of policies have contributed to the past growth in costs, prices and student debt -- and then do something about it.
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Lanya Olmstead was born in Florida to a mother who emigrated from Taiwan and an American father of Norwegian ancestry. Ethnically, she considers herself half Taiwanese and half Norwegian. But when applying to Harvard, Olmstead checked only one box for her race: white."I didn't want to put 'Asian' down," Olmstead said, "because my mom told me there's discrimination against Asians in the application process."
For years, many Asian-Americans have been convinced that it's harder for them to gain admission to the nation's top colleges.
Studies show that Asian-Americans meet these colleges' admissions standards far out of proportion to their 6 percent representation in the U.S. population and that they often need test scores hundreds of points higher than applicants from other ethnic groups to have an equal chance of admission. Critics say these numbers, along with the fact that some top colleges with race-blind admissions have double the Asian percentage of Ivy League schools, prove the existence of discrimination.
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Supporters of a controversial, single-sex charter school Thursday blasted the Madison School District for its opposition to the proposal and said the teachers union is an impediment to improving student achievement.Much more on the proposed Madison Preparatory Academy IB charter school, here.At a news conference, the Urban League of Greater Madison's president, Kaleem Caire, also said the proposed Madison Preparatory Academy, which would target low-income, minority students, isn't dead and called on the School Board to put "learning before labor" when it votes Dec. 19 whether to approve the charter.
"Our children aren't there to be subjects of teachers and teachers unions," Caire said. "But the decisions that have been made in the Madison Metropolitan School District for a mighty long time have been determined by adults getting what they need first before kids."
Madison Teachers Inc. executive director John Matthews declined comment Thursday.
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In Dane County, median household income dropped an inflation-adjusted $64,410 in 1999 to $58,661 in 2010. In Madison, median income dropped about 8 percent to $50,508.In the county, the rate of people living in poverty jumped from 9.4 percent to 12.2 percent. In Madison, the percentage of people in poverty jumped to 18.7 from 15.
For those younger than 18, the rise was more dramatic in Dane County: 7.2 percent at the turn of the last decade, 11.9 percent in 2010. For those younger than 18, 17.1 percent in Madison live in poverty, up from 11.4 percent in 1999.
In Dane County, 6.5 percent of households surveyed in 2010 reported an income less than $11,000, half of the federal poverty line for a family of four, defined as extreme poverty. In Madison, 9.8 percent met that standard. Both outpaced the statewide average of 5.6 percent.
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Much more on the proposed Madison Preparatory Academy IB charter school, here.
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Kaleem Caire, via email:
Fails to address core issues impacting racial achievement gap and middle class flightRelated: "They're all rich, white kids and they'll do just fine" -- NOT!.WHAT: The Urban League of Greater Madison and the founding Board of Madison Preparatory Academy will share their response to the Madison Metropolitan School District Administration's recommendation that the Board of Education not Support Madison Prep, and will call for immediate and wider education reforms within the Madison Metropolitan School District to address the racial achievement gap and middle-class flight and crises.
WHEN: 12:00 pm, Thursday, December 8, 2011
WHERE: Urban League of Greater Madison, 2222 S. Park St., Suite 200, Madison, WI 53713
WHO: Kaleem Caire, Urban League President & CEO Urban League of Greater Madison Board of Directors Madison Preparatory Academy Board of Directors Community Leaders and Parents
For more information, contact Laura DeRoche Perez, Director of School Development, Urban League of Greater Madison, at lderoche@ulgm.org or 608-729-1235.
Much more on the proposed Madison Preparatory Academy IB charter school, here.
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Fellow members of the Electronic Educational Entertainment Association. My remarks will be brief, as I realize you all have texts to read, messages to tweet, and you will of course want to take photos of those around you to post on your blog.
I only want to remind you that the book is our enemy. Every minute a student spends reading a book is time taken away from purchasing and using the software and hardware the sale of which we depend on for our livelihoods.
You should keep in mind the story C.S. Lewis told of Wormwood, the sales rep for his uncle Screwtape, a district manager Below, who was panicked when his target client joined a church. What was he to do? Did this mean a lost account? Screwtape reassured him with a story from his own early days. One of his accounts went into a library, and Screwtape was not worried, but then the client picked up a book and began reading. However, then he began to think! And, in an instant, the Enemy Above was at his elbow. But Screwtape did not panic--fortunately it was lunchtime, and he managed to get his prospect up and at the door of the library. There was traffic and busyiness, and the client thought to himself, "This is real life!" And Screwtape was able to close the account.
In the early days, Progressive Educators would sometimes say to students, in effect, "step away from those books and no one gets hurt!" because they wanted students to put down their books, go out, work for social justice, and otherwise take part in "real life" rather than get into those dangerous books and start thinking for themselves, for goodness' sake!
But now we have more effective means of keeping our children in school and at home away from those books. We have Grand Theft Auto and hundreds of other games for them to play at escaping all moral codes. We have smartphones, with which they can while away the hours and the days texting and talking about themselves with their friends.
We even have "educational software" and lots of gear, like video recorders, so that students can maintain their focus on themselves, and stay away from the risks posed by books, which could very possibly lead them to think about something besides themselves. And remember, people who read books and think about something besides themselves do not make good customers. And more than anything, we want and need good customers, young people who buy our hardware and software, and who can be encouraged to stay away from the books in libraries, which are not only free, for goodness's sake, but may even lead them to think. And that will be no help at all to our bottom line. Andrew Carnegie may have been a philanthropist, but by providing free libraries he did nothing to help us sell electronic entertainment products. We must never let down our guard or reduce our advertising. Just remember every young person reading a book is a lost customer! Verbum Sap.
-----------------------------
"Teach by Example"
Will Fitzhugh [founder]
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®
www.tcr.org/blog
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I recently received a history paper submitted by a high school Junior who was kind enough
to enumerate the hours he has spent on athletics in a recent year:
Football: 13 hours a week, 13 weeks per year. (169 hours)
Basketball: 12 hours a week, 15 weeks per year. (180 hours)
Lacrosse: 12 hours a week, 15 weeks per year. (180 hours)
Summer Lacrosse: 10 hours per week, 15 weeks per year. (150 hours)
This yields a total, by my calculations, of
169 + 180 + 180 hours = 529 hours + 150 in the summer, for a new total of 679 hours.
We are told that there is no time for high school students to write serious history research papers, which they need to do to prepare themselves for college academic requirements. It seems likely that this young man will be better prepared in athletics
than in academics.
If it were considered important for all students to read history books and to write a serious history research paper, 679 hours (84 eight-hour days) might just be enough for them to manage that.
This particular young man made the time on his own to write a 28-page history research paper with a bibliography and 107 endnotes and submit it to The Concord Review, but this was not his high school requirement.
===============
"Teach by Example"
Will Fitzhugh [founder]
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®
www.tcr.org/blog
Newsletter signup | Send us your ideas
200K PDF File, via a kind reader.
Madison Teacher's Inc. Twitter feed can be found here.
Much more on the proposed Madison Preparatory Academy IB charter school, here.
* Please see TJ Mertz's comment below. A link to the document was forwarded to me via a kind reader from Madison Teachers, Inc. Twitter Feed (a "retweet" of Karen Vieth's "tweet"). Note that I enjoyed visiting with Karen during several Madison School District strategic planning meetings.
A screenshot of the link:
The outcome of the Madison Prep "question" will surely reverberate for some time.
Finally, I suspect we'll see more teacher unions thinking different, as The Minneapolis Federation of Teachers has done: Minneapolis teacher's union approved to authorize charter schools.
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Attention Nevada college students: Your tuition is going up again next year.The Nevada System of Higher Education's Board of Regents on Friday approved an 8 percent tuition increase for undergraduate students statewide.
Regents and institutional leaders said the permanent tuition hike would help restore some of the multimillion-dollar budget cuts to higher education in recent years.
"States are disinvesting in higher education across the country," UNLV President Neal Smatresk said. "That's the direct cause of this...We're stuck between a rock and a hard place."
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As a fledgling voice of reform in higher education, Salman Khan is an oddity. He cannot name any higher education accrediting agencies off the top of his head. He advocates for competency-based credentialing, but has never heard of Western Governors University. He is capable of talking on the phone for a full hour without using the word "disruptive" once. Until recently, he was an analyst for a hedge fund.Here is what Khan does know: algebra, statistics, trigonometry, calculus, computer science, biology, chemistry, astronomy, physics, economics, and finance -- well enough, at least, to demonstrate the concepts via brief video tutorials on Khan Academy, his free learning website. What began in 2006 as an attempt to tutor his young cousin from afar has evolved into a 2,700-video library with millions of monthly visitors.
Many have lauded Khan's natural skill as a teacher. Khan's charmingly unpolished home recordings form the public face of the organization and provide a peg for media narratives about online learning and the YouTube-ification of the textbook in an era where the rising prices and demand for higher education has collided with the Internet's culture of free.
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Chicago Public Schools on Tuesday became the latest large urban district to sign a compact agreement with the education-reform powerhouse Bill & Melinda Gates Foundation, pledging greater cooperation and collaboration between the city's charter and traditional neighborhood schools.The agreement allows Chicago to compete for a piece of a $40 million grant from the Gates Foundation, aimed at building relationships between charters and neighborhood schools and allow for the sharing of innovative ideas.
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Most Atlantic readers know that, although the U.S. spends more per student on K-12 education than any other nation except Luxembourg, students in a growing number of nations outperform our own. But think about this: Among the consistent top performers are not only developed nations (Japan, Finland, Canada), but developing countries and mega-cities such as South Korea, Hong Kong, and Shanghai.Even if we find a way to educate our future work force to the same standards as this latter group -- and we are a very long way from that now -- wages in the United States will continue to decline unless we outperform those countries enough to justify our higher wages. That is a very tall order.
You would think that, being far behind our competitors, we would be looking hard at how they are managing to outperform us. But many policymakers, business leaders, educators and advocates are not interested. Instead, they are confidently barreling down a path of American exceptionalism, insisting that America is so different from these other nations that we are better off embracing unique, unproven solutions that our foreign competitors find bizarre.
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Kaleem Caire has only been back in Madison for less than two years, but he sure has grabbed our attention.Caire didn't waste any time after coming home from a successful private sector career on the East Coast to be the new president for the Urban League of Greater Madison, starting to shake up the local establishment more or less immediately upon arrival. He has been pushing a bold proposal to attack the long-standing issue of minority underachievement in the Madison public schools. His idea for the Madison Preparatory Academy was vetted well in Nathan Comp's cover story for Isthmus last week.
For well over a year now, Caire has been shuttling between the district administration, Madison Teachers, Inc. (MTI) union leaders, school board members, parents, editorial boards and community meetings fighting for this idea.
In response to union and district administration concerns, he changed the proposal to make the school an "instrumentality" of the district, meaning it would be under school board control and be staffed by MTI member teachers. But that proposal came in at a cost for the district of $13 million over five years. Superintendent Dan Nerad, for whom I have a lot of respect, told the League that he couldn't support anything over $5 million.
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IF you want to see the direction that education reform is taking the country, pay a visit to my leafy, majority-black neighborhood in Washington. While we have lived in the same house since our 11-year-old son was born, he's been assigned to three different elementary schools as one after the other has been shuttered. Now it's time for middle school, and there's been no neighborhood option available.Meanwhile, across Rock Creek Park in a wealthy, majority-white community, there is a sparkling new neighborhood middle school, with rugby, fencing, an international baccalaureate curriculum and all the other amenities that make people pay top dollar to live there.
Such inequities are the perverse result of a "reform" process intended to bring choice and accountability to the school system. Instead, it has destroyed community-based education for working-class families, even as it has funneled resources toward a few better-off, exclusive, institutions.
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This article evaluates the economic viability of a student's decision to borrow money in order to attend law school. For individuals, firms, and entire nations, the ratio of debt to income serves as a measure of economic stability. The ease with which a student can carry and retire educational debt after graduation may be the simplest measure of educational return on investment.Mortgage lenders evaluate prospective borrowers' debt-to-income ratios. The spread between the front-end and back-end ratios in mortgage lending provides a basis for extrapolating the maximum amount of educational debt that a student should incur. Any student whose debt service exceeds the maximum permissible spread between mortgage lenders' front-end and back-end ratios will not be able to buy a house on credit.
These measures of affordability suggest that the maximum educational back-end ratio (EBER) should fall in a range between 8 and 12 percent of monthly gross income. Four percent would be even better. Other metrics of economic viability in servicing educational debt suggest that the ratio of total educational debt to annual income (EDAI) should range from an ideal 0.5 to a marginal 1.5.
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The grin hasn't changed. It still reaches his eyes.Congratulations!The grin was there last week at Van Hise Elementary School when one of his classmates asked Awonder Liang, age 8, about his medal.
"Where is it?"
"Right here," Awonder said. It lay on a nearby table. Awonder picked it up and put it around his neck.
The grin - I'd first seen it a year earlier - is evidence that Awonder can light up a room like any happy 8-year-old.
The medal is evidence of something else. It means Awonder Liang is the best chess player his age in the world.
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Oregon plans to recruit and hire a new "chief education officer" who will have unprecedented power over education, including control of the chancellor of higher education, the next superintendent of Oregon's public schools and the state community college commissioner.Gov. John Kitzhaber's new overarching education board, with control over preschool through universities, unanimously endorsed the general job description for that education officer Thursday.
Kitzhaber said he hopes to have the right person in the job by April.
The chosen leader will need the vision to help Oregon streamline, improve and connect all the education programs and institutions that serve or should serve learners from birth through college, he said. He or she will also have to be an education expert, plus be able to motivate those who work in the current system to embrace change. The political challenges will be huge.
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If policymakers (see Brown, Jerry) still aren't convinced that education data matters, two reports released this week demonstrate that high quality, actionable information about schools and students is vital in efforts to improve education and student outcomes.Bill summarized the important work of the Data Quality Campaign yesterday. More states than ever are collecting the information educators and policymakers need to make informed decisions about what's working and what isn't in schools. But just because the data can be collected, it doesn't mean that states' work is complete. Data for Action 2011 identifies four challenges - turf, trust, technical issues, and time - that continue to hinder states' efforts to utilize the full potential of their data (shameless plug: you should read my report, Data That Matters, for another set of 4 Ts that all states should follow to make their data user-friendly and actionable for school leaders).
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Millions of students attend abysmally weak school systems that leave them unprepared for college, even as more jobs require some higher education. The states have an obligation to help these students retool.More than 35 percent of students need remediation when they reach college, according to the federal government. A study by the organization that administers the ACT, the college entrance exam, finds that only a quarter of the 1.6 million 2011 high school graduates who took the exam met college-readiness benchmarks in English, reading, math and science.
Some students need one or two remedial courses before they can enroll in credit-bearing college classes. Others need so much remedial work that they will exhaust state and federal student aid without ever getting a degree. This is especially troubling because many of these students have passed state exams that are supposed to certify them as ready for college.
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The debate over whether the Madison School Board should give the final OK to the Madison Preparatory Academy is getting a bit nasty.Much more on the proposed Madison Preparatory IB charter school, here.And that should not be.
While the passion on the part of the advocates for the school, led by the energetic Urban League CEO Kaleem Caire, is perfectly understandable given our schools' dismal record on minority achievement, so is the questioning from those who aren't convinced the prep idea will solve that problem.
Now, on the eve of a vote on that final approval, is not the time to point fingers and make accusations, but to come together and reasonably find ways to overcome the obstacles and reassure those who fret about giving up duly elected officials' oversight of the school and the impact it will have on the entire district's union contracts if not done correctly.
The union problem is not the fault of the union, but stems from Gov. Scott Walker and the Legislature's action to dramatically change public employee collective bargaining in Wisconsin. If the union or the School Board makes concessions for Madison Prep, the collective bargaining agreement for the entire district, which is to expire in June 2013, could be negated.
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The conventional wisdom among many education commentators is that U.S. public school teachers "come from the bottom third" of their classes. Most recently, New York City Mayor Michael Bloomberg took this talking point a step further, and asserted at a press conference last week that teachers are drawn from the bottom 20 percent of graduates.All of this is supposed to imply that the U.S. has a serious problem with the "quality" of applicants to the profession.
Despite the ubiquity of the "bottom third" and similar arguments (which are sometimes phrased as massive generalizations, with no reference to actual proportions), it's unclear how many of those who offer them know what specifically they refer to (e.g., GPA, SAT/ACT, college rank, etc.). This is especially important since so many of these measurable characteristics are not associated with future test-based effectiveness in the classroom, while those that are are only modestly so.
Still, given how often it is used, as well as the fact that it is always useful to understand and examine the characteristics of the teacher labor supply, it's worth taking a quick look at where the "bottom third" claim comes from and what it might or might not mean.
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Jesse Roe, a ninth-grade math teacher at a charter school here called Summit, has a peephole into the brains of each of his 38 students.He can see that a girl sitting against the wall is zipping through geometry exercises; that a boy with long curls over his eyes is stuck on a lesson on long equations; and that another boy in the front row is getting a handle on probability.
Each student's math journey shows up instantly on the laptop Mr. Roe carries as he wanders the room. He stops at each desk, cajoles, offers tips, reassures. For an hour, this crowded, dimly lighted classroom in the hardscrabble shadow of Silicon Valley hums with the sound of fingers clicking on keyboards, pencils scratching on paper and an occasional whoop when a student scores a streak of right answers.
The software program unleashed in this classroom is the brainchild of Salman Khan, an Ivy League-trained math whiz and the son of an immigrant single mother. Mr. Khan, 35, has become something of an online sensation with his Khan Academy math and science lessons on YouTube, which has attracted up to 3.5 million viewers a month.
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Mitch Price, via a kind Deb Britt email:
About 12 percent of all charter schools have bargaining agreements. Why do charter schools unionize? What is in these charter school contracts? Can they be considered innovative or models for union reform? And how do they compare to traditional district/union teacher contracts? Center on Reinventing Public Education legal analyst Mitch Price investigated those questions in his study of charter school collective bargaining agreements.Price examined nine charter schools unionized either by management design or by teacher vote. For comparison, he examined traditional district contracts and analyzed data from non-unionized charter schools as well. He found that the new contracts can be crafted in ways that respect the unique missions and priorities of charter schools, provide teachers with basic protections, and maintain organizational flexibility. However, while these new contracts innovate in many ways, they could go much further given the opportunity to create contracts from scratch.
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Chris Cronas, Principal, Wedgwood Elementary
Prior to the Thanksgiving break, we administered a survey asking for feedback from families about their knowledge and thoughts on the changes we are making to the curriculum delivery model at Wedgwood. Thank you to the 259 families who responded to the survey. We have 449 students currently enrolled at Wedgwood, 185 of whom are siblings. If respondents only completed one survey per family, as requested, our sample is quite accurate.Charlie Mas has more:Overall, families want more information about what cluster grouping is. This was expressed in a variety of ways by families of general education, spectrum and special education students. I will attempt to clarify what it is here and how Wedgwood staff is using this information to move forward.
For those who do not know, cluster grouping is a method of grouping gifted students (gifted being identified as students who score in the 98th - 99th percentile on a cognitive ability test) into clusters of 6 students in one classroom that also include high achievers and above average students. The remaining students would be clustered so that the highest achieving students and lowest achieving students are not in the same classroom. With that as a guide, Wedgwood is developing plans to move from having self-contained spectrum classrooms to integrated classrooms using an interpretation of this model. We are already doing this in 1st grade, albeit more heterogeneously than what the research we based our 1st grade model on suggests.
Are you confused about what Wedgwood is doing with their Spectrum program? Join the club. Everyone is confused about what Wedgwood is doing with their Spectrum program. The president of the confusion club appears to be the school's principal, Chris Cronas.
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In another issue, Sam Castaneda Holdren, a spokesman for Stand for Children, said the organization collected about 100,000 voter signatures for a ballot question that would codify into law new educator-evaluation regulations approved in June by the state Board of Elementary and Secondary Education.The new state regulations call for evaluating teachers and administrators partly by the scores of their students on the MCAS statewide tests, feedback from students and parents, by state and local observations in classrooms and other measures.
The ballot question would go beyond the state regulations in some respects, said Jason Williams, executive director of Stand for Children in Massachusetts. For example, the question would mandate that the state Department of Elementary and Secondary Education approve evaluation plans developed through bargaining with unions in school districts if those local plans differ from a state model that will eventually be developed. Right now, the department could only review those local plans, not reject them, Williams said
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In a New York Times op-ed article on Monday, Natalie Hopkinson writes that school choice in her neighborhood in Washington has destroyed community-based education for working-class families. With New York ranked No. 1 in the nation in giving parents and students choices, according to one study last week, Amy Stuart Wells, a parent of an eighth grader and a professor at Teachers College, has her own take on New York's system.When my son's high school choice process began last spring, I already had a full-time job. I was not looking for a second one. But as the summer turned to fall, and the high school touring and test-taking kicked into full gear, I watched as many 8th grade parents (myself included) became increasingly bleary eyed and overwhelmed.
We sought each other's empathy and commented that orchestrating our children's school choices was like a full-time job -- a second one for many of us.
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Madison School Board Member Ed Hughes:
The Urban League's Madison Prep proposal continues to garner attention as we draw closer to the School Board's December 19 up-or-down vote on the proposal.Much more on the proposed Madison Preparatory IB charter school, here.This weekend the news has been the school district administration's analysis of the Urban League's current proposal for a non-instrumentality charter school (i.e., one where the teachers and other school staff would be employees of the Urban League rather than the school district and the school would be free of most administrative oversight from the district).
The analysis recommends that the School Board reject the Madison Prep proposal, for two principal reasons.
The first is that, as a matter of policy, the administration is opposed to non-instrumentality charter schools because of the lack of day-to-day oversight of their operations. The second reason is that there does not seem to be a way the school district could enter into a contract for a non-instrumentality charter school without running afoul of our collective bargaining agreement (CBA) with Madison Teachers Inc. (MTI).
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Presidents at 36 private colleges earned more than $1 million in 2009, up from 33 the previous year, according to a study by The Chronicle of Higher Education.The annual study, using data from federal tax documents, found that the median compensation -- including salary and benefits -- was $385,909, a 2.2 percent increase from the previous year. The median base salary increased by 2.8 percent to $294,489.
The highest-paid president in 2009 was Constantine Papadakis of Drexel University. Mr. Papadakis, who died in April that year, earned $4,912,127, most of it from life insurance and previously accrued compensation paid to his widow. His base salary was $195,726.
The next three top earners -- William R. Brody of Johns Hopkins University ($3,821,886); Donald V. DeRosa of University of the Pacific ($2,357,540); and Henry S. Bienen of Northwestern University ($2,240,775) -- also left their presidencies.
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America now finds itself at an interesting crossroads. Over the next few years, it is estimated that this country will need one million new teachers, as more and more baby boomers begin to retire. (A baby boomer is a person who was born during the demographic Post-War II baby boom and who grew up during the period between 1946 and 1964.)This impending shortfall of public educators is further exacerbated by the disturbing national trend that has severely undermined job security for many public-sector employees by restricting, or outright prohibiting workers from engaging in the collective bargaining process.
As we have seen, Wisconsin has become the embarrassing leader of the political attack now being orchestrated against the poor and working-class families in this country. But vilifying teachers is nothing new for the Badger State. Former Governor and now U.S. Senate hopeful, Tommy Thompson used teachers and its union (WEAC) as convenient political scapegoats back in the 1990s. He succeeded in making the case that state property taxes were so out of whack, solely as a result of the exorbitant salaries and benefits being afforded to teachers. Talk about pure political demagoguery!
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How much is a good school system worth?The Virginia Beach, Va., school district believes its own system is worth about $1.53 for every $1 spent from the 70,000-student district's operating fund.
Not content with making an argument that good schools have an economic value that is unmeasurable, the district asked a university economist to calculate just what it brings both to the city and the Hampton Roads region in southeastern Virginia.
The report generated for the district, the third-largest in the state, is more than an academic exercise for James G. Merrill, the Virginia Beach superintendent. The district is one of the few in the state that receive money from local taxpayers based on a revenue-sharing formula, which is currently under fire. As the city and the school district head into budget season, Mr. Merrill said he wanted to make an argument for school funding based on business principles.
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Paula Prosper worried that her son was not ready for the differences between his private Montessori school and the public Fairfax County seventh grade she planned to transfer him to next year.Prosper, a teacher, asked if he and she could sit for a few hours at Longfellow Middle School "to see what happens in classes and to get a feel for the school in general." The answer was no, with explanations that made little sense.
Prosper said Longfellow's director of student services, Gail Bigio, told her "it had to do with privacy issues for the teachers -- the public employees whose salaries are paid by my tax dollars. Then she brought up immunization and likened it to the students attending the school who wish to have a visiting cousin shadow them." Longfellow Principal Carole Kihm told me Bigio did not mention teacher privacy.
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Roughly one-third of students in Harris County's public schools leave without a diploma, according to a new analysis from Children at Risk.The Houston-based research and advocacy nonprofit calculated for the first time a decade of average graduation rates for Harris County. It also calculated graduation rates for all the public high schools with available data in Harris, Brazoria, Chambers, Fort Bend, Galveston, Liberty, Montgomery and Waller counties for the ninth-grade class of 2004-05. The rate reflects students who graduated within six years.
As the graphic below shows, the percentage of students graduating high school has increased over the decade, but black and Hispanic students and those from low-income families graduate at much lower rates than their Anglo, Asian and more affluent classmates.
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There's a debate brewing - mostly via keyboards - about whether schools still need to teach cursive writing to classrooms of digitally wired kids.I'd be a better defender of beautifully flowing handwriting if my own hadn't deteriorated over the years to a hybrid of cursive, printing, squiggles and shorthand. My wife nudges me out of the way every time we step up to sign a guest book. My lame defense is that I'm left-handed.
Still, I'm glad I learned cursive at Our Lady of Sorrows, my Catholic elementary school where every classroom came with a strip of capital and lowercase letters above the blackboard. Even if a person doesn't write that way very often - thank-you notes and postcards come to mind - it's nice to be able to decipher other people's hen-scratching.
Wisconsin is one of more than 40 states that don't require cursive in their core curriculum standards, though the state Department of Public Instruction doesn't have any data on schools or districts that have actually dropped it in favor of spending more time on other subjects. Cursive may indeed fade away, but who wants to jump first?
What's most important, said DPI spokesman Patrick Gasper, is learning the various types of writing - persuasive, storytelling, speeches and so forth - and not whether it's written, printed or typed.
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If we don't change the way ICT is thought about and taught, we're shutting the door on our children's futuresSo, in the immortal words of Rory Cellan-Jones, the BBC's technology correspondent, coding (ie computer programming) is "the new Latin". This was the headline on his blog post about the burgeoning campaign to boost the teaching of computer skills in UK schools.
Dedicated readers will recall that it is also a bee in the bonnet of this particular columnist. The ICT (information and communications technology) curriculum in our secondary schools has been a national disgrace for as long as I can remember. This is because it effectively conflates ICT with "office skills" and generally winds up training them to use Microsoft Office when what they really need is ICT education - that is to say preparation for a world in which Microsoft (and maybe even Google) will be little more than historical curiosities, and PowerPoint presentations will look like Dead Sea scrolls.
Rory Cellan-Jones's blog post was prompted by signs that the campaign to rethink ICT education is gathering momentum. It was first given a boost by a report written by two elders of the computer games world, Ian Livingstone and Alex Hope, on the need to transform the UK into "the world's leading talent hub for the video games and visual effects industries". Their report recommended, among other things, that computer science should become part of the national curriculum.
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It's weird how you can lose track of our ever-changing world. For instance, until recently, I thought "reality TV" meant games about people who were stuck on an island or locked in a house together for the summer. Then, suddenly, I noticed that there were seven different regularly scheduled shows about real housewives, three about people who bid on abandoned storage lockers and two about people who kill wild hogs for a living.And then there was online education. (Confession: This entire column is actually going to be about online education. I just used the wild hogs to reel you in.)
I always thought that the only kids getting their entire public schooling online were in the hospital, living in the Alaskan tundra, or pursuing a career as a singing orphan in the road company of "Annie." Not so. There are now around 250,000 cyberschool students in kindergarten through high school and the number is growing fast.
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Nobody is forced to go to Dr. Brenda Noach Choice School. The 87 students enrolled this September were there because their parents chose the school.So why should we be concerned about how the students are doing? None of our business, right?
I would disagree for two reasons: One, those 87 students mean the school is in line to receive more than $500,000 this year in public support. And, two, results for the school's students a year ago on the state's standardized tests were bad.
How bad?
A few slices of an answer: Only 18% of the school's students were rated proficient in reading. None - that is, zero - were proficient in math. There were only a handful of 10th-graders last year, and among them, none scored as proficient in reading, language arts, math, science, or social studies. Zero.
The Brenda Noach school, 3965 N. 15th St., is among a handful of schools at the bottom of the spectrum (judging by test scores and other indicators) of the 106 schools in Milwaukee's nationally important private school voucher program.
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Citing a critical need to not underestimate the stakes at hand, Commissioner of Education Chris Nicastro presented to the State Board of Education today her analysis of ways the state could assist the Kansas City Public Schools in regaining accreditation.The State Board met in Branson on Dec. 1-2, where discussion of the Kansas City Public Schools was part of the Department of Elementary and Secondary Education's recommendation for revamping a statewide system of support. This system would identify risk factors and target limited resources to assist unaccredited school districts and those that are at risk of becoming unaccredited. Currently, nearly one dozen schools would receive focused attention.
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Here's the bottom line on public schools in Wisconsin after a big cut in state aid to K-12 education:• The kids are mostly all right.
• The teachers are smarting from smaller paychecks.
• The full impact of the two-year, $750 million cut won't be known until next school year.
That's what a recent survey of Wisconsin school administrators suggests.
The Wisconsin Association of School District Administrators surveyed more than 80 percent of districts across the state in early fall. The results are being cited -- and exaggerated -- in a variety of ways. The Democrats and unions suggest the sky is falling. Republican Gov. Scott Walker pretends all is well.
And the political spin will only speed and sharpen if Walker faces a recall election next year as expected.
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Moving from elementary school to middle school, or from middle school to high school, was simple once. A counselor, principal, or teacher informed the student which school she would attend when summer ended. And the parents got their children to the right school on a specified day at the end of August.No choices.
No decisions.
Public education long ago parted ways with the one-size-fits-all approach, particularly in urban or suburban school districts large enough to design schools focused on particular areas of student interest. We have moved on to science magnets, liberal arts and fine arts academies, performing arts institutes, and single-gender schools.
The single-gender model for girls has been around for more than 100 years, mostly in parochial and private schools where they have done remarkable work educating young women. They are a novelty in public education. And an all-girls school is the new kid on the block in the Austin school district -- and in other districts in Texas.
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Recommendations:Matthew DeFour:
We are in agreement that the achievement gaps for low-income students, students of color, students with disabilities, and English Language Learners must be eliminated. The Administration agrees that bolder steps must be taken to address these gaps. We also know that closing these gaps is not a simple task and change will not come overnight, but, the District's commitment to doing so will not waiver. We also know that to be successful in the long run, we must employ multiple strategies both within our schools and within our community. This is why the District has held interest in many of the educational strategies included in the Madison Prep's proposal like longer school days and a longer school year at an appropriately compensated level for staff, mentoring support, the proposed culture of the school and the International Baccalaureate Program.While enthusiastic about these educational strategies, the Administration has also been clear throughout this conversation about its concern with a non-instrumentality model.
Autonomy is a notion inherent in all charter school proposals. Freedom and flexibility to do things differently are the very reasons charter schools exist. However, the non-instrumentality charter school model goes beyond freedom and flexibility to a level of separateness that the Administration cannot support.
In essence, Madison Prep's current proposal calls for the exclusion of the elected Board of Education and the District's Administration from the day-to-day operations of the school. It prevents the Board, and therefore the public, from having direct oversight of student learning conditions and teacher working conditions in a publicly-funded charter school. From our perspective, the use of public funds calls for a higher level of oversight than found in the Madison Prep proposal and for that matter in any non-instrumentality proposal.
In addition, based on the District's analysis, there is significant legal risk in entering into a non- instrumentality charter contract under our collective bargaining agreement with our teachers.In our analysis of Madison Prep's initial instrumentality proposal, the Administration expressed concerns over the cost of the program to the District and ultimately could not recommend funding at the level proposed. Rather, the Administration proposed a funding formula tied to the District's per pupil revenues. We also offered to continue to work with Madison Prep to find ways to lower these costs. Without having those conversations, the current proposal reduces Madison Prep's costs by changing from an instrumentality to a non-instrumentality model. This means that the savings are realized directly through reductions in staff compensation and benefits to levels lower than MMSD employees. The Administration has been willing to have conversations to determine how to make an instrumentality proposal work.
In summary, this administrative analysis finds concerns with Madison Prep's non-instrumentality proposal due to the level of governance autonomy called for in the plan and due to our collective bargaining agreement with our teachers. Based on these issues, we cannot recommend to the Board that Madison Prep be approved as a non-instrumentality charter school.
We know more needs to be done as a district and a community to eliminate our achievement gaps. We must continue to identify strategies both within our schools and our larger community to eliminate achievement gaps. These discussions, with the Urban League and with our entire community, need to continue on behalf of all of our students.
In anticipation of the recommendation, Caire sent out an email Friday night to School Board members with a letter responding to concerns about the union contract issue.Much more on the proposed Madison Preparatory IB charter school, here.The problem concerns a "work preservation" clause in the Madison Teachers Inc. contract that requires all teaching duties in the district be performed by union teachers.
Exceptions to the clause have been made in the past, such as having private day-care centers offer 4-year-old kindergarten, but those resulted from agreements with the union. Such an agreement would nullify the current union contract under the state's new collective bargaining law, according to the district.
Caire said a recent law signed by Gov. Scott Walker could allow the district to amend its union contract. However, School Board member Ed Hughes, who is a lawyer, disagreed with Caire's interpretation.
Nerad said even if the union issue can be resolved, he still objects to the school seeking autonomy from all district policies except those related to health and safety of students.
.....
Caire said Madison Prep's specific policies could be ironed out as part of the charter contract after the School Board approves the proposal. He plans to hold a press conference Tuesday to respond to the district's review.
"The purpose of a charter school is to free you from red tape -- not to adopt the same red tape that they have," Caire said. "We hope the board will stop looking at all of those details and start looking at why we are doing this in the first place."
The fate of Madison Prep, yea or nea, will resonate locally for years. A decisive moment for our local $372M schools.
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As Dropout Nation reported on Wednesday, the National Education Association reported in its recent U.S. Department of Labor filing that it spent $133 million in 2010-2011 on lobbying and contributions to groups whose agendas (in theory) dovetail with its own. And the list of organizations and players who have benefited from the union's largesse grows even larger.More here.The National Council for Accreditation of Teacher Education, a longtime beneficiary of NEA funds, garnered $400,373 from the union during its last fiscal year. The Great Lakes Center for Education, which, like the Economic Policy Institute, always churns out studies that dovetail nicely with NEA positions, got $250,000 from the national union. (Three affiliates -- Michigan Education Association, Education Minnesota, and the Illinois Education Association -- chipped in another $30,000, according to each of their respective federal filings.) National Board for Professional Teaching Standards got $10,000 from the union last fiscal year. And the University of Colorado at Boulder also picked up $250,000 for a "sponsored project", likely something being put together by one of the NEA's longtime fellow-travelers, Kevin Welner's National Education Policy Center that is based on the university's campus.
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Over the last several months it's been a pleasure to witness the easing of ill will between the leadership of NJ's primary teachers' union, NJEA, and members of Gov. Christie's educational team. After several years of bitter recrimination from both sides of the table, everyone seems to have moved on from the trauma of our botched Race To The Top application and former Comm. Bret Schundler's resignation. Sure, the sting of last Spring's health and benefits reform bills, championed by Gov. Christie, must be a sore spot for union leadership, but there appears to be a shared recognition that we should recalibrate the balance between the needs of schoolchildren and the needs of teachers. Suddenly NJ's 100-year old tenure law is on the table - a boon for both student and professionals - and Ed. Comm. Cerf 's speech at NJEA's Annual Convention earlier this month and was courteously received (except for a few nasty tweets).So we'll hold onto the progress and roll our eyes at the retro and reactive press release just out from NJEA President Barbara Keshishian, in which she claims, in outraged tones, that NJ's alleged achievement gap among black, white, Hispanic, and poor kids is a "classic strawman" on the part of Gov. Christie and "based on a deliberate misuse of the data."
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Fewer than one-third of California students who took a statewide physical fitness test this year managed to pass all six areas assessed, new results show.State Supt. of Public Instruction Tom Torlakson, a longtime cross-country coach who has made physical fitness a signature issue, announced the results this week as he launched a program to improve children's health. The campaign will use such celebrity athletes as NBA all-star Bill Walton and others to visit schools to urge students to drink more water, eat more fruits and vegetables and increase their exercise.
"When only 31% of children are physically fit, that's a public health challenge we can't wait to address," Torlakson said in a statement.
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The Minneapolis teachers' union has become the first in the nation to win the right to authorize charter schools.This makes sense. I hope we see much more of this.State officials have approved the Minneapolis Federation of Teachers as a charter school authorizer.
Authorizers don't run charters; they oversee the administrators and school boards that handle day-to-day operations of a charter school. Authorizers are also primary decision makers on which schools to sponsor.
During the 20-year history of charter schools there have been examples of teachers starting schools, and some charters have unionized teachers.
MFT will be the first union to serve as a charter sponsor. Formally, it has created an organization called the Minnesota Guild of Charter Schools (informally 'the Guild') that will serve as authorizer.
Perhaps someone will ask WEAC's Mary Bell about this at the 12.6.2011 WisPolitics lunch.
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When the end finally came, it came fast. Spotting Steve's red BMW convertible parked in the driveway, Culver City police in tactical vests and armed with assault weapons quickly deployed, swarming the front and rear entrances. Wearing a green nylon jacket with RAID splashed across the shoulders, Sergeant Jason Sims knocked on the front door, then ordered his men to break it down with a battering ram. Inside, kids screamed, cried, or just stood there trying to wrap their heads around what they were witnessing--and what their parents were witnessing. Because this was a Thursday, this was Family Night. Expecting to endure an evening of candor with impunity--Guess what, Mother? The world doesn't revolve around you!--parents had their bean dip and decaf upended by an armed raid. Tilling the big wayward ship of their children's adolescence had left them chronically alert to trouble, but not like this.
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Madison Superintendent Dan Nerad:
Elementary Support & Services
National Novel Writing Month
Future Problem Solving
Math enrichment
GEMS
William & Mary Literature groups
M2 and M3 Math groups
American Math Competition 8
Science enrichment pilot College for Kids I (support)Middle School Support & Services
WCATY courses
Future Problem Solving
Online courses
Advanced Math courses
Assistance with Science Symposium
American Math Competition 8
College for Kids II (support)
Great Books Pilot
Hybrid Geometry PilotHigh School Support & Services
College Matters at UW Madison
Math Meets (competitions)
Respectful Relationship days
Leadership Conference (pilot, grant application in progress)
Assistance with High School Science SymposiumMentor Services
1. Falk- Working with students in a writing group
2. Stephens- Working with a group of students in math
3. Lapham-1'1/2"dgrade-Math
4. Schenk- Science/math enrichment
5. Crestwood- Math enrichment
6. Crestwood- Math enrichment
7. Crestwood-Math enrichment
8. Franklin- Math enrichment
9. Randall- Math enrichment
10. Randall - Math enrichment
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Of course Madison Prep wants the media opportunity of children waiting in an auditorium, some advocates for the school have demonized teachers, the Madison Prep Board has decided that the only way to make the school happen is to employee non-union staff and not pay them for the extended day and year (that they are also seeking African American and Latino staff, makes this even worse). It should also be noted that school choice backers like the Kochs, the Waltons and (Bradley and Koch funded) ALEC aren't all that keen on "the right to clean water" either.Much more on the proposed Madison Preparatory IB charter school, here.
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On Dec. 19, the Madison school board is scheduled to vote on whether to approve Madison Preparatory Academy, a charter school that would target at-risk minority students.For more than 18 months, the proposal -- drawn up by the Urban League of Greater Madison as an ambitious step toward closing the district's racial achievement gap -- has polarized the community, with a broad range of critics taking aim on multiple fronts.
The proposal, at least by local standards, is a radical one, under which the Urban League would operate two largely taxpayer-funded, gender-specific secondary schools with an unprecedented level of autonomy. If approved, Madison Prep would open next fall with 120 sixth-graders and peak at 840 students in grades 6 through 12 by its seventh year.
Opponents say the Urban League's proposal combines flawed educational models, discredited science, fuzzy budgeting and unrealistic projections of student success. While some applaud certain elements of the proposal, like longer school days and academic years, they maintain that Madison Prep won't help enough students to justify the $17.5 million cost to the district over its first five years.
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Madison schools aren't failing, by any stretch of the imagination, for many students.Remarkable. Are there some excellent teachers in Madison? Certainly. Does Madison's Administration seek best in the world results? A look at the math task force, seemingly on hold for years, is informative. The long one size fits all battle and the talented and gifted complaint are worth contemplating.In fact, if you're a white, middle-class family sending your children to public school here, your kids are likely getting an education that's on a par with Singapore or Finland -- among the best in the world.
However, if you're black or Latino and poor, it's an unquestionable fact that Madison schools don't as good a job helping you with your grade-point average, high school graduation, college readiness or test scores. By all these measures, the district's achievement gap between white and minority students is awful.
These facts have informed the stern (and legitimate) criticisms leveled by Urban League President Kaleem Caire and Madison Prep backers.
But they doesn't take into account some recent glimmers of hope that shouldn't be discounted or overlooked. Programs like AVID/TOPS support first-generation college-bound students in Madison public schools and are showing some successes. Four-year-old kindergarten is likely to even the playing field for the district's youngest students, giving them a leg up as they enter school. And, the data surrounding increasing numbers of kids of color participating in Advanced Placement classes is encouraging.
Stepping back from the local district and looking at education through a broader lens, it's easy to see that No Child Left Behind and Race to the Top have aimed to legislate, bribe and punish their way toward an unrealistic Lake Wobegon world where all the students are above average.
Could Madison be the best? Certainly. The infrastructure is present, from current spending of $14,963/student to the nearby UW-Madison, Madison College and Edgewood College backed by a supportive community.
Ideally, Madison (and Wisconsin) should have the courage to participate in global examinations (Florida Students Take Global Examinations, Wisconsin's Don't). Taxpayers and parents would then know if Troller's assertions are fact based.
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Kaleem Caire, via email
December 2, 2011PDF letter:Greetings Madison Prep.
Tomorrow afternoon, we are expecting to learn that MMSD's Administration will inform the Madison Metropolitan School District Board of Education that Madison Prep should not be approved. A possible reason we expect will be MMSD's concern that the current collective bargaining agreement between the District and Madison Teachers Inc. (MTI) has a "work preservation clause" which the teacher's union advocated for long ago to ensure that it was the only game in town to represent public school teachers in Madison.
Below, is the cover note that I forwarded to Ed Hughes of the Board of Education and copied to a number of others, who had asked a thoughtful question about our proposal to establish Madison Prep as a non-instrumentality charter school, we hope, in fall 2012. Also see the letter attached to this email.
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December 2, 2011Greetings Ed.
Attached, please find a letter that contains the answer to your question referenced in your email below. The letter contains the explanation of a path to which Madison Prep could be established as a non-instrumentality public charter school, under Wisconsin law, and in a way that would not violate the current collective bargaining agreement between MMSD and Madison Teachers Inc.
We look forward to answering any questions you or other members of the Board of Education may have.
Thank you so much and Many blessings to you and your family this holiday season.
Onward.
cc: Daniel Nerad, MMSD Superintendent
Dylan Pauly, MMSD Legal Counsel
MMSD Board of Education Members
ULGM Board of Directors
Madison Prep Board of Directors
Godfrey & Kahn, S.C.
Steve Goldberg, CUNA Mutual Foundation
This letter is intended to respond to your November 78,207I email and to suggest that there is a viable option for moving forward with Urban League's proposal for the Madison Preparatory Academy ("Madison Prep") that: [i) will reduce cost; and (ii) will not sacrifice the union security provisions of the Collective Bargaining Agreement "Agreement" or "Contract") between the Madison Metropolitan School District ("MMSD" or "District") and Madison Teachers, Inc. ("MTI").Much more on the proposed Madison Preparatory IB charter school, here.Your email asks for a response to a question concerning how the school district could authorize Madison Prep as a non-instrumentality charter without thereby violating the terms of the District's Agreement with MTI. Your email references a provision in the MTI Agreement that provides "that instructional duties where the Wisconsin Department of Public Instruction requires that such be performed by a certifìcated teacher, shall be performed only by'teachers."' .See Article I, Section 8.3.a. In addition you note that "the term 'teacher' refers to anyone in the collective bargaining unit." See Article I, Section 8.2. You conclude your email by stating that "it appears that all teachers in MMSD schools -- including non-instrumentality charter schools - must be members of the MTI bargaining unit."
The Urban League is aware of the Agreement's language and concedes that the language, if enforceable, poses an obstacle as we look for School Board approval of the plan to open and operate a "non-instrumentality" school. Under an instrumentality charter, the employees of the charter school must be employed by the school board. Under a non-instrumentality charter, the school board may not be the employer of the charter school's staff. See S 118.40(7)(a). Thus, the statement in your email that all teachers, including those in a non-instrumentality charter school - "must be members of the MTI bargaining unit" and, presumably, employed by the school board is not permitted under Wisconsin law.
Under Wisconsin's charter school law the School Board has the exclusive authority to determine whether a school is an instrumentality or not an instrumentality of the school district. .See S 118.40(7)(a). That decision is an important decision reserved to the School Board alone. The effect of that decision drives whether teachers and staff must be, or cannot be, employees of the School Board. The language of the Contract deprives the School Board of the decision reserved to it under the statute and that language cannot be harmonized to give effect to both the statute and the Agreement. Alternatively the Contract language creates a situation whereby the School Board may exercise its statutory authority to approve a non-instrumentality charter but it must staff the school with school district employees, a result clearly prohibited under the statute. In our view the law trumps the Contract in either of these situations.
The situation described above could likely only be resolved in a court of law. The Contract includes a "savings clause" that contemplates that where a court invalidates a provision in the Agreement, the invalid provision is deleted and the remainder of the contract remains intact. See Article VIII, Section E.
The Urban League is, however, mindful that litigation is both expensive and time consuming. Moreover it is clear that the Contract language will become a prohibited subject of bargaining in the near future when the current Agreement expires. Unfortunately, the children we seek to serve, do not have the time to wait for that day.
Our second purpose in writing is to make you aware of a possible solution to a major obstacle here. One of the major obstacles in moving forward has been the cost associated with an instrumentality school coupled with MTI's reluctance to work with the District in modifying the Contract to reduce costs associated with staffing and certain essential features of Madison Prep, like an extended school day, As we understand it MTI does not want to modify the Contract because such a modification would result in an earlier application of 2077 Wisconsin Act L0 to the District, members of the bargaining unit and to MTI itself.
We understand MTI's reluctance to do anything that would hasten the application of Act 10 in the school district, With the passage of 2011. Wisconsin Act 65, that concern is no longer an obstacle.
Act 65 allows the parties to a collective bargaining agreement to enter into a memorandum of understanding that would run for the remaining term of the collective bargaining agreement, for the purpose of reducing the cost of compensation or fringe benefits in the collective bargaining agreement,
The Act also provides that entering into such a memorandum would not be considered a "modification" of the collective bargaining agreement for the purposes of Act 10. Act 65 was published on November 23,2077 and took effect the following day. The law allows the parties to a collective bargaining agreement to enter into such a memorandum no later than 90 days after the effective date of the law.
The Urban League believes that Act 65 gives the Board and MTI the opportunity to make changes that will facilitate cost reductions, based in compensation and fringe benefits, to help Madison Prep move forward. And, the law allows the parties to do so in a way that does not adversely impact the teachers represented by MTI or the union security provisions of the Collective Bargaining Agreement.
For example, the parties could agree to reduce the staffing costs for Madison Prep, The parties could also agree that a longer school day would not have to cost more. And, the parties could agree that the work preservation clause referenced in the first part of this letter does not apply where the School Board has determined a charter school willbe a non-instrumentality of the District, a move that would also most certainly reduce costs. These changes would not be forced upon any existing MTI represented teacher as teachers would apply for vacancies in the school.
We hope that the School Board will give serious consideration to the opportunity presented by Act 65. 0n behalf of the Urban League of Greater Madison and Madison Preparatory Academy, we thank you for your support of Madison Prep.
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Value-added and other types of growth models are probably the most controversial issue in education today. These methods, which use sophisticated statistical techniques to attempt to isolate a teacher's effect on student test score growth, are rapidly assuming a central role in policy, particularly in the new teacher evaluation systems currently being designed and implemented. Proponents view them as a primary tool for differentiating teachers based on performance/effectiveness.Much more on value added assessment, here.Opponents, on the other hand, including a great many teachers, argue that the models' estimates are unstable over time, subject to bias and imprecision, and that they rely entirely on standardized test scores, which are, at best, an extremely partial measure of student performance. Many have come to view growth models as exemplifying all that's wrong with the market-based approach to education policy.
It's very easy to understand this frustration. But it's also important to separate the research on value-added from the manner in which the estimates are being used. Virtually all of the contention pertains to the latter, not the former. Actually, you would be hard-pressed to find many solid findings in the value-added literature that wouldn't ring true to most educators.
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The Obama administration issued new guidance Friday advising schools and colleges on how they can make race-based enrollment decisions to promote campus diversity, shortly before the Supreme Court is set to consider whether to re-examine a 2003 case holding that universities could sometimes use race in admissions decisions."Diverse learning environments promote development of analytical skills, dismantle stereotypes and prepare students to succeed in an increasingly interconnected world," Attorney General Eric Holder said in a joint release by the Justice and Education departments.
The departments withdrew prior guidance from the Bush administration, which officials said was too vague to assist school administrators seeking to promote diverse student enrollment. The new guidance parses the Supreme Court's most recent rulings on student diversity to suggest policies the administration believes would not violate the 14th Amendment's guarantee of equal protection of the laws.
Like the former Bush administration guidance, the new documents advise schools to use race-neutral policies if possible. If those prove insufficient, however, the new guidance states that a school "may consider a student's race as a 'plus factor' (among other, nonracial considerations) to achieve its compelling interests" in diversity.
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It would have been understandable if President Barack Obama had ignored education in his first speech to Congress. There were other things to worry about in February 2009: an economy in free fall, health care costs threatening to bankrupt the federal government, a nation bleeding in two protracted foreign wars. Obama had said little about education on the campaign trail. Yet when he took the podium, he made a bold declaration: By 2020, America would regain its historical international lead in college attainment.Months earlier, Bill Gates had announced a similar priority for his charitable foundation, the richest on the planet. After years of focusing on improving education for students in kindergarten through 12th grade, the Microsoft billionaire had set his sights on college. As would Obama, he called for a major increase in the number of adults with college degrees. Together, the most powerful man in the world and one of the richest created a rare moment of purpose and clarity in American education policy.
But effecting a major increase in college attainment is a daunting task. The percentage of American working-age adults who have graduated from college has hovered around 40 percent for years, with roughly 30 percent holding four-year degrees and another 10 percent associate's degrees. Obama and Gates were calling for a rise in the college attainment rate to nearly 60 percent in less than a generation, even though many public colleges and universities were already bursting at the seams, and cash-strapped state legislatures were handing down further punishing budget cuts.
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High school goes digital. Never mind pep rallies and locker rooms. We'll look at the rise of online high school.We all know what school means. Especially high school. Classrooms. Study halls. Pep rallies. Locker rooms. For most, that's still the formula.
But a rising wave of American students - and not just high school but the full K-12 - is turning away from that. Is getting its education online.
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This past weekend the New York Times devoted two big op-eds to the decline of the suburb. In one, new urban theorist Chris Leinberger said that Americans were increasingly abandoning "fringe suburbs" for dense, transit-oriented urban areas. In the other, UC Berkeley professor Louise Mozingo called for the demise of the "suburban office building" and the adoption of policies that will drive jobs away from the fringe and back to the urban core.Perhaps no theology more grips the nation's mainstream media -- and the planning community -- more than the notion of inevitable suburban decline. The Obama administration's housing secretary, Shaun Donavan, recently claimed, "We've reached the limits of suburban development: People are beginning to vote with their feet and come back to the central cities."
Yet repeating a mantra incessantly does not make it true. Indeed, any analysis of the 2010 U.S. Census would make perfectly clear that rather than heading for density, Americans are voting with their feet in the opposite direction: toward the outer sections of the metropolis and to smaller, less dense cities. During the 2000s, the Census shows, just 8.6% of the population growth in metropolitan areas with more than 1 million people took place in the core cities; the rest took place in the suburbs. That 8.6% represents a decline from the 1990s, when the figure was 15.4%.
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In a distressed neighborhood north of Miami's gleaming downtown, a group of enthusiastic but inexperienced instructors from Teach for America is trying to make progress where more veteran teachers have had difficulty: raising students' reading and math scores."These are the lowest performing schools, so we need the strongest performing teachers," said Julian Davenport, an assistant principal at Holmes Elementary, where three-fifths of the staff this year are Teach for America corps members or graduates of the program.
By 2015, with the help of a $50 million federal grant, Teach for America recruits could make up one-quarter of all new teachers in 60 of the nation's highest need school districts. In 2010, the Tuscaloosa City Board of Education approved a contract to bring 24 Teach for America teachers into Tuscaloosa. Eight teachers began working in schools in the Central zone -- the poorest and lowest-performing zone in the school system -- in the 2011-12 school year. Eight more are to arrive in 2012-13 and another eight in 2013-14.
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It has become something of a joke here. At the same time President Obama is lavishly praising South Korea's education system, South Koreans are heaping criticism on it.In speeches about America's relative decline, Mr. Obama has repeatedly singled out South Korea's relentless educational drive, its high university enrollment, and its steady production of science and engineering graduates as worthy of emulation.
His South Korean counterpart, meanwhile, warns of a glut of university graduates and a work force hard-wired to outdated 20th-century manufacturing skills. "Reckless entrance into college is bringing huge losses to families and the country alike," said President Lee Myung-bak of South Korea recently.
Mr. Lee has raised eyebrows, and hackles, by suggesting that fewer people should go to college from a population of 50 million that sustains 3.8 million undergraduate and graduate students.
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Two Madison School Board members who say they are likely to vote no on Dec. 19 when the Madison Preparatory Academy proposal comes before the board for final approval or denial have some ideas they believe would better serve all of Madison's students.Marj Passman, School Board vice president, says she hopes the local Urban League and its president, Kaleem Caire, will pursue funding for Madison Prep as a private school if the proposal fails to gain approval from a majority of board members. Passman says it's likely she will vote against Madison Prep as a public charter school, although she will look at an administrative analysis due by Dec. 4 prior to making her final decision.
"There's been a lot of community support and I'm sure he (Caire) can come up with the money for the school as a private academy," Passman told me in a recent phone interview.
"Then he could pursue the school in its purest form, he won't have to compromise his ideas, and he can showcase how all these elements are going to work to help eliminate the achievement gap, increase graduation rates and raise GPAs for minority students," she says.
...
Board member Maya Cole also tells me she is a "pretty firm no vote" against the Madison Prep proposal. What Cole would like to see as an alternative is a charter school embedded within an existing district middle school like Wright or Toki, using district staff.
Read more: http://host.madison.com/ct/news/local/education/blog/chalkboard-school-board-members-float-alternatives-to-madison-prep-charter/article_9cdb35d8-1bdf-11e1-8845-001cc4c03286.html#ixzz1fLBMOiNx
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Black and Hispanic students in a special Madison School District college preparatory program have higher grade point averages, attendance rates and test scores than their peers who aren't in the program, according to a UW-Madison analysis.The study of the AVID/TOPS program -- geared toward preparing low-income, minority students for college -- comes as the Madison School Board contemplates a proposal to create Madison Preparatory Academy, a controversial charter school with similar goals.
Some opponents of Madison Prep argue the AVID/TOPS program is a proven way of helping close the achievement gap between white and minority students.
Superintendent Dan Nerad said the district is pushing ahead with a proposal to expand the program in middle school. It currently serves 491 students at East, West, Memorial and La Follette high schools and Black Hawk Middle School.
"I would not tell you that AVID alone will make the difference," Nerad said. "But it's a very important piece for us."
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The new Brookings index on school choice is interesting and worth a look but as I go through it two things seem to jump out. First, despite the rhetoric in the public square there still isn't a great deal of real choice in education. And second, the index seems to reward places (relatively speaking) that have limited choices but still do all the things you should do (information, transportation etc...nonetheless). That's like having an incredible restaurant with easy valet parking, wonderful fresh food, great service, and lovely ambiance - but that can only seat four people a night. Nice but limited.
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Lately David Foster Wallace seems to be in the air: Is his style still influencing bloggers? Is Jeffrey Eugenides' bandana-wearing depressed character in The Marriage Plot based on him? My own reasons for thinking about him are less high-flown. Like lots of other professors, I am just now sitting down to write the syllabus for a class next semester, and the extraordinary syllabuses of David Foster Wallace are in my head.I am not generally into the reverential hush that seems to surround any mention of David Foster Wallace's name by most writers of my generation or remotely proximate to it; I am not enchanted by some fundamental childlike innocence people seem to find in him. I am suspicious generally of those sorts of hushes and enchantments, and yet I do feel in the presence of his careful crazy syllabuses something like reverence.
Wallace doesn't accept the silent social contract between students and professors: He takes apart and analyzes and makes explicit, in a way that is almost painful, all of the tiny conventional unspoken agreements usually made between professors and their students. "Even in a seminar class," his syllabus states, "it seems a little silly to require participation. Some students who are cripplingly shy, or who can't always formulate their best thoughts and questions in the rapid back-and-forth of a group discussion, are nevertheless good and serious students. On the other hand, as Prof --- points out supra, our class can't really function if there isn't student participation--it will become just me giving a half-assed ad-lib lecture for 90 minutes, which (trust me) will be horrible in all kinds of ways."
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More parents are opting out of school shots for their children. In eight states now, more than one in 20 public school kindergartners aren't getting all the vaccines required for attendance, an Associated Press analysis found.That growing trend among parents seeking vaccine exemptions has health officials worried about outbreaks of diseases that once were all but stamped out.
Take measles, for example. It can lead to pneumonia, encephalitis and death. Since 2000, one in every 250 Americans who got measles died.
The measles vaccine is so effective, 99.9% of those who get vaccinated gain immunity, said Geoffrey Swain, associate professor at the University of Wisconsin School of Medicine and Public Health and chief medical officer for the Milwaukee Health Department.
Many children cannot get the measles vaccine, though, because they aren't old enough - the first dose of vaccine is recommended between 12 and 15 months. Or, they have medical issues or families with religious beliefs that leave them unprotected and susceptible to measles through no fault of their own, Swain said.
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The Obama administration's decision to allow states to request waivers from No Child Left Behind was a step in the right direction, but only a baby step. Four in five schools across the country will be deemed "failing" this coming year if nothing stops the "train wreck" that Secretary of Education Arne Duncan has said No Child Left Behind (NCLB) will inflict upon the nation's schools. These include schools in which the vast majority of students are proficient in math and English, as well as schools in which students, teachers, and principals are making real progress in the face of formidable challenges: concentrated poverty, large numbers of students with special-needs, and state budget cuts that have severely reduced the resources needed to address the obstacles to learning.Duncan's characterization of NCLB is apt; a recent National Research Council study found that 10 years of test-based accountability "reform" has delivered no significant progress for students. Throughout the country, pressure to improve test scores has led to an increase in intense test preparation. In many cases, this has led to less time for actual learning and reduced the ability of schools to respond to the learning needs of the most disadvantaged students. Instead of focusing on how to deliver high quality instruction schools have become preoccupied with how to produce increases in test scores. Reports of widespread cheating on state exams appearing in city after city are increasingly viewed not as isolated instances of teacher misbehavior, but as a consequence of high-stakes testing.
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Parents gathered in the auditorium of the Talented and Gifted School for Young Scholars on Tuesday morning were not happy.Their school, one of only three citywide gifted and talented programs in Manhattan, shares space in an East Harlem building with three middle schools. They learned recently that one of the schools, Esperanza Preparatory Academy, wants to expand to a high school, and they are concerned that the expansion will cause overcrowding and bring other problems.
Tuesday's meeting was called by the Education Department last week after parents flooded the office with calls and e-mails expressing concern about the addition of high school grades when their school has children as young as kindergarten.
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The Oakland school district is closing five elementary schools next year. Two of its other schools might be converted into independently run charters, taking 800 children with them. And at least one -- quite possibly, two -- brand new charter schools open next fall, with plans to admit more than 600 students, combined.But OUSD's leaders aren't bracing for a big enrollment drop. They predict the school system's enrollment will hold firm in September -- and even grow slightly (by 125 students, to 38,166).
Will the numbers bear out? They didn't this fall. Enrollment in the city's district-run schools, though flat, came in 300 students shy of projections, creating a $1.6 million budget gap that needed to be closed immediately.
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Colleges should examine a wider set of social, economic and personal characteristics to determine how they can help students remain in school and graduate, a new report has found (PDF report link).Aside from SAT scores and high school grade point averages, students' success in college relies on a number of other factors -- often overlooked -- that more accurately predict whether they will stay in school, according to the report scheduled for release Tuesday by the Higher Education Research Institute at UCLA.
Using information from a national survey of college freshmen in public and private institutions as well as graduation data, the report found, for example, that students who visit a college before enrolling, participate in clubs and other activities and those who have used the Internet for research and homework are more likely to complete a degree earlier than others. The costs of attending a college and the institution's size also contribute to students' success, the report found.
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Michigan's school board elections will be held in November of even-numbered years through legislation signed by Gov. Rick Snyder.The legislation that the Republican governor signed today will require school board and intermediate school district elections to be held at the same time as November general elections.
Supporters of the legislation say it will ensure that school board elections are held when voter turnout is highest. Supporters say it also should help consolidate elections and save money in some locations.
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Dylan Loeb McClain via a kind reader's email:
Fewer than 2 percent of the 77,000 members of the United States Chess Federation are masters -- and just 13 of them are under the age of 14.Among that select group of prodigies are three black players from the New York City area -- Justus Williams, Joshua Colas and James Black Jr. -- who each became masters before their 13th birthdays.
"Masters don't happen every day, and African-American masters who are 12 never happen," said Maurice Ashley, 45, the only African-American to earn the top title of grandmaster. "To have three young players do what they have done is something of an amazing curiosity. You normally wouldn't get something like that in any city of any race."
The chess federation, the game's governing body, does not keep records on the ethnicity of its members. But a Web site called the Chess Drum -- which chronicles the achievements of black chess players and is run by Daaim Shabazz, an associate professor of business at Florida A&M University -- lists 85 African-American masters. Shabazz said many of them no longer compete regularly.
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Chicago Public Schools officials plan to overhaul 10 schools next year, six of which will be managed by a private organization in the latest move by Mayor Rahm Emanuel's administration to turn to the private sector to aid poorly performing public schools.The proposed overhauls--commonly called turnarounds--involve the firing of existing staff and improvements to school curriculum and culture. Turnarounds are the first step in a series of school actions that include consolidating and closing underperforming schools.
A new state law requires CPS to announce all school closings and turnarounds by Thursday. There was vociferous opposition to any proposed closings at recent public hearings, which were also required by the law, even though though the list of targeted schools had not yet been released.
The elementary schools slated for turnaround are: Pablo Casals, 3501 W. Potomac Ave.; Melville W. Fuller, 4214 S. Saint Lawrence Ave.; Theodore Herzl, 3711 W. Douglas Blvd.; Marquette, 6550 S Richmond St.; Brian Piccolo, 1040 N Keeler Ave.; Amos Alonzo Stagg, 7424 S Morgan St.; Wendell Smith, 744 E 103rd St. and Carter G. Woodson South Elementary Schools, 4414 S Evans. The Chicago Vocational Career Academy, at 2100 E 87th St., and Tilden Career Community Academy, 4747 S Union Ave., high schools also are targeted for turnaround.
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During the last four decades, a well-publicized shift in what undergraduate students prefer to study has taken place in American higher education. The number of young men and women majoring in English has dropped dramatically; the same is true of philosophy, foreign languages, art history, and kindred fields, including history. As someone who has taught in four university English departments over the last 40 years, I am dismayed by this shift, as are my colleagues here and there across the land. And because it is probably irreversible, it is important to attempt to sort out the reasons--the many reasons--for what has happened.First the facts: while the study of English has become less popular among undergraduates, the study of business has risen to become the most popular major in the nation's colleges and universities. With more than twice the majors of any other course of study, business has become the concentration of more than one in five American undergraduates. Here is how the numbers have changed from 1970/71 to 2003/04 (the last academic year with available figures):
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Reihan Salam directs us to an essay about labor unions by Alan Haus, an IP and employment law attorney in San Francisco. Haus thinks that conservatives ought to be more supportive of the power of labor unions in promoting higher wages:There is much that could be said about the economic effects of promoting higher wages. For Republicans, the disadvantages should be trumped not only by the advantages but also by a vital consideration of political philosophy: the society of limited government to which most Republicans aspire will only come about in the real world if most Americans earn enough money to save for retirements and college educations, and provide for their long-term healthcare through substantially private markets. Achieving this requires some measure of support for a high wage economy.But Haus is a lot less enthralled with every other aspect of organized labor:
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There is much less competition in the public sector than the private sector, and that has made all the difference.Since the Great Recession began in 2008, there has been a growing criticism of public sector unions, reflecting taxpayer concerns about union compensation and unfunded pension liabilities. These concerns have led to proposals to change public sector union policy in very significant ways. Earlier this month, voters in Ohio defeated by a wide margin a law that would have restricted union powers, although polls showed broad support for portions of the law that would have reduced union benefits. In Wisconsin, a state with a long-standing pro-union stance, Governor Scott Walker advanced policy in February that would cut pay and substantially curtail collective bargaining rights of many public sector union workers. In Florida, State Senator John Thrasher introduced legislation that would prevent governments from collecting union dues from union worker state paychecks. And it is not just Ohio, Wisconsin, and Florida that are attempting to change the landscape of public unions. Cash-strapped governments in many states are considering ways to reduce the costs associated with public unions.
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The Madison School District has agreed to terms for releasing more than 1,000 sick notes submitted by teachers who missed work in February during mass protests over collective bargaining.Jack Craver:The district will remove the teachers' names and other identifying information from the notes, under an agreement reached Monday with the Wisconsin State Journal, which requested the records under the state's Open Records Law.
"It's essentially what we asked for in May," State Journal Editor John Smalley said Tuesday. "It was never our intention to publish any names or individual situations, but to look at the collective situation of all of these sick notes and how the district as an institution handled it."
School Board President James Howard said the agreement protects teachers while complying with the newspaper's needs and a Nov. 21 court ruling ordering the district to turn over the notes. The newspaper sued the district for the records after the district denied requests for them.
Many friends of mine are upset with the legal battle the Wisconsin State Journal waged to obtain the 1,000 sick notes Madison teachers used to get off work during the union protests in February. My own radio host and boss, Kurt Baron, referred to the paper as the "Wisconsin State Urinal" in describing his decision to no longer have the paper as his home page online. Some called into the show and promised to cancel their subscriptions.Teachers should have a right to individual privacy over their medical records. We shouldn't know whether John Q. cited herpes or hemorrhoids on his doctor's note.
I am less sympathetic, however, to the teachers' right to collective privacy. As long as their names are redacted, the public has the right to know if 273 teachers cited malaria and 345 claimed to suffer from ebola.
Unfortunately the recent ruling will violate individual privacy by allowing the State Journal to see the names of the teachers on the sick notes.
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No one wants to see the Kansas City School District recover just enough to regain provisional accreditation and limp along in wounded form for another decade or so.Money And School Performance:Kansas Citians are looking for an administrative structure capable of running schools that meet the state's expectations and prepare students for college and jobs.
With the school district scheduled to become unaccredited on Jan. 1, the Missouri Board of Education is contemplating structural changes. Chris Nicastro, the education commissioner, has spent considerable time trying to figure out what to recommend to the board when it meets Thursday and Friday. At one point, she asked members of the Kansas City school board if they'd be willing to step aside in favor of an appointed board. Most would prefer to remain in charge.
School board governance has not served Kansas City well in recent decades. Candidate choices have mostly been weak. Voter participation in elections has been abysmal. Boards have been factious and meddlesome.
For decades critics of the public schools have been saying, "You can't solve educational problems by throwing money at them." The education establishment and its supporters have replied, "No one's ever tried." In Kansas City they did try. To improve the education of black students and encourage desegregation, a federal judge invited the Kansas City, Missouri, School District to come up with a cost-is-no-object educational plan and ordered local and state taxpayers to find the money to pay for it.Kansas City spent as much as $11,700 per pupil--more money per pupil, on a cost of living adjusted basis, than any other of the 280 largest districts in the country. The money bought higher teachers' salaries, 15 new schools, and such amenities as an Olympic-sized swimming pool with an underwater viewing room, television and animation studios, a robotics lab, a 25-acre wildlife sanctuary, a zoo, a model United Nations with simultaneous translation capability, and field trips to Mexico and Senegal. The student-teacher ratio was 12 or 13 to 1, the lowest of any major school district in the country.
The results were dismal. Test scores did not rise; the black-white gap did not diminish; and there was less, not greater, integration.
The Kansas City experiment suggests that, indeed, educational problems can't be solved by throwing money at them, that the structural problems of our current educational system are far more important than a lack of material resources, and that the focus on desegregation diverted attention from the real problem, low achievement.
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As soon as the school day ended, the rush at the health clinic began.Two high school seniors asked for sports physicals. A group of teenagers lined up for free condoms. A girl told a counselor she needed a pregnancy test.
The clinic, at Belmont High School near downtown Los Angeles, is part of a rapidly expanding network of school-based centers around the nation offering free or low-cost medical care to students and their families.
In California, there are 183 school health centers, up from 121 in 2004. Twelve more are expected to open by next summer, according to the California School Health Center Assn.
The centers have become a small but important part of the nation's healthcare safety net, experts say, treating low-income patients who might otherwise not have regular medical care. Now, they add, campus clinics are serving as a model for health officials trying to reduce costs.
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Scottish education is being overtaken by systems in other countries around the world, it has been claimed.The warning comes from Keir Bloomer, a former leader of council education directors and one of the architects of the Curriculum for Excellence.
Mr Keir is heading the Commission on School Reform which will carry out an inquiry into scope for improvement.
He said Scottish education had many strengths but there was a need to increase the pace of improvement.
The commission, established by independent think tanks Reform Scotland and the Centre for Scottish Public Policy, includes representatives from political parties, heads of schools and colleges and figures from the business and sporting worlds.
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Christine Eastus was a double major in English and chemistry with plans to go to medical school. Instead -- to the chagrin of her parents -- she became a teacher.In the 1970s, she taught English at Greenhill School in Addison, Texas.
"Once I started teaching, it was a completely new world, sort of frightening in a sense, because you're dealing with students who are so impressionable, but it's heady stuff particularly when people like you, catch the bug and become writers and let you know about it," she tells NPR's John Burnett. "That is a real high, to hear from someone who's your age still remembering me and I'm sure many of them curse me because I guess I was a bit demanding."
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Lyndsey Layton and Emma Brown:
A Virginia company leading a national movement to replace classrooms with computers -- in which children as young as 5 can learn at home at taxpayer expense -- is facing a backlash from critics who are questioning its funding, quality and oversight.K12 Inc. of Herndon has become the country's largest provider of full-time public virtual schools, upending the traditional American notion that learning occurs in a schoolhouse where students share the experience. In K12's virtual schools, learning is largely solitary, with lessons delivered online to a child who progresses at her own pace.
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Jesse Yeh uses the University of California-Berkeley library instead of buying textbooks. He scrounges for free food at campus events and occasionally skips meals. He's stopped exercising and sleeps five to six hours per night so he can take 21 credits -- a course load so heavy he had to get special permission from a dean.The only thing he won't do: take out a student loan.
"I see a lot of my friends who took out student loans, then they graduated and because of the economy right now they still couldn't find a job," said the third-year student, whose parents both lost their jobs in 2009 and who grew up in the boom-and-bust town of Victorville, Calif., on a block with several houses in foreclosure. "The debt burden is really heavy on them."
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Workplace mentors used to be older and higher up the ranks than their mentees. Not anymore.In an effort to school senior executives in technology, social media and the latest workplace trends, many businesses are pairing upper management with younger employees in a practice known as reverse mentoring. The trend is taking off at a range of companies, from tech to advertising.
The idea is that managers can learn a thing or two about life outside the corner office. But companies say another outcome is reduced turnover among younger employees, who not only gain a sense of purpose but also a rare glimpse into the world of management and access to top-level brass.
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Christian Oliver and Song Jung-a:
South Korean police have detained a teenager suspected of murdering his mother after she allegedly beat him with a golf club to get better school grades, in a case that has raised questions about the high-pressure nature of the country's education system.The macabre incident has shocked the nation, with younger mothers questioning the values of previous generations who have been pushing children hard to improve their school performance.
"Children are being driven to the limit ... so many of them suffer from depression, kill themselves or commit impulsive crimes out of desperation," says Oh Sung-sook, head of the Citizens' Council for Educational Reform, an activist group.
Psychologists argue that the educational rat-race - children are routinely forced to study late into the night seven days a week and corporal punishment is still permitted - is stunting social development.
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Former Secretary of State Condoleezza Rice says she's concerned about the economy, the deficit, and the "jaded" nature of American politics - but she says the country's "biggest single problem" is with the public school system.Rice, speaking to CBS' Bob Schieffer on a special Thanksgiving edition of "Face the Nation," argued that the nation's educational system is failing crucial populations, and that "it's gonna drive us into class warfare like we've never seen before."
Responding to a question about the current state of American politics, Rice argued that "we've become a bit jaded as a country."
But she said that wasn't her biggest concern with the future of America right now.
"I think we've got a deeper problem," she said. "It speaks to the way that, for instance, I and my family got ahead. I think the biggest single problem we've got is the K-12 education system."
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English class is about to start, and Taneli Nordberg introduces the day's guests: a row of fresh-faced university students sitting in the back of the classroom. They're training to be teachers at the University of Helsinki.Nordberg, 31, wants the eighth-graders to become teachers for a moment.
"I want you to tell the teacher trainees something you would like them to do when teaching and something you want them to avoid doing," he explains. "In English, please."
The students tumble up to the chalkboards and start writing. Some of the advice is predictable - "not too much homework" - but much of it is insightful.
The exercise, though short and light, is something of a microcosm of the Finnish educational approach - engagement and collaboration between teacher and student, a comfortable atmosphere, and the expectation of quality in how students express themselves.
Over the past decade, students in Finland have soared on international measures of achievement. They've continued to post some of the best scores in the developed world in reading, math and science, according to a respected international exam. The country has one of the narrowest gaps in achievement between its highest and lowest-performing schools, and on average spends less per pupil than the United States.
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Among the extended family I saw over the holiday was a young relative who is working as a substitute teacher in the Northeast since he can't find a full-time teaching post. He shared a story that surprised me, and I wanted to run it by folks here.He was subbing at a low-performing high school that recently had a well-publicized stabbing. A student in his class pulled what he thought was a real gun on him, and they had a standoff for several minutes until the teen put the "gun" away and the teacher tackled him to the floor. It turned out the gun was a toy, and the student received a three-day suspension for the incident.
The substitute teacher was disappointed with the punishment, but said the school wanted to prevent another round of negative press.
Would such an incident be kept quiet in Georgia? Could it go so easily unreported under zero tolerance policies in which students can get suspended for Tweety Bird key chains?
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Here's a depressing but documented comparison of California taxes and economic climate with the rest of the states. The news is breaking bad, and getting worse (twice a month, I update crucial data on this fact sheet):California has the 3rd worst state income tax in the nation. 9.3% tax bracket starts at $46,766 for people filing as individuals. 10.3% tax starts at $1,000,000. http://www.taxfoundation.org/files/bp59_es.pdf
Highest state sales tax rate in the nation. 7.25% (as of 1 July - does not include local sales taxes)
http://www.taxfoundation.org/files/bp60.pdf Table #15
California corporate income tax rate (8.84%) is the highest west of the Mississippi (our economic competitors) except for Alaska. http://www.taxfoundation.org/files/bp59.pdf Table #8 - we are 8th highest nationwide.
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Richard Sander & Jane Yakowitz:
Rewards are distributed more unevenly within the legal profession than in virtually any other occupation. Most of those who study the careers of lawyers would agree that law school eliteness, law school grades, and social status each play a role in determining which lawyers capture the greatest rewards. But remarkably little effort has been made to directly compare these inputs in explaining career outcomes, to see which of the three matters most, and how they interact.In this paper, we first examine general beliefs about the importance each of these three factors has upon lawyer careers - beliefs among academics as well as beliefs among the actual participants in the sorting process. We next present some specific findings about each of the three factors. Finally, we directly compare the three factors in regression models of career outcomes. The consistent theme we find throughout this analysis is that performance in law school - as measured by law school grades - is the most important predictor of career success. It is decisively more important than law school "eliteness." Socioeconomic factors play a critical role in shaping the pool from which law students are drawn, but little or no discernible role in shaping post-graduate careers. Since the dominant conventional wisdom says that law school prestige is all-important, and since students who "trade-up" in school prestige generally take a hit to their school performance, we think prospective students are getting the wrong message.
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I have been taking an Under-Graduate Course in Computer Science and Engineering(in short B.Tech CSE) in a reputed Private Engineering in India for one and half years.My college has given me 7.5 grades till now. I would rate them 5/10. I wanted to give them 2 or 3 but presence of Infrastructure and some encouraging professors saved them.Every day when I go to college I expect to learn something new that would encourage me for research and thinking. And after coming back to my hostel room, I do have something new that make me thinking. But mind you its not because of the college or their intensive study program that I'm paying high fees for; but it is the Internet, the articles at Hacker News and Reddit and other sites that does this. Whenever I get time I tend to open these sites on my not so good Nokia touchscreen phone. It doesn't have much of features that i can boost of but it does my work. That is the state of our private Universities.
Well I agree with my college friends that most of the students that come to private universities don't want education but a degree, a campus life and guys they can hook up with. They have their contacts and their Dad's business after that. Most of the students that come here want spoon feeding. Tell them what is important and coming in exam and they will cram it, cram it so much they can recite it word to word. But still it doesn't mean professors also does spoon feeding for them and come here for high salaries, comfort and increasing their teaching experience so that later on can go to some Top Government College.
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In each of the past three years, the city of Middleton tried to avoid raising property taxes as it paid for three new $18 million public safety buildings.That will change if the city's proposed 2012 budget, which calls for an 11.5 percent increase in total property taxes, is approved by the City Council Tuesday night. The increase would amount to about a $150 jump for a $250,000 home, according to city administrator Mike Davis. More specific figures were not available Friday.
"The jump is practically directly related to the debt service for the new public safety buildings," Davis said.
Middleton opened new fire and EMS stations in 2008 and a new police station in 2010 at a total cost of $18 million, Davis said. The city's 2011 borrowing costs were more than $3.5 million, and Davis said most of that bill was paid with previously raised money. The tab for 2012 will be $3.6 million.
"Now it's being picked up mainly by property taxes," Davis added.
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At first glance, Guo Yilei looks like a Chinese success story. Born to a poor peasant family in China's remote Gansu province, he's now a 26-year-old computer programmer in the Big Cabbage (as some call Beijing nowadays). By Chinese standards he makes decent money, more than $70 a week. When he has work, that is. It can take months to find the next job. And meanwhile, he's living in Tangjialing, a reeking slum on the city's edge where he and his girlfriend rent a 100-square-foot studio apartment for $90 a month. "When I was at school, I believed in the saying, 'Knowledge can help you turn over a new leaf,'" says Guo. "But since I've started working, I only half-believe it."Guo and an estimated million others like him represent an unprecedented and troublesome development in China: a fast-growing white-collar underclass. Since the '90s, Chinese universities have doubled their admissions, far outpacing the job market for college grads. This year China's universities and tech institutes churned out roughly 6.3 million graduates. Many grew up in impoverished rural towns and villages and attended second- or third-tier schools in the provinces, trusting that studying hard would bring them better lives than their parents had. But when they move on and apply for jobs in Beijing or Shanghai or any of China's other booming metropolises, they get a nasty shock.
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A sweeping tax overhaul unveiled this week by a billionaire-backed coalition of political leaders has drawn fire from the California Teachers Association, one of the most influential groups at the Capitol and on the campaign trail.The Think Long Committee for California hopes to place initiatives on the November 2012 ballot to raise $10 billion in taxes each year, mostly by charging sales taxes on services. Half of that money would go to K-12 schools. But deep within the plan is a proposal to eliminate a constitutional requirement that California increase funding for schools in good years to compensate for prior cuts.
Education groups like CTA rely on that Proposition 98 requirement as leverage each year when negotiating school funding in the state budget.
The union's president, Dean E. Vogel, said in a statement, "The Think Long Committee Report was supposed to be a bipartisan path to rebuilding California's future, not a dangerous detour that would hurt students and the poor. Educators are alarmed by these recommendations to raise taxes on the poor, lower taxes for corporations, dismantle Proposition 98 - the state's minimum school funding law - and avoid repaying $10 billion already owed to public schools and students."
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A Pivot (someone who works for Pivotal Labs) gave an excellent presentation on observational astronomy the other day. The presentation was so well done that I think it could easily inspire people to learn more about astronomy.This is one of the questions I think about a lot. I truly believe that for education to be effective you need to tap in to intrinsic motivation. You can't rely on extrinsic motivators like grades otherwise you run the risk of losing all motivation once the extrinsic motivators are removed.
Passion is a vague term, but it's often to used to identify some subject or activity that people are strongly intrinsically motivated to do. You never hear people talk about passions rooted in the desire to get a good grade or a big bonus or the chance of promotion. People talk about being passionate about something because of the importance it plays in the world or how it makes them feel at fundamental level.
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The new Advanced Learning Task Force (or Steering Committee or Advisory Committee or whatever) has had its first meeting. It's kind of a mess.I'm on the committee. So is Melissa. So are Dr. Vaughan and Dr. Thompson. There are principals, central staff, teachers and community members. The committee is too big for any real discussion. It will be almost impossible for it to reach any authentic consensus. I suspect that staff will just write our conclusions for us and then allow us a final meeting to argue for small edits - which they will unilaterally decide to accept or reject. That's how the Demographic Task Force worked.
The committee met once in November and will meet again in December. By that time we will already be overdue with our recommendation to FACMAC on the placement of elementary north-end APP. FACMAC needs it now. Without it, they will just move forward with their decisions without input from the Advanced Learning Committee.
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Many Minnesota residents expect a bigger bill when their property tax statements arrive this month. But across the border, North Dakota residents are considering a proposal to make the state the first in the nation to abolish property taxes.Supporters gathered more than 28,000 signatures to put that question on the ballot next June.
Backers of the measure say there's plenty of revenue to go around without property taxes. But local government officials say eliminating property tax would create chaos.
That worries officials like Terry Traynor, assistant director of the North Dakota Association of Counties.
"I'm fearful that it has a possibility of passing," Traynor said. "The proponents have a very attractive message to sell: Do you like property taxes? If you don't, vote for this and they go away."
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As the superintendent of the Perth Amboy school district, I am responsible for the education of more than 10,000 children.We are fortunate to have the dedication of hundreds of committed and talented teachers and administrators who focus on education every day. But for 15 to 20 percent of each week, I shift focus from our students, who should be at the center of all we do, to certain adults who no longer have a place in our education system, yet simply can't be dismissed.
There has been much discussion about teacher evaluation and its potential to improve learning in our classrooms. This issue focuses on things like linking teacher tenure and pay to student test scores, and so-called value-added data. There are many disagreements about these measures, but I believe we can agree on the fact that there are certain teachers who just should not be working with children. We don't want teachers in our classrooms who talk explicitly about sexual acts, or who hit children, put soap in their mouths or curse at them. We certainly don't want teachers who make repeated sexual advances to other teachers, do drugs at school or fly into rages for no apparent reason. I have active cases like these, and have returned almost all of these teachers to their positions.
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Eric M. DeHays has a vision -- a vision of every elementary student in the Ashburnham-Westminster Regional School District holding an iPad.And, like most visions, he had to start small -- kindergarten small.
He first introduced his idea earlier this year to the School Committee. His proposal sought to implement a pilot program that would put an Apple iPad2 in the hands of every kindergartner in the district this fall.
As technology coordinator for the district, Mr. DeHays said he knew it was the way to go. He drew partly on firsthand knowledge, he said.
"Kids are using them earlier and earlier in life," he said. "My son Kenyon was a kindergartner last year and I looked at the way he would use the technology (iPad). He was not trained properly. He was trained to see it as a gaming system, but it is more than that."
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The new president of the statewide teachers union has a tough task reorganizing the 13,000-member group after it took a beating during the 2011 Idaho Legislature, with measures passed to weaken their collective bargaining and phase out some job protections.But Penni Cyr says she's up for the assignment.
Cyr is starting a three-year term as president of the Idaho Education Association after nearly 30 years teaching in Moscow public schools. Her husband, Craig, works at Schweitzer Engineering Laboratories, Inc., in Pullman, Wash., and remains in Moscow, where their four adult children also live.
"I go home when I can, but it's often time to work," Cyr said.
Among her top priorities: A campaign to repeal the sweeping education changes that were signed into law earlier this year with backing from public schools chief Tom Luna and Gov. Butch Otter. The laws will go before Idaho voters in November 2012.
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Guy Raz thanks his former high school guidance counselor, Walter Roig, for being in his corner and teaching him about wielding power. The conversation is part of the StoryCorps National Day of Listening project. On Friday, you can thank a teacher, too, on Twitter, with hash tag #thankteacher, or on the StoryCorps Facebook page.
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When the National Assessment of Educational Progress (NAEP) released their 2011 results, things seemed to be working out well for Wisconsin's public schools. The state posted above average numbers in key subjects like reading and mathematics in fourth and eighth grade.Related: Updating the 2009 Scholastic Bowl Longhorns 17 - Badgers 1; Thrive's "Advance Now Competitive Assessment Report"However, a deeper look into those numbers exposes some troubling trends. Namely, Wisconsin's Hispanic students are regressing when it comes to reading in the state's classrooms.
The state's 2011 results held steady at 202 points for fourth-grade reading amongst Hispanic pupils. This was down from a score of 208 in 2007 and less than the state's score of 209 in 1992, the first iteration of the test. In eighth grade, the average score dropped from 250 to 248. This is a decrease from 1998's average of 256 - the first year the test was recorded for the group.
These results highlight a grim trend. Over the past two decades, reading achievement amongst the state's Hispanic students has regressed. While national averages have seen a growth of 5.7 percent in fourth grade reading and 5.5 percent in eighth grade reading amongst Hispanic test takers, Wisconsin has posted losses. The state's scores dropped by 3.4 percent and 2.8 percent in the two grades, respectively.
Earlier this year Wisconsin teachers and their supporters compared Wisconsin and Texas academically and claimed that Wisconsin had better achievement because it ranked higher on ACT/SAT scores. The fact that this claim ignored the ethnic composition of the states, prompted David Burge to use the National Assessment of Educational Progress(NAEP) to compare educational achievement within the same ethnic groups. His conclusion, based on the 2009 NAEP in Reading, Mathematics, and Science (3 subject areas times 2 grades, 4th and 8th, times 3 ethnicities, white, black, and hispanic equals 18 comparisons), was Longhorns 17 - Badgers 1.
http://iowahawk.typepad.com/iowahawk/2011/03/longhorns-17-badgers-1.htmlThe 2011 NAEP results are now available for Reading and
Mathematics. The updated conclusion (2 subject areas times 2 grades, 4th and 8th, times 3 ethnicities, white, black, and hispanic equals 12 comparisons) is Longhorns 12 - Badgers 0. Not only did Texas students outperform Wisconsin students in every one of the twelve ethnicity-controlled comparisons, but Texas students exceeded the national average in all 12 comparisons. Wisconsin students were above the average 3 times, below the average 8 times, and tied the average once.
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Charter schools, once considered the experimental outliers of public education, are poised to go mainstream in Santa Clara County.That's due in part to sheer numbers. Eight new charter schools opened this school year, taking in 1,600 students. Last week alone, five charter schools were approved to open next August in the county. But perhaps more important, key places in the county have seen a transformation in attitude, from hostility and suspicion to acceptance and collaboration.
The growing number of charters cements the county's reputation, along with the giant Los Angeles Unified district, as the most charter-friendly place in the state. In a month or so, the county school board will consider approving 20 more charters schools for Rocketship Education. The increase comes amid widespread growth of charter schools in California. Today about 7 percent of the state's public school children attend a charter, which are public schools operating independently from local school boards and most of the state Education Code.
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Scott Walker is now waging his war on public education by coming up with accountability standards that favor charter and private schools. His School and District Accountability Design Team consists of thirty business and education professionals from across the state.The Design Team is led by "Quad-Chairs" Governor Scott Walker, Senator Luther Olsen, chair of the Senate Education Committee, Representative Steve Kestell, chair of the Assembly Education Committee, and Tony Evers, State Superintendent of Schools in Wisconsin. The proceedings are being facilitated by a team of high-paid consultants working with the American Institute for Research (AIR), a company that racked up $299 million in revenue for the 2009 fiscal year.
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Jim Young, via a kind Chan Stroman-Roll email:
Related: www.wisconsin2.org Updating the 2009 Scholastic Bowl Longhorns 17 - Badgers 1; Thrive's "Advance Now Competitive Assessment Report".
Dear Colleague: I am writing this letter because I sincerely fear that the future of our children and grandchildren could be in jeopardy. While there are numerous important issues facing America today, one continues to be high on my priority list, K-12 Math and Science. What scares me the most is that no one seems to care - not parents, teachers, administrators, politicians or business people - that we have FALLEN TO 25th GLOBALLY IN MATH.It has been our strength in Science, Technology, Engineering and Math (STEM) and the resultant innovation that fueled the great businesses of the 20th century. Automobiles, airplanes, radio, television, space travel, telecommunications and the Internet are just a few industries that are reliant on strong Math and Science skills and have produced a significant number of good jobs. There is a very good chance that our personal good fortunes can in some way be tied to the early innovation of our grandparents.
This comparative table needs no detailed explanation. Based on 2009 statistics from the Organization for Economic Cooperation and Development (OECD), it clearly shows how far we have fallen and how competitive the rest of the world has become
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If you spend any amount of time on Facebook, eventually you'll see a copied-and-pasted status update that looks something like this: "If you learned long division by hand, bicycled to school in the rain, drank lead-tainted water directly from the hose, played fast-pitch baseball in the dark with shiftless strangers, skinned your knee and ignored it until it became infected and led to a series of painful brain hemorrhages, sucked mercury from thermometers like marrow from the bones of dead hobos, and lived to tell about it, repost this and be thankful for the good old days."The implication, of course, is that kids are too mollycoddled these days, and we're overthinking their upbringing - why can't we just do things the way we used to? After all, we turned out fine.
I can't help but believe that this notion - as well as sharp resistance to it - has contributed greatly to the statewide rift over collective bargaining that's culminated in the current gubernatorial recall effort.
After all, in the past, kids did just fine under the tutelage of bitter, underpaid nuns and schoolmarms. Why spend more money for worse results? Teachers deserve a pay cut. They're not holding up their end of the bargain.
I suspect that this attitude is actually fairly pervasive. Commenting on one of my recent blog posts, a reader said this: "Go back to teaching math, science, history and [E]nglish the way it was taught in the 50's. Students either passed or failed based on work not on some stupid self-esteem."
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[well, at least these guys don't have students reading history books, writing history papers--stuff like that!!]
What is it about academics and Lady Gaga? Last year it was a freshman writing course at the University of Virginia titled "GaGa for Gaga: Sex, Gender, and Identity." This fall there's an upper-division sociology course at the University of South Carolina titled "Lady Gaga and the Sociology of Fame." Meghan Vicks, a graduate student in comparative literature at the University of Colorado, co-edits a postmodernist online journal, "Gaga Stigmata: Critical Writings and Art About Lady Gaga," in which the names "Judith Butler" and "Jean Baudrillard" drip as thickly as summer rain and the tongue-tripping sentences read like this: "And her project?--To deconstruct the very pop culture that creates and worships her, and to explore and make problematic the hackneyed image of the pop icon while flourishing in the clichéd role itself."And now Gaga has reached the very pinnacle of academic recognition: a Harvard affiliation. On Nov. 2 she announced that she and Harvard's Berkman Center for Internet Society will launch a nonprofit foundation, to be called Born This Way (after one of Gaga's songs), which will focus on mentoring teenagers and combating bullying.
What is fascinating is how, well, gaga the tenured scholars and highly placed academic administrators are for the 25-year-old singer whose main claim to fame is her rise from unknown to superstar and multiple Grammy winner in just three years. She managed this feat mostly on the basis of outré costumes and transgressive dancing--plus her world-class flair for self-promotion--rather than her ho-hum musical ability. Mathieu Deflem, the sociology professor who is teaching the Gaga course at South Carolina, for example, owns more than 300 of her records, maintains a fan website called gagafrontrow.net, and (according to a 2010 New York Times article) has attended more than 28 of her live concerts, following her from city to city around the world. Similarly, Harvard's Berkman Center is a well-funded interdisciplinary think tank whose faculty consists of prestigious professors of law, engineering, and business at Harvard (two of the biggest names are Lawrence Lessig and Charles Ogletree). But when the forthcoming Gaga-Berkman partnership went public last week, the center's mental heavyweights sounded as besotted as the teen-age girls and starstruck gays who hang onto every Gaga Twitter tweet. In an interview with the Harvard Crimson John Palfrey, a Harvard law professor who is the Berkman Center's co-director, praised as "impressive" the "research" that Gaga had done and hailed the forthcoming partnership as "a good chance for Harvard to be one University."
Gaga's faculty fans like to clothe their obsessive interest in her with a dense coat of academic-speak. Christa Romanosky, the graduate student at U.Va. who made Gaga the centerpiece of her freshman writing course last year, told the student newspaper, the Daily Cavalier, "We're exploring how identity is challenged by gender and sexuality and how Lady Gaga confronts this challenge." The reading list for Deflem's course at South Carolina includes several articles about Gaga by Victor Corona, a postdoctoral fellow in sociology at the Polytechnic Institute of New York University. Corona's writing is a kudzu-like tangle of po-mo jargon: "Gaga's hypermodern gospel of liberation hints at the irrelevance of truth or, rather, the creation of one's own truth, a performance that is relentlessly enacted until some version of it becomes true."
Yet Corona has nothing on Judith "Jack" Halberstam, English professor and director of the Center for Feminist Research at the University of Southern California. In an essay analyzing Gaga's Grammy-nominated 2010 music video "Telephone" for Gaga Stigmata, Halberstam drops trendy poststructuralist surnames like coins into a wishing well: "[I]t is a [Michel] Foucaultian take on prison and 'technological entrapment'; here... it has been read as the channeling of [Judith] Butler's 'Lesbian Phallus'; it is obscene, murderous, cruel to animals, misogynist, man-hating, homophobic and heterophobic; and I think you could safely place it as a [Gilles] Deleuzian exploration of flow and affect not to mention an episode in Object Oriented Philosophy. So whether the philosophy in question is drawn from [Slavoj] Zizek on speed, [Avital] Ronell on crack or [Quentin] Meillassoux on ecstasy, this video obviously chains a few good ideas to a few very good bodies and puts thought into motion." Neither Halberstam nor Corona permit any negative assessments of their idol. Corona characterized a recent critical biography, Poker Face: The Rise and Rise of Lady Gaga, as "embittered."
Since Gaga's academic fan base indulges heavily in "theory," as the po-mo types like to call it, allow me to indulge in my own "theory" about why college professors and other self-proclaimed avant-garde intellectuals have taken her to their bosoms. Take note of the academic fields represented by the scholars I have quoted above: sociology (Deflem and Corona), English (Halberstam), comparative literature (Vicks), and creative writing (Romanosky). Once those were real fields, with genuine bodies of knowledge to be studied and then enlarged by their scholarly practitioners. English professors taught and wrote about the literature of English-speaking nations. Sociologists studied the writings of Emil Durkheim and C. Wright Mills and built upon their paradigms for understanding how human beings function in social groups. Instructors of freshman writing focused on teaching their students how to write, often using models of particularly effective rhetoric and style.
Now, it seems, professors and their graduate students want to do anything but teach or do research in the fields with which they are supposedly affiliated. Sociologists want to devote class time to their record collections. English professors want to gush on about music videos. Writing instructors want to immerse their students in "gender and sexuality," not the mechanics of constructing a coherent term paper. In short, professors want to teach pop culture and nothing but pop culture. Christa Romanosky, for example, was hardly unusual in turning her freshman writing class into a class about something else besides writing. The freshman writing course list for this fall at U.Va. includes sections titled "Gender in Film," "Graffiti and Remix Culture," "Cinematic Shakespeare," "Queer Studies," "Race Matters," "Pirates," and "Female Robots." Fortunately for themselves, those professors who have turned the humanities and social sciences into vehicles for indulging their hobbies have the vast and unintelligible apparatus of postmodern theory to give their fanboy preoccupations intellectual respectability. Or at least to make it look that way to outsiders--such as parents--who might wonder why they are spending up to $6,000 per course so that little Johnny or Jenna can write an essay about "Telephone."I admit that I'm not much of a fan of Lady Gaga. I find her music monotonous, although she cleverly camouflages that defect with histrionic visuals and shocking costumes. I give her an A+, however, for brains, a sure market sense, and an entrepreneurial spirit worthy of Henry A. Ford. She has also snookered an entire generation of academics into deeming her profound. The Harvard Business School has just added Lady Gaga to its curriculum, with a case study of the decisions she and her manager made that catapulted her to fame. Now that's where Lady Gaga belongs as an object of scholarly study.
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Reading science books for the general public, you'll often find physicists talking about elegance, beauty and words of the like describing laws or theories.The Wikipedia has an entry for "Mathematical Beauty". Another entry says "Many mathematicians talk about the elegance of mathematics, its intrinsic aesthetics and inner beauty. Simplicity and generality are valued. There is beauty in a simple and elegant proof [...]".
The Spanish journal El Pais is publishing each week a mathematical challenge to its readers to commemorate the 100th anniversary of the Spanish Royal Mathematics Society.
Last week's challenge was to solve the sides of the different inner squares that compose the following rectangle, knowing that the red one has a side of 3.
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Madison School Board Member Ed Hughes:
As my previous post described, things are looking up at Leopold Elementary School. Leopold, the largest elementary school in Madison, has strong leadership and a talented and hard-working staff. Their efforts are paying positive dividends for the school's 700+ young students.While many criticize the Ted Kennedy / Bush No Child Left Behind initiative, we parents certainly have a great deal more information on our publicly financed schools than before. For that, I am thankful. I am also thankful that NCLB has, to some extent, increased attention on our schools, including curricular issues.There's a millstone around Leopold's neck, however, and it's called No Child Left Behind. According to that much-maligned federal law, Leopold is a "School Identified for Improvement" (SIFI).
What gives? If so many signs point toward Leopold succeeding, why do the feds consider that it is falling short.
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Chaos and confusion broke out early on Saturday morning as hundreds of parents knocked on the doors of the Rajagiri International School in Al Warqaa demanding a meeting with the school's management.With more than a thousand students studying at the school, an alleged change of management has left the parents furious.
"We really don't know what's happening at the school. There is a new management and an old management and both of them are at loggerheads over the school's ownership," said a parent who did not wish to be named.
By afternoon, the number of parents had swelled up to more than 200 as the school staff hosted a parent-teacher discussion to inform parents of the developments. In a letter issued to the Knowledge and Human Development Authority (KHDA), the school's management alleged that the school premises had been sold by the landlord to another group. "The new group has come to the school asking the senior academic and administrative staff to hand over the school documents to them. According to them, it's their school and we need to get out of the school," read the letter issued on November 10.
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After more than two years under state control, Detroit's public school district appears to be getting its basic finances in order by privatizing services, cutting wages, restructuring debt and aggressively seeking out students to fill its classrooms.The district's operating deficit stands at $83 million, down from $327 million at the start of the year, according to documents released by the district Monday. The progress under the district's new state-appointed emergency financial manager could offer a roadmap for the city of Detroit, which is running out of cash and may itself fall into state hands.
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The Common Sense Institute of New Jersey, a libertarian organization that opposes current levels of government spending, has just put out a new report called "Misleading the Taxpayer: the Per-Pupil Expenditure Dilemma." The author, Mark Jay Williams, compares various ways that New Jersey estimates education costs and concludes that the variability among different formulas amounts to systemic underestimation by local school districts and a veritable sleight-of-hand for taxpayers.Madison's recently finalized 2011-2012 budget spends about $372,000,000 for 24,861 students ($14,963/student).If you can compartmentalize the political bent there's some interesting stuff. For example, New Jersey spends 54.9% more per pupil than the national average ($16,271 vs. $10,499) . Also, the three ways residents can view per pupil costs -- the DOE's User-Friendly Budgets (the "primary tool responsible for misleading taxpayers"), costs-per-pupil in the NJ State Report Cards, and The Taxpayer's Guide to Education Spending - have a surprisingly wide range. The author writes, "[d]epending on the reporting source utilized, Asbury Park's per-pupil expenditures ranged from $22,090 to $39,149, a difference of $17,059.
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conncan.org, via a kind Doug Newman email:
For the past five years, ConnCAN has analyzed the state's graduation rates; this Issue Brief provides a more detailed examination of the latest data. In addition to relatively flat graduation rates across the board in Connecticut, the data reveal dramatic, persistent gaps by race.1 These numbers point to an urgent need for policy change to reverse these trends. By 2020, nearly one-third of Connecticut's population and nearly half of the youngest workers (25-29 year olds) will be non-white.2 If we fail to increase graduation rates significantly, especially for students of color, we risk seeing a continued increase in the proportion of children who are not prepared for success in our state--and we put our state's economic future in peril.As with previous years, our analysis also reveals that Connecticut State Department of Education graduation rates are significantly higher than the rates reported in Education Week's Diplomas Count report. Edu- cation Week uses a more accurate cohort method to calculate these rates. Connecticut plans to use this method beginning with the class of 2009.3 The analyses in this report draw on data for the Class of 2008, which is the most recent data available from both the Connecticut State Depart- ment of Education and from Education Week's Diplomas Count report.4
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The Baltimore school system will launch its first districtwide Saturday School initiative in December, a program promised by city schools CEO Andrés Alonso to help remedy declining scores on state tests.The $3 million Saturday School program will run for 10 weeks, primarily targeting students who scored basic in math on the 2011 Maryland School Assessments. Students in grades four through eight are eligible for the program, which will offer between 20 and 30 hours of additional math instruction for up to 7,000 students before the 2012 assessments in March.
A principal whose school will host one of the programs said she is convinced that the additional instructional time will benefit her students.
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conncan.org, via a kind Doug Newman email:
Back in January, we launched the Get Smart Connecticut campaign, calling on our state leaders to staff smart (improve the way we evaluate and retain teachers) and spend smart (fix our broken school funding system). This is our report
to you, the people who seek meaningful education reform in Connecticut, about what happened during the 2011 legislative session.To be sure, the legislature made some modest gains on the education front. But as an advocacy movement, we hold our leaders and ourselves accountable for meaningful policy change, the kind of change that will close our state's achievement gap and improve opportunities for even our highest performing students. How did we do on our two legislative goals? Well, to put it plainly, we got bupkis. That's right--the legislature did not pass any legislation to improve Connecticut's teacher evaluation and layoff policies or to fix our broken school finance system.
We could look at that and say, wow, nothing happened, so let's just pack it up and go home. But we have no desire to call it quits. In fact, we're more motivated now than ever to push forward. Despite the fact that legislation on these two issues was not enacted, we're proud that the statewide conversation about wholesale education reform has changed dramatically during this campaign. When we consider the public dialogue around fixing the education funding system and effectively evaluating teachers, we are incredibly hopeful.
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While students at a Toronto school were aghast when administrators banned hard balls from their playground this week, the decision isn't a new one.Debate on whether kids should be playing with sponge balls in lieu of harder play objects has raged on in schools across Canada and beyond.
Almost two weeks ago, a student in St. Catharines, Ont. managed to overturn his school's ban on all balls except basketballs.
Ten-year-old Mathew Taylor started a petition and arranged a meeting with the principal of Lockview Public School, the Niagara Falls Review reported. Thanks in part to his efforts, the report said balls have returned to the school's playground.
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A new paper has caused a lot of excitement: it reports large increases in the number of neurons in children with autism. It comes to you from veteran autism researcher Eric Courchesne.Courchesne et al counted the number of cells in the prefrontal cortex of 7 boys with autism and 6 non-autistic control boys, aged 2-16 years old. The analysis was performed by a neuropathologist who was blind to the theory behind the study and to which brains were from which group. That's good.
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Washington state education officials know a lot more about your kids than they ever knew about you.They can now track a child from kindergarten through college enrollment and soon will be able to tell you everything about every kid who has gone to school in Washington from preschool through their first job.
Everything includes every school they attended, every achievement test they passed or failed, their ethnic identity, whether they qualified for free lunch, what college they chose, if they had to take remedial courses, when they started college, and more.
Of course this information is anonymous to outside viewers, including researchers and the public, but it gives local school officials a lot to comb through to find ways to improve their preparation of students for college and the world.
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Last week, I posted a quick and dirty reading of the DPI/WASD survey on the impact of the biennial budget on school districts. I thought that the survey needs a more thorough vetting but that it seemed to be a polemical document and did not support the claims of disaster that some are making in response to it.The Florida Department of Education has taken a strong position on higher academic standards and comparing their students to the world. I've seen nothing from Wisconsin's DPI regarding substantive curricular improvements.Jay Bullock tries to defend the survey but I am afraid that he totally misses the mark. I have no reason to doubt that a number of districts had some kind of staff reduction. Most did not but it appears that somewhere in the neighborhood of 42% of the surveyed districts did.
But the doesn't tell us much. How deep were the reductions? How do they relate to changes in enrollment? What impact, if any, do they have on the delivery of services. Jay thinks that any reduction in staffing is a catastrophe, writing "[s]o, yes, a lot of districts were able to stave off disaster in this area but, you know, a full third didn't. " (emphasis in original)
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Ellen Lindgren, 62, has served on the Middleton Cross Plains Area Board of Education for 17 years. She is currently the board president. Lindgren became involved with issues affecting children and schools when her oldest child -- now in his early 30s and a high school social studies teacher in California -- was in pre-school. All three of her children attended public elementary, middle and high schools in the Middleton area district.Related: Wisconsin State Tax Based K-12 Spending Growth Far Exceeds University Funding.A registered nurse who has experience on both sides of the bargaining table, she is now mostly retired. Even before Gov. Scott Walker announced unprecedented cuts in state funding for Wisconsin public schools last spring, Lindgren had been raising her voice to protest nearly two decades of state-imposed revenue caps that made it difficult, even in affluent communities like hers, to balance school budgets and keep up with inflationary costs.
Now she is speaking out even more forcefully on a number of topics, including the governor's budget, which she says is balanced on the backs of teachers, his near elimination of collective bargaining and his support for voucher schools over funding for conventional public schools.
Last week, Lindgren took questions from members of the press during a telephone conference call with Mike Tate, chair of Wisconsin's Democratic Party. Lindgren was objecting to a recent TV ad that touts the governor's record of helping school boards balance their budgets and features Karin Rajcinek, a recently elected Waukesha School Board member who praises Walker for his efforts.
Redistributed state tax spending for K-12 is coming back to earth after decades of growth. It would certainly be useful to debate statewide priorities, though Wisconsin is not facing another round of budget changes, like California...
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Cryptography is an indispensable tool for protecting information in computer systems. This course explains the inner workings of cryptographic primitives and how to correctly use them. Students will learn how to reason about the security of cryptographic constructions and how to apply this knowledge to real-world applications. The course begins with a detailed discussion of how two parties who have a shared secret key can communicate securely when a powerful adversary eavesdrops and tampers with traffic. We will examine many deployed protocols and analyze mistakes in existing systems. The second half of the course discusses public-key techniques that let two or more parties generate a shared secret key. We will cover the relevant number theory and discuss public-key encryption, digital signatures, and authentication protocols. Towards the end of the course we will cover more advanced topics such as zero-knowledge, distributed protocols such as secure auctions, and a number of privacy mechanisms. Throughout the course students will be exposed to many exciting open problems in the field.
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The Urban League of Greater Madison:
Response to P4-5 of the Admin Analysis (No College Going Culture) [Page 23 of BP][Response] MMSD and the Boys & Girls Club have done an excellent job implementing the AVID/TOPS program in MMSD's four high schools. While AVID is beginning to build a college going culture among the students it serves (students with 2.0 - 3.5 GPAs), more than 60% of African American high school students in MMSD, for example, have GPAs below a 2.0 and therefore do not qualify for AVID. At 380 students, AVID serves just 10% of all students of color enrolled in MMSD high schools.Related: Madison School District Administrative Analysis of the Proposed Madison Preparatory Academy IB Charter School; WKCE Rhetoric.While the Urban League believes AVID/TOPS should continue to grow to serve more students, it also believes MMSD must invest more resources in programs like Schools of Hope, MSCR, Aspira/Juventud, ACT Prep, Culturally Relevant Teaching and Commonwealth's middle school careers program.
It must also invest in a system-wide, whole school reform agenda that addresses not only educational skill-building among students, but establishes a college going culture in all of
its schools for all students while addressing curriculum quality, instructional and school innovation, teacher effectiveness, diversity hiring and parent engagement at the same time. ULGM is ready to help MMSD accomplish these goals.Response to P6 of the Admin Analysis (NO COLLEGE GOING CULTURE) [Page 23 of BP]
[Response] While MMSD offers advanced placement classes, very few African American and Latino students enroll in or successfully complete AP classes by the end of their senior year (see page 5 of the Madison Prep Business Plan). Nearly half of African American and Latino males don't make it to senior year. Additionally, MMSD states that its students "opt to participate," meaning, they have a choice of whether or not to take such classes. At Madison Prep, all students will be required to take rigorous, college preparatory courses and all Madison Prep seniors will complete all IB examinations by the end of their senior years, which are very rigorous assessments.E. Response to questions from P7 of Admin Analysis (STUDENT PERFORMANCE MEASURES) [Page 29 of BP]
[Response] The Urban League acknowledges that WKCE scores of proficient are not adequate to predict success for college and career readiness. In the Madison Prep business plan, WKCE is not mentioned; instead, ULGM mentions "Wisconsin's state assessment system." It is ULGM's understanding that by the time Madison Prep reaches the fifth and final year of its first charter school contract, Wisconsin will have implemented all of the new standards and assessments affiliated with the Common Core State Standards that it adopted last year. ULGM anticipates that these assessments will be more rigorous and will have an appropriate measurement for "proficiency" that is consistent with the knowledge and skills needed to succeed in college and work. Additionally, Madison Prep will provide several supports to assist students below proficiency. These strategies are explained in Madison Prep's business and education plans.F. Response to Recommendation on P7 of Admin Analysis (STUDENT PERFORMANCE MEASURES) [Page 29 of BP]
[Response] Madison Prep will adjust its goals in its charter school contract to be commensurate with existing state and district accountability standards. However, to move a school whose student body will likely have a sizeable number of young people who are significantly behind academically to 100% proficiency in one academic year will require a miracle sent from heaven.
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Michael Winerip, via a kind Doug Newman email:
There is rarely a minute when Nathaly Lopera, a high school senior, isn't working to improve herself.Since second grade, she has taken advantage of a voluntary integration program here, leaving her home in one of the city's poorer sections before 6:30 a.m. and riding a bus over an hour to Newton, a well-to-do suburb with top-quality schools. Some nights, she has so many activities that she does not get home until 10 p.m.; often she's up past midnight studying.
"Nathaly gets so mad if she doesn't make the honor roll," says Stephanie Serrata, a classmate.
Last Wednesday, Nathaly did it again, with 5 A's and 2 B's for the first marking period.
She has excelled at Newton North High, a school with enormous resources, in part by figuring out whom to ask for help.
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For lunch, Josh Rivera chose a plate of saffron rice, Jerusalem salad and a Greek-marinated kebab of free-range chicken raised without antibiotics."Last year I used to get a burger and pizza, but they were really greasy," the high school sophomore said. "This is a lot tastier than before."
Lynn Vo, a sophomore who was eating organic fruit salad along with penne in a Bolognese sauce made with grass-fed beef, agreed. "Last year the pasta tasted like sweat," she said. "But this year it's really good."
It's astonishing enough that notoriously picky high schoolers would have something nice to say about their cafeteria, in this case the one at Niles North High School in Skokie, Ill., just north of Chicago. But these meals containing premium ingredients are provided free to low-income students or sold for $2.25 at most.
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Among Latinos, 79% support government financial aid for illegal immigrants who attend state universities, compared with 30% of whites. And 49% of all respondents say UC and Cal State campuses are not very affordable or are unaffordable.Many Californians worry that they are being priced out of the state's public university systems, and they object to allowing illegal immigrants the same financial aid that U.S. citizens can receive at the campuses, a new poll has found.
Fifty-five percent of the voters questioned said they oppose a new state law known as the California DREAM Act. It will permit undocumented students who graduated from California high schools and meet other requirements to receive taxpayer aid to attend the University of California, Cal State and community colleges starting in 2013. Forty percent support it.
But there is a huge ethnic divide on the issue, according to the USC Dornsife/Los Angeles Times survey: 79% of Latinos approve of the law, while only 30% of whites do.
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Although he didn't ask for it in his re-election campaign, Mayor Greg Ballard could become the boss of Indianapolis Public Schools in the coming year.The most likely plan would include mayoral appointment of the School Board, combined with a decentralization of IPS. Schools would have an independence similar to what charter schools have, along with strict accountability to the mayor for performance.
A formal proposal along these lines will come from The Mind Trust, a local education reform organization led by David Harris, who was the city's charter school czar during Bart Peterson's administration. A shift in oversight of IPS would have to be approved by the General Assembly and Gov. Mitch Daniels. Informal talks about IPS reform took place earlier this year among Republican and Democratic leaders in the General Assembly as well as Indianapolis civic leaders.
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Of Milwaukee's 187 elementary schools, only a dozen exceeded the statewide average in reading on Wisconsin's standardized test last year, according to statistics compiled on the whole range of schools in the city by the Metropolitan Milwaukee Association of Commerce. When it comes to math, only 22 of those schools made that grade.Shouldn't parents have easy access to this information? Shouldn't they know which schools didn't make the grade?
We think so, and so does the MMAC.
MMAC and an array of education experts, including Howard Fuller of Marquette's Institute for the Transformation of Learning, and UW-Madison's Value-Added Research Center, are developing a community "report card" for all city schools. The "report card" would include schools in the Milwaukee Public Schools system but also voucher and charter schools outside of the traditional district. While a wealth of data is available for all public schools on the state Department of Public Instruction website, creating an easily accessible, easily digestible common report makes sense to us. Look for that new "report card" sometime after the first of the year.
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Life expectancy is a very important measure when we compare the health of different countries. However, students often misunderstand some of the characteristics of life expectancy. This PowerPoint presentation focuses on two of these characteristics:
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Newt Gingrich has some unconventional ideas about education reform. He wants every state to open a work-study college where students work 20 hours a week during the school year and full-time in the summer and then graduate debt-free.In poverty stricken K-12 districts, Mr. Gingrich said that schools should enlist students as young as 9 to14 to mop hallways and bathrooms, and pay them a wage. Currently child-labor laws and unions keep poor students from bootstrapping their way into middle class, Mr. Gingrich said.
"This is something that no liberal wants to deal with," he told an audience at the John F. Kennedy School of Government at Harvard on Friday, according to Politico.
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A Dane County judge on Monday ordered the Madison School District to turn over more than 1,000 sick notes submitted by teachers who didn't come to work in February during mass protests over collective bargaining.Dane County Circuit Judge Juan Colas said the district violated the state's Open Records Law by issuing a blanket denial to a request for the notes from the Wisconsin State Journal rather than reviewing each note individually.
Under the records law, government agencies must make public the records they maintain in most circumstances.
State Journal editor John Smalley said the court ruling was a victory for open records and government accountability. He said the newspaper was not planning to publish individual teacher names but rather report on the general nature of the sick notes the district received from employees.
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Via POLITICO's Reid Epstein, Newt Gingrich tonight said at an address at Harvard that child work laws "entrap" poor children into poverty - and suggested that a better way to handle failing schools is to fire the janitors, hire the local students and let them get paid for upkeep.The comment came in response to an undergrad's question about income equality during his talk at Harvard's Kennedy School.
"This is something that no liberal wants to deal with," Gingrich said. "Core policies of protecting unionization and bureaucratization against children in the poorest neighborhoods, crippling them by putting them in schools that fail has done more to create income inequality in the United States than any other single policy. It is tragic what we do in the poorest neighborhoods, entrapping children in, first of all, child laws, which are truly stupid.
"You say to somebody, you shouldn't go to work before you're what, 14, 16 years of age, fine. You're totally poor. You're in a school that is failing with a teacher that is failing. I've tried for years to have a very simple model," he said. "Most of these schools ought to get rid of the unionized janitors, have one master janitor and pay local students to take care of the school. The kids would actually do work, they would have cash, they would have pride in the schools, they'd begin the process of rising."
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Let's see: Longer school year, parent report cards, meaningful teacher evaluations and bonus pay, union staff, teacher compensation of between $60,000 and $65,000.Much more on the proposed Madison Preparatory IB charter school, here.Sounds about right to me. Where do I sign up?
Unfortunately, I can't, because while this seems like a pretty good model for a proposed charter school targeting under-performing, low-income minority students -- really, for any public school -- it was looking less and less possible last week.
The sticking points are an overly rigid Madison teachers union contract and a punitive new state law that pretty much makes tinkering with that contract tantamount to killing it.
Or, to put it another way, the issue, as it so often is, is money.
Under the proposal released last month by the backers of Madison Preparatory Academy, the school would employ union teachers at salaries of about $47,000, with benefits bringing total compensation to between $60,000 and $65,000.
In its own analysis of Madison Prep's financials, though, the district found the school would be required to pay about $76,000 per teacher, with benefits bringing total compensation to about $100,000.
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A troubling attitude seems prevalent today in many professional circles: confusing one's own self-interest or viewpoint with the public interest. This problem is especially troubling in fields that have historically prided themselves on service.Take universities and their role in training teachers. In April, the Wisconsin Association of Colleges of Teacher Education -- the umbrella group representing 13 UW System campuses and prominent private colleges and universities such as Marquette, Beloit and Alverno -- announced that its members would not participate in a U.S. News and World Report survey intended to assess the quality of teaching programs.
According to the Milwaukee Journal Sentinel, this survey would be the "first-ever review of the nation's roughly 1,400 colleges of education" and a response to a 2006 report issued by Teachers College at Columbia University, which claimed that less qualified students are going into teaching.
Teacher quality is of growing importance for at least two reasons beyond the concern noted by the Columbia report. First, reports continue to show American students falling further behind those of other nations, especially in the vital subjects of math and science. Second, many education schools teach progressive pedagogical theories and methods that critics claim are not rigorous enough to prepare students to master arduous subjects.
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As it happens, one of Johnson's first posts was on this subject. The short version: Spanish causes anxiety among many non-Latino Americans. Many believe that while previous waves of immigrants quickly learned English, today's Latino immigrants do not, retaining Spanish and refusing or ignoring English, enabled by widely available television and radio in Spanish.All of the evidence is to the contrary. The first generation raised in America overwhelmingly learns English--one study has found that 94% of immigrants raised in concentrated communities like South Florida and Southern California speak English "well" or "very well" by 8th grade (roughly age 13). As the charts I posted last year demonstrate, the language Latino children growing up in America don't speak so well is Spanish. English abilities quickly improve through the generations; Spanish skills quickly decay. Typically the pattern is one of three generations: the arriving generation speaks Spanish and learns only limited English. The first generation raised in America speaks fluent English and some Spanish. The third generation is completely immersed and fluent in English, speaking little to no Spanish.
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The Los Angeles Unified School District has declined to release to The Times the names of teachers and their scores indicating their effectiveness in raising student performance.Much more on value-added assessment, which, in Madison is based on the oft-criticized WKCE.The nation's second-largest school district calculated confidential "academic growth over time" ratings for about 12,000 math and English teachers last year. This fall, the district issued new ones to about 14,000 instructors that can also be viewed by their principals. The scores are based on an analysis of a student's performance on several years of standardized tests and estimate a teacher's role in raising or lowering student achievement.
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Teachers' unions and some other education-related groups in Michigan have increased their spending to lobby state officials in 2011, largely in response to sweeping changes in school policy and budget cuts adopted by the Republican-led state Legislature.The Michigan Education Association, the state's largest teachers' union, reported lobbying expenses of $324,197 for the first seven months of the year, according to state records. The Michigan chapter of the American Federation of Teachers reported expenses of $119,748. That's a combined increase of about 11% compared with the same period in 2010.
The unions have opposed much of the education-related legislation passed by the Legislature and signed into law by Republican Gov. Rick Snyder so far this year. The changes include making teacher performance the key factor in awarding tenure and deciding layoffs rather than seniority, a law that gives state-appointed emergency managers for school districts and cities more power, and education funding cuts adopted as part of the budget year that began Oct. 1.
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While giving tours of Leopold Elementary to prospective area home buyers, Principal John Burkholder counters "myths" about overcrowding, chaotic hallways and "that we are a black hole when it comes to education.""I always give them a challenge when I take the tour to find a chaotic hallway." Burkholder said, noting the school is at 82 percent capacity this year and calmer than it was as recently as five years ago.
But some parents also ask about one stigma that's harder to dispel -- Leopold is designated as a failing school under the federal No Child Left Behind law.
The designation and related sanctions, which cost the Madison School District nearly $300,000 this year, were imposed despite a UW-Madison analysis showing Leopold students made some of the biggest improvements in the district on state test scores last year.
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Late last week I got an email from Kaleem Caire, Urban League CEO and champion of the Madison Preparatory Academy charter school proposal.I wonder if other Madison School District programs, many spending far larger sums, receive similar substantive scrutiny compared with the proposed Madison Preparatory Academy IB charter school? The District's math (related math task force) and reading programs come to mind.Caire was unhappy with the way I had characterized the latest version of the charter school proposal.
In a blog post following the Madison Prep board's decision late Wednesday to develop the proposed school as what's known as a "non-instrumentality" of the school district, I described this type of school as being "free from district oversight."
While it's true that the entire point of establishing a non-instrumentality charter school is to give the organization maximum freedom and flexibility in the way it operates on a day-to-day basis, I agree it would be more accurate to describe it as "largely free of district oversight," or "free of routine oversight by the School Board."
In his message, Caire asked me, and my fellow reporter, Matt DeFour from the Wisconsin State Journal, to correct our descriptions of the proposed school, which will be approved or denied by the Madison School Board in the coming weeks.
In his message, Caire writes, "Madison Prep will be governed by MMSD's Board of Education. In your stories today, you (or the quotes you provide) say we will not be. This continues to be a subject of public conversation and it is just not true."
Ideally, the local media might dig into curricular performance across the spectrum, over time along with related expenditures and staffing.
From a governance perspective, it is clear that other regions and states have set the bar much higher.
In my view, the widely used (at least around the world) IB approach is a good start for Madison Prep.
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For a number of years, the university, in common with much of public life in general, has become obsessed with the need to present itself to the world through the twin pillars of Transparency and Information. It is taken for granted that we will piously revere, and robustly comply with, the demands of these iconic towers. Ostensibly, demands for Transparency and Information are positively good: after all, who would want important decisions to be based on a lack of information; and who would want procedures to be covert, operated according to unspoken laws or whimsy, and governed by secretive cabals?But Information and Transparency are not as innocuous as they seem, especially in the university. When unquestioning respect for them is simply taken for granted as an axiomatic good, they start to assume the power of the obsessive fetish, and the price of fealty exacted is high. Transparency and Information become the means of securing the university's official conformity with the prevailing social or governmental orthodoxy and dogma. When they assume a primary importance, they govern the official identity of the university, and they thereby deprive the institution of the capacity to make any serious claim for a cultural function beyond the society's or the government's official views of the academy.
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With college costs skyrocketing and the number of jobs for new grads on the decline, it's no wonder that students are questioning whether a degree is worth the investment. But given that the jobs of the future are projected to require some form of post-secondary education, a key question is how to provide academic knowledge and industry-specific training that will prepare students for the future. The answer might come from a throwback to the Middle Ages: apprenticeships.Traditionally, we think of interning as the way for students to get on-the-job experience. But internships vary in quality and often aren't paid, which means that students from low-income backgrounds are unable to take advantage of the opportunity. Apprenticeships offer a new model, combining paid on-the-job training with college or trade school classes.
The demand for apprenticeships is particularly acute in the United Kingdom, where a recent BBC survey of high schoolers revealed that two-thirds say they'd forgo attending college in favor of entering an apprenticeship. Businesses there also support the apprenticeship revival. Adrian Thomas, head of resourcing for Network Rail, a company that maintains the U.K.'s rail infrastructure told The Independent that "the investment that we make in our apprentices is driven by needing people with the right skills coming in to support our maintenance teams." Thomas says organizing an apprenticeship program makes "both economic and safety sense," because without the trainees, his company would be in the position of having to look outside the country for employees, or retrain workers from other industries.
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Listen to the pundits, and public education has a Goldilocks problem. Are teachers being overpaid, underpaid or paid just right? Few arguments in education are as contentious -- or as misleading. A report released Nov. 1 by two conservative think tanks, the American Enterprise Institute and the Heritage Foundation, set off fireworks with the claim that teachers are overpaid by a collective $120 billion each year and that their pensions, health care and other benefits make their total compensation 52% higher than "fair market levels."The report looked at a variety of factors to reach its conclusion. Some are well known issues; for instance, teachers enjoy more generous benefits than most workers. But the analysis also rested on a variety of debatable assumptions about the quality of the teaching force, the job security that teachers have and opportunities for teachers in the private sector. Only by accepting all of the authors' assumptions do you reach the eye-popping $120 billion figure.
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Gov. Chris Christie Wednesday unveiled what he describes as a comprehensive education reform agenda to address teacher accountability, improving low-performing schools, and rewarding those that do better.The governor said the plan, unveiled in an No Child Left Behind waiver application to the U.S. Department of Education, is shaped in a manner consistent with President Obama's national education reform package and includes his education proposals that are awaiting consideration in the Democratic-controlled Legislature.
"There is no issue more important to the future of our state and country than putting the opportunity of a quality education within every child's reach, no matter their zip code or economic circumstances," Christie said. "Our education reforms, contained in four specific bills sitting in the Legislature today, are aggressive in meeting this challenge, bipartisan and in-line with the Obama Administration's national agenda to raise standards, strengthen accountability systems, support effective teachers and focus more resources to the classroom.
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The Great Recession may be over, but this era of high joblessness is probably just beginning. Before it ends, it will likely change the life course and character of a generation of young adults. It will leave an indelible imprint on many blue-collar men. It could cripple marriage as an institution in many communities. It may already be plunging many inner cities into a despair not seen for decades. Ultimately, it is likely to warp our politics, our culture, and the character of our society for years to come.HOW SHOULD WE characterize the economic period we have now entered? After nearly two brutal years, the Great Recession appears to be over, at least technically. Yet a return to normalcy seems far off. By some measures, each recession since the 1980s has retreated more slowly than the one before it. In one sense, we never fully recovered from the last one, in 2001: the share of the civilian population with a job never returned to its previous peak before this downturn began, and incomes were stagnant throughout the decade. Still, the weakness that lingered through much of the 2000s shouldn't be confused with the trauma of the past two years, a trauma that will remain heavy for quite some time.
The unemployment rate hit 10 percent in October, and there are good reasons to believe that by 2011, 2012, even 2014, it will have declined only a little. Late last year, the average duration of unemployment surpassed six months, the first time that has happened since 1948, when the Bureau of Labor Statistics began tracking that number. As of this writing, for every open job in the U.S., six people are actively looking for work.
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The National Day of Listening is a new national holiday started by StoryCorps in 2008. On the day after Thanksgiving, StoryCorps asks all Americans to take an hour to record an interview with a loved one, using recording equipment that is readily available in most homes, such as computers, iPhones, and tape recorders, along with StoryCorps' free Do-It-Yourself Instruction Guide.Celebrating the National Day of Listening provides a noncommercial alternative to "Black Friday" shopping sprees. Tens of thousands of Americans have participated in the National Day of Listening, and educators and community organizations have incorporated StoryCorps' interviewing techniques into their programs.
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Taxpayers in Zion-Benton Township High School District can now compare contract proposals put forward by the union and school board.The proposals are posted online on the Web site of the Illinois Educational Labor Relations Board at http://www2.illinois.gov/elrb/Pages/FinalOffers.aspx. The two sides have been negotiating since April 21 and after several mediation sessions, the district declared an impasse on Oct. 31.
The online posting is mandated under SB7, the state's school reform law, which orders more transparency in contract negotiations. The law stipulates that any unsuccessful mediation be followed by publication of last best offers -- a move intended to help the public understand unresolved issues and positions taken by each side.
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The following noncredit free Harvard courses are offered online by Harvard Extension School's Open Learning Initiative. Featuring Harvard faculty, the courses are open to the public.
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Keith Nelson says it has been a godsend for Wisconsin Academy to take part in Milwaukee's school voucher program. Thirteen voucher students are enrolled this fall, which stands to bring the school more than $83,000 in public money this school year.The 13 students are less than a thousandth of the 23,198 city of Milwaukee residents whose education in private schools - the vast majority of them religious - is being supported by tax dollars this fall.
But the Wisconsin Academy involvement is eye-catching: The coed boarding high school with about 100 students is in Columbus, northeast of Madison and more than 70 miles from Milwaukee.
And the school's involvement illustrates the core essence of the voucher program. Whether you find it wonderful, enraging or simply really interesting, it is (best as I've ever figured out) a fact that nowhere in America, present or past, has so much public money been spent on sending children to religious schools. Both the Wisconsin and United States supreme courts have found this constitutional.
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Does FERPA ban schools from allowing students to post their schoolwork on the open Web?Of the trio of laws that address children's and students' privacy and safety online, FERPA is often the one least cited outside of educational circles. The other two, COPPA and CIPA, tend to be in the news more often; the former as it relates to some of the ongoing discussions about privacy and social networking, the latter as it relates to BYOD and filtering programs. But in all cases, there seems to be a growing gulf between the laws and their practical application or interpretation, particularly since these pieces of legislation are quite old: COPPA was enacted in 1998, and CIPA in 2000. FERPA, the Family Educational Rights and Privacy Act, dates all the way back to 1974.
FERPA is meant to give students control over access to and disclosure of their educational records. This prevents schools from divulging information about a student's grades, behavior or school work to anyone other than the student without that student's consent (with some exceptions, such as to parties involved with student aid or to schools to which students are transferring). The classic example used to explain how FERPA works: you can't post a list of students' names and grades on a bulletin board in the hallway.
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Teachers and principals are worrying more about their own report cards these days.They're being graded on more than student test scores. The way educators are evaluated is changing across the country, with a switch from routine "satisfactory" ratings to actual proof that students are learning.
President Barack Obama's recent use of executive authority to revise the No Child Left Behind education law is one of several factors driving a trend toward using student test scores, classroom observation and potentially even input from students, among other measures, to determine just how effective educators are. A growing number of states are using these evaluations to decide critical issues such as pay, tenure, firings and the awarding of teaching licenses.
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There is a great interview on leadership with Jim March (probably the most prestigious living organizational theorist) by Joel Podolny (current head of HR at Apple, but also a very accomplished academic researcher) in the current edition of the Academy of Management Learning and Eduction journal (Vol. 10, No. 3, 502-506.) The link is here, but someone will likely make you buy it.March, as always, looks at things differently than the rest of us. For example, he does a lovely job of arguing -- using historical figures like Aristotle and Alexander the Great -- that the time frames used in most leadership research are often too short to be useful. But what really caught my eye was a line that reminded me of that old Pink Floyd song :
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A lack of leadership and the failure to support and mentor junior colleagues have been highlighted in a major study of the professoriate.Of the 1,200 academic staff from lower grades who responded to a survey commissioned by the Leadership Foundation for Higher Education, more than half (53 per cent) said they did not receive sufficient help or advice from professorial staff.
Only about one in seven (14 per cent) said they did receive enough support.
Asked if they had received excellent leadership or mentoring from professors in their university, 26 per cent said "never" and 36 per cent "occasionally". This compares with 9 and 19 per cent who responded "very often" and "quite often", respectively.
The study was led by Linda Evans, a reader in education at the University of Leeds, who revealed the provisional findings to Times Higher Education.
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There are some questions every school leader should be able to answer: Are my teachers helping their students learn? Who are the outstanding teachers I need to fight hard to keep? Which teachers aren't meeting my expectations? How can I help my good teachers become great?As the superintendent of one of the nation's largest school districts, I believe helping our campus leaders answer these questions is the most important part of my job. After all, decades of research show that nothing we can do to accelerate student learning matters more than ensuring a great teacher leads every classroom.
Unfortunately, the teacher-evaluation systems that should help principals answer such questions are often useless. Most evaluation systems rate nearly all teachers "satisfactory," based on infrequent and cursory classroom observations, and they rarely consider how much students are actually learning.
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I recently read an editorial piece by Arlene Ackerman, former Philadelphia public schools superintendent and longtime educator, on how she came to the realization that our public education system will not improve on its own. I have come to the same realization, because among other reasons, there is no indication school districts are suddenly going to hold themselves accountable for elevating the academic achievement of all students; or take every step necessary to ensure all students only have effective teachers. There are also just too many people who have a vested interest in keeping the current system intact, who are resistant to even the smallest of changes - let alone the dramatic improvements most of us recognize must be made in order for the system to succeed.The traditional school establishment and its supporters know if you change the ingredients, it likely changes the recipe. If you change the recipe, you get a different dish; and, there are no real internal motivators to change a system that has served a whole bunch of adults so well for such a long time.
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Education is as close to a secular religion as we have in the United States. In a time when Americans have lost faith in their government and economic institutions, millions of us still believe in its saving grace. National leaders, from Benjamin Rush on, oversaw plans for extending its benefits more broadly. In the 19th century, the industrialist Andrew Carnegie famously conceived of schools as ladders on which the industrious poor would ascend to a better life, and he spent a good bit of his fortune laying the foundations for such an education society. After World War II, policy makers who believed in the education gospel grew numerous enough to fill stadiums. One by one, the G.I. Bill, the Truman Commission report, and the War on Poverty singled out education as the way of national and personal advance. "The answer to all of our national problems," as Lyndon Johnson put it in 1965, "comes down to one single word: education."The American education gospel is built around four core beliefs. First, it teaches that access to higher levels of education should be available to everyone, regardless of their background or previous academic performance. Every educational sinner should have a path to redemption. (Most of these paths now run through community colleges.) Second, the gospel teaches that opportunity for a better life is the goal of everyone and that education is the primary -- and perhaps the only -- road to opportunity. Third, it teaches that the country can solve its social problems -- drugs, crime, poverty, and the rest -- by providing more education to the poor. Education instills the knowledge, discipline, and the habits of life that lead to personal renewal and social mobility. And, finally, it teaches that higher levels of education for all will reduce social inequalities, as they will put everyone on a more equal footing. No wonder President Obama and Bill Gates want the country to double its college graduation rate over the next 10 years.
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It's easy to get angry at banks and CEOs, especially as more Americans slip below the poverty line while the rich keep getting richer. But if the goal of Occupy Wall Street is improving social mobility in this country, then the movement really needs to focus as much on educational inequality as it does on income inequality. There is perhaps no better example of how the system is rigged against millions of Americans than the education our children receive.Public schools are obviously not to blame for the mortgage crisis, over-leveraged investment banks or the other triggers of our current economic woes. But when it comes to giving Americans equal opportunity, our schools are demonstrably failing at their task. Today zip codes remain a better predictor of school quality and subsequent opportunities than smarts or hard work. When you think about it, that's a lot more offensive to our values than a lightly regulated banking system.
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Paul Hill, via a kind Deb Britt email:
America's system for financing K-12 education is not neutral about innovation and the use of new technologies. Indeed, that system is stacked against them. To remedy this, our education-funding system needs to shift dramatically. Instead of today's model which rigidly funds programs, staff positions, and administrative structures, instead of schools and students we need an approach in which funding follows the student. At present, America's charter-school finance structure provides the best prototype, but even it does not go far enough. An appropriate school- finance system must also be able to defund ineffective schools and provide space and incentives for online providers to bring their products to the marketplace.
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Smaller schools? More charters? Those are yesterday's headlines in the world of school reform. The hot-button topic now is the inclusion of student test scores in teacher evaluations. Yet as school administrators and the teachers union battle it out in current contract negotiations in Los Angeles, who would have guessed that state law addressed this issue long ago?A lawsuit filed by a group of parents, aided by the reform group EdVoice, claims that the Los Angeles Unified School District must include standardized test scores or some other measure of student progress to comply with the 40-year-old Stull Act. Though filed only against the district, the suit has statewide implications.
The Stull Act mainly concerned itself with the appeals process for teachers who had been fired. But it included some common-sense language about teacher evaluations, instructing school districts to make student progress one of many factors in teachers' performance reviews. In 1999, specifics were added to the law, requiring teacher evaluations to measure that progress in part through state-approved assessments.
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Before full implementation of the Common Core State Standards, Florida is gathering information about how our students compare internationally in reading, mathematics and science. We are participating in Trends in the International Mathematics and Science Study (TIMSS), the Progress in International Reading Literacy Study (PIRLS), and the Programme for International Student Assessment (PISA). Adjustments to Florida standards will be made based on the results of these studies.How does Wisconsin compare? Learn more at www.wisconsin2.org.
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The Urban League of Madison, via a kind Kaleem Caire email:
November 17, 2011Much more on the proposed Madison Preparatory IB charter school, here.
Madison, Wis. - Last night, by unanimous vote, the Board of Directors of Madison Preparatory Academy announced they would request that the Madison Metropolitan School District's Board of Education approve their proposal to establish its all-boys and all-girls schools as non-instrumentality public charter schools. This means that Madison Preparatory Academy would employ all staff at both schools instead of MMSD, and that Madison Prep's staff would not be members of the district's collective bargaining units.
If approved, the Board of Education would retain oversight of both schools and likely require Madison Prep to submit to annual progress reviews and a five year performance review, both of which would determine if the school should be allowed to continue operating beyond its first five-year contract.
"We have worked for six months to reach agreement with MMSD's administration and Madison Teachers Incorporated on how Madison Prep could operate as a part of the school district and its collective bargaining units while retaining the core elements of its program design and remain cost effective," said Board Chair David Cagigal.
Cagigal further stated, "From the beginning, we were willing to change several aspects of our school design in order to find common ground with MMSD and MTI to operate Madison Prep as a school whose staff would be employed by the district. We achieved agreement on most positions being represented by local unions, including teachers, counselors, custodial staff and food service workers. However, we were not willing to compromise key elements of Madison Prep that were uniquely designed to meet the educational needs of our most at-risk students and close the achievement gap."
During negotiations, MMSD, MTI and the Boards of Madison Prep and the Urban League were informed that Act 10, the state's new law pertaining to collective bargaining, would prohibit MMSD and MTI from providing the flexibility and autonomy Madison Prep would need to effectively implement its model. This included, among other things:
Changing or excluding Madison Prep's strategies for hiring, evaluating and rewarding its principals, faculty and staff for a job well done;
Excluding Madison Prep's plans to contract with multiple providers of psychological and social work services to ensure students and their families receive culturally competent counseling and support, which is not sufficiently available through MMSD; and
Eliminating the school's ability to offer a longer school day and year, which Madison Prep recently learned would prove to be too costly as an MMSD charter school.
On November 1, 2011, after Madison Prep's proposal was submitted to the Board of Education, MMSD shared that operating under staffing and salary provisions listed in the district's existing collective bargaining agreement would cost $13.1 million more in salaries and benefits over five years, as compared to the budget created by the Urban League for Madison Prep's budget.
Cagigal shared, "The week after we submitted our business plan to the Board of Education for consideration, MMSD's administration informed us that they were going to use district averages for salaries, wages and benefits in existing MMSD schools rather than our budget for a new start-up school to determine how much personnel would cost at both Madison Prep schools."
Both MMSD and the Urban League used the same district salary schedule to write their budgets. However, MMSD budgets using salaries of district teachers with 14 years teaching experience and a master's degree while the Urban League budgeted using salaries of teachers with 7 years' experience and a master's degree.
Gloria Ladson Billings, Vice Chair of Madison Prep's Board and the Kellner Professor of Urban Education at the University of Wisconsin-Madison stated that, "It has been clear to all parties involved that the Urban League is committed to offering comparable and competitive salaries to its teachers but that with limited resources as a new school, it would have to set salaries and wages at a level that would likely attract educators with less teaching experience than the average MMSD teacher. At the budget level we set, we believe we can accomplish our goal of hiring effective educators and provide them a fair wage for their level of experience."
Madison Prep is also committed to offering bonuses to its entire staff, on top of their salaries, in recognition of their effort and success, as well as the success of their students. This also was not allowed under the current collective bargaining agreement.
Summarizing the decision of Madison Prep's Board, Reverend Richard Jones, Pastor of Mount Zion Baptist Church and Madison Prep Board member shared, "Our Board has thought deep and hard about additional ways to compromise around the limitations that Act 10 places on our ability to partner with our teachers' union. However, after consulting parents, community partners and the MMSD Board of Education, we ultimately decided that our children need what Madison Prep will offer, and they need it now. A dream deferred is a dream denied, and we must put the needs of our children first and get Madison Prep going right away. That said, we remain committed to finding creative ways to partner with MMSD and the teachers' union, including having the superintendent of MMSD, or his designee, serve on the Board of Madison Prep so innovation and learning can be shared immediately."
Cagigal further stated that, "It is important for the public to understand that our focus from the beginning has been improving the educational and life outcomes of our most vulnerable students. Forty-eight percent high school graduation and 47 percent incarceration rates are just not acceptable; not for one more day. It is unconscionable that only 1% of Black and 7% of Latino high school seniors are ready for college. We must break from the status quo and take bold steps to close the achievement gap, and be ready and willing to share our success and key learning with MMSD and other school districts so that we can positively impact the lives of all of our children."
The Urban League has informed MMSD's administration and Board of Education that it will share with them an updated version of its business plan this evening. The updated plan will request non-instrumentality status for Madison Prep and address key questions posed in MMSD's administrative analysis of the plan that was shared publicly last week.
The Board of Education is expected to vote on the Madison Prep proposal in December 2011.
Copies of the updated plan will be available on the Urban League (www.ulgm.org) and Madison Prep (www.madison-prep) websites after 9pm CST this evening.
For more information, contact Laura DeRoche Perez at Lderoche@ulgm.org or 608.729.1230.
A Madison School Board vote to approve Madison Preparatory Academy has been delayed until at least December after the proposed charter school's board decided to amend its proposal to use nonunion employees.The Madison Prep board voted Wednesday night after an analysis by the school district found the pair of single-sex charter schools, geared toward low-income minority students, would cost $10.4 million more than previously estimated if it were to use union staff.
Superintendent Dan Nerad said the district would have to update its analysis based on the new proposal, which means a vote will not happen Nov. 28. A new time line for approval has not been established.
In announcing Wednesday's decision, the Madison Prep board said the state's new collective bargaining law made the school district and teachers union inflexible about how to pay for employing teachers for longer school days and a longer school year, among other issues.
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Backers of the Madison Preparatory Academy are now recommending establishing the proposed single-sex public charter school as what's known as a "non-instrumentality" of the district.Related: Madison School Board Member Ed Hughes provides his perspective on the proposed Madison Preparatory IB charter school.Ultimately, that means the school's staff would be non-union, and the Urban League-backed charter school would have an unprecedented degree of autonomy in its operations, free from district oversight.
With the recommendation, made at a meeting Wednesday, Madison Prep supporters, the school district and the local School Board wade into uncharted waters.
Because of the change, school officials will need to revise their administrative analysis of the charter school proposal in advance of a School Board vote on whether to approve the Madison Prep plan.
Much more on Madison Prep, here.
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A decade ago, a neuroscientist named Charles Nelson traveled to Bucharest to visit Romania's infamous orphanages. There, he saw a child whose brain had swelled to the size of a basketball because of an untreated infection and a malnourished one-year-old no bigger than a newborn. But what has stayed with him ever since was the eerie quiet of the infant wards. "It would be dead silent, all of [the babies] sitting on their backs and staring at the ceiling," says Nelson, who is now at Harvard. "Why cry when nobody is going to pay attention to you?"Nelson had traveled to Romania to take part in a cutting-edge experiment. It was ten years after the fall of the Communist dictator Nicolae CeauÅŸescu, whose scheme for increasing the country's population through bans on birth control and abortion had filled state-run institutions with children their parents couldn't support. Images from the orphanages had prompted an outpouring of international aid and a rush from parents around the world to adopt the children. But ten years later, the new government remained convinced that the institutions were a good idea--and was still warehousing at least 60,000 kids, some of them born after the old regime's fall, in facilities where many received almost no meaningful human interaction. With backing from the MacArthur Foundation, and help from a sympathetic Romanian official, Nelson and colleagues from Harvard, Tulane, and the University of Maryland prevailed upon the government to allow them to remove some of the children from the orphanages and place them with foster families. Then, the researchers would observe how they fared over time in comparison with the children still in the orphanages. They would also track a third set of children, who were with their original parents, as a control group.
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It looked like a typical Friday reading block in Stephanie Jierski's third-grade class at Van Winkle Elementary.The students were divided into groups with some reading on their own, some paired to finish assignments and others working with the teachers. Those gathered by Jierski received remediation on compound words.
What a visitor to the Jackson school wouldn't see - the related planning behind the scenes - helps explain why Principal Wanda Walker-Bowen says Jierski is a good teacher.
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For decades, scientists have dreamed of building computer systems that could replicate the human brain's talent for learning new tasks.MIT researchers have now taken a major step toward that goal by designing a computer chip that mimics how the brain's neurons adapt in response to new information. This phenomenon, known as plasticity, is believed to underlie many brain functions, including learning and memory.
With about 400 transistors, the silicon chip can simulate the activity of a single brain synapse -- a connection between two neurons that allows information to flow from one to the other. The researchers anticipate this chip will help neuroscientists learn much more about how the brain works, and could also be used in neural prosthetic devices such as artificial retinas, says Chi-Sang Poon, a principal research scientist in the Harvard-MIT Division of Health Sciences and Technology.
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High School teacher Joseph Thomas, suspended for refusing to meet with a district-assigned peer evaluator, said he hopes for a compromise that will put him back in the classroom.Thomas said he met with school district officials for more than an hour Monday and told them he would be willing to be evaluated by a middle school teacher with experience in grades 7 through 12. "As long as they're playing by the rules, I fell that I should too," said Thomas, an 18-year teacher.
If that cannot be arranged, Thomas was told he could be suspended without pay, fired and have 10 days to appeal. There was no comment Monday from the district, which suspended Thomas with pay pending an investigation into behavior officials are calling insubordinate.
News of Thomas's suspension generated a variety of reactions.
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We're often told that young people tend to be the most tech-savvy among us. But just how savvy are they? A group of researchers led by College of Charleston business professor Bing Pan tried to find out. Specifically, Pan wanted to know how skillful young folks are at online search. His team gathered a group of college students and asked them to look up the answers to a handful of questions. Perhaps not surprisingly, the students generally relied on the web pages at the top of Google's results list.But Pan pulled a trick: He changed the order of the results for some students. More often than not, those kids went for the bait and also used the (falsely) top-ranked pages. Pan grimly concluded that students aren't assessing information sources on their own merit--they're putting too much trust in the machine.
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Students may covet seats in Stanford's popular iPhone and iPad application development course, but you don't need to be in the classroom to take the course.Anyone with app dreams can follow along online.
Stanford has just released the iOS 5 incarnation of iPhone Application Development on iTunes U, where the public can download course lectures and slides for free. Some of the most talked-about features of Apple's latest operating system include iCloud, streamlined notifications and wireless syncing.
When Stanford's first iPhone apps course appeared online in 2009, it made iTunes history by rocketing to a million downloads in just seven weeks.
Alberto MartÃn is an engineer and independent iOS developer in Salamanca, Spain. He has been a diligent student of the online app development class since it first appeared.
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It would cost cash-strapped California at least $2 billion to meet the requirements for relief from the federal No Child Left Behind law, state officials said.Although the state Board of Education made no decision at its meeting in Sacramento, the clear implication of a staff report presentation was that California should spurn an opportunity to seek a waiver from federal rules that sanction schools for low test scores. The No Child Left Behind rules are widely unpopular here and elsewhere in the country.
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U.S. Senate staff members are gathering a trove of information about legal education in the U.S., including figures on law school job placement and student-loan debt, in response to questions about whether the nation's law schools have been luring students with bogus data.The information could serve as a backdrop to hearings on legal education that U.S. senators are "strongly considering," according to a congressional staffer.
So far this year, Sen. Barbara Boxer (D., Calif.), has sent three letters to the American Bar Association, a section of which accredits law schools, urging the organization to do more "to increase its efforts to protect current and prospective law school students from misleading information."
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In general, I agree entirely with the many commentators who have argued that the United States needs to produce more STEM graduates. But I also take note of the many people who have written to me to argue that the only truly employable STEM fields at the moment are engineering and computer science, and only certain disciplines within those. (I.e., I take the point made by many commenters that STEM graduates are not doing all that well in this economy either -- when we say STEM = employment, so commenters point out, we don't mean scientists or mathematicians as such, we mean particular fields of engineering and computer science. I can't vouch for that but do accept it.)It's also worth keeping in mind that the United States could easily produce an excess of engineers -- yes, even engineers. The labor market of a complicated, division-of-labor society means many, many specializations, and most of them are not STEM. We need lawyers, human resources staff, janitors, communications specialists, and many things that too-reductionist a view might lead one to believe are purely frivolous intermediary occupations. Maybe they are parasitical, and maybe they will get squeezed out of existence over time. But there is a sometimes incorrect tendency these days to believe that since innovation is the heart of all increases in productivity and hence in long run growth and wealth, STEM must be responsible for it and that because STEM is the root of innovation, only STEM jobs are truly value added. I exaggerate for effect, but you see the point.
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For the first time next year, thousands of Chicago Public Schools teachers will be evaluated based partly on how well their students are doing academically. Many fear they will face dismissal if the standards are not applied fairly."It's going to make people really angry," said Ruth Resnick, a librarian at O'Keefe Elementary School, who spoke last week at a public forum about carrying out a new state law that changes how teachers, principals, librarians and other staff are graded.
But state and district leaders say the new evaluations will be better than the decades-old system now in use. They say more thoughtful and effective evaluations will not only increase student achievement, but also provide teachers with better feedback for how to improve.
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A funny thing happened on the way to reauthorizing the Elementary and Secondary Education Act, the sweeping school-reform law better known as No Child Left Behind (NCLB): The debate over reauthorization has spawned a political alliance between the tea party and the teachers unions. These strange bedfellows have teamed up to push for turning teacher-evaluation standards over to the states--in other words, to turn back the clock on educational accountability.On the right are tea party activists who want the federal government out of everything, including establishing teacher standards. On the left are teachers unions who bridle at the notion of anyone establishing enforceable teacher standards. And in the middle is another generation of American kids who are falling further and further behind their European and Asian counterparts.
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Parent-teacher conferences for elementary-school children are scheduled for Tuesday afternoon and evening, and for middle-school children on Wednesday. One teacher explains how his school has been able to draw parents in.Many teachers and schools are wondering how to get more parents to come to parent-teacher meetings. At my school, the Urban Assembly School for Applied Math and Science, where over 90 percent of parents come to the meetings, something seems to be working well.
What is the school doing to make them want to come? First it expends serious effort. A.M.S., as we call it, took responsibility for reaching out to the parents by making visits to the home of every new student before school started. So, come parent meetings, it is the parents' turn to go out of their way to meet the teachers.
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After its big referendum victory last week, Ohio teachers union vice president Bill Leibensperger said "There has always been room to talk. That's what collective bargaining is about. You bring adults around a table to talk about serious issues." He voiced an argument made by union supporters through the fight over Senate Bill 5 (and the similar battle in Wisconsin over public sector union rights): All employees want is the right to bargain; they are more than willing to make concessions during these difficult times.If we want to win the fight for the more immediate future, we're going to need to take on the unions directly, and take over the school boards.And to be sure, you can find examples of unions--of police, firefighters, even teachers--who have agreed to freeze wages or reduce benefits in order to protect the quality of services or keep colleagues from being laid off. But they are the exceptions that prove the rule.
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Peter Thiel, founder of Clarium Capital and The Thiel Foundation, explains why young Americans need to be encouraged to take on more risk to spur innovation and why the cost of a U.S. education is hindering that.
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Several members of the audience joined in the discussion over the public's relative support for Quincy schools. Among them was Larry Troxel, a local minister, who said the public has a desire to support education but has lost trust over the years in the School Board's handling of finances."I've seen previous boards buy out the contracts of two previous superintendents so they could bring in their own local person to be superintendent," Troxel said.
He also pointed to a previous board decision to build Lincoln Elementary School only to close it and sell it after a relatively short period of time.
"The boards over the last 30 years have lost the confidence of the taxpayers in this community," he said. "And just this sort of argument -- and especially saying that we don't care about education -- is dead wrong. We care. But we don't trust the board that wants to always raise taxes and spend more money, because we've seen money wasted."
Board member Steve Krause said "you can't damn the current board in front of you for past indiscretions."
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Every week, middle and high school students are invited to the UW Madison campus to hear a talk designed to stimulate their interest in math and science and then to mingle with professors and their peers over pizza.Called Madison Math Circle, the activity was started this fall as a replacement for the former High School Math Nights previously run on campus every other week. Organizer Gheorghe Craciun, associate professor in the math and biomolecular chemistry departments, said middle school students are now included because he found high school students are often too busy with other activities to attend.
Kevin Zamzow, who attended the Nov. 7 Madison Math Circle with his son, Noah Zamzow-Schmidt, approached the UW Madison math department about organizing the activity. Math circles are held at campuses around the country although Zamzow doesn't know of another one in Wisconsin.
"I enjoy math," said Noah, 12, a seventh grader at Edgewood Campus School who is taking 10th and 11th grade math classes at Edgewood High School. "I really enjoyed the topic tonight."
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I write to inform you that later today Santa Clara University will release the statement below to the media regarding an intrusion into the University's computerized academic records system. Unauthorized access to the system took place between June 2010 and July 2011 and resulted in grades being altered, affecting a handful of current undergraduate students and approximately sixty former undergraduate students.Upon learning of the computer intrusion, we notified the FBI and have continued to cooperate fully with its ongoing investigation. The FBI's investigation has now reached a stage where they have permitted us to notify the community of this intrusion.
Under the direction of Dennis Jacobs, Provost and Vice President for Academic Affairs, we have undertaken a comprehensive examination of all affected records and are taking steps to restore them to their proper form. This will include contacting individual faculty, students, and former students whose grades may have been altered. We have also enlisted the assistance of outside experts to review our internal processes and data security measures to enhance the integrity of our computer system.
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If the home-schooling anarchist parents in the Sunday Magazine played to a fantasy of what home schooling could be -- the traveling, the rebellion against the authority of the classroom, the rugged individualist children -- then The Wall Street Journal's counterpoint, "My Teacher Is an App," is the disillusioning reality for many.The article reports that an estimated 250,000 students in 2010-11 attend school online, sometimes in the form of full-time public cyberschools, sometimes in a cyber "hybrid" school. These children aren't "home schooled" from a statistical point of view; they're enrolled in schools with names that sound like online degree factories (Georgia Cyber Academy, Florida Virtual School), but are legitimately run by states and districts or outsourced to for-profit corporations. They're going to school. At home.
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The federal Elementary/Secondary Education Act, No Child Left Behind (NCLB) Act requires that districts and schools make adequate yearly progress (AYP) toward state-established benchmarks in four areas: test participation, reading proficiency, math proficiency, and the other academic indicator: attendance or high school graduation.Sanctions Document.This letter is to inform you that your district, or one or more of your schools, has either missed AYP; is identified for improvement; is no longer identified for improvement status; or missed AYP in the prior school year bnt remains in satisfactory status by meeting AYP for the current school year: 2010-11.
The enclosed Preliminary Annual Review of Performance report(s) are color coded according to the following:
District Identified for Improvement (DIFI)- Documentation for DPI (306 pages)
via a kind reader's email.
The School Board discussed these documents earlier this evening.
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A new analysis (PDF) by the Madison school district shows that the budget submitted by the Urban League of Greater Madison for a pair of sex-segregated charter schools could potentially cost the district an additional $13 million over the schools' first five years.Much more on the proposed Madison Preparatory IB charter school, here.The new numbers came as a shock to Urban League president Kaleem Caire, who says that Madison Prep may pull out of a tentative agreement with Madison Teachers, Inc., that would require Madison Prep to hire mostly union staff.
"It's become clear to us that the most reasonable path to ensure the success of these kids is as a non-instrumentality," says Caire. "Others on our board want to look at a couple of other options, so we're looking at those before we make that final determination."
One of those options would be to scale back the program, including the proposed longer school days and extended school year.
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On Nov. 10, Spokane Public Schools hosted a lovely “Breakfast for Community Leaders.” The district’s goal was to assure well-connected and like-minded folks in the city that – as the district put it – it’s “better preparing all students for success after graduation.” A few students also were brought in to “share their stories about the effectiveness of that preparation and what high school is like today.”
Superintendent Nancy Stowell began the breakfast by saying she wanted to “put to rest” the “fingerpointing and blame” the district faced during the 2011 board election. Here are a few examples of how she put things to rest.
- Stowell praised the district for higher graduation rates, saying the next challenge is college readiness. Wasn't college readiness always the goal? Most parents think so. So, the district is letting more of the kids leave, and at some point, they'll start getting them ready for postsecondary life? How does that work?
- Stowell showed us how enrollment is increasing in Advanced Placement classes. Had she shown AP pass rates -- we also would have seen a precipitous drop in the percentage passing, and an alarming drop in the average AP grade.
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WPRI polling shows that more Wisconsinites support charter schools than oppose them (42% vs. 32%). But what exactly are charter schools?
The concept of charter schools is all the more confusing in Wisconsin because we have three types operating in the state. However, all three types do have some basic similarities.
- First and most important they are all public schools.
- Second, they are all free from many traditional public school regulations.
- Third, they all operate under a contract with an authorizer that can be no longer than five years. It is this contract that specifies their regulations and goals.
- Fourth, all contracts must contain fifteen specific pieces of information (see pages 5 and 6 of the Legislative Fiscal Bureau informational paper on charter schools for a detailed description of the provisions.)
The Wisconsin Charter Schools Association has additional basic information on Wisconsin Charters on their FAQ site worth checking out.
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In one of my previous post entitled what every teacher should know about google. reference was made to the notions of the 21st century learner and how these learners depend wholly on media and social networking to live in this fast_paced world. In today's post i will present two short videos that will hopefully change what some think about teaching. The following videos are among the top educative videos online .With the advance of technological innovations into our lives , education has been radically transformed and teachers who do not use social media and educational technology in thier teaching no longer fit in the new system.That's why every educator and teacher should reconsider certain values and principles . watch this first one minute 40 seconds video to see the negative side that every teacher must not have
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Some of England's most prestigious universities, strapped for cash after deep cuts in government subsidies, are to step up fund-raising drives in Hong Kong and the mainland.While Oxford, Cambridge and the London School of Economics say government grants will still make up the bulk of their income, these elite institutes are increasingly looking eastward to diversify funding.
And the amount donated by Hong Kong philanthropists is expected to rise this year, with new scholarships and projects to be announced.
"Oxford University has put an increasing emphasis on our relationship with China and Hong Kong," a spokesman for the English-speaking world's oldest university said. "We are looking more to philanthropy."
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Where can today's students go to learn how to make an app? That's the question Thomas Suarez, a sixth-grader from suburban Los Angeles, asked himself after realizing that most of his peers like to play games and use apps, but schools don't teach the basic programming skills needed to make them. So Suarez, who taught himself how to make apps using the iPhone software development kit--he created the anti-Justin Bieber, Whac-a-Mole-style game "Bustin Jieber"--decided to start an app club at school.Suarez has been a technophile since kindergarten, and he already knows several programming languages. At a recent TEDx conference, he explained how students in the app club get the opportunity to learn and share their app making with each other. The club even asked the school's teachers what kinds of apps they could use in the classroom and then set out to design them.
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Not the food. That would be just fine. The course is the problem.
It passed the committee level this past Monday and on the 14th it goes to the full board.Problem #1
Here's our first problem. This is a major shift; an introduction of a whole new language. One with a plan to offer II,III, and IV plus AP all in the next several years. Yet, it's lumped in with 7 other courses within the agenda heading, where you vote Yes/No on the entire suite: 2012-2013 New Courses: AVID (Advancement Via Individual Determination); Chinese I; Arts of Industry; African Literature; Native American/Latin American Literature; Science of Motion; Weather and ClimateSolution: It takes a board member motion to pull out the Chinese I for a separate discussion/vote.
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A plan to move hundreds of pupils at a top international school to temporary premises inside a public housing estate has angered their well-off parents.The Hong Kong International School proposes to demolish its lower primary school building in Repulse Bay and redevelop it into what it says will be a first-class facility.
During the three-year project - the first major redevelopment of the Repulse Bay campus since the school started in 1966 - about 500 pupils aged five to eight would be taught in a disused school building in Chai Wan, a 25-minute drive away.
The plan has ignited debate ahead of a meeting today of the Town Planning Board, which will be asked to approve it.
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Stephanie Banchero & Stephanie Simon:
It was nearing lunchtime on a recent Thursday, and ninth-grader Noah Schnacky of Windermere, Fla., really did not want to go to algebra. So he didn't.Tipping back his chair, he studied a computer screen listing the lessons he was supposed to complete that week for his public high school--a high school conducted entirely online. Noah clicked on his global-studies course. A lengthy article on resource shortages popped up. He gave it a quick scan and clicked ahead to the quiz, flipping between the article and multiple-choice questions until he got restless and wandered into the kitchen for a snack.
Noah would finish the quiz later, within the three-hour time frame that he sets aside each day for school. He also listened to most of an online lecture given by his English teacher; he could hear but not see her as she explained the concept of a protagonist to 126 ninth graders logged in from across the state. He never got to the algebra.
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The Star article, "Poverty tightens its grip in cities," described a recent Brookings Institution study on the increasing concentration of poverty in cities, including Kansas City.Educational diversity is essential to progress.Poor public schools, such as the Kansas City School District, are a major factor in creating pockets of poverty. Those with enough resources move out of underperforming districts leaving the poorest of the poor behind.
Reversing this trend requires, among other things, fixing the school district problem. A number of solutions have been proposed, most of which will be as effective as rearranging the deck chairs on the Titanic.
Real change requires something more fundamental: What the left calls giving "power to the people" and what the right calls being "free to choose."
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The Madison Metropolitan School District is one of fewer than 400 public school districts in the nation being honored by the College Board with a place on the 2nd Annual AP® Honor Roll, for simultaneously increasing access to Advanced Placement coursework while maintaining or increasing the percentage of students earning scores of 3 or higher on AP exams. Achieving both of these goals is the ideal scenario for a district's Advanced Placement program, because it indicates that the district is successfully identifying motivated, academically-prepared students who are likely to benefit most from AP coursework.Related: 2008 Dane County High School AP Course Offering Comparison.Since 2009, the MMSD increased the number of students participating in AP from 692 to 824 (up 19 percent), while maintaining the percentage of students earning AP Exam scores of 3 or higher above the 70 percent criteria threshold (87% in 2009, 79% in 2011). The majority of U.S. colleges and universities grant college credit or advanced placement for a score of 3 or above on AP exams.
"We are thrilled with this recognition for AP access and student performance," said Superintendent Dan Nerad. "Obviously, credit goes to the students who score well on AP Exams, and parents and guardians, teachers and other MMSD staff share in this Honor Roll placement. This shows that the Madison School District is on the right path with our work to elevate the performance of all students, but we have much more work to do."
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More than six million children in the U.S. fall into the "special needs" category, and their ranks are expanding. The number of those affected by one developmental disability alone--autism--grew more than 70% between 2005 and 2010.The tax code can help--if you know where to look.
There are numerous tax breaks for education, but the most important one for many special-needs students isn't an education break per se. Instead, it falls under the medical-expense category.
Although students with disabilities have a right to a "free and appropriate" public education by law, some families opt out and others pay for a range of supplemental therapies.
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How important are museums, TV shows and after school clubs to teaching kids science? Ira Flatow and guests look at "informal science education" and what researchers are learning about learning science. Plus, what's the best way to keep undergraduate science majors in science?IRA FLATOW, host: This is SCIENCE FRIDAY. I'm Ira Flatow. We're going to be hearing President Obama talking about the need to help kids learn science in places other than the classroom.
PRESIDENT BARACK OBAMA: I want us all to think about new and creative ways to engage young people in science and engineering, whether it's science festivals, robotic competitions, fairs that encourage young people to create and build and invent, to be makers of things, not just consumers of things.
FLATOW: And we keep hearing about how American students are falling behind the rest of the world when it comes to math and science, but new studies are showing that the places to teach science, places where kids will soak up science, are not in the classrooms, but museum trips, TV shows, afterschool clubs, even radio shows about science. Has that been your experience, too? What do you think? How much of what you know about science comes from your experience outside of a classroom?
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The growing popularity of online public schools lets states and local school districts effectively outsource some teaching functions--to parents.Students enrolled in an online school full-time are required to work closely with a "learning coach," usually mom or dad, to ensure that they are staying on track in their studies.
For younger students, the learning coach becomes the primary teacher. A typical first-grade language arts lesson, for instance, asks the student to brainstorm a list of words about her favorite place, then write three complete sentences. Parents go online to certify that their child has done the work and to answer questions about its quality--for instance, did the child use proper punctuation?
"It's not about just putting them in front of a computer and saying, 'Here, get this work done,'" says Allison Brown, who has three young children attending Georgia Cyber Academy, a statewide online charter school run by the private firm K12 Inc.
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SEATTLE School Board President Steve Sundquist's re-election defeat underscores the axiom that no good deed goes unpunished.A good board member is exiting.
The Seattle Times endorsed Sundquist, inspired by his background as a proven business leader with deep roots of volunteerism in our local schools. Sundquist was a calm and able presence during some of the district's most contentious times. He did not hesitate to move the board toward firing Superintendent Maria Goodloe-Johnson and her financial chief in the wake of a small-business-contracting scandal. City Hall and state legislators found him someone they could work with.
Perhaps Sundquist's defeat to retired teacher Marty McLaren was to be expected. The election was the first after a year of financial and management upheaval in the Seattle Public Schools. Indeed, a big story last week was the arrest of the former district employee facing felony theft charges connected to the scandal.
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Ask hedge fund manager Daniel Ades about the future for recent college graduates and he likes to draw a picture, a very ugly picture. He sketches out a bell curve mapping the historical default rate on student loans - then he draws another curve much higher to show the likely default rate for the Class of 2011.Mr. Ades has become an expert in the $242 billion market for bonds backed by bundles of student loans, delivering consistently strong returns by trading hundreds of millions of dollars worth of the debt over the past four years. "We know all these deals inside out and we know their default rates," he said.
But when it comes to the loans banks made to students who graduated in 2010 and 2011, the 31-year-old investor is steering well clear, "because we can't quantify the risk," he said.
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A new report by the American Civil Liberties Union found that school districts across California have inconsistent policies regarding a school's ability to search the contents of a student's cellphone, often encroaching on a student's right to privacy.The ACLU of California said searches have become a bigger, and more common, issue as cellphones have become pervasive among students. The report's authors -- Brendan Hamme and Hector O. Villagra of the ACLU of Southern California -- contend that searching phones could be a serious invasion of privacy, considering the amount of personal data a device could contain, including financial information, photos, videos and text messages with intimate conversations.
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"What did you learn in school today, dear?" a mother asks her fourth grader."Oh, mom, it was so exciting! We learned to chant slogans and clap and sing protest songs," says her nine-year old after a school field trip to the Capitol in Madison, Wisconsin.
The field trip got mixed up somehow in the on-going political protest of Governor Scott Walker's budget reform law. You know, that hotly-contested-by-unions law curbing certain collective bargaining privileges of entitlement-minded Wisconsin public employees? Yeah, that one. It created quite a a stir in February, causing Senate Democrats to flee to Illinois on behalf of their generous gift-giving friends in, yes, those same public employee unions igniting the protests and the recall elections.
Who knew kids from Portage, Wisconsin, 40 miles north of Madison, would be thrust into the hornets' nest of political protesters, mostly teachers, doing battle with a duly-elected governor and those mean and nasty budget-minded Republicans? Who knew? Not parents, certainly.
Instead of a lesson in state government, the kids got an impromptu lesson in raucous, union-driven, leftist power politics at the State Capitol, still strewn with placards of the February protests against budget reforms to erase a $3.5 billion shortfall. Most of the physical damage to the Capitol done by February protesters occupying it had been repaired, at a cost to taxpayers in the low millions. Despoiling public property is apparently what they do?
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Wisconsin (and just about every other state) is involved in developing new state tests. That work is one of the requirements of getting a waiver and, if a bill ever emerges form Congress, it will almost certainly continue to require every state to do testing.The oft-criticized WKCE often provides grist for "successes". Sometimes, rarely, the truth about its low standards is quietly mentioned.But the new tests aren't scheduled to be in place for three years - in the fall of 2014. So this fall and for at least the next two, Wisconsin's school children and schools will go through the elaborate process of taking a test that still gets lots of attention but seems to be less useful each year it lives on.
I remember a conversation with a well educated Madison parent earlier this year. "My child is doing well, the WKCE reports him scoring in the 95th percentile in math"......
www.wisconsin2.org is worth a visit.
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Madison Superintendent Dan Nerad:
Critique of the District (MMSD)
Page # 23: MPA - No College Going Culture among Madison's New Student Population
The data on student performance and course-taking patterns among students in MMSD paint a clear picture. There is not a prevalent college going culture among Black, Hispanic and some Asian student populations enrolled in MMSD. In fact, the opposite appears to be true. The majority of these students are failing to complete a rigorous curriculum that would adequately prepare them for college and 21st century jobs. Far too many are also failing to complete college requirements, such as the ACT, or failing to graduate from high school.Page # 23: No College Going Culture among Madison's New Student Population -
MMSD Response
MMSD has taken many steps towards ensuring college attendance eligibility and readiness for our students of color. Efforts include:AVID/TOPS
East High School became the first MMSD school to implement AVID in the 2007-2008 school year. Teens of Promise or TOPS became synonymous with AVID as the Boys and Girls Club committed to an active partnership to support our program. AVID/TOPS students are defined as:
"AVID targets students in the academic middle - B, C, and even D students - who have the desire to go to college and the willingness to work hard. These are students who are capable of completing rigorous curriculum but are falling short of their
potential. Typically, they will be the first in their families to attend college, and many are from low-income or minority families. AVID pulls these students out of their unchallenging courses and puts them on the college track: acceleration instead of remediation."Source: http://www.avid.org/abo_whatisavid.html
The MMSD has 491 students currently enrolled in AVID/TOPS. Of that total, 380 or 77% of students are minority students (27% African-American, 30% Latino, 10% Asian, 10% Multiracial). 67% of MMSD AVID/TOPS students qualify for free and reduced lunch. The 2010- 2011 school year marked an important step in the District's implementation of AVID/TOPS. East High School celebrated its first cohort of AVID/TOPS graduates. East Highs AVID/TOPS class of 2011 had a 100% graduation rate and all of the students are enrolled in a 2-year or 4- year college. East High is also in the beginning stages of planning to become a national demonstration site based on the success of their program. This distinction, determined by the AVID regional site team, would allow high schools from around the country to visit East High School and learn how to plan and implement AVID programs in their schools.
MMSD has a partnership with the Wisconsin Center for the Advancement of Postsecondary Education (WISCAPE) and they are conducting a controlled study of the effects of AVID/TOPS students when compared to a comparison groups of students. Early analysis of the study reveals positive gains in nearly every category studied.
AVID pilot studies are underway at two MMSD middle schools and support staff has been allocated in all eleven middle schools to begin building capacity towards a 2012-2013 AVID Middle School experience. The program design is still underway and will take form this summer when school based site teams participate in the AVID Summer Institute training.
I found this commentary on the oft criticized WKCE exams fascinating (one day, wkce results are useful, another day - this document - WKCE's low benchmark is a problem)" (page 7):
Page # 28: MPA - Student Performance Measures:
85% of Madison Prep's Scholars will score at proficient or advanced levels in reading, math, and science on criterion referenced achievement tests after three years of enrollment.90% of Scholars will graduate on time.
100% of students will complete the SAT and ACT assessments before graduation with 75% achieving a composite score of 22 or higher on the ACT and 1100 on the SAT (composite verbal and math).
100% of students will complete a Destination Plan before graduation.
100% of graduates will qualify for admissions to a four-year college after graduation.
100% of graduates will enroll in postsecondary education after graduation.Page # 28: Student Performance Measures - MMSD Response:
WKCE scores of proficient are not adequate to predict success for college and career readiness. Cut scores equated with advanced are needed due to the low benchmark of Wisconsin's current state assessment system. What specific steps or actions will be provided for students that are far below proficiency and/or require specialized support services to meet the rigorous requirements of IB?Recommendation:
No Child Left Behind requires 100% proficiency by 2014. Madison Prep must be held to the same accountability standards as MMSD.
Much more on the proposed Madison Preparatory Academy IB charter school, here.
Madison School District links & notes on Madison Prep.
TJ Mertz comments, here.
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Single-gender classrooms, and, to a lesser degree, single-gender schools, are a hot trend in education circles. In less than a decade, Wisconsin has gone from zero classrooms segregated by gender to more than a dozen scattered across the state. That mirrors increasing numbers throughout the country.Much more on the proposed Madison Preparatory IB charter school, here.But there's growing pushback from researchers, who claim the desire to separate boys from girls in school is based on what they call "pseudoscience."
In September, the prestigious journal, Science, published results of a study that showed sex segregation did not contribute to increased academic performance and harmed students by making sex stereotypes acceptable. Seven well-regarded researchers, including UW-Madison psychology professor Janet Hyde, write in the article, "A new curriculum, like a new drug or factory production method, often yields a short-term gain because people are motivated by novelty and belief in the innovation. Novelty-based enthusiasm, sample bias and anecdotes account for much of the glowing characterization of (single-sex) education in the media."
In addition, the American Civil Liberties Union has successfully sued on the basis of sex discrimination, recently forcing a public high school in Pittsburgh to abandon its single-sex classrooms and a school board in Louisiana to end its practice of separating boys and girls at a middle schoo
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Ron Winslow & Jennifer Corbett Dooren:
Government health experts recommended Friday that all children be tested for high cholesterol before they reach puberty, in an effort to get an early start in preventing cardiovascular disease.The National Heart, Lung and Blood Institute said a child's first cholesterol check should occur between ages 9 and 11 and the test should be repeated between ages 17 and 21. The American Academy of Pediatrics endorsed the guideline.
The recommendation reflects growing evidence the biological processes that underlie heart attacks and other consequences of cardiovascular disease begin in childhood, even though manifestations of the diseases generally don't strike until middle age or later.
The guidelines also come amid broad concern about growing numbers of American children who are overweight or obese and thus potentially on course for diabetes, high blood pressure and other abnormalities. The U.S. Centers for Disease Control and Prevention estimate that 17% of American children are obese, triple the level three decades ago.
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Source: Howard Wainer, "Clear Thinking Made Visible: Redesigning Score Reports for Students," Chance 15 (Winter 2002), pp. 56-58. Howard Wainer (Distinguished Research Scientist at the National Board of Examiners, Philadelphia) discusses Princeton's admission letter and also the forms for reporting SAT scores in his interesting article in Chance.Perhaps the rejection letter should be less blunt. In fact, applicants can detect their fate by whether they get the thick or the thin envelope.
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Tired of the constraints of the 40-hour workweek, my father, in 1972, quit his job in publishing. My parents were in their early 30s, and they had four children under 7. "But we still wanted to explore the world," my father recalled recently. They bought six one-way tickets to Europe, leaving only a laughable $3,000 to subsist on. Young and idealistic, they thought they could easily educate us along the way. "Life itself would become a portable classroom."For the next four years, my parents embarked on an uncharted "free-form existence." We traipsed to Nerja, Spain; Dorset, England; a Midwestern farm; and San Miguel de Allende, Mexico, before settling in St. Louis. My father worked on his novel. The task of teaching the children -- Mary, James, John and me -- fell to my mother.
For much of this time, I was an educational tag-along. Yet I clearly remember San Miguel, where we spent six months in 1975, when I was 4. Art class was held outside in the jardin. When we giggled and chatted among ourselves, Mom never shushed us, but calmly told us to pick a subject. Why not draw idling mariachis, or the dog drooling at a vendor's feet? she'd suggest. Or maybe the kids our age who sold gum to make ends meet? I'd invariably copy what my brothers drew, usually just a car.
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More than 100 people turned out for a community meeting on a new charter school proposal Tuesday night on the city's far Northwest Side, with public school teachers pressing freshman Ald. Nicholas Sposato (36th Ward) to block the plan put forward by one of Mayor Rahm Emanuel's staunch allies.At the urging of Chicago Teachers Union organizers, teachers and union representatives packed the meeting room to oppose the proposal from the United Neighborhood Organization, the city's most prominent Latino community group.
UNO wants to buy a parcel in the ward, at 2102 N. Natchez Ave., for a new school that would open next year. But the proposal for the site in the Galewood neighborhood first needs a zoning change, so Sposato called the meeting to gather feedback from constituents.
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The Wall Street Journal's excellent series on jobless young people features an article today on why students study liberal arts in college over STEM subjects, and why so many would-be STEM majors shift to liberal arts, despite the apparent loss of career prospects. Larry Ribstein follows up with commentary suggesting that law school becomes a logical option for students who were badly guided in their choices of majors -- leading them to liberal arts with few skills and few prospects in today's world.I want to reiterate something I wrote about a few weeks ago about the incentive structures for students. I'm basing this on my current experience as a law professor who talks a lot with students at a mid-tier law school and what led them there, as well as my experience as a parent of a student who will be doing humanities as her major at Rice, a school with world class STEM and world class humanities.
There are a lot of smart students out there who will nonetheless not be able to compete in world class institutions in STEM. Why? They might have, say, near 800s in verbal and writing, and mid 600s in math on the SAT. (This matches up, btw, to Gene Expression blog's mapping of the GRE scores of various college majors for the highest testing of the humanities majors -- the philosophy students, who have about exactly those scores. I'll put up the charts in a later post, but very roughly the verbal and math scores flip for the highest scoring of the sciences -- physics, and are somewhere in the middle for the highest scoring of the social sciences, economics.) At a school like Rice -- and any university ranked above it -- specialization has already taken place, sorting by subject area. A tiny handful of students can be true polymaths, but that's hardly the norm. Instead, the STEM students are sought competitively on a world-wide basis, and it will be academic suicide and frankly impossible for a student who is not at the top of those competitive areas even to pass the classes.
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When the University of Illinois law school announced a new early entrance program in 2008, the stated reason was to recruit top U. of I. undergraduates and give them "the first shot at the limited number of seats" at their school.But behind the scenes, now-disgraced College of Law admissions dean Paul Pless revealed another motive was at play. By admitting high-achieving students in their junior years, without a law school entrance exam, the students' high GPAs would be included in the class profile but no test scores could potentially drag down the class.
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Students at the George Washington University School of Medicine and Health Sciences who received A's for two courses that were never taught will get their money back, but they'll still get to keep the academic credit, an administrator reported on Wednesday.Meanwhile, the university is investigating what it referred to as "egregious breaches of professional ethics and academic standards" that led to last month's resignation of Venetia L. Orcutt, department chair and director of the physician-assistant-studies program.
According to a statement released by the university on Wednesday, Ms. Orcutt had been assigned to teach a sequence of three one-credit courses in evidence-based medicine over three semesters last year. The first semester of the required course was face to face, and she showed up for that. But according to three students who complained to the university's provost last month, Ms. Orcutt went missing when the course sequence shifted online.
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It's time to restructure all of our schools to become inclusive of all of our children.Cheryl M. Jorgensen, Ph.D., is a member of the affiliate faculty with the National Center on Inclusive Education at the Institute on Disability at the University of New Hampshire. In 2008 she received the National Down Syndrome Congress Education Award for her leadership and pioneering research supporting the inclusion of students with Down syndrome. She has written this open letter to Shael Polakow-Suransky, the chief academic officer for New York City schools.We have reached the tipping point where it is no longer educationally or morally defensible to continue to segregate students with disabilities. We shouldn't be striving to educate children in the least restrictive environment but rather in the most inclusive one.
Inclusion is founded on social justice principles in which all students are presumed competent and welcomed as valued members of all general education classes and extra-curricular activities in their local schools -- participating and learning alongside their same-age peers in general education instruction based on the general curriculum, and experiencing meaningful social relationships.
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Excellent teachers and excellent education are inseparable. In fact, teacher quality is one of the most important determinants of whether a child succeeds in school and continues to college.Related: Teacher evaluation system a good start, but seems not to go far enough by Chris Rickert:A handful of states have been working hard to recruit and nurture great teachers -- starting with strong, effective evaluation systems. Tennessee has led the charge.
When it comes to improving public schools, ideas can only take us so far. It's effective implementation of those ideas that yields results. Last year, the state passed bold, bipartisan legislation, the First to the Top Act, to create a rigorous teacher and principal evaluation system that has the potential to set an example for the rest of the country. The legislation was supported by the teachers' union, the business community and a wide range of education stakeholders.
It was encouraging to see the state Department of Public Instruction release a framework for evaluating public school teachers that is the product of much time and thought by a broad array of smart people.I can even ignore that it took until now to devise such a framework when the quality of public school teachers and, indeed, public education itself have been among the hottest of public policy topics since, well, forever.
Harder to ignore is that while the state took a decidedly top-down approach to grading teachers, it's taking a decidedly hands-off approach to how districts use the grades.
DPI's 17-page "preliminary report and recommendations" employs plenty of euphemisms and academia-speak to go into great detail about technical aspects of the proposed evaluation system without saying how the evaluations should be used when it comes to paying teachers -- or dismissing bad ones.
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Sometimes you see your own country more sharply from a distance. That's how I felt as I dropped in on a shack in this remote area of the Mekong Delta in Vietnam.The head of the impoverished household during the week is a malnourished 14-year-old girl, Dao Ngoc Phung. She's tiny, standing just 4 feet 11 inches and weighing 97 pounds.
Yet if Phung is achingly fragile, she's also breathtakingly strong. You appreciate the challenges that America faces in global competitiveness when you learn that Phung is so obsessed with schoolwork that she sets her alarm for 3 a.m. each day.
She rises quietly so as not to wake her younger brother and sister, who both share her bed, and she then cooks rice for breakfast while reviewing her books.
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Forget everything you may have read about coping with children's temper tantrums. Time-outs, sticker charts, television denial--for many, none of these measures will actually result in long-term behavior change, according to researchers at two academic institutions.Instead, a set of techniques known as "parent management training" is proving so helpful to families struggling with a child's unmanageable behavior that clinicians in the U.S. and the U.K. are starting to adopt them.
Aimed at teaching parents to encourage sustained behavior change, it was developed in part at parenting research clinics at Yale University and King's College London.
Even violent tantrums, or clinging to the point of riding on a parent's leg, can be curbed, researchers say.
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Over the past few years, a new approach to signaling individual skills and competencies has emerged the cutting edge of the education sector. Badges, already used successfully in games, social networking sites and youth development groups such as the Girl Scouts and 4-H, are now being developed in digital form to represent the wide range of non-traditional learning experiences critical to success in a global society.Digital badges can showcase learning that takes place outside of traditional school structures, such as that of a high school student studying physics via MIT's OpenCourseWare or a middle schooler that has taught himself how to design and program educational games. What's more, so many of the skills that we rely upon for success in our global knowledge economy are not captured well by a traditional resume.
Kevin Carey has written here and elsewhere about the importance of expanding systems that rely on open education resources. And Education Secretary Arne Duncan recently said, "Today's technology-enabled, information-rich, deeply interconnected world means learning not only can - but should - happen anywhere, anytime. We need to recognize these experiences, whether the environments are physical or online, and whether learning takes place in schools, colleges or adult education centers, or in afterschool, workplace, military or community settings."
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This week the Montana Board of Education voted to become the 45th state to adopt the national Common Core standards. Standards, of course, don't matter at all if they just sit on shelves. If they're serious about ensuring that more students graduate from high school ready to succeed in college or postsecondary training programs, states and school districts have to see them, and the curriculum associated with them, as the organizing principle of public education. Decisions about accountability, teacher preparation, professional development, instructional materials, technology, teacher evaluations, class size, how to use time and even how money is spent have to be made with the standards in mind. They aren't a program. They are the program.Except, apparently, in California. There the standards, which the state board of education voted to adopt in August of 2010, are being treated as an add-on, an unfunded mandate, an optional program.
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A new survey of the majority of the state's school districts shows many of them were forced to make staff reductions and increase class sizes as a result of school aid cuts in Gov. Scott Walker's state budget, according to the state Department of Public Instruction and a school administrators association.But the governor's office, briefed Wednesday afternoon on the survey to be announced at a Thursday news conference, says the Walker administration's reforms are working and points out that the majority of teacher layoffs have been in districts that didn't adopt the reforms - notably in Milwaukee, Kenosha and Janesville.
The survey, by the Wisconsin Association of School District Administrators, was conducted in the early fall of the current school year, after the state Legislature passed a two-year budget that trimmed $749 million in aid to public school districts, in addition to reductions in the limits of what districts can levy in property taxes.
The survey was sent to administrators in all 424 state school districts, and 83% of the districts responded.
Wisconsin shed about 3,400 education positions this year, triple the number from last year. At least one-third of the state's districts increased elementary class sizes. And at least four in 10 districts are using one-time federal stimulus funds to balance their budgets.Wisconsin Governor Walker:But there have been no widespread reductions in course offerings, and the number of students per teacher, librarian and counselor remained about the same.
Those are the findings of a statewide survey of school superintendents about their 2011-12 budgets. Two-thirds of those responding to the Wisconsin Association of School District Administrators survey anticipate next year's staff cuts will be as bad or worse than this year.
The survey didn't ask about property taxes, but the Legislative Fiscal Bureau has projected an average increase of just 0.6 percent on the December tax bills, far less than the average 4.84 percent annual increase over the previous decade.
Today the Department of Public Instruction released the data for a survey done by the Wisconsin Association of Schools District Administrators. The administrators for 353 school districts responded, which accounts for 83% of Wisconsin school districts. The median student to teacher ratio in Wisconsin this year is 13.5 to 1. Attached is a copy of the survey questions, and the raw data responses.
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Have school vouchers moved away from their historic focus on low-income students? The political hacks at the Center on Education Policy think so. And as we know, whenever CEP weighs in, that's reason enough to check the facts.Paul DiPerna of the Friedman Foundation did a headcount and found that as of now:
11 of 17 existing voucher programs have no income limits
7 of these are statewide special-needs programs (FL, GA, LA, OHx2, OK & UT), 3 have geographic caps (ME, VT & OH) and one has a numeric cap (CO)
Of the 6 programs with income limits, 5 have limits that are above 200% of the poverty line
What do you know? CEP is right!
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Related: Madison School District Identified for Improvement (DIFI); Documentation for the Wisconsin DPI
1. Develop or Revise a District Improvement PlanPerhaps the No Child Left Behind requirement waivers that Education Secretary Duncan has discussed remove the urgency to address these issues. Of course, the benchmark used to measure student progress is the oft-criticized WKCE "Wisconsin, Mississippi Have "Easy State K-12 Exams" - NY Times".Address the fundamental teaching and learning needs of schools in the Local Education Agency (LEA), especially the academic problems o f low-achieving students.
MMSD has been identified by the State of Wisconsin as a District Identified for Improvement, or DIFI. We entered into this status based on District WKCE assessment scores. The data indicates that sub-groups of students-African American students, English Language Learner Students with Disabilities or Economically Disadvantaged -did not score high enough on the WKCE in one or more areas of reading, math or test participation to meet state criteria.
Under No Child Left Behind, 100% of students are expected to achieve proficient or advanced on the WKCE in four areas by 2014. Student performance goals have been raised every year on a regular schedule since 2001, making targets more and more difficult to reach each year. In addition to the curriculum changes being implemented, the following assessments are also new or being implemented during the 2011-12 school year (see Attachment 1):
Related: Comparing Wisconsin & Texas: Updating the 2009 Scholastic Bowl Longhorns 17 - Badgers 1; Thrive's "Advance Now Competitive Assessment Report".
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Peter Theron via a kind Don Severson email:
Earlier this year Wisconsin teachers and their supporters compared Wisconsin and Texas academically and claimed that Wisconsin had better achievement because it ranked higher on ACT/SAT scores. The fact that this claim ignored the ethnic composition of the states, prompted David Burge to use the National Assessment of Educational Progress(NAEP) to compare educational achievement within the same ethnic groups. His conclusion, based on the 2009 NAEP in Reading, Mathematics, and Science (3 subject areas times 2 grades, 4th and 8th, times 3 ethnicities, white, black, and hispanic equals 18 comparisons), was Longhorns 17 - Badgers 1.Related: Comparing Madison, Wisconsin & College Station, Texas.http://iowahawk.typepad.com/iowahawk/2011/03/longhorns-17-badgers-1.html
The 2011 NAEP results are now available for Reading and
Mathematics. The updated conclusion (2 subject areas times 2 grades, 4th and 8th, times 3 ethnicities, white, black, and hispanic equals 12 comparisons) is Longhorns 12 - Badgers 0. Not only did Texas students outperform Wisconsin students in every one of the twelve ethnicity-controlled comparisons, but Texas students exceeded the national average in all 12 comparisons. Wisconsin students were above the average 3 times, below the average 8 times, and tied the average once.
Again, as in 2009, the achievement gaps were smaller in Texas than in Wisconsin.2011 Data from http://nationsreportcard.gov/
2011 4th Grade MathWhite students: Texas 253, Wisconsin 251 (national average 249)
Black students: Texas 232, Wisconsin 217 (national 224)
Hispanic students: Texas 235, Wisconsin 228 (national 229)2011 8th Grade Math
White students: Texas 304, Wisconsin 295 (national 293)
Black students: Texas 277, Wisconsin 256 (national 262)
Hispanic students: Texas 283, Wisconsin 270 (national 269)2011 4th Grade Reading
White students: Texas 233, Wisconsin 227 (national 230)
Black students: Texas 210, Wisconsin 196 (national 205)
Hispanic students: Texas 210, Wisconsin 202 (national 205)2011 8th Grade Reading
White students: Texas 274, Wisconsin 272 (national 272)
Black students: Texas 252, Wisconsin 240 (national 248)
Hispanic students: Texas 254, Wisconsin 248 (national 251)2009 data compiled by David Burge from NAEP
http://iowahawk.typepad.com/iowahawk/2011/03/longhorns-17-badgers-1.html
2009 4th Grade MathWhite students: Texas 254, Wisconsin 250 (national average 248)
Black students: Texas 231, Wisconsin 217 (national 222)
Hispanic students: Texas 233, Wisconsin 228 (national 227)2009 8th Grade Math
White students: Texas 301, Wisconsin 294 (national 294)
Black students: Texas 272, Wisconsin 254 (national 260)
Hispanic students: Texas 277, Wisconsin 268 (national 260)2009 4th Grade Reading
White students: Texas 232, Wisconsin 227 (national 229)
Black students: Texas 213, Wisconsin 192 (national 204)
Hispanic students: Texas 210, Wisconsin 202 (national 204)2009 8th Grade Reading
White students: Texas 273, Wisconsin 271 (national 271)
Black students: Texas 249, Wisconsin 238 (national 245)
Hispanic students: Texas 251, Wisconsin 250 (national 248)2009 4th Grade Science
White students: Texas 168, Wisconsin 164 (national 162)
Black students: Texas 139, Wisconsin 121 (national 127)
Hispanic students: Wisconsin 138, Texas 136 (national 130)2009 8th Grade Science
White students: Texas 167, Wisconsin 165 (national 161)
Black students: Texas 133, Wisconsin 120 (national 125)
Hispanic students: Texas 141, Wisconsin 134 (national 131)
Thrive released its "Advance Now Competitive Assessment Report," which compares the Madison Region to competitors Austin, TX, Des Moines, IA, and Lincoln, NE, across the major areas of People, Prosperity and Place, 3MB PDF via a kind Kaleem Caire email.
Finally, www.wisconsin2.org is worth a visit.
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On a weekday evening in early spring, about 40 parents crammed into a classroom at Larchmont Charter elementary school. They perched on kindergarten chairs, or sat on the floor, or stood in the hallway, craning their necks.Larchmont is one of the most desirable schools in Los Angeles. It's also nearly impossible to get into. At that moment, 500 kids were on the waiting list. Admission is by lottery, so it comes down to luck.
Unless you can find a way around the lottery.
That's why these parents came to Larchmont. They were looking for a way to cut to the front of the line.
School officials explained how it would work. Parents who agreed up front to make an extraordinary volunteer commitment to the school could get admissions priority. They would be called "founding parents."
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Andrew Biggs & Jason Richwine:
A common story line in American education policy is that public school teachers are underpaid--"desperately underpaid," according to Education Secretary Arne Duncan in a recent speech. As former first lady Laura Bush put it: "Salaries are too low. We all know that. We need to figure out a way to pay teachers more."Good teachers are crucial to a strong economy and a healthy civil society, and they should be paid at a level commensurate with their skills. But the evidence shows that public school teachers' total compensation amounts to roughly $1.50 for every $1 that their skills could garner in a private sector job.
How could that be? First, consider salaries. Public school teachers do receive salaries 19.3% lower than similarly-educated private workers, according to our analysis of Census Bureau data. However, a majority of public school teachers were education majors in college, and more than two in three received their highest degree (typically a master's) in an education-related field. A salary comparison that controls only for years spent in school makes no distinction between degrees in education and those in biology, mathematics, history or other demanding fields.
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Last month, Randi Weingarten held a book party for Steven Brill, the veteran journalist and entrepreneur who had just published "Class Warfare: Inside the Fight to Fix America's Schools," his vivid account of the rise of the school reform movement. When Brill told me this recently, I nearly fell out of my chair. Weingarten, you see, is the president of the American Federation of Teachers, and for much of his book, Brill treats Weingarten the way reformers always treat her and her union: as the enemy."Class Warfare" takes us into the classrooms of the Harlem Success Academy and other successful charter schools, where the teaching is first-rate and those students lucky enough to be admitted are genuinely learning. It charts the transformation of the Democratic elite, starting with President Obama, from knee-jerk defenders of the status quo to full-throated reform advocates. It recounts the efforts of the Bill and Melinda Gates Foundation to increase the effectiveness of public school teaching. And it tells the stories of the country's two best-known reformers, Joel Klein in New York City and Michelle Rhee in Washington, D.C., as they push to establish performance measures that will allow them to reward good teachers -- and fire bad ones. (Klein and Rhee left their posts as school department heads last year.)
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As president of the Student Congress, Jennifer Fox knew in advance that the University of Texas at Arlington was going to propose a tuition freeze for the 2012-13 academic year.When Ms. Fox, a senior accounting major, was told of the plan by the university's president, James Spaniolo, a couple of weeks ago, "my initial reaction was shock," she says. Student leaders had assumed tuition would go up, Ms. Fox says, especially in light of state budget cuts.
Ms. Fox was not alone in her response. On Tuesday, Mr. Spaniolo presented the plan to the Tuition Review Committee, which includes students representing each of the university's colleges, as well as representatives of other groups, like faculty and alumni, and is chaired by Ms. Fox. "I think there was a little bit of surprise," Mr. Spaniolo says.
Under the plan, UT-Arlington would not raise undergraduate or graduate tuition and fees, or the price of room and board, for the coming year. Currently, undergraduate tuition and fees average $9,292 for full-time students (the price varies depending on which college students are in), and room and board costs $7,554. Nearly all of the university's students are Texas residents.
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Joe Light & Rachel Emma Silverman:
Biyan Zhou wanted to major in engineering. Her mother and her academic adviser also wanted her to major in it, given the apparent career opportunities for engineers in a tough job market.Robert Pizzo
But during her sophomore year at Carnegie Mellon University, Ms. Zhou switched her major from electrical and computer engineering to a double major in psychology and policy management. Workers who majored in psychology have median earnings that are $38,000 below those of computer engineering majors, according to an analysis of U.S. Census data by Georgetown University."My ability level was just not there," says Ms. Zhou of her decision. She now plans to look for jobs in public relations or human resources.
Ms. Zhou's dilemma is one that educators, politicians and companies have been trying to solve for decades amid fears that U.S. science and technology training may be trailing other countries. The weak economy is putting those fears into deeper relief.
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Today, I walked my first-grade son to our neighborhood public school before joining over 500 leaders converging on New York City to make tangible commitments to promote economic mobility in America at the Opportunity Nation summit. I told Matthew that people were coming virtually every sector -- business, education, non-profit and community organizations, religious institutions and the military -- to focus on how to provide him and his peers from every background a great education and a shot at the American dream. When I dropped Matthew off at his school's front door, he looked at me and warned me with a big smile not to follow him inside -- something I occasionally do partly to make him laugh and partly out of that desire to support him wherever he goes.I didn't follow my son inside that schoolhouse door. But I have been working hard to determine what commitments I can personally make to provide our kids and all of America's children with tools they can use to create opportunity once they walk as young adults out of our sight-line into America's future.
One must know where one is in order to determine where to go and how to get there, but today's parents face significant challenges in that regard.
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Crystal Phend, via a kind Larry Winkler email:
Children with autism appear to have bigger brains with more neurons than normal for their age, a small preliminary study affirmed.Postmortem examinations of seven boys with autism showed 67% more neurons in the prefrontal cortex (1.94 billion), which controls social and emotional development as well as communication, compared with six controls (1.16 billion, P=0.002), Eric Courchesne, PhD, of the University of California San Diego, and colleagues found.
Autistic brains also weighed 17.6% above normal for age (P=0.001), the group reported in the Nov. 9 issue of the Journal of the American Medical Association.
Point out that the brains from autistic boys in this study were 17.6% above what is considered normal brain weight based on age.
Neuron counts in the autistic children should have been accompanied by brain weights of 29.4% versus the observed 17.6% enlargement, they said. "Thus, the size of the autistic brain, overlarge though it is, might actually underestimate the pathology of excess neuron numbers," the group explained.
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William Hughes Fitzhugh, Founder & Publisher, The Concord Review
1. Please tell us about yourself. What inspired you to start The Concord Review?
Diane Ravitch, an American historian of education, wrote a column in The New York Times in 1985 about the ignorance of history among 17-year-olds in the United States, based on a recent study of 7,000 students, and as a history teacher myself at the time, I was interested to see that what concerned me was a national problem. I did have a few students at my high school who did more than they had to in history, and when I began a sabbatical leave in 1986, I began to think about these issues. In March 1987, it occurred to me that if I had one or two very good students writing history papers for me and perhaps my colleagues had one or two, then in 20,000 United States high schools (and more overseas) there must be a large number of high school students doing exemplary history research papers. In June of 1987, I incorporated The Concord Review to provide a journal for such good work in history. In August 1987, I sent a four-page brochure calling for papers to every high school in the United States, 3,500 high schools in Canada, and 1,500 schools overseas. The papers started coming in, and in the Fall of 1988 I was able to publish the first issue (of now 89 issues) of The Concord Review.
2. What makes for a great history research essay?
In order to write a great history essay it is first necessary to know a lot of history. Students who read as much as they can about a historical topic have a better chance of writing an exemplary history paper. Of course they must make an effort to write so that readers can understand what they are saying and so they will be interested in what they are writing, and they must re-write their papers, but without knowing a good deal about their topic, their paper will probably not be very interesting or very good.
3. Please tell us about some of the most outstanding essays you have received. What made them special?
In 1995, I as able to begin awarding the Ralph Waldo Emerson Prizes for the best few papers from the 44 published in each volume year of The Concord Review. Many of these papers are now on our website at www.tcr.org, and students and teachers who are interested may read some there. I have several favorites and would be glad to send some to anyone who asks me at fitzhugh@tcr.org.
4. Please tell us about some of your most interesting authors. Where did they go to college, what did they study, and what are they doing now?
About 30% of our authors have gone to Harvard, Princeton, MIT, Stanford and Yale, and many have gone to other good colleges, such as those at Cambridge and Oxford. Three, that I know of, have been named Rhodes Scholars. I work alone, so that I am not able to follow up on authors very well. I know that many are doctors and lawyers and some are professors and entrepreneurs, but I have lost track of almost all of them, for lack of funding and staff to help me keep in touch with them.
5. Please tell us how you evaluate and select essays for publication in The Concord Review.
The purpose of The Concord Review is two-fold. We want to recognize exemplary work in history by secondary students (from 39 countries so far) but we also want to distribute their work to inspire their peers to read more history and work harder on their own research papers, because being able to read nonfiction and write term papers are important skills for future success in college and beyond, and also because students should know more history if they want to be educated. So I look for papers that are historically accurate, well-researched, serious and worth reading.
6. What are your favorite books and why?
I was an English Literature major at Harvard College and I read English Literature at Cambridge for one year, and I still enjoy Dickens, Thackeray, Jane Austen, Shakespeare, Samuel Johnson, Alexander Pope, and so on, but I also have a number of favorite historians, such as Martin Gilbert, David McCullough, David Hackett Fischer, James McPherson, G.M. Trevelyan, John Prebble, Max Hastings, and others. I also read a fair number of books on education and contemporary intellectual culture.
7. Do you have any advice on how to write well?
As I suggested, there is no substitute for knowing a lot about the subject you are writing about. I think it helps to read your drafts to a friend or family member as you go along as well. You will find all sorts of things you want to improve or correct as you offer what you write to another person. So, read (study), write, and re-write...that is about it. And read the good writing of other authors.
8. Do you have advice on how students can best prepare themselves to do well in college?
There is a great deal of emphasis, at least in the United States, on math and science, but, in my view, there is much too little attention here on the importance for secondary students of being able to read complete nonfiction books and to write serious (e.g. 6,000-word) research papers. I have heard from a few of my authors that they are mobbed when they get to college by their peers who never had to write a research paper when they were in high school and so have no idea how to do it. Students who write Extended Essays for the International Baccalaureate Diploma have an advantage, as do the many students from all over the world who write history research papers on their own as independent studies and send them to The Concord Review.
Chinese International Schools' website, Hong Kong.
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When thousands of white students abandoned the Memphis schools 38 years ago rather than attend classes with blacks under a desegregation plan fueled by busing, Joseph A. Clayton went with them. He quit his job as a public school principal to head an all-white private school and later won election to the board of the mostly white suburban district next door.Much more, here.Now, as the overwhelmingly black Memphis school district is being dissolved into the majority-white Shelby County schools, Mr. Clayton is on the new combined 23-member school board overseeing the marriage. And he warns that the pattern of white flight could repeat itself, with the suburban towns trying to secede and start their own districts.
"There's the same element of fear," said Mr. Clayton, 79. "In the 1970s, it was a physical, personal fear. Today the fear is about the academic decline of the Shelby schools."
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Of the nation's 10 largest cities, eight use armed police in some form. And in the ninth city, New York, officers receive far more training and scrutiny prior to hiring.Five of those city school districts - San Diego, Los Angeles, Houston, Dallas, and San Antonio - employ their own police officers, who receive comparable training to regular city police.
Chicago, Phoenix, and the San Jose Unified School District base city police officers in some of their buildings. In the case of San Jose, the officers are not in uniform, but rather dress casually in polo shirts and conceal their weapons.
In New York - the nation's largest school system - the city police department's school-safety division staffs the schools with unarmed officers who receive 14 weeks of training, intensive background scrutiny, and drug and character screening. (Armed precinct-based officers, however, also come into the schools.)
The nation's largest cities are by no means alone.
The Council of the Great City Schools, a coalition of large urban districts, surveyed members in 2004 and found that 29 of 37 respondents indicated its officers were armed. Las Vegas, Miami, and Indianapolis are among other bigger districts with their own police forces.
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The stress was overwhelming.For years, this veteran teacher had received exemplary evaluations but now was feeling pressured to raise her students' test scores. Her principal criticized her teaching and would show up to take notes on her class. She knew the material would be used against her one day.
"My principal told me right to my face that she -- she was feeling sorry for me because I don't know how to teach," the instructor said.
The Los Angeles educator, who did not want to be identified, is one of about three dozen in the state accused this year of cheating, lesser misconduct or mistakes on standardized achievement tests.
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Banning sugar-filled sodas from American schools as an effort to combat childhood obesity doesn't reduce overall consumption levels of sweetened beverages, research found.In U.S. states that banned only soda, about 30 percent of middle-school students still purchased sugary drinks like sports and fruit beverages at school, similar to states that had no policy, according to a study released online today in the Archives of Pediatrics and Adolescent Medicine. In states that banned all sugar-sweetened beverages, students still consumed the drinks outside of school, the researchers said.
Over the past 25 years, children have gotten more of their calories from sugary beverages and consumption of the drinks has been associated with childhood obesity and weight gain, the authors said. Today's study is the first to look at whether efforts by states to curb these drinks really works, said Daniel Taber, the lead study author.
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Marla Sole recognizes the positive success stories of many charter schools ("approximately four times as likely as public schools to be ranked in the top 5%"), but then she comments that charter schools "were approximately two-and-a-half times as likely as public schools to be ranked in the bottom 5%" (Letters, Oct. 31).What Ms. Sole fails to mention is that when a charter school is failing, its charter can be revoked. The parents also have the opportunity to send their children to a different school, possibly one of those in the top 5%. When the public school is a failure, we do not close it. Instead we hear calls demanding even more money to fix the failure, and we continue to force the children to attend that failing school, with no other opportunities for an education. Charter schools have that flexibility to be reformed and if that fails, the school is shut down.
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The substitution of government debt for consumer debt helped end the recession and start a recovery, economists say, but it leaves the nation's long-term economic health in peril.Households have reduced debt by $549 billion since 2007, mostly by cutting mortgages through defaults and paying down credit cards. During that time, the federal government has added more than $4 trillion in debt, pushing the country's total borrowing to a record $36.5 trillion, excluding the financial industry, according to the Federal Reserve.
"Government will eventually need to reduce the deficit," says Susan Lund, research director at McKinsey Global Institute, part of the business consulting firm. "But it's a very difficult balancing act to avoid withdrawing stimulus too soon while stopping before you borrow too much."
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Anyone following what's been happening in Wisconsin's public schools can see what Gov. Scott Walker's $1.6 billion budget cut and extreme policies have meant for our students and communities.Across the state, class sizes are on the rise and students have fewer opportunities -- including in key areas such as reading, math and science.
Walker has taken an ax to our public schools, while at the same time increasing taxpayer funding of private schools. He's turned his back on the Wisconsin tradition of valuing public education. As a result, his extreme policies are hurting our students.
The governor says everything is fine, but we can see for ourselves that he's not telling the whole story. With 97 percent of local school districts receiving less state aid this year, and a promise of more cuts next year, local schools will continue to struggle.
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On Sept. 28, 2011, a PDC complaint was filed with the Public Disclosure Commission because of concerns noted in multiple public records from Spokane Public Schools. This PDC complaint is about Washington State's RCW 42.17.130.
Sept. 26 (filed Sept. 28), 2011: PDC complaint
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Daniel Schwartz could have attended an Ivy League school if he wanted to. He just doesn't see the value.Mr. Schwartz, 18 years old, was accepted at Cornell University but enrolled instead at City University of New York's Macaulay Honors College, which is free.
Mr. Schwartz says his family could have afforded Cornell's tuition, with help from scholarships and loans. But he wants to be a doctor and thinks medical school, which could easily cost upward of $45,000 a year for a private institution, is a more important investment. It wasn't "worth it to spend $50,000-plus a year for a bachelor's degree," he says.
As student-loan default rates climb and college graduates fail to land jobs, an increasing number of students are betting they can get just as far with a degree from a less-expensive school as they can with a diploma from an elite school--without having to take on debt.
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One of the priorities of the Department is to provide a challenging, yet customized education for Florida's students and families. To deliver this type of education system for our individual students, the Department is able to showcase a variety of school choice options offered statewide.Florida's public schools offer a wide variety of curriculum options. Some of these aim to strengthen the availability, accessibility, and equity of educational options for parents including Advanced Placement, International Baccalaureate, dual enrollment and Advanced International Certification of Education, just to name a few.
While many gifted students may enroll in these options, I want to stress that any qualified student can take advantage of these options. These school choice options have demanding, personalized curriculum. I have heard many stories about students who struggled in traditional classes but excelled when they entered a more challenging program that focused on their needs and strengths.
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LAST FALL, President Obama threw what was billed as the first White House Science Fair, a photo op in the gilt-mirrored State Dining Room. He tested a steering wheel designed by middle schoolers to detect distracted driving and peeked inside a robot that plays soccer. It was meant as an inspirational moment: children, science is fun; work harder.Politicians and educators have been wringing their hands for years over test scores showing American students falling behind their counterparts in Slovenia and Singapore. How will the United States stack up against global rivals in innovation? The president and industry groups have called on colleges to graduate 10,000 more engineers a year and 100,000 new teachers with majors in STEM -- science, technology, engineering and math. All the Sputnik-like urgency has put classrooms from kindergarten through 12th grade -- the pipeline, as they call it -- under a microscope. And there are encouraging signs, with surveys showing the number of college freshmen interested in majoring in a STEM field on the rise.
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"Providing an excellent education for all students-especially the 16 million children growing up in poverty- requires extraordinary commitment," says Wendy Kopp. "These individuals, who aren't often in the national spotlight, demonstrate the leadership we need to ensure all children gain the skills necessary to get to and through college."
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DFER Wisconsin headed into the fall of 2011 with three major objectives: two of objectives required action by the state legislature (a phrase that is oxymoronic at best right now) and the third required action by the Milwaukee City Council. I'm happy to say we won more than we lost, but there is plenty of work left to be done.Good news first:
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Six million, give or take. That's how many children are in public school in California.Arguably, we won't have a strong economic future if they don't get a good education.
But boy, do the grown-ups love to muck things up for the kids.
Politics, ego, endless skirmishes between school districts and teacher unions -- it all gets in the way of the kids' best interests. And California spends less per pupil than all but a few states when you adjust for regional cost-of-living differences, leading to an annual ritual of laying off thousands of teachers and other staffers.
But in Los Angeles, the status quo is under attack.
Parents and education advocates are suing L.A. Unified in an effort to enforce an overlooked state law that requires teacher and principal evaluations to be linked to student achievement.
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In the opening scene of The Social Network, Jesse Eisenberg portrays a cold Mark Zuckerberg getting dumped by his girlfriend, who is exasperated by the future Facebook founder's socially oblivious and obsessive personality. Eisenberg's Zuckerberg is the stereotypical Silicon Valley geek -- brilliant with technology, pathologically bereft of social graces. Or, in the parlance of the Valley: 'on the spectrum'.Few scientists think that the leaders of the tech world actually have an autism spectrum disorder (ASD), which can range from the profound social, language and behavioural problems that are characteristic of autistic disorder, to the milder Asperger's syndrome. But according to an idea that is creeping into the popular psyche, they and many others in professions such as science and engineering may display some of the characteristics of autism, and have an increased risk of having children with the full-blown disorder.
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Design Team Report & Recommendation:
1. Guiding PrinciplesRelated: Wisconsin 25th in 2011 NAEP Reading, Comparing Rhetoric Regarding Texas (10th) & Wisconsin NAEP Scores: Texas Hispanic and African-American students rank second on eighth-grade NAEP math test, Wisconsin, Mississippi Have "Easy State K-12 Exams" - NY Times and Seidenberg endorses using the Massachusetts model exam for teachers of reading (MTEL 90), which was developed with input from reading scientists. He also supports universal assessment to identify students who are at risk, and he mentioned the Minnesota Reading Corps as a model of reading tutoring that would be good to bring to Wisconsin.The Design Team believes that the successful development and implementation of the new performance-based evaluation system is dependent upon the following guiding principles,
which define the central focus of the entire evaluation system. The guiding principles of the educator evaluation system are:The ultimate goal of education is student learning. Effective educators are essential to achieving that goal for all students. We believe it is imperative that students have highly effective teams of educators to support them throughout their public education. We further believe that effective practice leading to better educational achievement requires continuous improvement and monitoring.
A strong evaluation system for educators is designed to provide information that supports decisions intended to ensure continuous individual and system effectiveness. The system must be well-articulated, manageable
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The new results once again underscore how true it is that the reading proficiency of African-American students is in a crisis. But the smugness about kids elsewhere in the state, especially white kids, is misguided.Related: Comparing Rhetoric Regarding Texas (10th) & Wisconsin NAEP Scores: Texas Hispanic and African-American students rank second on eighth-grade NAEP math test; and Wisconsin 25th in 2011 NAEP Reading.Here are a few slices of how Wisconsin kids did in the latest round of National Assessment of Educational Progress tests:
White fourth-graders scored below the national average for white kids by a statistically significant amount. White eighth-graders scored exactly at the national average.
Wisconsin fourth-graders who don't qualify for free or reduced-price lunch - that is to say, who aren't poor - scored below the national average for such kids, again by a significant amount. Eighth-graders were, again, exactly at the national average.
Only 35% of Wisconsin eighth-graders were rated as proficient or advanced readers. The figures haven't budged since at least 1998.
(In fairness, the national figure is 32%, and it hasn't budged in a long time, either. But there are states such as Massachusetts and Florida, where there have been significant improvements.)NAEP is a strict grader - Wisconsin's own tests last year rated 86% of eighth-graders proficient or advanced. Some argue NAEP is too strict. However, it uses the same measuring stick for everyone, so comparisons to other states and the nation are fair.
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Jason Orgill and Douglas Hervey:
Four years ago Harvard Business School Professor Clayton Christensen predicted that online education would take off slowly and then hit everyone by surprise: the S-curve effect. And indeed, while it initially grew slowly, online education has exploded over the past several years. According to the 2010 Sloan Survey of Online Learning, approximately 5.6 million students took at least one web-based class during the fall 2009 semester, which marked a 21% growth from the previous year. That's up from 45,000 in 2000 and experts predict that online education could reach 14 million in 2014.Consider a recent Economist article featuring Bill Gates's educational poster child: Khan Academy, founded by Salman Khan in 2006. Khan's business model is simple, yet impactful. As The Economist noted, it flips education on its head. Rather than filling the day with lectures and requiring students to complete exercises after school, Khan focuses on classroom exercises throughout the day and allows students to download more lectures after school. When students arrive at their Silicon Valley suburb classroom with their white MacBooks, they begin their day doing various online learning exercises. The teacher, aware of what her students are working on based on her own monitor screen, then approaches students and provides one-on-one feedback and mentoring, tailoring her message to students' particular learning paces and needs.
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THERE are many ways to interpret the Education Ministry's latest solution to its controversial policy with regard to the teaching of Mathematics and Science in schools.Many parents would applaud the ministry's decision to allow children currently learning the two core subjects in English to continue doing so until they reach Form Five.
The "soft-landing" approach may be the best way out of this contentious issue and gradually pave the way for Bahasa Malaysia to be fully reinstated by 2016 at the primary school level and 2021 at the secondary school level.
This could be enough to avert the anger of parents and pressure groups who are opposed to the removal of the Teaching of Science and Mathematics in English (PPSMI) policy. In essence, the policy stays for now.
Deputy Prime Minister Tan Sri Muhyiddin Yassin, who went to great lengths to explain to editors on Friday why the six-year-old policy was unsustainable, insisted that the soft-landing approach was necessary.
"It is a fair decision. We are very considerate," he said.
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Among the many new program integrity rules the U.S. Education Department issued a little over a year ago was one that went relatively unnoticed at the time: a rule that defines the "last date of attendance" for students who withdraw from online programs more stringently than in the past, and differently than for students in a traditional classroom.At the time, the rule was lost in the hubbub over state authorization rules, the definition of a "credit hour," and other, more controversial, regulations, some of which colleges challenged in Congress or in court. But before the program integrity rules took effect in July 2011 -- and even before they were published publicly, in October 2010 -- the Education Department was already using the new definition of "last date of attendance," which varied considerably from the previous version, to begin investigations and, in some cases, collect financial aid refunds for students who dropped out.
When the Education Department began using the "last day of attendance" rule to evaluate colleges in audits, it had never been publicly announced. In effect, a group of higher education associations has argued, the department was expecting institutions to play a game without knowing the rules.
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Jason Richwine, Ph.D. & Andrew G. Biggs, Ph.D.:
The teaching profession is crucial to America's soci- ety and economy, but public-school teachers should receive compensation that is neither higher nor lower than market rates. Do teachers currently receive the proper level of compensation? Standard analytical approaches to this question compare teacher salaries to the salaries of similarly educated and experienced private-sector workers, and then add the value of employer contributions toward fringe benefits. These simple comparisons would indicate that public-school teachers are undercompensated. However, comparing teachers to non-teachers presents special challenges not accounted for in the existing literature.First, formal educational attainment, such as a degree acquired or years of education completed, is not a good proxy for the earnings potential of school teach- ers. Public-school teachers earn less in wages on aver- age than non-teachers with the same level of education, but teacher skills generally lag behind those of other workers with similar "paper" qualifications. We show that:
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American universities crowd the tops of many world rankings, and though these ratings are basically entertainment for university administrators and alumni, they do reflect certain facts. A number of American universities offer their faculty salaries and working conditions, laboratories and libraries that few institutions elsewhere can match. They spend more not only on their staff, but also on their graduate and undergraduate students, than their peers overseas. Though their fees seem enormous by European or Asian standards, they have worked hard in recent years to keep them from deterring poor students by offering more generous aid for undergraduates and by paying full fees for all doctoral students. At every level of the system, dedicated professors are setting students on fire with enthusiasm for everything from the structure of crystals to the structure of poems.Yet American universities also attract ferocious criticism, much of it from professors and from journalists who know them well, and that's entirely reasonable too. Every coin has its other side, every virtue its corresponding vice--and practically every university its festering sores. At the most prestigious medical schools, professors publish the work of paid flacks for pharmaceutical companies under their own names. At many state universities and more than a few private ones, head football and basketball coaches earn millions and their assistants hundreds of thousands for running semiprofessional teams. Few of these teams earn much money for the universities that sponsor them, and some brutally exploit their players.
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Spring means murre eggs and bowhead whales. Summer is seals and salmon and berries. Fall and winter are a time to track caribou.And then there is that other season here at the edge of the earth, the one that never seems to end.
It is called basketball season, and it, too, has become crucial to existence.
"When I leave school I don't have to think about it, I know I'm coming here," said Caroline Long, 18, a senior at Tikigaq School. "I know for a fact that this is where I'm going to be."
The "this" Ms. Long was referring to is this tiny village's magical redoubt from the dark and forbidding Arctic and one of the secrets of its outsize stature in Alaska sports lore: open gym.
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Inequality is inevitable; life is a bell curve. Such are the brute facts of biology, which can only evolve because some living things are better at reproducing than others. But not all inequality is created equal. In recent years, it's become clear that many kinds of wealth disparity are perfectly acceptable -- capitalism could not exist otherwise -- while alternate forms make us unhappy and angry.The bad news is that American society seems to be developing the wrong kind of inequality. There is, for instance, this recent study published in Psychological Science, which found that, since the 1970s, the kind of inequality experienced by most Americans has undermined perceptions of fairness and trust, which in turn reduced self-reports of life satisfaction:
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Lisa Bielawa, via a kind email:
Hi dear friends- So great to see so many of you at the performances of Koyaanisqatsi with the Glass Ensemble & the NY Philharmonic this past week. It was pretty great to share the stage with So Much Brass! and a great experience for us to share that incredible piece with the hometown audience.I'm writing you because there's a great way tomorrow Nov 6 at 4pm EST for you to hear some of my music - Live! - from anywhere in the world.
Violinist Wendy Sharp will be playing the solo Meditations from my cycle "The Lay of the Love and Death" in concert at Yale University at 4pm EST tomorrow (November 6), and I will be playing the role of reciter, reading the heartbreaking epic poem by Rilke, written in one night when he was just 22 years old. In its original form as a song cycle for baritone, with solo violin meditations, "The Lay of the Love and Death" was commissioned by the Joyce Dutka Arts Foundation in 2006 and received its world premiere on the Premiere Commission Gala concert in Alice Tully Hall that same year. As always, it is a great pleasure to be sharing the program with some superb, albeit not-too-social, colleagues: some guys named Brahms, Beethoven, and Korngold. Wendy is a beautiful player with a rich and very personal tone. I am really looking forward to it!
YOU CAN SEE/HEAR IT ALL ON LIVE STREAMING VIDEO HERE, at 4pm EST, broadcast straight from Sprague Hall at my own alma mater, Yale University: http://music.yale.edu/media/index.html
And speaking of Premiere Commission...
SAVE THE DATE: On February 13, 2012, Premiere Commission and its Artistic Director/Founder/Impresario Bruce Levingston (acclaimed pianist and commissioner of much important music of our time!) will be presenting a 10th Anniversary Gala celebraton concert at Le Poisson Rouge in NYC, with performances of my music by Bruce himself, the peerless string quartet Brooklyn Rider, and myself. Bruce has honored me by curating the evening around music I have written for him, for Brooklyn Rider with myself singing, and - a world premiere for piano quintet for Bruce with Brooklyn Rider entitled Rondolette (it's still in progress, but it does have a title...). And there will be some more historically-remote colleague composers on the program too!
In an extra show of support that is characteristic of Bruce, who is a great musical citizen, he is making it possible for some of the proceeds of this important and festive gala celebration to go towards the Tempelhof Broadcast project in Berlin. Thank you Bruce! Hope many of you can come out and help us celebrate 10 years of Premiere Commission on February 13! I'll be in touch again as the date approaches, with more details.
With warm wishes as we plunge into this cold season,
Lisa
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Leslie Postal and Denise-Marie Balona:
Teachers have been under a hot spotlight in recent years, blamed for public education's shortcomings. Now the colleges that train them are feeling the heat.U.S. Secretary of Education Arne Duncan is calling for reforms in the nation's education schools, arguing too many are "mediocre" and send out graduates who aren't ready to teach.
In a speech last month, Duncan noted 62 percent of new teachers reported feeling unprepared. He called that figure from a 2006 study "staggering."
The Florida Department of Education (Reports) has crunched student-test-score data and tied results back to teachers' education schools, looking to tease out which institutions are best. That effort could ramp up into a more-detailed rating system for all Florida's education schools.
The most intense, and controversial, scrutiny likely will come when teacher colleges find themselves graded A to F next year, with the results posted in U.S. News & World Report.
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In the Seven Habits of Highly Effective People, author Stephen Covey characterizes job tasks as either important or urgent. We desire to focus our time on important activities; the urgent ones are the persistent fires we must extinguish in order to focus on those important projects. The dissonance between putting off important work because of the need to tackle urgent tasks often causes people to become dissatisfied in their job performance. Hence, I've been thinking about Covey's book a lot lately as I question whether essay grading is an important or urgent part of my job.In addition to Covey, my latest copy of Rutgers magazine features an article on giving great lectures. The article presented several members of the university faculty describing how they engage a classroom while lecturing. Reading through the lengthy article leaves me to ponder - am I doing too much in my classes? Why don't I just lecture?
My creative writing time has been sparse these past few months because my current courses involve grading 50-75 essays per week, along with fulfilling my university service requirements (another story for another day). I have spent around 20 hours per week grading essays, and my cost-benefit radar is telling me to question whether such assessments are worth it. Some readers may wonder why I am not more efficient, but I do aim for efficiency- I even stagger submission dates.
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A controversial bill that would have established a state-run authorizing board to help expand the number of independent charter schools in Wisconsin was not able to gather the 17 votes necessary for passage in the state Senate by the end of the day Thursday.Now, with the current floor session complete and legislators heading home until January, the bill, at least in its current form, is dead.
Whether the bill -- first introduced early last spring -- comes back with enough adjustments to make it palatable during the spring session remains to be seen.
Sources close to Republican legislators at the Capitol say that several GOP senators raised questions about a number of elements of the bill, suggesting it could be difficult to rework it sufficiently to pass muster in a chamber where Republicans have a razor-thin 17-16 majority and Democrats have indicated their opposition.
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Augenblick, Palaich and Associates:
As part of the School Funding Reform Act of 2008, New Jersey changed how special education was funded. Prior to 2008, special education students in New Jersey were funded based on their level of need. Each student was placed into one of four need tiers, with higher per pupil funding associated with the higher need tiers. A study done in 2003 by Center for Special Education Finance (CSEF) showed that New Jersey had higher per pupil spending for special education than the national average. 1 The study suggested switching to a census-based special education funding model might help New Jersey control its spending. In 2008, the state made the switch to a census-based model.New Jersey Left Behind:Under a census-based funding model all districts are funded for the same percentage of special education students. For the 2008-09 through 2010-11 school years the funding percentage was 14.69%. (This percentage does not include students receiving only speech services, who are funded separately.) Each district's special education funding, excluding extraordinary aid2, is calculated by multiplying the district's resident student population by 14.69% to determine the number of special education students to fund. This funded count is then multiplied by the special education per pupil funding amount to determine the total special education funding allotted to the district. The new system then wealth equalizes two thirds of this amount, splitting it up into a state and local share, and then funds the remaining third entirely from the state. Wealth equalization is a process commonly used in school funding formulas that determines what percentage of funding the state pays based inversely on the relative wealth of each individual district (the wealthier the district, the lower percentage the state pays). It is important to note that districts also receive extraordinary aid for special education students who are extremely expensive to serve. This aid is beyond the basic special education funding.
First, a little back story. New Jersey currently has about 185,000 kids who are eligible for special education services, out of a total enrollment of about 1.3 million. Before SFRA, costs for special ed kids was calculated based on the individual level of need. But after the passage of SFRA, we went to a census-based model which calculates state aid for kids with disabilities based on a percentage above cost-per-pupil of 14.69%. The idea behind the census-based model was that we could control our special ed costs, which are among the highest across the nation.The formula is also weighted for high high cost-disabilities (like autism, emotional disturbances, deaf/blind, severe cognitive impairment); moderate-cost disabilities (like moderate cognitive impairment, auditory); and low-cost disabilities (like specific learning disabilities or communication-impaired).
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Grant Wiggins, via a kind reader's email:
There is little question in my mind that national standards will be a blessing. The crazy quilt of district and state standards will become more rational, student mobility will stop causing needless learning hardships, and the full talents of a nation of innovators will be released to develop a vast array of products and services at a scale that permits even small vendors to compete to widen the field to all educators' benefit.That said, we are faced with a terrible situation in mathematics. In my view, unlike the English/language arts standards, the mathematics components of the Common Core State Standards Initiative are a bitter disappointment. In terms of their limited vision of math education, the pedestrian framework chosen to organize the standards, and the incoherent nature of the standards for mathematical practice in particular, I don't see how these take us forward in any way. They unwittingly reinforce the very errors in math curriculum, instruction, and assessment that produced the current crisis.
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In 1932, the entire population of Scottish 11-year olds (87, 498 children) took an IQ test. Over 60 years later, psychologists Ian Deary and Lawrence Whalley tracked down about 500 of them and gave them the same test to take again. Here are the results:Some things to note here. Firstly, the correlation is pretty high-- .66, to be exact. Those who were at the top of the pack at age 11 also tended to be at the top of the pack at age 80, and those who were at the bottom also tended to stay at the bottom. Secondly, the correlation is not perfect. A few outliers can be found. One person had an IQ of over 100 at age 11, but scored just over 60 at age 80. There are many possible reasons for this outlier, including dementia. Other folks showed IQ increases as they aged. In fact, on average, people's individual (or absolute) scores on the test taken again at age 80 was much higher (over 1 standard deviation) than their scores had been at age 11, even though the rank ordering among people stayed roughly the same.
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With only 24 days remaining till the Madison Metropolitan School District Board of Education will vote on the Madison Preparatory Academy charter and only 9 days until the MMSD administration is required to issue an analysis of their proposal (and that is assuming the analysis is issued on a Sunday, otherwise we are talking only one week), there are still many, many unanswered questions concerning the school. Too many unanswered questions.Much more on the proposed Madison Preparatory IB Charter school, here.Where to start?
All officially submitted information (and more) can be found on the district web site (scroll down for the latest iterations, and thanks to the district public info team for doing this).
The issues around instrumentality/non instrumentality and the status of staff in relation to existing union contracts have rightfully been given much attention. It is my understanding that there has been some progress, but things seem to be somewhat stalled on those matters.
Do current schools face the same scrutiny as the proposed Madison Preparatory Academy IB Charter?
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Charter schools--public schools of choice that are operated autonomously, outside the direct control of local school districts--have become more prevalent over the past two decades. There is no consensus about whether, on average, charter schools are doing better or worse than conventional public schools at promoting the achievement of their students. Nonetheless, one research finding is clear: Effects vary widely among different charter schools. Many educators, policymakers, and funders are interested in ways to identify and replicate successful charter schools and help other public schools adopt effective charter school practices.Andrew Rotherham comments on the study.Charter-school management organizations (CMOs), which establish and operate multiple charter schools, represent one prominent attempt to bring high performance to scale. Many CMOs were created in order to replicate educational approaches that appeared to be effective, particularly among disadvantaged students. Attracting substantial philanthropic support, CMO schools have grown rapidly from encompassing about 6 percent of all charter schools in 2000 to about 17 percent of a much larger number of charter schools by 2009 (Miron 2010). Some of these organizations have received laudatory attention through anecdotal reports of dramatic achievement results.
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Education think tanks and reformers have been abuzz today with the release of NAEP (National Assessment of Educational Progress) scores — also known as “The Nation’s Report Card.” The biennial release charts student achievement in math and English in fourth and eighth grades. (For an explainer on all things NAEP, go here.) The 2011 stats showed slight improvement in math across both levels, but reading scores among fourth-graders remained stagnant.
NAEP provides us the data, but officials do not surmise causes or reasons for growth – or lack thereof. That’s why we have eduwonks. Here’s what they had to say (in no particular order):
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State Rep. Pat Garofalo, R-Farmington, says schools should only hold levy votes in even-numbered years, when turnout is already higher for other elections.He plans to push for such a requirement in law when lawmakers reconvene in January. Garofalo, who chairs the House Education Finance Committee, says the levy bill will be the first his committee will discuss.
"Everybody knows that next Tuesday we're going to see unbelievably low voter turnout," Garofalo said. "The irony is at the same time we're seeing so much press about a $300-million state subsidy for a Vikings stadium, there's going to be $900 million in tax revenue on the ballot next Tuesday -- and there's been very little coverage of it."
Voters in 126 school districts will see tax questions on the ballot next Tuesday. Garofalo cited data from the state Education Department that finds more than 70 percent of referenda pass during odd-numbered years, a number that falls to 52 percent during even-numbered years.
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Madison School District Superintendent Dan Nerad 15MB PDF
1. Develop or Revise a District Improvement PlanClusty Search: District Identified for Improvement (DIFI)Address the fundamental teaching and learning needs of schools in the Local Education Agency (LEA), especially the academic problems o f low-achieving students.
MMSD has been identified by the State of Wisconsin as a District Identified for Improvement, or DIFI. We entered into this status based on District WKCE assessment scores. The data indicates that sub-groups of students-African American students, English Language Learner Students with Disabilities or Economically Disadvantaged -did not score high enough on the WKCE in one or more areas of reading, math or test participation to meet state criteria.
Under No Child Left Behind, 100% of students are expected to achieve proficient or advanced on the WKCE in four areas by 2014. Student performance goals have been raised every year on a regular schedule since 2001, making targets more and more difficult to reach each year. In addition to the curriculum changes being implemented, the following assessments are also new or being implemented during the 2011-12 school year (see Attachment 1):
Attached are six documents describing programs being implemented for the 2011-12 school year to address the needs of all students.
- The Measures of Academic Progress (MAP): Grades 3-7. MAP is incorporated into the MMSD Balanced Assessment Plan as a computer adaptive benchmark assessment tool for grades 3-7. Administration of the assessment was implemented in spring, 2011.
- Cognitive Ability Test (CogAT): Grades 2 and 5. As proposed in the Talented and Gifted Plan approved by the Board of Education in August, 2009, the district requested approval of funds to purchase and score the Cognitive Ability Test (CogAT) which was administered in February, 2011, to all second and fifth graders.
- The EPAS System: Explore Grades 8-9, Plan Grade 10, ACT Grade 11. The EPAS system provides a longitudinal, systematic approach to educational and career planning, assessment, instructional support, and evaluation. The system focuses on the integrated, higher-order thinking skills students develop in grades K-12 that are important for success both during and after high school. The EPAS system is linked to the College and Career Readiness standards so that the information gained about student performance can be used to inform instruction around those standards.
1. Strategic Plan Document: Year Three (Attachment 2)
2. Strategic Plan Summary of Three Main Focus Areas (Attachment 3)
3. Addressing the Needs of All Learners and Closing the Achievement Gap Through K-12 Alignment (Attachment 4)
4. Scope and Sequence (Attachment 5)
5. The Ideal Graduate from MMSD (Attachment 6)
6. 4K Update to BOE- Program and Sites- (Attachment 7)
Madison School District administrators aren't keeping track of the best classroom instruction. Not all principals create a culture of high expectations for all students. And teachers aren't using the same research-based methods.Such inconsistencies across the district and within schools -- stemming from Madison's tradition of school and teacher autonomy -- are hurting student achievement, according to a district analysis required under the federal No Child Left Behind law.
"There are problems within the entire system," Superintendent Dan Nerad said. "We do have good practice, but we need to be more consistent and have more fidelity to our practices."
Inconsistencies in teaching and building culture can affect low-income students, who are more likely to move from school to school, and make teacher training less effective, Nerad said.
The analysis is contained in an improvement plan the district is scheduled to discuss with the School Board on Monday and to deliver next week to the state Department of Public Instruction.
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Wisconsin Taxpayers Alliance, via a kind Senn Brown email:
In 2010-11, a record number of students took advantage of Wisconsin's open enrollment program to attend school elsewhere than in their own district. The 34,498 participants was 8.1% higher than in 2010 and nearly five times higher than in 2001. Open enrollment numbers varied widely, with 13 districts experiencing net outflows of more than 10% of their student populations and 34 with net inflows of similar magnitude. These findings are detailed in SchoolFacts11, the annual reference book from the Wisconsin Tax- payers Alliance (WISTAX) that provides, for every school district in the state, a wide range of information on enrollment, finance, staffing, and test scores.Related: Madison School District 2009 outbound open enrollment survey. Much more, here.In 2010-11, 4.0% of Wisconsin's public school students attended a district other than their own. Dover (26.2%) and South Shore (23.0%) both had net outflows (students leaving less those coming) of more than 20%. Eleven other districts (Florence, Mercer, Neosho, Palmyra-Eagle, Richfield, Stockbridge, Twin Lakes, Washington-Caldwell, Wheatland, Winter, and Wonewoc-Union Center) had net outflows of over 10%.
Student counts drive a District's tax and spending authority.
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Colorado voters have rejected an attempt to raise state income and sales taxes to fund education, The Denver Post has declared.Tim Hoover and Kurtis Lee:With 61 percent of precincts reporting, Proposition 103 was going down in flames across the state, with 35 percent in favor to 65 percent against.
That was also true in Denver. With 86,978 ballots counted through 8:30 p.m., the measure was failing 45.3 percent to 54.7 percent.
Even in liberal Boulder County -- home to the measure's chief supporter -- the measure was struggling. Most recent results showed it was winning there, but just by 1,804 votes.
Colorado voters Tuesday resoundingly defeated an attempt to raise state income and sales taxes to fund education.
With 83 percent of precincts reporting, Proposition 103 was going down in flames across the state, with 36 percent in favor to 63.9 percent against.That was also true in Denver, where the measure was failing 45.7 percent in favor to 54.3 percent against, in nearly complete returns.
Boulder, Pitkin and San Miguel counties appeared to be the only places the measure was passing -- by fewer than 400 votes in Pitkin County and by only 54 votes in San Miguel County.
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Charter schools have been a welcome addition to Wisconsin's educational environment. For supporters of education reform, charter schools are a win-win: They are free to adopt curricula that differ from often-rigid public school methods, yet they remain accountable to taxpayers because they answer to local school boards. Examples include Chippewa Valley Montessori and McKinley charter schools in the Eau Claire district and Wildlands School, a collaboration between the Augusta school district and Beaver Creek Reserve.Institutions like these offer options within public education for students who might not reach their full potentials, or even learn effectively, in traditional settings. Nonetheless, the state Legislature should be cautious as it considers opening the door to so-called independent charter schools. Unlike traditional charter schools, which maintain contracts with local school districts, independent charter schools are answerable instead to outsiders - in the case of pending legislation, a yet-to-be-created statewide board. Currently, such independent charter schools are allowed only in Milwaukee and Racine; under the bill, they could operate in any district with more than 2,000 students - including Eau Claire.
Last week, the Legislature's budget-writing Joint Finance Committee passed the bill. Next it will go to the full Legislature.
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Chicago Teachers Union President Karen Lewis has had some ugly squabbles with Rahm Emanuel--the longer school day battles, for starters, including his recent charge that the union is "cheating children out of an education"--and, in my opinion, she has often emerged the loser.Last week, she filed the CTU's latest lawsuit against the city, charging that the school board is using its "TeacherFit" questionnaire to hire teachers who are willing to buck the union.
The camera doesn't favor her, and in her battle to stop the new mayor from pushing through a longer school day, she seems on the side of outmoded, lumbering labor. Who, after all, wants to deny Chicago public school kids more time for math, reading, lunch, and recess?
But in person, Lewis, 58--South Sider (grew up in Hyde Park, now lives in the Oakland neighborhood), CPS lifer (Kenwood, '71), daughter of two teachers, former high-school chemistry teacher (Sullivan, Lane Tech, King College Prep), wife of a now-retired CPS P.E. teacher--has a sharp sense of humor, and intelligence and articulateness to spare. After an hour spent with her at a conference table at the CTU's headquarters in the Merchandise Mart, if someone asked me to choose a few words to describe her, I'd say "substantial, self-confident, direct."
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The Department of Justice has begun an investigation into Wisconsin's Department of Public Instruction, probing whether Milwaukee's state-administered voucher system is discriminating against students with disabilities. In response, the state is arguing that federal obligations don't apply to Wisconsin's voucher schools, according to a letter obtained by The Huffington Post Thursday.Milwaukee's voucher system, which allows low-income students to attend private schools using tax dollars, came under fire in June for allegedly discriminating based on disability. The complaint ultimately led to the Department of Justice investigation.
Wisconsin's Department of Public Instruction responded to the DOJ Sept. 27 in a letter that has not yet been made public.
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The two most common criticisms about charter schools are that A) many of them aren't that good and B) the good ones can't be replicated to serve enough kids to really make a difference. TIME got an exclusive first look at the most comprehensive evaluation of charter school networks ever, and although the study, which will be released on Nov. 4, underscores the challenge of creating quality schools, it also makes clear that it is indeed possible to build a lot of schools that are game-changers for a lot of students.The study, conducted by Mathematica Policy Research and the University of Washington's Center on Reinventing Public Education, examined networks of affiliated charter schools, which in the education world are referred to as charter school management organizations (CMOs). There are more than 130 of these non-profit networks serving about 250,000 students nationwide. I was on an advisory board for the early conception and design of this study, the goal of which was to better understand how CMOs operate and how effective they are. The study is filled with valuable data about how CMOs manage their teachers, how much funding they get and how they use it and what kinds of students they serve. But I'm focusing here on student achievement, which is, of course, the most contentious issue in the national debate about charter schools.
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I've had the privilege of meeting with union leaders from around the country to explain what Teach Plus is. Many love it; plenty are skeptics.In every case, I begin with three opening points. First, I describe our mission as very similar to the union's: to retain excellent teachers in the classroom and strengthen the teaching profession. Second, I talk about our belief that leadership opportunities are a key lever to helping promising young teachers extend their commitment to the classroom. Third, I state my personal belief in the value in the role of unions and describe the role Teach Plus has been able to play in helping a subset of Gen Y teachers to see that value for the first time. We're usually off to a good start.
Then I say we focus our work on high-performing teachers* in years 3-10. It is at that point that many union leaders begin scratching their heads about whether our presence in a city will be a headache or a help. By design, our approach is not about the unity and equality of all teachers. In that way, it is at odds with an industrial union model.
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I know talking about schools bores most people in Wisconsin, but something interesting has been overlooked for the past few weeks. State Rep. Mark Radcliffe, D-River Falls, has introduced a bill in the Wisconsin state Legislature giving high school students the option of skipping traditional academic classes in favor of vocational ones.
The problem Radcliffe sees is simple--conventional high school classes try to prepare students for college, even though many students won't be attending one. These students may be misplaced in college preparatory classes, so it would benefit them to be allowed to take classes more relevant and useful to them. In other words, some kids just shouldn't take math.
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Winnie Hu, via a kind Carla McDonald email:
Charter schools, publicly financed but independently operated, have encountered fierce resistance in many suburban communities, criticized by parents and traditional educators who view them as a drain on resources.But since the Amani Public Charter School won state approval to open this year, officials at the Mount Vernon City School District have taken that opposition to a new level.
The district, in Westchester County, sued the State Education Department and the Amani school this year, calling the approval an "arbitrary and capricious" decision, and sought to block Amani from moving forward. It has refused to turn over state, federal and local aid money to Amani, so the state has begun paying the charter directly. During the summer, district workers were sent to knock on the doors of Amani students to check that they lived in the district, a tactic that angered some parents. And in recent weeks, the district has delayed providing special education services to Amani students.
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Dr. Armand A. Fusco, via a kind email:
"No one has been able to stop the steady plunge of young black Americans into a socioeconomic abyss." Bob Herbert / Syndicated columnistEverything you wanted to know about urban education and its solutions!
For over 50 years this shame of the nation and education has remained as a plague upon its most vulnerable children. All reform efforts involving billions of dollars have not alleviated this scourge in our public schools. The rhetoric has been profound, but it has been immune to any antidote or action and it is getting worse; but it doesn't have to be!
The following quotes summarize the 285 pages and over 400 references from my book.
Edited Insightful Quotes The explanations and references are found in the contents of the book.
- School pushouts is a time bomb exploding economically and socially every twenty-six seconds
- Remember what the basic problem is--they are in all respects illiterate and that is why they are failing.
- Every three years the number of dropouts and pushouts adds up to a city bigger than Chicago.
- Politics trump the needs of all children to achieve their potential.
- One reason that the high school dropout crisis is known as the "silent epidemic" is that the problem is frequently minimized.
- Simply stated black male students can achieve high outcomes; the tragedy is most states and districts choose not to do so.
- In the majority of schools, the conditions necessary for Black males to systematically succeed in education do not exist.
- While one in four American children is Latino--the largest and fastest growing minority group in the United States--they are chronically underserved by the nation's public schools and have the lowest education attainment levels in the country.
- Miseducation is the most powerful example of cruel and unusual punishment; it's exacted on children innocent of any crime.
- Traditional proposals for improving education--more money, smaller classes, etc.--aren't getting the job done.
- The public school system is designed for Black and other minority children to fail.
- The U.S. Department of Education has never even acknowledged that the problem exists.
- Though extensive records are kept...unions and school boards do not want productivity analysis done.
- Educational bureaucracies like the NEA are at the center of America's dysfunctional minority public schools.
- Does bonus pay alone improve student outcomes? We found that it does not.
- Performance pay is equivalent to "thirty pieces of silver."
- Data necessary to distinguish cost-effective schools are all available, but our system has been built to make their use difficult.
- Districts give credit for students who fail standardized tests on the expectation that students someday will pass.
- We saw some schools that were low performing and had a very high parent satisfaction rate.
- We're spending ever-greater sums of money, yet our high school graduates' test results have been absolutely flat.
- America's primary and secondary schools have many problems, but an excess of excellence is not one of them.
- Not only is our use of incarceration highly concentrated among men with little schooling, but corrections systems are doing less to correct the problem by reducing educational opportunities for the growing number of prisoners.
- Although states will require school districts to implement the common core state standards, the majority of these states are not requiring districts to make complementary changes in curriculum and teacher programs.
- We can show that merit pay is counterproductive, that closing down struggling schools (or firing principals) makes no sense.
- The gap between our articulated ideals and our practice is an international embarrassment.
- It's interesting to note that despite the growing support by minority parents for charters, the NAACP, the National Urban League, and other civil rights groups collectively condemn charter schools.
- Public schools do respond constructively to competition by raising their achievement and productivity.
- Gates Foundation has also stopped funding the small school concept because no results could be shown.
- The policies we are following today are unlikely to improve our schools.
- Our country still does a better job of tracking a package than it does a student.
- Indeed, we give these children less of all the things that both research and experience tell us make a difference.
- Reformers have little knowledge of what is working and how to scale what works.
- The fact is that illiteracy has persisted in all states for generations, particularly among the most vulnerable children, and getting worse is a testament that national policy and creative leadership rings hollow.
- We can't change a child's home life, but what we can do is affect what they do here at school.
- Only a third of young Americans will leave high school with the knowledge and skills they need to succeed.
- Black churches can no longer play gospel in the sanctuaries while kids drop out into poverty and prison. They must embrace school reform and take the role that Catholic churches have done for so long and for so many.
- There is only one way to equalize education for all--technology.
- Whatever made you successful in the past won't in the future.
- The real potential of technology for improving learning remains largely untapped in schools today.
- Can't read, can't learn, can't get a job, can't survive, so can't stay within the law.
- Of the 19.4 million government workers, half work in education, which rivals health care for the most wasteful sector in America.
- The only people not being betrayed are those who feed off our failing education system...that group gets larger every year.
- Mediocrity, not excellence, is the national norm as demonstrated by the deplorable evidence.
- Parents are left to face the bleak reality that their child will be forever stuck in a failing school and a failing system.
- The key is that unless there is accountability, we will never get the right system.
- The very public institutions intended for student learning have become focused instead on adult employment.
- We conclude that the strategies driving the best performing systems are rarely found in the United States.
- No reform has yet lived up to its definition!
- Minority males don't get the beef, they get the leftovers.
- The cotton plantations have become the school plantations (children held in bondage of failing schools) and the dropouts move on to the prison plantations.
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Wisconsin Reading Coalition, via a kind Chan Stroman-Roll email:
Guest Speaker Mark Seidenberg (Donald O. Hebb and Hilldale Professor of Psychology and Cognitive Neuroscience, UW-Madison): Professor Seidenberg gave an excellent presentation on the science of reading and why it is important to incorporate the findings of that science in teaching. Right now there is a huge disconnect between the vast, converged body of science worldwide and instructional practice. Prospective teachers are not learning about reading science in IHE's, and relying on intuition about how to teach reading is biased and can mislead. Teaching older students to read is expensive and difficult. Up-front prevention of reading failure is important, and research shows us it is possible, even for dyslexic students. This will save money, and make the road easier for students to learn and teachers to teach. Seidenberg endorses using the Massachusetts model exam for teachers of reading (MTEL 90), which was developed with input from reading scientists. He also supports universal assessment to identify students who are at risk, and he mentioned the Minnesota Reading Corps as a model of reading tutoring that would be good to bring to Wisconsin.Much more on the Read to Lead Task Force, here.
Lander: Can Seidenberg provide a few examples of things on which the Task Force could reach consensus?Seidenberg: There is a window for teaching basic reading skills that then will allow the child to move on to comprehension. The balanced literacy concept is in conflict with best practices. Classrooms in Wisconsin are too laissez-faire, and the spiraling approach to learning does not align with science.
Michael Brickman: Brickman, the Governor's aide, cut off the discussion with Professor Seidenberg, and said he would be in touch with him later.
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Particularly in rough economic times, states must make hard choices about resources. But there is one targeted investment that mayors, business leaders, educators, and parents are crying out for, and that states have already initiated. It is reports for high schools on their students' postsecondary performance, answering the critical questions: Do students enroll in a postsecondary institution? Do they pass their non-remedial courses? In which academic areas are they thriving, or struggling? These data will enable high schools everywhere in a state to find out how their graduates are doing anywhere in the state. Without this information, high schools are handicapped in their ability to prepare students for college and career.Indeed, too many students, especially low-income students, are not prepared. In the last decade, Americans have enrolled in college in record numbers. But once there, they are stumbling at alarming rates and at enormous cost to themselves, their families, and their city and state tax bases. By one estimate, the lost personal income for one year of one class of these students is $3.8 billion; the federal government loses $566 million and the states lose $164 million in taxes from this cohort of college students who should have graduated and the numbers multiply each year. 1
Superintendents and principals are desperate to know what went wrong. Business leaders anx- iously hope for employees who are ready for 21st century work. Governors, too, know that above all they need an educated workforce to compete in the national and global marketplace.
States are making progress toward producing the high school postsecondary performance data these stakeholders need. But in the meantime, the stakeholders are restless.
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Students across the country have settled into another school year and many prospective teachers are in their first year of student teaching experience. Student teaching gives prospective teachers the opportunity to put theory into practice and ideally to learn the art of teaching from a skilled educator. Despite the importance of the student teaching experience, in some cases too little attention is paid to the quality of these programs. Some states are bravely tackling the arduous task of developing and refining teacher evaluation systems, but have yet to look carefully at the institutions and pre-service experiences that have the ability to deliver either exceptional or failing teachers. Rather than struggling to find the fairest way to identify, remediate, or ultimately remove bad teachers, wouldn't it be far more beneficial for the profession and for students' learning to ensure that only the very best teachers are earning certification and entering the classroom? (See DFER's white paper, Ticket to Teach, to read some of our recommendations on reforming the profession here.)In an attempt to more carefully examine the quality of pre-service training and education for teachers, the National Council on Teacher Quality (NCTQ) has begun a review of teacher preparation. In July, they released "Student Teaching in the United States." The report and the larger review are controversial and have generated some backlash. But, if one can look past the defensiveness and posturing on all sides, the report suggests some helpful guidelines for teacher preparation programs and states to begin setting clearer and more rigorous training criteria for the benefit of students.
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Nicole is a teacher's dream student. Bright, curious and hard-working, she has high expectations for herself and isn't satisfied with anything less than A grades. In fact, her mother says, she sometimes has to be told not to take school too seriously.Much more on the proposed Madison Preparatory Academy IB Charter school, here.But when Nicole was tested in seventh grade to see if she'd qualify for an eighth-grade algebra course that would put her on track for advanced math courses in high school, her score wasn't top-notch. She assured the teacher she wanted to tackle the course anyway. He turned her down.
In fact, her score could not predict whether she'd succeed. Neither could the color of her skin.
As an African-American girl, Nicole didn't look much like the high-flying students her teacher was accustomed to teaching in his accelerated math classes at a Madison middle school. But instead of backing off, Nicole and her family challenged the recommendation. Somewhat grudgingly, her teacher allowed her in the class.
Fast forward a year: Nicole and one other student, the two top performers in the eighth-grade algebra class, were recommended for advanced math classes in high school.
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Wisconsin Reading Coalition E-Alert, via a kind Chan Stroman Roll email:
The 4th and 8th grade NAEP reading and math scores were released today. You can view the results at http://nationsreportcard.gov. The presentation webinar is at http://www.nagb.org/reading-math-2011/.Following is commentary on Wisconsin's NAEP reading scores that was sent to the Governor's Read to Lead task force by task force member Steve Dykstra.
2011 NAEP data for reading was released earlier than usual, this year. Under the previous timeline we wouldn't get the reading data until Spring.
While we returned to our 2007 rank of 25 from our 2009 rank of 30, that is misleading. All of our gains come from modest improvement among Black students who no longer rank last, but are still very near the bottom. The shift in rank is among Wisconsin and a group of states who all perform at an essentially identical level, and have for years. We're talking tenths of points as the difference.
It is always misleading to consider NAEP scores on a whole-state basis. Different states may have very different demographic make-ups and those difference can either exaggerate or mask the actual differences between the two states. For instance, the difference between Florida and Wisconsin (all scores refer to 4th grade reading) at the whole-state level is only 3 points. In reality, the difference is much greater. Demographic variation masks the real difference because Florida has far more minority students and far more poverty than Wisconsin. When we look at the subgroups, comparing apples to apples, we see that the real differences are vast.
When we break the groups down by gender and race, Florida outperforms Wisconsin by a statistically significant margin in every group. The smallest difference is 8 and some are as large as 20. If we break the groups down by race and school lunch status Florida outperforms Wisconsin by a statistically significant margin in every group, except black students who don't get a free lunch. For that group Florida does better, but not by enough to declare statistical certainty. The smallest margin is 9, and many are at or above 15.
10 points are generally accepted as a grade level for this range of the NAEP. Every Florida subgroup except one exceeds it's Wisconsin counterpart by a nearly a full grade level, and most by a lot more.
When we compare Wisconsin to Massachusetts the story is the same, only worse. The same groups are significantly different from each other, but the margins are slightly larger. The whole-state difference between Wisconsin and Massachusetts (15+ pts) only appears larger than for Florida because Massachusetts enjoys many of the same demographic advantages as Wisconsin. In fact, Wisconsin students are about the same 1.5 grade levels behind both Florida and Massachusetts for 4th grade reading.
If you want to dig deeper and kick over more rocks, it only gets worse. Every Wisconsin subgroup is below their national average and most are statistically significantly below. The gaps are found in overall scores, as well as for performance categories. We do about the same in terms of advanced students as we do with low performing students. Except for black students who don't get a free lunch (where the three states are in a virtual dead heat), Wisconsin ranks last compared to Florida and Massachusetts for every subgroup in terms of percentage of students at the advanced level. In many cases the other states exceed our rate by 50-100% or more. Their children have a 50 -100% better chance to read at the advanced level.
We need a sense of urgency to do more than meet, and talk, and discuss. We need to actually change the things that will make a difference, we need to do it fast, and we need to get it right. A lot of what needs to be done can be accomplished in a matter of days. Some of it takes a few hours. The parts that will take longer would benefit from getting the other stuff done and out of the way so we can devote our attention to those long term issues.
Our children are suffering and so far, all we're doing is talking about it. Shame on us.
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Texas Hispanic and African-American students rank
second on eighth-grade NAEP math test
Texas Education Agency:
Texas Hispanic and African-American students earned the second highest score among their peer groups on the 2011 eighth-grade National Assessment of Educational Progress (NAEP) mathematics test. The state's white eighth grade students ranked fourth, missing out on the second place position themselves by less than one point.NAEP math on upward trend, state reading results stableOnly Hispanic students in Montana earned a higher scale score on the math test than did eighth-grade Hispanic Texans. Only African-American students in Hawaii earned a higher average score than did their counterparts in Texas.
White students in the District of Columbia earned an average scale score of 319, the highest score for that ethnic group. Texas students ranked fourth, with less than a fraction of a point separating this group from students in Massachusetts and New Jersey. Massachusetts students had the second highest scale score at 304.2876, while Texas received an average score of 303.5460.
Overall, the state ranked 10th among the states with an average scale score of 290, substantially above the national average score of 283.
Wisconsin's biennial mathematics and reading results held steady on the 2011 National Assessment of Educational Progress (NAEP), also known as the Nation's Report Card. The state's overall trend in mathematics is improving.Average scores for fourth gradeFor fourth-grade mathematics, the state's 2011 scale score was 245, up one point but statistically the same as in 2009, compared to the national scale score of 240, a one-point increase from 2009. Wisconsin results for fourth-grade math are significantly higher than in 2003 when the average scale score was 237. At eighth grade, the Wisconsin scale score for mathematics was 289,
the same as in 2009 and up five points from 2003, which is statistically significant. For the nation, the 2011 mathematics scale score was 283, up one-point from 2009. State average scale scores in mathematics at both grade levels were statistically higher than the national score.
| All | White | Black | Hispanic | Asian Amer-Pac.Island | Native Amer | |
|---|---|---|---|---|---|---|
| US | 240 | 249 | 224 | 229 | 256 | 227 |
| Texas | 241 | 253 | 232 | 235 | 263 | *** |
| Wisconsin | 245 | 251 | 217 | 228 | 242 | 231 |
| Average scores for eighth grade | ||||||
| US | 283 | 293 | 262 | 269 | 302 | 266 |
| Texas | 290 | 304 | 277 | 283 | 316 | *** |
| Wisconsin | 289 | 295 | 256 | 270 | 290 | *** |
Erin Richards has more on Wisconsin's results.
Steve Dykstra's comments on Wisconsin's NAEP reading scores.
Related: Madison and College Station, TX.
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But there's another culprit at work: the college admissions process itself. If you want to buy shares of stock, bid on antiques, search for a job, or look for Mr. Right in 2011, you will likely go to a marketplace driven by the electronic exchange of information. There will be quick, flexible transactions, broad access to buyers and sellers, and powerful algorithms that efficiently match supply and demand. If you are a student looking for a college or a college looking for a student, by contrast, you're stuck with an archaic, over-complicated, under-managed system that still relies on things like bus trips to airport convention centers and the physical transmission of pieces of paper. That's why under-matching is so pervasive. The higher education market only works for students who have the resources to overcome its terrible inefficiency. Everyone else is out of luck.As a result, the odds appear to be against Jameel, who attends a 1,600-student public high school where the large majority of children qualify for the federal free and reduced-price lunch program and the staff of three guidance counselors was cut to two last year. Determination can take you only so far if there's no one to help you find your way.
But Jameel's local school system has made one recent move that might work significantly in his favor. A few days after returning from the college fair, Jameel logged on to a new Web site that is the result of a contract between the Miami-Dade County school system and a Boston-based company called ConnectEDU. The site offered Jameel loads of information about different colleges and universities, along with strategies for filling out college applications and getting scholarships and financial aid. It was also a vessel for information about Jameel himself--his grades, courses, and activities, along with short animated quizzes designed to identify his strengths and goals. There were checklists and schedules and friendly reminders, all tailored to the personal aspirations the site had gleaned from Jameel, all focused on identifying the colleges that might meet them.
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The National Council on Teacher Quality :
Since the recession began, the specter of massive teacher layoffs has been hanging over the nation's schools. The feds have repeatedly come to the rescue--even when some parts of the country didn't seem to be particularly struggling--providing funds first in the form of stimulus dollars, followed by last year's EduJobs.So far this year there appears to be little likelihood of a comparable rescue package. The president's job bill offers the only hope, but we all know how far that one isn't going. The White House has been making the case nonetheless, supplying sobering evidence of a decline in education jobs and that as many as 280,000 "educator jobs" are at risk this school year.
Not discounting this evidence, we've been struck by the lack of reports on layoffs in newspapers this fall. Last spring, they were all reporting about school districts handing out pink slips by the thousands, but there's been little follow up on teachers converting from pink-slip status to no-job-at-all status.
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One of the great things about America, President Obama told students at the University of Colorado, is that no matter how humble your roots, you still have a shot at a great education. He also told students that his goal is to "make college more affordable." Alas, the president's prescription for making higher education affordable seems likely to yield the same results as his plan for curbing health care costs - that is, it is likely to drive prices higher than inflation.The nation's next fiscal nightmare may well be a higher-education bubble.
Americans now owe more on student loans than on credit cards. As USA Today reported, America's student loan debt is expected to exceed $1 trillion this year. Rising costs have left many graduates in a deep hole. Many of last year's graduates walked away with a diploma and, on average, $24,000 in student loans. The default rate on student loans rose to 8.8 percent in 2009.
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One year at Princeton University: $37,000. One year at a New Jersey state prison: $44,000.Prison and college "are the two most divergent paths one can take in life," Joseph Staten, an info-graphic researcher with Public Administration, says. Whereas one is a positive experience that increases lifetime earning potential, the other is a near dead end, which is why Staten found it striking that the lion's share of government funding goes toward incarceration.
The comparison between higher education spending and correction spending highlighted in the following chart is not perfect. Universities have means to fund themselves; prisons rely on the government. So it makes some sense that a disproportional amount of money flows to the correction centers. Also, take note, comparing African Americans in college and African Americans in dorms is not completely fair. For one, college implies an 18-22 age range, and incarcerated adults can be of any age. Also, it doesn't take into account African Americans who commute to school.
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Yet I am surprised--surprised and disappointed. This is a very dangerous level of immunization--the level where herd immunity gets lost, disease reservoirs are established, and children emerge from their school to infect infants, immunocrompromised adults, and people whose vaccinations didn't take or have waned, with potentially fatal diseases.
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On Tuesday, the Milwaukee Common Council will consider the Charter School Review Committee's recommendation that the City of Milwaukee contract with Rocketship Education to open a network of independent charter schools.Rocketship Education selected Milwaukee as its first expansion city outside of California because it saw great need but also because it sees the opportunity to be part of a systemic change in a community that desperately needs it. Rocketship has never promised miracles. It does promise a chance - a chance for children and a chance for Milwaukee.
Milwaukee has serious challenges and an urgent need to grow, develop and attract more schools that are effective in educating low-income children. Closing the gap in educational achievement for all 127,000 of the city's K-12 schoolchildren is a community-wide responsibility.
There are no miracles, and we cannot wait for Superman. What we can do is expand our best-performing schools and work to improve our high-potential schools that operate as Milwaukee Public Schools or under the charter and choice programs. This requires the development of quality teachers and school leaders.
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*Note start required*I am a parent of one of the kids at the Lantau International School in Pui O and I have the strong urge to comment on the ridiculous ruling by the High Court judge (The Standard, November 1).First does it take only one person to complain - in September 2008 - for the government to send an officer from the Environmental Protection Department to measure noise levels?
That's an absolute joke and this person must have had a "nightmare" over the past three years spending time in their bedroom waiting for the kids to make a noise during their few minutes break in the morning and at lunch time.
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Editor's Note: Scroll down to the bottom to view OnlineCollege.org's infographic about rising costs and the $10,000 degree.The latest news on Wall Street is that the occupiers want forgiveness of student debt. And while President Obama didn't meet their demands in his recent speech, he is still focusing on the same side of the equation: more money for higher education.
But down the road, the best way to deal with the high cost of college education is to reduce it! And Texas governor Rick Perry has thrown out the gauntlet by demanding that his regents come up with a plan for a $10,000 degree--not $10,000 per year but $10,000 for a full degree.
Is such a price possible? At the Pope Center, we've looked at affordability--and the innovation that will be required to get prices to that level--from many angles. My view is that extreme reductions are possible, but they may be far in the future. Meanwhile, however, you can save a lot of money if you take care.
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IN LATE 1965, President Lyndon Johnson stood in the modest gymnasium of what had once been the tiny teaching college he attended in Texas and announced a programme to promote education. It was an initiative that exemplified the "Great Society" agenda of his administration: social advancement financed by a little hard cash, lots of leverage and potentially vast implicit government commitments. Those commitments are now coming due."Economists tell us that improvement of education has been responsible for one-fourth to one-half of the growth in our nation's economy over the past half-century," Johnson said. "We must be sure that there will be no gap between the number of jobs available and the ability of our people to perform those jobs."
To fill this gap Johnson pledged an amount that now seems trivial, $1.9m, sent from the federal government to states which could then leverage it ten-to-one to back student loans of up to $1,000 for 25,000 people. "This act", he promised, "will help young people enter business, trade, and technical schools--institutions which play a vital role in providing the skills our citizens must have to compete and contribute in our society."
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Sophia Hollander & Melanie Grayce West:
Some New York City children take after-school classes in dance, pottery or softball. Once a week, Gillian and Hunter Randall add an unusual activity to the list: lessons on how to shake hands.It's a class taught by SocialSklz:-), a company founded in 2009 to address deteriorating social skills in the age of iPhones, Twitter and Facebook friends.
"It's hard to have a real conversation anymore. And you know what? I'm guilty of it too," said the Randalls' mother, Lisa LaBarbera, noting that her 10-year-old daughter and 8-year-old son both have iPod touches and handheld videogame devices. "You get carpal tunnel, but you're not building those communication
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Sophia Hollander & Melanie Grayce West:
Some New York City children take after-school classes in dance, pottery or softball. Once a week, Gillian and Hunter Randall add an unusual activity to the list: lessons on how to shake hands.It's a class taught by SocialSklz:-), a company founded in 2009 to address deteriorating social skills in the age of iPhones, Twitter and Facebook friends.
"It's hard to have a real conversation anymore. And you know what? I'm guilty of it too," said the Randalls' mother, Lisa LaBarbera, noting that her 10-year-old daughter and 8-year-old son both have iPod touches and handheld videogame devices. "You get carpal tunnel, but you're not building those communication
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A compelling new argument has emerged to clinch the case against Berlin Time - otherwise known as Double Summer Time.This unwelcome import from the Eurozone could be the straw that breaks Britain, and the rapture with which the Scottish National Party has greeted Government plans to consult on implementation proves it.
Already euphoric about the first opinion poll in years to put support for independence ahead of opposition to it, the SNP has seized on the proposed time shift like manna from heaven. Nationalist spokesmen blame 'Tory time bandits' for plans they claim will endanger the lives of Scottish children, cripple business and plunge Scotland into perpetual darkness.
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More than four out of every five student-athletes who play sports at the NCAA's highest level now graduate within six years, according to an annual report released this past week by the college sports oversight body.A formula used by the association indicates a record 82 percent of NCAA Division I student-athletes who entered school in 2004 earned a degree within six years. That figure is three percentage points higher than last year and eight points above the graduation success rates (GSR) first collected by the NCAA with the entering freshman class of 1995.
Of the student-athletes who entered UW-Madison in 2004, the NCAA reports 81 percent graduated within six years. Not all the news at UW-Madison is so rosy, however, but more on that later. (To check out how your favorite school did or to view a sport-by-sport breakdown for each institution, check out this NCAA database.)
"There is a stereotype about college athletes that they're here to play sports and not to be academically successful, but as you can see from the report the overwhelming majority of student-athletes are getting through school," says Adam Gamoran, a professor of sociology and educational policy studies who chairs the UW Athletic Board's academics and compliance committee. "We select great students and only enroll those who we are confident can be academically successful here."
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There are 19 gym teachers in the Farmington School District who make more than $85,000 a year each. The average gym teacher's salary in Farmington is $75,035. By comparison, the science teachers in that district make $68,483 per year on average.That's not unusual in Michigan schools, according to Freedom of Information Act requests received from around the state.
In the Woodhaven-Brownstown district, 18.5 (FTE) science teachers average some $58,400 per year in salary, while 12 gym teachers averaged nearly $76,700. In Harrison, science teachers earned $49,000 on average while gym teachers averaged $62,000.
This is not unusual, because school districts don't differentiate what a teacher does when considering compensation, regardless of the district's educational needs. Teachers are paid on a single salary schedule based on seniority and education level.
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Dan Dempsey, via a kind email:
r spent slightly more than $500,000 combined on their four campaigns, which was 81% of the total amount spent by those running in 2007. These incumbent Directors are endorsed for reelection in 2011 by the Seattle Times while The Stranger, an alternative newspaper, recommends three of the challengers.It will be interesting to see if Madison has contested board races in 2012...
This election has parallels to dissatisfaction underlying Occupy Wall Street. Many Seattle residents see the "School Reform" pushed by the District as largely driven by those more interested in profit by corporations than student learning. Public records of where the $500,000 plus came from in 2007 indicate likely pro corporate connections.
On March 2, 2011 after giving the public only 22 hours notice, the Board bought out Superintendent Maria Goodloe-Johnson and her CFO-COO Mr. Don Kennedy for $360,000. The Superintendent had Broad Academy training and pushed for School Reform along the lines advocated by the Broad Academy in her 3.5 years in Seattle.
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Racine Unified School District (RUSD) implemented a district-wide vision for improvement in March 2009. Called the North Star vision, it is intended to specify "the path to successful completion of high school for all RUSD students with an ultimate goal of every graduate being ready for a career and/or college." It includes performance targets at each grade level to be used in creating school improvement plans and in setting school-level learning targets.Public Policy Forum Report (PDF):The vision is the result of a collaborative effort by the school board, district administrators, the teachers and administrators unions, and the support staff union. A simple graphic illustrating the measures of focus at each grade level has been widely distributed to parents, teachers, and district stakeholders.
For dedicated readers, this 14th Annual Comparative Analysis of the Racine Unified School District will look quite different from the previous 13 reports. For the first time, we compare the district's performance to its own goals, as well as to its peers and to its past performance. The peer comparison tables, which have been the hallmark of previous reports, appear in Appendix I. The body of the report is focused on the district goals established in 2009 as the North Star vision, which according to the district, "is a shared vision that clearly identifies the path to successful completion of high school for all RUSD students with an ultimate goal of every graduate being ready for a career and/or college."As in previous reports, we also present contextual information about the Racine community and student body. RUSD has experienced many changes over the past 14 years, including: slipping from the third largest district in the state to the fourth largest, becoming a majority minority district, and now having most of its students quality for free or reduced-price lunch. The community has also become less wealthy during this time and seen fewer adults obtain college degrees. It is clear that RUSD has many challenges to overcome and a loss of significant state aid for this school year is yet another challenge. Consequently, this year's report also includes a more in-depth analysis of the district's fiscal situation.
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Madison Preparatory Academy would open next fall in a former church on the city's Near West Side if the School Board approves a contract for the controversial charter school.Meanwhile, Progressive Dane announces its opposition to the proposed Madison Preparatory IB Charter school.The non-profit organization that would run the school has signed a letter of intent to lease the former Mount Olive Lutheran Church at 4018 Mineral Point Road, according to a business plan for the school released Saturday morning.
The site is on a Metro bus route and includes a 32,000-square-foot facility and 1,200-square-foot house. It also achieves the school's goal of being located near the Downtown, said Urban League of Greater Madison President Kaleem Caire.
"It's a good neighborhood," Caire said. "We would hope the neighbors would want to get involved with the kids in the school."
The business plan lays out several other new details including a daily schedule from 8 a.m. to 5 p.m. with 90-minute classes, report cards for parents and performance bonuses for staff.
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The parents of three 15-year-olds who were strip-searched and jailed for three days after a trespassing charge expressed outrage Thursday during a press conference and called for the removal of Tate County Youth Court referee Leigh Ann Darby."If we don't stand up for our rights, no one else will," Dexter Burton of Senatobia, father of Lakiya Burton, told reporters at the Church of Christ at 401 W. Gilmore.
The three youths, who had not previously been identified because of their ages, were at the gathering with their parents and the families' attorney, J. Cliff Johnson II of Jackson. They are Larandra Wright of Southaven, and Lakiya Burton and Kevonta Mack, both of Senatobia.
Burton and Mack are 10th-graders at Senatobia High School; Wright is a 10th-grader at Southaven High. None had prior brushes with the law before they crossed a renter's yard at a duplex that faces Morgan Drive in Senatobia this summer.
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Recently there has been a significant move among Chinese educators to provide better sex education to students in college, primary schools and even kindergartens.The Ministry of Education recently issued a circular requiring colleges to make courses on reproductive physiology and sex psychology part of the standard curriculum.
This kind of education as a rule is included in courses known as physiology and hygiene in middle schools, but in actual practice some more sensitive topics are either not addressed or glossed over by instructors who consider them embarrassing and not essential.
In the past, this kind of information about sexuality was generally passed on informally outside the schools, by young people.
One of the many stated reasons for offering formal, medically accurate instruction is to protect children from sex abuse, and to prevent teen pregnancy and sexually transmitted diseases.
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Last year, the United States reached a troubling new milestone in higher education: for the first time, total student loan debt in the United States exceeded total credit card debt. It's a development that should have come as no surprise. Over the past 15 years, the amount that students borrow to finance their postsecondary education has grown by every available measure: between 1993 and 2008, the percentage of bachelor's degree recipients who borrowed for their educations jumped from 49 percent to 66 percent, with average total debt at graduation increasing over 50 percent, from $15,149 to $24,700. Borrowing money to go to college, like borrowing money to buy houses and cars, is fast becoming a fact of American life--and so, it is turning out, is the struggle to pay it back.
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This year's Nobel Prize in Physics was shared between three scientists - Saul Perlmutter, Brian Schmidt and Adam Reiss - for discovering, through their research on supernovae, that the universe's rate of expansion is accelerating.Yet, as the plaudits for the winners began to flow, one or two of their peers sounded notes of caution. Martin Rees, former president of the Royal Society, suggested that this was an instance where the Nobel committee had been "damagingly constrained" by its convention of not honouring more than three individuals at one time.
The prize-winning work had been carried out by two groups, each made up of a dozen or so scientists. "It would have been fairer," Rees argued, "and would send a less distorted message about how this kind of science is actually done, if the award had been made collectively to all members of the two groups."
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Education Plan (PDF) via a kind Kaleem Caire email:
Madison Preparatory Academy's educational program has been designed to be different. The eight features of the educational program will serve as a powerful mix of strategies that allow Madison Prep to fulfill its mission: to prepare students for success at a four-year college or university by instilling Excellence, Pride, Leadership and Service. By fulfilling this mission, Madison Prep will serve as a catalyst of change and opportunity for young men and women who live in a city where only 48% of African American students and 56% of Latino students graduate from high school. Madison Prep's educational program will produce students who are ready for college; who think, read, and write critically; who are culturally aware and embrace differences among all people; who give back to their communities; and who know how to work hard.Business Plan (PDF), via a kind Kaleem Caire email:One of the most unique features of Madison Prep is the single gender approach. While single gender education has a long, successful history, there are currently no schools - public or private - in Dane County that offer single gender education. While single gender education is not right for every student, the demand demonstrated thus far by families who are interested in enrolling their children in Madison Prep shows that a significant number of parents believe their children would benefit from a single gender secondary school experience.
Madison Prep will operate two schools - a boys' school and a girls' school - in order to meet this demand as well as ensure compliance with Title IX of the Education Amendments of 1972. The schools will be virtually identical in all aspects, from culture to curriculum, because the founders of Madison Prep know that both boys and girls need and will benefit from the other educational features of Madison Prep.
The International Baccalaureate (IB) curriculum is one of those strategies that Madison Prep's founders know will positively impact all the students the schools serve. IB is widely considered to be the highest quality curricular framework available. What makes IB particularly suitable for Madison Prep is that it can be designed around local learning standards (the Wisconsin Model Academic Standards and the Common Core State Standards) and it is inherently college preparatory. For students at Madison Prep who have special learning needs or speak English as a second language, IB is fully adaptable to their needs. Madison Prep will offer both the Middle Years Programme (MYP) and the Diploma Programme (DP) to all its students.
Because IB is designed to be college preparatory, this curricular framework is an ideal foundation for the other aspects of Madison Prep's college preparatory program. Madison Prep is aiming to serve a student population of which at least 65% qualify for free or reduced lunch. This means that many of the parents of Madison Prep students will not be college educated themselves and will need the school to provide considerable support as their students embark on their journey through Madison Prep and to college.
College exposure, Destination Planning, and graduation requirements that mirror admissions requirements are some of the ways in which Madison Prep will ensure students are headed to college. Furthermore, parents' pursuit of an international education for their children is increasing rapidly around the world as they seek to foster in their children a global outlook that also expands their awareness, competence and comfort level with communicating, living, working and problem solving with and among cultures different than their own.
Harkness Teaching, the cornerstone instructional strategy for Madison Prep, will serve as an effective avenue through which students will develop the critical thinking and communication skills that IB emphasizes. Harkness Teaching, which puts teacher and students around a table rather than in theater-style classrooms, promotes student-centered learning and rigorous exchange of ideas. Disciplinary Apprenticeship, Madison Prep's approach to literacy across the curriculum, will ensure that students have the literacy skills to glean ideas and information from a variety of texts, ideas and information that they can then bring to the Harkness Table for critical analysis.
Yet to ensure that students are on track for college readiness and learning the standards set out in the curriculum, teachers will have to take a disciplined approach to data-driven instruction. Frequent, high quality assessments - aligned to the standards when possible - will serve as the basis for instructional practices. Madison Prep teachers will consistently be analyzing new data to adjust their practice as needed.
Based on current education and social conditions, the fate of young men and women of color is uncertain.Much more on the proposed Madison Preparatory Academy IB Charter School, here.Black and Hispanic boys are grossly over-represented among youth failing to achieve academic success, are at grave risk of dropping out of school before they reach 10th grade, are disproportionately represented among adjudicated and incarcerated youth, and are far less likely than their peers in other subgroups to achieve their dreams and aspirations. Likewise, boys in general lag behind girls in most indicators of student achievement.
Research indicates that although boys of color have high aspirations for academic and career success, their underperformance in school and lack of educational attainment undermine their career pursuits and the success they desire. This misalignment of aspirations and achievement is fueled by and perpetuates a set of social conditions wherein men of color find themselves disproportionately represented among the unemployed and incarcerated. Without meaningful, targeted, and sustainable interventions and support systems, hundreds of thousands of young men of color will never realize their true potential and the cycle of high unemployment, fatherless homes, overcrowded jails, incarcerated talent, deferred dreams, and high rates of school failure will continue.
Likewise, girls of color are failing to graduate high school on-time, underperform on standardized achievement and college entrance exams and are under-enrolled in college preparatory classes in secondary school. The situation is particularly pronounced in the Madison Metropolitan School District where Black and Hispanic girls are far less likely than Asian and White girls to take a rigorous college preparatory curriculum in high school or successfully complete such courses with a grade of C or better when they do. In this regard, they mimic the course taking patterns of boys of color.
Additionally, data on ACT college entrance exam completion, graduation rates and standardized achievement tests scores provided to the Urban League of Greater Madison by the Madison Metropolitan School District show a significant gap in ACT completion, graduation rates and standardized achievement scores between students of color and their White peers.
Madison Preparatory Academy for Young Men and Madison Preparatory Academy for Young Women will be established to serve as catalysts for change and opportunity among young men and women in the Greater Madison, Wisconsin area, particularly young men and women of color. It will also serve the interests of parents who desire a nurturing, college preparatory educational experience for their child.
Both schools will be administratively separate and operated by Madison Preparatory Academy, Inc. (Madison Prep), an independent 501(c)(3) established by the Urban League of Greater Madison and members of Madison Prep's inaugural board of directors.
The Urban League of Greater Madison, the "founder" of Madison Prep, understands that poverty, isolation, structural discrimination, limited access to schools and classrooms that provide academic rigor, lack of access to positive male and female role models in different career fields, limited exposure to academically successful and achievement-oriented peer groups, and limited exposure to opportunity and culture experiences outside their neighborhoods contribute to reasons why so many young men and women fail to achieve their full potential. At the same time, the Urban League and its supporters understand that these issues can be addressed by directly countering each issue with a positive, exciting, engaging, enriching, challenging, affirming and structured learning community designed to specifically address these issues.Madison Prep will consist of two independent public charter schools - authorized by the Madison Metropolitan School District Board of Education - designed to serve adolescent males and females in grades 6-12 in two separate schools. Both will be open to all students residing within the boundaries of the Madison Metropolitan School District (MMSD) who apply, regardless of their previous academic performance.
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Earlier this year, Dropout Nation argued that one way that school reformers -- including school choice activists and Parent Power groups -- could advance reform and expand school choice was to file lawsuits similar to school funding torts filed for the past four decades by school funding advocates. But now, it looks like Parent Power activists may be filing a lawsuit in Los Angeles on a different front: Overhauling teacher evaluations. And the Los Angeles Unified School District may be the place where the first suit is filed.In a letter sent on behalf of some families Wednesday to L.A. Unified Superintendent John Deasy and the school board -- and just before the district begins negotiations with the American Federation of Teachers' City of Angels unit over a new contract -- Barnes & Thornburg's Kyle Kirwan demanded that the district "implement a comprehensive system" of evaluating teachers that ties "pupil progress" data to teacher evaluations. Kirwan and the group he represents are also asking for the district to begin evaluating all teachers "regardless of tenure status" and to reject any contract with the American Federation of Teachers local that allows for any veteran teacher with more than a decade on the job to go longer than two years without an evaluation if they haven't had one in the first place.
We represent minor-students currently residing within the boundaries of the Los Angeles Unified School District (the "District" or "LAUSD"), the parents of these students, and other adults who have paid taxes for a school system that has chronically failed to comply with California law.Our clients seek to have the District immediately meet its obligations under the Stull Act, a forty year old law that is codified at California Education Code section 44660 et seq. (the "Stull Act").
In relevant part, the Stull Act requires that "[t]he governing board of each school district establish standards of expected pupil achievement at each grade level in each area of study."
Cal. Educ. Code § 44662(a). The Stull Act requires further that "[t]he governing board of each school district ... evaluate and assess certificated employee performance as it reasonably relates to ... [t]he progress of pupils toward the standards established pursuant to subdivision (a) and, if applicable, the state adopted academic content standards as measured by state adopted criterion referenced assessments ...." Cal. Educ. Code§ 44662(b)(l).
In the forty years since the California Legislature passed the Stull Act, the District has never evaluated its certificated personnel based upon the progress of pupils towards the standards established pursuant to Education Code section 44662(a) and, if applicable, the state adopted academic content standards as measured by the state adopted criterion referenced assessments; never reduced such evaluations to writing or added the evaluations to part of the permanent records of its certificated personnel; never reviewed with its certificated personnel the results of pupil progress as they relate to Stull Act evaluations; and never made specific recommendations on how certificated personnel with unsatisfactory ratings could improve their performance in order to achieve a higher level of pupil progress toward meeting established standards of expected pupil achievement.
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Vice President Joe Biden turned a dinner speech to Florida Democrats at Walt Disney World into a pep rally Friday night, blasting Republicans as obstructionists with whom he said the administration can no longer work.Biden knocked Republicans for blocking President Obama's American Jobs Act, for "playing roulette" with the federal deficit ceiling and standing in the way of other Obama initiatives, from Wall Street reform to health care reform to the end of the Iraq occupation.
Biden said he and Obama tried for 2 1/2 years to sit down with Republicans and now he concludes, "This is not your father's Republican Party."
"It's time to stand up. I'ts time to fight back," Biden bellowed to a cheering crowd of more than 1,000 people at the Florida Democratic Party annual convention at Disney's Contemporary Resort. "We are looking for this fight."
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I love this scene in Goodwill Hunting because it sums up in large part how I feel about the current education system (only Matt Damon says it way cooler than I ever will).Does it trouble anyone else that university presidents (in Canada at least, I can't vouch for the USA) make more money than the Prime Minister does? It is primarily tax dollars that pay both of their salaries (most universities in Canada operate with about 60-70% of their costs covered by the government). How about the whole notion of publishing journal articles in a specific language that only certain people can speak effectively (APA, MLA, Chicago etc)? If you do not want to lay eyes on a somewhat cynical rant about the tyranny of post-secondary education monopolies then please avert your eyes.
Cynical or Realistic?
In my masters course last week someone who was taking their first course in several years (after being in the workforce for a substantial period of time) asked me why so much emphasis was placed on getting the exact period and comma marks right when citing sources (she was not questioning the validity of citing a source, only the extremely specific emphasis put on the minutiae of it). My response shocked her a little.
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Are Quebec schools embracing computers too zealously? I don't know the answer - I'm no pedagogue - but it's a question worth asking.Two things are clear.
One is that most parents, school officials and politicians see children's familiarity with computers at an early age as desirable - nay, imperative - for successful individual careers and for society's prosperity in a "knowledge economy." The English Montreal School Board, for one, even provides laptop computers as a teaching tool in pre-kindergarten (where the 4-year-olds use them for recognition of numbers and letters and to do puzzles). In response to strong public support for this trend, Premier Jean Charest promised a few months ago to put a smart whiteboard (a front-of-the-class board that allows for digital touch interaction) in every primary- and secondary-school classroom across the province.
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After revving up a few hundred adolescents in the Central Middle School auditorium during a recent homecoming pep rally, educators had to get the children out the doors and onto school buses idling outside.And there wasn't much time to do it.
As the children began to get up, principal Darren Guido jumped to direct traffic. Moments later, outside, aspiring school leader Nakia Fambro noticed some students were dallying. She rushed to the office.
"If you are a bus rider, the buses are leaving in 30 seconds," Fambro announced over the intercom system, repeating the urgent message several times.
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On a humid Monday in late September, a wonky entrepreneur named Salman Khan visited New York City. Khan, a 35-year-old American of South Asian descent with bushy black hair and a nerdy affect, was in town to promote his Silicon Valley startup. He stayed at the London NYC, an upscale hotel just south of Central Park, and dined at Maze, the Gordon Ramsay restaurant off the lobby.Khan Academy.But that night, instead of seeing the sights or going out with friends, Khan holed up in his hotel room, fiddled with his laptop, and produced a series of amateurish videos about geometry. They are disarmingly simple - Khan's deep voice talks over a black screen, where he draws shapes and writes out questions and equations in multiple colours. One, a six-minute clip called "Congruent triangle proof example", shows a proof that a point on a line is the midpoint, using two triangles. Another, "Finding congruent triangles", establishes why four related postulates are all equally reasonable. When he was finished, he uploaded them to YouTube and went to sleep.
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I attended the talk last night by Dr. Dina Bulles put on by Wedgwood Elementary (and held at Nathan Hale High). (FYI, her name is pronounced Bree-yays.) The other SPS staff represented were the principal of Wedgwood, Chris Cronas, Ex. Director, Phil Brockman, and head of Advanced Learning, Bob Vaughn. Mr. Cronas pointed out that several Wedgwood teachers were in attendance as well. There were a large number of seats put out but the room wasn't full. My guess is it was about 60 people.Dr. Bulles explained that in her district, Paradise Valley School district (which is just outside of Phoenix, Arizona), all of their elementary schools use cluster grouping. (Her district is about 35,000 students and there are 31 elementary schools.) She said out of those 35,000, about 5,000 student received gifted classes/services. (Help me out anyone else who attended; I thought she said towards the end that this was included high school students taking AP/IB. Is that what you heard?) She also made a startling statement that 68% of her teachers (and I believe this is in elementary) had 3 years or less of teaching experience. Wow.
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I attended the talk last night by Dr. Dina Bulles put on by Wedgwood Elementary (and held at Nathan Hale High). (FYI, her name is pronounced Bree-yays.) The other SPS staff represented were the principal of Wedgwood, Chris Cronas, Ex. Director, Phil Brockman, and head of Advanced Learning, Bob Vaughn. Mr. Cronas pointed out that several Wedgwood teachers were in attendance as well. There were a large number of seats put out but the room wasn't full. My guess is it was about 60 people.Paradise Valley School District's website.Dr. Bulles explained that in her district, Paradise Valley School district (which is just outside of Phoenix, Arizona), all of their elementary schools use cluster grouping. (Her district is about 35,000 students and there are 31 elementary schools.) She said out of those 35,000, about 5,000 student received gifted classes/services. (Help me out anyone else who attended; I thought she said towards the end that this was included high school students taking AP/IB. Is that what you heard?) She also made a startling statement that 68% of her teachers (and I believe this is in elementary) had 3 years or less of teaching experience. Wow.
What was most fascinating to me and an absolute pleasure is that here was a educator who made no apologies for wanting to serve gifted students. She gave a PowerPoint and several times talked about the need to serve these students needs as a district would any other student with a special need like ELL or Special Education. It was very refreshing and I have never, in all my years in SPS, heard any SPS principal or Board member or staff member or Superintendent speak in this manner.
She started out by showing a list from J. Skabos about differences between gifted children and bright children (and I note that she believes both groups need to be served). I couldn't find the exact list but here is link to one that is quite similar.
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Ah, the achievement gap. So much trouble to fix, so why bother trying? That seems to be the attitude in Washington, where pundits have spent the last several months ripping the current focus on improving the low end of student performance in our nation's schools. In September the Obama Administration put forward a plan to offer waivers to states that want more flexibility -- i.e., less ambitious targets -- under the No Child Left Behind (NCLB) Act. Last week the bottom really fell out when the Senate committee that handles education passed a rewrite of the No Child law basically leaving it to states to figure out how (and probably, in practice, even whether) to close the gaps. In other words, a decade after an overwhelmingly bipartisan effort to get serious about school accountability, it's open season on a strong federal role in education. How did we get here?Let's start with the pundits. Leading the charge is the American Enterprise Institute's Rick Hess, who, in the fall issue of National Affairs, launched a contrarian broadside against NCLB's focus on low-achieving students. "The relentless focus on gap-closing has transformed school reform into little more than a less objectionable rehash of the failed Great Society playbook," Hess wrote. Next came a September report from the Thomas B. Fordham Foundation, another conservative think tank, claiming that the current focus is shortchanging high-achievers. Yet the data in the Fordham report didn't support its alarmist conclusions that high-achievers were being hurt by today's policies. The truth is, according to Fordham's own data, that high-performers didn't fare that badly overall. Other evidence bears this out. None of that slowed down the pundits.
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After years of futility inside the classroom, Chicago Public Schools soon will adopt a more rigorous internal evaluation system that judges schools on how well they prepare students for college, a move that could lead to more school closings in the years ahead.This stricter method of evaluation promises to be an eye-opener for many parents, considering the current process used for years already paints a bleak picture of the district: 42 percent of schools -- 207 elementary and 76 high schools -- are on probation for low-academic performance and poor attendance.
Seventy-two schools have been on probation for five consecutive years, and 16 of them for 15 years in a row.
Approximately 123,000 students are in underperforming schools, officials said, prompting parents in large numbers to uproot their families for neighborhoods with better schools inside or outside the city. Maps presented to the school board Wednesday showed a correlation between some of the city's poorest-performing schools and schools that are most underenrolled.
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So here's a situation.A parent requested a conference with a teacher I know during conference time. This parent began yelling and gesticulating wildly during the conference, until the teacher asked the parent to leave. By the way, the teacher in question is so calm, he's practically a reincarnation of the Buddha. Parent stormed off and went to an administrator and made a bunch of wild claims about the teacher and then stormed out of the administrator's office.
So far, not all that unusual, right?
Here's where it gets interesting: the parent's kid approached the teacher a few days later, accused him of threatening the mother, and then threatened to attack the teacher. This was done IN FRONT OF WITNESSES.
Wow. Makes Race to the Top seem kind of insignificant and out-of-touch, doesn't it?
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Update: a reader asked about who pays for these audits and I mistakenly said the SAO. It turns out that the Legislature had passed a law for a hotline but had not funded it. For the first year, the SAO ate the cost for hotline investigations but could not sustain that cost. So if the State Auditor chooses to go forward with hotline requests (and I'm sure they don't follow-thru with all of them), it costs the district $83.60 per hour. (I just removed that "number of hours" as that is for the NEXT audit, not this special one.)On the one hand you could say, "Well, look at that money and the SAO found nothing illegal." On the other hand, you can look at this sad and sorry mess of a process and say that it sure doesn't look good or smell good. I'll have more to report on this after I read the SAO work product documents which I believe will make compelling reading.
End of update
A new low for reporting is the Times' article about the MLK, Jr. building sale.
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3 this week to approve the latest version of Senate Bill 22 (SB-22). The bill expands chartering authority to Wisconsin Cooperative Educational Service Agencies, and most importantly creates an independent statewide charter school authorizing board.The Good
I have blogged recently about the absurdity of Madison Prep having to get its education plan approved by the school board of a district that has proved incapable of effectively educating the very students Madison Prep seeks to serve. The state charter authorizing board would give startup charter schools like Madison Prep an authorizer option outside of their local school board. No longer would a resistant board be a brick wall for new charter schools.
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With the nation's student-loan debt approaching $1-trillion, and default rates at their highest level in a decade, President Obama is taking modest steps to ease students' debt burdens.Kelly Field & Kevin Helliker:Mr. Obama and administration officials announced changes this week that will reduce monthly payments for low-income borrowers and drop interest rates for students who consolidate into the government's direct-loan program.
The announcements--which came as the Occupy Wall Street protest stretched into its fifth week, fueled in part by borrowers with large educational debts and slim job prospects--were billed as a response to petitions urging the president to forgive student loans to stimulate the economy.
But the president's plan is a far cry from the kind of relief that the Wall Street protesters and other debtors are demanding, and it won't do a thing to address the roots of their repayment struggles: rising tuition and high unemployment.
Tuition and fees at the nation's four-year colleges climbed sharply again this year, though rising federal grants and loans took some of the sting out of the increases.At four-year public colleges, in-state tuition and fees for the school year beginning this fall rose by an average of 8.3% from the previous year, to $8,244, amid declining support from state legislatures, according to annual reports from the College Board, a nonprofit that conducts collegiate research. The total cost including room and board rose 6% to $17,131.
At private colleges, tuition and fees rose by an average of 4.5% to $28,500, as total costs including room and board jumped 4.4% to $38,589.
The markedly quicker rate of increase at public schools continues a decade-long trend that has narrowed the price gap between the two. This year, the average tuition-and-fees price of a four-year public college is 29% of the private-college price, compared with 22% a decade ago.
"While the importance of a college degree has never been greater, its rapidly rising price is an overwhelming obstacle to many students and families," said Gaston Caperton, College Board president.
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The Department has identified the following constituencies as having interests that are significantly affected by the topics proposed for negotiations. The Department plans to seat as negotiators individuals from organizations or groups representing these constituencies:
- Postsecondary students, including legal assistance organizations that represent students.
- Teachers.
- Financial aid administrators at postsecondary institutions.
- Business officers and bursars at postsecondary institutions.
- Admissions officers at postsecondary institutions.
- State officials, including officials with teacher preparation program approval agencies, State teacher licensing boards, higher education executive officers, chief State school officers, State attorneys general, and State data system administrators.
- Institutions that offer teacher preparation programs, including schools of education.
- Institutions of higher education eligible to receive Federal assistance under Title III, Parts A, B, and F, and Title V of the HEA, which include Historically Black Colleges and Universities, Hispanic-Serving Institutions, American Indian Tribally Controlled Colleges and Universities, Alaska Native and Native Hawaiian- Serving Institutions, Predominantly Black Institutions, and other institutions with a substantial enrollment of needy students as defined in Title III of the HEA.
- Two-year public institutions of higher education.
- Four-year public institutions of higher education.
- Private, non-profit institutions of higher education.
- Private, for-profit institutions of higher education.
- Operators of programs for alternative routes to teacher certification.
- Accrediting agencies.
- Students enrolled in elementary and secondary education, including parents of students enrolled in elementary and secondary education.
- School and local educational agency officials, including those responsible for hiring teachers and evaluating teacher performance.
The topics the committee is likely to address are as follows:
- The requirements for institutional and program report cards on the quality of teacher preparation (Section 205(a) of the HEA);
- The requirements for State report cards on the quality of teacher preparation (Section 205(b) of the HEA);
- The standards to ensure reliability, validity, and accuracy of the data submitted in report cards on the quality of teacher preparation (Section 205(c) of the HEA);
- The criteria used by States to assess the performance of teacher preparation programs at higher education institutions in the State, the identification of low-performing programs (Section 207(a) of the HEA), and the consequences of a State's termination of eligibility of a program (Section 207(b) of the HEA);
- The definition of the term ''high quality teacher preparation program'' for the purpose of establishing the eligibility of an institution to participate in the TEACH Grant program (Section 420L(1) of the HEA);
- The definition of the term ''high quality professional development services'' for the purpose of establishing the eligibility of an institution to participate in the TEACH Grant program (Section 420L(1) of the HEA); and
- The service and repayment obligations for the TEACH Grant Program (Subpart E of 34 CFR 686).
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Scientists think they can prove that free will is an illusion. Philosophers are urging them to think again.The experiment helped to change John-Dylan Haynes's outlook on life. In 2007, Haynes, a neuroscientist at the Bernstein Center for Computational Neuroscience in Berlin, put people into a brain scanner in which a display screen flashed a succession of random letters1. He told them to press a button with either their right or left index fingers whenever they felt the urge, and to remember the letter that was showing on the screen when they made the decision. The experiment used functional magnetic resonance imaging (fMRI) to reveal brain activity in real time as the volunteers chose to use their right or left hands. The results were quite a surprise.
"The first thought we had was 'we have to check if this is real'," says Haynes. "We came up with more sanity checks than I've ever seen in any other study before."
The conscious decision to push the button was made about a second before the actual act, but the team discovered that a pattern of brain activity seemed to predict that decision by as many as seven seconds. Long before the subjects were even aware of making a choice, it seems, their brains had already decided.
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In Calculus, we just finished our limits unit. I gave a test. It had a great question on it, inspired by Bowman and his limit activity.Without further ado, it reads:
Then I ask part (b)...
Which reads: "Scratch off the missing data. With the new information, now answer the question: What do you think the limit as x approaches 2 of the function is (and say "d.n.e." if it does not exist)? Explain why (talk about what a limit is!).
So then they get this...
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The State of California enrolls about 10 percent of the country's full-time students attending public four-year colleges, and about 15 percent of those at public two-year colleges. So when the state's public colleges have a big tuition hike--as they did this year--it has a big impact on the average tuition increase at public colleges across the country, says a new report from the College Board.For the fifth year in a row, the percentage increase in average published tuition and fees at public four-year colleges was higher than it was at private ones, according to the report, "Trends in College Pricing 2011." The report, released on Wednesday, examines annual changes in colleges' sticker prices, as well as the net prices students pay after grant aid and tax benefits are considered. A companion report, "Trends in Student Aid 2011," looks at the money that helps students meet those growing prices. (The pricing report looks at data through this academic year, while the student-aid report has information through 2010-11.)
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For the many parents who are reeling from recent losses to their college-savings plans, insurers are pitching another option they claim can help: life insurance.Last week, Massachusetts Mutual Life Insurance Company launched a "Kids Take Charge" marketing campaign that promotes life insurance as a way to pay for college. Allianz Life Insurance Company of North America will roll out its latest campaign on life insurance as a college savings vehicle next month. Both firms join Illinois-based insurer Mutual Trust Financial Group, which this year has been promoting college savings as one of the main reasons to buy life insurance. In addition, insurance companies like National Life Group and Aviva USA have been encouraging their agents to talk about college planning and insurance with their clients.
While insurance companies have long touted whole life and universal polices as a back door way to finance college, experts say rarely have so many companies made such targeted pitches directly to parents. Why now? College savings plans have been hit hard by market losses over the past few months and low interest rates, say financial advisers, while tuition costs continue their steady rise. Insurers, they say, see a ready market in panicked parents.
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Here's a pop quiz: What foods are best to eat before a high-stakes test? When is the best time to review the toughest material? A growing body of research on the best study techniques offers some answers.Chiefly, testing yourself repeatedly before an exam teaches the brain to retrieve and apply knowledge from memory. The method is more effective than re-reading a textbook, says Jeffrey Karpicke, an assistant professor of psychological sciences at Purdue University. If you are facing a test on the digestive system, he says, practice explaining how it works from start to finish, rather than studying a list of its parts.
In his junior year of high school in Cary, N.C., Keenan Harrell bought test-prep books and subjected himself to a "relentless and repetitive" series of nearly 30 practice SAT college-entrance exams. "I just took it over and over again, until it became almost aggravating," he says.
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Thoughts of a Student Entrepreneur:
This jumped out to me after watching Steve Job's 2005 Stanford graduation speech; the biggest thing to make sure not to take for granted at college is how easy it is to meet so many different & amazing people. You get 4 years to live on a student campus full of dots waiting to be connected ( in the words of Steve ) you must take advantage of every possible moment to connect dots. Especially if you want to start a startup. Looking back I wish I would have hung out a ton more in the C.S. Lab instead of doing my comp sci hw in my dorm room lounge in between switching off games of call of duty with my roommates.I'm dying for an awesome co-founder right now!! More than anything, and it would have been awesome to be able to go to a college buddy with the same interests as I have. A college campus represents the easiest and most abundant source for finding a Co-Founder. Everything I've done until now I've done alone out of necessity b/c it's been extremely hard to find a good co-founder.
Don't take that barrier free access to tons of new friends & potential co-founders for granted!! That's my single most important advice to any college student that wants to start their own company. I took it for granted and it's making my startup career 100 times more difficult, trust me.
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Is Denver going to follow in the footsteps of other reform minded urban school districts that saw momentum, change, and improvement fade away? Or will we be one of the few cities to sustain and even accelerate effective school reform?In less than two weeks, the most hotly contested and expensive school board race in the history of Colorado will come to an end. It looks like nearly $1 million will be spent by both sides in this election by the time Election Day arrives on November 1st.
Denver has a seven-person school board with four members currently supporting the Superintendent Tom Boasberg and a broad set of reforms while the remaining three board members have relied upon Diane Ravitch to try to thwart nearly every reform initiative. Needless to say, if two of the three seats go to anti-reform candidates, Boasberg will need to look for another job and the Colorado reform community is going to have to look to some other districts for bold leadership.
Denver has been the epicenter for reform in Colorado since Michael Bennet took the helm of Denver Public Schools (DPS). Most of the reforms, which were highlighted in Colorado's Race to the Top application and elsewhere, are dependent upon Denver leading the charge.
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Anne Arnesen, Barbara Arnold, Nan Brien and Carol Carstensen:
We applaud the Urban League's energy and persistence in identifying the significant achievement gap that remains in Madison schools. We welcome the fact that the Urban League has helped focus broader community discussion on this issue, and the need to serve more effectively and successfully African-American and Hispanic students. The achievement gap is real and must be addressed.While the Madison Preparatory Academy may provide a fine educational experience for 840 students, the Madison Metropolitan School District is charged with improving outcomes for more than 12,000 children of color. We may be better served by using our limited and diminishing resources:
1. To increase the number of students in AVID (Advancement Via Individual Determination) by expanding this nationally proven and successful program, now in all four high schools, to lower grade levels. AVID is a college readiness system that accelerates learning for students in the academic middle who may not have a college tradition in their families. Ultimately, AVID uses research-based instructional strategies to increase academic performance schoolwide. East High, the first Madison school to implement AVID, has had two graduating classes. These graduates, who attend a variety of Wisconsin colleges and universities, are 90 percent students of color and 74 percent low income; 52 percent of these graduates speak a language other than English as their first language.
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I will not be working in the office Thursday. I have to care for my kids, two of whom, like lots of other Wisconsin public school students, have the day off.Why, you ask, are classes canceled on this entirely unremarkable Thursday the week before Halloween? On a day not set aside for any national holiday, nor part of any traditionally recognized vacation season, nor beset by record-breaking snowfall or some other natural cataclysm?
Well, because historically, a couple of consecutive weekdays in October have been something of a Wisconsin public schools-recognized holiday -- the traditional time for the annual convention of the statewide teachers union, the Wisconsin Education Association Council.
I know what you're saying: "Don't be ridiculous. Teachers have two and a half months in the summer to hold their convention! Why wouldn't they have it then?"
And I hear you; an October teachers convention does defy logic. Yet, that's been the case until this year, when things managed to get even more illogical.
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via a kind Larry Winkler email.
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A recent SchoolBook article on the high teacher turnover at one of Eva Moskowitz's Harlem Success Schools raises an important question in the debate over improving urban schools -- how can we stop corporate education reform's focus on "getting rid of bad teachers" from creating a level of instability in school staffing that hurts our city's students?The case of turnover in the Harlem Success schools is only the latest example of this issue, but it's a striking one. Over a third of the teachers at Harlem Success 3 have chosen to leave the school in the past few months, a decision Moskowitz describes as "frankly, unethical." At the same time, however, Moskowitz chooses to employ her staff with a policy of "at will employment" rather than a negotiated contract. Under this model, she and her principals have the right to terminate teachers' service at the school at any time, for any reason. In fact, Steven Brill's Class Warfare describes the case of one new teacher who was "forced out" only a few months into the school year when a young principal at Harlem Success decided she wasn't a "good fit" for the school.
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It was the kind of memo that high school students would dream of getting, if they dreamed in memos.Lisa Waller, director of the high school at Dalton, a famously rigorous private school on the Upper East Side, sent a letter to parents this summer announcing that tests and papers would be staggered to make sure students did not become overloaded. January midterms would be pushed back two weeks so students would not have to study during vacation.
Across town at the Trinity School, another of Manhattan's elite academies, the administration has formed a task force to examine workload, and the upper school, grades 9 to 12, has been trying ways to coordinate test-taking with papers, labs and other projects.
Horace Mann School, in the Bronx, opened a tutoring center this year to help students manage their work. Hunter College High School, which has a tough admissions exam, is for the first time this year offering homework holidays, on Halloween, the Chinese New Year (Jan. 23) and a day nearer spring, March 14.
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I get a ton of mail because of this blog, for the most part it is lots of fun and I really enjoy it. The thing that I don't enjoy is when people ask me if they should drop out of school or university to 'start their own business', typically accompanied by some minimal description of their circumstances.Of course it's my own fault, putting up a guide on how to run a small software consultancy business makes it look fairly easy and exciting compared to being in school or secondary education. Another reason is that I've documented that I (successfully) dropped out of school but circumstances have changed dramatically since then.
I landed on my feet but that's absolutely no guarantee. It was blood, sweat and tears and an uncommon dose of luck. At first I worked a crappy physical job, and from there I somehow found my way into being a professional programmer which in turn led to my first business. At the time anybody that could hold a keyboard without dropping it was making money hand over fist (because microcomputers were so new there was hardly any software for it, and there were hardly any people that knew how to write such software) but it was *still* hard work.
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When it comes to public-sector pensions, writes lead author Michael B. Lafferty in Fordham's newest report, "A major public-policy (and public-finance) problem has been defined and measured, debated and deliberated, but not yet solved. Except where it has been." As recounted in Halting a Runaway Train: Reforming Teacher Pensions for the 21st Century, these exceptions turn out to be revealing--and encouraging. As leaders around the country struggle to overhaul America's controversial and precarious public-sector pensions, this study draws on examples from diverse fields to provide a primer on successful pension reform. Download to find valuable lessons for policymakers, workers, and taxpayers looking for timely solutions to a dire problem.The complete report can be downloaded here.
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Here's a pop quiz: What foods are best to eat before a high-stakes test? When is the best time to review the toughest material? A growing body of research on the best study techniques offers some answers.Chiefly, testing yourself repeatedly before an exam teaches the brain to retrieve and apply knowledge from memory. The method is more effective than re-reading a textbook, says Jeffrey Karpicke, an assistant professor of psychological sciences at Purdue University. If you are facing a test on the digestive system, he says, practice explaining how it works from start to finish, rather than studying a list of its parts.
In his junior year of high school in Cary, N.C., Keenan Harrell bought test-prep books and subjected himself to a "relentless and repetitive" series of nearly 30 practice SAT college-entrance exams. "I just took it over and over again, until it became almost aggravating," he says.
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On Wednesday night at Oakland Technical High School, the Oakland school board votes on a staff resolution to close five elementary schools, Lakeview, Lazear, Marshall, Maxwell Park and Santa Fe. But the board is expected to be presented with another downsizing proposal, too: The faculties at two other schools, ASCEND and Learning Without Limits, have voted to secede from OUSD and operate those schools as independently run charters.You can read more about it here. That story will be in Tuesday's Tribune. (And here is a link to a Sunday story about school closures.)
District staff estimate the budget shrinks by roughly $5,500 for each student who leaves OUSD (additional funds, such as the parcel tax, go to the district regardless of its enrollment/attendance). The enrollment of the two elementary schools adds up to about 800 -- which means the district's budget could take a hit of more than $4 million at the same time the administration is trying to save $2 million by closing schools.
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While a small number of cynics out there still argue that classroom teachers are not really an important ingredient in a child's overall education recipe, one of the most important developments in K-12 education policy in the last few years has been the recognition that decades-old teacher evaluations (where the best a child can hope for is a 'satisfactory' teacher over an 'unsatisfactory' teacher) aren't up for the task of recognizing which teachers are hitting the ball out of the park with their students.At DFER, we've long believed that the widespread irrelevance of excellence itself in the K-12 world has created a culture that has actively done damage to the lives of too many children who deserved much, much better from our nation's most important public institution.
But there have been a lot of positive developments in this area of late. There's obviously a long way to go, and surely some of what has been done to-date will need to be changed/enhanced/expanded, but we are clearly closer to a day where the link between teaching and learning is more clear in workplace evaluations for educators. (And we continue to hope and believe that this will usher in a new era where successful teachers are treated more like the community heroes that we believe they are.)
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Chicago charter schools could soon receive financial incentives similar to those being offered to city elementary schools that vote to lengthen the school day.The Chicago Board of Education will vote on a resolution Wednesday that would create a $4.4 million grant fund for charter schools that choose to extend their day. Individual schools would eligible to receive $75,000 and individual teacher stipends of $800. Roughly 42 schools will be awarded money under the program, which Chicago Public Schools spokeswoman Becky Carroll estimated will cost about $6 million.
Carroll told the Chicago News Cooperative in September that charter schools would not be included in the city's longer day incentive program, which has been one of Mayor Rahm Emanuel's signature education initiatives. She said the decision to incorporate charters followed "an organic conversation" between CPS and charter operators and is about ensuring "equity in the system."
The move to include charter schools is the latest salvo in the fight between the district and the Chicago Teachers Union over the length of the school day.
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An independent charter school program would expand to medium and large school districts around Wisconsin, under a bill passed Wednesday by Republicans on the Legislature's budget committee.The proposal passed 12-3 on a party-line vote, with Republicans voting in favor and Democrats voting against.
The bill would take an independent charter school program currently operating in only Milwaukee and Racine and extend it statewide to districts with more than 2,000 students. That would apply to roughly a quarter of the state's districts.
Republicans said it would help provide another options for students whose schools are failing them.
"The bill we are taking up today is truly something that is going to help the long-term prospects of Wisconsin," said Rep. Robin Vos (R-Burlington), a co-chairman of the committee.
But Democrats said that the program would undermine local control of schools by elected officials in favor of an unelected board. They said the proposal could also prove another financial blow to regular public schools that are losing nearly $800 million in state aid over two years as part of the state budget and having tight state caps placed on their property tax levies.
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The Milwaukee Journal Sentinel (MJS) reports today on the 10.3% local tax levy increase in Milwaukee attributable to the Milwaukee school choice program. Because the choice program is not a taxing authority, the Milwaukee Public Schools (MPS) levy is used as a fiscal agent to pay 34% of the total cost of the MPCP. As I've noted before, the levy used to pay for choice does not lower the actual total revenue MPS receives.There are two reasons for the increase in the MPCP levy this year. First, the local share of the cost of the choice program increased from 30% in 2010-11 to 34% this year due to a reduction in state poverty aid used to offset the MPCP levy. The second and more important reason, which Erin Richards focuses on in her MJS article, is the increase in choice program enrollment. The Department of Public Instruction estimates 22,400 Milwaukee students are using choice this year, up from about 20,300 last year. The rise is a direct result of changes in the 2011-13 state budget that raised income eligibility requirements for participating students and allowed suburban schools to enroll Milwaukee pupils through the program.
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Julian R. Betts and Y. Emily Tang via a kind Deb Britt email:
Charter schools are largely viewed as a major innovation in the public school landscape, as they receive more independence from state laws and regulations than do traditional public schools, and are therefore more able to experiment with alternative curricula, pedagogical methods, and different ways of hiring and training teachers. Unlike traditional public schools, charters may be shut down by their authorizers for poor performance. But how is charter school performance measured? What are the effects of charter schools on student achievement?
Assessing literature that uses either experimental (lottery) or student-level growth- based methods, this analysis infers the causal impact of attending a charter school on student performance.Focusing on math and reading scores, the authors find compelling evidence that charters under-perform traditional public schools in some locations, grades, and subjects, and out-perform traditional public schools in other locations, grades, and subjects. However, important exceptions include elementary school reading and middle school math and reading, where evidence suggests no negative effects of charter schools and, in some cases, evidence of positive effects. Meta-analytic methods are used to obtain overall estimates on the effect of charter schools on reading and math achievement. The authors find an overall effect size for elementary school reading and math of 0.02 and 0.05, respectively, and for middle school math of 0.055. Effects are not statistically meaningful for middle school reading and for high school math and reading. Studies that focus on urban areas tend to find larger effects than do studies that examine wider areas. Studies of KIPP charter middle schools suggest positive effects of 0.096 and 0.223 for reading and math respectively. New York City and Boston charter schools also appeared to deliver achievement gains larger than charter schools in most other locations. A lack of rigorous studies in many parts of the nation limits the ability to extrapolate.
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Charter schools provide plenty of compelling news. Often the coverage is of great schools producing amazing outcomes for kids. But too often the stories are more tragic or sordid. A school's governing board becomes mired in dysfunctional arguments; a school's students are performing badly on state tests for several years running; somebody absconds with money; or a student with disabilities is discouraged from enrolling in a school.Facing these unfortunate circumstances, a person is likely to shout, "Somebody should do something!" The outraged observer is correct. Generally, the "somebody" that ought to act is a charter school authorizer. Strong charter school authorizers screen initial applicants to avoid future failures. They also implement practices that respect each school's autonomy while also protecting against abuses and ensuring that floundering schools close. Twenty years into the charter school movement, it appears that it will be difficult to hold all charter schools accountable unless we start to hold authorizers accountable for fulfilling their responsibilities.
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UNESCO Institute for Statistics, via a kind Kris Olds email:
Two out of three children in Africa are left out of secondary schoolThe complete report is available here (PDF).
Governments are struggling to meet the rising demand for secondary education, especially in sub-Saharan Africa, where there are enough school places for just 36% of children of age to enrol, according the latest edition of the Global Education Digest.
Globally, secondary schools have been accommodating almost one hundred million more students each decade, with the total number growing by 60% between 1990 and 2009. But the supply is dwarfed by demand as more countries approach universal primary education.
In 2009, 88% of children enrolled in primary school reached the last grade of this level of education, compared to 81%. Yet, in 20 countries -- mostly in sub-Saharan Africa -- a child in the last grade of primary school has a 75% chance at best of making the transition to lower secondary school.
The path to prosperity
"There can be no escape from poverty without a vast expansion of secondary education. This is a minimum entitlement for equipping youth with the knowledge and skills they need to secure decent livelihoods in today's globalized world. It is going to take ambition and commitment to meet this challenge. But it is the only path towards prosperity," said UNESCO's Director-General Irina Bokova.
"An educated population is a country's greatest wealth," she added. "The inequalities signalled in this Report, especially in relation to girls' exclusion from secondary education in many countries, have enormous implications for the achievement of all the internationally agreed development goals, from child and maternal health and HIV prevention to environmental security."
In terms of enrolment, sub-Saharan Africa has made the greatest gains of all regions, with gross enrolment ratios rising from 28% to 43% for lower secondary and from 20% to 27% for upper secondary education between 1999 and 2009. Nevertheless, more than 21.6 million children of lower secondary school age remain excluded from education across the region and many will never spend a day in school.
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With increasing pressure over the last decade to improve student achievement, a growing body of research highlights the crucial role school principals play in creating good environments for learning.But in Minnesota, there is no uniform method to evaluate the state's roughly 1,700 principals. That's about to change, due to a law passed this summer, and a group of educators who will develop the evaluation criteria and method.
In the state education budget that passed this summer was a requirement that every principal be evaluated starting the 2013 school year. The law also lays out what must be measured.
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At Nicolet Union High School, science teacher Karyl Rosenberg keeps the evaluations she's received over the past 21 years in neat files: one for each of her first three years of probationary teaching, and one every third year after that.So far this year, she's been observed twice briefly by a principal. But how she will be formally evaluated in years to come is still unclear.
That's because many districts across the state, including Nicolet, are developing new systems for measuring teacher performance that aim to better distinguish superior educators from those who are average or below par. They will likely use student achievement growth as one measure of performance, and the results of the evaluation may help administrators decide whom to promote, dismiss or provide with more targeted help.
Research continues to show that the most significant in-school factor to improve student performance is teacher effectiveness, but Wisconsin districts such as Nicolet have been spurred to action by another factor: the Act 10 legislation signed by Gov. Scott Walker.
The legislation has dramatically limited collective bargaining in about two-thirds of the state's districts so far, and it allows for pay structures and staffing decisions based on factors other than seniority. But for quality rather than years of experience to be used as a determining factor in such decisions, administrators need an accurate tool to assess it.
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On Oct. 24, a Spokesman-Review reporter called me to talk about education. Over five years of education advocacy, this was the second phone call I've received from a SR reporter.Related: asking questions.The first call came Oct. 13, after I submitted a Letter to the Editor about the formal complaint I filed Sept. 28 with the Public Disclosure Commission (PDC). This PDC complaint concerns Spokane Public Schools and school board candidate Deana Brower. Reporter Jody Lawrence-Turner called me to ask for a copy of the complaint.
On Monday, Lawrence-Turner called again as I was driving home with my daughter and a student I'm tutoring. Before I talked with Lawrence-Turner, I confirmed that we were having a conversation that was NOT on the record. Having confirmed that, I talked with her about various education-related topics.
This is the article that showed up in the paper today: http://www.spokesman.com/stories/2011/oct/25/caign-limit-trend-shifts-to-smaller-races
If Lawrence-Turner wonders why I asked if our conversation was off the record, all she needs to do is look at her articles. Gee, do you think The Spokesman-Review and Lawrence-Turner want Brower to win the school board election? I offered my entire blog to Lawrence-Turner, the information in it, and the links to district emails - and this is what she wrote. It looks to me like yet another slanted article with unsupported insinuations regarding school board candidate Sally Fullmer and a local community member, and with an accompanying free pass for opponent Brower.
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A Minnesota school district must report to the federal government any future allegations of harassment against Somali students as part of a tentative agreement to end a civil rights investigation, the district's superintendent said Monday.St. Cloud Superintendent Bruce Watkins said all but the final details of the agreement had been reached with the Department of Education's Office of Civil Rights. The deal up for board approval Thursday night requires that the district make its schools more welcoming to Somalis; it finds that the district broke no federal rules in handling previous incidents, Watkins said.
An Oklahoma school district is facing a lawsuit for allegedly forbidding organizers of a Christian club from promoting events on campus."This is a simple matter of a school district targeting a Christian organization," said Matt Sharp, an attorney representing the "Kids for Christ," a community-led Christian group suing the Owasso Public Schools.
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What bullied child or parent of a bullied child has not longed for a school where the quirky kid is safely welcomed instead of shunned, his or her unique talents encouraged instead of rejected?Such a place -- The Alliance School in Milwaukee -- not only exists but won top honors as Wisconsin Charter School of the Year at an awards ceremony Oct. 21 at the Discovery Center in Milwaukee.
The Alliance School is a publicly funded charter school in downtown Milwaukee. It provides a safe haven for 165 students, in sixth through 12th grade, about half of whom identify themselves as gay, lesbian, bisexual or transgender.
The majority of students at Alliance say they have suffered from bullying at previous schools, many of them taunted with homophobic slurs whether they are gay or not.
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If you want to tell if someone is a good driver, you watch them drive. If you want to tell if someone is a good teacher, watch them teach. When it comes to evaluating teachers, the further from the classroom you get, the weaker the measure is.There's no doubt about it - high-quality evaluation systems for teachers and principals help students and schools. Our union of educators has called for consistent evaluations for years - and even advanced our own proposal back in January. We have been one of many voices on the State Superintendent's Educator Effectiveness Design Team, which is near to releasing a comprehensive evaluation framework.
The education community knows what works: professional development, consistent and thorough classroom observation and using results to help good educators become great.
It was troubling, then, when last week the state Senate voted to advance a bill to tie teacher discipline - even firing - to students' Wisconsin Knowledge and Concepts Exam (WKCE) test scores.
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A much-heralded cap on property taxes championed by Gov. Andrew M. Cuomo is encountering resistance as some communities across New York chafe at what amounts to a restriction on their spending and seek to exempt themselves from the new limits.The communities, which include affluent New York City suburbs and rural communities near the border with Canada, are declaring that they cannot restrain the growth of property taxes and still comply with a variety of state-mandated programs and provide the services residents expect. And now dozens of town and county boards are overriding, or proposing to override, the cap.
"We should be able to dictate our own financial future," said Lee V. A. Roberts, the supervisor in the Westchester County town of Bedford, where the Town Board has already voted to grant itself a waiver from the cap.
The Legislature approved the tax cap in late June, an effort to limit the annual growth of local property taxes to 2 percent or the rate of inflation. After that measure passed, Mr. Cuomo vowed that it would "provide much-needed relief" from rising taxes, and he was so proud of the law that he signed it six times, once in his office and five times on the front lawns of houses in high-tax communities.
The Madison School Board unanimously adopted the 2011-12 district budget and tax levy on Monday, saving the average Madison homeowner $2.74 over their 2010-11 property tax bill.Ally Boutelle:The $372 million budget requires the district to levy slightly more than $245 million in taxes, down 0.03 percent, or about $62,000, from last year's levy.
The district gets more than $40 million in state funding and more than $10 million in federal funding. The rest of the budget gap is filled by student fees, special education funding and small-class-size funding, said Assistant Superintendent for Business Services Erik Kass.
Superintendent Dan Nerad's $3.5 million spending recommendations were amended into the adopted budget, but Kass said $2.5 million of that amount was reallocated money that already was built into June's preliminary budget.
Madison Metropolitan School District Superintendent Dan Nerad has proposed about $3.5 million in additional spending on top of the school district's current budget for 2012.Matthew DeFour:MMSD spokesperson Ken Syke said about $2.5 million of that money will come from sources previously unaccounted for, but income taxes in the City of Madison may need to be upped to cover the remaining additions.
"$1.6 million of that [money] became available because of debt defeasance, and $937,000 of it is coming from revenue from a Medicaid time study," he said.
In addition to the newly available $2.5 million, the district has introduced a recommendation for a total of $1,034,935 in additional funding for school maintenance programs, a statement issued by the district said.
The Madison School Board is considering about $3.5 million in additional spending proposals before it sets its 2011-12 budget and property tax levy Monday night.The new spending proposed by Superintendent Dan Nerad would come on top of the $369 million budget approved in June.
For an average Madison home valued at $239,239, the new spending would mean $28.71 more than what the board approved in June, for a December bill of $2,665.12. The school tax bill on the average home still would decline $2.74.
Nerad proposed the new spending because of additional revenue identified by the district since the board voted in June. The net result of the new spending and revenue would be a property tax levy that is about the same as the 2010-11 school year.
Much more on the Madison School District's 2011-2012 $372,000,000 budget, here.
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The movie event, including the popcorn, was sponsored by Vos, who co-chairs the Legislature's Joint Finance Committee -- and owns a popcorn company.Co-sponsors were Education Committee Chairs Sen. Luther Olsen, R-Ripon, and Rep. Steve Kestell, R-Elkhart Lake. Olsen is one of the lead sponsors of the charter authorizing bill, introduced in the Legislature last spring and currently before the Joint Finance Committee.
Panelists for the discussion included Gov. Scott Walker's policy director, Kimber Liedl; the president of Milwaukee-based St. Anthony School, Zeus Rodriguez; the Urban League of Greater Madison's charter school development consultant, Laura DeRoche-Perez; and a former president of Madison Teachers Inc., Mike Lipp, who is currently the athletic director at West High School.
There were also a number of panelists who were invited but did not attend, including state Superintendent Tony Evers, Madison Superintendent Daniel Nerad, state Rep. Sondy Pope-Roberts and a representative from WEAC, the state's largest teachers union.
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Most area schools will be closed Thursday and Friday, but with the annual teachers union convention canceled districts are considering whether to do away with the mid-semester break in the future.Many school districts had already set their calendars for this year by the time the Wisconsin Education Association Council announced in May it would cancel its fall convention.
But Sun Prairie and McFarland have decided to hold classes next year on the days previously set aside for the WEAC convention. Others, including Cambridge, Belleville and DeForest, are thinking about doing the same.
"Early indications are people would favor having regular classes on those days to reduce breaks in instruction for students," DeForest Superintendent Jon Bales said. "It also allows for the addition of makeup snow days at the end of the year without going too far into the month of June."
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The annual state teachers union convention that has traditionally meant a two-day school holiday at the end of October is off this year, leaving public school districts with decisions about how to schedule students and teachers.The Wisconsin Education Association Council canceled the convention, which would have been Thursday and Friday this week, after changes in state law weakened the union and its local affiliates.
Without the certainty of having input into school calendars through the negotiations process, members could not guarantee that they could all get the days off from school, said WEAC President Mary Bell, who added that the convention was "the flagship piece of professional development that we provided for members."
Some school districts, with their calendars already set before the convention was called off, are keeping the school holiday for students but bringing teachers in for training or other activities. Others, such as Waukesha, are keeping the holiday and treating it as two unpaid days for teachers.
The Brown Deer School District scheduled classes.
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The Pacific Collegiate School in Santa Cruz, Calif., is a public charter school. It must hold a random lottery when it has more applicants than vacancies. It is not supposed to be selective.Yet somehow its average SAT score has risen to the top 10th of 1 percent nationally. Less than 10 percent of its students are from low-income families, compared with 40 percent in its city. Maybe that has something to do with the fact that the school is allowed to ask (not require, it emphasizes) that every family donate $3,000 and 40 hours of volunteer time a year.
As a supporter of the charter school movement, I get grief from people who say that charters -- independent public schools using tax dollars -- are private schools in disguise. They are almost always wrong about that, but there are enough Pacific Collegiate situations to make me wonder whether the rules need revision.
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For some of us, it was Spock. For others, a humiliating performance as a pilgrim in the kindergarten musical. Â For me, it was William Blake's relentless (and beautiful) attacks on Reason. But everyone at some point encounters - and many of us swallow - the dangerous notion that creativity and calculation are irreconcilable enemies.ÂThis perspective lives at the very heart of our school curricula from first grade through graduate school, as our talents are identified and we, complicit in the scheme, label ourselves 'artistic' or 'sporty' or 'scientific.' No doubt there are real, epigenetic differences in the way people think and see the world, but in epigenesis lies the key: Nature gives us talents, but nurture determines how we use them, and how mono or multidimensional our minds become.Â
Like many quants - the mathematicians whose equations shape high-stakes decision making on Wall Street - Emanuel Derman arrived on Wall Street with little knowledge of economic theory. Unlike many of his colleagues, though, he had a background in theoretical physics, a field in which imagination and mathematics are happy bedfellows. From 1990-2000, Derman led Goldman Sachs' Quantitative Strategies group, presiding over the rise of mathematical modeling as the engine driving financial betting on Wall Street.Â
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Armed with tote bags for the handouts awaiting them, thousands of Chicago parents shuffled through display tables adorned with brightly colored posters as they faced the daunting task of selecting schools for their children.For many parents, the school fair, put on by the Neighborhood Parents Network, is their first encounter with the public school system. It is timed to coincide with the opening of the district's admissions process, which ends in December. Many parents hope to place their children in the growing number of charter, magnet and selective-enrollment elementary schools."If you hang out with parents of 4-year-olds, the conversation never stops," said Christine Whitley, a Chicago Public Schools parent. "That's all they talk about: 'Where are you sending your child to school?' "
As choosing a school becomes increasingly complicated, some entrepreneurial parents, including Ms. Whitley, have started small consulting businesses aimed at helping parents navigate the admission process. But some observers have raised concerns about the potential for parents to game the system.
The district has 482 elementary schools, multiple application forms and five specialty school options in addition to the neighborhood elementary schools: gifted, classical, magnet, magnet cluster and charter. Magnet, magnet cluster and charter schools select students largely through a computerized lottery, but gifted and classical require admission tests for children at age 4 because the schools offer an accelerated curriculum.
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SPRINGFIELD ---- Two lobbyists with no prior teaching experience were allowed to count their years as union employees toward a state teacher pension once they served a single day of subbing in 2007, a Tribune/WGN-TV investigation has found.Steven Preckwinkle, the political director for the Illinois Federation of Teachers, and fellow union lobbyist David Piccioli were the only people who took advantage of a small window opened by lawmakers a few months earlier.
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In the end it couldn't have come as any great shock when the Department of Justice intervened on behalf of a Muslim school teacher who claimed that the board of her Illinois school district was guilty of religious bias. Nor could it have come as any surprise that the Board of Education, Berkeley School District 87 Cook Country Illinois, was finally forced to settle the case brought against it by the DOJ. Still, even Americans accustomed to the relentless -- more precisely the relentlessly selective -- political correctness of the Obama Justice Department had to have been startled at the facts of this case and the deranged notions of equity that had impelled Eric Holder's DOJ to go rushing into battle against the school district.The school teacher in question, Safoorah Khan, a middle school math lab instructor, had worked at the school for barely a year when she applied for some 19 days unpaid leave so that she could make a pilgrimage to Mecca. The school district denied the request: She was the only math lab instructor the school had, her absence would come just at the period before exams, and furthermore, the leave she wanted was outside the bounds set for all teachers under their union contract.
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Echo Lau drove to Whitney High School on a recent Monday evening to pick up her kids. She left with dinner.The student parking lot at the Cerritos campus is transformed every week into a congested food truck stop as eight mobile eateries attract the business of loyal followers, parents and students.
But this isn't a typical stop for these catering trucks; this is a school fundraiser, in which a portion of the proceeds go directly to Whitney to help pay for a new multi-media center.
Outdoor food courts are popping up in the parking lots of at least a dozen high schools across Southern California with more on the way. Financially strapped public schools -- hit hard by budget cuts, new fundraising guidelines, and fewer donors -- have found a way to capitalize on the food truck craze.
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Last week I walked into West High School for the first time since our daughter, Kate, graduated in 2001.Related: Madison School District maintenance referendums.I'd been warned I might be taken aback by how much the place had changed in a decade. But in fact, I had the opposite reaction. Based on my few hours there, it doesn't seem to have changed much at all.
It had the same delightful, eclectic, intellectual vibe and ethnic diversity one would expect at the public high school located nearest the University of Wisconsin-Madison campus.
Its student body of 2,100 -- largest of the city's four high schools -- hails from 55 countries. It routinely has more semifinalists for National Merit Scholarships, 26 last year, than any school in Wisconsin.
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The chief technology officer of eBay sends his children to a nine-classroom school here. So do employees of Silicon Valley giants like Google, Apple, Yahoo and Hewlett-Packard.But the school's chief teaching tools are anything but high-tech: pens and paper, knitting needles and, occasionally, mud. Not a computer to be found. No screens at all. They are not allowed in the classroom, and the school even frowns on their use at home.
Schools nationwide have rushed to supply their classrooms with computers, and many policy makers say it is foolish to do otherwise. But the contrarian point of view can be found at the epicenter of the tech economy, where some parents and educators have a message: computers and schools don't mix.
This is the Waldorf School of the Peninsula, one of around 160 Waldorf schools in the country that subscribe to a teaching philosophy focused on physical activity and learning through creative, hands-on tasks. Those who endorse this approach say computers inhibit creative thinking, movement, human interaction and attention spans.
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Terra Snider, via a kind JH Snider email:
Considerable research confirms the relationship between school start times, sleep deprivation, and student performance, truancy, and absenteeism, as well as depression, mood swings, impulse control, tobacco and alcohol use, impaired cognitive function and decision-making, obesity, stimulant abuse, automobile accidents, and suicide. Mounting evidence about the biology of adolescent sleep, and about the impact of later start times, shows that starting school before 8 a.m. not only undermines academic achievement but endangers health and safety. Because logistical and financial issues prevent local school systems from establishing safe and educationally defensible hours, however, federal legislation mandating start times consistent with student health and educational well-being is essential.Terra Snider:
As the parent of two former and one current Severna Park High School student, I've been living with the issue of early high school start times for years. Although the consensus of scientific opinion is that teenagers (and young adults) would be better off if school hours were better aligned with their biological clocks, the possibility of changing school hours inevitably sparks raging controversy, both here and across the country.Changing school hours costs money, and we all know school systems don't have a lot of that on hand. It also means changing the way we do things, and most of us don't like doing that much either. On the other hand, Moses didn't come down from Mount Sinai with commandments that schools must start at 7:17 a.m. and end at 2:05 p.m.
Surely if we know students learn better, and are healthier and safer, with different hours, we should make that our number one priority. Shouldn't we?
The Severna Park High School CAC (and the now defunct countywide CAC) have been working on the issue of high school start time for years, decades even - to no avail. Many of us have become convinced that the only solution to the problem is a national mandate. That's why I created a petition on We the People on WhiteHouse.gov, a new platform that allows anyone to create and sign petitions asking the Obama Administration to take action on a range of issues.
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I TYPED these words on a computer designed by Apple, co-founded by the college dropout Steve Jobs. The program I used to write it was created by Microsoft, started by the college dropouts Bill Gates and Paul Allen.And as soon as it is published, I will share it with my friends via Twitter, co-founded by the college dropouts Jack Dorsey and Evan Williams and Biz Stone, and Facebook -- invented, among others, by the college dropouts Mark Zuckerberg and Dustin Moskovitz, and nurtured by the degreeless Sean Parker.
American academia is good at producing writers, literary critics and historians. It is also good at producing professionals with degrees. But we don't have a shortage of lawyers and professors. America has a shortage of job creators. And the people who create jobs aren't traditional professionals, but start-up entrepreneurs.
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Parents of infants and toddlers should limit the time their children spend in front of televisions, computers, self-described educational games and even grown-up shows playing in the background, the American Academy of Pediatrics warned on Tuesday. Video screen time provides no educational benefits for children under age 2 and leaves less room for activities that do, like interacting with other people and playing, the group said.The recommendation, announced at the group's annual convention in Boston, is less stringent than its first such warning, in 1999, which called on parents of young children to all but ban television watching for children under 2 and to fill out a "media history" for doctor's office visits. But it also makes clear that there is no such thing as an educational program for such young children, and that leaving the TV on as background noise, as many households do, distracts both children and adults.
"We felt it was time to revisit this issue because video screens are everywhere now, and the message is much more relevant today that it was a decade ago," said Dr. Ari Brown, a pediatrician in Austin, Tex., and the lead author of the academy's policy, which appears in the current issue of the journal Pediatrics.
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Some of the states rejected for federal "Race to the Top" education grants are proceeding to revamp their school systems anyway -- in some cases more ambitiously than states that won.Colorado, for example, is moving forward with a new system tying teacher and principal reviews to student performance. That sort of linkage is central to the Race to the Top program. "We've had dramatic changes," says Mike Johnston, a Democratic state senator who sponsored the legislation creating the new system. Johnston says losing out on the federal grant "was more of an opportunity to lay out our plan for reform."
Colorado is one of six states -- along with Illinois, Kentucky, Louisiana, Pennsylvania and South Carolina -- that achieved finalist status in the first two rounds of the U.S. Education Department's $4 billion Race to the Top competition but walked away empty-handed.
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This summer I moved back to my boyhood house in San Mateo, California, after 48 years living elsewhere, mostly on the east coast and in China. My California-born wife and I are Golden State chauvinists of the sentimental kind. We have framed orange crate labels on our walls. We choke up when we hear "California Dreamin'" on the radio.San Mateo looked pretty much the same. But I found I wasn't recapturing the simpler days of my youth. When I started reconnecting with favorite spots like my old high school, I encountered complexities and advances I had not expected, particularly after the many headlines about California in decline.
The little house where I grew up on Voelker Drive still has no garbage disposal, no dishwasher, and no air-conditioning. But my brother Jim, the computer teacher at Baywood Elementary School, set up a Wi-Fi system and satellite TV. I felt up-to-date until I visited my alma mater, Hillsdale High School, a sprawling campus two blocks away on Alameda de las Pulgas.
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I notice that last summer Karl Smith asked "Why Are There Short People?" His logic is pretty good, except for the fact that the fitness variation seems to be much starker in males than females (there is some evidence I've seen that shorter women can be more fertile, though that's balanced by the fact that larger women seem to be able to manage gestation better). In any case, height seems to be a fitness enhancing trait which is highly heritable, and yet the variation in height remains!
Karl's readers offered some reasons. What do you think? Mind you, something which immediately comes to mind is that the logic presented for why everyone should be tall and vary only a touch is logic. Not all the assumptions need to hold. For example, has the advantage to height been invariant at all times and places? I have posited for example that the fact that humans became smaller after the Ice Age may have something to do with increased morbidity and declining mortality, where agricultural settlements "hugged" the Malthusian boundary more consistently than hunter-gatherers. In this sort of environment smaller individuals may have gained a fitness advantage because they required fewer resources to make it through the inevitable "starving times."*
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Finland is dominating my educational radar screen.When I read Linda Darling Hammond's excellent "The Flat World and Education" (2010) a few months ago, her description of "The Finnish Success Story" fascinated me. Watching the film American Teacher last month, the most hopeful piece of information for me was that in Finland teaching is the most admired job by college students. In the Q and A that followed a local showing of the movie, questions and comments about the Finnish system dominated. A few days later The Answer Sheet reprinted a compelling letter from Diane Ravitch to Deborah Meier reporting on her visit to Finland and on the Finnish system of education. Finland. Finland. Finland.
And now comes a book by Pasi Sahlberg, the leading authority on Finland's educational reform strategy, "Finnish Lessons," to be published next month by Teachers College Press. A former teacher, leader of professional development for the Ministry of Education and then with the World Bank, where he wrote a definitive report on Finnish education, Sahlberg is now the leader of one of Finland's major organizations in the field of innovation.
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A tragedy of American politics is that civil rights groups like the NAACP oppose education reform, even as reform's main beneficiaries are poor and minority students in places like Harlem and New Orleans. The latest evidence comes in a study showing that black students in charter schools outperform their peers in traditional public schools.The California Charter Schools Association looked at the state's Academic Performance Index (API), which runs on a scale from 200 to 1000, and found that the average black charter student outscored the average black traditional school student by an average of 18 points over the last four years of publicly available data.
In reform hubs like Los Angeles, the charter advantage was 22 points, in Sacramento 48 points, in Oakland 51 and in San Francisco 150. In San Diego, the other major urban center, traditional schools outscored charters by an average of eight points.
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America's schoolteachers are some of the most brilliant, driven and highly skilled people working today--exactly the kind of people we want shaping young minds. But they are stuck in a system that doesn't treat them like professionals.In most workplaces, there is an implicit bargain: Employees get the support they need to excel at their jobs, and employers build a system to evaluate their performance. The evaluations yield information that employees use to improve--and that employers use to hold employees accountable for results.
At Microsoft, we believed in giving our employees the best chance to succeed, and then we insisted on success. We measured excellence, rewarded those who achieved it and were candid with those who did not. Teachers don't work in anything like this kind of environment, and they want a new bargain.
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After a bleak State of the Schools Report was released Wednesday by Nebraska's Department of Education, many are wondering what needs to be changed in our schools to improve student scores. One special Omaha Public Schools teacher is not discouraged.The Nebraska Teacher of the Year was awarded Tuesday at Liberty Elementary School at 20th and St. Mary. She has been a kindergarten teacher there for the past eight years. Despite the report, which some would say is disappointing, Luisa Palomo has a lot of hope for our students.
Palomo made her first official address under her new title Thursday at UNO to high school students interested in becoming future educators. "I did not see it coming, but I'm thrilled, I'm thrilled that I get to share the good things that are happening at our school and in Omaha with people around the country."
Some of the alarming statistics outlined in the report show that Nebraska is falling behind, particularly in math scores. Palomo says steps are being taken to improve Nebraska's education scores, including here in Omaha.
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Excerpt from Mikhail Zinshteyn's article:As the Senate moves forward with Sen. Tom Harkin's (D-Iowa) bill to overhaul U.S. K-12 education, with a greater emphasis coming on the side of local control and funding flexibility, states are still shouldering federal expectations that aren't expected to go away any time soon.
Here are two education funding obligations states have to the federal government -- even as the country moves beyond NCLB -- and one way for states to increase its funding flexibility.
One obligation to have persistently earned the ire of education advocates is test funding, with repeated critiques coming down on "billions" spent on assessments and test preparation. Sure, billions are being allocated, but it's a drop in the bucket compared to overall education spending.
Before NCLB, most states already had some form of student assessment in place. The 2002 law mandated no fewer than nine grades be monitored for student proficiency and improvement -- a six grade jump from what was required previously. The costs of implementing, issuing, grading, and analyzing those assessments makes up a soupcon of total education spending.
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The age-old tension between federal authority and states' rights is back in a big way in this year's presidential campaign, with Republican candidates taking the let-the-states-handle-it position on everything from environmental regulation to health-care reform.Now President Barack Obama's education policy, a rare bipartisan winner, may also be headed back to the states, which were collectively responsible in recent years for dumbing down standards, ignoring obvious failure and otherwise jeopardizing the whole future of the country.
With the support of Republicans, Obama over the past three years has moved aggressively to set high education standards from Washington and let states and localities figure out how to meet them. But now the Tea Party is pushing Republicans to abolish the Department of Education and resist any federal "intrusions" into education.
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Legislation rewriting the No Child Left Behind education law finally gained traction this week, and the Senate Democrat whose committee passed the bill said on Friday that progress became possible because lawmakers were irritated by the Obama administration's offering states waivers to the law's key provisions."Some of us on both sides of the aisle were upset with them coming out with the waiver package that they did, so that spurred us on," Senator Tom Harkin of Iowa, who heads the Senate education committee, said in an interview. "It gave us a sense of urgency."
Mr. Harkin's committee voted 15 to 7 on Thursday to approve a bill that would greatly reduce Washington's role in overseeing public schools. It was co-sponsored by Senator Michael B. Enzi, the Wyoming Republican who is the committee's ranking minority member. Mr. Harkin called it "a good compromise bill" that would have bipartisan support in the full Senate.
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To note; again, not hugely comprehensive but a look at what the basic history is of charter schools. I think the history can best be summed up by saying the charter schools idea started as one thing and spread, like cracks on a windshield, in all directions. This is not to say that there are not some charters that are innovative. (I still need to do research to see if I can find even one charter that reflects the earliest thinking.)Like NCLB, where we have 50 different tests and no real way to prove how American students are doing as a whole, there is charter law in 41 states and the District of Columbia and every single law is different, the numbers of allowed charters is different, the accountability is different and yet, the movement grows. When I get to the Landscape Today, I have some thoughts on why that is (and it's not because charters do well).
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In a seminal paper published in 1955, Nobel Prize winner Milton Friedman envisaged a universal school choice program for parents of all economic stripes to find schools best suited to their children. Friedman argued that injecting competition into the education market would greatly expand the range of parental choice and result in higher levels of academic attainment.Unfortunately, today's school choice programs have yet to provide a real test for Friedman's free market thesis. They are simply too encumbered with anti-competitive and anti-free market constraints meant to equalize opportunities for disadvantaged students.
Despite the constraints, some choice programs around the country have shown encouraging results. Studies in Florida, Maine, Vermont, Ohio and Wisconsin have demonstrated that the proximity of choice programs to public schools had improved public school performance.
A 2001 study done by Caroline Hoxby, an economist from Harvard University, showed that Milwaukee's choice program had improved public school performance in math, science, language and social studies. Five more studies ensued, each showing results of increased academic productivity. According to Hoxby, just the threat of introducing choice competition into school districts had provoked a marked rise in public school productivity.
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2011-2012 Revised Budget 1.3MB PDF (Budget amendments document). District spending remains largely flat at $369,394,753, yet "Fund Equity", or the District's reserves, has increased to $48,324,862 from $22,769,831 in 2007 (page 24). The District's property tax "underlevy" (increases allowed under Wisconsin school revenue limits which are based on student population changes, successful referendums along with carve-outs such as Fund 80, among others) will be $13,084,310. It also appears that property taxes will be flat (page 19) after a significant 9% increase last year. Interestingly, MSCR spending is up 7.97% (page 28).
2011-2012 enrollment is 24,861. $369,394,753 planned expenditures results in per student spending of $14,858.40.
I welcome clarifications and updates to these numbers, which are interesting. We've seen a doubling of District reserves over the past few years while spending has remained relatively flat as has enrollment.
Finally, this is worth reading in light of the District's 2011-2012 numbers: Madison Superintendent Dan Nerad Advocates Additional Federal Tax Dollar Spending & Borrowing via President Obama's Proposed Jobs Bill.
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Wisconsin Association of School Boards & The Madison School District PDF Document.
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Madison School District Superintendent Daniel A. Nerad 215K PDF Presentation
During the annual conference the team of students engaged in.1. College planning including a tour of Missouri University
2. Participated in Achievement Gap Readings including discussions and student action planning
3. Shared their ideas about how to motivate students to succeed and how their school could be made a meaningful and interesting place
4. Developed plans of action to implement these strategies for change and report these valuable messages to the academic leaders of their schools and districts (See Attached- MSAN Students Conference Agenda)
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Let's see:Related: Much more on the proposed Madison Preparatory Acdemy IB Charter school.If the Madison Preparatory Academy can pull off all of that, how could it not improve the academic success of its largely black and Latino students?
- A longer school day and year, with July classes.
- Higher standards, expectations and school uniforms.
- Mandated extracurricular activities.
- Grades for parents based on their involvement at the school.
- More minority teachers as role models.
- More connections and internships with local employers.
- Millions in private fundraising.
That's the big picture view Madison should adopt as it considers the Urban League of Greater Madison's intriguing charter school request. Instead, a disproportionate amount of time and concern has been spent on a final part of the proposal:
Same-sex classrooms.
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Like making a bad bet in Vegas, taxpayers gamble hundreds of millions of dollars a year on community college students who quit as freshmen - many in California.A new study shows that from 2004 to 2009, Americans spent nearly $4 billion on full-time students who dropped out after one year and didn't transfer.
California's first-year dropouts benefited from $480 million in tax-funded grants and allocations in that time - more than any other state - says the study, "The Hidden Costs of Community Colleges," from the nonpartisan American Institutes for Research in Washington, D.C.
"I'm not in favor of pumping more money into the existing system where so many students don't succeed," said Mark Schneider, author of the report and vice president of the research group.
The 17-page report doesn't advocate cutting off dollars to schools. Instead, it urges colleges to do a better job of retaining students: making it easier for them to get the classes they need, rewarding colleges for reducing dropouts or penalizing them for failing to do so. It also encourages officials to gather better information about what's actually happening on their campuses.
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When a prominent educational figure remarked that, "a lot of people who have been hired as teachers are basically not competent," it was a rare candid statement about teacher quality. The comment arguably overstates the problem and -- in fairness -- he was also quick to point out that with several million teachers there would of course be some lousy ones, just as there would be in any field. Still, it was a jarring thing to say.Education policy debates are often like an argument between a couple in a bad relationship -- about everything except the actual problems. Our leaders seem congenitally unable to lead a difficult but honest conversation about our nation's teaching force that acknowledges that several things are all true at once -- we have a teacher quality problem and a management problem, teachers are not to blame for all that ails our schools, we can't fire our way to better schools, but removing some percentage of low-performers would be quite good for students. Instead we have a shallow debate dancing around the thing that matters most in schools: instructional quality.
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California Charter Schools Association, via a kind reader's email:
Chartering and Choice as an Achievement Gap-Closing ReformOne of the greatest public education challenges in California--and the nation--is the achievement and opportunity gaps between African American students and their White and Asian peers.
The California Charter Schools Association (CCSA) has an interest in understanding how the state's charter public schools can accelerate closing achievement gaps for African American students, while at the same time advancing educational innovation that improves teaching and learning for all public school students.
The Chartering and Choice as an Achievement Gap-Closing Reform report, released by CCSA in October 2011, details the performance and enrollment trends of African American students in both charter public and traditional public schools. The results show that California charter public schools are effectively accelerating the performance of African American students, and that African American students are enrolled at higher percentage in the state's charters, among other findings.Since the inception of the Charter Schools Act in California in 1992, charter schools have become an important part of the public education system, opening their doors in both urban and rural areas, in order to provide quality educational options for families. Chartering and Choice as an Achievement Gap-Closing Reform demonstrates that as laboratories of innovation, California's highly effective charter public schools can demonstrate proven paths to success that should be replicated nationally.
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"It makes ... no sense to subordinate teaching to planting, cultivating, and harvesting when so few of us work on farms or live by agriculture ... we do not need the summer off." So spoke President Stephen Joel Trachtenberg of George Washington University in remarks to his faculty on November 11, 2002.President Trachtenberg was not the first, nor will he be the last, to propose pushing universities to a real year-round calendar. Instead of two 14- to 15- week semesters, have three. Students, if they wish, could study hard and graduate in three years, saving considerable amounts (even if per-semester tuition charges remained unchanged) and gain one more year in the labor force. That option could become more appealing if we rationalized federal student financial assistance. With year-round schooling, buildings and equipment that lie idle for vast periods could be utilized far more efficiently, in the long run reducing capital-expenditure outlays (which many in the university community think are somehow provided by God, not requiring annual budgeting).
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"The next twenty-five years offer an opportunity to transform the way students have learned for centuries. We will be able to deliver education to students where they are, based on their specific needs, desires, and backgrounds."--Andrew S. RosenImagine a university where programs are tailored to the needs of each student, the best professors are available to everyone, curriculum is relevant to the workplace - and the value of the education is demonstrable. In Change.edu, Andrew S. Rosen shows how that future is possible but in danger of being stifled by a system of incentives that emphasize prestige and tradition, rather than access and outcomes.
The U.S. higher education system has historically been considered one of the best in the world. This thought-provoking story presents the imperative for transforming that system for the 21st century and beyond. Rosen takes on the sacred cows of traditional higher education models, and calls on the country to demand the changes we need to build a qualified workforce and compete in a global economy. Change.edu is sure to open minds -- and open doors to a wealth of opportunities.
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New York University pulled out of the National Merit scholarships, becoming at least the ninth school to stop funding one of the largest U.S. merit-based aid programs, because it doesn't want to reward students based on a standardized test.Related: 2011 National Merit Cut ScoresThe National Merit Scholarship Corp. distributed more than $50 million to students in the 2009-2010 year based on the PSAT college entry practice exam. Most of the money comes from almost 200 colleges, including Northwestern University and University of Chicago, to fund awards of as much as $8,000 over four years. Companies such as Boeing Co. and Pfizer Inc. also sponsor the program, primarily to benefit their employees' children.
NYU's withdrawal is another blow to National Merit, already ignored by many elite colleges and a subject of a critical report by a Harvard College-chaired commission. Schools are debating how to allocate scarce financial-aid dollars as tuition costs rise and the economy remains sluggish. While high schools trumpet National Merit winners, relying heavily on a standardized test is a flawed way to evaluate students, said Shawn Abbott, assistant vice president of admissions at NYU.
..........
National Merit hasn't collected any fees from the PSAT for the past 14 years, though it is entitled to a "nominal percent" of revenue under their contract, Kauffmann said. Instead, it has reinvested the funds into the program to keep test fees low and expand access to fee waivers, he said.
The College Board gains a marketing benefit from its association with National Merit when school districts or states consider using public funds to pay for the PSAT in 11th grade or ACT Inc.'s 10th-grade test known as PLAN, according to Bob Schaeffer, a spokesman for FairTest, a nonprofit group in Boston that works to end the misuses of standardized testing. Almost 1.3 million 10th-graders nationally took the PLAN test in the 2010-2011 academic year, according to the nonprofit ACT.
Illinois 214Minnesota 213
Iowa 209
Massachusetts 223
Michigan 209
Texas 215
Wisconsin 209
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High School Students--please study less, if you can. As you should know, jobs and our economy depend on consumers buying goods and services, and the time you spend reading and writing, doing math and science problems, and the like, is simply time spent out of the economy and contributes nothing to the effort to sell products and provide jobs for the American people.
You could consider your time away from studying as part of your community service, putting the needs of the economy ahead of your own selfish desire to learn and grow by doing homework for yourself alone. By spending more time buying and using goods produced by America's workers, you are making a contribution to the community in which you live.
If you have to do three or four hours of homework a week, at least do it using a computer and software which you or your family have purchased. If you do it that way, naturally you will find it easier to play the games you have bought, spend time with social media, and to listen to the songs you paid for at the same time, and you can also surf the Web for products on which you may wish to spend more money in the future.
While in the short term you may do less well in school by combining your schoolwork with your commercial obligations, at least you will be helping to keep our economy going and providing jobs for our unemployed workers.
It is possible that when it comes time for you to look for a job, you may not have the knowledge, skills, and general educational background to qualify for the ones on offer, but that is not your problem in the present.
If you need to learn something in the future, there will always be digital learning and online classes for you to buy. There will be no need to go to the library or read on your own. We expect young people to make sacrifices and to do community service, and refraining from studying is one painless and very useful way for you to work on behalf of those in your country who need jobs now, so that our economy can get help in its recovery on the backs of those of our students who have decided to study even less than they usually do.
The main thing is not to let your schoolwork interfere with your own purchases or with influencing as much as possible the purchases of your parents and friends.
As our President has told us, we need more jobs right now, and if you spend too much time on reading books, writing term papers, and stuff like that, you will be basically just more of a drag on our economy than you should be, so please study less, or if possible, not at all, and help keep our economy growing. You will learn less, but someone somewhere in our economy will thank you for spending more time away from those old printed school books and term papers!
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"Teach by Example"
Will Fitzhugh [founder]
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®
www.tcr.org/blog
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School officials could use standardized tests to help decide whether to discipline or fire a teacher, under a bill passed by the state Senate Thursday.The bill passed 17-16 on a party-line vote, with Republicans supporting it and Democrats in opposition.
Current law allows school administrators to use standardized tests as one of multiple criteria to evaluate teachers' performance but prohibits school districts from using the test results to fire or suspend a teacher. The bill would allow such actions as long as the test results weren't the sole reason for removing, suspending or disciplining a teacher.
Democrats urged senators to hold off on the bill and wait for an effort by GOP Gov. Scott Walker and state schools Superintendent Tony Evers to finish its work developing a system to better evaluate student learning.
"This is a very unfair position that we're putting teachers in," Sen. Lena Taylor (D-Milwaukee) said.
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"I touch the future. I teach."Those were the words of Christa McAuliffe, the first teacher in space. Her life would ultimately end 73 seconds into flight, when the space shuttle Challenger broke apart after takeoff in 1986. Her words honored every teacher.
Two Wisconsin teachers were taken from us Oct. 9 in a tragic traffic accident: David Novaez, who taught German at Westosha Central High School in Salem, and his wife, Kristin, who taught chorus at Union Grove High School. Their deaths prompted outpourings of grief, gratitude and heart-felt memories from hundreds of their students.
The devotion to these two teachers is in sharp contrast to how their peers were treated this spring in Madison. Educators were subjected to degrading comments from politicians, pundits and the people. From insults as to their worth ("they are paid far too much") to the demeaning of their profession, teachers had to endure the wrath of the public in the name of budget-cutting.
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2.6MB PDF, via a kind reader's email:
Black and Latino boys are grossly over-represented among youth failing to achieve academic success, are at grave risk of dropping out of school before they reach 10th grade, are disproportionately represented among adjudicated and incarcerated youth, and are far less likely than their peers in other subgroups to achieve their dreams and aspirations. Likewise, boys in general lag behind girls in most indicators of student achievement.Research indicates that although boys of color have high aspirations for academic and career success, their underperformance in school and lack of educational attainment undermine their career pursuits and the success they desire. This misalignment of aspirations and achievement is fueled by and perpetuates a set of social conditions wherein men of color find themselves disproportionately represented among the unemployed and incarcerated. Without meaningful, targeted, and sustainable interventions and support systems, hundreds of thousands of young men of color will never realize their true potential and the cycle of high unemployment, fatherless homes, overcrowded jails, incarcerated talent, deferred dreams, and high rates of school failure will continue.
Likewise, girls of color are failing to graduate high school on-time, underperform on standardized achievement and college entrance exams and are under-enrolled in college preparatory classes in secondary school. The situation is particularly pronounced in the Madison Metropolitan School District where Black and Latino girls are far less likely than Asian and White girls to take a rigorous college preparatory curriculum in high school or successfully complete such courses with a grade of C or better when they do. In this regard, they mimic the course taking patterns of boys of color.
Additionally, data on ACT college entrance exam completion, graduation rates and standardized achievement tests scores provided to the Urban League by the Madison Metropolitan School District show a significant gap in ACT completion, graduation rates and standardized achievement scores between students of color and their white peers.
Madison Preparatory Academy for Young Men and Madison Preparatory Academy for Young Women will be established to serve as catalysts for change and opportunity among young men and women in the Greater Madison, Wisconsin area, particularly young men and women of color. It will also serve the interests of parents who desire a nurturing, college preparatory educational experience for their child.
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School board elections in Wake County (Raleigh) North Carolina delivered an important victory for proponents of integration last week as Democrats swept four of five contested school board seats and led substantially in a fifth race headed for a runoff. Most importantly, board chairman Ron Margiotta, who had led the effort to dismantle a nationally acclaimed socioeconomic school integration plan in North Carolina's largest school district, was defeated, denying conservatives a majority on the nine-member school board.The vote has national significance because it demonstrates that if school diversity policies are pursued through choice, rather than compulsion, they can draw strong public support.
Wake County's widely lauded school integration plan sought to give all students a chance to attend solidly middle-class public schools by limiting the proportion of students eligible for free or reduced-price lunch at 40% in any one school.
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A charter school teacher warned her third graders that a standardized test question was "tricky," and they all changed their answers. A high school coach in Brooklyn called a student into the hallway and slipped her a completed answer sheet in a newspaper. In the Bronx, a principal convened Finish Your Lab Days, where biology students ended up copying answers for work they never did.These are among the 14 cases of cheating by educators substantiated by New York City's special commissioner of investigation for schools since 2002.
They represent a tiny fraction of the more than 1,250 accusations of test tampering or grade changing that the special commissioner has received since Mayor Michael R. Bloomberg took control of the city schools -- most are handled by the Education Department, which has declined to provide a full accounting of its investigations.
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A state labor relations board sided with the Chicago Teachers Union Thursday, voting unanimously to seek an injunction that would stop Chicago Public Schools from offering financial incentives to teachers who add time to their days.Mayor Rahm Emanuel has made a longer school day one of his top priorities, and the vote by the five-member Illinois Educational Labor Relations Board threatens to disrupt his efforts, at least temporarily.
The labor board's decision is only the first step in a legal process. The board must petition Illinois Attorney General Lisa Madigan to pursue the case and, if she agrees, the panel would then ask a circuit court judge to grant the injunction.
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Bert Grover, a pistol of a state legislator from the '60s who became a prominent state educator and then was elected superintendent of Wisconsin's public schools, has been battling some health issues the past several months -- not the least of which was a severe staph infection following some knee surgery -- but he's doing quite well these days, thank you.Related: Madison Superintendent Dan Nerad Advocates Additional Federal Tax Dollar Spending & Borrowing via President Obama's Proposed Jobs BillI called Bert (actually Herbert J. Grover, Ph.D., but he has never been much for formalities) at his Gresham home last week not only to check in, but to get his take about what's been happening to Wisconsin's public education system now that Gov. Scott Walker and his gang have taken over state government.
"Well, let's just say this. Public schools are supposed to be places that are bubbly, enthusiastic, optimistic, hopeful," the 74-year-old educator remarked. "Sad to say, Walker has removed most of that."
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Six of every 10 Illinois public schools failed to meet federal test targets this year and risk federal sanctions as a result, according to information released Thursday by the Illinois State Board of Education.
High schools fared the worst.Statewide, 656 of the 666 public high schools fell short of the proficiency standard on math and reading tests that students take every spring. Only eight high schools where students take the exam in 11th grade met federal standards. Two more high schools made it based on participation and student performance on other state exams.
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Lucy Mathiak, via a kind email:
Dear Friends,I am appreciative of Lucy's tireless and often thankless work on behalf of our students.I am writing to thank you for your encouragement and support in my decision to seek election to the MMSD Board of Education in late fall 2005. Your help in getting elected, your support during tough times, and your help in finding solutions to problems, have made a great difference to my service on the board.
I am writing to let you know that I will not seek re-election in 2012. I continue to believe that the Board of Education is one of the most important elected positions for our community and its schools, and encourage others to step forward to serve in this capacity. MMSD is facing significant challenges, and it is more important than ever that thoughtful citizens engage in the work that will be needed to preserve the traditional strengths of our public schools while helping those schools to change in keeping with the times and the families that they serve.
At the same time, I do not view school board service as a career, and believe that turnover in membership is healthy for the organization and for the district. I have been fortunate to have had an opportunity to serve on this board, and to work with many fine community organizations in that capacity. For that I am grateful.
Again, thank you for your interest, support, and collegiality.
Lucy J. Mathiak
716 Orton Ct.
Madison, WI 53703Madison School Board
Seat #2
Every organization - public or private, deteriorates. It is often easier to spend more (raise taxes), raise fees on consumers - or a "rate base", reduce curricular quality and in general go along and get along than to seek substantive improvements. Change is hard.
Citizens who seek facts, ask difficult and uncomfortable questions are essential for strong institutions - public or private. Progress requires conflict.
Yet, very few of us are willing to step into the theatre, spend time, dig deep and raise such questions. I am thankful for those, like Lucy, who do.
Her years of activism and governance have touched numerous issues, from the lack of Superintendent oversight (related: Ruth Robarts) (that's what a board does), the District's $372M+ budget priorities and transparency to substantive questions about Math, reading and the endless battle for increased rigor in the Madison Schools.
In closing, I had an opportunity to hear Peter Schneider speak during a recent Madison visit. Schneider discussed cultural differences and similarities between America and Germany. He specifically discussed the recent financial crisis. I paraphrase: "If I do not understand a financial vehicle, I buy it". "I create a financial product that no one, including me, understands, I sell it". This is "collective ignorance".
Schneider's talk reminded me of a wonderful Madison teacher's comments some years ago: "if we are doing such a great job, why do so few people vote and/or understand civic and business issues"?
What, then, is the payoff of increased rigor and the pursuit of high standards throughout an organization? Opportunity.
I recently met a technical professional who works throughout the United States from a suburban Madison home. This person is the product of a very poor single parent household. Yet, high parental standards and rigorous academic opportunities at a somewhat rural Wisconsin high school and UW-Madison led to an advanced degree and professional opportunities.
It also led to a successful citizen and taxpayer. The alternative, as discussed in my recent conversation with Madison Mayor Paul Soglin is growth in those who don't contribute, but rather increase costs on society.
Lucy will be missed.
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Gheorghe Craciun, via a kind email:
We have started the "Madison Math Circle" for interested middle and high school students (please see more details below, or at https://www.math.wisc.edu/wiki/index.php/Madison_Math_Circle ), but we are having some trouble advertising it.Prof. Steffen Lempp told me that you might be able to help us.
Thank you very much!
Best,
George
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Nick Jensen, a graduate of Madison's LaFollette High School, has been named one of 117 top students at the national level for his performance on Advanced Placement courses while in high school.The College Board Advanced Placement (AP) Program also honored Rachel Sobel, a Brookfield Central High School graduate, for her performance on high school AP classes.
The two Wisconsin scholars are among just 117 students chosen from across the U.S. and the District of Columbia, according to a news release from the Department of Public Instruction.
This is the 21st year that the organization has granted State AP Scholar Awards, with the distinction going to one male and one female student from each state and the District of Columbia.
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Erin Richards, via a kind Chan Stroman-Roll email:
A young and tech-savvy charter school network that's gotten attention for reducing the achievement gap in San Jose, Calif., got the green light from a Common Council committee Tuesday to bring the model to Milwaukee.Rocketship Education, a nonprofit management company, has applied for a charter from the City of Milwaukee that would allow it to open a publicly funded school in the fall of 2013, with the eventual intent to serve up to 4,000 children in eight K-5 schools by 2017. Each school would have to show measurable progress before subsequent schools could open.
The organization, started in 2006, currently serves about 2,500 students in five San Jose area elementary schools.
A majority of members on the Steering and Rules Committee on Tuesday approved sending Rocketship's application to the full council for consideration.
Rocketship CEO and co-founder John Danner explained the organization's three areas of emphasis: engaging parents through teacher-led home visits and training them to advocate for their children; developing talent by growing a pipeline of teachers who can become school leaders; and giving all students individualized learning plans that blend six hours a day of face-to-face instruction with two hours of lab time spent working with online computer programs and low-cost tutors.
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Sen. Tom Harkin (D-Iowa) shifted a major teacher evaluation requirement out of his rewrite of the Elementary and Secondary Education Act -- known as No Child Left Behind -- over the weekend, shifting the dynamics of the debate over the bill's passage.The initial sweeping education law called the Elementary and Secondary Education Act was enacted in 1965, and a 2001 reauthorization under George W. Bush took on the name, "No Child Left Behind." The law has been up for reauthorization since 2007. Harkin's rewrite, the first comprehensive reform to the legislation, came out of negotiations with Sen. Mike Enzi (R-Wyo.), ranking member of the Senate Health, Education, Labor, & Pensions committee that Harkin chairs.
Harkin released a draft of the bill last week that required school districts and states which receive educator development funding to create teacher evaluation systems that would take student performance into account. But changes over the weekend through a manager's amendment removed the requirement from the bill, instead shifting the teacher evaluation component to a competitive grant program called the Teacher Incentive Fund.
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A teenager's IQ can rise or fall as many as 20 points in just a few years, a brain-scanning team found in a study published Wednesday that suggests the intelligence measure isn't as fixed as once thought.The researchers also found that shifts in IQ scores corresponded to small physical changes in brain areas related to intellectual skills, though they weren't able to show a clear cause and effect.
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India and Bangladesh have launched their own brands of tablet and laptops, at unthinkably low prices.Bangladeshi Prime Minister Sheikh Hasina launched Doel, a brand of netbooks and laptop that will be manufactured entirely in Bangladesh, on October 11. Distribution will reportedly start this week. They will be available from 10,000 takas (US$131), according to the Bangladesh Sangbad Sangstha news agency.
"This is a big step towards building a digital Bangladesh," Mohammad Ismail, managing director of state-owned Telephone Shilpa Sangstha (TSS), which is in charge of making the gadgets, said following Doel's launch. At present, 90% of the laptop equipment is imported, "but within six months we will be able to produce 40% of the components," he said.
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157 page pdf, via a kind reader's email.
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A charter school teacher warned her third graders that a standardized test question was "tricky," and they all changed their answers. A high school coach in Brooklyn called a student into the hallway and slipped her a completed answer sheet in a newspaper. In the Bronx, a principal convened Finish Your Lab Days, where biology students ended up copying answers for work they never did.These are among the 14 cases of cheating by educators substantiated by New York City's special commissioner of investigation for schools since 2002. They represent a tiny fraction of the more than 1,250 allegations of test tampering or grade changing that the special commissioner has received since Mayor Michael R. Bloomberg took control of the city schools -- most are handled by the Department of Education, which has declined to provide a full accounting of its probes. But as cheating scandals have engulfed school districts in Atlanta and Washington, D.C., as well as New Jersey and Pennsylvania, a review of this relative handful of substantiated local cases shows that cheating schemes can be mundane or audacious, with motivations that include inflating the statistics that are used to evaluate a school, and helping a favorite student become eligible to graduate.
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In an ideal world, you might imagine that scientific papers were only cited by academics on the basis of their content. This might be true. But lots of other stuff can have an influence.One classic paper from 1991, for example, found that academic papers covered by the New York Times received more subsequent citations. Now, you might reasonably suggest a simple explanation: the journalists of the Times were good at spotting the most important work. But the researchers looking into this were lucky. They noticed the opportunity for a natural experiment when the printers - but not the journalists - of the Times went on strike.
The editorial staff continued to produce a "paper of record", which was laid down in the archives, but never printed, never distributed and never read. The scientific articles covered in these unprinted newspapers didn't see a subsequent uplift in citations. That is, if we can take a moment, a very clever piece of opportunistic research.
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Today, full page ads appear in the L.A. Times, Daily News and La Opinion taken out by Don't Hold Us Back -- respected organizations calling out United Teachers Los Angeles and LAUSD for letting kids fail. The new supergroup includes The United Way, The Urban League, Community Coalition, Alliance for a Better Community, Families in Schools, Asian Pacific American Legal Center and Communities for Teaching Excellence.The ad's bland wording at first seems a bit "so what?" but it's actually written in code to UTLA leaders, who have helped the local teachers union gain a reputation as one of the most anti-reform big-city education unions in the U.S. Here's a translation:
In one line, the ad says teachers should "be rewarded for academic excellence."
That sounds normal, right?
But in fact, that idea has for years been vehemently opposed by UTLA. UTLA has fiercely fought efforts to reward the most effective teachers, or the teachers who take on the toughest assignments, by giving them financial sweeteners -- merit pay.
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Shannon Maloney had already earned a degree in mechanical engineering, but she returned to Lehigh University for a fifth year to complete a second major she knows will make her more employable:Philosophy.
Yep, philosophy.
Though philosophy is routinely dismissed and disparaged - as useless as English, as dead as Latin, as diminished as library science - more college students are getting degrees in that field than ever before.
Though the overall figures remain small, the number of four-year graduates has grown 46 percent in a decade, surpassing the growth rates of much bigger programs such as psychology and history.
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In 1969 the conceptual artist Douglas Huebler wrote, "The world is full of objects, more or less interesting; I do not wish to add any more." I've come to embrace Huebler's idea, though it might be retooled as: "The world is full of texts, more or less interesting; I do not wish to add any more."It seems an appropriate response to a new condition in writing: With an unprecedented amount of available text, our problem is not needing to write more of it; instead, we must learn to negotiate the vast quantity that exists. How I make my way through this thicket of information--how I manage it, parse it, organize and distribute it--is what distinguishes my writing from yours.
The prominent literary critic Marjorie Perloff has recently begun using the term "unoriginal genius" to describe this tendency emerging in literature. Her idea is that, because of changes brought on by technology and the Internet, our notion of the genius--a romantic, isolated figure--is outdated. An updated notion of genius would have to center around one's mastery of information and its dissemination. Perloff has coined another term, "moving information," to signify both the act of pushing language around as well as the act of being emotionally moved by that process. She posits that today's writer resembles more a programmer than a tortured genius, brilliantly conceptualizing, constructing, executing, and maintaining a writing machine.
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The Senate approved a measure Tuesday that would curtail the expansion of school vouchers in Wisconsin, at least for now.The voucher program provides parents in eligible school districts with state subsidies to help defray their children's private school tuition. The subsidies have been a point of contention in Wisconsin for years. Conservatives insist the program gives children in struggling school districts an alternative, but opponents see it as vote of no confidence in public education and complain it pulls precious state dollars away from public schools.
The state Department of Public Instruction estimated it handed out $130.7 million in vouchers during the 2010-11 school year. Nearly 40 percent of that money came from a reduction in state aid for public schools in the city of Milwaukee, while the rest came from tax dollars, according to DPI.
The state budget Republican Gov. Scott Walker signed earlier this year laid out new qualifying criteria for vouchers based on a city's size, poverty levels and per-pupil spending. The new standards made districts across Milwaukee County as well as in the city of Racine eligible.
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From the dawn of institutionalized schooling until now there have always been reformers, who want to modify the way schooling is done. For the most part, such reformers can be scaled along what might be called a liberal-conservative, or progressive-traditionalist, continuum. At one end are those who think that children learn best when they are happy, have choices, study material that is directly meaningful to them, and, in general, are permitted some control over what and how they learn. At the other end are those who think that children learn best when they are firmly directed and guided, by authoritative teachers who know better than children what to learn and how to learn it. Over time there has been regular back-and-forth movement of the educational pendulum along this continuum. But the pendulum never moves very far. Kindhearted progressives, viewed as softheaded by the traditionalists, push one way for a while, and that doesn't work very well. And then hardnosed traditionalists, viewed as petrified fossils by the progresssives, push the other way for a while, and that doesn't work very well either.
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Kaleem Caire is feeling pretty confident that the Madison school board will approve Madison Preparatory Academy in late November. After all, he's made substantial concessions to appease his most influential critics, and support for the charter school, which would target at-risk minority students, appears to be gaining momentum.Still, Caire, who is CEO of the Urban League of Greater Madison, the nonprofit agency that would run the school, faces a dedicated opposition that remains unflinching in its wide-ranging criticism, some of it highly personal. Some opponents have called Caire an "enemy of public education."
"The fact that people scrutinize us isn't the issue, but it gets to the point where some of this borders on ridiculous," he says.
Caire proposed the school last year, calling it an important first step in closing the minority achievement gap, a problem first documented by the Urban League in 1968. Supporters say that after four decades of doing little, the time has come for a more radical approach.
"Can you imagine this city if 48% of the white kids were dropping out?" asks Gloria Ladson-Billings, an education professor at UW-Madison and Madison Prep board member. "I don't get why that kind of failure is tolerable."
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Madison Schools Superintendent Dan Nerad publicly touted President Barack Obama's stalled jobs proposal Monday, saying it would help the School District pay for millions of dollars in needed maintenance projects.Federal tax receipts, spending and deficits, fiscal years 2007-2011, billions of dollars:"We either pay now, or we pay more at a much later date," Nerad said at a press conference at West High School, which is due for about $17.4 million in maintenance projects over the next five years.
A School Board committee is reviewing maintenance projects identified in a 2010 study by Durrant Engineers that said the district may need to spend as much as $83.7 million over five years on projects not already included in the budget.
The committee is expected to make recommendations early next year. Nerad said the committee hasn't decided yet whether to recommend another maintenance referendum. A 2004 referendum authorizing $20 million over five years ran out last year.
| Receipts | Outlays | Deficit | Deficit as a % of GDP |
| 2007 | $2,568$2,729 | $161 | 1.2% |
| 2008 | $2,524$2,983 | $459 | 3.2% |
| 2009 | $2,104$3,520 | $1,416 | 10% |
| 2010 | $2,162$3,456 | $1,294 | 8.9% |
| 2011 | $2,303$3,600 | $1,298 | 8.6% |
The most recent Madison School District maintenance referendum spending has come under scrutiny - though I've not seen any further discussion on this topic over the past year.
Related: Wisconsin state budget is bad for kids by Thomas Beebe:
"It'll be OK," Gov. Scott Walker said last winter when he announced a budget that snatched away more than $800 million in opportunities to learn from Wisconsin public school kids. "I'm giving you the tools to make it work."Reuters:Well, the tools the governor gave local school districts are the right to force teachers to pay more toward their retirement, and the option to unilaterally require educators to kick in more for their health care. The problem is that the tools, along with any money some of them might have left over from federal jobs funds, are one-time solutions. These tools can't be used again unless school districts ask teachers to give up even more of their take-home pay.
By law, all school districts have to balance their budgets. They always have, and always will. That's not the point. The point is that the governor has hijacked the language. Educational accountability isn't about balancing the budget, it's about giving kids opportunities to grow up into good, contributing adults. That's not what Gov. Walker wants to talk about.
The red line, here, is median real household income, as gleaned from the CPS, indexed to January 2000=100. It's now at 89.4, which means that real incomes are more than 10% lower today than they were over a decade ago.More striking still is the huge erosion in incomes over the course of the supposed "recovery" -- the most recent two years, since the Great Recession ended. From January 2000 through the end of the recession, household incomes fluctuated, but basically stayed in a band within 2 percentage points either side of the 98 level. Once it had fallen to 96 when the recession ended, it would have been reasonable to assume some mean reversion at that point -- that with the recovery it would fight its way back up towards 98 or even 100.
Instead, it fell off a cliff, and is now below 90.
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via a kind Rafael Gomez email. Please contact Rafael to learn more: filosistema@yahoo.com
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It has become fashionable for our most selective colleges to worry about becoming as representative of American diversity as suburban country clubs.College admissions experts conferring at the University of Southern California this year were so alarmed that they suggested our most prestigious campuses add space for another 100 students in each class and fill those slots with low-income kids.
Why are our choosiest colleges so dominated by affluent white or Asian students? The explanations are many: not enough financial aid, inadequate preparation in inner-city high schools, poor students' discomfort mixing with rich kids.
But a new study by researchers from the University of Michigan and the University of Arizona suggests something different. Great high schools and families like those in the Washington area may be at fault, at least in part. In the last 32 years, low-income students have significantly raised the grades and test scores that affect college admissions, but have made little headway because students from affluent families have improved even more.
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The president of a conservative group that claims the University of Wisconsin-Madison discriminates against prospective white and Asian students called on Republican Gov. Scott Walker or state lawmakers Monday to step in to end the practice.Republicans have balked for years at what UW-Madison calls a holistic admissions policy, which calls for admissions officers to take a number of factors into consideration, including academic performance and race. GOP lawmakers believe the policy permits reverse discrimination.
The Center for Equal Opportunity in Falls Church, Va., reviewed UW-Madison admissions data from 2007 to 2008 and found black and Hispanic applicants had a better a chance of getting in than whites or Asians. Rep. Steve Nass, R-Whitewater, chairman of the Assembly's higher education committee, had the center's president, Mark Clegg, walk the panel through the report -- a move that indicates Republicans are looking at the UW System's admission policies again.
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When the United States took control of the Philippines at the turn of the 19th century, one of the first things the U.S. did was send in American teachers. The goal was to establish a public school system and turn the Philippines into an English-speaking country.It worked so well that two centuries later, American schools started traveling to the Philippines to recruit teachers to come here.
In a new documentary called The Learning, filmmaker Ramona Diaz follows four teachers on their journey from the Philippines to classrooms in Baltimore, where 10 percent of the city's teachers -- about 600 -- were Filipino in 2010.
"At the height of the recruitment, which was in '05, '06 and '07, they were recruiting from overseas because there was a shortage of math and science and special-ed teachers," Diaz tells Rebecca Roberts, guest host of weekends on All Things Considered.
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After district officials already lowered their estimated tax increase to 2.1 percent earlier this month in advance of a planned refinance of the district's debt-service fund, the district is again lowering the tax burden on Waunakee property owners, this time by an additional 0.7 percent. So when property owners receive their bills, they'll see about a 1.4 percent increase in their school tax levy.The new numbers come after the district saw less than anticipated growth in student population taken during the school's annual September head count.
In the count, taken on the third friday of classes, Waunakee had 3,874 students reporting to classes, up 180 students from the previous year. It's fewer than the 3,900 students district officials thought would be attending class, meaning the district is losing out on $172,791 in anticipated revenue under the complex revenue cap formula.
Because the enrollment count is a direct relationship with school revenue streams - as one goes up the other does, too - a lower enrollment means districts can't raise as much money. That means districts can cut from one of two streams of income, state aid or property taxes. But since Waunakee is already losing the maximum amount of state aid for the 2011-2012 budget - 10 percent - the district will trim back how much it takes from taxpayers.
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Frederick M. Hess's long essay in the latest issue of the quarterly National Affairs pleased those of us who share the American Enterprise Institute scholar's dislike for politicians' fixation on closing the achievement gap. Reducing the gap sounds good until you realize that means it is okay for high achievers to stagnate so that low achievers can catch up.I have been venting about this for several years and getting only puzzled looks. Hess's piece -- the most detailed and vehement ever on the subject -- will hopefully lead to more discussion of better ways to deal with the different average achievement levels of poor kids and affluent kids.
I think we have borrowed language from another issue, the income gap, and shoved it into the education debate, where it doesn't belong. Making money and learning about the world are not similar enterprises. If someone accumulates $1 billion and spends it on Rolls-Royces and gold bathroom fixtures, that is very different from fixating on learning something new about solar energy and making the world a cleaner place.
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MY son, Ronan, looks at me and raises one eyebrow. His eyes are bright and focused. Ronan means "little seal" in Irish and it suits him.I want to stop here, before the dreadful hitch: my son is 18 months old and will likely die before his third birthday. Ronan was born with Tay-Sachs, a rare genetic disorder. He is slowly regressing into a vegetative state. He'll become paralyzed, experience seizures, lose all of his senses before he dies. There is no treatment and no cure.
How do you parent without a net, without a future, knowing that you will lose your child, bit by torturous bit?
Depressing? Sure. But not without wisdom, not without a profound understanding of the human experience or without hard-won lessons, forged through grief and helplessness and deeply committed love about how to be not just a mother or a father but how to be human.
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In a move that has startled many on the left and the right, Iowa Republican Gov. Terry Branstad has made public his new 18-page education reform bill titled "One Unshakable Vision: World-Class Schools for Iowa." The plan, officially released Oct. 3, makes sweeping changes to the Iowa public education system, as well as to the process for becoming a teacher in Iowa, which could substantially affect aspiring teachers at Iowa State and other colleges and universities in Iowa.Under this new education bill, students in K-12 public school will be subjected to a more intense Iowa core curriculum, third graders will be required to take a reading test in order to move on to the fourth grade, ninth graders will be asked to take a standardized test that would compare them to other students on an international basis, and 11th graders will be required to take a college entrance exam.
As for teachers, the required grade point average for admission into teaching programs at Iowa universities will be raised from a 2.5 to 3.0, core content coursework may be increased, new teachers will enter into an apprentice program in which they will be mentored and trained by distinguished veteran teachers, and a new pay ladder will be implemented from which pay will be tied to both performance and experience. Many believe that these new ambitious approaches are needed to make Iowa a leader in education again, but many still remain wary of some of the ideas proposed in the bill, especially the new standards for prospective teachers at Iowa universities.
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Peter Drysdale and Shiro Armstrong:
Asia already accounts for 27 per cent of world GDP and the Asian Development Bank (ADB) 2050 Report issued last May suggests that it will account for as much as 51 per cent a generation hence. The economies of the developed world are slipping back into recession. Asia, especially China, India and Indonesia continue their exceptional and rapid growth with the rest of the region, including Australia in tow. Asia is a region with high levels of interdependence within the region itself, especially within East Asia and between it and the rest of the world. It has a deep stake in the strength of the global economic system that supports open trade and international capital flows.What sort of changes will these developments wreak in the regional and global order?
There are great expectations of Asia not only as an engine of global growth -- led by China but with other emerging economies adding dynamism to the global economy -- but also of its leadership at a time of global economic fragility. The new global order, centred on the G20, includes six Asian powers and provides a platform for Asian leadership. But is Asia up to the task? And do the institutional structures and arrangements within Asia provide the foundations that are needed to build coherent policy strategies to deal with the economic problems the world now faces?
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Fran, by Way of IntroductionMy high school algebra 2 class which I had in the fall of 1964, was notable for a number of things. One was learning how to solve word problems. Another was a theory that most problems we encountered in algebra class could be solved with arithmetic. Yet another was a girl named Fran who I had a crush on.
Fran professed to not like algebra or the class we were in, and found word problems difficult. On a day I had occasion to talk to her, I tried to explain my theory that algebra was like arithmetic but easier. Admittedly, my theory had a bit more to go. She appeared to show some interest, but she wasn't interested. On another occasion I asked her to a football game, but she said she was washing her hair that day. Although Fran had long and beautiful black hair, and I wanted to believe that she had a careful and unrelenting schedule for washing it, I resigned myself to the fact that she would remain uninterested in me, algebra, and any theories about the subject.
My theory of arithmetic vs. algebra grew from a realization I had during that the problems that were difficult for me years ago when I was in elementary school were now incredibly easy using algebra. For example: $24 is 30% of what amount? In arithmetic this involved setting up a proportion while in algebra, it translated directly to 24 = 0.3x, thus skipping the set up of the ratio 24/30 = x/100. Similarly, it was now much easier to understand that an increase in cost by 25% of some amount could be represented as 1.25x. What had been problems before were now exercises; being able to express quantities algebraically made it obvious what was going on. It seemed I was on to something, but I wasn't quite sure what.
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Newcomb Central School had two big problems when Skip Hults took over as superintendent five years ago: There were only 55 students in pre-kindergarten through 12th grade, and the cultural diversity was zero.Hults took a novel approach solving both problems: He recruited students from abroad.
"We realized that if we wanted to keep our school, we needed to expose our kids to the world," Hults said.
The innovation has worked as Hults intended. This fall, the school has nearly twice as many students, 96, including nine from such nations as Brazil, Russia, Korea, Spain, and Thailand. Lured by Newcomb's innovative programs, other students have come from neighboring districts, one from 50 miles away. And parents and teachers mention signs that show students are becoming more engaged in the world, too.
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Roll call is a thing of the past in Washington County Schools. Students now check in with finger scanning devices.Wow....School Superintendent Sandra Cook said the old method just wasn't cutting it.
"We got to talking about attendance in our district and how it was inconsistent," said Cook.
The systems have been up and running for two months inside the schools, but since the majority of students ride the bus every day, district officials decided to move the devices there.
But the transition hasn't been easy. One of the biggest challenges they've faced is where to put the devices on the buses. State safety codes require the isles to be kept completely clear, so one of the ideas they've discussed is to put a laptop on one side of the steering wheel and the finger scan system on the other.
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There is remarkably little good poetry about very small children. Maybe it's the lack of sleep that does it; for the first few months it's hard to remember to put out the bins, let alone write poems. Perhaps the first writer to make a serious attempt to evoke the world of earliest childhood was the Latin poet Statius, a contemporary of the Roman emperor Domitian (ad 81-96). In one of his most remarkable poems, Statius describes taking a newborn baby boy in his arms, "as he demanded the novel air with trembling wails". Bit by bit, he learned to interpret the child's inarticulate complaints and to soothe his "hidden wounds" (vulnera caeca). Later still, once the baby had learned to crawl, Statius would pick him up and kiss him, until bit by bit, cradled in the poet's arms, he would drop off to sleep. Statius's name was the toddler's first word, and Statius's face served as "his first plaything". How many other poets, in any language, have described the experience of having their face yanked around by a fascinated baby?
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The first class of sixth-graders in the proposed Madison Preparatory Academy would attend school nearly year-round, be in class from 8 a.m. until 5 p.m., and participate in mandatory extracurricular activities.Parents would take classes in how to prepare their students for college while the school would aim to enroll at least 70 percent minorities and 65 percent low-income students.
Those and other new details about the controversial charter school proposal are included in a draft business plan the Urban League of Greater Madison provided to the Madison School Board this week. The School District provided a copy to the State Journal at the newspaper's request.
The business plan is incomplete. More details will be shared with the board by the end of the month, Urban League President Kaleem Caire said.
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Before Hurricane Katrina, more than 60 percent of children in New Orleans attended a failing school. Now, only about 18 percent do.Five years ago, less than a quarter of the children in a special district set up by the state to manage the lowest performing schools scored at or above the "basic" level on state tests. Now, nearly half do.
Education Secretary Arne Duncan says the progress made by New Orleans's school reform effort in the six years since Hurricane Katrina has been "stunning." And there are many reasons for optimism about a system that is overwhelmingly made up of poor and minority students -- just the sort of place where optimism is in short supply.
There are three important things to consider about the New Orleans experience: Many of the structural changes occurred because the hurricane essentially destroyed the old system, allowing the city to begin fresh. Charter schools, while a foundation of the system now, did not by themselves improve achievement. And finally, New Orleans has done the hard work of changing the school culture while embracing new instructional methods.
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In his recent post on this blog, Lessons From Finland #1 - Teacher Education and Training, Bob Compton states that the quality crisis in the US education system can be solved by changing teacher's educational requirements to stipulate higher levels of education, specialization in the fields teachers teach, and an increase in the amount of time student teachers spend in classrooms under the guidance of experienced master-level teachers, rather than just in online courses or teacher training. He notes that these educational changes require the action of each state's governor and its legislature, and further states "All it takes is courage to withstand the screams from colleges of education - the sacred cash cow of most universities." At the heart of this issue is the question: "what does it take to effect political change?"Actually making political changes, of course, is for better or worse ultimately in the hands of our elected officials. Unfortunately the primary concern for many politicians becomes getting elected, even if their motivations are purely to serve their constituencies. We must also recognize that their constituencies are comprised of both individuals and businesses or other organizations, some of which often have very different priorities. Because corporate entities are frequently the largest political donors, their needs are often addressed first. Call it corruption or simply the nature of democratic government; either way, corporate contributors' interests often lead politicians to prevent legislative changes that might threaten business. Education reform is no exception.
So what can be done to spur the process? Unfortunately, there is no simple formula for creating the political will to change educational performance standards in this country. However, there are steps that can be taken to slowly turn the political behemoth in the right direction.
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The academic progress of public school students can be traced, in part, to where their teachers went to college, according to new research by the University of Washington Center for Education Data & Research.But the center's director, Dan Goldhaber, cautioned that the study is just a first step toward determining what kind of training -- not where the training occurred -- best prepares teachers for excellence in the classroom.
Even so, it's the kind of information U.S. Education Secretary Arne Duncan would like every school to have access to and that's why he recently announced a new program to use federal dollars to pay for similar research.
Washington state schools are among the first to see which teacher training programs seem to result in the best student test scores, but 35 states now have the means to do similar research, according to the Data Quality Campaign, a national organization formed by education and business groups to track state progress on collecting data about students and schools.
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If Milwaukee needs a big, well-crafted, we're-all-in-this-together effort by a wide-range of power players working on meeting the educational needs of so many thousands of our children, why do I sense so much reluctance to be enthusiastic about an effort that aims to be all of those things?Two simple answers:
Because we've been down roads like this before and nothing much came from them.
Because a lot of people, including some of those power players, are skeptical about our collective ability to make real progress.
I'm sympathetic with both of those points.
For years, I've seen community leaders of all kinds say good things (and often mean them) and come up with no consequential results.
I, too, suffer from oh-no-not-another-big-initiative syndrome. And we all know how deeply entrenched our problems are.
But overall, I say: It's time to get moving, folks.
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A 3-year-old is handed six sets of colorful stickers."You can keep all of them," he is told. "Or you can give some to a child you don't know. He doesn't have any stickers. Do you want to keep all of your stickers? Or do you want to give some to a child you don't know?"
That was the basic script for a study that took place recently in an Israeli playroom which doubled as a social-science laboratory. A child-care-professional-turned-researcher asked 136 children, aged 3 and 4 years old, to step one at a time into the playroom to shed light unwittingly on a hot topic in behavioral science: Are children altruistic?
It seems they are, and part of the explanation may be genetic, according to the study, published last month in the online scientific journal PLoS One. About two-thirds of the children chose to give one or more sets of stickers to an unknown recipient, described to them only as a child who had no stickers. There were no significant differences in generosity between boys and girls.
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But it's clear that teachers are doing their part to keep one small, if important, piece of the public education reform movement alive: making sure they have an organized voice.Now we should do ours.
Say what you want about his approach, Walker basically gave reform-minded school districts their chance by ramming through a collective bargaining law that drastically limits what's subject to negotiation.
So, if you think the school year should be longer, if you'd like to see your district have an easier time keeping that awesome first-year teacher and ditching the underwhelming 20-year vet, if you want more money put into recruiting minority teachers and less into teachers' generous health care and pension benefits -- now's your chance.
For despite what you might have heard from union backers, teachers union priorities and students' needs are not always the same thing.
Unions exist, appropriately, to protect their members. You can quibble about whether Walker went too far in lessening their power. But a grudge against a transitory public figure shouldn't take precedence over trying something new to improve public education.
Besides, it's not as if teachers won't have a seat at the reform table.
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Clayton M. Christensen and Michael B. Horn:
As a disruptive innovation--an innovation that transforms a sector from one that was previously complicated and expensive into one that is far simpler and more affordable--the rise of online learning carries with it an unprecedented opportunity to transform the schooling system into a student-centric one that can affordably customize for different student needs by allowing all students to learn at their appropriate pace and path, thereby allowing each student to realize her fullest potential.Whether it does this in the coming years will depend on several variables.
Entrepreneurs and investors--both for-profit and non-profit--are doing their part, as they seek to fashion the future by solving the problems they see students and teachers struggling with today.
Some, like those at Los Altos School District and Rocketship Education, are creating new learning and schooling models and liberating students and teachers.
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What a month. I've learned so much in the past 30 days, I need a new brain in which to put it. This old brain of mine feels full. And tired. Public education is a rolling stone run amok. Who can keep up?This is why we parents and advocates tend to hedge our comments. We never know how things really are, and the minute we figure it out, they change it - without telling us. When we ask for updates, we have to drag it out of them, kicking and screaming through public records requests. And when we get the information, by golly - they change it again.
They do that because a) rolling stones can't be held accountable, and b) they get to say, "You just don't get it." And we don't. That's one reason why few parents will discuss education in any depth. They know they don't get it. Real knowledge is held over our head like a favorite toy, just out of reach. "Jump for it!" But most parents won't jump for it; we just leave. Since 2002, full-time student enrollment in District 81 dropped by about 3,000 students (net), even as operating costs grew by about $60 million.
Public records requests are an effective way of clearing up the fog. After I found out that RCW 42.17.130 prohibits using public resources (directly or indirectly) to campaign for an elective candidate or a ballot proposition (such as a bond or levy), I noticed how close the ties were between District 81 and bond/levy advocacy organization Citizens for Spokane Schools (CFSS).
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These days everyone is for education reform. The question is which approach is best. I favor the Steve Jobs model.In 1984 Steve introduced the Mac with a Super Bowl ad. It ran only once. It ran for only one minute. And it shows a female athlete being chased by the helmeted police of some totalitarian regime.
At the climax, the woman rushes up to a large screen where Big Brother is giving a speech. Just as he announces, "We shall prevail," she hurls her hammer through the screen.
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A plan to provide vouchers to students from low-income families and are enrolled in failing schools is at the center of a four-point education reform agenda, but the Corbett administration declined to state how much these reforms would cost taxpayers.Calling on lawmakers to give students and their families access to the widest variety of educational options, Gov. Tom Corbett announced Tuesday a plan that would:
Offer a voucher program;
Expand the educational tax credit program;
Create a new statewide commission to oversee and evaluate charter schools;
Overhaul state's teacher evaluation process.
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Gov. Terry Branstad received a standing ovation when he took the stage in Ankeny High School's auditorium to talk education reform Wednesday night.He left the stage about 90 minutes later, to another round of applause, although the crowd stayed their seats this time.
It was the governor's fourth community forum since he unveiled his education blueprint last week. The blueprint will form the basis of a legislative package for education reform in the state that the governor plans to send to the General Assembly when it reconvenes in January.The blueprint calls for changing the way teachers are paid and evaluated, institutes a third-grade reading test students must pass to reach the fourth and a calls for a series of the end-of-course exams high school seniors must pass to graduate, among its biggest changes.
And at least to the 120 or so that came out to the Ankeny forum, those changes are sitting well, for the most part.
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The Milwaukee Journal Sentinel recently reported on a new civic effort to improve K-12 education in Milwaukee titled "Milwaukee Succeeds." The effort is certainly ambitious. Erin Richards and Tom Tolan report that it is "focused on large, big-picture ideas that are easy for folks to stand behind, such as making sure all children are prepared to enter school, succeed academically and graduate, take advantage of postsecondary education or training, and contribute to the Milwaukee community."
It is ironic that the Journal Sentinel also recently ran a profile of former Milwaukee Public Schools (MPS) superintendent Lee McMurrin. It was McMurrin who in 1975 unveiled his own ambitious ten-point plan for fixing K-12 education in Milwaukee. His goals, according to an August 6, 1975 Milwaukee Journal story, included improving attendance, achievement, job placement for graduates, and the creation of a plan to engage staff in school improvement.
Ten years later McMurrin's plan was replaced by a new plan from Milwaukee school board members Joyce Mallory, Mary Bills and David Cullen titled "A Plan for the Future and a Plan for Now." Their plan, according to a November 17, 1985 Milwaukee Journal article, called for the creation of a 20-member committee of community leaders "to look at the work of futurists and strategic planners and come up with new ideas for running the schools here." Their committee was to include "religious and business leaders, college educators, legal officials and public officials."
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Imagine a world, in which when you teach something to someone the knowledge is considered your "intellectual property". Your students are not permitted to teach the things they have learned from you to anyone else, neither for money, nor even for free.To become a teacher, one must buy into the guild for a lot of money, inherit rights from someone who was a teacher, or teach something that hasn't been learned from anyone, i.e. something newly invented.
Being a teacher was a very powerful position. Having a monopoly to teach and usually even your own districts to educate exclusively, a teacher could charge any price. Furthermore, teachers even had the right to dictate the purpose and conditions on which the knowledge they taught was allowed to be used.
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Fred Smoller is gone from his post as head of Brandman University's master of public administration program.He's not fired, as he has tenure, but the situation is a sticky one that raises thorny issues of academic freedom with critics.
"I was told city officials were upset with my involvement in the examination of city compensation, and other things I've written regarding city consolidation, which they apparently found threatening," Smoller (far left) told us. "Academics are often criticized for living in an ivory tower. I've been criticized for trying to be relevant."
That's not quite the way Brandman (an independent part of the Chapman University system) sees it.
"There is an unfortunate rumor circulating that Dr. Fred Smoller was dismissed from his position as Director of the Master's in Public Administration program at Brandman University. This is totally incorrect," said a written statement we received from Brandman spokeswoman Rita Wilds.
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Abby Ramirez wants other people to come to - and act on -- the same beliefs she has: That a large majority of low-income children can become high-performing students and that the number of schools where such success is widespread can be increased sharply in Milwaukee.In an "On the Issues" session with Mike Gousha at Eckstein Hall on Tuesday, Ramirez described the work of Schools That Can Milwaukee, a year-old organization that has the goal of increasing the number of students in high-performing schools to 20,000 (more than twice the current total) by 2020. Ramirez is executive director of the organization.
"If you haven't seen a high-performing school, go visit one because it will change your belief in what's possible," she told about 150 people at the session hosted by Gousha, the Law School's distinguished fellow in law and public policy. She said you can tell in such a visit that the program is different - more energetic, more focused, more committed to meeting ambitious goals - than in schools where there is an underlying belief that the students aren't going to do well because of factors such as poverty.
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The modern fashion is for piling degree upon degree: MA upon BA and PhD upon MBA. And it is not easy to argue against it. If education is a good thing, more education should be an even better thing. And academic wisdom maintains that, as economies become more sophisticated and knowledge more advanced, people will have to spend longer studying. Just as industrial countries introduced universal secondary education in the 20th century, so post-industrial economies will introduce universal higher education in the 21st--followed by universal PhDs.It is doubly hard to argue for parsimony when the economy is in recession, giving all too many people a choice between further education and the dole queue, and when the person making the case has gorged on the fruits of higher education himself. But are we to wait for the good times to return before pointing out that higher degrees are not all they are cracked up to be? And is anybody better equipped to expose the credentials racket than one who has accumulated more than enough of them?
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1. Read: Any thing and Everything.2. Write: Use new words that your learn in your writings.
3. Listen: When someone uses a word you don't understand, ask them what it means or look it up later.
4. Carry a Dictionary.
5. Watch Frasier: Get your hands on Frasier Dvds. An entertaining way to Improve Your Vocabulary.
6. Make sticky notes of new words and post them in strategic places.
7. Download a words and definitions screensaver.
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Almost every local teachers union in the state without a contract has filed to keep its official status, according to a State Journal analysis.Of 156 local teachers unions in school districts that did not extend a collective bargaining agreement for this year, only 12 filed with the Wisconsin Employment Relations Commission to hold votes later this fall.
"That's a very high number, higher than I would have anticipated," said John Witte, a UW-Madison political science professor who studies education issues in Wisconsin. "It very clearly shows that the teachers are not giving up on their unions at this point."
Another 268 local teacher unions -- 63 percent, which is more than previous estimates -- did not have to decide about recertification this year because their contracts continued through this school year. Among those with contracts are unions in 10 of the 11 largest school districts in the state.
Many of the districts continue to collect union dues from employees with contracts, though some negotiated changes to end that practice.
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When it comes to creditworthiness, it's hard to top the consumers of Wisconsin.Four Wisconsin cities - including Wausau at No. 1 - are among the 10 communities in the nation with the highest average credit scores, a new survey shows.
Wausau residents posted an average credit score of 789 in the survey conducted by the credit-rating agency Experian. Madison was third, at 785; Green Bay sixth, at 780; and La Crosse 10th, at 777.
Milwaukee, with a score of 765, was 33rd of 143 cities included in the survey.
"Wisconsin residents remain among the nation's most fiscally responsible," Experian stated Tuesday in announcing the survey results.
Higher credit scores generally give consumers the ability to borrow money at lower interest rates.
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We founded the American Center for School Choice because we believe a focus on parental empowerment can contribute to a broadening and coalescing of the coalition that seeks to provide the best possible education for children. Simultaneously, empowering parents creates a common good--for the child, the parent, the family, and society.Clusty Search: John Coons.We begin with the delicate subject of authority--that of parent or of government over the mind of the young. In our culture, authority over thought (or even behavior) has never been a popular premise for argument. But no other way exists; some adult will in fact select a preferred set of skills and values and will attempt, through schooling, to convince Johnny, Susie, Jamal, or Juanita of their truth. Authority is simply a fact.
Whether one is Democrat, Republican, Libertarian, or the National Education Association, we must proceed by asking which big person will decide this issue for some little person. The fact of authority is no exit, but it is instead the necessary entrance to the debate of educators and society about content, values, money, liberty, the best interest of the child, and the common good.
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Citing Pennsylvania's high dropout rates, Gov. Tom Corbett on Tuesday promoted taxpayer-paid vouchers as the ticket to a better education for low-income students in the state's worst-performing school districts as he detailed a broader plan to improve and reshape public education in Pennsylvania.Under the proposal, parents who qualify could use the vouchers -- dubbed "opportunity scholarships" by Corbett -- to send their children not only to private or religious schools, but also to better-performing public schools. His plan also calls for changing how charter schools are established and teachers are evaluated, and expanding tax credits for businesses that fund scholarships.
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Is United States Senator Tom Harkin (D-IA) gearing up to take away a lot of rights from students with special needs and return decision-making about their education to states and localities?Of course not, he's a leading advocate for special education on Capitol Hill. But given how his proposed rewrite of the Elementary and Secondary Education Act would leave most school accountability decisions to states and localities (Update: Full text now online here (pdf)) it's a question worth asking. After all, like special education students a generation ago the needs of poor and minority students are systematically overlooked by states and local school districts. You see this in access to resources like curriculum and effective teachers, you see it in the flows of public dollars to schools, and you see it in areas of emphasis.
What's different for special education students today? Well, for all of its ongoing problems and friction points the federal "IDEA" special education law is widely credited with a substantial leap forward for students with special needs. Why? It established standards and legal recourse when special education students were being shortchanged. Hasn't always been pretty and is far from perfect but has resulted in real progress for kids in special education. The obvious counterfactual is how much progress would have been made for special education students absent IDEA? I'd argue some, sure, but not as much and not as systemically.
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National Education Association's board of directors approved an allocation of up to $5 million to fund the campaign to defeat SB 5 in Ohio - the bill that severely restricts public employee collective bargaining.The $5 million comes from the national union's Ballot Measure/Legislative Crises Fund, which was doubled in size by vote of NEA's delegates in July. This contribution is in addition to the estimated $5 million the Ohio Education Association dedicated to the referendum campaign, funded by a $54 special assessment the state union imposed on its members.
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Florida's unpopular tea party governor, Rick Scott, wants more of the state's youths to pick up college degrees... but only if the degrees are useful to corporations and don't teach students to question social norms. "You know what? They need to get education in areas where they can get jobs," Scott told a right-wing radio host Monday morning. He continued:"You know, we don't need a lot more anthropologists in the state. It's a great degree if people want to get it, but we don't need them here. I want to spend our dollars giving people science, technology, engineering, math degrees. That's what our kids need to focus all their time and attention on. Those type of degrees. So when they get out of school, they can get a job."
It's no idle sound bite. The governor, an ex-corporate CEO with a checkered business past, is pushing a plan that would all but kill liberal arts and social sciences at the Sunshine State's public universities--and he's got support from the Legislature's psychology-hatin' GOP majority. He explained the strategy Monday in a separate interview with the Sarasota Herald-Tribune:
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University fees are set to rise in England. But do the neighbours fare any better? Jasper Rees goes on a European tour and meets the students of Generation Skint ...From the hilltop castle which looms over Heidelberg the view is captivating. The river Neckar thrusts through forested hills. On the north side looms the Heiligenberg, up whose flank slithers the so-called Philosopher's Walk, sylvan haunt of many a strolling professor. At its foot are free-standing villas which speak discreetly of shockproof wealth. A gated bridge tiptoes over the gliding waters and leads to the old town with its elegant streets and important churches. What a gorgeous place to study.
Germany's oldest university doesn't come cheap. The cost of living is roughly €10,000 a year, not including tuition fees. Stefanie Schmidt (not her real name), a 25-year-old student with thin-framed specs and long auburn hair, is nearing the end of her studies in biology and English. Such is her parents' income that she did not qualify for a BAfÖG, or student loan, but her parents have been unable to give her further financial support, and so she has had to work. A lot.
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No factor is more important to the quality of education than the quality of the teacher. With so much at stake, it would be good to know just how well teacher preparation programs are equipping tomorrow's teachers -- and their students -- up for success.Teacher colleges balk at being rated Wisconsin schools say quality survey from national nonprofit and magazine won't be fair by: Erin Richards:
To answer this question, the National Council on Teacher Quality has partnered with U.S. News & World Report to launch a review of the more than 1,400 teacher preparation programs around the country. NCTQ will look at whether the programs select academically capable students, ensure they know the subjects they will teach and equip them with the techniques they need to help their students achieve. The review will let aspiring teachers know where they can get the best preparation, and encourage other programs to emulate the models of their field.
In the 2008-09 academic year, the University of Minnesota's College of Education and Human Development produced more than 300 of the 4,500 new teachers who graduated in Minnesota. Yet despite its key role in filling the state's ranks of educators and despite being sent a formal request to participate in July, as of this week, CEHD has not indicated that they will cooperate with the review.
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The outbreak of scarlet fever in Hong Kong earlier this year caught the attention of specialists at the World Health Organisation. We think of scarlet fever in developed societies as a disease that was pretty well vanquished decades ago. So the emergence of a scarlet fever outbreak in a modern city like Hong Kong and in mainland China was something of an unexpected event. But more disquieting was the suggestion that the bacteria causing the disease had become resistant to certain antibiotics. Happily, the worst of the outbreak is over, but the global problem of drug resistance is definitely not.The discovery early last century of penicillin and antimicrobial drugs changed the course of history. Science began to gain the upper hand in the war on disease, and, at last, scourges such as leprosy, tuberculosis, gonorrhoea, syphilis and many more could be mastered. But now many of those miracle drugs and the generations of others that followed could finish up in the rubbish bin as increasing levels of drug resistance threaten their effectiveness.
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Mending a frosty relationship between school and city leaders, building a new elementary campus and addressing long-term budget challenges are some of the key concerns emerging from the San Mateo-Foster City School District board election race.The race features political newcomers Fel Anthony Amistad and Audrey Ng and incumbent Colleen Sullivan vying for two spots on the board in the Nov. 8 election. Board President Mark Hudak is not running for re-election.
During a recent editorial meeting with the Times, Amistad, Ng and Sullivan all agreed that the relationship between the district and the Foster City council needs improvement. Much of the tension has involved the district's search in recent years for public land on which to build a proposed new school to address a student population surge.
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As your editor expected, the waivers from the No Child Left Behind Act being pushed by President Barack Obama and his education secretary, Arne Duncan, aren't worth the paper upon which they are written.Under the Obama plan, states will be allowed to evade the aspirational 100 percent proficiency provision with a vague set of "ambitious but achievable goals" and an equally amorphous requirement that states must put "college and career-ready" curriculum standards in place. Many surmise the latter means implementing Common Core standards in reading and math -- something that 45 states have done so far. But Duncan has had to avoid making such a public statement means in order to avoid the full wrath of congressional Republicans and some reformers who essentially declare that doing so oversteps the Department of Education's authority. As a result, a state can probably come up with some mishmash, call it college- and career-ready, and easily get it past federal officials.
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Welcome to Fantasyland. Eric Welch just sent me a detailed plan for a public charter school in Fairfax County. He and several other people on the board of what they call the Fairfax Leadership Academy say they want to help low-income families with a school unlike any local students have had before.They are deluded to think this would ever be approved, although Welch, much-honored as an educator, knows a lot about kids and teaching. We met several years ago when I visited his class at J.E.B. Stuart High School, where he used a program known as Advancement Via Individual Determination (AVID) to prepare average students for challenging courses. He is now the executive director and board chairman of the planned academy.
Counting him, the 17-member board includes 12 current or former Fairfax school educators, plus state Del. Kaye Kory (D-Fairfax). I expected more sense than this from such capable people, well-versed in the ways of public school politics. I hope they read the next few sentences carefully.
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Much more on the proposed Madison Preparatory Academy IB Charter school, here.To bolster their case and push their agendas, advocates for market-based education reform and market-based policies in general tout “miracle schools” that have supposedly produced amazing results . Urban Prep in Chicago is often exhibit A.
As Diane Ravitch wrote of Urban Prep and other ed deform favorites ” the only miracle at these schools was a triumph of public relations.”
Locally, backers of the Madison Preparatory Academy have incorporated much of the Urban Prep model in their plan and have repeatedly cited the “success” of that school as evidence of the soundness of their proposal. Just this weekend Derrell Connor was quoted as saying in relation to Madison Prep “We are using Urban Prep (in Chicago) as an example, which for the last four years has a 100 percent graduation rate and all those kids have gone on to college.” As I pointed out in a back-and-forth in the comments on that interview, the actual Urban Prep graduation rate is far below 100% (62.6% is the correct figure, my mistakes in the comments, also there have only been two graduating classes, not four) .
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"Because we're in that position is exactly why we thought we could ask those questions," said Smith College President Carol Christ. "We aren't worried about what's going to happen next year."And Smith isn't alone. In the past year, presidents of several elite liberal arts colleges have questioned whether the financial model underpinning their institutions - one relying on high tuition costs and student aid paying for expensive instruction and residential life on beautiful campuses -- is sustainable over the long term. They have also begun to question whether the education they offer, with small classes, relatively rigid schedules, limited course and major offerings, and intense academic rigor, is going to continue to appeal to students.
"The model - if it's not breaking - it's showing signs of age," said Richard Kneedler, former president of Franklin and Marshall College, a liberal arts college in Pennsylvania, and a consultant with Ann Duffield and Colleagues, a presidential consulting firm. "The price has been pushed up at a number of the top institutions. It's gotten to the point where people are asking a lot of questions about it, and this high price is creating a sense in part of the public that higher education is becoming a commercial exercise."
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A system that trains your brain to overcome degrading vision as you age will soon be available as an iPhone appWE HAVE gotten used to the idea that smartphone apps can substitute for devices like GPS navigation systems or portable music players. But the latest item on the list may come as a surprise: reading glasses.
Early next year, a company called Ucansi will launch GlassesOff, an iPhone app that could help older people shed their reading glasses for at least part of the time - and may allow others to carry on reading without optical aids for years longer than would otherwise be possible.
The app helps people compensate for deterioration in their eyes' ability to focus on nearby objects by training the brain to process the resulting blurred images. "We're using the brain as glasses," says Uri Polat of Tel Aviv University in Israel, and co-founder of Ucansi.
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Choehorned into a small living room in a South Los Angeles apartment, a dozen parents discuss why their kids' school ranks as one of the worst in the nation's second-largest school district.The answers come quickly: Teachers are jaded; gifted pupils aren't challenged; disabled students are isolated; the building is dirty and office staff treat parents disrespectfully.
"We know what the problem is -- we're about fixing it," said Cassandra Perry, the Woodcrest Elementary School parent hosting the meeting. "We're not against the administrators or the teachers union. We're honestly about the kids."
School parent groups are no longer just about holding the next bake-sale fundraiser. They're about education reform.
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Maryland has long been a leader in the field of educational accountability, and the Baltimore City school system took a crucial next step last year with a new teacher contract that will directly tie promotion and advancement to student outcomes. So it's mystifying that so little effort is being made to hold the private tutoring groups that are getting millions of dollars a year to help students from Baltimore's worst-performing schools accountable for the results they promise, or even to know whether they're making a difference.As part of the No Child Left Behind law, districts were required to set aside part of their federal Title I money to pay for free private tutoring for poor students at failing schools. Since Baltimore City has such a high proportion of students from poor families, and because the school system historically has struggled to meet NCLB's progress requirements, the city has been obliged to spend some $55 million on private tutors over the last nine years, with little oversight by the school system or the state.
That paradox arose because the NCLB law specifically forbade city school officials from vetting or ranking the private tutoring companies for effectiveness, on the theory that schools that were already judged to be failing should not be allowed to interfere with parents' decisions about what was best for their children. At the same time, the law required school systems to fully inform parents about the availability of such services and pay for whatever programs the parents chose. That prompted hundreds of tutoring outfits to emerge in hopes of capitalizing on the federal largesse. Some had established records of excellence, but many did not.
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California Gov. Jerry Brown is one of the most powerful anti-student testing politicians in the country. So, when given the chance to sign into law a new system of education accountability that would place far less emphasis on test scores, what did Brown do? He vetoed it. In his veto message over the weekend he called the bill "yet another siren song of school reform" that "relies on the same quantitative and standardized paradigm at the heart of the current system."California Senate Bill 547 would have replaced what is known as the Academic Performance Index, which dates to 1999 and is based entirely on test scores, with the Education Quality Index, which, as the name implies, incorporated a broader range of measures. Schools' graduation rates, for example, as well as new indices of college preparedness and career readiness, would have been factored in. So would the availability and participation in extracurricular and enrichment opportunities. As for test scores, they would contribute no more than 40 percent of the value of the EQI for high schools and no less than 40 percent for elementary schools.
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McClatchy-Tribune News Service
:
Q The mother of one of my employees recently called my boss to complain that her daughter "Angie" was being overworked. Angie was upset because some required training made it difficult for her to complete her regular duties, so I quickly resolved the problem by changing her training schedule.
However, I was completely shocked that Angie had been afraid to talk to me directly and that her mother felt a need to contact my manager. With Angie's permission, I called her mother, who said she was just worried about her daughter's health.Apparently, the suggestion to call my boss came from our receptionist, who is a personal friend of Angie's mother. I don't understand why the receptionist never told me about this, because we have always had a great relationship.
The fact that all these people have been talking behind my back has me very upset. As Angie's supervisor, I feel I should have been given more respect. What should I do?
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Neal McCluskey and Vance Fried:
One of the major complaints of the Occupy Wall Street crowd, many of whom have taken on significant student debt, is that the cost of college is too darn high. And they're right, but not because of greedy corporate fat cats. No, the real guilty party here is federal politicians, who for decades have been fueling high profits -- and prices -- at both for-profit and nonprofit schools.Wait. Big profits at nonprofit colleges? Yes, money has been piling up even at schools you thought had no interest in profit. And Washington, D.C., is the biggest hand feeding the beast.
Thanks to recent congressional hearings and battling over new regulations for for-profit schools, most people -- including many college-aged, profit-disdaining Wall Street squatters -- are probably at least vaguely aware that for-profit colleges are making good money.
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Madison School Board Member Ed Hughes
This week's Isthmus includes an opinion column by Larry Kaufmann entitled "What's So Bad About School Choice?" Mr. Kauffmann is identified as "an economic consultant based in Madison." I bet Mr. Kaufmann is really smart in a lot of ways. But this column of his seems strikingly misguided.In a nutshell, Kaufmann argues that our public schools have failed. Public education "is one of the most unproductive and underperforming sectors in America." Spending on schools has gone up but "students' combined math and reading scores have been flat." Hence, our educational productivity "has fallen by 50% since 1970."
If all you have is a hammer, every problem looks like a nail. Kaufmann apparently is an economist and his preferred solution to what he sees as the underperformance of the educational-output industry is to unleash the magic of the market.
Specifically, his answer is unfettered school choice. Instead of shoveling money down educational sinkholes, parents should be given vouchers to purchase educational services from whomever they choose. Kaufmann assumes that parents as consumers will choose wisely; innovative and efficient schools will flourish; less effective schools will exit the market; and math and reading scores will soar.
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As a senior, I am at a critical point in my high school career, arguably the most significant, the college application process.It is a long, strenuous process that will determine not just the next four years, but also set the stage for the rest of my life. Yet as I look around in class and read the news, I have to wonder are we really being prepared for the future?
I'm not sure exactly when it happened but somewhere along the way as I saw our economy declining and educational budget cuts being made nationwide, I realized just how difficult it is becoming for students today to attain a higher education and to acquire a job in today's competitive and ever demanding labor market.
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The British are coming! The British are coming!
The sky is falling! The sky is falling!
Public education needs more money! Public education needs more money!One of these statements (had Paul Revere actually said it) was true. One of these statements is obviously false. And the third, well, skies don't fall, silly.
Taxpayers keep hearing how the funding for public education has been cut. We're constantly barraged with: "Money is tight." "We've cut the budget to the bone." "We're running out of options." "We've done all we can; now we have to cut programs and teachers." These claims defy explanation. They aren't true in Spokane. They aren't true in Washington State. They aren't true in most other states, and they aren't true at the federal level. Unfortunately, many people believe them.
A city council candidate insisted recently: "We can't gut education!" Last week, a Spokane reporter wrote: "Since 2002, Spokane Public Schools has cut $45 million from its budget..." In its budget forums last spring, district administrators and board directors told the public that since 2002, the district has cut $54 million from its budget. Spokane school board candidate Deana Brower has repeatedly said that the district needs more money.
Let's look at some numbers. Follow the links to the budget documents. See how the budget has grown, and see the district's tendency to budget for greater expenditures than it has in revenues.
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California Governor Jerry Brown (PDF):
To the Members of the California State Senate:Valerie Strauss has more.I am returning Senate Bill 547 without my signature.
This bill is yet another siren song of school reform. It renames the Academic Performance Index (API) and reduces its significance by adding three other quantitative measures.
While I applaud the author's desire to improve the API, I don't believe that this bill would make our state's accountability regime either more probing or more fair.
This bill requires a new collection of indices called the "Education Quality Index" (EQI),consisting of "multiple indicators," many of which are ill-defined and some impossible to design. These "multiple indicators" are expected to change over time, causing measurement instability and muddling the picture ofhow schools perform.
SB 547 would also add significant costs and confusion to the implementation of the newly-adopted Common Core standards which must be in place by 2014. This bill would require us to introduce a whole new system of accountability at the same time we are required to carry out extensive revisions to school curriculum, teaching materials and tests. That doesn't make sense.
Finally, while SB 547 attempts to improve the API, it relies on the same quantitative and standardized paradigm at the heart of the current system. The criticism of the API is that it has led schools to focus too narrowly on tested subjects and ignore other subjects and matters that are vital to a well-rounded education. SB 547 certainly would add more things to measure, but it is doubtful that it would actually improve our schools.
Adding more speedometers to a broken car won't tum it into a high-performance machine.
Over the last 50 years, academic "experts" have subjected California to unceasing pedagogical change and experimentation.
The current fashion is to collect endless quantitative data to populate ever-changing indicators of performance to distinguish the educational "good" from the educational "bad." Instead of recognizing that perhaps we have reached testing nirvana, editorialists and academics alike call for ever more measurement "visions and revisions."
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The University of Wisconsin System is trying to help transfer students get a degree quicker and cheaper as part of its effort to increase the number of college graduates in the state.Transferring credits from one school to another often means wasted time and money because course requirements don't match. With some 17,000 students - the equivalent of two small UW universities - transferring into and within the UW system each year, making the process more efficient could have a dramatic effect on retention and graduation rates.
Such a step might not seem like an economic driver, but boosting the percentage of Wisconsin residents who have a college degree could help lure companies to the state, system officials reason. That, in turn, could stimulate the economy.
Many college students today aren't dropped off at one school as freshmen and picked up at the same school four years later with a degree, said UW System President Kevin Reilly. It's more of a "swirl," he said, with students leaving college for a number of reasons, then returning to school somewhere else with credits to transfer.
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Arnaud Chevalier, Joanne Lindley:
During the early Nineties the proportion of UK graduates doubled over a very short period of time. This paper investigates the effect of the expansion on early labour market attainment, focusing on over-education. We define over-education by combining occupation codes and a self-reported measure for the appropriateness of the match between qualification and the job. We therefore define three groups of graduates: matched, apparently over-educated and genuinely over-educated; to compare pre- and post-expansion cohorts of graduates. We find the proportion of over-educated graduates has doubled, even though over-education wage penalties have remained stable. This suggests that the labour market accommodated most of the large expansion of university graduates. Apparently over-educated graduates are mostly undistinguishable from matched graduates, while genuinely over-educated graduates principally lack non-academic skills such as management and leadership. Additionally, genuine over-education increases unemployment by three months but has no impact of the number of jobs held. Individual unobserved heterogeneity differs between the three groups of graduates but controlling for it, does not alter these conclusions.
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The parent-teacher organizations and associations in our schools do good work, yet rarely agitate for change. Parents often pick their neighborhood because they like the school the way it is. Teachers often prefer to make their own decisions without parental interference.But occasionally, as happened at Leesburg Elementary School in Loudoun County, parent dissatisfaction reaches a level where the PTO begins asking questions and sending e-mails to the principal or, worse, the principal's bosses. Then those evening meetings, which used to put me to sleep, get stressful.
Communication breakdowns between parents and schools are common. We education writers usually shrug them off as too local and trivial. But little stories like the flap at Leesburg Elementary expose a major flaw in the way schools treat parents (that's right, I think the school is usually the villain) and deserve more attention than they get.
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"[People] like themselves just as they are," says Marvin Minsky. "Perhaps they are not selfish enough, or imaginative or ambitious. Myself, I don't much like how people are now. We're too shallow, slow, and ignorant. I hope that our future will lead us to ideas that we can use to improve ourselves."Marvin believes that it is important that we "understand how our minds are built, and how they support the modes of thought that we like to call emotions. Then we'll be better able to decide what we like about them, and what we don't-and bit by bit we'll rebuild ourselves."
Marvin Minsky is the leading light of AI-that is, artificial intelligence. He sees the brain as a myriad of structures. Scientists who, like Minsky, take the strong AI view believe that a computer model of the brain will be able to explain what we know of the brain's cognitive abilities. Minsky identifies consciousness with high-level, abstract thought, and believes that in principle machines can do everything a conscious human being can do.
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AMONG the episodes in his life that didn't last, that were over almost before they began, including a spell in the army and a try at marriage, Michael Hart was a street musician in San Francisco. He made no money at it, but then he never bought into the money system much--garage-sale T-shirts, canned beans for supper, were his sort of thing. He gave the music away for nothing because he believed it should be as freely available as the air you breathed, or as the wild blackberries and raspberries he used to gorge on, growing up, in the woods near Tacoma in Washington state. All good things should be abundant, and they should be free.Project Gutenberg:He came to apply that principle to books, too. Everyone should have access to the great works of the world, whether heavy (Shakespeare, "Moby-Dick", pi to 1m places), or light (Peter Pan, Sherlock Holmes, the "Kama Sutra"). Everyone should have a free library of their own, the whole Library of Congress if they wanted, or some esoteric little subset; he liked Romanian poetry himself, and Herman Hesse's "Siddhartha". The joy of e-books, which he invented, was that anyone could read those books anywhere, free, on any device, and every text could be replicated millions of times over. He dreamed that by 2021 he would have provided a million e-books each, a petabyte of information that could probably be held in one hand, to a billion people all over the globe--a quadrillion books, just given away. As powerful as the Bomb, but beneficial.
Project Gutenberg offers over 36,000 free ebooks to download to your PC, Kindle, Android, iOS or other portable device. Choose between ePub, Kindle, HTML and simple text formats.We carry high quality ebooks: All our ebooks were previously published by bona fide publishers. We digitized and diligently proofed them with the help of thousands of volunteers.
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Representative Michele Bachmann promises to "turn out the lights" at the federal Education Department. Gov. Rick Perry calls it unconstitutional. Newt Gingrich, the former House speaker, would allow it to live but only as a drastically shrunken agency that mainly gathers statistics.Related: A Federal Takeover of Education.Even Mitt Romney, who in 2008 ran for president defending No Child Left Behind, the federal law that vastly expanded Washington's role in public schools, now says, "We need to get the federal government out of education."
For a generation, there has been loose bipartisan agreement in Washington that the federal government has a necessary role to play in the nation's 13,600 school districts, primarily by using money to compel states to raise standards.
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Reclamations, a journal published by University of California students, has published a special, timely pamphlet called "Generation of Debt," on the trap of student debt in America. Young people in America are bombarded with the message that they won't find meaningful employment without a degree (and sometimes a graduate degree).Meanwhile, universities have increased their fees to astronomical levels, far ahead of inflation, and lenders (including the universities themselves) offer easy credit to students as a means of paying these sums (for all the money they're charging, universities are also slashing wages for their staff, mostly by sticking grad students and desperate "adjuncts" into positions that used to pay professorial wages; naturally, the austerity doesn't extend to the CEO-class administrators, who draw CEO-grade pay).
The loans are backed by the government, and constitute a special form of debt that can't be discharged in bankruptcy, and that can be doubled, tripled, or increased tenfold through usury penalties for missed payments (the lenders themselves have a deplorable habit of applying these penalties even when payments are made, through "bureaucratic error" that is nearly impossible to correct).
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The Web site of Carnegie Learning, a company started by scientists at Carnegie Mellon University that sells classroom software, trumpets this promise: "Revolutionary Math Curricula. Revolutionary Results."The pitch has sounded seductive to thousands of schools across the country for more than a decade. But a review by the United States Department of Education last year would suggest a much less alluring come-on: Undistinguished math curricula. Unproven results.
The federal review of Carnegie Learning's flagship software, Cognitive Tutor, said the program had "no discernible effects" on the standardized test scores of high school students. A separate 2009 federal look at 10 major software products for teaching algebra as well as elementary and middle school math and reading found that nine of them, including Cognitive Tutor, "did not have statistically significant effects on test scores."
Amid a classroom-based software boom estimated at $2.2 billion a year, debate continues to rage over the effectiveness of technology on learning and how best to measure it. But it is hard to tell that from technology companies' promotional materials.
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Consider three anecdotes from Mary Diez, dean of education at Alverno College:Several years ago, she was walking up to the door of a Milwaukee high school. A student told her, "Lady, you don't want to go in there. It's not a nice place." Unfortunately, she said, he was right. Too many staff members didn't really care about the kids, and you had the feeling the place could go out of control at any time. Is that the formula for a successful school?
While Diez was involved in an effort to help 11 specific schools in the city, a principal showed her a six-page document, listing rules and the consequences for violating them. Her response: "You think, if you had more engaging classes, you would need all that?"
Students at one school were telling her about their favorite teacher. "She respects us and we respect her back," one said. The teacher had found something you don't learn from a course or a manual: the right mix of caring for kids and demanding educational progress from them that brings good outcomes, even with high-needs youths.
Diez is one of the leading figures in the Milwaukee area in what I believe (and this may be hopeful thinking) is a growing commitment by schools and educators to strengthen their work on improving the character traits of their students - and of staff members.
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According to statistics provided by the Oakland school district (and crunched by your devoted education reporter):TOTAL SUSPENSIONS in 2010-11: 6,137
TOTAL DAYS OF SCHOOL MISSED: 14,533
DEFIANCE ("disruption/defy authority") was the basis for 43 percent of all suspensions.
BLACK MALES made up less than 20 percent of all students in OUSD, but received about half of the suspensions.
At least two of the schools had more suspensions than students: Barack Obama Academy and Youth Empowerment School. YES (on the King Estates campus) closed in June, and Barack Obama Academy, an alternative middle school that opened on the Toler Heights campus in 2007, is slated to merge with Community Day.
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In rebuttal to last week's controversial bake sale protesting affirmative action in college admissions at the University of California, Berkeley, students at Fordham University in New York staged their own sale on Friday.A Fordham professor of African American Studies, Mark Naison, is leading the charge, mobilizing students in his senior seminar on affirmative action to peddle pastries priced according to research they conducted on various groups' advantages in admissions.
As Mr. Naison wrote in a piece Thursday on The Huffington Post, the counter-sale reflects "frustration at the misinformation about affirmative action that prevails among large sections of the American public."
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Frederic Leblanc & Nicolas Lupien:
Have you ever experienced an online course ? If you are reading this article, I'm presuming the answer is yes. Whether you are the teacher or the student, you probably thought, at one time or another: the experience could have been better if... Maybe it wasn't exactly those words, but I'm sure you found out that the Learning Management System (LMS) you were using - or the course material you were producing/looking at - wasn't as hot as you expected.This is quite common. In the beginning of this century, LMSs are only starting to be usable by the mainstream. What we're asking teachers is to create online material without, sometimes, any knowledge of computers or the LMS itself.
How can the experience be better? LMS can be simpler if online material can be produced without requiring a degree in computer science... and in a reasonable time frame.
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At John McDonough High School in this city's Esplanade Ridge district, the new superintendent points to a broken window boarded up with plastic. Nobody thought to fix it properly. "Why? Because these are the poor kids," says John White, who arrived in New Orleans this spring. "The message is: 'We don't care.'"John Mac is one of the worst schools in New Orleans, which makes it one of the worst in America. It scored 30 out of 200 on a statewide performance scale when 75 counts as "failing." In a school built for 800 students, 340 are enrolled. Virtually all are African-American. A couple years ago, an armed gang burst into the cafeteria and assassinated a student.
Mr. White looks in on classrooms. In one, groups of seniors chat loudly and puzzle over a basic algebra problem. In another the teacher struggles to start a conversation about a USA Today article that few students had read. A girl in the corner sits with a jacket over her head, headphones in both ears.
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The Madison School District's student population grew this year to its highest level since 1998, not counting an additional 1,789 new students enrolled in 4-year-old kindergarten.The 24,861 students represent the second-largest official student count in the past two decades, though the population has stayed relatively constant between 24,000 and 25,000 students during that time. The count is taken on the third Friday of the school year and is used to calculate state aid.
The district estimates there are 2,100 4-year-olds living in the district, which puts the district's 4K enrollment at more than 85 percent.
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Backers of the Madison Preparatory Academy and Madison School Board members appear to have ironed out some of the major wrinkles in the plans for the controversial new charter school aimed at improving the academic performance of minority students.But the devil remains in the details, board members say. Bringing several issues into clearer focus and then getting agreement will be essential to move the project forward. A final vote by the School Board will take place before the end of the year.
Details to be examined include the fine print on a broad agreement announced last week between the Madison teachers union and organizers of the Urban League-sponsored charter school.
"There are still some tremendously big questions that haven't been answered about how this agreement would actually work," says Marj Passman, School Board vice president. "It's not clear to me that all the parties are on the same page on all the issues, large and small."
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The National Education Policy Center finds that districts, including L.A. Unified, have increasingly suspended minority students, mostly for nonviolent offenses, over the last decade.In the decade since school districts instituted "zero tolerance" discipline policies, administrators have increasingly suspended minority students, predominantly for nonviolent offenses, according to a report released Wednesday.
The National Education Policy Center found that suspensions across the country are increasing for offenses such as dress code and cellphone violations. Researchers expressed concerns that the overuse of suspensions could lead to dropouts and even incarceration.
Suspensions are falling mostly on black students; nearly a third of black males in middle school have been suspended at least once, researchers from the University of Colorado-based group found.
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How do geniuses come up with ideas? What is common to the thinking style that produced "Mona Lisa," as well as the one that spawned the theory of relativity? What characterizes the thinking strategies of the Einsteins, Edisons, daVincis, Darwins, Picassos, Michelangelos, Galileos, Freuds, and Mozarts of history? What can we learn from them?For years, scholars and researchers have tried to study genius by giving its vital statistics, as if piles of data somehow illuminated genius. In his 1904 study of genius, Havelock Ellis noted that most geniuses are fathered by men older than 30; had mothers younger than 25 and were usually sickly as children. Other scholars reported that many were celibate (Descartes), others were fatherless (Dickens) or motherless (Darwin). In the end, the piles of data illuminated nothing.
Academics also tried to measure the links between intelligence and genius. But intelligence is not enough. Marilyn vos Savant, whose IQ of 228 is the highest ever recorded, has not exactly contributed much to science or art. She is, instead, a question-and-answer columnist for Parade magazine. Run-of-the-mill physicists have IQs much higher than Nobel Prize winner Richard Feynman, who many acknowledge to be the last great American genius (his IQ was a merely respectable 122).
Genius is not about scoring 1600 on the SATs, mastering fourteen languages at the age of seven, finishing Mensa exercises in record time, having an extraordinarily high I.Q., or even about being smart. After considerable debate initiated by J. P. Guilford, a leading psychologist who called for a scientific focus on creativity in the sixties, psychologists reached the conclusion that creativity is not the same as intelligence. An individual can be far more creative than he or she is intelligent, or far more intelligent than creative.
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Madison Preparatory Academy, via email:
Today, Madison Preparatory Academy Board Chair, David Cagigal, announced a gift of $2.5 million presented to the public charter school from Madisonian Mary Burke.
Ms. Burke, a retired business executive whose family owns Trek Bicycles and who served as Wisconsin's Secretary of Commerce during the Doyle Administration, described the reason for her gift.
"We all know Madison can do better. I am happy to do my part to invest in our community and the future of all of our youth. Madison Prep is a powerful idea backed up by a powerful and cost-effective plan. It offers real hope to Madison students, teachers and families who want to realize their expectations and dreams."
Ms. Burke also shared, "I understand we are in tight budget times and don't want concerns about the cost of Madison Prep or the availability of public funding to supersede the real need for the School Board to support it. I am confident Madison Prep will be a great opportunity for children and want to see it happen. I hope my gift helps the School Board overcome its financial concerns."
Gloria Ladson-Billings, Vice Chair of Madison Prep's Board and the Kellner Family Professor of Urban Education at the University of Wisconsin-Madison sees Ms. Burke's gift as an investment in innovation and human potential.
"We need to search for new solutions to solve the achievement gap in our Madison schools. To do this, we must be willing to innovate. Madison can be a perfect incubator for new educational methods and approaches. Mary Burke's gift is stunning in its generosity and powerful in its potential."
Mr. Cagigal sees the gift as the start of an important trend in the region. "Mary is absolutely committed to eliminating the achievement gap and is investing her resources in multiple approaches to achieve this goal. Whether it's Madison Prep or the Boys & Girls Club's AVID/TOPS program, Mary believes that supporting such efforts will ultimately benefit our entire community in the future. She is setting a great example for others and we are very thankful to have her in our corner."
With Ms. Burke's gift, the Urban League of Greater Madison will further reduce its request for per pupil funding from the Madison Metropolitan School District from $11,471 per pupil to $9,400 in the school's first year, and $9,800 per pupil in years two through five of the school's proposed five year budget. The Madison district currently spends $13,207 per pupil to educate students in middle and high schools.
Madison Preparatory Academy plans to open two college preparatory public charter schools in the fall of 2012, one for boys and one for girls. Their mission will be the same: to prepare students for success at a four year college or university by instilling excellence, pride, leadership and service. Both academies will be tuition-free, offer an identical curriculum in a single-sex education environment, and serve as catalysts for change and opportunity, particularly for young people of color.
Beginning with the 2012-13 school year, the Academies will serve 60 sixth grade boys and 60 sixth grade girls when they open next year, eventually growing to serve 820 students total.
Madison's Board of Education will vote next month on the new charter schools.
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DM: But you do need a person.SJ: You need a person. Especially with computers the way they are now. Computers are very reactive but they're not proactive; they are not agents, if you will. They are very reactive. What children need is something more proactive. They need a guide. They don't need an assistant. I think we have all the material in the world to solve this problem; it's just being deployed in other places. I've been a very strong believer in that what we need to do in education is to go to the full voucher system. I know this isn't what the interview was supposed to be about but it is what I care about a great deal.
DM: This question was meant to be at the end and we're just getting to it now.
SJ: One of the things I feel is that, right now, if you ask who are the customers of education, the customers of education are the society at large, the employers who hire people, things like that. But ultimately I think the customers are the parents. Not even the students but the parents. The problem that we have in this country is that the customers went away. The customers stopped paying attention to their schools, for the most part. What happened was that mothers started working and they didn't have time to spend at PTA meetings and watching their kids' school. Schools became much more institutionalized and parents spent less and less and less time involved in their kids' education. What happens when a customer goes away and a monopoly gets control, which is what happened in our country, is that the service level almost always goes down. I remember seeing a bumper sticker when the telephone company was all one. I remember seeing a bumper sticker with the Bell Logo on it and it said "We don't care. We don't have to." And that's what a monopoly is. That's what IBM was in their day. And that's certainly what the public school system is. They don't have to care.
Let's go through some economics. The most expensive thing people buy in their lives is a house. The second most expensive thing is a car, usually, and an average car costs approximately twenty thousand dollars. And an average car lasts about eight years. Then you buy another one. Approximately two thousand dollars a year over an eight year period. Well, your child goes to school approximately eight years in K through 8. What does the State of California spent per pupil per year in a public school? About forty-four hundred dollars. Over twice as much as a car. It turns out that when you go to buy a car you have a lot of information available to you to make a choice and you have a lot of choices. General Motors, Ford, Chrysler, Toyota and Nissan. They are advertising to you like crazy. I can't get through a day without seeing five car ads. And they seem to be able to make these cars efficiently enough that they can afford to take some of my money and advertise to other people. So that everybody knows about all these cars and they keep getting better and better because there's a lot of competition.
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Monopolists hate competition, and they'll say almost anything to prevent it. When natural gas competition was introduced in the mid-1980s, pipeline executives told regulators it would lead to gas explosions throughout Manhattan. As implausible as that tale was, it pales in comparison to the misinformation campaign waged by the public school monopoly against school choice.The school choice movement is gathering steam because of one simple fact: Public education is one of the most unproductive and underperforming sectors in America. Since 1970, spending on public schools (per student, in inflation-adjusted terms) has more than doubled. Over the same period, students' combined math and reading scores have been flat, and the U.S. has fallen behind most other industrial nations on standardized tests.
Educational productivity can be measured as the "output" of educational achievement for each inflation-adjusted dollar spent per student, and by this measure, the productivity of American public schools has fallen by 50% since 1970. A dollar invested in public schools in the U.K., Ireland and New Zealand now yields nearly twice the educational achievement as the same dollar spent in U.S. public schools.
These results cannot be explained by the efforts made to educate the disadvantaged, or by "exit exams" that reduce the pool of high school graduates in some countries. America's public schools clearly need to be improved but, in spite of receiving a massive increase in resources, have consistently failed to do so. Given this dismal performance, the current calls for fundamental educational reform are natural, healthy and long overdue.
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A college professor looks at the forgotten victims of our mediocre educational system--the potentially high achievers whose SAT scores have fallen, and who read less, understand less of what they read, and know less than the top students of a generation ago.Two crises are stalking American education. Each poses a major threat to the nation's future. The two are very different in character and will require separate strategies if we wish to solve them; yet to date, almost without exception, those concerned with restoring excellence to our schools have lumped them together.
The first crisis, which centers on disadvantaged minority children attending inner-city schools, has received considerable attention, as well it should. Put simply, it involves students whose habitat makes it very difficult for them to learn. The key issues are more social than educational. These children clearly need dedicated teachers and a sound curriculum, the two staples of a quality school, but the fact remains that most of them will not make significant progress until they also have decent housing, a better diet, and a safer environment in which to live.
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At the time, Julie Fitzgerald didn't know much about standardized testing or the laws in place that promote it. She just saw her young child crying."He was trying to do his math homework, which is a subject he usually enjoyed," she recalled. "He was really struggling, and he put his head down on the counter and started to cry. He said, 'I'm stupid.'"
Fitzgerald learned that her son, then in the second grade, had taken an assessment test that day in school and had become overwhelmed by it. A year later, she has informed Portland school officials in writing that she's opting both of her kids, students at Hall Elementary School, out of standardized testing.
She's one of few parents in Portland to take that step, but represents a local tie to a growing nationwide movement of parents dissatisfied with assessment tests mandated by state and federal education laws.
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Families were more dependent on government programs than ever last year.Nearly half, 48.5%, of the population lived in a household that received some type of government benefit in the first quarter of 2010, according to Census data. Those numbers have risen since the middle of the recession when 44.4% lived households receiving benefits in the third quarter of 2008.
The share of people relying on government benefits has reached a historic high, in large part from the deep recession and meager recovery, but also because of the expansion of government programs over the years. (See a timeline on the history of government benefits programs here.)
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A week after President Obama said he planned to rollback No Child Left Behind requirements, a majority of states have indicated they're on board with the plan, and U.S. Education Secretary Arne Duncan is encouraging others to do the same.In a recent appearance on MSNBC's Morning Joe, Duncan said that he wants "to get out of the way of the states," and that teachers need "room to move and we can't keep beating down from Washington."
In a letter to state education officials, Duncan stated that he was encouraging state and local government agencies to request waivers to NCLB, which Duncan says he is able to enact through a section in the Elementary and Secondary Education Act of 1965. The new waivers will provide flexibility to school curriculum, provided that the governing bodies meet certain requirements.
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It appears that the one thing holding down student achievement was the jeans the teacher wore to class. Oh, if only we had realized that unless the teacher was wearing a tie while dodging spitballs from his class of 60 kids, that would make all the difference as to whether or not Johnny could read.Nancy Ettenheim:No one cares to lower class sizes, and heaven forbid we should give teachers the opportunity to have any say in their workplace. So let's enact dress codes for teachers. No one is saying where the teachers are going to get the money for all these clothes, but I guess Goodwill might be high on the list.
What an interesting paradox to read the Oct. 2 article on dress codes for teachers in the same newspaper that carried the lament that we need more people with manufacturing skills such as machinists and CNC operators. Does anyone remember that some people who work with their hands are the ones who are actually helping the economy along? I mean, are we so blinded by the thought that we all want everyone to be a doctor, lawyer or MBA that we have forgotten that some people are amazing at doing jobs that don't require wearing a suit?
In this era of tumult and freefall for teachers in public schools, the imposition of a teacher dress code seems almost over the top. At first glance, it appears heavily dredged in the flour of unbounded management power.A number of public school districts in the metro area have imposed dress codes on their teaching staff. While the codes vary in detail, they seem to center around a neat, casual appearance for the teachers.
Politics aside, when one steps back and examines the strengths of the policy, it is a good idea. Teachers quoted in an Oct. 2 Journal Sentinel article, for the most part, appear to be supportive. In my experience, most teachers already dress this way, what I call "respectfully comfortable."
The key issue to me is that teachers not be mistaken for students because of lax appearance. Clothing is a powerful symbol in all areas of life; it makes announcements as to how a person wishes to be perceived. Teachers do and should occupy an arena of esteem and authority. This can be diminished if a teacher shows up in class wearing clothes so informal as to send a message to students that, hey, we're all buddies and I want to be your friend.
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"Our shared goal is that every teacher should receive the high-quality preparation and support so that every student can have the education they deserve," U.S. Education Secretary Arne Duncan said at the report's release here on Friday at a forum sponsored by Education Sector. The current system provides no measurement of teacher effectiveness, and thus no guarantee of quality, he said. Despite federal rules requiring states to identify low-performing teacher preparation programs, in the past dozen years, more than half haven't pointed to a single one. "That would be laughable if the results weren't so tragic for our nation's children," Duncan said.The plan also includes special aid for programs that recruit more diverse candidates who become successful teachers, to address the increasing difference between the proportion of minority students and that of minority teachers.
Measuring teacher performance has been a focus for Duncan, who last year upset many programs by suggesting that master's degrees in education should not automatically merit higher paychecks, saying that money should be redirected to teachers who either prove their ability to perform or work in high-needs areas such as low-income districts. The new federal proposal, which Duncan announced here on Friday, was widely praised for its goal of improving student outcomes. But it also prompted some skepticism from teacher education groups questioning its feasibility.
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The Top 400 outcomes will and should be debated, and people will be curious about the relative place of their universities in the ranked list, as well as about the welcome improvements evident in the THE/Thomson Reuters methodology. But don't be invited into distraction and only focus on some of these questions, especially those dealing with outcomes, methods, and reactions.
