An interesting method by which I found out that people were cheating on my final exam.
I use different versions of midterm examinations to discourage cheating in my population biology class (~200 students). When the course started, I used to do the same thing for the final exam, but it was a little more complicated, because the final exam is administered by the registrar’s office, not by me and my teaching team.
At some point, somebody advised me not to bother with versions: the registrar’s office is supposed to be professional about administration, and they usually mix people who are taking different exams in the same room, so I stopped bothering with different versions for the final exam for a year or two. I do it again now, and you’ll see why.
In the year in question, my exam was given in two separate medium-sized rooms. My class was alone in these two rooms. I received a report from the invigilators in Room 1 about suspicious behaviour. They had warned a couple of students for acting strangely, and then warned them again. They weren’t prepared to say that they were sure that the students were cheating, but wanted me to compare their answer slates. In retrospect, they should have left the students alone until they were ready to sign a complaint against them (or until they had cheated enough to have it proved against them).
ne of the best pieces of advice I was ever given was from a friend in the restaurant business. If I were planning to complain about any part of my meal or service, he said, I should wait until I had eaten all I was going to eat that night. He illustrated this warning with examples of what can happen to food prepared for awkward customers, and so I’ve followed this advice ever since. It’s a good principle: don’t complain to people on whom you’re relying – unless there’s no way they can wipe your steak on their bum or drop a bogey in your soup.
As with restaurants, so with schools. The difference with schools is that you’re likely to be stuck with them for a lot longer than one meal. So think carefully before putting on your Mr Angry face and marching into the school for a spot of ranting.
Democrats and Republicans alike, he says, must first recognize that public education is a “broken, government-run monopoly serving the needs of adults at the expense of the needs of children.” The only way forward, Klein says, is to offer underprivileged families real educational choices, breaking the states’ monopoly on education and the perverse union rules strangling public education all across the nation.
Start by leaving your comfort zone and funneling capital away from your wealthy alma mater and toward the poor neighborhoods, where your generosity is truly needed. “A lot of people say to me, ‘I won’t give to public schools because I don’t think it will do anything,’ ” Klein says. He sends such skeptics to tough neighborhoods where charter schools run by the likes of KIPP, Success Academy, and Achievement First are making a real difference.
Consider a 2006 Robin Hood Foundation fund-raiser evening, where $45 million in donor support for new schools was matched by the charity’s board, raising $90 million in minutes. Klein, as the city’s chancellor, quickly agreed to kick in another $90 million from his $12 billion capital budget, and two architecturally stunning charter schools delivering quality education have since been built in blighted neighborhoods in the Bronx and Brooklyn.
“Imagine what these kids feel like, when they walk into their school and it’s the Taj Mahal? Go talk to those kids if you are looking for impact,” says Klein. That made me press him for practical help, and he promptly offered to try to organize for interested Barron’s Penta subscribers who emailed us they wanted to see such impact up close—a tour of a new charter school making a difference somewhere in the U.S. Subscribers who want a tour need only shoot us an e-mail.
Which gets us to his final point: Spend political capital, as well. Charter schools are great, Klein says, but voucher programs are the only way to quickly scale up high-quality alternatives to the busted and dangerous public schools currently entrapping our kids. Such programs allow a disadvantaged family to apply the tax-dollar equivalent of a public education—almost $20,000 a year in New York City—toward a private education of their choice.
He hasn’t been allowed outside at school all week; it’s too cold. Yet this son has spent happy hours outside at home this week, all bundled up, moving snow with the toy snowplow, creating “snowmobile trails” in our yard with his sled and shoveling both our walk and our neighbors. Because he wants to.
This morning, as always, my son was up and dressed before the rest of the household; he likes time to play Minecraft before school starts. But he also cleaned the dirty glass on the woodstove, started the fire and brought wood into the house. Because he wants to.
And it hit me this morning: He would have done great in Little House on the Prairie time.
We’re reading Laura Ingalls Wilder’s The Long Winter, one of the books in the Little House series, aloud right now. Back then, boys (and girls) primarily learned by doing. Kids between the ages of 5 and 18 weren’t corralled into schools and kept apart from real life; out of necessity, boys worked on the farms and girls helped in the house. Entire families worked together to survive, and along the way, boys and girls learned how to function in the real world.
Like many PhD students in their fourth year, there are two things constantly on my mind: one is my research, and the other is my post-graduation plan. I am currently a graduate student in the Cold Spring Harbor Laboratory (CSHL) PhD programme, which is designed to be 4-5 years long. The course puts a strong emphasis on developing post-graduation plans early on, so I started researching career options in my 2nd year.
I came across some statistics from the National Science Foundation (NSF) that painted a dire picture of career prospects in academia. Coincidentally, I joined CSHL’s Bioscience Enterprise Club around the same time to learn about alternative careers, and was taken aback by the abundance of career options available for PhDs: research in industry, publishing, science writing, teaching, public policy, finance, consulting, patent law, biotech startups, and more.
Researching career options early on has given me ample time to identify rewarding career paths, and to get involved in extra-curricular activities. Having done the research, I plan on applying the data science skills that I have developed over the course of my PhD to a career in industry.
As I get closer to graduation, I find myself much more prepared for what’s to come and strongly believe that considering career options early on is crucial for any PhD student. Therefore, I would urge all graduate schools to insist that their students do the same, especially in the current academic climate. For those who haven’t been introduced to the stats, I’ve put together a short summary for you.
Remember, we’re arguing about standards that have been in place for five years and assessments that haven’t even been given yet. Can we wait two weeks before passing judgement?
Also in the comments section, Anne Clark, who never takes fools lightly, has her own responses to anti-testers. She notes that there was plenty of opportunity for public comment during the adoption of Common Core and PARCC, that instructional time devoted to PARCC tests is de minimus compared to traditional testing schedules, and that the movement towards uniform standards and assessments has always been bipartisan. She’s also not afraid to call out Save Our Schools-NJ, one of the primary instigators of N.J.’s hysteria:
Yet, we have no useful method to track academic progress despite the DPI’s decades long WKCE adventure.
Like many who have worked in college admissions, she has heard it: All the worries from parents about “what they can do” to get their kids into Ivies.
And she has read about a cluster of suicides that some attribute to stress, pressure on achievement.
As a former admissions officer for some top schools, she has some cutting advice for parents:
Forget the top schools. Forget formulas to ace admissions. Forget achievement at all costs.
Our data indicate that both increased numbers of borrowers and larger balances per borrower are contributing to the rapid expansion in student loans. Between 2004 and 2014, we saw a 74 percent increase in average balances and a 92 percent increase in the number of borrowers. Now there are 43 million borrowers, up from 42 million borrowers at the end of 2013, with an average balance per borrower of about $27,000.
The heterogeneity of borrower indebtedness is very pronounced. As shown in the chart below, nearly 39 percent of borrowers owe less than $10,000, and the median balance is about $14,000. At the high end, more than 4 percent of borrowers, about 1.8 million people, owe more than $100,000.
200119436-002In his 1965 report on the black family, Daniel Patrick Moynihan highlighted the rising fraction of black children growing up in households headed by unmarried mothers. He attributed the increase largely to the precarious economic position of black men, many of whom were no longer able to play their traditional role as their family’s primary breadwinner. Moynihan argued that growing up in homes without a male breadwinner reduced black children’s chances of climbing out of poverty, and that the spread of such families would make it hard for blacks to take advantage of the legal and institutional changes flowing from the civil rights revolution.
Moynihan’s claim that growing up in a fatherless family reduced a child’s chances of educational and economic success was furiously denounced when the report appeared in 1965, with many critics calling Moynihan a racist. For the next two decades few scholars chose to investigate the effects of father absence, lest they too be demonized if their findings supported Moynihan’s argument. Fortunately, America’s best-known black sociologist, William Julius Wilson, broke this taboo in 1987, providing a candid assessment of the black family and its problems in The Truly Disadvantaged. Since then, social scientists have accumulated a lot more evidence on the effects of family structure. This article will offer some educated guesses about what that evidence means.
Teaching is commonly associated with instruction, yet in evolution, immunology, and neuroscience, instructional theories are largely defunct.
We propose a co-immunity theory of teaching, where attempts by a teacher to alter student neuronal structure to accommodate cultural ideas and practices is sort of a reverse to the function of the immune system, which exists to preserve the physical self, while teaching episodes are designed to alter the mental self.
This is a theory of teaching that is based on the inter-subjective relationship between teacher and learner. This theory posits that teaching does not, as is commonly assumed, take place via instruction from teacher to students, but rather through a process of selection in the learner’s brain, stimulated by materials and activities utilized by the teacher. In this theory, the mechanism that drives the selection process in learners’ brains is co-regulated emotional signaling between teacher and learner. From this perspective, the power of formative assessment is that it intrinsically carries with it emotional aspects for both learner and teacher, in that it provides a feedback relationship between them both, and so, according to the Greenspan & Shanker theory of cognitive symbolic development, promotes cognitive development.
– See more at: http://beta.briefideas.org/ideas/b0b3c84a223e16c8f066b8770831a962#sthash.kKerYg1g.dpuf
We all want what is best for our children. We want them to be happy and successful, and we want to protect them from harm. But what if we are protecting them from extremely remote threats while ignoring the things that most endanger their well-being? What if police and child welfare officials, the experts whom we empower to protect our children, are pursuing phantom problems while neglecting those who are truly at risk?
One recent Saturday afternoon, six police officers and five patrol cars came to my home in Silver Spring. They demanded identification from my husband and entered our home despite not having a warrant to do so. The reason for this show of force? We had allowed our children to walk home from a neighborhood park by themselves.
A few hours later, a Montgomery County Child Protective Services (CPS) social worker coerced my husband into signing a “temporary safety plan” for our children by threatening to take the children “right now” — a threat she backed up with a call to the police. In the weeks that followed, another worker from the agency appeared at our door with the police and insisted that he did not need a warrant to enter our home. He also interviewed our children at school without our knowledge or permission.
Advocates for the deaf on Thursday filed federal lawsuits against Harvard and M.I.T., saying both universities violated antidiscrimination laws by failing to provide closed captioning in their online lectures, courses, podcasts and other educational materials.
“Much of Harvard’s online content is either not captioned or is inaccurately or unintelligibly captioned, making it inaccessible for individuals who are deaf or hard of hearing,” the complaint said, echoing language used in the M.I.T. complaint. “Just as buildings without ramps bar people who use wheelchairs, online content without captions excludes individuals who are deaf or hard of hearing.”
Jeff Neal, a spokesman for Harvard, said that while he could not comment on the litigation, Harvard expected the Justice Department to propose rules this year “to provide much-needed guidance in this area,” and that the university would follow whatever rules were adopted.
Johnny in Topeka can’t read, but Janne in Helsinki is effortlessly finishing his storybooks. Such a disparity may be expected by now, but the reason might come as a surprise: It probably has much less to do with teaching style and quality than with language. Simply put, written English is great for puns but terrible for learning to read or write. It’s like making children from around the world complete an obstacle course to fully participate in society but requiring the English-speaking participants to wear blindfolds.
Adults who have already mastered written English tend to forget about its many quirks. But consider this: English has 205 ways to spell 44 sounds. And not only can the same sounds be represented in different ways, but the same letter or letter combinations can also correspond to different sounds. For example, “cat,” “kangaroo,” “chrome,” and “queue” all start with the same sound, and “eight” and “ate” sound identical. Meanwhile, “it” doesn’t sound like the first syllable of “item,” for instance, and “cough” doesn’t rhyme with either “enough,” “through,” “furlough” or “bough.” Even some identically spelled words, such as “tear,” can be pronounced differently and mean different things.
Ah, your 20s: A decade of self discovery, smartphone dating and shopping for IKEA coffee tables — right?
A new report from the Federal Reserve Bank of New York sends a more sobering message to millennials: Your first 10 years in the labor market likely shape your lifetime earning potential.
“Across the board, the bulk of earnings growth happens during the first decade,” wrote economists Fatih Guvenen, Fatih Karahan, Serdar Ozkan and Jae Song, who studied the career paths of about 5 million workers over nearly 40 years.
The jump in pay could be largely driven by the steep learning curves early in your career, said Guvenen, an economics professor at the University of Minnesota.
There is a concept called the big lie, which holds that if you repeat a falsehood long enough and loudly enough, people will begin to believe it. Sadly, fearing the success of charter schools in New York City, the United Federation of Teachers and other education-reform opponents have been telling a big lie for years.
The UFT and its backers have kept up a steady drumbeat of false claims against charter schools in New York City: Charters cherry-pick their students, push out those who need extra support, and generally falsify their impressive results. Well, a recent report from New York City’s Independent Budget Office, a publicly funded, nonpartisan agency, proves that these accusations are false. Unfortunately, New York City Schools Chancellor Carmen Fariña is among those city officials who believe the big lie.
The heat that afternoon was intense. Weather maps across Iowa were deep red, and warnings flashed across the screen. A high school football player on the other side of the state had died from heat exhaustion the week before. Cornfields wilted and shrank into hills of despondent brown.
I was running late as I parked and shuffled to a dilapidated satellite classroom building. I introduced myself to a teacher sitting at a desk and told him that I was there to meet a 21-year-old man named “Scooter” — a childhood nickname, I’d later learn, that had stuck. (I’ve changed all names and some details to protect him and to comply with privacy laws.) I needed a summer job after my first year of grad school, and he needed staff.
My experience with autism had been limited to movies and anecdotes from friends who worked in “the field” — care industry shorthand for post-institutional residential and community-living nonprofits supporting people with developmental disabilities. (“We’re always looking,” the agency had said, and hired me without any sort of drug screening and a cursory, astonishingly fast background check. The drug screening was my only concern while filling out applications.)
At Republicans’ recent retreat, Messer listened to GOP strategist Alex Castellanos promote school choice as one of a handful of issues that should make up a new agenda for the party.
“I thought, oh gosh — maybe I’m onto something here,” Messer said.
School choice has always been a hard sell in Washington: GOP lawmakers from rural states and those with powerful unions don’t stand to gain much from pushing the issue. In wealthier districts, too, parents may not feel they have much to gain if they are satisfied with their well-funded public schools. Other members of Congress don’t see why it’s worth the time.
“It’s an interesting challenge: Republicans believe this will be good for vulnerable kids and kids that need help,” said Frederick Hess, education policy director at the American Enterprise Institute. “But it’s also a fact that their local superintendents, and school boards, and kids, and parents are saying, ‘We don’t think this is a good idea’ in many cases.”
My views on the merits of having a technical track align with those of many people in our industry. Management is a different job, with different skills. They’re not necessarily more difficult skills, they’re just different. By and large they’re unrelated to the day-to-day labor of the people who build technology products.
It doesn’t make any sense to divert your technical talent into a discipline where they will need to stop doing technical work. (That’s in the event that they intend to be effective managers, which I concede might be an unrealistic expectation.)
Other people have made this case, so I’ll just proceed as if we agree that there must be a way forward for people that are great programmers other than to simply graduate into not programming at all.
I graduated from Camden schools, and the quality of the education my children were getting has been far below what I received. I’m glad that the District is finally making some changes, and I’m glad that parents like me have more and better options to choose from.
That’s Camden parent Mary Jane Timbe, an alumna of Camden Public Schools who has a child at Mastery North Camden and another at Woodrow Wilson High School. She made that comment at Camden Superintendent Paymon Rouhanifard’s “State of the Schools” report yesterday at Woodrow Wilson High School.
Indeed, the district, New Jersey’s neediest, concurs with Ms. Timbe’s assessment. Superintendent Rouhanifard, appointed eighteen months ago when the State took over the long-failing district, noted in this most recent of his quarterly updates to the community, that “the School District is falling short. He went on to itemize the steps he will take to move the district forward, particularly at the high school level and with student and staff engagement.”
There is good news to report, although Rouhanifard was careful to note that the occasion of his update to the community “is not a celebration, but a public accounting.” Graduation rates are up 6%. Students feel significantly safer in the hallways and bathrooms. High school freshmen and sophomores are beginning to spend more time on reading and math and the district is in the midst of overhauling its vocational programs. (According to the Star Ledger, “absolutely zero high school students earned a vocational program certificate last year, despite hundreds of students enrolled in vocational education classes.”) Next week the Rouhanifard will begin a series of “Teacher Roundtables” and the week after that he’ll launch “Student Leader Roundtables” in order to enhance collaboration with stakeholders.
We know that women are underrepresented in math and science jobs. What we don’t know is why it happens.
There are various theories, and many of them focus on childhood. Parents and toy-makers discourage girls from studying math and science. So do their teachers. Girls lack role models in those fields, and grow up believing they wouldn’t do well in them.
All these factors surely play some role. A new study points to the influence of teachers’ unconscious biases, but it also highlights how powerful a little encouragement can be. Early educational experiences have a quantifiable effect on the math and science courses the students choose later, and eventually the jobs they get and the wages they earn.
A couple of weeks ago, I wandered into the hills north of the UC Berkeley campus and showed up at the door of a shambling Tudor that was filled with lumber and construction equipment. Samantha Matalone Cook, a work-at-home mom in flowing black pants and a nose ring, showed me around. Cook and her family had moved into the house in April and were in the middle of an ambitious renovation. “Sorry,” Cook said, “I didn’t tell you we were in a construction zone.” A construction zone, it turns out, that doubles as a classroom.
We walked into the living room where Cook’s two sons, Parker and Simon, were sitting on the couch, silently scribbling. The boys, aged 12 and 10, had the air of young Zuckerbergs-in-training. Babyfaced and freshly scrubbed, they spoke with a somewhat awkward and adenoidal lilt and wore sweatshirts with the hoods flipped up and no shoes. The room around them was chaos—piles of art supplies were stacked around the floor and paint samples were smeared next to the doorways. The family’s two dogs, Dakota and Kaylee, wrestled loudly over a chew toy. The sound of pounding construction equipment drifted in from the basement. And yet the boys were focused on what I soon learned were math workbooks—prealgebra for Parker, a collection of monster-themed word problems for Simon.
The Cook boys are homeschooled, have been ever since their parents opted not to put them in kindergarten. Samantha’s husband Chris never liked school himself; as a boy, he preferred fiddling on his dad’s IBM PC to sitting in a classroom. After three attempts at college, he found himself unable to care about required classes like organic chemistry and dropped out to pursue a career in computers. It paid off; today he is the lead systems administrator at Pandora. Samantha is similarly independent-minded—she blogs about feminism, parenting, art technology, and education reform and has started a network of hackerspaces for kids. So when it came time to educate their own children, they weren’t in any hurry to slot them into a traditional school.
What is college? To Madison Comer, a confident 6-year-old, it is a very big place. “It’s tall,” she explained, outlining the head of Tuffy, the North Carolina State mascot, with a gray crayon. “It’s like high school but it’s higher.”
Elizabeth Mangan, who plans to be a veterinarian because she loves her puppy, pointed out that she, too, would attend North Carolina State. “Me and Madison are going to the same college,” she said.
And what is college? “It’s someplace where you go to get your career.”
Earlier this month, after announcing his plan to make community college free, President Obama lauded a college degree as “the surest ticket to the middle class.”
New research in the prolific field of “Is College Worth It?” suggests it’s not that simple.
“‘Ticket’ implies a college degree is something you can just cash in,” said Alan Benson, assistant business professor at the University of Minnesota. “But it doesn’t work that way. A college degree is more of a stepping stone, one ingredient to consider when you’re cooking up your career. … It’s not always the best investment for everyone.”
Benson, along with M.I.T.’s Frank Levy and business analyst Raimundo Esteva, co-authored a new paper, released this week, examining the value of public university options in California. Factors like how long it takes to complete a degree — often longer than four years — and whether students make it to graduation, he learned, can significantly diminish the value of pursuing higher education.
ON a recent afternoon, the banter of boisterous adolescents at Edwin G. Foreman High School, in a poor, racially and ethnically mixed Chicago neighborhood, echoed off the corridor walls. But Room 214 was as silent as a meditation retreat. Inside, 16 ninth- and 10th-grade African-American and Latino boys were working, two-on-one, with a tutor. They’re among 1,326 boys in 12 public schools in this city who are sweating over math for an hour every day.
Kids like these fare worst on every measure of academic achievement, from test scores to graduation rates. On the 2013 National Assessment of Educational Progress, the average reading and math scores of eighth-grade black boys are barely higher than those of fourth-grade white girls, and Latino boys score only marginally better. Dropping out is a near-certain ticket to poverty, and these youngsters quit or are pushed out at a dismaying rate. Only 57 percent of young black men and 62 percent of young Latino men graduate from high school in four years, compared with 79 percent of young white men.
The teenagers in Chicago’s math-tutoring-on-steroids experiment fit this dismal profile. They were as many as seven years behind in reading and 10 in math — 16-year-olds with the skills of third graders. The previous year they missed more than a month of school, on average, and when they did make an appearance they were often banished to the school disciplinarian. Nearly a fifth of them had arrest records. Not only were they disproportionately likely to drop out, they were also prime candidates for the school-to-gang-to-prison pipeline
After losing interest in attending the University of Chicago, high school senior Sarah Schmoller didn’t bother to apply before the Jan. 1 deadline. The university, though, wouldn’t take no for an answer. Over winter break, the school offered to extend the deadline to Jan. 5 so that Schmoller could “sleep in, and eat cookie after delicious cookie” and “take these extra days to relax a bit.” When she didn’t respond, an e-mail signed by admissions director Daniel Follmer popped up in her inbox on Jan. 7, giving her two more days. “We’re Missing Your Application,” the subject line read.
This year, at least a dozen elite colleges, including Chicago, Duke, Dartmouth, and Columbia, have offered extensions of once-sacrosanct January admissions deadlines. The University of Pennsylvania, Vanderbilt, and Bates are among schools whose admissions deans said they were doing so for the first time, aside from individual hardship cases or such emergencies as storms and major website failures.
Carl Krawitt has watched his son, Rhett, now 6, fight leukemia for the past 4 1/2 years. For more than three of those years, Rhett has undergone round after round of chemotherapy. Last year he finished chemotherapy, and doctors say he is in remission.
Now, there’s a new threat, one that the family should not have to worry about: measles.
Rhett cannot be vaccinated, because his immune system is still rebuilding. It may be months more before his body is healthy enough to get all his immunizations. Until then, he depends on everyone around him for protection — what’s known as herd immunity.
But Rhett lives in Marin County, Calif., a county with the dubious honor of having the highest rate of “personal belief exemptions” in the Bay Area and among the highest in the state. This school year, 6.45 percent of children in Marin have a personal belief exemption, which allows parents to lawfully send their children to school unvaccinated against communicable diseases like measles, polio, whooping cough and more.
Following last month’s Taliban school massacre, Pakistan is allowing teachers to carry weapons. The BBC’s Shahzeb Jillani visits a school in Peshawar where staff are now serving as armed guards.
On a cloudy morning in January, Mohammed Iqbal is conducting a rare physical fitness class inside the courtyard of Government Higher Secondary School Number 1. The sprawling campus of the all-boys school is one of the biggest and oldest government institutions in Peshawar.
The school has a large playground for sports activities. But it’s not been much in use since the Taliban massacre at the nearby Army Public School, which killed about 150 people, mostly children.
Until that atrocity, Mr Iqbal’s main job was to plan sports activities for his pupils. He now doubles as the school’s chief security officer, with a gun tucked under his long shirt.
“It’s my personal gun which I have started carrying with me to school,” he says as he pulls out a 9mm Beretta pistol.
Eight-month-old Lucas Kronmiller has just had the surface of his largely hairless head fitted with a cap of 128 electrodes. A research assistant in front of him is frantically blowing bubbles to entertain him. But Lucas seems calm and content. He has, after all, come here, to the Infancy Studies Laboratory at Rutgers University, repeatedly since he was just four months old, so today is nothing unusual. He—like more than 1,000 other youngsters over the past 15 years—is helping April A. Benasich and her colleagues to find out whether, even at the earliest age, it is possible to ascertain if a child will go on to experience difficulties in language that will prove a burdensome handicap when first entering elementary school.
Benasich is one of a cadre of researchers who have been employing brain-recording techniques to understand the essential processes that underlie learning. The new science of neuroeducation seeks the answers to questions that have always perplexed cognitive psychologists and pedagogues.
How, for instance, does a newborn’s ability to process sounds and images relate to the child’s capacity to learn letters and words a few years later? What does a youngster’s ability for staying mentally focused in preschool mean for later academic success? What can educators do to foster children’s social skills—also vital in the classroom? Such studies can complement the wealth of knowledge established by psychological and educational research programs.
Update, 1/22/15: The Triad district has sent out a press release with more information about when it would ask for a student’s social media password. The full letter suggests there has been misinformation in the press but does not refute anything Motherboard has reported. More about the letter can be found at the bottom of this post.
School districts in Illinois are telling parents that a new law may require school officials to demand the social media passwords of students if they are suspected in cyberbullying cases or are otherwise suspected of breaking school rules.
The law, which went into effect on January 1, defines cyberbullying and makes harassment on Facebook, Twitter, or via other digital means a violation of the state’s school code, even if the bullying happens outside of school hours.
A letter sent out to parents in the Triad Community Unit School District #2, a district located just over the Missouri-Illinois line near St. Louis, that was obtained by Motherboard says that school officials can demand students give them their passwords. The full letter is embedded below.
“If your child has an account on a social networking website, e.g., Facebook, Instagram, Twitter, ask.fm, etc., please be aware that State law requires school authorities to notify you that your child may be asked to provide his or her password for these accounts to school officials in certain circumstances,” the letter says.
The damning criticism she endured, including a threat of arrest for child endangerment, intensified her desire to encourage anxious parents to give their children the freedom they need to develop the self-confidence and resilience to cope effectively with life’s many challenges.
One result was the publication in 2009 of her book “Free Range Kids: How to Raise Safe, Self-Reliant Children (Without Going Nuts With Worry).” A second result is the Free Range Kids Project and a 13-part series, starting Thursday on Discovery Life Channel, called “World’s Worst Mom.” In it, Ms. Skenazy intervenes to rescue bubble-wrapped kids from their overprotective parents by guiding the children safely through a sequence of once-forbidden activities and showing their anxious parents how well the children perform and how proud they are of what they accomplished.
The term “helicopter parents” applies to far more than those who hover relentlessly over their children’s academic and musical development. As depicted in the first episode of the series, it applies to 10-year-old Sam’s very loving mother who wouldn’t let him ride a bike (“she’s afraid I’ll fall and get hurt”), cut up his own meat (“Mom thinks I’ll cut my fingers off”), or play “rough sports” like skating. The plea from a stressed-out, thwarted Sam: “I just want to do things by myself.”
WHEN the candidates for the Republican presidential nomination line up on stage for their first debate in August, there may be three contenders whose fathers also ran for president. Whoever wins may face the wife of a former president next year. It is odd that a country founded on the principle of hostility to inherited status should be so tolerant of dynasties. Because America never had kings or lords, it sometimes seems less inclined to worry about signs that its elite is calcifying.
Thomas Jefferson drew a distinction between a natural aristocracy of the virtuous and talented, which was a blessing to a nation, and an artificial aristocracy founded on wealth and birth, which would slowly strangle it. Jefferson himself was a hybrid of these two types—a brilliant lawyer who inherited 11,000 acres and 135 slaves from his father-in-law—but the distinction proved durable. When the robber barons accumulated fortunes that made European princes envious, the combination of their own philanthropy, their children’s extravagance and federal trust-busting meant that Americans never discovered what it would be like to live in a country where the elite could reliably reproduce themselves.
Now they are beginning to find out, (see article), because today’s rich increasingly pass on to their children an asset that cannot be frittered away in a few nights at a casino. It is far more useful than wealth, and invulnerable to inheritance tax. It is brains.
America is one of only three advanced countries where the government spends more on schools in rich areas than in poor ones. Its university fees have risen 17 times as fast as median incomes since 1980, partly to pay for pointless bureaucracy and flashy buildings. And many universities offer “legacy” preferences, favouring the children of alumni in admissions.
Many schools are in the grip of one of the most anti-meritocratic forces in America: the teachers’ unions, which resist any hint that good teaching should be rewarded or bad teachers fired. To fix this, and the scandal of inequitable funding, the system should become both more and less local. Per-pupil funding should be set at the state level and tilted to favour the poor. Dollars should follow pupils, through a big expansion of voucher schemes or charter schools. In this way, good schools that attract more pupils will grow; bad ones will close or be taken over. Unions and their Democratic Party allies will howl, but experiments in cities such as battered New Orleans have shown that school choice works.
Familiar themes in Madison, where one size fits all reigns, while spending double the national average per student.
Researchers have identified several geographic hot spots in the Bay Area where parents are not vaccinating their children, triggering concern about potential outbreaks of dangerous and preventable infectious diseases.
This unique study — which uses statistical software to match electronic medical records to home addresses of Kaiser patients — reveals precisely where physicians can target their vaccination efforts and detect disease outbreaks quicker.
One cluster is in the East Bay communities of El Cerrito, Berkeley, Oakland and Alameda, where parents rejected vaccines for 10.2 percent of children. The second was in the northern part of San Francisco, as well as Marin County and the southwestern part of Sonoma County, with a 6.6 percent rate of vaccine refusal.
“Anecdotally, doctors have reported that a lot of parents in a particular neighborhood or county have hesitations about vaccines,” said lead investigator Dr. Tracy A. Lieu of Kaiser’s Division of Research, based in Oakland. “This is the first time we’ve used computers to actually find these clusters.”
“What I hope parents understand is that there are some three million high school players and by the time they scale that down to the quarterback position there are a couple of hundred thousand starters,” he said. “Then you get to Division I and II, and there are 360 quarterbacks. When you get to the N.F.L. there are 64. When you think about the odds, that’s not very good odds.”
Even so, he said, football can provide children with opportunities they might not have had otherwise. Mr. Trombley agreed, saying he looked at baseball and football as sports that might get him into a better college than he would otherwise.
“There is no question that baseball got me into Duke University,” he said. “I think I lucked out making it a profession. It just kind of happened by accident. It wasn’t all or nothing. We stress that with our kids: It’s wonderful to play a sport, but it could go away.”
Yet today, Mr. Trombley, 47, a financial adviser in his hometown, Wilbraham, Mass., laments that the highest level of youth sports may be out of reach for many children. He said the farthest he ever traveled for a game was a couple of towns over, but recently his family drove hours to a weekend-long high school tournament in New Jersey.
Mark Hyman, an assistant professor at George Washington University who has written books on youth sports, said that parents whose goal is to give their children the best chance in life or to get them a scholarship to college were not looking at the statistics.
“Parents think these investments are justified; they think it will lead to a full ride to college,” he said. “That’s highly misinformed. The percentage of high school kids who go on to play in college is extremely small. In most sports it’s under 5 percent. And the number for kids getting school aid is even smaller — it’s 3 percent.”
His advice? “What I tell parents is if you want to get a scholarship for your kids, you’re better off investing in a biology tutor than a quarterback coach,” he said. “There’s much more school dollars for academics.”
For the many high-school seniors who already have submitted their college admissions applications, the season of waiting for an acceptance letter has begun. For their parents, there’s a different anxiety-ridden waiting game: For the financial-aid offers that will spell out just how much this is all going to cost.
Paying for college is now a lot like buying a plane ticket. You have no idea how much the person sitting next to you is paying because most schools discount their tuition to maximize their enrollment numbers and revenue. It’s no different than the airlines trying to fill as many of their seats at the highest prices.
The average discount for first-year students at private colleges is now a staggering 46 percent. But who gets a discount and how big of one a student gets is less straightforward than ever before. It used to be that colleges awarded their own aid dollars based mostly on a student’s finances: the more your family made, the more you usually paid, unless you were an exceptional student the school really wanted.
But with more and more colleges widely employing the practice of “enrollment management” during the past three decades, the distribution of financial aid has become a lot less predictable. Now everyone, regardless of income, believes they deserve some sort of financial help. Half of colleges “front-load” their aid, meaning they give more to students the first year of college than in the subsequent years, hoping an emotional attachment will keep students enrolled.
The Fountain Hopper started in September and gained a widespread following with an irreverent take on campus news, sent out two or three times a week by e-mail to most undergraduates. The students who run it soon turned their attention to the Family Educational Rights and Privacy Act, a federal law known by the acronym Ferpa that was passed in 1974 and amended several times since. It stipulates that students have a right to see their educational records.
Not quite knowing what to expect, the Fountain Hopper leaders got several students, including some who are not involved in the newsletter, to request every record the university had on them. At least one student has received the records, and said he was surprised by what he got back: several hundred pages, including a log of every time his electronic identification card had been used to unlock a door, and those admission records.
On Thursday night, the Fountain Hopper sent messages to its subscribers, urging them to request their records and describing the process, with a set of links to click on, showing them where to send the request and how to word it. A Fountain Hopper staff member said that in less than 24 hours, more than 700 people had clicked on all of the links.
On Monday U.S. Secretary of Education Arne Duncan outlined his wish-list for the next iteration of No Child Left Behind. It will be the seventh generation of the Elementary and Secondary Education Act (ESEA), which began in 1965.
Duncan again emphasized the administration’s support for mandatory standardized testing of children in grades three through eight.
The anti-testing cadre gave a collective hiss on the internet. Nothing new there: opposition to annual standardized student assessments is the new craze. But, remarkably, sloganeers of “toxic testing,” including teacher union leaders and suburban parents, find themselves at odds with some of America’s most prominent civil rights groups.
From a statement issued earlier this month from an umbrella group called The Leadership Conference on Civil and Human Rights”
The charter school movement is built on the premise that increased competition among schools will sort the wheat from the chaff.
It seems self-evident that parents, empowered by choice, will vote with their feet for academically stronger schools. As the argument goes, the overall effect should be to improve equity as well: Lower-income parents won’t have to send their kids to an under-resourced and underperforming school just because it is the closest one to them geographically.
But an intriguing new study from the Education Research Alliance for New Orleans suggests that parent choice doesn’t always work that way. Parents, especially low-income parents, actually show strong preferences for other qualities like location and extracurriculars — preferences that can outweigh academics.
It was a one-mile walk home from a Silver Spring park on Georgia Avenue on a Saturday afternoon. But what the parents saw as a moment of independence for their 10-year-old son and 6-year-old daughter, they say authorities viewed much differently.
Danielle and Alexander Meitiv say they are being investigated for neglect for the Dec. 20 trek — in a case they say reflects a clash of ideas about how safe the world is and whether parents are free to make their own choices about raising their children.
“We wouldn’t have let them do it if we didn’t think they were ready for it,” Danielle said.
When Tel Kelley began his college search, he knew he wanted to go to a big school with a top-notch sports medicine program and big-time intercollegiate teams.
But as his senior year began at Alamosa High School in Alamosa, Colorado, Kelley started hearing over and over again from about a dozen schools he’d never contacted and in which he had no interest. He estimates that each school sent him two to three emails a week, plus letters and brochures encouraging him to apply.
It’s been “overwhelming,” said the 18-year-old Kelley, an A student who has already been accepted to Oklahoma State and Arizona State universities. Now, as the emails keep pouring in, he said, “I just delete them immediately so I don’t have to deal with it.”
As college-admissions season kicks into high gear, Kelley is a target of a little-known practice among colleges and universities called “recruit to deny,” under which they try to make their admissions process look more selective by boosting their number of applicants — then turning many of them down — through hard-sell marketing techniques.
One major reason for this is that the more selective an institution appears to be, the higher it ends up in the college rankings, said David Hawkins, executive director of education content and policy at the National Association for College Admission Counseling, or NACAC.
“The rankings drive this,” Hawkins said. “But if the rankings went away tomorrow, you would still have college presidents, trustees, alumni, students and all sorts of other stakeholders who care about how selective their college is.”
Trials with 216 babies up to 12 months old indicated they were unable to remember new tasks if they did not have a lengthy sleep soon afterwards.
The University of Sheffield team suggested the best time to learn may be just before sleep and emphasised the importance of reading at bedtime.
Experts said sleep may be much more important in early years than at other ages.
People spend more of their time asleep as babies than at any other point in their lives.
I talk to more Chinese high school students than anyone else in the world.
At least I think I do: I operate — along with my wife — a company in China that interviews students on behalf of selective U.S. colleges and boarding schools. Instead of taking a standardized language test, a prospective student can participate in an unscripted conversation with one of our interviewers. We videotape the interview and then provide it “as-is” to admission officers. Admission officers like our interviews because they provide a trustworthy and unfiltered look at an applicant’s communication skills.
A fascinating aspect of this job is that we have a front-row seat to one of the greatest migrations of talent in history. Our thousands of conversations with students often include some variation of the question, “Why do you want to go to the U.S. for school?” Almost every interviewee responds with a version of the following: They don’t like the gaokao (the national college entrance exam), and even more they dislike the prospect of their major being determined by their gaokao score.
New Orleans public school parents are happy with their children’s schools and tend to think the system is headed in the right direction, but need more good options and more information.
That’s according to a December report on school choice from the Center on Reinventing Public Education that gathered the feelings of 4,000 parents and guardians in New Orleans and seven other cities, including Detroit, Mich., and Washington, D.C.
After Hurricane Katrina in 2005, New Orleans abolished default neighborhood school assignments. Now, every family chooses a school, and it can get complicated. Adding to the challenge, there is no central administration: the system is decentralized, with both state and local administrations overseeing mostly independent charter schools.
The report praises the city’s efforts to make school choice easier for parents. New Orleans was the only city that has made “significant” investments in parent information, enrollment and transportation, the report said. For instance, several organizations issue guides to schools that include test scores, lists of extracurricular activities and the like.
In 2015 we are likely to see such a full-blown invasion and transformation of higher education. This will have profound and beneficial consequences for the education and finances of millions of young Americans and their parents.
Pressure for change and the signs of radical reorganization of college and universities have been gathering in recent years, with such things as the growth of online course, MOOCs (Massive Open Online Courses) and upstart colleges offering low-cost degrees. The higher-education establishment has ignored or tried to dismiss the warning signs – just as travel agents and the old phone companies did.
But 2015 could open the floodgates. If you have a child in middle or high school, here are four things you can expect to see when you are planning for their college in the next few years:
K-12 cannot be far behind.
One day, Adam Holman decided he was fed up with trying to cram knowledge into the brains of the high school students he taught. They weren’t grasping the physics he was teaching at the level he knew they were capable of, so he decided to change up his teaching style. It wasn’t that his students didn’t care about achieving — he taught at high performing, affluent schools where students knew they needed high grades to get into good colleges. They argued for every point to make sure their grades were as high as possible, but were they learning?
“I felt I had to remove all the barriers I could on my end before I could ask my kids to meet me halfway,” Holman said. The first thing he did was move to standards-based grading. He told his students to show him they’d learned the material, it didn’t matter how long it took them.
One oft-cited problem with Computer Science is its glaring gender disparity: In a given Computer Science class, men will outnumber women as much as 8 to 2 (20% women). This stands in stark contrast to most other college majors, which have women outnumbering men 3 to 2 on average (60% women). This observation made me wonder: Are other STEM majors suffering the same gender disparity?
To get at that question, I checked into the NCES 2013 Digest of Education Statistics and looked at the gender breakdown from 1970-2012 for every major they report on. I charted the data below to offer a bird’s eye view of the trends. You can download the cleaned data set here.
“Our research suggests that children who receive many material rewards from their parents will likely continue rewarding themselves with material goods when they are grown—well into adulthood – and this could be problematic,” said Marsha Richins, Myron Watkins distinguished professor of marketing in the Robert J. Trulaske, Sr. College of Business at MU. “Our research highlights the value of examining childhood circumstances and parenting practices to understand consumer behaviors of adults.”
Richins, who completed the study with Lan Chaplin, associate professor of marketing at the University of Illinois at Chicago College of Business Administration, found that three parenting strategies led to greater materialism:
Autism is a psychiatric/neurological condition in which alterations in social interaction (among other symptoms) are diagnosed by behavioral psychiatric methods. The main goal of this study was to determine how the neural representations and meanings of social concepts (such as to insult) are altered in autism. A second goal was to determine whether these alterations can serve as neurocognitive markers of autism. The approach is based on previous advances in fMRI analysis methods that permit (a) the identification of a concept, such as the thought of a physical object, from its fMRI pattern, and (b) the ability to assess the semantic content of a concept from its fMRI pattern. These factor analysis and machine learning methods were applied to the fMRI activation patterns of 17 adults with high-functioning autism and matched controls, scanned while thinking about 16 social interactions. One prominent neural representation factor that emerged (manifested mainly in posterior midline regions) was related to self-representation, but this factor was present only for the control participants, and was near-absent in the autism group. Moreover, machine learning algorithms classified individuals as autistic or control with 97% accuracy from their fMRI neurocognitive markers. The findings suggest that psychiatric alterations of thought can begin to be biologically understood by assessing the form and content of the altered thought’s underlying brain activation patterns.
I scored a perfect 1600 when I took the SAT test in 2004.
A year after graduating from Princeton, I founded and ran The Edge in College Prep, an elite test preparation and admissions counseling company. Now, as the founder of Admittedly, a college advisory platform and an expert on these high stake tests, I’m convinced they shouldn’t be such a large part of the higher education decision-making game.
There are many, many reasons to take issue with these tests. But one of the reasons which resonates most with me is that it is so easy to improve someone’s score by 20%, 30% even 40%. That kind of improvement shouldn’t even be possible on a test that is supposedly designed to measure aptitude.
The thing Deborah Jackson remembers from her first interviews at Goldman Sachs is the slogan. It was stamped on the glass doors of the offices in the investment bank’s headquarters just off Wall Street, the lure of the place in two words, eight syllables: “Uncommon capability.”
Jackson joined Goldman in 1980, fresh from business school and steeped in the workings of government and finance. She found crackerjack colleagues and more business than she could handle. She worked in municipal finance, lending money to local governments, hospitals and nonprofits around the country. She flew first class to scout potential deals — “The issue was, can you really be productive if you’re in a tiny seat in the back?” — and when the time came to seal one, she’d welcome clients and their attorneys to Manhattan’s best restaurants.
Universities are awarding doctoral degrees at an accelerating pace, despite the fact that the career prospects of those who receive their Ph.D.s appear to be worsening.
That dichotomy is among the starker findings of the annual data on doctorate recipients from the National Science Foundation, drawn from a survey sponsored by the foundation and other federal agencies and conducted by the University of Chicago’s National Opinion Research Center. The data may for some reinforce the idea that institutions are turning out more Ph.D. recipients than can be absorbed, at least in some fields.
American universities awarded 52,760 doctorates in 2013, up 3.5 percent from nearly 50,977 in 2012 and nearly 8 percent from 48,903 in 2011. Those large increases followed several years of much smaller increases and one decline (in 2010) since the onset of the economic downturn in 2008, as seen in the chart below.
President Barack Obama sat down Monday to write a few lines of computer code with middle school students from Newark, N.J., for a PR campaign that has earned bipartisan endorsements from around the Capitol.
The $30 million campaign to promote computer science education has been financed by the tech industry, led by Steve Ballmer, Bill Gates and Mark Zuckerberg, with corporate contributions from Microsoft, Google, Amazon and other giants. It’s been a smash success: So many students opened up a free coding tutorial on Monday that the host website crashed.
Full-time students complete four-year degrees with an average of 134 credit hours, according to Complete College America, a nonprofit focused on boosting college-graduation rates. That is well over the minimum of 120 hours—or about 15 credits per semester—required by most undergraduate degree programs.
That, in turn, means many students don’t graduate after the typical four years, which can weigh on a school’s reputation and a student’s wallet. A report this past week from Complete College America called four-year graduation timelines a “myth,” noting that less than one-fifth of bachelor’s degree students at nonflagship campuses of public schools graduate on time, while just over one-third of those at schools’ flagship campuses do.
Now, about half of states cap or plan to limit the number of credit hours that public institutions can require for a bachelor’s degree. Others are charging students extra for taking classes over certain limits, while schools are trying to do a better job of alerting students when they could have trouble completing enough credits in their major to finish on time.
Essay was a much-dreaded word among my students. It was the fall of 2011, and I was teaching English at Pyongyang University of Science and Technology in North Korea. Two hundred and seventy young men, and about 30 teachers, all Christian evangelicals besides me, were isolated together in a guarded compound, where our classes and movements were watched round the clock. Each lesson had to be approved by a group of North Korean staff known to us as the “counterparts.” Hoping to slip in information about the outside world, which we were not allowed to discuss, I had devised a lesson on essay writing, and it had been approved.
I had told my students that the essay would be as important as the final exam in calculating their grades for the semester, and they were very stressed. Each student was supposed to come up with his own topic and hand in a thesis and outline. When I asked them how it was going, they would sigh and say, “Disaster.”
I emphasized the importance of essays since, as scientists, they would one day have to write papers to prove their theories. But in reality, nothing was ever proven in their world, since everything was at the whim of the Great Leader. Their writing skills were as stunted as their research skills. Writing inevitably consisted of an endless repetition of his achievements, none of which was ever verified, since they lacked the concept of backing up a claim with evidence. A quick look at the articles in the daily newspaper revealed the exact same tone from start to finish, with neither progression nor pacing. There was no beginning and no end.
It is a persistent undercurrent in English educational debate, but it is peculiarly English: should academic selection at the age of 11 be restored?
Boris Johnson, perhaps in response to perceived UKIP pressure, has declared himself in favour of more grammar schools, and Teresa May, more cautiously, has welcomed plans for a satellite grammar school in her constituency of Maidenhead. In Kent, the Weald of Kent grammar school is preparing a new proposal to establish what is either (depending on your view) a new grammar school in Sevenoaks or a satellite site in Sevenoaks.
The arguments for restoring grammar schools are couched in terms of opportunity and social mobility: Boris Johnson called them mobilisers of opportunity. But the evidence to support this is almost non-existent.
There remain 164 grammar schools in England, and their socio-economic make up does not support the proposition that they turbo-charge social mobility: in all areas where there are grammar schools, the proportion of pupils on free school meals (FSM) is significantly lower in the grammar schools than in the area as a whole (1).
There’s little evidence to suggest that grammar schools work in the way their proponents suggest: research by Professor Ruth Lupton found that grammar schools work well for those who attend them, but few FSM pupils succeed in doing so. Moreover, the OECD international evidence (2) is clear that early selection is associated with lower performance, particularly from more deprived social groups.
More fundamentally, the argument for grammar school depends on four assumptions all being true. The first assumption is that a test for academic ability at age 11 can be reliable; that is, that a test at age 11 will reliably discriminate between those who are academically able and those who are not.
OK, slight exaggeration. But with applications in free fall, schools are locked in a brutal competition to attract students who might theoretically one day be qualified to sit for a bar exam. And that, the New York Times reports today, has meant slashing tuition and dolling out discounts. At Northwestern University School of Law, one of the top ranked institutions in the country, “74 percent of first-year students this academic year received financial aid, compared with only 30 percent in 2009,” the paper notes. The University of Iowa, University of Arizona, and Penn State University have cut their prices. J.D.s are on sale!
That said, much like actual Black Friday merchandise, law degrees are being marked down from insanely high starting points. At Northwestern, the sticker price for tuition is about $56,000, to start.
But anyway, while I could choose this moment to revive my argument with Above the Law about whether it’s a good idea to go to law school (I’ve argued it is), there’s a different point I want to dwell on today. It seems fairly obvious that some law schools are going to have to close in the not too distant future. Between the fall of 2010 and fall of 2013, enrollments dropped 24 percent. This year’s crop of new students should be even smaller. And while schools are doing everything in their power to pare back expenses and prop up their head counts, it seems like someone is going to fall victim to a collapsing demand. “I don’t get how the math adds up for the number of schools and the number of students,” Northwestern Dean Daniel Rodriguez, told the Times. That’s because it probably won’t.
Since its birth, the US has always defined itself as a egalitarian meritocracy, fundamentally distinct from the class-ridden societies of Europe.
And at times, this has even been true. On the eve of the American Revolution, the income distribution of American colonists was far more equal than those of the mother country. “Indeed, New England and the Middle Colonies appear to have been more egalitarian than anywhere else in the measurable world,” wrote economic historians in a 2012 paper. (To be clear, it’s difficult to consider a slave-holding society egalitarian at all. It was brutally unequal. But from an income distribution perspective, American colonists—meaning white men—were better off than their counterparts in Europe.)
Brianne Bolin thought her master’s degree in English would guarantee her at least a steady income. But like hundreds of thousands of others with advanced educations, she barely makes enough to feed herself and her son. Alissa Quart reports on a growing segment of Americans: the hypereducated poor.
Professor Bolin, or Brianne, as she tells her students to call her, might as well be invisible. When I arrive at the building at Columbia College in Chicago where she teaches composition, I ask the assistant at the front desk how to locate her. “Bolin?” she asks, sounding puzzled, as she scans the faculty list. “I’m sorry, I don’t see that name.” There is no Brianne Bolin to be found, even though she’s taught four classes a year here for the past five years. She doesn’t have a phone extension to her name, never mind an office.
The mother of a disabled eight-year-old boy named Finn, Bolin rushes in late to the lobby—she’d offered to give me a tour of her workplace. Her red hair is pulled back in a ponytail, and red electrical tape is wrapped around the left temple of her black geek-chic glasses; they broke a few months ago, and she can’t afford a new pair. Bolin dressed up for the occasion: a black vest (from a thrift store, she’ll tell me later), jeans (also thrift), and a brass anatomical version of a heart dangling at her throat from a thin black string. This is a rare and coveted evening off for her—Finn’s father’s fiancé agreed to babysit—but so far she’s too agitated to enjoy it. She just learned that the woman and Finn’s father, a blacksmith, are getting married in a few weeks, and they won’t be able to take care of the boy during that time. It’s all on her, again.
In 2012, P.J. Gunsagar and Dylan Arena founded Kidaptive and released their first iPad app, Leo’s Pad. It stars Leo, a young inventor with a treehouse laboratory, and combines segments of animated story with a variety of mini-games. It’s been downloaded over 800,000 times, with an App Store rating hovering near five stars. Kids love it.
But there is science hiding behind the fun: A tool, built on cutting-edge research in developmental psychology, that closely tracks the cognitive progress of its young users and adjusts the app’s difficulty accordingly. It’s a toy, but it’s one that gathers a tremendous amount of data on how it’s being used.
Now, Gunsagar and Arena want to put that data to use to help parents. Kidaptive’s new free app, Learner Mosaic, serves up ideas for backseat games and dinner table discussion topics that reinforce the skills being learned in the Leo’s Pad app. It takes the latest understanding of what kids ages five and younger should be learning, dices it into activities that are manageable for overworked parents, and surfaces those activities at just the right time in a kid’s development. The vision, as Gunsagar puts it, is to put a really smart preschool teacher in every parent’s pocket.
As one of the few black male reporters at The Journal, I’ve had experiences over the years that are unknown among my white colleagues, though anything but unique among other black men. We’ve all had our encounters; we’ve all been in situations where being black becomes synonymous with being suspicious, where demanding rights and respectful treatment can be seen as resisting law enforcement.
So after the grand jury’s decision on Monday not to indict police officer Darren Wilson in the shooting death of Michael Brown in Ferguson, Mo., I found myself thinking back on episodes in my own life. My first thought was: What’s the difference between a 6-foot-3-inch, 230-pound, black 17-year-old and a 40ish, 5-foot-6-inch black man? Depending on the circumstances, I knew, not much.
It was the late 1970s, and I was that large, 17-year-old, high-school kid—getting good grades and college-bound. I was walking home from Bowlero, a bowling alley in Alexandria, La., on a beautiful Saturday afternoon. I was carrying my bowling bag, complete with a 16-pound ball, shoes and a towel.
Turkey has seen a sharp rise in religious schooling under reforms that President Tayyip Erdogan casts as a defense against moral decay, but which opponents see as an unwanted drive to shape a more Islamic nation.
Almost a million students are enrolled in “imam hatip” schools this year, up from just 65,000 in 2002 when Erdogan’s Islamist-rooted AK Party first came to power, he told the opening of one of the schools in Ankara last month.
The schools teach boys and girls separately, and give around 13 hours a week of Islamic instruction on top of the regular curriculum, including study of Arabic, the Koran and the life of the Prophet Mohammad.
“When there is no such thing as religious culture and moral education, serious social problems such as drug addiction and racism fill the gap,” Erdogan told a symposium on drug policy and public health earlier this year.
When it comes to studying abroad, the U.S. is no longer THE place to go.
A new global migration report by the Organization for Economic Cooperation shows American universities are losing their supreme position in the global education system.
In 2000, nearly one in four students looking for education abroad picked a college in the U.S.
In 2012 — the latest year for which data is available — it was just 16%.
Although the U.S. still attracts the highest proportion of foreign students, other countries are becoming increasingly popular, biting into the U.S. market share.
All other English-speaking developed countries and Spain have increased their share of foreign students.
Decked out in black tie and formal dresses, guests at Mr. Jefferson’s Capital Ball finished their salmon with horseradish sauce just as the band lured them onto the dance floor with classics including “Shout” and “My Girl.” Some of the people who paid up to $400 a couple to attend the event in the Grand Ballroom of the historic Mayflower Hotel joined in the Electric Slide.
The ball was more than just another Friday night party to ease Washington into the weekend. It had the commendable purpose of raising money for scholarships to the University of Virginia.
But not the kind of scholarships that go to low-income students based solely on their financial need. The proceeds from Mr. Jefferson’s Capital Ball are destined for merit aid for applicants who have the high grade-point averages and top scores on entrance tests that help institutions do well on college rankings. Merit aid can also attract middle- and upper-income students whose families can pay the rest of the tuition bill and therefore furnish badly needed revenue to colleges and universities.
As institutions vie for income and prestige in this way, the net prices they’re charging the lowest-income students, after discounts and financial aid, continue to rise faster on average than the net prices they’re charging higher-income ones, according to an analysis of newly released data the universities and colleges are required to report to the U.S. Department of Education.
They don’t, however, represent the true odds of a well-qualified student’s being admitted to a top school. That’s because anyone can apply to college, well qualified or otherwise. Selective colleges immediately toss the long shots and dreamers from the admissions pile in order to concentrate on students with a legitimate shot at getting in. But they don’t parse their admissions statistics that way, in part because it’s in their best interests to seem as selective as possible. Admission rates are among the most closely watched barometers of institutional prestige. The fact that Stanford’s rate beat Harvard’s for the last two years has been cited as prime evidence that Palo Alto may be eclipsing Cambridge in higher-education glory.
Institutional admission rates also don’t account for the number of applications submitted per student. Enabled by technology that makes it easier to copy and send electronic documents and driven by the competitive anxiety that plummeting admission rates produce, top students have been sending out more applications. In May, for example, a Long Island high school senior named Kwasi Enin was briefly famous for having applied to, and been accepted by, all eight Ivy League schools.
The supplies are rolling in. At 1 p.m. on a Thursday, three delivery trucks line College Avenue. Around the corner, five more clog East Clayton Street. In downtown Athens, the center lane belongs to those who bring the booze.
Out come the boxes. Budweiser and Blue Moon, Bacardi Gold and Southern Comfort, Red Bull and rainbows of mixers. Stacked high on dollies, the goods are wheeled into bar after bar, each catering to students at the University of Georgia, where the iconic iron Arch stands within sight. Cutters Pub, On the Rocks, the Whiskey Bent. The blocks just beyond campus boast dozens of bars that own the late-night hours, when undergrads press themselves into crowds fueled by Fireball shots and beer as cheap as candy.
Athens, home to the flagship university and some 120,000 people, could be almost anywhere. This college town, like many others, celebrates touchdowns, serves early-morning cheeseburgers, and pours many flavors of vodka. When the sun goes down, some students get hammered, just as they do in Chapel Hill, Ann Arbor, and Eugene.
Go ahead and watch this jaw-dropping Choice Media interview with retired John F. Kennedy High School metal shop teacher Lee McNulty, Save Jerseyans, and then reflect upon the fact that New Jersey taxpayers are spending, on average, $20,454 per K-12 student in Paterson this year.
Helicopter parenting may be ruining the American marriage, but the same cannot be said for France. The French state simply does not allow hovering mamans and papas hooked on the US-driven religion of parenting—and America would do well to follow suit.
In the French schoolroom, moms and dads are sensibly kept at an arm’s length, dropping their little treasures at the door as early as 8:20am and only returning at 4:30pm or later to pick them up. Open-door policies do not exist and teachers work without the incessant parental input common in the US. Hours spent chatting every afternoon with overbearing moms is not part of the job description.
It obviously wouldn’t be ethical to test for the effects of a whole childhood spent in front of screens on children. A few years ago, researchers came up with perhaps the next best thing. Affixing colorful lights and speakers broadcasting Cartoon Network sounds to mouse cages, they subjected young mice to six hours of “television” for 42 days straight.
Seattle Children’s Research Institute director and pediatrician Dimitri Christakis presented the spooky results at a TEDx Talk in Washington: In an observation box, the control mice traveled along the perimeter—your standard, cautious, don’t-get-caught-in-the-open mouse behavior, while the media-binge rodents scurried all around and every which way. They’d turned into hyperactive risk-takers.
The United States is still the world’s most popular destination for highly skilled professionals. But it doesn’t seem to have quite the allure it used to.
In fact, professional migration to the US has declined substantially since 2001, according to a new study (pdf) that used a massive dataset culled from LinkedIn career histories.
LinkedIn data scientists Bogdan State and Mario Rodriguez found that while 27% of migrating professionals chose the US in 2000, just 12% did in 2012. The drop for professionals in science, engineering, technology, and math fields was even steeper, from 37% to 15%. The trend holds across degree types (with the data based on the highest degree earned):
After centuries of little change, the basic “sage on a stage” business model of higher education is beginning to undergo a radical transformation. Buffeted by high tuition costs and loan debt, students and their parents are seeking better value for money. Meanwhile technological change spearheaded by online education and such innovations as “massive open online courses” (MOOCs) is shaking up the economics of educational information and teaching. And new business models, introducing such approaches as competency based degrees and blends of online and campus-based learning, are reducing costs and offering more customized degrees.
Thanks to these developments, the cost of acquiring the skills needed to be successful in the future economy is likely to fall sharply. That will be good for the economy. It will also open up opportunities for skill-based economic advancement for the many Americans who today cannot afford college without incurring crushing debt.
For this transformation to achieve its full potential, however, three things are needed.
With opposition to the new Common Core State Standards and the assessments linked to them reaching a fever pitch, advocating for better tests seems like an unpopular proposition. But what if U.S. students took fewer tests that measured their ability to understand academic concepts far more deeply than current tests permit?
A growing chorus of scholars is calling for just that: fewer but harder tests that go beyond the standard multiple choice model, ones that ask students to answer open-ended questions, solve tougher problems, and interpret harder texts.
“We could get the benefits of higher-quality assessments and spend less than we’re spending today,” said Linda Darling-Hammond, a leading professor of education at Stanford University, during a recent presentation. “We’re just not spending it in ways that are very optimal for promoting deeper learning.”
If the quality of tests are a reflection of how much students are expected to know, the standardized assessments of the No Child Left Behind era have missed the mark on measuring students’ ability to process complex knowledge, some research suggests. A recent RAND Corporation study of 17 state standardized tests found that 2 percent of the math questions and 21 percent of the English Language Arts questions assessed students on higher-order skills. Several other studies have come to similar conclusions.
So even though college costs are rising, the financial return to a college degree compared to not having one is rising even faster.
But here’s the qualification, and it’s a big one.
A college degree no longer guarantees a good job. The main reason it pays better than the job of someone without a degree is the latter’s wages are dropping.
In fact, it’s likely that new college graduates will spend some years in jobs for which they’re overqualified.
According to the Federal Reserve Bank of New York, 46 percent of recent college graduates are now working in jobs that don’t require college degrees. (The same is true for more than a third of college graduates overall.)
Americans increased their borrowing this summer, taking out more new mortgages for the first time in over a year while adding to their car, credit-card and education loans.
For the most part, consumers are taking on new loans carefully, yet late payments on one fast-growing category of debt—student loans—are worsening, new figures from the Federal Reserve Bank of New York show.
I remember the day I stopped humming the theme song to the television show “Mister Rogers’ Neighborhood.” It was midway through the semester at Towson University, and I had just met with a student who was furious that I had asked her to leave class because she had been e-mailing. She couldn’t believe I would do such a thing. I was angry that she flouted my no-texting/e-mailing classroom policy and, worse, that she lacked even a whiff of contrition.
I walked into my next class, a course that explored the declining health of civility and community in American culture. As usual, everyone’s eyes were buried in their cellphones. When class started, the tension was palpable. Ever since we had started exploring the toxic state of community, students had grown defensive. They hadn’t bought my argument that they needed to break out of their hyperconnected cocoons — “ramparts” may be more accurate — and live in ever-expanding communities where face-to-face relationships breed tolerance and the rewards of individual sacrifice.
I posed a question. “I just read a study which says that 81 percent of your generation doesn’t trust most people or large institutions,” I said. “So, how can we create community if we only trust our small circle of friends and families?”
“What’s wrong with finding our own small communities?” Ashley huffed.
A wave of “Yeahs!” sounded.
intentionally skimming,” said Anderson, “but all of these things are leading to a higher concentration of the neediest kids in fewer [district] schools.”
Charter advocates winced and went on the defensive. Charter detractors grinned and high-fived. Both reactions miss the point.
Statisticians and social scientists argue about the presence and/or impact of this unintentional bias cited by Anderson, what Richard Kahlenberg, senior fellow at the progressive Century Foundation, calls “the self-selection problem that skims the most motivated families into charter schools.” So let’s start by agreeing that many charter schools are subject to unintentional skimming (and note the irony that Anderson’s “One Newark” universal enrollment plan, the subject of much criticism, was created specifically to avoid that bias.)
But this narrow reading of Newark’s public school enrollment template ignores the big picture. New Jersey parents have a long proud tradition of self-selection of schools. It’s as New Jersey as cranberries. Charter school skimming in Newark is just New Jersey’s school segregation problem writ small, an in situ version of a statewide pattern.
There are 21 school districts in Essex County, including Newark, which educate 124,000 students in 247 public schools. The median household income is $55,000, about $16,000 below the state’s median $71,000. The county’s racial makeup is diverse, with equal numbers of white and black residents and a growing Hispanic population. However, as Paul Tractenberg pointed out in these pages last year, Essex is the most segregated county in the state. Twelve school districts are almost entirely white and wealthy. Four, including Newark, “are urban, desperately poor, and almost entirely populated by students of color.”
I remember the day I stopped humming the theme song to the television show “Mister Rogers’ Neighborhood.” It was midway through the semester at Towson University, and I had just met with a student who was furious that I had asked her to leave class because she had been e-mailing. She couldn’t believe I would do such a thing. I was angry that she flouted my no-texting/e-mailing classroom policy and, worse, that she lacked even a whiff of contrition.
I walked into my next class, a course that explored the declining health of civility and community in American culture. As usual, everyone’s eyes were buried in their cellphones. When class started, the tension was palpable. Ever since we had started exploring the toxic state of community, students had grown defensive. They hadn’t bought my argument that they needed to break out of their hyperconnected cocoons — “ramparts” may be more accurate — and live in ever-expanding communities where face-to-face relationships breed tolerance and the rewards of individual sacrifice.
I was born and raised in North Camden and still live here today. There are good people here who chose to stay and raise their families when they could have left for a better future. People here work hard and want what is best for their children so that they can have a better future than my generation has.
I attended elementary and middle school in the city but never made it out of seventh grade. I was held back twice and tagged as a troublemaker. As a result it felt like I was trapped in middle school. Since I had nowhere to go, I just dropped out. I did get my GED. Then I worked in factories. Now I work as a housekeeper at a local hotel.
Until this year, my children were going to a public elementary school because it was the closest. The school wasn’t working for them and my children were headed down a path similar to mine. They hated school. Classrooms were out of control and there were no consequences for bad behavior. They didn’t know how to do homework when they got home in the afternoon, and they didn’t want to go to school in the morning. They wanted to give up.
Then this past summer I learned about Mastery’s North Camden Elementary when I saw fliers and people representing the school were on my street talking with the neighbors. I decided to enroll them because I really wanted to try something different for my children. Today, my children can’t wait to get to school. They love their teachers. And I love that there is real structure there, unlike where they came from.
Humanities degrees have received a bad rap recently, even from President Obama. Many people, including top policy makers, routinely push policies to encourage more students to major in STEM fields (science, technology, engineering, and mathematics). Some governors have even suggested that state subsidies for public universities should be focused on STEM disciplines, with less money going to “less useful” degrees such as the humanities. Yet, in contravention to this perceived truth, the data show that humanities degrees are still worth a great deal.
As part of a recent project estimating the economic impact of my university, I had a reason to compute the predicted value of college degrees in a wide variety of fields. While it is certainly true that science, engineering, math and business degrees all produce graduates with high expected salaries, those humanities degrees still pay off rather handsomely.
This map shows average student loan debt and student loan default rates in the U.S. when your cursor hovers over a state. The table below shows a ranking of states by their average student loan debt. Explore, then see our conclusions below.
Student debt seems on its way to becoming a significant political issue, for better or worse. When a recent Wall Street Journal/NBC News poll asked people about a long list of domestic and foreign policy proposals, none received more support – 82 percent – than reducing the cost of student loans. When the 2016 campaign gets underway, candidates will most likely come forth with various plans to address the issue.
So it’s a good time for an interactive calculator that the Hamilton Project is releasing Thursday, meant to give more detailed information about loan burdens. The feature’s main contribution is the earnings data it gives on about 80 different majors, allowing people to look up typical debt burdens by major, over the first decade after college – which is when people tend to repay their loans.
Enter community colleges. They provide technical programs for emerging careers in science, technology, engineering and mathematics that are comparable to — if not better than — some of their four-year counterparts, at a fraction of the cost. Often, they’re the launchpad to baccalaureate programs for people without the time, money or academic skills to jump into a four-year program straight out of high school.
And as part of the American Association of Community Colleges’ 21st Century Initiative, they’re updating their missions and nimbly shifting to serve the economy of the future.
Here are some of the ways they’re facing problems that weigh down all of higher education — and succeeding.
Sure, it’s nice to have a graduate degree from Yale, but a new study finds that attending an elite undergraduate institution counts for an awful lot when it comes to lifelong earnings.
A researcher at the Vanderbilt University Law School found that people with advanced degrees from elite schools and undergraduate diplomas from less-selective institutions earn less than people who attended elite schools for both their graduate and undergraduate degrees.
The results hold up across a broad swath of graduate programs, from law degrees to M.B.A.s. And those who attended less elite undergraduate institutions are unlikely to ever close the salary gap, according to the study.
Joni Hersch of Vanderbilt Law School said the survey results came as somewhat of a surprise, but suggests that it’s not really undergraduate education driving the pay disparity, but instead the social status of graduates of elite colleges.
The parents of students at elite colleges tend to be better-educated than the parents of those at less competitive schools, Hersch said; the children of educated parents tend to have more early networking opportunities and understand certain social cues.
“It’s the vacations you can talk about, the small talk you can make, what wine you order in restaurants” that could make the difference in a hiring manager’s decision, said Hersch, who earned her undergraduate degree at the University of South Florida.
Last week the New Jersey Senate Education Committee approved a bill proposed by Sen. Dick Codey (D-Essex) that would authorize “a study on the issues, benefits, and options for instituting a later start time to the school day in middle school and high school.” Makes sense, right? After all, we know that the hormonal changes of puberty affect teenagers’ circadian rhythms which, in turn, dictate sleep schedules and alertness. If you’ve had teenagers (I’ve had four) you know that they’re late to bed and late to rise, a pattern that hardly squares with school start times of 7:30 or so. Sen. Codey’s bill logically proposes that middle and high schools students start school when they are awake enough to fully benefit from academic instruction. This shift is supported by the American Academy of Pediatrics.
You’d think that this would be an easy call for the State Legislature, but it’s complicated. With all the agonizing we do over the state of American education — our kids are underperforming! our kids are over-tested! it’s the race to nowhere! it’s their only chance! — we rarely focus on the fact that school schedules are shaped by an assortment of priorities that at times coexist harmoniously with the academic mission of schools and at times conflict with that mission. One of those conflicts is our tradition of designing school schedules to accommodate the needs of extracurricular activities. Perhaps the most valuable aspect of Sen. Codey’s bill is that it forces us to examine that compromise.
President Obama is in the process of expanding a student loan forgiveness program through his executive power (the infamous pen). Whether constitutional or not, he appears to believe that he can add more students to the eligibility list for a program he created by regulation in November 2013. This “Pay-As-You-Earn” program is partly about lowering the monthly payments to make student loans more affordable for graduates, but mostly it is the foot in the door to student loan forgiveness.
Under the latest version of President Obama’s giveaway to former college students, people with student loans that meet certain income eligibility standards will only need to pay 10 percent of their discretionary income for a maximum of 20 years. Discretionary income is the amount you earn above the poverty line for your family size. If a borrower works for a government or in a job defined as public service, they only have to pay for 10 years. After that, the remaining balance is forgiven.
Admissions officers at Morehouse College in Atlanta were shocked several years ago when a number of high school seniors submitted applications using email addresses containing provocative language.
Some of the addresses made sexual innuendos while others invoked gangster rap songs or drug use, said Darryl D. Isom, Morehouse’s director of admissions and recruitment.
But last year, he and his staff noticed a striking reversal: Nearly every applicant to Morehouse, an all-male historically black college, used his real name, or some variation, as his email address.
All week we’ve been reporting on big changes in reading instruction brought on by the Common Core State Standards: a doubling-down on evidence-based reading, writing and speaking; increased use of nonfiction; and a big push to get kids reading more “complex texts.”
Whatever you think of these shifts, they’re meaningless ideas without a classroom and kids to make sense of them. That’s today’s story, as we round out our series on reading in the Core era.
It’s mid-morning at Watkins Elementary in Washington, D.C. From the fourth floor, Amy Wertheimer’s fifth-grade classroom looks out over a red-brick grid of rowhouses and, looming over it all, the U.S. Capitol. But every back is to the view as Ms. Wertheimer calls her kids to the reading rug.
News: Apple’s head designer Jonathan Ive says he struggles to hire young staff as schools are failing to teach them how to make products.
Speaking at London’s Design Museum last night, Ive attacked design schools for failing to teach students how to make physical products and relying too heavily on “cheap” computers.
“So many of the designers that we interview don’t know how to make stuff, because workshops in design schools are expensive and computers are cheaper,” said Ive.
“That’s just tragic, that you can spend four years of your life studying the design of three dimensional objects and not make one.”
Ive, who is Apple’s senior vice president of design, said that students were being taught to use computer programs to make renderings that could “make a dreadful design look really palatable”.
Of course, public schools officials will never accept a rating system that includes a failing-grade option; some things are OK for students, but not for the people who educate them.
None of these initiatives is any older than 2011, when Republicans took over complete control of the state government, but parents have been voting against the Madison district — with their feet — since they were first allowed to in 1998.
The open enrollment program was included in the 1997 state budget bill and allows parents to enroll their children in any public school district that has the space.
In the years since, the Madison district has never seen more students coming in than going out. In the current school year, 1,203 children living within the district’s boundaries opted to go to other districts, according to a district report. Another 372 opted to come into Madison from other districts.
A 2009 survey of families who took advantage of the open enrollment program to leave Madison found that 61 percent of parents pointed to environmental problems with Madison schools as among the reasons they left. Overcrowded classrooms, bullying and poor communication were among the specific complaints.
With college costs soaring and the job market for new grads sputtering, one trend is worth watching: more and more states are authorizing community colleges to grant bachelor’s degrees. Already, more than 20 states — now including California, which enrolls one out of every four of the nation’s community college students — have authorized community colleges to grant these degrees.
Turf will be an issue as this trend continues, but there is a division of labor between community colleges and universities that makes sense. Community colleges can and should be encouraged to develop bachelor’s-degree programs in career and technical areas and to avoid the liberal arts degrees that are integral to the mission and education delivered by universities. In any case, turf isn’t the bottom line in this coming shift. The bottom line is the bottom line: Do the technical and career-oriented degrees in which community colleges specialize pay off in the labor market?
Attentive observers won’t be surprised by the new international-enrollment numbers released on Wednesday by the Council of Graduate Schools. But there’s something momentous about the annual report’s key finding: For the first time since the council’s reports began, in 2004, first-time enrollment by Chinese students in graduate programs at American universities actually dropped this year.
The writing has been on the wall for more than a year. In April 2013, the council reported that Chinese applications to American graduate schools fell 5 percent after seven consecutive years of double-digit growth. The drop was so unexpected that the council’s president at the time, Debra W. Stewart, didn’t believe it at first. The possibility that the dip was an aberration was proved unlikely this year, when the council reported that applications from China fell again.
Urban areas are often associated with poor educational attainment. But London is different. Recent analysis suggests that the attainment and progress of pupils in London is the highest in the country. A leading education policy commentator argues that: “Perhaps the biggest question in education policy over the past few years is why the outcomes for London schools have been improving so much faster than in the rest of the country”. Some have argued that this is the result of policies and practices adopted by London schools. If so, identifying the key policies is a great prize, with the hope that they can be implemented more broadly. Another recent report emphasises more the importance of primary schools.
In this research I have set out the evidence that a big part, almost all in fact, of the answer lies in the ethnic composition of London’s pupils. More broadly, my interpretation of this leads to a focus on pupil aspiration, ambition and engagement. There is nothing inherently different in the educational performance of pupils from different ethnic backgrounds, but the children of relatively recent immigrants typically have greater hopes and expectations of education, and are, on average, more likely to be engaged with their school work. This is not by chance of course; a key part of the London effect is its attraction to migrants and those aspiring to a better life.
The good: Minneapolis Public Schools want to decrease total suspensions for non-violent infractions of school rules.
The bad: The district has pledged to do this by implementing a special review system for cases where a black or Latino student is disciplined. Only minority students will enjoy this special privilege.
That seems purposefully unconstitutional—and is likely illegal, according to certain legal minds.
The new policy is the result of negotiations between MPS and the Department of Education’s Office for Civil Rights. Minority students are disciplined at much higher rates than white students, and for two years the federal government has investigated whether that statistic was the result of institutional racism.
Related. Madison’s problematic discipline policy.
When we’re young, our brains are able to form new neural connections extremely quickly – an ability known as “plasticity” that allows us to learn how to walk, talk and play all in the space of a few years. But, as we get older, this ability fades and, sadly, it takes us longer to learn new things.
Now scientists from Stanford University in the US have managed to unlock child-like plasticity in the adult brains of mice by interfering with a protein known as PirB (or LilrB2 in humans).
The breakthrough is pretty exciting as it could not only lead to new mind-enhancing drugs, but could also help us work out how to make the brain more malleable and better able to recover from damage.
On Immunity: An Inoculation
Graywolf Press, $24 (cloth)
After my daughter was born, whenever I heard about parents who refused vaccines, I’d feel a flare of hostility. Not because I couldn’t relate to them—as an easily spooked new mom, I could relate all too well. No mother is thrilled to see a needle jabbed into her child. It hardly helps to know that the needle contains a substance derived from a disease-causing agent. Even leaving aside the debunked autism claims, the visceral reality of vaccination runs counter to every parental instinct.
But I had decided to trust the experts and not think about it too much. My daughter’s blue immunization book was fully up to date. Hearing about parents who opted out reminded me of my unease. Their existence was also an implicit rebuke; thinking of them put me on the defensive. They would, I imagined, deem me a bad mother, negligent and misinformed. I all but wanted to shout, “I know you are but what am I” at my hypothetical anti-vaxxer adversaries.
In On Immunity, Eula Biss’s quietly impassioned new book, the author evinces no such hostility (and considerably more maturity). She does attribute one pitch-perfect line to her father, a doctor who serves as the wry voice of reason in the book. Biss is groping for words to explain the phenomenon of chicken pox parties as alternatives to vaccinations. “I say, ‘Some people want their children to get chicken pox because,’ and pause to think of the best reason to give a doctor. ‘They’re idiots,’ my father supplies.”
For those of you who follow N.J.’s charter school wars within the circumscribed twitter universe, the last few days have been pretty hot. The backstory here is that Mark Weber (a popular anti-reform blogger known as Jersey Jazzman who studies with Bruce Baker at Rutgers) and Julia Sass Rubin (professor at Rutgers and founder of the anti-charter organization called Save Our Schools-NJ) published a report on charter school demographics, paid for by an anti-charter foundation, also based at Rutgers. The study aimed to prove that charter schools “cream off” cohorts of kids who are less impoverished, less disabled, and more fluent in English than those enrolled in traditional district schools.
The conclusions imbedded in the report have been disputed by charter school leaders. Carlos Perez, head of the N.J. Charter School Association, for example, dismissed the report as “anti-charter propaganda.” But the primary igniter of this week’s heat wave was not the report itself but Ms. Rubin’s remark, printed in the Star-Ledger, that charter schools draw a less poor and more informed group of parents because “poor families are less able to focus on the best place to educate their children.” Here’s her quote:
South Africans Thato Kgatlhanye and Rea Ngwane are co-founders of the business Rethaka. Their brand of Repurposed Schoolbags are made from recycled and reinforced plastic shopping bags. Many of the recipients come from poor families.
But it’s so much more than a bag. Because the kids often live in shacks and remote areas with no electricity, Repurposed Schoolbags are built with some other smart features. On the outside of the flap is a pocket for a solar panel, which charges on the long walk to and from school. That screws onto a Consol glass jar that the kids use as a lamp at home when doing homework in the evenings. The bag is also reflective because many of these kids wake up at the crack of dawn and walk in the dark to get to school on time.
What does it take to achieve excellence? I’ve spent much of my career chronicling top executives as a business journalist. But I’ve spent much of the last year on a very different pursuit, coauthoring a book about education, focusing on a tough but ultimately revered public-school music teacher.
And here’s what I learned: When it comes to creating a culture of excellence, the CEO has an awful lot to learn from the schoolteacher.
The teacher at the heart of the book Strings Attached is on the face of it an unlikely corporate role model. My childhood music teacher Jerry Kupchynsky, who we called “Mr. K,” was strictly old school: A ferocious Ukrainian immigrant and World War II refugee, he was a tyrannical school orchestra conductor in suburban New Jersey. He would yell and stomp and scream when we screwed up, bellowing “Who eez DEAF in first violins?” His highest praise was “not bad.” He rehearsed us until our fingers were raw.
In the garden of Dee’s Tots Childcare, amid the sunflowers, cornstalks, and plastic cars, a three-year-old girl with beads in her braids and a two-year-old blond boy are shimmying. These are Deloris Hogan’s 6:45 p.m. pick-ups. Nearby, also dancing, are four kids who won’t be picked up until late at night, as well as two “overnight babies,” as Deloris calls them. Dee’s Tots stays open 24 hours a day, seven days a week; the children’s parents work unconventional hours, producing an unexpected cycle of drop-offs and reunions. One afternoon in August, the kids bounce on the center’s inflatable castles, rustle around at the sand tables, and eat a watermelon snack. Then it gets dark.
Well-paid professionals who work evenings may be able to afford one or two nannies, or they may have partners who stay at home. But parents like the ones who rely on Dee’s can’t afford such luxuries.
I knew the day would come, but I didn’t know how it would happen, where I would be, or how I would respond. It is the moment that every black parent fears: the day their child is called a nigger.
My wife and I, both African Americans, constitute one of those Type A couples with Ivy League undergraduate and graduate degrees who, for many years, believed that if we worked hard and maintained great jobs, we could insulate our children from the blatant manifestations of bigotry that we experienced as children in the 1960s and ’70s.
We divided our lives between a house in a liberal New York suburb and an apartment on Park Avenue, sent our three kids to a diverse New York City private school, and outfitted them with the accoutrements of success: preppy clothes, perfect diction and that air of quiet graciousness. We convinced ourselves that the economic privilege we bestowed on them could buffer these adolescents against what so many black and Latino children face while living in mostly white settings: being profiled by neighbors, followed in stores and stopped by police simply because their race makes them suspect.
But it happened nevertheless in July, when I was 100 miles away.
Related: The Poverty & Education Forum.
Added 152 new Deep Learning papers to the Deeplearning.University Bibliography, if you want to see them separate from the previous papers in the bibliography the new ones are listed below. There are many very interesting papers, e.g. in the medicine (e.g. deep learning for cancer-related analysis such as mammogram and pancreas cancer, and heart diseases), in addition to the social network category as shown here: