Social media was buzzing about a Boston-area high school teacher’s blunt commencement speech that told students they “are not special.”
Wellesley High English teacher David McCullough Jr. told graduates “You are not special. You are not exceptional,” quoting empirical evidence:
“Across the country no fewer than 3.2 million seniors are graduating about now from more than 37,000 high schools. That’s 37,000 valedictorians … 37,000 class presidents … 92,000 harmonizing altos … 340,000 swaggering jocks … 2,185,967 pairs of Uggs,” he said in the speech published in the Boston Herald.
He added: “Even if you’re one in a million, on a planet of 6.8 billion that means there are nearly 7,000 people just like you.”
The school system’s chief recovery officer was trying to explain how broke the district is, but no one could hear him.
“Save our schools! Save our schools!”
More than 200 protesters had packed the Philadelphia school board meeting and were drowning out the official presentation; they also waved signs expressing “No confidence” in next year’s austere budget. It was the second major demonstration at district headquarters in just over a week.
The City of Brotherly Love is boiling over with frustration. It’s not just the $700 million in education cuts this past year. It’s not just a loss of state aid, which led to a massive rally and 14 arrests. And it’s not just the plan to close 40 of Philadelphia’s 249 schools within a year.
“For 10 years we’ve lived with promises that privatization and choice options would be the magic bullet to a lot of the problems,” said parent Helen Gym. “What we found is chasing after these silver bullets has really drained schools of resources and starved them to the point of dysfunction.”
If Wisconsin wants an educated workforce that can compete in a global economy, it has to stop thinking in terms of education pieces: K-12, colleges and universities, technical schools. It has to start thinking in terms of one system that students can navigate with ease to get the education they want and need, both in basic knowledge and upgrades when they want them; a system aimed at best serving their needs, offering them enrichment and skills.
An important step in that direction was taken Tuesday with the signing of a dual enrollment agreement by state Superintendent of Public Instruction Tony Evers and University of Wisconsin Colleges and Extension Chancellor Ray Cross at UW-Marathon County in Wausau. The agreement allows high school students – mostly juniors or seniors – to earn credit that can be transferred easily to state four-year universities or two-year colleges after graduation, along with many private colleges.
Evers said in an interview Tuesday that the initiative “creates some synergy between systems that have not been directly connected in the past,” according to an article by Journal Sentinel reporters Erin Richards and Karen Herzog. “Even though we’re all differently governed, we need to make our systems look more like one instead of two or three or four.”
This helps students in several ways, including reducing the cost of a college degree. That’s more important than ever in light of the increasing cost of a college education. Just last week, UW officials announced a 5.5% hike in tuition.
The devil is in the details, as always.
Much more on credit for non-Madison School District courses, here.
UW Colleges and DPI announce expanded dual enrollment program
Program will allow students to take UW Colleges courses at their high schools
High school students in Wisconsin will be able to earn college credits while still in high school under a new dual enrollment program announced by the Wisconsin Department of Public Instruction (DPI) and the University of Wisconsin Colleges.
Tony Evers, state superintendent of public instruction, and Ray Cross, chancellor of UW Colleges and UW-Extension, signed an agreement and announced the new statewide model for dually enrolling high school students in high school and UW Colleges courses. They spoke at a June 12 ceremony at the University of Wisconsin-Marathon County, one of the UW Colleges campuses in Wausau. UW Colleges is the UW System’s network of 13 freshman – sophomore campuses and UW Colleges Online.
Evers and Cross said the new partnership would allow students across Wisconsin to access UW Colleges courses in their high schools via classroom teachers and online. The new dual enrollment program would accelerate students’ ability to earn UW credits, reduce the cost of obtaining a college degree, and increase the readiness of high school graduates for either college or the workplace. The program should be in place no later than the 2013-14 school year.
“We’re trying to better serve high school students by bringing our University of Wisconsin courses right into their high schools in a cost-effective way,” said Cross. “We’re committed to making these UW credits as affordable as possible for high school students, their families, and the school districts.”
“More students need the opportunity to take advanced courses and earn high school and college credit simultaneously,” Evers said. “This statewide dual enrollment agreement is a great way for students to get an introduction to college coursework and earn credits before even enrolling in a school of higher education. This will increase the number of students who graduate from high school ready for college and careers.”
Additional information is contained in the complete news release. A copy of the Memorandum of Understanding is available online.
One-third of businesses are dissatisfied with school leavers’ literacy and numeracy skills, according to a new survey – a problem the government will try to address this week with a draft primary school curriculum that will specify words and grammar that children must learn at each age.
The survey of 542 companies, undertaken by the CBI employers’ group and Pearson UK, the British education arm of the company which owns the Financial Times, suggested that there had been little improvement in basic skills over the past decade, when a similar question received similar answers.
A further proposal for reforming the primary curriculum, also under consultation, would make foreign languages mandatory from the age of seven. In 2010, the coalition government had dropped the previous administration’s plans to make them compulsory.
Air Force Academy officials recently stated that the honor system works because, they said, 78 cadets were caught cheating on a Math 142 (integral calculus) exam.
The Superintendent, Lt. Gen. Michael Gould, and the Vice Dean, Col. Richard Fullerton, have gone on record stating that fragmentary evidence of declining honor cases in recent years is evidence that the honor system is working. So if the number of cadets caught in honor violations is up, the system is working. And if known honor violations are down, the system is working. It’s no wonder that the Center for Character Development and Leadership, the Air Force Academy unit responsible for running the honor system, has been consistently uninterested in using the best available data sets in assessing the effectiveness of the honor system.
I fired my children. It was a cold Saturday in December, when I told them they no longer had jobs and should leave the house. I didn’t care where they went, as long as they got out of my hair for three hours so I could do their chores without bitterness.
Our detailed checklist-based system, with jobs paying from 50 cents to $3, was a failure. Every weekend I’d nag my four girls–ages 10 to 15–for a day or so to start. The girls would bicker throughout, as one tried to sweep before another had gotten around to dealing with rugs. Every time I’d turn around, another girl would have wandered off before finishing, distracted by a book or the iPad. Then they’d fail inspection.
ISC’12 will feature a new activity this year in collaboration with the HPC Advisory Council – the HPCAC-ISC Student Cluster Competition. The HPC Advisory Council is the main organizer for the competition; please visit their website for detailed information (http://www.hpcadvisorycouncil.com/events/2012/ISC12-Student-Cluster-Competition/index.php).
The competition consists of five teams of university students from around the world that will compete to demonstrate the incredible capabilities of state-of-the-art high-performance cluster hardware and software. The teams will be competing in real-time and will build a small cluster of their own to demonstrate the greatest performance across a series of benchmarks and applications. The students will have a unique opportunity to learn, experience and demonstrate how high-performance computing influences our world, including day-to-day learning.
For all of the hemming and hawing about spending cuts in Washington, the Congressional Budget Office’s latest long-term budget forecast reflects two painful facts for Washington: How large the nation’s problems remain, and how the GOP’s 2010 surge into Washington has had only a limited impact in changing America’s fiscal trajectory. The annual report, released on Tuesday by Capitol Hill’s nonpartisan budget umpires, argues that if Congress’s current policies continue – meaning that the Bush tax cuts are renewed at year’s end and Medicare providers don’t face drastic reductions in payments, among other issues – federal debt held by the public will reach 93 percent of gross-domestic product (GDP) by the year 2022. That’s down about seven percentage points from CBO’s 2011 forecast, which saw the nation’s debt as a share of GDP rising to 100 percent by 2021. That’s thanks in large part to the Budget Control Act of last summer – also known as the debt-ceiling deal – where Congress achieved more than $2 trillion in savings over the next decade through a combination of spending cuts and discretionary spending caps.
Related: How Safe are US Treasuries?
Since the state (CT) passed education reform a few weeks ago, we should be looking forward to the prospect of more help for struggling schools. Instead, we’re probably looking forward to more teachers losing their jobs.
Because school reform, at its base, is not about education. It’s about money.
In some cases, that means cashing in. You’d have to be blind to think there aren’t people looking to get in on the giant pile of public education money in this country. That means testing companies, privatizers and more. But that’s only a part of the story.
Growing numbers of teenagers are being forced to drop GCSEs in religious studies because of the introduction of new-style league tables that prioritise other disciplines, it was claimed.
In some schools, pupils are no longer allowed to take RE at all in the last two years of secondary education.
It is also feared that an expansion of independent academies – state schools run free of local authority control – is leading to rising numbers of schools dropping locally-agreed syllabuses in the subject.
The comments by the Religious Education Council of England and Wales were made despite claims of strong backing for the subject.
A survey of 1,800 adults – published by the council tpday – shows that more than half of people back compulsory lessons in RE up to the age of 16. Only a third said it should not be mandatory, it was revealed.
Last November I wrote about the different types of charter schools operating in Wisconsin. My hope was to list in one place a simple description of a reform model that people often find confusing.
Today I am going to dig a little deeper into the demographic profile of Milwaukee’s independent charter school sector. In 2011-2012 18 independent charter schools operated in Milwaukee. Seven were authorized by the City of Milwaukee, and 11 were authorized by UWM.
It was nice. It felt…comfortable. But of course that maybe because things went as expected and as they usually do: a phenomenal percentage of honors and high honors graduates.
Sure, there floated the occasional beach ball until confiscated by the aisle monitors. There were several bold souls that “shook their stuff” on the stage before accepting their diploma case. But could anyone help but notice the inverted triangle of high honor grads?
Last year 1 in 4 students graduated with high honors. This second verse very nearly mirrored the first. By our unofficial tally, 109 students graduated with “high honors” (cumulative GPA greater than 3.50, or between a B+ and an A-). We don’t have a final tally on the number of graduated, but with we use 440, the number of 12 graders in SPHS, the percentage is 24.9%. If we total all 12th graders (including PPA and virtual schoolers, the number of kids is just under 500 and 109 represents about 22%).
The conversation covered much ground, but mostly we talked about WEAC’s new reality, and the daunting task facing a union that just lost a huge political battle in a decisive way.
- Did WEAC make a mistake in endorsing Kathleen Falk so early in the process? “She was a strong and viable candidate,” Bell said. “And we needed to make sure there was another voice in the arena.”
- What does the future hold for WEAC? “Every election has lessons,” she said. “Scott Walker is going to be in office for at least two more years, and we have to figure out how we can work with that.”
- Can WEAC sustain its membership in a post-Act 10 world? Burkhalter said membership was about 90,000 before Walker’s strict limits on collective bargaining for most public workers kicked in. Once all the current teacher union contracts expire and individual teachers are free to choose whether to pay dues or not, WEAC hopes to retain 60,000 to 70,000 of that base, he said.
As the 2012 school year begins to wind down, many students across the country are diligently preparing for Advanced Placement exams in 34 different subject areas. AP courses are designed to help high school students acquire the skills and study habits essential for success in college. With test dates running from May 7 through May 25, AP students are poised to hit the ground running when beginning their post-secondary careers, should they earn a score high enough to gain them college credit.
In keeping with the testing season, we are very excited to launch an infographic that highlights the progress made within AP curricula over the past decade. Our graphic, “The Rise of the AP,” shares information and statistics from the College Board’s 8th Annual “AP Report to the Nation.”
Rising student debt levels and fresh academic research have brought greater scrutiny to the question of whether the federal government’s expanding student-aid programs are driving up college tuition.
Studies of the relationship between increasing aid and climbing prices at nonprofit four-year colleges found mixed results, ranging from no link to a strong causal connection. But fresh academic research supports the idea that student aid in the form of grants leads to higher prices at for-profit schools, a small segment of postsecondary education.
The new study found that tuition at for-profit schools where students receive federal aid was 75% higher than at comparable for-profit schools whose students don’t receive any aid. Aid-eligible institutions need to be accredited by the Education Department, licensed by the state and meet other standards such as a maximum rate of default by students on federal loans.
As observers outside Wisconsin attempt to divine what the failed attempt to recall Republican Gov. Scott Walker means for November’s presidential election, let us instead focus on what the so-called union-buster’s triumph says about Big Labor.
My favorite comment on the matter came via Twitter: “Please explain: why so many people I know who are in unions (trades or schoolteachers) so excited for Walker’s win?”
Let me take a crack at that one: Because not every tradesman or teacher wants to be forced into joining a union. And they certainly don’t want to pay hefty union fees that go toward supporting political agendas that have nothing to do with, say, educating children.
Gamification, depending on what’s being gamified, can either be elegantly fitting or weirdly redundant. Gamified social networking? Generally fantastic. Gamified shopping experiences? Generally not so much. One space that’s obviously ripe for a little game-changing, though, is education. Kids like games; games can help kids; and BOOM! Win.
In February, the education services company Pearson introduced Alleyoop, a personalized digital-tutoring service that tries to gamify the classroom — and to do it, specifically, outside of the classroom. Think Zynga, but smart. (And also: Zynga, but trying to make you smart.) The platform focuses on middle- and, in particular, high-school curricula, and emphasizes the immediate feedback aspects of the gamification model. Instead of a once-a-semester report card, featuring the blunt assessment metrics of letter grades, students get real-time feedback on the details of their performance — from real-time tutors who are not their teachers. The system is personalized, iterative, and adaptive, so a student having trouble with, say, trigonometry can delve into trigonometry at his or her own pace, learning from mistakes and gaining immediate rewards from successes.
Children will be introduced to times tables, mental arithmetic and fractions in the first two years of school as part of a back-to-basics overhaul of the National Curriculum.
Ministers will this week announce key tasks pupils are expected to master at each age under wide-ranging plans to counter more than a decade of dumbing down in schools.
A draft mathematics curriculum suggests that five and six year-olds will be expected to count up to 100, recognise basic fractions and memorise the results of simple sums by the end of the first year of compulsory education.
In the second year, they will be required to know the two, five and 10 times tables, add and subtract two-digit numbers in their head and begin to use graphs.
“In scholarly terms, a review of the literature or literature review is a summation of the previous research that has been done on a particular topic. With a dismissive literature review, a researcher assures the public that no one has yet studied a topic or that very little has been done on it. A firstness claim is a particular type of dismissive review in which a researcher insists that he is the first to study a topic. Of course, firstness claims and dismissive reviews can be accurate–for example, with genuinely new scientific discoveries or technical inventions. But that does not explain their prevalence in nonscientific, nontechnical fields, such as education, economics, and public policy, nor does it explain their sheer abundance across all fields.
“See for yourself. Access a database that allows searching by phrases (e.g., Google, Yahoo Search, Bing) and try some of these: “this is the first study,” “no previous studies,” “paucity of research,” “there have been no studies,” “few studies,” “little research,” or their variations. When I first tried this, I expected hundreds of hits; I got hundreds of thousands.”
The more I thought about the comic, though, the more I realized we can actually read it two different ways:
The interviewee is trying desperately to use the appropriate (yet empty) buzzwords that give him the credibility he needs. But to the Boss, it’s being translated into a completely different message: I’m a high school drop-out who failed three times at starting my own business. I’m not competent enough to make it through the formal education process, so I just try patch together the skills I need here and there. Instead of going to school, I went online and signed up for a few free courses, and printed off the completion certificates myself.
The 10-year flight of Wings Academy will end Tuesday. The closing of the small school on the south side where the vast majority of students qualify for special education leaves me thinking that nationwide we haven’t worked hard enough on figuring out what to aim for with special ed kids and how to figure out if we’re achieving it.
To what degree should we set the same goals for at least a large portion of special ed kids as for other kids, largely measured by test scores? Is success on less measurable fronts – personal development and preparation for adulthood – good enough? Better? Settling for too little?
Wings was an independent charter school, authorized to operate by the Milwaukee School Board. It had the atmosphere of a friendly, energetic, but, as one staff member put it, squirrelly family. Its program included phonics-oriented reading instruction, individualized and project-based work in many classes, tae kwon as its physical education focus, and a lot of relationship building among staff, students and families.
Test scores at Wings were, as Nicola Ciurro, co-founder and head of the school, put it, terrible. “We always knew that,” she said. Among 10th-graders in last fall’s testing, 34% were proficient in reading, 6% in math.
About 80% of the 150 students, who ranged from first- to 12th-graders, had attention deficit hyperactivity disorder, learning disorders, autism, Asperger’s syndrome, dyslexia or other special circumstances. Many of the other 20% were “gray area” kids when it came to special needs, Ciurro said.
For more than a decade, New York’s charter-school advocates and other supporters of education reform have had a powerful ally in Mayor Michael Bloomberg.
But that is likely to change after next year. None of the presumed mayoral candidates fully support Mr. Bloomberg’s policies, which have been at the forefront of a national movement to promote school competition, accommodate charter schools and use test scores to judge schools and teachers.
Teachers from across Kentucky showed how their new approaches to teaching math and literacy skills are paying off for students, both in greater interest in learning and achievement results.
An audience of about 200 from Kentucky and other states learned from the teachers’ experiences. The new strategies are backed by the Bill & Melinda Gates Foundation and have been guided in Kentucky by the Prichard Committee for Academic Excellence and the state Department of Education, which is now leading expansion of the program. The new approach to math puts students in the center of problem solving that taps students’ thinking skills; the new language arts assignments require deeper thinking and stronger writing in English, science and social studies classes.
The approaches highlighted at the June 4 showcase here are now being used in 17 school districts across the state, up from nine districts last year. Nationally, the project is expanding to new states, with educators from Colorado, Louisiana and Florida in the audience here to learn about what Kentucky teachers are doing.
“This is the second year we’ve heard that all teachers in the state need to be able to do this type of work,” said Stu Silberman, executive director of the Prichard Committee. “I know I want my grandkids to have the chance to be part of classrooms where teachers do this.”
Tuitions and fees have risen more than 440 percent in 30 years as schools happily raised prices — and lowered standards — to siphon up federal money. A recent Wall Street Journal headline: “Student Debt Rises by 8% as College Tuitions Climb.”
Richard Vedder, an Ohio University economist, writes in the Chronicle of Higher Education that as many people — perhaps more — have student loan debts as have college degrees.
Have you seen those T-shirts that proclaim “College: The Best Seven Years of My Life”? Twenty-nine percent of borrowers never graduate, and many who do graduate take decades to repay their loans.
In 2010, The New York Times reported on Cortney Munna, then 26, a New York University graduate with almost $100,000 in debt. If her repayments were not then being deferred because she was enrolled in night school, she would have been paying $700 monthly from her $2,300 monthly after-tax income as a photographer’s assistant.
Rep. Tom McClintock (R-CA) introduced three amendments to the recently passed Energy & Water appropriations bill that would have eliminated a slew of business subsidies at the Department of Energy. Unfortunately, House Republicans once again teamed up with their Democratic colleagues to keep the corporate welfare spigot flowing.
If you judge the process by the questions, it would appear Dr. Daniel Nerad has the edge in being offered the job as the next superintendent for Birmingham Schools.
Nerad is the Madison School District superintendent in Wisconsin and one of two finalists for the Birmingham job. The other person is Robert Shaner, executive director of instruction and technology at the Warren Consolidated district.
Nerad has been superintendent for Madison Schools since 2008. Before that, he spent seven years as the superintendent for the Green Bay Area Public Schools. Shaner has less than a year of administrative experience.
It is interesting to compare and contrast Board member amendments to the Administration’s proposed 2012-2013 Madison School District budget. The 2011-2012 budget spent $369,394,753 for 24,861 students or $14,858.40 each.
Mary Burke: Require Accountability for All Achievement Gap Programs.
Maya Cole offers 11 amendments, the first seeks to address the District’s literacy problems. Cole’s amendment 6 questions the Administration’s use of WPS health care savings (“general fund”).
James Howard seeks a student data analysis assistant and the implementation of a parent university.
Ed Hughes offers 3 amendments, the first seeks to moderate proposed administrative staffing growth, the 2nd requests $3,000,000 in additional maintenance spending (500K less than the Administrative proposal) and a change (reduction) in the use of the District’s reserves (or “fund equity“). Mr. Hughes’ amendments would result in a 5.7% property tax increase. Related: controversy and a possible audit over past maintenance spending.
Beth Moss requests additional middle school media library staffing and increased funding for the middle school Avid program. Much more on the AVID program, here.
Marj Passman requests the introduction of a credit recovery program at East High School (the other high schools evidently have in-house programs) and the creation of a “Department of African American achievement”.
Arlene Silveira requests $75K for the Superintendent Search and a possible interim candidate, a dropout recovery program, a Toki Middle School “Expeditionary Learning Program” and the creation of an implementation plan for all achievement gap programs. Notes and links on Toki middle school and the “Expeditionary Learning Program“.
Somewhat related: Madison Schools Administration has “introduced more than 18 programs and initiatives for elementary teachers since 2009”
I continue to wonder if all schools are held to the same academic and financial standards expressed during the debate and rejection of the proposed the proposed Madison Preparatory IB charter school?
EDUCATION SEEMS to be plagued by false dichotomies. Until recently, when research and common sense gained the upper hand, the debate over how to teach beginning reading was character- ized by many as “phonics vs. meaning.” It turns out that, rather than a dichotomy, there is an inseparable connection between decoding–what one might call the skills part of reading–and comprehension. Fluent decoding, which for most children is best ensured by the direct and systematic teaching of phonics and lots of practice reading, is an indispensable condition of comprehension.
“Facts vs. higher order thinking” is another example of a false choice that we often encounter these days, as if thinking of any sort–high or low–could exist out- side of content knowledge. In mathematics education, this debate takes the form of “basic skills or concep- tual understanding.” This bogus dichotomy would seem to arise from a common misconception of math- ematics held by a segment of the public and the educa- tion community: that the demand for precision and fluency in the execution of basic skills in school math- ematics runs counter to the acquisition of conceptual understanding. The truth is that in mathematics, skills and understanding are completely intertwined. In most cases, the precision and fluency in the execution of the skills are the requisite vehicles to convey the conceptual understanding. There is not “conceptual understanding” and “problem-solving skill” on the one hand and “basic skills” on the other. Nor can one ac-quire the former without the latter.
It has been said that had Einstein been born at the time of the Stone Age, his genius might have enabled him to invent basic arithmetic but probably not much else. However, because he was born at the end of the 19th century–with all the techniques of advanced physics at his disposal–he created the theory of rela- tivity. And so it is with mathematics. Conceptual ad- vances are invariably built on the bedrock of tech- nique. Without the quadratic formula, for example, the theoretical development of polynomial equations and hence of algebra as a whole would have been very dif- ferent. The ability to sum a geometric series, some- thing routinely taught in Algebra II, is ultimately re- sponsible for the theory of power series, which lurks inside every calculator. And so on.
Getting any school choice legislation passed in California is a daunting task. The Legislature, in thrall to the teachers unions, is unwilling to disrupt the moribund status quo, which has led to disastrous consequences for public education. But the Open Enrollment Act has jumped through various legal and political challenges and miraculously survived, though efforts are under way to have it weakened.
Included in California’s 2010 sweeping reform package, the Open Enrollment Act has received far less attention than its sister statute, the “parent trigger” law. But while the parent trigger provision requires the signatures of 50 percent of parents at a school designated as chronically underperforming by the California Department of Education, the open enrollment provision requires only one. It is efficient, simple and unencumbered by the political obstacles that have undermined parent empowerment under the parent trigger law – one parent can rise to the challenge and demand change.
That’s why we are excited about the Education Data Initiative, an Administration-wide effort to “liberate” government data and voluntarily-contributed non-government data as fuel to spur entrepreneurship, create value, and create jobs while improving educational outcomes for students. The Education Data Initiative is part of a recently announced series of Open Data Initiatives in energy, health care, public safety, and education to spark new private-sector consumer-facing and business-oriented tools, products, and services – such as mobile apps and websites- all while rigorously protecting personal, proprietary, and national security information.
Led by the U.S. Department of Education, in close partnership with the White House and other agencies, the Education Data Initiative seeks to (1) work with data owners inside and outside of government to make education-related data available, machine-readable, and accessible, while ensuring personal privacy is protected, and (2) collaborate with private-sector entrepreneurs and innovators to ensure they are aware of these existing and newly available digital assets and encourage them to include these data as inputs into their new products, services, and features that can improve student success.
For example, existing Federal databases of higher education information available on education.data.gov (e.g., institutional prices, graduation rates, loan default rates, etc.) can fuel new or improved online services that help students and their families make informed choices about which college to attend, based on indicators of affordability and quality. Similarly, making individual federal financial aid application and award data securely available to applicants and borrowers in machine-readable form promises to help customize and personalize college-choice tools and services.
As June wanes, the pressure on NJ legislators to pass some sort of tenure reform increases. How long have they been working on this? Years. But, as NJ Spotlight reports today, dueling bills threaten to forestall progress.
The first bill, thoroughly vetted by, well, just about everybody, is Senator Teresa Ruiz’s TEACHNJ bill (S 1455), would make teacher tenure conditional on classroom effectiveness and (depending on the version) end LIFO, or last in, first out when making lay-off decisions. It would also tie teacher evaluations to student outcomes and give principals more responsibility and authority.
The second bill, sponsored by Assemblyman Patrick Diegnan, Chair of the Assembly Education Committee, isn’t even out there in final form (or any form for that matter), but it represents the greatest challenge to the possibility of tenure reform in NJ.
In fact, if the adopted rate of return figure is less than 7.75 percent, the unfunded liability would continue to grow yearly, said Hans Zigmund, associate director at the Governor’s Office of Management and Budget.
TRS has an unfunded liability of $44 billion, or 55 percent unfunded, meaning it only has enough assets on hand to cover 45 percent of the cost of current and future pensions.
A recommendation for a change to the expected rate of return for TRS investments, which happens every five years, could come as early as its June 21-22 board meeting.
State Sen. Jeffrey Schoenberg, D-Evanston, said the rate of return could be lowered because of pressure from the bond-rating agencies, which determine a state’s credit worthiness.
“The rating agencies like Moody’s and their counterparts have been more insistent in recent years that the return on investments be re-calibrated to be more accurate,” Schoenberg said. “This is not only happening in Illinois, but across the nation as well.”
It had been years since Principal Kathleen Lowry pulled extra desks from the dusty attic of St. Stanislaus, the only Catholic school left in this port city. But after Indiana began offering parents vouchers in the spring of 2011 to pay for private tuition, she had to bring down 30 spare desks and hire three teachers’ aides.
Thanks to vouchers, St. Stanislaus, which was $140,000 in debt to the Catholic Diocese of Gary at the end of 2010, picked up 72 new students, boosting enrollment by 38%.
“God has been good to us,” says Ms. Lowry. “Growth is a good problem to have.”
For the first time in decades, Catholic education is showing signs of life. Driven by expanding voucher programs, outreach to Hispanic Catholics and donations by business leaders, Catholic schools in several major cities are swinging back from
Stanford University’s d.school–the Hasso Plattner Institute of Design–has gained recognition in recent years for introducing the trendy, but murky, problem-solving concept known as “design thinking” to executives, educators, scientists, doctors and lawyers. Now other schools are coming up with their own programs.
Students at Stanford University’s Hasso Plattner Institute of Design — the d.school — have their photos posted on the walls of a main meeting space.
Design thinking uses close, almost anthropological observation of people to gain insight into problems that may not be articulated yet. For example, researchers may study the habits of shoppers waiting to pay for groceries in order to create a more efficient checkout system that maximizes last-minute purchases while keeping customers moving quickly.
Traditionally, companies have relied on focus groups to get feedback on products that were already in development. With design thinking, potential solutions–products, processes or services–are modeled, often using simple materials like markers and pipe-cleaners, then tested and quickly adjusted based on user feedback.
Since the collective bargaining measure was enacted last year, WEAC’s membership has dropped from around 90,000 to 70,000, but the remaining membership became energized by the recall. Union leaders are hopeful that passion will continue as the union rallies around issues such as public school funding. The union is working on membership drives this summer.
“I think we will be smaller but stronger,” Bell said.
Burkhalter estimated 25% to 30% of WEAC members voted for Walker in 2010 while on Tuesday about 5% voted for the governor.
“He really united our membership,” said Burkhalter.
Bell said Walker prevailed in the recall partly because many voters don’t like recall elections and some believed recalls should only be used in cases of malfeasance. She admitted public employees were easy targets for the governor and Republican lawmakers because of generous pensions and benefits, which Bell noted were mostly a result of former Republican Gov. Tommy Thompson’s qualified economic offer law that gave better benefits in return for salary concessions to public school employees several years ago.
I gave the Milton K Wong lecture in Vancouver on Sunday. I very much enjoyed the event- it was a stunning venue, a superb audience and a good discussion of the issues. My thanks to the Laurier Institution, University of British Columbia and CBC for inviting me. Entitled ‘What is Wrong with Multiculturalism? A European Perpective’, the lecture pulled together many of the themes about immigration, identity, diversity and multiculturalism of which I have been talking and writing recently. It was a long talk, so I am splitting the transcript into two. Here is the first part; I will publish the second part later this week. It will be broadcast in full on 22 June on the CBC’s Ideas strand.
It is somewhat alarming to be asked to present the European perspective on multiculturalism. There is no such beast. Especially when compared to the Canadian discussion, opinion in Europe is highly polarised. And mine certainly is not the European perspective. My view is that both multiculturalists and their critics are wrong. And only by understanding why both sides are wrong will we be able to work our way through the mire in which we find ourselves.
Thirty years ago multiculturalism was widely seen as the answer to many of Europe’s social problems. Today it is seen, by growing numbers of people, not as the solution to, but as the cause of, Europe’s myriad social ills. That perception has been fuel for the success of far-right parties and populist politicians across Europe from Geert Wilders in Holland to Marine Le Pen in France, from the True Finns to the UK Independence Party. It even provided fuel for the obscene, homicidal rampage last year of Anders Behring Breivik in Oslo and Utøya, which in his eyes were the first shots in a war defending Europe against multiculturalism. The reasons for this transformation in the perception of multiculturalism are complex, and at the heart of what I want to talk about. But before we can discuss what the problem is with multiculturalism, we first have unpack what we mean by multiculturalism.
The recent explosion of educational innovation has focused primarily on creating wholly new models of what a school can be. From KIPP to carpe Diem, education is entering a revolutionary period driven by the reinvention of the entire school rather than by gradual programmatic reforms. Although some of these new models have been more successful than others, and the level of success for any given new model can be debated, there is a growing consensus that these new school models collectively represent a dramatic challenge to the status quo in education.
These “greenfield school models” do not just challenge our assumptions about schooling. They also challenge the assumption that one school model can provide the right education for every child. The public mind has been opened to the potential of educational options as never before.
The nation faces two crucial challenges as we enter this new period. Only a tiny fraction of the promise and potential of greenfield school models has been tapped so far. how can we create far more of these models, with greater variation and more institutional support for innovation? And how is it possible for greenfield school models to create improvement in the vast majority of schools, the “un-reinvented” regular public schools, given that even gradual attempts at programmatic reform within those schools have been ineffective over the past 50 years?
Universal school choice has great potential to meet both of these challenges. Although the private school sector provides structures that should be inviting to entrepreneurs, currently they do not find the private school sector attractive. The “tuition barrier” locks out institutional change; private schools can’t reach out to a large enough base of families seeking different learning environments, because they must charge tuition. By lowering the tuition barrier and allowing private schools to serve new populations, universal choice would provide educational entrepreneurs with dramatically more freedom and support than they currently enjoy even in charter schools. entrepreneurs would be more free to innovate beyond the confines of the “default” public school model, giving them the ability to truly reinvent the school.
Michael Gove, the UK’s Secretary of State for Education, has expressed a wish to see almost all school pupils studying mathematics in one form or another up to the age of 18. An obvious question follows. At the moment, there are large numbers of people who give up mathematics after GCSE (the exam that is usually taken at the age of 16) with great relief and go through the rest of their lives saying, without any obvious regret, how bad they were at it. What should such people study if mathematics becomes virtually compulsory for two more years?
A couple of years ago there was an attempt to create a new mathematics A-level called Use of Mathematics. I criticized it heavily in a blog post, and stand by those criticisms, though interestingly it isn’t so much the syllabus that bothers me as the awful exam questions. One might think that a course called Use of Mathematics would teach you how to come up with mathematical models for real-life situations, but these questions did, and still do, the opposite. They describe a real-life situation, then tell you that it “may be modelled” by some formula, and proceed to ask you questions that are purely mathematical, and extremely easy compared with A-level maths.
A far-reaching discussion is taking place in the United States about the challenges facing higher education and the possible forms postsecondary learning might take in the future. Notwithstanding the strengths of our best research institutions, the shortcomings of many U.S. colleges and universities are significant. There is growing evidence that they need to focus more effectively on student learning, improve completion rates, lower costs, make much better use of technology, boost productivity, improve delivery of instruction for nontraditional students, and take innovations to scale more quickly.
To make this happen–and to provide brand-new alternatives to traditional models–a more entrepreneurial approach to postsecondary education is sorely needed. But even as a period of unusual ferment in U.S. higher education gets under way, numerous barriers continue to slow innovation and thwart experimentation, both in traditional institutions and in start-up ventures.
In an effort to understand the nature of those barriers and to generate ideas for overcoming them, in December 2011 the Ewing Marion Kauffman Foundation convened a diverse group of analysts and practitioners for a two-day retreat in Palm Beach, Florida. Participants included Shai Reshef, founder of the University of the People; the management editor of The Economist; the founders of startups 2tor, Inc. and StraighterLine; senior leaders of nontraditional universities such as Olin College and Western Governors University; the president and CEO of Kaplan, Inc.; the directors of education policy at the American Enterprise Institute, the Brookings Institution, and the Center for American Progress; and professors who both study and participate in postsecondary reform initiatives.
A recent report released by the National Science Foundation found that graduate enrollment in science and engineering grew substantially in the past decade.
Approximately 632,700 graduate students were enrolled in science, engineering and health programs in the United States as of fall 2010. This was a 30 percent increase from 493,000 students in 2000, according to the National Science Foundation’s Survey of Graduate Students and Postdoctorates in Science and Engineering.
The growth in first time, full-time graduate student enrollment in science, engineering, and health programs over this time was even greater, with a 50 percent increase from approximately 78,400 students in 2000 to almost 118,500 students in 2010.
Register now for Teaching Labor History Course August 6 and 7
Many MTI members have asked that MTI once again sponsor a staff development course conducted by the UW Extension’s School for Workers on “Teaching Labor History Through Film and Media: Struggles from Our Past & Present, Part 2”. Using films, music and other sources (which were not shown during last year’s course) this class will look at some of the epic struggles of workers in recent and contemporary history and will discuss ideas about teaching labor history and collective bargaining in the classroom. The course will also examine the impact of economic, social and political conditions on workers and their unions, as well as the role played by business and government. The course will also examine the significance of immigration, and ethnic, racial and gender differences to the evolution of the American working class.
The ten (10 ) hour, two-day course will meet from 9:30 a.m. – 3:00 p.m. on August 6 and 7, 2012. The course is offered at no cost to MTI members, a light lunch will be provided. Space is limited to the first 40 registrants. Under the terms of MTI’s Collective Bargaining Agreement, Madison teachers may be eligible for 1.0 PAC credits, subject to approval by the MTI/MMSD Professional Advancement Credit Committee.
Contact MTI to register (257-0491 or firstname.lastname@example.org)
Back in the day, it was possible to go to a movie theater and watch the whole movie right through, without having unrelated matter introduced at various times. Now, with 21st Century presentation customs, a movie on television will be broken into a number of times for five or six advertisements for widely unrelated products and services.
This sort of fragmentation is not only present in education, but welcomed as a brave new way of motivating students and trying to retain their attention. A number of experts, seeing the popularity of video games, with their changes in level and constant supply of “rewards,” recommend that the curricula we offer students should benefit from constant interruptions as well. With Milton’s “On His Blindness”–
When I consider how my light is spent
E’re half my days, in this dark world and wide,
And that one Talent which is death to hide,
Lodg’d with me useless….
Deep Reading practice suggests that students should often break into their own reading at some point to “interrogate” the material, asking questions about the relationship of text to text, text to world, text to self, and the like. So, for instance, in starting to read Milton’s sonnet, they might pause to inquire, “Do you know anyone who is seeing-impaired?” “Is there a connection in the text between ‘light’ and ‘dark?'” “How do you feel about the services for the blind in your community?”
…Though my Soul more bent To serve therewith my Maker, and present
My true account, least he returning chide,
Doth God exact day-labour, light deny’d, I fondly ask?
Here again it would be possible to ask “Have you ever been chided for something?” “How did that change your feelings at the time?” “What sort of community service have you been involved in lately?” “What have you made that you feel most proud of?” “Is there a God?” These interruptions are recommended to help retain the students’ attention and to support their motivation to continue reading, which, it appears, John Milton’s sonnet could no longer do without such modern pedagogical aids.
Similarly, other academic matters may be modernized by introducing frequent scores, levels of difficulty, and, of course, extensive visual and auditory stimulation. Modern students who have watched hundreds of thousands of hours of chopped-up television shows, and played hundreds of thousands of hours of fragmented video games just cannot be expected to pay attention for any extended periods to any “text” or academic task, without the sort of interruptions on which they have become dependent. Alexander Hamilton, Federalist #1–
…It has been frequently remarked that it seems to have been reserved
for the people of this country, by their conduct and example, to decide
the important question, whether societies of men are really capable or
not of establishing good government from reflection and choice, or
whether they are forever destined to depend for their political
constitutions on accident and force…
Deep Reading here might lead the student down the “labyrinthine ways” of questions about the use of force in society or the frequency of accidents on our highways?
Some might argue that this history of shattered attention has led to a kind of addiction to interruption which it should be education’s mission to help students overcome. They would point to the research that shows that multitasking means each task will receive less attention and be done less well, and argue that students, instead of being encouraged (required) to break into their own attention with interrogatories, should be shown ways to sustain a focus on the academic works before them.
However, those who believe that nothing in what civilization has to offer can hold the attention of students today without the regular intrusion of pedagogical gimmicks and process techniques to jolt them with scores, questions, rewards, counts of the # of “reading minutes” and the like, might simply say that fragmented attention is not only a good thing, but it must be rewarded so that students will not drop out of school and sit slumped at home watching various media and playing digital games.
The Kaiser Foundation recently found that the average young person in the United States now spends about 53 hours a week with various electronic entertainment activities, so many educators (and hardware and software sales professionals) have come to the conclusion that unless we bring interrupted education into the newly digital 21st Century classroom, we will not have adapted successfully to the scattered brains of our young people today.
“Teach by Example”
Will Fitzhugh [founder]
The Concord Review 
Ralph Waldo Emerson Prizes 
National Writing Board 
TCR Institute 
730 Boston Post Road, Suite 24
Sudbury, Massachusetts 01776-3371 USA
In 2006, you were the Wisconsin Superintendent of the Year. Can you address why some of your later evaluations in Madison haven’t reflected that?
In March, the Madison Board of Education evaluated Nerad on the low end of “proficient” in an evaluations system designed to mimic the Wisconsin Knowledge and Concepts Examination.
According to the Wisconsin State Journal, Nerad scored lowest in “strategic leadership and district culture,” and in “staff evaluation and personnel management.”
However, Nerad said Thursday there are two things he has not been deserving of: being named superintendent of the year and being assessed as barely proficient.
“The last couple years in Madison have been challenging (and) there’s no one that wishes I could be more of a unifying force than me,” Nerad said. “I ask only to be judged on my whole record.”
What is your recommended evaluation process between yourself and the school board?
“I’m a big believer in evaluation,” Nerad said, noting that if he were hired, he and the school board would have to agree on evaluation metrics.
“We should have a conversation about what that assessment should look like, (but) I believe in holding myself to the highest standards when it comes to improvement goals.”
How did you whittle down your plan to reduce the achievement gap from $12 million to $4 million?
Nerad admitted that upon cutting down his plan’s price tag, it wasn’t able to accomplish everything it originally set out to do. According to the Wisconsin State Journal, the original plan included 40 strategies for reducing the achievement gap; the revised plan has 21 strategies.
“I felt it was my responsibility to present something (to the school board) that’s stable financially,” Nerad said, noting he and his team had to prioritize the most important strategies.
His plan to fund the first year of the achievement gap plan? Nerad said he is proposing to use Madison’s fund balance — similiar to Birmingham Public School’s fund equity — and leaving it to the school board to decide where funding should come from in coming years.
We’ve all seen the reports on college-level remediation — the high numbers of kids who graduate from high school and are admitted to college with low reading comprehension and math skills. Here, you’ll find the CSU freshman proficiency rates for 2010.
One of my colleagues wants to explore some of the reasons behind this phenomenon. You’d think I would have a clear idea, after covering k-12 for so long, but I’m afraid to say that I don’t.
That’s where you come in — the people who teach kids how to read and/or solve mathematical problems, who supervise or coach those who do, or parents who watch the system closely. As you look at the system from pre-k through high school, where do you see the breakdowns happening, and what are the fixes?
Pension reform will help cities balance budgets, but will their schools still be able to attract talented teachers?Bad news for teachers and other public-sector employees: America is more than ready to cut your pensions and benefits. While most politicos had been focusing this week on the Wisconsin recall, an election 2,100 miles away in San Jose, Calif., may be a bigger harbinger of the kind of austerity voters are developing a taste for.
In this city of about a million residents an hour south of San Francisco, voters on Tuesday approved arguably the country’s boldest pension cuts. San Jose’s Democratic mayor, Chuck Reed, has been grappling with ballooning pension costs that have increased from $73 million to $245 million in the last decade. Retirement costs already consume more than 20% of the city’s general fund, which helps explain why Reed was pushing San Jose to pass Measure B, which would give voters the power to approve increases in pension benefits and give the city the power to suspend automatic 3% annual raises during a fiscal crisis. The measure would also make workers contribute half the cost of their pensions; employees currently pay $3 for every $8 the city contributes, and the city is financially responsible for any shortfalls. Also included are provisions to curb the abuse of disability benefits. It’s a tough package — and will certainly be challenged in court because it changes benefits not only for future workers, something everyone agrees is legal, but for current ones as well. Nonetheless, voters passed it by a stunning margin of 69.5% in favor, 30.4% opposed. A pension reform measure also passed in San Diego.
Judy Woodruff:As part of our American Graduate focus on teachers, testing and accountability, Ray Suarez moderated a discussion with several New York public school teachers on the challenges they face in the classroom and how they think they should be evaluated.
Finally tonight, our series on teachers, testing and accountability.
On Monday and Tuesday, we heard from philanthropist Melinda Gates of the Gates Foundation, and Diane Ravitch, a historian and former assistant secretary of education.
Ray Suarez recently moderated a conversation, one of a dozen events in the past year held with teachers around the country. This one was organized by WNET in New York City, featuring educators from each of the city’s five boroughs.
It’s part of our American Graduate project sponsored by the Corporation for Public Broadcasting and the Bill and Melinda Gates Foundation.
It’s high school graduation season, and one young woman who is getting her diploma this evening is our choice for “most likely to succeed” — because she already has, against some incredible odds.
At 6 this morning, long before her classmates were even awake, 18-year-old Dawn Loggins was already pushing a mop through her high school in Lawndale, N.C. — where she also works as a custodian.
“I’ll work two hours before school. And then I’ll go to school. And then I’ll come back and work two hours after school,” Dawn said. Then homework when she gets home.
Home — for Dawn — is complicated. For years she moved around, sometimes squatting with her drug dealer stepfather and unemployed mother.
It is a time-honored ritual for high-school students: flouting authority one last time before graduation.
But this year, the senior prank has been no laughing matter at schools around the country. Administrators have suspended or even filed criminal charges against students for pranks that have ranged from the classic food fight to creative uses of animals to cause an uproar.
“Schools understand that students want to leave their mark on the way out the door, but a better way to do that is to take up a donation and plant an oak tree,” said Mark Goulet, a lawyer for the school board in Smithville, Texas, where students last month were suspended after a cafeteria food fight involving burritos.
“Some kids ordered double lunches,” Mr. Goulet said. “It was a melee.”
A version of this joke appears in a 1941 dissertation on “the gestural behavior of eastern Jews and southern Italians in New York City, living under similar as well as different environmental conditions.” The study was written by David Efron, who grew up in an orthodox Jewish home in Argentina and arrived in New York for graduate study in the 1930s. By his own account, when he spoke Spanish, he gestured with “the effervescence and fluidity of those of a good many Argentinians.” When he spoke Yiddish, his gestures were more “tense, jerky, and confined.” He sometimes combined the two styles, as when “discussing a Jewish matter in Spanish, and vice versa.” After living in the United States for a few years, he found his gestures becoming “in general less expansive, even when speaking in his native tongue.” His gestural identity was further complicated by the “symbolic Italian movements” he had picked up from Argentine-Italians and reinforced on a trip through Italy. But no matter what language he spoke, he proved to be “an adroit table-pounder.”
Efron was one of the last students of the famous anthropologist Franz Boas. Boas spent his career arguing that it was culture and environment, not biological race, that accounted for differences in how groups of people behaved. Efron’s study was designed as a challenge to the impressionistic explanations of gesture that the race theorists of the 1930s were passing off as science. One claimed that Jews of mixed race who no longer had other Jewish physical traits could still be identified by their gestures. Another categorized gesture by race: Nordic gestures were restrained; Mediterranean gestures were playful; the gestures of the Phalic race (as in the German region of Westphalia) reminded one of a fleeing chicken; Italian gestures were explained with reference to hot blood, light bones, and poor impulse control.
Everyone agrees there has been a remarkable increase in autism diagnosis across the world. There is, however, considerable debate about the reasons for this. Three very different kinds of explanation exist.
- Explanation #1 maintains that something in our modern environment has come along to increase the risk of autism. There are numerous candidates, as indicated in this blogpost by Emily Willingham.
- Explanation #2 sees the risks as largely biological or genetic, with changing patterns of reproduction altering prevalence rates, either because of assortative mating (not much evidence, in my view) or because of an increase in older parents (more plausible).
- Explanation #3 is very different: it says the increase is not a real increase – it’s just a change in what we count as autism. This has been termed ‘diagnostic substitution’ – the basic idea is that
children who would previously have received another diagnosis or no diagnosis are now being identified with autism spectrum disorder (ASD). This could be in part because of new conceptualisations of autism, but may also be fuelled by strategic considerations: resources for children with ASD tend to be much better than those for children with other related conditions, such as language impairment or intellectual handicaps, so this diagnosis may be preferred.
The school year is winding down, but one faction within the world of education is ratcheting up: the anti-testing movement. More parents are pulling their kids out of end-of-year math and literacy assessments. More teachers and administrators are speaking up against testing–like the group of school district superintendents in Georgia who are calling on the state legislature to reconsider its test-based accountability system. And a national resolution condemning testing has now attracted the endorsements of more than 300 organizations and 8,500 individuals. Standardized testing is “an inadequate and often unreliable measure of both student learning and educator effectiveness,” the resolution reads in part, and “the over-reliance on high-stakes standardized testing in state and federal accountability programs is undermining educational quality and equity in U.S. public schools.”
If I were a member of the Chicago Teachers Union, I would vote for that strike authorization today. Mayor Rahm Emanuel hasn’t given me much choice.
Then I would pray — a lot — that a strike never occurs. And get on the phone to CTU President Karen Lewis to tell her she would be absolutely bonkers to actually take ’em out this fall.
The facts of life, Chicago-style, are that the CTU — arguably the city’s most powerful labor union — is in the fight of its life this economically difficult time.
Ten Madison schools and five others in Dane County have been identified among the lowest performers in the state in terms of low-income and minority student achievement under a new statewide school accountability system.
The Department of Public Instruction developed the system — which identifies schools as “focus” and “priority” — to obtain a waiver from requirements under the federal No Child Left Behind law, which for the past decade has resulted in sanctions for certain schools.
The Madison schools identified as “focus” schools are Allis, Falk, Lakeview, Leopold, Midvale/Lincoln, Lowell, Orchard Ridge, Sandburg, Schenk and Thoreau elementaries. Other local “focus” schools include West Middleton Elementary in Middleton-Cross Plains, Bird Elementary in Sun Prairie, and Badger Ridge Middle, and Glacier Edge and Sugar Creek elementaries in Verona.
Madison Superintendent Dan Nerad, in a letter Tuesday to parents at the affected schools, said “the district is still learning the full details and impact on schools.”
Efforts are under way to place an initiative on the Nov. 6 ballot that would ask voters to allow 40 public charter schools around the state in five years. Supporters have until July 6 to gather almost 250,000 signatures. It’s a worthwhile effort and a modest proposal, a mere foot in the door in Washington, one of just eight states that do not have charter schools.Before explaining why this is a good idea, we will first point out that this is precisely why the initiative process is important in our state. The Columbian believes the premier function of initiatives is not necessarily to change laws but more effectively to force action after the Legislature has refused to act. A good example is the statewide ban on indoor smoking in public places. After legislators continually neglected this issue, the people took the matter upon themselves. The result was Initiative 901, which passed in 2005 by 63.2 percent of voters statewide (65.6 percent in Clark County).
We’d like to see the same public mandate expressed about charter schools. The concept has reached its time in Washington. Charter schools are much easier than public schools to open or close, and they have shown varying degrees of success around the country. Charter schools are run independent of public school districts. Each is governed by a multiyear performance contract that requires improvements in student performance.
A generation ago Charles Sykes wrote a controversial, provocative, but I think 90 percent correct book, ProfScam. I think a better than decent case can be made for a new book, a sequel if you will, called CollegeScam. Professors are not the only ones engaged in using higher education for personal power and glory.
“Is College Too Easy?” is the headline of a superb story by Daniel de Vise on page one of today’s Washington Post. In it, de Vise presents in substantial detail data from the National Survey of Student Engagement (NSSE) that show students study relatively little. Average total time on all academic work amounts to about 27 hours a week, the story says.
Since the typical student is in class at best 32 weeks a year, the total annual hours spent “learning” is on average about 864 (27 x 32), less than one-half the time the student’s parents are spending on their jobs, partly to support the education of their child. As de Vise notes, five-year-old kids in kindergarten spend about as much time on school work as 20-year-old college students.
The recall race for governor is over, and with teachers union contracts coming to an end, Milwaukee Public Schools Superintendent Gregory Thornton may have an opportunity to bargain for things that he could not have gotten if it were not for Act 10, the law that sharply curtailed collective bargaining for most public workers.
So far, Thornton and the School Board have been quietly active. The board voted to require employees to contribute more to their health insurance premiums and retirement benefits, a move that will reduce the district’s deficit and save millions of dollars that can be reallocated to the classroom. Years of rising benefits and retirement costs combined with budget cuts were choking the life out of MPS. With the last of the union contracts coming to an end in 2013, Thornton and the board will have more flexibility.
But it will take more than asking for bigger contributions from the rank and file to improve the district’s performance. Right now, MPS ranks near the bottom for urban districts in the United States in fourth- and eighth-grade reading for minority boys. Last month, Thornton said he was disappointed that he has not been able to move the needle.
How does a school district know when it has an effective program?
This can be a struggle for school districts, Nerad said, but programs need to be evaluated over time, districts need effective ways to collect data, and there needs to be systems in place that allow teachers to collaborate around data and solve problems.
What is the role of principals, the school board and superintendent in terms of innovation and curriculum development?
According to Nerad, the school board ensures there are enough resources for curriculum development and innovation, the superintendent is responsible for outlining what that curriculum will look like, while schools have the responsibility to implement curriculum in the way that’s best for each building.
What is your budgeting process and how would you go about cutting money from Birmingham’s budget?
Budgeting has to be a year-round process, Nerad said, and should he be hired, he would go to district stakeholders — whether they be parents, teachers or community members — and ask: what are your priorities?
How would you engage the rest of the Birmingham community, including the local business community?
Nerad said he would work with the district public relations office to focus heavily on engagement and outreach. “I do believe in putting a face on the superintendency,” he said.
How did you build consensus on an important issue?
When trying to reach consensus on tough issues, Nerad said he uses voting procedures and works to ensure people are heard. “My whole life has been dedicated to those kinds of practices.”
How do you judge whether a school board is doing a good job?
According to Nerad, the school board should be a model for the entire district.
“I believe if the superintendent evaluates the board, the board should evaluate itself,” Nerad said. “If we want our staff to grow, we have to model that kind of commitment. It’s about the whole organization getting better, from the superintendent to the board to teachers to support staff.”
Wisconsin is about to get a wake-up call about the quality of its K-12 education system.
The Department of Public Instruction’s attempt to get a waiver from the federal government’s flawed No Child Left Behind law includes plans to increase testing standards for Wisconsin pupils.
According to the DPI, the effect of this change will be “dramatic” because while Wisconsin students will take the same test they do now, they’ll need much higher scores to be deemed proficient.
Currently, 83% of eighth-graders who take the Wisconsin Knowledge and Concepts Exam are said to be proficient in reading, for example. Under the proposal to index scores to the National Assessment of Educational Progress, that percentage would plummet to just 35%.
In other words, state testing next year will show substantially fewer Wisconsin pupils proficient in core subjects.
More rigorous standards will demand smarter instruction. Fortunately, Wisconsin is well-positioned to use value-added analyses of standardized tests as a tool to improve instructional decisions in ways that benefit students.
t was already something of a fig leaf for a district that rejected the much less expensive Madison Prep amid opposition from the teachers union and liberal activists who painted the school’s chief advocate, Urban League of Greater Madison president Kaleem Caire, as something of a school privatization Trojan Horse for the right.
(I never really understood how a black guy of modest origins who struggled in the Madison schools himself got tossed in with the likes of Newt Gingrich.)
This despite one of the widest racial achievement gaps in the state and a dismal four-year graduation rate for blacks of 50 percent.
I called Cummings on Saturday to see what he thought of Thursday’s news.
“I hate to be a cynic,” he said, but he’d seen it happen “over and over and over. … It’s easy to wear people out by giving them hope.”
Cummings initially wasn’t a big fan of Madison Prep. It would have served only a few dozen students, he argued, and what minority kids need is a districtwide attitude adjustment toward the issue.
Much more on the proposed Madison Preparatory IB charter school, here.
Tomorrow cities throughout China will divert traffic, close internet cafés, prohibit horn honking, muzzle public mourning and even change some aircraft flight paths so that 9m of the country’s top students can concentrate on the “gaokao“, the university entrance exam to beat all others, the final act in an educational drama that begins at birth and involves not just the whole family but the whole country.
UK A-levels and the US Scholastic Aptitude Test are no slouches either, but one image from the internet last month captures the degree to which the gaokao is in a class of its own: students in Hubei province sit huddled over desks piled high with books – and each one is hooked up to an intravenous drip delivering amino acids to help them survive the ordeal. University places are scarce, and most students can forget about getting one if they do not do well on gaokao.
Western students, of course, have been known to mainline coffee (or worse) to keep awake at exam time – but the teacher is not usually handing out the uppers. In Hubei, the school was not only dispensing the drips but the government was providing a subsidy to pay for them.
The current wave of new teacher evaluation systems around the country offers an opportunity to broaden the conversation surrounding teacher effectiveness and its relationship to school coherence, to look at how schools and school systems might take a more integrated and intentional approach to attracting, training, and managing high-quality teachers. Charter management organizations (CMOs) are an important but overlooked source of ideas for thinking about how to build talent management systems that get the right teachers into the right schools and create coherent work environments that develop and support teacher performance.
This report examines how CMOs manage teacher talent: How do CMOs recruit and hire teachers? How do they develop teachers? And how do they manage teacher performance? CRPE researchers analyzed data from a larger study of CMOs conducted jointly by Mathematica Policy Research and CRPE. That study offered a rich array of data on how CMOs manage teachers, including in-depth case study data and survey data from CMO central offices and principals.
One of the most important economic issues we face today is how much to spend on education, both individually and as a society. As tax revenues decline due to demographic changes and deteriorating business conditions, municipalities have to make tough choices about which programs to cut, and education is often an early victim. Because we don’t yet have good measures of all the future benefits produced by better education today, school programs are easy targets for cost-cutting measures, especially in lower-income regions where parents are focused on meeting more basic needs and less likely to put up a fight. But experiments like Geoffrey Canada’s Harlem Children’s Zone hint at the enormous impact that early educational support can have on lifetime achievement.
I have my own example: Mrs. Ficalora, the best third-grade teacher ever.
In 1968, as a third-grade student at P.S. 13–a neighborhood public elementary school in Queens, New York–I had the amazing good luck of being in Barbara Ficalora’s class. Mrs. Ficalora changed my life. A slender tallish woman with a radiant smile, a Jackie Kennedy hairdo, and a warm but commanding and confident presence, she was everything a third-grader wished for in a teacher. When she spoke, we all listened, and despite the fact that there were close to 30 students in her class, she always seemed to be speaking to each of us individually, managing to make each of us feel special, appreciated, and cared for. She lauded Richie Weintraub on his prowess in punchball during recess. She extolled the impressive acting ability of Bruce Bernstein in our school play. She cooed over the exotic sari worn by Nuri Tjokroadismarto at the international potluck dinner she organized for the students and their parents. And even when she teased the Vorcheimer twins for their messy desks–comparing them to Fibber McGee’s closet–we all understood that she did it with great affection and respect for the two boys, despite the fact that no one knew who Fibber McGee was or what his closet had to do with their desks.
Educators have spent several decades trying — and largely failing — to improve public schools. What if the solution were as easy as re-sorting students into their classrooms? Some supporters believe single-sex schooling is just such a magic bullet. But multiple lines of research show that single-sex schooling is both ineffective and detrimental to children’s development. This is why we support the American Civil Liberties Union’s new effort to investigate potentially unlawful single-sex programs in school districts across the country.
Throughout the United States, hundreds of public schools are segregating boys and girls as young as kindergarten age into single-sex classrooms based on highly distorted claims about differences in their brains and mental skills. What’s worse, such schools are ignoring important research showing that such segregation may actually be harmful to children.
Consider the new Franklin Academy for Boys in Tampa, a public middle school whose charter application states that “the typical teenage girl has a sense of hearing seven times more acute than a teenage boy,” and continues with this claim, “Stress enhances learning in males. The same stress impairs learning in females.”
A few links related to Wisconsin’s recall election:
#wirecall on Twitter
Madison Teachers, Inc Twitter Feed; Pro-Recall
True School Activists Vote for Walker by “Penelope Trunk”, via a kind reader’s email.
TJ Mertz: Why Scott Walker doesn’t recall the QEO and how to help recall him
WisPolitics Elections Blog (WisPolitics is now owned by the Capital Times Company)
Milwaukee Journal-Sentinel All Politics Blog.
Talking Points Memo
Five Thirty Eight Blog..
WEAC Twitter Feed
AFSCME Twitter Feed
The Times Higher Education World University Rankings were developed in concert with our rankings data provider, Thomson Reuters, with expert input from more than 50 leading figures in the sector from 15 countries across every continent. We believe we have created the gold standard in international university performance comparisons.
Our rankings of the top universities across the globe employ 13 separate performance indicators designed to capture the full range of university activities, from teaching to research to knowledge transfer. These 13 elements are brought together into five headline categories, which are:
Teaching — the learning environment (worth 30 per cent of the overall ranking score)
Research — volume, income and reputation (worth 30 per cent)
Citations — research influence (worth 30 per cent)
Industry income — innovation (worth 2.5 per cent)
International outlook — staff, students and research (worth 7.5 per cent).
Is there anything to be done about the rising price of higher education? That was the question posed to John Hennessy, president of Stanford University, and Salman Khan, founder of Khan Academy, a nonprofit online-learning organization. They sat down with The Wall Street Journal’s Walt Mossberg to discuss how technology might be part of the solution.
Here are edited excerpts of their conversation.
MR. MOSSBERG: Is it either moral or sustainable for elite colleges and universities to be charging what is approaching $60,000 a year to go to college?
MR. HENNESSY: I think the real question is whether or not what we’re charging is a worthwhile investment for the American public and for families. That’s the key question. The elites have the advantage in that they have been able to significantly subsidize what they charge with financial aid. It’s a really interesting business we’re in. First we charge less than it costs us to provide an education, because we subsidize everybody to some extent. And then if you can’t afford it, we give you a discount.
MR. MOSSBERG: You have a lot of money at Stanford. I’ve been, until recently, a trustee of Brandeis University. It’s a very good university. It charges about what you do. But it doesn’t have your money, and there are a lot of colleges like that.
The School District of Philadelphia is facing a $218 million budget deficit in fiscal 2013, with forecasts for a $1.1 billion shortfall by 2017.
The district’s School Reform Commission has responded with a controversial plan to close as many as 60 schools over the next five years and divert about 40 percent of the district’s students into public charter schools, according to media reports.
The plan has been met with a great deal of resistance from the Philadelphia Federation of Teachers. Nobody knows at this point if the money-saving plan will be implemented, or how the district will find its way out of its deficit situation.
In the meantime, it’s clear that the school district is in the midst of a severe financial emergency, and must find a way to cut costs without negatively impacting students.
A good place to start would be the PFT’s collective bargaining agreement.
We recently inspected a copy of the agreement, then used a freedom of information request to measure the costs of various provisions in the contract for the 2010-11 school year.
We found numerous examples of huge costs that could have been postponed, trimmed or cancelled to save the district millions of dollars without affecting anyone’s base salary.
The list included $14.4 million to cover a three percent salary increase for teachers, a $66 million contribution to the union’s “Health and Welfare Fund” and $165 million for free- or low- cost employee health insurance.
However Wisconsin’s recall election turns out on Tuesday, teachers unions already appear to be losing a larger political fight–in public opinion. In our latest annual national survey, we found that the share of the public with a positive view of union impact on local schools has dropped by seven percentage points in the past year. Among teachers, the decline was an even more remarkable 16 points.
On behalf of Harvard’s Program on Education Policy and Governance and the journal Education Next, we have asked the following question since 2009: “Some people say that teacher unions are a stumbling block to school reform. Others say that unions fight for better schools and better teachers. What do you think? Do you think teacher unions have a generally positive effect on schools, or do you think they have a generally negative effect?”
Respondents can choose among five options: very positive, somewhat positive, neither positive nor negative, somewhat negative, and very negative.
Rudy Crew’s mom died when he was 2. His dad had plenty of reasons to stay in bed in the morning, as Crew put it, but he got up every day and worked hard to raise his children right.
“My father,” Crew wrote in a 2007 book, “made sure I had a safe place to take risks, to learn independence, and eventually to believe that poor for now did not mean poor forever.”
Now Crew is Oregon’s first chief education officer, tapped by Gov. John Kitzhaber and formally hired last week to lead the state’s education enterprise from preschool to college. This core tenet of Crew’s belief system — that poor for now doesn’t mean poor forever — drove him to the top of the national heap of K-12 superintendents. It also makes him a bracing choice to help Oregon shake off the poverty mentality that drags down education in this state.
Beyond the personal side of this story, the emails raise questions about the school district’s management and the relationship between the superintendent and the school board.
For one, Sebring meddled far too much in a new Des Moines charter school that had been overseen by her twin sister, Nina Rasmusson. Scores of emails reveal Sebring was directly engaged in internal affairs of the school, and that Sebring sought to use her influence to shield her sister from criticism. Rasmusson resigned from the job on Sebring’s advice to avoid being fired because of problems in the charter school.
One email reveals Sebring’s attitude about her relationship with school board members: “We’re having a little trouble reigning (sic) in two of our new board members,” she wrote in a Feb. 10 email to Rasmusson. “They are well-intentioned but crossing the line.”
It’s easy to see how Sebring might have had the idea the board worked for her, not the other way around. Other emails suggest Sebring had a close personal relationship with at least one member of the board.
It appears she’d had them under her thumb for years. Members allowed Sebring to hire her sister, even though that clearly posed a conflict. They said nothing when she failed to promptly deliver a state accreditation report showing problems with the district.
And, to the end, board members seemed more concerned with protecting her than holding her accountable and being accountable to the public. They held a closed-door meeting to discuss her unexpected resignation May 10.
They knew Sebring had violated the district’s technology policy forbidding the use of school computers or email for personal correspondence and the exchange of sexually explicit messages. Yet they issued a release that misled the public by failing to disclose the full story about why she resigned early.
This school board thanked Sebring for her service and let her go on her way, protecting her to the very end.
This is the same school board the public now must rely on to find and supervise the next superintendent. Members should be taking responsibility for their mistakes. They should be learning from them and making changes in how they do business. A school board is the boss of a superintendent. It’s time for this board to finally figure that out.
When oil rich countries get involved in global education projects, it is easy to be cynical and only expect some air-brushed philanthropy and gold-plated business school sponsorships.
But the Gulf state of Qatar is providing something more substantial.
So much so that it is becoming one of the most significant players in the field of education innovation, supporting a raft of projects from grassroots basic literacy through to high-end university research.
As well as trying to fast-forward its own education system, it is supporting projects in some of the toughest environments.
Howard, who supported Madison Prep, also favors launching pilots to test new approaches to helping struggling students.
“The assumption is that everything is working,” he said, “and it’s not.”
The district should boost efforts to involve more parents in their children’s educations, though that’s not easy.
At the same time, the district needs to pay for a backlog of school maintenance projects without balancing the district budget on the backs of struggling homeowners. Madison is already a high-spending district, so more and more money isn’t the solution.
The school administration’s plan has some merit but mostly stays the course. And more of the same won’t cut it.
The best path now is to recruit more black teachers, try even harder to engage parents, and seek innovation.
We spend a lot of time talking about the reforms promoted by Education Reform Advocacy Organizations which we oppose. I also spend a lot of time correcting them when they say that those who oppose them are fighting for the status quo. So folks might wonder what reforms I actually support. It’s a fair question.
I absolutely believe that public K-12 education in Washington, and across the country, needs serious reform. It is build on a model that, in turn, is built on the faulty assumption that the students will fit a narrow mold. The system is set up to expect and serve students who come able and ready to learn in a traditional school setting. The whole thing needs to be reconfigured around a different, more accurate, set of beliefs around who the students are, what they need, and how public schools can deliver it.
The solutions presented by Education Reform Advocacy Organizations, such as LEV, are not serious reforms. They do not address the problem. Some of them, such as charter schools, create an opportunity to bypass the problem – an opportunity which, sadly, often goes unused. Some of them, such as merit pay for teachers, have nothing to do with the problem.
In the closing moments of Thursday night’s debate between the two candidates for governor, Milwaukee Mayor Tom Barrett raised a point that intrigues me. In fact, separate from all the other aspects of Tuesday’s historic recall election, I think it resonates across the debate about education in America:
Brass knuckles or handshakes?
Share a cup of coffee or send incendiary tweets?
What’s the best way to get things done amid differences?
Facing Scott Walker, the Republican governor who sat next to him at a round table at Marquette Law School, the Democratic challenger said, “You and I know that if you had accepted back in February of 2011 the offer from those employees to allow them to pay towards their health care and towards their pensions, we wouldn’t be sitting here tonight.”
Walker replied, “That’s just fundamentally wrong.” He said that even as public union leaders offered to accept cuts in benefits for their members, following Walker’s proposal to strip public unions of almost all their powers, local unions across the state were rushing to make contract deals that protected their benefits.
“Actions speak louder than words,” he said.
Mitt Romney visited a charter school in West Philadelphia last Thursday and, either brazenly or cluelessly, addressed that third rail of education politics, class size.
“In schools that are the highest-performing in the world,” he said, “their classroom sizes are about the same as in the United States. So it’s not the classroom size that’s driving the success of those school systems.”
An opportunity for a rational discussion of the costs and benefits of small class size?
More like a greedy Democratic pounce on Romney’s education street cred. President Obama’s spokeswoman sneered, “What planet does he live on?”
Philadelphia Mayor Michael Nutter emoted, “I’m not sure what universe he’s operating in, but we certainly know in Pennsylvania, every parent knows, every second-grader knows, that smaller class sizes are preferable.”
In a stunning reversal of fortune, former Des Moines Superintendent Nancy Sebring went from presiding over Iowa’s largest school district to losing a new job she had landed to lead the Omaha schools, after disclosure she had used Des Moines school equipment to send and receive sexually explicit emails.
The Omaha school board voted Saturday afternoon without discussion to accept her resignation from the job she was to start July 1.
The vote capped a rapid-fire series of developments that unfolded in less than 20 hours:
8:46 p.m. Friday: The Des Moines Register publishes an online story reporting that Sebring’s abrupt, earlier-than-scheduled departure from the Des Moines district May 10 came after she was confronted by school board members about the discovery of the explicit emails.
Outgoing Madison Superintendent Dan Nerad interviewed for the Omaha position.
APIs are making information more accessible across many industries and sectors, but one area I haven’t seen a lot of movement, until recently, is at Universities.
Last month, Harvard openly licensed their library meta data and through a partnership with the Digital Public Library of America, made it available via APIs. But today’s story is more about APIs driving the operations side of higher ed at the University of Washington.
One of the more telling episodes in education I’ve seen over the past couple of years was a little dispute over Michelle Rhee’s testing record that flared up last year. Alan Ginsburg, a retired U.S. Department of Education official, released an informal report in which he presented the NAEP cohort changes that occurred during the first two years of Michelle Rhee’s tenure (2007-2009), and compared them with those during the superintendencies of her two predecessors.
Ginsburg concluded that the increases under Chancellor Rhee, though positive, were less rapid than in previous years (2000 to 2007 in math, 2003 to 2007 in reading). Soon thereafter, Paul Peterson, director of Harvard’s Program on Educational Leadership and Governance, published an article in Education Next that disputed Ginsburg’s findings. Peterson found that increases under Rhee amounted to roughly three scale score points per year, compared with around 1-1.5 points annually between 2000 and 2007 (the actual amounts varied by subject and grade).
Both articles were generally cautious in tone and in their conclusions about the actual causes of the testing trends. The technical details of the two reports – who’s “wrong” or “right” – are not important for this post (especially since more recent NAEP results have since been released). More interesting was how people reacted – and didn’t react – to the dueling analyses.
Something is wrong with conservatives’ free market argument for privatization of Utah’s public schools as promoted by several Republican legislators and their ally, the corporate lobbyist American Legislative Exchange Council, or ALEC.
If a free market were truly free, by definition our society would need to completely remove education from federal and state control, including eliminating funding by taxes.
Vouchers could not be used. This, too, pools society’s money for redistribution. No, for pure competition, a family would need to use its own direct tax savings to pay for the education of each child. Conservatives may respond, “Federal and state governments still need to collect taxes, but then distribute the money for private schools of choice.”
“Villainy wears many masks, none so dangerous as the mask of virtue.”– Ichabod Crane, in the 1999 film version of “Legend of Sleepy Hollow”
“If you’re going through hell, keep going.”-Walt Disney
Those who still think America’s public schools are focused on academics are behind the times. Money, control and influence are the priorities now. You can tell because of the battle being fought behind the scenes in our school districts over open government.
Citizens who want to know what government schools are doing with our dollars and children are finding that many in leadership don’t want us to know. As we push for information, they’re pushing back. This struggle is taking place earnestly – even fiercely. It’s also happening quietly, largely because the media aren’t much help. (Many of those whose job is to inform the public have become sycophantic defenders of the government and aggressive attackers of the people.)
The NJ DOE released the 2010-2011 School Report Cards yesterday, with a few new bells and whistles. One new feature is accurate graduation rates, previously self-reported by individual districts; another spotlights the cost per pupil when other costs – mandated preschools, out-of-district tuition, debt, transportation – are added to the mix.
(Weirdly, Trenton Public Schools is missing from the database.)
Here’s a rundown of local coverage, which is primarily focused on school costs.
NJ Spotlight (its interactive Report Card here) comments on the impact of NJ’s fiscal difficulties on school costs:
Richmond Unified, the first school district in California to go bankrupt and require a bailout loan, made its last payment to the state Friday – four years early.
District officials, in what is now called West Contra Costa Unified, squirreled away enough money during tough economic times to pay off the $29 million loan made 21 years ago.
The final payment of $8,130,607.58 was handed over to state Superintendent Tom Torlakson at Richmond’s Ford Elementary Friday morning.
The settling of the debt ends two decades of state control over the district, which serves 30,000 students in 50 schools across five cities.
“We’re ready to pay you off and get you out of our hair,” school board President Charles Ramsey told Torlakson as he handed him the oversized check.
A few years ago, the symptoms of academic failure at Audubon Middle School southwest of downtown Los Angeles were obvious. Students roamed the trash-strewn campus during class hours, unafraid of consequences. The principal was rarely around, and when he was, he almost never visited classrooms. Observations required for teacher evaluations often were not done, yet teachers still received good ratings. The faculty divided into camps. Some closed their classroom doors and did the best job they could. Others did little more than show videos, knowing it didn’t matter. The nearest Subway restaurant did a brisk business delivering sandwiches to classrooms during instructional time. “This was not a functioning school,” one teacher said. “It was sink or swim, and we were just barely keeping our heads above water.”
Madison School District Superintendent Dan Nerad made the cut Saturday to become one of two finalists for the top job at a school district in suburban Detroit, according to an online report.
Nerad was selected as a finalist for superintendent of the Birmingham Public Schools at a special Saturday session of the School Board, the Birmingham Patch reports.
He apparently made a big impression on school board members in Michigan, particularly with his handling of controversy over the race-based achievement gap in Madison schools.
Much more on Dan Nerad, here.
A few comparisons:
Birmingham’s 2011-2012 budget is $107,251,333 for “more than 8000 students”, or roughly $13,406/student. That is about 10% less than Madison’s $14,858.40/student.
Birmingham’s per capita income is $69,151, more than double Madison’s $29,782. Birmingham’s median household income is $101,529 while Madison’s is nearly half: $52,550.
Birmingham had 6 national merit semi-finalists this past year while Madison featured 41. Michigan’s 209 cut score was identical to Wisconsin’s this past year.
Madison continues to spend more per student than most American school districts.
Starting this fall, thousands of poor and middle-class kids will get vouchers covering the full cost of tuition at more than 120 private schools across Louisiana, including small, Bible-based church schools.
The following year, students of any income will be eligible for mini-vouchers that they can use to pay a range of private-sector vendors for classes and apprenticeships not offered in traditional public schools. The money can go to industry trade groups, businesses, online schools and tutors, among others.
Every time a student receives a voucher of either type, his local public school will lose a chunk of state funding.
“We are changing the way we deliver education,” said Governor Bobby Jindal, a Republican who muscled the plan through the legislature this spring over fierce objections from Democrats and teachers unions. “We are letting parents decide what’s best for their children, not government.”
In the course of tracing the changes from the religious foundations – the colleges – of the early American colonists through to the vast ‘multiversitys’ of today, Andrew Delbanco usefully draws attention to the fact that putting a big sign up on a college saying Committed to Providing Excellent Higher Education for All would probably signify that the very opposite was happening inside. He notes a grand inscription at Columbia University from the beginning of the twentieth century: ‘Erected for the Students that Religion and Learning May Go Hand in Hand and Character Grow with Knowledge.’ At the time, the buildings were actually going up for research staff, not for undergraduates, religion was ‘certainly no longer at the center of campus life’, tradition and the canon were being thrown over for the modern, and the idea that professionalised career academics should bother themselves with the moral improvement of undergraduates was quaint at best.
Mayor Rahm Emanuel’s star power within the Democratic Party has put a national spotlight on the fight over the future of public schools in Chicago and attracted support from education reform groups eager to see how much change can be effected in a pro-labor city.
“The headlines from Chicago are emailed around to mayors and policymakers every morning,” said Joe Williams, head of Washington,D.C.-based Democrats for Education Reform, a group started by Wall Street hedge fund managers. “I think people want to see what’s possible, both politically and on the ground in schools and in communities.”
Democrats for Education Reform and another major education organization, Oregon-based Stand for Children, have each established themselves in Chicago and are working to build backing for Emanuel’s education agenda.
Over 9 million students are at risk for increased educational debt, due to bank-affiliated campus debit cards that come with high fees, insufficient consumer protections, and few options. Financial institutions now have affinity partnerships with almost 900 campuses nationwide, grafting bank products onto student IDs and other campus cards to become the primary recipient of billions in federal financial aid to distribute to students.
“Campus debit cards are wolves in sheep’s clothing,” observed Rich Williams, U.S. PIRG Higher Education Advocate and report co-author. “Students think they can access their dollars freely, but instead their aid is being eaten up in fees.”
The Campus Debit Card Trap, a new report released by the U.S. Public Interest Research Group Education Fund, finds that banks and financial firms now control or influence federal financial aid disbursement to over 9 million students by linking checking accounts and prepaid debit cards to student IDs. For decades, students would receive their aid by check, without being charged any fees to access their student aid. Now, students end up paying big fees on their student aid, including per-swipe fees of $0.50, inactivity fees of $10 or more after 6 months, overdraft fees of up to $38 and plenty more. Financial institutions aggressively market or default students into their bank accounts to maximize these fees.
The privilege bestowed on pupils from independent and grammar schools extends to greater links with business founders and lessons about what it means to be an entrepreneur, a report claims.
The study of 1,002 young people by The Pearson Think Tank, funded by Pearson, owner of the Financial Times, and the Education and Employers Taskforce found that those studying at grammar and independent schools were twice as likely to have been involved in a long-term entrepreneurship competition than their peers in non-selective state schools.
Americans are stepping up borrowing to pay for college while they cut other debt as a weak job market contributes to increased college enrollment, new Federal Reserve Bank of New York data show.
Americans owed $904 billion in student loans at the end of March, nearly 8% higher than a year ago, the New York Fed said Thursday in its quarterly report on consumer credit. That is more than the $679 billion on their credit cards at the end of the first quarter.
The New York Fed estimates of student debt are slightly lower than the the more than $1 trillion figure cited earlier this year by the Consumer Financial Protection Bureau. The New York Fed’s estimate is based on a sampling of consumer-credit-agency accounts; the CFPB estimate is based on government data and a survey of private lenders.
Robert L. Nasson, via a kind email:
The National History Club (NHC) was formed in March 2002 to promote the reading, writing, discussion, and enjoyment of history among secondary students and their teachers by giving after school history clubs around the country a clearinghouse to share history-related activities and information with each other. We now have 445 chapters in 43 states and there are over 13,000 students involved. Each chapter sets its own course, and this has led to a wide array of activities that include: Veterans Day ceremonies involving local veterans, participation in National History Day, historic preservation outreach in their communities, and trips to such historic sites as the 16th Street Baptist Church, Valley Forge, and the Lewis and Clark State Historic Site.
This makes the organization unique. By encouraging students to take charge of the direction of their clubs, the NHC uses a bottom-up approach, where students passionate about history are doing the history activities they choose. Rather than a traditional top-down method, which often leads to apathetic students, the NHC has given an ownership stake to every chapter that has joined the organization.
History is the only topic taught in every secondary school that can engage students in learning from past to achieve understanding of, and tackling human problems in, the world today. In history there is truly something for everyone. History is political, artistic, social, economic, military, athletic, scientific, cultural, religious, technological, literary, philosophical, geographic, ethnic, and mathematical. History can be as contemporary as yesterday and as ancient as Mesopotamia, as near as the city one lives in and as far away as Andromeda. History can be seen and touched, read and written, made and remembered. Everyone is a part of history.
More importantly, the study of history builds the critical skills students need to become responsible citizens and effective leaders. Researching and discovering new information, as well as reading, synthesizing, and communicating that information effectively: these are the skills that help make someone successful in business, in civic life, and even in science.
We produce a tri-annual Newsletter that features chapter accounts from throughout the country, and run a number of award programs with various history organizations such as George Washington’s Mount Vernon and The History Channel. Chapters are frequently sharing ideas and activities with each other, and this leads to an active and involved membership. Through this interaction, students and Advisors see that they are not alone in their passion for the study of history, and this encourages more schools to join.
The work of the NHC is as important as ever considering the deteriorating history standards in our schools. A 2010 Civics Assessment administered by the National Assessment of Educational Progress displayed the lack of understanding of civics among students in our secondary schools. Among some of the key findings:
Fewer than half of American eighth graders knew the purpose of the Bill of Rights.
Only one in 10 eighth graders demonstrated acceptable knowledge of the checks and balances among the legislative, executive, and judicial branches.
Three-quarters of high school seniors were unable to name a power granted to Congress by the Constitution.
While there are many people and organizations now complaining about the historical illiteracy of the younger generation, we are one of the few actually doing something about it. The NHC has a sustainable model in place, and we are constantly adding chapters in schools from big cities and rural towns to our community. We want students, teachers, and schools that have a passion for history to join our movement. To view our latest Newsletter or to find out how to create a chapter and join the NHC please visit www.nationalhistoryclub.org
Robert L. Nasson
National History Club
P.O. Box 441812
Somerville, MA 02144
A local voucher school has not paid teachers in months and has lost nearly two-thirds of its students, staff said Wednesday.
St. John Fisher Academy, a private high school that opened in Racine last fall using state voucher money, has reportedly not paid staff members since March and has seen student enrollment dwindle from about 50 children to only 26, according to teachers who filed complaints this month with the state Department of Workforce Development.
Teachers have continued to show up for work each day despite going without pay from mid-December to February and from March to now, they said.
It’s not much past 9 a.m., and Khan, 36, founder of the online educational non-profit Khan Academy, gets set to record his 3,081st video lecture in a small office with a view of air conditioning ducts.
“In 1997, you see, there was a devaluation of the Thai currency,” Khan says into a beefy microphone as he makes crude sketches on his monitor.
If you want gleaming high-tech, go down the road to Google’s campus. If you’re looking for a revolution, this is the right address.
Ever since quitting his job as a successful hedge-fund analyst two years ago to dedicate himself full time to this labor of love, Khan has managed to win fans worldwide and goad skeptical educators.
Research and experience make this clear: Great teachers change lives. They inspire and motivate students, and set them on a path for future success. By contrast, just one underperforming teacher can have a lasting negative impact on a student.
Given this reality, significant time and attention has rightly been focused on ensuring that all children have outstanding teachers at the front of their classrooms. This includes improving how teacher performance is evaluated and using evaluations to guide a range of decisions about prepration, recruitment, training, assignment, salary, tenure and dismissal.
As states, districts and school systems across the nation work towards effective teacher evaluation systems, they must tackle difficult questions about design and implementation. This research report aims to help by offering a detailed look at the key components of 10 teacher evaluation models
Great Oakland Public Schools, a school reform-minded coalition of families and school employees supported by the Rogers Family Foundation and other groups, has become increasingly involved in Oakland school district policy since its founding a few years ago. Now, for the first time, its board of directors has endorsed school board candidates in the November election, through this process.
GO Public Schools announced today that it had endorsed two of the four candidates for District 3 (West Oakland): incumbent Jumoke Hinton Hodge and challenger Sheilagh Polk. The organization is also backing one of its founding members, James Harris, who is challenging incumbent Alice Spearman for the District 7 seat (East Oakland-Elmhurst).
A devastating natural disaster destroys one of the nation’s most under-performing school districts. Leaders of state takeover agency (Recovery School District, or RSD) focus energy on human capital, charter school development, and autonomous district schools. National philanthropy invests heavily. Entrepreneurial educators head south. Five years in, the RSD’s third superintendent announces he will charter all schools and develop the nation’s first charter school district. His successor, the fourth superintendent in six years and a former New Orleans teacher, commits to continuing down this path. Charter school and human capital efforts continue with full force. Test scores are up but there is still a long way to go. No plans exist for long-term governance of system.
Governance reform is a seductive idea because it is usually presented as a silver bullet for addressing a policy problem. For example, if the elected school board does not provide students with an adequate education, let’s replace it with one that will.
If only it was that simple. The inconvenient fact is that a school board does not educate pupils, teachers do. A school board governance change alone will not turn Milwaukee schools around.
The same is true for other local governments. The actual delivery of services is performed by street level bureaucrats that go about their duties regardless of who happens to be in charge of the City or County.
But this does not mean governance is irrelevant. Governance, whether it is the setting of specific policies or merely the setting of an organizational culture, can be the difference between creating an environment where an organization can thrive, or one where mediocrity is the ceiling.
Can finger-painting, cup-stacking and learning to share set you up for a stellar career?
Research says yes, according to Dr. Celia Ayala, chief executive officer of Los Angeles Universal Preschool, a nonprofit that funds 325 schools in Los Angeles County, Calif., using money from tobacco taxes.
“When they enter kindergarten ready to thrive with all the social, emotional and cognitive skills, they perform at grade level or above,” she said. “When they don’t, that’s where that achievement gap starts.”
Kids without that early boost have been shown to be more likely to get special-needs services, be held back a grade or two, get in trouble with the law and become teen parents. Preschool alumni have a better chance, she said.
“Those who go to preschool will go on to university, will have a graduate education, and their income level will radically improve,” she said.
Madison School District 600K PDF:.
I recently attended the third annual update to the 2009 Madison School District Strategic Plan. You can follow the process via these notes and links.
I thought it might be useful to share a few observations on our local public schools during this process:
- General public interest in the schools continues to be the exception, rather than the norm.
- I sense that the District is more open to discussing substantive issues such as reading, math and overall achievement during the past few years. However, it does not appear to have translated into the required tough decision making regarding non-performing programs and curriculum.
- MTI President Kerry Motoviloff recent statement that the District administration has “introduced more than 18 programs and initiatives for elementary teachers since 2009”.
- Full teacher Infinite Campus use remains a goal, despite spending millions of dollars, money which could have gone elsewhere given the limited implementation. Unfortunately, this is a huge missed opportunity. Complete course syllabus, assignment and gradebook information would be a powerful tool when evaluating achievement issues.
- The implementation of “standards based report cards” further derailed the Infinite Campus spending/implementation. This is an example of spending money (and time – consider the opportunity cost) on programs that are actually in conflict.
- The District continues to use the oft criticized and very low benchmark WKCE as their measure. This, despite starting to use the MAP exam this year. Nearby Monona Grove has been using MAP for some time.
- Three Madison School Board members attended: Mary Burke, James Howard and Ed Hughes.
- UW-Madison school of Education dean Julie Underwood attended and asked, to my astonishment, (paraphrased) how the District’s various diversity programs were benefiting kids (and achievement)?
The only effective way forward, in my view, is to simplify the District’s core mission to reading, english and math. This means eliminating programs and focusing on the essentials. That will be a difficult change for the organization, but I don’t see how adding programs to the current pile benefits anyone. It will cost more and do less.
Less than 24 hours after I attended the MMSD’s Strategic Plan update, I, through a variety of circumstances, visited one of Milwaukee’s highest performing private/voucher schools, a school with more than 90% low income students. The petri dish that is Milwaukee will produce a far more robust and effective set of schools over the next few decades than the present monolithic approach favored here. More about that visit, soon.