D.C. School Superintendent Clifford B. Janey is proposing year-round classes at five mainly low-achieving schools in an effort to give students more time in the classroom by shortening the long summer break.
The proposal, which is the school system’s first attempt to adjust the traditional calendar, will probably ignite a local and nationwide debate: Education experts extol the benefits of a year-round calendar, citing studies that show significant knowledge loss over the summer, but many parents argue that children need downtime.
Two weeks ago, Kerry and Lee Schmelzer left their Montana dream home and relocated to a rental in Reno. Pulling up stakes wasn’t easy, but, they ultimately decided, it had to be done. Their 13-year-old daughter, Emma, needed a new school.
For years, the Schmelzers had struggled to challenge Emma academically at their local public schools. Although some years were better than others, they believed Emma wasn’t getting what she needed. “She learned a lot of things,” says her mom, Kerry. “But she learned them really, really quickly. She spent most of her time waiting around for her classmates to catch up.” In spite of skipping two grades by the ninth grade, Emma remained well ahead of her peers at school, and the family agreed that they needed to make a change.
Last week, Emma began attending the Davidson Academy, a school for profoundly gifted students.
In many respects, Emma’s story is not unusual. The needs of many gifted children are largely overlooked, some educational experts say. Not only does this practice prevent these students from reaching their full academic potential, but it has other surprisingly serious consequences for them as well.
“There is a pervasive myth that gifted kids will be fine on their own,” says Jane Clarenbach, director of public education at the National Assn. for Gifted Children. “I think it’s simply an excuse not to deliver the necessary services.”
I teach a group of South Bronx sixth graders with reading and emotional disabilities. One day last year, I was having them write essays. Most everyone selects a topic — bring the troops home, stop pollution, don’t demolish Yankee Stadium — and most everyone gets to work. Katherine, on the other hand, pulls a Mickey Mouse bandanna over her hair, which violates the school’s dress code, and slumps in her chair.
I sit down next to her. What does she care about? Cats. What is she angry about? She doesn’t know. Then I have an idea. It’s my job to know what she’s been through; I ask her to tell me about when she was in foster care.
“They shouldn’t take kids away from their parents,” she says.
Many states, including Maryland and Virginia, are reporting student proficiency rates so much higher than what the most respected national measure has found that several influential education experts are calling for a move toward a national testing system.
A recent study by Bruce Fuller, a professor of education and public policy at the University of California at Berkeley, found that states regularly inflate student achievement. In 12 states studied, the percentage of fourth-graders proficient in reading climbed by nearly two percentage points a year, on average.
Kevin Carey [Ed Sector, Hot Air: How States Inflate Their Educational Progress Under NCLB] and the Fordham Foundation have criticized Wisconsin’s state standards.
Andrew Rotherham has more:
Sherman Dorn weighs-in on Jay Mathews much chattered about Sunday front page Washington Post splash on national standards. Sherman raises the issue of cut scores on tests. This recent ES Explainer looks at that issue, which doesn’t get the attention it should.
What I think is unfortunate is that Mathews’ article has set off something of a false debate, namely about whether all these people who support using NAEP as a national test are right or wrong. Thing is, the Fordham report (pdf) looked at a multiple routes to national standards including my favored route of common standards developed by the states themselves. I actually think using the NAEP for this is a lousy idea and that the states are not going to enforce anyone else’s standards anyway, hell they mostly won’t enforce their own now under No Child. Worth reading the entire report not just the clips.
At first, Michael Walton, starting at community college here, was sure that there was some mistake. Having done so well in high school in West Virginia that he graduated a year and a half early, how could he need remedial math?
Eighteen and temperamental, Mickey, as everyone calls him, hounded the dean, insisting that she take another look at his placement exam. The dean stood firm. Mr. Walton’s anger grew. He took the exam a second time. Same result.
“I flipped out big time,’’ Mr. Walton said.
Because he had no trouble balancing his checkbook, he took himself for a math wiz. But he could barely remember the Pythagorean theorem and had trouble applying sine, cosine and tangent to figure out angles on the geometry questions.
Mr. Walton is not unusual. As the new school year begins, the nation’s 1,200 community colleges are being deluged with hundreds of thousands of students unprepared for college-level work.
According to scores on the 2006 ACT college entrance exam, 21 percent of students applying to four-year institutions are ready for college-level work in all four areas tested, reading, writing, math and biology.
For many students, the outlook does not improve after college. The Pew Charitable Trusts recently found that three-quarters of community college graduates were not literate enough to handle everyday tasks like comparing viewpoints in newspaper editorials or calculating the cost of food items per ounce.
“It’s the math that’s killing us,’’ Dr. McKusik said.
The sheer numbers of enrollees like Mr. Walton who have to take make-up math is overwhelming, with 8,000 last year among the nearly 30,000 degree-seeking students systemwide. Not all those students come directly from high school. Many have taken off a few years and may have forgotten what they learned, Dr. McKusik said.
Notes and links on math curriculum.
As part of University of Colorado president Hank Brown’s decision to tackle the tough issue of grade inflation, CU regent Tom Lucero is inviting members of the public to contribute their thoughts on the subject:
Even cum laude graduates sometimes lack the skills needed to succeed in today’s workplace. This can prove to be an expensive and frustrating problem for new employers who must allocate the time and resources to adequately train new-hires.
I would like to invite you to participate in a discussion about grade inflation and its impact on the quality of our college graduates.
–What influence does grade inflation have on individuals, society and the economy?
–What are your experiences with the caliber of work from recent college graduates?
–What measures can be taken to better prepare students for life in the real world?
We are beginning a debate at the University of Colorado about the important issue of grade inflation. Please send your comments and thoughts to email@example.com.
The American Council of Trustees and Alumni took up grade inflation in its 2003 report, Degraded Currency: The Problem of Grade Inflation. It’s a good starting point for anyone interested in thinking about the issue.
For Virginia native Max Wilson, getting into the University of Vermont, his top choice, practically was easier than driving up to start his freshman year. Not only was he accepted early, he was admitted into the honors college, which landed him in a brand-new dorm — “an awesome perk,” he says.
Compare that with Steve Connor, whose family lives just 45 miles or so from campus, in East Montpelier. With his solid grades and extracurriculars, everyone thought he was a shoo-in. Yet Connor was one of 92 Vermont applicants placed on a waiting list, a first for the university. Only after weeks of uncertainty did he finally learn he was admitted for the fall.
Sparsely populated states and those with tight higher education budgets always have relied on non-residents and the higher tuition payments they bring to help sustain their public universities. Tiny Vermont falls into both categories.
Cantine is French for school cafeteria*, and it is hard to find a grown-up that doesn’t have a story or two to recount about his cantine days. These memories are often a mix of the bitter (the food was less than stellar, and the atmosphere was one of constant struggle for social survival) and the sweet (petit-suisse fights were fun, and if you knew what strings to pull, you could lay your hands on an extra serving of fries — du rab de frites), but in both cases, they are an integral part of how personalities and palates were formed.
A book called Cantines came out yesterday in France, based on these very premises. Food writers Sébastien Demorand and Emmanuel Rubin have selected sixty dishes that used to be were served, with varying degrees of gastronomic success, at school cafeterias when we were kids — from friand au fromage (a puff pastry envelope with a creamy cheese filling) to petit salé aux lentilles (salted pork and lentils), by way of macédoine de légumes (a mayo-laden salad of peas, potatoes, and carrots) and hachis parmentier (a sort of shepherd’s pie).
arents and teachers call him St. Paul’s low-key whiz kid. Jake Heichert grew up spurning studying, sleeping through the occasional exam — and, most recently, earning a rare pair of perfect scores on the ACT and SAT.
Last week, his family sat around their living room, wondering how it all happened.
Rich and Susan Heichert’s only child received a 2400 on his SAT college assessment test in May. In February he scored a 36 on his ACT. He earned perfect 5s on his Advanced Placement tests in chemistry, U.S. history, and government and politics.
Oh, and calculus, Jake added. Almost forgot.
His parents searched for an explanation.
“Do you study, Jake?” Susan asked.
“We’ve never seen it,” Rich added.
“They told us he might have a learning disability,” Susan said of the day Jake was born, oxygen deprived.
Via Ed Gadfly.
Standard & Poors “School Matters”:
Standard & Poor’s School Evaluation Services today announced it has identified 20 Wisconsin schools that have significantly narrowed the achievement gap between higher- and lower-performing student groups during the 2003-04 and 2004-05 school years. This is the first year Standard & Poor’s conducted an achievement gap analysis in Wisconsin.
The 20 schools are located in 19 school districts throughout the state. One school district–Madison Metropolitan School District–has two schools that have significantly narrowed at least one achievement gap between student groups. And one of those two schools, was able to narrow the gap among multiple student groups.
Of the 20 Wisconsin schools that have narrowed the achievement gap, one school is recognized for reducing its black-white gap, two schools for narrowing the gap between Hispanic and white students, and 17 schools are recognized for narrowing the gap between economically-disadvantaged students and all students.
Brown Deer Middle School in the Brown Deer School District was the only school recognized for narrowing the achievement gap between its black and white students.
Two schools: Preble High School in the Green Bay Area School District and Cherokee High School in the Madison Metropolitan School District are recognized for narrowing the gap between Hispanic and white students.
- Summary Findings 108K PDF
- Wisconsin Schools home page on S & P’s School Matters site.
- Susan Troller:
Black Hawk Middle School and Cherokee Middle School were hailed along with 18 other Wisconsin schools for significantly narrowing achievement gaps between groups of students in different demographic groups.
Madison was the only district to have two schools cited for progress in this area, which has drawn increased scrutiny and concern among educators and parents nationwide over the past decade. In addition, Cherokee was the only school that was able to narrow the gap among multiple student groups.
“This is a great boost for our staff as we go back to school next week,” Cherokee Principal Karen Seno said. “It’s an absolute recognition of their professionalism, commitment and the effectiveness of their practices.”
Wisconsin students don’t know it, but they have become eligible for thousands of dollars in tuition breaks at dozens of Midwestern colleges and universities.
The discounts are part of the Midwest Student Exchange Program, a reciprocity agreement that includes Kansas, Michigan, Missouri, Nebraska and North Dakota.
Ms. Adam is part of a backlash against programs that equip every student in a classroom with a computer. A few years ago, such programs, which aim to better engage and train students by giving them round-the-clock computer access, were introduced in schools across the country — often with encouragement from the large computer makers, such as Apple and Dell Inc., that win the contracts. But now, some parents and educators are having second thoughts over higher-than-anticipated costs and the potential for inappropriate use by kids. At the same time, there is a sense that the vaunted benefits of constant computer access remain unproven. The programs are increasingly under attack — and in a few cases are crumbling.
Twenty-nine million children, most from low-income families, eat federally funded lunch in school. But only nine million eat school breakfast. To federal and state officials, that gap is a big reason for the persistence of childhood hunger in America.
To entrepreneur Gary Davis, it’s also a business opportunity. Those 20 million unserved breakfasts translate into nearly $2 billion in federal money that could be claimed from school-feeding programs, but has been left on the table each year. In the summer of 2004 Mr. Davis wondered: What if he could get all the children who eat lunch in school to eat breakfast, too?
His answer: a grab-and-go meal of cereal, crackers and fruit juice, in small boxes that could be distributed on buses, in the cafeteria or in the first-period classroom. He launched his product at the beginning of last school year, and by the end, he says he was selling three million of them a month.
Long-neglected, school breakfast is becoming a sought-after market for business. At the same time, that business is driving participation in an underused government social program. Earlier this month, Kellogg Co. began selling its own breakfast-in-a-box to schools, which includes cereal, a Pop-Tart or graham crackers, and juice. Tyson Foods Inc. is adapting its popular lunchtime chicken nuggets and patties into smaller sizes for breakfast. Scores of other companies also are pitching breakfast items to schools.
Attention, children: Do not skip breakfast — or your grades could pay a price.
Evidence suggests that eating breakfast really does help kids learn. After fasting all night, a developing body (and brain) needs a fresh supply of glucose — or blood sugar. That’s the brain’s basic fuel.
“Without glucose,” explains Terrill Bravender, professor of pediatrics at Duke University, “our brain simply doesn’t operate as well. People have difficulty understanding new information, [they have a] problem with visual and spatial understanding, and they don’t remember things as well.”
Saying that the federal government has “done about as much” as it can in many ways, Spellings noted that states need to do much of the remaining work on NCLB in order to meet the goal of reading proficiency by 2014.
“They have made a lot of progress on standards, measurement, data and focusing on teachers’ credentials,” she said, adding that there is still work to be done involving school structure. Among areas for focus, she cited how courses are allocated, the use of personnel and academic rigor.
“There are a lot of issues that relate to the grown-ups and that is the next big thing. I mean, how is Joel Klein going to do school restructuring in low-performing schools?” she said, referring to the chancellor of New York City schools.
“Merit pay is obviously something that has been very controversial around the country,” Ehrlich acknowledged to the board, calling his plan “a step in that direction.”
Ehrlich and his aides provided few details yesterday about the scope of the proposed program, saying much remains to be worked out. Ehrlich said he would leave it to local jurisdictions to decide whether to participate.
Phil M and TeacherL recently had a fascinating dialogue regarding merit pay.
Voters evaluating the Madison School District’s November referendum (construct a new far west side elementary school, expand Leopold Elementary and refinance District debt) have much to consider. Phil Brinkman added to the mix Sunday noting that “total property taxes paid have grown at a faster pace than income”.
A few days later, the US Census Bureau notes that Wisconsin’s median household income declined by $2,226 to $45,956 in 2004/2005. [Dane County data can be viewed here: 2005 | 2004 ] Bill Glauber, Katherine Skiba and Mike Johnson:
Some said it was a statistical blip in the way the census came up with the new figures of income averaged over two years.
“These numbers are always noisy, and you can get big changes from year to year,” said Laura Dresser of the Center on Wisconsin Strategy.
David Newby, head of the state’s AFL-CIO, didn’t make much of the new numbers, either.
“My hunch is (wages) have been pretty stagnant,” he said. “We have not seen major swings.”
Others, though, seized on the data as significant. This is, after all, a big election year, with big stakes, including control of Congress and control of the governor’s mansion in Madison.
U.S. Rep. Mark Green of Green Bay, the Republican candidate for governor, said in a statement that the data showed that “Wisconsin’s families saw just about the biggest drop in their income in the entire country.”
However, Matt Canter, a spokesman for Democratic Gov. Jim Doyle, said the census information “is totally inconsistent with other current indicators,” adding that the Bureau of Labor Statistics shows an increase in average wages.
The complete census report can be found here 3.1MB PDF:
This report presents data on income, poverty, and health insurance coverage in the United States based on information collected in the 2006 and earlier Annual Social and Economic Supplements (ASEC) to the Current Population Survey (CPS) conducted by the U.S. Census Bureau.
Real median household income increased between 2004 and 2005.2 Both the number of people in poverty and the poverty rate were not statistically different between 2004 and 2005. The number of people with health insurance coverage increased, while the percentage of people with health insurance coverage decreased between 2004 and 2005. Both the number and the percentage of people without health insurance coverage increased between 2004 and 2005. These results were not uniform across demographic groups. For example, the poverty rate for non-Hispanic Whites decreased, while the overall rate was statistically unchanged.
This report has three main sections – income, poverty, and health insurance coverage. Each one presents estimates by characteristics such as race, Hispanic origin, nativity, and region. Other topics include earnings of year round, full-time workers; poverty among families; and health insurance coverage of children. This report also contains data by metropolitan area status, which were not included last year due to the transition from a 1990-based sample design to a 2000-based sample design.
I’m certain there will be plenty of discussion on the state household income decline.
- CAST Gearing Up for 23.5M Referendum,
- Boundary Changes with and without a successful Referendum
- MMSD Referendum Page
- Christopher Conkey:
Most of the above data come from questionnaires sent to roughly three million American households per year. Here’s how to look up the latest on your community: Go to http://factfinder.census.gov. Click on “get data” under American Community Survey. Be sure “2005” is selected, and click “data profiles.” Use pull-down menus to select a geographic area. Click “show result.” When demographic data appear, click on “economic” or “social” for more.
I want to use today’s post to ask all you eduwonkers a serious question. Do PTA’s matter? I know they matter at local schools where parents rally around a school. I mean, do they matter in a systematic change kind of way. Can any real change happen in this country without a pure, loud, parent revolt? In my experience building charter high schools in the highest need areas in Los Angeles where dropout rates can hit 70%, I can’t find a PTA. These are areas where generations have dropped out. In Los Angeles the PTA seems to be against everything. Is it that way across the country? Is it the way they are funded? Do they attract the same people who use to dominate student government? In response to this we bring you the Los Angeles Parents Union.
James, a tall, bright, personable 12-year-old, had been successful socially, athletically and scholastically all through elementary school.
But everything fell apart when he had to move on to a large centralized middle school. Never a morning person, James now had to get up at 6 a.m. instead of 7:30 to catch the bus. Once at school, he had trouble finding his way around and arrived late for many of his classes. Rather than asking for reasons, which included being bullied and hit by several older boys, his teachers simply gave him late marks and detention.
James’s grades plummeted, and his feelings about school crashed with them. He couldn’t sleep at night. He started missing school a few days a week, then found himself unable to go at all. His parents were understanding and spoke to school authorities about his problems, but nothing anyone did seemed to make things better, not even disconnecting the television and computer to reduce the “rewards” of staying home.
Jennifer Dounay [PDF]:
he numbers are astonishing and unfortunately all too familiar – while four in five high school students expect to complete a college degree, fewer than a third will actually emerge from the high-school-to-college pipeline with a baccalaureate six years after high school graduation. A growing number of parents see a college degree as absolutely necessary for their child’s success, and more students believe that they will attain this goal. But the sad fact is that only one in three will complete a college degree. This policy brief examines the troubling gap between educational aspirations, what students (and parents) need to do to achieve those expectations, and what states are doing to better communicate to students and parents the importance of being academically prepared for college and the steps to take to achieve that level of preparation.
Students (and their parents) expect they’ll finish high school and go to college
Most high school students today (and their parents) believe they should – and will – graduate from high school and complete some form of postsecondary education. As the graph below makes clear, this expectation has been rising since 1980 for every racial and socioeconomic group.
Bill Rhatican spent nine years teaching government and history at West Potomac High School in Fairfax County, Va., before he retired in June. He had been a journalist before that, and learned the power of getting his students’ papers published in some form. Seeing their words in print lent an excitement to their research and writing that they could not get enough of.
But when Rhatican showed off the book full of 20-page high school essays he published each year, some professional educators, victims of the nose-in-the-air education school disease, shrugged off the result as it were just another teacher huckster gimmick. The student-written book was “non-academic,” they said.
Rhatican told this story in an e-mail taking my side in the evenly-divided debate over a column “Learning From the Masters” I wrote for the Washington Post Magazine on Aug. 6. I asked why our education schools did not teach the many practical and effective methods of teaching in the inner city developed by our best instructors. I cited examples from the playbooks of four nationally renowned educators, Rafe Esquith, Mike Feinberg, Dave Levin and Jason Kamras. Each of them had much more experience with low-income kids than the average ed-school professor, and their methods — none of them learned in ed school — had helped produce exceptional gains in student achievement.
The following offers highlights of the recent legislative sessions. Precollegiate enrollment figures are based on fall 2005 data reported by state officials for public elementary and secondary schools. The precollegiate education spending figures do not include federal flow-through funds, unless noted.
Rhode Island continues to rethink the way it pays for schools, while also sending more dollars to local districts.
Gov. Donald L. Carcieri, a Republican, signed a $3.2 billion state spending plan last month for fiscal 2007 that includes $848 million for K-12 schools, a 6.2 percent hike over the $798 budget enacted last year. Of the $50 million increase, $30 million is targeted directly for local operations.
Lawmakers opted to give each district a 4.8 percent increase over last year’s amount, despite an initial proposal by the governor to base each district’s share on the size of its teacher-retirement costs. Critics said Mr. Carcieri’s plan would give more aid to wealthier districts with higher teacher-compensation levels.
It was Madison’s first far west side school. Built in open fields at the edge of the city, Randall School was created to serve an exploding population of children from brand-new neighborhoods in University Heights and Wingra Park, adjacent to the Henry Vilas Zoo.
That was in 1906.
This fall, as Randall opens its doors to returning students, it will begin observing its 100th anniversary, a celebration that will kick off officially on Sept. 30 and continue through the school year, with a final all-school picnic next spring.
Congratulations! You have been selected to write 30 second radio ads for the MMSD to recruit families and students to the district’s schools. Remember, the ads should stress what’s unique about Madison schools, and what a student will get only in Madison, because all of the area’s suburban and private schools compete for the same students; so the ads should subtly contrast the MMSD with those competitors. The ads cannot just say, “Madison has excellent, dedicated teachers and staff,” because every school district probably says the same thing.
The ads need to target familes with students of various ages, so we need at least three ads, separately targeting elementary, middle, and high school. You might consider speciality ads for families from various cultures and races.
Post your ads (not lengthy discussions) as responses to this post.
Madison students taking the Scholastic Aptitude Test (SAT) scored significantly above their state and local peers, continuing a trend of more than a decade.
Madison students’ composite score was 1251, well above Wisconsin students’ composite score of 1188 and the national composite of 1021. (See tables below for details.) The composite score combines a student’s math and verbal scores on the test. Each section of the test is worth 800 points.
For the first time, the SAT was expanded to include a writing test, however, several Madison seniors took the SAT prior to the change, so the writing sample is not included in the composite totals. But the 370 Madison students who did take the writing test had a mean score of 599, compared with 577 for state students and 497 nationally.
The participation rate by Madison seniors was 22.6%, down from 24% last year. Only 402 students took the SAT test. Most Madison students take the ACT college entrance exam, with 70% of Madison seniors taking the ACT in 2005-2006.
California education officials call AP Spanish Language an important gateway to success in other honors classes — a way for struggling students to sharpen Spanish skills and gain confidence to try advanced English, math and science courses later.
“For the Latino students, the key is getting them to see success in their language,” said Sallie Wilson, the Advanced Placement consultant at the California Department of Education.
“We want the underrepresented students to get one under their belt and learn what the whole process is about,” she said. “It’s all about the peer relationship that says, `Hey man, this is a pretty cool class”.
Many schools see their AP tests as a springboard for minority groups that historically were shut out from the upper echelons of the classroom. And now those schools are doing more to encourage Latino students to take a chance on any of the 34 rigorous tests — from biology to Latin — that can translate to college credit.
Some students say a stigma can deter them and their Latino classmates from trying challenging classes.
It’s the fourth time in three months that a national study has accused state officials of shirking their responsibilities, particularly to minority students and those from low-income homes. Two national education reformers said Monday that Department of Public Instruction officials have misled citizens about their work to improve the quality of education in Wisconsin.
The report being released today by the Thomas B. Fordham Foundation in Washington uses harsh terms in critiquing the standards that are intended to guide instruction in Wisconsin schools. “Depth is nowhere to be found,” it said of the science standards. “This document has no structure or method,” it said of the world history standards. “Skimpy content and vague wording,” it said in describing the math standards.
In June, a different group ranked Wisconsin No. 1 in the country in frustrating the goals of the federal No Child Left Behind law. Also in June, a third organization focused on Milwaukee and Wisconsin as examples of places where more inexperienced – and therefore, less proficient – teachers are disproportionately assigned to high-needs schools. And two weeks ago, the U.S. Department of Education rejected as inadequate Wisconsin’s plans for dealing with federal requirements that every student have a “highly qualified” teacher.
Is there a drumbeat in the bad grades for Wisconsin’s efforts to raise the bar in education?
Not surprisingly, DPI officials disagreed on almost every point. Tony Evers, the deputy state superintendent of public instruction, said the DPI was moving forward in addressing the concerns in all of the reports, was meeting all the requirements of federal law, and had made closing the achievement gaps in Wisconsin a high priority.
He said that, separate from the Fordham report, the DPI was getting started on redoing the state’s academic standards, which have not changed in a decade or so.
Evers said if there is a theme common to the four reports, it is that all are premised on creating more of a national system of standards and testing for students, something Wisconsin educators do not favor.
Quiz: Of the 10 largest school systems, which have made the best gains in student scores? Answer: Philadelphia and New York. Between 2002 and 2005 for grades K-8, Philly gained 19.5 points in proficiency on the state assessment system, while NYC schools posted a 13-point increase on state exams. Even if you normalize for the different gains made in various states, you get the same rankings: Philly No. 1, NYC No. 2.
In 2002, only 21% of Philadelphia students were proficient. By 2005, that nearly doubled to 40%. At its current pace, Philadelphia will increase the proficiency of its students by more than 25 points across five years. That has life-changing consequences for a quarter of its students: One who would have dropped out might now graduate. Another who would have gotten into college might now get into a better one.
In sharp contrast to years past, most big public school systems are now producing achievement gains. That’s to be applauded, but educational leadership can learn much from two cities with multiyear trajectories two to three times those of their similar-sized peers. Each has managed to put (and keep) together a group of factors that drive academic success, and that others may want to replicate:
The fourth success factor may seem at odds with the third. While Messrs. Vallas and Klein believe in a robust, central system to support their schools, they promote educational competition within their cities. Have they concluded that it may not be possible to move to a complete free market of education in the near term; and, in the meantime, the old but improved system should coexist with a bevy of new educational providers? Or do they believe that one major educational provider with multiple smaller competitors is a preferable course that pushes all schools to higher performance levels? Whatever their philosophy, their actions are clear. Mr. Vallas now presides over a district where roughly 25% of schools are charters or managed by private institutions. Mr. Klein has increased the presence of charters and alternative providers — and argued that New York’s legislature should lift the cap on charters. He’s also given unprecedented freedom to a quarter of the sites within his system, those he deems to be most capable of managing their freedom — as long as they agree to be held accountable if their children fail to improve.
More on Chris Whittle.
Regardless how people in Madison vote this November the school board will make boundary changes, forcing some students into new schools. Two options were chosen Monday night to deal with overcrowding. The first option reflects what the district would look like if the referendum passes. The second option on the table is in case it doesn’t pass
bout 510 students will move if the new school, located west of County M in a rapidly developing area of new homes, is approved and built. If the referendum fails, over 225 students will move and program changes, including converting art and music rooms to classrooms and increasing class size, will be necessary to gain capacity, said Mary Gulbrandsen, the district’s chief of staff.
School Board members also voted unanimously on Monday to return over $291,000 to the School District’s contingency fund if the referendum passes. That amount represents money already approved to construct the addition at Leopold, which came out of the district’s operating budget.
Board member Lawrie Kobza said she felt the public was asking good questions about the referendum, and that it was the board’s responsibility to work hard to develop good answers.
An area of concern for Kobza is that the proposed new school does little to change the substantial discrepancy between schools with high and low concentrations of low-income students.
Thomas Jefferson High School for Science and Technology routinely reports among the nation’s highest average SAT results and number of National Merit Scholarship finalists. Ronald Reagan and Al Gore have addressed its students, and educators from overseas often tour the school in search of inspiration.
But recently, what’s made the biggest impression isn’t the school’s supercomputer or its quantum physics lab — it’s the moldy ceilings. And the bug infestations. And the fact that the school’s young whizzes have been repeatedly threatened by falling ceiling panels, light fixtures and pieces of steel air ducts.
Some classrooms were so mildewed that parents complained their kids were developing allergies and had to use inhalers. A few months ago, then-principal Elizabeth Lodal visited a particularly musty anthropology classroom, where the school newspaper quoted her as saying, “I could feel my throat closing,” and, “I’ve got to get out of here.”
Ms. Lodal, who retired this month, confirms she had trouble breathing in the classroom.
Schools weren’t always citadels of health. For years, they were more like junk food coliseums. Now, as this school year begins, cafeteria menus are being scrutinized as closely as the curriculum in preparation for compliance with recently passed legislation to better students’ diets. School officials from Santa Clara to Sonoma counties are planning inventive programs to rid their halls of high-calorie and fatty foods.
Profile of Ann Cooper, Berkeley school nutrition director.
But for four people in the Bay Area, changing the way kids eat has become their life’s mission.
You might recall the legislation I introduced to increase Wisconsin’s high school graduation requirement from two- to three-years of math and science. Based on a recent television ad by Jim Doyle, you might be led to believe that this bill was signed into law.
However, the issues of increasing our math and science requirements and the lack of academically prepared high school graduates keeps surfacing. Constituents talk to me about it at their doors and at public forums, and it’s the subject of national publications and state studies:
- Revamping high school graduation standards to more closely mirror college-entrance requirements and employer needs was a nearly unanimous recommendation of the U.S. Department of Education’s 19-member Commission on the Future of Higher Education this month.
- The Wisconsin Taxpayers Alliance recently studied the lack of academically prepared students entering the University of Wisconsin System. Almost 17 percent of all UW freshmen took remedial math courses in 2004. At two campuses, more than half the freshmen class needed remedial math instruction. It seems wasteful that our colleges need to spend additional resources preparing students to be there. Among the recommendations of the study was more rigorous exposure in high school curricula.
- The recently released national ACT college entrance exam scores showed that the majority of ACT-tested graduates are likely to struggle during their first year of college. Only 42 percent of test-takers are expected to earn a C or higher in college algebra, and only 27 percent are prepared enough to succeed in college biology.
I HAVE NEVER claimed that a third year of math and science for all high school graduates was a cure-all. Yet, a refocus on our core academic areas is obviously part of the solution. We need more rigorous high school curricula and the courage to increase our expectations of student performance. We also need to re-focus on the purpose for publicly funded high schools.
The new episode, starring William Andrekopoulos and debuting in many schools near you on Sept. 5, will feature:
- Increased pressure on teachers, students and schools, as well as on the mission leader, to get better results from kids.
- More competition from schools outside MPS, including voucher and charter schools.
- Smaller staffs in many MPS schools, and a lot of nervousness at schools about how things are really going.
- A group of schools bearing the new label “SMAART” (and that’s not a compliment).
Last week, a reclusive Russian topologist named Grigory Perelman seemed to be playing to type, or stereotype, when he refused to accept the highest honor in mathematics, the Fields Medal, for work pointing toward the solution of Poincaré’s conjecture, a longstanding hypothesis involving the deep structure of three-dimensional objects. He left open the possibility that he would also spurn a $1 million prize from the Clay Mathematics Institute in Cambridge, Mass.
Unlike Brando turning down an Academy Award or Sartre a Nobel Prize, Dr. Perelman didn’t appear to be making a political statement or trying to draw more attention to himself. It was not so much a medal that he was rejecting but the idea that in the search for nature’s secrets the discoverer is more important than the discovery.
“I do not think anything that I say can be of the slightest public interest,” he told a London newspaper, The Telegraph, instantly making himself more interesting. “I know that self-promotion happens a lot and if people want to do that, good luck to them, but I do not regard it as a positive thing.”
The Madison City Clerk is holding a public test of new voting equipment this week:
This is to give notice that the Office of the Madison City Clerk will conduct a public test of the electronic voting equipment (including the AutoMark Voter Assist Terminals) in accordance with Section 5.84(1) Wisconsin State Statutes:
August 28 – September 1, 2006 8 a.m.-Noon and 2-4 p.m. (or until complete)
Room 104 of the City-County Building
210 Martin Luther King, Jr., Blvd., Madison [Map]
Maribeth Witzel-Behl, Interim City Clerk
Check it out!
ut mostly I’ll be writing checks for all the things that public school doesn’t pay for anymore.
I was sifting through my check register the other day and here’s how this academic year has added up:
The required locker fee was $5, then $200 for cross-country booster fee, $9 for a vocabulary book (since when do schools make us pay for textbooks?), $240 for bus transportation for my youngest kid, $100 for drama booster fee, $70 for dance booster fee, $45 for associated student body fee, $150 for track booster fee, $23 for required summer-reading books, $50 toward grad night — I’ve written more than $800 in checks for a free and public education.
That doesn’t count various donations or incidentals. At least one spending decision was easy — I’m boycotting the PTA until it starts holding meetings when parents with regular working hours can attend.
If you think these children are victims of substandard public schooling, think again. Their parents paid to send them here to West Point, a popular boot camp named after the American military academy but designed to straighten out the “little emperors” of China’s one-child generation.
For more than two decades, China’s strict family planning policy has created a culture in which the coveted lone male heirs tend to run amok at home and in school because besotted parents forget to teach them the meaning of discipline.
One woman believes the only way to rein in all these spoiled boys is to stop sparing the rod. At Wan Guoyin’s West Point, every child knows the consequences of bad behavior.
Pamela Cutkosky sent her daughters back to school last week carrying emergency forms, permission slips and about $1,000 in checks for the school and PTA.
That’s not counting the $1,000 that the foundation supporting the Palo Alto Unified School District requested from the two girls. Because Cutkosky donated to that group, Partners in Education, last spring, she’s holding off a bit on her 2006-07 gift.
As schools around the South Bay open, public school parents are again engaged in a peculiar rite of the academic year: making private contributions for schools they already fund with their tax dollars. This year, the pleas are even more intense, as a growing number of community foundations vie with PTAs, home and school clubs and other groups for support.
Palo Alto illustrates the trend. This year PTAs are asking for as much as $350 per child, and the education foundation, known as PiE, is suggesting $500 a student. Teachers and supporters of sports, music, science, technology, libraries and journalism also are seeking money now.
Elon Journalism Professor and Pulitzer Prize Winner Michael Skube:
The schools are no different, even if their stake in creativity is more defensible. And so, in the middle schools and even elementary schools, students scribble away in journals, write skits and sketches, labor over sentences littered with misspelled words (this is called “creative spelling”) and faulty grammar. The aim is not competency in the plain carpentry of prose but self-expression and creativity. It is the Little League of Art. Nothing wrong with self-expression. But it’s worth asking when self-expression devolves into self-spelunking and the preening narcissism evident everywhere on the Internet.
Parents know teenagers can rattle away with ease when instant messaging friends. But for many young people, the expedient baby talk of IM-ing and text-messaging becomes “real” English, as natural as conversation and often a preferred substitute.
Ask them to write straightforward English and you would think it was a second language, even for kids whose ancestors have been here generations. Sentence structure, punctuation, the parts of speech — they are almost completely unfamiliar with any of it. Wanting to sound as if they are someone they are not, college students invariably button their verbal collars, straighten their ties and turn out sentences stiff as starched shirts.
More on Skube.
The report card has been bothering her all summer. Now that her daughter is scheduled to start her senior year at South Division High School, Sandra questions if she’s actually prepared to enter the last step of her public education.
“How can the system do something like this?” asked Sandra, who has two other children who also have attended MPS.
As a single mother who works as a cook, Sandra doubts her daughter is ready to enter the working world or attend college with grades like this.
For this beleaguered mother, something isn’t right.
“She’s just not up to par, but they’re promoting her anyway,” she said. “It’s scary.”
For proof, Sandra sent me a copy of her daughter’s report card from last semester.
It’s been a long time since I actually saw a high school report card, but I can understand Sandra’s dismay at the results. Out of five classes, her daughter received a “U” in all but one. The other grade was a “D,” which in my day wasn’t exactly something to write home about.
The students – from Alverno College, the University of Wisconsin-Madison, UW-Whitewater and Marquette University – offered a variety of tips and personal experiences. One had a roommate situation she didn’t think would work out – at first. Another became a science major, much to her surprise. A third found help picking his classes through a Web site called myprofessorsucks.com.
Some 55 million youngsters are enrolling for classes in the nation’s schools this fall, making this the largest group of students in America’s history and, in ethnic terms, the most dazzlingly diverse since waves of European immigrants washed through the public schools a century ago.
Millions of baby boomers and foreign-born parents are enrolling their children, sending a demographic bulge through the schools that is driving a surge in classroom construction.
It is also causing thousands of districts to hire additional qualified teachers at a time when the Bush administration is trying to increase teacher qualifications across the board. Many school systems have begun recruiting overseas for instructors in hard-to-staff subjects like special education and advanced math.
This week, the Physicians Committee for Responsible Medicine, a District-based group that promotes a vegan diet (one that excludes all animal products) and healthful, low-fat food options for children, awarded the Fairfax County school system an A in its School Lunch Report Card. None of the other 17 large U.S. school systems the group surveyed scored as high.
“Everybody is responsive to the childhood obesity epidemic, but Fairfax really pulled out all the stops,” said Jeanne Stuart McVey, a spokeswoman for the group.
The Montgomery County schools, the only other local system in the report card, received a B.
While critiquing a cage-match point that my colleague Kevin Carey made Sherman Dorn raises an important and overlooked issue. When it comes to data in education there are really two problems. The first, pretty well known, is that there is a real lack of data to answer a bunch of important questions in a serious empirical way. Two great examples, the back and forth on charter schools and the fact that we have to debate roughly how many students graduate from American public schools and use estimates to figure it out. What other $450 billion dollar industry can’t give you a decent denominator on productivity?
But the second, which Sherman gets at, is that in some cases there is good data but no one is using it to ask and answer interesting and important questions…That’s a more overlooked and subtle problem of incentives and politics but it’s an enormous missed opportunity. What’s the point of putting these powerful state data tracking systems in if no one is going to use them to ask and try to answer, best we can, some tough questions…
Just increasing the amount of time students are supposed to spend in physical education class is no guarantee they’ll move more, a new study shows.
Obesity experts have been calling for children to go to gym class more often to help stop obesity in young people. About one-third of children and teens in the USA are either overweight or on the brink of becoming so.
Government research shows that the percentage of high school students enrolled in daily physical education decreased from about 42% in 1991 to 33% in 2005.
Most states introduced legislation this year and in 2005 to toughen up PE requirements.
Ms. Shallenberg’s recordings of “The Secret Garden,” “The Tale of Peter Rabbit” and other works are now available, free, to anyone with an Internet connection and basic audio software. She is part of a core group of volunteers who give their voices and spare time to LibriVox, a project that produces audiobooks of works in the public domain.
“Everything I read to Henry was copyrighted,” Ms. Shallenberg said, adding that she was frustrated she couldn’t share those works. “The idea of creating audiobooks that other people could enjoy was exciting.”
LibriVox is the largest of several emerging collectives that offer free or inexpensive audiobooks of works whose copyrights have expired, from Plato to “The Wind in the Willows.” (In the United States, this generally means anything published or registered for copyright before 1923.) The results range from solo readings done by amateurs in makeshift home studios to high-quality recordings read by actors or professional voice talent.
As we’ve said before, alternatives end up being a way out of educating high school students. Take New Jersey for example. New Jersey enacted an alternative to their high school exit exam for students deemed “test phobic.” Over time, though, the results told a different story: In New Jersey’s high poverty high schools, almost half of the students graduate under the alternative – in some urban high schools the fi gures rise to a full 80 and 90 percent of students. Conversely, at schools serving the fewest numbers of low-income students, only 3 percent of students take the alternative assessments. Recognizing that the alternative became a way to keep chronic low performance out of public view and under the state’s accountability radar, New Jersey has decided to cease its alternative.
All the while, as adults in Sacramento debated changes to the CAHSEE and the litigation attempting to cease the exam ensued, we heard from students, teachers and administrators who said they believed the consequences were never going to kick in, so they didn’t even try. Now, instead of focusing on ways out, there are new questions to answer. Do we believe all kids can meet a minimum standard by the end of high school and are we going to do what it takes to support them and their teachers? Can we challenge and change the cycle of low expectations that we hold for ourselves, and our leaders hold for our communities?
Running some searches recently, I came across this April, 2004 article by Lee Sensenbrenner on Connected Math. The words remain timely more than two years later:
A seventh-grader at a Madison middle school is posed with the following situation: A gas station sells soda in three sizes. A 20-ounce cup costs 80 cents, a 32-ounce cup is 90 cents and a 64-ouncer goes for $1.25.
The first question, which appeared in similar form on a recent exam, is as traditional as any mathematical story problem: What size offers the most soda for the money?
But the second question carries the spirit of the Connected Math Program, which has developed strong undercurrents of controversy – both here and nationally – and plays prominently in one of the Madison School Board races Tuesday.
This question asks: If the gas station were to offer an 84-ounce Mega Swig, what would you expect to pay for it?
There’s really no concrete answer. A student, for instance, could argue that the 84-ouncer would cost what the 20-ounce and 64-ounce cups cost together. Another student could say that soda gets cheaper with volume, and then choose an answer based on some per-ounce price slightly less than what was given for the 64-ounce drink.
For the people fighting an impassioned battle over Connected Math, the differences between question number one and question number two are not subtle or inconsequential.
On one side, those who support Connected Math say that engaging students by presenting problems as real-life scenarios – often with no absolute solution or single path to arrive at an answer – fosters innovation and forces students to explain and defend their reasoning as they discover mathematical concepts.
The other side says the approach trades the clear, fundamental concepts of math, distilled through thousands of years of logical reasoning, for verbiage and vagary that may help students learn to debate but will not give them the foundation they need for more advanced mathematical study.
I’m told that the MMSD’s math curriculum will be getting some attention this fall. We’ll see (35 of 37 UW Math Faculty Open Letter on Math).
My largest concern with Connected Math – having read some of the books is that we’re training the students to be consumers, not creative types (figure out the phone bill, count the cheerios, buy a soda, etc.). TeacherL made a great point recently: We can choose to be consumers or we can choose to be citizens. I know which one I think will provide the stronger future for our country.”
Saturation schooling, kindergarten through college, was a leadership response to the demands of a centralized corporate economy that replaced American/Canadian entrepreneurialism between 1880 and 1920.
What corporatism required was two things: A laboring mass – including a professional laboring mass of doctors, lawyers, engineers, architects and schoolteachers – who did what they were told without question, and a citizenry in name only, one which defined itself by non-stop consumption, one which believed that choosing between options offered by management was what democracy was all about.
Lockstep schooling, driven by standardized testing, testing not to measure learning but obedience, was the mechanism used to drive out imagination and courage. It worked and still works superbly, but, like the little mill that ground salt when salt wasn’t needed, this brilliant utopian construction is about to kill us.
North American economies dazzled the world for centuries because they encouraged resourcefulness, individuality and risk-taking to dominate the marketplace, and these qualities were encouraged in everyone, not just in the elites.
Three North American commercial juggernauts are currently blowing away competition all over China: computer hardware and programming, fast food franchising and commercial entertainment (singing, dancing, story-telling, games and all the rest).
Each of these businesses is almost exclusively the work of dropouts, from college, high school and elementary school. They are erected from imagination. Our fast food franchises don’t really sell “food” at all, but two intense tastes – salty and sweet – surrounded by clean, well-lighted places and spotless toilets and primary colors. They sell a return to early childhood and its simplicities.
More than half of 53 public schools expected to be open in New Orleans by early September — 31 schools — will be run independently under state and local charters issued to a dozen different organizations. Charter schools receive public funding and must meet public academic standards, but have great leeway in hiring staff, setting salaries, choosing a curriculum and managing daily operations. Some groups run the schools themselves, while others have hired private companies to do so. Proponents say charter schools’ independence fosters innovation and better academic performance, while critics contend that empirical studies don’t show charters to be superior to more traditional schools. Regardless of that debate, many people in New Orleans see charter schools as the key to a once-in-a-lifetime chance to remake New Orleans’s public education system, and to eke some good out of the horror that was Katrina.
“This is truly an opportunity to hit a restart button,” said Leslie Jacobs, vice president of the state Board of Elementary and Secondary Education. “We’re taking advantage of that opportunity to design for the long term a very different model based on public-school choice.”
Since Texas in 1987 first required students to pass a standardized test before being awarded a high school diploma, half the states have adopted similar requirements, with mostly successful results.
Educators say the tests encourage students to take more rigorous courses and require teachers to work harder. But critics say they deny diplomas to the most disadvantaged students and force teachers to “teach to the test.”
“It really depends on who you ask. … The studies go in both directions,” said Kevin Carey, research and policy manager for Education Sector, a Washington think tank.
Fourth-graders in traditional public schools nationwide did somewhat better on average than those in charter schools in reading and mathematics in 2003, a long-awaited federal report said yesterday.
Earlier versions of the data have been used as weapons in a lively political and academic war between charter school advocates and opponents, but the new National Center for Education Statistics study appeared to provide little new ammunition for either side and little guidance for people trying to judge their schools.
I puttered around the kitchen as Grace munched on her calcium-added Goldfish and worked on long division. “Mom, what does high fat content mean?” she asked.
“Why?” I asked, choosing to answer a question with a question.
“Paige said that Lunchables aren’t healthy because they have a high fat content.” Once again, reality refused to cooperate with my script. I’d now lived in California long enough to witness the witch hunt mentality of the nutrition evangelists. But I had failed to consider that this school of thought had already penetrated the minds of young children.
“Well what does Paige bring for lunch?” I asked. It was time to wave the white flag of surrender.
“She brings Sushi or veggie wraps, yogurt or fruit and vitamin water.”
More than a decade after the city created a special institute to prepare black and Hispanic students for the mind-bendingly difficult test that determines who gets into New York’s three most elite specialized high schools, the percentage of such students has not only failed to rise, it has declined.
The drop at Stuyvesant High School, the Bronx High School of Science and Brooklyn Technical High School mirrors a trend recently reported at three of the City University of New York’s five most prestigious colleges, where the proportion of black students has dropped significantly in the six years since rigorous admissions policies were adopted.
The changes indicate that even as New York City has started to bridge the racial achievement gap in the earlier grades, it has not been able to make similar headway at top public high schools and colleges. Asian enrollment at all three high schools has soared over the decade, while white enrollment has declined at two of the three schools.
With 50 percent of Hispanic children and nearly 70 percent of black children born to single women today these young people too often come from fractured families where there is little time for parenting. Their search for identity and a sense of direction is undermined by a twisted popular culture that focuses on the “bling-bling” of fast money associated with famous basketball players, rap artists, drug dealers and the idea that women are at their best when flaunting their sexuality and having babies.
In Washington, where a crime wave is tied to these troubled young souls, the city reacts with a curfew. It is a band-aid. The real question is how one does battle with the culture of failure that is poisoning young people — and do so without incurring the wrath of critics who say we are closing our eyes to existing racial injustice and are “blaming the victim.”
via a Johnny Winston, Jr. email:
100 Black Men of Madison Back to School Backpack Filling and
The 10th Annual Back to School Picnic & Backpack Give-Away
For more information please contact Wayne Canty at 332-3554.
100 Black Men of Madison will distribute 2,400 backpacks to needy elementary and middle school students on Saturday August 26th at Tenney Park. But before we distribute the backpacks, the members of the 100 Black Men of Madison and numerous other volunteers will fill these backpacks with school supplies on Wednesday August 23rd and Thursday August 24th from 6 pm to 9 pm both nights at The National Guard Armory, 2402 Bowman Street. This is a great human-interest story for your readers, viewers or listeners. This is the 10th anniversary of the Back to School Picnic. The number of backpacks given to students has been growing each year from 300 the first year too 2,400 backpacks this year. This is an 800% increase in 10 years. St. Vincent de Paul, Delta Sigma Theta sorority and other members of the community will assist the 100 Black Men of Madison in their efforts for this years Back to School Picnic. Sponsors of this event include Target Inc, Kraft Foods, Famous Footwear, Anchor Bank, Glass Nickel, Coca Cola, and former University of Wisconsin Badger football star and Minnesota Vikings player Erasmus James.
Back Pack Stuffing will take place on Wednesday August 23rd and Thursday August 24th from 6 pm to 9 pm at the National Guard Armory at 2402 Bowman Street. Go down Wright Street past MATC Truax all the way to Mitchell Street and turn right into the Armory parking lot.
The 10th Annual Back to School Picnic will be held on Saturday August 26th at 11 am at Tenney Park Shelter located on 1338 E. Johnson St. This is a new location this year. The picnic includes free hotdogs, hamburgers and backpacks filled with school supplies for elementary and middle school students. 2,400 backpacks will be given out this year a 33% increase over last year. It is first come, first serve. This event will happen rain or shine. Students must be present to receive a backpack. For more information please contact Wayne Canty at 332-3554 or firstname.lastname@example.org.
Via a Ken Syke email:
To support parent organizations in their work, the school district is now providing a vehicle to communicate with one another — an online forum. It’s meant to provide support and assistance so that you can communicate about whatever issues you wish.
It’s also something that you can use, or not use.
It is intended for those who are presidents of school parent organizations. This can be one, two or, in some schools, even more persons.
This is being sent to all persons whom the Public Information Office has as a “Parent Group President”. If you are not in that role this year, let us know and tell us the e-mail address for the current leader. We will be adding and deleting names as new presidents are determined.
Here’s how it will go from here.
DPI Awards $4 Million in Charter School Grants
WCSA’s New Office — The WCSA is now located in a new office in downtown Madison. The WCSA’s new address, phone, fax and email is — Wisconsin Charter Schools Association, P.O. Box 1704, Madison, WI 53703 & Tel: 608-661-6946 & Fax: 608-258-3413 & Email: email@example.com WCSA website: http://www.wicharterschools.org
WCSA’s New Directors & Officers — The WCSA Board of Directors has elected its officers for 2006-07 — President Tom Scullen, Appleton; Vice-President Barbara Horton, Milwaukee; Secretary Sandra Mills, Menasha; and Treasurer Jim Morgan, Madison. The WCSA is governed by a 12-member Board of Directors
State Legislature’s Special Study Committee on Charter Schools schedules initial meeting on September 26 —
Charter School to Focus on Health Science & Technology —
Matthew Carr [pdf]:
One of the most important, and seemingly intractable, policy problems facing the state of Ohio is how to improve student achievement in public schools. This report rigorously analyzes the factors most commonly thought to affect student achievement. It uses quantitative econometric techniques to separate the factors that truly matter from the ones that only distract policy makers from effective change. To capture the changing dynamics of both different academic subjects and students at different ages, this analysis evaluates student performance in five subjects (math, reading, writing, science and citizenship) across grades 3 to 12. This combination gives us 21 separate analyses, or mathematical models. Controls were also included for geography, student socio-economic status, race, and learning disability.
This study breaks new ground by also analyzing the factors that influence student performance in charter schools. Charter schools are a new system of public schools, created by the legislature in 1997. To date they are authorized only in large cities. By assessing whether the inputs that affect achievement in traditional public schools are similar to those that affect achievement in charter schools, we can determine to what degree these two public institutions are similar.
The Buckeye Institute.
Individual school routes are available here.
Unlike their parents, today’s youth have grown up in the age of public disclosure. Keeping an Internet diary has become de rigueur; social lives and private thoughts are laid bare. For parents in high-profile positions, however, it means their children can exploit a generational disconnect to espouse their own points of view, or expose private details perhaps their parents wish they would not.
“All the things I’ve typed in my blog I’ve argued with my father about,” like whether mergers hurt customers, something Jared Watts said he thinks does inconvenience consumers. But publicly criticizing his company is not the same as a personal attack on the father who supports him “100 percent,” he said.
The voucher system is still fighting its way through state legislatures and the courts. The concept of giving school money directly to parents and letting them choose schools for their children breaks the well established precedent in this country of sending almost all children to public schools, where they were given courses in traditional subject matter and taught patriotic and moral values common to most American citizens. Indeed, there is a case against vouchers.
News editors and book publishers are susceptible to Robbins’s argument because many of them live in such places, where family incomes are in the top 5 percent nationally and talk about school stress in rampant. It would be almost a relief to many educators if these families, and their highly motivated students, were typical and overachievement were the greatest threat to high school education today. But the sad truth is quite the opposite.
And what of that overload of AP courses? Newsweek’s annual high school rankings indicate that only 5 percent of U.S. public high schools have students averaging more than one AP test a year. The demands made on our most disadvantaged students in the inner cities, who are almost never mentioned in Robbins’s book, are pitifully below even the low standards for our average suburban neighborhoods. Some educators think this lack of academic challenge is one reason why nearly half of college students eventually drop out.
If they are not doing much homework in high school, what are they up to? The University of Michigan Institute for Social Research collects time diaries from American teenagers. These documents make clear our youth are not taking long walks in the woods or reading Proust. Instead, 15- to 17-year-olds on average between 2002 and 2003 devoted about 3 1/2 hours a day to television and other “passive leisure” or playing on the computer. (Their average time spent in non-school reading was exactly seven minutes a day. Studying took 42 minutes a day.)
Rotherham has more.
In using MMSD resources and schoolinfosystem.org to promote his basketball event, Johnny Winston, Jr.’s announcements said:
This year’s proceeds will go toward “The Campaign to Promote Student Achievement and Parent Involvement in Schools.”
I have e-mailed him twice to ask for details about the campaign, and he has not answered. Laurie Frost also raised this question in response to Johnny’s post and received no response.
I searched the online records of the Department of Regulation and Licensing for a charitable organization by that name. Nothing. I searched the records of the Department of Financial Institutions for a corporation by that name. Nothing. I searched the Internet, and the name only appears in the announcements Johnny distributed.
Johnny’s silence makes me wonder whether any such campaign exists, and whether he misused MMSD resources, his political position, and the public’s trust. I hope that I’m wrong.
Teaching mathematics has been my profession in New York City public schools since 1969, first at I.S. 201 in District 5, then at J.H.S. 17 in District 2, and since 1983, at Stuyvesant High School. I’m also the father of a 10-year-old daughter who attends District 2 schools and a member of an organization, Nychold (nychold.com), dedicated to bringing sanity to math education.
I’m a firm believer in public education, the great equalizer. Sadly, over the past 10 years, I’ve witnessed how badly things can go wrong. I am referring specifically to the constructivist math curricula that abound in our city public schools in general and more specifically in District 2, where I live, teach, and raise my daughter.
Constructivist curricula, such as TERC and CMP, forsake algorithms, postulates, and theorems (the foundation of math) as well as teacher-centered learning. Instead, they have students working among themselves in groups, loosely guided by the teacher in a drawn out attempt to “discover” math truths.
In my Upper East Side neighborhood, an incredible number of intelligent young students from the fourth grade and up are seeing private math tutors. Many of these are not the type of children who would normally struggle in arithmetic or elementary algebra. As a result of the way they’re taught elementary math, they find themselves unable to do real math. When they’re taught math in a more traditional way by their tutors, they invariably find themselves relieved and highly critical of the way they’ve been taught mathematics.
At Stuyvesant, we have a disproportionate number of freshmen from District 2 taking our introductory algebra course. Most Stuyvesant students have already completed that course before they enter our school. The ratio of District 2 students to non-District 2 students in those classes is close to twice that same ratio in the freshman class as a whole.
“When I first started in education, marketing wasn’t something you even had to do,” said Suzanne Kirby, principal of MPS’ Bell Middle School. Now the south side school has a more strategic effort in place. Kirby cleared her schedule for the summer and invited any prospective family in for a personal tour of the school. She’s also designated the school’s orchestra director “marketing guy” and has given him some time off in his schedule to visit feeder elementary schools.
Bell teacher ElHadji Ndaw says such efforts are important because “if you have fewer students, you have fewer teachers,” and the quality of your programs can deteriorate since so much of school’s funding is tied to the number of students.
Then, “if you get down below 300 students,” he adds, “they think about closing you.”
There are different perspectives on this issue, as Marcia Gevelinger Bastian noted last fall:
Many of us believe that all students and families are valuable to the district and that we should actively work to meet all needs and consider all input. When a family who supports and contributes to a school chooses to leave, that seems so sad. I was hoping that representatives of the district may feel the same way. As for me, I was told “West is not in competition for your children”. Ouch!! I suspect that many in the district do not agree with the spirit of that statement.
In our better private universities and flagship state schools today, it’s hard to find a student who graduated from high school with much lower than a 3.5 GPA, and not uncommon to find students whose GPAs were 4.0 or higher. They somehow got these suspect grades without having read much. Or if they did read, they’ve given it up. And it shows — in their writing and even in their conversation.
A few years ago, I began keeping a list of everyday words that may as well have been potholes in exchanges with college students. It began with a fellow who was two months away from graduating from a well-respected Midwestern university.
“And what was the impetus for that?” I asked as he finished a presentation.
At the word “impetus” his head snapped sideways, as if by reflex. “The what?” he asked.
“The impetus. What gave rise to it? What prompted it?”
I wouldn’t have guessed that impetus was a 25-cent word. But I also wouldn’t have guessed that “ramshackle” and “lucid” were exactly recondite, either. I’ve had to explain both. You can be dead certain that today’s college students carry a weekly planner. But they may or may not own a dictionary, and if they do own one, it doesn’t get much use. (“Why do you need a dictionary when you can just go online?” more than one student has asked me.)
As freshmen start showing up for classes this month, colleges will have a new influx of high school graduates with gilded GPAs, and it won’t be long before one professor whispers to another: Did no one teach these kids basic English? The unhappy truth is that many students are hard-pressed to string together coherent sentences, to tell a pronoun from a preposition, even to distinguish between “then” and “than.” Yet they got A’s.
Exit exams have become almost a necessity because the GPA is not to be trusted. In my experience, a high SAT score is far more reliable than a high GPA — more indicative of quickness and acuity, and more reflective of familiarity with language and ideas. College admissions specialists are of a different view and are apt to label the student with high SAT scores but mediocre grades unmotivated, even lazy.
Bill McCoy has more.
ndiana University’s 90 30 program is just one model. It allows students to take 90 semester units at a community college and the final 30 units through correspondence or online courses at the equivalent of Indiana in-state tuition rates. In addition to Gavilan, the Indiana program is being offered at 16 other community colleges in California, including De Anza in Cupertino, Hartnell College in Salinas, Santa Rosa Junior College and City College of San Francisco.
Other area schools also are developing collaborative relationships that let students earn bachelor’s degrees without leaving the community college campus.
This fall, the Pacific Graduate School of Psychology in Palo Alto will offer courses leading to a bachelor’s degree in psychology at De Anza College in Cupertino. The new program, which emphasizes the importance of social justice, is the first bachelor’s degree offered by a professional school known for its doctoral programs. Tuition this year will be about $27,500.
By any health measure, today’s children are in crisis. Seventeen percent of American children are overweight, and increasing numbers of children are developing high blood pressure, high cholesterol and Type 2 diabetes, which, until a few years ago, was a condition seen almost only in adults. The obesity rate of adolescents has tripled since 1980 and shows no sign of slowing down. Today’s children have the dubious honor of belonging to the first cohort in history that may have a lower life expectancy than their parents. The Centers for Disease Control and Prevention has predicted that 30 to 40 percent of today’s children will have diabetes in their lifetimes if current trends continue.
The only good news is that as these stark statistics have piled up, so have the resources being spent to improve school food. Throw a dart at a map and you will find a school district scrambling to fill its students with things that are low fat and high fiber.
But there is one big shadow over all this healthy enthusiasm: no one can prove that it works. For all the menus being defatted, salad bars made organic and vending machines being banned, no one can prove that changes in school lunches will make our children lose weight. True, studies show that students who exercise more and have healthier diets learn better and fidget less, and that alone would be a worthwhile goal. But if the main reason for overhauling the cafeteria is to reverse the epidemic of obesity and the lifelong health problems that result, then shouldn’t we be able to prove we are doing what we set out to do?
ut Bill Cosby still cares about the issues he’s been talking about all over the country in a one-man campaign to send a message to African-Americans about personal responsibility, good parenting and the need for education.
Even when Cosby’s mainly in town to make people laugh, the plight of black America is never far from his mind.
But Cosby is also the recently outspoken social critic who has held community meetings in black neighborhoods across America designed to address nagging problems related to the under-performance of black students, black parents and black leaders in general.
To that end, Deasy proposed that by the 2007-08 school year each of the county’s 22 major high schools should offer at least eight AP courses, which are meant to introduce students to college-level study. Currently, AP offerings in the county vary widely. Many high schools have only a few.
The College Board, which oversees the AP program, will help the school system train a new corps of 200 AP teachers over the next year. In addition, the school system plans to expand subsidies for AP test fees to help ensure that needy students take the tests.
“It’s a monumental culture shift,” Deasy said. “AP will be on the tongue of every kid around here before too long.”
Michael Marchionda, a College Board official working on the project, called it “a multiyear effort” to widen student access to AP. “It’s very comprehensive,” he said.
The county school board will consider the plan Thursday and is expected to support it.
“People asked for rigor,” said Chairman Beatrice P. Tignor (Upper Marlboro). “We’ve got rigor.”
The prop room on the fourth floor of Houghton Mifflin Co.’s offices here holds all manner of items, including a blackboard, a globe, an aquarium — and a wheelchair.
Able-bodied children selected through modeling agencies pose in the wheelchair for Houghton Mifflin’s elementary and secondary textbooks. If they’re the wrong size for the wheelchair, they’re outfitted with red or blue crutches, says photographer Angela Coppola, who often shoots for the publishing house.
Ms. Coppola estimates that at least three-fourths of the children portrayed as disabled in Houghton Mifflin textbooks actually aren’t. “It’s extremely difficult to find a disabled kid who’s willing and able to model,” she says. Houghton Mifflin, which acknowledges the practice, says it doesn’t keep such statistics.
Houghton Mifflin’s little-known stratagem illustrates how a well-intentioned effort to make classroom textbooks more reflective of the country’s diversity has led publishers to overcompensate and at times replace one artificial vision of reality with another.
To facilitate state approval and school-district purchasing of their texts, publishers set numerical targets for showing minorities and the disabled. In recent years, the quest to meet these targets has ratcheted to a higher level as technological improvements enable publishers to customize books for individual states, and as photos and illustrations take up more textbook space.
“There’s more textbook space devoted to photos, illustrations and graphics than there’s ever been, but frequently they have nothing to do with the lesson,” says Diane Ravitch, a New York University professor and author of “The Language Police,” a 2003 study of textbook censorship. “They’re just there for political reasons, to show diversity and meet a quota of the right number of women, minorities and the disabled.”
education reform involves changing a culture that has inhabited our school systems for decades. It is a culture that claims to be in the business of educating children but puts schools, and the people who work in them, at the bottom of the organizational chart. It is a culture that stifles innovation. It is a culture that seeks to preserve the existing arrangements for the adults who work in the system, and, all too often, it does so at the expense of the kids who most need our schools to work for them.
Not to sound like a giddy big think type, but we really are at a transformative time in public education. The pressure to shift to a system that focuses on performance is firmly embedded in public policy and generational shift is taking place in the leadership, teaching, and policymaking communities. Both are enormous challenges but also enormous opportunities. What makes Klein a lightening rod is not that everything he’s tried in New York hasn’t always panned out, it’s that he’s on the edge of this change and so almost regardless of the results he’s going to be catching hell for a while.
The shift from uniformity to differentiation could be the most important over time for the continued success of public education as a broadly supported institution.”
Madison students continue to top state average
By TCT staff, news services
Madison high school students bested the state ACT test score average once again for the 12th straight year, with scores of African-American students rising at a greater pace than all other students.
ACT test score comparisons were released today.
According to the Madison Metropolitan School District, the composite score for Madison students was 24.2, or two points higher than the statewide average of 22.2 and more than three points higher than the national average of 21.1. A perfect score is 36.
African-American students in Madison scored an average composite of 18.8, a 6 percent increase from the 17.7 average in 2005, while Asian students had a 23.0 composite this year (22.1 in 2005) and Hispanic students a 21.8 composite (21.5 in 2005).
The big increase in black students’ scores closed the gap on white students’ scores locally, with the white students composite of 24.8, 24 percent higher than the black students composite, down from a 30 percent gap last year.
Here’s what the superintendent’s life-time contract language says about the superintendent’s evaluation:
PERFORMANCE EXPECTATIONS: Each year before the first day of school, the Board and superintendent must establish performance expectations for the next year in writing based on his duties and responsibilities under the contract and any other criteria mutally agree upon.
MEASURABLE OUTCOMES: “To the extent possible, all performance expectations shall have measurable outcomes”.
JULY 30 DEADLINE: After setting performance expectations, the Board must meet with the superintendent to discuss his evaluation no later than July 30.
Two types of appraisals are required.
SPECIFIC RESULTS & ACCOMPLISHMENTS BASED ON PERFORMANCE EXPECTATIONS: The written performance expectations must include goals that reflect the superintendent’s priorities for the improvement programs, projects and activities to be undertaken. Prior to meeting with the Board for his evaluation, the superintendent must complete a self-evaluation that summarizes his progress on each goal.
PERFORMANCE CATEGORIES—PLANNING, ORGANIZING, LEADING, SUPERVISING AND JOB KNOWLEDGE: In each category the Board must indicate the type of evidence of performance and data sources that will be used to evaluate the superintendent’s performance.
SURVEYS OF OTHER ADMINISTRATORS: The Board must distribute surveys about the superintendent’s performance in the five categories to individuals who report directly to him and a random selection of other administrators.
Has the board met the contract requirements? No one knows.
Last year Ruth Robarts posted news of the evaluation.
On Monday, August 21 the Human Resources Committee of the Madison School Board will have its first meeting at 7:00 p.m. in Room 103 of the Doyle Administration Building (545 West Dayton Street).
Following a goal-setting meeting of the Board on June 19, the committee will address a number of important issues, beginning with alternative ways that the district could negotiate health insurance coverage for its employees with the goal of providing the same quality service, higher wages and savings for the district. Committee members this year are Shwaw Vang and Lawrie Kobza. I am the chair.
Rhonda Sanders received an eye-opening letter from her daughter’s school three years ago: At age 10, her 5-foot, 137-pound child was heavier than 98 percent of her peers.
After a regimen that included the family jumping rope in the backyard, swapping bottled water for soda and eating more fruit, Sanders’ daughter last year was 5-6 and weighed 120 pounds.
“There was something about getting that letter that changed us,” Sanders said Wednesday as Arkansas unveiled new body-mass index numbers used to assess childhood obesity.
The percentage of Arkansas schoolchildren overweight or at risk of becoming overweight was 37.5 percent this year, down from 38.1 percent three years ago. The most recent canvass covered 371,082 of Arkansas’ 450,000 public school children.
Wisconsin officials take pride in being at the top of at least one list nationally when it comes to putting “highly qualified” teachers in classrooms, but Wednesday they found themselves at the bottom of the list when it comes to meeting federal rules for doing exactly that.
U.S. Department of Education officials announced they had rejected as inadequate every one of the responses Wisconsin gave when asked how it was dealing with six general requirements for assuring that every child has a highly qualified teacher.
Wisconsin, Hawaii, Missouri and Utah were designated by the federal department as being at “high risk” of not meeting the teacher quality rules. The four states were ordered to redo their plans by Nov. 1, “including specific steps to ensure that poor and minority children are not taught disproportionately by less qualified teachers.”
Anne Marie Chaker has more:
It is a problem that increasingly bedevils school districts around the country. Nationally, the demand for teachers continues to rise in a number of fields, such as physics, math, chemistry and bilingual education. At the same time, a flood of experienced, baby-boomer teachers who entered the profession in the 1960s and 1970s are retiring, and relatively few new teachers are sticking with the profession. One analysis of Education Department data by Richard Ingersoll, an education professor at the University of Pennsylvania, showed that 46% of new teachers leave the profession after only five years.
To help fill vacant teaching slots, a number of states are taking action, passing legislation with incentives to attract, train and retain more teachers. So far this year, 18 states, including Illinois, Connecticut, Virginia and Kansas, have passed measures encouraging teaching, according to the Education Commission of the States, which tracks education policy for state governments. The initiatives ranged from luring teachers out of retirement to offering scholarships to programs that forgive education loans. Tricia Coulter, director of the commission’s Teaching Quality and Leadership Institute, says legislative efforts gained momentum in 2000, with 21 to 42 state measures each year targeting teacher recruitment and retention.
Madison Superintendent Art Rainwater:
It’s almost here for our five year olds, the first day of school. They have looked forward to it with excitement and fear all summer. Some have asked repeatedly how much longer until it arrives and others have sat quietly hoping it will go away and their young lives will not change.
For all, there are wonders to be learned and fears to be overcome. There is a new person in their lives — the teacher. Although the persons will change over time the teacher will be ever present in their lives for the next 13 years. There will be teachers that they remember forever. Almost every one has teachers who create life changing experiences for him or her.
Another year has passed, and American schools are still captives of an outdated calendar. It’s mid-August, and the world of education is awakening from its three-month slumber. The seasons of schooling set the schedules for close to seven million K-12 educators and staff and fifty-five million students and families. Yet our schools and universities stand alone in hewing to a calendar with a long summer vacation added to holiday and spring breaks. No other sector of our society — government, business, transportation, health care, manufacturing — considers its year to be composed of 180 days or 36 weeks.
Add to this “outer limit” the “inner limit” of the 50-minute period of most secondary schools, and we have a pigeonholed system of schooling. This time frame was born out of the Carnegie Unit, which requires 120 hours of class time for high school courses. (Five such periods each week for 31 weeks achieves the 120-hour requirement.) The Carnegie Unit grew out of the early work of the Carnegie Foundation for the Advancement of Teaching, endowed by industrialist Andrew Carnegie in 1906, and surely it’s time for education to leave behind a 100-year-old idea.
He thus put in a nutshell what a century of psychological research has subsequently established: much of the chess master’s advantage over the novice derives from the first few seconds of thought. This rapid, knowledge-guided perception, sometimes called apperception, can be seen in experts in other fields as well. Just as a master can recall all the moves in a game he has played, so can an accomplished musician often reconstruct the score to a sonata heard just once. And just as the chess master often finds the best move in a flash, an expert physician can sometimes make an accurate diagnosis within moments of laying eyes on a patient.
But how do the experts in these various subjects acquire their extraordinary skills? How much can be credited to innate talent and how much to intensive training? Psychologists have sought answers in studies of chess masters. The collected results of a century of such research have led to new theories explaining how the mind organizes and retrieves information. What is more, this research may have important implications for educators. Perhaps the same techniques used by chess players to hone their skills could be applied in the classroom to teach reading, writing and arithmetic.
The Drosophila of Cognitive Science
The history of human expertise begins with hunting, a skill that was crucial to the survival of our early ancestors. The mature hunter knows not only where the lion has been; he can also infer where it will go. Tracking skill increases, as repeated studies show, from childhood onward, rising in “a linear relationship, all the way out to the mid-30s, when it tops out,” says John Bock, an anthropologist at California State University, Fullerton. It takes less time to train a brain surgeon.
To generations of students and their teachers, the College Board has been synonymous with the SAT test. But these days it has broader ambitions and wants to reach deeply into high school and even middle school classrooms nationwide.
The board is marketing new products, like English and math curriculums for grades 6 through 12. It has worked with New York City to start five College Board Schools, with plans to open 13 more in New York and other cities by 2007. It is also trying to improve existing schools, starting this fall with 11 public high schools outside New York State and adding 19 next year. In November, it will open an institute for principals.
The board says it is eager to bring new rigor to education. But these efforts are also being driven by the fact that the board, a nonprofit organization based in New York City, is no longer an unrivaled force. It faces strong competition from the ACT in college admissions testing, and some colleges are making the SAT optional. Recent gaffes in SAT scoring raised questions of confidence in the test and the organization.
“We should not say that one size fits all,” said George H. Wood, the principal of Federal Hocking High School in rural Ohio. His school does not offer A.P. courses other than calculus, Mr. Wood said, because they are “too restrictive in terms of content.”
Kati Haycock, director of Education Trust, an advocacy group that supports testing, said she was concerned about adding even more testing, as some of the board’s products do. “It’s a little bit of a problem, with testing, testing, testing,” she said. “School officials are getting sick of it all.”
Still, Ms. Haycock said her group had reviewed the board’s SpringBoard program, which helps shape what is taught in English and math in grades 6 through 12, and found it “fabulous.”
The issue of curriculum quality and rigor continues to generate attention. P-I:
The good news is that the high school class of 2006 posted the biggest nationwide average score increase on the ACT college entrance exam in 20 years and recorded the highest scores of any class since 1991.
The bad news is that only 21 percent of the students got a passing grade in all four subject areas, including algebra and social science.
“The ACT findings clearly point to the need for high schools to require a rigorous, four-year core curriculum and to offer Advanced Placement classes so that our graduates are prepared to compete and succeed in both college and the work force,” Education Secretary Margaret Spellings said in Washington, D.C.
Alan Borsuk has more:
Wisconsin high school graduates are better prepared to succeed in college than students nationwide – but that means only that more than 70% of state students are at risk of having trouble in one or more freshman-level subjects while the national figure is almost 80%, according to ACT, the college testing company.
The message still isn’t getting across,” Ferguson said in a telephone news conference. If students want to go to college and do well, they have to take high school seriously and take challenging courses, he said.
ACT results showed that students who took at least four years of English and three years each of math, science and social studies in high school did substantially better on the tests (22.9 in Wisconsin, 22.0 nationwide) than those who took lighter loads in those core areas (21.0 and 19.7, respectively).
Elizabeth Burmaster, Wisconsin’s superintendent of public instruction, said she believes that if schools in Wisconsin stay focused on efforts such as early childhood education and small class sizes in the early grades, combined with strong academic programs in middle school and high school, achievement will go up and racial and ethnic gaps will close.
Individual state data is available here.
Burmaster’s statement, along with the ACT information will increase the attention paid to curriculum issues, such as the ongoing questions over the Madison School District’s math program (See UW Math professor Dick Askey’s statement on the MMSD’s interpration and reporting of math scores). Will we stick with the “same service” approach? This very important issue will be on voters minds in November (referendum) and again in April, 2007 when 3 board seats are up for election. See also the West High School Math Faculty letter and a recent open letter to the Madison School District Board and Administration from 35 of the 37 UW Math Department faculty members. Vaishali Honawar has more.
The Madison School District issued a press release on the recent ACT scores (68% of Wisconsin high school graduates took the ACT – I don’t know what the MMSD’s percentage is):
Madison students who took the 2006 ACT college entrance exam continued to outperform their state and national peers by a wide margin, and the scores of Madison’s African-American test takers increased significantly. Madison students’ composite score of 24.2 (scale of 1 to 36) was higher for the 12th straight year than the composite scores of Wisconsin students and those across the nation (see table below). District students outscored their state peers by 9% (24.2 vs. 22.2,) and their national peers by 15% (24.2 vs. 21.1).
Compared to the previous year, the average ACT composite score among the district’s African-American students increased 6% — 18.8 vs. 17.7 last year. The gap between district African-American and white student ACT scores decreased this year. The relative difference this year was 24% (18.8 vs. 24.8) compared to 30% last year.
Scores also increased this year for the district’s Asian students (22.1 to 23.0) and Hispanic students (21.5 to 21.8).
The Madison School District recently published this summary of student performance vs other similar sized and nearby districts (AP, ACT and WKCE) here. Madison’s individual high schools scored as follows: East 22.9, LaFollette 22.1, Memorial 25.1 and West 25.5. I don’t have the % of students who took the ACT.
I checked with Edgewood High School and they have the following information: “almost all students take the ACT” and their composite score is “24.4”. Lakeside in Lake Mills averaged 24.6. Middleton High School’s was 25 in 2005. Verona High School’s numbers:
222 students took the ACT in 2005-2006.
Our composite score was 23.6 compared to the state at 22.2
87% of test takers proved college ready in English Composition (vs. 77%)
66% of test takers proved college ready in College Algebra (vs. 52%)
77% of test takers proved college ready in Social Science (vs. 61%)
45% of test takers proved college ready in Biology (vs. 35%)
37% of test takers proved college ready in all four areas (vs. 28%)
(#) as compared to the state %
Waunakee High School:
Score HS Mean (Core/Non-Core)
Composite 23.3 (24.3/21.5)
English 22.5 (23.9/19.5)
Mathematics 23.2 (24.2/21.8)
Reading 23.3 (24.1/21.5)
Science 23.7 (24.4/22.7)
McFarland High School’s 2006 Composite average was 23.7. 110 students were tested.
UPDATE: A few emails regarding these results:
- On the Waunakee information:
In the Waunakee information I sent to Jim Z, our mean for the Class of 2006 comes first, followed by the core/non-core in parentheses. So, our mean composite score for our 157 seniors who sat for the ACT was 23.3, the mean composite for those completing the ACT suggested core was 24.3, the mean composite for those who did not complete the core was 21.5.
With ACT profile reports, the student information is self-reported. It’s reasonably accurate, but some students don’t fill in information about course patterns and demographics if it is not required.
Please let me know if there are any other questions.
- McFarland data:
It appears that Jim Z’s chart comparing scores uses Waunakee’s “Core score” as opposed to the average composite that the other schools (at
least McFaland) gave to Jim Z.. If Jim Z. wishes to report average “Core” for McFarland it is 24.5. Our non-core is 22.2 with our average composite 23.7.
- More on the meaning of “Core”:
Probably everyone is familiar with the ACT definition of core, but it’s 4 years of English, and three years each of math, science, and social studies. ACT is refining their position on what course patterns best position a student for undergraduate success, however.
Additional comments, data and links here
From Channel 3000:
Fall is right around the corner. That means classes back in session and another school referendum for Madison voters.
A group calling itself CAST is gearing up to get voters to say yes to a $23.5 million referendum on Nov. 7.
CAST stands for Communities And Schools Together.
Rich Rubasch is heading up the group. He’s a parent looking out for the best interest of his children. He believes a referendum is the answer.
One of the key provisions of the No Child Left Behind law is that children in failing schools should be given extra help in the form of tutoring. Yet millions of students who are eligible for tutoring aren’t getting it. The U.S Education Department is warning school districts that, this fall, they must do a better job of signing families up.
audio. More here.
Sunday’s WaPo op-ed by Florida Governor and first brother Jeb Bush and New York Mayor and Michael Bloomberg is sort of mystifying the Eduwonk. Sure, they are big names, but the op-ed is vapid. It would be like some big name foreign policy type penning an op-ed saying that the problem in the Middle East is that people just don’t seem to get along with each other. Would the WaPo publish that?
Anyway, Bush and Bloomberg lay out four big think reforms for No Child Left Behind. If this is what passes for big think in the Republican Party right now then Democrats have no excuses for not eating the Rs lunch on this issue in 2008. Bush and Bloomberg want to:
- Make standards meaningful by making the National Assessment of Education Progress (NAEP) the default standards;
- Encourage student gains;
- Recognize degrees of progress; and
- Reward and retain high-quality teachers.
Last week, families of rising juniors at West High School received a copy of the Junior School Counseling Newsletter. On page 2, there is a section entitled “English Course Selections for 2006/07.” The paragraph reads as follows:
Students are required to earn four credits of English for graduation, and this must include one semester of composition beyond tenth grade. Students in grades 11 and 12 are given a choice of non-sequential semester electives, each providing one-half credit towards graduation. College preparatory students, however, should check the colleges of their choice to be sure about what courses are acceptable for college admisison, i.e., some colleges might not accept courses in such areas as theater or media for admission.
The second half of the first sentence (assuming it is not a typo) reflects an important change in the English requirement for graduation at West — one that has never been discussed with students and parents and one that is surprising and confusing, given the stated goals and content of English 10.
It is also not consistent with what’s stated in the 2006-07 course catalogue. (Thanks for bearing with me for including the complete entry here.)
As the start of the school year approaches, schools are going back to the basics with a vengeance. Many Milwaukee students, and some suburban ones, will arguably spend more time on reading and math than during any time in recent memory, although some educators argue that the trend is to the detriment of other subject areas, such as science and social studies.
In a set of lower-performing Milwaukee elementary schools, students will have at least two hours a day of reading instruction and an hour a day of math this fall by decree of the central administration. The time will be much more focused and prescriptive than it has been in the past in terms of what is being taught, and how. These schools will join the ranks of several others that already have beefed up the amount of time spent on the so-called three R’s – reading, writing and arithmetic.
At St. Marcus Lutheran, a private school in Milwaukee, middle-school students get 90 minutes of math each day – as opposed to the 45- to 50-minute block of five years ago.
I previously posted links to articles discussing the inappropriate use of Powerpoint – particularly in lower grades. I’ve been reading Thomas Rick’s “Fiasco” . Ricks’ mentions that Powerpoint was used to draft and communicate battle and reconstruction plans in Iraq:
[Army Lt. General David] McKiernan had another, smaller but nagging issue: He couldn’t get Franks to issue clear orders that stated explicitly what he wanted done, how he wanted to do it, and why. Rather, Franks passed along PowerPoint briefing slides that he had shown to Rumsfeld: “It’s quite frustrating the way this works, but the way we do things nowadays is combatant commanders brief their products in PowerPoint up in Washington to OSD and Secretary of Defense…In lieu of an order, or a frag [fragmentary order], or plan, you get a bunch of PowerPoint slides…[T]hat is frustrating, because nobody wants to plan against PowerPoint slides.”
Yet, Powerpoint is widely used in schools. Garr Reynolds has more.
Some alternatives – outliners that help conceptualize a work prior to expressing it in words. Internet outliners are extraordinarly powerful:
Mary Battaglia’s post on a Curious Social Development began to raise some fundamental questions about who the public schools should serve, and a healthy discussion on this blog might help clarify differing views on some of the current trends being implemented in the MMSD.
To set the discussion, let me offer that schools serve roughly three populations: the neediest, the average, and the brightest — not too startling a breakdown.
Which group should the schools target?
If schools target one, should the schools just let the other two groups fend for themselves? For example, should schools place their priorities on raising the academic accomplisments of the lowest performing students, on the assumption that the average will get by and the brightest will succeed regardless of what schools do? Or maybe schools should triage the groups? Let the neediest drop by the wayside, target the average, and just expect the brightest to do well.
How then do we determine whether the schools succeed? Do we measure success by the number of National Merit Scholars or by the increase in the performance of the neediest?
I think schools should and can successfully serve all three groups by using curriculum and programs to challenge all students academically.
I hope that many will candidly post their opinions.
ps. To the grammarians, I know that the title should be “Whom should public schools serve?” But “whom” sounds so stilted.
My daughter is the “Mothering Type”. You know the kind. She still loves dolls beyond her friends, and loves pets, and she took the babysitting class as soon as possible so she could be around small children. She is always the person in the class the helps and socializes with the high needs kids in her classroom too. One day while I was volunteering at her school, a very nice mom of a high need autistic child was in her class, to discuss what she needed the students in this class to know. She discussed her child’s sensitivity to sound, high stimulation, and the need for calmness. During this discussion the students in the class discovered that this student had a sibling. A student inquired about this sibling and who’s class (teacher) he/she was in….
Let the classroom competition begin.
Texas’ first full-fledged attempt to reward teachers for students’ performance is under way this school year, with 1,162 public schools – 15 percent of all campuses – invited to participate in the state’s new incentive pay plan.
Schools must let the state know today if they want a piece of the merit pay pie, and few are expected to turn down an offer that could fatten teachers’ paychecks by $3,000 to $10,000 a year – if their students perform well on next spring’s state assessment.
Proposed state grants for individual schools have already been posted by the Texas Education Agency, with amounts ranging from $40,000 at many elementary schools to $295,000 for one of the largest high schools in the state.
That action might include removing soda and other vending machines from schools, reducing soft drink consumption at home and limiting marketing and advertising of soft drinks to children, he said.
What about fruit juice?
Shailesh Patel, professor and chief of endocrinology at the Medical College of Wisconsin, would take it even one step further, telling people to avoid not just soda, but fruit drinks and juices as well.
“Eat fruit; never drink it,” said Patel, who practices at Froedtert Memorial Lutheran Hospital in Wauwatosa. “There is no such thing as a healthy fruit juice, even orange juice. If you want vitamin C, eat the fruit.”
The full study,Intake of sugar-sweetened beverages and weight gain a systematic review, by Vasanti S Malik, Matthias B Schulze and Frank B Hu can be found here.
The catch phrase is financial literacy… the understanding of money and it’s meaning in our society. And according to Michael Gutter, UW Extension Financial Specialist, “Wisconsin, like almost every other state, is failing the grade.”
With young people having more access to money and credit, it’s become painfully evident that many of them don’t have the skills to manage it wisely. “Bankruptcy rates for people under 25 are at an all time high and growing at an all time fast rate. This is of a lot of concern, because people who have to file for bankruptcy so early limit their choices for the next few years,” says Gutter, who points out that the ripple effect could impact the economy as a whole; those young people won’t be buying like normal consumers, because of their bankrupt history.
The Wisconsin Department of Public Instruction this year came out with a set of guidelines for what money classes schools should teach and how they should be taught. “They deal with everything form understanding how money varies with your career choices to simple things as budgeting, retirement, savings and investing,” says Gutter.
Johnny Winston Jr.:
he 6th Annual Johnny Winston, Jr. Streetball and Block Party will be held on Saturday August 12th from 12 noon to 7:00 p.m. at Penn Park (South Madison – Corner of Fisher and Buick Street). Streetball is a full court, 5 on 5 adult mens Basketball tournament featuring some of the best basketball players in the City of Madison, Milwaukee, Beloit, Rockford and other cities.
The block party activities for youth and families include: Music by D.J. Fabulous & friends; A drill and dance team competition at 2 pm; Free Bingo sponsored by DeJope Gaming at 1 pm, 3 pm and 5 pm; Face painting and youth activities sponsored by M.S.C.R., YMCA, Neighborhood Intervention Program and the Boys & Girls Club. At 3 pm, a talent showcase featuring singers and Hip Hop performances will take place on the MCCCA Culture Coach stage. In addition, this event includes information booths and vendors selling a variety of foods and other items.
I’ve asked you, Neal Gleason and others, but all of you avoid the question. Let’s try one more time.
Do you believe a 50%-60% success rate for Reading Recovery is about all that can be achieved because 1) some students just can’t learn or 2) no one knows how to teach struggling first graders or 3) the MMSD doesn’t know how to teach those first graders?
WHEN the federal Education Department recently reported that children in private schools generally did no better than comparable students at public schools on national tests of math and reading, the findings were embraced by teachers’ unions and liberals, and dismissed by supporters of school voucher programs.
But for many educators and policy makers, the findings raised a haunting question: What if the impediments to learning run so deep that they cannot be addressed by any particular kind of school or any set of in-school reforms? What if schools are not the answer?
The question has come up before. In 1966, Prof. James S. Coleman published a Congressionally mandated study on why schoolchildren in minority neighborhoods performed at far lower levels than children in white areas.
To the surprise of many, his landmark study concluded that although the quality of schools in minority neighborhoods mattered, the main cause of the achievement gap was in the backgrounds and resources of families.
For years, education researchers have argued over his findings. Conservatives used them to say that the quality of schools did not matter, so why bother offering more than the bare necessities? Others, including some educators, used them essentially to write off children who were harder to educate.
Schemo frames No Child Left Behind as one side of an argument between people who believe that factors outside schools affect students, and believe who don’t believe that factors outside schools affect students. There is no such debate. No reasonable person believes that students’ economic, social, and family circumstances are irrelevant to educational progress.
To say that NCLB “holds a school alone responsible” for student progress is to ascribe far more power to the law than it, or any law, could possibly have. There are whole worlds of responsibility for the dire circumstances of disadvantaged students who aren’t learning well. All No Child Left Behind does is create a system that identifies which schools those students attend, and insists that we should try to make those schools better.
Maaybe it’s the cyclist in the park, trim under his sleek metallic blue helmet, cruisin along the dirt path… at three miles an hour. On his tricycle
Or perhaps it’s today’s playground, all-rubber-cushioned surface where kids used to skin their knees. And… wait a minute… those aren’t little kids playing. Their mommies—and especially their daddies—are in there with them, coplaying or play-by-play coaching. Few take it half-easy on the perimeter benches, as parents used to do, letting the kids figure things out for themselves.
Then there are the sanitizing gels, with which over a third of parents now send their kids to school, according to a recent survey. Presumably, parents now worry that school bathrooms are not good enough for their children.
Consider the teacher new to an upscale suburban town. Shuffling through the sheaf of reports certifying the educational “accommodations” he was required to make for many of his history students, he was struck by the exhaustive, well-written—and obviously costly—one on behalf of a girl who was already proving among the most competent of his ninth-graders. “She’s somewhat neurotic,” he confides, “but she is bright, organized and conscientious—the type who’d get to school to turn in a paper on time, even if she were dying of stomach flu.” He finally found the disability he was to make allowances for: difficulty with Gestalt thinking. The 13-year-old “couldn’t see the big picture.” That cleverly devised defect (what 13-year-old can construct the big picture?) would allow her to take all her tests untimed, especially the big one at the end of the rainbow, the college-worthy SAT.