For City Parents, Frustration Over Rising Cost of Public School

Kyle Spencer:

Ellen Goldstein, the mother of first-grade twins at Public School 130 in Brooklyn, recalls with a twinge of nostalgia certain items that came home from school this year. There was the all-about-fish book, the Popsicle picture frames and two tissue-paper roses for Mother’s Day — all made by her sons.
What Ms. Goldstein, 46, will not miss plucking from her children’s backpacks are the seemingly endless requests for money and supplies that also came home from their small school on the border of Kensington and Windsor Terrace.
It began in September, Ms. Goldstein said, when she and her 6-year-olds lugged in $300 worth of construction paper, index cards, markers and crayons requested by their teachers. Soon, she was regularly receiving Scholastic booklets and permission slips for trips to bowling alleys and pizza parlors that required $5, $6 and $7 to be stuffed into envelopes. The school also organized two photo drives, including one in which she was sent key chains and bookmarks with images of her children on them.

In North Korea, learning to hate U.S. starts early

Associated Press:

For North Koreans, the systematic indoctrination of anti-Americanism starts as early as kindergarten and is as much a part of the curriculum as learning to count. Toy pistols, rifles and tanks sit lined up in neat rows on shelves. The school principal pulls out a dummy of an American soldier with a beaked nose and straw-coloured hair and explains that the students beat him with batons or pelt him with stones – a favourite schoolyard game, she says.
“Our children learn from an early age about the American bastards,” Yun Song-sil says, tossing off a phrase so common here it is considered an acceptable way to refer to Americans.

Fixing College

Jeff Selingo, via a kind Rick Kiley email:

NO matter what the University of Virginia’s governing board decides today, when it is scheduled to determine the fate of the university’s ousted president, Teresa A. Sullivan, the intense interest in the case shows how much anxiety surrounds the future of higher education — especially the question of whether university leaders are moving too slowly to position their schools for a rapidly changing world (as some of Ms. Sullivan’s critics have suggested of her).
There is good reason for the anxiety. Setting aside the specifics of the Virginia drama, university leaders desperately need to transform how colleges do business. Higher education must make up for the mistakes it made in what I call the industry’s “lost decade,” from 1999 to 2009. Those years saw a surge in students pursuing higher education, driven partly by the colleges, which advertised heavily and created enticing new academic programs, services and fancy facilities.

I suggest the following if a goal of the VASD is to improve overall public confidence

Dr. Catherine Decker, via email:

1. Significantly improve the math department’s instruction to include completion of the entire Algebra I textbook in one school year, so that students are prepared to enter directly into geometry no matter what High School they attend. Teachers should ensure that the students completing Algebra I in middle school understand all of the materials on the high school placement exam to directly enter geometry in high school. Students who are strong in their baseline math skills simply have not had further challenging math instruction in VASD.
2. Discontinue the practice of using class time to have middle and high school students complete a 160+ question survey regarding their sexual & substance use practices (just to bring in more $ to the school district). Instead, if this is a desire of the Verona Area Superintendent, than he should ask parents to bring their children into the schools to participate in this ridiculous survey after class/instructional time. Really, what is the Superintendent thinking?

Massachusetts Unions won’t oppose teacher-seniority measure

Jamie Vaznis:

The Massachusetts association considered the ballot question long and confusing and worried that passage would take away even more job security rights of teachers than the compromise legislation.
Richard Stutman, president of the Boston Teachers Union, which belongs to the teachers federation, said in an interview Wednesday night that it made no sense to wage a battle over legislation that already had garnered the support of the highest-ranking officials on Beacon Hill: Governor Deval Patrick, Senate President Therese Murray, and House Speaker Robert DeLeo. It is expected to land on the governor’s desk by July 3.
“We are not fighting it, because it’s a done deal,” Stutman said.
Jason Williams, executive director of Stand for Children Massachusetts, was pleased the two union organizations have decided not to fight the legislation. “It’s a positive step,” Williams said. “I feel there is strong momentum toward passage.”
Locally, support for the legislation appears to be is growing. The Boston City Council voted 8-5 Wednesday for a resolution supporting the measure. The vote was symbolic and does not directly impact the pending legislation.

Little Johnny wants a job (work optional)

Tyler Brule::

So far I’ve received a couple of these letters (from acquaintances and close associates) and had to restrain myself from firing back a frank response. While it’s generally recognised in the global workplace that there’s a serious issue with Generation Y and their neediness, lack of general knowledge (I’ll just Google that … ) and understanding of authority, it’s hard to write off a whole generation when their parents (and teachers) are largely responsible for creating such a culture of entitlement.
It’s increasingly rare that people applying for internships in my field (publishing and branding) have spent time stocking shelves, scooping ice cream, waiting tables or scrubbing floors. Sometimes I wonder if part-time jobs are left off CVs because they might say too much about a potential candidate, or whether many simply can’t be bothered to hold down a job between terms. Sadly, I suspect it’s more of the latter.

Why Charter Schools Work: Accountability for results and freedom from union rules attract the best teachers into the profession

Deborah Kenny, via a kind Rick Kiley email:

Twenty years ago, the country’s first charter school opened in Minnesota. This is a momentous anniversary not just for the two million families who now send their children to public charter schools, but for all Americans. The charter movement is not only about opening charter schools–its goal has always been to fundamentally transform public education in this country.
Critics claim that charter schools are successful only because they cherry-pick students, because they have smaller class sizes, or because motivated parents apply for charter lotteries and non-motivated parents do not. And even if charters are successful, they argue, there is no way to scale that success to reform a large district.
None of that is true. Charters succeed because of their two defining characteristics–accountability and freedom. In exchange for being held accountable for student achievement results, charter schools are generally free from bureaucratic and union rules that prevent principals from hiring, firing or evaluating their own teams.

Is IQ in the Genes? Twins Give Us Two Answers

Matt Ridley:

These days the heritability of intelligence is not in doubt: Bright adults are more likely to have bright kids. The debate was not always this calm. In the 1970s, suggesting that IQ could be inherited at all was a heresy in academia, punishable by the equivalent of burning at the stake.
More than any other evidence, it was the study of twins that brought about this change. “Born Together–Reared Apart,” a new book by Nancy L. Segal about the Minnesota study of Twins Reared Apart (Mistra), narrates the history of the shift. In 1979, Thomas Bouchard of the University of Minnesota came across a newspaper report about a set of Ohio twins, separated at birth, who had been reunited and proved to possess uncannily similar habits. Dr. Bouchard began to collect case histories of twins raised apart and to invite them to Minneapolis for study.
By 1990, he, Dr. Segal and other colleagues were ready to publish their results in Science magazine. By then they had measured the IQ of 48 pairs of monozygotic, or identical, twins, raised apart (MZA) and 40 pairs of such twins raised together (MZT). The MZA twins were 69% similar in IQ, compared with 88% for MZT twins, both far greater resemblances than for any other pairs of individuals, even siblings. Other variables than genetics, such as material possessions in the home, had little influence, nor was the degree of social contact between the twins in each pair associated with their similarity in IQ.

Marginalism and the Higher Ed Paradox

Steve Postrel:

By now, you may be getting sick of reading articles and blog posts about the crisis in higher education. This post is different. It proposes an explanation of why students have been willing to pay more and more for undergraduate and professional degrees at the same time that these degrees are becoming both less scarce and more dumbed down. And that explanation rests on a simple and plausible economic hypothesis.
First, let me dispose of the idea that “college (and business school) is all about signaling.” The explanation I present allows signaling to represent a major part of the value of higher education, but it says that the historical increase in willingness to pay for education is not caused by an increase in its signaling value. (And the evidence for signaling or screening education premia, as opposed to human capital accumulation, is pretty thin anyway.) I’m certain signaling plays a role in creating value for certain degrees from certain institutions for certain people in certain situations. That it dominates the value proposition for college seems like a stretch.
My hypothesis is that it is precisely the dumbing down of U.S. education over the last decades that explains the increase in willingness to pay for education. The mechanism is diminishing marginal returns to education.

‘We’re mortgaging the future of the younger generation’

Niall Ferguson:

Critics of Western democracy are right to discern that something is amiss with our political institutions. The most obvious symptom of the malaise is the huge debts we have managed to accumulate in recent decades, which (unlike in the past) cannot largely be blamed on wars.

According to the International Monetary Fund, the gross government debt of Greece this year will reach 153 per cent of GDP. For Italy the figure is 123, for Ireland 113, for Portugal 112 and for the United States 107.

Britain’s debt is approaching 88 per cent. Japan – a special case as the first non-Western country to adopt Western institutions – is the world leader, with a mountain of government debt approaching 236 per cent of GDP, more than triple what it was 20 years ago.

Should Tenure for College Professors Be Abolished?

The Wall Street Journal:

At some point, discussions about the quality of higher education in the U.S. come around to the subject of tenure. And the disagreement could hardly be more stark.
Critics of tenure for college professors say it is ruining the education of millions of students. In pursuit of tenure, they say, professors have become experts at churning out research of questionable value while neglecting their teaching duties.
On top of that, critics say, tenure has become the tool of a stifling orthodoxy in academia, rewarding only those whose views on curriculums, administration and finances are in line with the status quo.
Proponents of tenure say it’s the only way to preserve the quality of higher education in this country. It sets the bar high for professors, supporters say, ensuring that only the very best are retained.

Level of Expectations

It has become an educational cliché to say that “students will rise to the level of expectations.” But how do we explain the students whose work rises well above our level of expectations? Mostly, we just ignore them. In the local media, coverage of high school sports “blanks” any and all accounts of exemplary academic work by high school students.
In the mid-1980s, when I was teaching (as I thought) United States History to Sophomores at the high school in Concord, Massachusetts, I assigned, following the advice of my colleagues, history papers of just 5-7 pages, but I did tell the students that the title page did not count as one of the pages.
One quiet student, who I did not know at all, turned in a 28-page paper on the current balance of nuclear/thermonuclear weapons between the United States and the USSR. He later graduated summa cum laude from Tufts in economics. Why did he do that paper? He didn’t need to, and he didn’t do it for me. He was “rising” to the level of his own expectations. As Laurence Steinberg wrote in Beyond the Classroom: “Within a system that fails (flunks) very few students, then, only those students who have high standards of their own–who have more stringent criteria for success and failure–will strive to do better than merely to pass and graduate.”
In the last 25 years I have published more than 1,000 history research papers by crazy motivated secondary students like that from 46 states and 38 other countries. (I am happy to provide pdfs of some of these exemplary history research papers on request to fitzhugh@tcr.org).
Since the 1960s, the International Baccalaureate has been expecting students to complete a 4,000-word Extended Essay to qualify for the Diploma. In 2011, I published an 11,000-word (Emerson Prize) paper on the stagnation in science and technology in China for five centuries after 1500, and the student had to cut it down to 4,000 words to meet the expectations for the Extended Essay and the IB Diploma. ACT and the College Board have not yet included an expectation for that sort of academic expository writing.
Often we work to limit what students do academically. Several years ago, when The Concord Review was receiving submissions of high school history research papers of 6,000, 8,000, and 10,000 words, I asked the Executive Director of National History Day, which has as one option for competitors a 2,500-word history paper, if they had considered accepting essays that were longer. She said that no, they didn’t want any paper that took more than 10 minutes to read.
Recently when I published a 108-page (Emerson Prize) paper on the War of Regulation in North Carolina in the 18th century by a student from an independent school west of the Mississippi, I found out that she had to reduce it to 9 pages, without endnotes, to enable her to win first place nationally in the National History Day competition.
One student whose (Emerson Prize) work I published went to her teacher and said: “My paper is going to be 57 pages, is that all right?” And the teacher (may his tribe increase) said, “Yes.”
Five or six years ago I received a paper (Emerson Prize) on the history of economic reform in China in recent years from a student at a public high school in Ohio. Like high schools generally, hers expected her to complete their requirements in four years. Instead she did it in two and spent the next two years as a full-time student at The Ohio State University before applying to Harvard as a freshman. She recently graduated from there with high honors in mathematics, with an economics minor.
I should say that, even though Asian students have the highest academic achievement of any group in the United States, not all of the students I have published have been Asian, nor did the high level of expectations for their own academic work all come from the Confucian influence of their parents.
When it comes to academics, we seem to give the vast majority of our attention to, and spend the bulk of our efforts on, students whose efforts fall far below our expectations, those who, if not among the 25-30% who fail to finish high school, may enter community college reading at the fifth-grade level, and more than half of whom will drop out from there. Naturally we want to help those who are doing poorly in school. Still, we do want our most brilliant students to start companies, become scientists, be our judges, diplomats, and elected officials, teach history, write good books, and otherwise work to sustain and advance our civilization. But our basic attitude is–let them manage on their own.
How different it is for our promising young athletes, for whom we have the highest expectations, on whom we keep the most elaborate statistics, and to whom we dedicate the most voluminous local media coverage, as well as nationally-televised high school football and basketball games.
If we matched for them the expectations we have for our students’ academic work, we might be asking them to run just one lap, do two pushups, and spend most of their time helping out in gym classes, or playing video games, instead of practicing their sport. But our young people, being the way they are, would no doubt “cheat,” as some do in academics, by deriving higher standards from their own ambition and from seeing the achievements of their peers, and the athletes for whom we might try to set such low expectations, like the young scholars for whom we do, would continue to rise above them, and to astonish us with their accomplishments. Dumb Lucky us.
Will Fitzhugh
The Concord Review
25 June 2012

“Good Thing We Have Some Time”; on Madison’s Next Superintendent Hire….

Paul Fanlund:

As for superintendent candidates, someone with the pugnacious edge of our 67-year-old mayor might serve the city well.
In a recent interview, Paul Soglin told me he’s believed for 40 years that the quality of a school system is the “number one driver” for a city’s success.
Soglin said Madison’s schools are excellent, and, yes, the achievement gap needs attention. But Soglin said it’s unfair to expect schools here to shoulder blame for children who arrived only recently. The school district “has not done a good enough job explaining itself,” Soglin said.
It is hard to disagree.
So, in sum, our next school chief should have Soglin-like skills at the big vision and respond to sniping at public schools, be able to boost the morale of embattled teachers and staff, collaborate effectively with a disparate set of civic partners, and bring experience and keen judgment to tackling the achievement gap.
Good thing we have some time.

I’m glad that Paul has written on this topic. I disagree, however, regarding “time”. The District’s singular administrative focus must be on the basics: reading and math.
Those behind the rejected Madison Preparatory IB charter school may have a different view, as well.

Interview: Henry Tyson, Superintendent of Milwaukee’s St. Marcus Elementary School

Henry Tyson, Superintendent of Milwaukee’s St. Marcus school recently talked with me [Transcript | mp3 audio] about his fascinating personal and professional education experience. St. Marcus is one of, if not the most successful scholarship schools in Milwaukee.
Henry discussed student, parent and teacher expectations, including an interesting program to educate and involve parents known as “Thankful Thursdays”. He further described their growth plans, specifically, the methods they are following to replicate the organization. In addition, I learned that St. Marcus tracks their students for 8 years after 8th grade graduation.
Finally, Henry discussed special education and their financial model, roughly $7,800/student annually of which $6,400 arrives from State of Wisconsin taxpayers in the form of a voucher. The remainder via local fundraising and church support.
He is quite bullish on the future of education in Milwaukee. I agree that in 15 to 20 years, Milwaukee’s education environment will be much, much improved. High expectations are of course critical to these improvements.
I appreciate the time Henry took to visit.
Related:

University looks like a bubble that is about to burst

Christopher Caldwell:

There was confusion at the University of Virginia two weeks ago when the board forced the resignation of Teresa Sullivan, the sociologist who has served as president for the past two years. Ms Sullivan was popular among the faculty staff. There was no warning that anyone had it in for her. But the affair was not as mysterious as it looked. Helen Dragas, the rector, said UVa needed more reforms “in financial resource development and in resource prioritisation and allocation”. Translated, this means the university’s accounts are a mess. The confusing bit concerns whether this is Ms Sullivan’s fault. (Her supporters hope to get her reinstated next week.)
It sounds like a familiar episode in the American culture wars. On one side are woolly headed academics unwilling to reform hidebound institutions. On the other is a board, in this case made up of politically connected venture capitalists and property developers, who think every human activity, from an assembly line to a church picnic, ought to turn a profit. Ms Dragas was nominated by Virginia’s former Democratic governor, Tim Kaine, who was considered as a running-mate for Barack Obama in 2008. Her vice-rector, Mark Kington, is a former business partner of Virginia’s Democratic senator Mark Warner. Academia is not their natural home. The Washington Post reported that Ms Sullivan had been blamed for her unwillingness “to trim or shut down programmes that couldn’t sustain themselves financially, such as obscure academic departments in classics and German”.

Notes on Milwaukee Public Schools’ Fiscal Challenges

Mike Ford:

The Wisconsin Policy Research Institute today released a new article by me, titled “MPS’ Looming Fiscal Crack-Up.” The basic point is that the Milwaukee Public Schools (MPS) face a near impossible fiscal challenge over the next ten years. The problem is that retiree health benefits costs are growing at a faster rate than the district’s capacity to raise revenue through state aid and property tax.
In English, this means MPS as an entity will be receiving more public support, but will have less money to spend in the classroom. The scariest aspect of this situation is that there is little MPS can do to fix the problem. A few points:
First, this article is not meant to be anti-MPS by any means. In fact, today’s quote from MPS superintendent Greg Thornton shows he gets the problem. From the Milwaukee Journal Sentinel:

“The cost of doing business for Milwaukee Public Schools and Wisconsin is relatively high,” Superintendent Gregory Thornton said. “But because of legacy and structural costs, we were not geared toward driving those dollars back into the classroom.”

Much more, here.

The Mixed Bag of Driver Education

Tanya Mohn:

THERE is no debate about this fact: The first year that American teenagers have their driver’s licenses will be among the most dangerous of their lives. Nothing kills more of them than car crashes.
There is a debate over this carnage, but it is over the effectiveness of driver education courses. Do they save lives, as most everyone thinks, or weaken safeguards that have been in place for years?
It at first sounds like an argument not worth having, but over the last 15 years every state has passed graduated licensing laws, which grant driving privileges for young drivers in stages. Among other restrictions, inexperienced drivers can be barred from driving at night or having young, nonfamily passengers.

One district’s tough road toward equity for all kids

Valerie Strauss:

Unless our children begin to learn together there is little hope that our people will ever learn to live together. — Justice Thurgood Marshall
I agree more than ever with these wise words and yet my recent experiences as superintendent make me wonder whether we are any closer today to achieving this vision than we were in 1974, when Justice Marshall wrote them as part of a dissenting opinion over a school integration plan for Detroit.
I say this because even when efforts to increase the achievement of all students are effective and working, it’s simply too easy for school boards and other community leaders to work against the notion of all children learning together. I lived through such an experience and it has led me to support positions I would have dismissed a decade ago.

UW flex degree plan may be key to boosting college grads

Karen Herzog & Jason Stein:

Ray Cross readily admits that for-profit online colleges grew rapidly because traditional universities missed the boat. They weren’t flexible and affordable enough for adults who wanted to earn a degree, but couldn’t sit in a classroom while juggling a full-time job, family or military duty.
For-profit colleges now enroll about 17,000 students in Wisconsin, according to Cross, chancellor for the University of Wisconsin Colleges and UW Extension.
“That would be our third largest campus” if all 17,000 could be captured by the UW System, said Cross, who is leading two new state initiatives to make earning a college degree more flexible and affordable. An online degree program announced last week is expected to offer courses by this fall.
Nationwide, more than 6 million students take at least one college course online, according to the 2011 Survey of Online Learning published by the Babson Survey Research Group with data from the College Board.

Extra Credit: Madison ‘focus’ schools get more detailed explanation

Matthew DeFour:

A few weeks ago, 10 Madison schools learned they have been labeled “focus” schools under a new accountability system expected to replace No Child Left Behind.
More recently the School District has received more detailed explanations from the Department of Public Instruction for why each school received the label.
The schools are among the 10 percent of the state’s Title I schools demonstrating the largest achievement gaps or lowest performance in reading, math or graduation rates among low-income and minority groups. Title I schools receive federal funding targeted at low-income student populations.
The “focus” status replaces the old “schools identified for improvement” or SIFI status (pronounced like the cable channel that plays Battlestar Galactica reruns).

Open enrollment is a game changer, but not for everyone

Alan Borsuk:

Republican presidential candidate Mitt Romney said in his education plan, unveiled recently, that if he is elected, he will push for policies that will allow low-income and special-needs students “to attend public schools outside of their school district that have the capacity to serve them.”
This is part of a broader Romney plan to expand school choice, including promoting charter schools, voucher programs for private schools and virtual schools.
The idea caught my eye because we already have open enrollment, as we call it around here, on a large scale. And not much attention has been paid to its impact.
Milwaukee has gotten a lot of attention since the early 1990s for its private school voucher program, arguably the most important and far-reaching such effort in the country, at least until now. But the Milwaukee area can also been seen as an important laboratory for open enrollment.

Notes and links: Open Enrollment & Madison School District: Private/Parochial, Open Enrollment Leave, Open Enrollment Enter, Home Based Parent Surveys.

Grammar Gaffes Invade the Office in an Age of Informal Email, Texting and Twitter

Sue Shellenbarger:

When Caren Berg told colleagues at a recent staff meeting, “There’s new people you should meet,” her boss Don Silver broke in, says Ms. Berg, a senior vice president at a Fort Lauderdale, Fla., marketing and crisis-communications company.
“I cringe every time I hear” people misuse “is” for “are,” Mr. Silver says. The company’s chief operations officer, Mr. Silver also hammers interns to stop peppering sentences with “like.” For years, he imposed a 25-cent fine on new hires for each offense. “I am losing the battle,” he says.

Don’t just get rid of West Point as a 4-year college, get rid of ROTC, too

Best Defense guest provocateur, via Thomas Ricks:

Three years ago, Tom proposed shuttering West Point as an expensive anachronism. At the time I thought he was barking up the wrong tree, but after reflection upon my own career as an army officer, I think he is on to something. It is not just West Point that should be done away with, it is also ROTC that should go.
Before anyone get’s their panties all knotted and wadded up, let me be up front: I am a product of ROTC, and I attended one of the “senior military colleges” — the Virginia Military Institute. What I am proposing will have an impact on my alma mater, as well as the other “senior military colleges.”
I think that America’s fiscal resources could be better utilized in the following manner:

Predatory Scholarly Publishing

Moshe Y. Vardi:

Scholarly publishing is a very unique business. In a typical business, you have two parties: sellers and buyers. In scholarly publishing you also have sellers and buyers, these are the publishers and the research libraries. However, you have two additional parties. On one side, you have authors, who freely and eagerly provide content (“publish or perish”). On the other side, there are editors and reviewers, who act as gatekeepers. They do so for a variety of reasons: sometimes for financial remuneration, but mostly out of civic duty and to gain scholarly prestige.
For scholarly publishing to be successful as a business, publishers must convince libraries to subscribe to their publications. Because budgets have become tighter over the last few years, librarians are quite resistant to increase their subscription inventory. The trend, in fact, is to prune, prune, and prune. Librarians, therefore, must be convinced of a journal’s high quality before adding it to their subscription inventory. This resistance by libraries has been an important force for maintaining quality in scholarly publishing.

NJ Tenure Reform Update

Laura Waters:

No doubt this is old news to many of you, but yesterday, in a vote of 40-0, the Senate approved Sen. Teresa Ruiz’s tenure reform bill. Here’s coverage from NJ Spotlight, Star-Ledger, and Courier Post; also see NJ School Boards Association’s overview (infused with some grumpiness about the retention of seniority-based lay-offs) and NJEA’s discussion. which makes an admirable attempt to resist gloating and largely succeeds. Here’s my big-picture take.
The current version of the bill, which deleted the sections on ending seniority-based lay-offs and mutual consent, was endorsed by NJEA. A key moment in negotiations over the bill was Gov. Christie’s decision to step back on an ultimatum that the bill must eliminate LIFO.
There’s something in the complex bill to make everyone unhappy – which most likely means that it’s a very good bill.

John Mooney:

Many of the last hurdles were removed yesterday from what now seems like all-but-certain passage of a tenure reform law for New Jersey that would make it harder for teachers to gain tenure and easier to lose it.
The Senate passed the bill sponsored by state Sen. Teresa Ruiz (D-Essex) with a remarkable 39-0 vote, the Republicans’ unanimous support virtually assuring that Gov. Chris Christie will support it as well.
There remains a different Assembly version, but Ruiz met yesterday for a half-hour with state Assemblyman Patrick Diegnan Jr. (D-Middlesex), the Assembly’s education chairman and sponsor of that bill, to work out differences.

U.Va. research: Arguing kids could have benefits

Samantha Koon:

Though parents have been teaching their children not to argue with adults for generations, new research from the University of Virginia shows that young teenagers who are taught to argue effectively are more likely to resist peer pressure to use drugs or alcohol later in adolescence.
“It turns out that what goes on in the family is actually a training ground for teens in terms of how to negotiate with other people,” said Joseph Allen, a U.Va. psychology professor and the lead author of the study, results of which were published in a recent edition of the journal Child Development.
Allen said that parents are often “scared to death about peer pressure,” but also frustrated by argumentative children.
“What we’re finding is there’s a surprising connection between the two,” he said. Allen noted that teens “learn they can be taken seriously” through interactions with their parents.

Bullying of teachers, school staff more damaging in online era

Christine Armario:

The bullying that bus monitor Karen Klein endured on a ride home from an upstate New York school was painful and egregious, but also shows how student harassment of teachers and administrators has become more spiteful and damaging in the online era.
Much attention has been paid to students who bully students in class, after school and on the Internet. Less has been given to equally disturbing behavior by students who harass instructors, principals and other adults.
It’s something that’s long existed; think ganging up on the substitute teacher. But it has become increasingly cruel and even dangerous as students get access to advanced technology at earlier ages.

Thai Education: Spending More and Getting Less

The Economist:

The chief problem is that children’s educational attainments are falling, even as more money is being lavished on the schools. Thailand now spends about 20% of the national budget on education, more than it devotes to any other sector. The budget has doubled over a decade. Yet results are getting worse, both in absolute terms and relative to other countries in South-East Asia.
Thailand’s own ombudsman reported earlier this year that, despite the extra cash, the national standardised examination results show that students’ scores in the core subjects of English, maths and science have been largely falling. The most recent Global Competitiveness Report from the World Economic Forum ranked Thailand a dismal 83rd in terms of its “health and primary education”, one of four basic indicators. This is below others in the region such as Vietnam and Indonesia; only impoverished Cambodia performs worse.

Michelle Rhee’s Group Asks Teachers Unions To Promote Reform Policies At State Level

Joy Resmovits:

The day after Michelle Rhee’s education lobbying group, StudentsFirst, got dumped by progressive petition site Change.org because of intense pressure from teachers’ unions, StudentsFirst waved a thorny olive branch of sorts at the nation’s two largest such unions.
On Wednesday afternoon, StudentsFirst, along with other education groups such as Democrats for Education Reform, Students for Education Reform and Hispanic CREO, wrote a letter to Dennis Van Roekel and Randi Weingarten, presidents of the National Education Association and the American Federation of Teachers, asking for a “new opportunity to collaborate to improve public education for kids.”
The letter, provided to The Huffington Post by StudentsFirst, points to recent education legislation in Connecticut that ultimately created a teacher evaluation system that grades teachers in part on their students’ standardized test scores; a “commissioner’s network” that allows the state to take over some failing schools; and increased funds for charter schools. Despite the attack ads that appeared during the legislative process, StudentsFirst’s letter to the unions acknowledges that both groups have claimed victory in establishing these policies — in some cases even going as far as to call them a “national model.”

It matters that Obama is wrong on school vouchers

Doug Tuthill:

The Washington Post’s Jay Mathews mused last month about the similarities between the education platforms of President Obama and Mitt Romney, but he was also a little too eager to dismiss their differences on school vouchers as irrelevant. The issue of equal access to private schools speaks to the core values of each party, but the topic is particularly important to Democrats who were deeply divided on the issue in the 1970s, and are so again today.
Let’s start with some history. In 1922, the Ku Klux Klan pushed a referendum in Oregon, which the voters passed, making it illegal for children to attend private schools. The Klan thought outlawing private schooling, especially Catholic schools, would help reduce cultural pluralism in the United States. The Society of Sisters of the Holy Names of Jesus and Mary, which ran a Catholic girls school in Oregon, sued, and the law was overturned by the U.S. Supreme Court in 1925 (Pierce v. Society of Sisters).

The disadvantage of smarts

The Economist interviews Satoshi Kanazawa:

So intelligent people do not behave better than less intelligent people?
No, sometimes they do stupid things. What intelligent people prefer is not good or bad, right or wrong, but it is always evolutionarily novel. More intelligent boys (but not more intelligent girls) are more likely to grow up to value sexual exclusivity. This is because humans are naturally polygynous. Sexual exclusivity is evolutionarily novel for men but not for women, so more intelligent men are more likely to value sexual exclusivity than less intelligent men. There is also some evidence that intelligent people are more likely to be vegetarians, because humans are evolutionarily designed to be omnivorous.
Criminals on average have lower intelligence than law-abiding citizens. Firstly, most behaviours designated as crimes are just natural means of competition that men have engaged in throughout evolutionary history. Secondly, institutions and technologies that control criminal behaviour today–CCTV cameras, police, court, prison–are all evolutionarily novel, so less intelligent men are less likely truly to comprehend such entities.

Do Charter Schools Serve Fewer Special Education Students?

Matthew Di Carlo:

A new report from the U.S. Government Accountability Office (GAO) provides one of the first large-scale comparisons of special education enrollment between charter and regular public schools. The report’s primary finding, which, predictably, received a fair amount of attention, is that roughly 11 percent of students enrolled in regular public schools were on special education plans in 2009-10, compared with just 8 percent of charter school students.
The GAO report’s authors are very careful to note that their findings merely describe what you might call the “service gap” – i.e., the proportion of special education students served by charters versus regular public schools – but that they do not indicate the reasons for this disparity.
This is an important point, but I would take the warning a step further: The national- and state-level gaps themselves should be interpreted with the most extreme caution.

More from Andrew Rotherham.

An Oakland parent on OUSD’s special education proposal

Stacey Smith is an Oakland school district parent and volunteer who has served on the District GATE Advisory Committee, the school board’s Special Committee on School Based Management, and the Community Advisory Committee for Special Education. I invited her to contribute periodically to The Education Report; any topic she writes about — including the below piece – does not reflect the view of any group. — Katy
I’m trying to understand the June 12 memo from outgoing Special Education Director Sharon Casanares to Oakland school district program specialists that eliminates their jobs as of June 29 and lays out over $4 million dollars of staffing and program cuts for special education in Oakland — cuts that may severely impact the support special education teachers and over 5,000 special education students receive.
According to the memo, personnel costs make up the bulk of the department’s budget so the majority of reductions are in that area. The number one criterion used to make cuts was to “make changes that will have the least impact on students in classrooms.” Substantial cuts are proposed in several key areas:

A Landmark Monograph in Gifted Education, and Why I Disagree with Its Major Conclusion

James Borland:

A Landmark Monograph in Gifted Education, and Why I Disagree with Its Major Conclusion
In 2011, Subotnik, Olszewski-Kubilius, and Worrell published a landmark monograph that should be read by anyone interested in gifted education. However, I find their belief that the field ought to be devoted to encouraging eminence troubling.
Last year saw the publication of one of the most important pieces of scholarship in the field of gifted education of recent times, a monograph entitled “Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science.” The authors are Rena F. Subotnik, of the American Psychological Association; Paula Olszewski-Kubilius, of Northwestern University; and Frank C. Worrell, of the University of California, Berkeley. The monograph can be found at http://www.psychologicalscience.org/index.php/publications /journals/pspi/rethinking-giftedness-and-gifted-education.html, as can a brief video in which the authors set forth some of their ideas.
Anybody with a serious interest in gifted education should read, and reread, this monograph. The authors have produced some of the best, and freshest, thinking about giftedness that is likely to emerge from this field in this or any year. Fourteen pages of single-spaced references attest to the sheer amount of material they have read, digested, synthesized, and critiqued. The authors masterfully summarize much of the major work on giftedness and gifted education and then add to it with compelling ideas of their own. These include a definition of giftedness, rather too long to quote here, that earns its length by virtue of its breadth and depth. We spend quite a bit of time in my classes at Teachers College analyzing definitions of giftedness, and this one, newly added to the curriculum, gives my students quite a bit of intellectual meat to chew on.

4 Professors Discuss Teaching Free Online Courses for Thousands of Students

Jeffrey Young:

What is it like to teach a free online course to tens of thousands of students? Dozens of professors are doing just that, experimenting with a format known as Massive Open Online Courses. And there are more providers than ever, some working with elite universities, and others that allow any professor to join in.
The Chronicle asked four professors, teaching on different platforms, to share their thoughts on the experience so far. The responses are based on e-mail interviews, which have been condensed and edited for publication.

‘What My Dad Taught Me About Money’

Simon Constable:

Listen up. It’s Father’s Day, and, believe it or not, the old man still knows his way around the block. He still has a few lessons worth learning.
So The Wall Street Journal Sunday asked some really, really smart people in the business and financial world what they learned at home.
The question: What did you learn from Dad about money and finance?
The answers (in a nutshell): Work hard, save your money and diversify your investments.
There. And what dad would disagree?

Madison School District Science Program Review

Lisa Wachtel & Tim Peterson [153 page PDF]:

Data Analysis and Synthesis
The analysis of the data highlighted 5 key elements: time for science, an unacceptable failure rate, teacher preparation, science in high schools, and the process for implementing the Next Generation Science Standards.

  • Time for science: in trying to balance the need to close the achievement gap with regards to Literacy and Mathematics, the committee believes that science provides a context for the use of these two content areas.
  • Unacceptable failure rate: too many students are failing at key transition points in their academic careers.
  • Teacher professional development: where professional development has occurred, student achievement has improved. There is a lack of professional development for teachers at elementary and high school.
  • Science in secondary schools: consistent 9th grade courses, improved communication with guidance, and opportunities for middle school and high school teachers to plan need to be implemented in order to respond to the new standards, focus on student achievement, and connect students to science career pathways.
  • Process for implementing the Next Generation Science Standards: the new standards will require significant work in order provide the educational program envisioned by the standards.

Recommendations
The recommendations were categorized similar to the Literacy Program Evaluation from 2010-11. There are seven broad recommendations, each with several specific action steps to support the recommendation. The recommendations are below, as well as 1-2 significant action steps.
1. Consistent, culturally relevant and aligned K-12 curriculum
a. Scope and Sequence development along with core practices
b. 9th grade course development
2. Align program with the 8 Scientific and Engineering Practices of the Next Generation Science Standards; increase the use of data within the district program
a. Increase science credit graduation requirement to 3 credits
b. Ensure minutes of instruction in science are met
3. Implement science interventions and assessments that support the Response to Intervention and
Instruction
process within the district
a. Implement science specific programming options available to all students
b. Implement interventions and progress monitoring to support science instruction for all
students
4. Review and purchase science program materials to achieve consistency and equity district-wide
a. Identify material that supports implementation of the Next Generation Science Standards
b. Phased implementation with strong professional development
5. Implement science assessments which provide data to drive program improvement
a. Implement a comprehensive science assessment system to include common summative assessments
b. Implement a process to ensure that data helps inform classroom instruction and overall program improvement
6. Work collaboratively to provide a culturally diverse science teaching staff across the district a. With HR, work to increase hiring highly effective, culturally aware science teachers b. Work to develop building level science expertise through teacher leadership
7. Establish a comprehensive and flexible science professional development plan
a. Develop and provide strong on-line professional development for every grade level
b. Improve classroom safety through a district-wide safety professional development program

Should All U.S. Students Meet a Single Set of National Proficiency Standards?

The Wall Street Journal:

The U.S. has a problem: Today’s young Americans are falling behind their peers in other countries when it comes to academic performance. What makes the situation particularly concerning is research showing a close link between economic competitiveness and the knowledge and skills of a nation’s workforce.
What’s the solution?
One school of thought says the U.S. needs to set clear standards about what schools should teach and students should learn–and make it uniform throughout the country. These advocates say our decentralized approach to education isn’t preparing students for the demanding challenges they will face in a global economy.
The Wall Street Journal
Others say be careful what you wish for. Proposing that all children meet the same academic standards, they say, is essentially proposing a nationalized system of education, where everyone is taught the same thing at the same time and in the same way. The best way to improve student performance, they argue, is to give schools the ability to experiment with different standards, assessments and curricula to see what does and doesn’t work.

Madison’s Hamilton Middle School students win history challenge

Wisconsin State Journal:

A team of Madison students from Hamilton Middle School has won the junior division National African American History Challenge in Atlanta.
Hamilton students Jada Dayne, Nanceny Fanny and Avion Silas competed against 17 other teams from around the country.
Awards include savings bonds and scholarships. The Madison team won the junior championship twice before in 1996 and 2008.

Congratulations!

MMSD Literacy Program Review; “Instruction in Phonics Evident”, “Coloring, cutting/pasting and copying of other printed work would not be considered quality independent literacy work and this was seen in many classrooms”. Remarkable. Reading is job #1.

Lisa Wachtel, Executive Director of Curriculum & Assessment [104 Page PDF]:

Grades K-2 Literacy Walkthroughs
Background: Observations of literacy classes, or, walkthroughs, were scheduled for seventeen of MMSD’ s highest poverty elementary schools during the months of April and May. Three administrators visited each school for a half-day for a minimum of 12 hours of observation per school. All K-2 classrooms are observed for at least an hour by one of the three administrators. Second/third grade classrooms were observed in schools with multi-aged instructional designs. When substitute teachers are present, follow-up observations were attempted.
The purpose of the walk throughs was to provide schools with a baseline of literacy practices and to communicate a district snapshot of K-2 observable literacy practices when student routines and independence are well established. Although not a complete picture, the walkthroughs provided evidence of teaching emphasis, expectations, school/district implementation efforts and additional anecdotal information that might suggest potential areas for consideration.
Timeline: April16- May 25, 2012 Observations
May 30-31,2012 Meet with principals to discuss results of the observations
Observation Tool: Please see the attached document. This is an observation protocol merging documents developed by Fountas and Pinnell and Dom. This observation tool was selected because it captured the general categories of literacy instruction that would be included in a 90-120 minute literacy lesson. Observers could capture any of the elements observed during the 60 observations. An additional section, classroom environment provides a way to document materials and classroom structures.
Preliminary Findings:
1. The majority of primary literacy environments were organized around a Balanced Literacy Model. However, within that model, there was significant variation in what the model looked like. This lack of consistency was seen both within and across all 17 schools.
2. Most classrooms were organized in a planned and thoughtful manner. Attention was given to the development and use of a classroom library, individual book boxes and areas where students could work in pairs or small groups.
3. Although classrooms in most schools were thoughtfully organized, some classrooms were cluttered and there were not optimal environments for learning. It is recommended that IRTs work with teachers to create good physical environments in all classrooms.
4. Although the majority of classrooms had at least a 90 minute literacy block, some did not. Attention to direct instruction for at least 90 minutes is crucial for the success of all learners. Principals must make this a clear expectation. The literacy block must also be implemented with fidelity.
5. There was a lack of consistency both within and across grade levels based on common core standards and best teaching practices. This should be an area of emphasis for all schools. IRTs and principals will need to develop a tight structure of accountability that supports the Common Core State Standards and the Curriculum Companion tool.
6. In most cases, instruction in phonics and phonemic awareness was clearly evident. This instruction reflected the professional development both at the district and school level around phonics instruction, phonemic awareness and word work. Instruction appeared to be more systematic, targeted and focused than in previous years.
7. Guided Reading Instruction was observed in the many of the classrooms. It should be noted that in several schools guided reading did not occur five days a week. A wide range of practices were observed during guided reading. Teaching points were often unclear. Observers noted few teachers administering running records or maintaining other types of formative assessments.
8. Targeted, focused instruction around a precise teaching point is a critical component of quality literacy instruction. Focused feedback emphasizing areas of student mastery was also inconsistent. Again, consistency related to core practices as well as ongoing specific assessment practices should be apparent within and across elementary grades.
9. Professional development work should continue around the use of assessment tools. Principals must require the practice of ongoing assessment in all classrooms.
10. The development and use of anchor charts and mini lessons are critical pieces of strong core instruction. Anchor charts and mini lessons were seen in some classrooms and not in others. Professional development should address these ideas so that there is consistency across the district.
11. In many classrooms, the quality of independent student work was of concern. Teachers in all classrooms must pay careful attention to independent student work. This work must support the structure of the literacy block, be consistent with the focus of guided reading and be at each student’s independent level. Emphasis must consistently be on authentic reading and writing tasks. Work should be differentiated. Coloring, cutting/pasting and copying of other printed work would not be considered quality independent literacy work and this was seen in many classrooms (bold added).
12. Teachers were inconsistent in giving feedback to students related to specific learning. Clear, corrective feedback and/or affirmation of solid understandings will accelerate individual student learning and help learners tie the known to the new.
13. All students should also be receiving ongoing, focused feedback related to independent work and independent reading. Regular conferencing and assessment of independent reading and writing is a crucial component of a rigorous literacy curriculum.

Related: 60% to 42%: Madison School District’s Reading Recovery Effectiveness Lags “National Average”: Administration seeks to continue its use.

Madison School District Literacy Program Review’

Lisa Wachtel, Executive Director of Curriculum & Assessment [104 Page PDF]:

Grades K-2 Literacy Walkthroughs
Background: Observations of literacy classes, or, walkthroughs, were scheduled for seventeen of MMSD’ s highest poverty elementary schools during the months of April and May. Three administrators visited each school for a half-day for a minimum of 12 hours of observation per school. All K-2 classrooms are observed for at least an hour by one of the three administrators. Second/third grade classrooms were observed in schools with multi-aged instructional designs. When substitute teachers are present, follow-up observations were attempted.
The purpose of the walk throughs was to provide schools with a baseline of literacy practices and to communicate a district snapshot of K-2 observable literacy practices when student routines and independence are well established. Although not a complete picture, the walkthroughs provided evidence of teaching emphasis, expectations, school/district implementation efforts and additional anecdotal information that might suggest potential areas for consideration.
Timeline: April16- May 25, 2012 Observations
May 30-31,2012 Meet with principals to discuss results of the observations
Observation Tool: Please see the attached document. This is an observation protocol merging documents developed by Fountas and Pinnell and Dom. This observation tool was selected because it captured the general categories of literacy instruction that would be included in a 90-120 minute literacy lesson. Observers could capture any of the elements observed during the 60 observations. An additional section, classroom environment provides a way to document materials and classroom structures.
Preliminary Findings:
1. The majority of primary literacy environments were organized around a Balanced Literacy Model. However, within that model, there was significant variation in what the model looked like. This lack of consistency was seen both within and across all 17 schools.
2. Most classrooms were organized in a planned and thoughtful manner. Attention was given to the development and use of a classroom library, individual book boxes and areas where students could work in pairs or small groups.
3. Although classrooms in most schools were thoughtfully organized, some classrooms were cluttered and there were not optimal environments for learning. It is recommended that IRTs work with teachers to create good physical environments in all classrooms.
4. Although the majority of classrooms had at least a 90 minute literacy block, some did not. Attention to direct instruction for at least 90 minutes is crucial for the success of all learners. Principals must make this a clear expectation. The literacy block must also be implemented with fidelity.
5. There was a lack of consistency both within and across grade levels based on common core standards and best teaching practices. This should be an area of emphasis for all schools. IRTs and principals will need to develop a tight structure of accountability that supports the Common Core State Standards and the Curriculum Companion tool.
6. In most cases, instruction in phonics and phonemic awareness was clearly evident. This instruction reflected the professional development both at the district and school level around phonics instruction, phonemic awareness and word work. Instruction appeared to be more systematic, targeted and focused than in previous years.
7. Guided Reading Instruction was observed in the many of the classrooms. It should be noted that in several schools guided reading did not occur five days a week. A wide range of practices were observed during guided reading. Teaching points were often unclear. Observers noted few teachers administering running records or maintaining other types of formative assessments.
8. Targeted, focused instruction around a precise teaching point is a critical component of quality literacy instruction. Focused feedback emphasizing areas of student mastery was also inconsistent. Again, consistency related to core practices as well as ongoing specific assessment practices should be apparent within and across elementary grades.
9. Professional development work should continue around the use of assessment tools. Principals must require the practice of ongoing assessment in all classrooms.
10. The development and use of anchor charts and mini lessons are critical pieces of strong core instruction. Anchor charts and mini lessons were seen in some classrooms and not in others. Professional development should address these ideas so that there is consistency across the district.
11. In many classrooms, the quality of independent student work was of concern. Teachers in all classrooms must pay careful attention to independent student work. This work must support the structure of the literacy block, be consistent with the focus of guided reading and be at each student’s independent level. Emphasis must consistently be on authentic reading and writing tasks. Work should be differentiated. Coloring, cutting/pasting and copying of other printed work would not be considered quality independent literacy work and this was seen in many classrooms (bold added).
12. Teachers were inconsistent in giving feedback to students related to specific learning. Clear, corrective feedback and/or affirmation of solid understandings will accelerate individual student learning and help learners tie the known to the new.
13. All students should also be receiving ongoing, focused feedback related to independent work and independent reading. Regular conferencing and assessment of independent reading and writing is a crucial component of a rigorous literacy curriculum.

Related: 60% to 42%: Madison School District’s Reading Recovery Effectiveness Lags “National Average”: Administration seeks to continue its use.

Milwaukee per-pupil spending fourth highest among 50 largest districts in nation, Madison spent 8% more; “Not geared toward driving those dollars back to the classroom” Well worth reading.

Erin Richards:

Of the 50 largest school districts by enrollment in the United States, Milwaukee Public Schools spent more per pupil than all but three East Coast districts in the 2009-’10 school year, according to public-school finance figures released by the Census Bureau on Thursday.
MPS ranked near the top among large districts by spending $14,038 per pupil in the 2010 fiscal year. It was outspent by the New York City School District, with the highest per-pupil spending among large districts – $19,597 – followed by Montgomery County Public Schools near Washington, D.C., and Baltimore City Public Schools in Maryland, which spent $15,582 and $14,711, respectively, per pupil that year.
MPS officials on Thursday acknowledged Milwaukee’s high per-pupil costs in comparison with other large districts, but they also pointed to unique local factors that drive up the cost, particularly the city’s high rate of poverty, the district’s high rate of students with special needs and other long-term costs, such as aging buildings and historically high benefit rates for MPS employees that the district is working to lower.
“The cost of doing business for Milwaukee Public Schools and Wisconsin is relatively high,” Superintendent Gregory Thornton said. “But because of legacy and structural costs, we were not geared toward driving those dollars back into the classroom.”
“What we have to be is more effective and efficient,” he said.

Madison’s 2009-2010 budget was $370,287,471, according to the now defunct Citizen’s Budget, $15,241 per student (24,295 students).
Why Milwaukee Public Schools’ per student spending is high by Mike Ford:

To the point, why is MPS per-pupil spending so high? There are two simple explanations.
First, as articulated by Dale Knapp of the Wisconsin Taxpayer’s Alliance in today’s story, MPS per-pupil spending is high because it has always been high. Since Wisconsin instituted revenue limits in the early 90s the amount of state aid and local tax revenue a district can raise (and correspondingly spend) per-pupil has been indexed to what a district raised in the prior year. In every state budget legislators specify the statewide allowable per-pupil revenue limit increase amount. Because MPS had a high base to begin with, the amount of revenue the district raises and spends per-pupil is always on the high side. Further, because annual increases are indexed off of what a district raised in the prior year, there is a built-in incentive for districts to raise and spend as much as allowed under revenue limits.
Second, categorical funding to MPS has increased dramatically since 2001. Categorical funds are program specific funds that exist outside of the state aid formula and hence are not capped by revenue limits. In 2001 MPS received $1,468 in categorical funding per-pupil, in 2012 it received $2,318 per-pupil (A 58% increase).
State and local categorical funding to MPS has gone up since 2001, but the bulk of the increase in per-pupil categorical funding is federal. Federal categorical funds per-pupil increased 73% since 2001. Included in this pot of federal money is title funding for low-income pupils, and funding for special needs pupils. The focal year of the study that spurred the Journal Sentinel article, 2010, also is important because of the impact of federal stimulus funding.

Comparing Milwaukee Public and Voucher Schools’ Per Student Spending

Note I am not trying to calculate per-pupil education funding or suggest that this is the amount of money that actually reaches a school or classroom; it is a simple global picture of how much public revenue exists per-pupil in MPS. Below are the relevant numbers for 2012, from MPS documents:
…….
Though not perfect, I think $13,063 (MPS) and $7,126 (MPCP) are reasonably comparative per-pupil public support numbers for MPS and the MPCP.

Spending more is easy if you can simply vote for tax increases, or spread spending growth across a large rate base, as a utility or healthcare provider might do. Over time, however, tax & spending growth becomes a substantial burden, one that changes economic decision making. I often point out per student spending differences in an effort to consider what drives these decisions. Austin, TX, a city often mentioned by Madison residents in a positive way spends 45% less per student.
Ripon Superintendent Richard Zimman’s 2009 speech to the Madison Rotary Club:

“Beware of legacy practices (most of what we do every day is the maintenance of the status quo), @12:40 minutes into the talk – the very public institutions intended for student learning has become focused instead on adult employment. I say that as an employee. Adult practices and attitudes have become embedded in organizational culture governed by strict regulations and union contracts that dictate most of what occurs inside schools today. Any impetus to change direction or structure is met with swift and stiff resistance. It’s as if we are stuck in a time warp keeping a 19th century school model on life support in an attempt to meet 21st century demands.” Zimman went on to discuss the Wisconsin DPI’s vigorous enforcement of teacher licensing practices and provided some unfortunate math & science teacher examples (including the “impossibility” of meeting the demand for such teachers (about 14 minutes)). He further cited exploding teacher salary, benefit and retiree costs eating instructional dollars (“Similar to GM”; “worry” about the children given this situation).

Finally, there’s this: Paul Geitner:

The Court of Justice had previously ruled that a person who gets sick before going on vacation is entitled to reschedule the vacation, and on Thursday it said that right extended into the vacation itself.

Better Schools, Fewer Dollars We can improve education without busting the budget

Marcus Winters via a kind Rick Kiley email:

Here’s what looks like a policy dilemma. To attain the economic growth that it desperately needs, the United States must improve its schools and train a workforce capable of competing in the global economy. Economists Eric Hanushek, Dean Jamison, Eliot Jamison, and Ludger Woessmann estimate that improving student achievement by half of one standard deviation–roughly the current difference between the United States and Finland–would increase U.S. GDP growth by about a full percentage point annually. Yet states and the federal government face severe budgetary constraints these days; how are policymakers supposed to improve student achievement while reducing school funding?
In reality, that task is far from impossible. The story of American education over the last three decades is one not of insufficient funds but of inefficient schools. Billions of new dollars have gone into the system, to little effect. Luckily, Americans are starting to recognize that we can improve schooling without paying an additional dime. In fact, by unleashing the power of educational choice, we might even save money while getting better results and helping the economy’s long-term prospects.

Related: State Income Tax Collections Per Capita, Madison’s 4.95% Property Tax Increase, http://www.schoolinfosystem.org/archives/2012/05/madison_schools_79.php and 60% to 42%: Madison School District’s Reading Recovery Effectiveness Lags “National Average”: Administration seeks to continue its use.

A Professor’s Cry on Administration, Program Explosion and Teaching Focus Issues

Scott Jaschik:

On Thursday David Dudley did something that surprised his colleagues at Georgia Southern University. He sent all of them an open letter [300K PDF] in which he described — in detail — the extent of dysfunction he sees at the university.
He described an administration disconnected from the faculty, with oversized ambitions that could move the institution away from its teaching mission. He described a faculty governance system willing to adopt the wrong resolutions just to make the administration pay attention. And he described professors who have spent their careers at the university (in November he’ll have been there 23 years; he currently serves as chair of literature and philosophy) who feel besieged by one idea after another from administrators destined to be short-termers.
While his colleagues were a little stunned when they opened their e-mail, it wasn’t because they disagreed. “I was so happy because someone stood up and said this out loud,” said Eric Nelson, one professor. “We all have these sentiments, but no one has said so like this.”

Related: Madison Schools’ Administration has “introduced more than 18 programs and initiatives for elementary teachers since 2009”.

The 12 Reasons College Costs Keep Rising

Richard Vedder:

When asked the question, “Why do colleges keep raising tuition fees?” I give answers ranging from three words (“because they can”), to 85,000 (my book, Going Broke By Degree). Avoiding both extremes, let’s evaluate two rival explanations for the college cost explosion, followed by 12 key expressions that add more detail.
University presidents and some economists (e.g., David Feldman and Robert Archibald) often cite the Baumol Effect (named after a Princeton economist), arguing that higher education is a service industry where it is inherently difficult to raise productivity by substituting machines for humans. Teaching is like theater: it takes as many actors today to produce King Lear as it did when Shakespeare wrote it 400 years ago. While there is some truth to the argument, in reality technology does allow a single teacher to reach ever bigger audiences (using everything from microphones to streaming video). Moreover, in reality a majority of college costs today are not for instruction–the number of administrators, broadly defined, often exceeds the number of faculty.
The second explanation comes from former Education Secretary Bill Bennett: rapidly expanding federal student financial assistance programs have pushed up college prices, so the gains from student aid accrue less to students than to the colleges themselves, financing an academic arms race. Recent studies (by Stephanie Rieg Cellini and Claudia Goldin, Andrew Gillen, and Nicholas Turner) support the Bennett Hypothesis. Student aid has fueled the demand for higher education. In the market economy, increased demand for a product made by one company (say the iPhone) quickly spurs competition (other smart phones), so prices do not rise. That fails to happen in higher education, as many providers restrict supply to enhance prestige. Harvard has an Admissions Committee, McDonald’s does not.

Do Too Many Young People Go to College?

Lauren Weber:

WSJ: Dr. Vedder, you’ve written that we currently have a glut of college graduates. Why do you think college is no longer the valuable investment it once was?
DR. VEDDER: First, the proportion of society’s resources going to fund higher education has tripled over the past half-century, and tuition costs are rising significantly faster than inflation.
Second, the reality is that at least 40% of full-time students entering four-year programs fail to have their degree in six years, and the dropout rate is even greater among lower-income students. There are vast numbers of universities where the four-year college graduation rate is less than 30%.
Third, the biggest problem is that we are turning out vastly more college graduates than there are jobs in the relatively high-paying managerial, technical and professional occupations to which most college graduates traditionally have gravitated. Do you really need a chemistry degree to make a good martini? Roughly one of three college graduates is in jobs the Labor Department says require less than a bachelor’s degree.

Should Colleges Consider Legacies in the Admissions Process?

The Wall Street Journal:

Many colleges ask applicants if they have a parent or grandparent who went to the school. The student’s answer is often the difference between acceptance or rejection.
At some of the country’s most selective colleges, one study has shown, having an alum parent boosts the applicant’s probability of acceptance by 45 percentage points. That is, if one candidate has a 30% chance of admission, an applicant with the exact same academic record and extracurricular activities but also a parent who attended the school as an undergraduate would have a 75% chance.

MPS partnership cements scholarships to Morehouse College

Erin Richards

A new partnership between Milwaukee Public Schools and a prominent all-male Southern college has attracted enough local business dollars to support near full-ride academic scholarships for 10 Milwaukee-area graduates.
MPS Superintendent Gregory Thornton on Tuesday announced the partnership with Morehouse College, a 147-year-old historically black institution for men in Atlanta. The kicker: $800,000 has been provided by local businesses to help pay for the 10 teenagers to attend Morehouse for four years.
The recipients included seven MPS students, one from Homestead High School in Mequon, one from Shorewood High School and one from Madison La Follette High School in Madison.
All 10 sat in Rufus King International High School’s library Tuesday morning during the announcement and subsequent ceremonial signing of letters of intent to attend the school. They all wore crisp button-down shirts and matching maroon-and-white striped ties.

Raising Taxes & Cutting the School Budget in Dekalb, GA

Ty Tagami:

DeKalb County property owners will pay more in school taxes next year while class sizes rise under an austerity budget approved by the school board Thursday.
The board voted to raise taxes. It also increased class sizes, even for special education students, while adding two furlough days for teachers and cutting the number of their aides.
The Fernbank Science Center suffered, too, but not as badly as previously proposed. The board cut $1.9 million — about 40 percent — from the center’s $4.7 million budget; Superintendent Cheryl Atkinson had recommended a $3.2 million cut.

Dekalb County schools will spend $774,600,000 to support approximately 95,958 students ($8,072/student). Madison plans to spend about $15,132 / student during the 2012-2013 budget cycle, about 46% greater than DeKalb schools.

Chicago South Loop battles over who will get a new school

Greg Hinz:

Nothing unites a community and makes people want to live there like a good school for the kids, particularly a high school. But in these days of very tight finances, what you want and what you can get often are two different things.
Add in some stark socioeconomic differences plus a dash of good ol’ Chicago politics and you get an idea of what’s at stake in a revealing dispute over what kind of public schooling to offer in the fast-growing South Loop.
On one side are Ald. Bob Fioretti, 2nd, and a group of constituents who want Chicago Public Schools to convert the old Jones College Prep high school on South State Street to a neighborhood school when the new controlled-enrollment Jones opens in the fall of 2014.
On the other side is the Board of Education, which insists that there just aren’t enough students in the South Loop and adjoining areas to warrant the expenditure. The board now plans to demolish the old Jones.

Nerds of the World, Unite! iTunes U Just Got Interactive

Megan Garber:

If you are a nerd, or just an aspiring one, there are few things more fantastic on the Internet than iTunes U. One of the earliest online education initiatives, the feature — a little corner of the broader iTunes content environment — brings together video- and audio-recorded lectures from colleges and universities around the world. Want to learn philosophy from Oxford? Download the 41 lectures from the university’s eight-week-long General Philosophy course. Curious about the history of ancient Greece? Turn Yale’s lectures on that subject into podcasts that you listen to as you’re doing your dishes. iTunes’ education initiative is an occasionally overwhelming and often enlightening smorgasbord of digitized, customized learning.
And! The whole thing is free for users. Which means that you — the nerd, whether current or aspiring — can recreate the university lecture experience for pretty much any subject, for pretty much nothing save your time.

Asians Top Immigration Class

Miriam Jordan:

Asians are the fastest-growing, most educated and highest-earning population in the U.S., according to a new report that paints the majority-immigrant group as a boon to an economy that has come to rely increasingly on skilled workers.
The number of Asians in the U.S. quadrupled between 1980 and 2010 to about 18 million, or 6% of the total population, according to “The Rise of Asian Americans,” a study released Tuesday by the nonpartisan Pew Research Center. The bulk of Asians in the U.S. trace their roots to six countries: China, India, Japan, Korea, the Philippines and Vietnam.
As a group, Asians place more value than Americans overall on marriage, parenting, hard work and careers, according to the report. Irrespective of their country of origin, Asians overall believe that American parents are too soft on their children.

Confidence in U.S. Public Schools at New Low



Jeffrey Jones:

Americans’ confidence in public schools is down five percentage points from last year, with 29% expressing “a great deal” or “quite a lot” of confidence in them. That establishes a new low in public school confidence from the 33% measured in Gallup’s 2007 and 2008 Confidence in Institutions polls. The high was 58% the first time Gallup included public schools, in 1973.

A ‘radical’ reform goes mainstream, but New York State retreats.

The Wall Street Journal, via a kind Rick Kiley email:

The U.S. is stress-testing Herbert Stein’s law like never before, but maybe the economist’s famous dictum–trends that can’t continue won’t–is being vindicated in education. Witness the support of America’s mayors for “parent trigger,” the public school reform that was denounced as radical only a few years ago but now is spreading across the country.
Over the weekend in Orlando, the U.S. Conference of Mayors unanimously approved a resolution endorsing new rules that give parents the running room to turn around rotten schools. At “persistently failing” institutions, a majority of parents can sign a petition that turns out the administrators and teachers in favor of more competent hires, or dissolves the school, or converts it to a charter. Teachers unions loathe this form of local accountability.

On The Collapse of the National Defense University

Best Defense

I read your piece on the resignation of Hans Binnendijk, the head research guru of the National Defense University and one of America’s leading strategic thinkers. It comes amidst much turmoil imposed on the university from the top. It isn’t pretty, and it will surely not serve the national interest. I am not directly involved in it, but this is what I have been told by many who are.
The new uniformed leadership of the Armed Forces, i.e., General Dempsey and his staff, apparently intend to prune NDU back to where it was a few decades ago. There will be some modest resource savings, but since the entire university budget doesn’t amount to the cost of a single joint strike fighter, one has to wonder what is motivating all of what is happening here. In the cuts that have been discussed, Dempsey’s deputy, Marine Lt. Gen. George J. Flynn has wielded the meat axe, often with the aid of micromanaging action officers. No one here in the rank-and-file is sure if the urbane chairman is on board with the details of all of this. (Ironically, both the chairman and J-7 are NDU graduates with advanced degrees.)

Stanford’s Coding Together Class

piazza.com:

Stanford’s iPhone and iPad Development class has had over 10 million downloads on iTunes U, making it one of the most popular online courses on earth. And it’s about to get better, because now you can do it with friends.
For the first time, Stanford’s most celebrated iTunes U course includes peer collaboration, so you can learn alongside fellow mobile developers from around the world. If you’ve tried it alone and gotten stuck, now there will be people to help. If you’ve taken it before and aced it, now you can sharpen your knowledge by helping others. And if you’ve been meaning to learn Apps for iPhone & iPad, there may never be a better time.

Students should invest in themselves

Christian Schneider:

As modern government has become a framework for ameliorating grievances, I have a proposition: Let’s construct a hierarchy of gripes, beginning with those who deserve the most sympathy at the top. The highest spots would be populated by, for instance, women who have been abandoned by their children’s fathers, men in their 50s who are let go from their jobs after 20 years, and Native Americans.
Nowhere on this list would be America’s latest theatrically aggrieved group: people who don’t want to pay back their student loans.
It is true, student loan debt has risen rapidly over the past several decades. The average college graduate in 2011 finished school with $24,000 in debt, while tuition and fees have increased by 440% in 30 years. Last year, total student loan debt in America outpaced credit card debt for the first time in history.
Thus, while the Occupy movement struggled to find a common issue upon which to coalesce, student loan debt forgiveness seemed to tie them together. Yet one Occupier in New York City’s Zuccotti Park, wielding a sign that read “Throw me a bone, pay my tuition,” made national news when he failed to articulate a single reason the government should bail him out. Asked by National Review reporter Charles C.W. Cooke to explain his sign’s meaning, the young man simply said, “just because it’s what I want.”

Wait, Did This 15-Year-Old From Maryland Just Change Cancer Treatment?

Bruce Upbin:

If you’re feeling anxious about how U.S. kids lag the world in science and math, or just in a funk about politics or the mess in Europe, take in this story of a high school freshman from Crownsville, Md. who came up with a prize-winning breakthrough that could change how cancer and other fatal diseases are diagnosed and treated.
His name is Jack Andraka, and he loves science and engineering with every inch of his 15-year-old soul. Just spend a minute or so watching this video. Seriously, do it now before you read more. Nothing from the Oscars or Grammys comes close to the unabashed excitement and joy of Andraka charging up to the stage to accept his $75,000 grand prize at the Intel International Science and Engineering Fair in May. This is the Olympics of youth science, with more than 1,500 entries from 70 countries competing, each of which already won their national competitions.

K-12 Tax & Spending Climate: Fiscal Indulgences

Mike Ford:

Young men and women used to dream about starting a business in their garage, or discovering a way to make a living while doodling on the back of a napkin in an all-important moment of inspiration. Today, they’re more apt to dream about finding a taxpayer subsidy or low-interest, government business loan.
Subsidies are easy to find. Wisconsin’s Legislative Audit Bureau published a review of the state’s economic development programs the other day, and found that since 2007 there have been 196 of them that dispersed up to $1 billion in financial assistance.
No one, I suspect, has any real idea just what these programs accomplish.
There’s a small problem. Many of the recipients, the audit discovered, don’t always submit the reports that are supposed to help taxpayers determine whether the loans and grants and tax credits are a good investment. But there’s also a much larger problem the audit ignored. The case of Mercury Marine, the Fond du Lac engine and boat manufacturer, shows why.
In March of 2010, the Wisconsin Department of Commerce gave Brunswick Corp., the parent company of Mercury Marine, a $10 million grant. The cash, federal stimulus money actually, was funneled through the State Energy Program and was spent on new windows, HVAC improvements and energy-efficient lighting at the Mercury Marine plant, among other things.

Disrupting education

Dave Winer:

Jeff Jarvis wrote provocatively about disrupting journalism education.
Pretty sure he would agree with this, but I’d like to add my own two items.
1. Every j-school student operates their own server. A requirement. Installs software to run a linkblog, river of news, and whatever else they want.
2. Every undergrad, no matter what their major, is required to take a semester of journalism. Today’s students are going into a world where blogging is something many if not all educated people will be doing, for a lifetime. Prepare them to do it well.
Write a story that grabs the readers’ attention and holds it. Learn how to interview someone. Learn how to listen (that is actually a skill that can be taught, btw). The importance of multiple sources. How to care for the Internet (especially important for future VCs).

Dinner for Outgoing Madison Superintendent Dan Nerad, Birmingham 7.1.2012 start official

Rafael Gomez, viaa kind email: If you are interested to have a dinner for Dr. Nared contact Rafael Gomez at filosistema@yahoo.com
Laura Houser:

It’s official: the Birmingham Board of Education passed a resolution Tuesday night officially hiring Daniel Nerad at the district’s next superintendent.
School Board President Susan Hill said Nerad — the current superintendent of the Madison (WI) Metropolitan School District — signed a contract with the district earlier Tuesday, with an official start date of July 1.
The school board selected Nerad, 60, as the next superintendent on June 11 after a two-month search process. Nerad was one of two finalists after five semifinalists interviewed in late May and early June.

Much more on departing Madison Superintendent Dan Nerad, here.

The Most Important Challenge For Colleges Isn’t Price–It’s Attention

Kara Miller:

This is one of my favorite anecdotes: Last year, the University of Phoenix enlisted renowned Harvard Business School Professor Clayton Christensen to record a lecture. The university reserved a harbor-view room for Christensen and populated it with young people, so that the camera operators could record their reactions.
Before he began to speak, Christensen noticed that the audience appeared unusually engaged and attractive.
“What school do you guys go to?” he asked.
“We’re not students,” a young man told him. “We’re models.”
When Christensen told me this story, I laughed. (Hear the whole interview here.) But the University of Phoenix is serious — and smart. Putting a Harvard professor in front of a lecture hall filled with models is an acknowledgment that, in a Web-recorded lecture, appearance counts — even the few seconds of cutaways to reactions from gorgeous, engaged “students.”

It’s OK to eat alone: Q&A with Susan Cain

TEDTalk:

What was it like giving a TEDTalk, as opposed to some of the other talks you’ve given?
It was a lot scarier, for one thing.
So how did you get through that?
Well, there was “How did I prepare for it?” and then “How did I get through it when it was really happening?” One of the things I did, which I wouldn’t usually do, is I worked with a coach for the week beforehand. Partly just for the moral support of preparing when somebody is there. But also, the coach did this really smart thing: I had told him at the beginning that I’m comfortable talking with people one-on-one, but the whole thing of performance on a stage, a red-carpeted stage, freaks me out a little bit. And he said, “You’re going to go through your TEDTalk as if it were a regular conversation.” And that’s what we did. It really, really helped, because it got me more emotionally comfortable with the words. It felt more like it was me, as opposed to this other creature who was supposed to be the performer.
I tried to bring that with me, even when I was standing under those lights. I was also trying to talk as if it were just me talking. But it’s funny, if you ask me, “What was it like to be actually standing up there and delivering it?” I don’t know, because it was such an otherworldly experience that I can’t remember it exactly. I know I was there. I know that much. But the details kind of escape me.
The best part of the experience was not the moment of being up on stage — it was the aftermath. I was lucky to be one of the earlier speakers. That meant that all week long I got to talk to people one-on-one about how they had reacted to what I’d been saying. And that was really, really special.

From the SAT to the NFL, the problem with short-term tests

Jonah Lehrer:

In the early 1980s, Paul Sackett, a psychologist at the University of Minnesota, began measuring the speed of cashiers at supermarkets. Workers were told to scan a few dozen items as quickly as possible while a scientist timed them. Not surprisingly, some cashiers were much faster than others.
But Mr. Sackett realized that this assessment, which lasted just a few minutes, wasn’t the only way to measure cashier performance. Electronic scanners, then new in supermarkets, could automatically record the pace of cashiers for long stretches of time. After analyzing this data, it once again became clear that levels of productivity varied greatly.

Try parent visits, not parent takeovers of schools

Jay Matthews:

A modest program in Missouri — similar to one in the District — has found a way to help parents improve their children’s education. But nobody is paying much attention.
Instead, something called the parent trigger, the hottest parent program going, has gotten laws passed in four states even though it has had zero effect on achievement.
The Missouri program, the Teacher Home Visit Program or HOME WORKS!, trains and organizes teachers to visit parents in their homes. It is quiet, steady, small and non-political.
The parent trigger, begun in California by a well-meaning group called Parent Revolution, is also authorized in Mississippi, Texas and Louisiana and is deep into electoral politics. Both the Obama and Romney presidential campaigns have embraced it.

Reading program aims to halt ‘summer slide’

Noelle McGee:

School’s out, but that’s no excuse to stop reading, according to a local educator and avid reader.
“We’re really trying to encourage students to read over the summer, so they won’t lose any of the skills that they gained last year,” said Louis K. Morris, the East Park Elementary School librarian.
Morris is encouraging Danville schools K-5 students — and their parents — to participate in the district’s Summer Accelerated Reading Program at the Danville Public Library.
“Last year, our main focus was to get more kids involved. This year, it’s to get more parents involved,” said Morris, the program coordinator. “When a parent shows enthusiasm for something, the child will, too.”
“When parents read with their children, it shows the kids that reading is important, and it’s a lifelong skill,” added Julie Cox, a Title 1 coordinator for the school district.

Diane Ravitch’s Verdict on NJ’s Proposed Tenure Reform Bill:

Laura Waters:

“New Jersey Has a Bad Idea.” She pontificates further on Sen. Ruiz’s tenure reform bill,

It is part of the rightwing assault on the teaching profession. The state gets to define “effective,” then can take the right to due process away from those who don’t meet the benchmarks arbitrarily created by the state, which is eager to fire teachers and make room for teaching temps. I have said it before and I’ll say it again. Teachers without the right to due process may be fired for any reason or for no reason. Teachers without the right to due process will never teach anything controversial. Teachers without due process rights will never disagree with their principal. Teachers without due process rights have no academic freedom.

Walker, UW System announce online degree model

ibmadison.com

In an announcement that could have implications for the affordability of education and professional development, and possibly help address the skills gap, Gov. Scott Walker, University of Wisconsin System President Kevin P. Reilly, and UW Colleges and UW-Extension Chancellor Ray Cross have announced a competency-based degree model that they claim will transform higher education in Wisconsin.
Under the self-paced, competency-based model, students will be allowed to start classes anytime and earn credit for what they already know. Students will be able to demonstrate college-level competencies based on material they already learned in school, on the job, or on their own.

State Income Tax Collections Per Capita, Madison’s 4.95% Property Tax Increase




via Taxprof.
Meanwhile, the Madison School Board approved a 4.95% property tax increase Monday evening. Channel3000.com:

The Madison Metropolitan School District’s Board of Education passed a budget on Monday night for the 2012-2013 school year.
The $376.2 million budget passed late Monday increases overall spending by 0.8 percent, and the levy by 4.95 percent.
Taxes on the average Madison home are expected to increase by approximately $85 a year. The board also decided to dip into its “rainy day” fund to cover additional expenses.

The $376,200,000 2012-2013 Madison School District budget spends $15,132 for each of its 24,861 students. Madison’s per student spending is about 45% higher than the Austin, TX school district.
Related: Madison’s property taxes flat in 2011 after a 9% increase in 2010.

Austin school board sets hearing on $724.2 million budget, vote on spending, 43% less per student than Madison

Melissa B. Taboada:

Residents will get a chance to voice their thoughts on the Austin school district’s $724.2 million operating budget for 2012-13 at a public hearing tonight.
The school board then will vote on the district’s spending, though it will not approve the final budget, which includes district revenue, until August.
Board members originally considered voting on the entire budget tonight but put off the decision because they haven’t decided whether to move forward with a tax rate election in November.
The spending plan includes using $14.2 million from the district’s reserves to give employees a one-time payment equivalent to a 3 percent raise. That bump in pay could become permanent if the board moves forward with, and voters approve, a tax rate increase.
School trustees have said they want to wait on the tax decision until they know what other jurisdictions are doing.

Austin will spend $724,200,000 for 86,697 students ($8,353/student). The 2011-2012 Madison school district budget spent roughly $369,394,753 for 24,861 students ($14,858.40 / student), or 43% more than Austin.

High School Challenge: Hiding private school data not so popular

Jay Matthews:

When I trashed private schools in a recent column because they hid their data to avoid comparison with other schools, I expected criticism. But the reaction was surprisingly friendly. I am apparently not the only past or present private school parent who rejects the widespread view among headmasters that we cannot intelligently assess comparative statistics.
The one complaint was from Washington International School head of school Clayton W. Lewis, after I ranked his school very high on my latest High School Challenge list. He sent this message to his school community:
“By their nature, ranking systems are based on minimal and inconclusive data and highlight only a small window of what a school has to offer, leaving out the particular strengths that are quite often the final determination in finding the best fit for an individual student. Because we realize choosing a school is a significant, very personal experience, we prefer individuals to develop their own ‘ranking’ based on informed research, including visits to the school.”

K-12 Tax & Spending Climate: Los Angeles Appraisals Probed

Tamara Audi & Erica Phillips:

Property values in the ritzy communities of Beverly Hills and Brentwood have fallen along with those elsewhere amid the recession. But prosecutors here say that for some of those houses and businesses the drop isn’t because of the economy, it’s criminal.
An investigation by the Los Angeles County District Attorney’s Office last month led to the arrest of a former county appraiser on felony charges for allegedly improperly lowering dozens of property values by a combined $172 million.
The arrest was part of an continuing criminal investigation of the Los Angeles County Assessor’s office to determine whether homeowners and businesses in some of the nation’s richest neighborhoods were given tax breaks in exchange for campaign contributions to the assessor.

The Sad State of Diabetes Technology in 2012

Scott Hanselman:

I’ve been diabetic for almost two decades. It’s tiring, let me tell you. Here’s a video of my routine when I change my insulin pump and continuous meter. I’m not looking for pity, sadness or suggestions for herbs and spices that might help me out. I’d just like a day off. Just a single day out of the last 7000 or the next, I’d like to have a single piece of pie and not chase my blood sugar for hours.
Every time I visit the doctor (I do every 3 months) and every time I talk to someone in industry (I do a few times a year) I’m told that there will be a breakthrough “in the next 5 years.” I’ve been hearing that line – “it’s coming soon” – for twenty.
I used to wait a minute for a finger stick test result. Now I wait 5 seconds but we still have blood sugar strips with +-20% accuracy. That means I can check my sugar via finger stick twice and get a number I’d take action on along with one I wouldn’t. Blood sugar strip accuracy is appalling and a dirty little secret in the diabetes community.

Diversity lags at highly selective Thomas Jefferson High School

Jay Matthews:

When I first heard complaints that the admissions process at Thomas Jefferson High School for Science and Technology had gone soft, I guessed that the cause of the unrest was an effort by our nation’s most selective school to become more diverse.
Of the freshmen who entered the Fairfax County public school in 2010, only 13 were Hispanic and four were black. That amounted to 3.5 percent of the class, even though 52 Hispanic and 29 black applicants had academic records good enough to survive the first cut. I assumed that the school, reacting to those numbers, had begun to admit more Hispanic and black students, which in turn might be the source of criticism for a downturn in this year’s freshman grades.
I was wrong. More freshmen this year needed remediation, but growing ethnic diversity cannot be the reason.

The man who started the hacker wars

David Kushner:

Hotz talked about how he wrote his first computer program when he was five, while sitting on his father’s lap at their Apple II. By fifth grade, he was building his own video-game console with an electronic-projects kit from Radio Shack. His parents often found household appliances (remote controls, answering machines) gutted. “He always liked learning stuff, and if that was how he did it, great,” his father, George Hotz, Sr., a high-school computer teacher, told me. Hotz, bored with his classes and letting his grades slide, became known at school as an inventive joker who rolled down the hallways in wheeled sneakers and once hacked several classroom computers to simultaneously play Beethoven’s Ninth Symphony. His mother, Marie Minichiello, a social worker, told me that although she punished him for his acts of mild disobedience, she always supported him. “I didn’t want school to kill his passion,” she said.
When Hotz was fourteen, he beat thousands of students from more than sixty countries to reach the finals of the Intel International Science and Engineering Fair. He appeared on the “Today” show with his invention, a small robot on wheels that could plot the dimensions of a room using infrared sensors, and wirelessly transmit the information to a computer. “Well, I think it’s very cool to be good in science,” Katie Couric told her viewers, as Hotz, in an ill-fitting dark suit, stepped forward, “and George Hotz is an example of that.” Couric asked if the technology could improve automated vacuum cleaners. But Hotz was more excited about helping soldiers fight terrorists. “They can send it into a complex before the military infiltrates it!” he said, his voice not yet broken. “Well, I’m impressed, George,” Couric replied, nudging him in the shoulder. “You’re a little brainiac, you.”

On the Madison School District’s “Achievement Gap” Plan and Looming Superintendent Departure

Matthew DeFour:

Madison Superintendent Dan Nerad’s impending departure raises questions about the future of this year’s biggest budget initiative: the School District’s $49 million achievement gap plan.
“It’s a big question mark” whether a new superintendent will want to adopt the plan or make changes, said Michael Johnson, CEO of the Boys & Girls Club of Dane County.
“I don’t think (the School Board) should adopt the whole plan and hand it over to the new superintendent,” Johnson said. “I wouldn’t take a job if a board of directors said, ‘Here’s the plan we came up with and want you to execute.'”
Nerad said Friday he plans to accept a superintendent job offer in Birmingham, Mich., and leave Madison by September.

Homework and the Achievement Gap

Madison School Board Member Ed Hughes:

When I reviewed the many sound initiatives in the Achievement Gap Plan (AGP), I came to think that a piece was missing. The plan addresses the need for our teachers and schools, our community partners, and our parents all to do their part to assist in the academic achievement of our students. Nowhere in the plan, however, do we acknowledge the basic fact that ultimately our students are the ones responsible for their own learning.
The only way students who are behind will be able to catch up is by putting in the time and effort necessary to expand their learning and increase their skills. It’s pretty simple. If we are to narrow the achievement gap in the sense that we expect students of color to achieve at the same level as white students – and not merely expect that a higher percentage of students of color will achieve proficiency as measured on standardized tests – then the students of color will have to work harder than the white students in order to make up the ground between them. There is simply no other way. The white students aren’t going to just sit around and wait for the others to reach their level.

Related: Madison Schools Administration has “introduced more than 18 programs and initiatives for elementary teachers since 2009”

Teaching unions urge rethink of phonics checks

Judith Burns:

Leaders of three teaching unions have written to MPs urging a rethink of the phonics checks for six-year olds which are starting in schools.
The unions say the controversial tests are an expensive way to tell schools what they already know and will do nothing to improve children’s reading.
They describe the checks on how well children can read both real and made-up words, as “flawed”.
Schools minister Nick Gibb called the unions’ position disappointing.
Mr Gibb said: “Many of their members have already told us how this quick check will allow them to identify thousands of children who need extra help to become good readers.

Grieving Father Struggles to Pay Dead Son’s Student Loans

Marian Wang:

A few months after he buried his son, Francisco Reynoso began getting notices in the mail. Then the debt collectors came calling.
“They would say, ‘We don’t care what happened with your son, you have to pay us,'” recalled Reynoso, a gardener from Palmdale, Calif.
Reynoso’s son, Freddy, had been the pride of his family and the first to go to college. In 2005, after Freddy was accepted to Boston’s Berklee College of Music, his father co-signed on his hefty private student loans, making him fully liable should Freddy be unwilling or unable to repay them. It was no small decision for a man who made just over $21,000 in 2011, according to his tax returns.
“As a father, you’ll do anything for your child,” Reynoso, an American citizen originally from Mexico, said through a translator.

Can Montessori shift save Milwaukee Public Schools?

Alan Borsuk:

So what’s so cool about Montessori schools?
“I was a slow convert,” Meagan Holman answers. It took until she saw her 6-year-old son bloom in first grade at Fernwood Montessori School in Bay View for her to be convinced about the distinctive Montessori approach, built on a child’s choices to pursue learning in a classroom without conventional grades and textbooks.
“They get them where they need to be,” she said of Montessori programs, which, among other things, emphasize hands-on projects for learning and classrooms where students range across three ages (6- to 9-year-olds, for example), with students staying with the same teacher for three years.
Now, Holman, who represents the southeast side on the Milwaukee School Board, has become a key figure in a drive to increase Montessori offerings in the city – and, in her view, improve the prospects for Milwaukee Public Schools to rebound from the buffeting it has taken for years.
The prospects for a Montessori surge were underscored when a School Board committee voted Thursday to support opening a new program on the south side in September. Isn’t this MPS, where the wheels grind slowly? Not in this case.

Tanzania: Dar es Salaam Education System Best in East Africa

allafrica.com:

THE Vice-President, Dr Mohammed Gharib Bilal, on Friday launched the Tanzania 21st Century Basic Education Structure in Mtwara and urged the public to adopt and accept it saying it is the best compared with other systems in East Africa.
He said the structure was aimed at enhancing the development of primary education in Mtwara Region. The ceremony was held in Kambarage Primary School in Mtwara Region.
The project is implemented by the United States Agency for International Development (USAID) through the information and technology system. According to Dr Bilal, most people have developed poor perception with the structure calling on such people to accept and adopt it for the betterment of education.

Students assigned to cheat on exam use doctored Little Brother cover and many other clever methods

Cory Doctorow:

The IEEE’s Computer and Reliability Societies recently published “Embracing the Kobayashi Maru,” by James Caroland (US Navy/US Cybercommand) and Greg Conti (West Point) describing an exercise in which they assigned students to cheat on an exam — either jointly or individually. The goal was to get students thinking about how to secure systems from adversaries who are willing to “cheat” to win. The article describes how the students all completed the exam (they all cheated successfully), which required them to provide the first 100 digits of pi, with only 24h to prepare. The students used many ingenious techniques as cribs, but my heart was warmed to learn that once student printed a false back-cover for my novel Little Brother with pi 1-100 on it (Little Brother is one of the course readings, so many copies of it were already lying around the classroom).

Next Steps for Madison Schools’ 2012-2013 $374,700,000 Budget

Todd Finkelmeyer:

But as the School Board prepares to sign off on a final, scaled back version of the district’s achievement gap plan on Monday night, it appears a little wind has been taken out of the sails of an initiative that had many in the community talking this past winter.
“This whole discussion has been a bit hard to follow in recent weeks,” says Kaleem Caire, the president of the Urban League of Greater Madison. “The plan started out as one thing and then became something else and then became something else. To be honest, though, I’m not sure this issue ever got the momentum in the community that I thought it would.”
The School Board is meeting Monday at 6 p.m. at the district’s Doyle Administration Building (545 W. Dayton St.) to give preliminary approval for a 2012-13 budget. Superintendent Dan Nerad’s $374.7 million budget proposal released late last month includes $4.4 million next year to fund the achievement gap plan, which is down significantly from the $12.4 million price tag that was originally attached to the project.
“When the original plan was presented it was based on a view that there isn’t just one thing that any school district can do, and there isn’t any one thing that the community can do, to solve this problem,” says Nerad. “Instead, we needed to look at the many things that need to be in place if we’re going to have the elimination of this disparate achievement. But in the end, we also had to make sure we took into account other budget needs and to present a sustainable plan, so reductions were made.”
Nerad’s budget proposal also includes a $3.5 million increase in funding for maintenance. The entire budget, as proposed by the superintendent, would increase the amount the district levies for taxes by 4.1 percent — to $11.78 per $1,000 of assessed value. For the average-priced home in Madison, it’s estimated that school property taxes would increase $68.12.

Related: notes and links on the 2011-2012 Madison school district budget, which spent roughly $369,394,753 for 24,861 students ($14,858.40 / student).
And, more from Birmingham, Michigan on their Superintendent search. Birmingham spends about 10% less per student than Madison.

Dumb Kids’ Class: The benefits of being underestimated by the nuns at St. Petronille’s

Mark Bowden:

Catholic school was not the ordeal for me that it apparently was for many other children of my generation. I attended Catholic grade schools, served as an altar boy, and, astonishingly, was never struck by a nun or molested by a priest. All in all I was treated kindly, which often was more than I deserved. My education has withstood the test of time, including both the lessons my teachers instilled and the ones they never intended.
In the mid-20th century, when I was in grade school, a child’s self-esteem was not a matter for concern. Shame was considered a spur to better behavior and accomplishment. If you flunked a test, you were singled out, and the offending sheet of paper, bloodied with red marks, was waved before the entire class as a warning, much the way our catechisms depicted a boy with black splotches on his soul.
Fear was also considered useful. In the fourth grade, right around the time of the Cuban missile crisis, one of the nuns at St. Petronille’s, in Glen Ellyn, Illinois, told us that the Vatican had received a secret warning that the world would soon be consumed by a fatal nuclear exchange. The fact that the warning had purportedly been delivered by Our Lady of Fátima lent the prediction divine authority. (Any last sliver of doubt was removed by our viewing of the 1952 movie The Miracle of Our Lady of Fatima, wherein the Virgin Mary herself appeared on a luminous cloud.) We were surely cooked. I remember pondering the futility of existence, to say nothing of the futility of safety drills that involved huddling under desks. When the fateful sirens sounded, I resolved, I would be out of there. Down the front steps, across Hillside Avenue, over fences, and through backyards, I would take the shortest possible route home, where I planned to crawl under my father’s workbench in the basement. It was the sturdiest thing I had ever seen. I didn’t believe it would save me, but after weighing the alternatives carefully, I decided it was my preferred spot to face oblivion.

Wired for speed

The Economist:

ARE geniuses just born with their brains wired differently? Or do their early experiences fashion a richer set of neuronal interconnections that let them view the world through a sharper lens? The literature is replete with accounts of people who went on to accomplish great things–in the arts, sciences, philosophy or even politics–after exhibiting little promise in their youth. It would be encouraging to think that, if nurturing does indeed play a crucial part, there could yet be hope for the rest of us.
An outfit in San Francisco called “tenXer” has begun testing a service that aims to help people boost their mental accomplishments by up to tenfold–hence its name. That has made your correspondent wonder what distinguishes the truly talented from the journeymen of any trade. And what, if anything, the rest can do to improve their more menial lot.
Several years ago, your correspondent wrote a column about innovative operating systems (see “Heading for the clouds“, June 17th 2010). The software he admired the most was PC/GEOS, from a tiny firm in Berkeley, California, which crammed a full multitasking operating system and a whole suite of applications with scalable fonts and a stunning graphical interface into a couple of megabytes. The Microsoft equivalent of the day needed nearly ten times more memory and came with half the tools and none of the applications. In the early 1990s, GeoWorks Ensemble (as the program later became known) was the hare to the Mac and Windows tortoises.

An E-Reader Revolution for Africa?

Geoffrey Fowler & Nicholas Bariyo:

It is time for a vocabulary lesson in Bernard Opio’s sixth-form class at the Humble Primary School in Mukono, Uganda. One new word the students have already learned this year is “Kindle.”
Mr. Opio instructs them to pull out their Amazon.com Kindle e-reading devices. Within seconds, most of the teenagers have a digital Oxford English Dictionary open on their screens. “It took the kids just a few days to learn how to use them,” says Mr. Opio.
The Humble School, which serves needy children in a part of Africa ravaged by poverty and HIV, is on the front lines of an effort to reinvent developing world literacy programs with technology. The premise is that the new economics of digital publishing might make more and better books available in classrooms like Mr. Opio’s.

What’s Next for Online Education?

Sebastian Thrun:

Yet there is one project he’s happy to talk about. Frustrated that his (and fellow Googler Peter Norvig’s) Stanford artificial intelligence class only reached 200 students, they put up a website offering an online version. They got few takers. Then he mentioned the online course at a conference with 80 attendees and 80 people signed up. On a Friday, he sent an offer to the mailing list of a top AI association. On Saturday morning he had 3,000 sign-ups–by Monday morning, 14,000.
In the midst of this, there was a slight hitch, Mr. Thrun says. “I had forgotten to tell Stanford about it. There was my authority problem. Stanford said ‘If you give the same exams and the same certificate of completion [as Stanford does], then you are really messing with what certificates really are. People are going to go out with the certificates and ask for admission [at the university] and how do we even know who they really are?’ And I said: I. Don’t. Care.”
In the end, there were 160,000 people signed up, from every country in the world, he says, except North Korea. Rather than tape boring lectures, the professors asked students to solve problems and then the next course video would discuss solutions. Mr. Thrun broke the rules again. Twenty-three thousand people finished the course. Of his 200 Stanford students, 30 attended lectures and the other 170 took it online. The top 410 performers on exams were online students. The first Stanford student was No. 411.
Mr. Thrun’s cost was basically $1 per student per class. That’s on the order of 1,000 times less per pupil than for a K-12 or a college education–way more than the rule of thumb in Silicon Valley that you need a 10 times cost advantage to drive change.
So Mr. Thrun set up a company, Udacity, that joins many other companies attacking the problem of how to deliver the optimal online education. “What I see is democratizing education will change everything,” he says. “I have an unbelievable passion about this. We will reach students that have never been reached. I can give my love of learning to other people. I’ve stumbled into the most amazing Wonderland. I’ve taken the red pill and seen how deep Wonderland is.”

Statement Regarding the Florida School Boards Association’s (FSBA) Anti-High-Stakes-Testing Resolution

Florida Education Commissioner Gerard:

Public pronouncements by any governing institution remain one of the best ways to measure its tenacity of purpose. Embodied inside the words adults choose to convey an important message are their hopes and fears about the future. That is particularly true when schoolchildren are the topic of conversation.
Yesterday’s vote by the Florida School Boards Association (FSBA) in favor of an anti-high-stakes-testing resolution is a perfect example of adults expressing concern about the future. Unfortunately, the resolution is short on providing hope to schoolchildren who are Florida’s future. Similar to the national resolution that calls into question the need for educational assessments, the FSBA’s resolution claims the Florida Comprehensive Assessment Test (FCAT) is too expensive, narrows the curriculum and is a detriment to student success. Let us separate rhetoric from reality.

Sharing the knowledge burden

The Economist:

ALBERT EINSTEIN was a singular genius. The Albert Einstein model of discovery, however–the solitary mind producing remarkable insight–was not particularly unusual for his time. For much of the period from the beginning of the industrial revolution, scientific and technical advances–including the occasional stroke of brilliance–were within the reach of the diligent amateur and the garage tinkerer. That is no longer the case. As the stock of human knowledge increases, the time needed to move oneself to the knowledge frontier grows. In a 2009 paper, Benjamin Jones noted:

Online Classes See Cheating Go High-Tech

Jeffrey Young:

Easy A’s may be even easier to score these days, with the growing popularity of online courses. Tech-savvy students are finding ways to cheat that let them ace online courses with minimal effort, in ways that are difficult to detect.
Take Bob Smith, a student at a public university in the United States. This past semester, he spent just 25 to 30 minutes each week on an online science course, the time it took him to take the weekly test. He never read the online materials for the course and never cracked open a textbook. He learned almost nothing. He got an A.
His secret was to cheat, and he’s proud of the method he came up with–though he asked that his real name and college not be used, because he doesn’t want to get caught. It involved four friends and a shared Google Doc, an online word-processing file that all five of them could read and add to at the same time during the test.

9-Year-Old Who Changed School Lunches Silenced By Politicians

Marilyn McKenna:

For the past two months, one of my favorite reads has been Never Seconds, a blog started by 9-year-old Martha Payne of western Scotland to document the unappealing, non-nutritious lunches she was being served in her public primary school. Payne, whose mother is a doctor and father has a small farming property, started blogging in early May and went viral in days. She had a million viewers within a few weeks and 2 million this morning; was written up in Time, theTelegraph, the Daily Mail, and a number of food blogs; and got support from TV cheflebrity Jamie Oliver, whose series “Jamie’s School Dinners” kicked off school-food reform in England.
Well, goodbye to all that.

Investors Go to School on Charters

Mike Cherney:

Charter schools, publicly financed alternatives to traditional public schools, are drawing more than just increasing numbers of students: Bond investors also are signing up.
As charter schools have grown, their bond sales–which usually go toward financing construction of new facilities–have gotten bigger as well, a sign of rising interest from investors. And while the relatively high yields are burdening the schools with higher borrowing costs, they are proving particularly enticing to market participants at a time of near-zero interest rates.
Bond offerings of $30 million or more accounted for nearly 12% of all charter-school bond sales last year, compared to 5% in 2007, according to Wendy Berry, a former analyst at Moody’s Investors Service and a charter-school finance consultant for the Local Initiatives Support Corp., a community development organization. About 10% of the new deals this year have crossed that threshold.

Humanities have a place, even at Caltech

Larry Gordon:

When Christina Kondos receives her bachelor’s degree at Caltech’s commencement Friday, she will represent a tiny and little-known minority at the prestigious science and engineering campus in Pasadena.
Kondos is the only one in her graduating class of 247 to have majored in humanities or social sciences — economics and history in her case — without double-majoring in science, math or engineering.
Since 2008, only a dozen Caltech students have done the same, and they received bachelor of science degrees because Caltech doesn’t offer a bachelor of arts, campus officials said.
Science, of course, rules at Caltech, but it doesn’t eliminate the likes of James Joyce or Immanuel Kant.

Universities Feel the Heat Amid Cuts

Jack Nicas & Cameron McWhirter:

A panel of business and academic leaders warned funding cuts to higher education are hurting the global competitiveness of U.S. research universities, the latest sign of financial strain that is intensifying battles over school leadership and has led to several high-profile departures of university presidents.
U.S. research universities “are in grave danger of not only losing their place of global leadership but of serious erosion in quality,” the committee of 22 academic, business and nonprofit leaders warned in a 250-page report issued Thursday. The report, commissioned by Congress, called for a combined effort among the schools, governments and corporations to reverse the decline.
Richard Vedder, director of the Center for College Affordability and Productivity and retired economics professor at Ohio University, reviewed parts of the report Thursday and was skeptical. He said he has found no correlation between extensive university research and a nation’s economic prosperity. The Center for College Affordability is a research group that focuses on free-market solutions for rising college costs.

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