While school systems are cutting jobs or furloughing teachers to shore up withering budgets, Atlanta Public Schools has spent more than twice as much money per student on travel as most other metro districts.
Atlanta spent more than $1.4 million on travel in 2008-09, the latest year from which complete data was available. That works out to $28.77 per student, far higher than neighboring DeKalb County and more than double per pupil what Clayton, Cobb, Fulton and Gwinnett counties spent on travel, an Atlanta Journal-Constitution investigation found.
And Atlanta was slated to spend even more in 2009-2010 — about $1.8 million, a 28 percent jump.
Atlanta public school officials say travel is important so teachers can get the training they need and bring new skills and insights to the classroom. Much of the travel represents teachers going to education conferences, district officials said.
Commentary: Time to end teacher union stranglehold on education
For young teachers looking to get their first gig after graduating from education school, times are tough.
In New York City, the Success Charter network advertised 135 openings; it received 8,453 resumes in response. In Westchester, a school announced seven openings. More than 3,000 candidates responded.
New York isn’t alone: School districts across the country, faced with budget shortfalls, have put a freeze on hiring any new educators. This is bad news for newly minted teachers entering the work force.
There is a silver lining, however: This glut of new educators gives administrators a golden opportunity to revamp rules protecting bad teachers.
Reformers can take advantage of this surplus of labor by pointing out that anyone who doesn’t like new rules that will improve the nation’s quality of education can quickly be replaced by those who will play ball.
Obama’s attack on education
Ravitch was assistant secretary of education in the administration of George H.W. Bush and a board member of various right-wing think tanks, who has now become a leading critic of the market-based school “reform” that has been embraced by both Democrats and Republicans. Ravitch is “still looking” for an elected official to take a stand against these changes, but opposition is more likely to come from below. One encouraging piece of news is the landslide victory this week of the Caucus Of Rank-and-file Educators in the election for the leadership of the Chicago Teachers Union. –PG
Our View: We need more innovation in education
As a part of the economic stimulus package of January 2009 — you may have heard of it — the federal government created a $100 billion education fund for states that were willing to take bold action to reform and improve their schools.
The fund, known as Race to the Top, is having the desired effect in many places. With state budgets in dire shape across the nation, it has provided a real incentive for states to look for ways to innovate in order to address real problems in the educational system — failing schools, bureaucratic deadlock, the achievement gap between rich and poor students.
In Wisconsin, though, what it has inspired is something more like a few pro-forma changes and half-hearted applications.
Wisconsin ranked in the bottom half of all the states that applied for Race to the Top funding in the first round in March. (The federal government placed our state’s application 26th out of 41 states and the District of Columbia that applied.)
New Wisconsin teacher rules hitting classrooms
Ten years after Wisconsin overhauled its licensure system for public school educators, the first big wave of teachers is set to advance under the rules – and reports are mixed on whether the change has made a difference.
Expectations for the new licensure regulations were high when they were first approved in 2000. In addition to requiring that teachers pass basic knowledge and skills tests and receive mentors for their first year in the profession, the rules also provided that teachers would have to demonstrate they had grown enough in their careers to attain a “professional” license.
For some beginning teachers, the new rules have been stressful additions to the start of an unfamiliar career with many bugs still left to be worked out. Others say they appreciate that they could set their own teaching goals and pursue related professional development activities while also reflecting on their experiences.
“I think teachers who really take the process seriously and do it with fidelity – they choose a goal that they really believe in and they want to achieve – that’s fine, that’s good, it serves its purpose,” said Judy Gundry, a citywide mentor for educators with initial teaching licenses in Milwaukee Public Schools.
K-12 Tax & Spending Climate
For public employee unions – those representing police, firefighters, teachers, prison guards and agency workers of all kinds at the state and local levels – these are the worst of times.
Despite record high membership and dues, and years of unparalleled clout in state capitols, public-sector unions find themselves on the defensive, desperately trying to hold onto past gains in the face of a skeptical press and angry voters. So far has the zeitgeist shifted against them that on one recent weekend, government employees were the butt of a “Saturday Night Live” skit, and the next day, a New York Times Magazine cover article proclaimed “The Teachers’ Unions’ Last Stand.”
Public unions’ traditional strength – the ability to finance their members’ rising pay and benefits through tax increases – has become a liability. Although private-sector unions always have had to worry that consumers will resist rising prices for their goods, public sector unions have benefited from the fact that taxpayers can’t choose – they are, in effect, “captive consumers.”
Houston School District forces 162 teachers out of under-performing schools
More than 160 teachers in Houston ISD’s under-performing middle and high schools weren’t offered jobs at those campuses next year, the district announced Friday evening. The decision affects staffing at nine schools targeted in Superintendent Terry Grier’s “Apollo 20” reform plan.
Of the 600 teachers at those schools last year, 358 — or 60 percent — learned on Friday that the district wants them to return to help with the improvement efforts. But the district is forcing 162 teachers, or 27 percent of the staff, out of those schools. The administration made the decisions based on “an exhaustive data-driven evaluation” of the teachers, according to the news release, which didn’t specify what data were used.
An additional 80 teachers at the targeted schools previously had decided to retire, resign or transfer to other campuses, according to HISD. “In some cases, teachers opted not to stay due to a personal conflict with the longer school year and longer school day schedules of the Apollo schools,” the news release said.
America’s Best High Schools – 2010
Each year, Newsweek picks the best high schools in the country based on how hard school staffs work to challenge students with advanced placement college-level courses and tests. Just over 1600 schools–only six percent of all the public schools in the U.S.–made the list.
This year rankings have some fantastic new interactive features. We’ve teamed up with a data company called Factual to create individual profile pages for each school where students and faculty can comment and contribute. (For more information about how the rankings were calculated, see our FAQ.)
Mostly Milwaukee area high schools such as Rufus King (318) made the list. The only non-southeast Wisconsin high schools to make the list was Marshfield (370) and Eau Claire Memorial (1116). Marshfield High School offers 29 AP classes while Milwaukee Rufus King offers 0 and Eau Claire Memorial offers 14, via AP Course Ledger.
Related: Dane County High School AP course comparison.
In bold move, Colorado alters teacher tenure rules
Colorado is changing the rules for how teachers earn and keep the sweeping job protections known as tenure, long considered a political sacred cow around the country.
Many education reform advocates consider tenure to be one of the biggest obstacles to improving America’s schools because it makes removing mediocre or even incompetent teachers difficult. Teacher unions, meanwhile, have steadfastly defended tenure for decades.
Colorado’s legislature changed tenure rules despite opposition from the state’s largest teacher’s union, a longtime ally of majority Democrats. Gov. Bill Ritter, also a Democrat, signed the bill into law last month.
After the bill survived a filibuster attempt and passed a key House vote, Democratic Rep. Nancy Todd, a 25-year teacher who opposed the measure, broke into tears.
“I don’t question your motives,” an emotional Todd said to the bill’s proponents. “But I do want you to hear my heart because my heart is speaking for over 40,000 teachers in the state of Colorado who have been given the message that it is all up to them.”
While other states have tried to modify tenure, Colorado’s law was the boldest education reform in recent memory, according to Kate Walsh, the president of the Washington-based National Council on Teacher Quality, which promotes changing the way teachers are recruited and retained, including holding tenured teachers accountable with annual reviews.
Evaluating Curricular Programs in the Madison School District
Madison School District Administration 2.8MB PDF:
I. Introduction
A. Title or topic – District Evaluation Protocol – The presentation is in response to the need to provide timely and prioritized information to the Board of Education around programs and interventions used within the District. The report describes a recommended approach to formalizing the program evaluation process within the District.
B. Presenters
Kurt Kiefer – Chief Information Office/Director of Research and Evaluation
Lisa Wachtel– Executive Director of Teaching & Learning
Steve Hartley – Chief of Staff
C. Background information – As part of the strategic plan it was determined that priority must be given to systematically collect data around programs and services provided within the district. The purposes for such information vary from determining program and intervention effectiveness for specific student outcomes, to customer satisfaction, to cost effectiveness analyses. In addition, at the December 2009 Board meeting the issue of conducting program evaluation in specific curricular areas was discussed. This report provides specific recommendations on how to coordinate such investigations and studies.
D. Action requested – The administration is requesting that the Board approve this protocol such that it becomes the model by which priority is established for conducting curricular, program, and intervention evaluations into the future.
II. Summary of Current Information
A. Synthesis of the topic· School districts are expected to continuously improve student achievement and ensure the effective use of resources. Evaluation is the means by which school systems determine the degree to which schools, programs, departments, and staff meet their goals as defined by their roles and responsibilities. It involves the collection of data that is then transformed into useful results to inform decisions. In particular, program evaluation is commonly defined as the systematic assessment of the operation and/or outcomes of a program, compared to a set of explicit or implicit standards as a means of contributing to the improvement of the program.
Program evaluation is a process. The first step to evaluating a program is to have a clear understanding of why the evaluation is being conducted in the first place. Focusing the evaluation helps an evaluator identify the most crucial questions and how those questions can be realistically answered given the context of the program and resources available. With a firm understanding of programs and/or activities that might be evaluated, evaluators consider who is affected by the program (stakeholders) and who might receive and or use information resulting from the evaluation (audiences). It is critical that the administration work with the
Evaluating the effectiveness of Madison School District expenditures on curriculum (such as math and reading recovery) along with professional development (adult to adult programs) has long been discussed by some Board and community members.
Morning Bell: Prolonging Education’s Race to the Bottom
In perhaps President Obama’s most stealth campaign to date, the federal government has been slowly tightening its grip on the education sector to little fanfare. Rather than working through the democratic legislative process, this Administration has circumvented Congress to enact an ill-conceived education agenda that will weaken accountability, reduce transparency and minimize choice while only adding to the national deficit.
For close to four decades, the federal government has operated under the seemingly simple premise that increased spending on education will translate into academic achievement. This line of thinking has resulted in inflation-adjusted federal expenditures on education increasing 138 percent since 1985. Per-pupil expenditures have ballooned to over $11,000 per student, and are even higher in most urban areas including the District of Columbia where the government spends $14,500 on each child. Billions upon billions of dollars have been poured into our public school system because the federal government, backed by powerful teachers unions, is convinced that it is best suited to administer our country’s education system. Unfortunately, this approach has been a miserable failure.>
Some educators question if whiteboards, other high-tech tools raise achievement
Under enormous pressure to reform, the nation’s public schools are spending millions of dollars each year on gadgets from text-messaging devices to interactive whiteboards that technology companies promise can raise student performance.
Driving the boom is a surge in federal funding for such products, the industry’s aggressive marketing and an idea axiomatic in the world of education reform: that to prepare students kids for the 21st century, schools must embrace the technologies that are the media of modern life.
Increasingly, though, another view is emerging: that the money schools spend on instructional gizmos isn’t necessarily making things better, just different. Many academics question industry-backed studies linking improved test scores to their products. And some go further. They argue that the most ubiquitous device-of-the-future, the whiteboard — essentially a giant interactive computer screen that is usurping blackboards in classrooms across America — locks teachers into a 19th-century lecture style of instruction counter to the more collaborative small-group models that many reformers favor.
Excellent question.
Blended Learning Leverages Great Teachers
Opportunity at the Top, a great report from Public Impact, points out that it’s great teachers that close achievement gaps but that all current efforts will fall well short of ensuring that all US students see the benefits.
The problem is that we’re trying to solve the wrong problem-there’s just no way to make the batch-print model work well for all kids. Batch processing age-cohorts in groups of 25 (or more) kids through print curriculum with one teacher has lots of limitations. The Public Agenda report shows it’s mathematically impossible to put a great teacher in every room and even if we did some kids would be behind while other kids were ahead.
Even the accompanying 3x For All report falls short of the answer because it is rooted in teacher-centric delivery. The solution is a blended learning environment with tiered staffing that leverages great teachers across hundreds of kids. If personalized digital learning made up 1/3 of the elementary day and 2/3 of the secondary day, school staffing patterns can be adjusted to include a variety of learning professionals-some on site and some remote.
A Privately Funded Communications & Engagement Plan for the Madison School District?
Wood Communications has offered to work with the District to assist us in assessing the need for and the actual development of an engagement and communications plan.
Should funds for the development of this plan be needed, Wood Communications has agreed to raise these funds privately resulting in no District dollars being utilized.
During June’s Superintendent’s Announcements and Reports, I will communicate my intent to move forward to work with Wood Communications on an engagement and communications plan. This will also allow the Board to provide input on this work. Attached to this memorandum is a letter from James Wood detailing the first step this firm would take in determining the need for a plan of this nature.
Please let me know if you have any questions on this.
Kids need to be corrected: School
After remaining incommunicado for nearly a month, La Martiniere for Boys issued a press release on Friday, denying responsibility for Rouvanjit Rawla’s death.
“As a school, we deeply regret the loss of young life. Attempts being made to hold the school entirely responsible are certainly misplaced. There are times when children need to be corrected and helped. The idea has always been to inculcate a sense of values amongst them. It is also important for the school to ensure that there is an environment conducive to learning and often corrective measures have to be taken to ensure this environment is not vitiated in the interest of the larger student community of the school,” read the statement, signed by governing board secretary Supriyo Dhar.
“The constant attack against the school has damaged the confidence of teachers and students who are totally innocent and are being unnecessarily drawn into unseemly public scrutiny.”
Five teachers of La Marts for Boys, including principal Sunirmal Chakravarthy, are facing charges of abetment to suicide after Rouvanjit’s father Ajay Rawla filed an FIR.
Houston Superintendent Grier dishes on magnet schools, names new chief
Houston ISD Superintendent Terry Grier has eliminated the position of manager of magnet programs. That means Dottie Bonner, who held the job since March 2002, is out. She submitted her letter of resignation effective Aug. 31, according to the district.
Grier instead has created a higher-level position, an assistant superintendent over school choice. Lupita Hinojosa, the former executive principal over the Wheatley High School feeder pattern, has been named to the post.
We know that changing anything related to magnets puts parents on edge, especially after former HISD Superintendent Abelardo Saavedra’s failed attempt to reduce busing to the specialty schools. A quick Internet search shows that magnet transportation also was a hot topic in Grier’s former district, San Diego Unified. The school board there voted in spring 2009 to eliminate busing to magnets to save money but reversed the decision after parent outcry, according to Voice of San Diego.
I talked to Grier this morning about what happened in San Diego, and he said the decision to end busing to magnet schools was the school board’s, not his. “(Deputy Superintendent) Chuck Morris and I counseled and advised and recommended that they not do this — that it would destroy the magnet program — but they did anyway.”
Study: highly-rated professors are. . . overrated
How does a university rate the quality of a professor? In K-12 education, you have standardized tests, and those scores have never been more widely used in evaluating the value added by a teacher.
But there’s no equivalent at the college level. College administrators tend to rely on student evaluations. If students say a professor is doing a good job, perhaps that’s enough.
Or maybe not. A new study reaches the opposite conclusion: professors who rate highly among students tend to teach students less. Professors who teach students more tend to get bad ratings from their students — who, presumably, would just as soon get high grades for minimal effort.
The study finds that professor rank, experience and stature are far more predictive of how much their students will learn. But those professors generally get bad ratings from students, who are effectively punishing their professors for attempting to push them toward deeper learning.
The study is called “Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors.” It was written by Scott E. Carrell of the University of California, Davis and National Bureau of Economic Research; and James E. West of the U.S. Air Force Academy
New controversy at Rhode Island school
Just when it looked like things were quieting down at troubled Central Falls High School in Rhode Island, the place that became famous when all of the teachers were fired and then rehired, there’s a new controversy.
One of the two newly named co-principals was approved by the Central Falls Board of Trustees this week even though his resumé said that math scores at his former school were much higher than they really were, according to the Providence Journal.
Let’s review: In March, all of the teachers and other educators at the only high school in Central Falls, Rhode Island’s smallest and poorest city, were fired so that the school could be restructured with a new staff.
Education Secretary Arne Duncan praised Superintendent Frances Gallo for firing all of the educators in the building, and President Obama said it showed “a sense of accountability.”
Madison School District Board of Education Progress Report–March through June 2010
Maya Cole, Board President & Beth Moss Board Vice-President, Via email:
The 2009-10 school year is over, and the Board is wrapping up a very busy spring 2010. After several months of hard work, the Board finalized the preliminary 2010-11 budget on June 1. For the second year in a row, the state legislature decreased the amount of per pupil state aid by 15%. This decrease in revenue, coupled with a decrease in property values in the Madison Metropolitan School District, created a much larger than usual budget shortfall. This year is different because unlike previous years when the Board of Education was not allowed to raise property taxes to cover the shortfall, this year the state gave the Board the authority to raise taxes by an extreme amount. The Board and administration have worked hard to mitigate the tax impact while preserving programs in our schools.
2010-11 Budget Details:
The Board approved a preliminary budget of $360,131,948 after creating savings of over $13 million across all departments in the district. This budget represents a decrease of over $10 million from 2009-10. The final tax impact on a home of average value ($250k) is $225. The Board made reductions that did not directly affect instruction in the classroom, avoiding mass teacher lay-offs as experienced by many districts around the country and state.
Other State action:
The School Age Guarantee for Education (SAGE) Act was changed from funding K-3 class sizes of 15:1 to 18:1. The Board is considering how to handle this change in state funding.
Race to the Top is a competitive grant program run through the federal government. The state of Wisconsin applied for Race to the Top funding in round 1 and was denied. The Board approved the application for the second round of funding. Federal money will be awarded to states that qualify and the MMSD could receive $8,239,396.
Board of Education Election:
Thank you for 6 years of service and good luck to Johnny Winston, Jr. Taking his seat is James Howard, an economist with the Forest Service and MMSD parent. New Board officers are Maya Cole, president, Beth Moss, vice president, Ed Hughes, clerk, and James Howard, treasurer.
Sarah Maslin, our student representative from West High School, will be off to Yale University in the fall. Thank you for your service and good luck, Sarah! Congratulations to Wyeth Jackson, also from West, who won the election for student representative to the Board of Education. Jessica Brooke from La Follette will return as Student Senate president and alternate to the BOE Student Representative.
Other news:
In April the board received the following reports:
The Facility Assessment Report, a compilation of district maintenance needs over the next 5 years.
The Board of Education/Superintendent Communication Plan, providing a template for reports to the Board.
The District Reorganization Plan, a plan to restructure the administration and professional development department of the district.
The Board held a public hearing on the proposed budget at UW Space Place. In addition, the School Food Initiative Committee and the 4-K Advisory Committee met.
In May the Strategic Planning Steering Committee met. Stakeholders reviewed accomplishments achieved thus far and discussed and reprioritized action steps for the next year. A second public hearing on the budget was also held in May.
In June the Board finalized the Preliminary Budget after a statutory public hearing. During committee meetings on June 7, the ReAL grant team presented action plans for each of the large high schools and gave the Board an update on the ReAL grant and the Wallace grant. The four high schools have collaborated for the past two years to improve engagement and achievement at our high schools. The Student Services and Code of Conduct/Expulsions Committee presented a proposal for a new code of conduct and abeyance, with an emphasis on restorative justice.
Congratulations and good luck to all graduates! Have a safe and restful summer break.
Google Apps (email, docs & calendar) for Madison School District Staff & Students Proposed by the Administration
Technical Services has planned to replace our Eudora student email system since 2008 and identified this as Activity 50 in the June 2010 Technology Plan, approved by the Board of Education. Consideration has also been given to replacing our GroupWise staff email system since instability of the web version ofthis system became a problem beginning in October 2009. Demands on our staff email system have always been greater due to our need for highly secure, robust and reliable local and remote access, shared calendaring, and integration with an archival system allowing for a seven year retention. This has been a complicated system and is core to many critical business and legal functions ofthe District.
An request for proposals (RFP) for alternatives to replace our student email, with the caveat that our staff email might be considered as well, was released in fall 2009, generating responses from nine vendors, representing 11 products. Both Microsoft’s Live@edu and Google’s Gmail have been final contenders for student email and following product reviews in March by 13 teachers, six technical staffand four administrators, consensus built around migrating both student and staff email to Gmail. In addition to email, Google Apps for Education includes access to a wide variety ofGoogle tools including Docs (word processing, spreadsheets, presentations, fonus) and Google calendar.
Financial considerations:
- Moving to Gmail for both students and staff will enable free email account hosting and cost $67,320/yr for the use ofPostini for staff email archiving. We will continue to use Novell’s ZenWorks for desktop application maintenance, at a cost of $28,000/yr through the 2010-2011 fiscal year. This approach would cost $95,320/yr. Discussion around creating and maintaining Gmail accounts from Infinite Campus and Lawson, as well as migrating staff calendars and live email accounts has not concluded whether consulting help will be required, although discussions with other school districts suggest we may not need external assistance. Should technical assistance be required we would hire consulting support on a time and materials basis, for this help.
- If instead, the District stayed with GroupWise bundled with ZenWorks, Novell’s annual maintenance would be $54,378/yr. Continuing use our current staff email archive product would cost $29,300/yr. This approach would cost $83,678/yr, an annual savings ofless than $12,000. However, this approach will continue to require growth in data storage and requires an estimated 0.5 FTE allocation to maintain.
Related: Yale delays switch to Gmail and Oregon educational system offers Google Apps.
Madison School District Student Code of Conduct Administration Update
In response to the questions raised at the June 7 meeting of the Performance and Achievement Committee, the following information is shared in hopes ofclarifying proposed changes to the Student Code of Conduct:
Will there be a more specific definition ofbullying than the one that currently exists in the Explanation of Conduct Rules and Terms?
The following definition comes from the draft Anti-Bullying & Anti-Harassment Protocol and it, or a similar definition, will be brought forward with the version of the revised Code for which Board approval will be sought in July:
Bullying is the intentional action by an individual or group of individuals to infiict physical, emotional or mental suffering on another individual or group of individuals when there is an imbalance of real or perceived power. Harassing and bullying behavior includes any electronic, written, verbal or physical act or conduct toward an individual which creates an objectively hostile or offensive environment that meets one or more of the following conditions:
Places the individual in reasonable fear of harm to one self or one’s property
Has a detrimental effect on the individual’s personal, physical or mental health
Has a detrimental effect on the individual’s academic performance
Has the effect of interfering with the individual’s ability to participate in or benefit from any curricular, extracurricular, recreational, or any other activity provided by the school
Has the intent to intimidate, annoy or alarm another individual in a manner likely to cause annoyance or harm without legitimate purpose
Has personal contact with another individual with the intent to threaten, intimidate or alarm that individual without legitimate purpose
Monona Grove School District Governance: Teacher Union Contract Bargaining
Monona Grove School Superintendent Craig Gerlach is not a happy camper these days, and the source of his displeasure is the ongoing job action by the Monona Grove Education Association.
As previously reported, the teachers are “working the contract,” meaning they refuse to take part in school-related activities that are not specifically required.
It is a tactic the union has employed successfully in the past when contract negotiations have stalled, as they are as of this writing.
“It’s extremely frustrating,” Gerlach said. “Also, it’s embarrassing.”
How so? Gerlach gave an example: At the Fine Arts Awards ceremony at the high school, teachers refused to come, so the kids wound up passing out the awards to each other.
“I’ve been getting a number of phone calls from parents,” he said, “and I don’t know what to say. This is all relatively new to me.”
Board member Peter Sobol responds.
Teachers Are Fair Game
I started covering education reform in 1983, with the release of the “Nation at Risk” report. In those days everybody had some idea for how we should reorganize the schools or change the curriculum–cut school size, cut class size, create vouchers, create charters, get back to basics, do less basics, increase local control, increase the federal role.
Some of the reforms seemed promising, but the results were disappointing, and tangential to the core issue: the relationship between teacher and student. It is mushy to say so, but people learn from people they love.
Today, aided by the realization that teacher quality is what matters most, a new cadre of reformers have come on the scene, many of them bred within the ranks of Teach for America. These are stubborn, data-driven types with a low tolerance for bullshit. The reform environment they find themselves in is both softhearted and hardheaded. They put big emphasis on the teaching relationship, but are absolutely Patton-esque when it comes to dismantling anything that interferes with that relationship. This includes union rules that protect bad and mediocre teachers, teacher contracts that prevent us from determining which educators are good and which need help, and state and federal laws that either impede reform or dump money into the ancien régime.
Must-read new report on high school dropouts
I have long considered high school drop-outs not only the least soluble of our education problems but the least clear. School districts have traditionally fudged the numbers, reporting their drop-out rates as only 5 or 6 percent, a grossly deceptive one-year rate.
The National Governors Association and other policymakers, ashamed of this charade, have put an end to it. Everyone is switching to a four-year drop-out rate, the percentage of ninth-graders (about 31 percent nationally) who do not receive diplomas four years later. The improved data has not only raised the level of the debate but also made possible a new report with some unnerving revelations about graduation rates.
My wife made the mistake of letting me go with her to her office last Sunday to catch up on work. While there I read the new Education Week report, “Graduation by the Numbers: Putting Data to Work for Student Success,” and kept squealing at one statistical surprise after another. I insisted on reading each one to her, delaying her efforts to get back outside on a nice weekend day.
Graduation by the Numbers: Putting Data to Work for Student Success.
Related: “They’re all rich, white kids and they’ll do just fine” — NOT!.
Announcing the SUMMER 2010 Online Issue of Gifted Education Press Quarterly
via a Maurice Fisher email:
Dear Subscriber —
Could you share the following message with your STAFF, TEACHERS OR PARENTS? We are offering a complimentary copy of Gifted Education Press Quarterly. They would need to email me directly to receive our SUMMER 2010 issue. My email address is:
gifted@giftededpress.com
Please encourage your colleagues and friends to email me for a complimentary online subscription to GEPQ.
I need your help in locating new subscribers, and would greatly appreciate your asking colleagues and friends to contact me. We are now in a major political battle with federal and state governments to maintain gifted education programs in the public schools. I need your support in making Gifted Education Press Quarterly a resource available to all educators and parents who want to maintain and expand programs for gifted students! Your colleagues and friends should email me at: gifted@giftededpress.com. Thank you.
We’re all on a mission to advance the well-being of gifted education, and we all share a vision of excellence in this field. At this time in our nation’s history, it is important to maintain our leadership in education, science and the humanities. Therefore, I am asking the readers of Gifted Education Press Quarterly for your support to insure that we can continue publishing this Quarterly. Please consider sending a few dollars to help defray the costs of producing this important periodical in the gifted education field or ordering some of our books. We have been publishing GEPQ for 23 years with the goal of including all viewpoints on educating the gifted. Our address is: Gifted Education Press; 10201 Yuma Court; P.O. Box 1586; Manassas, VA 20109. Thank you.
I would also like to give you a special treat. Joan Smutny, the editor of the Illinois Association for Gifted Children Journal has given me permission to place the entire Spring 2010 Journal on the Gifted Education Press web site in PDF format. This is a very important journal issue in the gifted education field because it contains 27 excellent articles on Advocating for Gifted Education Programs. I invite you to read and/or print any or all of these articles from our web site. There is no charge for accessing this journal! Just go to my web site at www.GiftedEdPress.com and click the link for Gifted Advocacy – Illinois Association for Gifted Children Journal. Happy reading!
Members of the National Advisory Panel for Gifted Education Press Quarterly are:
Dr. Hanna David — Ben Gurion University at Eilat, Israel; Dr. James Delisle — Kent State University; Dr. Jerry Flack — University of Colorado; Dr. Howard Gardner — Harvard University; Ms. Margaret Gosfield – Editor, Gifted Education Communicator, Published by the California Association for the Gifted; Ms. Dorothy Knopper — Publisher, Open Space Communications; Mr. James LoGiudice — Bucks County, Pennsylvania IU No. 22; Dr. Bruce Shore — McGill University, Montreal, Quebec; Ms. Joan Smutny — National-Louis University, Illinois; Dr. Colleen Willard-Holt — Dean, Faculty of Education, Wilfrid Laurier University, Waterloo, Ontario; Ms. Susan Winebrenner — Consultant, San Marcos, California; Dr. Ellen Winner — Boston College.
Sincerely Yours in the Best Interests of the Gifted Children of America,
Maurice
Maurice Fisher, Ph.D.
Publisher
Gifted Education Press
Continue reading Announcing the SUMMER 2010 Online Issue of Gifted Education Press Quarterly
A School Prays for Help
Jennifer Levitz & Staphanie Simon:
When his budget for pencils, paper, and other essential supplies was cut by a third this school year, the principal of Combee Elementary School worried children would suffer.
Then, a local church stepped in and “adopted” the school. The First Baptist Church at the Mall stocked a resource room with $5,000 worth of supplies. It now caters spaghetti dinners at evening school events, buys sneakers for poor students, and sends in math and English tutors.
The principal is delighted. So are church pastors. “We have inroads into public schools that we had not had before,” says Pastor Dave McClamma. “By befriending the students, we have the opportunity to visit homes to talk to parents about Jesus Christ.”
Short on money for everything from math workbooks to microscope slides, public schools across the nation are seeking corporate and charitable sponsors, promising them marketing opportunities and access to students in exchange for desperately needed donations.
S Korea faces problem of ‘over-education’
Christian Oliver and Kang Buseong:
South Korea has some of the world’s most over-educated bakers. In one class in Seoul teaching muffin and scone-making, there are graduates in Russian, fine art and animation. For South Korean parents, the world’s highest spenders on their children’s education, something is going horribly wrong.
“I wanted to ease the burden on my parents by earning just a little something and finding a job that could give me something more dependable than temporary work,” said one 29-year-old trainee baker. Since graduating in art she could only find part-time work as a waitress. Like so many young people asked about finding work in a socially competitive society where unemployment is a stigma, she was too embarrassed to give her name.
South Koreans often attribute their economic success to a passion for education. But the country of 48m has overdone it, with 407 colleges and universities churning out an over-abundance of graduates.
Education minister sets deadline for balanced Vancouver School Budget
B.C. Education Minister Margaret MacDiarmid is laying down the law to the Vancouver School Board — ordering trustees to send her a draft budget by June 18.
She also wants trustees to consider a number of cost-cutting options from last week’s comptroller-general’s report on the district’s finances.
The board currently faces a $17-million budget deficit, and has to submit a final and balanced budget to MacDiarmid by June 30.
Last week’s report recommended almost $12 million in other cost saving schemes.
They include closing schools, winning contract concessions from workers and charging higher rent to childcare centres.
West Point faculty member worries it is failing to prepare tomorrow’s officers
I graduated from West Point in 1998, served several combat tours, then received a master’s degree from the Harvard Kennedy School so that I could instruct the cadets in politics, policy, and strategy. I have worked on the West Point faculty for two years, and this summer I’ll return to the operational Army in Afghanistan. From my own limited perspective, I can say that the Academy is falling heartbreakingly short of its potential to prepare young officers.
While West Point has recently made an effort to change with the times by adding a handful of elective courses in counterinsurgency, expanding its foreign immersion programs, and hosting several high level conferences on key Army issues, the founding principle of the cadet system remains the same: We lecture the cadets on professionalism but we practice bureaucracy. To summarize the difference, professional cultures debate, discuss, and continually innovate to stay effective in the changing world. Bureaucracies churn out ever-restrictive rules and seek to capture every eventuality in codified routines.
Consider this: From day one at the academy every possible situation that a cadet could conceivably encounter is accounted for by strict regulations. Not sure how many inches should be between your coat hangers, whether you can hold your girlfriend’s hand on campus, or how your socks should be marked? Consult the regulations. Moreover, all activity is subjected to the cadet performance system, which essentially assigns a grade to every measurable event in a cadet’s life (think shoe shines, pushups and pop quizzes) then ruthlessly ranks the entire class from first to last. Cadets at the top of the list get the jobs and postings they want after graduation. Those near the bottom end up driving trucks at Fort Polk, Louisiana.
K-12 Tax & Spending Climate: Pension Cuts Face Test in Colorado, Minnesota
A showdown is looming over whether commitments made to retirees by government pension funds can be scaled back in dire economic times.
Facing shortfalls, some public pension funds are responding by paring back payouts pledged to retired workers. Earlier this year, pension funds in Colorado and Minnesota curtailed annual cost-of-living increases.
“No matter how draconian you got on the new hires, you ran out of money” if you didn’t cut benefits to current retirees, said Meredith Williams, chief executive of the Colorado Public Employees’ Retirement Association, with $34.2 billion in assets.
Detroit Public Schools uses Target gift cards to try to retain students
Detroit Public Schools will be awarding $25,000 in Target gift cards to parents, incentives to get them to submit contact information to the district.
The contact information – which includes up-to-date phone numbers, e-mail addresses and home addresses – will be used as part of a strategy to retain students and to have ongoing communications with parents about district and school news, school closing information and emergencies.
Incomplete Standards
The new national standards are too timid to recommend that high school students read complete history (or other nonfiction) books, or that high school students should write serious research papers, like the Extended Essays required for the International Baccalaureate Diploma.
Even the College Board, when it put together “101 books for the college-bound student” included only four or five nonfiction books, and none was a history book like Battle Cry of Freedom, or Washington’s Crossing.
For several reasons it has become taboo to discuss asking our students to read complete nonfiction books and write substantial term papers. Not sure why…
In fact, since the early days of Achieve’s efforts on standards, no one has taken a stand in recommending serious history research papers for high school students, and nonfiction books have never made the cut either.
Since 1987 or so it has seemed just sensible to me that, as long as colleges do assign history and other nonfiction books on their reading lists, and they also assign research papers, perhaps high school students should read a nonfiction book and write a term paper each year, to get in academic shape, as it were.
After all, in helping students prepare for college math, many high schools offer calculus. For college science, high school students can get ready with biology, chemistry and physics courses. To get ready for college literature courses, students read good novels and Shakespeare plays. Students can study languages and government and even engineering and statistics in their high schools, but they aren’t reading nonfiction books and they aren’t writing research papers.
The English departments, who are in charge of reading and writing in the high schools, tend to assign novels, poetry, and plays rather than nonfiction books, and they have little interest in asking for serious research papers either.
For 23 years, I have been publishing exemplary history research papers by high school students from near and far [39 countries so far], and it gradually became clearer to me that perhaps most high school students were not being asked to write them.
In 2002, with a grant from the Shanker Institute, I was able to commission (the only) study of the assignment of history term papers in U.S. public high schools, and we found that most students were not being asked to do them. This helped to explain why, even though The Concord Review is the only journal in the world to publish such academic papers, more than 19,000 of the 20,000 U.S. public high schools never submitted one.
The nonfiction readings suggested in the new national standards, such as The Declaration of Independence, Letter From Birmingham Jail, and one chapter from The Federalist Papers, would not tax high school students for more than an hour, much less time than they now spend on Catcher in the Rye, Lord of the Flies, and the like. What would the equivalent be for college preparation in math: long division? decimals?
High school graduates who arrive at college without ever having read a complete nonfiction book or written a serious term paper, even if they are not in remedial courses (and more than one million are each year, according to the Diploma to Nowhere report), start way behind their IB and private school peers academically, when it comes to reading and writing at the college level.
Having national standards which would send our high school graduates off to higher education with no experience of real term papers and no complete nonfiction books doesn’t seem the right way to make it likely that they will ever get through to graduation.
“Teach by Example”
Will Fitzhugh [founder]
Consortium for Varsity Academics® [2007]
The Concord Review [1987]
Ralph Waldo Emerson Prizes [1995]
National Writing Board [1998]
TCR Institute [2002]
730 Boston Post Road, Suite 24
Sudbury, Massachusetts 01776-3371 USA
978-443-0022; 800-331-5007
http://www.tcr.org; fitzhugh@tcr.org
Varsity Academics®
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Under Pressure, Teachers Tamper With Test Scores
The staff of Normandy Crossing Elementary School outside Houston eagerly awaited the results of state achievement tests this spring. For the principal and assistant principal, high scores could buoy their careers at a time when success is increasingly measured by such tests. For fifth-grade math and science teachers, the rewards were more tangible: a bonus of $2,850.
But when the results came back, some seemed too good to be true. Indeed, after an investigation by the Galena Park Independent School District, the principal, assistant principal and three teachers resigned May 24 in a scandal over test tampering.
The district said the educators had distributed a detailed study guide after stealing a look at the state science test by “tubing” it — squeezing a test booklet, without breaking its paper seal, to form an open tube so that questions inside could be seen and used in the guide. The district invalidated students’ scores.
Of all the forms of academic cheating, none may be as startling as educators tampering with children’s standardized tests. But investigations in Georgia, Indiana, Massachusetts, Nevada, Virginia and elsewhere this year have pointed to cheating by educators. Experts say the phenomenon is increasing as the stakes over standardized testing ratchet higher — including, most recently, taking student progress on tests into consideration in teachers’ performance reviews.
Somewhat related: Wisconsin’s annual student test, the WKCE has often been criticized for its lack of rigor.
Verona Superintendent Explains Gang Warning
Verona school leaders are standing by their warning of potential retaliatory gang violence at the high school or Hometown Days this weekend.
The warning the Verona Area School District issued Wednesday night comes about six weeks after the fatal shooting of Antonio Perez on Madison’s East Side. Madison police have said they believe the slaying was gang-related.
Police in Madison, Middleton and Verona have been on alert for potential gang retaliation since Perez was killed in April 28. Authorities said the threat of violence between the Clanton 14 gang and the Carnales gang has been on their radar.
Verona Area School District Superintendent Dean Gorrell explained Thursday that it was his decision, and not by direction of law enforcement, that a warning on the threat of violence was announced Wednesday night.
Math Geek Mom: Summer School
In the center of Boston is the Boston Common, where there are several small statues of the ducklings made famous by the book “Make Way for Ducklings”. Long before I became a parent, I bought a painting from a local Boston artist that depicted the statues of the ducklings from that children’s book. In a decision of radical faith in the future, and one that involved finding a few extra dollars that I, as a graduate student, didn’t really have at the time, I bought it and decided that if I was ever to have a child, I would hang it in their room. I know that someday my daughter will outgrow it, but for now, it hangs above her desk in her room. I hope to visit the Boston Commons with her some day and show her the original statues that depict the characters from the book which she, of course, has a copy of. If such a visit takes place some year, it will be after my summer school class has ended for the summer.
I know of many people who claim that that just don’t teach summer school. The pay is often not great, and it takes away from time that might be spent on research and course development. However, someone must teach summer classes, which reminds me of the question of the “tragedy of the commons.” Like the farmers who all brought their cows to graze in the commons in the center of town, each individual professor is asking whether they, as individuals, wish to teach summer school. Something similar happens as is found when the common grazing land is depleted as too many cows are brought to the commons to graze. In both cases, since a “public good” is involved, the individual decisions may not lead to an optimum result. Too few professors may end up choosing to teach at that time.
Seattle Board Work Sessions – Math and Advanced Learning
The Board has two work sessions scheduled for this month.
The first, today, Thursday June 10 from 6:00pm to 8:00pm, will be on Math. No agenda details are available but there is sure to be a powerpoint and it is sure to appear on the District web site soon. I have to believe that the Board is looking for a report on the implementation of the curricular alignment, the implementation of the Theory of Action from the High School textbook adoption, and some update on student academic progress in math.
Next week, on Wednesday, June 16, from 4:00pm to 5:30pm, will be a Board Work Session on Advanced Learning. I honestly cannot imagine what the District staff will have to report
In Defense of a College Education
Do entrepreneurs need a college education? Flickr and Hunch co-founder Caterina Fake may have argued that the best way to become an entrepreneur is to drop out of college, but Read Write Web profiles one college entrepreneur who disagrees. Jay Rodrigues is a 21-year-old University of Pennsylvania junior who secured Series A funding for his college-calendaring system start-up, DormNoise. “Don’t drop out of school, because for every Bill Gates and Mark Zuckerberg, there are hundreds of entrepreneurs who drop out and go nowhere,” he advises. “At least if you stay in school, you’ll have an education.” But it isn’t easy juggling his roles as CEO and college student–Rodrigues says he works about 16 hours a day. “Be 150 million percent sure this is what you want,” he says. For more on successful college entrepreneurs, check out our 2010 list of America’s Coolest College Start-ups.
Education by Chance
With a little tweaking “The Lottery” would fit nicely into the marketing materials for the Harlem Success Academy, a public charter school founded by Eva Moskowitz, a former New York City councilwoman. On one level, this heart-tugging documentary recounts the experiences of four children competing in the academy’s annual intake lottery. On another, it’s a passionate positioning of charter schools as the saviors of public education.
Though infinitely classier — and easier on the eyes — than “Cartel,” the recent documentary exploring public education, this latest charter-school commercial is no less one-sided. Virtually relinquishing the floor to Ms. Moskowitz (who delights in vilifying the “thuggish” tactics of the United Federation of Teachers) and her supporters, the director, Madeleine Sackler, captures a smidgen of naysayers in mostly unflattering lights. Ignoring critical issues like financial transparency, Ms. Sackler sells her viewpoint with four admirable, striving families, each of whose tots could charm the fleas off a junkyard dog.
Seattle Police Chief Candidates and Public Schools
The Mayor’s office was kind enough to allow me to go to the media interviews with the 3 candidates for police chief.
First up was Interim Chief John Diaz. Low-key is definitely the by-word here (maybe even anemic). There is no doubting his sincerity and commitment to SPD. However, when I asked him about his thoughts on policing in the school district or programs to curb youth violence, I got a whole lotta nothing. I followed up, thinking maybe he didn’t understand me, but it was just a lot of blah, blah, blah about working with the district. For my narrow perspective, it was disappointing.
Program helps ‘students in the middle’ graduate, go to college
This fall, Jeanet Ugalde will attend UW-Madison on a full scholarship to study nursing. But first, she’ll be among the initial group of students receiving a diploma as part of a Madison School District program designed to give first-generation college-bound students the training to succeed in high school and post-secondary education.
“When I got the (UW acceptance) letter … I cried and I couldn’t believe it. I still can’t believe it. When I get the (tuition) bill around July and it says ‘zero,’ I will be so amazed,” Ugalde, the first person in her family to graduate from high school, said of being accepted to college.
Started three years ago at East High and now running in all four Madison high schools, AVID, which stands for Advancement Via Individual Determination, is designed to give “students in the middle” who may be the first in their families to graduate high school and attend college the training to succeed. The correlating TOPS — Teens of Promise — program is focused on extracurricular activities, including summer work internships.
Don Severson & Vicki McKenna Discuss The Madison School District’s 2010-2011 Budget
National Standards Nonsense is Still Nonsense
Over at Flypaper Mike Petrilli has finally tried to address the problems we’ve raised regarding national standards. Despite Mike’s best efforts, I’m afraid that national standards and assessments still sound like a really bad idea.
I raised doubts about the rigor and soundness of the proposed national standards, citing the fact that many credible experts have denounced them as lousy. His response is simply to repeat that Fordham has given the standards good grades and thinks the latest revisions have been positive. This is not a substantive response; it is simply a reiteration of their initial position.
Why should we find Fordham’s grading of the proposed national standards any more credible than that of the experts who have denounced the standards? The fact that Fordham issued a report with letter grades is just a marketing exercise for Fordham’s opinion. There is nothing scientific or rigorous about Fordham hand-picking their friends experts to repeat the opinion Fordham already holds — especially when we know from past experience that Fordham might exclude experts or change the grades if it does not come out the way they want.
Little-known San Jose educator lands atop heap in race for California schools chief
Some neophyte politicians spent megabucks gained from their famous companies to persuade California voters Tuesday to grant them a spot on the November ballot.
Then there was Larry Aceves. The retired superintendent of San Jose’s Franklin-McKinley, a school district obscure even in its own county, stumbled onto the ballot for California’s superintendent of public instruction after a low-budget campaign tour of the Rotary and PTA circuit. Topping 11 other candidates, Aceves won 18.8 percent of the statewide vote, the secretary of state’s office reported Wednesday, shocking two better financed and more experienced candidates.
“I pinched myself several times to make sure this wasn’t a dream,” the until now, little-known educator said Wednesday morning.
Assemblyman Tom Torlakson, D-Martinez, won 18 percent and the chance to face Aceves in a November runoff. Sen. Gloria Romero, D-Los Angeles, earned 17.2 percent of the vote, while nine others each got less than 10 percent in their quest to replace outgoing schools chief Jack O’Connell.
Detroit’s Struggle with Mayoral Control
Detroit Mayor Dave Bing announced that he is ready to take control of Detroit’s failing schools. He endorsed petition efforts underway to put mayoral control on the November ballot, but evidence suggests that the effort might be an uphill electoral battle.
Detroit’s schools suffer a litany of challenges. Its students have the lowest NAEP scores of any urban district. There has been a precipitous decline in enrollment over the last decade and a budget deficit in the hundreds of millions prompted Governor Granholm to appoint “emergency financial manager” Robert Bobb in March 2009 to command control of the district’s cash.
Despite these pressing issues, only 4% of Detroit residents feel that the schools are the biggest problem facing the city, a statistic that, though disheartening, is fairly unsurprising considering that the city was named one of the ten most dangerous in the world by CNN this year and that unemployment hovers somewhere around 25%. Voters have other things on their minds, but getting their attention won’t be the biggest obstacle to mayoral control. History will.
Kaplan Launches Venture Arm To Invest In Education Start-Ups
As venture capitalists turn more attention to education innovation, Kaplan Inc. has launched its own venture arm to look at student-serving start-ups.
Kaplan VC LLC is a subsidiary designed to identify and develop innovative learning strategies, technologies and products with the power to transform education world-wide. The investment group will look to invest between $500,000 and $10 million in companies focused on education technology and student outcomes, Kaplan Chief Executive Andrew Rosen said.
The new group will be led by Jason Palmer, who assumes the position of senior vice president, Kaplan Ventures.
Investment in education companies is growing steadily as new Internet technologies and devices allow for new ways to educate. Venture capitalists have poured money into textbook, language learning and learning collaboration companies, betting that adoption across the tens of thousands of school districts in the U.S. alone could create the next wave of billion-dollar companies.
Eight companies providing education training, software and services were funded by venture capitalists in the first quarter for a total of about $57 million, according to VentureSource, an industry tracker owned, like this newsletter, by Dow Jones & Co. That was about $14 million more than was invested in the same number of companies in the first quarter a year ago. Fourth-quarter investment was also strong, with $53 million invested in 11 companies.
K-12 Tax & Spending Climate: US States’ Per student Spending
NCES. Wisconsin spends an average of $10,791 per student. Madison spends $15,241.30 per student, according to the 2009-2010 citizen’s budget. More here.
8 Reasons College Tuition Is the Next Bubble to Burst
Tuition has been increasing at such an alarming rate that some say we’re witnessing yet another bubble in America — this time not in the stock market or in housing, but in college tuition.
Stephen Burd, of the Education Policy Program at the New America Foundation, explains in this interview how federal student loans became non dischargeable in bankruptcy in 1998, and then private loans became non dischargeable as well in 2005. Taken together, these laws mean that students who are overpaying for degrees now with borrowed money will suffer the consequences for life.
Here are 8 reasons to believe we’re in the middle of a college tuition bubble (that’s about to burst).
1) Tuition is, and has been, increasing at double the rate of inflation
Bailing out schools
The banks got their federal bailout. So did the automakers.
Now North Carolina public-school children are asking if they will get theirs. Only their congressman knows for sure.
U.S. Education Secretary Arne Duncan was in North Carolina last week with a warning from the Obama administration and education supporters across the country. If Congress does not provide a bailout of state school budgets, as many as 300,000 teachers nationwide, 10,000 of them in North Carolina, could be laid off before the start of the next school term.
North Carolina legislators are so certain that the federal government won’t allow such a catastrophe that they have already written a lot of unappropriated federal money into the budget for the fiscal year that begins on July 1. But they are being optimistic in doing so.
Verona Schools Message on School Safety
Following is a message from the Superintendent and VAHS Administration. Please address any inquiries to VAHS Administration or Dr. Gorrell.
Through our contacts with the Dane County Gang Task Force we have recieved information that indicates in the coming days the VAHS campus or Verona Hometown Days are possible locations for an altercation between two rival gangs. These gangs are the Clanton 14 gang and the Carnales gang. These are the two gangs alleged to have connections with the murder of Antonio Perez last month.
Given this information the following security measures will be put in place immediately:
Tomorrow and Friday we will have an additional VPD Officer stationed on campus working with Officer Truscott. Also, regular VPD patrol officers will be in the area patrolling both the VAHS campus and the neighboring residential area in their squad cars.
Members of the administrative team will also be out patrolling the interior and exterior of the buildings throughout the day. Special attention will be paid to monitoring the two designated K-Wing and two designated main building entrances. All other entrances are to be kept closed and locked. This too will be monitored by the VPD and HS administration.
Given current information the Administrative team, in consultation with our partners in law enforcement, believes that these are prudent preventative steps. If additional information becomes available we will alter this plan accordingly. We ask all staff members to do their usual stellar job of remaining vigilant and reporting anything of concern to the Administrative Team at once.
Keeping staff informed is a priority and more information will be provided if and when it becomes available.
Thank You,
Dr. Gorrell
Ms. Hammen
Ms. Williams
Mr. Murphy
Mr. Boehm
Have you thanked your teacher this year?
Every year at this time, I like to remind people to take a moment — even have their children take a moment — to write a note of thanks to their teachers.
“Teachers are expected to reach unattainable goals with inadequate tools. The miracle is that at times they accomplish this impossible task.” — Haim Ginott
“Public education rests precariously on the skill and virtue of the people at the bottom of the institutional pyramid.” — Tracy Kidder
“Teaching is not a lost art, but the regard for it is a lost tradition.” — Jacques Barzun
“Teachers appreciate being appreciated, for teacher appreciation is their highest award.” — William Prince
The Quiet Preference for Men in Admissions
It’s a well-known fact that there’s a severe gender imbalance in undergraduate college populations: about 57 percent of undergrads these days are female and only 43 percent male, the culmination of a trend over the past few decades in which significantly fewer young men than young women either graduate from high school or enroll in college. It’s also a well-known fact—at least among college admissions officers—that many private institutions have tried to close the gender gap by quietly relaxing admissions standards for male applicants, essentially practicing affirmative action for young men. What they’re doing is perfectly legal, even under Title IX, the 1972 federal law that bans sex discrimination by institutions of higher learning receiving federal funds. Title IX contains an exemption that specifically allows private colleges that aren’t professional or technical institutions to prefer one sex over the other in undergraduate admissions. Militant feminists and principled opponents of affirmative action might complain about the discrimination against women that Title IX permits, but for many second- and third-tier liberal arts colleges lacking male educational magnets such as engineering and business programs, the exemption may be a lifesaver, preventing those smaller and less prestigious schools from turning into de facto women’s colleges that few young people of either sex might want to attend.
Now, however, the U.S. Commission on Civil Rights has decided to turn over this rock carefully set in place by admissions committees. The commission launched an investigation last fall into the extent of male preferences in admissions decisions at 19 various institutions of higher learning. These include public universities (where such preferences are illegal under Title IX); elite private institutions such as Georgetown and Johns Hopkins; smaller liberal arts schools (Gettysburg College, with 2,600 undergraduates, is on the list); religious schools (the Jesuit-run University of Richmond and Messiah College in Grantham, Pa.); and historically black Virginia Union University, also in Richmond. On May 14 the commission’s general counsel, David P. Blackwood, announced that four of the 19 schools–Georgetown, Johns Hopkins, Gettysburg, and Messiah—had raised legal issues concerning compliance with the commission’s subpoenas, and that Virginia Union, while responding politely, had not complied in any way. Blackwood said that the commission might have to ask the Justice Department for help in obtaining admissions data from Virginia Union.
You Wouldn’t Inhibit Amazon, Why Education?
This is the second in a series of interviews with thought leaders in education reform. Today we interview former West Virginia Governor Bob Wise about personalized learning, equity and policy changes that will enable a better system for our students.
What is the vision for personalized learning?
For personalized learning, it’s delivering high-quality content to children and students wherever they live. I mean, whatever their conditions, their life situations, their educaiton surroundings. It’s being able to customize education so that we engage each student where they want to be, and make it as relevant as possible to them.
Personalization to me is the sense of making sure there is a personal graduation plan for every student, making sure a direct relationship bteween at least one adult in the building and one student.
Even if you are using data…there is data that immediately is picking up whether they are increasing absences, etc…and someone is charged with intervening. How do we take what is a largely impersonal experience, to using technology that is actually helping education become a more personal experience.
Are books just as good as summer school? Study: Free books give low-income kids academic lift
Can a $50 stack of paperbacks do as much for a child’s academic fortunes as a $3,000 stint in summer school?
Researchers think so. Now, an experimental program in seven states — including the Chicago Public Schools — will give thousands of low-income students an armful of free books this summer.
Research has shown that giving books to kids might be as effective at keeping them learning over the summer as summer school — and a lot cheaper. The big questions are whether the effect can be replicated on a large scale — and whether it can help reduce the achievement gap between low-income and middle-class students.
Schools have always tried to get students to read over the summer. For middle-class students, that’s not as big a deal. They usually have access to books, says Richard Allington, a reading researcher at the University of Tennessee-Knoxville.
Chinese teens compete for entry to elite schools
The 14-hour study sessions were over but the nerves remained for Tong Dan as she squeezed in some last-minute cramming during a lunch break Monday from the most important test she and millions of other Chinese teens will ever take.
Each year, about 10 million high school seniors across China take the “gaokao” — the exam that is the sole determinant for whether they get into a university. About 68 percent of test takers this year are expected to pass — but for the vast majority who don’t it means they head straight into the search for a low-paying, blue-collar job.
But even a college degree no longer guarantees graduates a good job in China’s increasingly competitive workplace. With about 700,000 of last year’s university graduates still unemployed, there is added pressure on students like 17-year-old Tong to do well on the two-day college entrance exam and gain one of the few coveted slots at the country’s elite schools.
China has poured billions of dollars into a massive university expansion plan over the past few decades, meaning the number of graduates will skyrocket to a record 6.3 million this year, compared to 1 million in 1998. The expansion has also led to a widening gap between the quality of education found in many universities, especially those in poorer provinces, and the top schools.
Black leaders leaving DISD along with students
As the number of black children in Dallas ISD declined over the last decade, the number of black activists closely observing school board meetings has dwindled to a few in the audience.
And some leaders of a civil rights group that once battled for equal education in Dallas schools are now urging black parents to send their kids elsewhere. Some say the rising attention to the needs of children learning English is overshadowing the needs of black students.
As their focus wanes from Dallas ISD, some fear a powerful lobby for the interests of the district’s minority students could be lost.
“It’s not a surprise to anybody that blacks are leaving DISD,” said Juanita Wallace, president of the Dallas NAACP. “We know that Hispanics are really taking over the school district. The whites are completely gone, and now blacks are going.”
Student Debt and a Push for Fairness
If you run up big credit card bills buying a new home theater system and can’t pay it off after a few years, bankruptcy judges can get rid of the debt. They may even erase loans from a casino.
But if you borrow money to get an education and can’t afford the loan payments after a few years of underemployment, that’s another matter entirely. It’s nearly impossible to get rid of the debt in bankruptcy court, even if it’s a private loan from for-profit lenders like Citibank or the student loan specialist Sallie Mae.
This part of the bankruptcy law is little known outside education circles, but ever since it went into effect in 2005, it’s inspired shock and often rage among young adults who got in over their heads. Today, they find themselves in the same category as people who can’t discharge child support payments or criminal fines.
A Classical Education: Back to the Future
I wore my high school ring for more than 40 years. It became black and misshapen and I finally took it off. But now I have a new one, courtesy of the organizing committee of my 55th high school reunion, which I attended over the Memorial Day weekend.
I wore the ring (and will wear it again) because although I have degrees from two Ivy league schools and have taught at U.C. Berkeley, Johns Hopkins, Columbia and Duke, Classical High School (in Providence, RI) is the best and most demanding educational institution I have ever been associated with. The name tells the story. When I attended, offerings and requirements included four years of Latin, three years of French, two years of German, physics, chemistry, biology, algebra, geometry, calculus, trigonometry, English, history, civics, in addition to extra-curricular activities, and clubs — French Club, Latin Club, German Club, Science Club, among many others. A student body made up of the children of immigrants or first generation Americans; many, like me, the first in their families to finish high school. Nearly a 100 percent college attendance rate. A yearbook that featured student translations from Virgil and original poems in Latin.
Union backlash: UW-Madison academic staff bristle at perceived strong-arm tactics
When faculty and academic staff across the University of Wisconsin System were given the right to form unions with collective bargaining powers last June, David Ahrens viewed the legislation as “long overdue” and a “well-deserved right.”
After all, most of the 10,000 classified staff working within the UW System — including accountants, computer staff and custodians — have long been unionized. Ahrens believed it was only fair that the roughly 6,700 faculty and 13,200 academic staff across the system be afforded the same opportunity. And as president of the United Faculty and Academic Staff, a longtime union on the UW-Madison campus that does not have collective bargaining powers, he was eager to convey to the masses the virtues of forming a union that has the right to negotiate over wages, benefits and work conditions.
The new state measure would not force anyone to join a union, Ahrens noted at the time. It simply gave faculty and academic staff on each of the UW System’s four-year campuses the right to vote to form separate bargaining units if they wanted.
“It’s about giving thousands of individual employees a collective voice,” said Ahrens, who holds an academic staff position as a researcher within the University of Wisconsin’s School of Medicine and Public Health.
Charter Vultures Circle the Public Schools
We our now entering the second round of “Race to the Top.” State legislatures are busy worshiping at the alter of “charter schools” in order to establish their eligibility.
The radio, television, and print ads show a very unlikely and powerful coalition supporting the demand for new charter schools – Barack Obama, Arne Duncan, JP Morgan, assorted hedge funds, Michael “Moneybags” Bloomberg, Joel “Clueless” Klein, and Reverend Al Sharpton. The impression they are trying to give is that everybody whose opinion we trust thinks it is a good idea and that the teachers and their evil union want to block reform that will benefit our children.
On May 27, 2010, JP Morgan Chase ran a full-page advertisement in The New York Times with the headline The Way Forward, Investing in Our Children’s Future. It cost the bank approximately $180,000. This is the same JP Morgan Chase that received a $25 billion bailout from Congress as part of the federal Troubled Assets Relief Program (TARP). Just because the bank can’t manage its own affairs, does not mean it shouldn’t manage ours.
Several Madison schools fail to meet No Child Left Behind standards
Six of the seven Madison schools that made the federal list of schools in need of improvement last year are on it again, including two Madison elementary schools that faced sanctions for failing to meet No Child Left Behind standards.
In addition, three out of four Madison high schools failed to make adequate yearly progress, according to state Department of Public Instruction data released Tuesday. DeForest, Middleton and Sun Prairie high schools also made the list.
Statewide, 145 schools and four districts missed one or more adequate yearly progress targets. Last year 148 schools and four districts made the list, according to DPI. This year 89 Wisconsin schools were identified for improvement, up from 79 last year.
“These reports, based off a snapshot-in-time assessment, present one view of a school’s progress and areas that need improvement,” said State Superintendent Tony Evers in a statement.
Related: the controversial WKCE annual exam.
“The Lottery” Film Screens Tonight @ 7:30 “The Problem is a System that Protects Academic Failure”
Screening locations can be seen here (including Madison’s Eastgate Theatre [Map]), via a kind reader:
The Lottery is a feature-length documentary that explores the struggles and dreams of four families from Harlem and the Bronx in the months leading up to the lottery for Harlem Success Academy, one of the most successful charter schools in New York. The four families cast their lots in a high-stakes draw, where only a small majority of children emerge with a chance at a better future. The vast majority of hopefuls will be turned away.
By interlacing the families’ stories with the emotional and highly politicized battle over the future of American education, The Lottery is a call to action to avert a catastrophe in the education of American children. With heart, humor and hope, The Lottery makes the case that any child, given the right educational circumstances, can succeed.
Watch the trailer.
Madison has not exactly provided a welcoming charter environment.
Exploring How the Brain Works
Packed neatly on the bookshelves in Mark Changizi’s Carnegie Building office sit stacks of notebooks containing hundreds of questions. Why do we have fingernails? Why are organs packaged in such a specific way inside our bodies? Why does skin wrinkle when it gets wet? Why are our hands shaped the way they are?
These are among the questions in the notebooks–26 and counting–that Changizi fills with potential research ideas he poses as queries about the design and behavior of biological systems.
So far questions in the notebook have yielded highly acclaimed research findings, including why primates see in color and have forward-facing eyes, why optical illusions succeed at tricking our eyes, and why written characters across languages share common shapes.
Changizi’s groundbreaking explanations have landed on the pages of The New York Times, Time, Newsweek, and New Scientist. In May 2009, his findings will appear in Changizi’s first-ever trade book The Vision Revolution, published by Benbella Books.
Entry may tighten for Boston exam schools
Boston school officials this week will unveil a more stringent residency policy for students applying to the city’s three exam schools, responding to growing concerns that out-of-towners are improperly gaining admission.
The proposed policy, which officials will present to the School Committee on Wednesday, would allow only city residents to apply to Boston Latin School, Boston Latin Academy, and the John D. O’Bryant School of Math and Science.
Currently, nonresidents can take the entrance exam for those schools; they must establish residency shortly before admission decisions are made.
“It’s a fairly significant change,” said Rachel Skerritt, chief of staff for Superintendent Carol R. Johnson. “We want to make sure students who have access to the stellar education at the exam schools live in the city.”
Want To Get Faster, Smarter? Sleep 10 Hours
New research adds to a growing body of evidence showing the perks of a good night’s sleep.
A study from researchers at Stanford University finds that extra hours of sleep at night can help improve football players’ performance on drills such as the 40-yard dash and the 20-yard shuttle.
“The goal was to aim for 10 hours of sleep per night,” says Cheri Mah of the Stanford Sleep Disorders Clinic. At the beginning of the season, Mah found that the players had moderate levels of daytime fatigue, even though they thought they were getting enough rest at night. Seven players were included in the study.
It’s not easy to convince college students to add hours of sleep to their schedules each day. “It’s a lot to ask,” Mah says, but throughout the season she was able to document a significant extension of nighttime sleep.
Online Help for Parents Who Volunteer
It takes a lot to organize a classroom of 20 children. It can take even more to organize the kids’ busy parents–and that often means turning to technology to get everyone on the same page.
Over the past nine months, my first-grader’s school has seen that in spades. Like many elementary schools, ours relies on parent volunteers to help out with one-on-one reading with students and math exercises. In my 6-year-old’s class, at least two parent volunteers are needed a day. In the past, volunteers were organized the old-fashioned way on paper, with parents signing up for their preferred time slots for the month on a calendar sent home with their children.
But in recent years as more schools and families have gone digital, parents are opting for an online solution to organizing volunteer class time. And a host of volunteering and calendar services have popped up on the Web to oblige them. When I asked our school’s room parent which online sites people were using to organize volunteering, he blasted out an email to poll his network of room parents. The informal survey yielded one conclusion: Each classroom was using different services, each with their own perks and drawbacks. Among the hodge-podge of choices were well-known applications such as Yahoo Inc.’s Yahoo Groups and Google Inc.’s Calendar, as well as less familiar names including VolunteerSpot Inc.’s VolunteerSpot and Doodle AG’s Doodle.com.
Paying for College, Sometimes With Blood
Ann Larson’s recent IHE column, in which she dissects the popular idea that that a college education is the key to upward mobility for lower-income Americans, resonated for me in a personal way, because I have two nephews who joined the military after they ran out of money for college tuition. One, in the National Guard, spent a year in Iraq and could be called up again. The other will have shipped out to Afghanistan when this column is posted.
Both are highly intelligent young men who made what seem to a fond and panicked aunt to be foolish decisions based on false assumptions, though they would tell you otherwise. Our politics are very different, but neither joined up out of a fervent desire to further a political cause. It was a trade-off, in both cases: service in return for educational support. And because they are honorable people, they are prepared to give their lives to fulfill their end of the agreement.
Larson discusses the case of “Valerie,” who immigrated from Haiti with the dream of attending college, and is now saddled with student-loan debts she is unlikely to ever be able to pay off given the jobs available to her. A recent NYT article describes a middle-class family in a similar economic situation. My nephews, like many other young people, saw the military as an alternative to a life that is crippled by either crushing debt or limited vocational opportunities. But, Larson argues,
I agree, it’s time the Vancouver, Canada school board grew up
You can say what you like about B.C. comptroller-general Cheryl Wenezenki-Yolland, at least if you can pronounce her name. But she sure knows how to shake things up.
Last fall, this steely mother of two blasted bloated management at TransLink and excessive executive compensation at B.C. Ferries, drawing cries of outrage from high-priced boss David Hahn.
Now, Wenezenki-Yolland has drawn equal if not greater howls of indignation by ripping into the Vancouver School Board. And the report she released Friday on the trustees’ management ability, or lack of it, has had board chairwoman Patti Bacchus on the verge of tears.
Racial composition of Dallas – Fort Worth school districts
Total enrollment in North Texas public schools increased for every major ethnic group from 2000 to 2010 – but the gains are anything but uniform across the region. This interactive map shows enrollment gains and losses, by ethnic group, at local public schools with more than 100 students over the past decade.
Use the box below to select a school district and a racial category. Click the Submit button to see the results.
Obama to high school grads: ‘Don’t make excuses’
President Barack Obama is telling high school graduates in Michigan not to make excuses, and to take responsibility for failures as well as successes.
In excerpts of remarks to be delivered later Monday at Kalamazoo Central High School, Obama says that it’s easy to blame others when problems arise. “We see it every day out in Washington, with folks calling each other names and making all sorts of accusations on TV,” the president says.
He says the high school kids can and have done better than that.
The 1,700-student high school in southwest Michigan landed Obama as its commencement speaker after winning the national Race to the Top High School Commencement Challenge.
Early Lessons
The Perry Preschool was the idea of a man named David Weikart. He was a school system administrator in the small city of Ypsilanti, Michigan back in the late 1950s. When he took the job, he was shocked to discover how many poor African-American children were doing badly in school. A lot of them were being assigned to special education classes, getting held back, and failing to graduate from high school.
Weikart wanted to do something about it, but school officials did not share his enthusiasm. They didn’t want him changing things, messing around in their schools.
So rather than change the schools, Weikart decided to invent a new kind of school – a pre-school for 3- and 4-year-olds. His hope was that preschool could boost children’s IQs.
This was a radical notion. Most people believed everyone was born with a certain amount of intelligence, a quotient, and it never changed. They had faith in IQ tests to measure intelligence. And they thought intelligence mattered a lot, that it was the key to success in school, and life.
Two Cities: Importing the KIPP Model
Jennifer Guerra & Sarah Hulett:
It’s 7:15 on a chilly spring morning kids from all over New Orleans are coming in by the bus load to KIPP Central City Academy and Primary. A group of sixth graders is hanging outside, waiting for the bell to ring. So I ask them what they think about their school. Three of the boys say they like it just fine. The fourth one, Troy Picard, is not a fan.
“No, their rules are just too strict for me,” says Picard, prompting a quick rebuttal from his friend Carl Lacoste.
“Troy, I disagree what you said about strict rules,” Lacoste says. “The only rules we have are work hard and be nice.”
“But a lot of other rules fall under that category,” Picard says.
Students aren’t the only ones with rules. Jonathan Bertch, who runs the business side of things at KIPP Central City, says adults at the school have rules, too. The main one is “no excuses.” As in: All those excuses you hear about why inner city kids can’t succeed? Out the window.
K-12 Tax & Spending Climate: Pols turn on labor unions
Spurred by state budget crunches and an angry public mood, Republican and some Democratic leaders are focusing with increasing intensity on public workers and the unions that represent them, casting them as overpaid obstacles to good government and demanding cuts in their often-generous benefits.
Unlike past battles over the high cost of labor, this time pitched battles over wages and pensions are being waged from Sacramento to Springfield to New York City and the conflict is marked by its bipartisan tone, with public employee unions emerging as an intransigent public enemy number one in cities and state capitals across the country.
They’re the whipping boys for a new generation of governors who, thanks to a tanking economy and an assist from editorial boards, feel freer than ever to make political targets out of what was once a protected liberal class of teachers, cops, and other public servants.
Perky reading textbooks! An MPS culture shift may be afoot
Attention, children in Milwaukee Public Schools: Your Reading Adventure Awaits!
It has lots of stories! It wants you to write out answers to lots of questions about what goes on in the stories!
It has lists of spelling words! It will teach you the difference between common nouns and proper nouns! How to use proofreading marks! What to learn from the sequence of vowels and consonants in words!
It has a fair amount of phonics-related skill building, but it’s not as strong on that as some phonics-oriented people would like!
It will require you to do a lot of work, if you’re going to succeed! It’s not easy! I stumbled during an exercise in a fifth-grade reading book on matching English words to their foreign language roots, and I thought I was smarter than a fifth-grader!
Black Parents vs. the Teachers’ Union: Union intransigence hits a low point
In Harlem–as elsewhere in this city, state, and nation–there is a sharply rising struggle between teachers’ unions and black parents.
That dispute is over parental choice of schools, especially in regards to publicly financed charter schools which can, and usually do, refuse to recognize teachers’ unions. Geoffrey Canada, whose Harlem Children’s Zone is nationally known for making charter schools a working part of the community, recently sent out a rallying cry to black parents everywhere when he said, “Nobody’s coming. Nobody is going to save our children. You have to save your own children.”
In Harlem, where thousands of parents apply for charter schools on civil rights grounds, State Senator Bill Perkins–whose civil liberties record I’ve previously praised in this column–is in danger of losing his seat because of his fierce opposition to charter schools. The UFT contributes to his campaigns. His opponent, Basil Smikle–who has worked for Hillary Rodham Clinton, the Bill Clinton Foundation, and, unfortunately, Michael Bloomberg–says: “Education has galvanized the community.”
Kalamazoo has long been a leader in education and education reform. Here are some of the area’s accomplishments in education.
1833: Founding of Kalamazoo College, Michigan’s oldest college campus.
1874: Kalamazoo paves the way for tax-funded education in Michigan when the state Supreme Court affirms Kalamazoo’s right to levy taxes to operate a public high school.
1896: Kalamazoo Public Library is among the first 10 in the country, and the second in Michigan after Detroit, to create a children’s section with its own librarian.
1903: Founding of Western Michigan University, now one of the 50 largest universities in the country.
1906: Kalamazoo Central High School creates state’s first high school marching band.
1920: Kalamazoo Central becomes the country’s second high school with a drama class and opens Chenery Auditorium, one of the largest high school auditoriums of that era.
1958: Kalamazoo College creates its study-abroad program, one of the first in the country.
K-12 Tax & Spending Climate: Wisconsin Democrat Governor Candidate Barrett calls for $1 billion in state government cuts
Democratic candidate for governor Tom Barrett wants to get rid of the offices of the secretary of state and the state treasurer as part of a plan he says would cut more than $1 billion from Wisconsin’s budget.
Barrett said some of the savings could be achieved every year, while other cuts — such as eliminating those constitutional offices, an uncertain and arduous process — would represent one-time savings.
At a news conference outside the state Capitol on Monday, Barrett said his plans would include steps like combining workers statewide into pools to purchase lower-cost health insurance, cracking down on Medicaid fraud and other financial crimes, and cutting prisoner health care costs.
He also called for “right-sizing” the state employee work force but did not say if that would involve layoffs or simply not filling vacant jobs.
Barrett called it his plan for “putting Madison on a diet.”
Related:
Wisconsin has seen substantial growth in redirected tax dollars devoted to K-12 public districts over the past 20+ years.
Madison School Board Vice President Beth Moss asked whether the State might further reduce redistributed tax dollars for K-12 spending in the next year, at the June 1, 2010 Budget meeting.
Why should education be exempt from recession budgeting?
Jay Gould, a 19th-century railroad tycoon and unrepentant rapscallion, said he was a Democrat when in Democratic districts and a Republican when in Republican districts but that he was always for the Erie Railroad. Gould, emblematic of Gilded Age rapaciousness, was called a robber baron. What should we call people whose defining constancy is that they are always for unionized public employees? Call them Democrats.
This week, when Congress returns from its Memorial Day recess, many Democrats, having gone an eternity — more than a week — without spending billions of their constituents’ money, will try to make up for lost time by sending another $23 billion to states to prevent teachers from being laid off. The alternative to this “desperately” needed bailout, says Education Secretary Arne Duncan, is “catastrophe.” Amazing. Just 16 months ago, in the stimulus legislation, Congress shoveled about $100 billion to education, including $48 billion in direct aid to states. According to a University of Washington study, this saved more than 342,000 teaching and school staff positions — about 5.5 percent of all the positions in America’s 15,000 school systems.
The federal component of education spending on kindergarten through 12th grade, the quintessential state and local responsibility, has doubled since 2000, to 15 percent. Now the supposed emergency, and states’ dependency, may be becoming routine and perpetual.
Related: The Madison School Board discusses travel and professional development spending for the 2010-2011 budget and Bloomberg: US’s $13 Trillion Debt Poised to Overtake GDP.
K-12 Tax & Spending Climate: Number of the Week: U.S. Debt Nears Key Threshold
8%: Gross U.S. public debt as a share of annual economic output.
There’s little doubt that the U.S. needs to get its mounting debts under control. But at what point do they become a clear and present danger?
By some measures, we’re reaching that point about now. As of Friday, our total national debt – the sum of all outstanding IOUs issued by the U.S. Treasury – stood at a bit more than $13 trillion, or almost 90% of our projected gross domestic product for 2010.
The 90% level is significant, because recent research by economists Carmen Reinhart and Kenneth Rogoff suggests that once a developed nation’s debt crosses it, its annual economic growth tends to be about one percentage point lower. At a time when economists are saying it could take years for the U.S. to bring unemployment back down to pre-recession levels, that percentage point could make a big difference.
School admission policy no child’s play
A good friend of mine, James, has an interview this morning. It is quite important. If he is successful, it will mean quite a lot in the future. If he fails, he will certainly be at a disadvantage.
Given the importance of doing well, he has spent some time preparing and rehearsing answers to practice questions. What he wears to the interview has been carefully thought out as first impressions are very important. There is a lot riding on the 15 minutes he will spend being questioned.
James, however, is not taking this very seriously. I am confident that he does not have the faintest idea how important this is. In fact, it is fairly likely that he will not even realise that he has to do an interview at all until he is right there in the room.
James is two years old. His interview is for the purpose of whether he will get into primary school, in a couple of years. There is nothing particularly special about the school he is applying to; its admission policies are the same as a lot of schools in Hong Kong.
I have been known to produce pieces of pure fiction in this column from time to time, but I am not making this up. This actually happens. Schools really employ people to interview two-year-olds and make a decision about each toddler’s academic future.
Higher Education’s Bubble is About to Burst
It’s a story of an industry that may sound familiar.
The buyers think what they’re buying will appreciate in value, making them rich in the future. The product grows more and more elaborate, and more and more expensive, but the expense is offset by cheap credit provided by sellers eager to encourage buyers to buy.
Buyers see that everyone else is taking on mounds of debt, and so are more comfortable when they do so themselves; besides, for a generation, the value of what they’re buying has gone up steadily. What could go wrong? Everything continues smoothly until, at some point, it doesn’t.
Yes, this sounds like the housing bubble, but I’m afraid it’s also sounding a lot like a still-inflating higher education bubble. And despite (or because of) the fact that my day job involves higher education, I think it’s better for us to face up to what’s going on before the bubble bursts messily.
College has gotten a lot more expensive. A recent Money magazine report notes: “After adjusting for financial aid, the amount families pay for college has skyrocketed 439 percent since 1982. … Normal supply and demand can’t begin to explain cost increases of this magnitude.”
Consumers would balk, except for two things.
First — as with the housing bubble — cheap and readily available credit has let people borrow to finance education. They’re willing to do so because of (1) consumer ignorance, as students (and, often, their parents) don’t fully grasp just how harsh the impact of student loan payments will be after graduation; and (2) a belief that, whatever the cost, a college education is a necessary ticket to future prosperity.
Related: Wal-Mart partners with online school to offer college credit to workers.
HSBC Chairman Stephen Green calls on schools to teach children about money
Mr Green, speaking at the Hay Festival on the Welsh borders on Saturday, said it would be of particular relevance to those who would grow up to become part of the sub-prime market.
“Part of the answer lies in financial literacy education in schools,” said Mr Green, promoting his 2009 book Good Value: Reflections on Money, Morality and an Uncertain World.
“I really don’t think it’s wise in the circumstances of modern life to have people come out of the school system into working life or, sadly, often not working life, without the very basics of financial literacy.”
Mr Green, who has been chairman of HSBC since 2005, and is also an ordained priest, was keen to stress that there was a social imperative for banking services to be open to those on lower incomes.
However, he said some forms of lending were unacceptable, citing 110pc mortgages, and said those at the bottom end of the market may not have had proper understanding or access to information when taking out such loans.
On Foster Youth Success Stories: Salute to grads who defied the odds
If one knew nothing about the backgrounds of the young men and women gathered in the student union at City College, the end-of-semester scene could be mistaken as being merely poignant instead of extraordinary. More than 60 students filled their paper plates with food as they awaited the announcement of scholarship winners. They beamed when their names were called for having earned a scholarship or admission to a four-year university. They applauded each other’s successes. They posed for photographs. Young mothers clutched their children’s hands.
What was remarkable was how the master of ceremonies, Michael McPartlin, did not need to look at his notes to talk about the students’ accomplishments – or even the final exam, child-care or work obligations that prevented some from attending. He knew all the little details and cared about getting them right. What was even more remarkable were the odds that each of the students had to overcome to be celebrating the successful conclusion of an academic year.
Colleges offer grants, work-study to reduce students’ debt
In a nod to the rising cost of college tuition and the burden of massive student loan debt on graduates, a growing number of universities are stepping up with “no-loan” aid pledges.
More than 50 colleges — including elite private schools and flagship state universities in Virginia and Maryland — have eliminated or capped loans in their financial aid portfolios for some or all students, promising enough aid in grants and work-study to cover most of the gap between what they charge and what each student can afford to pay.
At a handful of private universities with sizable endowments, including Princeton, Harvard and the University of Pennsylvania, the goal is quite literally to eliminate loan debt for most graduating seniors.
“It’s going down, and it’s going down dramatically,” said Amy Gutmann, president of Penn. “A typical family earning $90,000 a year attends Penn tuition-free. A typical family earning $40,000 a year attends Penn with tuition, room and board covered.”
Understanding how colleges hand out aid can improve your chances
Wander Ursinus College and you’d think you had stepped into an Ivy League idyll. Stone-clad buildings overlook a sweeping lawn, which slopes to a picture-perfect, small-town Main Street. Winding paths skirt carefully tended gardens. Outdoor statues gaze raptly at midair as students stroll by, chattering on cellphones.
But Ursinus College, in Collegeville, Pa., lacks the wealth and status that allow the real Ivies to choose from among the best students in the country and to cover their full financial need with no-loan aid packages. Like the vast majority of colleges, Ursinus must not only troll for top students but also calibrate exactly how much money it will take to bring them to campus and keep them there.
In college-speak, it’s called enrollment management — a way of slicing and dicing admissions policies and financial aid to attract a strong and diverse student body while bringing in enough revenue to keep the doors open. Whereas elite colleges take merit as a given and extend financial aid only to those who need it, Ursinus offers sizable scholarships to outstanding applicants from every economic strata, including the wealthiest.
Surprised? Consider your own college search. As a parent, you look for the best academic program for your student at an affordable price — the same basic process that colleges use to attract the best students, but in reverse. The better you understand how colleges conduct their deliberations, the better you can go about yours.
‘Helicopter’ Parents Have Neurotic Kids, Study Suggests
Overly protective parents might be leaving a lasting impact on their child’s personality, and not in a good way, a new study finds.
The results show having so-called “helicopter parents” was associated with being dependent, neurotic and less open, a slew of personality traits that are generally thought of as undesirable.
The study, which surveyed college freshman, is one of the first to try to define exactly what helicopter parenting is, and measure it. The term was originally coined by college admissions personnel when they started to notice a change in parents of prospective students — parents would call the admissions office and try to intervene in a process that had previously just been between the student and the college, said study researcher Neil Montgomery, a psychologist at Keene State College in N.H.
John Wooden on True Success
How to manage student loan debt
Soon the sounds of “Pomp and Circumstance” will fade and thousands of college graduates will have to really start facing the music — their education loans.
For them, I have a new tune: Know what you owe.
That should be the mantra for every student borrower because an unsettling number of graduates — and their parents — only have a vague idea of how much has been borrowed. It’s only after the degree has been obtained that they add up the costs. Many don’t know who they borrowed from or how many different loans they have.
In 2008, about two-thirds of students graduating from four-year colleges and universities had student loan debt averaging $23,200, according to data analyzed by the Project on Student Debt, an initiative of the nonprofit Institute for College Access & Success.
Okay, graduates, so now that you have your degree, what do you know about your loans, and how will you manage them?
Parent volunteers help lift San Jose schools
The face of California public education soon will look a lot like Alum Rock Union Elementary School District in San Jose.
Almost 78 percent of the district’s 13,816 students are of Hispanic or Latino origin. About 54 percent of them are English-language learners. The district, which sprawls over the foothills in east San Jose, is more working class than middle class.
It’s tempting to view a district like Alum Rock as indicative of the challenges California will face in educating the next generation of children, but it might be better to view it as an opportunity. California’s educational system desperately needs to adapt to both a 21st century economy and the state’s shifting demographics. We can’t afford to fail the next generation of students. So how will California’s educational system adapt to meet their needs?
Math, reading standards could become more rigorous in Utah schools
Math and language arts standards likely will become more rigorous in Utah schools.
As part of a widespread movement toward common academic goals, the Utah Board of Education gave preliminary approval Friday to a new set of language arts and mathematics standards for children in grades K-12, developed for a group of 48 states, two territories and the District of Columbia. If the plan gains final approval in August, state officials plan to overhaul Utah’s language arts and math curricula over the next five years to reflect the new goals, which are more ambitious in some ways than Utah’s current ones, said Brenda Hales, state associate superintendent.
“They are high standards,” said state Superintendent Larry Shumway. “They are high and they are rigorous. I don’t have any doubt they will be a step forward for us as a state.”
Storming the School Barricades
‘What’s funny,” says Madeleine Sackler, “is that I’m not really a political person.” Yet the petite 27-year-old is the force behind “The Lottery“–an explosive new documentary about the battle over the future of public education opening nationwide this Tuesday.
In the spring of 2008, Ms. Sackler, then a freelance film editor, caught a segment on the local news about New York’s biggest lottery. It wasn’t the Powerball. It was a chance for 475 lucky kids to get into one of the city’s best charter schools (publicly funded schools that aren’t subject to union rules).
“I was blown away by the number of parents that were there,” Ms. Sackler tells me over coffee on Manhattan’s Upper West Side, recalling the thousands of people packed into the Harlem Armory that day for the drawing. “I wanted to know why so many parents were entering their kids into the lottery and what it would mean for them.” And so Ms. Sackler did what any aspiring filmmaker would do: She grabbed her camera.
Her initial aim was simple. “Going into the film I was excited just to tell a story,” she says. “A vérité film, a really beautiful, independent story about four families that you wouldn’t know otherwise” in the months leading up to the lottery for the Harlem Success Academy.
Autism test could make the condition ‘preventable’
Diagnosis of autism has always been difficult and often the condition remains unrecognised until too late for treatment to have a maximum effect.
But now researchers at Imperial College London have discovered a potential way of spotting the disorder in children as young as six months old.
They have found that children with autism spectrum disorder (ASD) also suffer from disorders in their gut and that this can be detected with a simple urine test.
That would mean that intensive behavioural and social treatment could begin before the disease has caused any permanent psychological damage.
Professor Jeremy Nicholson, the author of the study, said: “Children with autism have very unusual gut microbes which we can test for before the full blown symptoms of the disease come through.
“If that is the case then it might become a preventable disease.”
Removing teachers with “accented” speech?
It’s been widely reported that the Arizona Department of Education has begun working to remove teachers whose English-language skills are viewed as inadequate. According to press reports, the evaluators aim (among other things) to remove teachers with “accents”, which probably means Spanish accents in most cases. Casey Stegall, “Arizona Seeks to Reassign Heavily Accented Teachers“, Fox News 5/22/2010, wrote:
After passing the nation’s toughest state immigration enforcement law, Arizona’s school officials are now cracking down on teachers with heavy accents.
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Daddy’s Little Money Pits
For years, Pat Bearce had a message for his daughter Andrea: After her college graduation, she would be on her own financially.
It has been three years, and she isn’t quite there yet.
After studying broadcast journalism at Texas Christian University, Andrea decided to pursue a career as a chef, choosing a pricey culinary school in New York City. The restaurant jobs she landed didn’t come with health coverage, so, in addition to guaranteeing her apartment lease in Manhattan, her parents covered her health-care costs for a couple of years. They paid her monthly cellphone bill, too. And she still has a jointly held credit card with her mother, Catherine.
“It’s pretty hard to get them launched,” says Mr. Bearce, a pilot at Boeing Co. in Seattle, who now says he never actually intended to enforce the deadline. “The real bottom line is that when they’re done with school, they’re not really done.”
K-12 Tax & Spending Climate: Black Flight Hits Detroit
This shrinking city needs to hang on to people like Johnette Barham: taxpaying, middle-class professionals who invest in local real estate, work and play downtown, and make their home here.
Ms. Barham just left. And she’s not coming back.
In seven years as a homeowner in Detroit, she endured more than 10 burglaries and break-ins at her house and a nearby rental property she owned. Still, she defied friends’ pleas to leave as she fortified her home with locks, bars, alarms and a dog.
Then, a week before Christmas, someone torched the house and destroyed almost everything she owned.
In March, police arrested a suspect in connection with the case, someone who turned out to be remarkably easy to find. For Ms. Barham, the arrest came one crime too late. “I was constantly being targeted in a way I couldn’t predict, in a way that couldn’t be controlled by the police,” she says. “I couldn’t take it anymore.”
Colleges offer grants, work-study to reduce students’ debt
In a nod to the rising cost of college tuition and the burden of massive student loan debt on graduates, a growing number of universities are stepping up with “no-loan” aid pledges.
More than 50 colleges — including elite private schools and flagship state universities in Virginia and Maryland — have eliminated or capped loans in their financial aid portfolios for some or all students, promising enough aid in grants and work-study to cover most of the gap between what they charge and what each student can afford to pay.
At a handful of private universities with sizable endowments, including Princeton, Harvard and the University of Pennsylvania, the goal is quite literally to eliminate loan debt for most graduating seniors.
“It’s going down, and it’s going down dramatically,” said Amy Gutmann, president of Penn. “A typical family earning $90,000 a year attends Penn tuition-free. A typical family earning $40,000 a year attends Penn with tuition, room and board covered.”
Each new graduate has teachers to thank
Like so many parents at this time of year, we stood watching and cheering as our daughter walked across the stage at graduation.
For Julia, it was graduation from college in mid-May. For others, it will be graduation from high school. But whatever the setting, Julia and her fellow graduates take an awful lot of people across the stage with them — many of them teachers.
Not that we have any particular bias as her parents, you understand. We think Julia is incredibly smart, poised, inquisitive, a leader in her group. But we also know that step by step through her days in school, it was teachers who helped shape her into the graduate we applauded on that Saturday in May.
As a society we say we value education. We are sure a whole lot more ambivalent about teachers as a group. You heard that ambivalence in the Madison area as the School Board wrestled with a very tough budget for the coming year. You hear that at the national level as President Obama’s education policies are demanding more accountability from teachers.
My point is not that teachers ought not be asked to share in the financial burden of tough times nor that there ought not be ways to hold them accountable. My point is that in looking at ways to strengthen our education system, we ought to remember that the teachers are the ones giving of themselves day after day to prepare our sons and daughters for the future. It does no one any good to be bashing them.
Is every teacher terrific? Of course not. But at least in the Madison schools, with four kids who have been educated by something like 150 teachers over the years (to say nothing of another vast array of teachers at the college level), I have developed a deep admiration for the work they do.
Some schools teach financial literacy, but courses still in short supply
It’s “payday” in Jill Strand’s classroom at Glacier Edge Elementary School in Verona.
Strand’s third-graders rush toward plastic bins crammed with parent-donated school supplies and trinkets, eager to cash the weekly mock paychecks issued by Strand for classroom jobs like collecting library books and checking desks for tidiness.
“They don’t understand how much they’re really learning,” says Strand. “They see it as fun, free-choice time.”
But in a sign that a deeper financial message is resonating, not all students are quick to part with the hard-earned classroom currency the paychecks are exchanged for. Kate Veak tucks her “Strand Bucks” away, saying she is saving for something bigger, like a hardcover book.
Strand recently chronicled her lessons in savings and investing in “Financial Literacy: TEACH IT!,” a series of online teacher vignettes compiled by the Wisconsin Educational Communications Board, which won a 2010 award from the Governor’s Council on Financial Literacy for the project. Strand says she may soon introduce her third-graders to the concept of sales tax and is considering letting them borrow from their classroom bank, potentially leading to discussions about credit card interest and maybe even payday loans.
Madison School District 2009-2010 $416,060,561 Budget Update through 4/30/2010
2.2MB PDF. Estimated 2009-2010 spending is $416,060,561, up from 2008-2009’s 408,558,511.
The Teaching & Learning Department’s budget (page 10) is up 6% from 7,895,226 in 2008-2009 to 8,379,130 in the current 2009-2010 budget.
The Superintendent’s budget (page 12) is up 25% from 14,520,867 in 2008-2009 to 18,218,072 in 2009-2010.
Madison School District Global Academy Resolution
A consortium of school districts including: Belleville, Middelton Cross Plains, Mt. Horeb, Oregon, McFarland, Verona Area, Madison and Wisconsin Heights are actively and energetically seeking partnerships with business, academic and manufacturing sectors in the Dane County region in an effort to create and staff what is referred to as The Global Academy. The Global Academy will be a hybrid secondary / post-secondary learning environment designed primarily for high school juniors and seniors from the consortium districts. The Global Academy will provide specialized and advanced training in the following areas that culminate in two year or four year degrees: Architecture and Construction, HealthScience, InformationTechnology, Science, Technology, Engineering and Mathematics
Rationale:
Regional, national and global need for specialized and advanced skills, along with growing competition for jobs that require those skills from advanced and developing countries is changing the curriculum landscape for high schools in the United States. In Wisconsin, public high schools are making valiant efforts to respond to this need, but struggle to do so given revenue caps and shrinking budgets. Neighboring school districts produce similar programs that are barely sustainable and represent an inefficient duplication of programs and services. A consortium of school districts providing specialized and advanced programs, pooling resources, talent and students is a much more viable and sustainable method ofproviding educational programs that prepare students for 21st Century career opportunities. Additionally, partnering with business, manufacturing and academic sectors will add expertise, latest trend information and greatly increased opportunities for obtaining certifications, advanced standing and credits in institutions of higher learning.