To Increase Learning Time, Some Schools Add Days to Academic Year

Motoko Rich:

Griffith, one of five schools in the Balsz Elementary School District here, is one of a handful of public schools across the country that has lengthened the school year in an effort to increase learning time.
A typical public school calendar is 180 days, but the Balsz district, where 90 percent of the students qualify for free or reduced lunch, is in session for 200 days, adding about a month to the academic year.
According to the National Center on Time and Learning, a nonprofit research group in Boston, about 170 schools — more than 140 of them charter schools — across the country have extended their calendars in recent years to 190 days or longer.

Why Students Need a Guide to Free Speech on Campus More Than Ever

Will Freeley:

Today’s college students enjoy the ability to speak their minds in unprecedented ways. Powered by omnipresent high-speed Internet access, students may sound off at all hours via a sparkling array of online outlets: Twitter, Facebook, Tumblr, Instagram, email, instant messaging, and blogs, just to name a few.
The ancient among us — by which I mean those who graduated from college before, say, the year 2002 — may not realize the enormity of this change. While old standbys like phone calls, text messages, and even face-to-face conversations have certainly not been forsaken, student speech — to each other, and to professors, parents, and the public — has increasingly moved online.
On balance, this shift is a positive development. Students may now communicate with each other and the wider world at a speed impossible just 20 years ago. The vastly expanded audience made possible by the Internet’s hyperconnectivity means student ideas now rocket around the globe instantly, no longer confined to the quad or the classroom.

Open Access facts from Peter Suber

David Weinberger:

I’m enjoying my friend Peter Suber’s small book Open Access. He’s a very clear and concise writer, and of course he knows this topic better than anyone.
Here are some facts Peter mentions:
In 2008, Harvard subscribed to 98,900 serials. Yale subscribed to 73,900. “The best-funded research library in India…subscribed to 10,600.” And, Peter points out, some Sub-Saharan universities cannot afford to subscribe to any. (pp. 30-32) Way to make yourself smart, humanity!
“In 2010, Elsevier’s journal division had a profit margin of 35.7 percent while ExxonMobil had only 28.1 percent.” (p. 32)
The cost of journals has caused a dramatic decrease in the percentage of their budgets research libraries spend on books, from 44% in 1986 to 28% now. “Because academic libraries now buy fewer books, academic book publishers now accept fewer mauscripts…” (p. 33)

K-12 Tax & Spending Climate: The Size of the State

The Economist:

At first glance, Mr Obama’s critics have ample ammunition. Federal spending during his term was the highest relative to GDP since the end of the second world war. A record number of the population now gets federal entitlements such as Medicaid and food stamps. The federal government backs 90% of new mortgages, up from half before the financial crisis, as well as a growing share of student loans. Staffing levels at regulatory agencies have ballooned, and they churn out more and costlier rules than their predecessors.
Behind these bits of data, however, lies a more complicated reality. Much of the expansion in government is a direct consequence of the weak economy. Last year a record 45m people received food stamps, up 58% from 2008, while a record 53m were on Medicaid (the health-care programme for the poor), up 21%. This is almost entirely caused by unemployment and shrunken pay-cheques; eligibility has not changed for either programme in that time, although the 2009 stimulus act temporarily raised food stamp benefits and state Medicaid transfers. Similarly, because investors have lost their appetite since the crisis for securities without a federal guarantee, federally-backed agencies have been forced to underwrite a growing share of new mortgages.

Large study says great teachers get little respect

Jay Matthews:

The fourth-grade teacher was by any measure a star. Fidgety students behaved in her class. Test scores were high. She had come to the low-income neighborhood school to make an impact. In her class, she did. But few of her supervisors or colleagues seemed to care.
“School leaders gave her little recognition,” says a new research study on how schools treat great teachers. They “failed to take advantage of her instructional expertise and stymied the sort of team-building and collaboration that had helped her boost performance among students and fellow teachers at other schools for decades.”
So this summer, she left for another school that wanted her talent. She told the researchers that when she resigned, the principal “just signed my paperwork, and didn’t even say a word. . . . It made me feel like he couldn’t care less, not about me and not about this school.”

Common Core Anyone? Anyone?

The totalitarian left has been similarly clear that decision-making power should be confined to a political elite–the “vanguard of the proletariat,” the leader of a “master race,” or whatever the particular phrase that might become the motto of the particular totalitarian system. In Mussolini’s words, “The mass will simply follow and submit.”
Thomas Sowell
Intellectuals and Society
New York: Basic Books, 2011, pp. 104-106
…Reliance on systemic processes, whether in the economy, the law, or other areas, is based on the constrained vision–the tragic vision–of the severe limitations on any given individual’s knowledge and insight, however knowledgeable or brilliant that individual might be, compared to other individuals. Systemic processes which tap vastly more knowledge and experience from vastly more people, often including traditions evolved from the experience of successive generations, are deemed more reliable than the intellect of the intellectuals.
By contrast, the vision of the left is one of surrogate decision-making by those presumed to have not only superior knowledge but sufficient knowledge, whether these surrogates are political leaders, experts, judges or others. This is the vision that is common to varying degrees on the political left, whether radical or moderate, and common also to totalitarians, whether Communist or Fascist. A commonality of purpose in society is central to collective decision-making, whether expressed in town-meeting democracy or totalitarian dictatorship of other variations in between. One of the differences between the commonality of purpose in democratic systems of government and the totalitarian systems of government is in the range of decisions infused with that commonality of purpose and in the range of decisions reserved for individual decision-making outside the purview of government.
The free market, for example, is a huge exemption from government power. In such a market, there is no commonality of purpose, except among such individuals and organizations as may choose voluntarily to coalesce into groups ranging from bowling leagues to multinational corporations. But even these aggregations typically pursue the interests of their own respective constituents and compete against the interests of other aggregations. Those who advocate this mode of social decision-making do so because they believe that the systemic results of such competition are usually better than a society-wide commonality of purpose imposed by surrogate decision-makers superintending the whole process in the name of “the national interest” or of “social justice.”
The totalitarian version of collective surrogate decision-making by government was summarized by Mussolini, who defined “totalitarianism” in the motto: “Everything in the State, nothing outside of the State, nothing against the State.” Moreover, the state ultimately meant the political leader of the state, the dictator. Mussolini was know as Il Duce–the leader–before Hitler acquired the same title in German as the Führer.
Democratic versions of collective surrogate decision-making by government choose leaders by votes and tend to leave more areas outside the purview of government. However, the left seldom has any explicit principle by which the boundaries between government and individual decision-making can be determined, so that the natural tendency over time is for the scope of government decision-making to expand, as more and more decisions are taken successively from private hands, since government officials constantly have incentives to expand their powers while the voters’ attention is not constantly focussed on maintaining limits on those powers.
Preferences for collective, surrogate decision-making from the top down are not all that the democratic left has shared with the original Italian Fascists and with the National Socialists (Nazis) of Germany. In addition to political intervention in economic markets, the democratic left has shared with the Fascists and the Nazis the underlying assumption of a vast gap in understanding between ordinary people and elites like themselves. Although both the totalitarian left–that is, the Fascists, Communists and Nazis–and the democratic left have widely used in a positive sense such terms as “the people,” “the workers” or “the masses,” these are the ostensible beneficiaries of their policies, but not autonomous decision-makers. Although much of the rhetoric on both the democratic left and the totalitarian left has long papered over the distinction between ordinary people as beneficiaries and as decision-makers, it has long been clear in practice that decision-making has been seen as something reserved for the anointed in these visions.
Rousseau, for all his emphasis on “the general will,” left the interpretation of that will to elites. He likened the masses of the people to “a stupid, pusillanimous invalid.” Godwin and Condorcet, also on the eighteenth century left, expressed similar contempt for the masses. Karl Marx said, “The working class is revolutionary or it is nothing”–in other words, millions of human beings mattered only if they carried out his vision. George Bernard Shaw included the working class among the “detestable” people who “have no right to live.” He added: “I should despair if I did not know that they will die presently, and that there is no need on earth why they should be replaced by people like themselves.” As a young man serving the U.S. Army during the First World War, Edmund Wilson wrote to a friend: “I should be insincere to make it appear that the deaths of this ‘poor white trash’ of the South and the rest make me feel half so bitter as the mere conscription or enlistment of any of my friends.”
The totalitarian left has been similarly clear that decision-making power should be confined to a political elite–the “vanguard of the proletariat,” the leader of a “master race,” or whatever the particular phrase that might become the motto of the particular totalitarian system. In Mussolini’s words, “The mass will simply follow and submit.”
—————————
“Teach by Example”
Will Fitzhugh [founder]
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
www.tcr.org; fitzhugh@tcr.org
Varsity Academics®
www.tcr.org/blog

Automated grammar-checking

The Economist:

READERS are still debating my criticism of Kyle Wiens’s “I won’t hire people with bad grammar” post on language and computer code. To recap, Mr Wiens said “at its core, code is prose” and I said “no, it isn’t.” My criticism had more to it than that (and granted Mr Wiens several points). But here is a test, illustrative if not dispositive: if code is prose, then prose is a kind of code, and excellent coders should be able to write meta-code that would error-check natural language (analogous to how compilers check a program).
As it happens, Ben Yagoda recently tested Grammarly, a service that, for $140 a year, will be “an automated proofreader and your personal grammar coach.” Yesterday he posted his results:

10 Things in School That Should Be Obsolete in Schools

Greg Stock:

So much about how and where kids learn has changed over the years, but the physical structure of schools has not. Looking around most school facilities — even those that aren’t old and crumbling – it’s obvious that so much of it is obsolete today, and yet still in wide use.
1. COMPUTER LABS. Students are connected to the Internet everywhere except in school. Regardless of their income bracket, most kids carry around a world of information in their pockets on their mobile devices, and yet we force them to power down and disconnect, and we confine them in obsolete computer labs. A modern school needs to have connectivity everywhere and treat computers more like pencils than microscopes.

Auto Crrect Ths!

James Gleick:

I MENTION a certain writer in an e-mail, and the reply comes back: “Comcast McCarthy??? Phoner novelist???” Did I really type “Comcast”? No. The great god Autocorrect has struck again.
It is an impish god. I try retyping the name on a different device. This time the letters reshuffle themselves into “Format McCarthy.” Welcome to the club, Format. Meet the Danish astronomer Touchpad Brahe and the Franco-American actress Natalie Portmanteau.
In the past, we were responsible for our own typographical errors. Now Autocorrect has taken charge. This is no small matter. It is a step in our evolution — the grafting of silicon into our formerly carbon-based species, in the name of collective intelligence. Or unintelligence as the case may be.
Earlier this year, the police in Hall County, Ga., locked down the West Hall schools for two hours after someone received a text message saying, “gunman be at west hall today.” The texter had typed “gunna,” but Autocorrect had a better idea.

‘Won’t Back Down’ highlights parent trigger law for schools

Greg Toppo:

Set in a gritty Pittsburgh neighborhood, the upcoming Maggie Gyllenhaal/Viola Davis film tells the story of two parents, one of them a teacher, who use a little-known state law to take over their kids’ struggling public school. Turns out that such laws actually exist in four states — California, Texas, Mississippi and Louisiana — with lawmakers in about a dozen more, including Pennsylvania, expected to consider them over the next year.
First dreamed up by Democratic activist and former Clinton White House staffer Ben Austin, so-called parent trigger laws allow dissatisfied parents to demand changes at their kids’ schools — including a total takeover — if a majority sign on.

Won’t Back Down Links.

Early childhood education works; it’s time to just make it happen

Tom Beebe:

If our children are going to learn in school and succeed in life they need opportunities to learn, like quality early childhood educational experiences.
The Wisconsin State Journal made that point very well in a recent editorial (“Sooner is better than later in learning”). Children from poverty face an array of problems that hold them back when they enter school. The paper talked about the United Way of Dane County’s Parent-Child Home Programs as a way to “help more parents give their children a good start at learning.”
This program and others, including Head Start and local efforts around the state and country, have been around for years. In this specific instance, United Way points to studies that suggest participants were better prepared for kindergarten, had higher test scores in elementary school and were more likely to graduate than non-participating peers.”

Junking old way of teaching writing

Jay Matthews:

I almost never give advice to teachers. They live their work, while I just observe it and cannot hope to know as much as they do.
But on one subject, writing, I could teach most of them. My learning to put words together was long, painful and instructive. I know what works and what doesn’t.
That’s my excuse for suggesting in my last Local Living column a new kind of high school course. We should suspend the regular English curriculum for a semester and teach “Reading and Writing.” Every student would produce an essay each week and spend time at the teacher’s desk being edited. We would hire or train teachers to do what my first editors did: Cross out cute phrases, ask what I was trying to say, break overlong sentences into pieces, ask for specific examples, replace inactive verbs with active ones, and so on.
A class of 25 meeting five times a week for 50 minutes would allow only 10 minutes of editing a week for each student. But that adds up to 200 minutes of one-on-one editing per student by the end of the semester, a big improvement over what students get now, which often is zero. The usual written comments on graded papers lack the force of these personal exchanges.

Utah ed leaders: Share teacher data with parents

Lisa Schencker:

Parents may soon be able to learn how their children’s individual teachers rate when it comes to student achievement.
But the general public will not be given access to that information.
The Utah state school board jumped this week into what’s become a national debate over whether individual teacher performance data should be released publicly. The board voted 9-6 on Friday to encourage school principals to share classroom-level achievement data with parents who ask for it. But the data will not be posted publicly, meaning nonparents will not have access to it, and parents will not likely be able to see that information for schools other than their own.

Scolding, threats and security escorts — and it’s only August

Katy Murphy:

The fall semester is weeks away, but after a brief summer recess, tension came flooding back to the Oakland school board room this week.
I wasn’t at the Wednesday night board meeting when this went down, but it didn’t look pretty from my screen.
One minute Joel Velasquez — a Westlake and former Lakeview parent who has been perhaps the most outspoken and persistent critic of Oakland’s school closures — was at the podium, speaking about working closely with the superintendent and school board and becoming “allies.”
In the next, he was being escorted out of the school board meeting room by Oakland School Police after having threatened to stage protests at board members’ homes.

A School Desk That Can Save Lives During An Earthquake

fastcodesign.com:

In the ’50s, American students practiced taking cover under their desks to protect themselves against nuclear attack. That precaution, of course, would have been pointless under those circumstances, but it could save lives in the case of an earthquake. The Earthquake Proof Table, designed by Bezalel student Arthur Brutter and instructor Ido Bruno, is engineered to shield two students from a ton of debris.

Former Des Moines Superintendent Sebring: School slow in turning over emails she requested

Mary Stegmeir:

Nancy Sebring is at odds with her former employer, the Des Moines school district, which she claims has been slow to respond to her requests for public records.
The former schools superintendent believes the information in the emails and other documents that she has requested will “give a full picture” of what transpired following her May 10 resignation.
Sebring left her post after district staff members learned she had used her school email account to send and receive sexually explicit emails.
“I’m trying to put all the information of the last couple of months together and see what was going on and what was being said,” Sebring told The Des Moines Register Friday. “I’ve been approached by someone who is interested in my story. I am just trying to keep track of everything while it is still available.”

PAVE aims to improve school boards

Alan Borsuk:

I’ve often said things like this: Show me a good school and I’ll show you a good principal. Or this: Show me a good school and I’ll show you valued and valuable teachers who row the boat together.
Dan McKinley would add this to the list: Show me a good school and I’ll show you a good board of directors.
He makes an important point, and PAVE, the organization he has headed for two decades, is launching a potentially valuable effort to improve a key to a school’s quality that has gotten little attention.
In a way that is likely to unfold largely behind the scenes, the new board quality initiative PAVE has launched could improve the success and long-term vitality of the 125 or so schools in Milwaukee that largely govern themselves – often, not particularly well.
The focus in education policy these days is predominantly on the classroom – including teachers and teaching, curriculum, higher standards and whether technology and online resources will bring fundamental changes in the way kids are taught in coming years. This is all important, of course.

Education — Heading to Mediocrity for the Many

Adnan Al-Daini

Would Einstein and Newton have made good teachers of physics and mathematics in a school? I very much doubt it. Being an expert in a particular subject does not necessarily mean you are able to teach it to a class of teenagers; obvious really, but not to Britain’s Education Secretary apparently.
The decision by Michael Gove, the Education Secretary, that Academies – semi-independent state schools that receive funding directly from the government rather than through a local authority – can appoint teachers without formal teaching qualifications – “qualified teacher status” (QTS) – was characterized by the Department of Education as no big deal, and that most teachers will continue to have QTS qualifications.
But how long will this remain the case? Presumably, the Education Secretary believes that formal teaching qualifications make no difference to the quality of teaching in the classroom. That being the case why, then, should anyone bother with it in the future?

Students need more civics education, warts and all

Chris Rickert:

Or consider — as both an example of the need for more civics education and as fodder for a potential lesson — the Kelda Helen Roys-Mark Pocan Democratic primary for Congress.
What else than a stunning lack of voter awareness could let Roys paint a staunch liberal like Pocan as some kind of Republican sympathizer and not get laughed out of Wisconsin’s 2nd District?
Then there’s the explosion in partisan media’s cult of personality.
I don’t know any better evidence of the citizenship skills gap than the droves of people who practice a form of citizenship that involves having their political biases regularly reinforced by radio and TV opinionators who feel pretty much the way they do.
Lack of civics education is a “huge problem,” said Mike McCabe, who as executive director of the Madison-based Wisconsin Democracy Campaign said he gets invited to speak in high school and college classrooms one to three times a month during the school year.

Words: Madison’s Plan to Close the Achievement Gap: The Good, Bad, and Unknown

Mike Ford:

Admittedly I did not expect much. Upon review some parts pleasantly surprised me, but I am not holding my breath that it is the answer to MMSD’s achievement gaps. It is a classic example of what I call a butterflies and rainbows education plan. It includes a variety of non-controversial, ambitious, and often positive goals and strategies, but no compelling reason to expect it to close the achievement gap. Good things people will like, unlikely to address MMSD’s serious problems: butterflies and rainbows.
What follows is a review of the specific recommendations in the MSSD plan. And yes, there are good things in here that the district should pursue. However, any serious education plan must include timelines not just for implementation, but also for results. This plan does not do that. Nor does it say what happens if outcomes for struggling subgroups of students do not improve.
Recommendation #1: Ensure that All K-12 Students are Reading at Grade Level

The rejected Madison Preparatory IB charter school was proposed to address, in part Madison’s long standing achievement gap.
Related: Interview: Henry Tyson, Superintendent of Milwaukee’s St. Marcus Elementary School (an inner-city voucher school).

Teacher Dress Code

Yasmeen Abutaleb:

The Wichita School District is just one of a growing number in the nation cracking down on teacher apparel. Jeans are banned in at least one elementary school in New York City. A school district in Phoenix is requiring teachers to cover up tattoos and excessive piercings. And several Arizona schools are strictly defining business casual.
In an increasingly diverse nation where what you wear may be the ultimate self-expression, teachers are falling victim to the same dress code rules as their students.
In most cases, schools are taking the actions because they believe some teachers are dressing inappropriately. School board members received parental complaints about teacher dress at Arizona’s Litchfield Elementary School District, Superintendent Julianne Lein says.
The move comes at a time when the number of public schools requiring uniforms has nearly doubled over the past decade to 19%, reports the National Center for Education Statistics. The center doesn’t track teacher uniforms or dress codes. But it soon may have to, as schools have moved to:

Wichita’s 2011-2012 budget was $606,000,000 for 50,103 students ($12,095/student). Madison spent 18.6% more, or $14,858/student during the 2011-2012 budget cycle.

Selling Public Education Feels Like Selling Out

One Teacher’s Perspective:

Gen. George C. Marshall once said, “There is no limit to the amount of good you can do if you don’t care who gets the credit.” Purportedly, this quote was one of Ronald Reagan’s favorites and was etched on a plaque that sat on the late president’s Oval Office desk.
A plaque with this noble quote would be equally appropriate sitting on a teacher’s desk. Most educators realize from our own schooling that education is normally a no credit profession and rarely a deferred credit occupation. Most students do not mature enough to realize the amount of good teachers do until they have already outgrown schools. A supermajority of my colleagues and I do not care if we never get credit for the amount of good we do for our students. We teach because we recognize–even without the surveys and the quantified data–the limitlessness of learning. The lack of recognition is simply the nature of the teaching profession.

Belt Tightening @ Harvard University

Jennifer Levitz:

In 2009, as its endowment plunged by nearly 30%, Harvard University halted construction on a $1.2 billion science center across the Charles River, angering the neighborhood there by leaving behind a foundation and an idle construction site.
Harvard now says it will resume work on the project, but not until 2014 and even then at half the originally planned size, reflecting a newfound fiscal caution at the school. “The economic realities necessitate this,” Kevin Casey, a Harvard spokesman, said in June at a community meeting.
Due to budgetary constraints, Harvard has delayed the construction of a science complex, seen in the foreground above, inside the fenced-in area.
Many universities face shaky finances because of declining state aid and weakened returns on endowments. At Harvard–and some of its Ivy League peers –the recession has lingered because of an unusually heavy dependency on their endowments for operating income. Harvard’s $32 billion endowment is up from its 2009 drop to $26 billion, but still off its pre-recession 2008 value of $36.9 billion.

A Look at Governance: Anthropologists join actuaries on risk

Gillian Tett:

On the first issue, for example, it is possible to view the world in two ways. Sometimes societies assume that there is a vertical, hierarchical pattern of control (ie somebody, like a government, in charge) but sometimes there is a horizontal dynamic where crowd power rules. This second pattern is roughly how the financial markets were supposed to work before 2007, when investors and free market forces shaped our financial system instead of government diktat. However, since 2007, government intervention has repeatedly trumped the power of the crowd, in ways that feel alien to investors.
However, it also matters whether we believe that societies operate in a benign, accountable manner, or not. Hierarchical relationships can be considered beneficial; wise regulators, for example, can shape markets in sensible, accountable ways and corporate managers steer their way round risks. But sometimes power seems capricious and harmful; panic-stricken governments suddenly do unpredictable, negative things. Similarly, while crowd rule can feel benign and collaborative, markets, say, can feel like a community, it can also be anarchic and unpleasant, a jungle driven by Darwinian selfish instincts.

I thought this passage “Sometimes societies assume that there is a vertical, hierarchical pattern of control (ie somebody, like a government, in charge) but sometimes there is a horizontal dynamic where crowd power rules.” was appropriate for what we often witness in the school governance arena.

Whatever happened to kids’ chemistry sets?

Alex Hudson:

The first chemistry sets for children included dangerous substances like uranium dust and sodium cyanide, but all that has changed.
Talk to people of a certain age about chemistry sets and a nostalgic glaze comes over their eyes.
Stories of creating explosions in garden sheds and burning holes in tables are told and childhood is remembered as a mischievous adventure.
Portable chemistry sets were first used in the 18th Century but it took more than 100 years before they became popular with children, partly prompted by a desire to recreate the coloured puffs of smoke used by conjurors.

Jumping the gap between a US and UK high school education

Andrew Maynard:

Tomorrow, my 16 year old daughter is leaving her home in the US for the UK. She’ll be there for the next two years while she studies for her A levels. It was a heart-rending decision for my wife and I to agree to her living apart from us in a different country. But the stark reality is that my daughter’s high school education here is just not good enough to prepare her for a British University – and in two years’ time, that’s where she wants to be.
I’ve long been worried about the US approach to science education in particular. When I was at school in the UK, we started studying physics, chemistry and biology in parallel from the age of 13. It didn’t suit everyone. But I wouldn’t be here as a science professor and department chair in a major university without this early start. It was key to me getting hooked on physics at an early age, while gaining a broad and integrated understanding of how the different disciplines complemented each other. In contrast, both of my kids have been following a sequential science track – biology (grade 9), geophysical science (grade 10), chemistry (grade 11) then physics (grade 12).

PISA based Wealth Comparison

Zeit Online, via a kind Richard Askey email:

How do families live these days? OECD’s comprehensive world education ranking report, PISA 2009, was published in December of 2010. All participants of the test (fifteen-year-old pupils) completed a questionnaire about their living situation at home. ZEIT ONLINE analyzed and visualized this data to provide you with a unique way of comparing standards of living in different countries. Click on any icon to see further details.

Australian Teachers to face annual review of performance

Andrew Stevenson:

EVERY school teacher faces an annual performance review with education ministers set today to approve a national framework for assessments to begin next year.
The actual form of the review will be left to individual schools and school systems but the ministers will commit to begin the process of reviewing the work of the country’s 290,000 teachers.
Reviews will be led by the principal, a senior teacher or an outsider could be brought in. They are expected to include observation of classroom performance, student results and feedback from both parents and students.
The federal Education Minister, Peter Garrett, said the performance reviews were a ”genuinely big and important reform”.

AAE Signs on to College of Education Reform Coalition

Association of American Educators:

With the teaching profession growing and evolving, one theme that remains constant is the fact that effective teachers are the key to student success. Studies have shown that education schools are deeply in need of reform. From attracting top high school graduates, to improving the quality of instruction, institutions that prepare future teachers must be able to produce results. In order to bring our colleges of education into a new era of success, AAE is pleased to be joining the list of endorsers of the National Council on Teacher Quality’s (NCTQ) project to rank colleges of education in an effort to better prepare future educators.

On Louisiana School Reform

The Advocate:

A deserved amount of controversy is generated by the state’s new vouchers for private school tuition, but it is not the only element of state law that changed this year. Significant changes are in store and new demands placed on traditional school systems by education bills championed by Gov. Bobby Jindal in this year’s Legislature.
Parts of the wide-ranging new laws — crammed together as Act 1 and Act 2 of the 2012 Legislature — affect the relationships between school boards and superintendents, giving the latter more untrammeled authority in hiring and firing. Other parts of the package include new alternative course work that might be available online for some students.
And amid all this is the looming implementation of a teacher evaluation system that could provide a significant amount of new work for principals and other supervisors of teachers, as well as paperwork demands. The state, for example, is working to assess whether computer capabilities in local systems are up to the task — for otherwise, the new demands could overwhelm the information technology that cash-strapped public schools can today afford.

Why an All-Female School May Be Best Training Ground

Melissa Korn:

The best training ground for success in a male-dominated business world is a classroom full of women, says Cathy E. Minehan, dean of the all-female Simmons College School of Management.
In a coed environment, “male leadership roles remain unchallenged, and women are left with ‘play the game our way, or go home,'” she says.
Ms. Minehan, 65 years old, knows a thing or two about the old boys’ club. She is a former chief of the Federal Reserve Bank of Boston, and spent nearly 40 years at central bank branches in Boston and New York. She stepped down in 2007, then took the deanship at the Boston-based school last summer, joking that she “flunked” retirement.

MMSD Alum Barbara Thompson’s Tenure in Montgomery, Alabama: IB, AP, Pre-AP, Mandarin, Programs with Higher Ed; Spends 39% per student less

The Montgomery Business Journal, via a kind reader’s email:

The Grundels’ success story is exactly what Montgomery Public Schools Superintendent Barbara Thompson [bing blekko clusty google] wants to hear. She wants all the district’s nearly 32,000 students to achieve, succeed and enjoy learning.
This fall, the district will launch its International Baccalaureate program and will offer a career technical education program along with seven Career Academies; a growing magnet program for both the arts and academics; and an Advanced Placement (AP) program that continues to expand at a tremendous pace.
“It is a unique pathway for our students having all those programs,” Thompson said. “It means that your child can come into this school district and be challenged at any level. Some of those pathways are going to lead to a four-year college; some will lead to a two-year college; some will lead you right into the world of work. It’s giving students those career pathways that really fit with their strength area.”
Now, you begin to see what all those pieces mean and what the big picture is. “The master plan is to bring our traditional schools up to the level of the magnets,” Thompson said. “That really is the ultimate goal in terms of what we are doing with our rigor and expectations. That is the end game.”
“These are all steps to get us there. I think kids need deliberate steps to get from places, which is why you have the pre-AP program offered at middle school because they can’t just jump into AP in high school.
“It’s why you have the Career Exploratory at middle school because once again you want to go into the Career Academies or career tech. We are making sure that every child takes the explorer test in eighth grade and that goes over their aptitude and skills so when they reach high school they are supposedly doing a four-year plan. That’s every student.”
And the programs that the superintendent has implemented the past few years as well as expanding existing ones, support, encourage and excite targeted groups of students – all students.
The programs on the surface may appear to be disjointed – what does a pre-K program have in common with an Overage Academy – but the common thread is making sure the students succeed.
The pre-K program was expanded from six to 23 programs and turned the closed McKee Elementary School into a pre-K center. Those programs may be cut to 21 because of funding.
That’s the youngest targeted group. Here’s what the district has done for other groups of students:

  • Increased graduation rates, although with the state’s new method of computing graduation rates – those numbers are likely to fall as will graduation rates across the state.
  • Created a sixth-grade academy to help elementary school students make the transition to middle school.
  • Created a ninth-grade academy to help middle school students make the transition to high school.
  • Created an Overage Academy to help struggling ninth-graders who are two or more years older than the usual students further advance in their schooling.
  • Created a Credit and Grade Recovery program to provide more one-on-one teacher assistance so the students will be able to graduate – and hundreds have.
  • Launched an academic magnet program at Johnnie Carr Middle School.
  • Reconfigured nearly all the middle schools for grades six through eight.
  • Instituted a school-wide dress code.
  • Placed a pre-AP program in middle schools.
  • Placed a career tech program in middle schools.
  • Will launch a Mandarin Chinese program with Auburn University Montgomery that will be at the new eastside high school (in fall 2013) as well as Carr and MacMillan International Academy.
  • Consolidated the district by closing some schools and using others in a different way.
  • Will bring at least 15 highly qualified Teach for America teachers to the district in the fall – and they usually stay for two years.
  • Has begun the process for system-wide accreditation.
  • Cut $37 million from the budget over three years and turned a $2.5 million deficit into a surplus of nearly $8 million.

“It really is a puzzle and you are trying to put it together so you create this environment where learning is really exciting for students,” Thompson said. “We are trying to meet those needs of all of our students.
“When I first came here, I gave you the three Rs: relevance, rigor and relationships. All of these programs fall under that category.”
You can imagine, a system with nearly 32,000 students has a lot of needs and you can imagine that Montgomery County’s third-largest employer – about 4,500 people – has a lot of needs. Tom Salter, senior communications officer for MPS, likes to point out that if you combine the students and employees, the school district would be the 13th-largest city in the state. “With that many folks compared to a single, private school that has a hand-picked 600 or 700 in it – it’s different, but it’s not necessarily better to be in a private school.”

“relevance, rigor and relationships” – well said.
Alabama participated in the 2011 TIMSS global exam along with Minnesota and Massachusetts. Wisconsin has never benchmarked our students via the global exams. We have been stuck with the oft-criticized WKCE.
The Montgomery, Alabama schools spent $283,633,475 for 31,470 students ($9,012.82/student) while Madison spent 39% more, or $14,858 per student. The 2011-2012 budget was roughly $369,394,753 for 24,861 students.

India’s street children bank on the future

International News:

Ram Singh, 17, earns just one dollar from the 100 cups of tea he makes every day outside Delhi railway station, but each evening, after packing up, he goes to the bank and deposits nearly half of it.
Singh holds an account at a special bank, run for — and mostly by — Indian street children, that keeps what little money they have safe and seeks to instill the idea that savings, however meagre, are important.
Just one among millions of street children who rely on menial jobs for survival, Singh is determined to make his work pay some sort of future dividend.
“I’m smart, but that alone isn’t enough to start a business.

Many American universities are in financial trouble

The Economist:

WITH its leafy avenues and Gothic buildings, the University of Chicago seems a sober, solid sort of place. John D. Rockefeller, whose money built it, said it was the “best investment I ever made”. Yet Chicago and other not-for-profit American universities have been piling on the debt as if they were high-tech start-ups.
Long-term debt at not-for-profit universities in America has been growing at 12% a year, estimate Bain & Company, a consultancy, and Sterling Partners, a private-equity firm (see chart 1). A new report looked at the balance-sheets and cashflow statements of 1,692 universities and colleges between 2006 and 2010, and found that one-third were significantly weaker than they had been several years previously.
A crisis in higher education has been brewing for years. Universities have been spending like students in a bar who think a Rockefeller will pick up the tab. In the past two years the University of Chicago has built a spiffy new library (where the books are cleverly retrieved by robots), a new arts centre and a ten-storey hospital building. It has also opened a new campus in Beijing.

Michigan school report cards: Achievement gaps could see academic powerhouses targeted for improvement

Dave Murray:

For individual school and district data, visit www.MISchoolData.org and click on Dashboard & School Report Card button located on the left.
The changes were praised by an education advocacy group, with leaders saying that the problems of low-scoring students were for years masked by the high-achievers in some districts. Communities that have long prided themselves on their school systems are now left to ponder stark disparities, said Amber Arellano, executive director of the Education Trust-Midwest.
New this year is a designation based in part on the gap between the highest-scoring 30 percent of students and the lowest-performing 30 percent – a measure that landed some high-achieving schools in affluent areas in a new, “focus school” category. The 10 percent of the schools with the widest gaps are added to the group.

How to Write

Colson Whitehead:

The art of writing can be reduced to a few simple rules. I share them with you now.
Rule No. 1: Show and Tell. Most people say, “Show, don’t tell,” but I stand by Show and Tell, because when writers put their work out into the world, they’re like kids bringing their broken unicorns and chewed-up teddy bears into class in the sad hope that someone else will love them as much as they do. “And what do you have for us today, Marcy?” “A penetrating psychological study of a young med student who receives disturbing news from a former lover.” “How marvelous! Timmy, what are you holding there?” “It’s a Calvinoesque romp through an unnamed metropolis much like New York, narrated by an armadillo.” “Such imagination!” Show and Tell, followed by a good nap.

‘Conventional’ online universities consider strategic response to MOOCs

Steve Colowich:

Online education not only gave nontraditional students a chance to enroll in collegiate programs from afar; it has also given universities that historically have not enjoyed the prestige of the Ivies a chance to build a reputation on fresh territory and build reliable revenue streams.
But, now that higher education’s traditional heavyweights are creating online courses and offering them for free to anyone who wants to register, those universities that have made names for themselves in the market for “conventional” online programs are trying to sort out how these high-profile “MOOCs” (i.e., Massive Open Online Courses) could affect their own positions in an online market where many have staked their futures.
One strategy for established online players would put them in the somewhat ironic role of making sure students who have passed Harvard-level exams deserve college credit.

China Re-Educates Hong Kong

The Wall Street Journal:

Some 90,000 Hong Kong citizens, many of them parents accompanied by small children, marched in blazing heat Sunday to oppose a government plan to teach respect for one-party rule in all government-funded schools. So far the administration of newly inaugurated Chief Executive Leung Chun-ying refuses to back down. Officials in Beijing insist the courses go ahead, a serious violation of Hong Kong’s autonomy and a move that could alienate Hong Kong from the motherland.
Chinese President Hu Jintao called for “more emphasis on national education” in 2007, and the territory’s government has paid lip service to the idea. But concrete plans only got underway in the last two years. The sudden urgency is clearly related to the passage of political reforms in 2010 that allow for elections by universal suffrage for the Chief Executive in 2017 and Legislative Council in 2020.

Future of education, workforce to be discussed at Yuba City meeting

Ashley Gebb:

The future of education and its role in economic development will be featured in a town hall meeting on Saturday hosted by the Yuba City Unified School District.
As part of the review and discussion of the district’s strategic plan, officials want feedback on what residents value about students’ preparation for the future and workforce, and how to prioritize the budget to achieve those goals. With a $100 million budget and as one of the largest employers in Yuba-Sutter, the district wants to ensure it can continue to provide quality education with its dwindling resources, said Superintendent Nancy Aaberg.
“It’s about keeping our students competitive and the community competitive,” she said.

Commentary on the Wisconsin DPI’s New School Report Cards

Madison School Board Member Ed Hughes:

A few weeks ago, the Wisconsin Department of Public Instruction (DPI) released an example of what the upcoming report cards for state schools will look like. The report cards are described as one of the package of reforms that that DPI promised to implement in order to win a waiver from the federal Department of Education from the more onerous burdens of the federal No Child Left Behind (NCLB) Act.
One of the qualifications for an NCLB waiver is that a state must put into place an accountability system for schools. The system must take into account results for all students and subgroups of students identified in NCLB on: measures of student achievement in at least reading/language arts and mathematics; graduation rates; and school performance and progress over time. Once a state has adopted a “high-quality assessment,” the system must also take into account student growth.
In announcing the NCLB waiver, DPI claimed that it had established accountability measures that “1) are fair; 2) raise expectations; and 3) provide meaningful measures to inform differentiated recognitions, intervention, and support.”
Designing a fair and meaningful system for assessing the performance of the state’s schools is a worthy endeavor. The emphasis for me is on the “fair” requirement. I consider an assessment system to be fair if it measures how successfully a school promotes the learning of whichever students show up at its door.

Related: Notes and links on the oft-criticized WKCE and Madison’s long term reading recovery challenges.

Charter schools raise educational standards for vulnerable children

The Economist:

The Credo study has been criticised for not comparing the results of children who have won charter-school lotteries with those who have not–a natural experiment in which the only difference between winners and losers should be the schooling they receive. Such studies suggest that charters are better. For example, a lottery study in New York City found that by eighth grade (around 13), charter-school pupils were 30 points ahead in maths.
However, recent work by Mathematica, an independent policy group, suggests that the Credo study is sound. The bigger problem is that its findings have been misinterpreted. First, the children who most need charters have been served well. Credo finds that students in poverty and English language learners fare better in charters. And a national “meta-analysis” of research, done last year for the Centre on Reinventing Public Education in Seattle, found charters were better at teaching elementary-school reading and mathematics, and middle-school mathematics. High-school charters, though, fared worse. Another recent study in Massachusetts for the National Bureau of Economic Research concluded that urban charter schools are shown to be effective for minorities, poor students and low achievers.

Abandoning Algebra Is Not the Answer

Evelyn Lamb:

In an opinion piece for the New York Times on Sunday, political science professor Andrew Hacker asks, “Is Algebra Necessary?” and answers, “No.” It’s not just algebra: geometry and calculus are on the chopping block, too. It’s not that he doesn’t think math is important; he wants the traditional sequence to be replaced by a general “quantitative skills” class, and perhaps some statistics.
Quite a few people have responded to Hacker’s column already. I highly recommend these posts by Rob Knop, Daniel Willingham, and RiShawn Biddle.
There are so many problems with Hacker’s essay that it’s hard to know where to start. Hacker’s first main point is that math is difficult, and the poor grades that result prevent too many people from graduating high school or college. His second is that the math we learn is not the math we need in our jobs.

Shadow Education: Private tuition has its place, but only after careful consideration

Anjali Hazari:

A reader recently told me about her neighbour’s daughter, who is in grade six at an international school.
One day the girl’s maths teacher asked students if they attended the Kumon or Enopi programmes after school. Most did, but all the teacher did was to tell the others they would have to catch up. The reader was rightly appalled.
Research by University of Hong Kong Professor Mark Bray on students’ increasing reliance on tuition in Asia has energised the debate on whether tutorial schools are a necessary evil.
In my experience, parents are too quick to send their children to tutors. Their reasons for doing so vary. For some parents, it’s because their child’s friends are tutored; others feel they are depriving their children of the chance to succeed if they don’t receive tutoring. Some parents do it out of guilt because they are unable to personally supervise the children’s progress.

Private Supplementary Tutoring and Its Implications for Policy Makers in Asia.

E-Reading: A Midterm Progress Report

Alan Jacobs:

E-readers have been around long enough now that the novelty has largely worn off. To be sure, we still get the occasional article or blog post celebrating the smell of “real books” and denouncing the disembodied fakery of text on a screen, but not nearly as many as in recent years. E-readers are simply part of the reading landscape now — the first Kindle was released almost five years ago — and it’s time for a midterm progress report. How is the technology developing? What has been accomplished and what remains to be done?
One good development in the past five years: more options for reading at night. There are backlit LCD reading possibilities via the iPad and subsequent tablets, including the Kindle Fire and the Nexus 7, plus a much less eye-frying option, the e-ink Nook Simple Touch GlowLight. The Kindle software for the iPad and iPhone allows you to dim the screen for that app only, which is helpful — and I think it’s great to be reading as the sky grows darker and not have to get up to turn on a light, remaining focused on the book — but my eyes just hurt after a long iPad session. I don’t know that anything can be done about that.

The Seven Myths of Helicopter Parenting

Katie Rophie:

1. You are not a helicopter parent if your kid is not in a zillion extracurriculars. In the recent clamor on the subject of whether this generation of parents is hovering too much and oversteering, overmanaging, and otherwise spoiling their children, I’ve heard parents say, “But we don’t know any actual helicopter parents.” They say this because they don’t know anyone who fits the obvious caricatures–that is anyone who schedules Mandarin classes for their 5-year-old and dutifully shuttles them off every Saturday morning for theater-to-express-yourself classes. But the overabundance of extracurriculars is only one small part of the larger, disturbing phenomenon Madeline Levine chronicles in her voice-of-reason-ish new book, Teach Your Children Well, which was excellently reviewed this weekend in the New York Times by Judith Warner.

Hong Kong’s national education push too heavy-handed

Frank Ching:

The Basic Law stipulates that the Hong Kong government shall “on its own, formulate policies on the development and improvement of education”. Yet the idea of national education, which is arousing such controversy, was evidently conceived not by the government here. It was proposed in Beijing by President Hu Jintao .
At a dinner on June 30, 2007, the president suggested to Donald Tsang Yam-kuen, who was to be sworn in as chief executive the following day, that Hong Kong “should put more emphasis on national education for the youth”.

Can School Performance Be Measured Fairly?

Room for Debate:

More than half the states have now been excused from important conditions of the No Child Left Behind education law. They’ve been allowed to create new measures of how much students have improved and how well they are prepared for college or careers, and to assess teacher performance on that basis. Teachers will be evaluated in part on how well their students perform on standardized tests. One study, though, found that some state plans could weaken accountability.

Madison School Board member Burke spent $128,000 to win seat

Matthew DeFour:

Madison School Board member Mary Burke spent more than $128,000 on her spring campaign — all of it her own — surpassing by far the most spent in recent city school board elections, according to available data.
Since 2001, the earliest online city clerk records are available, the most spent on a Madison School Board campaign was $28,349 by Marj Passman in 2007, when she lost to Maya Cole. That amount also was surpassed this year by incumbent Arlene Silveira, who reported spending $36,530.
Burke, a former state Commerce secretary and Trek Bicycle executive, said she made most of the expenditures, mostly for marketing and advertising, after the local teachers union, Madison Teachers Inc., backed her opponent, firefighter Michael Flores.

A 20-year lesson Evidence from America and Britain shows that independence for schools works

The Economist:

Yet the virtue of experiments is that you can learn from them; and it is now becoming clear how and where charter schools work best. Poor pupils, those in urban environments and English-language learners fare better in charters (see article). In states that monitor them carefully and close down failing schools quickly, they work best. And one great advantage is that partly because most are free of union control, they can be closed down more easily if they are failing.
This revolution is now spreading round the world. In Britain academies, also free from local-authority control, were pioneered by the last Labour government. At first they were restricted to inner-city areas where existing schools had failed. But the Conservative-Liberal Democrat coalition has turbocharged their growth, and has launched “free schools”, modelled on a successful Swedish experiment, which have even more independence. By the end of this year half of all British schools will be academies or free schools. Free schools are too new for their performance to be judged; in academies, though, results for GCSEs (the exams pupils take at 15 or 16) are improving twice as fast as those in the state sector as a whole.

Students, here’s why you should do hackNY

Jesse Pollack:

I’m Jesse Pollak, a student at Pomona College. This summer, I was lucky enough to participate in the hackNY fellows program. If you don’t already know, hackNY is a non-profit organization whose mission is to “to federate the next generation of hackers for the New York innovation community.” In addition to holding twice annual student hackathons, each summer hackNY organizes the hackNY fellows program:
“a program that pairs quantitative and computational students with startups which can demonstrate a strong mentoring environment: a problem for a student to work on, a person to mentor them, and a place for them to work. Students enjoy free housing together and a pedagogical lecture series to introduce them to the ins and outs of joining and founding a startup.”

The Success Myth

Heidi Grant Halvorson:

Quick: Think of a successful person. Someone who is really good at what they do.
Now, in a word or phrase, tell me why that person has been so successful. What makes them so good?
Obviously, I can’t hear your answer. But I’d be willing to wager that it had something to do with innate ability.
“He’s so brilliant.”
“She’s a genius.”
“He’s a natural leader.”
These are the kinds of answers people — particularly Americans — tend to give when you ask them why certain individuals have enjoyed so much success.

Teachers Unions Go to Bat for Sexual Predators

Campbell Brown:

By resisting almost any change aimed at improving our public schools, teachers unions have become a ripe target for reformers across the ideological spectrum. Even Hollywood, famously sympathetic to organized labor, has turned on unions with the documentary “Waiting for ‘Superman'” (2010) and a feature film, “Won’t Back Down,” to be released later this year. But perhaps most damaging to the unions’ credibility is their position on sexual misconduct involving teachers and students in New York schools, which is even causing union members to begin to lose faith.
In the last five years in New York City, 97 tenured teachers or school employees have been charged by the Department of Education with sexual misconduct. Among the charges substantiated by the city’s special commissioner of investigation–that is, found to have sufficient merit that an arbitrator’s full examination was justified–in the 2011-12 school year:

  • An assistant principal at a Brooklyn high school made explicit sexual remarks to three different girls, including asking one of them if she would perform oral sex on him.

The Price Everybody Talks About and Nobody Really Knows: How Much Does College Cost?

Jordan Weissmann:

If you’re a parent, and you don’t suffer palpitations whenever the topic of paying for college comes up, congratulations: You’re either unusually mellow, or unusually wealthy. Higher education is expensive, and getting more so by the year.
But how expensive? Ah, that’s a trickier question. What we talk about when we talk about the price of a degree can be a bit murky, thanks to the vast variations in tuition, financial aid, and lifestyle choices that determine how much a student spends during their time on campus. For parents paying the tab, and for wonks who’d like to make higher education more affordable, it’s useful to have a realistic baseline for how much a bachelor’s actually runs these days.
So without further ado, let’s look at the numbers.

Saudi Students Flood In as U.S. Reopens Door

Ellen Knickmeyer:

Dressed in caps and gowns, the college students packing a graduation ceremony in suburban Washington, D.C., acted like excited graduates anywhere in the United States.
Except, perhaps, when the men broke into tribal line dances. Or when the women, wearing headscarves, burst forth with zagareet, soaring trills of their tongues, in celebration.
The more than 300 graduates gathered at a hotel overlooking the Potomac River were all from Saudi Arabia, part of a massive government-paid foreign study program to earn bachelor’s, master’s and doctorate degrees and return home to help run their country.