Rachel Slade

In November, Massachusetts voters will decide whether the Department of Elementary & Secondary Education (DESE) can raise the cap on the number of charter schools allowed, or increase enrollment in existing charters in underperforming districts. If the referendum is approved, the city of Boston—which currently has 27 Commonwealth charter schools that operate independently of the district and educate about 14 percent of the student population—will likely see an increase in charters over the next several years. It’s an advance that charter advocates firmly champion but opponents see as another little push in the direction of a very steep cliff.

How did public education get so contentious, even as Boston’s public school system is near the top on every available scoring index of the nation’s major urban districts? Why does Brooke Charter Schools founder Jon Clark, a quiet, straight-talking guy from Wellesley, become slightly unhinged when I share some of the views of the anti-charter folks? What is it about this debate that brings out the tinfoil-hatted paranoia in all of us?

Ideologically speaking, charter schools—which are publicly funded but operate outside of typical district and teachers union rules—are the muddiest of all political issues, simultaneously supported by neoliberals and ultraconservatives, progressives and regressives, hedge funders and immigrants. For those who favor them, charters represent our best hope for improving education. In fact, the pro-charter movement is predicated on the certainty that public education is in crisis, and it lays the blame squarely on government incompetence and union hegemony. Well-run charters, they argue, not only educate children more cheaply, but also more effectively. The data back that up: The average SAT composite score in Boston’s charter high schools in 2015 was 100 points higher (about 10 percentile points) than the district schools’.

A majority of the Madison School Board rejected the proposed Madison Preparatory IB charter school.

Cliff Mass:

It is something about human nature.
An individual does fabulously well in some endeavor, often gaining great wealth and power, and they assume their competencies extend to other areas. Like education. And as I will show, a bunch of wealthy folks are determined to ensure that the Seattle School Board follows their “corporate-ed” ideas.
A critical race is now occurring for an opening in the Seattle School Board. On one hand there is Suzanne Estey, with very little experience in Seattle School affairs, but enjoying the deep support of the ultra wealthy and powerful interests. On the other, there is Sue Peters, with a decade-long record of working in Seattle Public Schools, a stellar background in pushing for better math curriculum, a record of independence, and grass roots financial support. For reasons described below, I am strongly supporting Sue Peters, with whom I have worked for several years.

Cliff Mass:

If I was a Seattle Public School parent, I would be getting angry now.
Why? Most Seattle students are receiving an inferior math education using math books and curriculum that will virtually insure they never achieve mastery in key mathematical subjects and thus will be unable to participate in careers that requires mathematical skills.
There are so many signs that a profound problem exists in this city. For example,
Parents see their kids unable to master basic math skills. And they bring home math books that are nearly indecipherable to parents or other potential tutors.
Nearly three quarters of Seattle Community College students require remediation in math.
Over one hundred Seattle students are not able to graduate high school because they could not pass state-mandated math exams.
Minority and economically disadvantaged students are not gaining ground in math.

Much more on Seattle’s math battles, here.
Related:

• Connected Math
• Madison Math Forum Audio/Video

Cliff Mass:

There has been a lot of controversy about whether student assessments should be used to evaluate K-12 teachers. The media is full of debate about this topic (e.g., Wall Street Journal) and the Seattle Times has had many editorials pushing for the use of assessments such as MAP to evaluate teachers. And several foundations, supported by rich contributors, like the League of Education Voters and the Gates Foundation, are pushing teacher evaluation through student assessments.
I would like to argue that using student assessments to evaluate teachers not only has issues, but is putting the cart before the horse. First, we need to test teachers in a robust way to evaluate their knowledge of the subjects they are teaching and only allow teachers with strong subject knowledge to teach.

Cliff Maas:

Update2:  There is a major error in the Seattle Times story.  My original blog never criticized the protesters or BLM activists.  My criticisms were limited to VIOLENT individuals who destroy property and hurt people.  Please read my original blog if you want to confirm this.  Some folks are choosing to misinterpret my words.

Update3:  There are two types of mobs.  First, mobs the hurt people and destroy property.  Second, there are social media mobs that attempt to destroy those they disagree with or attack different viewpoints.  We have seen both types of mobs here in Seattle during the past months.  Neither is good.

Take a walk around downtown Seattle.  You will be shocked by a shuttered, dystopian city and made angry by the inaction and ineptness of its political leadership.   It is simply beyond words.

Cliff Mass Notes and links, including math issues.

More:

“I was simply saying that the people who were doing violence were acting like the Brownshirts,” he added. “Peaceful protesters are fine, that is protected speech. But it’s the violence: That’s what’s wrong.”

Shortly after Mass’s blog was published, NPR affiliate KNKX announced that it would stop airing Mass’ regular weather segment, saying that the post “draws distorted, offensive parallels between protesters and Nazi Brownshirts,” and that “it does not reflect who we are and what we stand for at KNKX.”

“I’ve talked to people internally at the radio station — they just basically panicked with it,” Mass said. “It was an intense mob on social media that was criticizing them, and they made the decision almost instantly.”

Mass has since removed the references to Kristallnacht, stating that they were acting as a “distraction” from his larger point regarding his stance on protesters shattering the windows of downtown businesses, and in one instance, allegedly assaulting a Queen Anne resident.

Abbey Machtig:

The Madison School District is in the middle of two referendums approved by voters in 2020. The $317 million capital referendum has gone toward building a new elementary school and funding significant high-school renovations.

The smaller operating referendum gave the district an additional $33 million to work with over four years.

Despite this additional money, administrators still worry about the impending financial cliff facing the school district. In addition to referendum dollars running out, the temporary relief funds distributed to school districts during the COVID-19 pandemic are also set to expire by September 2024. In the Madison School District, this leaves a slightly more than $40 million hole for administrators to fill in the future.

Scott Girard:

The report, “K-12 On The Ballot: Using Referenda To Fund Public Schools,” is from Forward Analytics, a nonpartisan research division of the Wisconsin Counties Association. It adds to a long list of research showing how school districts’ use of ballot questions to fund operations has risen over the past decade.

Other school officials, including in Madison, have made a similar point in recent months that downsizing in a school district is difficult.

“The bus still costs what it costs, whether there’s 70 kids or there’s 60,” Wisconsin Association of School Business Officials Executive Director Mike Barry said earlier this year.

The Forward Analytics report cites arguments from both supporters and detractors of the revenue limit law, and acknowledges that “there is no easy answer here.”

“The revenue limit law tries to balance sufficient school funding with limited local property tax growth,” Knapp wrote. “At the heart of the problem is finding agreement on what is ‘sufficient’ funding.”

—-

Madison taxpayers have long supported far above average annual per student spending, now ranging from $22 to $29k per student, depending on the budget number one finds.

Yet:

Underly and our long term disastrous reading results….

WEAC: $1.57 million for Four Wisconsin Senators

Legislation and Reading: The Wisconsin Experience 2004-

“Well, it’s kind of too bad that we’ve got the smartest people at our universities, and yet we have to create a law to tell them how to teach.”

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Christina Gomez-Schmidt:

An essential duty of any school board is to help plan and approve the annual district budget. Like most budgets, household or business, the goal of a school district budget is to match revenue with expenses to produce a balanced budget. This goal ensures that school districts are managing local, state and federal taxpayer funds to operate public education in a responsible and sustainable way.

The Madison School District’s budget approved on Monday for next school year is neither balanced nor sustainable.

In providing maximum wage increases (8% plus an average 2% increase for experience and advanced degrees), over $26 million is added to every future budget. Increasing hourly custodial wages, unexpectedly changing health insurers and a new transportation contract added millions more.

For two years, the School Board has discussed the looming fiscal cliff once federal pandemic funding for education ends. Yet this budget makes the fiscal cliff even higher against the advice of the district’s own financial experts. One-time funding (the last year of federal Elementary and Secondary School Emergency Relief Fund money as well as the district’s fund balance) is used to cover the operating deficit created. Expenses cannot sustainably continue to outpace revenues.

People are also reading…

As a result, significant cuts will be needed to balance the next budget cycle. This will most likely affect schools, classrooms and students directly.

An average 10% salary increase for Madison School District teachers and staff is an incredible boost for each individual staff member. This was another difficult school year, and everyone is challenged by the rising costs of inflation. Staffing shortages continue, and the pressure to address this reality is understandable.

Yet it is the responsibility of the board to consider how this increase affects future budgets in a system with over 4,000 employees and significant challenges ahead. These challenges include continued declining enrollment, guaranteed increases to health care insurance costs, and significant investments needed in instruction, strategic equity projects, maintenance for aging buildings and meeting the district’s 2040 renewable energy goals.

School districts face compounding budget challenges when enrollment declines, costs increase, students need greater support to learn, and cuts to spending are politically unpopular. All of these factors mean less funding, greater expenses, and pressure to not make changes to staffing or programs. A realignment of the Madison School District’s vision, strategy and investment is needed to avoid even larger future deficits.

We can lament the lack of adequate state investment for public education. We should collectively continue to advocate for stronger investment in our public schools. This year’s state budget provides a welcome increase in funding. But no matter what funding levels exist, every school district must still balance its budget as a primary responsibility to its local communities and to future students.

Budgets reflect priorities. Staff are a priority. But we have to acknowledge that the decision to overextend the budget to address one priority will likely limit the district’s future ability to address other priorities where investment is needed.

This should give every district stakeholder pause as we approach that fiscal cliff.

Gomez Schmidt served on the Madison School Board from 2020-2023. She is executive director of the nonprofit Galin Scholars.

“Well, it’s kind of too bad that we’ve got the smartest people at our universities, and yet we have to create a law to tell them how to teach.”

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Scott Girard

In total, the 2023-24 preliminary budget spends $581 million. The board will vote on a final budget in October after enrollment is finalized.

The budget includes a deficit of $15 million for this year, but $11.5 million in ongoing costs are covered by one-time federal COVID-19 relief money that won’t be available next fall — meaning the 2024-25 budget is starting in a much larger hole.

That means the district will likely need to make cuts and ask voters in another referendum for more property taxes to fund operations. Former School Board member Christina Gomez Schmidt, who led the committee that developed the budget this spring until she left her seat in April, said during public comment Monday that “overextending the current budget will create challenging budgets going forward.”

“This budget will make the fiscal cliff even higher without a plan that I can see to address the long-term shortfall it will create,” she said, acknowledging the importance of investing in staff.

Current board members have also acknowledged the difficult year ahead, and interim Superintendent Lisa Kvistad, at her first full board meeting in the role Monday, said the budget “demonstrates how we value our staff” and invests in classrooms.

“While federal pandemic funding will go away after this fiscal year, our needs will not,” Kvistad said. “Therefore, the board of education, myself and my cabinet will continue to look at where we can adjust, repurpose and find additional sources of revenue.

“We have decisions to make, and we can make them together.”

Tax rates will drop from $9.97 per $1,000 of property value to $9.10. With home assessments increasing, though, the average homeowner will pay an additional $104.05 toward the school district, according to the preliminary budget.

“Well, it’s kind of too bad that we’ve got the smartest people at our universities, and yet we have to create a law to tell them how to teach.”

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Jessica Grose:

The number of school-age children in America is declining. At least one reason is the fallingbirthrate after the Great Recession. And declining university enrollment based on a lower school-age population — which has been described as a “demographic cliff” — is something that some colleges are already grappling with.

K-12 public school systems around the country are facing a similar demographic reality. Declining enrollment hit cities like Chicago and states like Michigan before Covid, and the pandemic hit many other school systems — Philadelphia, New York City, Seattle and several districts in the Boston suburbs — like a wrecking ball. As The Times’s Shawn Hubler reported in May, “All together America’s public schools have lost at least 1.2 million students since 2020,” according to a survey from the right-leaning American Enterprise Institute.

Choose Life.

Doug Bandow

A new year dawns bright, with the US hurtling over the fiscal cliff. The lame duck Congress voted for a pork‐​packed $1.7 trillion budget bill. As the saying goes, it’s only money!

At a time of enormous domestic need, RepublicanSenate leader Mitch McConnell pushed an extra $45 billion for Ukraine, declaring that Washington’s “number one priority” was supporting that nation. Kentuckians might wonder if their Senator had moved to Odesa, Kharkiv, or Lviv over the holidays.

Alas, this appropriation was small change compared to the overall “defense” (in fact, mostly for offensive operations) budget. Congress hiked military outlays to record levels, topping off the already‐​bloated Biden spending program at $858 billion. American taxpayers remain stuck subsidizing prosperous, populous Europeans, superfluous Middle Eastern monarchs, and cheap‐​riding Asian defense dependents.

Unwilling to raise taxes as it also shovels ever‐​more cash into social programs old and new, Congress simply borrows additional money as if loans need not be repaid. The publicly held national debt hit 100 percent of GDPand is heading toward the record of 106 percent set in 1946, at the conclusion of the worst war in human history. Within a decade the US faces trillion‐​dollar deficits for as far as government analysts can budget. By mid‐​century the Congressional Budget Office expects the debt/​GDP ratio to run around 185 percent. And that assumes policymakers don’t do anything stupid, like approve massive new spending programs without paying for them. Which, unfortunately, is as certain as the rising of the sun.

Endless borrowing isn’t cheap. Over the last decade interest payments as a share of GDP jumped abouta quarter. And the era of (almost) free money is over as the Federal Reserve pushes up rates to wring inflation out of the economy. The budget agency’s estimates are daunting: “Combined with rising interest rates, large and sustained primary deficits cause net interest outlays measured as a percentage of GDP to more than quadruple over the period: They rise from 1.6 percent of GDP in 2022 to 7.2 percent in 2052.”

Olivia Herken:

The La Crosse School District has the largest referendum in the state this fall, asking voters to approve nearly $195 million to consolidate its two high schools due to declining enrollment and aging facilities.

Some Oregon residents who oppose the referendum doubt it would have a big impact. Some question whether they’ve been given full and accurate information.

“Many village of Oregon residents can’t afford this referendum, especially with all other current inflationary pressures,” Joshua King said. “But they should at least have the complete picture of the tax burden about to hit them so they can make the best decision.”

King said the referendum has become a “complex and very emotionally charged topic.”

“I’m against it,” Evy Collins said. “I’m not against people having better wages. I worked all my life, most of it as a single mother after (my) husband died of cancer. I know struggles. I always had to make do with what I had, and I still do today as a retired person. Why should our property taxes continue to go up and the propaganda that it’s for ‘the kids’ make me go for it? It’s not for the kids or better education. I’m voting no.”

The November referendums are appearing on the ballot alongside some higher turnout elections, including the gubernatorial and U.S. Senate races.

It’s not clear, though, how higher turnouts affect referendums. In the last decade, referendums have passed at slightly higher rates in even-numbered years when bigger elections are held, compared to odd-numbered years, Brown said. But he emphasized that other factors could be at play.

Scott Girard:

The questions come at the same time districts have received an influx of one-time money through COVID-19 relief funding. District officials have stressed, however, that because the funding isn’t ongoing, it cannot responsibly be used to pay for ongoing operating expenses without creating a fiscal cliff in future years.

The state Legislature, meanwhile, pointed to that funding in denying an increase in the revenue limit in the current biennial budget.

While the Madison Metropolitan School District is not among those asking voters for funds this fall, it is in the midst of implementing the successful capital and operating referendums from 2020. Officials have repeatedly described the current budget as a difficult one, with School Board member Savion Castro suggesting the district may need to go back for another referendum in the near future to continue funding its most important initiatives.

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

No When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Elizabeth Beyer:

Legislative Republicans have defended their decision to keep revenue limits flat by noting Wisconsin schools will be getting $2.3 billion in federal COVID relief aid, known as Elementary and Secondary School Emergency Relief, or ESSER funds. Madison is anticipating its share will be roughly $66.7 million.

School officials have not laid out how they plan to spend that money but say using it for ongoing expenses, such as hiring more staff or increasing wages, could create a fiscal cliff once the one-time dollars run out.

Monday’s vote came one month after the board approved a 3% base wage increase for all staff for the coming school year, two-thirds of what was sought by MTI for teachers at the start of negotiations. Teachers also get automatic raises for seniority and degree-attainment on top of that.

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

No When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Elizabeth Beyer:

An average home valued at $376,765 could see a property tax increase of up to $106, meaning the school portion of the tax bill would be roughly $3,926 in December, compared with $3,820 this past year.

The district’s total property tax levy would increase 2.77% over the previous year, to roughly $366.8 million.

Scott Girard:

The $621.4 million budget includes investments in programs like full-day 4-year-old kindergarten, early literacy and reading curricula, mental health resources for students and improving some of the mechanical systems in school buildings.

Much of it is funded through one-time federal COVID-19 relief dollars, which presented administrators with difficult choices as they sought to avoid creating a “fiscal cliff” with ongoing expenditures funded through one-time money that will not be there in the future.

MTI and staff, however, have argued that anything less than a 4.7% increase in base wage is effectively a pay cut given the significant level of inflation this year. While the “steps and lanes” provide an average of a 2% increase for staff, not all staff members receive any increase through that mechanism.

The union has expressed concerns that without the full increase, the district will continue to lose staff members at a time when staffing shortages have already made it an extremely difficult working environment.

MMSD considers $1,000 bonuses to staff who worked this spring

The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”

2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results 

Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.

My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results

“An emphasis on adult employment”

Wisconsin Public Policy Forum Madison School District Report[PDF]

WEAC: $1.57 million for Four Wisconsin Senators

Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results

Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.

No When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?

Rob Roy:

Let’s face it, we’ve heard a lot about “helicopter parents” over the last few years. And even though it’s hard to admit, most of us have allowed ourselves to become overly protective parents to a great extent. Still, there are many factors out there that contribute to this technology crisis that faces this rising generation. But ultimately, we are in control of what our children are exposed to and what activities they engage in.

As I think back to my childhood (particularly during the summer break), most days my parents had no idea where we were at. I grew up in a small town in northern Arizona that was surrounded by the largest Ponderosa Pine forest in the world. There were vast expanses of wilderness directly behind my house. On summer days, my friends and I would get on our dirt bikes and follow miles of game trails all through the forest and up to the base of the volcanic boulder mountain where we would drop our bikes and climb massive rocks and cliffs until sunset. It was glorious!

Were my parents negligent to allow us such freedom? Personally, I don’t think so, based on the fact that most of my friends had parents with similar parenting styles. Many of these adults had been raised with the same type of autonomy when they were kids. They were just patterning their own parent’s parenting styles.

Cliff Maas:

The writer of the story, Lynda Mapes, could not have been more explicit:

The cause of death was climate change: steadily warming and drier summers, that stressed the tree in its position atop a droughty knoll.

So, lets check the data and determine the truth. My first stop was the nice website of the Office of the Washington State Climatologist (OWSC), where they have a tool for plotting climatological data. Here is the summer (June-August) precipitation for the Seattle Urban Site, about a mile away from the tree in question. It indicates an upward trend (increasing precipitation) over the period available (1895-2014), not the decline claimed by the article.

Or lets go to the Western Region Climate Center website and plot the precipitation for the same period, considering the entire Puget Sound lowlands (see below) using the NOAA/NWS climate division data set and for June through September. Very similar to the Seattle Urban Site. Not much overall trend, but there is some natural variability, with a minor peak in the 70s and 80s.

Related:

Van Hise’s “special sauce”

Ben Rhodes rhetoric, media and governance

Madison’s English 10 experiment.

Nathan Scott McNamara:

For better or worse, writers and readers live in an age of the million-dollar book deal. The Big Five publishers (Penguin Random House, Hachette, Macmillan, HarperCollins, and Simon & Schuster) increasingly gamble on massive book advances in hopes that they might put out one of the biggest hits of the year. Last fall, Knopf—a division of Penguin Random House—paid an unprecedented $2 million advance for the first-time novelist Garth Risk Hallberg’s City on Fire. Other recent million-dollar debut deals include Imbolo Mbue’s Behold the Dreamers, Stephanie Clifford’s Everybody Rise, and Matthew Thomas’s We Are Not Ourselves—and the list goes on.

Andrew Edgecliffe-Johnson:

Teenage applicants from as far afield as India and Mongolia are catching western colleges’ attention by taking so-called “massive online open courses” designed for older students.
Schoolchildren taking courses on their own initiative already account for about 5 per cent of the 800,000 students at edX, the non-profit online venture founded by Harvard and the Massachusetts Institute of Technology. Some have used their results to apply to the colleges that pioneered MOOCs.
Amol Bhave, a 17-year-old from Jabalpur, India, learnt last week that he had been accepted to MIT after scoring 97 per cent on edX’s circuits and electronics course. He received the good news on March 14 – or “pi day”, as he put it in a Skype conversation with the FT.
“I am like the first person in my city to get into MIT ever so I have become sort of pretty famous,” he said. “I was so motivated by how we were taught [by edX] that I decided that maybe I belong to MIT after all.”

Andrew Edgecliffe-Johnson & Chris Cook:

Higher education online courses are growing in popularity but their business model is uncertain
Your keystrokes will find you out. Students tempted to enlist outside help for their college tests risk disqualification if the pace and style with which they type their answers does not fit their unique “keystroke biometrics”.
This novel method of verifying that students are doing their own work is being pioneered by Coursera, one of the digital education start-ups that is rattling ivory towers and intriguing investors with so-called “Moocs” – “massive open online courses”.
Cheating in your essays is just one time-honoured practice in higher education that is being upended by technology. In the past year, Coursera has signed up 33 leading universities to offer more than 200 online courses to 2.2m users – and to do it for free.