The Economist:

EVEN street-savvy former gang members are shocked by the spread of heroin to Chicago’s suburbs. Earlier this year, when Roberto Hernández, a Puerto Rican, was in the final stages of preparation of a big push by Gangs to Grace, a church ministry on the west side, to save Latino gang members from lives of violent crime, he explained that white girls from the suburbs go to neighbourhoods even he wouldn’t set foot in to buy heroin. Many of them are as young as 14 or 15. Some prostitute themselves to fund their addiction.

Thomas Arnett:

Fortunately, the tides in education policy are finally pushing the system to realize the importance of its teachers. Test-based accountability is forcing districts to look past their myopic focus on enrollments, course offerings, and graduation rates and to take students’ academic performance more seriously. And because modern research has shown that teachers are the most important school-level factor influencing student achievement, many of today’s most prominent reform efforts focus on ensuring there is an effective, expert teacher in every classroom.
If schools and districts intend to fulfill the mandate to boost student achievement, they will need to adopt new strategies that place paramount emphasis on recruiting and retaining the best teachers. This shift in district strategy should then put individual teachers in a position to negotiate their salaries and working conditions based on the value their individual expertise brings to their schools.
But unfortunately, even in this era of increased accountability, many districts still operate as if teachers are commodities. Instead of recruiting strategically from the best teacher preparation programs in the country, they take the teachers that the nearest regional state school has to offer. Instead of putting together competitive and attractive salary and benefit packages and then working in the early spring to attract the best teachers to their schools, they wait until just before the start of the school year to frantically fill their open teaching slots. Instead of giving principals control over staffing so that they can build great faculty teams across multiple years, they move teachers around capriciously from one year to the next—and sometimes during the middle of the school year—and prioritize allocation targets over effectiveness. Instead of working with individual teachers to find roles where their particular areas of expertise are most relevant, districts often shift teachers at the last minute to grade levels or subject areas that are technically within their certification but realistically outside the domains where those teachers are most experienced, passionate, and able to excel.

Related: a focus on adult employment.

Farhad Manjoo:

I’m the least experienced person on my engineering team at Google,” Kelly Marchisio, a 25-year-old computer programmer, told me recently. “I frankly might be one of the least experienced engineers at Google, period.”

Ms. Marchisio was not assuming false modesty. Like many Googlers, she has an enviable academic background, including a master’s degree from Harvard. But her degree, from Harvard’s Graduate School of Education, had to do with the interactions between neuroscience and teaching, a field far removed from software engineering. In 2013, Google hired Ms. Marchisio as a customer service representative, a job that paid the bills but failed to ignite her intellectual passions.

Molly Beck:

“I know our entire party is not happy with a public school system that can’t even get 37 percent of the students proficient in reading.”

According to DPI data, 36.6 percent of the state’s students were considered proficient in reading in the 2013-14 school year, the latest data set available.

DPI spokesman John Johnson said Evers was not available Monday for an interview. Johnson called the proposal “divisive.”

“It’s just unfortunate that there’s a single legislator that wants to re-politicize a battle around public education,” Johnson said. “It’s just a divisive distraction. It seems odd to put politics in front of kids.”

When asked if Johnson believes proposals made by Evers that have been unsuccessful, such as the funding formula change, might have a better shot at being implemented if the state schools chief were appointed, Johnson said no.

Much more on the Wisconsin DPI, home of the oft criticized WKCE.

Neil Irwin:

The 2014 real median income number is 6.5 percent below its 2007, pre-crisis level. It is 7.2 percent below the number in 1999.

A middle-income American family, in other words, makes substantially less money in inflation-adjusted terms than it did 15 years ago. And there is no evidence that is reversing. Those families lost ground in 2014. And as we’ve reported previously, the data on wages in 2015 so far does not suggest there is a meaningful acceleration on the way.

A drop in the price of oil, though, has created a short-term drop in inflation numbers that may create a temporary bump in inflation-adjusted incomes for 2015 anyway.

The depressing data on middle-class wages is true across almost all groups based on race and age. (One exception is a 5.3 percent gain in median wages among Hispanics in 2014, though that is within the statistical margin of error and so may not be meaningful).

Madison’s property taxes continue to grow, far beyond incomes…

Vimal Patel:

Do American universities produce too many Ph.D.s?

It’s a decades-old question that has intensified in recent years as worries about a stagnant academic-job market, record graduate-student debt, and the often-tough working conditions for doctoral students have grown. The situation has led some university administrators and students to call for a reduction in the number of Ph.D.s, especially in the arts and humanities, where those problems seem most acute.

New data show that such efforts may be having an effect.

First-time doctoral enrollment in history, English, and other arts-and-humanities disciplines fell 0.5 percent from 2013 to 2014, according to a report published on Thursday by the Council of Graduate Schools and based on a survey of 636 universities. The small decline caps a steady downward trend in enrollment from 2009 to 2014, when it fell an average of 1 percent a year.

James Sherk:

The union movement has changed considerably since American workers began observing Labor Day more than a century ago. Unions in the 1880s consisted of private-sector workers voluntarily banding together to fix horrendous working conditions. This is what most Americans envision when they think about unions: workers on the assembly line, or on a construction site, bargaining for safety or higher wages.

But half of today’s union movement works in government-sector jobs. A movement formed to defend blue-collar laborers now fights primarily to help white-collar workers expand government.

These transformations have been underway for the past half century. The problems that initially attracted members to unions vanished a long time ago. Federal law, for example, prohibits child labor and requires safe working conditions. Workers comp programs provide for those injured on the job. The forty-hour workweek has been standard since before any employees today started working.
As unions scored these protections, employee interest in unionizing waned. It has been many years since unions organized more new workers than they lost to unionized firms going out of business. In the 1950s, one out of every three workers belonged to a union. Today less than 7 percent of private-sector workers do.

Lucy Kellaway:

Last week online readers of the FT, Bloomberg and the Wall Street Journal were accosted by this question in a big white banner advertisement paid for by UBS. As I glanced at it two further questions occurred to me: a) what business is that of a bank? and b) what about mothers?

“For some of life’s questions you are not alone. Together we can find an answer” the advertisement went on.

So I clicked through, and it turns out that the bank has found an answer already. The trick to being a good father is to hand over your money to UBS. “We can . . . help you plan for the future, and provide the life you want for your loved ones.”

This raises a further question: whether chutzpah and disingenuity work as a marketing strategy. I pondered this for a bit, but then lost interest and returned to the FT website. There the question was again. Am I a good father?

And am I a good mother?

It might seem odd given that I’ve had 24 years in which to consider the matter, but until now I have avoided asking myself this question. That is partly because of the pointless guilt that comes with it, but it’s also because I have four children, who have needed very different things from me at different times. Some of those things, like fish fingers and early bedtimes, have been easy to provide. Others have been much harder. Sometimes things go to plan. More often they don’t.

PDK/Gallup Poll:

• A majority of Americans don’t support tenure for teachers: 59% of all Americans and 54% of public school parents oppose tenure. However, responses from black Americans differ: More blacks (47%) support rather than oppose tenure (32%). Republicans are less likely than Democrats to favor teacher tenure (15% versus 35%, respectively).

• 62% of public school parents said they trust and have confidence in the nation’s teachers. Republicans, however, are evenly split on the question, with 42% saying they do trust and have confidence in teachers, and 43% saying they do not.

• About half of U.S. adults said high-achieving high school students should be recruited to become teachers. But two in 10 Americans said they didn’t know what they believed on that question.

• About three-quarters of Americans said teachers should be required to pass board certifications in addition to earning a degree, a process that would be similar to professions like medicine and law.

• Teacher salaries in their community are too low, according to a majority of Americans. Republicans are less likely than Democrats to think these teacher salaries are too low (44% compared with 72%). No group said teacher salaries are too high.

McKenzie Wark:

Maybe we could think of it as a sort of meta- or hyper-avant-garde, that wanted not just a new way of communicating in a media but new kinds of media themselves. Kay and Nelson in particular wanted to give the possibility of creating new information structures to the user. For example, consider Richard Shoup’s, Superpaint, coded at Parc in 1973. Part of what it does is simulate real-world painting techniques. But it also added techniques that go beyond simulation, including copying, layering, scaling and grabbing frames from video. Its ‘paintbrush’ tool could behave in ways a paintbrush could not.

Ben Collins:

Some would sign up for his class only to see if it was easy, then bail after the first session if it wasn’t. But only Howley thought to counter this quiet menace with something that could stop it: a cat-eating space alien who was expelled from Earth to face his inevitable death in 1990.

The assistant classics professor stuck a command for his students to send him a picture of Alf—the ’80s sitcom star and alien from the planet Melmac—into the middle of his syllabus to see if anybody noticed.

From the number of Alf images he received, he figured he’d be able to find out early on if he’d have enough students to keep the class engaged, or even to keep it going. And maybe, he thought, he’d teach them something along the way.

One Oakland United:

Common Enrollment came up in a recent school board meeting in Oakland, the school district I work in. My job is Community Engagement and as such I work to listen to how the community is receiving information. Well, this conversation around Common Enrollment led to a conversation accusing the process of being a tool for charter schools. Once the work ‘charter’ is evoked, it becomes a new conversation. The term is so charged, so visceral.

To put it simply, common enrollment is an enrollment system that would make the process for finding and selecting schools easier by having parents fill out one ‘common’ form that includes both traditional public schools and charters.

Listen, I’m not pro or anti-charter, I’m pro-child. I don’t care what the delivery system is as long as poor Black kids are being educated. Period. So with that thought, I believe parents should have the access and ability to choose the school that they feel is best for their child. It’s that simple for me. I see common enrollment as a tool for equity. It allows poor parents to have the same footing as someone with means.

Caroline Frederickson:

In early June, California labor regulators ruled that a driver for Uber, the app-based car service, was, in fact, an employee, not an independent contractor, and deserved back pay. The decision made national news, with experts predicting a coming flood of lawsuits. Two weeks later, FedEx agreed to a $288 million settlement after a federal appeals court ruled that the company had shortchanged 2,300 California delivery drivers on pay and benefits by improperly labeling them as independent contractors. The next month, the company lost another case in a federal appeals court over misclassifying 500 delivery drivers in Kansas. Meanwhile, since January, trucking firms operating out of the ports of Los Angeles and Long Beach have lost two major court battles with drivers who claim that they, too, have been robbed of wages by being misclassified as independent contractors.

Michelle G.:

There have been hundreds of equally alarming studies regarding stereotype threat and of similar identity-related conditions that impair performance. I don’t think we have time to recount every one in detail, but I’ll leave you with some more interesting findings. Regarding women in math: research at Indiana University found that females’ performance decreases significantly after simply watching a video showing “dominant” male behavior, and at Harvard they found that Asian-American women perform better or worse on math assessments depending on which identity is highlighted to them. A 2005 study showed that girls score much lower than boys on an identical test when it was described as a “math test,” but slightly (though non-significantly) better than them when it’s a “problem solving” test. Another study suggested that female AP Calculus test-takers would benefit if the demographic bubble-filling were postponed until after the exam.

Similar findings have been shown regarding racial identities: for example, asking black students to indicate their race before a test both significantly increases their anxiety and lowers their test scores. Black students’ performance under a “diagnostic” condition is improved when the test administrator is black as opposed to white (that 2.9% black MIT faculty tho) and black participants taking what was actually an IQ test scored better when the same questions were presented as a test of “hand-eye coordination.” Unsurprisingly, the same stereotype threat effects that were initially found for black test-takers were also found to apply to Latinos and students of low socioeconomic status.

Danny Feingold:

When California Governor Pat Brown helped create the modern University of California system in the early 1960s, he envisioned many things: a world-class structure of higher education, universal access to students from every background, a gateway to middle-class careers, cutting-edge research centers. All of that has come to pass, making UC an enduring part of Brown’s legacy.

One thing Brown did not foresee, however, was UC becoming embroiled in an emblematic fight over economic inequality, with critics charging that one of the nation’s most prestigious public institutions is perpetuating poverty.

The controversy over UC’s use of thousands of contract workers who earn low wages with few, if any, benefits has taken center stage in Sacramento, where legislation that would end such practices is expected to clear the Assembly floor this week. The fate of Senate Bill 376, sponsored by state Senator Ricardo Lara (D-Bell Gardens), likely will rest with Pat Brown’s son, current California Governor Jerry Brown, who has yet to indicate whether he would sign or veto the legislation. The bill would require UC contractors to meet the same wage and benefit standards as the university for comparable labor — what backers call “equal pay for equal work.”

Jack Grove:

Many social sciences and humanities faculties in Japan are to close after universities were ordered to “serve areas that better meet society’s needs”.

Of the 60 national universities that offer courses in these disciplines, 26 have confirmed that they will either close or scale back their relevant faculties at the behest of Japan’s government.

It follows a letter from education minister Hakuban Shimomura sent to all of Japan’s 86 national universities, which called on them to take “active steps to abolish [social science and humanities] organisations or to convert them to serve areas that better meet society’s needs”.

The ministerial decree has been denounced by one university president as “anti-intellectual”, while the universities of Tokyo and Kyoto, regarded as the country’s most prestigious, have said that they will not comply with the request.

John Biggs:

In a move that is sure to end well for the Department Of Homeland Security and the police in Lebanon, New Hampshire, officials have asked a New Hampshire public library to shut down its TOR node to prevent terrorism and other mean, nasty things.

The library was the first in the country to run a secure TOR exit node – essentially a system that allows users to web surf anonymously from anywhere in the world – and the DHS and local police quickly approached library officials after launch. The Lebanon Public Libraries are part of the Library Freedom Project, an effort to add more exit nodes in existing libraries. This would help web users desiring to remain anonymous on the Internet and ensures that folks browsing from their homes can’t be spied upon by touchy regimes. Wrote Vice:

Ta-Nehisi Coates:

By his own lghts, Daniel Patrick Moynihan, ambassador, senator, sociologist, and itinerant American intellectual, was the product of a broken home and a pathological family. He was born in 1927 in Tulsa, Oklahoma, but raised mostly in New York City. When Moynihan was 10 years old, his father, John, left the family, plunging it into poverty. Moynihan’s mother, Margaret, remarried, had another child, divorced, moved to Indiana to stay with relatives, then returned to New York, where she worked as a nurse. Moynihan’s childhood—a tangle of poverty, remarriage, relocation, and single motherhood—contrasted starkly with the idyllic American family life he would later extol. “My relations are obviously those of divided allegiance,” Moynihan wrote in a diary he kept during the 1950s. “Apparently I loved the old man very much yet had to take sides … choosing mom in spite of loving pop.” In the same journal, Moynihan, subjecting himself to the sort of analysis to which he would soon subject others, wrote, “Both my mother and father—They let me down badly … I find through the years this enormous emotional attachment to Father substitutes—of whom the least rejection was cause for untold agonies—the only answer is that I have repressed my feelings towards dad.”

ACTA:

According to the study, nearly 10% of college graduates think Judith Sheindlin — commonly known as Judge Judy — is on the Supreme Court; one-third of college graduates can’t identify the Bill of Rights as a name given to a group of Constitutional amendments; and 32% believe that Representative John Boehner is the current president of the U.S. Senate. Shockingly, 46% of college grads don’t know the election cycle — six years for senators, two years for representatives. Turning to the general population, the report finds that over half (54%) of those surveyed cannot identify the Bill of Rights accurately, and over 1 in 10 (11%) of those ages 25–34 believe that the Constitution must be reauthorized every four years.

The survey coincides with the upcoming commemoration of Constitution Day, September 17. Nearly a decade ago, Senator Robert Byrd (D-W.Va.) spearheaded the designation of the day, mandating that all publicly funded educational institutions provide educational programming to improve knowledge of the Constitution. Just this year, higher education leaders called on Congress to eliminate the Constitution Day educational requirement as undue interference in a university’s autonomy.

Eric Westervelt:

America, by far, has the highest incarceration rate among developed nations. The rate of imprisonment in the U.S. has more than quadrupled in the last 40 years, fueled by “three strikes” and mandatory-minimum sentencing laws.

Studies show that prisoners who get access to education behind bars are far less likely to return to prison, are are more likely to land a job once they’re released.

But few of America’s crowded prisons have higher education programs that reach inmates face-to-face.

One exception is San Quentin State Prison on the eastern edge of the San Francisco Bay in Marin County, Calif. While the prison has a nasty national reputation, the fact is that some inmates want to get transferred to San Quentin to access its university, with volunteer teachers from top schools.

Thomas Donlan:

In a mythical country church a long time ago, the minister preached a sermon every year on the subject of coeducation. He was horrified, because, “They take decent boys and girls and make them matriculate together. They even have to use the same curriculum.”

Nowadays matriculation is far more shocking than the fictional minister could have imagined, and not just because coeducation with all of its benefits is nearly universal. Starting college signals the beginning of four years of wretchedly excessive tuition payments for many parents and a decade or more of burdensome loan payments for many students.

Published prices for tuition at private, four-year, nonprofit colleges and universities have more than tripled in real terms, adjusted for inflation, in the past 40 years. The College Board’s annual report on “Trends in Higher Education” says the sticker prices at government-supported four-year colleges have risen almost as fast.

Compare the inflation-adjusted price of room and board—the other main product produced at institutions of higher education. It hasn’t quite doubled in the same period. That doubling would be outrageous if it were not overshadowed by the price of tuition.

Jennifer Medina:

advertising campaign that looks as if it came from Apple’s marketing department, the initiative is meant to create high schools with new approaches to education. In essence, Ms. Powell Jobs and her team of high-profile educators and designers hope they can crowd-source a solution to a problem that has flummoxed policy makers for decades.

“The system was created for the work force we needed 100 years ago,” Ms. Powell Jobs said in an interview here Friday. “Things are not working the way we want it to be working. We’ve seen a lot of incremental changes over the last several years, but we’re saying, ‘Start from scratch.’ ”

Called XQ: The Super School Project, the campaign is meant to inspire teams of educators and students, as well as leaders from other sectors, to come up with new plans for high schools. Over the next several months, the teams will submit plans that could include efforts like altering school schedules, curriculums and technologies. By fall next year, Ms. Powell Jobs said, a team of judges will pick five to 10 of the best ideas to finance.

Related: Madison’s “High School Redesign” and “Small Learning Community” adventures.

Will Fitzhugh:

Some people say that when offenses are old enough, they should be allowed to lie undisturbed, and while the Crow may feel that way about the Sioux, and the Croatians about the Magyars, and the Rus about the Huns, and the Parthians about the Romans, we Saxons should never forget what the Normans did to our people.

Eurocentric history teachers portray the Battle of Hastings as a great victory for civilization in 1066, but they seldom note that while the Norman invaders had a nice dinner with their wives and families before their easy crossing of the Channel, we Saxons had to fight a bloody battle with the Danes in York and then had to march all the way down to Hastings, just arriving in time to form a battle array of our Carls, having had no sleep and almost nothing to eat. This clearly discriminatory ethnic imbalance in the battle conditions is rarely emphasized in the history books.

As might have been predicted, after an exhausting day of battle, the Normans “conquered,” to use that odious expression. And that was just the beginning of our oppression. The Normans immediately took over the administration, the courts, the army, the navy, and all the good jobs. The glass ceiling for Saxons was about 100 feet thick. In every walk of life Saxons were treated like second-class citizens. Even to hear the word “Saxon” pronounced in the Medieval French of the invaders did a number on our self-esteem.

Of course, some argued we should go along to get along, and learn the Continental ways of our oppressors. And most of us did, eventually. It is very hard to find anyone now, just 949 years later, who identifies herself primarily as a Saxon. The Celtics and the Huns are remembered, as are the Apaches and the Aryans, but who ever thinks about the plight of the Saxons, demoralized and defeated so long ago?

Some argue that it is too late to do anything about it, that the Normans are too deeply entrenched and too oblivious to their guilt to be affected by anything we Saxons might say or do.

Nevertheless, the true leaders of the Saxon community have asserted that it is never too late to address a grievance, thus: “Dear Grievance, think of all the good you can now do for us, even though we have neglected to press your claims for so long?”

It may be impracticable to try to arrest all the Norman descendants and deport them back to France, or better, back to Norway, but it is not too late to identify them and expose them publicly. The Domesday Book gives a place to start, and many Normans have foolishly taken pride in tracing their own ancestry back to the Battle of Hastings itself.

These people can be contacted and presented with our claims for restitution. They will try to defend themselves of course. They will cite the thousands of historical examples of peoples who have been overrun and enslaved by other people, and over the due course of some centuries, have gone about the daily business of making something of their own lives anyway.

Nevertheless, if we approach it right and time it well, it is not too much to hope that we might press for an apology for the intolerable oppression of the Saxon people from 1066 to the present, and once we have that apology in hand, we can push on to the real practical business of significant cash compensation. It is difficult to estimate how many Norman descendants are now in positions of power and wealth, but it seems likely that many CEOs, Senators, Consultants, Movie Stars and others have more than a trace of Norman blood and can be shown their obligations to Saxon survivors.

In spite of the example history has put before us of the horrific battles among the Ruthenians, Greeks, Slovenians, Montenegrans, Bulgarians, Bosnians, Albanians, Serbians, Macedonians, Turks, Roumanians, Croatians, and others in the Balkans during their ethnic battles of the 20th century, which might have suggested to us that we follow John Kennedy’s advice to “Ask not what your country can do for you, but what you can do for your country,” now is Saxon time, while identity politics is still the name of the blame game in the United States. We must press on, against the claims of Navajos, Ukrainians, Cambodians, Iroquois, Jamaicans, Arabs, Cubans, Hungarians, Comanche, and other Americans, lest we be left out in the spoils of U.S. balkanization…

[Next—Dravidian Reparations from the Aryans]

Will Fitzhugh:

The College Board and Atlantic Magazine, recently joined their forces to lower standards for academic expository writing in the English-speaking world. Although their efforts did not match in scope and daring those of groups like InBloom, Amplify, and others, they persuaded 3,000 secondary students to meet their contest guidelines. They asked for papers of less than 2,000 words, on a single document, and published the “winner,” a piece from a student in New Zealand on the benefits of Martin Luther King’s I Have a Dream speech for better relations with the Maori.

High School students interested in being published in The Concord Review—the only journal in the world for the history papers of secondary students—must understand that their serious academic history research papers could not meet the guidelines for The College Board and Atlantic Magazine. Essays in the Fall 2015 issue, for example, (#106), averaged 7,400 words in length, with endnotes and bibliography, not on one speech, but on dozens of sources—books, articles, and others. Their topics included the Tape v. Hurley case in California, Abraham Lincoln’s changing attitudes about Christianity, Margaret Sanger’s fights with feminist groups of her day, Augustus’ imperial cult in Rome, varying identities among the Manchus in the Qing Dynasty, the records of women in combat in ancient Greece and China, relations among Nietzsche, Wagner and Mahler, the influence of Friedrich Hegel, Footbinding in China, the denial about AIDS in the South African government, and the development of the Socialist Parties in France.

Clearly, they were not limited to a single document or prevented from writing a paper longer than 2,000 words, as The College Board and Atlantic Magazine demanded for their submissions. Some years ago one of The Concord Review’s authors wrote:

I am extremely honored in having my paper on Chinese Communism published in the The Concord Review. I truly thank you for providing the wonderful opportunity and motivation for students like me passionately to pursue research and history.

I wrote this paper independently, during my own time out of school. My motives for doing so were both academic and personal. Although history has always been my favorite subject, I had never written a paper with this extensive research before. After reading the high quality of essays in The Concord Review, I was very inspired to try to write one myself. I thought it was a significant opportunity to challenge and expand my academic horizons. Thus during the summer before my Senior year, I began doing the research for my own paper.

Choosing the topic of Chinese Communism was not difficult. As I briefly mentioned in my biographical information, my own Chinese heritage greatly influenced me to study this subject. My own family past has been touched by the often scarring effects of Communism. For instance, my paternal great-grandmother—the wife of a landlord—was a victim of the Communists’ “authorized” land redistribution. Like many members of China’s property classes, she and my grandmother were thrown off their land and survived the next few years by begging on the streets. From the chaotic Cultural Revolution to the outrageous Tiananmen Massacre in 1989, I have often been told firsthand of the devastating effects of Communism. From all of these background experiences, a singular and upsetting question emerged in my mind: if Communism has had so many damaging effects on the Chinese people, why and how did it succeed in taking over the country in the first place? As in many cases, only the past provided the answers. It was the determination to find them that empowered me to write this paper.

Furthermore, by choosing a topic so intimate to my own family background, I was able to experience history on a new and more exciting level. Exploring places and events which once had involved my own ancestors gave history an almost magical sense of life and vivacity. All in all, writing this paper has definitely been a rewarding experience in every way. By exploring China during the 1930s and 1940s, I am now better able to understand and bond with my grandparents (who have been constantly impressed—and a bit surprised—that their American granddaughter can tell them the exact route of the Long March).

Next year, I will be attending Columbia University as a John Jay National Scholar—an honor given to incoming students who demonstrate a variety of achievements and independence in thinking. I plan to major in Economics-Political Science and/or East Asian Studies. Given Columbia’s excellent humanities departments, I cannot imagine a better choice for me. Needless to say, I am very excited about starting my college career, one that will no doubt be happily filled with many history classes and continued research.

Fortunately, this young lady was better prepared for college because she did not have to shrink her research and her academic expository writing in history to the dumbed-down requirements of The College Board and Atlantic Magazine. Nevertheless, by asking for and publishing the short paper they made their “winner,” these two organizations have only limited the academic horizons of the many secondary students they have been able to reach with their “contest.” Other students have been able to read, see, or hear of The Concord Review, and they know there is a place with the high academic standards that more than 1,000 of their peers from 41 countries have met since 1987, and quite a few of them still decide that they would like to meet those standards for themselves.

Will Fitzhugh
fitzhugh@tcr.org
www.tcr.org

Annie Waldman and Sisi Wei:

A ProPublica analysis of newly available federal data shows that some of the nation’s wealthiest colleges are leaving their poorest students with plenty of debt.

New York University’s commencement ceremony in 2012. (Melanie Stetson Freeman/The Christian Science Monitor via Getty)
New York University is among the country’s wealthiest schools. Backed by its $3.5 billion endowment, the school has built campuses in Abu Dhabi and Shanghai, invested billions in SoHo real estate, and given its star faculty loans to buy summer homes.

But the university does less than many other schools when it comes to one thing: helping its poor students.

Debt By Degrees

Use our interactive database to search new federal data on almost 7,000 schools in the U.S. to see how well they support their poorest students financially. Explore the app.

(Sisi Wei and Annie Waldman, ProPublica)
A ProPublica analysis based on new data from the U.S. Department of Education shows that students from low-income families graduate from NYU saddled with huge federal loans. The school’s Pell Grant recipients – students from families that make less than $30,000 a year – owe an average of $23,250 in federal loans after graduation.

That’s more federal loan debt than low-income students take on at for-profit giant University of Phoenix, though NYU graduates have higher earnings and default less on their debt.

NYU is not the only university with a billion-dollar endowment to leave its poorest students with heavy debt loads. More than a quarter of the nation’s 60 wealthiest universities leave their low-income students owing an average of more than $20,000 in federal loans.

At the University of Southern California, which has a $4.6 billion endowment, low-income students graduate with slightly more debt than NYU’s graduates: $23,375. At Boston University ($1.5 billion endowment), it’s $27,000, and at Wake Forest University ($1.1 billion endowment) low-income students graduate with $29,150 in debt.

More from Michael Shear.

Debt by degrees.

Jordan Weissman:

“The joke about Harvard is that it’s a hedge fund with a university attached to it,” Mark Schneider tells me. It’s a quip that, for obvious reasons, has become pretty popular in recent years. In 2014, the university’s legendary endowment, overseen by a team of in-house experts and spread across a mind-bending array of investments that range from stocks and bonds to California wine vineyards, hit $36.4 billion. “They’re just collecting tons, and tons, and tons of money,” says Schneider, a former Department of Education official who is currently a fellow at the American Institutes for Research.

Of course, normal hedge funds have to pay taxes on their earnings. Because it’s a nonprofit, Harvard doesn’t. And since bestowing tax exemptions is the same as spending cash from the government’s perspective (budgeteers call them “tax expenditures” for a reason), that means the American public effectively subsidizes Harvard’s moneymaking engine. The same goes for Stanford (endowment: $21.4 billion), Princeton (endowment: $21 billion), Yale (endowment $23.9 billion), and the country’s other elite institutions of higher education.

Alan Borsuk:

I’ve been involved in a lot of discussion in the last three years about whether there should be more cooperation between the Chicago and Milwaukee areas in spurring economic development. There’s a lot to be said for that.

But I can tell you two areas where Chicago and Milwaukee stick to their own turf in ways that I doubt will ever change.

One is the Packers vs. the Bears. But on the weekend of the renewal of this great rivalry, we’ll leave commentary on football to others.

The other is schools. You ever heard of Chicago and Milwaukee people talking to each other about schools? My answer: Not never, but close.

That’s understandable. Schools are a classic local and state matter, so people are focused on their own turf.

But Chicago and Milwaukee face such similar issues — big systems facing too much poverty and too little educational success.

Are there perhaps things people in each place could learn from the other? I’d say yes. To support that, let me offer a glimpse of the Chicago situation and some thoughts on what each metropolis could learn from the other.

“They’re in a world of hurt” — that’s how one person put it when I asked about the current state of Chicago Public Schools.

Ogechi Emechebe:

Rather than the typical one-on-one conferences where parents meet with teachers for 15 minutes, schools may follow the model of the Academic Parent Teacher Teams (APTT).

APTT replaces standard parent-teacher conferences with three group meetings during the academic year, where teachers meet with parents all at once in the classroom. The meetings typically take place once during the fall, winter and spring.

During the sessions, parents are provided with information on their child’s performance. Teachers then explain how how to interpret the data based on overall classroom performance, state standards and school benchmarks. Parents and teachers work together to set goals for the students individually and as a class.

In the Madison School District, first grade classrooms at Thoreau Elementary school were first to pilot the new program. Kindergarten and second grade classrooms will also hold parent-teacher team meetings this academic school year.

Nichelle Nichols, family, youth and community engagement director, said the new model will be used at several more schools this year.

How might this change affect Madison’s long term, disastrous reading results?

Keyon Vafa, Christian Haigh, Alvin Leung, Noah Yonack:

Prices for online tutoring services from The Princeton Review differ based on the consumer’s geographical location in the United States. It is understandable that tutoring companies have different prices across different geographic locations for in-person tutoring, as tutoring quality and labor costs can differ across geographical regions. Online tutoring, however, should theoretically be priced consistently because it draws from the same group of tutors, regardless of the geographic location of the consumer.

Results summary: The Princeton Review website gives a price for its SAT Private Level 24-hr Online Tutoring Package based on the 5-digit ZIP (or postal code) in the United States entered. After capturing the prices given for each of 32,989 5-digit ZIP codes in the United States, we found 3 different prices for the same online tutoring package: $2,760 or $115 per hour (in 24,492 ZIPs or 74.2 percent of the ZIP codes), $3,000 or $125 per hour (in 5,971 ZIPs or 18.1 percent) and $3,240 or $135 per hour (in 2,526 ZIPs or 7.66 percent). ZIP codes receiving the higher prices were in the Northeast and parts of New York. Bands of the middle prices appeared in parts of California, Texas, and the Midwest. Consumers who enter almost any ZIP code outside these areas will receive the lowest price.

Angela Hanscom:

I still recall the days of preschool for my oldest daughter. I remember wanting to desperately enrich her life in any way possible – to give her an edge before she even got to formal schooling. I put her in a preschool that was academic in nature – the focus on pre-reading, writing, and math skills. At home, I bought her special puzzles, set up organized play dates with children her age, read to her every night, signed her up for music lessons, put her in dance, and drove her to local museums. My friends and I even did “enrichment classes” with our kids to practice sorting, coloring, counting, numbers, letters, and yes….even to practice sitting! We thought this would help prepare them for kindergarten.

[Why so many kids can’t sit still in school today]

Like many other American parents, I had an obsession: academic success for my child. Only, I was going about it completely wrong. Yes, my daughter would later go on to test above average with her academic skills, but she was missing important life skills. Skills that should have been in place and nurtured during the preschool years. My wake-up call was when the preschool teacher came up to me and said, “Your daughter is doing well academically. In fact, I’d say she exceeds expectations in these areas. But she is having trouble with basic social skills like sharing and taking turns.” Not only that, but my daughter was also having trouble controlling her emotions, developed anxiety and sensory issues, and had trouble simply playing by herself!

Anne Boyer:

1. only ask the questions to which you really need answers

2. demonstrate uncertainty

3. reconstruct for your students your own previous errors of thought and elucidate to your students what factors lead to a changed mind

4. do not let the terms with which you understand the world get in the way of understanding it

5. give up any desire to be the smartest person in the room

6. remember that students have bodies and that bodies require movement, sustenance, rest, and relief

7. leave an inheritance of dialectic

8. preserve and sustain whatever delusions you’ve found necessary to behave in good faith

Felix Salmon:

The best piece of in-depth investigative reporting you’re likely to read this week comes not from any journalist, but rather from the office of Eric Schneiderman, New York’s attorney general. His 55-page report into what went wrong at Cooper Union should be required, and sobering, reading for anybody who cares about higher education in America.

The story here is narrowly about Cooper Union, and the way in which two presidents – George Campbell first, then Jamshed Bharucha – managed to bring a great institution to its knees, destroying its most precious and unique principle. More broadly, the report is an indictment of otiose trustees, egotistical technocrats, and a culture where university administrators gone wild can effectively railroad all stakeholders, including students, faculty, alumni, and even the attorney general’s office.

There’s a hint of good news, too, primarily in the fact that the New York authorities were willing and able to conduct a year-long investigation into Cooper Union. They write:

Nassim Nicholas Taleb:

An Uberized education is when –as in antiquity — one goes to a specific teacher to get lectures, bypassing the university. The students and the teachers are thus matched. If a piece of paper is necessary, it would be given by *that* teacher, or a group of teachers. It is not too different from the decentralized apprentice model.

This already works well for executive “education”. I give short workshops in my specialty of applied probability (I have given a few with PW, YBY and RD, though only lasting 1-2 days), limited to professionals. An Uberization would consist in making longer workshops, say of 2-3 week duration, after which the attendees would be getting a piece of paper of sorts.

David Auerbach:

Te best class I took in college was on the philosopher Ludwig Wittgenstein. Until that point, I had avoided philosophy of language as simply being too esoteric and hermetic to be of use. David Pears, a prodigious yet modest and approachable figure visiting from Oxford, changed my mind. In large part because of Pears’ instruction, Wittgenstein’s philosophy has been directly relevant to my thinking about computer science, artificial intelligence, and cognitive science. When other scholars were thinking that language and thought could be reduced to a universal, logical language, Wittgenstein turned the matter to practical questions and raised incredibly inconvenient questions that gained traction in artificial intelligence in the 1970s, 40 years after he was working on them.

Ottoman Detective:

In 1910 the United States and the Ottoman Empire began an unprecedented era of friendship. The Ottomans had undergone some major changes in the preceding years. A party of reformers calling themselves the Young Turks had swept into power, proclaimed a new constitution and deposed of the autocratic Sultan Abdulhamid II, and instituted a new era of government. Many Americans saw new opportunity to extend ties. Richard Gottheil, the chair of the Semitic Languages department at Columbia, had just spent a year in the Ottoman Empire, primarily in Palestine. By his account, only Germany seemed to see the potential in the market there and that the Americans had a large opportunity. Speaking to a group of Columbia students in September of 1910 he noted that the Young Turks were removing barriers to Jewish immigration to Palestine and setting up new irrigation system. A couple of months later at a round table at Teachers College on the same issue he claimed that reasons for all these positive signs could be traced to three sources: the new generation of literati, the role of American Colleges, especially Robert College in Istanbul, and the clear influence of women. Though we know in hindsight that the Ottoman Empire would only last another decade, for many at that time there was no end in sight. Many had noted its recent fall in fortunes, with massive loss of territory in the Balkans, but it had been around for 800 years and it seemed to be newly reinvigorated.

John Higgins:

After nearly a year of deliberation, the state Supreme Court ruled 6-3 late Friday afternoon that charter schools are unconstitutional, creating chaos for hundreds of families whose children have already started classes.

The ruling — believed to be one of the first of its kind in the country — overturns the law voters narrowly approved in 2012 allowing publicly funded, but privately operated, schools.

Eight new charter schools are opening in Washington this fall, in addition to one that opened in Seattle last year.

It was not immediately known what would happen with the schools that are already running. The parties have 20 days to ask the court for reconsideration before the ruling becomes final.

Related: WEAC, $1.57 million for four senators.

Student Activism:

This afternoon at two o’clock the New York State Attorney General will announce the settlement of a lawsuit filed by the Committee to Save Cooper Union, a group of activist students, faculty, and alumni against the Cooper Union trustees. The settlement will impose various reforms to Cooper Union governance, establish an independent financial monitor for the college, and begin the slow, difficult process of re-establishing Cooper Union as a free, healthy institution.

Today’s settlement is a huge victory for those who have fought to preserve the mission that Cooper Union has advanced since its founding a century and a half ago and a final repudiation of the failed administration whose financial mismanagement, fomenting of division, and punitive governance laid Cooper low.

The signs of rebirth at Cooper have been visible for months. Five of the most recalcitrant trustees resigned (in an extraordinary fit of pique) in June, and widely-despised president Jamshed Bharucha quit the following day. Other resignations and retirements followed, as it became clear that the Attorney General’s investigation of Cooper Union had real teeth.

There’s a tremendous amount to unpack here, and I’ll be writing much more in the coming days. In particular, the release of the full text of the settlement this afternoon will answer a lot of questions (and likely raise many others). In the meantime, though, a few highlights:

Jim Puzzanghera:

Students around the country — and often their parents — have racked up so much college debt since the recession that it now threatens the nation’s economic growth.

The debt weighs down millions of Americans who might otherwise buy homes or start businesses. And the financial horror stories of debt-saddled students, combined with continued increases in tuition, could deter others from attending college and could produce a less-educated workforce.

“The impact on future [economic] growth could be quite significant,” said Cristian deRitis, who analyzes consumer credit economics for Moody’s Analytics.

The amount of outstanding student loans has skyrocketed 76% to almost $1.2 trillion since 2009 as college costs have shot up and graduates have had difficulty finding good-paying jobs.

Medievalists:

A recent poll in Canada revealed that 51 per cent of post-secondary students had asked their parents for additional financial support last year because they ran out of money. This news prompted experts to comment on how necessary it was to teach students “the importance of balancing a budget.” However, the idea that students were asking their parents for money is not a new phenomenon – it began soon after the emergence of universities in medieval Europe. As one medieval Italian father puts its, “a student’s first song is a demand for money, and there will never be a letter which does not ask for cash.”

Here is a typical example from the 1220s:
B. to his venerable master A., greeting This is to inform you that I am studying at Oxford with the greatest diligence, but the matter of money stands greatly in the way of my promotion, as it is now two months since I spent the last of what you sent me. The city is expensive and makes many demands; I have to rent lodgings, buy necessaries, and provide for many other things which I cannot now specify. Wherefore I respectfully beg your paternity that by the promptings of divine pity you may assist me, so that I may be able to complete what I have well begun. For you must know that without Ceres and Bacchus Apollo grows cold.

Nimisha Jaiswal:

Nearly 500,000 people wrote “the mother of all written exams in India” for a chance to get a government job. Only 1,100 will succeed

Dan Dempsey:

A study, entitled “The Mirage,” was based on surveys of 10,000 teachers and 500 school leaders, along with interviews with more than 100 staff involved in teacher development. The surveys and interviews were conducted in three large school districts and a mid-sized charter school network.

PD costs were found to average $18,000 per student per year. Based on findings, it is estimated that the 50 largest U.S. school districts alone spend about $8 billion annually on teacher development, far more than was previously thought.

Given the large increase in instructional time, it is extremely hard to believe that the new fidelity of implementation to the new K-5 Everyday Math textbook series and associated professional development accompanying the adoption were of any value.

There was NO … observable, measurable progress toward an ambitious standard for teaching and student learning due to this fall 2007 adoption of EDM materials and accompanying professional development.

It is way past time to REEVALUATE existing professional learning supports and programs.

It would also be a good idea to use relevant data in the selection of textbooks and materials.

Charles Chieppo: Teaching Teachers: Big Costs, Little Payoff:

Given that it’s become a truism that teacher quality impacts student learning more than any other variable within the four walls of a school, the results of a new study of teachers’ professional development programs are particularly troubling. There are two main takeaways from the report by TNTP, a nonprofit formerly known as The New Teacher Project: Taxpayers invest a lot more resources in teacher development programs than previously thought, and there is no link between these programs and improved classroom performance.

That second finding, in particular, will have a positive impact if it prompts school districts to clearly define what teacher effectiveness looks like and to measure professional development programs in terms of how they help teachers get closer to that goal.

The study, entitled “The Mirage,” was based on surveys of 10,000 teachers and 500 school leaders, along with interviews with more than 100 staff involved in teacher development. The surveys and interviews were conducted in three large school districts and a mid-sized charter school network.

Natalia Antelava:

Georgia’s liberal politicians say only alignment with Europe and US will allow Georgia to overcome its post-Soviet past and survive as an independent nation. But in the way of Georgia’s pro-Western course stands its Orthodox neighbour Russia and, increasingly, the country’s own Orthodox Church. Natalia Antelava visits her old school in Tbilisi to see how the country’s most conservative, anti-Western institution is influencing the next generation.

Megan Erickson:

Today, nearly half of American children born to parents with low incomes grow into adults with low incomes, and 40 percent of children born to wealthy parents become high-income adults. In the United States, which has based much of its social safety net on educational mobility, the ability to do better than one’s parents by completing more years of schooling did indeed rise between 1947 and 1977, but it has decreased sharply since.

Correlation of educational attainment between parents and children is now higher in the United States than in European countries, particularly Nordic countries, where a tiny fraction of low-income children becomes low-income adults. As Richard Wilkinson, coauthor of The Spirit Level, has said, “If Americans want to live the American dream, they should go to Denmark.”

Mike Konczul:

Sometimes you hear something that sounds so much like common sense that you end up missing how it overturns everything you were actually thinking, and points in a far more interesting and disturbing direction. That’s how I’m feeling about the coverage of a recent paper on student loans and college tuition coming out of the New York Federal Reserve, “Credit Supply and the Rise in College Tuition: Evidence from the Expansion in Federal Student Aid Programs,” by David Lucca, Taylor Nadauld, and Karen Shen.

They find that “institutions more exposed to changes in the subsidized federal loan program increased their tuition,” or for every dollar in increased student loan availability colleges increased the sticker price of their tuition 65 cents. Crucially, they find that the effect is stronger for subsidized student loans than for Pell Grants. When they go further and control for additional variables, Pell Grants lose their significance in the study, while student loans become more important.

There’s been a lot of debate over this research, with Libby Nelson at Vox providing a strong summary. I want to talk about the theory of the paper. People have been covering this as a normal debate about whether subsidizing college leads to higher tuition, but this is a far different story. It actually overturns a lot of what we believe about higher education funding, and means that the conservative solution to higher education costs, going back to Milton Friedman, will send tuition skyrocketing. And it ends up providing more evidence of the importance of free higher education.

David Harris:

Catherine Candisky, via a kind reader:

While getting grilled in July about leaving online schools out of charter-school sponsor evaluations, David Hansen, the former Ohio Department of Education’s school-choice head, did not share a report critical of the online schools.

Three days later, Hansen resigned.

And in December, he directed staff to not talk publicly about another study showing Ohio students fared much worse at charter schools.

“No comment about it outside the department,” Hansen wrote in an email to staff members days before the report was released.

On Friday, several members of the Ohio Board of Education said they had never heard about the most recent report, commissioned by Hansen’s office, until told about it by The Dispatch.

Changing Universities:

Thus as education levels and technological advances have increased since 1970, the profits generated from these activities have not been shared with the average worker. The problem then is not a question of education or skills or even technology, the issue is how profits are distributed.

In an act of great ideological deception, business leaders and politicians have been able to turn our attention to higher education as the solution to wage stabnation because they do not want us to look at some of the real causes, like profit hording, de-unionization, financial speculation, executive pay, regressive taxation, and outsourcing. Cassidy points out that in place of dealing with these real economic issues, we are told that America has a fair meritocracy, and the key to economic advancement for individuals and the country as a whole is to produce more people with college degrees.

The myth of the meritocracy is an effective ideological tool because it tells us that if someone does not have a good job, it is their own fault. After all, we have a fair system of equal opportunity, which provides everyone the chance for social mobility. The reality of the situation is that our economic system is enhancing inequality and higher education is making things worse. Looking at the relation between family income and college attainment since 1970, we see that people in the top quartile income bracket who enter college have increased their degree attainment from 55% to 99%, while people from the bottom bracket have moved from 22% to 21% during the same forty-three-year period:

Corey Robin:

No one knows the power of literature better than the censor. That’s why he burns books: to fight fire with fire, to stop them from setting the world aflame. Or becomes an editor: Stalin, we now know, excised words from texts with about as much energy and attention as he excised men and women from the world. As Bertolt Brecht archly noted of the East German regime’s efforts to control what he wrote: “Where else in the world can you find a government that shows such interest and pays such attention to artists?”

This week, as I head back to the classroom amid controversy — from Columbia to Berkeley to Duke — over what college students will or will not read, I’m mindful of Brecht’s observation. Could it be that the men and women who most appreciate what we, professors of the humanities and social sciences, have to offer are the students who’ve been vilified as coddled and cosseted, demanding trigger warnings on syllabi or simply refusing to read the books we’ve assigned them because those books make them uncomfortable? Could it be that they, like the censor, are the ones who truly understand the power of the books we teach?

David Johnson:

The 9/11 attacks occurred the week I had to defend my dissertation in philosophy. I took my first tenure-track job (yes, such a thing existed back then) during the launch of our now fourteen-year-old “war on terror.” As I made my way in academia in the midst of George W. Bush’s presidency, my new colleagues and I would inevitably discuss the authoritarian and distorting turn of American public discourse. How could so many be so cowed and so misled into supporting such an obvious misadventure as the Iraq war? How could our leading institutions—and especially the media—fail so miserably to underline the immorality of torture and question the claims as to Saddam Hussein’s threat to national security? This dismal time raised the specter of propaganda, and posed the questions of how the false alibis of power could hold such sway in a liberal democracy and what could be done about it.

In 2004–2005, I was a visiting assistant professor at the University of Michigan. By then, I had become so radicalized by the American political situation and so frustrated by the restrictive horizons of my research—my specialty was ancient Greek philosophy—that I felt I had to make a choice. On the one hand, I might continue on the academic track and try to speak out where I could. (Like many of my peers, I was an active extramural blogger.) On the other, I could leave the ivory tower behind and plunge into journalism.

Ed Kazarian :

It occurred to me, in the midst of a conversation where folks were marveling at the money being spent by a flagship state university on a marketing initiative, that it should, at this juncture,* be possible to formulate a very simple test for evaluating the wisdom of this and other university spending initiatives:

“How many part time lines could be made full time and / or how many adjunct lines could be made permanent with the money being spent on this**?”

Jennifer Reuf:

So unions protect the working conditions of teachers, which protects the learning environments for children. If you want decent learning conditions for students, protect decent working conditions for their teachers. It is no coincidence that there is a record shortage of teachers to staff Wisconsin’s famously excellent public schools this year.

A colleague once told me she really appreciated university students who hailed from Wisconsin public schools because they can think critically. The tide is turning, and informed Wisconsin citizens need to make sure it does not sweep Wisconsin children out to sea. Please examine the evidence. It is not too late. It is time to empower teachers by empowering unions.

Anonymous Academic:

A few months ago, an editor from an academic publisher got in touch to ask if I was interested in writing a book for them.

I’ve ignored these requests in the past. I know of too many colleagues who have responded to such invitations, only to see their books disappear on to a university library shelf in a distant corner of the world.

If someone tried to buy said book – I mean, like a real human being – they would have to pay the equivalent of a return ticket to a sunny destination or a month’s child benefit. These books start at around £60, but they can cost double that, or even more.

This time, however, I decided to play along.

So I got the editor on the phone and he asked if I had an idea for them. “Sure,” I said, trying to sound enthusiastic. “Perhaps I could write a book about…” – and here I started piling up ugly-sounding buzzwords.

Open Culture:

Worth a quick mention: The University of Chicago Press has made available online — at no cost — the first three volumes of The History of Cartography. Or what Edward Rothstein, of The New York Times, called “the most ambitious overview of map making ever undertaken.” He continues:

People come to know the world the way they come to map it—through their perceptions of how its elements are connected and of how they should move among them. This is precisely what the series is attempting by situating the map at the heart of cultural life and revealing its relationship to society, science, and religion…. It is trying to define a new set of relationships between maps and the physical world that involve more than geometric correspondence. It is in essence a new map of human attempts to chart the world.

If you head over to this page, then look in the upper left, you will see links to three volumes (available in a free PDF format). My suggestion would be to look at the gallery of color illustrations for each book, links to which you’ll find below. The image above, appearing in Vol. 2, dates back to 1534. It was created by Oronce Fine, the first chair of mathematics in the Collège Royal (aka the Collège de France), and it features the world mapped in the shape of a heart. Pretty great.

Andrew Ross Sorkin:

In 2008, shortly after Bill Gates stepped down from his executive role at Microsoft, he often awoke in his 66,000-square-foot home on the eastern bank of Lake Washington and walked downstairs to his private gym in a baggy T-shirt, shorts, sneakers and black socks yanked up to the midcalf. Then, during an hour on the treadmill, Gates, a self-described nerd, would pass the time by watching DVDs from the Teaching Company’s “Great Courses” series. On some mornings, he would learn about geology or meteorology; on others, it would be oceanography or U.S. history.

Simon During:

Universities may be among the oldest of our institutions, but they have changed significantly during the millennium or so since they were established.

Roughly speaking, the history of the European university proceeds through four phases.

First, the medieval ecclesiastical-juridical phase in which, first in Italy and gradually across Europe, universities were granted and then claimed privileges from sovereign authority, often on the model of the guild. At this time, their primary purpose was to prepare students for careers in the law, medicine, and most of all the church.

Jenny Burman;

Like money that grows on trees, it seems like a child’s impossible dream: not to go to school today, next week, next season—to stay up late, play Minecraft, read comics, climb a tree, with permission to boot.

But for some children this is no fantasy. As the number of homeschooled children grows nationwide, so too does the number of “unschoolers,” families whose children follow no formal curriculum, unless the children themselves devise it. Instead of going to school, the kids plan their own day and largely do what they want. While they do sometimes take organized classes, it only happens when the child wants to. There are not a lot of statistics available for unschoolers—the U.S. Census counts them as homeschoolers—but anecdotal evidence suggests unschooling appears to be largely the purview of middle-class families with educated parents. “Research in unschooling remains in its infancy,” according to Kellie Rolstad and Kathleen Keeson, who wrote “Unschooling, Then and Now,” in a 2013 volume of The Journal of Unschooling and Alternative Learning.

The Code Word:

EQUALITY
All teachers and students are equal. But teachers are more equal than students.

FREEDOM
Each of us is entitled to freedom of expression, as long as the expression has been approved in advance by the administration.

The article spoofed every category in the original Winston’s Way. I no longer have it, so I’ve paraphrased the above examples from memory, but I’m sure you get the general idea.

The other thing I did was create and print some forms that would facilitate the feature of my newsletter that I expected to be its crowning glory: Teacher Report Cards. We spit-balled a lot of silly ideas around the library table on that fateful afternoon, but the one that struck a chord with all of us–the one we all agreed would be the defining feature–was the teacher report cards. Our plan was to surreptitiously allow our fellow students to grade and leave anonymous comments about their teachers, which we would collect and publish. The teachers graded us, after all, wasn’t it only fair for us to return the favor?

State Senator Jennifer Shilling:

It’s clear that we need to take a close look at how student funding cuts and increasing poverty rates are affecting classroom learning. Instead of taking more resources away from Wisconsin children, we must work together to invest in local schools, reduce student hunger and improve student achievement.

For too long, Republicans have prioritized tax cuts for the wealthy at the expense of funding for our schools and communities. In recent months, Gov. Walker’s presidential ambitions have overshadowed the real challenges facing families and distracted from our ability to find solutions to this growing crisis.

It is high time we focus on the important issues affecting Wisconsin families and local schools. Together, we can work to end childhood hunger in Wisconsin and provide all hardworking students the opportunity to succeed.

Related: recent Wisconsin K-12 budget comments.

Jennifer Shilling notes and links.

Doug Erickson:

Candidates still got scored this year, but on a newly developed set of core competencies that district officials say better match the skills that matter most for teaching in Madison. One of the new competencies is “data proficiency,” described as the ability to “use data beyond standardized assessments to diagnose student learning needs and differentiate instruction in the classroom.”

In a break from the past, only those candidates with clear deficiencies, such as not having the right professional certification, were dropped right away, said Hargrove-Krieghoff, hired in August of last year.

“We did not look solely at a number and say, ‘You’re in or you’re out,’” she said. “We looked at a variety of information, because we want to move away from this idea of a cut score and more toward looking at the competencies and understanding each candidate’s strengths.”

Hundreds more than usual advanced to a phone interview, and the interview length was expanded from five or 10 minutes to a half-hour or more, she said.

The process took more time — retired district administrators came back to help. But at least in the first year under the new rules, the district wanted to collect as much information as possible on as many candidates as possible. It can now go back and study whether an applicant’s initial score ended up being a good predictor of being hired, Hargrove-Krieghoff said.

The district also revised its interview questions to reduce the potential for unconscious cultural bias, Hargrove-Krieghoff said. This meant replacing opinion-based questions with scenario-based ones that ask, for instance, how applicants would handle certain classroom situations.

“It’s much more about the craft of teaching and about the skills the person will bring to the job, not whether the person looks or sounds like you do,” Hargrove-Krieghoff said.

Related (2009): an attempt to change teacher credentialism.

David Searls:

Less than two years ago, the author published an online bioinformatics curriculum in this journal and made the claim (with some important caveats) that a sufficient number and variety of free video courses had made their way to the web that it was possible to obtain a reasonably comprehensive bioinformatics education on one’s laptop [1]. In that compilation of courseware, only a few entries originated from the then-nascent Coursera platform (https://www.coursera.org), and none came from its academic competitor edX (https://www.edx.org). In the intervening time, these platforms and several others have fairly exploded with new content, such that on the order of a thousand courses are now available online from over a hundred academic institutions. That fact alone justifies an update to the curriculum and a reassessment of the viability of online education in this field.

To begin with the latter, it should first be acknowledged that MOOCs are controversial in many regards. This article will not attempt to review or comment on the generic issues beyond making a few general observations in the Conclusion below. It is the opinion of the author that MOOCs are indeed a valuable resource even if they are not a magic bullet. The general limitations as regards bioinformatics were discussed in the previous article [1] and in a companion piece giving practical advice to online learners [2] and need not be recapitulated here. Certainly the sizeable increases in content that have occurred in the interim have improved the prospects, yet they have also raised the bar, and it is now clearer than ever where the gaps and shortcomings are in the available curriculum. Specific instances will be commented upon in the appropriate contexts below. One general observation is that the MOOC universe provides good coverage at the introductory level and plenty of specialized “elective” courses, but comprehensive intermediate and advanced courses are thin on the ground in some areas, including biology. For example, as of this writing there are no MOOCs dedicated to the subject of structural biology, which is surprising given the importance of visualization in the field and the availability of excellent online resources. Nevertheless, the sizeable expansion of courses available, particularly in allied fields such as neurosciences and evolutionary biology, has been deemed sufficient to widen the scope of this edition to encompass the more expansive term “computational biology” as opposed to “bioinformatics” (for those who consider the distinction important).

Harvard Crimson, via a kind reader:

Part III of The Crimson’s survey of the Class of 2019 looks at the beliefs and lifestyles of the incoming freshmen. Almost two-thirds of the surveyed students are virgins, but respondents who took a gap year between high school and college were more likely to report having had sexual intercourse before arriving in Cambridge. Most have minimal experience with drugs and alcohol. A majority identify politically as at least somewhat liberal, but a plurality—45 percent—reported feeling unsure about whether their new school should divest its endowment from the fossil fuel industry, a raging debate on campus. Forty-one percent said they are “not confident at all” that the police treat white people and black people equally.

Molly Beck:

The number of students using vouchers to attend private schools grew from 22,439 during the 2011-12 school year to 29,609 last school year, according to the DPI. At the same time, 870,650 students attended public schools last year — which is about the same number that did in the 2011-12 school year. Enrollment grew to 873,531 in the 2013-14 school year before decreasing last school year.

Gov. Scott Walker and Republican lawmakers have created new voucher programs in Racine and statewide to join the program in Milwaukee, created in 1990 as the country’s first.

Milwaukee and Racine school districts are allowed to raise property taxes to offset their reductions in state aid.

Related: SIS

Ongoing education spending rhetoric often lacks facts, such as the recent Wisconsin State Journal Headline replaying annual school budget theatre (thankfully, the article did mention the planned 9(!) increase in healthcare spending).

I recently requested historic data on Wisconsin education spending and have posted the results below, along with the raw data. Tap the charts to view a larger version.

Helen Warrell:

A
week after students begin their distance learning courses at the UK’s Open University this October, a computer program will have predicted their final grade. An algorithm monitoring how much the new recruits have read of their online textbooks, and how keenly they have engaged with web learning forums, will cross-reference this information against data on each person’s socio-economic background. It will identify those likely to founder and pinpoint when they will start struggling. Throughout the course, the university will know how hard students are working by continuing to scrutinise their online reading habits and test scores.

Behind the innovation is Peter Scott, a cognitive scientist whose “knowledge media institute” on the OU’s Milton Keynes campus is reminiscent of Q’s gadget laboratory in the James Bond films. His workspace is surrounded by robotic figurines and prototypes for new learning aids. But his real enthusiasm is for the use of data to improve a student’s experience. Scott, 53, who wears a vivid purple shirt with his suit, says retailers already analyse customer information in order to tempt buyers with future deals, and argues this is no different. “At a university, we can do some of those same things — not so much to sell our students something but to help them head in the right direction.”

US Bureau of Labor Statistics:

The nation’s civilian noninstitutional population, consisting of all people 16 or older who were not in the military or an institution, reached 251,096,000. Of those, 157,065,000 participated in the labor force by either holding a job or actively seeking one.

The 157,065,000 who participated in the labor force equaled only 62.6 percent of the 251,096,000 civilian noninstitutional population — the same as it was in July and June. Not since October 1977, when the participation rate dropped to 62.4, has the percentage been this low.