Jason Song:

Weinstein’s idea isn’t original. Some campuses, including Bates College in Maine and Wesleyan University in Connecticut, have instituted similar programs, but widespread implementation is rare, Weinstein said. In the last five years, 22 private, nonprofit colleges have begun offering three-year degrees, according to the National Assn. of Independent Colleges and Universities.

Gov. Jerry Brown supports the idea of offering more three-year track degrees, and a University of California special panel — the Commission on the Future — suggested that fast-track degrees were worth exploring in 2010, but the UC system has never tried to implement or experiment with a three-year model.

“Colleges and universities are a little like the healthcare industry,” Weinstein said. “They’re not very transparent and tend to be risk averse. Changing them isn’t going to be a grassroots movement among the universities; it’s going to take a visionary to implement it from the top down.”

Maggie:

I am so sick and tired of hearing that “xyz” person doesn’t have teaching experience, or is a “non-educator” and therefore can’t possibly have a worthwhile view on the education of our kids.

We are not applying for teaching jobs. We are not writing curriculum (standards are not curriculum). We do however, pay for education and that comes with the responsibility to ensure our money is spent effectively.

Every single person in this country helps to pay for education. Every single person has the right to question if their money is being spent properly, when the results they see are not ideal.

Related: A focus on adult employment.

Jon Ronson:

In a classroom in Bronzeville, on Chicago’s South Side, eight students are locked in intense debate about Lawrence Kohlberg’s stages of moral development. They’re tearing Kohlberg apart, with justification, as far as I can tell, but keeping up with fast-paced Socratic dialogue about complicated philosophy is not my strong suit. I’m visiting this college, Shimer, because something quite calamitous has just happened to it.

The communications officer, Isabella Winkler, gives me a tour. Which lasts about three minutes. Shimer is tiny. The entire college is squeezed onto two slightly disheveled floors rented from a more successful neighboring college – the Illinois Institute of Technology. There are no sports teams at Shimer, no sororities. This place will never get ranked America’s No1 party school (which is currently the University of Pennsylvania, according to Playboy). No: the list Shimer currently tops is a miserable one. The reason why I’m here is because it has just been ranked the No1 worst college in America.

So what’s it like, this worst college? What criteria put it there? The compiler, Ben Miller, a former senior policy advisor in the Department of Education, explained in the Washington Monthly that they were looking for colleges that ‘charge students large amounts of money to receive an education so terrible that most drop out before graduation.’ Actually, Shimer topped a list that was adjusted for race and income. So a truer description is that it’s the worst college in America that doesn’t have many students of color or low-income students.

Laura Waters

There’s a relatively new meme running through the edu-blogosphere that claims that the Common Core and its attendant standardized tests are built on the false premise that all kids should prepare for college and careers. For example, on Monday New Jersey blogger Marie Cornfield claimed that the “big, fat myth of standardized testing “was foisted upon the public with the sole goal of scamming money from school districts. She writes, “It’s not about developing a generation of super students or magically lifting every single child out of poverty. It’s all about money, and the money is the hostage.“

The result of this scam, says Cornfield, is that now “students are graduating college with Cadillac degrees only to find work in the Edsel factory. The CCSS and PARCC will not solve that problem, but they will make a boatload of money for the testing industry. And while college debt is at record highs, that debt, unlike corporate debt, isn’t erased in bankruptcy.” The aspirations underlying the Common Core — that students should graduate high school ready for college and careers — are both quixotic and cynical because “a large sector of the American work force is highly over educated and working in jobs that don’t require the education they earned, because those jobs do not exist.” (Emphasis her own.)

National Council on teacher quality:

State governments are arguably the most powerful authority over the teaching profession. Since 2007, NCTQ has tracked and analyzed teacher policies across all 50 states and the District of Columbia in our State Teacher Policy Yearbook. The Yearbook presents the most detailed analysis available of each state’s performance against, and progress toward, a set of specific, research-based teacher policy goals aimed at helping states build a comprehensive policy framework in support of teacher effectiveness.

Marcus Wohlsen:

Google has spent the past decade-and-a-half perfecting the science of recognizing patterns in the chaos of information on the web. Now it’s applying that expertise to searching for clues to the genetic causes of autism in the vast sea of data contained in the human genome.

On Tuesday, autism advocacy group Autism Speaks said it was partnering with Google to sequence the genomes of 10,000 people on the autism spectrum along with their family members. Google will host and index the data for qualified researchers to sift as they hunt for variations in DNA that could hint at autism’s genetic origins.

“We believe that the clues to understanding autism lie in that genome,” Rob Ring, Autism Speaks’ chief science officer, told WIRED. “We’d like to leverage the same kind of technology and approach to searching the internet every day to search into the genome for these missing answers.”

Danny Garrett:

The focus of the meeting was improving education in the United States. Participants had the opportunity to attend break-out sessions and learn more about the challenges and opportunities facing education in the U.S. A variety of viewpoints were expressed; some presenters/attenders favor the Common Core standards and approach, while other presenters/participants strongly oppose this approach. I found the conference to be very informative. I left the meetings maintaining a strong resolve that states control education within their borders, and that educational standards, resources and funding must increase if we are serious about improving education.

I also believe that charter schools and other alternative approaches to education merit consideration in certain circumstances. In addition, we need to promote and emphasize career, technical and vocational educational programs; every student is not going to attend college and our current system is generally not adequately preparing students who make up this category.

I spoke with several constituents, state legislators and University of Alabama System personnel about the decision by UAB’s administration to terminate its football program. If UAB is going to continue to emphasize and grow undergraduate programs and attract more resident students, I believe that athletic programs – especially football – are important to achieving this strategy. I wrote a letter to UAB President Dr. Ray Watts, urging him to work with the city of Birmingham, corporations and individuals in the metropolitan area to identify ways to financially support and continue the football program. I plan to continue to explore and better understand the issues surrounding Dr. Watts’ decision and recommendation.

Renee Schoof:

The estimated 60,000 young people who are held in juvenile justice centers must have the same opportunities for education as students in the nation’s regular public schools, Education Secretary Arne Duncan and U.S. Attorney General Eric Holder said on Monday as they announced new guidelines aimed at improving what a White House task force found was a low level of educational achievement in the detention facilities.

A report from the My Brother’s Keeper Task force in May found that only 6.6 percent of those in juvenile correctional facilities earned a GED or a high school diploma. The task force also found that only 47 percent of incarcerated youth earned any high school credits. The report called for facilities to provide academic and job-related instruction tailored to students needs’ and comparable in quality to what they’d get in public schools.

Molly Beck

Mary Burke, the incumbent Madison School Board member who unsuccessfully challenged Gov. Scott Walker last month, confirmed Friday she will seek re-election in April. But Arlene Silveira, the longest serving board member and in her second stint as president, will not seek another term.

And Anna Moffit, who has served on the district’s special education advisory council, announced Saturday she’ll seek the seat currently held by Silveira. Silveira confirmed in a text message to the State Journal on Sunday that she will not run again.

Only Burke’s and Silveira’s seats are up in 2015. School board members are elected as at-large members.
Silveira was first elected in 2006 when Art Rainwater was superintendent and has since helped hire two superintendents as well as an interim leader.
She oversaw some of the most dramatic events in the district’s recent history, including in 2011 when Walker successfully sought to limit collective bargaining for public school teachers — a move that the Madison teachers union fought in court until this year when the state Supreme Court upheld the law.

The same year, the board faced another polarizing debate after the Urban League of Greater Madison’s then-executive director Kaleem Caire proposed a charter school aimed at reducing the persistently low achievement levels of the district’s black students. The board ended up voting against the proposal after months of tense discussion.

Notes and links on Mary Burke, Arlene Silveira and Anna Moffit.

Sarah Yatsko:

For over a decade, my job was to craft alternatives to incarceration for juvenile offenders. In the early 1990s, soon after I began this work, the juvenile crime rate soared and, along with it, a “tough on crime” increase in punishment for both the most severe and the most minor offenses. I remember visiting two clients who were cellmates: one was there for exchanging gunfire with a rival gang, and the other for a snowball fight on the school playground. Juvenile courts had always taken seriously children who wielded guns, and appropriately so. My caseload now included children who wielded snowballs, snatched Halloween candy, or got into shoving matches.

This same wide net of harsh punishment was cast in school discipline leading up to and in the wake of rare but widely reported school shootings—especially the horrifying Columbine High School incident. As with “tough on crime” laws, the new “zero tolerance” policies didn’t change how schools treated students who assaulted teachers or brought guns to school: they continued to get expelled and referred to law enforcement just as they always had. However, there was a sharp increase in the number of students caught in the highly discretionary zero tolerance zone, an unintended result of trying to prevent another Columbine. Unfortunately, these new policies have failed to show any corresponding increase in school safety.

Ashley Jochim, Michael DeArmond, Betheny Gross, Robin Lake, via a kind Deb Britt email:

• Parents are taking advantage of choice, but they want more good options.

Parents’ optimism about whether schools are improving varies widely.

Parents with less education, minority parents, and parents of children with special needs are more likely to report challenges navigating choice.

Some parents are forced to make difficult trade-offs between academics, safety, and location.

Some cities have done much more to support parent choice. Denver, New Orleans, and Washington, DC, have made the most progress on transportation, fair enrollment, and information systems. However, all cities have work to do to ensure choice works for all families. The authors recommend that civic leaders:

Expand the supply of high-quality schools.

Recognize that different families have different needs.

Guarantee free and safe passage to schools.

Invest much more heavily in information systems

Angus Johnston:

This has been an extraordinary autumn for student organizing in the United States. From protests against police brutality and sexual assault to anti-tuition demonstrations and a new wave of campus occupations, students have been standing up and speaking out to a degree not seen since the heyday of Occupy.

The protests of the last three months haven’t just been big, they’ve been inventive and extraordinarily diverse, too. An undergrad at Columbia created a senior project carrying a mattress around campus to shame the administration for its failure to respond to her rape, and students across the country stepped up to help her carry the weight. The killings of Mike Brown, Tamir Rice, and so many others have sparked sit-ins and die-ins, walkouts and speakouts. Administrators from New York to California have been forced to negotiate with and grant concessions to occupiers.

And perhaps most extraordinary has been the role of high school and middle school students. In dozens of incidents in dozens of states, such students have stood up and fought back against rape, violence, curricular meddling, and even infantilizing hall passes. They’ve been organizing and taking action, and they’ve been winning.

Education Should be Free:

The cowardly California Democrats, fearing the retribution of the students and people of California, have announced a new plan to avoid fee hikes. But their plan proposes cutting scholarship programs for middle-class Californian students and raising tuition for out-of-state students by over $4,000. Let’s be clear about the strategy they’re employing: instead of imposing cuts on all students, the Democrats intend to attack certain constituencies, middle-class and out-of-state students, the classic imperial maneuver of “divide and conquer.” They want to divide us, leave us to fight over the scraps left by the state.

ReClaim UC:

On Tuesday, state Democratic Party lawmakers presented their 2015 plan for higher education. The most publicized aspects of the plan are, first, that it would marginally increase state contributions to the UC and, second, that it would freeze undergraduate in-state tuition. An in-state tuition freeze would be be much better than Napolitano’s original proposal for 5% annual tuition hikes.

But there’s more to the Democrats’ plan: it would also eliminate a recently-established middle class scholarship program, would tie CSU student support to timely completion of degree, and would raise UC out-of-state and international students’ tuition by 17 percent, or approximately $4,000 dollars. These proposed out-of-state fee hikes would be more than three times those initially proposed by Napolitano, and would generate for the UC an estimated $82 million dollars of revenue next year.

There are a number of reasons to oppose this plan, particularly its reliance on a $4,000 dollar tuition hike for out-of-state and international students. First, from the perspective of those students directly affected, the hike would involve a financial shock, almost certain to be managed by many through the taking on of even more debt. Those opposed to skyrocketing student debt levels and to the privatization of the university thus have reason to oppose the Democrats’ plan to increase out-of-state and international students’ debt levels, and to keep UC reliant on tuition revenue rather than on public funds.

Robin Lake, via a kind Deb Britt email:

We found that parents in these ‘high-choice’ cities are aggressively taking advantage of school choice when it is available. In seven of the eight cities, half or more of parents are choosing a public school other than their assigned neighborhood school. Clearly, when parents get the opportunity to choose, they take advantage of it.

But we also found that parents have vastly different experiences when choosing a school for their child. And while some cities are improving parents’ ability to choose with confidence, we saw that each has work ahead to ensure that every parent can find the right school for their child.

As with nearly all public schools surveys, parents from all types of schools across all high-choice cities reported very high satisfaction with their current school. But when we pressed and asked whether parents had other good options, stark differences emerged. At the high end, 60 percent of Denver’s parents agreed they have other good public school options, but only 40 percent of Philadelphia’s parents felt this way.

Three cities—Denver, New Orleans, and D.C.—that have invested a lot on developing high-quality schools, closing low performers, and developing transportation, information, and common enrollment systems to help parents navigate their choices, saw some good results. More than half of all parents in these cities reported that their cities’ schools are getting better, compared to less than a third of parents in Baltimore, Cleveland, and Philadelphia. Parents were the least likely to report transportation as a barrier in New Orleans, the only city where most non-neighborhood-based public schools provide transportation. Eighty percent of parents in D.C., and 79 percent of parents in New Orleans reported prioritizing academics over safety and school location. In other cities, where not all families are able to enroll in safe and accessible schools, smaller proportions of parents reported choosing based on academics. Parents in these cities are likely making difficult trade-offs between academics, safety, and location.

Newsletter (PDF) via a kind Jeannie Kamholtz email:

“Love their Union” came through loud and clear as MTI-represented District employees in all five (5) MTI bargaining units voted overwhelmingly to recertify MTI as their Union. The teacher unit voted 2,624 to recertify (88% of the eligible voters), while the educational assistant unit (EA-MTI) voted 549 (77%); the clerical/technical unit (SEE-MTI) voted 180 (77%); the substitute teacher unit (USO-MTI) voted 359 (73.5%); and the security assistant unit (SSA-MTI) voted 22 (81.5%). In all, 85.35% of the eligible MTI voters voted in the recertification election. MTI has not been challenged since it became the bargaining agent for teachers in 1964. Since its creation, MTI has grown from 900 to 4,700 members, and has gained the reputation as one of the most successful public sector Unions in the country. It is Governor Walker’s Act 10 that forced the vote this year. MTI had to pay fees of $3,550 to the Wisconsin Employment Relations Commission to conduct the election. Additional costs were experienced for educational and promotional materials related to the election which, under Act 10, must be conducted annually.

The large turnout is a testament to MTI members’ appreciation and support of their Union, and to the hard work of the over 200 MTI Member Organizers who reached out to engage their colleagues in conversations about their Union. MTI members clearly understand that students & staff will be better served if we continue to “Stand Together.” Thanks to all who made their voice heard by voting.

Paul Fanlund

A nationwide exit poll on Election Day revealed that 70 percent viewed the economy as “not so good” or “poor.” Only 22 percent thought life for the next generation would be better than for this one.

Second, because those with the most education are doing better (and Madison is jammed with academic elites) we are not seen as suffering as they do, and that is noticed and resented.

Third, they see school teachers and other public employees with a level of retirement and health insurance benefits they no longer enjoy or ever did. (Among public workers, only cops and firefighters seem to get a pass for being comparatively well-compensated.)

Fourth, they are constantly told that government programs are distorted to help those who do not help themselves. Given the concentrations of minorities in the two largest cities, the racial subtext is always there. Many in outlying Wisconsin see themselves as distinctively hard-working and self-reliant and getting no government help. They do not perceive their own public education, Medicare, Social Security, highway infrastructure and so forth as the sorts of “handouts” they think flow to others.

This thesis is supported by the election results for governor, where Walker won in rural areas, small towns and suburbs, and Democrat Mary Burke mostly dominated in the dependable urban centers of Madison and Milwaukee.

Ryan Knutson & Theo Francis:

The American middle class has absorbed a steep increase in the cost of health care and other necessities as incomes have stagnated over the past half decade, a squeeze that has forced families to cut back spending on everything from clothing to restaurants.

Health-care spending by middle-income Americans rose 24% between 2007 and 2013, driven by an even larger rise in the cost of buying health insurance, according to a Wall Street Journal analysis of detailed consumer-spending data from the Bureau of Labor Statistics.

That hit has been accompanied by increases in spending on other necessities, including food eaten at home, rent and education, as well as the soaring cost of staying connected digitally via cellphones and home Internet service.

With income growth sluggish, discretionary spending on things like clothing and movies, live shows and amusement parks has given way.

Bill Lueders:

School choice proponents, many from out of state, funneled $64,000 directly into candidates’ coffers in 2014, through AFC and another group. (The AFC-affiliated funder, Wisconsin Federation for Children Political Fund, filed its last report Nov. 26, a month late, risking a penalty of up to $500. Its Washington, D.C.-based administrator did not respond to an emailed question about the late filing.)

In addition, AFC made independent expenditures of $866,000 to boost or oppose candidates. This adds to the nearly $10 million in state electoral spending by school choice proponents between 2003 and 2012, as tallied by the nonpartisan Wisconsin Democracy Campaign.

AFC’s spending in the Nov. 4 elections included $148,000 to help narrowly defeat Democrat Rep. Mandy Wright, a former teacher and school choice critic. It spent $123,000 to help Republican Todd Novak score a razor-thin win over Democrat Dick Cates. And it poured $240,000 into GOP choice proponent Howard Marklein’s successful bid for an open Senate seat.

Jensen is proud of these victories, which he says give it “a school choice majority in both houses.” He attributes this success to public support for school choice.

Yet, in its electioneering, AFC commonly doesn’t even mention school choice. It attacked Wright for allegedly using sick leave to attend a protest, which she insists is not true. It went after Cates for his vote on the local school board concerning the Pledge of Allegiance. And it ripped Democratic Rep. Gordon Hintz for threatening a female colleague and being cited in a massage parlor sting operation, both in 2011.

Related; WEAC: 1,570,000 for four (state) Senators.

Stephanie Armour:

Americans increasingly have to dig into their own pockets to pay for medical care, a shift that is helping to curb the growth in health spending by employers and the government.

The trend is being accelerated by the Affordable Care Act because many private plans sold by the law’s health exchanges come with hefty out-of-pocket costs, which prompt some people to delay or put off seeking care.

For the exchanges’ 2015 policies, which went on sale last month, “bronze- level” plans have an average deductible of $5,181 for individuals, up from $5,081 in 2014, according to a November report from HealthPocket, which publishes health insurance market analyses. Bronze plans generally cover 60% of consumers’ medical expenses.

While surveys show steeper out-of-pocket costs lead some people to defer even routine medical care, economists say the trend brings an important upside: It is helping fuel a period of historically low growth in health-care spending, which eases the federal deficit.

The federal government said Wednesday that 2013 was the fifth consecutive year in which health spending grew at less than 4%. The 3.6% rate is the lowest since the government began tracking such spending in the 1960s. While economists initially credited the recession for the soft spending growth, the trend continued even as the economy improved.

Michael Meranze & Christopher Newfield:

The November UC Regents meeting featured a battle of the paradigms between administrative and student accounts of student finances.

UC Office of the President (UCOP) officials, led by Executive Vice President Nathan Brostrom, sustained their longstanding claim that generous UC financial aid protects all low-income and most middle-income students from tuition costs. The Berkeley campus issued a statement citing the main talking point:

California students from families with annual incomes under $80,000 will continue to have tuition and fees fully covered by financial aid, and the vast majority of California students from families earning less than $150,000 a year will see no increase.

Upping the volume on this message, the immediate past chancellor of UC Berkeley, Robert Birgeneau, claimed that this high financial aid depends on high tuition, so that “frozen tuition means ever-increasing debt for low-income students.”

Pat Dillon:

When Daishon Boyd hit another kid outside the South Madison Capital Hill Apartments, a neighbor called the police. Who started the clash or threw the first blow isn’t clear, but when a town of Madison police officer attempted to slap a disorderly conduct/battery ticket on Daishon, his father, Jamada Norris, was incensed. It had been a year since a friend of Daishon’s mother had dropped off the boy and his older brother, Malique, saying merely that she didn’t want them anymore, and raising African American sons as a single, low-income dad was tough. His plan was to get them educated while protecting them from the allure of street life, a culture in which he’d been embedded as a child in California, but he hadn’t counted on protecting them from the police. Certainly not now. Daishon was only four.

Norris recalls Daishon’s behavior that day as nothing outside the norm. It’s the type of behavior we’re all subjected to when there’s a frustrated toddler on the loose—crying, screaming, kicking and the occasional whack at the perpetrator. According to Norris, that’s all it was. So when the officer validated the report with an attempted arrest, Norris’s natural response was to protect his young son.

“The police officer said there was a law that if he’s called to the site, he has to take someone to jail,” says Norris. “The officers were about to grab Daishon when I pulled him back and said, ‘You’re not taking my son.’ I got loud with him so they were going to arrest both of us, until the neighbors came forward, outraged. They backed down.”

Unfortunately, the story of Daishon’s early brush with the law is not uncommon. We just don’t think of collecting statistics on toddlers who’ve been arrested or come dangerously close to it. All that comes later.

Kristine Guerra:

The Internet is bringing an end to snow days for some Indiana schoolchildren.

Northwestern Consolidated Schools in Shelby County is among 29 public school systems and eight private schools that have received approval from the Indiana Department of Education to use a virtual learning option on days when students have to stay home from school due to inclement weather.

On those days, Northwestern students at Triton Central, Triton Middle and Triton Elementary schools will use their school-issued iPads and Chromebooks to do their homework, work through lessons and communicate with their teachers.

Southern Hancock County schools in New Palestine, Brebeuf Jesuit Preparatory School and Hasten Hebrew Academy of Indianapolis are among other Central Indiana schools approved to use a similar approach, state officials said.

The idea gained traction last year when record snow fall caused many schools to lose several days of instruction, forcing them to shorten spring break to make up the difference. Indiana requires each school to provide 180 days of instruction each school year.

Anne Kingston:

In August, Quebec Justice Valmont Beaulieu stated the obvious when he addressed the double standard in the treatment of teachers who have sex with students: “The sexual exploitation of a male adolescent by a female teacher must be punished just the same as a male posing the same actions toward a female adolescent,” he said before sentencing Tania Pontbriand to 20- and 18-month jail terms to be served concurrently, plus two years probation. The former high school gym teacher from Rosemère, Que., had been found guilty of sexual exploitation and sexual assault of a male student with whom she had a two-year relationship.

The trial made headlines internationally. Its details, by turns tawdry and disturbing, revealed how the then 30-year-old Pontbriand acted as mentor, confidante and sexual aggressor to the 15-year-old. She gained the trust of the teenager, whose identity is protected by a publication ban, when they exchanged intimate details during a 2002 school cycling trip. He described the pain he felt after his parents’ divorce; she told him her marriage was a mistake. When the student returned home, he told his mother he had a “new best friend.” Pontbriand initiated sex with the boy soon after on a private trip approved by his mother to help him with his problems; it was the first of some 300 sexual liaisons that took place on school trips, private getaways, at his home and her home. The teacher bought the boy a cellphone after his mother tried to shut down communication between the two. Evidence shown to the court included coded messages left in the student’s locker and gifts such as the engraved dog tags the teacher gave the student after their first sexual encounter: “BFF. Best Friends Forever. 19-05-02.”

In a written statement, the student stated that Pontbriand ended it after he entered CEGEP, saying she’d met someone new. He went to police in 2007 after being expelled; later he claimed the relationship left him depressed and suicidal. The victim, now in his 20s, said a psychiatrist helped him understand he’d missed out on normal dating rituals. Pontbriand, now a mother of two, alienated him from family and friends, he said, “so as to satisfy her own egotistic and sexual desires. I was far too naive at the time to recognize her lies and manipulation.” The judge agreed: “The court is convinced that the accused used the victim to satisfy her own sexual needs, thus exploiting the victim’s naïveté, his lack of maturity, his dependence and his trust.”

The Secret Teacher:

Ugly words – such as learning objectives, non-negotiables and targets – are meaningless to young pupils and put too much pressure on them too soon

What do you do when you get to school in the morning?” a colleague asked a younger member of my family recently. “Well, when we get to class, we get out our books and start on our non-negotiables,” replied the child, who is in year 2. “What are they?” the colleague inquired. “Don’t know” was the answer.

This is a perfect example of what is bothering me as a primary school teacher – educational jargon that is passed on to our children. At no point during my own education was I ever aware of non-negotiables, targets, levels, learning objectives or success criteria. But my teachers still taught me a great deal and it was pretty obvious that I was learning. Where I stood in the academic pecking order was the teacher’s business, not mine.

But the constant jargon that teachers are forced to use is rubbing off on our students. Not only is this meaningless for them but it’s increasingly making their academic performance their responsibility too. Do primary school children really need that kind of pressure when they’re so young?

Despite my objections, this year I prepared a group of year 6 children to have a go at the Sats level 6 papers. Level 6 is designed for children aged 14, but these students were very secure at level 5. One girl in particular found this process really difficult and, when I found her in tears after a practice test, it was clear from our conversation that however much I tried to explain that level 6 was miles ahead of where she was supposed to be, it hadn’t really sunk in.

Katy Murphy:

If the University of California hikes its fees, defying the governor’s tuition freeze, students won’t be the only ones footing the bill. Taxpayers would likely end up paying an extra $45 million next year alone, and at least $250 million more annually by 2019 — for their share of the rising costs.

As tuition soars, so does taxpayer-funded financial aid, becoming a larger — though often-overlooked — piece of the UC funding picture. Each time the state cut the university’s budget during the Great Recession, UC hiked tuition, and the state, in turn, gave ever-greater sums of tuition grants to help low-income students pay for their UC educations. UC itself last year granted students $775 million out of its own funds.

Fifty-five percent of in-state undergraduates have all of their tuition covered through a combination of state, federal and university grants; another 14 percent receive some subsidy. Just 31 percent pay the full price, $12,192 this year.

Kiese Laymon:

The fourth time a Poughkeepsie police officer told me that my Vassar College Faculty ID could make everything OK was three years ago. I was driving down Hooker Avenue. When the white police officer, whose head was way too small for his neck, asked if my truck was stolen, I laughed, said no, and shamefully showed him my license and my ID, just like Lanre Akinsiku. The ID, which ensures that I can spend the rest of my life in a lush state park with fat fearless squirrels, surrounded by enlightened white folks who love talking about Jon Stewart, Obama, and civility, has been washed so many times it doesn’t lie flat.

After taking my license and ID back to his car, the police officer came to me with a ticket and two lessons. “Looks like you got a good thing going on over there at Vassar College,” he said. “You don’t wanna it ruin it by rolling through stop signs, do you?”

I sucked my teeth, shook my head, kept my right hand visibly on my right thigh, rolled my window up, and headed back to campus.

One more ticket.

Two more condescending lessons from a lame armed with white racial supremacy, anti-blackness, a gun, and a badge. But at least I didn’t get arrested.

Molly Beck

Mendota and Falk elementary schools have the highest rates of students transferring to other schools, according to a Madison School District report released Monday, while Lindbergh and Glendale elementary schools saw the highest rate of students transferring in.

About 34.4 percent of Mendota’s students, or 137, transferred to a school outside of that attendance area this school year — a designation the school has received in previous years. About 76 percent of the school’s students are economically disadvantaged, under federal guidelines.

About 30.8 percent of Falk students, or 104, transferred out, and it has a similar poverty rate. At Mendota 31 students transferred in, while 34 transferred to Falk.

Elementary schools that had the highest rates of students transferring in were Lindbergh and Glendale — both of which have poverty rates that match Mendota and Falk. About 32.6 percent of students at Lindbergh, or 71 , and 24.1 percent, or 105, of Glendale’s students transferred in this school year.

Nearly 30 percent of the students at the Nuestro Mundo dual-language immersion charter school transferred in.

Related: Madison’s 2009 and 2014 Enrollment Projections, dramatic demographic variation persists.

Alan Borsuk:

“Character and opportunity go hand in hand.”

That’s the opening sentence of a recent piece by Richard Reeves of the Brookings Institution. In seven words, he describes exactly why I find myself writing more about what schools can do — and what some schools are doing — to build the character of students.

Character is an important, but often overlooked, part of the recipe for educational success. In the push for higher scores in reading and math, how to get higher “scores” on character gets insufficient attention. But a growing body of research points to how intangible traits like respect, responsibility, determination and a gritty ability to overcome setbacks are at least as important as academic skills.

There are schools, including several in the Milwaukee area, that have established reputations for the quality of their character-building efforts and, not coincidentally, for the academic progress their students achieve. I’ve visited several that have won awards for character efforts. They offer healthy school cultures, even when dealing with kids with a lot of challenges, and they have results to show they also have some muscle in their academics.

That said, the number of schools remains small — even as the door to working on character and culture is opening more widely for Wisconsin schools. New energy and resources are being made available.

Madison Teachers, Inc.:

Shortly after 2:00 pm today, the WERC posted the recertification results on their webpage. All MTI bargaining units have successfully recertified in BIG NUMBERS! Over 85% of all eligible voters cast ballots in the recertification election. Of those who voted, over 98% voted to recertify.

In order to recertify, each union needed 51% of all eligible voters to cast a ballot in favor of recertification. Each MTI bargaining unit beat that requirement by over 20 percentage points, with the MTI Teacher unit leading the way with 88% of all eligible voters casting a ballot to recertify.

11.24.2014 Solidarity newsletter (PDF).

Erin Richards:

A campaign by the Milwaukee teachers union to increase the wages of educational assistants started friendly but turned sour this week, with union members saying they were frustrated at not being heard and the school board president saying there would be no raises.

At least not right now.

Milwaukee School Board President Michael Bonds said Friday that the board would not be giving educational assistants a 1.46% base-building wage increase, but that the administration would conduct a review of the salaries of all lower-wage workers.

That decision came after an unusual exchange at the school board meeting Thursday night, where union members took control after the Pledge of Allegiance. Public testimony isn’t allowed at full board meetings, so the small crowd stood up and chanted their desire for raises for about two minutes. They ended by asking each board member to “vote against poverty wages.”

The American Interest:

The University of Michigan is now on course to become one of the first public higher education institutions to offer a degree that can be achieved not through credit hours but on demonstrated proficiency in the subjects studied. According to Inside Higher Ed, Michigan’s regional accreditor has just approved a competency-based Master’s of Health Professions Education. The program is designed to give health professionals training in “carry[ing] out the full range of responsibilities of a scholarly educator-leader.”

Becky Supiano

Rising tuition will be in the news this week with the College Board’s release on Thursday of its two signature reports.

“Trends in College Pricing” and “Trends in Student Aid” are packed with numbers, but if history is any guide, the one thing people will want to know is how much tuition and fees went up this year.

All right, all right, I’ll tell you. Average published tuition and fees rose 2.9 percent for in-state students at public four-year colleges, and 3.7 percent at private nonprofit four-years institutions. You can read the full reports here and explore individual colleges’ prices here.

But tuition is not the whole story. Consider this: The average list price of tuition and fees for in-state students at public four-year colleges in 2014-15 is $9,139. Room and board charges for the same students? Those come to $9,804.

Barry Garelick, via a kind email:

There are a variety of methods one can use to discipline students: detentions, referrals, sending the student outside of class, contacting the parents. I was confused about most of them and resisted using them. Lunch-time detentions were especially tricky because of a dual lunch schedule at my school. Because of the limited space for lunch there were two lunch periods for the two grades. This meant that during the eighth grade lunch period, I was teaching my fourth period class (pre-algebra).

The first person I ever referred was Peter in my fifth period algebra 1 class. He showed disrespect in a number of ways. He would sometimes say in a sarcastic Eddie-Haskell-like tone: “I think you made a mistake—oh but I know you’re a great teacher,” which would elicit knowing giggles from others. One time when he was particularly disruptive, I sent him outside which in this school meant outdoors. The school was a collection of modules—all classrooms opened to the outdoors. Sandra, another disrupter, waved to him on his way out and called “We love you, Peter.” He has a fan club, I thought—just what I need.

Her seat was next to the wall on the other side of which Peter now stood. She pounded on the wall to get his attention. I heard the pounding, and saw Peter’s head appear in the window as he jumped up to see what was going on. Not knowing the details of the event, I assumed wrongly that Peter had been doing the pounding. I got him back inside and gave him a referral. As I filled out the form, Peter protested and Sandra quickly confessed. “It was me who was pounding on the wall,” she said. I knew Sandra was telling the truth but I decided I had no time for details; the die had been cast. I needed an example. Plus, if the class thought I was acting irrationally or in error, then it was a signal that they better be quiet and not risk my irrational actions.

Harry Eyres:

I went along to a fundraising event for the organisation Classics for All, which promotes the teaching of classics in state schools in England, more out of a general feeling that learning classics is a Good Thing than out of messianic zeal.

If I’m honest, I have mixed feelings about all the years I spent studying classics. Half the time I found Latin and Greek both tough and dry; my classics teachers, and the subject, were not what is now called “sexy”; though experts on the use of the ablative absolute and the middle voice, they seemed to have had what Yeats called “spontaneous joy and natural content” squeezed out of them. I remember lying on my bed with two books beside me: one was the Odyssey in Greek, the other was Gerald Durrell’s My Family and Other Animals. They were both, now I think about it, accounts of fatherless young men setting out on adventures on Greek islands, but at that time I found the business of construing the ancient Greek laborious and wished I was outside in the olive groves of Corfu with young Gerald, who never went to school until the age of 13.

What is the point of studying languages that have been dead for centuries, and societies that would seem to have minimal relevance to our high-tech world? This was a question that concerned the classicist and poet Louis MacNeice. Working as a classics lecturer at Birmingham university in the 1930s he is beset by doubts: he should be teaching “The Glory that was Greece: put it in a syllabus, grade it/ Page by page/ To train the mind or even to point a moral/ For the present age”. But instead of the “paragons of Hellas” he thinks of less noble figures, “the crooks, the adventurers . . . the fancy boys . . . the demagogues and the quacks” and concludes: “how one can imagine oneself among them/ I do not know;/ It was all so unimaginably different/ and all so long ago.”

Rei Terada:

Having previously agreed with Governor Brown not to raise tuition for three years ending in spring 2016, the UC Regents have now unilaterally broken the agreement. Give UC more funds, the Regents say, or we’ll raise tuition 5% in 2015–and another 5% a year for at least four years after that. While the Regents claim to negotiate on behalf of those who use the university–students, staff and faculty–their new gambit instead shows the difference between the Regents and higher Administration, on one hand, and “those who use” the university on the other. For organizations like the unions and faculty associations would of course like more funds from the legislature, too. But those groups aren’t demanding that students pay up if the legislature doesn’t. To them, it’s obvious that another tuition increase wouldn’t help California students, and that it’s counterproductive to threaten to do something counterproductive. Contrary to UCOP’s PR campaigns in favor of a “return to aid funding model” (high tuition, high aid), student debt has been rising during this period of “high aid.” It’s been shown that when working class students have to use up their Pell grants on high tuition, they wind up working longer hours and going into tens of thousands of dollars of debt for housing and living expenses. Yet this is what the Regents are willing to bring about. And Mary Gilly, the chair of the Faculty Senate, lines the Senate up behind the administration more plainly than ever by calling the tuition increase an “unfortunate” but “good option.”

In many ways the tuition increase proposal looks more like an intent than a coercion tactic. More state funding “is probably not likely,” Gilly notes (ibid.). UCOP has already developed a strategy for justifying the increases regardless of their pressure-value: (1) they could be worse, being “not . . . more than 5%” a year; (2) they would feed the “return to aid funding model” (according to an email sent to staff on Friday by Michelle Whittingham, Associate Vice Chancellor of Enrollment Management at UCSC); and (3) they would offer “predictability.” UCOP’s press release euphemizes the raise by calling it a “stability plan.” But stability, predictability and not-being-more than 27% (at the end of the period, tuition would be 27% over its current base) are all empty qualities that drain the increase of its positive content, which is, obviously, revenue on the backs of students. A 5% increase will pay more than 4% a year from the legislature, even after return-to-aid. If that wasn’t so the increase could not be proposed at all. At the same time, as Michael Meranze observes, “UCOP’s proposal actually leaves open the possibility of up to a 9% tuition increase” if Governor Brown is uncooperative–and that would have the most point of all. Technically, no ceiling for this scenario is mentioned in UCOP’s announcement. Its language is: “tuition would not increase by more than 5 percent annually for five years, provided the state maintains its current investment commitment” (my italics). And so finally, even “predictability” is erased, since UCOP’s statement merely says that it will be there unless it’s not.

and

UCOP’s Failed Funding Model

The first thing to say about the UC’s five-year plan to raise tuition 5% each year is that it is neither predictable nor logical. President Napolitano has said on several occasions that students need this plan so they can predict and plan for tuition increases, but she has also said that the 5% tuition increase is contingent on the state increasing UC’s funding by 4% each year. I have asked several UCOP officials, what happens if Governor Brown keeps his promise of only giving 4% if the UC freezes tuition? The only coherent response I have gotten to this question is that UC will be forced to increase the number of non-resident students and decrease the number of students from California.

Before we get to the question of non-resident tuition, we have to realize that several things may happen that make UCOP’s tuition plan anything but predictable: 1) the state eliminates its 4% increase and UC raises tuition by 5%, and thus gets a 1% gain for all of its efforts; 2) the state eliminates its 4%, and UC raises tuition 9%; 3) the state keeps the 4% increase and UC raises tuition 5%; 4) the states decides to increase its contribution beyond 4% and UC decreases its tuition increase by the same amount. So tuition may go up in the next five years, anywhere from 0% to 53% or even higher if there is another fiscal crisis. Making matters more complicated is that this negotiation has to happen every year for five years, and no one has asked what happens if there is another budget crisis, and the state cuts UC funding? So the first problem with the sustainable five-year plan is that it is neither logical, nor predictable, nor long-term.

More.

Education Should be Free:

The UC administration wraps its tentacles around all of our lives. And it has established many nodes from which to strangle us; Kerr Hall is only one hub of a much larger amorphous beast. Given this fact, students had a lot of options when we began considering an occupation. How, then, did we choose this particular administrative base of operations, Humanities 2, for our action?

In fact, it is not a difficult question, and everyone here is clear on the answer: this building houses the office of a particularly smarmy figure, one Dean Sheldon Kamieniecki—a perversely enthusiastic agent of austerity. This person was responsible for slashing whole departments as soon as he got the chance, Community Studies being one notable example. Most recently, he tried to sack five or six Social Science staffers last year, most of whom make roughly $40,000, and who, as any student can tell you, are absolutely indispensable to the day-to-day functioning of the university and central to the academic lives of students. Kamieniecki himself made $206,000 last year, and nobody knows what he does.

Noah Berlatsky:

A blurb below the search bar on Google Scholar tells you to “stand on the shoulders of giants.” The giants in question here are academic writers, and Google Scholar does provide searchable access to essays on a dizzying array of topics, from governance in post-genocide Rwanda to the ethics of using polygraph tests on juveniles.

Except for one problem: Most of these articles are paywalled. You need to have university access to read them—or else pay what’s often a substantial fee. Martin Paul Eve, a lecturer at the University of Lincoln’s School of English & Journalism in the United Kingdom, wants to change that.

In his book Open Access and the Humanities: Contexts, Controversies, and the Future, he explains why, and how, research in the humanities should be publicly available for free. Eve spoke to me about his recent book, copyright laws, and why plagiarism isn’t a major concern.

Jennifer McNamee

Smarick said Catholic leaders have a choice: “Keep doing the things we’ve been doing that have led to our slow demise consistently for half a century. Or open your minds and do thing differently. We’re starting to see on the horizon sunlight for the very first time.”

He said some church leaders are too resistant to change. “It was time for the milkman to go away. It was time for trains to get replaced by airplanes. Progress sometimes is progress,” he said. “And that means breaking eggs sometimes to make omelets. So I’m bullish about the possibility of young entrepreneurs and related laity in these systems saying we have to try things differently, and that means replacing yesterday’s Catholic schools with a new breed of Catholic schools.”

Smarick offered three areas that need to change: ”Straight up transparency and accountability” that makes very clear how a school is doing when it comes to outcomes for students; an understanding of the changing landscape of educational options for parents so that Catholic schools are ones more parents choose for their children; and unleashing more “entrepreneurialism” among those who want to run or work in Catholic schools.

Smarick and Porter-Magee both said that many talented young Catholic educators are going to work in charter schools rather than Catholic schools because their freedom to pursue fresh ways to get better results was much greater. Smarick said he was encouraged by what is unfolding in cities around the country where an “analog” to charter schools is arising for Catholic education.

From the “Conference on the future of Catholic K-12 education“.

The Madison School District recently published a brief K-12 enrollment history (2010- PDF) along with a look at school capacities (PDF).

Happily, a similar 2009 document is available here (PDF). This document includes 18 years of history, to 1990.

Yet, the District and community have long tolerated wide variation in demographics across the schools.

Tap for a larger version.

I found it interesting that a number of schools are well below capacity. Cherokee middle school is at 74% of capacity while nearby Hamilton is at 106%. Hamilton’s free and reduced lunch population is just 18% while Cherokee’s is 60% (!) Details.

The District is planning to raise property taxes via a spring, 2015 referendum. Said referendum, if passed would expand Hamilton Middle School (“four additional classrooms”), among others. This is quite remarkable with available capacity at nearby Cherokee.

Richard Adams and Sally Weale:

The head teacher of the Church of England school in east London at the centre of a fresh controversy over alleged Islamic extremism, has expressed surprise at the Ofsted inspection findings that sent his school into special measures.

The Sir John Cass Foundation and Red Coat Church of England secondary, and a group of independent Muslim faith schools in Tower Hamlets, will be criticised by Ofsted over safeguarding concerns, following snap visits by the schools inspectorate in the wake of the “Trojan horse” affair in Birmingham.

The only maintained school involved, Sir John Cass, in Stepney, is to be downgraded from outstanding to Ofsted’s lowest rating of inadequate, primarily over Facebook activity by sixth formers linked to extremist material, and existing segregation between boys and girls in school areas.

Haydn Evans, the school’s headteacher since 1995, said: “We are surprised by the outcome of the Ofsted inspection, as we have always taken safeguarding very seriously. The teaching and results of this school remain good, which they have been since 1999, and my priority now is to address the issues that have been identified and work closely with the local authority and the diocese to return the school as quickly as possible to an outstanding school.”

Nicholas Carr:

Artificial intelligence has arrived. Today’s computers are discerning and sharp. They can sense the environment, untangle knotty problems, make subtle judgments and learn from experience. They don’t think the way we think—they’re still as mindless as toothpicks—but they can replicate many of our most prized intellectual talents. Dazzled by our brilliant new machines, we’ve been rushing to hand them all sorts of sophisticated jobs that we used to do ourselves.

But our growing reliance on computer automation may be exacting a high price. Worrisome evidence suggests that our own intelligence is withering as we become more dependent on the artificial variety. Rather than lifting us up, smart software seems to be dumbing us down.

It has been a slow process. The first wave of automation rolled through U.S. industry after World War II, when manufacturers began installing electronically controlled equipment in their plants. The new machines made factories more efficient and companies more profitable. They were also heralded as emancipators. By relieving factory hands of routine chores, they would do more than boost productivity. They would elevate laborers, giving them more invigorating jobs and more valuable talents. The new technology would be ennobling.

The arrival of Thanksgiving means local homeowners will soon see their annual property tax bills. The chart below compares Madison area homes sold in 2012, ranging in price from $239,900 to $255,000

Tap to view a larger version. Excel. A Middleton home’s property tax burden is about 13% less than a similar property in Madison (based on 2012 sales and 2013 assessments and payments). The Madison home noted in this analysis was assessed $1100 higher than the Middleton property. Taxes, spending growth and academic achievement over time are surely worth a much deeper dive.

SIS notes and links on Madison area property taxes.

Property Taxes around the World. Madison’s 16% increase since 2007; Median Household Income down 7.6%; Middleton’s 16% Less.

Worth reading: Wisconsin Taxpayers Alliance:

The property tax is Wisconsin’s largest, oldest, and most confusing tax. At least five governments use the tax, and two different methods of valuing property are used to distribute taxes among property owners. One source of confusion arises when tax rates and levies move in opposite directions, a common occurrence over the past 20 years. In addition, property owners are often unaware of how changing property values, both within a municipality and among municipalities, can cause individual property tax bills to rise, even when levies are “frozen.”

Madison Mayor Paul Soglin:”(Property Tax) Delinquencies 30% more than we expect“.

Spending and adult employment.

Property tax growth (along with other tax sources) is a manifestation of the challenges we see in our k-12 school districts.

Erin Richards

The next legislative session doesn’t start until Jan. 5, but lines are already being drawn around education policy initiatives.

In one corner: the GOP-led Legislature, emboldened after key wins in the midterm elections, and soon-to-tilt farther right with the retirement of key Republican moderates in the Senate.

Their priorities are a new comprehensive school accountability system, revisiting Wisconsin’s academic standards and likely an expansion of programs that send taxpayer money to private schools.

In the other corner: Wisconsin’s K-12 administrators, who publicly released their own policy agenda wish list Wednesday, in hopes that lawmakers would embrace evidence-based practices as they shape the state’s education landscape. They want more funding for programs that research shows helps kids, and an end to “ideology-driven reforms” pursued by conservatives, especially over the past two years.

Is there any middle ground? Or will the next state budget increase the friction between lawmakers and district and school leaders?