ver since candidate Barack Obama began promoting the concept of performance pay in 2007, the National Education Association has labored to generate a coherent strategy to stay ahead of the issue. The union realizes a consistent “no, no, no” may be satisfying and direct, but is harmful to its public image and its relationship with moderate Democrats and Republicans alike.
Last year, NEA assigned its teacher quality department to visit six locations that had established alternative compensation models and to interview union officers, members and staff to determine the lessons and pitfalls of various approaches. The results were compiled in a 51-page report (labeled “Not For External Distribution” and “intended for NEA leaders and staff only”) titled Alternative Compensation Models and Our Members. I have uploaded the document to EIA’s Declassified page.
The six locations were the local school districts of Denver and Eagle County, Colorado, Hamilton County, Tennessee, Helena, Montana, and Manitowoc, Wisconsin, along with the state of Minnesota, which has its statewide Q Comp program.
Reactions to the programs were all over the map, with some teachers loving the new system and others hating it, but a few common sentiments were expressed. The most important of these was the lack of simplicity. Many teachers didn’t understand exactly how their pay or bonuses were being generated and were forced to trust the district administrators to correctly apply and compute the pay. This is problematic for a lot of reasons, not the least of which is knowing how much should be in your check each pay period. This complexity makes the clarity of the traditional salary schedule more appealing by comparison.
All posts by Jim Zellmer
Duncan Wields $100 Billion to Make U.S. Schools Like Chicago’s
Sue Duncan has taught poor kids at her after-school center on Chicago’s South Side for 48 years. She says her son Arne spent seven days a week there as he was growing up.
“It was absolutely formative,” Arne Duncan, 44, said of working with his mother. He learned that “kids from totally dysfunctional home situations, total poverty, can do extraordinarily well if we give them a chance.”
What he absorbed matters because Duncan is now U.S. education secretary, in charge of improving a public school system that ranks below those of other developed nations in some studies. He’s armed with $100 billion in stimulus money from his friend, President Barack Obama, more than twice the budget of any of his predecessors.
“We want to put unprecedented resources out there, but the tradeoff is unprecedented reform,” said Duncan, who ran Chicago’s public schools before taking on the U.S. job in January. He said in an interview he wants to “fundamentally change the status quo” by raising academic standards, holding states and schools more accountable, and luring “the best and the brightest” into teaching.
Cramming a Lot Into a Youthful Literary Life
Nick McDonell ought to be an easy person to dislike. He is young, smart, good looking and ridiculously well connected. His father is Terry McDonell, the editor of Sports Illustrated, and he grew up in the kind of gilded New York household where Joan Didion, Jay McInerney and George Plimpton were drop-in guests. His godfather is Morgan Entrekin, the publisher of Grove/Atlantic, who bought Mr. McDonell’s first novel, “Twelve,” when Mr. McDonell was just 18. He heard news of its acceptance while cruising home in the carpool from Riverdale Country School, where he was president of the student body. Hunter S. Thompson, another family friend, came through with a timely blurb, saying, “I’m afraid he will do for his generation what I did for mine.”
Nick McDonell on the New York set of “Twelve,” the movie based on his first novel.
If that weren’t insufferable enough, Mr. McDonell, now 25, has a third novel, “An Expensive Education,” being published on Wednesday by Atlantic Monthly, and “Twelve,” meanwhile, is being made into a movie starring Kiefer Sutherland, Chace Crawford and 50 Cent. On your way to meet Mr. McDonell you can find yourself half-hoping that he might be dinged by a pedicab — not seriously, but enough to give him a limp, say, or an embarrassing facial tic.
As it happens, though, he is the kind 0f overly well-behaved person who waits for the light to change even when there is no traffic. He is also shy, earnest, a little naïve, disarmingly modest, polite almost to a fault. And he writes so well that his connections are beside the point. In The New York Times the book critic Michiko Kakutani said that “Twelve,” which is about the downward-spiraling adventures of some druggy New York private-school students over Christmas break, was “as fast as speed, as relentless as acid.” “An Expensive Education” ingeniously combines elements of a le Carré or Graham Greene-like international thriller with a campus novel set at Harvard, from which Mr. McDonell graduated in 2007. There are scenes of double-crossing C.I.A. activities in Somalia, as well as of campus rush parties and two cocktail-swilling guys who are famous on campus for ironically wearing tuxedos all the time — the college-age versions, perhaps, of two adolescent stoners in “Twelve” who are always saying things like “Shiz fo a niz!”
Hawaii schools’ failure to meet benchmarks troubles officials
ducation officials have few explanations for what they consider to be a disturbing trend — year after year Hawai’i’s high schools struggle to make “adequate yearly progress” under the federal No Child Left Behind law.
Just three of Hawai’i’s 33 regular public high schools were able to demonstrate sufficient progress under the federal mandate this year: Campbell, Kaiser and Kalani.
“It’s a multitude of reasons. One is the rigor of the federal mandate. But also, in high school, kids are dealing with a lot of different issues,” said Gerald Teramae, principal of Kalani High School. “It’s tough. The kids are older, they have different agendas.”
While Kalani was one of the high schools to make AYP this year, that doesn’t mean the school is not struggling under the federal law, Teramae said.
Ninety percent of Kalani’s students demonstrated proficiency in reading, but only 48 percent of its students demonstrated proficiency in math concepts. That’s just two points above the state mandated benchmark of 46 percent.
What have private schools done for (some of) us?
Royal Statistical Society: Significance:
Many parents in Britain make huge financial sacrifices to send their children to private schools. Are those sacrifices worthwhile? What return, if any, do they get? Do their children end up in better careers, earning more, than if they have been educated at the expense of the state?Francis Green, Stephen Machin, Richard Murphy and Yu Zhu examine who exactly benefits from the privileges of the Old School Tie.
Via Mrs. Moneypenny.
Breakthrough Cincinnati:
Believing in the Power of Young People:
Breakthrough Cincinnati is a four year, tuition free academic enrichment program that offers both summer and school year programs for under-served Cincinnati public middle school students. Breakthrough students apply in the fifth grade (sixth and seventh graders are welcome to apply, but spots are limited) and attend through the summer preceding their 9th grade year.
School Year Program
Starting in the fall of 2009, Breakthrough Cincinnati will be offering twice a week tutoring, homework help and academic enrichment lessons for all students who participated in the Summer Academic Session. Breakthrough Cincinnati is actively recruiting talented high school and college students to serve as teachers in this program. Please click on the link on the left-hand side of this page for more information on the school year program, including teacher application forms.
In addition, Breakthrough Cincinnati will be hosting a High School information Night and a Reunion Party in the fall. Information on these events will be mailed home and posted on the News and Events section of this web-site as it becomes available.
Outsourcing Teaching, Overseas
How to teach university degree programs offered overseas is a complicated question. Does a university rely on faculty from the home campus to travel abroad for a year, semester or month at a time to teach, hire a new cadre of faculty at the overseas location, deliver coursework through distance education, or some combination thereof?
In offering B.S. in economics degrees at three partner universities in China and Hong Kong, Utah State University’s Jon M. Huntsman School of Business uses a different kind of teaching model, similar in some ways to the three approaches but with a significant, and potentially risky, twist. The programs are based on a lead professor/local facilitator model, in which the professors of record at Utah State rely on local instructors, who are not Utah State employees (but are approved by Utah State departments) to deliver much of the course content on the ground.
The degrees in question are Utah State degrees, as opposed to joint or dual degrees with the partner universities, and the arrangement is described in the business school’s 2008-9 annual report thus: “Departments assign ‘lead professors’ to write the course syllabus, pick the text book and other instructional materials, and to write exams and other assignments for the course. The teaching materials are provided to ‘local facilitators’ (faculty at our partner institutions) who have been approved by the USU department to deliver the lectures and other course material on-site in China and Hong Kong. Lead professors and local facilitators are in contact each week to make sure that the courses are on-track and to deal with teaching and evaluation issues. Final grades are assigned by the lead professor.” In other words, the instructor who interacts with the students face-to-face on a regular basis doesn’t have the ultimate grading authority, but the professor back in Utah does.
Federal Tax Receipts Decline 18%, Dane County (WI) Tax Delinquencies Grow
The recession is starving the government of tax revenue, just as the president and Congress are piling a major expansion of health care and other programs on the nation’s plate and struggling to find money to pay the tab.
The numbers could hardly be more stark: Tax receipts are on pace to drop 18 percent this year, the biggest single-year decline since the Great Depression, while the federal deficit balloons to a record $1.8 trillion.
Other figures in an Associated Press analysis underscore the recession’s impact: Individual income tax receipts are down 22 percent from a year ago. Corporate income taxes are down 57 percent. Social Security tax receipts could drop for only the second time since 1940, and Medicare taxes are on pace to drop for only the third time ever.
The last time the government’s revenues were this bleak, the year was 1932 in the midst of the Depression.
“Our tax system is already inadequate to support the promises our government has made,” said Eugene Steuerle, a former Treasury Department official in the Reagan administration who is now vice president of the Peter G. Peterson Foundation.
Channel3000.com recently spoke with Dane County Treasurer Dave Worzala on the growing property tax delinquencies:
While there aren’t any figures for this year, property tax delinquencies have been on a steep climb the last few years, WISC-TV reported.
Delinquencies increased 11 percent in 2006, 34 percent in 2007 and 45 percent in 2008, where there is now more than $16 million in unpaid taxes in the county.
“It affects us in that we have to be sure that we have enough resources to cover county operations throughout the year even though those funds aren’t here. And we do that, we are able to do that, but 40 percent increases over time become unsustainable,” said Dane County Treasurer David Worzala.
“I can see that there are probably some people that either lost their jobs or were laid off, they’re going to have a harder time paying their taxes,” said Ken Baldinus, who was paying his taxes Thursday. “But I’m retired, so we budget as we go.”
Big portions of those bills must go to school districts and the state. Worzala said the county is concerned about the rise in delinquencies because if the jumps continue the county could run into a cash flow issue in paying bills.
Resolution of the Madison School District – Madison Teachers, Inc. contract and the District’s $12M budget deficit will be a challenge in light of the declining tax base. Having said that, local schools have seen annual revenue increases for decades, largely through redistributed state and to a degree federal tax dollars (not as much as some would like) despite flat enrollment. That growth has stopped with the decline in State tax receipts and expenditures. Madison School District revenues are also affected by the growth in outbound open enrollment (ie, every student that leaves costs the organization money, conversely, programs that might attract students would, potentially, generate more revenues).
Dumb Money Too many nations are wasting their school spending. Here’s how to get it right.
“If we want to become a strong economy again, the best thing we can do is have an educated workforce.” Few would object to U.S. Secretary of Education Arne Duncan’s explanation of why Washington is funneling $100 billion to schools and universities as part of February’s giant stimulus package. Indeed, other countries are following suit, with Britain, Germany, Canada, China, and others making new education funding part of their anticrisis strategies.
What’s far less clear is that this money is going where it’s most needed–or likely to have the greatest social and economic payoff. In Germany, the bulk of nearly €10 billion in new school spending is being used to renovate buildings–a bonanza for construction companies and popular with parents and teachers, but unlikely to have much effect on the quality of German graduates. In Britain, Prime Minister Gordon Brown is pushing for more PCs and Web access in schools–another policy that’s popular but considered irrelevant by educators. In the United States, a July audit by the Government Accountability Office found that schools were not using the stimulus money to boost student achievement, as promised by Duncan, but to fund their general budgets. And in still other countries, governments are using money to help build new world-class universities–projects that a World Bank study in July warned risk bleeding resources away from more desperately needed areas. “I’m not sure that the people making these decisions even realize the trade-offs involved,” says Jamil Salmi, author of the study.
That’s particularly unfortunate today, given the economic stakes. According to an April report by McKinsey, the United States’ GDP would have been 9 to 16 percent–or $1.3 trillion to $2.3 trillion–higher in 2008 had U.S. high-school graduates attained the average skills of their peers in Canada, Finland, or South Korea. This fall, the Organization for Economic Cooperation and Development (OECD) will unveil a similar study in Paris detailing the losses suffered by other laggards. Andreas Schleicher, author of the OECD study, says that “in a whole row of countries, the economic losses of educational underperformance are significantly higher than the costs of the financial crisis.” What’s worse, he says, countries pay the price for their mistakes year after year.
Community colleges gaining respect, admissions
Because of their emphasis on job skill development and professional certification programs, community colleges have been the traditional province of working people. But as the recession bites deeper, many middle- and upper-class youths are finding their entree to exclusive private colleges or prestigious public universities limited by depleted family funds. The community colleges have become a practical option for the first two years of study for a bachelor’s degree.
Jack Scott, the California Community Colleges chancellor and past president of Cypress College and Pasadena City College, cites the tuition cost differential between the first two undergraduate years at the University of Southern California and two years at nearby Pasadena City College.
“Assuming that you’re taking transferable courses at Pasadena, you can go to USC your junior year after spending no more than $1,200 total tuition for your freshman and sophomore years,” Scott said. “That’s compared with roughly $50,000 for the initial two years of tuition at USC. If you lived at home while attending Pasadena, your savings were even greater.”
A Chance to Say Yes The GOP and Obama Can Agree on School Reform
Richard Bond, Bill McInturff & Alex Bratty:
Many issues have created a “politics as usual” atmosphere on Capitol Hill recently, but when it comes to educating our children, it appears President Obama and the Republican Party share some views. This commonality of interest provides the president and the GOP a rare opportunity to cooperate on a major issue.
In a March address on education, the president proposed several reforms, three of which the Republican Party has been championing for years.
First, he called for merit pay for teachers:
“Good teachers will be rewarded with more money for improved student achievement, and asked to accept more responsibilities for lifting up their schools.”
Next, he called for removing ineffective teachers:
“Let me be clear: If a teacher is given a chance . . . but still does not improve, there is no excuse for that person to continue teaching. I reject a system that rewards failure and protects a person from its consequences.”
Finally, he called for the expansion of public charter schools:
The First Big Test: Watching Expenses Some Students Clamp Down as They Gear Up
Getting that college tuition and housing bill under control is only the first step. Then comes the comforter and refrigerator and textbooks and — well, the College Board has a list of 118 to-buy items on its off-to-college checklist.
And don’t forget the pizza money.
The bill to outfit a freshman can run to thousands of dollars if you’re not careful, financial advisers say. As recession losses have whittled down college funds and as part-time jobs have become more elusive, families are finding creative ways to stretch each dollar.
In recent weeks, Sharon Okolicsanyi of Manassas has scoured the Web for deals on a laptop for her daughter, Helena, who will be a freshman at George Mason University. They finally found a bargain: It cost $499, marked down from $700. A security and software upgrade cost $100, and a printer cost $30, marked down from $70.
Woodside Priory keeps boarding school tradition
At the end of the school day, as their classmates pile into cars for the commute home, 50 students at the Woodside Priory, near Stanford University, turn and lug their backpacks uphill. These 30 high school boys and 20 girls are already home. They call themselves the “dormers,” and they are the last of their kind between San Francisco and Monterey.
“I have roommates instead of a mom. It’s better, I think,” says sophomore Allegra Thomas, 14, as she sits in a vinyl booth in the mock ’50s-style diner in her residence hall. It is 5 p.m., which is right about when she would be getting home to the Santa Cruz Mountains, with her mother shuttling.
“Before being in the dorms, I never really had an opportunity to hang out with people after school because it was such a long drive home,” says Thomas, who started the Priory as a freshman day student, then became a boarder midyear. “Because I’m on foot, I can do more things around the school, be part of the community. I like the structure. My grades have been better.”
Time for Oregon schools to stretch
Will Oregon be among the recipients of the Race to the Top Fund, $4 billion in stimulus package money that the Obama administration has set aside to encourage new ways of teaching?
Lost in the clatter of the health-care debate, President Obama quietly launched his plan to transform America’s schools in late July. Fed up with sluggish learning gains and stubborn gaps in achievement between rich and poor kids, the administration has leveraged the stimulus package to create several well-endowed venture funds aimed at entrepreneurial states, school districts and nonprofits eager to test new ways of teaching.
The grand prize is the Race to the Top Fund, $4 billion being dangled in front of perhaps as few as a dozen states. The prospect of being among this elite group of innovators has unleashed a cascade of legislation across the country as lawmakers scrambled to align state laws with the Obama vision. Already the fund has altered the K-12 landscape before it’s awarded a single dollar.
Grabbers – first sentences from new books
I enter the lobby of Claire Nightingale’s apartment building, here to tell her I have murdered her only son.
“In This Way I Was Saved,” a novel by Brian DeLeeuw
My mother says she can’t listen to love songs anymore.
“Not That Kind of Girl,” a memoir by Carlene Bauer
One evening, as Shahid Hasan came out of the communal hall toilet, resecured the door with a piece of looped string, and stood buttoning himself under a dim bulb, the door of the room next to his opened and a man emerged, carrying a briefcase.
“The Black Album, a novel (republished with “My Son the Fanatic”) by Hanif Kureishi
Bay Area is Biggest Little Italy for Preschools
Abigail Call corrects her mother’s grammar when they speak Italian and has started to teach her father the language, sometimes making up nonexistent words just to toy with him a bit. She is not quite 4 years old.
“When she’s by herself with her dolls, she sings all these songs in Italian,” said Abigail’s mother, Jessica Hall. “I’m a parent, so of course it makes me want to cry – to think that her little brain, in those unprompted moments of alone time, chooses to do that.”
Abigail doesn’t know it yet, but she is part of a trend.
Italian playgroups, preschools and language centers for children are proliferating in the Bay Area these days in a manner unequaled anywhere in the country, according to Marco Salardi of the Italian Consulate in San Francisco.
“It’s just exploding,” said Salardi, director of the consulate’s office of education. “It’s very new. And it’s becoming bigger and bigger. It’s a very nice surprise.”
La Piccola Scuola Italiana on Potrero Hill in San Francisco. Spazio Italiano Language Center in North Beach. The tiny Vittoria Italian Preschool in the Mission District. Girotondo Italian School and Parliamo Italiano, both in Marin County. Mondo Bambini in Berkeley, purchased a few months ago by Girotondo so it can expand to meet a swelling demand in the East Bay.
The Tradeoff Between Teacher Wages and Layoffs to Meet Budget Cuts
Marguerite Roza via a Deb Britt email:
School districts faced with large budget gaps could avoid some or all teacher layoffs by rolling back salaries. While this option may not work for all districts, a new analysis shows that district officials–and teachers unions–could both serve students and teachers by trimming classroom pay.
Marguerite Roza based her analysis on the fact that 93 percent of school districts in the U.S. negotiate and structure teacher-pay according to a fixed salary schedule, consisting of annual as well as step increases. Step increases average 3.16 percent a year. The annual increase for the salary schedules she calculated at the average Consumer Price Index (CPI) for the 1997–2007 period at 2.87 percent. The total for the two, at 6.03 percent, may not make sense this year, says Roza.
In a simple chart, she provides five possible decision-options showing how, if salaries are rolled back, fewer teachers get laid off and class sizes increase by fewer students.
Online education comes into its own
As the job market grows softer and less nourishing than a jelly doughnut, reports show more people are returning to school to immunize their careers and feed their souls. But “school” is not necessarily the idyll of leafy campuses and long afternoons arguing philosophy in oak-paneled rooms.
Online education, long an ugly duckling of the ivory towers of the world, is coming into its swan years.
In its annual report on the state of online education, the Sloan Consortium reported in 2008 that online education continues to grow at a much faster rate than its brick-and-mortar competitors. Anecdotal evidence suggests that 2009’s economic woes will only accelerate the pattern.
“We have seen our small university double in size this year,” says Scott Stallings, director of marketing and admissions for California InterContinental University, a for-profit “distance education” university in Diamond Bar (Los Angeles County). “I believe this can be attributed to our low cost of tuition and the large influx of students who need their degrees to remain competitive.”
Lessons Learned in School Can Endure a Lifetime
I hated school. On my first day of kindergarten in Calcutta, India, my mother was late picking me up. I stood on the steps with my bag and water bottle, convinced that it was all an elaborate ploy to abandon me.
Amitava, my new classmate, tall, with sticking-out ears, stood next to me, similarly abandoned. Biting our lips, we stood silently, bound by our common misery. By the time our mothers arrived, we’d become friends. When my father had heart problems, Amitava spent the night at the hospital with me. When I left for America, he drove me to the airport. I flew back to India for his wedding.
It was in school that I learned that some lessons can last a lifetime.
Father Bouche taught me that. A pink-faced Jesuit priest from Luxembourg, he was the prefect at my missionary school. He was the terror of generations – both fathers and sons had gotten a taste of his cane. He would be fired in America. He caned. He smoked. He even blew secondhand smoke on the boys. But he taught me to write, to tell stories simply. We spent hours hanging out in his room, rummaging through his books, begging to see the bullet wound in his knee – a memento of World War II.
Time for tutors to think about getting rid of `exam tips’ label
The education sector is well- prepared for the new senior secondary, or NSS, academic structure that will be implemented in the coming school year. So too are tutorial centers – they have already launched promotions to attract students.
Apart from preparatory talks, the centers have been offering free trial lessons. Their focus is on liberal studies, a compulsory subject under the NSS and hence one where tutorial centers expect tough competition as they try to boost enrollment.
Brochures show that the leading tutorial centers have their own selling points on liberal studies.
During the recent Hong Kong Book Fair many publishers offered books and learning materials on the subject.
Tutorial centers were not slow to seize the opportunity either.
Three-Minute Fiction: Our Winner Is…
NPR:
In June, we appealed to your inner author, asking you to send us original works of fiction that could be read in three minutes or less. And, man, did your inner authors respond! We received more than 5,000 submissions to our Three-Minute Fiction writing contest.
Now, series guide and literary critic James Wood of The New Yorker has picked our first winner: Molly Reid of Fort Collins, Colo. Reid is waiting tables this summer, but during the school year, she teaches freshman composition and literature at Colorado State University.
Wood says that Reid was an early entrant whose work held strong against the hundreds of stories that followed. The narrator of her piece, “Not That I Care,” observes a neighbor repeatedly snatching ducks from the street. The missing ducks become part of the narrator’s own reflections on loss.
Wisconsin Governor Doyle going after student performance, federal money
Gov. Jim Doyle is planning a series of education reforms designed to boost student achievement and help the state compete for billions of dollars in federal school improvement grants.
The changes include better tracking of student performance, using test data to help evaluate teachers and raising high school graduation requirements.
“We’re going to be working very hard in my administration with the Legislature, with educators in the state, to put together really, I think, a transformational application that will help Wisconsin education for years to come,” Doyle said in a recent interview.
But it’s unclear whether the state would even qualify for the federal money — part of a $4.35 billion program dubbed “Race to the Top” — because of a state law that bars using student test scores to evaluate teachers.
Draft rules for the program prohibit states that have such laws in place from receiving the money. Secretary of Education Arne Duncan last week called Wisconsin’s law “ridiculous.”
Wisconsin Representative Mike Huebsch:
Cut education funding by 3 percent. Check.
Make sure teachers’ raises aren’t jeopardized by the cuts. Check.
Pretend property taxes won’t go up. Check.
Begin dismantling Wisconsin’s School Choice Program. Check.
Jeopardize Wisconsin’s eligibility for new federal education funding. Check.
This is the state of public education in Wisconsin under the leadership of self-proclaimed education governor Jim Doyle and Democrat majorities in the state Senate and Assembly.
Governor Doyle and Democrat lawmakers wrote a state budget that cuts school funding $294 million, raises property taxes $1.5 billion, repeals the Qualified Economic Offer, says local school boards can’t consider the recession, job loss rates, and property values when negotiating teacher compensation and makes politically-motivated changes to the Milwaukee Parental Choice Program (School Choice).
Now the governor shrugs off reports that Wisconsin won’t be eligible to participate in the Obama Administration’s Race to the Top grant program, while Democrat lawmakers remain predictably silent. Approximately $4.35 billion will be doled out to states with plans for reforming public education. Under the proposed application guidelines released by the United States Department of Education last week, only Wisconsin, New York and California would be barred from receiving federal funds.
School spotlight: Summer program combines science and black history
For the last 14 years, a summer program has found a way to make learning about a particular area of science fun while also exposing elementary and middle school students to blacks who have made a difference in that field.
This year, flight was the theme for the program, called a Celebration of Life. In general, about two-thirds of those in attendance are returning participants like Synovia Knox, who also had four siblings who attended.
“Each year I would leave wanting to be someone else,” said Knox, who has attended since third grade. “They just make everyone seem so interesting.”
The annual event is one of the programs put on by the African American Ethnic Academy of Madison. The site of the program and its co-sponsor is the BioPharmaceutical Technology Center Institute, the non-profit affiliate of Promega, which offers the use of its Fitchburg facilities.
The program, which is held during the morning for two weeks, is divided into two sessions — one for students entering grades three through five and another for students going into grades six through eight. A total of 28 students attended this year and the organizers hope the numbers will grow, said Barbara Bielec, who helps run the Celebration of Life as the K-12 program coordinator for the BioPharmaceutical Technology Center Institute.
Promega offered the Madison School District free land in the mid-1990’s for a tech oriented Middle School. The offer was turned down and the proposed school eventually became Wright Middle School.
Is Google Killing General Knowledge?
General knowledge, from capital cities to key dates, has long been a marker of an educated mind. But what happens when facts can be Googled? Brian Cathcart confers with educationalists, quiz-show winners and Bamber Gascoigne …
One day last year a daughter of Earl Spencer (who is therefore a niece of Princess Diana) called a taxi to take her and a friend from her family home at Althorp in Northamptonshire to see Chelsea play Arsenal at football. She told the driver “Stamford Bridge”, the name of Chelsea’s stadium, but he delivered them instead to the village of Stamford Bridge in Yorkshire, nearly 150 miles in the opposite direction. They missed the game.
Such stories are becoming commonplace. A coachload of English schoolchildren bound for the historic royal palace at Hampton Court wasted an entire day battling through congested central London as their sat-nav led them stubbornly to a narrow back street of the same name in Islington. A Syrian lorry driver aiming for Gibraltar, at the southern tip of Spain, turned up 1,600 miles away in the English east-coast town of Skegness, which has a Gibraltar Point nearby.
Two complementary things are happening in these stories. One is that these people are displaying a woeful ignorance of geography. In the case of Stamford Bridge, one driver and two passengers spent well over two hours in a car without noticing that instead of passing Northampton and swiftly entering the built-up sprawl of London, their view continued to be largely of fields and forests, and they were seeing signs for Nottingham, Doncaster and the North. They should have known.
Scientific Speed Reading: How to Read 300% Faster in 20 Minutes
How much more could you get done if you completed all of your required reading in 1/3 or 1/5 the time?
Increasing reading speed is a process of controlling fine motor movement–period.
This post is a condensed overview of principles I taught to undergraduates at Princeton University in 1998 at a seminar called the “PX Project”. The below was written several years ago, so it’s worded like Ivy-Leaguer pompous-ass prose, but the results are substantial. In fact, while on an airplane in China two weeks ago, I helped Glenn McElhose increase his reading speed 34% in less than 5 minutes.
I have never seen the method fail. Here’s how it works…
At School, Lower Expectations Of Dominican Kids
Parents and teachers often expect less of students who are the children of Dominican immigrants. This causes their grades and ambitions to suffer.
Now, why some immigrants’ children do better in school than others. Yesterday, we heard about the kids of Chinese immigrants and the tensions between what their parents want for them academically and what they want. Today, the achievement gap between Chinese-American students and students of Dominican background. In Boston, researchers have zeroed-in on that gap. They’ve looked at whether one culture values education more than the other and what role do schools play. NPR’s Claudio Sanchez has the second of two reports.
CLAUDIO SANCHEZ: Carmen Merced has had two sons in the Boston Public Schools. Fernando, an eighth grader, and Wildo, her oldest, just finished high school. They were born in Boston and grew up speaking English. In school, though, both were tagged learning disabled. Merced is convinced that it’s because they’re Latino.
Ms. CARMEN MERCED: (Foreign language spoken)
SANCHEZ: Latinos, even if they know English, are always discriminated, says Merced. It’s not something schools even try to hide. Like the time one of Wildo’s teachers told him he was never going to amount to anything in life.
Rent, Read and Return
Students frequently rent DVDs to watch in their dorm rooms, but soon they may start checking out something much heavier and pricier: textbooks.
Saying they offer an alternative to the textbook industry’s bloated prices, a growing number of companies are renting new and used titles at reduced prices. Among them are Chegg, BookRenter and the Follett Higher Education Group, which will test drive a rental service at campus bookstores this fall. They join a number of colleges that have already started their own on-campus programs.
With all of them, the concept is essentially to pay to check out textbooks as if they’re out of a library — only there are more copies and titles, and they can be used for longer periods of time. Through Chegg, for instance, a student searches for a book and rents it for up to a certain number of days, such as up to a quarter or a semester. Users are promised discounts of 65 to 85 percent off the list price, but if they don’t return a book on time, they are charged full price. The same punishment applies to doodling in the margins, since the books are meant for reuse. As a disclaimer on Chegg warns: “Highlighting in the textbook is OK — to a certain extent. Writing in the book is not accepted.”
The Trouble With Twitter
Just before the start of spring term, a friend and colleague in journalism sent an e-mail message to our department: Technology had changed, she wrote; perhaps our reporting curriculum should change with it. She planned to teach with a focus on live blogging and Twitter, and suggested that those students not particularly interested in using the new technology should be tracked into the other reporting class.
That is, my reporting class–one in which we emphatically would not use Twitter.
For those not in the know, Twitter is a microblogging service that allows members to report on what they’re seeing, thinking, and feeling by posting comments that are limited to just 140 characters each. You can subscribe to someone’s Twitter feed and receive what are called “tweets”–brief bits of information like “Sat through another of Prof. Hart’s interminable lectures on the glories of literary nonfiction.”
Washington Steps Up on Schools
New York Times Editorial, via a kind reader’s email:
The federal government talks tough about requiring the states to improve schools in exchange for education aid. Then it caves in to political pressure and rewards mediocrity when it’s time to enforce the bargain. As a result, the country has yet to achieve many of the desperately needed reforms laid out in the No Child Left Behind Act of 2002 and other laws dating back to the 1990’s.
Education Secretary Arne Duncan is ready to break with that tradition as he prepares to distribute the $4.3 billion discretionary pot of money known as the Race to the Top Fund. States that have dragged their feet or actively resisted school reform in the past are screaming about the rigorous but as yet preliminary criteria by which their grant applications will be judged.
President Obama gave fair notice of this shift in a speech earlier this year, when he talked about pressuring the states to do better by the country’s 50 million schoolchildren. But Mr. Duncan will need cover from the White House to weather the storm.
The long and detailed list of criteria just released by the administration includes a fine-grained evaluation process under which states get points for reforms they have made and points for changes they promise to make — and conditional funding that can be revoked if they don’t make them. The process finally allows the federal government to reward states that have made progress and to bypass slackers.
Learn how to draw Garfield on iTunes U
Thanks to the Virginia Department of Education and the Professor Garfield Foundation, you — and your kids, of course — can get an Introduction to Comics on iTunes U. The 15 video episodes encourage children to draw, sculpt, and carve. In fact, Jim Davis — who created Garfield — gets the course off to a great start, showing us all how he draws his famous lasagna-loving feline.
What the SAT-optional Colleges Don’t Tell You
I don’t much like the SAT. When the SAT-optional movement began to gain momentum a few years ago, I cheered. Dozens of colleges told their applicants that if they didn’t want to submit their SAT or ACT scores, they didn’t have to. Some restricted this choice to students with high grade point averages, but it seemed to me a step in the right direction.
In my view the SAT does not reflect very well what students learn in high school. It seems more influenced by how much money their parents make. Indeed, SAT prep classes (such as those offered by Kaplan Inc., the Washington Post Company’s leading revenue source) give kids from affluent families an advantage.
So I was impressed and pleased when the SAT-Optional movement grew so strong that FairTest (the National Center for Fair & Open Testing), a non-profit group that supports the change, noted that 32 of the top 100 colleges on the U.S. News & World Report liberal arts college list no longer require every applicant to submit an SAT or ACT score.
When I started reading Jonathan P. Epstein’s article on SAT-Optional schools in the summer edition of the Journal of College Admissions, I expected a careful history of these developments, with no surprises. Epstein is a senior consultant with Maguire Associates in Boston, who specialize in advising college admissions offices. He is not a journalist, and sees no need to deliver the big news at the top of the story.
Harvard Schmarvard: A Small College Shines
This will be the first in an occasional series of blog postings on little-known colleges that prove their worth. My 2003 book Harvard Schmarvard argued that the big name schools don’t provide a better education than the little name schools. Research indicates that qualities that bring success—persistence, humor, kindness, patience—are acquired before we ever take an SAT test. The brand name schools look good because they lure lots of students with those qualities, but students with similar character strengths who go to unknown schools often do just as well, particularly if they pick colleges with great strengths in areas that interest them.
I tend to ramble about this topic a lot. Parents who write and seek my advice on college selection get an email-full of such Jayisms. In many cases they go away realizing I am a bore. But occasionally I say the right thing, and years later they let me know that. Here is a message I received today from Michael Bledsoe, pastor of the Riverside Baptist Church in southwest D.C. and an adjunct at the Howard University Divinity School. Four years ago, when he and his wife were agonizing over where to send their first child, Kelley, off to college, they read some of my columns and wrote for more advice. Kelley was attracted to Agnes Scott College in Decatur, Ga., I told them that in many ways that school would be better for her than an Ivy League university. In his new message, Bledsoe said this:
True democracy is not just about taking part
Like most people, I want to eat rich desserts, but do not want to get fat. I want to enjoy a secure retirement, but I do not want to save towards it. I want lower taxes, and I also want better public services. Of course I do. It would be odd if I did not. Irrationality does not lie in wanting inconsistent things. Irrationality is being unwilling to make choices between inconsistent things.
There was a time when crowds would wait for hours for a once in a lifetime opportunity to see and hear William Gladstone. But technology has steadily increased possibilities for the public to participate in the political process. It has not, however, created a corresponding increase in the time the public wants to devote to the political process. If anything, the opposite: by offering so many other ways to spend leisure time and by spreading prosperity, the modern age has reduced the intensity of public commitment to politics.
Many people take the view that more avenues for participation make democracy more real. They are excited by the opportunities offered by the internet: Barack Obama was elected after a campaign that made extensive use of computers and mobile phones. Our leaders blog and twitter, receive online petitions and e-mails, consult focus groups and monitor opinion polls. If the measure of democracy is the frequency of communication between politicians and their voters, then society is steadily becoming more democratic.
But these developments do not make society better governed. If these methods of participation are extensive, they are also superficial. If democracy is about delivering what the electorate wants, it is not clear that policies that respond to every angry headline in the Daily Mail achieve that result. Popular esteem for politicians and public approval of political decisions have declined, not increased. When Winston Churchill was advised to keep his ear to the ground, he commented that the public would not have much respect for leaders observed in that position. Politicians planning appearances on YouTube might reflect on his advice.
Chinese Immigrants’ Kids Play Balancing Role
Students whose parents come from China often excel in school, but their educational performance can be affected by cultural tensions at home between their Chinese and American identities.
Ineligible Players on Madison High School’s Basketball Teams, Madison West High’s Coach and Athletic Director is Out
Last March, the Regents forfeited a WIAA tournament upset victory over Baraboo for using a player who had an unexcused absence prior to the game.
Hodge, 46, who was the boys basketball coach, athletic director and minority service coordinator at his alma mater, claimed West principal Ed Holmes and school district administrators used that instance to railroad him out of West. He said it was a retaliatory move for rebutting the district’s stance during a controversial arbitration hearing in 2008.
“It had nothing to do with my coaching,” said Hodge, who took the Regents to the WIAA state tournament twice, won six WIAA regional titles and two Big Eight Conference titles during his tenure. He had a 121-149 overall record.
“It was all about the theory of retaliating against me because I went public about how the district treats its employees if they have an issue.”
Data provided to The Capital Times and Hodge from an anonymous source showed there were 82 unexcused absences logged by players from his team that went unpunished.
Madison East had 117 unexcused absences that would have forced the Purgolders to relinquish 15 victories and a regional title, while Madison La Follette had 73 unexcused absences and Madison Memorial 12, according to the source’s data.
According to the data, Memorial — which won the WIAA Division 1 state title — had only one case of an ineligible player scoring in a game.
The source also has data that claimed that some of East’s unexcused absences were changed to excused absences after Hodge lodged a complaint about all the schools’ unexcused absences with the WIAA March 9.
Hodge gave the data he received before and after he lodged the complaint with the WIAA to John Matthews, the executive director of Madison Teachers, Inc. He said Matthews brought the data to the attention of MMSD superintendent Dan Nerad.
The district then investigated Hodge’s assertions and recently sent its conclusions to the WIAA, according to the WIAA’s Dave Anderson, “Their findings did not reveal substance to the allegations that were made,” said Anderson, who will begin duties as the WIAA’s executive director Monday.
COCKSURE Banks, battles, and the psychology of overconfidence.
In 1996, an investor named Henry de Kwiatkowski sued Bear Stearns for negligence and breach of fiduciary duty. De Kwiatkowski had made–and then lost–hundreds of millions of dollars by betting on the direction of the dollar, and he blamed his bankers for his reversals. The district court ruled in de Kwiatkowski’s favor, ultimately awarding him $164.5 million in damages. But Bear Stearns appealed–successfully–and in William D. Cohan’s engrossing account of the fall of Bear Stearns, “House of Cards,” the firm’s former chairman and C.E.O. Jimmy Cayne tells the story of what happened on the day of the hearing:
Their lead lawyer turned out to be about a 300-pound fag from Long Island . . . a really irritating guy who had cross-examined me and tried to kick the shit out of me in the lower court trial. Now when we walk into the courtroom for the appeal, they’re arguing another case and we have to wait until they’re finished. And I stopped this guy. I had to take a piss. I went into the bathroom to take a piss and came back and sat down. Then I see my blood enemy stand up and he’s going to the bathroom. So I wait till he passes and then I follow him in and it’s just he and I in the bathroom. And I said to him, “Today you’re going to get your ass kicked, big.” He ran out of the room. He thought I might have wanted to start it right there and then.
At the time Cayne said this, Bear Stearns had spectacularly collapsed. The eighty-five-year-old investment bank, with its shiny new billion-dollar headquarters and its storied history, was swallowed whole by J. P. Morgan Chase. Cayne himself had lost close to a billion dollars. His reputation–forty years in the making–was in ruins, especially when it came out that, during Bear’s final, critical months, he’d spent an inordinate amount of time on the golf course.
In Defense of the Play Date
One of the most biting scenes in The Group, Mary McCarthy’s acerbic sendup of female friendship and aspiration, takes place on a play date. Priss Crockett, the grind of the Vassar class of 1933 and now a doctor’s wife, is walking through Central Park with her toddler Stephen. She runs into a fellow alum, Norine Schmittlapp, and her 3-month-old baby, Ichabod. “Aren’t you afraid he’ll be called ‘Icky’ in school?” Priss asks before barely resisting the urge to tell Norine to raise the hood of the baby’s carriage, to shield his head from the sun.
The two women are off and running for an afternoon of sniping and clashing. Norine mentions letting Ichabod sleep in the bed with her at night. Priss can’t believe she doesn’t know that “under no circumstances, not even in a crowded slum home, should a baby be permitted to sleep with an adult.” Stephen sees Ichabod sucking on a pacifier and reaches up to touch the unknown object. Priss snatches his hand away. Norine brings up toilet training, the source of Priss’ most bitter shame, since Stephen is not performing properly. Norine’s theory is that children should train themselves. “Where in the world did you get such ideas?” Priss asks. The women repair to Norine’s apartment, where a butler whisks Stephen away. The butler later returns to whisper in Norine’s ear. “Stephen shat,” she casually reports, to Priss’ humiliation, even as she lets Stephen’s nursemaid clean up the mess.
In the last minutes in this strange apartment, Stephen plunges his hand into the neck of the nursemaid’s dress, and Priss, desperate to distract him, gives him a piece of chocolate cake. Stephen, a chocolate virgin, doesn’t now what to do with it. “Look! It’s good,” Priss tells him, chewing. McCarthy makes Stephen’s corruption complete with this last line of the chapter: “Soon he was greedily eating chocolate cake, from a Jewish bakery, with fudge frosting.”
Free Program Allows Single Parents to Develop Confidence as They Train for a Career
Two years ago, Taishia Jenerette was holding down two jobs, caring for her 6-year-old daughter and struggling as a single mother with too little time and too many bills. Then a friend told her about an unusual Fairfax County program that provides low-income single parents with career counseling and professional certificate courses — free.
“I would have never been able to go to school if not for the Education for Independence program,” said Jenerette, 32, who quit her part-time job at Macy’s to make time for night classes. “I had looked into it so many times, but I didn’t have the money.”
In a ceremony last week at the Fairfax County Government Center, Jenerette graduated with a medical assistant certificate that will help her qualify for a promotion, and a raise, at the Virginia Department of Rehabilitative Services, where she prepares disability cases for review. But more important than the certificate, Jenerette said, the program has given her confidence.
“I was so scared to go back to school because I didn’t want to fail,” said Jenerette, of Centreville. “I said if I can get through this two years, I can do anything.”
That attitude is what Education for Independence is meant to engender, said Lorraine Obuchon, one of two career counselors who work with the program’s approximately 120 participants.
13 Schools In Washington, DC to Offer Specialty Programs
D.C. Schools Chancellor Michelle A. Rhee, seeking to stanch declining enrollment and the exodus of students to the District’s fast-growing charter schools, announced Tuesday that 13 public schools will launch plans for specialized programs in science and technology, arts and languages.
Theme-based schools are a widely employed educational idea, and the District has several specialty high schools, including Duke Ellington School of the Arts, McKinley Technology High School and School Without Walls.
What makes Rhee’s proposal different is that the “catalyst schools” will remain neighborhood schools open to all eligible students without an application or other admissions requirements. Eaton Elementary, for example, will remain the school for its Northwest D.C. neighborhood but will also develop a Chinese language and culture program.
Rhee said D.C. families should not have to look far from home to find innovative school options for their children.
A Message from Wisconsin State Senate President Fred Risser on the K-12 Budget, the QEO and Tax Redistributions
Fred Risser, via a kind reader’s email:
July 30, 2009
Dear ________
Due to your interest in the public education, I am writing to update you on the outcome of the 2009 State Budget and how it will impact K-12 Education in Wisconsin.
Despite the financial difficulties that the state finds itself in, a number of programs in this budget will have a positive and lasting effect on public education. The high point of the budget this year is the repeal of the Qualified Economic Offer (QEO). Since the QEO was passed, teacher pay has lost more than 7% to inflation and fallen even further behind in per capita income. Wisconsin has long prided itself in having a top-notch public education system, yet we have lost countless qualified educators over this law. The elimination of the QEO removes one obstacle toward ensuring that our children have access to the best educators possible.
Other items of note in this budget include additional funding for the expansion of Four-Year-Old Kindergarten programs; increases in aid for high-poverty districts; and additional grant funding to improve school safety efforts.
Unfortunately, the reduction in available state funding resulted in some cuts in school aids. However, I was pleased that overall funding for public education was maintained at a reasonable level under current circumstances, ensuring that we are able to give Wisconsin students the best resources possible. Funding education is an investment in the future of Wisconsin.
Thank you for your continued support of public education in Wisconsin. If I can ever be of assistance to you, please do not hesitate to contact my office.
Most sincerely,
FRED A. RISSER
President,
Wisconsin State Senate
“How can I help to get these kids a Lapdesk?
“How can I help to get these kids a Lapdesk?” – I get this question all the time from my friends and classmates. And I want to have a good answer. An actionable, simple answer such as: “Go to our website, choose a school from the database and buy a Lapdesk for them.”
So how can our company make this happen? One of my main goals this summer is to launch an online initiative and to develop a plan for scaling it up – creating a home for individual donors who will become “Lapdesk friends”.
While our current website www.lapdesk.co.za is functional and rich in information, I want to take it to the next level: to turn it into a dynamic communications platform connecting Lapdesk’s partners, sponsors and beneficiaries. I want to enable individuals to donate Lapdesks to a school of their choice and to track our progress – all online.
Oregon Symphony’s outreach program falls silent
David Stabler, via a kind reader’s email:
The drums have gone quiet. The gongs no longer shimmer. The bells go unchimed. The instruments that kids in small towns around Oregon used to hit, rub and scrape as part of the Oregon Symphony’s award-winning outreach effort went quiet this summer.
Another victim of the economy.
The Roseburg-based Ford Family Foundation, the program’s primary funder, suffered losses to its endowment and declined to continue paying the program’s $150,000 annual cost, said Norm Smith, the foundation’s president.
Since 2002, the Oregon Symphony has “adopted” a different town each two years: Klamath Falls, North Bend, Redmond, Baker City, Estacada, La Grande, Cove, Tillamook. The idea was to flood the zone with repeated trips by symphony musicians. Break into tactical units and invade the schools, fill community centers, start a jazz band, launch a string orchestra. Then go back the next year to water the seeds.
What made the program unusual was the effort to make music a lasting presence. Unlike in other outreach efforts, the orchestra didn’t just show up, coach a few kids, play a concert and get back on the bus. The focus encouraged local teachers to design a music curriculum for years to come and involved arts groups in adding a concert series to bring performers to town, using Oregon Symphony staff for ideas and follow-up.
Special Education Vouchers
In 1975, Congress passed legislation giving students with disabilities the right to an appropriate education at public expense. But having a right is only as good as your ability to enforce it. In New York City and elsewhere, public schools regularly delay and frustrate disabled students seeking appropriate services–everything from tutoring to speech therapy to treatment of severe disabilities–making their federally protected right all but meaningless. Rather than compelling families with disabled children to contend with obstinate public school systems, we should give them the option of purchasing the services they need for their children from a private provider. That is, we should give them special-ed vouchers–good for the same amount of money that we already spend on them in the public school system–that they could then use to pay for private school. Not only would this bring better services to disabled New York students; it could also save the public money.
Many parents of disabled students have a lot of trouble ensuring that public schools give their kids an appropriate education. The parents have to know what they’re entitled to, and most do not. They must negotiate services from the local schools–but the schools are experienced in these negotiations, while the parents generally aren’t, so the schools often get away with minimizing their responsibilities. And even if parents win at the negotiating table, getting the schools actually to deliver on their promises is enormously difficult.
Education in Chicago: Why School Reform Won’t Happen
At the end of my last blog, I said that in my next post I would show why so-called “school reform” has become another empty abstraction, a slogan for politicians. I said I would demonstrate why there is no chance that real school reform will ever happen in Chicago. Here are half a dozen reasons:
(1) For 50 years we — the public, the critics of education, the education establishment itself — have known that schooling is in deep trouble, and not just public instruction in ghetto schools. Yet no substantive reforms have been carried out.
Everything has been proposed, everything tried — several times. The latest cure-all promises tough, real action and painless, revolutionary, unprecedented, serendipitous, timely benefits. Its results have proven to be mixed — and puny.
The more we talk, the greater the uncertainty about what to do grows. The more ideas put forward, the more difficult practical action becomes. The more we “innovate,” the more resistant and hardened the problems of removing ignorance become.
More on Wisconsin, California and New York’s Law Against Tying Teacher Pay to Class Performance
“If you set and enforce rigorous and challenging standards and assessments, if you put outstanding teachers at the front of the classroom, if you turn around failing schools, your state can win a ‘Race to the Top’ grant that will not only help students out-compete workers around the world, but let them fulfill their God-given potential,” President Obama said.
Some reforms are controversial.
The reforms touted by the Obama administration have supporters and detractors.
California, New York and Wisconsin have laws against tying teacher pay to how their students perform in class. Teacher unions, which are organizations with teacher members that use collective bargaining to get better pay and benefits, are also wary of teacher pay reform.
“The devil really is in the details. On the issues where you have differences, you try to work those out,” Randi Weingarten, president of the American Federation of Teachers, told the Washington Post.
As head of schools in Chicago, Secretary Duncan started a program that paid some teachers according to how their students performed to see if it worked.
Chicago school reform is a real estate program to reverse white flight
If Mayor Richard Daley walks into your office and tells you to remove your car from his parking space, you will do it. If he sends in one of his flunkeys to tell you to move your bloody car, you will do it. The only distinction between the two requests is how much you grovel, bow, and scrape before doing as you are told. Past Chicago Public School (CPS) CEO, Paul Vallas, walked into the Chicago Teacher Union (CTU) president’s office in 1995 and told her to move her union out of his way because the mayor said so. She did. You would too. That was the whole of Chicago School Reform. It didn’t make any difference at all whether the messenger was Vallas, Arne Duncan, new CEO Ron Huberman, or Pee Wee Herman. When Mayor Daley says make a hole, you get out of the way, and you do it with a smile.
Non-educator Vallas did nothing to make schools better for struggling urban youth; non-educator Duncan did less, and the new non-educator Huberman after three months on the job is on paternity leave following his announcing that he and his male partner have a baby. Real educators who previously sat in the CPS superintendent’s office did not have direct backing from City Hall. They were weak administrators that chose not to fight the CTU. They may have tried, but not one of them did anything except appear to be busy.
A Race to the Bottom? Wisconsin’s Academic Standards & Teacher Accountability
One of the funnest and most instructive concepts in philosophy is the “logical fallacy.” Here’s an example:
- Nothing is better than eternal happiness.
- Eating a hamburger is better than nothing.
- Therefore, eating a hamburger is better than eternal happiness.
The arguments being advanced by the interest groups that are lining up in opposition to President Obama’s and Secretary Duncan’s call to tear down teacher-student data firewalls bear a striking similarity to hamburger eating and eternal happiness.
First up, the great state of New York:
1. The Race to the Top Guidance issued by Secretary Duncan on Friday states that:
“to be eligible under this program, a State must not have any legal, statutory, or regulatory barriers to linking student achievement or student growth data to teachers for the purpose of teacher and principal evaluation.”
2. New York law states that:
“The regents shall, prescribe rules for the manner in which the process for evaluation of a candidate for tenure is to be conducted. Such rules shall include a combination of the following minimum standards: a. evaluation of the extent to which the teacher successfully utilized analysis of available student performance data and other relevant information when providing instruction but the teacher shall not be granted or denied tenure based on student performance data.”
Reactions in California and Wisconsin.
Humans prefer cockiness to expertise
EVER wondered why the pundits who failed to predict the current economic crisis are still being paid for their opinions? It’s a consequence of the way human psychology works in a free market, according to a study of how people’s self-confidence affects the way others respond to their advice.
The research, by Don Moore of Carnegie Mellon University in Pittsburgh, Pennsylvania, shows that we prefer advice from a confident source, even to the point that we are willing to forgive a poor track record. Moore argues that in competitive situations, this can drive those offering advice to increasingly exaggerate how sure they are. And it spells bad news for scientists who try to be honest about gaps in their knowledge.
In Moore’s experiment, volunteers were given cash for correctly guessing the weight of people from their photographs. In each of the eight rounds of the study, the guessers bought advice from one of four other volunteers. The guessers could see in advance how confident each of these advisers was (see table), but not which weights they had opted for.
Should Higher Education Be Free?
Andrew Delbanco effectively describes the tragedy that is unfolding at American universities: after a generation of expanding of opportunity, both private and public colleges are increasingly out of reach of the lower classes [“The Universities in Trouble,” NYR, May 14]. Unfortunately, Delbanco avoids the solution that is sitting right before him: free higher education. That’s the way most of the civilized world deals with the cost of higher education. And we have past and present examples in our own nation of providing free higher education–the GI Bill, CUNY, California’s community colleges, Georgia’s HOPE scholarships. My father went from immigrant to soldier to Ph.D. in the space of a decade, thanks to the GI Bill.
Would this be insanely expensive? The total cost of sending every single public university undergraduate to college for a year (that group makes up 75 percent of the total college enrollment) was $39.36 billion in 2006-2007. That’s not chicken feed, but it’s less than the bailout amount for two large banks, or the cost of three or four months in Iraq.
Nearly 75% of DC Residents Want Vouchers: Where Does Washington, DC Go in K-12 Education?
Historically, the District of Columbia has struggled to improve the educational opportunities available to students living in the nation’s capital. Over the past decade, District residents have witnessed signifi cant changes in the D.C. education system. New reforms have included the creation of nearly sixty public charter schools on approximately ninety campuses; Mayor Adrian Fenty and Chancellor Michelle Rhee’s overhaul of the traditional public school system; and the creation of the federal D.C. Opportunity Scholarship Program.
As policymakers in District government and on Capitol Hill consider the future of these and other education reform initiatives, attention should be paid to the views of D.C. citizens. In July 2009, the Friedman Foundation for Educational Choice commissioned Braun Research, Inc. to conduct a statistically representative survey of 1,001 registered voters in the District of Columbia.
Why conduct a survey on education issues in the District of Columbia? Why now?
This is a critical moment for the District and its residents. With so many proposals being suggested in the public domain – to initiate, expand, scale back, or eliminate programs and policies – it can be dizzying to policy wonks and casual observers alike. We hope that this survey can bring a pause for perspective. Each of the organizations endorsing this survey’s fi eldwork felt it was important to take a step back and refl ect on the wishes of
D.C. citizens regarding their city’s education system.
Diminishing Returns in Humanities Research
It was sometime in the 1980s, I think, that a basic transformation of the aims of literary criticism was complete. Not the spread of political themes and identity preoccupations, which struck outsiders and off-campus critics like William Bennett, a former secretary of education turned radio host, as the obvious change, but a deeper adjustment in the basic conception of what criticism does. It was, namely, the shift from criticism-as-explanation to criticism-as-performance. Instead of thinking of scholarship as the explication of the object–what a poem means or a painting represents–humanists cast criticism as an interpretative act, an analytical eye in process.
The old model of the critic as secondary, derivative, even parasitical gave way to the critic as creative and adventuresome. Wlad Godzich’s introduction to the second edition of Paul de Man’s Blindness and Insight (1983) nicely caught the mood in its title: “Caution! Reader at Work!” People spoke of “doing a reading,” applying a theory, taking an approach, and they regarded the principle of fidelity to the object as tyranny. In a 1973 essay in New Literary History titled “The Interpreter: A Self-Analysis,” Geoffrey H. Hartman chastised the traditional critic for being “methodologically humble” by “subduing himself to commentary on work or writer”; then he declared, “We have entered an era that can challenge even the priority of literary to literary-critical texts.” A writer has a persona, he stated. “Should the interpreter not have personae?”
Older modes of criticism were a species of performance as well. But they claimed validity to the extent to which the object they regarded gave up to them its mystery. The result, the clarified meaning of the work, counted more than the execution that yielded it. By the late 1980s, though, the question “What does it mean?” lost out to “How can we read it?” The interpretation didn’t have to be right. It had to be nimble.
School spotlight: Apprenticeship provides taste of product engineering
In between summertime activities, recent Oregon High School graduate Erik VanderSanden is focusing on winter as he helps redesign a device that makes cross country skiing accessible to the disabled.
VanderSanden spent his senior year assisting in the design and redesign of parts and items for Isthmus Engineering and Manufacturing of Madison through the Dane County Youth Apprenticeship Program.
In Dane County, nearly 130 students have participated this school year and into the summer, said Diane Kraus, school to career coordinator for the Dane County consortium of 16 school districts. The county program offers 11 program areas and the most popular right now are health care, information technology, automotive and biotechnology, said Kraus, adding that her program is always looking for more businesses that want to participate.
One of the items VanderSanden worked on for his apprenticeship is a device that allows people to sit while skiing. VanderSanden is now being retained as needed to finish up a prototype, which will be used by Isthmus to manufacture 100 more. The unit was originally designed by UW-Madison mechanical engineering students under professor Jay Martin through the Center for Rehabilitation Engineering and Assistive Technology, which is also known as UW-CREATe.
“I tried to optimize what they had already done … and take it a step further than what they had time for in their class,” said VanderSanden said.
Don Severson & Vicki McKenna Discuss the Madison School District’s $12M Budget Deficit
Madison School District Strategic Planning Update, with Links
Madison Board of Education President Arlene Silveira, via email:
TO: MMSD Strategic Planning Committee
Good afternoon,
I am writing to provide you with a Board update on the MMSD strategic plan. Before getting into details, I again want to thank you for all of the time and effort you put into development of the plan. It is appreciated.
On July 21, the Board of Education held our second meeting to review the strategic planning document that you, our community-based strategic planning committee, submitted. The Board unanimously approved the following components of the new strategic plan. The mission, beliefs and parameters were approved with no changes to the plan you submitted. Some language in the strategic objectives was modified for clarity and completeness.
- Mission (see below)
- Beliefs (http://drupal.madison.k12.wi.us/files/strategic%20plan%20complete%20doc%20REV%20june%209.pdf Page 4)
- Parameters (http://drupal.madison.k12.wi.us/files/strategic%20plan%20complete%20doc%20REV%20june%209.pdfPage 4)
- Strategic Objectives (see below)
We have not yet approved any of the action plans.
Much more on the Strategic Planning Process here.
College Courses for High School Students: Bellevue, Washington
Running Start provides academically motivated students an opportunity to take college courses as part of their high school education.
Students may take just one class per quarter, or take all of their courses on the BC campus. If you are eligible for the program, you will earn both high school and college credit for the classes you take.
Classes taken on the college campus as part of the Running Start program are limited to “college level” courses (most classes numbered 100 or above qualify).
Tuition is paid for by the school district. Books, class related fees and transportation are the responsibility of the student.
Running Start was created by the Washington State Legislature in 1990 and is available at all community and technical colleges in the State of Washington.
Smart.
Related: The ongoing battle: Credit for Non-MMSD Courses.
Online Education: Masters of Science in Engineering
UCLA:
The Henry Samueli School of Engineering and Applied Science (HSSEAS) at UCLA offers the Master of Science (M.S.) degree delivered On-Line, with the diploma designation “Master of Science in Engineering”.
Courses are now offered in 7 areas of study from 5 departments, with 2 new areas being introduced Fall 2009: Aerospace Engineering and Systems Engineering
The primary purpose of this Program is to enable employed engineers and computer scientists to enhance their technical education beyond the Bachelor of Science level and to enhance their value to the technical organizations in which they are employed. The training and education that the Master of Science in Engineering Program offers are of significant importance and usefulness to engineers, their employers, to California and to the nation. It is at the M.S. level that the engineer has the opportunity to learn a specialization in depth. It is at the M.S. level that those engineers with advanced degrees may also renew and update their knowledge of the technology advances that occur, and have been occurring, at a rapid rate.
Do You Know a High-Achieving Student Kept From College Because of Money?
I try to stay away from the New York Review of Books. It is a trap for aimless readers like me. I may enjoy a piece on the last Khan of Mongolia. But that makes me want to sample a letter about derivatives or a review of what Titian thought of Tintoretto. Pretty soon it’s bedtime and I have forgotten to do important stuff like talk to my wife and watch “The Closer” on TNT.
Yet I couldn’t resist a piece in the May 14 issue by Columbia University humanities professor Andrew Delbanco about the sorry state of American higher education. In most respects, it was a splendid analysis of what ails our universities: bad investments, recession, elitism, etc. But on one crucial point he lost me. That was his conclusion that “a great many gifted and motivated young people are excluded from college for no other reason than their ability to pay, and we have failed seriously to confront the problem.”
I noticed he did not identify even one person to whom this had happened. Like many writers in the review, Delbanco was observing from the scholarly heights. His was a wide-angle view, full of national statistics and global analysis. That was one of the pleasures of reading the piece, to see all these issues in historical and social context.
WIBA’s Mitch Henck Discusses the Madison School District’s Budget with Don Severson
24MB mp3 audio file. Mitch and Don discuss the Madison School District’s $12M budget deficit, caused by a decline in redistributed tax dollars from the State of Wisconsin and generally flat enrollment. Topics include: Fund 80, health care costs, four year old kindergarten, staffing, property taxes (which may increase to make up for the reduced state tax dollar funding).
Madison School District Board President Arlene Silveira sent this message to local Alders Saturday:
Good afternoon,
Below is an update of the MMSD budget situation.
As you know, the biennial budget was signed into law at the end of June. The budget had numerous provisions that will effect the future of public education that include:
- Repeal of the Qualified Economic Offer (QEO)
- Decrease in funding for public education by the state of approximately $14720million
- Decrease in the per pupil increase associated with revenue limits
The repeal of the QEO will potentially impact future settlements for salries and benefits. The decrease in funding for public education by the state creates the need for a tax increase conversation in order to sustain current programs. The decrease in the revenue limit formula will cause MMSD to face more reductions in programs and services for the next 2 years at a minimum.
EFFECT OF STATE BUDGET ON MMSD
- Decrease in state aid: $9.2 million
- Reduction in revenue: $2.8 million (decrease in the per pupil increase from $275 to $200/pupil)
Total decrease: projected to to be $12 million
Last May, the Madison Board of Education passed a preliminary 2009-10 budget that maintained programs and services with a modest property tax increase. The groundwork for our budget was laid last fall when the Board pledged our commitment to community partnership and the community responded by supporting a referendum that allowed us to exceed revenue caps to stabilize funding for our schools. Two months later, with programs and staff in place for next year, we find ourselves faced with State funding cuts far exceeding our worst fears.
HOW DID THIS HAPPEN?
We are in this position in part because Wisconsin’s school funding formulas are so complicated that the legislature and supporting agencies did not accurately predict the budget’s impact on school districts. State aid to Madison and many other districts was cut by 15%. In practical terms, coupled with additional State cuts of $2.8 million, MMSD is saddled with State budget reductions of $12 million this year.
This grim situation is a result of a poor economy, outdated information used by the legislature, and a Department of Public Instruction policy that penalizes the district for receiving one-time income (TIF closing in Madison). Federal stimulus funds will, at best, delay cuts for one year. We are left with a gaping budget deficit when many fiscal decisions for the upcoming school year cannot be reversed.
WHAT ARE WE GOING TO DO?
We are working on strategies and options and are looking carefully at the numbers to ensure our solutions do not create new problems. We will evaluate options for dealing with the budget in early August.
To repair our budget, we are working with legislators and the DPI to appeal decisions that have placed us in this position. We continue to look for changes in resource management to find additional cost reductions. We are seeking ways to offset the impact of school property tax increases if we need to increase our levy.
At the same time, we pledge that we will not pass the full cost of the cuts along as increased property taxes. We will not resort to massive layoffs of teachers and support staff, t he deadline having passed to legally reduce our staff under union contracts.
I will be back in touch after our August meeting when we have made decisions on our path forward.
If you have any questions, please do not hesitate to contact me.
Arlene Silveira
Madison Board of Education
608-516-8981
Related: Sparks fly over Wisconsin Budget’s Labor Related Provisions.
Online classes: Convenient option or growing cash cow for the University of Wisconsin-Milwaukee?
Students registering for fall classes this summer at the University of Wisconsin-Milwaukee will see a 30% increase in the number of online classes, but the convenience comes with a price: as much as $275 per course on top of regular tuition.
University officials say the increase is part of a strategy to boost enrollment and revenue by meeting a growing demand for the online format, which appeals to students who commute, work full time or have families.
But the move is also a way for UWM to pass more of its costs to students at a time when it faces a $20 million budget cut over the next two years that will be only partially offset by a tuition increase.
The trend toward online courses raises two key questions at a time when UWM students are registering for fall classes: Will the shift in scheduling mean more local students have to take the pricier online courses, and where does the money raised by the online fees go?
The pricing of online courses varies by college, but the fees particularly frustrate some undergraduates in the College of Letters and Science, which charges $275 above regular tuition for each online course.
Discovery learning in math: Exercises versus problems Part I
Barry Garelick, via email:
By way of introduction, I am neither mathematician nor mathematics teacher, but I majored in math and have used it throughout my career, especially in the last 17 years as an analyst for the U.S. Environmental Protection Agency. My love of and facility with math is due to good teaching and good textbooks. The teachers I had in primary and secondary school provided explicit instruction and answered students’ questions; they also posed challenging problems that required us to apply what we had learned. The textbooks I used also contained explanations of the material with examples that showed every step of the problem solving process.
I fully expected the same for my daughter, but after seeing what passed for mathematics in her elementary school, I became increasingly distressed over how math is currently taught in many schools.
Optimistically believing that I could make a difference in at least a few students’ lives, I decided to teach math when I retire. I enrolled in education school about two years ago, and have only a 15-week student teaching requirement to go. Although I had a fairly good idea of what I was in for with respect to educational theories, I was still dismayed at what I found in my mathematics education courses.
In class after class, I have heard that when students discover material for themselves, they supposedly learn it more deeply than when it is taught directly. Similarly, I have heard that although direct instruction is effective in helping students learn and use algorithms, it is allegedly ineffective in helping students develop mathematical thinking. Throughout these courses, a general belief has prevailed that answering students’ questions and providing explicit instruction are “handing it to the student” and preventing them from “constructing their own knowledge”–to use the appropriate terminology. Overall, however, I have found that there is general confusion about what “discovery learning” actually means. I hope to make clear in this article what it means, and to identify effective and ineffective methods to foster learning through discovery.
Garelick’s part ii on Discovery learning can be found here.
Related: The Madison School District purchases Singapore Math workbooks with no textbooks or teacher guides. Much more on math here.
The Dad Who Holds Schools to the Rules
David Page says the problem is that parents are on their own. Teachers have a union. So do principals. School board members get to vote plans up or down and top administrators make decisions in the salmon-pink offices of San Diego Unified.
But parents are often too intimidated to speak up or too star-struck with school staffers to question them, Page said. Education is a world loaded with its own numbing lingo — categorical funding, supplement not supplant, program improvement — and it seems overwhelming to understand it, let alone to fight it.
“They think, ‘They make six figures and they’re educated. Who am I to second guess them?'” Page said.
Yet Page has done just that. If parents at the poorer schools in San Diego Unified did have a union, he might be their leader, with all the fans and foes that entails. Seventeen years after the father of six first walked into a parents’ meeting at Ross Elementary in Kearny Mesa, unsure of his rights and unfamiliar with the jargon, Page has become a human encyclopedia on the rules that govern funds for disadvantaged kids and a dogged fighter for parents in communities sometimes left out of decisions.
He is one of the few parents across the state that jets to Sacramento for meetings of the state Board of Education, pores over complex regulations on education spending, and explains it all to befuddled parents at the school district committee that oversees funds for children in poverty, which he has led for six years. Page also leads the nonprofit California Association of Compensatory Education and sits on the board of the Family Area Network, which advises the state on parent involvement.
As More Charter Schools Unionize, Educators Debate the Effect
Dissatisfied with long hours, churning turnover and, in some cases, lower pay than instructors at other public schools, an increasing number of teachers at charter schools are unionizing.
Labor organizing that began two years ago at seven charter schools in Florida has proliferated over the last year to at least a dozen more charters from Massachusetts and New York to California and Oregon.
Charter schools, which are publicly financed but managed by groups separate from school districts, have been a mainstay of the education reform movement and widely embraced by parents. Because most of the nation’s 4,600 charter schools operate without unions, they have been freer to innovate, their advocates say, allowing them to lengthen the class day, dismiss underperforming teachers at will, and experiment with merit pay and other changes that are often banned by work rules governing traditional public schools.
“Charter schools have been too successful for the unions to ignore,” said Elizabeth D. Purvis, executive director of the Chicago International Charter School, where teachers voted last month to unionize 3 of its 12 campuses.
President Obama has been especially assertive in championing charter schools. On Friday, he and the education secretary, Arne Duncan, announced a competition for $4.35 billion in federal financing for states that ease restrictions on charter schools and adopt some charter-like standards for other schools — like linking teacher pay to student achievement.
An innovative British special needs school is setting new standards
One side of Heron Road, south London, is lined with grey-brick, bay-windowed Victorian terraced houses. The other is dominated by a strikingly modern building.
Michael Tippett School stands within a frame of timber pillars spanned by orange and maroon louvres, its walls are covered with slats of chestnut cladding and its eco-roof is topped with a thin carpet of mauve plants.
Many schools for children with severe and complex special needs are designed to protect the children from the outside world and seem to hide them away.
But through the front doors of Michael Tippett you can see the social hub of the school, a double-storey atrium, the garden and the undulating landscape of a small community park beyond.
Situated in a part of Lambeth borough that is dominated by vast regimented blocks of flats and crammed terraces, this generous entrance is a bold statement about the value put on educating the least able in the community.
“It has to do with dignity and respect for the people we work with,” said head Jan Stogdon. “The building reflects the ethos of the school.”
Michael Tippett is named after the British composer whose music celebrated the resilience of the human spirit in the face of oppression. The 70 pupils, aged 11 to 19, have their own daily struggles against the limitations of their own complex needs and severe or profound learning difficulties. Some have sight or hearing impairments, a number have gastrotomy tubes and others are at various points on the autistic spectrum.
Laid Off Sales Manager Goes Back to School to Teach a Foreign Language
Related: Janet Mertz on Teaching Hiring criteria.
‘Fast Forwarding to Designer Baby Era’
Beyond the celebration of the 40-year-old lunar landing, the big science news this week came Thursday from a group of Chinese researchers who figured out how to grow healthy mice from mouse stem cells.
The breakthrough is a huge step for research into induced pluripotent, or iPS, stem cells, which is taking adult stem cells and converting them into embryonic stem cells. But the Chinese discovery is causing some to worry that we’re a lot closer to human cloning than we should be.
This story in Friday’s Los Angeles Times frames the debate well.
Can Wisconsin go from ‘ridiculous’ to ‘impressive’ in education?
Simply ridiculous.
If you wanted to gain good standing with some guy giving away a mountain of money, you would probably be alarmed if you heard him use that language publicly about you.
You’d have choices at that point. You could get upset and tell him to keep his stupid money. You could try to convince him that you weren’t ridiculous without really changing your ways. Or you could change your ways.
U.S. Secretary of Education Arne Duncan is that guy right now. Wisconsin is who he’s talking about. And it’s certainly clear that only the third option is going to please him. He wants change.
The immediate subject is $4.35 billion that Duncan and the education department will be awarding to states this year and next. Called the Race to the Top program, the goal is to help states that are leading the way in innovation and commitment to improving achievement, particularly among low-income and minority students.
President Barack Obama and Duncan on Friday unveiled proposed rules on how the money will be awarded. One of the firmest: “To be eligible under this program, a state must not have any legal, statutory or regulatory barriers to linking student achievement or student growth data to teachers for the purpose of teacher and principal evaluation.”
Wisconsin is one of the few states that have such a rule, right there in state law.
Or, as Duncan put it in a New York Times interview: “Believe it or not, several states, including New York, Wisconsin and California, have laws that create a firewall between students and teacher data. I think that’s simply ridiculous. We need to know what is and is not working and why.”
Sparks fly over Wisconsin budget’s labor-related provisions
Steven Walters & Stacy Forster:
As the dust settles around the new state budget, partisan disagreement continues over the boost that unions – particularly education unions – got by making it easier for them to sign up thousands of new members and by repealing the 3.8% annual limit on teachers’ pay raises.
The provisions passed because Democrats, who got control of the Legislature for the first time in 14 years, partnered with Democratic Gov. Jim Doyle to advance changes the governor and unions had been pushing for years.
Unions traditionally help elect Democratic politicians. The largest teachers union, the Wisconsin Education Association Council, spent about $2.1 million before last November’s elections, with much of that backing Democrats.
Most of the labor-related provisions in the budget were added to provide people with “good, family-supporting jobs,” said Rep. Mark Pocan (D-Madison), co-chairman of the Legislature’s Finance Committee.
“The idea that we’re shifting back to the worker, rather than just big business and management, that’s part of what Democrats are about,” Pocan said.
It also helped that the two top Democratic legislators, Assembly Speaker Mike Sheridan of Janesville and Senate Majority Leader Russ Decker of Weston, are veteran labor leaders.
Sheridan is the former president of a Janesville union for General Motors; Decker was a union bricklayer when he was elected president of the Central Wisconsin Building Trades.
In a statement, Sheridan said Assembly Democrats focused on giving workers struggling through the recession “an opportunity to negotiate for better working circumstances or wages.” They also made sure the budget included tax breaks to help businesses create and protect jobs, he said.
Republican leaders say taxpayers will be the ultimate losers, when they must pay public employees higher wages and better benefits.
Republicans also say Doyle and Democratic legislative leaders approved the changes to thank unions for their campaign cash and endorsements before last November’s elections. The Democrats also are laying groundwork to win support heading into the 2010 elections, GOP lawmakers say.
One striking example of lobbying effectiveness during challenging economic times: the budget includes a change to arbitration rules between school districts and teacher unions:
To make matters more dire, the long-term legislative proposal specifically exempts school district arbitrations from the requirement that arbitrators consider and give the greatest weight to
revenue limits and local economic conditions. While arbitrators would continue to give these two factors paramount consideration when deciding cases for all other local governments, the importance of fiscal limits and local economic conditions would be specifically diminished for school district arbitration.
This is obviously the kind of thing frequently seen in Washington…. It would be interesting to see the players (and money) behind this legislation. In related local news, the Madison School District and the local teacher union have yet to agree to a new contract. Perhaps this arbitration change plays a role in the process?
In the Future, the Cost of Education Will Be Zero
The average cost of yearly tuition at a private, four-year college in the US this year was $25,143, and for public schools, students could expect to pay $6,585 on average for the 2008-09 school year, according to the College Board. That was up 5.9% and 6.4% respectively over the previous year, which is well ahead of the national average rate of inflation. What that means is that for many people, college is out of reach financially. But what if social media tools would allow the cost of an education to drop nearly all the way down to zero?
Of course, quality education will always have costs involved — professors and other experts need to be compensated for their time and efforts, for example, and certain disciplines require expensive, specialized equipment to train students (i.e., you can’t learn to be a surgeon without access to an operating theater). However, social media can drastically reduce much of the overhead involved with higher education — such as administrative costs and even the campus itself — and open source or reusable and adaptive learning materials can drive costs down even further.
One vision for the school of the future comes from the United Nations. Founded this year by the UN’s Global Alliance for Information and Communication Technology and Development (GAID), the University of the People is a not-for-profit institution that aims to offer higher education opportunities to people who generally couldn’t afford it by leveraging social media technologies and ideas.
AYP scores too extreme say school authorities
Cleveland Director of Schools Dr. Rick Denning emphasized today the criteria for graduation rates required by No Child Left Behind are “too extreme,” challenging high schools locally, across the state and across the nation.
Cleveland and Bradley County schools received their annual Adequate Yearly Progress (AYP) scores for the past year this week and a majority of schools in the two local education systems are in “Good Standing.”
These annual scores, released by the Tennessee Department of Education, are based on information provided by the state on district and school-level achievement.
All Bradley County elementary schools, middle schools and Walker Valley High School received marks of “Good Standing” by meeting federal benchmarks as defined by No Child Left Behind.
Cleveland Middle School was removed from “Target Status” with improvements in Special Education Math, for which the school was listed “At Risk” two years ago.
Making the Grade: Student Video Projects Enhance Learning at Madison’s Cherokee Middle School
Diverse student learning styles need to be met with a variety of learning tools. Teachers at Cherokee Heights Middle School reflect on the transformation and student growth they see with the introduction of technology such as digital media.
Bill Gates: Tough US immigration stance a ‘huge mistake’; Seeks More exceptions for ‘smart people’
Bill Gates called US immigration restrictions a “huge mistake” while on tour of India today, urging America to open its golden doors for more “smart people.”
The Microsoft billionaire spoke out on US immigration at a software CEO forum Monday in New Deli while visiting the country to receive the Indira Gandhi Prize for Peace, Disarmament, and Development.
“I have been speaking about some of the immigration restrictions that the US has got involved in, and they are terrible for the US and also terrible for the world,” India’s national newspaper The Hindu quotes Gates saying. “The US Congress is very tough on immigration, in general. And my position has been, well, that is unfortunate, but what about making an exception for smart people, people with engineering degrees and letting such people come in.”
Adding that Microsoft has always been against tougher immigration laws, Gates said stricter US policy would be a “huge mistake.”
GAO Sees Progress, Problems After D.C. Schools Takeove
The District’s struggling public school system has made significant progress during two years of mayoral control, but lack of planning and transparency has hindered some reforms, the U.S. Government Accountability Office reported Thursday.
The report, requested by the Senate subcommittee that oversees District affairs, praised Mayor Adrian M. Fenty (D) and Chancellor Michelle A. Rhee for “bold steps” taken to close under-enrolled schools, improve test scores and develop teachers’ skills and methods of monitoring their performance.
But Cornelia M. Ashby, director of education and workforce issues for GAO, told the Senate subcommittee that “some false steps” had hampered efforts to transform the system, which serves 45,000 students in 128 schools.
Now, colleges pay students who defer school for service
Colleges are thinking creatively these days about linking two priorities for students: financial aid and public service.
While loan forgiveness for graduates who take service jobs has been common for years, what’s catching on now is the idea of rewarding up front students who defer college to help others.
More than 80 colleges and universities have started offering some matching grants for students who earn tuition assistance through AmeriCorps. At least 1,165 have signed on to match new government grants for veterans of Iraq and Afghanistan. And Princeton University and Dickinson College recently created programs to support public service, expecting that these students will bring a unique dimension to campus after spending time off the education track.
“We’re seeing an upsurge nationally in the number of students looking for alternatives immediately following high school graduation – whether it be a ‘gap year,’ … a two-year community college, or digging deeply into a service or job commitment that will allow them to … define an interest,” says Stephanie Balmer, dean of admissions at Dickinson in Carlisle, Penn.
At Foothill, a college-level program for middle school students lagging in math
Maria Mendoza is hunkered over her math workbook, diligently copying a work sheet, “Adding 3 & 4 Digit Numbers.” She had copied it once already, and completed the problems. But there were two minor errors and the math teacher, Agnes Kaiser, had returned it to be done over.
Mendoza, 13, happily complied.
“Now I get it,” she said, satisfied.
Maria, who will be in eighth grade this fall at Graham Middle School, was one of 81 students from Mountain View in the four-week summer math program that ended Friday at Foothill College in Los Altos.
This is no ordinary summer math camp for students behind many grades in their learning of math. The curriculum used to teach Maria and other students is Math My Way, the program the college has been using successfully for years to teach intensive, remedial math to incoming community college students with elementary-level math skills. The camp was funded with a $77,000 grant from the Silicon Valley Community Foundation, part of an initiative to close the education achievement gap, a learning disparity among different racial groups.
Pursuing an Academic Edge at Home
Kimberly Kauer was worried about her 6-year-old daughter’s math skills. Her school doesn’t assign homework, and Ms. Kauer wasn’t sure which math concepts her daughter fully understood.
To quell her fears, Ms. Kauer started her daughter on an online educational program for young children called DreamBox Learning. DreamBox uses interactive games to teach math and analyzes users’ progress as they complete lessons.
“It was really well-geared to her age,” says Ms. Kauer, a 38-year-old stay-at-home mom in Emerald Hills, Calif. “They really tailored their questions to meet her needs.” After monitoring her daughter’s progress, Ms. Kauer concluded that her daughter was up to par for her age.
DreamBox is one of a number of companies, with names like SmartyCard, Brightstorm and Grockit, that are pitching a new generation of online educational products aimed at supplementing students’ education at home. The programs, which parents pay for by subscription, target learners from kindergartners to high-school seniors. The companies hope their interactive programs will draw students wanting to get ahead at a lower cost than hiring a professional tutor.
Charter schools need a shout-out in Madison action plans
Yet try to find any mention of charter schools in the Madison School District’s new strategic plan and you’ll feel like you’re reading a “Where’s Waldo?” book. You almost need a magnifying lens to find the one fleeting reference in the entire 85-page document. And the words “charter school” are completely absent from the strategic plan’s lengthy and important calls for action.
It’s more evidence that much of liberal Madison clings to an outdated phobia of charter schools. And that attitude needs to change.
Nearly 10 percent of Wisconsin’s public schools are charters. That ranks Wisconsin among the top five states. Yet Madison is below the national average of 5 percent.
Charter schools are public schools free from many regulations to try new things. Parents also tend to have more say.
Yet charters are held accountable for achievement and can easily be shut down by sponsoring districts if they don’t produce results within a handful of years.
One well-known Madison charter school is Nuestro Mundo, meaning “Our World” in Spanish. It immerses kindergartners, no matter their native language, in Spanish. English is slowly added until, by fifth grade, all students are bilingual. My daughter attends Nuestro Mundo.
It was a battle to get this charter school approved. But Nuestro Mundo’s popularity and success have led the district to replicate its dual-language curriculum at a second school without a charter.
The School Board has shot down at least two charter school proposals in recent years, including one for a “Studio School” emphasizing arts and technology.
Madison School Board President Arlene Silveira told me Friday she supports adding charter schools to the district’s action plans in at least two places: under a call for more “innovative school structures,” and as part of a similar goal seeking heightened attention to “diverse learning styles.”
I agree. I believe that diffused governance, in other words a substantive move away from the current top down, largely “one size fits all” governance model within the Madison public schools is essential.
Politically Correct Speech at the Stanford Graduate School of Education
Michele Kerr (she tells me it is pronounced “cur”) is a hard-working educator and Web surfer who is often mean to me. This is probably a good thing. When I post something stupid, Kerr–using her nom de Internet, “Cal Lanier“–is on me like my cat chasing a vole in the backyard.
Her acidic humor is so entertaining, however, and her command of the facts so complete, that I have come to look forward to her critiques. She tends to eviscerate me whenever I embrace anti-tracking or other progressive gospel preached in education schools these days, but I learn something each time.
I wish the supervisors of the Stanford Teacher Education Program (STEP) at that university’s School of Education had checked with me before they decided Kerr’s views and her blogging were inappropriate for a student in their program. They appeared to have decided her anti-progressive views were disrupting their classes, alienating other students and proving that she and Stanford were a bad fit. Kerr says they tried to stifle both her opinions and her blog, and threatened to withhold the Masters in Education she was working toward, based on their expressed fear that she was “unsuited for the practice of teaching.”
Kerr’s eventual triumph over such embarrassingly wrong-headed political correctness is a complicated story, but worth telling. In her struggle with STEP, she exposed serious problems in the way Stanford and, I suspect, other education schools, treat independent thinkers, particularly those who blog.
STEP retains the right to decide if a student is suited to teaching, and can deny even someone as smart and dedicated as Kerr, who has a splendid record as a tutor, a chance to work in the public schools.
Detroit’s Schools Are Going Bankrupt, Too
Paul Kersey & Michael Van Beek:
Am I optimistic that they can avoid it . . . ? I am not.” That’s what retired judge Ray Graves said this week when asked whether the Detroit public schools, which he is advising, would be forced into bankruptcy. Facing violence, a shrinking student body, and graduating just one out of every four students who enter the ninth grade on time, the city’s schools have been stumbling for years. Now they face a seemingly insurmountable deficit and are expected to file for bankruptcy protection at about the time that students should be settling down in a new school year.
As embarrassing as such a filing would be, it also may be the only thing that can force the kinds of changes Detroit schools need–as the financial turmoil is just the latest manifestation of a system in terminal decline.
Detroit is like many urban school districts–large, unwieldy and bureaucratic, with a powerful union that makes the system unable to adapt to changing circumstances and that until very recently had an indulgent political class that insulated it from reform. That insulation came in two forms. The first was neglect. Mayor Kwame Kilpatrick spent several years distracted by a scandal stemming from his affair with a staffer. He resigned last year, pleaded guilty to obstruction of justice, and was sentenced to four months in jail. Had he been an effective mayor, he might have also been a powerful advocate for students.
Making the Grade: Madison West High School Rocket Club
Beating out 100 teams from across the country, one of the four West High Rocket Club teams won first place in the Team America Rocketry Challenge earning them a trip to the Paris Air Show.
Fabulous!
Private Schools as Charities: The war against fee-paying schools takes on new life
EVEN among left-wingers, few talk about banning independent schools nowadays. There are craftier ways of overhauling the education system to fight privilege. One of them hit the headlines this week when the Charity Commission published its first “public-benefit” assessment, including five private schools among its chosen charitable specimens. Two–Highfield Priory in Lancashire and S. Anselm’s in Derbyshire–failed the tough new requirement to show that they are helping the general public. The schools have a year to come up with a plan to get on track, or risk being taken over or closed down.
For centuries education has been considered a charitable activity, with no questions asked. In 2006 the rules were changed. Under the Charities Act of that year, schools are no longer entitled to the tax breaks that charitable status confers simply because they provide teaching. Instead, they have to demonstrate that they are actively benefiting the public. It has fallen to the regulator to interpret and apply the law: the commission says charities that charge fees, such as private schools, must ensure that “people in poverty” can use their services. The two schools that the commission flunked did not provide those who cannot afford the fees “sufficient opportunity to benefit”.
Encouraging Competitiveness: The fewer the competitors, the harder they try
WHAT relationship there is between the number of participants in a competition and the motivation of the competitors has long eluded researchers. Does the presence of a lot of rivals stimulate action or lead someone to give up hope? It is more than an academic question. Or, rather, it is a very academic question indeed, for it may affect the way that examinations are conducted if they are to be a fair test for all.
To investigate the matter two behavioural researchers, Stephen Garcia at the University of Michigan and Avishalom Tor at the University of Haifa in Israel, looked at the results of the SAT university entrance examination in America in 2005. This test generates a score supposedly based on the test-taker’s verbal and analytical prowess.
The two researchers used data on the number of test-takers in each state of the union and the number of test-taking venues in that state to calculate the average number of test-takers per venue in the state in question. They found that test scores fell as the number of people in the examination hall increased. And they discovered that this pattern was also true for the Cognitive Reflection Test, another analytical exam.
California threatened with loss of funds if it doesn’t use test scores in evaluating teachers
U.S. education secretary is expected to withhold millions of dollars in education stimulus money if the state doesn’t comply with his demand.
California could lose out on millions of federal education dollars unless legislators change a law that prevents it from using student test scores to measure teachers’ performance, Secretary of Education Arne Duncan is expected to announce in a speech today.
California has among the worst records of any state in collecting and using data to evaluate teachers and schools.
Moreover, a 2006 law that created a teacher database explicitly prohibited the use of student test scores to hold teachers accountable on a statewide basis, although it did not mention local districts.
Only a few of the state’s nearly 1,000 districts evaluate teachers by using their students’ scores, though a dozen more are considering such moves, according to state officials. Los Angeles Unified, the state’s largest, does not grade teachers based on student performance.
Data-driven school reform is a major focus of the Obama administration’s education policies.
Obama to unveil $4 billion school improvement plan
President Barack Obama is set to announce on Friday a competition for $4 billion in federal grants to improve academic achievement in U.S. schools, the Washington Post reported on Thursday.
Obama wants states to use funds from the competition, dubbed the “Race to the Top,” to ease limits on so-called charter schools, link teacher pay to student achievement and move toward common U.S. academic standards, the Post said.
Charter schools receive public funding but generally are exempt from some state or local rules and regulations. They are operated as an alternative to traditional public schools.
“What we’re saying here is, if you can’t decide to change these practices, we’re not going to use precious dollars that we want to see creating better results; we’re not going to send those dollars there,” Obama told the Post in an interview.
A Research Article On “flexible grouping”
“States and Provinces and curricula around the world track students by age. This practice is so common that we do not think of it as tracking. With few exceptions, a six year old must go into first grade even if that six year old is not ready or was ready for the grade one year earlier” (Usiskin 98)
Introduction
One of the many challenges facing schools is the decision on how to allocate students to classrooms. Research confirms the empirical observations of many parents and educators that students learn at greatly varying rates (Walberg 1988). These different learning rates are explained by (among other things) differing learning styles, aptitudes and levels of motivation (NECTL 1994). Unfortunately for visions of “equal outcomes,” due to differences in understanding, among other things, these differences in learning rates tend to increase as the child moves through the educational system (Arlin, 1984, P. 67). Given the wide variations in knowledge, motivation, and aptitude, schools must choose methods of allocating students to classes, and curriculum to classes and students.
Unfortunately, school administrators face not only conflicting messages in regard to the educational implications of various decisions, but significant pressure to base decisions either partly or mainly on nonacademic factors(1) (Oakes 1994 a, b and Hastings, 1992 for example). Hastings declares ability grouping to be wrong as a “philosophic absolute” and declares its use to be “totally unacceptable.” The National Education Commission on Time and Learning, on the other hand, labels the act of providing the same amount of learning time to students who need varying amounts “inherently unequal” (94). They state “If we provide all students with the same amount of instructional time, we virtually guarantee inequality of achievement” (emphasis in original). The Draft for “Standards 2000′ from the NCTM (NCTM 98) calls for increased equity by exposing all students, not just the elite, to challenging mathematics. There is no apparent awareness that many students do not find existing materials, whether consistent with the 1989 standards or not, challenging.
Proposed “Common Core Standards”
The Common Core State Standards Initiative is a joint effort by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) in partnership with Achieve, ACT and the College Board [10MB PDF]:
Governors and state commissioners of education from across the country committed to joining a state-led process to develop a common core of state standards in English-language arts and mathematics for grades K-12. These standards will be research and evidence-based, internationally benchmarked, aligned with college and work expectations and include rigorous content and skills. The NGA Center and CCSSO are coordinating the process to develop these standards and have created an expert validation committee to provide an independent review of the common core state standards, as well as the grade-by-grade standards. The college and career ready standards are expected to be completed in July 2009. The grade-by-grade standards work is expected to be completed in December 2009.
An Apple for Your Teacher
It’s shaping up to be a grim year for the Spokane Public School district in Washington state. Like so many others, it is making deep cuts in everything from teaching staff to school supplies this coming school year. But there’s one bright spot for the district: The amount of federal dollars to incorporate technology in the classroom–and to train teachers to use it–is expected to double to about $160,000 from the previous year.
At the same time school districts around the nation are bracing for a round of severe belt-tightening as a result of strained state and local budgets, they’re also getting a significant bump in federal funding to make their classrooms more tech-savvy, which they hope will help improve student performance.
Students at North Carolina’s Greene Central High School use their school-issued laptops to collaborate on a social-studies project: Some school districts have seen increased funding for technology as staff and other programs are suffering substantial cuts.
The only problem: Districts are prohibited from using the money for any other purpose–which can mean that they have to cut staff and other programs while spending lavishly on computers.
The Enhancing Education Through Technology program was authorized in 2002 as part of the Bush-era No Child Left Behind law. But the level of funding steadily declined to $267.5 million in 2008 from $700.5 million six years earlier–a 62% drop. The economic-stimulus package signed into law by President Barack Obama in February restored $650 million in funding to the program, to be used over the course of the next two school years. States are expected to receive those funds this week to distribute to their school districts.
Weighing School Backpacks
Last year, my daughter’s school backpack got so heavy, she would sometimes just drag it behind her rather than hoist it onto her shoulders. Backpacks with wheels are too bulky for her locker, so next year I’m thinking about buying an extra set of textbooks to keep at home.
In its latest rating of the most durable school backpacks, Consumer Reports has conducted its own survey to determine how much weight kids are carrying as a result of overloaded packs. The researchers visited three New York City schools and weighed more than 50 children’s backpacks. They found that kids in the 2nd and 4th grades are carrying about 5 pounds worth of homework and books. But once kids reach the 6th grade, the homework load gets heavier. On average, 6th graders in the study were carrying backpacks weighting 18.4 pounds, although some backpacks weighed as much as 30 pounds.
The American Academy of Pediatrics recommends that a child’s backpack weigh no more than 10 to 20 percent of a child’s weight. Consumer Reports recommends keeping the weight closer to 10 percent of a child’s weight. But one Texas study found that most parents don’t check the weight of their child’s backpack. According to Consumer Reports:
Detroit Schools Official On State Of System
NPR:
Education Secretary Arne Duncan has called Detroit’s schools a “national disgrace.” The system suffers from budget deficits, corruption and a falling student population. Detroit Public Schools Emergency Financial Manager Robert Bobb, the official who will decide whether the school system will file for bankruptcy protection by the end of the summer, discusses the financial state of the Detroit Public School system.
Kai Ryssdal interviews Detroit’s emergency financial manager Robert Bobb.
Cleveland schools planning more buildings in areas where enrollment is dropping, study shows
The Cleveland school district continues to plan for new elementary schools in blighted neighborhoods where enrollment has plunged, threatening to chew up state construction money that could be used in more stable parts of town, an analysis shows.
Enrollment is dropping faster than projected in some neighborhoods, primarily on the East Side. If construction continues, taxpayers could wind up paying for more school space than is needed, according to a report released today by the Bond Accountability Commission. The group monitors the one-third local share of a $1.5 billion construction and renovation program.
The analysis by commission administrator James Darr assumes that more than 25 schools not scheduled for work will close. If the buildings remain open, the surplus of space will soar, he said.
Darr called on the district to promptly shrink or eliminate schools where necessary.
School districts struggle to pay retirees’ health benefits
Some Minnesota school districts may have to go into debt to pay for the rising cost of health care for their retired employees.
Local Minnesota governments have until October to sell bonds — without a public referendum — to help pay for retired employees’ health care. But with the economy in the tank, some people are unhappy about paying higher property taxes to fund someone else’s health benefits.
The retirees’ health policy costs fall under something accountants call OPEB — Other than Pension Employee Benefits. OPEB obligations, especially for health care, are really starting to put the squeeze on school districts statewide.
“We’re actually paying for a larger number of retirees, from a pot that is generated by a smaller number of students,” said Robert Belluzzo, superintendent of the Hibbing school district.
In that district, $1 of every $5 of its budget goes to retiree benefits, primarily for health care. Meanwhile, Belluzzo says the retiree pool keeps growing.
“The number of retiree health insurance plans is more than the number of active insurance plans that we have,” said Belluzzo.
Are teenagers more business savvy than 40-year-olds?
THE EXECUTIVE
Don Williams
It is a rare joy to see such a stir caused by a document written by someone who resides in the real world and that isn’t based on ubiquitous, spurious statistics. It is terrifying that the glimpse of the bleeding obvious that is Matthew Robson’s report has senior executives going into meltdown. “Teenagers see adverts on websites as extremely annoying and pointless.” I’m gobsmacked! I thought we all went into rapture when screen infestations do their best to disrupt what you’re trying to do. Low price (or no price) seems to be critical to all aspects of teenage consumption . . . really? “Teenagers don’t use Twitter . . . tweets are pointless” – well actually, not just pointless, a smidgeon tragic unless you don’t have anything resembling a life. The near panic caused by Mr Robson beautifully demonstrates that industry is awash with people who try to impose old-world thinking, methods and tools on new-world technology and lifestyles. To make even basic decisions they surround themselves with reports, advisers, consultants and, scariest of all, research. The 15-year-old’s work proves there is a canyonesque gap in the market for a “common sense” consultancy.
Aiming for College, Seeking an Edge
Letters to the NY Times Editor:
Re “Before College, Costly Advice Just on Getting In” (front page, July 19):
Reading this article made me extremely angry. I cannot believe that people have no shame in charging so much for college counseling. It’s too bad that we live in a society whose culture dictates such crazed behavior to get kids into certain schools.
The only necessary ingredients to get into a good school are passion, dedication and good old hard work. There is nothing magical about these counselors other than the spell they cast on bank accounts.
Students should find something, or several things, that they love and care about and work hard to become the best they can be. Kids have gotten into top colleges writing about buying milk, Barbies and, for me, my perseverance with piano. Study hard, maintain a healthy lifestyle and stay positive. That’s it.
S. Susan Zhu
Paris, July 19, 2009
For Difficult Kids, Choice Of Care Can Bring Rewards
Dorothy Flint knew soon after her son William was born that she had a difficult child. He cried often and nursed nonstop. He slept so poorly that Ms. Flint took him on midnight drives in the car to calm him. He had separation anxiety so severe that she rarely left him. “He was really a tough baby,” says the Crofton, Md., mother.
Later she found a silver lining. Ms. Flint took pains to choose an excellent child-care center for William, now 4, and he quickly surpassed other kids, sharing his toys and learning classroom rules. He wins praise from his teacher for his social skills. As high-maintenance as William was, Ms. Flint says, he has also been high-reward.
Working parents struggling with difficult children–marked by excessive crying, fussiness, emotional volatility, fear of strangers and clinginess–often worry about how they will fare in child care. Research has shown that sensitive, vulnerable kids can be at higher risk of problems later if they’re mistreated or face other adversity early.
But new studies are discovering an upside: these difficult babies also have a significantly higher chance of surpassing other kids later if placed in the right kind of child care. The findings offer new guidance for parents in predicting how child care is likely to affect a child.
Islamic schools seed fresh fears of terror
As Pakistan basks in the praise of western officials over its offensive against Islamist militants, concerns are mounting that Islamic madrassa schools in the populous provinces of Sindh and Punjab may provide a beachhead for radicalism.
Security officials last year counted more than 560 madrassas in and around Karachi, the country’s largest city and financial centre and the capital of Sindh province, according to a report seen by the Financial Times. Schools in the report were noted for “training for arms and pupils sent to Afghanistan and Kashmir”, “famous for extremist teachings and armed students”, “arms on site” and “foreign armed students”.
Pervez Musharraf, then president, promised in 2002 to address links between Islamic schools and militant groups, but made little headway in establishing authority over the madrassas.
The schools have since been linked to terrorist incidents, such as the 2005 London bombings.
The Karachi madrassa schools “are in danger of becoming a watering hole for militants leaving places like Swat [the valley that was briefly controlled by the Taliban this year before the army launched an offensive to restore control] and seeking refuge if they can reach Karachi”, said a western diplomat.
Education 101: Taking charge of your child’s middle school education
Middle School is where parents begin to lose touch with what is going in in their child’s education. The child is old enough to manage his or her own assignments, and also mature enough to suffer the consequences should they not follow through. There really is no need for the parent to continue to manage the students education, right? Wrong.
Middle school is also where students become more interested in having a social life and less interested in getting an education. Without the watchful eye of the parents, the student can begin a downhill spiral that the parents won’t be able to control.
Here are some things parents must do to take charge of a middle school child’s education:
Make your presence known in the school. Speak to teachers and administrators to find where they can use your talents within the school. Whether you have a job or not, make it a point to spend at least one day a month at the school, or perhaps a couple of long lunch breaks a month.
OP hopefuls meet for first time, critique Jim Doyle’s tenure, make their cases to be governor.
Marc Eisen & Charlie Sykes via a kind reader’s email:
Sykes: The Milwaukee Public Schools have been an educational and fiscal disaster for a long time. Is it time to blow up MPS? Is it time to consider a state takeover?
Walker: It’s time to do something dramatic. Whether or not it’s a state takeover–Tommy Thompson talked about that a decade ago. An alternative would be to break it up into smaller districts. When you start talking about anywhere from 80,000 to 100,000 kids, it becomes very difficult for anybody to get their hands around it.
I would lift the lid entirely on school choice. I would allow schools throughout the county to [participate]. Take Thomas Moore, which has a very successful program, but can’t currently operate [as a choice school] because part of its property is in St. Francis. I would allow for expansion, and I would lift some of the limits on charter schools,
Neumann: There is dramatic change needed in education. What’s going on in policy in Madison right now is that more rules, regulations and red tape are being thrown at our choice and charter schools so that less and less dollars get to the classroom. They’re tying the hands of the innovative people in education. We need to expand the opportunity in choice and charter schools.
K-12 Wisconsin Tax & Spending Climate: A look at Wisconsin’s Economic Base
Thomas Hefty & John Torinus, Jr:
Our state motto is “Forward,” but Wisconsin is falling behind in the economic race to create jobs and raise family incomes.
As we’ll show here, Wisconsin is lagging its own economic performance of the 1990s and losing ground to other states–especially to other upper Midwest states like Minnesota, Iowa and Illinois. It is even failing to meet its own goals–established in 1997 with much fanfare by a blue ribbon commission–for ramping up the state economy.
Although our political and media leaders ignore these failings, Wisconsin residents intuitively understand how our economic anemia has sapped their incomes and diminished their opportunities.
Since 2005, Wisconsin has experienced growing out-migration. Our citizens have voted with their feet, moving to states where they foresee a better future.
In the end, gauging economic success is really pretty simple for most people. Is Wisconsin gaining jobs? Are family incomes rising? Are wages increasing? In a word: No. Yet our state officials go out of their way (perhaps understandably) to emphasize the good news about Wisconsin business while ignoring the bad.
Consider how officials in the Doyle administration have massaged the unemployment rate to make Wisconsin job performance look better than it really is.
Madison School Proposed Board Strategic Plan Discussion – Audio
The Madison School Board discussed the proposed Strategic Plan [PDF] last evening. Listen to this discussion via this 85MB mp3 audio file. Much more on the proposed Strategic Plan here. Some recent written questions from the Board to the Administration can be found here.
Seat Assignment? Check. Student Playlist? Check. School of the Future? Check.
The seating arrangements are compared to airport traffic patterns. The student schedules are called playlists. And lesson plans are generated by a complicated computer algorithm for the 80 students in the class.
This could be the school of the future, according to the schools chancellor, Joel I. Klein, who visited Middle School 131 in Chinatown on Tuesday to promote a pilot program called School of One.
The program, which is being held in a converted library, consists mainly of students working individually or in small groups on laptop computers to complete math lessons in the form of quizzes, games and worksheets. Each student must take a quiz at the end of every day, and the results are fed into a computer program to determine whether they will move on to a new topic the next day.
Mr. Klein said the program would allow learning in a way that no traditional classroom can, because it tailors each lesson to a student’s strengths and weaknesses, as well as the child’s interests.
“The model we are using throughout the United States in kindergarten to 12th-grade education is fundamentally the same as it was 100 years ago,” Mr. Klein said.
New York City Comptroller Questions Graduation Statistics
he New York City comptroller, William C. Thompson Jr., released a report on Tuesday suggesting that the city’s graduation rates were inflated, saying he had found instances where it appeared schools had wrongly changed student grades and improperly awarded credit.
But Mr. Thompson, a candidate for mayor, did not point to any conclusive evidence of manipulation, saying only that a lack of oversight coupled with intense pressure to push up graduation rates created the potential for abuse. And he acknowledged that, by and large, the schools examined in his audit were awarding diplomas only to students who had met graduation requirements.
Still, Mr. Thompson cautioned, the city was not monitoring students records scrupulously enough, and the record-keeping system was disorganized and prone to inaccuracy.
“The mayor’s managerial style has created an incentive for schools to graduate students whether or not they have met the requirements,” Mr. Thompson said at a news conference on Tuesday. “A New York City high school diploma is supposed to represent one standard.”