Los Angeles can continue to seek racial balance in assigning tens of thousands of students to specialized “magnet schools” despite California’s voter-approved ban on race preferences in government programs, a state appeals court has ruled.
Friday’s decision by the Second District Court of Appeal in Los Angeles preserves the long-standing desegregation program in the state’s largest school district in the face of a challenge by backers of Proposition 209, the 1996 ballot measure. Lawyers in the case disagreed on whether the ruling could also affect a lawsuit against the use of race in Berkeley school enrollments.
The court said a judge’s order in 1981 that required the district to consider the race of students applying to magnet schools in Los Angeles – the culmination of a discrimination case that began in 1963 – remains in effect and allows the program to continue under an express exemption in Prop. 209.
All posts by Jim Zellmer
Judge Blocks California’s 8th Grade Algebra Plans
A judge on Friday blocked a plan to make California the first state in the nation to require algebra testing for all eighth-graders.
The ruling sidelines an ambitious mandate approved by the state Board of Education in July after Gov. Arnold Schwarzenegger recommended it over the concerns of California’s school superintendent and education groups.
The board pushed through the effort in order for the state to meet federal testing requirements or face losing up to $4.1 million in funding. The mandate would have affected students in the 2011-12 school year.
But the California School Boards Association and the Association of California School Administrators sued in September to overturn the requirement. They questioned whether the state had the money, staff and training to comply with the state board’s decision.
2008 Geograph Quiz
Don’t despair if you can’t get all, or most, or even more than a few, of them right. Anyone who has all this arcane knowledge cluttering up his brain is immediately eligible for a grant from the Get-A-Life Foundation.
As in years past, there are no prizes at stake, only the smug satisfaction that you probably know more about the world than a would-be vice president.
In a week or two, I’ll print the inevitable corrections and clarifications.
1. Little Diomede Island was discussed constantly during the recent presidential election, although almost never by name. What is its claim to fame?
2. It’s officially known as the Archipelago of Ecuador. What do we more commonly call it?
3. If you’re in Windsor, Ontario, but would rather be in Detroit, which direction should you head?
Special education teachers refocus strategies to passing Wisconsin tests
Main point. Topic sentences. Supporting paragraphs. Organization.
Arrowhead High School teacher Kathy Kopp ticked through her lesson on essay construction. Then she gave her sophomores one more tip for their upcoming language arts test from the state.
“Please, don’t panic and say, ‘I can’t write,’ ” she called out. “Your ideas are good enough to put down on paper and have someone else read.”
Part educators, part cheerleaders, Kopp and her colleagues in Arrowhead’s special education department cajole students to finish their math homework, help them learn new reading strategies and prepare them for the state’s annual testing regimen.
Last year, the school’s 10th-graders with disabilities fell short of the state’s reading proficiency standard under the federal No Child Left Behind Act. Under President George W. Bush’s signature change to federal education law, schools are evaluated based on how their students perform on state tests in math and reading.
Free Maryland Teachers from Unions
Though some teachers may not realize it, Maryland’s laws infringe on their freedoms, place the interests of unions over individual teachers and restrict the ability of teachers to become entrepreneurs.
Teachers ought to have the right to be represented by a union. But they should also have the right to not be represented. Maryland forces teachers to be represented by unions, which violates teachers’ rights and has negative consequences for teachers and students.
There is an important distinction between being “represented” by a union and being a “member” of a union. Maryland law – like that in many other states – does not require that teachers be members of a union, but it does require them to be represented. This means that individual teachers are not permitted to negotiate their own salaries, benefits and working conditions, even if they want to. Forbidding workers from negotiating on their own behalf and requiring that a third party be involved serves no public purpose, but it does benefit unions.
2005-2007 US County Property Tax Comparison
Tax Foundation:
- Median real estate taxes paid as a percentage of median household income . Dane County, WI ranks 64th.
- Property tax as a percentage of home value Dane County, WI ranks 133.
- Median real estate taxes paid: Dane County, WI ranks 46.
Interestingly, while local property taxes have remained relatively flat, taxpayers have supported a large increase in State of Wisconsin taxes spent on K-12 public school districts. Of course these funds largely come from the same wallets that support property taxes.
Related:
- Educating children is not the same as directly funding school systesm
- Wisconsin state budget outlook.
- Dave Blaska notes that WEAC spent over $2.1M on five key legislative elections this year.
Shared School Buildings: Looking for Common Ground
Ben Sherman, principal of the new East-West School of International Studies in Flushing, Queens, was mortified one morning when a fire drill unexpectedly interrupted a cultural program, sending students and visitors from Korea scurrying outside.
The drill had been planned by the principal of Intermediate School 237, whose building Mr. Sherman’s school shares and who was unaware of the performance because of what both now say was poor communication.
Relations were difficult. “He expected us to throw up our arms and welcome him,” I.S. 237’s longtime principal, Joseph D. Cantara, said of Mr. Sherman. “I didn’t like the idea of another school coming into my building.”
But after a tense year, Mr. Sherman said he swallowed his ego and started popping by Mr. Cantara’s office for daily advice. Over dinner, they found that Mr. Cantara had been a student teacher at Mr. Sherman’s elementary school. Lately, when their monthly meeting arrives, “there’s almost nothing to talk about,” Mr. Sherman said.
Illinois Ripples Reach Vallas
The sudden rise of one Chicagoan and fall of another in recent days holds a unique significance for New Orleans’ Recovery School District superintendent, Paul Vallas.
Arne Duncan, President-elect Barack Obama’s pick for secretary of education, was among Vallas’ trusted deputies when Vallas led the Chicago Public Schools.
Rod Blagojevich, the scandal-ridden Illinois governor, edged out Vallas to secure the Democratic Party nomination in the 2002 gubernatorial election.
Vallas’ former protege in urban education has made a name for himself in use of innovations such as a financial reward system for successful teachers, a pay-for-performance strategy. His former political rival, on the other hand, has become a household name because of pay-to-play allegations.
Shortly after his loss to Blagojevich, Vallas left his native city to lead the Philadelphia school system. A year-and-a-half ago, he moved to New Orleans to take over the recovery schools position.
On Nashville School Demographics
Her father, Tim Clo, was asked if he would send her to a public school in East Nashville, a working-class neighborhood that over the past decade has attracted legions of young professionals and their families.
The oddity was that East Nashville parents and neighbors seemed as interested in Kenya’s education as her parents, Clo said. Parents were adamant that Clo should send his daughter to Lockeland Design Center elementary school.
“It was word of mouth more than anything,” Clo said, as he waited for Kenya, now 5, outside the school. “We had these conversations in parks, by the pool, with people asking where we were going to go for kindergarten. In general, at first, what we heard was that public schools were not that good. We thought about private school.”
For years, many white parents like Clo would choose private schools over Metro public schools for their children.
Lockeland enrollment figures show that parents of white students have bucked that trend.
The student population is 60 percent white and 35 percent African-American, with the rest divided between Asians and Hispanics. The removal of two pre-kindergarten classes, which were predominantly black, helped boost the numbers.
“Educating children is not the same as directly funding school systems”
Brian Gottlob @ the Buckeye Institute, via a kind reader’s email 1.1MB PDF:
A child-centered school finance policy that supports the choices of parents can create higher-quality schools and more equality in the educational opportunities available to children. The only way to ensure that all children have the same educational opportunities and equal resources to obtain them and at the same time create powerful incentives to improve school performance, is to adopt a student-centered school funding system.
Public schools are nominally “free,” but pricing, which implicitly occurs through housing markets, fundamentally limits access to better schools and consigns less wealthy families to less desirable schools. The subsequent separation of students along class lines also means that the non-financial inputs critical to good schools, such as peer and family influences, can be even more unevenly distributed than financial resources. The unequal distribution of opportunity remains even when state aid is targeted at the “neediest” schools. state money that simply equalizes financial resources will have limited effects on the root causes of education inequities.
This report outlines an alternative approach that seeks to overcome the limits of past attempts to equalize opportunities. It investigates the combined policies of open enrollment (in public, charter, and private schools) with financial support that follows the child. such a system will make the differences in local resources for education funding largely irrelevant. We limit our report to the mechanics and implementation issues of such a system, but to highlight how key policy choices would affect its implementation and costs. The report and demonstrate its fiscal impacts. our purpose is not to argue for particular policies within such a systeis an introduction to and not the final word on a fundamental shift in school finance policy in Ohio. As such, it will invite many questions and concerns that will deserve further research.
The report:
- highlights the need for a reform of ohio’s school finance system.
- Documents ohio’s level of financial support and compares it to other states.
- Discusses the role of property taxes in funding schools.
- outlines the basic structure of a child-centered school finance system.
- Presents a basic weighted system of per-pupil financial support and creates a matrix of students in ohio schools to estimate the expenditures required to fund each child under a child-centered finance system.
- Presents a model to calculate the expenditures required to fund a child-centered system at different levels of per-pupil financial support and under various policy choices.
- Analyzes the implications for property taxes within communities under different policy choices within a child-centered funding system.
- Estimates how much money businesses and individuals would contribute towards the education of deserving, needy students after the introduction of a tax credit for donations to scholarship-granting organizations.
Intellectual Combat
In the fall of 1990, I somewhat reluctantly joined my high school debate team. My first debate focused on whether the United States should increase manned space exploration. I was completely lost; it seemed I had forgotten how to speak. Thankfully, I had a supportive community in my hometown of Nevada, Missouri, and a talented coach by the name of Tim Gore. I quickly found there is nothing quite like watching the faces in the audience as people realize you have taken control of the debate. I admit I became intrigued by the idea of intellectual combat.
As an educator today, I draw on the writings of University of Washington political science and education professor Walter Parker, who has noted that “engaged citizens do not materialize out of thin air. They do not naturally grasp such knotty principles as tolerance, impartial justice, the separation of church and state, the needs for limits on majority power, or the difference between liberty and license.” If our students are to understand the pressing issues of the day, they must be exposed to myriad viewpoints and able to synthesize information from multiple sources.
Forensics challenges students through events in both speech and debate. In the discipline of platform speaking, students select a controversial subject and conduct extensive research before trying to persuade the audience. Competitors in extemporaneous speaking have 30 minutes to prepare a seven-minute response to a question, complete with source citations. Topics the National Federation of State High School Associations developed for extemporaneous speaking contests in 2008 included, Should public schools be allowed to segregate along gender lines? Should phone companies that aided in illegal wiretaps by the government be immune from prosecution? Should China relax its one-child policy?
Schools Invest in Athlete’s Degrees
From the moment he stepped on campus, 320-pound tackle Michael Oher seemed destined to be a star on Mississippi’s football team and a failure in its classrooms.
Oher was the son of a crack-addicted single mom, and as a teen could barely read. His educational record – 11 schools in nine years as he moved from home to home in Memphis – read like an indictment of a failed education system.
But four years later, at a school that graduates fewer than 60 percent of all students within six years, Oher has cleared every hurdle and nearly earned his degree – all that stands between him and graduation are a final semester and workouts for the NFL draft.
“I haven’t struggled a bit in college,” the All-American offensive lineman says. “It’s been a breeze.”
It’s a tribute to Oher’s determination and character, to be sure.
His story also says something about the state of big-time college athletics.
Like a lot of other athletes at Ole Miss and elsewhere, Oher got not only tutoring help but a full range of academic support services throughout his career. At Ole Miss, 14 full-time staffers line up tutors for student-athletes, help them choose classes, monitor study halls and check attendance. More than 60 percent of the Rebels’ 390 athletes receive at least some tutoring, and together they averaged about 1,000 sessions a week this fall.
Such services are not unusual.
Oher was featured in the recent book “Blindside“.
Home Schooling Goes Mainstream
“I never really told anybody about my music at school, only my really close friends,” Cheyenne Kimball told People Magazine in 2006. “Then [school officials] actually aired the show around the whole entire school, and that caused a lot of problems. I was a straight-A student and all of a sudden I didn’t want to go to school anymore because of the things people were saying. That’s why I’m homeschooled now.” Cheyenne, winner of NBC’s America’s Most Talented Kid at age 12, recording artist, and star of her own MTV show, is just one of many high-profile Americans whose educational choice is home schooling. Movie stars Will Smith and Jada Pinkett Smith, married in 1997, home school their two children along with Will’s nephew. Why? “For flexibility,” Pinkett Smith told an Essence reporter, “so they can stay with us when we travel, and also because the school system in this country–public and private–is designed for the industrial age. We’re in a technological age. We don’t want our kids to memorize. We want them to learn.” While home schooling may have particular appeal to celebrities, over the last decade families of all kinds have embraced the practice for widely varying reasons: no longer is home schooling exclusive to Christian fundamentalism and the countercultural Left. Along with growing acceptance of home schooling nationally has come increasing diversification of who home schools and of what home schooling actually means.
Though parents and tutors have been teaching children in the home for centuries, in the late 1960s and 1970s there emerged for the first time in the United States a political movement that adopted this practice as a radical, countercultural critique of the public education system. Conservatives who felt the public schools had sold out to secularism and progressivism joined with progressives who felt the public schools were bastions of conservative conformity to challenge the notion that all children should attend them. By the early 1990s they had won the right to home school in every state. Some home-school advocacy groups have attempted to secure a federal law or Supreme Court ruling that would establish uniform national guidelines grounded in First or Fourteenth Amendment rights, but to date such efforts have failed (to the great relief of home-school advocacy groups that oppose this strategy). Home schooling thus falls under state law, and these laws vary widely. A complex matrix of specific statutory language and judicial interpretations emerged out of the maelstrom of political activism over the issue that started in the late 1970s. In Indiana and Michigan, for example, there are virtually no restrictions on home schoolers and very little accountability to government. Home-schooling parents are not even required to register. In Pennsylvania and New York, state agencies oversee and regulate home schooling in a number of ways, from curricular requirements to parental qualifications to mandatory home visits by certified personnel to obligatory standardized testing.
The Big U-Turn: How to bring schools from the brink of doom to stellar success
Emily Ayscue Hassel & Bryan Hassel:
In the 1990s Continental Airlines was struggling, even more than its troubled U.S. airline peers. As the company’s then-president Greg Brenneman explained in a 1998 article in the Harvard Business Review (HBR), “Continental ranked tenth out of the ten largest U.S. airlines in all key customer service areas as measured by the Department of Transportation: on-time arrivals, baggage handling, customer complaints, and involuntary denied boardings.” The airline had already been in bankruptcy twice, and was headed for a third round as its cash dried up.
In 1994, Gordon Bethune took the helm, with Brenneman becoming president and chief operating officer. They staved off bankruptcy by renegotiating with their creditors. And they launched an organizational turnaround that proved remarkably successful, catapulting Continental from worst to best among big U.S. carriers.
By 1995, Continental was moving up on the Department of Transportation’s (DOT’s) performance measures (see Figure 1). Its stock price was soaring. And the turnaround stuck. The latest rankings by Consumer Reports place Continental first among the seven big U.S. airlines. Zagat’s 2007 survey of frequent flyers found overall ratings for the big airlines were low and declining, with the “notable exception” of Continental. Continental was the only big airline, and one of only five overall, to be a Zagat Top Spot.
Geoffrey Canada and Education’s Future
I have devoted many years to writing about schools, but much of the time I am really writing about poverty. Paul Tough has devoted several years to writing about poverty, but much of the time he is really writing about schools.
This is apparent in his insightful book “Whatever It Takes: Geoffrey Canada’s Quest to Change Harlem and America.” You don’t see the words “schools” or “education” in the title, but be assured this is one of the best books ever written about how poverty influences learning, and vice versa.
As usual, I am late reviewing the book because I took my time reading it. I got a copy in September, when it came out. Books like this I like to absorb slowly and carefully. I keep them in a small room in my house where I know I will be alone, at least for short periods of time. It makes for great concentration, even if my reviews always miss their deadlines.
I have institutionalized this personal failing by creating the Better Late Than Never Book Club, of which Tough’s book is the latest featured selection. The club — which sells no books and offers no discounts, sorry — celebrates volumes I consider so important that I review them even if they are months, and in some cases years, past their publication dates.
Obama’s Education Secretary is a “Diplomatic Reformer”
DURING the election campaign the economy submerged most talk of education. But beneath the surface, a debate churned between the self-proclaimed reformers and the teachers’ unions. By choosing Arne Duncan, Chicago’s schools chief and one of his own basketball buddies, Barack Obama this week has managed to please both sides.
School reformers had been edgy for weeks, noting that Mr Obama’s transition team included Linda Darling-Hammond, an education professor at Stanford University. Ms Darling-Hammond is a vocal critic of No Child Left Behind (NCLB), the federal law that promotes testing and accountability. Many feared that she would nudge Mr Obama towards the unions or even become education secretary herself.
If Ms Darling-Hammond represented one end of the debate, at the other extreme were Joel Klein and Michelle Rhee, chancellors of the school systems of New York and Washington, DC, respectively. Both have supported charter (independently-run but government-funded) schools and paying teachers by results. Both have championed tough accountability. But both have infuriated unions, and Mr Obama has opted not to pick a fight.
A Doomed Crusade for More Diverse Schools
Dick Hubert’s one-man campaign to desegregate, however slightly, the Blind Brook school district thudded to its inevitable close at 10:55 p.m. Monday, at the end of a long school board meeting.
The auditorium where the meeting took place was virtually empty. The board members, so animated earlier about the cost of glue sticks and the intricacies of earth science curriculum, seemed to make a point of looking as uninterested as possible as he read his statement.
“At this point, there is nothing more for me to add to this dialogue,” Mr. Hubert concluded. “The United States will be a majority nonwhite country in the adult lifetime of the children in your care. The only question is: How well will you have prepared them for being citizen leaders in this society?”
The board members barely looked up. He left the building and walked out into the cold rain.
Mr. Hubert, a 70-year-old retired television journalist who runs a small video production company, may not have made the most adroit case for his argument that Blind Brook, which is wealthy and 93 percent white, should make it a priority to merge some services and build links with its neighboring school district in Port Chester, which is largely poor and working class and 80 percent minorities.
Do It Yourself Athletic Scholarship
Kirsten Bladek had a problem.
Three weeks into her senior season on the Monarch High School volleyball team in Colorado, the 5-feet, 10-inch setter found herself warming the bench. Her dream of an athletic scholarship seemed dead — especially since her family couldn’t afford the $1,000 or so that many parents pay these days to hire a private athletic-recruiting counselor.
But then in September, Ms. Bladek spent $39.99 to post her athletic résumé and pictures of her playing on the Web site beRecruited.com. The shots, combined with videos posted later, highlighted her ability to set the ball from in front of her forehead, with arms thrust out like Superman in flight. That display, combined with some telephone campaigning by Kirsten and her mother, got college coaches to start paying attention.
Primary Education in India
Wisconsin Virtual Schools Leader Running For State Post
The leader of an independent coalition for families of students who attend virtual schools wants to become the Wisconsin state superintendent.
Rose Fernandez announced her candidacy for education secretary on Wednesday.
She joins three other announced candidates. They are Beloit schools superintendent Lowell Holtz, Concordia University professor Van Mobley and deputy state superintendent Tony Evers.
No Democrat Left Behind
There wasn’t much celebration yesterday for Barack Obama’s nomination of Arne Duncan as Secretary of Education from either the American Federation of Teachers President Randi Weingarten (who praised Duncan for helping “students with the greatest needs”) or from National Education Association honcho Van Roekel (who said nothing at all). The unions, long used to getting their way with Democratic Party leaders, were more disappointed that their favorite pick — Obama adviser and No Child Left Behind Act critic Linda Darling-Hammond — didn’t get the nod.
But the real celebration came from another corner of the Democratic National Committee — the motley crew of centrist city officials and liberal activists who have long-championed (and helped pass) No Child in the first place. Declared former Daily News reporter, Joe Williams, who runs the New York-based Democrats For Education Reform: “[Duncan] will lead the charge of breaking the existing ideological and political gridlock to promote new, innovative and experimental ideas in education.”
Texas Teacher Merit Pay
It remains unclear whether the merit pay program for teachers in Texas is yielding the results its proponents have advocated – higher student achievement.
But a two-year evaluation of the Texas Educator Excellence Grant program released Thursday shows that 90 percent of the eligible schools have participated in the voluntary initiative. That means teachers and schools are interested in the concept, said Matthew Springer, the lead author of the report and director of the National Center on Performance Incentives at Vanderbilt University’s Peabody College.
The study also found that turnover is lower among teachers who received bonus pay than those who did not.
The report said the greatest problem two years into the new system is that too many schools have to discontinue the program too quickly. A majority of the schools eligible to participate one year did not return the following year because they failed to meet eligibility requirements.
To be eligible, schools must have a high percentage of low-income students. They must also earn a recognized or exemplary state rating, or passing rates on the state math and reading tests must rank in the top quarter of Texas schools.
School Choice Group Recruits 10,000 New Supporters in Just Five Weeks
More than 10,000 people signed up to join a coalition supporting school vouchers and scholarship tax credit programs over the past five weeks, the Alliance for School Choice announced today. The Alliance, a nonprofit organization headquartered in Washington, D.C., had anticipated reaching its goal of recruiting 10,000 new supporters by the end of January.
The new supporters are members of the School Choice Works campaign, which officially launched in mid-November. Membership in School Choice Works is free. School Choice Works is the first national interactive and social media campaign launched by the coordinated school choice movement. More information is available at www.LetParentsChoose.org.
The Alliance, which is the nation’s largest organization promoting school choice, provides members with free bumper stickers, e-mail action updates, free news magazines, and information on how they can help promote education reform in their states.
“The quick and overwhelming success of this campaign is testament to the strength of support for school choice across the country,” said Andrew Campanella, national campaign director for the School Choice Works project. “We look forward to continuing to recruit individuals who want to make a difference in education reform in their states.”
Obama Education Pick Backs Test-Heavy Regime
John Hechinger, Janet Adamy & Robert Tomsho:
The Obama administration’s selection of Chicago schools chief Arne Duncan as education secretary signals an intent to maintain a rigorous system of standardized tests in public schools, while experimenting with reforms disliked by unions, such as teacher merit pay.
In announcing the appointment Tuesday at a Chicago news conference, President-elect Barack Obama said he and Mr. Duncan share a “deep pragmatism” and a willingness to tap ideas often associated with conservatives. “Let’s not be clouded by ideology when it comes to figuring out what helps our kids,” Mr. Obama said.
Mr. Duncan’s “strength is really his openness to ideas and a real interest in data and how things are working,” said John Easton, executive director of the Consortium of Chicago School Research, a University of Chicago program that has studied the city’s schools.
One of Mr. Duncan’s first tasks will be deciding what to do about the federal No Child Left Behind law, enacted in 2002, and now due for reauthorization. The statute, which has divided educators, requires all students to be proficient in math and reading by 2014. Schools that don’t make adequate progress on tests measuring student achievement face sanctions.
Obama’s Education Choice:
Wall Street Journal Editorial:
Barack Obama has chosen Chicago schools chief Arne Duncan to be his Secretary of Education. As scarred veterans of the school-reform wars, we applaud the choice with great caution.
We’ve long said there is no more urgent domestic issue than the collapsed state of inner-city education. Going back to the Clinton Presidency, we have argued on behalf of vouchers that would let parents of students in the poorest public schools have the same shot at a sound education as do more affluent children, such as those of Mr. Obama. The opposition from public teachers’ unions to this or almost any significant reform is legendary. Thus, we listened closely when Senator Obama said nearly nothing during the campaign that would offend the unions, mostly urging more spending on preschool and after-school programs.
We now read that Mr. Duncan is an ardent proponent of public charter schools, though probably not of vouchers for private schools. Chester E. Finn Jr., the president of the Thomas B. Fordham Institute and a frequent contributor to this page on school reform, likes Mr. Duncan. “He’s a proven and committed and inventive education reformer,” Mr. Finn wrote yesterday on the Institute’s blog, “not tethered to the public-school establishment and its infinite interest groups.”
College Students Using ADHD Drugs to Study for Exams
It’s final exam week for thousands of UW students on campus.
For years, some students have quietly taken drugs like Ritalin and Adderall to help them focus and prepare for exams.
The drugs are widely prescribed by physicians to help school children focus longer and perform better in school.
College students told WISC-TV it’s no secret that students use the medicines and get them illegally
An opinion article in Nature Magazine on Sunday suggested there is a responsible way for the “healthy to use the drugs without an ADHD diagnosis” – but many medical doctors disagree.
UW student Jonathan Roffee has been studying all weekend.
“Ten to twelve hours a day, takes a toll after a while,” said Roffee.
Charter Schools Make Gains On Tests
Dan Keating & Theola Labbe-DeBose:
Students in the District’s charter schools have opened a solid academic lead over those in its traditional public schools, adding momentum to a movement that is recasting public education in the city.
The gains show up on national standardized tests and the city’s own tests in reading and math, according to an analysis by The Washington Post. Charters have been particularly successful with low-income children, who make up two-thirds of D.C. public school students.
A dozen years after it was created by Congress, the city’s charter system has taken shape as a fast-growing network of schools, whose ability to tap into private donors, bankers and developers has made it possible to fund impressive facilities, expand programs and reduce class sizes.
With freedom to experiment, the independent, nonprofit charters have emphasized strategies known to help poor children learn — longer school days, summer and Saturday classes, parent involvement and a cohesive, disciplined culture among staff members and students.
Science or Garbage?
If we want our children to be scientifically literate and get good jobs in the future, why are we spending precious hours in school teaching them to be garbage collectors?
That’s the question that occurred to me after reading about the second-graders in West Virginia who fought for the right to keep recycling trash even after it became so uneconomical that public officials tried to stop the program. As my colleague Kate Galbraith reports, their teacher was proud of them for all the time they spent campaigning to keep the recycling program alive.
My colleague Andy Revkin suggests that the West Virginia students might be learning something useful about the interplay of economics and ecology, but I fear they and their teacher have missed the lesson. The reason that public officials cut back the program, as Matt Richtel and Kate reported, is the market for recyclables has collapsed because the supply vastly exceeds the demand. This could be a valuable learning experience for the students about markets and about the long-term tendency of prices of natural resources to fall while the cost of people’s time rises.
Most Textbooks Should Just Stay On the Shelf
Most people think textbooks are important. Schools that don’t have all of theirs might find themselves accused of dereliction of duty. The Washington Post, for instance, was aghast last year that several thousand D.C. schoolbooks hadn’t yet left the warehouse when classes began.
My colleague Michael Alison Chandler underlined this in her story two weeks ago about an effort by some Virginia teachers to break the $8 billion-a-year textbook industry’s tight grip on science instruction, which often stops abruptly about the time Albert Einstein published his theory of special relativity in 1905.
The fact that such obsolescence is tolerated shows how much faith we put in textbooks. So does our acceptance of the difficulty most students have reading through a standard textbook without falling asleep. Reid Saaris, founder of the D.C.-based Equal Opportunity Schools Organization, remembers teaching 12th-grade history in Beaufort, S.C., with a particularly tedious required text. The few seniors who chose his class usually did so for inappropriate reasons. One year, five boys showed up, gave Saaris disappointed looks and said they had enrolled only “because of the hot lady who was supposed to be teaching the class.”
Milwaukee Schools Likely to Require more Math & Science
Three years of math, three years of science – start getting ready, all you sixth-graders in Milwaukee Public Schools.
A School Board committee voted 3-0 Monday night to increase the requirements for graduating from MPS from two years each of math and science to three, effective with the class of 2014-’15, members of which are currently sixth-graders.
In addition, students would need to complete a half-year’s worth of either an online course, community service or a service-learning project.
The proposal will go to the full board tonight and is expected to be approved.
Obama Chooses Duncan for Education Secretary
John Hechinger & Laura Meckler:
President-elect Barack Obama named Chicago schools chief Arne Duncan as his education secretary on Tuesday — choosing a hometown friend who has introduced some education reforms popular with conservatives without alienating teachers unions.
As Chicago’s top school official for seven years, Mr. Duncan has overseen the closure of struggling schools, advocated merit pay for better teachers, and adopted a program to use private money to reward children for better grades.
“When it comes to school reform, Arne is the most hands-on of hands-on practitioners,” Mr. Obama said, making the announcement at a school that he said has made remarkable progress under Mr. Duncan’s leadership.
“He’s not beholden to any one ideology, and he’s worked tirelessly to improve teacher quality,” Mr. Obama said.
Wall Street Journal live blog.
Sam Dillon has more:
Mr. Duncan, a 44-year-old Harvard graduate, has raised achievement in the nation’s third-largest school district and often faced the ticklish challenge of shuttering failing schools and replacing ineffective teachers, usually with improved results.
He represents a compromise choice in the debate that has divided Democrats in recent months over the proper course for public-school policy after the Bush years.
In June, rival nationwide groups of educators circulated competing educational manifestos, with one group espousing a get-tough policy based on pushing teachers and administrators harder to raise achievement, and another arguing that schools alone could not close the racial achievement gap and urging new investments in school-based health clinics and other social programs to help poor students learn.
Mr. Duncan was the only big-city superintendent to sign both manifestos.
12 Universities Offering Free Business Courses Online
Free business courses are a great way to get a university-level education without the hassle of student loans. There are a number of top-ranked universities that offer free business courses online. Examples include the Massachusetts Institute of Technology, Carnegie Mellon and the University of California, Berkeley.
Milwaukee Schools to consider future of busing, middle schools
The Milwaukee School Board on Tuesday night will face a serving of a stew with many of the ingredients that make life complicated in Milwaukee Public Schools. How it decides what parts to eat or not eat will say a lot about the prospects for change in the system.
The board will take up a multi-part proposal from north side member Michael Bonds to realign a cluster of schools in the vicinity of W. Hampton and W. Silver Spring avenues from N. Green Bay Ave. to N. 35th St.
Included in the proposals are closing Carleton School, converting McNair Academy to a middle school with an emphasis on arts and science, and attempting for the first time to provide short-distance bus service to nearby schools as an alternative to busing to distant parts of town. For families living in the affected area, busing options to schools elsewhere would be restricted as a way of encouraging enrollment in the local schools.
Bonds’ proposal is one of the boldest attempts in years to reduce busing and invigorate the idea of attending schools near home. It comes after the board agreed in principle to make major cuts in busing – a stand that has not been translated into action yet.
But two School Board committee meetings last week brought out how many factors are at play. Among them:
Busing: Do people put their kids on buses to distant schools because they want to or because they don’t have much choice? Milwaukee has one of the most expansive busing policies in the country. The $102 million neighborhood school plan in recent years failed to persuade parents to take their kids off buses. Is anything different now?
K-8 vs. middle schools: Middle schools have been in sharp decline in MPS as schools offering kindergarten through eighth grade programs have increased rapidly. Is that because parents really want K-8s or because they haven’t been given quality choices in middle schools? The prevailing thinking in MPS has been that K-8s are popular, but there appears to be a growing counter-movement, with Bonds as a leading voice for middle schools.
An Update on Madison’s Small Learning Community / High School “Redesign” Plans
The Madison School Board recently received a presentation (25mb mp3 file) from the Administration on its plans for High School “redesign” and the use of the $5,500,000 Small Learning Community grant funded by our federal tax dollars. Assistant Superintendent Pam Nash along with representatives from the four large high schools participated in the discussion. The Board asked some interesting questions. President Arlene Silveira asked how this initiative relates to the District’s “Strategic Planning Process”? Vice President Lucy Mathiak asked about opportunities for advanced students.
Related:
- More Than English 10: Let’s REALLY Talk About Our High Schools
- Madison Schools Superintendent Art Rainwater Halts East High School “Redesign”
- Madison School District Small Learning Community Grant Application
- Examining the Data from Earlier Grants, Part 1 Part 2 Part 3
- US Department of Education Response to Madison’s 2007 Small Learning Community Grant Application
- Where Does the MMSD Get its Numbers From?
- More Than English 10: Let’s REALLY Talk About Our High Schools
- Evaluation of the Small Learning Community Project at Madison West High School
- Links on West High School’s English 10
- High School “Redesign” notes and links
The interesting question in all of this is: does the money drive strategy or is it the other way around? In addition, what is the budget impact after 5 years? A friend mentioned several years ago, during the proposed East High School curriculum change controversy, that these initiatives fail to address the real issue: lack of elementary and middle school preparation.
In Praise of Facts or avoiding “Fact Free” education
The British government’s latest crack at reforming schools is yet another step towards contentless learning
“NOW, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life.” How horrible for the pupils at Professor Gradgrind’s school; Charles Dickens pulled out all the grim stops in describing it. No one today really thinks that school, especially in the early years, should consist of nothing but dreary rote learning.
But children do love learning real things–why trees have leaves, how two minuses make a plus, the number of wives’ heads Henry VIII removed. Only if they begin to build up a core of knowledge can they develop the habits of mental discipline that must last them a lifetime. You cannot look up on Google something you do not know exists; and the ability to hold facts in your head is a prerequisite for many careers–the law, say, or engineering. It is not enough in primary school to learn about learning; children need to learn actual stuff.
So it is a particular disappointment that the interim version of the biggest review of British primary schooling in decades nudges the country a little further down its path toward factfree education (see article). The existing curriculum is not without its faults: repeatedly re-engineered since it was set in place 20 years ago, it is now cluttered and prescriptive. And Sir Jim Rose, once Britain’s chief inspector of primary schools, was dealt some marked cards for his review: computer skills had to be ranked alongside literacy and numeracy (though employers complain not that young job-seekers are clueless online but that they are illiterate); room had to be made to teach a modern foreign language (thank heavens); and a gaggle of personal-development goals (learning not to set fire to your friends or trash the classroom) were to be emphasised.
Menomonee Falls Superintendent Dr. Keith Marty to Facilitate Madison’s “Strategic Planning Process”
A recent Madison School Board meeting discussed the planned “Strategic Review” 10MB mp3 audio. Superintendent Dan Nerad mentioned that he planned to retain Menomonee Falls Superintendent Dr. Keith Marty to facilitate the process. Links:
- Marty webcasts
- Menomonee Falls “reconfiguration & transformation” news, including a discussion of their “Small Learning Community” implementation.
- Clusty Search: Keith Marty
- “Strategic Plan” search on the Madison School District website
- Menomonee Falls School District website
- Menomonee Falls High School offers 10 AP Courses, up from 7 in 2007-2008.
Board members asked the Superintendent about committee staffing (public & staff names), timing and funding.
9th Circuit: Parents Cannot Deduct Payments to Their Children’s Religious Schools
The Ninth Circuit yesterday affirmed the Tax Court (125 T.C. 281 (2005)) in holding that a couple’s tuition and fee payments to their children’s Jewish day schools do not qualify for the charitable deduction because they received a substantial benefit from their payments and lacked charitable intent. Sklar v. Commissioner, No. 06-72961 (9th Cir. Dec. 12, 2008). From the DOJ press release:
The Sklars sought charitable deductions under § 170 for portions of their tuition payments made to the religious day schools their children attended, asserting that those portions of the tuition payments were for “intangible religious benefits.” The Sklars made three arguments in support of their position, each of which was rejected by the Ninth Circuit.
First, the Sklars argued that their tuition and fee payments to exclusively religious schools were deductible under a “dual payment analysis” to the extent the payments exceeded the value of the secular education their children received. The Ninth Circuit rejected this argument, finding that the Sklars had not shown that the payment exceeded the fair market value of the benefit received for their payments (i.e., an education for their children), and they had not shown that any excess payment was made with the intent of making a gift.
Dane County High School AP Course Offering Comparison
The College Board recently updated their AP Course Audit data. Dane County offerings are noted below, including changes from 2007-2008:
- Abundant Life Christian School: 3 Courses in 2007/2008 and 3 in 2008/2009
- Cambridge High School: 1 Course in 2007/2008 and 0 in 2008/2009
- De Forest High School: 8 Courses in 2007/2008 and 8 in 2008/2009
- Madison East High School: 12 Courses in 2007/2008 and 12 in 2008/2009
- Madison Edgewood High School: 11 Courses in 2007/2008 and 10 in 2008/2009 (11 are on offer this year. There’s been a paperwork delay for the 11th course, AP Biology due to a new teacher)
- Madison LaFollette High School: 12 Courses in 2007/2008 and 6 in 2008/2009
- Madison Memorial High School: 18 Courses in 2007/2008 and 17 in 2008/2009
- Madison West High School: 6 Courses in 2007/2008 and 0 in 2008/2009 (I’m told that West has 6, but the College Board has a paperwork problem)
- Marshall High School: 5 Courses in 2007/2008 and 5 in 2008/2009
- McFarland High School: 6 Courses in 2007/2008 and 6 in 2008/2009
- Middleton-Cross Plains High School: 8 Courses in 2007/2008 and 8 in 2008/2009
- Monona Grove High School: 9 Courses in 2007/2008 and 8 in 2008/2009
- Mt. Horeb High School: 5 Courses in 2007/2008 and 5 in 2008/2009
- Oregon High School: 9 Courses in 2007/2008 and 9 in 2008/2009
- Sauk Prairie High School: 10 Courses in 2007/2008 and 10 in 2008/2009
- Stoughton High School: 7 Courses in 2007/2008 and 10 in 2008/2009
- Sun Prairie High School: 15 Courses in 2007/2008 and 17 in 2008/2009
- Verona High School: 10 Courses in 2007/2008 and 11 in 2008/2009
- Waunakee High School: 6 Courses in 2007/2008 and 6 in 2008/2009
- Wisconsin Heights High School: 6 Courses in 2007/2008 and 6 in 2008/2009
Related: Dual Enrollment, Small Learning Communities and Part and Full Time Wisconsin Open Enrollment.
Some K-12 Schools Cutting Costs
As state governors warn of significant shortfalls in their budgets, many schools districts are facing the biggest cutbacks they’ve seen in decades. And in some cases, they’re already slashing.
In Virginia, the Fairfax County school district is considering everything from increasing class sizes to eliminating certain high-school sports starting next fall. In Florida, the Broward County School District is looking at thousands of layoffs and eliminating certain courses and activities. The Seattle School District is even considering shuttering certain schools. This year, the Los Angeles Unified School District has already reduced 600 administrative jobs at headquarters and delayed textbook purchases.
These moves have fired up parents. Julie Jackson, the parent of a fourth-grader at Kettering Elementary School in Long Beach, Calif., says parents there have for several years been raising money for salaries, supplies and programs that the state should be paying for in the first place. She and other parents are petitioning the governor and members of the state legislature to stop any further cuts. “The parents are now at a breaking point,” the petition states.
Among the forces behind the shortfalls: Job losses are cutting into state income-tax revenue; the erosion of home values is hurting property-tax revenue; and the drop in consumer spending reduces revenue from sales tax. As a result, 37 states are projecting midyear shortfalls this fiscal year, according to a survey by the Center on Budget and Policy Priorities. That is compared with only seven a year ago. Based on how things are going, the center estimates that total state budget gaps for next fiscal year will likely be around $100 billion, almost 10 times what it was last fiscal year, according to Elizabeth McNichol, senior fellow at the Washington D.C.-based center.
A Look at Stephen Strachan: Principal of LA’s Jordan High School
Under Stephen Strachan, students wear uniforms, it takes a C to pass and a ‘fifth-year senior’ program is bringing dropouts back.
You can blame the failure of Los Angeles’ latest school superintendent on racial politics, an incompetent school board or a bureaucracy impervious to reform.
But you can’t sell that to Stephen Strachan.
Strachan is the principal at Jordan High in Watts. Like Supt. David Brewer, Strachan thinks big and is brimming with self-confidence.
But unlike Brewer, Strachan has managed to move beyond summits and slogans to remake a high school long considered one of the district’s worst.
I met Strachan two years ago — about the time Brewer arrived in Los Angeles. I visited Jordan High because I wanted to know what it was like running a school that bordered one of the city’s most dangerous housing projects.
My Daughters/My Self
There was something about last week’s column that left me dissatisfied. I wrote about the difficulty of helping my 8-year-old daughter Emilie process disturbing news, particularly when she tends to over-focus on life’s ugliness.
But what I really wanted to discuss – via the vehicle of our obsessive replaying of the death of the trampled Wal-Mart worker Jdimytai Damour – was emotional enmeshment.
I find myself these days, to a surprising degree, dealing with the problem of enmeshment. This surprises me because not so long ago I wrote a book that was largely a polemic against enmeshment: against the boundary collapsing that I think is the signature characteristic of motherhood (and parenthood) in our time.
Clusty search: Judith Warner.
Uncertainty on Obama Education Plans
As President-elect Barack Obama prepares to announce his choice for education secretary, there is mystery not only about the person he will choose, but also about the approach to overhauling the nation’s schools that his selection will reflect.
Despite an 18-month campaign for president and many debates, there remains uncertainty about what Mr. Obama believes is the best way to improve education.
Will he side with those who want to abolish teacher tenure and otherwise curb the power of teachers’ unions? Or with those who want to rewrite the main federal law on elementary and secondary education, the No Child Left Behind Act, and who say the best strategy is to help teachers become more qualified?
The debate has sometimes been nasty.
“People are saying things now that they may regret saying in a couple of months,” said Jack Jennings, a Democrat who is president and chief executive of the Center on Education Policy in Washington. “Unfortunately, they’re all friends of mine, which makes it awkward.”
Madison West’s Natalia Thompson earns top Girl Scout honors
Awards continue for Natalia Thompson of Madison, who was named as one of the Girl Scouts of USA top 10 Girl Scout Gold Award recipients, which makes her one of the nation’s 2008 Young Women of Distinction for extraordinary leadership through the recipients’ remarkable community action projects.
Only 5 percent to 6 percent of girls involved in the Scouts receive the award, considered the organization’s highest achievement. Thompson and the other nine winners were honored at the 2008 Girl Scout National Council Session in Indianapolis.
Kathy Cloninger, who heads the Girl Scouts of USA, said Thompson and the other award winners are “outstanding examples of the kind of leadership Girl Scouts are capable of.”
The New Examined Life
In the first week of January, New York graphic designer Nicholas Felton will boil down everything he did in 2008 into charts, graphs, maps and lists.
The 2007 edition of his yearly retrospective notes that he received 13 postcards, lost six games of pool and read 4,736 book pages. He tracked every New York street he walked and sorted the 632 beers he consumed by country of origin.
Part experimentation, part self-help, such “personal informatics” projects, as they are known, are gathering steam thanks to people like Mr. Felton who find meaning in the mundane. At their disposal are a host of virtual tools to help them become their own forensic accountants, including Web sites such as Dopplr, which allows people to manage and share travel itineraries, and Mon.thly.Info, for tracking menstrual cycles. Parents can document infant feeding schedules with Trixie Tracker. And couples can go from between the sheets to spreadsheets with Bedpost, which helps users keep track of their amorous activities.
The objective for Mr. Felton and others is to seize data back from the statisticians and the scientists and incorporate it into our daily lives. Everyone creates data — every smile, conversation and car ride is a potential datapoint. These quotidan aggregators believe that the compilation of our daily activities can reveal the secret patterns that govern the way we live. For students of personal informatics, the practice is liberating because it shows that our lives aren’t random, and are more orderly than some might expect.
More Families Move to Lock In Tuition Rates
As the stock market swoons and tuition costs soar, more families are deciding to pay for college in advance through their 529 plans.
For years, families have preferred the savings type of 529 plan — named for the relevant section of the tax code — salting away after-tax dollars, investing them in mutual funds and other investments, and then taking the money out, tax-free, when the time comes to pay for school. But as many of these accounts have been savaged by the market’s plunge this year, families are now turning to the prepaid variety of 529.
Prepaid plans allow families to lock in current tuition rates by making an upfront cash payment in exchange for tuition contracts or credits tied to current rates. They can prepay either the full tuition bill or a portion of it, typically based on the average tuition costs in the state. States usually manage the money, and when a student finally enrolls, he won’t have to pay more — no matter how much tuition costs have risen.
If investors buy only a portion, that same amount is credited toward future tuition bills. In general, the tuition guarantee applies only to state schools within that state, though you can use the money to pay for out-of-state schools. If a beneficiary elects not to attend a college covered by the plan, the investor can withdraw his contributions, usually with interest.
The “Certified” Teacher Myth
Wall Street Journal Editorial:
Like all unions, teachers unions have a vested interest in restricting the labor supply to reduce job competition. Traditional state certification rules help to limit the supply of “certified” teachers. But a new study suggests that such requirements also hinder student learning.
Harvard researchers Paul Peterson and Daniel Nadler compared states that have genuine alternative certification with those that have it in name only. And they found that between 2003 and 2007 students in states with a real alternative pathway to teaching gained more on the National Assessment of Educational Progress (a federal standardized test) than did students in other states.
“In states that had genuine alternative certification, test-score gains on the NAEP exceeded those in the other states by 4.8 points and 7.6 points in 4th- and 8th-grade math, respectively,” report the authors in the current issue of Education Next. “In reading, the additional gains in the states with genuine alternative certification were 10.6 points and 3.9 points for the two grade levels respectively.”
The study undermines the arguments from colleges of education and teachers unions, which say that traditional certification, which they control, is the only process that can produce quality teachers. The findings hold up even after controlling for race, ethnicity, free-lunch eligibility, class size and per-pupil state spending.
Forty-seven states have adopted a pathway to teaching, alternative to the standard state certification otherwise required. Is this new pathway genuine or merely symbolic? Does it open the classroom door to teachers of minority background? Does it help–or hinder–learning in the classroom? Claims about all of these questions have arisen in public discourse. Recently, data have become available that allow us to check their validity.
To receive a standard state certification in most states, prospective teachers not only must be college graduates but also must have taken a specific set of education-related courses that comprise approximately 30 credit hours of coursework. Prospective teachers are well advised to pursue studies at a college or university within the state where they expect to teach, because it is often only within that state that students can get the courses required for state certification in the subject area and for the grade levels that they will be teaching.
Such certification requirements limit the supply of certified teachers, and as a result, serious teaching shortages are regularly observed. For example, in California, one-third of the entire teacher work force, about 100,000 teachers, will retire over the next decade and need to be replaced, compounding what the governor’s office calls a “severe” current teacher shortage. Other states are facing a similar situation. The National Council of Teachers of Mathematics projects a shortfall of 280,000 qualified math and science teachers by 2015. As former National Education Association president Reg Weaver put it, “At the start of every school year, we read in the newspaper…stories about schools scrambling to hire teachers.”
Please, sir, what’s history?
A missed chance to make hard choices about what children should learn
IF YOU are in your 40s and British, it is quite possible that your spelling is an embarrassment. You may never have been taught the distinction between “there”, “their” and “they’re”, or perhaps even your times tables. If you moved house during your primary years you may have entirely missed some vital topic–joined-up writing, say. And you may have struggled to learn to read using the “initial teaching alphabet”, a concoction of 40 letters that was supposed to provide a stepping stone to literacy but tripped up many children when they had to switch to the standard 26.
Those days of swivel-eyed theorising and untrammelled experimentation–or, as the schools inspectorate put it at the time, “markedly individual decisions about what is to be taught”–ended in 1988 with the introduction of a national curriculum. But though that brought rigour and uniformity, it also created an unwieldy–and unworldly–blueprint for the Renaissance Child. Schools have struggled to fit it all in ever since. Now, 20 years later, the primary curriculum is to be cut down.
Flirting goes high-tech with racy photos shared on cellphones, Web
Passing a flirtatious note to get someone’s attention is so yesterday. These days, young people use technology instead.
About a third of young adults 20-26 and 20% of teens say they’ve sent or posted naked or semi-naked photos or videos of themselves, mostly to be “fun or flirtatious,” a survey finds.
A third of teen boys and 40% of young men say they’ve seen nude or semi-nude images sent to someone else; about a quarter of teen girls and young adult women have. And 39% of teens and 59% of those ages 20-26 say they’ve sent suggestive text messages.
“One of the reasons we wanted to do the survey was to put some sort of structure around the anecdotes,” says Marisa Nightingale of the non-profit National Campaign to Prevent Teen and Unplanned Pregnancy, which commissioned the survey with the Hearst Digital Media site CosmoGirl.com. Chicago-based market research firm Teenage Research Unlimited surveyed 1,280 teens and young adults online Sept. 25 to Oct. 3.
Montgomery County Schools Seek 2% Budget Increase
Montgomery County School Superintendent Jerry D. Weast released a budget request yesterday that seeks almost level funding for the coming school year, a gesture of fiscal restraint likely to be repeated across the region’s school systems in coming months.
The $2.1 billion spending proposal for the fiscal year that begins in July reflects a net increase of $40 million, or 2 percent, the smallest year-to-year bump Weast has requested in nine years as Montgomery superintendent. The budget assumes just $20 million in new local funds, all cost savings from this year that Weast would carry over as revenue for next year, and $20 million from the state, chiefly to cover enrollment growth.
“It’s a flat budget,” Weast said. It is the first formal fiscal 2010 spending plan for a major local school system.
Weast said he had to close a $176 million revenue gap to balance the budget. He did that by eliminating contracted cost-of-living increases for all school system employees and by cutting $36 million in projected spending across the 139,000-student system, shedding 300 jobs.
Painful Choices as College Bills Wallop Families
The day after Thanksgiving, Glen O’Brien had bad news for his two children, who were visiting from college. With his electronics business pummeled by weak demand, he told them he couldn’t afford to keep paying their bills at New York University.
“We were both completely in shock,” recalls his daughter Caitlin, a junior majoring in Spanish. She was looking forward to spending her spring semester abroad in Chile. Instead, she is planning to move back to California, get a job and take cheaper courses at a state college. She hopes to return to NYU next fall. The school costs about $50,000 a year for tuition, room and board, and fees.
As the economy shrinks, joblessness expands and small-business owners lose income, many students and their parents are struggling to make payments for the second half of the academic year, which are typically due this month or in January. Midyear applications for financial aid, typically rare, are up at a number of colleges, as families who believed they wouldn’t need help earlier in the year are now feeling squeezed. Michigan State University, where students have been hit hard by the woes of the auto industry, last month set up a $500,000 fund for families hurt by the economy’s slide.
Madison High School students Could Get On-Campus Banking
As soon as next year, if La Follette or Memorial high school students reach into their wallets and find they’re short on cash for lunch, they might step up to an in-school teller window and withdraw money from their own savings account.
Business teachers Darrin Graham and Dave Thomas presented a proposal last week to the Madison School Board that could bring on-campus financial institutions to the two high schools as early as the 2009-10 school year, and they got an enthusiastic response. The board gave the teachers a green light to send out request for qualification materials to potential banks and credit unions, and they plan to bring back a proposal in February.
Graham and Thomas would like to get branches running by September, but the timetable will depend on the financial institution.
On Changing the High School “Challenge Index”
The minute I saw that Coolidge High School in the District had given a startling 750 Advanced Placement tests last May, and that only 2 percent of those exams had received passing scores, I knew I was in trouble.
For 10 years I have been ranking high schools based on participation in AP, International Baccalaureate and other college-level exams. I call this the Challenge Index. It is the system used by Newsweek in its annual list of top high schools and by The Washington Post in its annual ratings of all Washington area schools, published today in The Post Extra sections and on washingtonpost.com.
Every year I receive thousands of e-mails about these lists, and my refusal to include test scores in the ranking calculations. Some readers praise me for recognizing schools that work hard to prepare students from poor families for college-level courses and tests, even if their scores aren’t good. Others denounce me for giving high ratings to schools full of such students, because many people think low scores should disqualify a school from appearing on anybody’s best schools list.
TIMSS-07 comment
In the comments on TIMSS-07 math scores, one important aspect
has not been mentioned.
| Grade 8 | US | Minn. | Korea | Singapore |
| Number | 510 | 537 | 583 | 597 |
| Algebra | 501 | 515 | 596 | 579 |
| Geometry | 480 | 505 | 587 | 578 |
| Data and Chance | 531 | 560 | 580 | 574 |
Korea and Singapore have balanced scores, the US and Minnesota do not. The first three areas are the core areas of mathematics on which otherthings are built. We have to improve on them.
Dick Askey
John Hechinger has more:
U.S. fourth- and eighth-graders improved their math scores in a closely watched international test, but continued to lag well behind peers from top-performing Asian countries. U.S. students also failed to show measurable gains in science.
The U.S. and other governments on Tuesday released the results of the test, Trends in International Mathematics and Science Study, the world’s largest assessment of international achievement. Some 425,000 students in almost 60 countries took the exam, administered every four years, starting in 1995.
Ira David Socol on Teach for America, KIPP Schools, and Reforming Education
Today we present readers an in-depth interview with Ira David Socol, author of “The Drool Room” and the web site “SpeEdChange.” Our interest in talking with Ira centered upon three critical factors.
First, there is little doubt that Ira is passionate about education and the process of learning. More importantly, that passion is relentlessly focused on creating a learning process that is responsive to the needs of learners.
Second, to be frank, Ira shares some of our views on how best to reform education. He notes that there are a multitude of ways to create positive learning opportunities for students but our current school structures prevent the flexibility necessary to provide alternate paths. Like OpenEducation.net, he is also a strong proponent of the use of technology yet does not buy into the “digital natives” nonsense.
Blueprint for Change
Even more troubling are two sobering facts. First, Wisconsin continues to experience a net loss of college degree earning workers, leaving our work force trailing the national average in terms of the number of people in our work force with a college degree. Second, of the 10 fastest growing jobs in Wisconsin, nine only require a high school degree or less. All of which makes clear that, unless we can take steps now to change these trends, future revenue streams from the existing income tax structure will be limited by a comparatively smaller work force earning comparatively less robust wages.
WEAC Wisconsin 2008 Legislature Campaign Expenditures in Five Districts: About $2M
Through Oct. 20, WEAC spent:
- $539,660 on into the 43rd Assembly District to support freshman Dem Rep. Kim Hixson in his re-match with Republican Debi Towns.
- The 47th Assembly District north of metro Madison, where it spent $513,132 supporting Dem Trish O’Neil and opposing Republican Keith Ripp.
- The 68th Assembly District in Eau Claire, where it spent $406,322 supporting Dem Kristen Dexter and opposing GOP Rep. Terry Moulton.
Hopes, Fears, & Reality: A Balanced Look at American Charter Schools in 2008
Over the last three years, Hopes, Fears, & Reality has provided new evidence and analysis about what is going on in charter schools, how well they are doing, where they need to improve, and what can be learned from the research on these types of public schools. Past volumes have outlined how achievement studies should be conducted and interpreted, suggested how to achieve more effective public oversight of charter schools and how to eliminate barriers to growth, and presented nationwide trends in the number of charters opened and closed and the characteristics of these schools.
In this year’s edition, the National Charter School Research Project (NCSRP) brings new evidence to some of these past questions and turns to some new ones.
What is striking throughout this year’s essays is that charter schools are more different than alike, not only in terms of the populations they serve, the academic missions they pursue, and the results they produce, but also in their response to local need and capacity.
The essays in this volume show, for example, that:
National charter school achievement is promising overall, but highly varied
Gangs in Dane County? Yes, they’re everywhere, detective says
Gangs are everywhere in Dane County, from the largest Madison high schools to the smallest rural hamlets.
In the latest of a series of informational meetings led by a Dane County detective who monitors local gang activity, Sun Prairie parents were told their help is needed.
Detective Joel Wagner estimated that 3 to 4 percent of Dane County youths are involved in a gang. Recruiting begins in the fourth grade, he said; gang members can be of any race and socioeconomic status, but are primarily kids who have fallen away from school and family and are looking for a group to belong to.
“The best thing is prevention,” Wagner said. “We need to get back to eyes and ears.”
“Know your children’s friends. Know them well,” he said. “Know your children’s friends’ parents. Know them better.”
Wednesday night’s meeting at Sun Prairie High School stretched more than two hours and included disturbing video of gang fights and other violence from Dane County and across the nation as well as online photos of gang members who identify themselves as being from Sun Prairie and other Dane County communities.
Particularly disturbing was video — not from Dane County — of a gang initiation in which a teen’s head was smashed into a cement curb and into a florescent light tube. In another video, a teen was beaten in a bathroom as part of an initiation.
Related:
Where Children Find Hope
Most Colorado Area schools get rating of ‘high’ or better
Forty of Poudre School District’s 50-plus schools scored “excellent” or “high” for academic performance on the state’s School Accountability Reports released Tuesday.
The reports use scores from the Colorado Student Achievement Program, or CSAP, as well as ACT scores for high schools, to rank schools on their academic growth. The reports also profile school characteristics such as teacher pay, enrollment and other demographic data.
Thirteen schools scored “excellent,” 27 schools scored “high” and 10 schools scored “average.”
One school, Polaris Expeditionary Learning School’s High School, a choice seventh- through 12th-grade school, ranked “low.”
Centennial High School and Poudre Transition Center, two alternative schools, were exempt from the report.
Recommendations of the Washington Basic Education Task Force
Among the recommendations from the state’s Basic Education Task Force to the state Legislature:
- Paying teachers different amounts, comparable to regional wages paid to nonschool employees in their communities.
- Defining basic education as the schooling needed to help students meet new high-school-graduation requirements adopted by the state Board of Education, and Washington’s college-admission standards.
- Increasing instructional time, particularly for high-school students, and therefore paying teachers more.
- Decreasing class sizes in grades kindergarten through third grade.
- Paying teachers for a set number of training days outside of the 180 days of instructional time and strictly reserving all instructional days for education.
Scores on Science Test Causing Concern in U.S.
U.S. students are doing no better on an international science exam than they were in the mid-1990s, a performance plateau that leaves educators and policymakers worried about how schools are preparing students to compete in an increasingly global economy.
Results of the Trends in International Mathematics and Science Study (TIMSS), released yesterday, show how fourth- and eighth-graders in the United States measure up to peers around the world. U.S. students showed gains in math in both grades. But average science performance, although still stronger than in many countries, has stagnated since 1995.
Students in Singapore, Taiwan, Japan and Hong Kong outperformed U.S. fourth-graders in science. The U.S. students had an average score of 539 on a 1,000-point scale, higher than their peers in 25 countries.
Dynamo Brought IB and Rigor To All Students
The first story Bernie Glaze ever told me was about Kevin and Duc, two basketball-crazed teens who felt her Theory of Knowledge class at Mount Vernon High School was not their thing. All that talk of Kant and Aristotle and other dead guys with no jump shot made their brains hurt, they told her.
But one day she heard them talking about an NBA playoff game. They were interpreting, predicting, differentiating and synthesizing. Ha! She had them. “Listen to yourselves,” she said. “Your brains know what to do. Just treat Plato as though he were Michael Jordan.”
Bernie died Nov. 20 of complications from lung cancer. She was 62. Some people might remember her as the talkative woman who unaccountably left the faculty of the celebrated Thomas Jefferson High School for Science and Technology, with its 7 percent annual bonus for all teachers, to help start an International Baccalaureate program at Mount Vernon High in Fairfax County, then considered one of the worst schools in Northern Virginia. I remember her as the dynamo who helped turn Fairfax, known for gifted education and science prodigies, into a national model for teachers, like her, who preferred to spend their days looking for the hidden potential in C students.
U.S. students’ math, science scores deliver mixed results
If there were a math-and-science Olympics for elementary and middle schoolers, USA students could hold their heads high — they’re consistently better than average. In math, it turns out, they’re improving substantially, even as a few powerhouse nations see their scores drop.
But at the end of the day, the USA never quite makes it to the medal podium, a dilemma that has educators and policymakers divided, with some saying factors outside school play a key role in both achievement and productivity in general.
For the first time since 2003, the results of the Trends in International Mathematics and Science Study, or TIMSS, a battery of international math and science tests among dozens of nations, are out — and they paint a somewhat mixed picture of achievement: On the one hand, the USA ranks consistently above international averages in both subjects.
On the other hand, several nations consistently outscore our fourth- and eighth-graders, with a few countries turning in eye-popping performances.
Joanne has more along with Gerald Bracey:
First, comparing nations on average scores is a pretty silly idea. It’s like ranking runners based on average shoe size or evaluating the high school football team on the basis of how fast the average senior can run the 40-yard dash. Not much link to reality. What is likely much more important is how many high performers you have. On both TIMSS math and science, the U. S. has a much higher proportion of “advanced” scorers than the international median although the proportion is much smaller than in Asian nations.
Second, test scores, at least average test scores, don’t seem to be related to anything important to a national economy. Japan’s kids have always done well, but the economy sank into the Pacific in 1990 and has never recovered. The two Swiss-based organizations that rank nations on global competitiveness, the Institute for Management Development and the World Economic Forum, both rank the U. S. #1 and have for a number of years. The WEF examines 12 “pillars of competitiveness,” only one of which is education. We do OK there, but we shine on innovation.
Innovation is the only quality of competitiveness that does not show at some point diminishing returns. Building bigger and faster airplanes can only improve productivity so much. Innovation has no such limits. When journalist Fareed Zakaria asked the Singapore Minister of Education why his high-flying students faded in after-school years, the Minister cited creativity, ambition, and a willingness to challenge existing knowledge, all of which he thought Americans excelled in.
Will Fitzhugh Live in Madison
) Will, you recently gave a talk in Madison, Wisconsin, and now, with the miracle of technology, interested others can hear your presentation live at http://www.schoolinfosystem.org/archives/2008/11/william_fitzhug.php
First of all, were you warned that your speech was going to be taped and secondly, did you think it would be made available to the general population?
I knew it would be videotaped, and now that I am 72, and hear “Time’s winged chariot hurrying near,” I don’t mind who sees it, although it seems likely that few in “the general population” will bother with it.
Advocating for Public Education Reform
Five Texas education leaders, including former Education Commissioner Mike Moses, are proposing college or workplace readiness as the standard for all high school graduates in their plan to improve public education.
They also advocate a better accountability system, more money to improve student performance and a shared partnership between the state and local school districts.
The education leaders have often disagreed on education ideas but drafted a framework of shared principles they believe can serve as a starting ground for continued debate.
The five are attorney David Thompson, a school finance expert; Sandy Kress, who helped President Bush develop No Child Left Behind; Don McAdams, president of the Center for Reform of School Systems and a former member of the Houston Independent School District board; Jim Windham, former chairman of the Texas Association of Business; and Moses, education commissioner under Gov. George W. Bush.
Beijing Hoop Dreams
Basketball is fast becoming China’s national sport with teenagers like Wang Chenyang hoping to be its new stars.
Video by Dan Chung
Up Close, Rhee’s Image Less Clear
Schools Chief’s Media Stardom Hasn’t Dispelled the Misgivings in D.C.
The Atlantic Monthly, the Wall Street Journal and the New York Times have chronicled her battles with the Washington Teachers’ Union. The PBS “NewsHour” and “60 Minutes” have trailed her up and down school corridors. She can be seen at A-list gatherings, from Herbert Allen’s annual Sun Valley, Idaho, retreat for corporate moguls to education summits hosted by Bill Gates and the Aspen Institute.
Last week, on the cover of Time, D.C. Schools Chancellor Michelle A. Rhee cemented her status as the national standard-bearer of tough-minded, no-excuses urban school reform. She is photographed at the front of a classroom, stern-faced and clutching a broom, symbolizing her promise of sweeping change.
For journalists and pundits who follow education, Rhee’s narrative has elements that are irresistible. A slight, young Korean American woman with no big-city school leadership experience is plucked from the nonprofit world by a reform-minded mayor in June 2007 to fire bad teachers, face down their union and take on hidebound bureaucrats, all in the name of turning around a system with a legacy of failure. The stories are not uniformly glowing, but they generally depict Rhee as a gutsy, gritty agent of change driven to turn around the District’s schools.
“Michelle Rhee charged in as chancellor of the Washington, D.C., public schools wielding BlackBerrys and data — and a giant axe,” said the Atlantic’s November issue.
Closer to home, Rhee’s media stardom has inspired a mix of praise, puzzlement and resentment. Boosters say her high profile can only help the District overhaul its schools. Others see her pursuing a national platform for a message that is hostile to older, experienced teachers and partial to younger instructors from nontraditional training programs such as Teach for America, where she started her career.
Montgomery County Schools Post All Time High on Advanced Placement Exams
Superintendent Jerry D. Weast cited competing magazine rankings as evidence Maryland’s largest system, with 139,000 students, now offers arguably the premier AP program in the nation.
Three county high schools appear on a list of the nation’s top 100 from U.S. News & World Report, published online last week and based in part on AP and International Baccalaureate test performance. Weast said only the million-student New York system had more “gold medal” schools.
Six Montgomery schools rank among the top 100 on Newsweek magazine’s 2008 Challenge Index, a measure of AP and IB test participation created by Washington Post education writer Jay Mathews. Weast said no other school system had as many schools at the top of that list.
Speaking at Bethesda-Chevy Chase High School, Weast said the county’s students “are doing things that are historic, are doing things that, no matter who’s measuring them, are coming out at the top of the chart in the United States.”
Montgomery students took 25,921 AP tests this year, representing a 53 percent increase over six years. Of those tests, 18,306 earned a score of 3 or higher on a 5-point scale, a threshold for college credit.
Scarsdale Adjust to Life Without Advanced Placement Classes
The Advanced Placement English class at Scarsdale High School used to race through four centuries of literature to prepare students for the A.P. exam in May. But in this year’s class, renamed Advanced Topics, students spent a week studying Calder, Pissarro and Monet to digest the meaning of form and digressed to read essays by Virginia Woolf and Francis Bacon — items not covered by the exam.
A similarly slowed-down pace came at a cost for some students in one of Scarsdale’s Advanced Topics classes in United States history; it was still in the 1950s at the time of the exam, whose main essay question was on the Vietnam War.
Sarah Benowich, a senior, said that the A.T. approach had improved her writing but that she would have liked more dates and facts worked in. Despite studying Advanced Placement exam review books on her own, she still felt “shaky on some of the more concrete details,” she said.
A year after Scarsdale became the most prominent school district in the nation to phase out the College Board’s Advanced Placement courses — and make A.P. exams optional — most students and teachers here praise the change for replacing mountains of memorization with more sophisticated and creative curriculums.
Los Angeles Superintendent Takes a Buyout
Howard Blume, Jason Song and Mitchell Landsberg:
Under pressure by civic leaders and members of his own school board, Los Angeles Schools Supt. David L. Brewer announced Monday that he would leave his post rather than drag the district through a racially divisive fight.
The Los Angeles Unified School District Board of Education is expected to hash out the final details of an exit package today for Brewer, the retired Navy vice admiral who was supposed to bring military know-how and a deep passion for education to the job of running the nation’s second-largest school district.
“As an African American, I’ve experienced my share of discrimination,” he told reporters, school board members and district employees Monday. “I know what it looks like, smells like, and the consequences.”
“Although this debate is disconcerting and troubling, it must not become an ethnic issue. When adults fight, it can manifest itself in our children,” said Brewer, the district’s second African American superintendent. “This must not become an ethnic or racial battle that infests our schools, our campuses, our playgrounds. This is not about settling an old score; this must be about what is best for every LAUSD student.”
Siemens Competition Winners Announced
Practical advances in medicine ruled the day in the Siemens Competition in Math, Science and Technology, one of the nation’s most coveted student science awards, whose winners were announced Monday morning at New York University.
While highly regarded, a Tamari lattice, a mathematical structure, and Bax and Bak, two proteins, lost out to a project by Wen Chyan, 17, a senior at the Texas Academy of Mathematics and Science in Denton, Tex. Mr. Wen won the top individual prize — a $100,000 scholarship — for research on fighting hospital-related infections with antimicrobial coatings for medical devices.
For genetics research that has the potential to identify new chemotherapeutic drugs and improve existing ones, Sajith M. Wickramasekara and Andrew Y. Guo, both 17 and seniors at the North Carolina School of Science and Mathematics in Durham, N.C., took home $50,000 each — the top team prize.
Trailing not far behind, four high school seniors in the New York region won a total of $100,000 in scholarships.
The Age of Mass Intelligence
We’ve all heard about dumbing down. But there is plenty of evidence that the opposite is also true. Is this, in fact, the age of mass intelligence? John Parker reports…
Russell Southwood is queuing outside his local cinema in south London, listening to his iPod. Hip-hop and jazz, as usual. What is less usual is what he is queuing up for: not a film but a live transmission of this season’s opening night from the Royal Opera House. “I like hip-hop and opera,” he says. “Not a big deal.”
That’s increasingly true. Every other Saturday, Darren Henley is at the Priestfield football ground cheering on his beloved Gillingham. In the evening, he goes to a concert by the Royal Liverpool Philharmonic or the London Symphony Orchestra, because he is also the boss of Classic FM, a radio station that sponsors those orchestras.
Cultural incongruities are popping up everywhere. When the Guardian, which sponsors the Hay-on-Wye literary festival, picked ten visitors to interview, one turned out to be a check-out clerk at Tesco who saved all his money during the year so he could go to the festival for his holiday. He was far from the most unlikely visitor who might have been found. High-ranking officers from the SAS (Special Air Service), Britain’s crack covert-operations regiment–who have to remain anonymous–have been known to spend their holidays each year travelling from their base at Hereford to Hay for lectures on Wordsworth and Darwin.
A Retired Teacher on Governance, Administrators and Education Flavor of the Month Theories
Extraordinary times command extraordinary measures and grant extraordinary opportunities. Our state’s budget crisis calls already for kids and schools to sacrifice. It does not have to be. This is Olympia’s chance to substantially improve our entrenched education system and save some money.
Here are three problems Olympia must tackle to make a real difference:
1. Washington taxpayers support 295 independent school districts. Each district is top-heavy with too many administrators: superintendents, assistant superintendents, executive directors, curriculum directors, special ed directors, human resources directors, finance directors, transportation directors, purchasing directors and other nonteaching executives.
2. The second problem is lack of stability. Administrators introduce too often “new” educational theories. With each new administrator come new ideas. What was the silver bullet in education one year ago is toxic with a new principal or new superintendent.
I experienced over a period of 12 years changes from a six periods day to a four periods “block system” (several years in the planning). After starting the block, my school planned for two years to establish five to six autonomous Small Schools, but only one was eventually organized. In the midst of those disruptive changes, Best Practices was contemplated but never enacted; special ed and ESL students were mainstreamed, and NovaNet, a computerized distant learning, was initiated with former Gov. Gary Locke present and praising our vision. Finally, all honors classes were abandoned and differentiated instruction was introduced.
Eventually, all these new methods were delegated to the trash heap of other failed educational experiments. By 2008, the school was where it had been in 1996, minus some very good teachers and more than a few dollars.
3. The third problem is the disconnect between endorsements and competency. A sociology major gets a social sciences endorsement from the Office of Superintendent of Public Instruction and may teach history, or math, or Spanish. A PE teacher may instruct students in English literature or history. A German or English teacher may teach U.S. history.
Milwaukee Voucher Funding: Fairness is in the Eye of the Beholder
The voucher funding flaw is a bigger problem than ever and is costing Milwaukee property taxpayers millions of dollars a year.
The voucher funding flaw effectively no longer exists, and the publicly funded program that allows children to go to private schools is saving Milwaukeeans property tax dollars.
Can both of those things be true?
Decide for yourself.
When Milwaukee Mayor Tom Barrett and leaders of the Milwaukee Public Schools system look at the issue, one number jumps out: 14.6%. That’s how much the property tax levy to pay for schools in the city is going up this year.
They associate a lot of that increase with the impact on local taxes of the school voucher program, which is allowing 20,000 low-income Milwaukee children to attend private schools this year.
The way vouchers are paid for now, through a combination of money from state government and Milwaukee property taxes, is a major reason why the property tax increase is so large, they say. If the formula were fair, in the eyes of Barrett and the MPS leaders, the school tax increase would be in the neighborhood of 4%, and maybe less. They say changing the voucher funding system is an urgent priority for the Legislature to tackle.
When leaders of School Choice Wisconsin, an influential group of supporters of the voucher program, look at the issue, a different number jumps out: $123. That’s how much more is being spent in property taxes this year on each student in MPS than on each voucher student.
Schools set aside meeting time for teachers to collaborate
To most of the working world, the business meeting is a usual – if not exactly appreciated – part of professional life.
To Jeanne Paulus, a resource teacher at Roosevelt Elementary School in Wauwatosa, her weekly meetings with fellow teachers are nothing less than earth-shattering.
While conversations between teachers might have been fleeting in years past, conducted quickly during bathroom breaks or brief moments in the day when they found themselves without their students, this year such discussions have become a regular part of the teachers’ week.
“To me, this is a huge, gigantic shift for teachers,” said Paulus, who teaches math and gifted education at Roosevelt.
The reaction is no less fervent at Kettle Moraine High School, which – like the Wauwatosa School District – started setting aside time this year for its teachers to meet after school.
At both places, students are dismissed early once a week to give their teachers time to plan, reflect on their teaching and analyze their students’ performance.
“What happens during this time is our teachers are learners, they’re not just teachers,” said Kettle Moraine High School Principal David Hay.
Safe & Sound: A Parent’s Nightmare
‘Liz, you have to come to the hospital now,” my husband, David, said in the office voicemail message that late April morning. “We’re in an ambulance. … Something happened to Georgia. She had some kind of seizure. I don’t know. Just come.”
My 3-year-old daughter — who just days earlier was hosting a tea party for me and her dolls — was in trouble. That’s how this mystery begins.
I rushed from the office and grabbed a taxi to our local hospital in Brooklyn. “She’s unresponsive to pain, to everything,” David told me when I called him from the taxi.
Georgia’s breathing had slowed to nearly a full stop, he said. The EMTs had jabbed her heel with a needle to gauge her responsiveness, he said. Nothing. They had then given her a shot of seizure medication. Still nothing.
I arrived through the swinging emergency-room doors to see my daughter’s tiny feet on a gurney through a gap in the white curtains. At least a dozen doctors and nurses huddled around her, working to push a tube down her throat and get her started on a mechanical ventilator.
LAUSD superintendent’s expense account alone could pay a teacher’s salary
I had lunch with Los Angeles Unified School District Supt. David Brewer earlier this year at a restaurant near downtown Los Angeles and almost choked. Not on the food, but the prices.
I wasn’t that hungry, fortunately, so I had the Chinese chicken salad, which cost an eye-popping $28.95. Brewer wasn’t famished either, so he just had an appetizer, the crab cakes, and those ran $16.95.
Over lunch, he defended himself against widespread criticism that he was the wrong man for the job and had been a big disappointment. But instead of talking about students, he went on and on about building a “matrix” system and “vertical” as well as “horizontal articulation.” By the end of it I had an expensive stomachache.
The L.A. Times picked up the tab, but Brewer had chosen the restaurant and he seemed to know his way around there, so I started wondering if his tastes always ran so high-end. To find out, I called the school district and requested all of his expense reports dating back to his hiring in 2006.
When the documents arrived, much of the information had been blacked out. Why? Because several high-level officials use the same credit card account, I was told, and I hadn’t asked for their expenses; only Brewer’s.
Related: What do students mean to LAUSD superintendent? by Sandy Banks
America’s Best High Schools 2008
Laugh and the World Laughs With You: How Happiness Spreads
Ever wonder whether happy people have something you don’t, something that keeps them cheerful, chipper and able to see the good in everything? It turns out they do — they have happy friends.
That’s the conclusion of researchers from Harvard and the University of California at San Diego, who report in the British Medical Journal online that happiness spreads among people like a salubrious disease. Dr. Nicholas Christakis and James Fowler studied nearly 5,000 people and their more than 50,000 social ties to family, friends and co-workers, and found that an individual’s happiness is chiefly a collective affair, depending in large part on his or her friends’ happiness — and the happiness of their friends’ friends, and even the friends of their friends’ friends. The merriment of one person, the researchers found, can ripple out and cause happiness in people up to three degrees away: So, if you’re happy, you increase the chance of joy in your close friend by 25%; a friend of that friend enjoys a 10% increased chance. And that friend’s friend has a 5.6% higher chance.
“This is a very serious piece of research; it’s pioneering,” says Dr. Richard Suzman, director of the division of behavioral and social research at the National Institute on Aging. “We are barely beginning to understand its translational and applied aspects.”
The authors analyzed data from the Framingham Heart Study, an historic study of heart disease among nearly 5,000 people begun in 1948. Because it was designed to follow participants and their offspring over several generations, the study’s creators recorded detailed information about each person’s closest relatives and friends, to better keep tabs on the original participants. That database served as an ideal social laboratory for Christakis and Fowler, who questioned each participant and his or her friends and family about their emotional state three times over 20 years.
Balls & Brains: The quality of a man’s sperm depends on how intelligent he is, and vice versa
THERE are few better ways of upsetting a certain sort of politically correct person than to suggest that intelligence (or, rather, the variation in intelligence between individuals) is under genetic control. That, however, is one implication of a paper about to be published in Intelligence by Rosalind Arden of King’s College, London, and her colleagues. Another is that brainy people are intrinsically healthier than those less intellectually endowed. And the third, a consequence of the second, is that intelligence is sexy. The most surprising thing of all, though, is that these results have emerged from an unrelated study of the quality of men’s sperm.
Ms Arden is one of a group of researchers looking into the connections between intelligence, genetics and health. General intelligence (the extent to which specific, measurable aspects of intelligence, such as linguistic facility, mathematical aptitude and spatial awareness, are correlated in a given individual) is measured by psychologists using a value called Spearman’s g. Recently, it has been discovered that an individual’s g value is correlated with many aspects of his health, up to and including his lifespan. One possible explanation for this is that intelligent people make better choices about how to conduct their lives. They may, for example, be less likely to smoke, more likely to eat healthy foods or to exercise, and so on.
Alternatively (or in addition) it may be that intelligence is one manifestation of an underlying, genetically based healthiness. That is a view held by many evolutionary biologists, and was propounded in its modern form by Geoffrey Miller of the University of New Mexico, who is one of Ms Arden’s co-authors (and, as it happens, her husband). These biologists believe intelligence, as manifested in things like artistic and musical ability, is such a reliable indicator of underlying genetic fitness that it has been chosen by members of the opposite sex over the millennia. In the ensuing arms race to show off and get a mate it has been exaggerated in the way that a peacock’s tail is. This process of sexual selection, Dr Miller and his followers believe, is the reason people have become so brainy.
7 Habits of Highly Ineffective Principals
Joe Nathan, a University of Minnesota school leadership scholar, dropped by recently to tell me about his latest project: the Minnesota Leadership Academy for Charter and Alternative Public Schools. He wants to produce all-star principals for innovative schools, including the charter school movement he has been studying since its beginnings.
Nathan gave me a report he just produced with Carleton College junior Joanna Plotz. Their paper, “Learning to Lead,” reveals the secrets of good management of schools and companies, derived from interviews with 24 business leaders. In the Leadership Academy, which opened this fall in cooperation with the Minnesota Department of Education, each participating educator has two mentors, one a successful business executive and the other a successful school leader.
That sounds peachy, but it doesn’t get to the heart of what many teachers tell me is the key issue in school leadership today: How did we produce so many lousy administrators?
Washington Teacher’s Union Settles Campaign Finance Lawsuit
After eight years and several go-rounds in court, Washington’s teacher and school employee union will pay $975,000 to settle a campaign finance lawsuit.
The Washington Education Association was accused in 2000 of illegally spending nonmember fees on political campaigns. The lawsuit, instigated by a complaint from the Evergreen Freedom Foundation, has bounced through several levels of court — most recently the U.S. Supreme Court, which ruled that states can force public-sector unions to get workers’ approval before spending dues on politics.
But the Legislature modified Washington’s law in 2007, effectively reducing the influence of that provision by stating unions can use dues on political spending provided they have sufficient general-treasury funding from other sources.
The WEA reached a settlement with the state Attorney General’s Office on Wednesday, agreeing to pay the state $735,000 and return $240,000 to nonmembers who paid fees from the academic years starting in 2003 and ending in 2007. During that time the WEA’s political action committee spent more than $2.7 million on state political races, with most of the money going to Democratic candidates and causes.
Bill Gates: Invest in Charters
Bill Gates was all over DC yesterday, talking about charter schools at every stop. He told the President-elect that investing in charters is a great example of how to think long-term while trying to rescue the economy, and repeated that thought in chatting with Wolf Blitzer at CNN. Then he stopped by George Washington U to talk to an invited audience about poverty, recession, and education – and delivered some remarkably forceful endorsements of charter schools and the charter model itself. Full text of this important speech here.
Here’s his central economic-strategy point. Note how he prioritizes charters:
“In a crisis, there is always a risk that you take your eyes off the future – and you sacrifice long-term investments for near-term gains…But I want us to have a bigger goal than getting the economy growing again. I want us to expand the number of people who are contributing to the economy and benefiting from it. The young woman who needs help paying for college, the young man whose charter school needs government support, the children whose parents need AIDS drugs, the poor family trying to farm in Ghana–if we don’t make these people part of our investments, when the economy comes back, they won’t be coming back with it.”
The next bailout: Here comes public education
Public schools will be the next institutions to want more money to fix crumbling buildings, patch bloated budgets, buy more buses, and perpetuate stagnated objectives but in reality they need to re-invent education to take wholesale advantage of proven technologies from sophisticated software and broadband connectivity to distance learning and interactive video capabilities.
For the most part, public schools are an anachronism. They were designed in the Industrial Age to assimilate an agrarian society into a workforce for the Industrial Age. The Industrial Age surged into the Information Age a good forty years ago and we did not do much to change the framework of education. If anything, we bloated it with multiple assistant superintendents, curriculum advisors, crisis counselors, and a dozen more positions that were unheard of twenty years ago.
We are now well past the Information Age and are in what some would call a Mobile Internet Age. We need to embrace a whole new set of educational concepts and discard those that include teaching obsolete skills, protecting deadwood teachers and adhering to schedules that reflect the harvesting of crops.
Montgomery County Teachers & Administrators Forego 5% Pay Raise to Help Balance the Budget
Montgomery County teachers and other school employees have agreed to give up a 5 percent pay raise next year, a concession that saves the school system $89 million and allows Superintendent Jerry D. Weast to balance the budget.
The Montgomery County Board of Education, meeting in closed session last night, tentatively accepted the renegotiated labor deals, according to a school official.
Leaders of four employee associations, representing more than 22,000 workers, agreed Tuesday to forgo the raise all workers would have received in the fiscal year that begins in July. Weast said he and other top administrators in Maryland’s largest school system would also lose annual raises.
School officials said it was the first time since the early 1990s that Montgomery school employees had given up a contractual pay raise, a sign of the magnitude of the economic challenge. School board President Nancy Navarro (Northeastern County) credited unions with “tremendous sacrifice during these tough times.”
Budget constraints have prompted Gov. Martin O’Malley (D) to consider requiring unpaid furloughs for more than 67,000 state employees and contractors. And across the region, school officials are wondering whether they can fund cost-of-living raises in the 2009-10 academic year. Loudoun County teachers were forced to go without such raises this school year.
After Quake, Parents In China Start Over
Ten days after his daughter died in May’s earthquake, Zhu Jianming thought of having another child. Five weeks later, he had a reverse vasectomy, paying for it in part with money he received from the government.
Now, the lean miner, who is 50 years old, and wife Lu Shuhua, 45, are trying to conceive again. Though still mourning, the aging couple felt they had to move quickly if they wanted to start a new family. “If we don’t try now, we will totally miss the chance,” Mr. Zhu says
Moving fast is something of a specialty for China, a nation that has sprung from the poverty of the Cultural Revolution to being the world’s fourth-largest economy in a single lifetime. So it is with many of the survivors of the Sichuan earthquake, which left nearly 90,000 people dead or missing. The most devastating natural disaster to hit China in three decades, the quake was one of several big challenges to the Chinese leadership in a tumultuous year that included protests in Tibet, the Olympic Games in Beijing and an economic slowdown that is erasing thousands of factory jobs.
A 12 Year Old Takes up Boxing
Videographic: A Short Recent History of Congo
A powerful new media example for education. This piece is well written, nicely illustrated and in the end, adds depth to our understanding of Congo’s recent history. Links to sources and further information would be useful.
Seeking a Corwin Kronenberg Contact
Gayle Strawn emailed asking if anyone has contact information for Corwin Kronenberg
Contact Gayle at gstrawn@franchisetimes.com or 612-767-3203
Number of MPS students suspended is down 15%
Suspensions across the Milwaukee Public Schools system are down sharply so far this school year, Superintendent William Andrekopoulos said Monday.
Andrekopoulos released figures that show suspensions in MPS, as of the end of November, down sharply from last year, showing declines of about 15% in the number of students who have been suspended and of more than 20% in the number of days students have spent on suspensions, compared with the same period a year ago.
The new figures come as MPS is under pressure to lower its high suspension rate – Andrekopoulos has called it “appalling” in the past – and improve the overall behavior climate in schools.
The Council of the Great City Schools, an organization of large urban districts, submitted a report to MPS officials last spring that called for an urgent districtwide mobilization over behavior issues, especially related to suspensions. The report says MPS schools used suspensions, often for minor matters, instead of lesser steps that could bring more constructive results. It suggests the MPS suspension rate was among the highest in the country.
Andrekopoulos said data through last week showed that 12.3% of students had been suspended at least once so far this year, compared with 14.4% in the same period last year, and that the number of “suspension days” had declined from 42,994 to 33,846.
The Making of a Rhodes Scholar – Duke University Graduate Earns Coveted Award
Parker Goyer has certainly tasted her share of success even if she is just 23-years-old.
Following her graduation from Duke, Goyer received a fellowship from the Robertson Scholars Program, a merit scholarship program that seeks to encourage social entrepreneurship and to increase collaboration between Duke University and UNC-Chapel Hill. Goyer was the only non-Robertson Scholar to be selected for the one year fellowship.
That same year, the 2007 graduate would go on to see her benchmark concept, the Coach for College Program, come to fruition. Securing nearly half-a-million dollars in funding, Goyer led a group of college student-athletes to Vietnam to deliver the first ever edition of the program to 200 middle school-aged children.
Yet, when it comes to recognition for a job well-done, the first-year student at the Harvard Graduate School of Education recently hit new heights even for her. On Saturday, November 22nd, the Coach for College founder learned she was one of 32 American students chosen to receive a prestigious Rhodes Scholarship.
Going off to College for Less
St. Andrews has 1,230 Americans among its 7,200 students this year, compared with fewer than 200 a decade ago.
The large American enrollment is no accident. St. Andrews has 10 recruiters making the rounds of American high schools, visiting hundreds of private schools and a smattering of public ones.
With higher education fast becoming a global commodity, universities worldwide — many of them in Canada and England — are competing for the same pool of affluent, well-qualified students, and more American students are heading overseas not just for a semester abroad, but for their full degree program.
Ryan Ross of Annapolis, Md., applied only to St. Andrews; McGill University in Montreal; and Trinity College in Dublin. “I knew I wanted a different experience,” said Mr. Ross, now a freshman studying international relations at St. Andrews.
The international flow has benefits, and tradeoffs, for both sides.
For American students, a university like St. Andrews offers international experience and prestige, at a cost well below the tuition at a top private university in the United States. But it provides a narrower, more specialized course of studies, less individual attention from professors — and not much of an alumni network to smooth entry into the workplace when graduates return to the United States. For overseas universities, international students help diversify campuses in locations as remote as coastal Fife, home of St. Andrews.
Changing the Tuition Discussion
If tuition policy is a vexed question in normal budget years for public universities, it will be especially challenging to discuss public policy on the subject this year. States are facing record deficits and many public colleges are seeing enrollment and application increases — a formula that could combine to create large, unpopular tuition increases.
In this environment, the leaders of a national association of public universities hope to shift the debate — calling for better information about what really is going on with college costs, and also urging colleges to consider some potentially radical ways to control their costs. “University Tuition, Consumer Choice and College Affordability,” being released today by the National Association of State Universities and Land-Grant Colleges, both defends public higher education and criticizes it. While suggesting that colleges are more affordable than many people realize today, the report sees a “looming affordability challenge” in which public institutions could move out of the reach of many Americans, a potential shift that the association sees as counter to the values of its institutions.
The beginning of the report — consistent with efforts by others in higher education — tries to shift public attention away from colleges’ sticker prices and broad generalizations about affordability, arguing that sticker prices rarely reflect what students actually pay and that affordability depends both on the charges of a college and the means of a student, and is thus unique for individual circumstances. The report then goes on to suggest that much is unknown about whether colleges can save money through various means — such as providing more instruction online — and suggests that now is the time for serious research on such questions. The report faults universities for not having the data that would allow for better decision making.
SEED School receives $2 million pledge
The SEED School of Wisconsin said Tuesday that the Elizabeth A. Brinn Foundation is pledging $2 million towards SEED’s campaign to bring a public, urban boarding school to the state.
The boarding school is being proposed by a local coalition of leaders, cooperating with The SEED Foundation, a Washington, D.C.-based nonprofit that operates boarding schools in Washington, D.C. and Baltimore. Both schools are publicly funded and educate children who start, on average, with skills two to three years behind grade level. More than 98 percent of SEED school graduates have been accepted at a four-year college, according to The SEED Foundation.
“The children of Milwaukee and other challenged communities around the state will benefit from the Brinn Foundation’s gracious gift,” said Robert Sowinski, president of The SEED School of Wisconsin’s board of directors.
Corcoran builds a ‘Bridge to Literacy’
John Corcoran made a splash in the 1990s with his memoir, The Teacher Who Couldn’t Read. A vivid account of his nearly five-decade struggle to conceal his illiteracy — and of his first successful attempts to read, at age 48 — the book thrust Corcoran into the national spotlight.
He appeared on 20/20, Oprah and Larry King Live, was profiled in Esquire and became the only “adult learner” to serve on the advisory board of the National Institute for Literacy.
Now 70 and president of a charitable foundation bearing his name, Corcoran has a new book, The Bridge to Literacy (Kaplan Publishing, $24.95), which lays out his vision for eliminating illiteracy in the USA.
Corcoran has dubbed the book a “call to action” for literacy efforts and says reading programs need “a bigger, broader and more universal vision.” He says K-12 schools and universities must train principals and teachers — especially new teachers — in the most up-to-date, research-based reading instruction.
Financial Literacy
I SUPPOSE I could be described as financially literate. I have a doctorate in economics; my dissertation focused on financial decision-making. I write about economics and finance, and I’ve worked in the financial industry, designing investment strategies. But, when I look at the balance of my brokerage account (those low-fee global-equity index funds do not seem like such a good idea at the moment) or my credit card statement (peppered with frivolous impulse purchases), I question my financial savvy.
Nonetheless, I have volunteered to provide financial-literacy training to young mothers at a local homeless shelter. This is the first time I have volunteered since school, when my guidance counsellor forced me into it. She thought the experience would look good on my college applications.
I always justified not volunteering by figuring that my actual time was worth less to the charity than the monetary value of my time. But something about this project intrigued me. I thought I’d learn from the experience; it could make me a better economist. I even spent weeks fancying myself the next Suze Orman, empowering the financially downtrodden with my economic knowledge.
Stuck-in-the-Past Va. Physics Texts Getting Online Jolt
The average high school physics class in Virginia traverses 2,000 years of thinking, encompassing the Archimedes principle of buoyancy and Newton’s laws of motion, and stopping abruptly at about the turn of the 20th century. Educators want the course to advance to today’s string theorists and atom-smashing particle physicists.
But before they can modernize physics education, they need a breakthrough in a textbook system that often leaves courses in physics and other subjects decades behind the times.
Rather than waiting two years for the Virginia Board of Education to review its science standards, then another year for publishers to print new physics texts, the state secretaries of education and technology asked a dozen teachers to write their own chapters in biophysics, nanotechnology and other emerging fields and post them online.
By February, physics teachers from Vienna to Tappahanock should be able to rip, mash and burn new chapters in real-time physics, said Secretary of Technology Aneesh P. Chopra. The virtual pages, which cost the state and schools nothing except teacher time, will be an optional, free supplement to hardbound books.
Testing Students Abroad
Poor behavioral effects on gifted students due to them sitting bored and stagnant in classes
What Do They See in Me That I Don’t See in Myself?:
Jesse wished he could run away, far away. Someplace where no one knew him. A place where everything wasn’t his fault and nothing was beyond his reach… Jesse Hardaway is used to things being his fault. It’s just him and his mom at home, and she’s always yelling at him. School is like home, only about ten times worse! He’s in fifth grade special education and has to battle ADHD and an anger/behavior disorder every day. If he isn’t in trouble, he’s getting into it. The only thing Jesse is sure of is that the world is against him, and he is ready to give up.
One good thing Jesse has in his life is his best friend Davess, who never stops trying to look out for him. At school, Mrs. Abogar and Ms. Dubose try to look out for him too, though Jesse doesn’t know why and wishes they would stop.
Here it comes, Jesse thought, the thing that drives me nuts. That irritating thing that they are so known for. That thing that makes you wonder whether you should hug them or yell at them. The famous Punishment-with-a-Smile. I hate it… But very soon he is about to discover that these two women not only understand him, for some reason they actually care about him.
via a Nikki Callahan email.