Jim Zellmer – Page 400 – School Information System

The Quiet Preference for Men in Admissions

It’s a well-known fact that there’s a severe gender imbalance in undergraduate college populations: about 57 percent of undergrads these days are female and only 43 percent male, the culmination of a trend over the past few decades in which significantly fewer young men than young women either graduate from high school or enroll in college. It’s also a well-known fact—at least among college admissions officers—that many private institutions have tried to close the gender gap by quietly relaxing admissions standards for male applicants, essentially practicing affirmative action for young men. What they’re doing is perfectly legal, even under Title IX, the 1972 federal law that bans sex discrimination by institutions of higher learning receiving federal funds. Title IX contains an exemption that specifically allows private colleges that aren’t professional or technical institutions to prefer one sex over the other in undergraduate admissions. Militant feminists and principled opponents of affirmative action might complain about the discrimination against women that Title IX permits, but for many second- and third-tier liberal arts colleges lacking male educational magnets such as engineering and business programs, the exemption may be a lifesaver, preventing those smaller and less prestigious schools from turning into de facto women’s colleges that few young people of either sex might want to attend.
Now, however, the U.S. Commission on Civil Rights has decided to turn over this rock carefully set in place by admissions committees. The commission launched an investigation last fall into the extent of male preferences in admissions decisions at 19 various institutions of higher learning. These include public universities (where such preferences are illegal under Title IX); elite private institutions such as Georgetown and Johns Hopkins; smaller liberal arts schools (Gettysburg College, with 2,600 undergraduates, is on the list); religious schools (the Jesuit-run University of Richmond and Messiah College in Grantham, Pa.); and historically black Virginia Union University, also in Richmond. On May 14 the commission’s general counsel, David P. Blackwood, announced that four of the 19 schools–Georgetown, Johns Hopkins, Gettysburg, and Messiah—had raised legal issues concerning compliance with the commission’s subpoenas, and that Virginia Union, while responding politely, had not complied in any way. Blackwood said that the commission might have to ask the Justice Department for help in obtaining admissions data from Virginia Union.

You Wouldn’t Inhibit Amazon, Why Education?

Douglas Crets:

This is the second in a series of interviews with thought leaders in education reform. Today we interview former West Virginia Governor Bob Wise about personalized learning, equity and policy changes that will enable a better system for our students.
What is the vision for personalized learning?
For personalized learning, it’s delivering high-quality content to children and students wherever they live. I mean, whatever their conditions, their life situations, their educaiton surroundings. It’s being able to customize education so that we engage each student where they want to be, and make it as relevant as possible to them.
Personalization to me is the sense of making sure there is a personal graduation plan for every student, making sure a direct relationship bteween at least one adult in the building and one student.
Even if you are using data…there is data that immediately is picking up whether they are increasing absences, etc…and someone is charged with intervening. How do we take what is a largely impersonal experience, to using technology that is actually helping education become a more personal experience.

Are books just as good as summer school? Study: Free books give low-income kids academic lift

Associated Press:

Can a $50 stack of paperbacks do as much for a child’s academic fortunes as a $3,000 stint in summer school?
Researchers think so. Now, an experimental program in seven states — including the Chicago Public Schools — will give thousands of low-income students an armful of free books this summer.
Research has shown that giving books to kids might be as effective at keeping them learning over the summer as summer school — and a lot cheaper. The big questions are whether the effect can be replicated on a large scale — and whether it can help reduce the achievement gap between low-income and middle-class students.
Schools have always tried to get students to read over the summer. For middle-class students, that’s not as big a deal. They usually have access to books, says Richard Allington, a reading researcher at the University of Tennessee-Knoxville.

Chinese teens compete for entry to elite schools

Chi-Chi Zhang:

The 14-hour study sessions were over but the nerves remained for Tong Dan as she squeezed in some last-minute cramming during a lunch break Monday from the most important test she and millions of other Chinese teens will ever take.
Each year, about 10 million high school seniors across China take the “gaokao” — the exam that is the sole determinant for whether they get into a university. About 68 percent of test takers this year are expected to pass — but for the vast majority who don’t it means they head straight into the search for a low-paying, blue-collar job.
But even a college degree no longer guarantees graduates a good job in China’s increasingly competitive workplace. With about 700,000 of last year’s university graduates still unemployed, there is added pressure on students like 17-year-old Tong to do well on the two-day college entrance exam and gain one of the few coveted slots at the country’s elite schools.
China has poured billions of dollars into a massive university expansion plan over the past few decades, meaning the number of graduates will skyrocket to a record 6.3 million this year, compared to 1 million in 1998. The expansion has also led to a widening gap between the quality of education found in many universities, especially those in poorer provinces, and the top schools.

Black leaders leaving DISD along with students

Tawnell Hobbs:

As the number of black children in Dallas ISD declined over the last decade, the number of black activists closely observing school board meetings has dwindled to a few in the audience.
And some leaders of a civil rights group that once battled for equal education in Dallas schools are now urging black parents to send their kids elsewhere. Some say the rising attention to the needs of children learning English is overshadowing the needs of black students.
As their focus wanes from Dallas ISD, some fear a powerful lobby for the interests of the district’s minority students could be lost.
“It’s not a surprise to anybody that blacks are leaving DISD,” said Juanita Wallace, president of the Dallas NAACP. “We know that Hispanics are really taking over the school district. The whites are completely gone, and now blacks are going.”

Student Debt and a Push for Fairness

Ron Lieber:

If you run up big credit card bills buying a new home theater system and can’t pay it off after a few years, bankruptcy judges can get rid of the debt. They may even erase loans from a casino.
But if you borrow money to get an education and can’t afford the loan payments after a few years of underemployment, that’s another matter entirely. It’s nearly impossible to get rid of the debt in bankruptcy court, even if it’s a private loan from for-profit lenders like Citibank or the student loan specialist Sallie Mae.
This part of the bankruptcy law is little known outside education circles, but ever since it went into effect in 2005, it’s inspired shock and often rage among young adults who got in over their heads. Today, they find themselves in the same category as people who can’t discharge child support payments or criminal fines.

A Classical Education: Back to the Future

Stanley Fish:

I wore my high school ring for more than 40 years. It became black and misshapen and I finally took it off. But now I have a new one, courtesy of the organizing committee of my 55th high school reunion, which I attended over the Memorial Day weekend.
I wore the ring (and will wear it again) because although I have degrees from two Ivy league schools and have taught at U.C. Berkeley, Johns Hopkins, Columbia and Duke, Classical High School (in Providence, RI) is the best and most demanding educational institution I have ever been associated with. The name tells the story. When I attended, offerings and requirements included four years of Latin, three years of French, two years of German, physics, chemistry, biology, algebra, geometry, calculus, trigonometry, English, history, civics, in addition to extra-curricular activities, and clubs — French Club, Latin Club, German Club, Science Club, among many others. A student body made up of the children of immigrants or first generation Americans; many, like me, the first in their families to finish high school. Nearly a 100 percent college attendance rate. A yearbook that featured student translations from Virgil and original poems in Latin.

Union backlash: UW-Madison academic staff bristle at perceived strong-arm tactics

Todd Finkelmeyer:

When faculty and academic staff across the University of Wisconsin System were given the right to form unions with collective bargaining powers last June, David Ahrens viewed the legislation as “long overdue” and a “well-deserved right.”
After all, most of the 10,000 classified staff working within the UW System — including accountants, computer staff and custodians — have long been unionized. Ahrens believed it was only fair that the roughly 6,700 faculty and 13,200 academic staff across the system be afforded the same opportunity. And as president of the United Faculty and Academic Staff, a longtime union on the UW-Madison campus that does not have collective bargaining powers, he was eager to convey to the masses the virtues of forming a union that has the right to negotiate over wages, benefits and work conditions.
The new state measure would not force anyone to join a union, Ahrens noted at the time. It simply gave faculty and academic staff on each of the UW System’s four-year campuses the right to vote to form separate bargaining units if they wanted.
“It’s about giving thousands of individual employees a collective voice,” said Ahrens, who holds an academic staff position as a researcher within the University of Wisconsin’s School of Medicine and Public Health.

Charter Vultures Circle the Public Schools

Alan Singer:

We our now entering the second round of “Race to the Top.” State legislatures are busy worshiping at the alter of “charter schools” in order to establish their eligibility.
The radio, television, and print ads show a very unlikely and powerful coalition supporting the demand for new charter schools – Barack Obama, Arne Duncan, JP Morgan, assorted hedge funds, Michael “Moneybags” Bloomberg, Joel “Clueless” Klein, and Reverend Al Sharpton. The impression they are trying to give is that everybody whose opinion we trust thinks it is a good idea and that the teachers and their evil union want to block reform that will benefit our children.
On May 27, 2010, JP Morgan Chase ran a full-page advertisement in The New York Times with the headline The Way Forward, Investing in Our Children’s Future. It cost the bank approximately $180,000. This is the same JP Morgan Chase that received a $25 billion bailout from Congress as part of the federal Troubled Assets Relief Program (TARP). Just because the bank can’t manage its own affairs, does not mean it shouldn’t manage ours.

Several Madison schools fail to meet No Child Left Behind standards

Gena Kittner:

Six of the seven Madison schools that made the federal list of schools in need of improvement last year are on it again, including two Madison elementary schools that faced sanctions for failing to meet No Child Left Behind standards.
In addition, three out of four Madison high schools failed to make adequate yearly progress, according to state Department of Public Instruction data released Tuesday. DeForest, Middleton and Sun Prairie high schools also made the list.
Statewide, 145 schools and four districts missed one or more adequate yearly progress targets. Last year 148 schools and four districts made the list, according to DPI. This year 89 Wisconsin schools were identified for improvement, up from 79 last year.
“These reports, based off a snapshot-in-time assessment, present one view of a school’s progress and areas that need improvement,” said State Superintendent Tony Evers in a statement.

“The Lottery” Film Screens Tonight @ 7:30 “The Problem is a System that Protects Academic Failure”

Screening locations can be seen here (including Madison’s Eastgate Theatre [Map]), via a kind reader:

The Lottery is a feature-length documentary that explores the struggles and dreams of four families from Harlem and the Bronx in the months leading up to the lottery for Harlem Success Academy, one of the most successful charter schools in New York. The four families cast their lots in a high-stakes draw, where only a small majority of children emerge with a chance at a better future. The vast majority of hopefuls will be turned away.
By interlacing the families’ stories with the emotional and highly politicized battle over the future of American education, The Lottery is a call to action to avert a catastrophe in the education of American children. With heart, humor and hope, The Lottery makes the case that any child, given the right educational circumstances, can succeed.

Watch the trailer.
Madison has not exactly provided a welcoming charter environment.

Exploring How the Brain Works

Amber Cleveland:

Packed neatly on the bookshelves in Mark Changizi’s Carnegie Building office sit stacks of notebooks containing hundreds of questions. Why do we have fingernails? Why are organs packaged in such a specific way inside our bodies? Why does skin wrinkle when it gets wet? Why are our hands shaped the way they are?
These are among the questions in the notebooks–26 and counting–that Changizi fills with potential research ideas he poses as queries about the design and behavior of biological systems.
So far questions in the notebook have yielded highly acclaimed research findings, including why primates see in color and have forward-facing eyes, why optical illusions succeed at tricking our eyes, and why written characters across languages share common shapes.
Changizi’s groundbreaking explanations have landed on the pages of The New York Times, Time, Newsweek, and New Scientist. In May 2009, his findings will appear in Changizi’s first-ever trade book The Vision Revolution, published by Benbella Books.

Entry may tighten for Boston exam schools

James Vaznis:

Boston school officials this week will unveil a more stringent residency policy for students applying to the city’s three exam schools, responding to growing concerns that out-of-towners are improperly gaining admission.
The proposed policy, which officials will present to the School Committee on Wednesday, would allow only city residents to apply to Boston Latin School, Boston Latin Academy, and the John D. O’Bryant School of Math and Science.
Currently, nonresidents can take the entrance exam for those schools; they must establish residency shortly before admission decisions are made.
“It’s a fairly significant change,” said Rachel Skerritt, chief of staff for Superintendent Carol R. Johnson. “We want to make sure students who have access to the stellar education at the exam schools live in the city.”

Want To Get Faster, Smarter? Sleep 10 Hours

Allison Aubrey:

New research adds to a growing body of evidence showing the perks of a good night’s sleep.
A study from researchers at Stanford University finds that extra hours of sleep at night can help improve football players’ performance on drills such as the 40-yard dash and the 20-yard shuttle.
“The goal was to aim for 10 hours of sleep per night,” says Cheri Mah of the Stanford Sleep Disorders Clinic. At the beginning of the season, Mah found that the players had moderate levels of daytime fatigue, even though they thought they were getting enough rest at night. Seven players were included in the study.
It’s not easy to convince college students to add hours of sleep to their schedules each day. “It’s a lot to ask,” Mah says, but throughout the season she was able to document a significant extension of nighttime sleep.

Online Help for Parents Who Volunteer

Pui-wing Tam:

It takes a lot to organize a classroom of 20 children. It can take even more to organize the kids’ busy parents–and that often means turning to technology to get everyone on the same page.
Over the past nine months, my first-grader’s school has seen that in spades. Like many elementary schools, ours relies on parent volunteers to help out with one-on-one reading with students and math exercises. In my 6-year-old’s class, at least two parent volunteers are needed a day. In the past, volunteers were organized the old-fashioned way on paper, with parents signing up for their preferred time slots for the month on a calendar sent home with their children.
But in recent years as more schools and families have gone digital, parents are opting for an online solution to organizing volunteer class time. And a host of volunteering and calendar services have popped up on the Web to oblige them. When I asked our school’s room parent which online sites people were using to organize volunteering, he blasted out an email to poll his network of room parents. The informal survey yielded one conclusion: Each classroom was using different services, each with their own perks and drawbacks. Among the hodge-podge of choices were well-known applications such as Yahoo Inc.’s Yahoo Groups and Google Inc.’s Calendar, as well as less familiar names including VolunteerSpot Inc.’s VolunteerSpot and Doodle AG’s Doodle.com.

Paying for College, Sometimes With Blood

Susan O’Doherty:

Ann Larson’s recent IHE column, in which she dissects the popular idea that that a college education is the key to upward mobility for lower-income Americans, resonated for me in a personal way, because I have two nephews who joined the military after they ran out of money for college tuition. One, in the National Guard, spent a year in Iraq and could be called up again. The other will have shipped out to Afghanistan when this column is posted.
Both are highly intelligent young men who made what seem to a fond and panicked aunt to be foolish decisions based on false assumptions, though they would tell you otherwise. Our politics are very different, but neither joined up out of a fervent desire to further a political cause. It was a trade-off, in both cases: service in return for educational support. And because they are honorable people, they are prepared to give their lives to fulfill their end of the agreement.
Larson discusses the case of “Valerie,” who immigrated from Haiti with the dream of attending college, and is now saddled with student-loan debts she is unlikely to ever be able to pay off given the jobs available to her. A recent NYT article describes a middle-class family in a similar economic situation. My nephews, like many other young people, saw the military as an alternative to a life that is crippled by either crushing debt or limited vocational opportunities. But, Larson argues,

I agree, it’s time the Vancouver, Canada school board grew up

Jon Ferry:

You can say what you like about B.C. comptroller-general Cheryl Wenezenki-Yolland, at least if you can pronounce her name. But she sure knows how to shake things up.
Last fall, this steely mother of two blasted bloated management at TransLink and excessive executive compensation at B.C. Ferries, drawing cries of outrage from high-priced boss David Hahn.
Now, Wenezenki-Yolland has drawn equal if not greater howls of indignation by ripping into the Vancouver School Board. And the report she released Friday on the trustees’ management ability, or lack of it, has had board chairwoman Patti Bacchus on the verge of tears.

Racial composition of Dallas – Fort Worth school districts

Dallas Morning News:

Total enrollment in North Texas public schools increased for every major ethnic group from 2000 to 2010 – but the gains are anything but uniform across the region. This interactive map shows enrollment gains and losses, by ethnic group, at local public schools with more than 100 students over the past decade.
Use the box below to select a school district and a racial category. Click the Submit button to see the results.

Obama to high school grads: ‘Don’t make excuses’

Erica Werner:

President Barack Obama is telling high school graduates in Michigan not to make excuses, and to take responsibility for failures as well as successes.
In excerpts of remarks to be delivered later Monday at Kalamazoo Central High School, Obama says that it’s easy to blame others when problems arise. “We see it every day out in Washington, with folks calling each other names and making all sorts of accusations on TV,” the president says.
He says the high school kids can and have done better than that.
The 1,700-student high school in southwest Michigan landed Obama as its commencement speaker after winning the national Race to the Top High School Commencement Challenge.

Early Lessons

Emily Hanford:

The Perry Preschool was the idea of a man named David Weikart. He was a school system administrator in the small city of Ypsilanti, Michigan back in the late 1950s. When he took the job, he was shocked to discover how many poor African-American children were doing badly in school. A lot of them were being assigned to special education classes, getting held back, and failing to graduate from high school.
Weikart wanted to do something about it, but school officials did not share his enthusiasm. They didn’t want him changing things, messing around in their schools.
So rather than change the schools, Weikart decided to invent a new kind of school – a pre-school for 3- and 4-year-olds. His hope was that preschool could boost children’s IQs.
This was a radical notion. Most people believed everyone was born with a certain amount of intelligence, a quotient, and it never changed. They had faith in IQ tests to measure intelligence. And they thought intelligence mattered a lot, that it was the key to success in school, and life.

Two Cities: Importing the KIPP Model

Jennifer Guerra & Sarah Hulett:

It’s 7:15 on a chilly spring morning kids from all over New Orleans are coming in by the bus load to KIPP Central City Academy and Primary. A group of sixth graders is hanging outside, waiting for the bell to ring. So I ask them what they think about their school. Three of the boys say they like it just fine. The fourth one, Troy Picard, is not a fan.
“No, their rules are just too strict for me,” says Picard, prompting a quick rebuttal from his friend Carl Lacoste.
“Troy, I disagree what you said about strict rules,” Lacoste says. “The only rules we have are work hard and be nice.”
“But a lot of other rules fall under that category,” Picard says.
Students aren’t the only ones with rules. Jonathan Bertch, who runs the business side of things at KIPP Central City, says adults at the school have rules, too. The main one is “no excuses.” As in: All those excuses you hear about why inner city kids can’t succeed? Out the window.

K-12 Tax & Spending Climate: Pols turn on labor unions

Magge Haberman:

Spurred by state budget crunches and an angry public mood, Republican and some Democratic leaders are focusing with increasing intensity on public workers and the unions that represent them, casting them as overpaid obstacles to good government and demanding cuts in their often-generous benefits.
Unlike past battles over the high cost of labor, this time pitched battles over wages and pensions are being waged from Sacramento to Springfield to New York City and the conflict is marked by its bipartisan tone, with public employee unions emerging as an intransigent public enemy number one in cities and state capitals across the country.
They’re the whipping boys for a new generation of governors who, thanks to a tanking economy and an assist from editorial boards, feel freer than ever to make political targets out of what was once a protected liberal class of teachers, cops, and other public servants.

Perky reading textbooks! An MPS culture shift may be afoot

Alan Borsuk:

Attention, children in Milwaukee Public Schools: Your Reading Adventure Awaits!
It has lots of stories! It wants you to write out answers to lots of questions about what goes on in the stories!
It has lists of spelling words! It will teach you the difference between common nouns and proper nouns! How to use proofreading marks! What to learn from the sequence of vowels and consonants in words!
It has a fair amount of phonics-related skill building, but it’s not as strong on that as some phonics-oriented people would like!
It will require you to do a lot of work, if you’re going to succeed! It’s not easy! I stumbled during an exercise in a fifth-grade reading book on matching English words to their foreign language roots, and I thought I was smarter than a fifth-grader!

Black Parents vs. the Teachers’ Union: Union intransigence hits a low point

Nat Hentoff:

In Harlem–as elsewhere in this city, state, and nation–there is a sharply rising struggle between teachers’ unions and black parents.
That dispute is over parental choice of schools, especially in regards to publicly financed charter schools which can, and usually do, refuse to recognize teachers’ unions. Geoffrey Canada, whose Harlem Children’s Zone is nationally known for making charter schools a working part of the community, recently sent out a rallying cry to black parents everywhere when he said, “Nobody’s coming. Nobody is going to save our children. You have to save your own children.”
In Harlem, where thousands of parents apply for charter schools on civil rights grounds, State Senator Bill Perkins–whose civil liberties record I’ve previously praised in this column–is in danger of losing his seat because of his fierce opposition to charter schools. The UFT contributes to his campaigns. His opponent, Basil Smikle–who has worked for Hillary Rodham Clinton, the Bill Clinton Foundation, and, unfortunately, Michael Bloomberg–says: “Education has galvanized the community.”

Kalamazoo has long been a leader in education and education reform. Here are some of the area’s accomplishments in education.

mlive.com:

1833: Founding of Kalamazoo College, Michigan’s oldest college campus.
1874: Kalamazoo paves the way for tax-funded education in Michigan when the state Supreme Court affirms Kalamazoo’s right to levy taxes to operate a public high school.
1896: Kalamazoo Public Library is among the first 10 in the country, and the second in Michigan after Detroit, to create a children’s section with its own librarian.
1903: Founding of Western Michigan University, now one of the 50 largest universities in the country.
1906: Kalamazoo Central High School creates state’s first high school marching band.
1920: Kalamazoo Central becomes the country’s second high school with a drama class and opens Chenery Auditorium, one of the largest high school auditoriums of that era.
1958: Kalamazoo College creates its study-abroad program, one of the first in the country.

K-12 Tax & Spending Climate: Wisconsin Democrat Governor Candidate Barrett calls for $1 billion in state government cuts

Mary Spicuzza:

Democratic candidate for governor Tom Barrett wants to get rid of the offices of the secretary of state and the state treasurer as part of a plan he says would cut more than $1 billion from Wisconsin’s budget.
Barrett said some of the savings could be achieved every year, while other cuts — such as eliminating those constitutional offices, an uncertain and arduous process — would represent one-time savings.
At a news conference outside the state Capitol on Monday, Barrett said his plans would include steps like combining workers statewide into pools to purchase lower-cost health insurance, cracking down on Medicaid fraud and other financial crimes, and cutting prisoner health care costs.
He also called for “right-sizing” the state employee work force but did not say if that would involve layoffs or simply not filling vacant jobs.
Barrett called it his plan for “putting Madison on a diet.”

Related:

Wisconsin has seen substantial growth in redirected tax dollars devoted to K-12 public districts over the past 20+ years.
Madison School Board Vice President Beth Moss asked whether the State might further reduce redistributed tax dollars for K-12 spending in the next year, at the June 1, 2010 Budget meeting.

Why should education be exempt from recession budgeting?

George Will:

Jay Gould, a 19th-century railroad tycoon and unrepentant rapscallion, said he was a Democrat when in Democratic districts and a Republican when in Republican districts but that he was always for the Erie Railroad. Gould, emblematic of Gilded Age rapaciousness, was called a robber baron. What should we call people whose defining constancy is that they are always for unionized public employees? Call them Democrats.
This week, when Congress returns from its Memorial Day recess, many Democrats, having gone an eternity — more than a week — without spending billions of their constituents’ money, will try to make up for lost time by sending another $23 billion to states to prevent teachers from being laid off. The alternative to this “desperately” needed bailout, says Education Secretary Arne Duncan, is “catastrophe.” Amazing. Just 16 months ago, in the stimulus legislation, Congress shoveled about $100 billion to education, including $48 billion in direct aid to states. According to a University of Washington study, this saved more than 342,000 teaching and school staff positions — about 5.5 percent of all the positions in America’s 15,000 school systems.
The federal component of education spending on kindergarten through 12th grade, the quintessential state and local responsibility, has doubled since 2000, to 15 percent. Now the supposed emergency, and states’ dependency, may be becoming routine and perpetual.

K-12 Tax & Spending Climate: Number of the Week: U.S. Debt Nears Key Threshold

Mark Whitehouse:

8%: Gross U.S. public debt as a share of annual economic output.
There’s little doubt that the U.S. needs to get its mounting debts under control. But at what point do they become a clear and present danger?
By some measures, we’re reaching that point about now. As of Friday, our total national debt – the sum of all outstanding IOUs issued by the U.S. Treasury – stood at a bit more than $13 trillion, or almost 90% of our projected gross domestic product for 2010.
The 90% level is significant, because recent research by economists Carmen Reinhart and Kenneth Rogoff suggests that once a developed nation’s debt crosses it, its annual economic growth tends to be about one percentage point lower. At a time when economists are saying it could take years for the U.S. to bring unemployment back down to pre-recession levels, that percentage point could make a big difference.

School admission policy no child’s play

Alan Alanson:

A good friend of mine, James, has an interview this morning. It is quite important. If he is successful, it will mean quite a lot in the future. If he fails, he will certainly be at a disadvantage.
Given the importance of doing well, he has spent some time preparing and rehearsing answers to practice questions. What he wears to the interview has been carefully thought out as first impressions are very important. There is a lot riding on the 15 minutes he will spend being questioned.
James, however, is not taking this very seriously. I am confident that he does not have the faintest idea how important this is. In fact, it is fairly likely that he will not even realise that he has to do an interview at all until he is right there in the room.
James is two years old. His interview is for the purpose of whether he will get into primary school, in a couple of years. There is nothing particularly special about the school he is applying to; its admission policies are the same as a lot of schools in Hong Kong.
I have been known to produce pieces of pure fiction in this column from time to time, but I am not making this up. This actually happens. Schools really employ people to interview two-year-olds and make a decision about each toddler’s academic future.

Higher Education’s Bubble is About to Burst

Glenn Reynolds:

It’s a story of an industry that may sound familiar.
The buyers think what they’re buying will appreciate in value, making them rich in the future. The product grows more and more elaborate, and more and more expensive, but the expense is offset by cheap credit provided by sellers eager to encourage buyers to buy.
Buyers see that everyone else is taking on mounds of debt, and so are more comfortable when they do so themselves; besides, for a generation, the value of what they’re buying has gone up steadily. What could go wrong? Everything continues smoothly until, at some point, it doesn’t.
Yes, this sounds like the housing bubble, but I’m afraid it’s also sounding a lot like a still-inflating higher education bubble. And despite (or because of) the fact that my day job involves higher education, I think it’s better for us to face up to what’s going on before the bubble bursts messily.
College has gotten a lot more expensive. A recent Money magazine report notes: “After adjusting for financial aid, the amount families pay for college has skyrocketed 439 percent since 1982. … Normal supply and demand can’t begin to explain cost increases of this magnitude.”
Consumers would balk, except for two things.
First — as with the housing bubble — cheap and readily available credit has let people borrow to finance education. They’re willing to do so because of (1) consumer ignorance, as students (and, often, their parents) don’t fully grasp just how harsh the impact of student loan payments will be after graduation; and (2) a belief that, whatever the cost, a college education is a necessary ticket to future prosperity.

HSBC Chairman Stephen Green calls on schools to teach children about money

Joy Lo Dico:

Mr Green, speaking at the Hay Festival on the Welsh borders on Saturday, said it would be of particular relevance to those who would grow up to become part of the sub-prime market.
“Part of the answer lies in financial literacy education in schools,” said Mr Green, promoting his 2009 book Good Value: Reflections on Money, Morality and an Uncertain World.
“I really don’t think it’s wise in the circumstances of modern life to have people come out of the school system into working life or, sadly, often not working life, without the very basics of financial literacy.”
Mr Green, who has been chairman of HSBC since 2005, and is also an ordained priest, was keen to stress that there was a social imperative for banking services to be open to those on lower incomes.
However, he said some forms of lending were unacceptable, citing 110pc mortgages, and said those at the bottom end of the market may not have had proper understanding or access to information when taking out such loans.

On Foster Youth Success Stories: Salute to grads who defied the odds

John Diaz:

If one knew nothing about the backgrounds of the young men and women gathered in the student union at City College, the end-of-semester scene could be mistaken as being merely poignant instead of extraordinary. More than 60 students filled their paper plates with food as they awaited the announcement of scholarship winners. They beamed when their names were called for having earned a scholarship or admission to a four-year university. They applauded each other’s successes. They posed for photographs. Young mothers clutched their children’s hands.
What was remarkable was how the master of ceremonies, Michael McPartlin, did not need to look at his notes to talk about the students’ accomplishments – or even the final exam, child-care or work obligations that prevented some from attending. He knew all the little details and cared about getting them right. What was even more remarkable were the odds that each of the students had to overcome to be celebrating the successful conclusion of an academic year.

Colleges offer grants, work-study to reduce students’ debt

Daniel de Vise:

In a nod to the rising cost of college tuition and the burden of massive student loan debt on graduates, a growing number of universities are stepping up with “no-loan” aid pledges.
More than 50 colleges — including elite private schools and flagship state universities in Virginia and Maryland — have eliminated or capped loans in their financial aid portfolios for some or all students, promising enough aid in grants and work-study to cover most of the gap between what they charge and what each student can afford to pay.
At a handful of private universities with sizable endowments, including Princeton, Harvard and the University of Pennsylvania, the goal is quite literally to eliminate loan debt for most graduating seniors.
“It’s going down, and it’s going down dramatically,” said Amy Gutmann, president of Penn. “A typical family earning $90,000 a year attends Penn tuition-free. A typical family earning $40,000 a year attends Penn with tuition, room and board covered.”

Understanding how colleges hand out aid can improve your chances

Jane Bennett Clark:

Wander Ursinus College and you’d think you had stepped into an Ivy League idyll. Stone-clad buildings overlook a sweeping lawn, which slopes to a picture-perfect, small-town Main Street. Winding paths skirt carefully tended gardens. Outdoor statues gaze raptly at midair as students stroll by, chattering on cellphones.
But Ursinus College, in Collegeville, Pa., lacks the wealth and status that allow the real Ivies to choose from among the best students in the country and to cover their full financial need with no-loan aid packages. Like the vast majority of colleges, Ursinus must not only troll for top students but also calibrate exactly how much money it will take to bring them to campus and keep them there.
In college-speak, it’s called enrollment management — a way of slicing and dicing admissions policies and financial aid to attract a strong and diverse student body while bringing in enough revenue to keep the doors open. Whereas elite colleges take merit as a given and extend financial aid only to those who need it, Ursinus offers sizable scholarships to outstanding applicants from every economic strata, including the wealthiest.
Surprised? Consider your own college search. As a parent, you look for the best academic program for your student at an affordable price — the same basic process that colleges use to attract the best students, but in reverse. The better you understand how colleges conduct their deliberations, the better you can go about yours.

‘Helicopter’ Parents Have Neurotic Kids, Study Suggests

Rachael Rettner:

Overly protective parents might be leaving a lasting impact on their child’s personality, and not in a good way, a new study finds.
The results show having so-called “helicopter parents” was associated with being dependent, neurotic and less open, a slew of personality traits that are generally thought of as undesirable.
The study, which surveyed college freshman, is one of the first to try to define exactly what helicopter parenting is, and measure it. The term was originally coined by college admissions personnel when they started to notice a change in parents of prospective students — parents would call the admissions office and try to intervene in a process that had previously just been between the student and the college, said study researcher Neil Montgomery, a psychologist at Keene State College in N.H.

How to manage student loan debt

Michelle Singletary:

Soon the sounds of “Pomp and Circumstance” will fade and thousands of college graduates will have to really start facing the music — their education loans.
For them, I have a new tune: Know what you owe.
That should be the mantra for every student borrower because an unsettling number of graduates — and their parents — only have a vague idea of how much has been borrowed. It’s only after the degree has been obtained that they add up the costs. Many don’t know who they borrowed from or how many different loans they have.
In 2008, about two-thirds of students graduating from four-year colleges and universities had student loan debt averaging $23,200, according to data analyzed by the Project on Student Debt, an initiative of the nonprofit Institute for College Access & Success.
Okay, graduates, so now that you have your degree, what do you know about your loans, and how will you manage them?

Parent volunteers help lift San Jose schools

Caille Millner:

The face of California public education soon will look a lot like Alum Rock Union Elementary School District in San Jose.
Almost 78 percent of the district’s 13,816 students are of Hispanic or Latino origin. About 54 percent of them are English-language learners. The district, which sprawls over the foothills in east San Jose, is more working class than middle class.
It’s tempting to view a district like Alum Rock as indicative of the challenges California will face in educating the next generation of children, but it might be better to view it as an opportunity. California’s educational system desperately needs to adapt to both a 21st century economy and the state’s shifting demographics. We can’t afford to fail the next generation of students. So how will California’s educational system adapt to meet their needs?

Math, reading standards could become more rigorous in Utah schools

Lisa Schencker:

Math and language arts standards likely will become more rigorous in Utah schools.
As part of a widespread movement toward common academic goals, the Utah Board of Education gave preliminary approval Friday to a new set of language arts and mathematics standards for children in grades K-12, developed for a group of 48 states, two territories and the District of Columbia. If the plan gains final approval in August, state officials plan to overhaul Utah’s language arts and math curricula over the next five years to reflect the new goals, which are more ambitious in some ways than Utah’s current ones, said Brenda Hales, state associate superintendent.
“They are high standards,” said state Superintendent Larry Shumway. “They are high and they are rigorous. I don’t have any doubt they will be a step forward for us as a state.”

Storming the School Barricades

Bari Weiss:

‘What’s funny,” says Madeleine Sackler, “is that I’m not really a political person.” Yet the petite 27-year-old is the force behind “The Lottery“–an explosive new documentary about the battle over the future of public education opening nationwide this Tuesday.
In the spring of 2008, Ms. Sackler, then a freelance film editor, caught a segment on the local news about New York’s biggest lottery. It wasn’t the Powerball. It was a chance for 475 lucky kids to get into one of the city’s best charter schools (publicly funded schools that aren’t subject to union rules).
“I was blown away by the number of parents that were there,” Ms. Sackler tells me over coffee on Manhattan’s Upper West Side, recalling the thousands of people packed into the Harlem Armory that day for the drawing. “I wanted to know why so many parents were entering their kids into the lottery and what it would mean for them.” And so Ms. Sackler did what any aspiring filmmaker would do: She grabbed her camera.
Her initial aim was simple. “Going into the film I was excited just to tell a story,” she says. “A vérité film, a really beautiful, independent story about four families that you wouldn’t know otherwise” in the months leading up to the lottery for the Harlem Success Academy.

Autism test could make the condition ‘preventable’

Richard Alleyne:

Diagnosis of autism has always been difficult and often the condition remains unrecognised until too late for treatment to have a maximum effect.
But now researchers at Imperial College London have discovered a potential way of spotting the disorder in children as young as six months old.
They have found that children with autism spectrum disorder (ASD) also suffer from disorders in their gut and that this can be detected with a simple urine test.
That would mean that intensive behavioural and social treatment could begin before the disease has caused any permanent psychological damage.
Professor Jeremy Nicholson, the author of the study, said: “Children with autism have very unusual gut microbes which we can test for before the full blown symptoms of the disease come through.
“If that is the case then it might become a preventable disease.”

Removing teachers with “accented” speech?

Mark Liberman:

It’s been widely reported that the Arizona Department of Education has begun working to remove teachers whose English-language skills are viewed as inadequate. According to press reports, the evaluators aim (among other things) to remove teachers with “accents”, which probably means Spanish accents in most cases. Casey Stegall, “Arizona Seeks to Reassign Heavily Accented Teachers“, Fox News 5/22/2010, wrote:

After passing the nation’s toughest state immigration enforcement law, Arizona’s school officials are now cracking down on teachers with heavy accents.

Skip Journalism School: 50 Free Open Courses

Nicole White:

Ambitious journalists don’t have to worry about affording extra education when free open courses are available for anyone to take online. Spend some time studying and exploring the various aspects of journalism with these classes before forging your own future as a journalist. These courses will help you learn about writing, reporting, photojournalism, multimedia, and more.

Writing, Reporting, and Communication From improving your grammar to learning to connect with other cultures to strengthening communication skills, these classes will improve your ability to connect with others.

Cleaning Your Copy. Learn to correct your grammar, spelling, and stylistic mistakes with the information in this class specifically for aspiring journalists. [News University]

BBC News Style Guide. This class covers the style guide used at BBC News to help writers become more effective writers. [BBC Training & Development]

Writing and Experience: Culture Shock! Writing, Editing, and Publishing in Cyberspace. Explore American pop culture while learning to write for an online audience in this course. [MIT]

Beat Basics and Beyond. Find out the basics about working a beat and get tips from veteran reporters in this course. [News University]

Technology for Professional Writers. This course teaches important technology skills for writers who may not have a background in technology. [Utah State University]

Daddy’s Little Money Pits

Karen Blumenthal:

For years, Pat Bearce had a message for his daughter Andrea: After her college graduation, she would be on her own financially.
It has been three years, and she isn’t quite there yet.
After studying broadcast journalism at Texas Christian University, Andrea decided to pursue a career as a chef, choosing a pricey culinary school in New York City. The restaurant jobs she landed didn’t come with health coverage, so, in addition to guaranteeing her apartment lease in Manhattan, her parents covered her health-care costs for a couple of years. They paid her monthly cellphone bill, too. And she still has a jointly held credit card with her mother, Catherine.
“It’s pretty hard to get them launched,” says Mr. Bearce, a pilot at Boeing Co. in Seattle, who now says he never actually intended to enforce the deadline. “The real bottom line is that when they’re done with school, they’re not really done.”

K-12 Tax & Spending Climate: Black Flight Hits Detroit

Alex Kellogg:

This shrinking city needs to hang on to people like Johnette Barham: taxpaying, middle-class professionals who invest in local real estate, work and play downtown, and make their home here.
Ms. Barham just left. And she’s not coming back.
In seven years as a homeowner in Detroit, she endured more than 10 burglaries and break-ins at her house and a nearby rental property she owned. Still, she defied friends’ pleas to leave as she fortified her home with locks, bars, alarms and a dog.
Then, a week before Christmas, someone torched the house and destroyed almost everything she owned.
In March, police arrested a suspect in connection with the case, someone who turned out to be remarkably easy to find. For Ms. Barham, the arrest came one crime too late. “I was constantly being targeted in a way I couldn’t predict, in a way that couldn’t be controlled by the police,” she says. “I couldn’t take it anymore.”

Colleges offer grants, work-study to reduce students’ debt

Daniel de Vise:

In a nod to the rising cost of college tuition and the burden of massive student loan debt on graduates, a growing number of universities are stepping up with “no-loan” aid pledges.
More than 50 colleges — including elite private schools and flagship state universities in Virginia and Maryland — have eliminated or capped loans in their financial aid portfolios for some or all students, promising enough aid in grants and work-study to cover most of the gap between what they charge and what each student can afford to pay.
At a handful of private universities with sizable endowments, including Princeton, Harvard and the University of Pennsylvania, the goal is quite literally to eliminate loan debt for most graduating seniors.
“It’s going down, and it’s going down dramatically,” said Amy Gutmann, president of Penn. “A typical family earning $90,000 a year attends Penn tuition-free. A typical family earning $40,000 a year attends Penn with tuition, room and board covered.”

Each new graduate has teachers to thank

Phil Haslanger:

Like so many parents at this time of year, we stood watching and cheering as our daughter walked across the stage at graduation.
For Julia, it was graduation from college in mid-May. For others, it will be graduation from high school. But whatever the setting, Julia and her fellow graduates take an awful lot of people across the stage with them — many of them teachers.
Not that we have any particular bias as her parents, you understand. We think Julia is incredibly smart, poised, inquisitive, a leader in her group. But we also know that step by step through her days in school, it was teachers who helped shape her into the graduate we applauded on that Saturday in May.
As a society we say we value education. We are sure a whole lot more ambivalent about teachers as a group. You heard that ambivalence in the Madison area as the School Board wrestled with a very tough budget for the coming year. You hear that at the national level as President Obama’s education policies are demanding more accountability from teachers.
My point is not that teachers ought not be asked to share in the financial burden of tough times nor that there ought not be ways to hold them accountable. My point is that in looking at ways to strengthen our education system, we ought to remember that the teachers are the ones giving of themselves day after day to prepare our sons and daughters for the future. It does no one any good to be bashing them.
Is every teacher terrific? Of course not. But at least in the Madison schools, with four kids who have been educated by something like 150 teachers over the years (to say nothing of another vast array of teachers at the college level), I have developed a deep admiration for the work they do.

Some schools teach financial literacy, but courses still in short supply

Karyn Saemann:

It’s “payday” in Jill Strand’s classroom at Glacier Edge Elementary School in Verona.
Strand’s third-graders rush toward plastic bins crammed with parent-donated school supplies and trinkets, eager to cash the weekly mock paychecks issued by Strand for classroom jobs like collecting library books and checking desks for tidiness.
“They don’t understand how much they’re really learning,” says Strand. “They see it as fun, free-choice time.”
But in a sign that a deeper financial message is resonating, not all students are quick to part with the hard-earned classroom currency the paychecks are exchanged for. Kate Veak tucks her “Strand Bucks” away, saying she is saving for something bigger, like a hardcover book.
Strand recently chronicled her lessons in savings and investing in “Financial Literacy: TEACH IT!,” a series of online teacher vignettes compiled by the Wisconsin Educational Communications Board, which won a 2010 award from the Governor’s Council on Financial Literacy for the project. Strand says she may soon introduce her third-graders to the concept of sales tax and is considering letting them borrow from their classroom bank, potentially leading to discussions about credit card interest and maybe even payday loans.

Madison School District 2009-2010 $416,060,561 Budget Update through 4/30/2010

2.2MB PDF. Estimated 2009-2010 spending is $416,060,561, up from 2008-2009’s 408,558,511.
The Teaching & Learning Department’s budget (page 10) is up 6% from 7,895,226 in 2008-2009 to 8,379,130 in the current 2009-2010 budget.
The Superintendent’s budget (page 12) is up 25% from 14,520,867 in 2008-2009 to 18,218,072 in 2009-2010.

Madison School District Global Academy Resolution

236K PDF:

A consortium of school districts including: Belleville, Middelton Cross Plains, Mt. Horeb, Oregon, McFarland, Verona Area, Madison and Wisconsin Heights are actively and energetically seeking partnerships with business, academic and manufacturing sectors in the Dane County region in an effort to create and staff what is referred to as The Global Academy. The Global Academy will be a hybrid secondary / post-secondary learning environment designed primarily for high school juniors and seniors from the consortium districts. The Global Academy will provide specialized and advanced training in the following areas that culminate in two year or four year degrees: Architecture and Construction, HealthScience, InformationTechnology, Science, Technology, Engineering and Mathematics
Rationale:
Regional, national and global need for specialized and advanced skills, along with growing competition for jobs that require those skills from advanced and developing countries is changing the curriculum landscape for high schools in the United States. In Wisconsin, public high schools are making valiant efforts to respond to this need, but struggle to do so given revenue caps and shrinking budgets. Neighboring school districts produce similar programs that are barely sustainable and represent an inefficient duplication of programs and services. A consortium of school districts providing specialized and advanced programs, pooling resources, talent and students is a much more viable and sustainable method ofproviding educational programs that prepare students for 21st Century career opportunities. Additionally, partnering with business, manufacturing and academic sectors will add expertise, latest trend information and greatly increased opportunities for obtaining certifications, advanced standing and credits in institutions of higher learning.

Madison Metropolitan School District Student Conduct and Discipline Plan Part II:

1MB PDF:

The district has developed over time a very detailed Student Code of Conduct that clearly outlines student misbehavior and prescribes suspension and expulsion as the specific responses for some misbehavior. While the current code is clear regarding which misbehaviors require suspension and a recommendation for expulsion, it does not offer administrators a sufficient array of options that can be used to intervene in order to support behavior change in students when suspension and expulsion are not an appropriate consequence.
Current research shows that a reactive model in the absence of positive, proactive strategies is ineffective. As an evidence-based national model that has recently been adopted at the state level in Wisconsin, Positive Behavior Supports (PBS) provides the mechanism for schools to shift to data driven decision making and practices grounded in a tiered approach that emphasizes teaching, modeling and reinforcing pro-social skills and behavior. Many districts across the country are developing Codes of Conduct that align with the PBS Model.
As all elementary, middle and high schools move toward full implementation of Positive Behavior Supports (PBS), it is important that the Code of Conduct is aligned with the PBS model which is grounded in teaching appropriate behaviors to students and acknowledging students for learning and exhibiting positive behavior. PBS provides a framework for defining and teaching in positive terms what is expected from students as behavior expectations that are defined only by
Appendix LLL-12-11 June 14,2010
III.
rules and “what not to do” provide an inadequate understanding for students and families.
The proposed Code o f Conduct represents a step toward improved alignment with the PBS model and reflects a shift in thinking from an approach that relies heavily on rules, consequences and reactive practices to an approach that provides a multi-tiered, progressive continuum of interventions to address a wide range of student behavior. While the current code is used primarily by administrators to determine which misbehaviors are appropriate for suspension and expulsion, the proposed code would also be used by teachers and other staff to determine which behaviors they are expected to handle in the classroom and which behaviors should be referred to the administrator or designee. It will provide all staff with multiple options in three (3) categories of intervention: Education, Restoration and Restriction (see details in attached chart). In addition, the proposed code presented in ‘chart form’ would be used as a teaching tool to give students a visual picture o f the increasing severity o f behaviors and the increasing intensity of interventions and consequences that result from engaging in inappropriate behaviors.

The District has developed overtime, an extensive and very clear expulsion process, that is compliant with state and federal law, that focuses on procedure and is based on zero tolerance for some behaviors, In the 2007/08 school year, 198 students were recommended for expulsion with 64 actually being expelled. In the 2008/09, 182 students were recommended for expulsion with 44 actually being expelled.
Students are expelled from two to three semesters depending on the violation with an option to apply for early readmission after one semester if conditions are met. Approximately 72% of the students meet early readmission conditions and retum after one semester. Currently, no services are provided to regular education students who are expelled, Expelled special education students are entitled to receive Disciplinary Free Appropriate Public Education services.
Concems have been raised by members of the Board of Education, MMSD staff and community about the zero tolerance model, lack of services to expelled students and the significant disruption caused in the lives of these students, families and neighborhoods when students are expelled.
Approval is being sought for the implementation of an abeyance option, the Phoenix Program, including the budget, to be implemented at the beginning of the 2010/11 school year,

Madison High School REal Grant Report to the School Board

Madison School District [4.6MB PDF]:

District administration, along with school leadership and school staff; have examined the research that shows thatfundamental change in education can only be accomplished by creating the opportunity for teachers to talk with one another regarding their instructional practice. The central theme and approach for REaL has heen to improve and enhance instructional practice through collaboration in order to increase student achievement. Special attention has been paid to ensure the work is done in a cross – district, interdepartmental and collaborative manner. Central to the work, are district and school based discussions focused on what skills and knowledge students need to know and be able to do, in order to be prepared for post-secondary education and work. Systemized discussions regarding curriculum aligmnent, course offerings, assessment systems, behavioral expectations and 21 st century skills are occurring across all four high schools and at the district level.
Collaborative professional development has been established to ensure that the work capitalizes on the expertise of current staff, furthers best practices that are already occurring within the MMSD high school classrooms, and enhances the skills of individuals at all levels from administration to classroom teachers needed. Our work to date has laid the foundation for further and more in-depth work to occur.
Since March of 2010, MMSD district and school staff has completed the following work to move the goals of the REaL Grant forward. Specific accomplishments aligning to REaL grant goals are listed below.
REaL Grant Goal 1: Improve Student Achievement for all students

Accomplishment I: Completed year 2 of professional development for Department Chairpersons to become instructional leaders. The work will continue this summer with the first ever Department Chairperson and Assistant Principal Summer Institute to focus on leading and fostering teacher collaboration in order to improve student achievement.
Accomplishment 2: Continued with planning for implementing the ACT Career and College Readiness Standards and the EP AS system. Visited with area districts to see the
impact of effective implementation the EP AS system in order to ensure successful implementation within MMSD.

Accomplishment 3: Piloted the implementation of the EXPLORE test at Memorial, Sherman and with 9th grade AVID students at all four comprehensive high schools.
Accomplishment 4: This summer, in partnership with Monona Grove High School and Association of Wisconsin School Administrators (AWSA), MMSD will host the Aligned by Design: Aligning High School and Middle School English, Science, Math and Social Studies Courses to College/Career Readiness Skills. To be attended by teams of MMSD high school and middle school staff in July of 2010.
Accomplishment 5: Continued focused planning and development of a master communication system for the possible implementation of early release Professional Collaboration Time at MMSD High Schools. Schools have developed plans for effective teaming structures and accountability measures.
Accomplishment 6: District English leadership team developed recommendations for essential understandings in the areas of reading, writing, speaking and listening for 9th and 10th grades. Following this successful model, similar work will occur in Math, Science and Social studies.

Related: Small Learning Community and English 10.
Bruce King, who evaluated the West High’s English 9 (one English class for all students) approach offers observations on the REal program beginning on page 20 of the PDF file.

Does the Internet Make You Smarter or Dumber?

Clay Shirky:

Digital media have made creating and disseminating text, sound, and images cheap, easy and global. The bulk of publicly available media is now created by people who understand little of the professional standards and practices for media.
Instead, these amateurs produce endless streams of mediocrity, eroding cultural norms about quality and acceptability, and leading to increasingly alarmed predictions of incipient chaos and intellectual collapse.
But of course, that’s what always happens. Every increase in freedom to create or consume media, from paperback books to YouTube, alarms people accustomed to the restrictions of the old system, convincing them that the new media will make young people stupid. This fear dates back to at least the invention of movable type.
As Gutenberg’s press spread through Europe, the Bible was translated into local languages, enabling direct encounters with the text; this was accompanied by a flood of contemporary literature, most of it mediocre. Vulgar versions of the Bible and distracting secular writings fueled religious unrest and civic confusion, leading to claims that the printing press, if not controlled, would lead to chaos and the dismemberment of European intellectual life.

Race to Sanity

David Brooks:

First, Obama and the education secretary, Arne Duncan, set up a contest. They put down $4.5 billion in Race to the Top money. They issued some general guidelines about what kind of reforms states would have to adopt to get the money. And then they fired the starting gun.
Reformers in at least 23 states have passed reform laws in hopes of getting some of the dough. Some of the state laws represent incremental progress and some represent substantial change. The administration has hung tough, demanding real reform in exchange for dollars. Over all, there’s been a tremendous amount of movement in a brief time.
This is not heavy-handed Washington command-and-control. This is Washington energizing diverse communities of reformers, locality by locality, and giving them more leverage in their struggles against the defenders of the status quo.
Second, the Obama administration used the power of the presidency to break through partisan gridlock. Over the past decade, teacher unions and their allies have become proficient in beating back Republican demands for more charters, accountability and choice. But Obama has swung behind a series of bipartisan reformers who are also confronting union rigidity.
In Rhode Island, the Central Falls superintendent, Frances Gallo, fired all the teachers at one failing school. The unions fought back. Obama sided with Gallo, sending shock waves nationwide. If the president had the guts to confront a sacred Democratic interest group in order to jolt a failing school, then change was truly in the air. Gallo got the concessions she needed to try to improve that school.

How brain drains will save the world

Jay Matthews:

In this era of rising college expectations — more applications, more students and more university places than ever — we Americans remain very insular. We think nothing can be better than Harvard, Yale, Princeton, Stanford or some other moldy brick institution high on the U.S. News list. A few adventurous U.S. students are enrolling in Canadian and British schools, but nobody talks about that in the high school cafeteria or the PTA.
Our self-regard is, in some ways, justified. On most international ratings, one of the topics of Ben Wildavsky’s intriguing new book “The Great Brain Race: How Global Universities Are Reshaping the World,” U.S. colleges still dominate the top 10. But Wildavsky reveals that that will probably change. Students in Europe, Asia, Africa and South America are beginning to speak as knowledgeably about France’s Ecole Polytechnique, the Indian Institutes of Technology and Britain’s University of Leicester as they do about Columbia and Caltech. Many foreign universities are catching up with ours.
In our comfortable spot at the top of the world’s higher ed pyramid, we are ignoring one of the most powerful trends of the 21st century — a growing free trade in great minds. Wildavsky, a senior fellow in research and policy at the Kauffman Foundation, argues that this will make this era more innovative, and more prosperous, than any that human civilization has seen.

Higher-ed association attacks three-year degree

Daniel de Vise:

The number of colleges that offer bachelor’s degrees in three years can be counted on two (or three) hands. They include Lake Forest College in Illinois, Southern New Hampshire University, Hartwick College in Oneonta, N.Y., and, in a recent conversion, the University of North Carolina at Greensboro.
The three-year degree has spawned a round of news coverage and, last month, an Op-Ed piece in the New York Times by the former president of George Washington University.
“The college experience may be idyllic,” Stephen Joel Trachtenberg wrote, “but it’s also wasteful and expensive, both for students and institutions.”
Trachtenberg, who co-wrote the piece with GWU professor Gerald Kauvar, floated the idea of a three-year degree during his tenure at the Foggy Bottom university.
That piece drew enough notice to prompt a rebuttal, released today by the president of the Association of American College and Universities, a D.C. nonprofit advocating for the cause of liberal education.

How to help struggling schools in a budget crisis

Jay Matthews:

Daniel A. Domenech arrived in Fairfax County 13 years ago as the new schools superintendent.
He was a former elementary school teacher with a reputation for raising achievement for low-income students. But he had to prove himself, fast, in difficult circumstances. Many Fairfax schools, particularly in the Route 1 corridor, were doing worse than the county average in math and reading, and many parents did not want to hear about it.
Domenech launched Project Excel, identifying 20 elementary schools as low-performing and giving them more class time and money to improve. But at community forums, people asked him why he was stigmatizing schools full of good people trying their best. Domenech shook his head. “If you are satisfied with the education your kids are getting, this is fine,” he said. “But I’m not.”
When he left seven years later, many Excel schools had turned around, and Domenech was a national figure, eventually becoming executive director of the American Association of School Administrators. Now his successor, School Superintendent Jack D. Dale, faces his own crisis: deep budget cuts that have ended the Excel program that made Domenech’s reputation. I asked the former superintendent how he felt about that.

NJEA criticizes documentary on corruption in public education system

Eric Goodman:

Education and business leaders who screened filmmaker Bob Bowdon’s film “The Cartel,” a pro-school-choice documentary detailing waste and corruption in New Jersey’s education system, praised it for illuminating a difficult and important issue.
“Really well done,” said Johnathan Reale of Mine Hill. “I think it was a good piece of advocacy journalism.”
But those who weren’t at the Rialto Theatre in Westfield Wednesday night — and who saw the movie earlier — had a different take on the two-hour film.
“It’s one-sided,” said Steve Baker, the New Jersey Education Association’s associate director for public relations. R20;It’s propaganda; that was their intent. The whole thing was very fast and loose with the facts.”
Bowdon, a first-time filmmaker, released the documentary in October 2009 after spending two years working on it.

Competing Merit Pay Studies

Chad Aldeman:

The Teacher Advancement Program (TAP) is a model merit pay* program being replicated all across the country. TAP awards teachers performance bonuses of $1-6,000 based on their impact on student achievement and observations in classrooms. Additionally, TAP selects master teachers to serve as mentors to less-experienced or struggling peers, and the mentors are eligible for $7-15,000 bonuses. It’s a promising model that’s likely to receive a significant boost from President Obama’s increase in funding for the federal Teacher Incentive Fund.
Yet, recent research on TAP’s implementation in Chicago schools found it to have no impact on student achievement or teacher retention. Some people are hailing this as the failure of the entire idea of compensating teachers for their observed performance, but let’s slow down a little bit and consider the Chicago findings alongside the results of another large-scale merit pay evaluations, notably, the one for Denver’s ProComp. Unlike TAP, teachers participating in ProComp were more likely to stay in their school and did improve learning outcomes for children.
The biggest lesson to learn from these evaluations is that not all experiments in merit pay are created equal. Unlike TAP, the option to participate in ProComp is available to individual teachers, so there’s likely to be greater evidence of teachers selecting into the option that fits them best. Similarly, because all incoming teachers are part of ProComp, Denver may attract different types of teachers who want to work there. This is exactly what happened: the greatest changes attributable to ProComp manifest because of the composition of the teaching workforce, not because individuals have a particular incentive in a given year.

High school students face hard lesson in economics

Terence Chea & Christine Armario:

Students graduating from high school this spring may be collecting their diplomas just in time, leaving institutions that are being badly weakened by the nation’s economic downturn.
Across the country, mass layoffs of teachers, counselors and other staff members — caused in part by the drying up of federal stimulus dollars — are leading to larger classes and reductions in everything that is not a core subject, including music, art, clubs, sports and other after-school activities.
Educators and others worry the cuts could lead to higher dropout rates and lower college attendance as students receive less guidance and become less engaged in school. They fear a generation of young people could be left behind.
“It’s going to be harder for everybody to get an opportunity to get into college,” said Chelsea Braza, a 16-year-old sophomore at Silver Creek High School in San Jose. “People wouldn’t be as motivated to do anything in school because there’s no activities and there’s no involvement.”

US court weighs school discipline for Web posts

MaryClaire Dale:

A U.S. appeals court heard arguments Thursday over whether school officials can discipline students for making lewd, harassing or juvenile Internet postings from off-campus computers.
Two students from two different Pennsylvania school districts are fighting suspensions they received for posting derisive profiles of their principals on MySpace from home computers. The American Civil Liberties Union argued that school officials infringe on student’s free speech rights when they reach beyond school grounds in such cases to impose discipline.
“While children are in school, they are under the custody and tutelage of the school,” ACLU lawyer Witold Walczak argued Thursday in the 3rd U.S. Circuit Court of Appeals. “Once they leave the schoolhouse gate, you’ve got parents that come into play.”

A Breakthrough for Local-Control-Loving U.S. Schools

Pat Wingert:

It’s a moment many education reformers have dreamed of for decades and many thought they’d never see: a set of high-quality national education standards designed to set a higher bar for American schools that states seem eager to adopt. The goal, much discussed since George H. W. Bush was president, was finally accomplished because the National Governors Association and the Council of Chief State School Officers (rather than the federal government) took the lead, and states were invited to join the process voluntarily. In a country where local control of schools often outranks other educational considerations, the key to success was finding a way to create national but not federal standards.
The lack of nation-wide education standards has long been a key difference between US schools and those of most other developed countries, many of which score higher on international comparisons.

Wisconsin schools commit to Common Core State Standards

Erin Richards:

To help make sure schoolchildren around the country are learning the same grade-by-grade information necessary for success in college and life after high school, Wisconsin’s schools chief Wednesday formally committed the state to adopting a set of national education standards.
The long-awaited Common Core State Standards for English and math, released Wednesday, define the knowledge and skills children should be learning from kindergarten through graduation, a move intended to put the United States on par with other developed countries and to make it easier to compare test scores from state to state.
“These standards are aligned with college and career expectations, will ensure academic consistency throughout the state and across other states that adopt them, and have been benchmarked against international standards for high-performing countries,” state Superintendent of Public Instruction Tony Evers said in a news release Wednesday.
Wisconsin already had pledged to support the common standards. A draft report released in March solicited public comment on the standards, which were subsequently tweaked before the final document was released Wednesday.

Illness in Children After International Travel: Analysis From the GeoSentinel Surveillance Network

Stefan Hagmann, MD, MSca, Richard Neugebauer, PhD, MPHb, Eli Schwartz, MDc, Cecilia Perret, MDd, Francesco Castelli, MDe, Elizabeth D. Barnett, MDf, William M. Stauffer, MDg, for the GeoSentinel Surveillance Network:

OBJECTIVE By using a large, multicenter database, we investigated the characteristics and morbidities of 1591 children returning from 218 global destinations and presenting for care in 19 countries.
METHODS Data reported to the GeoSentinel Surveillance Network between January 1997 and November 2007 were analyzed, to assess demographic features, travel characteristics, and clinical diagnoses of ill pediatric travelers. Data were compared between children and adults and among 3 pediatric age groups (0-5 years, 6-11 years, and 12-17 years).
RESULTS Children were predominantly tourist travelers returning from Asia, sub-Saharan Africa, or Latin America. Compared with adults, children disproportionately presented within 7 days after return, required hospitalization, lacked pretravel health advice, and had traveled for the purpose of visiting friends and relatives. Diarrhea (28%), dermatologic conditions (25%), systemic febrile illnesses (23%), and respiratory disorders (11%) accounted for the majority of diagnoses reported for children. No fatalities were reported. Diarrhea occurred disproportionately among children after exposure to the Middle East/North Africa, dermatologic conditions after exposure to Latin America, systemic febrile illnesses after exposure to sub-Saharan Africa or Asia, and respiratory disorders after exposure to Europe or North America. The proportionate morbidity rates of travel-associated diseases differed among the pediatric age groups and between children and adults.

Wal-Mart partners with online school to offer college credit to workers

Ylan Mui:

Here’s a new way to look at Wal-Mart: institution of higher learning.
Under a program announced Thursday, employees will be able to receive college credit for performing their jobs, including such tasks as loading trucks and ringing up purchases. Workers could earn as much as 45 percent of the credits needed for an associate or bachelor’s degree while on the job.
The credits are earned through the Internet-based American Public University, with headquarters in Charles Town, W.Va., and administrative offices in Manassas.
“We want to provide you with more ways and faster ways to succeed with us,” Eduardo Castro-Wright, head of Wal-Mart’s U.S. division, told 4,000 employees during the company’s annual meeting. The program is designed to encourage more workers to climb the corporate ladder. Though Wal-Mart says about 70 percent of its managers begin as hourly employees, it estimates that about half of its staff do not hold college degrees.
Jaymes Murphy, 24, a salesman from Victoria, Tex., who was at the annual meeting, said he tried for several years to juggle work and school with little success. He would attend class from 8 a.m. to 2 p.m. and then sprint to his job as a cashier at Wal-Mart from 3 p.m. to midnight. He eventually quit school but he dreams of getting a bachelor’s degree in political science or communications.
“It gets stressful,” he said. The program would allow him to “not have to worry about sacrificing one or the other.”

Smart. A great example of thinking different in an effort to address costs and benefits.

A Study on How Florida Tax-Credit Scholarship program impacts public schools

David Figlio and Cassandra Hart [340K PDF]:

School choice option including both voucher and neo-voucher options like tuition tax credit funded scholarship programs have become increasingly prevalent in recent years (Howell, Peterson, Wolf and Campbell, 2006). One popular argument for school choice policies is that public schools will improve the education they offer when faced with competition for students. Because state funds are tied to student enrollment, losing students to private schools
constitutes a financial loss to public schools. If schools face the threat of losing students and the state funds attached to those students–to private schools, they should be incentivized to cultivate customer (i.e., parental) satisfaction by operating more efficiently and improving on the outcomes valued by students and parents (Friedman, 1962).
Alternatively, vouchers may have unintended negative effects on public schools if they draw away the most involved families from public schools and the monitoring of those schools diminishes, allowing schools to reduce effort put into educating students (McMillan, 2004).1
It is notoriously difficult to gauge the competitive effects of private schools on public
school performance because private school supply and public school performance affect each other dynamically (Dee, 1998; McEwan, 2000). In cross-section, the relationship between private school supply and public school performance could plausibly be either upward-biased or downward-biased. On the one hand, private schools may disproportionately locate in communities with low-quality public schools. In such a case, the estimated relationship between private school penetration and public school performance would be downward-biased. On the other hand, if private schools locate in areas with high valuation of educational quality, then the

Jay Greene has more.

Schools policy ‘more to do with media than evidence’

BBC:

Pressure for quick fixes can outweigh research evidence when ministers set schools policy, according to a study of three decades of education initiatives.
Media pressure and political expediency are more likely to influence decision making, says a report from the CfBT education charity.
The report draws upon interviews with former ministers and civil servants.
It calls for the setting up of an independent chief education officer to give objective advice.
The report, Instinct or Reason, due to be published next week, examines the pressures that have shaped education policy since the late-1970s, across Conservative and Labour administrations.

Know your School, District, and State Guide lines on Summer Homework

Sara Bennett:

Yes ter day, I wrote about just a few of the rea sons I am opposed to summer home work. Of course that doesn’t mean I am opposed to read ing for plea sure, learn ing for plea sure, or pur su ing one’s pas sions. I’m just opposed to the school send ing home the same kind of work it sends home dur ing the school year - work that is mostly an after thought, is busywork, and doesn’t engage a student.
Before you resign your self to sum mer home work, though, make sure that your school is com ply ing with all poli cies and guidelines.
Take a few min utes and check your school’s pol icy. You might be surprised to find that it for bids sum mer home work. If it does, just give your school prin ci pal a friendly call and remind her/him of the pol icy. But if your school pol icy doesn’t pro hibit sum mer home work, don’t stop there. Be sure to check the dis trict and state guide lines as well.
This is how you check the state guidelines:

Governors’ Group Seeks National Education Standards

Stephanie Banchero:

A group representing governors and state school chiefs laid out a detailed blueprint Wednesday of the skills students should learn at each grade level, reinvigorating the battle over what some see as an attempt to usurp local control of schools.
Forty-eight states and the District of Columbia have signed on to the concept of common standards but haven’t promised to adopt them. If they do, it could trigger wide-scale changes to state tests, textbooks and teacher-education programs nationwide.
The Common Core State Standards detail the math and language-arts knowledge children should master to prepare them for college and the work force.
The blueprint doesn’t tell teachers exactly what to teach or how to teach but lays out broad goals for student achievement. Kindergartners, for example, should know how to count to 100 by tens, and eighth-graders should be able to determine an author’s point of view. Currently, each state sets its own academic benchmarks, and the rigor varies widely.

Sam Dillon has more.

In Teacher Layoffs, Seniority Rules. But Should It?

Larry Abramson:

School districts around the country are planning massive layoffs as they struggle to bridge big budget deficits.
And as they select which teachers go and which ones stay, many can only use one factor as their guide: seniority. Many districts will have to cast out effective teachers, because local contracts and even state laws require it.
Like many of his counterparts around the country, Cleveland schools CEO Eugene Sanders is facing a monster $54 million spending gap.
According to Sanders, there’s no room left to trim, and he may have to shed more than 500 teachers. He says that when he sent out pink slips earlier this year, he had no flexibility.

Challenge on 21st Century Cyber Schools

InnoCentive and The Economist are teaming up to connect InnoCentive’s talented community, The Economist’s millions of readers and the rest of the world with The Economist conference series entitled the Ideas Economy.
As part of The Economist and InnoCentive’s Challenge Program for the upcoming Ideas Economy Conference Series,The Economist is seeking insights on the topic of the 21st Cyber Schools.
Solvers from any discipline or background are invited to participate. The winner of this Challenge will receive a cash prize of $10,000 and be elevated to the position of ‘Speaker’ at The Economist’s Ideas Economy: Human Potential event on September 15-16th in New York.
Many more details are provided in the Challenge’s Detailed Description section once you create and login to your free InnoCentive Solver account.

Study: A Cigarette A Month Can Get A Kid Hooked

Brenda Wilson:

Teenage smoking is often thought of as kind of innocent experiment, but a drag on a friend’s cigarette may be the beginning of something that will be hard to shake.
A study of adolescent smokers in the journal Pediatrics tracks the course of addiction to nicotine among a group of sixth-graders. After following 1,246 middle-school children for four years, researchers say a pattern emerged of occasional smoking that led to an addiction to tobacco: A cigarette a month will do it.
“When people are just wanting a cigarette, every now and then, they think they just enjoy smoking,” says study coauthor Dr. Joseph DiFranza of the University of Massachusetts Medical Center. “As time passes, then they start to notice they will crave a cigarette. So even when they are with someone who is not smoking, something will pop into their mind that will tell them it is time for a cigarette.”

Irish School absenteeism still high

Charlie Taylor:

A new report published today shows that school absenteeism in Ireland remains high.
The report show that over 57,000 students miss school each day. Approximately 31,500 of truants are primary students and 26,000, post-primary students. This equates to a loss of 12 school days per student per year in primary school and 13 days in post-primary school.
The new data, is contained in a National Educational Welfare Board’s report which calculates attendance from the academic years 2006/07 to 2007/08.
NEWB’s study reveals that about 58,000 or 12 per cent of all primary school students and 57,000 or 17 per cent of post-primary students are absent for 20 days or more per year.
Close to 17,000 pupils are suspended from school every year with another 150 students expelled.

Parents plow hopes and savings into new school for children with autism

Shawn Doherty via a kind reader’s email:

It started out as the dreaming of a lonely mother overwhelmed and held captive by the challenges of raising twin toddlers with autism, each of whom required up to 43 hours a week of intensive in-home therapy. There should be a refuge where she and others struggling with the devastating developmental disorder could find respite, company, play groups and therapy, Jackie Moen thought. As her boys grew, so did her dreams. Why couldn’t schools build curriculum around these children’s unique talents and needs, rather than forcing many of them to fall short of the rigid classroom norms?
And so Jackie and her husband Ken, joined by a passionate group of other parents, teachers and therapists, have set out to create such a place themselves. In 2007, they bought an old brick schoolhouse in McFarland and poured their savings and a pool of grants and contributions into renovating it into a homey space with donated couches, sunlit classrooms and gleaming wood floors. As soon as the Common Threads Family Resource Center opened in 2007, director of operations Ellen Egen recalls, “the phone calls just kept coming.” Hundreds of children and desperate family members flocked to the cheerful schoolhouse for an array of activities not available elsewhere, including play groups, teen therapy sessions, respite care and mental health counseling. “It grew like magic,” Moen, now the center’s director, recalls.

1 competitor, 1 spelling bee _ 20,000 note cards

Joseph White:

One of the favorites to win this year’s National Spelling Bee lay face down on his living room floor wearing a black shirt, blue jeans and white socks, his torso supported by a couple of big pillows. His hands seemed to be on nonstop autopilot as they folded colorful paper into origami shapes.
Across the room in a big chair sat his younger brother. Between them were stacks and stacks of oversized, homemade note cards, bound by rubber bands and arranged like a city skyline on a large footstool. They are only a fraction of some 20,000 cards in the house, each printed with a word, its origin, pronunciation and definition.
These particular stacks contained the really hard words, the ones 13-year-old Tim Ruiter hadn’t mastered yet.

Learning by Degrees – Is College Worth It?

Rebecca Mead:

A member of the Class of 2010–who this season dons synthetic cap and gown, listens to the inspirational words of David Souter (Harvard), Anderson Cooper (Tulane), or Lisa Kudrow (Vassar), and collects a diploma–need not be a statistics major to know that the odds of stepping into a satisfying job, or, indeed, any job, are lower now than might have been imagined four long years ago, when the first posters were hung on a dorm-room wall, and having a .edu e-mail address was still a novelty. Statistically speaking, however, having an expertise in statistics may help in getting a job: according to a survey conducted by the National Association of Colleges and Employers, graduates with math skills are more likely than their peers in other majors to find themselves promptly and gainfully employed.
The safest of all degrees to be acquiring this year is in accounting: forty-six per cent of graduates in that discipline have already been offered jobs. Business majors are similarly placed: forty-four per cent will have barely a moment to breathe before undergoing the transformation from student to suit. Engineers of all stripes–chemical, computer, electrical, mechanical, industrial, environmental–have also fared relatively well since the onset of the recession: they dominate a ranking, issued by Payscale.com, of the disciplines that produce the best-earning graduates. Particular congratulations are due to aerospace engineers, who top the list, with a starting salary of just under sixty thousand dollars–a figure that, if it is not exactly stratospheric, is twenty-five thousand dollars higher than the average starting salary of a graduate in that other science of the heavens, theology.

The Search World Is Flat

Frederic Filloux:

How does Google’s unchallenged domination of Search shape the way we retrieve information? Does Google flatten global knowledge?
I look around, I see my kids relying on Wikipedia, I watch my journalist students work. I can’t help but wonder: Does Google impose a framework on our cognitive processes, on the way we search for and use information?
Two weeks ago, at an INMA conference in Oxford, I met Monica Bulger, an Education PhD, she was giving a speech covering the notion of cognitive containers associated with devices such as the iPad (see her blog). Then, at a dinner at Exeter College, in a room right out of a Harry Potter movie set, she discussed her work at the University of California Santa Barbara where she investigated her students’ use of Web searches.
Dr. Bulger took 150 graduate and undergraduate students and asked them to write a 1 to 2 pages recommendation for the use of computers in the classroom (she verified that the question was not already treated in Wikipedia). They had 50 minutes to complete the assignment.
The goal of the experiment was ‘to disprove the fact that information is simply a matter of access, and after that, everything else is easy. I wanted to show the highly sophisticated cognitive process taking place. No matter how sophisticated machines are, research still requires a bit of work’.
Among her findings (details here):

Call for Kids’ Mental-Health Checks

Shirley Wang:

Pediatricians should screen children for possible mental health issues at every doctor visit, according to new, extensive recommendations a national pediatrician group issued Tuesday.
These doctors also should develop a network of mental-health professionals in the community to whom they can send patients if they suspect a child needs further evaluation, according to the task force on mental health convened by the American Academy of Pediatrics. The recommendations were made in a series of reports published in a supplement to the journal Pediatrics.
In recent years, pediatricians and mental health professionals have been calling for increased attention to mental health in primary-care settings because of growing rates of disorders in children such as attention-deficit hyperactivity disorder, autism and anxiety.
At the same time, there is a shortage of child mental-health experts, particularly psychiatrists. While 21% of U.S. children and adolescents have a diagnosable mental illness, only one-fifth of that group receives treatment, according to the academy.

The Web Shatters Focus, Rewires Brains

Nicholas Carr:

During the winter of 2007, a UCLA professor of psychiatry named Gary Small recruited six volunteers–three experienced Web surfers and three novices–for a study on brain activity. He gave each a pair of goggles onto which Web pages could be projected. Then he slid his subjects, one by one, into the cylinder of a whole-brain magnetic resonance imager and told them to start searching the Internet. As they used a handheld keypad to Google various preselected topics–the nutritional benefits of chocolate, vacationing in the Galapagos Islands, buying a new car–the MRI scanned their brains for areas of high activation, indicated by increases in blood flow.
The two groups showed marked differences. Brain activity of the experienced surfers was far more extensive than that of the newbies, particularly in areas of the prefrontal cortex associated with problem-solving and decisionmaking. Small then had his subjects read normal blocks of text projected onto their goggles; in this case, scans revealed no significant difference in areas of brain activation between the two groups. The evidence suggested, then, that the distinctive neural pathways of experienced Web users had developed because of their Internet use.
The most remarkable result of the experiment emerged when Small repeated the tests six days later. In the interim, the novices had agreed to spend an hour a day online, searching the Internet. The new scans revealed that their brain activity had changed dramatically; it now resembled that of the veteran surfers. “Five hours on the Internet and the naive subjects had already rewired their brains,” Small wrote. He later repeated all the tests with 18 more volunteers and got the same results.

The Otherworldly Attack on Public Education

Carl Bloice:

The crisis in U.S. public education is beginning to read like something out of the theater of the absurd.
Now they are getting rid of summer school.
The Associated Press reported Sunday: “Across the country, districts are cutting summer school because it’s just too expensive to keep. The cuts started when the recession began and have worsened, affecting more children and more essential programs that help struggling students.” A survey found that over one third of the school districts in the country are looking at cutting out summer school starting this fall. And who are the students who will be hit hardest by this move? “Experts say studies show summer break tends to widen the achievement gap between poor students and their more affluent peers whose parents can more easily afford things like educational vacations, camps and sports teams,” said AP.
“Most people generally think summer is a great time for kids to be kids, a time for something different, a time for all kinds of exploration and enrichment,” Ron Fairchild, chief executive officer of the National Summer Learning Association, told the news agency. “Our mythology about summer learning really runs counter to the reality of what this really is like for kids in low-income communities and for their families when this faucet of public support shuts off.”

Teenage Unemployment Rate: Willful Economic Illiteracy or Dishonest Reporting

Value Added:

The New York Times reports:
“[…]The unemployment rate for the 16-to-24 age group reached a record 19.6 percent in April, double the national average…”

Documentary on farming at Detroit school gets recognition as subject might move

David Runk:

A documentary from a pair of Dutch filmmakers about urban farming at a Detroit school for pregnant teens and young mothers is getting wider recognition as the school’s program faces the prospect of being uprooted.
Mascha and Manfred Poppenk made “Grown in Detroit” first for Dutch public television and began screening it last year. It focuses on the Catherine Ferguson Academy for Young Women, which has its own working farm.
“This is really a film Americans should see,” Mascha Poppenk said. “They need to see there are good things going on in Detroit.”
The building that houses Catherine Ferguson could be closed in June and its program moved to another one about a mile away. It’s part of a plan announced in March by district emergency financial manager Robert Bobb to close 44 schools.
Detroit Public Schools, which is fighting years of declining enrolment and a $219 million budget deficit, closed 29 schools before the start of classes last fall and shuttered 35 buildings about three years ago.

Charges: DeKalb Schools’ Reid led scam

Tim Eberly:

Crawford Lewis was the leading man for DeKalb County’s school system. But when it comes to the accusations in his indictment last week, he appeared to be more of a supporting character to the woman who ran the district’s construction program.
In a 127-page indictment handed down Wednesday, Lewis is portrayed as a superintendent who turned a blind eye to violations of district policy and state law, compromising himself for little in return.
If Lewis was a secondary figure, his former chief operating officer, Patricia “Pat” Reid, has been painted as the star of this unfolding drama — a construction expert who duped school board members and steered work to her husband.
Reid’s husband at the time, Tucker architect Tony Pope, is depicted as a businessman ready to get a bigger piece of the pie. Their 2005 marriage was annulled in April, but prior to that Reid was known as Pat Pope.

School testing gets absurd Computer program suggests Madison third-grader read A Clockwork Orange

Ruth Conniff:

A few weeks ago my friend’s 8-year-old came home all excited, waving a letter from school about a test called the Scholastic Reading Inventory.
Not only did the little boy have test results showing he’d scored well above the third-grade level (no surprise to anyone who knows this avid reader), he also had a list of recommended books. Number one on the list: Arctic Dreams. Number two: A Clockwork Orange.
A Clockwork Orange?
His mom gently took the list away and scanned the titles before explaining that she would not be getting a dystopian novel about ultraviolence for her third-grader (or, for that matter, most of the other recommended books, including Guns of August, Left for Dead, and Kafka’s Metamorphosis). Then she called her son’s school, Shorewood Elementary, to ask what was going on.

Race to Top Leaves Some School Reformers Weary

Stephanie Banchero:

President Barack Obama’s signature education initiative has encouraged the overhaul of state laws governing charter schools, teacher evaluations and student-testing systems.
But ahead of the Tuesday deadline for states to apply for the second phase of Race to the Top, some education reformers were complaining the changes have not been as bold or widespread as expected.
“It’s the dog that didn’t bark,” said Andy Smarick, a former education department official under George W. Bush who supports the initiative. “I don’t want to underplay what has happened, but we have not seen revolutionary changes from coast to coast.”

Comments on the Madison School District’s Budget

Susan Troller:

Madison’s public school budget process is lurching to a preliminary close tonight — final numbers will be available in October after the state revenue picture is clear and district enrollment will be set. Tonight there’s a public meeting at 5 p.m. at the Doyle Building for last minute pleas and entreaties, 545 West Dayton St., followed by a School Board workshop session, which is likely to include some additional budget amendments from board members. Current projections suggest there will be an increase of about $225 property tax increase on the average $250,000 home.
It’s been a particularly painful process this time around, as illustrated by a recent e-mail I got. It came from one of my favorite teachers and said that due to some of the recent budget amendments, the Madison school district’s elementary school health offices would no longer be able to provide band-aids for teachers to use in their classrooms. Instead, children would be required to bring them from home with other supplies, like tissues or crayons.

Ripon Superintendent Richard Zimman spoke to the Madison Rotary Club on “What Wisconsin’s Public Education Model Needs to Learn from General Motors Before it is too late.” 7MB mp3 audio (the audio quality is not great, but you can hear the talk if you turn up the volume!).
Zimman’s talk ranged far and wide. He discussed Wisconsin’s K-12 funding formula (it is important to remember that school spending increases annually (from 1987 to 2005, spending grew by 5.10% annually in Wisconsin and 5.25% in the Madison School District), though perhaps not in areas some would prefer.
“Beware of legacy practices (most of what we do every day is the maintenance of the status quo), @12:40 minutes into the talk – the very public institutions intended for student learning has become focused instead on adult employment. I say that as an employee. Adult practices and attitudes have become embedded in organizational culture governed by strict regulations and union contracts that dictate most of what occurs inside schools today. Any impetus to change direction or structure is met with swift and stiff resistance. It’s as if we are stuck in a time warp keeping a 19th century school model on life support in an attempt to meet 21st century demands.” Zimman went on to discuss the Wisconsin DPI’s vigorous enforcement of teacher licensing practices and provided some unfortunate math & science teacher examples (including the “impossibility” of meeting the demand for such teachers (about 14 minutes)). He further cited exploding teacher salary, benefit and retiree costs eating instructional dollars (“Similar to GM”; “worry” about the children given this situation).
Zimman noted that the most recent State of Wisconsin Budget removed the requirement that arbitrators take into consideration revenue limits (a district’s financial condition @17:30) when considering a District’s ability to afford union negotiated compensation packages. The budget also added the amount of teacher preparation time to the list of items that must be negotiated….. “we need to breakthrough the concept that public schools are an expense, not an investment” and at the same time, we must stop looking at schools as a place for adults to work and start treating schools as a place for children to learn.”

No magic bullet for education America keeps looking for one simple solution for its education shortcomings. There isn’t one.

Los Angeles Times:

The “unschooling” movement of the 1970s featured open classrooms, in which children studied what they were most interested in, when they felt ready. That was followed by today’s back-to-basics, early-start model, in which students complete math worksheets in kindergarten and are supposed to take algebra by eighth grade at the latest. Under the “whole language” philosophy of the 1980s, children were expected to learn to read by having books read to them. By the late 1990s, reading lessons were dominated by phonics, with little time spent on the joys of what reading is all about — unlocking the world of stories and information.
A little more than a decade ago, educators bore no responsibility for their students’ failure; it was considered the fault of the students, their parents and unequal social circumstances. Now schools are held liable for whether students learn, regardless of the students’ lack of effort or previous preparation, and are held solely accountable for reaching unrealistic goals of achievement.
No wonder schools have a chronic case of educational whiplash. If there’s a single aspect of schooling that ought to end, it’s the decades of abrupt and destructive swings from one extreme to another. There is no magic in the magic-bullet approach to learning. Charters are neither evil nor saviors; they can be a useful complement to public schools, but they have not blazed a sure-fire path to student achievement. Decreeing that all students will be proficient in math and reading by 2014 hasn’t moved us dramatically closer to the mark.

Diffused governance, is, in my view, the best way forward. This means that communities should offer a combination of public, private, virtual, charter and voucher options. A diversity of K-12 approaches insures that a one size fits all race to the bottom does not prevail. I was very disappointed to recently learn that Wisconsin’s Democrat Senator Russ Feingold voted to kill the Washington, DC voucher program. No K-12 approach is perfect, but eliminating that option for the poorest members of our society is simply unpalatable.
Somewhat related Lee Bergquist and Erin Richards: Wisconsin Governor Candidate Mark Neumann taps public funds for private schools

Republican businessman Mark Neumann started his first taxpayer-funded school with 49 students, and in eight years enrollment has mushroomed to nearly 1,000 students in four schools.
Neumann, a candidate for governor who preaches smaller government and fiscal conservatism, has used his entrepreneurial skills to tap private and public funds – including federal stimulus dollars – to start schools in poor neighborhoods.
The former member of the U.S. House operates three religious-based schools in Milwaukee, a fourth nonreligious school in Phoenix and has plans to build clusters of schools across the country.
The Nashotah businessman is part of a growing national movement from the private sector that is providing poor neighborhoods an alternative to traditional public schools.
There are signs the schools are achieving one of their primary goals of getting students into post-secondary schools.

Gender Gap for the Gifted in City Schools

Sharon Otterman:

When the kindergartners at the Brooklyn School of Inquiry, one of New York City’s schools for gifted students, form neat boy-girl rows for the start of recess, the lines of girls reach well beyond the lines of boys.
A similar imbalance exists at gifted schools in East Harlem, where almost three-fifths of the students at TAG Young Scholars are girls, and the Lower East Side, where Alec Kulakowski, a seventh grader at New Explorations in Science and Technology and Math, considered his status as part of the school’s second sex and remarked, “It’s kind of weird and stuff.”
Weird or not, the disparity at the three schools is not all that different from the gender makeup at similar programs across the city: though the school system over all is 51 percent male, its gifted classrooms generally have more girls.

Going to school in Haiti after the earthquake

Afua Hirsch:

Traumatised by the destruction of their homes and lives, Haiti’s children are finding some refuge in schools resurrected from the rubble
If there is a drier, dustier, more desolate place in the Caribbean I’d be amazed to see it. A few weeks ago, this vast space in Haiti now know as Corail Cesselesse was a vast scraggly grassland about 20km outside the capital, Port-au-Prince.
Now, after the 7.3-magnitude earthquake struck Haiti on 12 January, it is home to several thousand of the 1.5 million who have been displaced. Many are children – in a country where half the population is under 18 – and for those who have moved to giant camps, they have also been uprooted from their homes, their families and their schools.
Corail is an official camp – the product of inter-agency co-operation and government consent – and there is plenty of evidence of the foreign money pouring into the country in the aftermath of the earthquake. It is guarded by armed UN guards, and there are well-organised latrines and water tanks.

Interest in Chinese language soaring in Indiana

Associated Press:

Nearly four dozen public and private schools in Indiana are offering Chinese language instruction for credit as part of an effort to make Mandarin Chinese the next world language.
Many of the programs are taught by Chinese educators through a collaboration between the College Board and Hanban, a government-funded organization affiliated with the Chinese Education Ministry.
Since 2006, China has sent more than 325 “guest teachers” to work in U.S. schools to help launch Chinese language programs. The teachers can stay for three years, then reapply to stay for another three years.

New Jersey education commissioner prefers ‘educational effectiveness’ over seniority when cutting teacher jobs

Bob Braun:

Bret Schundler is like no education commissioner the state has ever had. He’s not an educator, but a businessman and a politician. He is more of an advocate for private schools than for public schools. He is a true believer in parental choice, something he deems “a human right.”
And, in the midst of an ugly fight between his governor and the state’s largest teachers union, his spokesman refers to New Jersey schools as “wretched” — just when they led the nation in a countrywide test of educational achievement.
Okay, so he repudiated the word “wretched” when legislators and educators protested — but what does he really think of the public schools he is constitutionally sworn to support?
That’s not an easy question to answer, even after sitting with Schundler for three hours and talking about the schools.

Iterative Development

Tom Vander Ark:

Qualcom technologist Marie Bjerede wonders if the top-down reform model doesn’t work, why there’s not more iterative development:

In the software world, we address this dilemma through an iterative development model. That is, we assume that when we are thinking about what users might need or how they will use our product, we will get some things wrong. So we code up some simple end-to-end functionality, throw it out for people to use, and then improve it iteratively based on feedback from our users. This feedback may be explicit, in the form of questions and requests, or implicit, based on our observations of how the software is used. It may well be automated, in the way Google instruments the applications we use and modifies them based on how we engage.

This approach is often best for application development and is related to the lean capitalization approach to building a business that usually works best these days. But it’s tough to do in schools. Here’s a few of the reasons

K-12 Tax & Spending Climate: The Cost of Retirement

Kiplinger:

For many, saving for retirement is a difficult process even during the best of times. And in 2009, according to a recent survey from Wells Fargo, 20% of pre-retirees have reduced funding to their retirement savings. Many who once thought they were secure are now forced to delay their retirement plans by several years. What’s even more troubling is that 41% of women and 32% of men now believe they will have to work after retirement just to make ends meet. Considering that saving $1 million will only amount to about $40,000 per year for the average retiree (assuming you stick to a widely accepted rule of thumb that says you should limit your withdrawals to 4% of your savings during your first year in retirement), it’s easy to understand why retirement has become almost a luxury. Below, Kiplinger.com examines the cost of retirement.

Oklahoma Education budget cuts force drastic district moves

Murray Evans:

ith the Washita Heights School District out of money and no help apparent on the horizon, Superintendent Steve Richert went before the school board and told its members he needed to lose his job — because the district would have to be shut down.
The district’s already precarious financial situation became untenable when state appropriations began to be cut as legislators scrambled to make up a $669 million budget hole for the current fiscal year. Richert worked the numbers and determined his school district — which served the tiny Washita County towns of Corn and Colony — would run out of money by May 1.
The western Oklahoma district was able to finish out the school year, barely, and now has been consolidated with neighboring Cordell, leaving Richert to wrap up Washita Heights’ remaining business by June 30.
“Technically and legally, Washita Heights is a memory right now,” Richert said Wednesday, sitting in his office. “We no longer exist.”

Technology may help poor schools by starting with rich ones

Jay Matthews:

My wife often starts a book by reading the last few pages. I think this is cheating. It spoils any surprises the author might have planted there. She suggests, when I say this out loud, that she is better able to appreciate the writer’s craft if she knows where the story is going.
But I yielded to the temptation to do the same when I read the table of contents of Harvard political scientist Paul E. Peterson’s intriguing new book, “Saving Schools: From Horace Mann to Virtual Learning.” It is an analytical history of key American school reformers, from Mann to John Dewey to Martin Luther King Jr. to Al Shanker to Bill Bennett to James S. Coleman. I knew about those guys, but the last chapter discussed someone I never heard of, Julie Young, chief executive officer of the Florida Virtual School.
Peterson is always a delight to read. Even his research papers shine. I enjoyed the entire book. But I read first his take on Young and the rise of new technology because it was a topic I yearned to understand. I have read the paeons to the wonders of computers in classrooms, but I don’t see them doing much in the urban schools I care about. The 21st century schools movement in particular seems to me too much about selling software and too little about teaching kids.

The Edu-Innovation Opportunity

Tom Vander Ark:

A reporter asked me “what went wrong with the small schools idea?” It’s odd question because all the networks developing highly effective new schools–KIPP, Achievement First, Success Network, Green Dot, Alliance and dozens more–still use the tried and true rule of thumb of 100 students per grade.
The better question is “what went wrong with the big schools idea?” The 50-year experiment with mega-high schools of 1,500-4,500 students had disastrous results especially for low income students. The combination of anonymity and a proliferation of low expectation courses set up the results we see today: one third of American students drop out and one third graduate unprepared for college or careers.
Fixing this problem has proven vexing. The one difference between good schools and bad schools is everything–structure, schedule, curriculum, instruction, culture, and connections with families and community. That makes turnarounds, especially at the high school level, really difficult. Layer on top of that outdated employment contracts and revolving door leadership and you have a national Gordian knot.

Related: English 10.

Teachers union may not sway California schools chief race

Jill Tucker:

For nearly three decades, California’s largest teachers union has all but handpicked the candidate who went on to win the race for state superintendent of public instruction.
It was pretty much a given for the candidate: Get the California Teachers Association’s campaign cash, gain the support of most other education groups in the state and win the race.
This year is different.
In a packed field of 12 candidates, three have emerged as the top contenders for the nonpartisan job. All three are Democrats, two of whom are splitting the support of the education establishment, and a third who has attracted support of non-establishment education reformers.
The three include former South Bay schools superintendent Larry Aceves; state Sen. Gloria Romero, D-Los Angeles; and Assemblyman Tom Torlakson, D-Antioch

Pay-for-performance for school students is no silver bullet

The Economist:

POLITICIANS around the world love to promise better education systems. Proposals for reform come in many flavours. Some tout the benefits of more competition among schools; others aim to train more teachers and reduce class sizes. Still others plump for elaborate after-school programmes or for linking teachers’ pay to how well pupils do.
A relatively recent addition to this menu is the idea of paying students directly for performance. Boosters argue that pupils may fail to invest enough time and effort into education because the gains–better jobs and higher incomes–are nebulous and distant. Cash payments, on the other hand, reward good performance immediately. Link payments to test results or graduation rates, the argument goes, and test scores should increase and drop-out rates decline. Two new papers* describe the effect of such schemes in Israel and America. Their results will disappoint those who hope for a silver bullet. But they also suggest that cash payments may have their uses in some situations.
Joshua Angrist of the Massachusetts Institute of Technology and Victor Lavy of the Hebrew University in Jerusalem studied high-school students in 40 Israeli schools where few pupils went on to get their school-leaving certificate (the Bagrut). In half the schools students were offered a chance to earn nearly $1,450 if they passed all the tests and got the certificate. The economists found that completion rates in “payment schools” increased by about a third–but only for girls and mainly for those who needed to do only a tiny bit more to graduate.

On Graduation Day, Seniors Take Time to Feel Like Kindergartners Again

Jenny Anderson:

When Nitya Rajendran started kindergarten, she didn’t talk until November. “She’d point and wave,” said her teacher, Rick Parbst. This year she was the lead in Trinity School’s spring musical and decided to translate parts of “The Iliad” from ancient Greek. She’s headed to Georgetown University in September.
In fourth grade, Cody Cowan’s class was studying ancient Egypt, and he was asked to develop an irrigation system. He was fine with the engineering, but didn’t know how to draw people and animals. “By the time I turned around, he had four girls doing his drawings,” recalled his teacher from that year, Mary Lemons. This summer, Mr. Cowan will intern on Representative Carolyn B. Maloney’s re-election campaign, and he plans to study international relations in the fall.
At Trinity, one of Manhattan’s oldest independent schools, a roomful of graduating seniors and their childhood teachers unearthed these pieces of the past at the annual survivors breakfast, a rite of passage for seniors who received all 13 years of their formal education at Trinity. Over coffee and bagels and chocolate Jell-O pudding doused with crushed Oreos and gummy worms (a class of 2010 culinary tradition), the students reconnected with teachers and dished about who, at age 5 , ate Play-Doh, sang well and cried whenever his mom left the room.

California schools ban sugary sports drinks

Jill Blocker:

California middle-and high schoolers will have to find another way to quench their thirst during lunch, other than those brightly-colored, sugar-sweetened sports drinks.
On Thursday, the California Senate passed Senate Bill: 1255, which prohibits the sale of sugar-sweetened sports drinks in public middle and high schools as part of an effort to combat childhood obesity, according to the Ventura County Star.
“Studies have shown weight gain is connected to consuming sports drinks, and I applaud the California Senate for taking action to help prevent childhood obesity,” Gov. Arnold Schwarzenegger, R-Calif., said in a press release. Schwarzenegger sponsored the bill, which was authored by Sen. Alex Padilla, D-Los Angeles.
An original 32-ounce Gatorade has four servings per container, with 14 grams of sugar, meaning consumers are taking in 56 grams of sugar if they drink one regular-size bottle. It contains no fruit juice.