Heather G. Peske and Kati Haycock for Edtrust [PDF Report]:

Next month, for the first time, leaders in every state must deliver to the Secretary of Education their plans for ensuring that low-income and minority students in their states are not taught disproportionately by inexperienced, out-of-field, or uncertified teachers.
For many, this process will be the first step in helping the citizens of their states to understand a fundamental, but painful truth: Poor and minority children don’t underachieve in school just because they often enter behind; but, also because the schools that are supposed to serve them actually shortchange them in the one resource they most need to reach their potential – high-quality teachers. Research has shown that when it comes to the distribution of the best teachers, poor and minority students do not get their fair share.
The report also offers some key findings of soon-to-be released research in three states – Ohio, Illinois and Wisconsin – and major school systems within them. Funded by The Joyce Foundation and conducted with policymakers and researchers on the ground, the research project reveals that schools in these states and districts with high percentages of low-income and minority students are more likely to have teachers who are inexperienced, have lower basic academic skills or are not highly qualified — reflecting troublesome national teacher distribution patterns.

Edspresso has more

Joel Rubin:

Never one to be accused of being soft-spoken or timid, the newest member of the Los Angeles Board of Education wasted little time getting to work Wednesday.
At 11 a.m., Monica Garcia walked briskly into the school district’s Friedman Occupational Center. Doing away quickly with pleasantries, she peppered officials with questions about campus programs and its expansion plans.
Garcia also said she would call for school leaders to be given greater autonomy from the district’s behemoth central administration to make budget and instruction decisions.

Susan Troller:

The parents at Midvale Elementary School have heard it all:
It’s a school no ambitious parent wants. The bus rides are long and unpleasant as children are sent far from their homes along the hazardous Beltline. After more than 20 years, the pairing of Midvale and Lincoln elementary schools, developed as part of an effort to desegregate two south side Madison schools, is a failed experiment.
“The misperceptions about our school are so frustrating, and so wrong,” sighed Dave Verban, who is part of a group of Midvale-Lincoln parents that has joined forces to try to tell what they say is the real story of their school community.

The Midvale Lincoln pair was much discussed earlier this year as the Madison School Board and the Memorial/West Area Attendance Task Force contemplated options for Leopold Elementary school. One of the options discussed was changing boundaries and moving some children from Leopold to Lincoln Elementary. Some of Fitchburg’s Swan Creek residents objected and petitioned to leave the Madison School District. More here. Task force insight.
Maps: Midvale | Lincoln | Distance between the two paired schools (roughly 5 miles).
UPDATE: Susan continues her article with a visit to Lincoln Elementary.

Madison Schools Superintendent Art Rainwater:

This fall we will welcome over 2,000 kindergarten children to their first day of school. What an exciting and scary day for them. They will come from many cultures, they will be many colors and they will each begin their thirteen year journey with different skills, attitudes and backgrounds.
Our community must ensure, through our schools, that despite their different starting points they leave in 2019 with two important things in common. They must have the knowledge and skills to have a family supporting career and actively participate in our society. Therein lays the challenge.
Those eager five year olds will still be in the workforce 53 years from now. Who knows what skills, both academic and personal, will be needed then. There are jobs today that we never dreamed of 40 years ago and there are jobs that we thought were forever that have been lost to time. The pace of that change seems to speed up.

Katharine Goodloe:

When Wisconsin educators wanted to measure the progress of 10,000 of the state’s public school students last fall, they didn’t sit them down for the standardized tests that most schoolchildren spent hours poring over.
They just asked teachers to pencil in a score.
That’s because those students are among the most severely disabled in the state, or they speak just isolated words and phrases of English. So on the back of the state’s thick testing booklets, teachers marked a score for each child – saying whether a child with disabilities could comprehend text, for example, or whether one struggling to learn English knew any vocabulary words used by their classmates.
If they scored high enough, some of those children could be counted toward requirements under the federal No Child Left Behind law – just like those kids who spent hours digging through multiple-choice questions.
It’s a little-known process, but one that faces heightened scrutiny this year as the federal government reviews the ways states assess such students. And the stakes for school districts are growing, as consequences for failing schools continue to increase under federal law.

Tom Still:

A report issued last week by a Washington think tank shows Wisconsin No. 1 in yet another public education index – only this time, being first among the 50 states wasn’t the preferred spot.
In a study of how states are carrying out the federal No Child Left Behind education law, a group called Education Sector rated the states on how well they’re outsmarting the law. Wisconsin was the leading circumventer, according to the analysts, who refused to buy state numbers that indicate virtually every school district and virtually every school is meeting federal improvement standards.
“(The study) ranks Wisconsin as the most optimistic state in the nation,” reports Education Sector on its web site, www.educationsector.org. “Wisconsin scores well on some educational measures, like the SAT, but lags behind in others, such as achievement gaps for minority students. But according to the Wisconsin Department of Public Instruction, the state is a modern-day educational utopia where a large majority of students meet academic standards, high school graduation rates are high, every school is safe and nearly all teachers are highly qualified.”
The report goes on to note that school districts around the nation are struggling to make “Adequate Yearly Progress,” the primary standard of school and district success under No Child Left Behind. In Wisconsin, however, hitting the standard is a piece of cake. All but one of Wisconsin’s 426 school districts made Adequate Yearly Progress in 2004–05.
“How is that possible?” the Education Sector report asked. “The answer lies with the way Wisconsin has chosen to define the Adequate Yearly Progress standard.”

David Reinhard:

Fuller, for his part, now believes school choice is the most important civil rights issue for African Americans today. That’s no small claim, considering he started as a “Black Power” advocate in the 1960s. But he didn’t get there by applying a market-oriented philosophy to the problem of underperforming inner-city schools. He got there from the ground up. He witnessed firsthand the failure of earlier school reforms, with all their good intentions, bursts of civic concern and, in the end, unmet promises. “At a certain point in time,” he says, “you have to say that you have to try something radically different.”
Some African Americans in the Jefferson cluster are ready to try. Smith Williams is the father of five and a Black Alliance for Educational Options member here. His kids have attended both public and private schools and even been home-schooled. As Williams told The Oregonian editorial board, “We know there are desperate parents out there.”

Dr. Howard Fuller is the former superintendent of the Milwaukee Public Schools and founder of the Black Alliance for Educational Options. Howard Fuller Clusty Search.

Katherine Goodloe:

When Matt Nord, 11, wrote a letter asking to stay in an all-boys program at his public middle school, he listed all the most important reasons: Girls talk a lot, they can get in the way on group projects, and he gets nervous helping out girls.
The sixth-grader doesn’t worry about those things for two classes each day, though, because he’s part of an all-boys program at Germantown’s Kennedy Middle School.

Susan Saulny:

In what is an elite tweak on home schooling — and a throwback to the gilded days of education by governess or tutor — growing numbers of families are choosing the ultimate in private school: hiring teachers to educate their children in their own homes.
Unlike the more familiar home-schoolers of recent years, these families are not trying to get more religion into their children’s lives, or escape what some consider the tyranny of the government’s hand in schools. In fact, many say they have no argument with ordinary education — it just does not fit their lifestyles.

Michael Leahy:

While much of the rule-breaking at Oakton occurs out of sight from faculty and staff members, insubordination at D.C. schools is more often on public display. “I think our biggest problem here is lack of respect by kids for teachers and adults and for other kids,” says Michael Ilwain, a school resource officer at Eastern High School in Northeast Washington. “It leads to disrespect and bad behavior in classrooms, and it leads to fights, too. Almost all our problems start from there . . . But I also think that, in these times, we have some of the same things to face as other schools.”
Those things include the spectacularly dire. At Oakton, as at any other 21st-century high school, Baranyk must ponder scenarios that once would have been unthinkable. He has had to devise meticulous plans for how Oakton staff members and students would respond in an emergency or a catastrophic event, including a terrorist’s biological or chemical strike, or the spread of a potentially lethal virus. “Security at a school means something different now than 20 years ago . . .” he says. “You can try preparing for problems, but it’s hard to know what they all will look like . . . I guess you’re trying to imagine the unimaginable.”

Rafel Gomez hosted a forum last fall on Gangs & School violence. Audio and video here.

The Economist:

FOR all the glories of its ancient civilisation, India has “a despicable history of inequity”. So says Pratap Bhanu Mehta, a leading political scientist and, until this week, a member of the National Knowledge Commission, appointed by India’s prime minister, Manmohan Singh, to advise his government. The phrase featured in Mr Mehta’s eloquent letter of resignation, protesting at the government’s determination to “reserve” 27% of the places in its colleges for the Other Backward Classes (OBCs)—lower castes, but not the very lowest, who already benefit. This policy, complained Mr Mehta in the letter, would ensure that India remained “entrapped in the caste paradigm.”

(more…)

Caroline Mayer:

BusRadio, a start-up company in Massachusetts, wants to pipe into school buses around the country a private radio network that plays music, public-service announcements, contests and, of course, ads, aimed at kids as they travel to and from school.
As BusRadio’s Web site ( http://www.busradio.net/ ) explains: “Every morning and every afternoon on their way to and from school, kids across the country will be listening to the dynamic programming of BusRadio providing advertiser’s [sic] with a unique and effective way to reach the highly sought after teen and tween market.”

Amazing.

Alan Borsuk takes a look at and speaks with DPI’s Tony Evers on Kevin Carey’s report, emailed to this site on 5/20/2006 by a reader involved in these issues:

In an interview, Carey said he agrees that Wisconsin generally is a high-performing state in educating students, “but I do not believe its performance is as good as it says it is.” He said the way school officials have dealt with the federal law shows “a clear pattern where Wisconsin consistently refuses to challenge itself.”
He compared Wisconsin with Massachusetts, which he said also has high performing students. That state was ranked 39th in the “Pangloss Index,” because it has taken a much tougher line on such things as defining “highly qualified” teachers to require demonstrated knowledge in the subject area being taught. Wisconsin has generally defined such teachers by whether they have state licenses.
In a separate analysis, two researchers connected to an education magazine called Education Next analyzed the differences between the percentage of students in each state listed as proficient or better in reading and math on the state’s own tests and the percentage in the same categories in the nationwide testing program called the National Assessment of Education Progress. In many states, there is a wide disparity between the two, leading some to argue that states are setting proficiency standards too low.
The two researchers, Paul E. Peterson and Frederick M. Hess, both generally described as conservatives, then gave each state a grade based on how big a difference there was between the state scores and the national scores. The two gave Wisconsin a grade of C-, based on 2005 results. That was better than the D they gave the state for results in 2003.

Sandy Cullen wrote recently ” new statewide assessment used to test the knowledge of Wisconsin students forced a lowering of the curve, a Madison school official said.
The results showed little change in the percentages of students scoring at proficient and advanced levels”

Sharon Begley:

Some kids do bloom late, intellectually. Others start out fine but then, inexplicably, fall behind. But according to new studies, for the most part people’s mental abilities relative to others change very little from childhood through adulthood. Relative intelligence seems as resistant to change as relative nose sizes.
One of the more striking findings comes from the longest follow-up study ever conducted in this field. On June 1, 1932, Scotland had all children born in 1921 and attending school — 87,498 11-year-olds — take a 75-question test on analogies, reading, arithmetic and the like. The goal was to determine the distribution of intellectual ability. In 1998, scientists at the Universities of Edinburgh and Aberdeen tracked down 101 of those students, then 77 years old, and administered the same test.
The correlation between scores 66 years apart was a striking .73. (A correlation of 1 would mean no change in rankings; a correlation of .73 is very high.) There is “remarkable stability in individual differences in human intelligence” from childhood to old age, the scientists concluded in a 2000 paper.

Andrew Rotherham’s recent post on the school day follows Mary Battaglia’s recent comment on the Madison School District’s short lunch and recess period.

Milwaukee Journal – Sentinel Editorial:

As a matter of editorial policy, we don’t accept poverty as an excuse for poor school performance. We expect that rather than wishing they had a different class of students, schools take students wherever they are and develop their talents so that they can cope and thrive in later life. At the same time, we recognize that poverty poses stiff challenges for educators.

There’s been an increase in discussion recently regarding Milwaukee’s Voucher Program largely around Amanda Poulson’s recent article in the Christian Science Monitor:

Hers is the sort of story Milwaukee’s school-choice advocates cite when touting the oldest and largest voucher program in the country. Now it’s expanding, but 16 years after it began, the policy is still controversial and has shown few documented benefits.
Proponents say it gives options to low-income kids who might otherwise be stuck in failing schools, and that the competition for students is good for all Milwaukee’s schools, both public and private. Critics, meanwhile, cite the money the program drains from public schools and the highly uneven quality of the private ones, which aren’t held to the same standards.

• Edspresso and Jenny D
• Ryan Boots
• Technorati blog discussion summary
• Paul Soglin

Jesse Scaccia:

YOU’RE a teacher in the New York City public school system. It’s September, and you’re lecturing the class on the structure of an essay. Your students need to know this information to pass your class and the Regents exam, and you, of course, hope that one day your talented students will dazzle and amaze English professors all over the country.
You turn your back to write the definition of “thesis” on the chalk board. It takes about 15 seconds. You turn around to the class expecting to see 25 students scribbling the concept in their notebook. Instead, you see a group of students who have sprung appendages of technology.
Jose has grown an earphone. Maria’s thumbs have sprouted a two-way. Man Keung, recently arrived from China, is texting away on a cellphone connected to his wrist. And Christina appears to be playing Mine Sweeper on a Pocket PC on her lap.

Jay Matthews:

A collision of those two views by prominent scholars was inevitable, and in the past several weeks it has hit the education policy world in an explosion of articles, e-mails and public debates, some quite heated. Experts disagree over who is right, and some say the truth may be somewhere in between. But the argument has aggravated a widespread feeling that information on how many children are disappearing from public schools is not nearly as accurate as it should be.

Sandy Cullen:

School used to be a struggle for seventh-grader Justin Fobes, who said he was getting “straight F’s” before enrolling at the River Crossing Environmental Charter School in Portage last fall.
“I just couldn’t sit still,” said Justin, 13.
At River Crossing, Justin is now getting A’s and B’s. And he no longer has trouble sitting still, Justin said, adding, “They actually tire you out.”
Every Friday, the middle school’s 18 students literally have a field day – doing everything from a controlled prairie burn to restoring wetlands. Such hands-on approaches to learning are fueling the rapid increase in public charter schools in Wisconsin and other states as teachers, parents and others seek to help students not succeeding in regular classrooms.

Amit Paley:

In an hour-long session that cost just $18, the Indian tutor, who said his name was Mike, spent an hour walking Del Monte through such esoteric concepts as confidence intervals and alpha divisions, Del Monte recalled. He got an A on the final exam. “Mike helped me unscramble everything in my mind,” the 20-year-old said.
Thousands of U.S. students such as Del Monte are increasingly relying on overseas tutors to boost their grades and SAT scores. The tutors, who communicate with students over the Internet, are inexpensive and available around the clock, making education the newest industry to be outsourced to other countries.

Kevin Kosar:

Over the past six months, the need for national education standards has been talked up. The idea, in short, is that the U.S. should have brief written statements of the skills and knowledge children should attain at each grade level for each subject area. The federal government would either encourage or require states to base their schools’ curricula on these standards. Education colleges, in turn, would train would-be teachers in the standards.

Jean Merl:

So when a new principal arrived at the imposing red brick campus in a tough, high-poverty neighborhood, this is how she greeted him:
“Hi, I’m Patty Kamper, and this is my last year here.”
That was in 1996, but Kamper is still there, teaching art at a transformed Wyandotte. Today the halls are orderly, and students work industriously in small “communities” with the same teachers throughout their high school years. Attendance, achievement test scores and the graduation rate have climbed steadily.
Kamper and most city leaders credit a school reform program called First Things First.

Kansas City Schools went through a substantial court ordered spending increase during the 1990’s.

Christine Maddox Ellerbee:

I am committed to my home here in Camden. But that commitment is seriously being tested by the state of Camden’s public schools.
As a parent, I have done all I can do. Many of us find ourselves in the same boat. We have agitated for change, made phone calls and visited anyone who would listen. We have formed organizations, started scholarship funds, even taken to the streets. All this in an attempt to get those with position and influence to do something to improve the public school product and public school experience of our children.
We have been patient even as our schools floundered in academic rankings, failing to graduate our children and terrified us daily with horrific conditions no one should have to endure. We have begged for access to alternatives to these schools so our children will at least feel safe. But no matter what we do, we are unable to change the fundamental politics that hold our children as prisoners in a failing system.

BBC:

Children with special needs are far more likely to be excluded
Including children with special educational needs in mainstream classrooms can be “a form of abuse”, a professor of education has said. John MacBeath of Cambridge University was commenting on a report he co-wrote for the National Union of Teachers.
NUT general secretary Steve Sinnott called for an audit of provision around England as a step towards addressing “major areas of policy failure”.
But ministers said children were taught successfully in a range of settings.
Schools Minister Andrew Adonis said: “We put the needs of the child first.”
The Cambridge report, The Costs of Inclusion, said teachers and teaching assistants were often going “beyond the call of duty” to help children with special educational needs (SEN).

National Union of Teacher’s press release.

The complete report is evidently not online. However, Gregor Sutherland mentioned that the report is available for £7. His email: gs280 at cam.ac.uk

Channel3000:

When it comes to educating children, parents play a crucial role outside of school. But Rose Helms, whose child, Michael, has autism, wants to take her influence inside the classroom.
This is why there was a special guest in Michael Helms’ special education class on Wednesday. The guest was Art Phillips, an Evansville school board member and a police officer.
“My interest is to learn about what the needs are, and if our district and our employees are meeting those needs to help the children out,” said Phillips. “That’s the biggest thing that I want to find out.”

Jonathan Glater:

At the University of California at Los Angeles, a student loaded his class notes into a handheld e-mail device and tried to read them during an exam; a classmate turned him in. At the journalism school at San Jose State University, students were caught using spell check on their laptops when part of the exam was designed to test their ability to spell.

EdSource:

This second annual analysis of charter school performance in California compared how well charter schools did versus noncharters, as measured by the percentage of schools that met their 2005 Academic Performance Index (API) growth targets. The 20-page report also looks at charter school performance by grade level (elementary, middle, and high schools) and by charter type—start-ups versus conversions; classroom-based versus nonclassroom-based. Moreover, using data from a spring 2005 EdSource survey, it compares the performance of charters by the amount of student instructional time and degree of school autonomy.

Alex Johnson:

President Bush’s No Child Left Behind initiative put almost every imaginable part of the U.S. education system under a microscope, establishing national standards for teacher training, student testing and basic funding. But glaring in its omission from the program is any significant examination of that most basic of classroom tools, the textbook.
As younger, inexperienced teachers are thrown into classrooms to meet new federal standards, as much as 90 percent of the burden of instruction rests on textbooks, said Frank Wang, a former textbook publisher who left the field to teach mathematics at the University of Oklahoma.
And yet, few if any textbooks are ever subjected to independent field testing of whether they actually help students learn.
“This is where people miss the boat. They don’t realize how important the textbooks are,” Wang said. “We talk about vouchers and more teachers, but education is about the books. That’s where the content is.”

Nicholas Kristof:

Why are Asian-Americans so good at school? Or, to put it another way, why is Xuan-Trang Ho so perfect?
Trang came to the United States in 1994 as an 11-year-old Vietnamese girl who spoke no English. Her parents, neither having more than a high school education, settled in Nebraska and found jobs as manual laborers.
The youngest of eight children, Trang learned English well enough that when she graduated from high school, she was valedictorian. Now she is a senior at Nebraska Wesleyan with a 3.99 average, a member of the USA Today All-USA College Academic Team and a new Rhodes Scholar.

(more…)

Alex Tabarrok:

The United State’s has one of the most admired university systems in the world and one of the most deplored k-12 systems. Could the difference have something to do with the fact that universities operate in a competitive market with lots of private suppliers while k-12 is dominated by monopolistic, government provided schools?
What would our university system look like if it operated like the k-12 system?
Look to France for the answer. The riots of 1968 forced the government to offer a virtually free university education to any student who passes an exam but as a result the universities are woefully underfunded especially for the masses. Amazingly, with just a few exceptions for the elites, students are required to attend the universities closest to their high schools. Sound familiar?

Ben Feller:

Not a single state will have a highly qualified teacher in every core class this school year as promised by President Bush’s education law. Nine states along with the District of Columbia and Puerto Rico face penalties.
The Education Department on Friday ordered every state to explain how it will have 100 percent of its core teachers qualified – belatedly – in the 2006-07 school year.

Sandy Cullen:

Forty-five percent of children in the United States under the age of 5 are minorities, according to Census Bureau numbers released Wednesday.
“In Madison, those numbers are higher,” said Karen Dischler, intergenerational program coordinator for RSVP of Dane County and co-director of the United Way’s Preschools of Hope project. This year, just under 50 percent of kindergarten students in the Madison School District are minorities.
The growing number of minority students is largely the result of higher birth rates among minorities coupled with a rise in immigration.

Karen Rouse:

In a move some say could shake up traditional teacher-hiring practices, the Douglas County School District on Wednesday asked the state to let it create its own licensing program to more quickly bring nontraditional teachers into the classroom.
The district – which is already eyeing a pipe-fitter, Naval officer and instructors from China as potential teachers – said current state licensing regulations cut some of the most talented workers out of the teaching pool.
“It’s saying, ‘Here is somebody in the community who has real-world experience, but we can’t hire them because they’re not licensed,”‘ said Kristine Sherman, vice president of Douglas County’s school board.

WKOW-TV:

Madison’s Sandburg Elementary School is in the midst of an asbestos clean-up…but no one notified the parents. A parent with children at the school contacted 27 News after discovering the project.
We spoke with to Madison district officials about the asbestos removal guidelines they follow. They say it’s not standard procedure to notify parents, nor are they required by law to notify them. Doug Pearson, director of Madison’s district building services, says the project does not pose a health concern.