Community Partners – Page 23 – School Information System

What Randi Really Said and Meant

Last week, the nation’s press reported something that most teachers found unbelievable: Randi Weingarten, the president of the American Federation of Teachers, said that teachers should be evaluated by their students’ test scores.
Teachers hate this idea because they know that teachers are not solely responsible for their students’ scores. The students bear some responsibility, as do their families, for whether students do well or poorly on tests. District leaders bear some responsibility, depending on the resources they provide to schools. Teachers also are aware that the tests are not the only measure of what happens in their classrooms and that even the Secretary of Education Arne Duncan has said that we need better tests. There is a fairly sizable body of research demonstrating that test scores are affected by many factors beyond the teachers’ control.
I was surprised too when I read the headlines and the press accounts.

2010 Madison School Board Election Notes and Links

A number of folks have asked why, like 2009, there are two uncontested seats in this spring’s Madison School Board election. Incumbents Maya Cole and Beth Moss are running unopposed while the open seat, vacated by the retiring Johnny Winston, Jr. is now contested: Tom Farley (TJ Mertz and Robert Godfrey have posted on Farley’s travails, along with Isthmus) after some nomination signature issues and an internal fracas over the School District lawyer’s role in the race, faces James Howard [website].
I think we’ve seen a drop on the ongoing, very small amount of school board activism because:

The current board is, in my view, doing a much better job overseeing the District than a few years ago.
There are a number of issues that have been simmering for awhile, including TAG, Fine Arts, Math and Equity.
Outbound growth of open enrollment from the Madison School District; some activist parents have opted out.
Superintendent Dan Nerad’s very different PR approach from the past – though folks are now looking for substantive action, as exemplified by these recent public comments to the Board.

Finally, with respect to the Howard / Farley contest, I look forward to the race. I had the opportunity to get to know James Howard during the District’s 2009 strategic planning meetings. I support his candidacy.

Verona, WI School Board Considers Chinese Immersion Charter School

Smart and timely. The Verona School Board will vote on the proposed Chinese immersion charter school Monday evening, 1/18/2010 – via a kind reader.
Documents:

Wisconsin Assessment Recommendations (To Replace the WKCE)

Wisconsin School Administrators Alliance, via a kind reader’s email [View the 146K PDF]

On August 27, 2009, State Superintendent Tony Evers stated that the State of Wisconsin would eliminate the current WKCE to move to a Balanced System of Assessment. In his statement, the State Superintendent said the following:

New assessments at the elementary and middle school level will likely be computer- based with multiple opportunities to benchmark student progress during the school year. This type of assessment tool allows for immediate and detailed information about student understanding and facilitates the teachers’ ability to re-teach or accelerate classroom instruction. At the high school level, the WKCE will be replaced by assessments that provide more information on college and workforce readiness.

By March 2010, the US Department of Education intends to announce a $350 million grant competition that would support one or more applications from a consortia of states working to develop high quality state assessments. The WI DPI is currently in conversation with other states regarding forming consortia to apply for this federal funding.
In September, 2009, the School Administrators Alliance formed a Project Team to make recommendations regarding the future of state assessment in Wisconsin. The Project Team has met and outlined recommendations what school and district administrators believe can transform Wisconsin’s state assessment system into a powerful tool to support student learning.
Criteria Underlying the Recommendations:

Wisconsin’s new assessment system must be one that has the following characteristics:
Benchmarked to skills and knowledge for college and career readiness • Measures student achievement and growth of all students
Relevant to students, parents, teachers and external stakeholders
Provides timely feedback that adds value to the learning process • Efficient to administer
Aligned with and supportive of each school district’s teaching and learning
Advances the State’s vision of a balanced assessment system

Wisconsin’s Assessment test: The WKCE has been oft criticized for its lack of rigor.
The WKCE serves as the foundation for the Madison School District’s “Value Added Assessment” initiative, via the UW-Madison School of Education.

Head Start Study Finds Brief Learning Gains: No Lasting Benefit for Children….

Mary Ann Zehr, via a kind reader’s email:

Participation in Head Start has positive effects on children’s learning while they are in the program, but most of the advantage they gain disappears by the end of 1st grade, a federal impact study of Head Start programs says.
A large-scale randomized control study of nearly 5,000 children released by the U.S. Department of Health and Human Services this week shows that a group of children who entered Head Start at age 4 benefited from a year in the program, particularly in learning language and literacy. Benefits included learning vocabulary, letter-word recognition, spelling, color identification, and letter naming, compared with children of the same age in a control group who didn’t attend Head Start.
Benefits for children who entered Head Start at age 3 were even stronger. By the end of Head Start, the group that had entered at age 3 showed gains in most of the language and learning areas that the 4-year-old group had, but also showed benefits in learning math, pre-writing skills, and perceptual motor skills.

Lindsey Burke:

After some prodding, yesterday the Obama administration released the long-overdue first grade evaluation of the federal Head Start program. As expected, the results show that the $7 billion per year program provides little benefit to children – and great expense to taxpayers.

The evaluation, which was mandated by Congress during the 1998 reauthorization of the program, found little impact on student well-being. After collecting data on more than 5,000 three and four-year-old children randomly assigned to either a Head Start or a non Head Start control group, the Department of Health and Human Services found “few sustained benefits”. From the report:

Andrew Coulson:

A day after it was released, here’s a roundup of how the mainstream media are covering the HHS study showing that America’s $100 billion plus investment in Head Start is a failure:

[…crickets…]

Nada. Zilch. Rien du tout, mes amis.

That’s based on a Google News search for [“Head Start” study]. The only media organs to touch on this topic so far have been blogs: Jay Greene’s, The Heritage Foundation’s, the Independent Women’s Forum, and the one you’re reading right now.

Okay. There was one exception. According to Google News, one non-blog — with a print version no less — covered this story so far. The NY Times? The Washington Post? Nope: The World, a Christian news magazine. And they actually did their homework, linking to this recent and highly relevant review of the research on pre-K program impacts.

Chicago’s Real Crime Story: Why decades of community organizing haven’t stemmed the city’s youth violence

Heather MacDonald:

Barack Obama has exploited his youthful stint as a Chicago community organizer at every stage of his political career. As someone who had worked for grassroots “change,” he said, he was a different kind of politician, one who could translate people’s hopes into reality. The media lapped up this conceit, presenting Obama’s organizing experience as a meaningful qualification for the Oval Office.
This past September, a cell-phone video of Chicago students beating a fellow teen to death coursed over the airwaves and across the Internet. None of the news outlets that had admiringly reported on Obama’s community-organizing efforts mentioned that the beating involved students from the very South Side neighborhoods where the president had once worked. Obama’s connection to the area was suddenly lost in the mists of time.
Yet a critical blindness links Obama’s activities on the South Side during the 1980s and the murder of Derrion Albert in 2009. Throughout his four years working for “change” in Chicago’s Roseland and Altgeld Gardens neighborhoods, Obama ignored the primary cause of their escalating dysfunction: the disappearance of the black two-parent family. Obama wasn’t the only activist to turn away from the problem of absent fathers, of course; decades of failed social policy, both before and after his time in Chicago, were just as blind. And that myopia continues today, guaranteeing that the current response to Chicago’s youth violence will prove as useless as Obama’s activities were 25 years ago.

Madison Charter “School pitch looks promising”

Wisconsin State Journal Editorial, via a kind reader’s email:

Bold plans for a new kind of middle school in Madison deserve encouragement and strong consideration.
The proposed Badger Rock Middle School on the South Side would run year-round with green-themed lessons in hands-on gardens and orchards.
The unusual school would still teach core subjects such as English and math. But about 120 students would learn amid a working farm, local business and neighborhood sustainability center.
Money is tight in this difficult economy. And the Madison School Board just committed to launching an expensive 4-year-old kindergarten program in 2011.
But organizers say Badger Rock wouldn’t cost the district additional dollars because private donors will pay for the school facility.

Race to the Top — Buyers Beware

Chris Prevatt:

Every American leader, from Barack Obama to Arnold Schwarzenegger, would agree that if there’s one lifelong lesson to be learned from the implosion of the housing market, it is that before you sign on the dotted line, you’d better know what you’re getting yourself into. You’d better ask clarifying questions. You’d better read the fine print. And you’d better make absolutely sure that there are no hidden clauses or trap doors that take you and those dependent on you to the dog house.
While our local districts are comprised of well intentioned, highly educated and reflective leaders who are doing their best to find resources to fill the budget shortfall, we are perplexed that some districts agreed to submit a “Memorandum Of Understanding” with the Governor’s Office to participate in California’s application for the federal Race to the Top (RTTT) competitive grant program. Many of our local teachers’ associations hope that since more than half (60%) of school systems in California did not sign on to the State’s MOU, that there is change in the RTTT program language so that district leaders, teachers, parents and stakeholders can work together with their local districts to come up with solutions that are based in research-supported strategies for all.
Earlier this month the governor signed California’s RTTT legislation that includes: promoting national education standards, using test scores to evaluate and compensate teachers and principals, lifting a cap on charter schools, and allowing parents to transfer their children out of the state’s lowest performing schools — while providing no provision for transportation costs — leaving this last piece a true hollow victory for parents.

Have charter schools become tool for privatizing education?

Maureen Downey:

Morning folks, I am running this op-ed on the Monday education page that I assemble each week for the AJC. Written by UGA professor William G. Wraga, it raises some interesting questions about whether the charter school movement has been co-opted by privatization proponents.
By William G. Wraga

The original intent of charter schools, to increase the professional autonomy of teachers so they could explore innovative ways to educate children and youth, has given way to other agendas that have grafted onto the movement.
Increasingly, charter school policies have been influenced by market ideology that treats the movement as a vehicle for privatizing public schools.

All-Day or Half-Day Kindergarten?

Debra Viadero:

In my Fairfax County neighborhood, there are two elementary schools within half a mile of each other. The school that my children attended has an all-day kindergarten; the other one offers kindergarten half a day. The school with the half-day program, however, has other benefits, though, such as smaller class sizes in the early grade.
So, I’ve often wondered, which students were better off in the long run: the full-day program graduates or the half-day students who got more individual attention from their teachers?
Research, as it turns out, doesn’t offer much guidance on that question. Some studies show that full-day kindergarten programs, used in most school districts to give disadvantaged students a leg up on their better-off peers, do just what they’re intended to do.
Even though the poorer full-day students started out school trailing behind the more advantaged peers in half-day programs, academically speaking, they finished out the year a month ahead. Other studies, however, suggest, disappointingly, that the disadvantaged students lose their edge later on in elementary school.

State of the Madison School District Presentation by Superintendent Dan Nerad 1/25/2010

via a kind reader’s email:

A State of the District presentation will be made by Superintendent
Daniel Nerad to the community at a Board of Education meeting on Monday, January 25 at 5:30 p.m. in the library of Wright Middle School, 1717 Fish Hatchery Rd. The presentation will be the meeting’s sole agenda item.
All community members are welcome to attend.
The presentation will provide an overview of important information and data regarding the Madison School District – including student achievement – and future areas of focus.
The visually-supported talk will be followed by a short period for questions from those in attendance.
The speech and Q&A period will be televised live on MMSD-TV Cable Channels 96/993 and streaming live on the web at www.mmsd.tv. It will
also be available for replay the following day at the same web site.
For more information, contact:
Ken Syke, 663-1903 or ksyke@madison.k12.wi.us , or
Joe Quick, 663-1902 or jquick@madison.k12.wi.us
Ken Syke
Public Information
Madison School District
voice 608 663 1903; cell 608 575 6682; fax 608 204 0342

The Weingarten Speech

Andrew Rotherham:

Today at the National Press Club AFT President Randi Weingarten is calling for reforms to due process for teachers. You can’t do much better than Sawchuk’s take on it here, but Washington Post and Jay Mathews, USAT, and Bob Herbert also write on it this morning. And although the text isn’t online yet here’s Weingarten herself over at the Huffpo. Update: Text on the AFT site now (pdf).

First the good: This is an important acknowledgement from Weingarten and one with some big implications. She deserves credit for that. For a long time the union line on all this has been that it’s not hard to rid the field of low-performers, the problem is lousy administrators and a blame the teachers mindset. This isn’t all wrong by the way, administrators are not just chompin’ at the bit to rid schools of under-performing teachers. The problems are systemic ones. But by laying this on the table Weingarten is opening the door on that conversation more than a crack and pulling the rug out from under a lot of folks. That’s important. By calling the process “glacial” the genie is out of the bottle, perhaps more than Weingarten herself may realize.

In addition, bringing in Kenneth Feinberg is important. He demonstrated an ability for reasonableness in thorny situations. And because he has no aspirations within education he has no reason to pull any punches. Perhaps most importantly, with Feinberg you get the sense that if this is all a big ruse, that will become clear. He doesn’t seem like someone with a lot of patience for misdirection plays and so forth. In other words, involving him increases the accountability.

L.A. school board will weigh new policy to both help and rein in charters

Howard Blume:

The Los Angeles Board of Education Tuesday will consider new policies aimed at both assisting charters and holding them more accountable for their performance. The regulations, about a year in the making, include key provisions on conflicts of interest and services for disabled students that are opposed by the association that represents charter schools.
There are now more charter schools — enrolling more students — in Los Angeles than in any other city in the country. Their effect and performance were the subject of a Los Angeles Times special report on Sunday.
The number of charter schools is expected to increase sharply, partly as a result of a school board strategy that lets charter operators bid to take control of struggling traditional campuses as well as 50 new ones scheduled to open. Charter operators as well as groups of teachers are to submit final bids today for the first group of 30 campuses.

Paradigm Shift in Indian Education

Sify News:

Human Resource Development Minister Kapil Sibal Monday announced that there would be a vast change in education policy making of the government in 2010.
‘You will see a paradigm shift in education policies. It will be an epochal year,’ he said.
Describing the year 2010 as very important for his ministry, Sibal said that researchers and faculty would be given a stake in the system to boost higher education and research which are vital for a nation’s development.
Releasing the book ‘Engineering Education in India’ authored by Prof. Rangan Banerjee and Vinayak P. Muley of IIT-Bombay at Observer Research Foundation, a public policy think tank headquartered in Delhi, the minister noted that while India and China were almost at the same level nearly 15 years back, China has now surged much ahead of India.

County gives Los Angeles International Charter High School a second chance

Mitchell Landsberg:

The first thing a visitor notices about Los Angeles International Charter High School is its campus, a leafy, hilltop aerie that looks like the private school it once was.
Then there are the students, preppy in white shirts and ties, their black sweater vests emblazoned with the school seal.
Appearances aren’t necessarily deceiving: L.A. International does have an exceptional campus, perched on a bluff in the tiny community of Hermon, overlooking Highland Park. It formerly was the campus of the now-defunct Pacific Christian High School. And the students, most of them, aspire to succeed in school and go to college.
But that doesn’t tell the whole story.

Vicki McKenna and Don Severson Discuss Madison’s 4K Plans

Click to listen or download this 27MB mp3 audio file. Much more on the Madison School District’s 4K plans here.

Public Comments on a Sales Tax Increase For Schools and TAG Problems at the 1/11/2010 Madison School Board Meeting

19MB mp3 audio file. TJ Mertz spoke in favor of a .01 increase in the state sales tax, dedicated to schools. There were also a number of pointed parent comments on the District’s Talented and Gifted program.

4K Inches Forward in Madison, Seeks Funding

Listen to the Madison School Board Discussion via this 32MB mp3 audio file (and via a kind reader’s email).
Financing this initiative remains unsettled.
I recommend getting out of the curriculum creation business via the elimination of Teaching & Learning and using those proceeds to begin 4K – assuming the community and Board are convinced that it will be effective and can be managed successfully by the Administration.
I would also like to see the Administration’s much discussed “program/curricular review” implemented prior to adding 4K.
Finally, I think it is likely that redistributed state tax programs to K-12 will decrease, given the State’s spending growth and deficit problems. The financial crunch is an opportunity to rethink spending and determine where the dollars are best used for our children. I recommend a reduction in money spent for “adults to talk with other adults”.
Board member Beth Moss proposed that 4K begin in 2010. This motion was supported by Marj Passman and Ed Hughes (Ed’s spouse, Ann Brickson is on the Board of the Goodman Center, a possible 4K partner). Maya Cole, Lucy Mathiak and Arlene Silveira voted no on a 2010 start. The Board then voted 5-1 (with Ed Hughes voting no) for a 2011 launch pending further discussions on paying for it. Retiring Board member Johnny Winston, Jr. was absent.
I appreciate the thoughtful discussion on this topic, particularly the concern over how it will be financed. Our Federal Government, and perhaps, the State, would simply plow ahead and let our grandchildren continue to pay the growing bill.
Links:

Gayle Worland:

“I’m going to say it’s the hardest decision I’ve made on the board,” said board member Marj Passman, who along with board members Beth Moss and Ed Hughes voted to implement four-year-old kindergarten in 2010. “To me this is extremely difficult. We have to have 4K. I want it. The question is when.”
But board president Arlene Silveira argued the district’s finances were too unclear to implement four-year-old kindergarten — estimated to serve 1,573 students with a free, half-day educational program — this fall.
“I’m very supportive of four-year-old kindergarten,” she said. “It’s the financing that gives me the most unrest.”
Silveira voted against implementation in the fall, as did Lucy Mathiak and Maya Cole. Board member Johnny Winston, Jr. was absent.
On a second vote the board voted 5-1 to approve 4K for 2011-12. Hughes voted against starting the program in 2011-12, saying it should begin as soon as possible.
Channel3000:

The plan will begin in September 2011. Initially, the board considered a measure to start in 2010, but a vote on that plan was deadlocked 3-3. A second motion to postpone the beginning until the 2011-2012 school year passed by a 5-1 vote.
The board didn’t outline any of the financing as yet. District spokesman Ken Syke said that they’re working on 2010 budget first before planning for the 2011 one.
The board’s decision could have a large impact on the district and taxpayers as the new program would bring in federal funds.
WKOW-TV:

This is the first real commitment from MMSD to establish comprehensive early childhood education.
What they don’t have yet is a plan to pay for it.
It would’ve cost about $12.2 million to start 4k this fall, according to Eric Kass, assistant superintendent for business services.
About $4.5 million would come from existing educational service funds, $4.2 million from a loan, and about $3.5 million would be generated thru a property tax increase.
Some board members said they were uncomfortable approving a funding plan for 4k, because there are still a lot of unanswered questions about the district’s budget as a whole.
NBC15:

Members first deadlocked in a three-to-three tie on whether to start 4-K this fall, then voted five-to-one to implement it the following year.
The cost this year would have been more than $12 million. The decision to delay implementation is due to serious budget problems facing the Madison District.
Nearly 1600 4-year-old students are expected to participate in the half-day kindergarten program.
Don Severson:

The Board of Education is urged to vote NO on the proposal to implement 4-year old Kindergarten in the foreseeable future. In behalf of the public, we cite the following support for taking this action of reject the proposal:
The Board and Administration Has failed to conduct complete due diligence with respect to recognizing the community delivery of programs and services. There are existing bona fide entities, and potential future entities, with capacities to conduct these programs
Is not recognizing that the Constitution and Statutes of the State of Wisconsin authorizes the provision of public education for grades K-12, not including pre-K or 4-year old kindergarten
Has not demonstrated the district capacity, or the responsibility, to manage effectively the funding support that it has been getting for existing K-12 programs and services. The district does not meet existing K-12 needs and it cannot get different results by continuing to do business as usual, with the ‘same service’ budget year-after-year-after-year

Building on Massachusetts Charter Schools’ Success

Andrew Rotherham:

Massachusetts enjoys a history as an educational leader dating to the early days of our country. The 1993 Education Reform Act positioned Massachusetts at the forefront of school reform and produced gains in student learning that are the envy of every other state. Now, the Obama administration’s Race to the Top program gives Massachusetts another chance to lead, this time by fully integrating public charter schools into the fabric of the commonwealth’s education system.
Charter schools are public schools open to all students. They’re accountable for their performance and overseen by the state, which has closed down lower performing charters even when these schools outperformed nearby traditional public schools. But unlike traditional public schools, charters have autonomy and flexibility. For example, they can reward their best teachers and fire low performers. This autonomy–not the red herring of funding–is why charter schools are so contentious.
Across the country the experience with charter schools is mixed. Charter schooling is producing amazing schools, many among the best in America. At the same time, the openness of the charter sector is also creating some quality problems. Charter quality varies state by state and owes a great deal to different state polices.

‘Parent trigger’ shifts balance of power in debate over education reform

San Jose Mercury News:

Much has been written about how two education reform bills signed into law last week might affect California’s chances of qualifying for federal Race to the Top funds.
As important as that funding is, the new laws’ significance goes much deeper. It signals that the balance of power in education is shifting away from teachers unions and toward parents, where it belongs.
The “parent trigger,” a controversial element of the legislation, is the best evidence of this turning point.
The concept was developed by the grass-roots group Parent Revolution in the Los Angeles Unified School District. If a majority of parents in a failing school petitions for an overhaul, the district must do something — replace administrators, convert to a charter school or make other major reforms.
By law, tenured California teachers can convert their school to a charter if a majority of them vote for it, and that has happened dozens of times. But teachers unions and other groups opposed giving parents the same right. One group called it the “lynch mob” provision — an odd choice of words, given that it would empower parents primarily in minority communities where failing schools abound.

Revolution in U.S. education is in California

Alain Bonsteel:

The greatest revolution in education in the United States today is taking place in Los Angeles. It is the mandate of the Los Angeles Unified School District School Board to convert almost a third of its schools either to charter schools, the public schools of choice that are the one shining light in an otherwise dysfunctional system, or other alternatives such as magnet schools. The change is not only a mighty one for the state’s largest school district, but in time it could double the number of public schools of choice in California.
What is remarkable is not just the magnitude of this earth-shaking change, but the complete shift of the paradigm about how we think about public education. The driving force behind this revolution is Los Angeles Mayor Antonio Villaraigosa, who is not only a Democrat but also a former organizer for the United Teachers of Los Angeles, Los Angeles teachers’ union. Villaraigosa took his nontraditional stand because, as he noted, LAUSD was racked with violence and plagued with a dropout rate of 50 percent, and showed no signs of improving.

School contracts and Race to the Top

Jo Egelhoff:

A couple of things – first, the Neenah Schools contract settlement – I read the Post-Crescent account Friday and interpreted the recent deal as a total 4.4% over two years. No.

I talked with Neenah School District HR folks and the increase is an average 4.4% per year. Wow. Where are they going to get that kind of money? (December 29: Teacher cuts, not pay freezes recommended) And as much to the point, how will other districts in the area afford that?

As many of you know, if a school district (or municipality) can’t come to terms with their union(s), they can choose to go to arbitration – where neutral arbitrators decide which party’s last offer is best. That “best” includes which offer may be closest to other settlements in the area. And thanks to your legislators and mine, the state budget passed last June (yup, policy in the budget – imagine) says arbitrators are no longer required (point 3) to take local economic conditions or a district’s ability to pay into consideration.

Do you see a referendum and higher property taxes coming?

Race to the Top Dollars
Several Wisconsin school districts are considering not applying for Race to the Top (RTTT) dollars.

Meet Old School New Teacher’s Union Boss Michael Mulgrew

Thomas Carroll:

With the governor urging action, the New York Legislature is considering lifting the cap on the number of charter schools in the state.
This has presented Michael Mulgrew, the new president of New York City’s teachers union, with a choice: stand with the reformers, straddle the line or go to the mattresses against change.
He has chosen what’s behind door No. 3.
In fact, despite the emergence of a powerful new national reform consensus led by President Obama, Mulgrew is consistently proving himself to be a bare-knuckled trench-fighter – a throwback to the muscle-flexing union leaders of the distant past.
Witness the evolution. In 1998, the UFT was one of the chief opponents of the original charter-school law. But in subsequent years, Mulgrew’s predecessor, Randi Weingarten, repositioned it as a progressive union that did not fear charters and, in fact, embraced them. Weingarten’s boldest move in this regard was her decision to open two UFT charter schools.

Charter tackles middle school challenges with young faculties and a no-nonsense attitude

Howard Blume:

At Lakeview Charter Academy, inexperienced teachers have strong support and high expectations.
Eleazar and Nora Gonzalez decided to send their son Daniel to Lakeview Charter Academy because, they said, large public middle schools have a reputation for gangs and drugs. They also worried about academics.
So they warmed to the no-nonsense welcomings issued at the first monthly parents night.
“It will be a miracle the day I don’t give homework because home is to review,” Alexandra Aceves, 25, announced, in English and Spanish, to the Gonzalez family and others crowded into a second-floor classroom.
The scene exemplified the characteristics of the 10 schools operated by Partnerships to Uplift Communities, a locally based charter management organization that, like others in Los Angeles, has focused on serving low-income minority communities. It has taken on, in particular, the thorny challenge of middle schools, especially in the Latino neighborhoods of the San Fernando Valley and downtown.

Benefit Book for Bibi Jann School in Dar Es Salaam

via a Susan Hobart email:

USE THE ORDER FORM ATTACHED TO ORDER YOUR COPY OF ROOM 2’S PUBLICATION, A IS FOR AVOCADO. ALL PROCEEDS WILL GO TOWARD BUYING A COMPUTER AND BOOKS FOR ALL STUDENTS AT THE BIBI JANN SCHOOL IN DAR ES SALAAM, TANZANIA! DUE TO LOTS OF INTEREST, WE HAVE EXTENDED OUR DEADLINE THROUGH JANUARY! CHECK IT OUT BELOW TO SEE ONLINE COPY OF THE BOOK! IF YOU HAVE ALREADY PLACED YOUR ORDER, HERE IS A SNEAK PEAK OF THE BOOK! THANKS FOR ALL YOUR SUPPORT! SUSIE HOBART, LINDSAY NORRISH AND THE WRITERS OF ROOM 2, LAKE VIEW SCHOOL.
Susan J Hobart
Teacher, Grades 4/5
Lake View Elementary School
1802 Tennyson Lane
Madison, Wisconsin 53704 USA
608.204.4061
shobart@madison.k12.wi.us

ACE Urges MMSD Board NO Vote on 4k and RttT

TO: MMSD Board of Education
FROM: Active Citizens for Education
RE: 4-year old Kindergarten
Race to the Top
I am Don Severson representing Active Citizens for Education.
The Board of Education is urged to vote NO on the proposal to implement 4-year old Kindergarten in the foreseeable future. In behalf of the public, we cite the following support for taking this action of reject the proposal:

The Board and Administration Has failed to conduct complete due diligence with respect to recognizing the community delivery of programs and services. There are existing bona fide entities, and potential future entities, with capacities to conduct these programs
Is not recognizing that the Constitution and Statutes of the State of Wisconsin authorizes the provision of public education for grades K-12, not including pre-K or 4-year old kindergarten
Has not demonstrated the district capacity, or the responsibility, to manage effectively the funding support that it has been getting for existing K-12 programs and services. The district does not meet existing K-12 needs and it cannot get different results by continuing to do business as usual, with the ‘same service’ budget year-after-year-after-year
Will abrogate your fiduciary responsibility by violating the public trust and promises made to refrain from starting new programs in exchange for support of the “community partnership” urged for passing the recent referendum to raise the revenue caps

To reiterate, vote NO for District implementation of 4-K.
The Board of Education is urged to vote NO to signing the Memorandum of Understanding (MOU) with the State of Wisconsin as part of an application for funding through the U.S. Department of Education ACT “Race to the Top” (RttT).
In behalf of the public we cite the following support for taking this action to reject the signing the RttT MOU: The Board and Administration

Does not have complete information as to the requirements, criteria, expectations and definitions of terms of the MOU or its material Exhibits; therefore, there has been serious inhibitors in time, effort and due diligence to examine, understand and discuss the significant implications and consequences of pursuing such funding
Does not have an understanding through the conduct of interactive discussions regarding the roles and relationships of the Board of Education, the Administration and the union regarding the requirements of the MOU as well as any subsequent implications for planning, implementation, evaluation and results for receiving the funding
Must understand that the Board of Education, and the Board alone by a majority vote, is the only authority which can bind the District in any action regarding the MOU and subsequent work plan. District participation cannot be authorized by the Board if such participation is contingent on actual or implied approval, now or in the future, of any other parties (i.e., District Administration and/or union)
Does not have an understanding of its personnel capacity or collective will to establish needs, priorities and accountabilities for undertaking such an enormous and complicated “sea change” in the ways in which the district conducts its business in the delivery of programs and services as appears to be expected for the use any RttT funding authorized for the District
Must also understand and be prepared for the penalties and reimbursements due to the state and federal governments for failure to comply with the provisions attached to any authorized funding, including expected results

To reiterate, vote NO for District approval for the MOU and application for funding through the RttT.

What Makes a Great Teacher?

Amanda Ripley:

ON AUGUST 25, 2008, two little boys walked into public elementary schools in Southeast Washington, D.C. Both boys were African American fifth-graders. The previous spring, both had tested below grade level in math.
One walked into Kimball Elementary School and climbed the stairs to Mr. William Taylor’s math classroom, a tidy, powder-blue space in which neither the clocks nor most of the electrical outlets worked.
The other walked into a very similar classroom a mile away at Plummer Elementary School. In both schools, more than 80 percent of the children received free or reduced-price lunches. At night, all the children went home to the same urban ecosystem, a ZIP code in which almost a quarter of the families lived below the poverty line and a police district in which somebody was murdered every week or so.

Ohio Charter schools buck enrollment trend

Catherine Candisky & Cindy Kranz:

Although charter schools come under withering criticism from some quarters, Ohio parents apparently aren’t listening.
A new state Department of Education report shows that charter-school enrollment is up 8 percent this year, while the number attending traditional Ohio schools has fallen.
Currently, 89,000 students attend 332 charter schools statewide. At the same time, enrollment in traditional public schools has dropped slightly to 1.75 million students.
In Greater Cincinnati, 32 charter schools enroll more than 9,000 students. Enrollment increases mirror the state trend.
T.C.P. World Academy’s enrollment increased from 389 last year to 410 students this year.
“We always have a waiting list,” said Superintendent/Principal Karen French, who attributed the enrollment increase to performance results and word of mouth.

The Cincinnati College Preparatory Academy enrollment numbers are at about 700 students now, compared with nearly 650 last year.

Big goals drive a little district in heart of Milwaukee

Alan Borsuk:

Semaj Arrington hadn’t missed a day of school in almost four years at Tenor High School, a small charter school downtown. It was a pretty remarkable record, given his background, which was, um, not out of a textbook for school success.
Then one morning last spring, he didn’t show up at school. The principal, Jodi Weber, called his house. Arrington said he’d hurt his ankle and couldn’t walk. He couldn’t catch the bus to school.
Excused absence, right? Wrong. Mark Schneider, the dean of students, drove across town to Arrington’s house, helped him to the car, and brought him to school.
“They have ways of making you be more professional, just have your head on right,” says Arrington, 19, now working on becoming an electrician at Milwaukee Area Technical College.
In 2005, I wrote a story about what I called the Marcia Spector school district, a set of small elementary schools and high schools under the umbrella of Seeds of Health, a nonprofit organization headed by the smart, entrepreneurial and forceful Spector.
There were about 900 students in the schools, all of them funded with public dollars but operating outside the traditional public school system. Each of the schools had high energy, a distinctive and well-executed program, and a record that made them valuable parts of the local school scene.

Make Milwaukee Public Schools discussion about children, not politics

Eugene Kane:

My plan to attend the first public hearing on the controversial mayoral takeover plan for Milwaukee Public Schools was both simple and practical.
Get there late after all the speech-making and political posturing was over.
The hearing at MPS’ central office at 5225 W. Vliet was scheduled to start at 10 a.m. Tuesday. As a veteran of countless public hearings during my career, I knew even if the room was packed with citizens, there would likely be a series of preliminary statements by various politicians and bureaucrats before members of the public got the chance at the microphone.
I figured arriving about an hour after the scheduled start would work just fine.
As it turned out, this was the kind of public hearing where most of the public had to wait for all of the elected officials in the room to have their say first.

Charters ‘better’ at readin’ & ‘rithmetic

Yoav Gonen:

he city’s charter schools are providing a bigger boost to students’ reading and math performance than are traditional public schools, according to a new study.
The study — by the Center for Research on Education Outcomes at Stanford University — is the second in four months showing positive results for the city’s charter schools. It comes as proponents of the publicly funded, privately run schools are urgently pushing officials to lift the state’s charter school cap above 200.
New York’s application for as much as $700 million in federal aid under a competition known as Race to the Top — which looks favorably on states that support charter school growth — is due by Jan. 19.

Madison Country Day students aim to open eyes to global hunger issues

Pamela Cotant:

When diners arrive at the Food for Thought hunger awareness banquet Friday at Madison Country Day School, they will be assigned a certain income level that will determine their meal.
Those in the lowest income group will be served rice on a banana leaf and at the other end of the spectrum, diners will be able to choose food from a table loaded with choices.
The idea of the hunger awareness event, which starts at 5 p.m. at the school at 5606 River Road on the edge of Waunakee, is to encourage the local community to help address global hunger.
“It’s not supposed to be a depressing event,” junior Fabian Fernandez said. “It’s supposed to be eye opening.”
After a discussion about global hunger issues, which will include talk about how those with enough food could be giving some to those who don’t, the diners will be allowed to share their food. “The goal is to have people (assigned different income levels) eating near each other (to) help people see the difference,” said freshman Imani Lewis-Norelle.

Grant great, but Hillsborough district must find $100 million

Sherri Ackerman:

The Hillsborough County school district is getting $100 million in a private grant over the next seven years to overhaul education.
But the money comes with a catch: The district must come up with $100 million from other sources to finish the job.
Where to get the money in a sparse economy remains a question, leaving some district leaders defensive while others shrug.
“We don’t have $100 million,” acknowledges school board member Dorthea Edgecomb.
One thing is for certain: There is give in a district budget that runs about $3 billion a year, so administrators are confident they can shift money from other programs to initiatives prescribed in the Bill & Melinda Gates Foundation grant.
Among the possible sources:
•$16 million over three years to create a computer lab to prepare for the Florida Comprehensive Assessment Test to move online.

A useful article. Grants should not drive strategy, as we’ve often seen. Rather, they should be considered in light of an organization’s plans. It would also be quite useful to see how effective past initiatives have been.

Los Angeles charter schools flex their educational muscles

Mitchell Landsberg, Doug Smith & Howard Blume:

Enrollment is up, and overall, standardized test scores outshine those at traditional campuses. Even the L.A. Unified board has eased its resistance.
Over the last decade, a quiet revolution took root in the nation’s second-largest school district.
Fueled by money and emboldened by clout from some of the city’s most powerful figures, charter schools began a period of explosive growth that has challenged the status quo in the Los Angeles Unified School District.
Today, Los Angeles is home to more than 160 charter schools, far more than any other U.S. city. Charter enrollment is up nearly 19% this year from last, while enrollment in traditional L.A. public schools is down. And a once-hostile school board has become increasingly charter-friendly, despite resistance from the teachers union. In September, the board agreed to let charters bid on potentially hundreds of existing campuses and on all 50 of its planned new schools.
Charter schools now are challenging L.A. Unified from without and within. Not only are charter school operators such as Green Dot Public Schools and ICEF Public Schools opening new schools that compete head-to-head with L.A. Unified, but the district’s own schools are showing increasing interest in jumping ship by converting to charter status.

Debunking the Myths About Charter Public Schools

Cara Stillings Candal:

Charter public schools have existed in Massachusetts since 1995, after enabling legislation was included in the landmark Massachusetts Education Reform Act (MERA) of 1993. Originally conceived as laboratories for educational innovation1 that could offer choice for families and competition for traditional district schools, charters are public schools that may not discriminate as to whom they accept. In fact, aside from their often superior levels of academic achievement2, charter public schools differ from their district counterparts in only one major way: they enjoy some freedoms and autonomies that district schools do not in exchange for being subject to additional accountability requirements.
In Massachusetts, any group or individual can apply to establish and run a charter public school.3 Charters are authorized by the state Board of Elementary and Secondary Education (BESE), and if the BESE approves an application for a charter school, the school is established based upon a contract, or charter, which outlines its performance goals and the standards to which it will be held.4 Once established, all charter public schools in Massachusetts are subject to a review by the authorizer, which takes place at least once every five years. If, during that review, it is found that a charter public school is not meeting the terms of its charter or failing to live up to requirements for academic progress set by the state and federal governments, the authorizer may close the school.5 These are the additional accountability requirements to which charter public schools are held.

Gauging the Dedication of Teacher Corps Grads

Amanda Fairbanks:

Teach for America, a corps of recent college graduates who sign up to teach in some of the nation’s most troubled schools, has become a campus phenomenon, drawing huge numbers of applicants willing to commit two years of their lives.
Do Teachers Need Education Degrees?
But a new study has found that their dedication to improving society at large does not necessarily extend beyond their Teach for America service.
In areas like voting, charitable giving and civic engagement, graduates of the program lag behind those who were accepted but declined and those who dropped out before completing their two years, according to Doug McAdam, a sociologist at Stanford University, who conducted the study with a colleague, Cynthia Brandt.
The reasons for the lower rates of civic involvement, Professor McAdam said, include not only exhaustion and burnout, but also disillusionment with Teach for America’s approach to the issue of educational inequity, among other factors.
The study, “Assessing the Long-Term Effects of Youth Service: The Puzzling Case of Teach for America,” is the first of its kind to explore what happens to participants after they leave the program. It was done at the suggestion of Wendy Kopp, Teach for America’s founder and president, who disagrees with the findings. Ms. Kopp had read an earlier study by Professor McAdam that found that participants in Freedom Summer — the 10 weeks in 1964 when civil rights advocates, many of them college students, went to Mississippi to register black voters — had become more politically active.

Taking a Leap of Faith

Lorna Siggins:

OU ARE A specialist in your field, you can see the opportunities before you, but there’s little or nothing that you can do. If this place sounds vaguely familiar, it is where Dr Deirdre MacIntyre found herself almost a decade ago.
She wasn’t a solo traveller, either. A colleague and close friend, Dr Moya O’Brien, had also reached that bus stop. The trick was to recognise when it was time to jump off.
“We had trained in psychology together, she was my bridesmaid, I was her birth partner and we had worked together in what was the Eastern Health Board before it became the Eastern Regional Health Authority ,” MacIntyre recalls. “We both had families with small kids, and very heavy clinical caseloads at work.
“I loved my career in child guidance, I loved my clinical work, but both of us felt that our impact was limited within the health board structure,” MacIntyre recalls.
At this point, she had nearly 20 years’ experience as a clinical psychologist and was principal in charge of the ERHA’s child and adolescent psychology services. She had been involved in establishing community-based psychology services for children and their families.

A push for Latinos to pursue education

Emily Hanford:

A report out from the Southern Education Foundation out today says the South is the first part of the country where more than half the children in public schools are minorities. That is happening in part because more Latinos and their larger families are moving in. Latinos are the fastest-growing part of the U.S. population.
And as the United States tries to keep up with other countries in getting students into, and graduated from college, Latinos are getting special attention. Because they’re the least likely to get college degrees. From American RadioWorks, Emily Hanford reports.

What’s up With Implementation of the Arts Task Force Recommendations – Who Knows

I have similar concerns about “meaningful” implementation of the fine arts task force recommendations. The task force presented its recommendations to the School Board in October 2008, which were based in large part on input from more than 1,000 respondents to a survey. It was another 7 months before administration recommendations were ready for the School Board, and its been another 6 months since then without any communication to the community or staff about: a) brief summary of what the School Board approved (which could have been as simple as posting the cover letter), b) what’s underway, etc. Anything at a Board meeting can be tracked down on the website, but that’s not what I’m talking about. There are plenty of electronic media that allow for efficient, appropriate communication to many people in the district and in the community, allowing for on-going communication and engagement. Some of the current issues might be mitigated, so further delays do not occur. Also, there already is a blog in the arts area that is rarely used.
Afterall, one of our School Board members, Lucy Mathiak, has a full-time job (in addition to being a school board member) as well as having a lot of other life stuff on her plate and she’s developed a blog. It wouldn’t be appropriate for administrators to comment as she does if they are wearing their administrator hats, but concise, factual information would be helpful. I mentioned this to the Superintendent when I met with him in November. He said he thought this was a good idea and ought to take place – haven’t seen it yet; hope to soon, though.
In the meantime, I’m concerned about the implementation of one of the most important aspects of the task force’s recommendations – multi-year educational and financial strategic plan for the arts, which members felt needed to be undertaken after the School Board’s approval and in parallel with implementation of other efforts. Why was this so important to the task force? Members felt to sustain arts education in this economic environment, such an effort was critical.
From the task force’s perspective, a successful effort in this area would involve the community and would not be a solo district effort. As a former member and co-chair of the task force, I’ve heard nothing about this. I am well aware of the tight staffing and resources, but there are multiple ways to approach this. Also, in my meetings with administrative staff over the summer that included my co-chair, Anne Katz, we all agreed this was not appropriate for Teaching and Learning whose work and professional experience is in the area of curriculum. Certainly, curriculum is an important piece, but is not the entire, long-term big picture for arts education. Also, there is no need to wait on specific curriculum plans before moving forward with the longer-term effort. They are very, very different and all the curriculum work won’t mean much if the bigger picture effort is not undertaken in a timely manner. When the task force began it’s work, this was a critical issue. It’s even more critical now.
Does anyone have information about what’s underway, meaningful opportunities for community and teacher engagement (vs. the typical opportunities for drive by input – if you don’t comment as we drive by, you must not care or tacitly approve of what’s being done is how I’ve heard the Teaching and Learning approach described to me and I partially experienced personally). I so hope not, because there are many knowledgable teaching professionals.
I know the topic of this thread was talented and gifted, but there are many similar “non-content” issues between the two topics. I’m hoping to address my experiences and my perspectives on arts education issues in the district in separate posts in the near future.

1st Toyota Education Project Announced in Mississippi

Shelia Byrd:

Economic development officials on Wednesday announced the first project to use funds from a $50 million education endowment pledged by Toyota Motor Corp.
The project is a curriculum management audit of eight school districts in the area surrounding a Blue Springs site where Toyota plans to build a car plant. Toyota will make its first $5 million payment in May to the education fund being run by the Tupelo-based CREATE Foundation.
Work on the plant, meanwhile, is stalled because of the recession.
“Certainly, we hope this will be another reassurance to the people who have been very patient and understanding that we are coming and we are committed,” said Barbara McDaniel, external affairs manager for Toyota Motor Engineering & Manufacturing North America.
McDaniel said the Mississippi education endowment is the largest ever given by the company.
“I think we wanted to make a strong statement that education is very important to Toyota, and we wanted the money to not just benefit the future for Toyota-related employment, but we wanted it to benefit the entire Mississippi region,” she said.

At a Silicon Valley community centre, Asian ping-pong parents are grooming children for Olympic glory

Patricia Leigh Brown:

Young people who were serious about table tennis used to have to make the trip to Beijing, Stockholm or Moscow to train with world-class coaches. Now they go no farther than the Silicon Valley suburb of Milpitas.
“I’m trying to become one of the greatest players in the nation,” Srivatsav Tangirala, 14, says matter-of-factly between drills at the huge new table tennis facility in the suburb. He and three dozen players, some as young as five, sprint sideways along the edge of the tables, 45 times in a row, perfecting their footwork.
“Lean forward, lean, lean, lean, lean,” their coach implores.
This is the largest training programme for youths in the country, run by the India Community Centre in a region that is 60 per cent Asian. Here, ping-pong parents who grew up with the sport in Sichuan province or Hyderabad are the new soccer mums and Little League dads.

Schools grant must go forward

Boston Globe:

TEACHERS UNIONS and state education officials may disagree over how to turn around failing schools, especially if it involves overhauling labor contracts. But both sides should be able to agree on one thing: Massachusetts students would benefit greatly from the infusion of $250 million in federal grant money.
A fierce competition is underway among more than 30 states for dollars from the Race to the Top program, an education initiative included in last year’s stimulus bill. Applications are due Jan. 19, and those with the best chance of success will include statements of support signed by superintendents, school committee members, and heads of teachers unions. The unions will be the hardest to enlist. Scores of local union leaders across the state are waiting for signals from the Massachusetts Teachers Association and the state chapter of the American Federation of Teachers. And these union heads are waiting to hear more today from state education officials about how the grant application might affect their members.

Autism cluster found in Santa Clara County linked to parent education, not neighborhood toxins

Lisa Krieger:

Researchers have identified a cluster of autism cases in the South Bay — but the elevated regional incidence seems linked to parents’ ability to gain a diagnosis for their child, rather than any geographic risk.
A rigorous study of all 2.5 million births in California between 1996 and 2000 revealed 10 places where the disability is more common than elsewhere in the state — including the Sunnyvale-Santa Clara area, the San Carlos-Belmont area and several parts of southern California and Sacramento.
The scientists found a correlation, not cause, concluding that parents of autistic children in these clusters were more likely to be white, live near a major treatment center, be highly educated and
There was a lower incidence of the diagnosis where families were Latino and less educated.
A diagnosis of autism requires considerable advocacy by parents, who must navigate the complex world of pediatrics, psychiatry and autism experts. Once diagnosed, children gain access to all types of specialized services.

UC Davis MIND Institute press release.

Poll of Detroit residents finds grim conditions but optimistic outlooks

Dana Hedgpeth & Jennifer Agiesta:

The decline of the auto industry and the nation’s economic slide have left many residents here trapped, without work, in houses they can’t sell, in neighborhoods where they fear for their safety, in schools that offer their children a hard road out.
People across the metro area are feeling the stress of an uncertain financial landscape, with majorities worried about the economy, the cost of health care and having enough money to pay their bills. The region’s bleak jobs situation is residents’ No. 1 concern, by a big margin. That anxiety is compounded by a widely held feeling that the community is divided by race and income.
And yet they haven’t given up.
In a new Washington Post-Kaiser Family Foundation-Harvard University poll about Detroit, almost all residents of the main three-county metropolitan area see their economy as in ruins. About half say this is a bad place to raise a family; as many describe a declining standard of living, swelling debt, deteriorating neighborhoods and a brutal job market.

Texas QB Colt McCoy keeps close ties to tiny high school home despite family moving on

Schuyler Dixon:

They call this McCoy Country – or TuscolTa, with a Texas Longhorn “T” dropped in for good measure.
This tiny West Texas outpost is home to quarterback Colt McCoy. It doesn’t matter that he’s getting ready to lead his second-ranked Longhorns against No. 1 Alabama for the national title, or that his dad (a coach) moved the family for another job about the same time he left for Austin nearly five years ago.
“I don’t go back probably as much as I should, but when I do I really enjoy it,” McCoy said Sunday in Newport Beach, Calif., where the Longhorns are based this week. “There’s a lot of down-to-earth people. They really keep in touch with me. They support me. That really is pretty neat.
“I wouldn’t change where I came from at all.”
It’s evident his hometown loves McCoy right back.

Hillsborough school board sees opportunity and peril in $100 million Gates reforms

Tom Marshall:

It could be the hardest $100 million the Hillsborough County School Board ever spent.
Members were in a festive mood Tuesday, nearly two months after the Bill & Melinda Gates Foundation picked the district to carry out a seven-year reform to boost teacher effectiveness. But by the end of their first workshop to discuss the plan, their feet were firmly on the ground.
“This is the largest single education grant in the history of the foundation,” said senior Gates program officer Don Shalvey, describing Hillsborough’s plan as a national model. “(But) we also think every organization has within it a flaw that could be fatal.”

Wisconsin Mayoral control bill prompts conflicting testimony

Amy Hetzner:

Dozens of speakers passionately disagreed about how to fix Milwaukee Public Schools during a daylong state Senate hearing Tuesday, with the only consensus being that a solution is unlikely to come soon in Madison.
Several hundred people packed the auditorium at MPS’ central office to testify before the Senate Education Committee on a bill that would give the city’s mayor more power over Milwaukee Public Schools and a separate measure that would allow the state’s school superintendent to more easily intervene in failing schools in Wisconsin.
Like the Milwaukee legislators who have split over the mayoral-control legislation, members of the public at the hearing were fairly evenly divided about whether allowing the mayor, rather than the School Board, to appoint MPS’ superintendent was necessary to improve academic performance in the school system or a step backward for democratic representation.
“How in the world does excluding parents from selecting their school leadership encourage them to participate in the education of their children?” Milwaukee resident Mike Rosen said.
Former Milwaukee School Board member Jeanette Mitchell said, however, that she supported mayoral control because it would give education a bigger platform in the city. She exhorted legislators to work together to reach a compromise to help students succeed in city schools.

Remarkable: Three Uncontested Madison School Board Seats for the April, 2010 Election

Gayle Worland:

Three uncontested candidates will run for three-year terms on the Madison school board in April.
Incumbents Beth Moss and Maya Cole are running for school board Seats 3 and 5, respectively. James Howard is running for Seat 4, currently held by Johnny Winston, Jr., who announced in November that he would not seek a third term.
Thomas Farley, director of the nonprofit Chris Farley Foundation and an expected candidate for Seat 4, filed two of the three necessary documents to get his name on the ballot, said Adam Gallagher, deputy clerk for the City Clerk’s office. However, candidates also must file a minimum of 100 signatures of electors who reside in the Madison school district, and only 94 of signatures gathered by Farley by Tuesday’s 5 p.m. deadline met that criteria, Gallagher said.

Wisconsin School Board power may change, due to legislation under consideration at the Capitol.

Famous British school looks to create leaders at Hong Kong offshoot

Liz Heron:

Leadership will be on the curriculum when Hong Kong’s first international boarding school opens its doors in three years’ time under a franchise arrangement with a leading English public school.
With an illustrious history dating back to 1243, Harrow School has produced eight prime ministers and countless statesmen, and its Hong Kong offshoot is aiming to carve out an equally prominent future role.
Executive headmaster Dr Mark Hensman said: “Our hope is that students from Harrow Hong Kong go on to become famous leaders in their fields in Hong Kong, Asia – and the world – be they musicians, scientists, humanitarians or politicians.”
Harrow International Management Services, which runs international schools in Beijing and Bangkok, won a government tender in August for a boarding school on the site of a former military barracks in Tuen Mun. Unlike its parent school in Britain, which is only for boys, the Hong Kong school will be co-educational.

2010 Likely to See Major Debate On Education

Paul Krawzak & Melissa Bristow:

When it comes to education, Americans may disagree on most of the details, but they do agree on one point: Today’s system is in need of an overhaul. Despite huge hikes in federal, state and local spending on schools in recent decades, policymakers, education advocates and experts, parents, employers and educators concur: The nation’s children need better preparation for 21st century life and careers.
Whatever the system’s good points and whatever its faults, there is strong agreement on the need to revamp for a new decade and radically changing job markets. With unemployment at 10%, many jobs go unfilled because of a shortage of skilled workers. Higher education costs more than too many people can afford and keeps rising much faster than inflation. And too many youngsters are left behind by a system that can’t keep up with changing needs.

The keys to a successful education system

Kevin Huffman:

Ten years ago, deep in the Rio Grande Valley, two 23-year-old Teach for America teachers opened an after-school tutoring program. Through sheer force of will, the program became a public charter school, housed on the second floor of a local church. Eventually, that school became a cluster of 12 schools, serving kids from Colonias — communities so impoverished that some lack potable water.

IDEA College Prep graduated its first high school class in 2007 with 100 percent of the seniors headed to college. Last month, U.S. News and World Report ranked it No. 13 among America’s public high schools.

"It’s not magical resources," IDEA Principal Jeremy Beard told me. "It’s the thinking around the problem. I have no control over what goes in on in the kids’ Colonia. But we can create a culture. Kids here feel part of a family, part of a team, part of something special."

I have worked in education for most of the past 17 years, as a first-grade teacher, as an education lawyer and, currently, for Teach for America. I used to be married to the D.C. schools chancellor. And the views expressed here are mine alone. I tell the IDEA story because too often when we look at the sorry state of public education (on the most recent international benchmark exam conducted by the Program for International Student Assessment, U.S. high schoolers ranked 25th out of 30 industrialized nations in math and 24th in science) we believe the results are driven by factors beyond our control, such as funding and families. This leads to lethargy, which leads to inaction, which perpetuates a broken system that contributes to our economic decline.

Clusty Search on Teach for America’s Kevin Huffman.

UFT And Elected Officials: Charter Schools Must Be Public Schools, Serving All Students

Leo Casey:

With growing appeals for changes in New York’s charter school law, prominent elected officials joined the United Federation of Teachers today in a call for major reforms which would ensure that charter schools become public schools in the fullest meaning of the term — not private schools supported with public funds.
State Senator John Sampson, leader of the Senate’s majority Democratic Conference, and New York City Comptroller John Liu joined UFT President Michael Mulgrew in this call. State Senators Eric Schneiderman and Toby Stavisky and State Assembly members Michael Benedetto, Alan Maisel, Jose Peralta, Adam Clayton Powell, IV and Linda Rosenthal were present and participating in the call.
Among the proposed changes are:
a mandate for charter schools to serve the same proportion of the neediest students as the local community district in which they are located;

Clusty Search: Leo Casey.

Elmbrook gets UW-Waukesha classes: “Professors Save Students the Trip”

Amy Hetzner, via a kind reader’s email:

By the time the first bell rings at Brookfield Central High School, most of the students in Room 22 are immersed in college-level vector equations, reviewing for their final exam on the Friday before Christmas.
Senior Lea Gulotta, however, looks on the bright side of waking early every morning for the past semester so she can take a Calculus 3 class taught at the school by a college professor.
“We get to sleep in for a month,” she said, noting that the regular high school semester won’t end until mid-January.
There’s another positive to Brookfield Central’s agreement with the University of Wisconsin-Waukesha continuing education department, which brought the advanced mathematics class to the high school this year as part of the state’s youth options program. Under youth options, school districts pick up the costs of courses at Wisconsin colleges if they don’t have similar offerings available to students.
Instead of seeing students spend extra time commuting and attending class on a college campus, the arrangement placed the professor in the high school to teach 11 students who had completed advanced-placement calculus as juniors. Two of the students in the class come from the Elmbrook School District’s other high school, Brookfield East.
Elmbrook pays UW-Waukesha the same tuition that it would pay if its students chose to attend the college campus on their own, she said.

Preliminary Draft of the Milwaukee Mayoral Control Legislation:
LRB 3737/P2 Milwaukee Transforms Education for All Our Children (TEACH) Act

via a kind reader’s email 180K PDF:

Milwaukee Public Schools Reading & Math Proficiency 15K PDF.

Creativity in Schools in Europe: A survey of Teachers

The Institute for Prospective Technological Studies: CACHIA Romina, FERRARI Anusca, KEARNEY Caroline, PUNIE Yves, VAN DEN BERGHE Wouter, WASTIAU Patricia – 1MB PDF:

An overwhelming majority of teachers are convinced that creativity can be applied to every domain of knowledge and that everyone can be creative. They also subscribe to the idea that creativity is a fundamental skill to be developed in schools, even if they are more ambiguous about how it can be taught, and less sure still about how it can be assessed.
Survey respondents were asked to express their opinion about how they view creativity, as a general concept as well as in the school context, on a scale of 5 ranging from ‘strongly agree’ to ‘strongly disagree’. The results are displayed in Figure 1.
Literature reports that very often people, including teachers, refer to creativity as being related exclusively to artistic or musical performances, as springing from natural talent, and as being the characteristic of a genius. These myths about creativity stifle the creative potential of students and create barriers to fostering creativity in schools.
To a large extent, the teachers that took part in our survey have an understanding of creativity which goes against such myths. Almost all teachers who took part in the survey are convinced that creativity can be applied to every domain of knowledge (95,5%) , and to every school subject. More than 60% are even strongly convinced of this. They confirm this view very clearly by disagreeing to a large extent with a statement restricting creativity to the realm of artistic and cultural expression (85%).

Top-tier schools widen the net Elite institutions seek non-Chinese speakers

Liz Heron:

Two elite English-medium schools offering the local curriculum have drawn up bold expansion plans that will enable them to admit children from non-Chinese-speaking families.
St Paul’s Co-educational College and Diocesan Boys School are setting up boarding houses and International Baccalaureate programmes and have devised adapted Chinese-language programmes for pupils who are not native speakers of Chinese.
The moves will permit the Direct Subsidy Scheme schools, which require all pupils to study Chinese language, to widen their nets to include children from English-speaking families, as well as foreign pupils and ethnic minority children.
Currently, almost all pupils at the schools, which are obliged to offer the local curriculum and will run the IB Diploma alongside it, have Chinese as their mother tongue and most are permanent residents.

Can Inner-City Prep School Succeed? Answer Is YES

Monica Rhor:

It was Deadline Day at YES Prep North Central, the day college applications were supposed to be finished, the day essays, personal statements and a seemingly endless series of forms needed to be slipped into white envelopes, ready for submission.
The day the school’s first graduating class would take one leap closer to college.
The seniors inside Room A121 were sprinting, scurrying and stumbling to the finish line. They hunched over plastic banquet tables, brows furrowed and eyed fixed on the screens of Dell laptop computers. Keyboards clattered, papers rustled and sighs swept across the room like waves of nervous energy.
So much was riding on this.

Landing a Job of the Future Takes a Two-Track Mind

Diana Middleton:

If you’re gearing up for a job search now as an undergraduate or returning student, there are several bright spots where new jobs and promising career paths are expected to emerge in the next few years.
Technology, health care and education will continue to be hot job sectors, according to the Bureau of Labor Statistics’ outlook for job growth between 2008 and 2018. But those and other fields will yield new opportunities, and even some tried-and-true fields will bring some new jobs that will combine a variety of skill sets.
The degrees employers say they’ll most look for include finance, engineering and computer science, says Andrea Koncz, employment-information manager at the National Association of Colleges and Employers. But to land the jobs that will see some of the most growth, job seekers will need to branch out and pick up secondary skills or combine hard science study with softer skills, career experts say, which many students already are doing. “Students are positioned well for future employment, particularly in specialized fields,” Ms. Koncz says.
Career experts say the key to securing jobs in growing fields will be coupling an in-demand degree with expertise in emerging trends. For example, communications pros will have to master social media and the analytics that come with it; nursing students will have to learn about risk management and electronic records; and techies will need to keep up with the latest in Web marketing, user-experience design and other Web-related skills.

Madison School District’s Strategic Objectives Performance Measures

Madison Superintendent Dan Nerad 600K PDF:

Attached are the revised performance measures we will use to help monitor progress in meeting the Strategic Objectives Action Steps. Goals for the WKCE scores remained at 100% success rate as that is the requirement in No Child Left Behind legislation. Other goal areas were reduced to 95% as the target.

Commentary on Charter Schools in the Madison School District

Madison School Board Vice President Lucy Mathiak:

On Monday, the Board of Education will have a presentation by the planning group that is proposing an environmentally-focused project-based charter middle school. The Badger Rock Middle School is the first charter proposal to come before the board since the Studio School debacle a few years back. From what we are hearing in the community, it is not likely to be the last (more on that later).
Proposed Charter: Badger Rock Middle School
What we will be deciding now: The board will be asked to approve the group’s initial proposal, which will form the basis of a planning grant application to the Department of Public Instruction. If the planning grant is awarded, the group will carry out additional work necessary to develop and design the charter school in greater detail, and develop a proposal that would come before the board requesting approval of the creation of the school and its charter.

What inspired the founder of Room To Read

David Pilling:

John Wood’s epiphany, almost to his own embarrassment, took place in a Nepalese monastery. As he describes it in his book, Leaving Microsoft to Change the World, the then high-flying computer executive plucked up the courage to leave corporate life and start an educational charity over a brass bowl of piping hot yak-butter tea surrounded by 30 chanting monks. “Oh, no, this is going to sound like a terrible cliché,” he wrote. “Western guy walks into monastery and changes the course of his life.”
In truth, Wood’s life had begun to change several months before. Aged 35, on a trekking holiday to Nepal, he had been appalled at the near-absence of books in the mountain schools. That, plus a growing disenchantment with his life as a corporate warrior-cum-slave, persuaded him to return to Nepal the following year with thousands of books. Books for Nepal, as Room to Read was called before its rapid international expansion forced a change of name, started out small. But as soon as Wood had broken from Microsoft, he began to apply the lessons he had learnt in business to his fledgling charity.

Seattle Times Editorial “Wrong on Everything”

Charlie Mas:

The Seattle Times has a sort of Year-In-Review editorial about education in today’s paper. Nearly every statement in the editorial is either incorrect, unsubstantiated, or misguided.
“Academic standards were raised” They were? Where? How? By whom? I didn’t see anyone raising any standards this year.
“The Legislature amended the Basic Education Act, a giant leap forward in an 18-year education-reform effort.” Yes, they voted for it, but they didn’t fund it and they are now in Court saying that they are already fulfilling their obligation to funding education, so they are denying it. The amended act is lip service – hardly a step forward, let alone a giant leap.
They said that the delay in making high stakes math and science tests a graduation requirement was a gaffe. No, the gaffe has been miseducating students in math and science for the past ten years. These tests were supposed to be used to hold adults accountable, not students. Where are the adults who have suffered negative consequences for these failures? Why punish the students, the people with the least power to influence the system?

High School Career Academies: A 40-Year Proven Model for Improving College and Career Readiness

Betsy Brand:

Career academies are a time-tested model for improving academic achievement readying students for both college and careers, and engaging the world outside of school in the work of reforming them. As lawmakers work to craft policies that will dramatically improve American public education, career academies should be recognized for their effectiveness and included in reform efforts.

A remarkable journey to the Rose Parade for blind marching band

Dan Abendschein, via a kind reader’s email:

Their journey to the 121st Rose Parade is a marvel even to the Ohio State School for the Blind’s marching band leader Dan Kelly.
“It’s very exciting,” said Kelly, who also teaches technology at the school. “It started small, but it’s grown and snowballed – and here we are.”
Back in 1998, the Ohio State School for the Blind’s music program involved only vocal music. Now, just over a decade later, the school’s marching band will perform in one of the world’s top showcases for marching bands – the first blind band ever to march in the Rose Parade.
The band was one of 19 that performed at the two-day Bandfest, which ended Wednesday at Pasadena City College’s football field. It featured all of the marching bands that will appear in the Rose Parade.
But the event also gives the bands a chance to showcase their performance abilities in a larger arena, performing formations they will not be able to do at the parade.

Happy New Year!

New York Department of Education creed to marginalize PTA fund raising overturned

Amy Padnani:

They’re not quite gambling halls or casinos, but public schools might have to get a Games of Chance License from the state if they want to continue some of their fundraisers.
According to a new proposal, which will be voted on later this month, schools cannot hold raffles, such as 50-50s or Chinese auctions, unless they have the license from the state Racing and Wagering Board, which also involves getting an ID number and filling out numerous forms.
The changes, updated yesterday, followed an earlier proposal that banned raffles all together. The policy, along with parents’ concerns, was outlined in an Advance story on Monday.
City officials said the policy was originally written by the Department of Education’s legal department, but once they realized the impact it would have on PTAs, raffles were approved once again.

Why Washington area schools are the best

Jay Matthews:

The end of the year is a time to count blessings. Let’s start with the underappreciated fact that the Washington area is the best place in the country for children to both learn the mysteries of science, math, English and history, and to become comfortable with stark differences in race and culture.
I’ve looked all over the country for schools–particularly high schools–that have a critical mass of committed parents and educators of various backgrounds who are determined to create a lively learning environment for every child. It was hard to find that when I lived in Pasadena, Calif., which was still reeling from massive white flight after a desegregation fight. It wasn’t much better when we moved to Westchester County, N.Y., where schools were very short of minorities and low-income people.
Coming to Washington, it took time to see the difference. As usual, everyone complained about public education. That’s an American pastime. But the more high schools I visited here, the more I realized this was—at least relatively speaking– the Shangri-la of American education. There were more schools in one place than I had ever seen that fit my profile—well-mixed, well-run, with families committed to strong instruction. They shrugged off neighbors who, betraying unexamined biases, wondered how they could send their kids to THOSE schools.

Getting an education–it’s about power

Jay Matthews:

We all know that securing a good education for your children is strongly influenced by clout. Do we have it or not? The mayor’s kid usually gets more attention than the grocery checker’s kid. If you have taken the trouble to make friends with the principal, you are more likely to get your way than if you never appear in the building, or even PTA meetings.
But rarely have I seen a better illustration of this than my colleague Emma Brown’s terrific piece leading the Monday Metro section about how much Army and Marine Corps families are gaining from those services’ decisions to back their members when they seek help for children with disabilities.
Among other examples, she tells how Karen Driscoll, wife of a Marine Corps officer, was told by officials of a northern San Diego County school district that they could only offer a classroom aide for her son ten hours a week. The child’s previous school in Fairfax County had provided 21 hours and told her that was what she deserved under federal law.
Most parents seeking special education services know what that means. They are in for a long period of testy meetings, long emails, expensive private evaluations and maybe even legal action before they get what they need, if they ever do. But because of a new Marine Corps initiative, Driscoll had the services of a caseworker and a special education attorney in her meetings with school officials, and soon got what she was looking for.

Silicon Valley companies’ help needed to shore up math education

Muhammed Chaudhry:

Thirteen-year-old Kayla Savage was failing math. Like many of her classmates in middle school, she hated the subject. Stuck in a large seventh-grade class with a teacher who had little time to offer individual help, Kayla was lost among rational numbers and polynomials.
Her frustration led to a phobia of math, an all-too-common affliction that often starts in middle school and threatens to derail students’ future math studies in high school and chances for college.
Kayla is like thousands of students across America who struggle with math. The struggle in California is borne out by this grim U.S. Education Department statistic: Students in California rank 40th in eighth-grade math, a critical year in math learning that sets the path for math success in high school and beyond.
In Santa Clara County, only about 39 percent of eighth-graders meet the California standard for Algebra I proficiency. One study showed that less than one-third of eighth-graders have the skills or interest to pursue a math or science career. Yet these careers are the drivers of our future.

Silicon Valley Education Foundation.

Rx for Hunger: Affordable Housing

Children’s HealthWatch Boston:

A new report by Children’s HealthWatch and the Medical-Legal Partnership | Boston finds that housing plays a significant role in protecting young children from food insecurity and the health risks of being seriously underweight. This new report confirms that increased support for subsidized housing must be part of the strategy for ending childhood hunger.

Austin, TX School District Budget Survey

Austin Independent School District:

Budget Shortfall: The district is facing a budget shortfall of $15M for FY 2010-11 just to cover normal operating expenses. This deficit grows even larger when additional budget increases are considered for new Instructional programming tied to the District’s Strategic Plan and employee raises. The district is now contemplating various budget reduction proposals to assist in closing the budget gap for FY 2010-11. The District would like to obtain your input and feedback to the proposals that are currently being considered.
The Efficiency Study: In August 2008, the Board of Trustees commissioned an efficiency study that was conducted in May 2009. The study recommended a number of cost savings proposals to assist the District in making budgetary cuts. The District implemented nearly a quarter of the proposed recommendations from the report. A number of the proposals were rejected due to the severity of impact that would have occurred at local schools. Please click on the link: Budget Survey.

Extending Foster Care Past 18

Daniel Heimpel:

George White, 17, knows what happens to many California kids like him when they age out of the foster-care system. One of White’s eight biological siblings recently turned 18. When the payments stopped, his foster parents packed his belongings into plastic trash bags, leaving the teenager homeless while juggling work and classes at an L.A. trade school.
Of the roughly 4,500 18-year-olds who will “emancipate” from care in California every year, one quarter will experience homelessness like White’s brother. To drive this statistic home, White has organized a 4K run through Compton and will ride his bike 1,149 miles: each mile representing one California foster youth who will spend time on the street, in a shelter, or couch surfing. “It’s not enough having people on Capitol Hill saying they will or want to help you, you have to help yourself,” he says in the Compton offices of Peace 4 Kids, an organization that works to provide opportunity for foster kids in a community where services are notoriously lacking.
Last year, Congress authorized giving states matching federal funds to extend foster care until age 21. But the way that law is interpreted could mean that in 27 states, including California and the District of Columbia, 18-year-olds would still be left out in the cold.

Cultures clash among classmates at SE Minnesota schools

Elizabeth Baier:

Abdalla Mursal moved his family from Atlanta to southeastern Minnesota a decade ago to raise his four children in an area with good schools and low crime.
“This city is a very peaceful city and everybody who lives here likes it,” Mursal said of Rochester. “I like this city.”
But in recent months, Mursal and other Somali parents have discovered that their children’s schools aren’t so tranquil, as Somali youngsters have been in fights with white and African American students.
On Oct. 14, another student teased Mursal’s son, Abdirahman, a high school junior, and hit him with a baseball bat at school.

I took a cab some time ago with a Somali Driver in the Western United States. The driver’s cell phone featured a 612 area code – surprising outside of Minneapolis. I asked about this and heard a remarkable story of his entire family leaving Somali as refugees and, finally, in the early 1990’s receiving asylum in the United States. His large family settled in Mineapolis for more than a decade. We had a fascinating discussion about culture, academics, particularly rigor and assimilation.

City Schools’ New Criteria for Diversity Raise Fears

Crystal Yednak & Darnell Little:

The Chicago public schools’ response to a recent court desegregation ruling — a plan to use students’ social and economic profiles instead of race to achieve classroom diversity — is raising fears that it will undermine the district’s slow and incremental progress on racial diversity.
Chicago schools, like the city itself, are hardly a model of racial integration. But a Chicago News Cooperative analysis of school data shows the district has made modest gains in the magnet, gifted, classical and selective-enrollment schools, where, for nearly 30 years, race has been used as an admission criterion. Those advances may be imperiled in the wake of court rulings that have prompted Chicago Public Schools to look for factors other than race when assigning students to such schools.
Nationwide, court rulings have prompted school districts to seek creative ways to diversify classrooms without using a student’s race as a factor. In Chicago, school officials last week moved ahead with their own experiment.
Instead of race as an admissions factor, they now will use socioeconomic data from the student’s neighborhood — income, education levels, single-parent households, owner-occupied homes and the use of language other than English as the primary tongue — in placing children in selective-enrollment schools.

Kentucky leads the nation in deaths from child abuse and neglect and at least half the deaths have come after the cases came to the attention of child welfare authorities.

Deborah Yetter:

Nearly 270 Kentucky children died of abuse or neglect during the past decade — more than half of them in cases where state officials already knew of or suspected problems.
During one recent 12-month period, 41 children died — the highest rate of any state, according to a recent report by the Every Child Matters Education Fund, a Washington child-advocacy group.
In a six-month review of the problem, The Courier-Journal found that:
— Child-protection officials, day-care workers, and parents, friends and relatives missed signs of abuse such as suspicious bruising and evidence of previous injury, or were hesitant to act.

Schools are a luxury not a right in Nepal

David Pilling:

The children walking along the dusty road, each with a thick stack of textbooks under their arm, are probably an hour away from school. For miles around, there is no sign of anything much: a scattering of stilted houses in the yellowing paddy fields, some buffalo trudging through a road-side ditch, a bridge over the trickle of a river.
In western Nepal, as in much of the country, indeed as in many rural areas in the developing world, schools are a luxury, not a right. In these parts, a 90-minute walk to school is an unremarkable fact of life. Among the children making this daily pilgrimage are girls sponsored by Room to Read, an educational charity that the Financial Times is supporting in this year’s seasonal appeal.

Gov. Patrick talks education reform at charter school in Norwell

Dana Forsythe:

Norwell had an important visitor this past week.
Bay State Gov. Deval Patrick stopped by the South Shore Charter Public School on Friday (Dec. 18), where he held an on-location cabinet meeting and used the opportunity to talk up his education reform bill.
Patrick and his cabinet met with the students and staff at the charter school and talked with Pru Goodale, the school’s executive director, about the school’s initiatives to diversify education through various programs.
“The South Shore Charter School is helping students thrive and opening up worlds of opportunity for them,” Patrick said. “All children deserve the same chance at a world-class education and that’s what our reform package will give them.”

Alderman Jim Bohl’s MPS Compromise

The Milwaukee Drum:

With competing plans for governing the Milwaukee Public Schools now petering out in Madison, I’m suggesting a modest compromise that gives each side something it wants.
First, give the Mayor of Milwaukee the ability to appoint the MPS Superintendent. The superintendent would be confirmed by the Common Council, and after confirmation, would serve at the pleasure of the mayor.

Child care quality studied Better early education would benefit region, but at double the cost

Erin Richards:

Southeastern Wisconsin could benefit economically by increasing the quality of early childhood education centers, but doing so presents a daunting tradeoff: more than doubling the expense of caring for infants and young children up to age 5.
A three-year study by Public Policy Forum researchers released Tuesday found that a system of high-quality early childhood education programs would cost about $11,500 per child, per year.
In the current system, child care providers are estimated to spend about $5,625 per child annually.
The new report relies on research showing a correlation between high-quality early learning experiences and higher rates of achievement in school, especially for disadvantaged children.
The analysis for policy-makers includes the economic pros and cons of maintaining the status quo, funding a variety of mid-level improvements and implementing a high-quality system of early childhood education across southeastern Wisconsin, said Anneliese Dickman, research director at the Public Policy Forum.

Complete 1MB PDF Report.

Rotherham: Detroit schools are on a slow reform path

Andrew Rotherham:

Call it the soft bigotry of low expectations. As pressure increases on teachers unions to mend their ways and become better partners in school reform, the bar for what constitutes meaningful change seems to be getting lower.
In October, the New Haven (Conn.) Federation of Teachers agreed to a new labor agreement that was hailed by both American Federation of Teachers President Randi Weingarten and Secretary of Education Arne Duncan as a breakthrough and national model. Yet the contract was actually a set of promises and processes to potentially undertake reforms after more discussion and mutual agreement.
Maybe the union was playing for time to make more reform-oriented deals away from the crucible of a labor negotiation. Critics were not buying it and argued the entire thing was a ploy. We’ll know who was right by next summer.

Beverly Hills Schools to Cut Nonresidents

Jennifer Steinhauer:

Daniel Kahn has never lived in this city, but he has attended its legendary public schools since the fourth grade. Now in eighth grade, he is vice president of the student council, plays in two school bands and is an A student who has been preparing to tread in his sister’s footsteps at Beverly Hills High School.
But Daniel will almost certainly be looking for a new place to hang his backpack next fall. The school board here intends to do away with hundreds of slots reserved for nonresident children, most of whom live in nearby neighborhoods of Los Angeles where the homes are nice but the city’s public school system is deeply distressed.
The students used to be a financial boon for Beverly Hills, bringing millions of dollars in state aid with them. But California’s budget crisis is changing the way schools are financed in many wealthy cities, suddenly turning the out-of-towners into money losers.

High School’s Last Test: Ratcheting Up Accountability in Grade 13

JB Schramm E. Kinney Zalesne:

But the real revolution, tucked away in the Race to the Top guidelines released by the Department of Education last month, is that high school has a new mission. No longer is it enough just to graduate students, or even prepare them for college. Schools must now show how they increase both college enrollment and the number of students who complete at least a year of college. In other words, high schools must now focus on grade 13.
To be sure, this shift is long overdue. It has been a generation since a high school diploma was a ticket to success. Today, the difference in earning power between a high school graduate and someone who’s finished eighth grade has shrunk to nil. And students themselves know, better even than their parents or teachers, according to a recent poll conducted by Deloitte, that the main mission of high school is preparation for college.
Still, this shift will be seismic for our nation’s high schools, because it will require gathering a great deal of information, and using it. And at the moment, high school principals know virtually nothing about what becomes of their graduates. Most don’t even know whether their students make it to college at all.

In many area school districts, a need for painful financial cuts

Gayle Worland:

When the Stoughton Area School District shuttered its Yahara Elementary School last June because of declining enrollments, shrinking funds and a failed school referendum in 2005-06, the total $1 million cost savings was meant to help balance the district’s books into the next decade.
But despite that move, plus 68 staff layoffs and reduced bus routes in recent years, the district now faces another gap — of $3 million over the next three years — and the school board is considering taking a referendum to voters in April.
“The sense was that we would be okay for the 2010-11 school year,” former Yahara principal Cheryl Price, now principal of the new Sandhill Elementary School, said of Yahara’s closing. “They knew that this was one fix. But we thought we had a couple of years” without having to make more drastic cuts.
Those cuts could range from more staff reductions, increasing class sizes, raising athletic fees and eliminating talented and gifted programming.

Related: K-12 Tax & Spending Climate.

The education gap of greatest concern is the out-of-wedlock birthrate

Edward Hayes:

Before Pearl Harbor was attacked in 1941, the out-of-wedlock birthrate for African-Americans was nineteen percent. According to the National Center for Health Statistics, in 2004 the illegitimate black birthrate was 69.4 percent. In contrast, the out-of-wedlock rates that year for Caucasians and Hispanics were 25 and 45 percent respectively. Consequently, in America well over half of our minority population enters the education sweepstakes with one parent tied behind their back. Our largest minorities groups have a parent gap that not only precedes the performance differential in math in reading, it guarantees it.
We are living in a moment in time where otherwise reasonable people debate the merits of raising a child in a same-sex-marriage home. Consequently, it is culturally reasonable to argue whether wealthy Americans can raise children in single-parent homes without handicapping their education. That said, it is criminally insane to suggest that a single parent of limited means is doing anything other than providing a rough life for both child and mother. Frankly, I have had it with televised images of sobbing single parent mothers lamenting the demise of their fatherless children because of the misdeeds of someone else’s single-parent child.

Wisconsin risks stumbling in ‘Race to Top’

University of Wisconsin School of Education Dean Julie Underwood:

President Barack Obama spoke at Wright Middle School in Madison last month and urged our nation to make improving K-12 education a national priority.
The president underscored the critical link between improving education and our nation’s future economy. He called for our schools to push all students to achieve at higher levels.
The president also spoke about our need to raise the bar for student achievement and to close existing achievement gaps. He is offering the states $4.35 billion in competitive “Race to the Top” grants to try to spur improvement.
His call for reform comes at a critical time for our schools. Our graduates face an increasingly competitive world. The future of our state rests on our ability to prepare our students with the knowledge and skills necessary to succeed.
In recent years, however, the real struggle in Wisconsin has been in maintaining the quality public school system created by previous generations. Our public schools operate under a financial system that chokes reform and chips away at quality.

Underwood’s School of Education has a close relationship with the Madison School District via grants and other interactions. Former Madison Superintendent Art Rainwater now works for the School along with former Administrator Jack Jorgenson. Underwood attended the 2008 Madison Superintendent candidate public appearances.

We need best education at least cost

Thomas Wasco:

I applaud the work of the Board of Education in their efforts to downsize the district’s infrastructure. During my service on the board, I learned how difficult that process can be when various factions of the community come before the board pleading to save their favorite schools. In fact, many current board members have campaigned for their buildings in the past. They cited educational studies praising the positive influences of small neighborhood schools and how important it was to maintain the configuration at that time. It appears they have now come to realize instead that what they once called warehousing of students does not lead to an adverse learning environment and that larger schools can indeed contribute to student success. That observation is supported by their decision to replace the plan that placed 400 students in each of six buildings to one that has three buildings with approximately 500 students and three with many fewer students.
Now the public is being asked to spend millions on four buildings Ridge Mills, John Joy, Denti and Gansevoort. I suggest that the board reconsider the proposition and look to renovate three buildings. Instead of closing Ridge Mills, they could close both Ridge Mills and John Joy that currently serve a total of 481 students. The combination would still be smaller in size than either Denti or Bellamy (about 500 and 485 students, respectively). The board can renovate either one of the closed buildings and reopen it to provide adequate space for their students and result in one less building for the district to maintain.

A Plan for California’s Failing Schools

Marisa Lagos:

Parents would be able to yank their children out of failing schools and ask any other school in the state to admit them under a compromise bill approved Thursday by the state Senate.
That change and other proposals are part of the state’s plan to compete for President Obama’s Race to the Top grants – up to $4.3 billion for all states and as much as $700 million for California alone.
States have until next month to apply for the federal grants, but political fighting over how to make California as competitive as possible has killed two competing proposals and left little time before the Jan. 19 application deadline.
To qualify, states have been asked to demonstrate a commitment to education reform. Under the bill, California would establish specific plans for failing schools, including closing a school, dismissing the principal and up to half of the teachers, or allowing the school to become a charter school.

Oprah Winfrey makes $1.5M donation to Atlanta school

Maria Parece:

Talk-show superstar extraordinaire Oprah Winfrey has made a very generous donation to an inner-city school in Atlanta, Georgia. The $1.5M donation isn’t the first time that Oprah Winfrey has contributed to this school.
In December 2008, Oprah gave The Ron Clark Academy $365,000.00 to be used toward their operating costs. The private middle school’s founder Ron Clark has made several appearances on Oprah’s wildly popular talk show. Ron Clark is also the author of “The Essential 55,” a book about life lessons that adults should teach to children.
Plans for the generous donation include the construction of a theater, a cafeteria, and a gym.

School fees

Financial Times:

Arriving in Christmas mail, the heaviest letter of them all: next term’s school fees. A century ago, the cost of a private education at a secondary British school was about seven guineas, roughly £7.35 or one and half ounces of gold. Today, the average bill is £4,000 a term, or six ounces of gold. At the most prestigious boarding schools, such as Eton, a term’s fees can reach £9,000 (before extras). That takes the total cost of a private secondary education to as much as £135,000 – about half a gold ingot.
Talk about a heavy load. During the past decade, school fees have risen by three-quarters. Broader UK inflation, meanwhile, has been about 20 per cent. Everything is relative, however, and by some measures school fees have actually fallen. Take what is typically the largest asset owned by a private educating family, their home. Now match it against their largest cost. In 1999, the value of an average UK house was equivalent to five years of Eton fees. Today it would buy almost 6 years.

The Explosion of Charter Schools in America

US News & World Report:

With 809, California leads the nation in the number of charter schools. In less than 20 years, the education activists have started nearly 5,000 of these institutions, which are publicly financed and free for students to attend but independently operated.

Wisconsin Race to the Top: Governor/DPI Letter and “Memorandum of Understanding”

via a kind reader’s email; Letter from Governor Doyle and Department of Public Instruction Superintendent Tony Evers [107K PDF]:

We are excited to invite you to participate in Wisconsin’s Race to the Top application to the federal government. Through the American Recovery and Reinvestment Act, President Obama and Congress provided $4 billion in competitive grant funding to states that move forward with innovations and reform in education.
Earlier this fall, at our request, the Wisconsin Legislature passed bills to make Wisconsin both eligible and more competitive for the Race to the Top grants. Now our local school district leaders – school board members, superintendents, principals, teachers, and other staff – need to prepare their district for participation in Wisconsin’s grant application. Enclosed is the Race to the Top district memorandum of understanding (MOU) that the federal government requires participating districts to sign as part of the state’s Race to the Top grant application. The MOU provides a framework of collaboration between districts and the state articulating the specific roles and responsibilities necessary to implement an approved Race to the Top district grant.
The MOU is divided into two parts – Exhibit I and Exhibit II. To receive any Race to the Top funding, a district must agree to the activities in Exhibit I. Districts that agree to Exhibit I are eligible, if they so choose, to participate in Exhibit II. In Exhibit II districts will receive additional funding for participating in the additional activities. Exhibit I is included in this information and Exhibit II will be forthcoming in the very near future.

“Memorandum of Understanding” [208K PDF]:

I’m told that Madison’s potential intake of “Race to the Top” funds is less than 1% of the current $400MM budget.
Related: US National Debt Tops Debt Limit.

Latest College athletics fiscal data hint at moderation

Gary Brown:

ata from the NCAA’s most recent study on revenue and expenses [6MB PDF Complete Report] at Division I institutions show a slight moderation in the rate of spending in the aggregate within the division and a reduced growth in the gap between the so-called “haves” and “have-nots,” though the gap continues to be wide.
The report summarizing Division I athletics program finances between 2004 and 2008 also reveals that 25 schools – all in the Football Bowl Subdivision – reported positive net revenue for the 2008 fiscal year, six more than in the 2006 fiscal year. Only 18 FBS institutions, however, have reported revenue over expenses when the data from all five years are aggregated.
The findings make NCAA officials cautiously optimistic that the advice from former NCAA President Myles Brand’s Presidential Task Force three years ago to moderate spending is being heeded, though those same officials acknowledge that these data through the end of the 2008 fiscal year (June) do not reflect the subsequent economic downturn that may reveal a different story on spending in next year’s report.

Put power over California’s schools in hands of parents

Ben Austin:

Let me tell you about my recent trip to Sacramento. It is a story about why we need a revolution.
Earlier this month, Senate leaders introduced a “parent trigger” into California’s “Race to the Top” education reform legislation.
Under the policy, parents at a systemically failing school could circulate a petition calling for change. If 51% of the parents signed it, the school would be converted to a charter school or reconstituted by the school district, with a new staff and new ways of operating. The concept recognized a truth that school officials often discount: Parents are in the best position to make decisions about what’s right for their kids.
Last week, the parent trigger legislation moved to the Assembly Education Committee, chaired by Assemblywoman Julia Brownley (D-Santa Monica). Thousands of parents sent letters, made calls, staged protests and showed up to testify before her committee about the importance of parents taking back power over our schools.

Green Schools National Conference

Dear Green Schools Advocates,
We have extended our Early Bird registration rate for the Green Schools National Conference to January 15th. We are encouraging everyone to register early as space is limited for this ground breaking green schools event.
Purchase Orders are now being accepted so you can lock in the lower rate now and pay later. Low rates are also being offered for groups of 4 or more from one school / organization.
Please go online to register at: http://www.greenschoolsnationalconference.org/register_now.htm
Registration Questions?
Email: greenschoolsconf@continue.uoregon.edu or call 1.800.280.6218 between 9am-5pm Pacific Coast Time.
We have received exciting commitments from two of our featured speakers.
TOM FEEGEL, Author of “Green My Parents” and the mastermind behind “Earth Hour & Live Earth”. Tom is continuously making positive contributions for educators, students and parents in the green schools movement.
MICHAEL STONE, Author of “Smart By Nature: Schooling for Sustainability.” He is Senior Editor at the Center for Ecoliteracy. Michael coedited “Ecological Literacy” and was managing editor of “Whole Earth” magazine.
Plan to attend the GREEN SCHOOLS NATIONAL CONFERENCE on October 24-26, 2010 in Minneapolis, MN.

Bill could solve Milwaukee Public Schools Governance debate

Erin Richards:

A bill that would give the state schools chief more power to fix chronically low-performing schools might improve education in Milwaukee and circumvent the fractious debate over mayoral control, said the chairman of the Senate Education Committee on Tuesday.
Sen. John Lehman (D-Racine) said the education committee took executive action Tuesday to introduce the bill, which Lehman requested be tweaked from an earlier version to zero in on the state superintendent’s attention to a handful of schools in MPS.
A similar bill that passed the Assembly’s education committee earlier this fall was not as specific about what qualified as a low-performing school.
“The state superintendent powers bill has not seen the same kind of ‘draw a line and plant your feet firmly in the sand and don’t move’ that mayoral control has seen,” Lehman said. “The state superintendent powers bill is more about turning to thoughtful public policy on this to see what we can do for Milwaukee Public Schools.”

Senator Taylor on MPS-Mayoral Takeover: “If the bill comes to the floor in the Senate, it’s going to pass.”

Bill Osmulski:

[Milwaukee…] Wisconsin State Senator Lena Taylor (D-Milwaukee) proclaims that if her bill giving the mayor of Milwaukee control of Milwaukee’s Public Schools comes up in Special Session this week, it will pass the State Senate.
“I believe if the bill comes to the floor in the Senate, it’s going to pass,” Taylor said in an exclusive interview with the MacIver News Service. “I don’t hesitate on that.”
Taylor’s bill, co-authored by Rep. Pedro Colon, (D-Milwaukee) is the result of a compromise between legislative supporters, the mayor and the governor. It grants the mayor authority over MPS and allows him him to pick the superintendent. City residents would still be allowed to elect the school board, but many of its powers would be transferred to the superintendent. Current Milwaukee Mayor Tom Barrett originally wanted the ability to appoint the school board himself.
Some of Taylor’s Democratic colleagues from Milwaukee are opposed to her proposal. Two of them, Milwaukee Senator Spencer Coggs and Representative Tamara Grigsby, recently announced their own proposal, which would allow the mayor more say in MPS, but their plan stops short of handing over full control of the district. The Coggs-Grigsby plan has the support of the teachers’ union and several prominent community activists.

Finally some sense about 21st century skills–part two, the Wagner book

Jay Matthews:

My wife was enjoying a quiet flight back to Washington after a week off in California when I, sitting next to her, started thrashing around. I was reading a book, but in a way that any person would find disturbing. I was marking and remarking pages. I was filling margins with unreadable scrawls. I was flipping back and forth. I was talking to myself: “Whoa! No! Yes!”
“What is that?” she asked.
It’s a good question. The simple answer is: the latest book by school improvement activist Tony Wagner: “The Global Achievement Gap: Why Even Our Best Schools Don’t Teach the New Survival Skills Our Children Need.” Wagner is co-director of the Change Leadership Group at the Harvard Graduate School of Education. He is also a great writer and speaker. I consider this book more of an experience than a read.
My habit is to write on the last page, next to the inside of the back cover, any column ideas that come to me from a book. The last page of my copy of Wagner’s book is a maze of my jottings. I have been making fun of the 21st century skills movement as a high-cost, high-level, often incomprehensible conversation among people who have forgotten to explain what it means to teachers.

Milwaukee schools face booming retiree health care costs

Erin Richards:

The Milwaukee School Board has spent 20 years ignoring a “fiscal time bomb” in the form of generous and unfunded health insurance benefits for retired MPS teachers and staff that will cost the district $5 billion by 2016, according to a new report by the Wisconsin Policy Research Institute.
On Monday, the president of the conservative institute that conducted the report, George Lightbourn, said the study raises serious questions about the School Board’s ability to provide financial oversight of the district and that it lends support to changing the governance structure of MPS.
The report comes in the same week that the Legislature is expected to convene a special session to consider a bill that would give the Milwaukee mayor power to appoint a superintendent and authority over the district’s budget.
“Even if the mayor took over (the school system), the mayor would have to deal with this thing,” Lightbourn said. “But it’s more likely that somebody who has a different approach to this might actually look at this and if nothing else say: ‘We have to slow down these costs.’ ”

Salman Khan, math master of the Internet

James Temple:

During the years Salman Khan spent scrutinizing financials for hedge funds, he rationalized the profit-obsessed work by telling himself he would one day quit and use his market winnings to open a free school.
It began with long-distance tutoring in late 2004. He agreed to help his niece Nadia, then a seventh-grader struggling with unit conversion, by providing math lessons over Yahoo’s interactive notepad, Doodle, and the phone.
Nephews and family friends soon followed. But scheduling conflicts and repeated lectures prompted him to post instructional videos on YouTube that his proliferating pupils could watch when they had the time.
They did – and before long, so did thousands of others. Today, the Mountain View resident’s 800-plus videos are viewed about 35,000 times a day, forming a virtual classroom that dwarfs any brick and mortar school he might have imagined. By using the reach of the Internet, he’s helped bring education to the information-hungry around the world who can’t afford private tutors or Kaplan prep courses.

www.khanacademy.org/.

Chicago Public Schools may shake up magnet schools with new policy

Azam Ahmed & Joe Germuska:

The number of outside applicants being offered a seat would drop at nearly every Chicago magnet school next year under new admissions criteria to be voted on Wednesday, according to a Tribune analysis.
By giving greater priority to siblings of current students and applicants who live within 1 1/2 miles of each magnet school, the policy could reduce the offers extended to other applicants by about 14 percent overall.
In some schools, the reduction is far greater. At Drummond Elementary, where the acceptance rate hovers around 3 percent, offers to students outside the neighborhood would drop almost 55 percent. At Black Magnet on the South Side, where just 1 in 10 students is accepted, 32 percent of the offers would dry up.
Some observers say the policy will undermine the essence of magnets, which were created nearly 30 years ago to integrate schools in the nation’s most segregated large city. By raising the number of students from the neighborhood who can attend, magnets once meant for all public school kids would increasingly become de facto neighborhood schools.

Who’s Got Michelle Rhee’s Back?

Wall Street Journal:

The Washington, D.C., public school system, with its high dropout rates and low test scores, has long been a national embarrassment. But things seem to be improving under maverick Schools Chancellor Michelle Rhee. So it’s curious that the White House hasn’t done more to support her reform efforts, especially since they track so closely with the Obama Administration’s own stated education goals.
New student test scores released by the U.S. Department of Education last week showed that Washington’s fourth-graders made the largest gains in math among big city school systems in the past two years. D.C.’s eighth-graders increased their math proficiency at a faster rate than all other big cities save San Diego. Washington still has a long way to go, but it’s no longer the city with the lowest marks, a distinction that now belongs to Detroit.
Before Ms. Rhee’s arrival, the nation’s capital went through six superintendents in 10 years. Since taking over as Chancellor in 2007, Ms. Rhee has replaced ineffective principals, laid off instructors based on “quality, not by seniority” and shuttered failing schools. These actions have angered teacher unions to the point of bringing (unsuccessful) lawsuits, yet academic outcomes are clearly improving.