School Information System

At least 20 days until Woonsocket uniform hearing

Russ Olivo

It will be at least 20 days before the Rhode Island Department of Education holds a hearing on a complaint protesting Woonsocket’s mandatory school uniform policy, but free speech and other constitutional issues many see as central to the dispute will be on the back burner when it begins.
Lawyers for the Woonsocket Education Department and the American Civil Liberties Union have agreed to first take up some comparatively uncomplicated procedural issues that might end the dispute and delve into the constitutional questions only if necessary.
Their plans were were mapped out by lawyer John Dineen of the ACLU and Richard Ackerman, legal counsel for the WED, during a preliminary hearing at RIDE headquarters yesterday. Education Commissioner Deborah Gist appointed RIDE counsel Forrest Avila as hearing officer to preside over the dispute.
Dineen sat across from Ackerman and Woonsocket Schools Supt. Robert Gerardi at a long conference table as a half-dozen reporters from around the state listened during the session, which lasted about 20 minutes. No arguments were made and no witnesses were called.

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Students clock fewer study hours

Minnesota Public Radio

Economists have discovered that the earning gap for college is even bigger because students are studying far less than previous generations. Midmorning asks if students are coming to college better prepared, or if the schools are complicit in lowering standards?

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Change & Accountability: New Jersey Governor Fires Education Chief

Gov. Chris Christie of New Jersey has fired his education commissioner, Bret D. Schundler, in the midst of a controversy over the state’s failure to win a $400 million education grant, the governor’s office announced Friday.
A clerical mistake in the state’s grant application had led the state to come up short by just three points in the high-stakes competition, known as Race to the Top. Mr. Christie had defended his administration’s actions on Wednesday, in part by insisting that Mr. Schundler had provided the correct information to federal reviewers in an interview two weeks ago.
But federal officials released a video on Thursday showing that Mr. Schundler and his administration had not provided the information when asked. Mr. Christie, asked later Thursday about the videotape in a radio interview, said he would be seriously disappointed if it turned out he had been misled.

Fascinating. Administrative accountability.

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DFER Milwaukee Reception for Wisconsin Legislative Candidates 8/30/2010

via a Katy Venskus email

JOE WILLIAMS
Executive Director
Invites you to a reception honoring three emerging education reform leaders:
State Senator Lena Taylor
4th Senate District
Angel Sanchez
Candidate for the 8th Assembly District

Stephanie Findley

Candidate for the 10th Assembly District
These candidates have committed to support all children in all Milwaukee schools. Please help us show them that education reform supporters in Milwaukee recognize their efforts. With your help we can elect and re-elect committed leaders who will fight for real reform and support more quality options for children and their parents.
Please join us whether you can give $5, $50 or $500 to each candidate!
When: Monday August 30th, 2010
Where: The Capital Grille
310 West Wisconsin Avenue
Time: 5:00 pm-7:00 pm
Refreshments will be served.
Free Valet Parking Provided.
RSVP: Ptosha Davis, DFER WI, 414-630-6637 or dferwisconsin@gmail.com

Related: John Nichols notes that Madison Teachers, Inc. endorsed Ben Manski in the 77th District Wisconsin Assembly primary (via a reader’s comment) election (Nichols is President of the foundation that employs Ben Manski, via David Blaska). 77th candidates Brett Hulsey and Doug Zwank kindly spent a bit of time talking about education recently.

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Commentary on “Waiting for Superman”; a Look at the Tortured Path Toward School Choice in New York City

Tom Friedman

Canada’s point is that the only way to fix our schools is not with a Superman or a super-theory. No, it’s with supermen and superwomen pushing super-hard to assemble what we know works: better-trained teachers working with the best methods under the best principals supported by more involved parents.
“One of the saddest days of my life was when my mother told me Superman did not exist,” Canada says in the film. “I read comic books and I just loved ’em …’cause even in the depths of the ghetto you just thought, ‘He’s coming, I just don’t know when, because he always shows up and he saves all the good people.’ ”
Then when he was in fourth or fifth grade, he asked, “Ma, do you think Superman is actually [real]?” She told him the truth: ” ‘Superman is not real.’ I was like: ‘He’s not? What do you mean he’s not?’ ‘No, he’s not real.’ And she thought I was crying because it’s like Santa Claus is not real. And I was crying because there was no one … coming with enough power to save us.”
Waiting for Superman” follows five kids and their parents who aspire to obtain a decent public education but have to enter a bingo-like lottery to get into a good charter school, because their home schools are miserable failures.
Guggenheim kicks off the film explaining that he was all for sending kids to their local public schools until “it was time to choose a school for my own children, and then reality set in. My feelings about public education didn’t matter as much as my fear of sending them to a failing school. And so every morning, betraying the ideals I thought I lived by, I drive past three public schools as I take my kids to a private school. But I’m lucky. I have a choice. Other families pin their hopes to a bouncing ball, a hand pulling a card from a box or a computer that generates numbers in random sequence. Because when there’s a great public school there aren’t enough spaces, and so we do what’s fair. We place our children and their future in the hands of luck.”
It is intolerable that in America today a bouncing bingo ball should determine a kid’s educational future, especially when there are plenty of schools that work and even more that are getting better. This movie is about the people trying to change that. The film’s core thesis is that for too long our public school system was built to serve adults, not kids. For too long we underpaid and undervalued our teachers and compensated them instead by giving them union perks. Over decades, though, those perks accumulated to prevent reform in too many districts. The best ones are now reforming, and the worst are facing challenges from charters.

Every parent and taxpayer should see this film.

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Virtual schooling a good fit for this family

Katey Luckey

I am a mother of four children, two of whom are enrolled in Wisconsin Connections Academy, the state’s public K-8 virtual school. My decision to do this was based on a number of factors. My oldest son, 6, is very bright and thoughtful, but has always had difficulty in social situations. He is easily overwhelmed by crowds and tends to withdraw, and I knew he would need help and extra attention to succeed in kindergarten and beyond. My daughter, 11, had been in the public school system from the beginning and was struggling as well. I knew that she was not getting the help she needed to keep up in math, for example. Also, the social stresses at school were affecting her self-esteem, and she was losing her desire to challenge herself. I began looking into virtual schools.
I have been a long-time supporter of public schools and a fierce advocate for involving parents as partners in education. Yet I also came to realize that bricks-and-mortar schools could only go so far toward individualized education. Virtual schools, like WCA, provide the perfect opportunity for children to receive personalized education. WCA provides a public school education using state-certified teachers who work directly with learning coaches to bring personalized instruction.
It is schooling at home, not home-schooling. While they sound similar, there is a huge difference. With WCA, I am the learning coach for my children, but they learn a state-certified curriculum, just like kids in bricks-and-mortar schools. They have desks, books and computers. We even have a Smart Board in our basement that we use on a regular basis. We go on field trips and have opportunities to meet other families who have similar stories about how they came to WCA.

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Bribing parents to do their jobs is an outrage, right?

Jason Spencer:

I’ll confess my initial gut reaction to the news that HISD plans to offer parents cash to show up to parent-teacher conferences and help their children study was righteous indignation. What a shame, I thought, that we’ve been reduced to paying parents to be engaged in their children’s learning. I’d be insulted if someone were to greet my wife and me with a fistful of dollars when we show up at her pre-kindergarten open house tonight.
Obviously, many of our readers had the same reaction when we posted reporter Ericka Mellon’s story to chron.com just after 1 p.m.
It took a reader going by the name of R_Dub just five minutes to fire the first shot:
“What a (expletive) discrace (sic)! HISD giving away money for grades. This is not teaching students anything other than how to manipulate the system or take advantage of others. Good job you idiots.”
Similar comments have been streaming in at a clip of about one per minute.

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Choosing online schools

Oregon Live:

It is, of course, essential that Oregon ensure the rigor and quality of online charter schools and demand financial and academic transparency from the private vendors operating these “virtual schools.” But once the state is convinced that online students are receiving a quality education, why should it prevent other families from making the same choice?
The Oregon Board of Education recently spent several hours kicking this question around before concluding that parents should be allowed to choose online schools — but only up to a point. A majority of board members supported parent choice only if there was a cap on how many students could leave an individual school district. In other words, parent choice for some, but not necessarily all.
We understand the issue: State money follows students, and in theory enough students might bail out of an individual school district that it would leave that district too financially weakened to serve its remaining students.

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Grading Teachers in Los Angeles Value-added measurement shows that many of the city’s teachers don’t belong in the classroom.

Marcus Winters

It’s the start of another school year, and parents everywhere are asking themselves: Is my child’s teacher any good? The Los Angeles Times recently attempted to answer that question for parents. Using a statistical technique known as “value added”–which estimates the contribution that a teacher made to a student’s test-score gains from the beginning to the end of the school year–the paper analyzed the influence of third-, fourth-, and fifth-grade teachers on the math and reading scores of students in the Los Angeles Unified School District. The results suggest a wide variation in the quality of L.A.’s teachers. The paper promises a series of stories on this issue over the next several months.
The Times has admirably highlighted the importance of using data to evaluate teacher performance, confirming the findings of a wide and growing body of research. Studies show that the difference between a student’s being assigned to a good or bad teacher can mean as much as a grade level’s worth of learning over the course of a school year. While parents probably don’t need studies to tell them who the best teachers are–such information is an open secret in most public schools–academic research helps underscore the inadequacy of the methods currently used to evaluate teacher performance. Even the nation’s lowest-performing school districts routinely rate more than 95 percent of their teachers as satisfactory or higher.

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Want more school funding? Bring more transparency

Lynne Varner:

No surprise that most of the assortment of supplemental school levies on the ballot had a tough time capturing the voter enthusiasm of past school-funding requests.
The state Legislature’s abdication of its education-funding responsibility hit a low point this spring when lawmakers authorized some districts to ask voters in the August primary for additional funding beyond regular levies. The result was mixed: a supplemental levy in the Marysville School District failed, a similar request in Everett clings to life and two levies in the Edmonds and Northshore school districts passed narrowly.
Primaries are tough for funding requests anyway as voters go on vacation or lose interest midway down the ballot. More than anything, though, the levy results signal a noteworthy shift. People are pinching pennies. They don’t love their children’s schools any less, and I suspect most still agree education gets the best bang for public bucks. But the lingering scent of recession is forcing most of us down a new, more subdued path.

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New report highlights the best and worst of Detroit’s schools

WXYZ:

A new report by Excellent Schools Detroit is highlighting the best and worst Detroit’s schools.
The report is a report card of sorts about almost every school in the city. It ranks the schools from best to worst based on MEAP test results for elementary and middle schools and ACT results for high schools.
CLICK HERE TO READ THE REPORT
The report is meant to be used as a guide for parents who want to find the best school for their children. The authors recommend parents examine the data on their child’s current schools and then look at the data from other schools that they could attend.
Among the best elementary schools in Detroit are the private Cornerstone School – Nevada Primary and Martin Luther King Jr. Education Center Academy, a charter school. Also included are the Bates Academy and Chrysler, both of which have special admissions requirements.

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Race to the Top: The Day After

Andrew Rotherham:

I had the craziest dream last night, Louisiana, a state that is a leader on all the things that the administration says are priorities didn’t get Race to the Top funding…oh wait…

Anyway, New York never disappoints, the Patterson presser is one for the ages. ‘Race to the cock?’ What the hell?

Big takeaways beyond the RTT issues below, are that the odds of seeing consistent and deep change across all Race to the Top winners got a lot longer with this round of selections. But the two fundamental questions basically remain the same and can’t be answered yet: How durable will the many RTT-inspired policy changes prove to be and will those changes actually improve student learning?

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Lesson Plan in Boston Schools: Don’t Go It Alone

Mike Winerip:

Earlier this year Massachusetts enacted a law that allowed districts to remove at least half the teachers and the principal at their lowest-performing schools. The school turnaround legislation aligned the state with the Obama administration’s Race to the Top program incentives and a chance to collect a piece of the $3.4 billion in federal grant money.
From Washington this makes abundant good sense, a way to galvanize rapid and substantial change in schools for children who need it most.
In practice, on the ground, it is messy for the people most necessary for turning a school around — the teachers — and not always fair.
Often the decisions about which teachers will stay and which will go are made by new principals who may be very good, but don’t know the old staff. “We had several good teachers asked to leave,” said Heather Gorman, a fourth-grade teacher who will be staying at Blackstone Elementary here, where 38 of 50 teachers were removed. “Including my sister who’s been a special-ed teacher 22 years.”

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Enough ABCs From iPhone / iPad App Developers

Daniel Donahoo:

Here at GeekDad we are fortunate to spend time reviewing and exploring the increasing number of applications design to entertain, educate and amuse our children. The sudden rise in accessible touch technology through smartphones and tablets combined with the business model provided through App Stores to developers has turned application development into a modern day equivalent of a gold rush. Everyone is out there, developing apps as quickly as possible – hoping to strike it rich with a well designed flatulence application – and consequently flooding the market with sub-standard applications that see them back up their tent and leave the electronic frontier as quickly as they came.
Consequently, there are a lot of apps for kids that are not well thought through, not developmentally appropriate, or simply way too generic! And, in my professional life and personal life having reviewed and played a lot of these games I think it is time to ask developers to start focusing on quality, rather than quantity.

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Plan to raise cash for US school reforms

Anna Fifield:

The Obama administration will ask Congress for another $700-800m next year so it can continue its Race to the Top education reform scheme, says Arne Duncan, the US education secretary.
The scheme, which saw another 10 reforming states receive $3.4bn in funding on Tuesday, has proven wildly popular as many states face budget crises.

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With limited training, Teach for America recruits play expanding role in schools

Michael Birnbuam:

Four months ago, Jamila Best was still in college. Two months ago, she started training to become a teacher. Monday morning, the 21-year-old will walk into a D.C. classroom, take a deep breath and dive into one of the most difficult assignments in public education.
Best is one of 4,500 Teach for America recruits placed in public schools this year after five weeks of summer preparation. The quickly expanding organization says that the fast track enables talented young instructors to be matched with schools that badly need them — and the Obama administration agrees. This month, Teach for America won a $50 million federal grant that will help the program nearly double in the next four years.
But many educators and experts question the premise that teaching is best learned on the job and doesn’t require extensive study beforehand. They wonder how Best and her peers will handle tough situations they will soon face. Best, with a Howard University degree in sociology and psychology, will teach students with disabilities at Cesar Chavez Parkside Middle School in Northeast Washington. She has none of the standard credentials for special education.
“I’m ready to go,” Best said last week at the public charter school as she put finishing touches on her lesson plans. “The challenges will come.”

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Chicago Teacher’s Union: ‘Education on the cheap’ – Online Classes

Fran Spielman:

The Chicago Teachers Union on Tuesday accused Mayor Daley’s handpicked school team of hiring “baby sitters” to provide “education on the cheap” — online, after-school classes in reading and math that will extend one of the nation’s shortest school days for 5,500 students.
“When the kids are tired and they want to go home and they don’t want to do this any more, what happens? I’m a little concerned about how this plays out over an entire year,” said union president Karen Lewis.
At a news conference at Walsh Elementary School, 2015 S. Peoria, Daley acknowledged that “some parents and teachers will not support” his efforts to use computerized learning to extend the school day.
But he argued that an extra 90 minutes a day would add up to 255 more hours a year. That’s a 25 percent increase in a school day that pales by comparison to other major cities, he said.
“This is all about children and not about adults. . . . Education doesn’t end at 2:45” p.m., the mayor said.
Schools CEO Ron Huberman added, “All of our efforts to expand the school day with the traditional work force were, unfortunately, rejected. This has been the mayor’s push to say, ‘Despite constraints, we must find a way to do this.’ “

Virtual learning is an important and desirable part of the K-12 world.

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Racing to restore education standards: Arne Duncan on Race to the Top

Anna Fifield; video:

Arne Duncan, US education secretary, tells Anna Fifield, the FT’s US political correspondent, that the “Race to the Top” programme has led to a “quiet revolution” with 36 hard-up states implementing reforms simply in the hope of receiving federal funding. Despite opposition from teachers’ unions, Mr Duncan says the administration will continue to push for change, although it will not raise the proportion of education funding that comes from the federal government.

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Which cities are most willing to tackle education reform?

Amanda Paulson:

A report released Tuesday ranks cities not in terms of best-performing schools but on their openness to outside ideas and education reform.
Education entrepreneurs – the sort of people who want to open a new charter school, or have an innovative way to get talented new teachers into schools – would do well to head to New Orleans. Or Washington or New York.
At least that’s the judgment of “America’s Best (and Worst) Cities for School Reform: Attracting Entrepreneurs and Change Agents,” a study released Tuesday that’s attempting to rank cities in a new way. It doesn’t look at how well their students perform, or even on the programs their districts have put in place, but on how welcoming they are to reforms and new ideas. The education version of the World Bank’s annual ranking of the best countries for business, if you will.

Complete Study: 9.9MB PDF:

Enter the education entrepreneur, a problem-solver who has developed a different and–it is to be hoped–better approach to teaching and learning, either inside or outside the traditional school system. He or she may provide, among other things, a novel form of brick and mortar teaching, an alternative version of teacher recruitment or training, or time-saving software and tools that make for more efficient instruction and surer learning. Which cities would welcome and support such problem-solvers by helping to bring their ideas to scale, improve their odds of success, and nurture their growth? Put another way, which cities have the most reform-friendly ecosystems?
To answer this question, analysts examined six domains that shape a jurisdiction’s receptivity to education reform:
Human Capital: Entrepreneurs need access to a ready flow of talented individuals, whether to staff their own operations or fill the district’s classrooms.
Financial Capital: A pipeline of flexible funding from private and/or public sources is vital for nonprofit organizations trying to break into a new market or scale up their operations.
Charter Environment: Charter schools are one of the primary entrees through which entrepreneurs can penetrate new markets, both as direct education providers and as consumers of other nontraditional goods and services.
Quality Control: Lest we unduly credit innovation per se, the study takes into account the quality- control metrics that appraise and guide entrepreneurial ventures.
District Environment: Because many nontraditional providers must contract with the district in order to work in the city, finding a district that is both open to nontraditional reforms and has the organiza- tional capacity to deal with them in a speedy and professional manner can make or break an entrepreneur’s foray into a new market.
Municipal Environment: Beyond the school district, is the broader community open to, even eager for, nontraditional providers? Consider, for example, the stance of business leaders, the mayor, and the media.
Drawing on publicly available data, national and local survey data, and interviews with on-the-ground insiders, analysts devised a grading metric that rated each city on its individual and collective accom- plishments in each of these areas.

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‘Impossible’ working conditions for teachers

I have just returned from giving a three-day workshop on student history research papers for English and Social Studies teachers, both high school and middle school, in Collier Country, Florida.
They assessed and discussed four high school student research papers using the procedures of the National Writing Board. We went over some of the consequences for a million of our students each year who graduate from high school and are required to take (and pay for) non-credit remedial courses when they get to college.
I talked to them about the advantages students have if they have written a serious paper, like the International Baccalaureate Extended Essay, in high school, and the difficulties with both reading nonfiction books and writing term papers which students (and college graduates) have if they have not been asked to do those tasks in high school.
It was a diligent, pleasant and interesting group of teachers, and I was glad to have had the chance to meet with them for a few days. They seemed genuinely interested in having their students do serious papers and be better prepared for college (and career).
At lunch on the last day, however, I discovered that Florida is a “right to work” state, and that their local union is rather weak, so they each have six classes of 30 or more students (180 students). One teacher is being asked to teach seven classes this year, with 30 or more students in each (210).
After absorbing the fact of this shameful and irresponsible number of assigned students, I realized that if these teachers were to ask for the 20-page history research paper which is typical of the ones I publish in The Concord Review, they would have 3,600 pages to read, correct, and comment on when they were turned in, not to mention the extra hours guiding students through their research and writing efforts. The one teacher with 210 students would have 4,200 pages of papers presented to him at the end of term.
It made me both sad and angry that these willing teachers, who want their students to be prepared for higher education, have been given impossible working conditions which will most certainly prevent them from helping their students get ready for the academic reading and writing tasks which await them in college (and career).
The Washington Post
theanswersheet.com
25 August 2010
Valerie Strauss

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L.A. Times testing series raises more questions

Jay Matthews:

Few education stories have excited me as much as the series on teacher assessment being done by reporters Jason Song, Jason Felch and Doug Smith of the Los Angeles Times. They have dug up a goldmine of data on the student test score gains of 6,000 individual elementary school teachers in the Los Angeles Unified School District, information that the district has refused to show to parents despite pleas from its staff to do so.
The latest story in the series, “L.A.’s leaders in learning,” does many things that I think are crucial to improving American education, and fit what I have been trying to do calculating the level of challenge in high schools, nationally and in the Washington area, the last 12 years.
The latest Times story focuses on how schools as a whole, not individual teachers, are doing in raising achievement. That emphasis encourages schools to create team-like cultures in which everyone works to make everyone else better. The story buttresses the central point of the series–that schools that seem similar to parents trying to choose where to send their children look very different when unreported data like relative test score gains are revealed. It also shows in a dramatic way the uselessness of our usual means of rating schools. Those that have the highest test scores are considered the best, even though achievement measured that way reflects the average incomes of the parents far more than it does the quality of the teaching.

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How does a $578 million school get built amid cuts, layoffs in L.A.?

Daniel Wood:

A football-field-sized lawn – lined with walks and trees – stretches from the street to a five-story, glass-front building in this otherwise scruffy neighborhood just west of downtown skyscrapers.
On the site of the Ambassador Hotel, known as the site of Robert F. Kennedy’s assassination in 1968, now sprawl 23 acres of elementary, middle and high school buildings which will serve the poorest, most congested, and diverse district of America’s second-largest school system.
It’s price tag of $578 million makes it the most expensive public school in American history and an easy target of criticism. The Los Angeles Unified School District (LAUSD) has laid off 3,000 teachers in the past two years and is cutting academic programs this year to close a $640 million budget gap.

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Ambitious School Overhaul Drive Hits Delays

Sam Dillon

Secretary of Education Arne Duncan set an ambitious goal last year of overhauling 1,000 schools a year, using billions of dollars in federal stimulus money.
But that effort is off to an uneven start. Schools from Maine to California are starting the fall term with their overhaul plans postponed or in doubt because negotiations among federal regulators, state officials and local educators have led to delays and confusion.
In this sprawling district east of Los Angeles, for example, the authorities announced plans earlier this year to use the program to convert Pacific High, one of California’s worst-performing schools, to a charter school, involving a comprehensive makeover.

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Milwaukee layoffs a hard lesson for young teachers

Erin Richards

The insulated cooler sits on the playground bench, untouched.
Beside it, elementary school teacher Alica Magolan waits out her lunch break. She doesn’t have much appetite these days.
On one hand, she’s fortunate: She was recalled after being laid off from her job teaching third-graders at Humboldt Park Elementary School in Bay View. But that uncertainty has been replaced by a new stress: teaching at a north side school with a different culture, to a new grade level, leading a subject in which she has no specialized background.
The learning curve is a hairpin turn. The stomachaches come nightly.
“I know that people are like, ‘Well, you got a call, so you should be happy.’ ” Magolan said. “But I can’t help it that I miss my school.”
At 29, Magolan is one of many young teachers whose lives have changed dramatically since MPS sent layoff notices to 482 educators in June, almost twice the number of positions former superintendent William Andrekopoulos indicated the district would need to cut to balance the budget.
Suddenly jobless, fearing house payments and monthly bills, some on layoff accepted lower-paying educational positions elsewhere. A few landed highly competitive jobs in suburban public schools or other city schools. Some changed careers entirely.

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Tracking Federal Tax “Stimulus” K-12 Spending

Susan Troller:

Where is stimulus money for education going, and how much has been spent? Here’s a new website that provides tracking for these significant, multi-billion dollar questions.
Kudos to the Education Writers Association for taking on this huge data gathering project, and to Bill and Melinda Gates who are funding it for the next two years.
When it comes to following the money, the flow of dollars is impressive: For example, Milwaukee has been allocated $202.6 million so far in stimulus money for its approximately 90,000 public school children; 58 percent, or $117.7 million, has been spent. Meanwhile, Madison has gotten $21.8 million in stimulus funds, and has spent around $12 million, or 55 percent for almost 25,000 students. I was also curious about smaller Dane County districts and their information is available too from Edmoney.org. For example: Sun Prairie, celebrating the grand public opening of its gorgeous new high school August 28 (go here for information about the festivities and school tours), has been awarded $6.6 million in stimulus funds and has spent $5.6 million of that. Middleton? $3.5 million awarded; $2.8 million spent. Verona? $4.9 million awarded; $4.3 spent.

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Putting New Tools in Students’ Hands

Alice Rawsthorn:

Why would you study design if you weren’t planning to become a designer? Especially if you were a high school student in a depressed rural area of the United States, like Bertie County, one of the poorest counties in North Carolina, where 80 percent of students live in poverty, and your best chance of employment will be a low-skilled job in agriculture or biotechnology.
Why indeed? Yet all 16 teenagers in the 11th grade at the School of Agriscience and Biotechnology at the Bertie Early College High School have committed to attending an experimental design course, Studio H, for three hours every day in the new school year. An abandoned car body shop behind the school has been converted into a classroom, studio and workshop for the course. By the end of it, the students will have designed a community project, a farmers’ market to sell locally gown produce, and will then be paid to build it over the summer.
Because of Bertie County’s poverty, “very few of these kids will become designers,” said Emily Pilloton, founder of the humanitarian design group, Project H, who recently moved to Bertie County from San Francisco to run Studio H with Project H’s project architect, Matthew Miller.

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Superintendent Climate Locally and Elsewhere: Collier School Board candidates evaluate how to replace Dennis Thompson; An Update on the 2008 Madison Candidates?

Naples Daily News:

Now that Collier County schools Superintendent Dennis Thompson’s contract isn’t getting renewed, the nine Collier School Board candidates have to think about what the next superintendent will be like.
After all, three of them will be involved in the selection of the next superintendent, which current board members agreed shouldn’t start until after the November election.
The primary election is Tuesday.
While the candidates believe a search should start and include community input, they differ on the approach to that search.
District 5 candidate Mary Ellen Cash was the only candidate to recommend saving the money from a nationwide search by hiring from within the district or area.
“We have a lot of home-grown people with a lot of talent,” she said.

Locally, the Madison School Board has held three meetings during the past two months on the Superintendent’s (Dan Nerad) evaluation:
6/29 Superintendent Evaluation, 7/12 Evaluation of the Superintendent, 8/9 Evaluation of the Superintendent.
The lack of Superintendent oversight was in issue in school board races a few years ago.
Steve Gallon (more) was a candidate for the Madison position in 2008, along with Jim McIntyre.
2008 Madison Superintendent candidate appearances: Steve Gallon, Jim McIntyre and Dan Nerad.

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“The Courage” to Spend on Schools

Frederick Hess:

This definition of courage has become something of a theme for Obama’s Education Department — despite its reputation for gritty reform-mindedness. Earlier this summer, Maura Policelli, the department’s senior adviser for external affairs, told state officials to stop worrying about funding and “to see how [stimulus] funds can help alleviate layoffs.” She explained that this “require[s] some courage because it does involve the possible risk of investing in staff that you may not be able to retain in the 2011-12 school year.” When one official asked what would happen if a state had “unspent [American Recovery and Reinvestment Act] money after 2011,” Policelli said: “You will be fired.” Looks like courage is not just about spending, but about spending quickly.
All of this might be laughable if the feds weren’t making it harder for states and school districts to prepare for rough seas ahead. When asked by the Associated Press what happens if districts use this money as a short-term fix and stand to get hammered next year, Duncan replied, “Well, we’re focused right now, Donna, on this school year. . . . We’re hopeful we’ll be in a much better spot next year.”
Well, while Duncan can hope to his heart’s content, the reality is that things will get much worse for schools before they get better. Scott Pattison, the executive director of the National Association of State Budget Officers, notes, “There are so many issues that go way beyond the current downturn. . . . This is an awful time for states fiscally, but they’re even more worried about 2011, 2012, 2013, 2014.” Property taxes account for about a third of school spending, but property-tax valuations tend to lag property values by three years — which mean school districts are on the front end of a slide that’s got several years to run. And, as the authors of a recent Rockefeller Institute report note, “Even if overall economic conditions continue to improve throughout 2010, fiscal recovery for the states historically lags behind a national economic turnaround and can be expected to do so in the aftermath of the recent recession.”

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More Comments on the Los Angeles Value Added Assessment Report

Melissa Westbrook:

So most of you may have heard that the LA Times is doing a huge multi-part story about teacher evaluation. One of the biggest parts is a listing of every single public school teacher and their classroom test scores (and the teachers are called out by name).
From the article:

Though the government spends billions of dollars every year on education, relatively little of the money has gone to figuring out which teachers are effective and why.
Seeking to shed light on the problem, The Times obtained seven years of math and English test scores from the Los Angeles Unified School District and used the information to estimate the effectiveness of L.A. teachers — something the district could do but has not.
The Times used a statistical approach known as value-added analysis, which rates teachers based on their students’ progress on standardized tests from year to year. Each student’s performance is compared with his or her own in past years, which largely controls for outside influences often blamed for academic failure: poverty, prior learning and other factors.

Interestingly, the LA Times apparently had access to more than 50 elementary school classrooms. (Yes, I know it’s public school but man, you can get pushback as a parent to sit in on a class so I’m amazed they got into so many.) And guess what, these journalists, who may or may not have ever attended a public school or have kids, made these observations:

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LA unveils $578M school, costliest in the nation

Christina Hoag:

Next month’s opening of the Robert F. Kennedy Community Schools will be auspicious for a reason other than its both storied and infamous history as the former Ambassador Hotel, where the Democratic presidential contender was assassinated in 1968. With an eye-popping price tag of $578 million, it will mark the inauguration of the nation’s most expensive public school ever.
The K-12 complex to house 4,200 students has raised eyebrows across the country as the creme de la creme of “Taj Mahal” schools, $100 million-plus campuses boasting both architectural panache and deluxe amenities.
“There’s no more of the old, windowless cinderblock schools of the ’70s where kids felt, ‘Oh, back to jail,'” said Joe Agron, editor-in-chief of American School & University, a school construction journal. “Districts want a showpiece for the community, a really impressive environment for learning.”
Not everyone is similarly enthusiastic.

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Free education?

Spencer Daily Reporter:

I remember hearing it somewhere.
What’s that term again, oh yes, “free education.”
Anyone can get a public education because it’s free.
Really, because I just spent close to $90 at one of our fine local retailers picking up a few of those last minute mandated items for that free education.
Obviously when you’re talking about parochial or private schools, there is a degree of tuition associated with that choice. But the public school system is supposed to be something that we pay taxes to cover.
And yet each year, I see a rack of flyers for each school within a one-hour radius with lots of small lettering detailing every item the students must have to attend the public schools to acquire their free public education.

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A Look at the Madison School District’s Use of Infinite Campus

Susan Troller:

Since Andie was in 6th grade – she’ll be entering 8th grade Sept. 1 – the Smith family has used Infinite Campus, an electronic data system that gives parents access to information about how students are doing in school. It often provides more information than the typical middle school student brings home and it helps parents know from week-to-week what’s going on in the classroom. Madison, like most other Dane County school districts, has been using some form of electronic communication system for the last several years.
“I don’t have to ask to look at her planner anymore,” says Smith. “And, her group of teachers at Toki wrote a weekly newsletter last year that I could read online. When your kids get into middle school, they’ve got more classes, and parents generally have fewer connections with the teachers so I really appreciate the way it works.”
For the first time this year, Smith, like the rest of the parents and guardians of the approximately 24,000 students in the Madison Metropolitan School District, is using the online system to enroll her children in class. She also has a son, Sam, who will be a 5th grader at Chavez Elementary this fall. District officials hope that giving parents a password and user ID at the enrollment stage will expand the number of parents using Infinite Campus. A primary goal is to help increase communication ties between home and school, which is a proven way to engage kids and boost academic achievement.
But whether all parents will take to the system remains to be seen. Despite the boom in electronic communication, there are plenty of homes without computers, especially in urban school districts like Madison where poverty levels are rising. The extent to which teachers will buy in is also unclear. Teachers are required to post report cards and attendance online, but things like test scores, assignments and quizzes will be discretionary.

Much more on Infinite Campus and “Standards Based Report Cards”, here.

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Value Added Models& Student Information Systems

147K PDF via a Dan Dempsey email:

The following abstract and conclusion is taken from:
Volume 4, Issue 4 – Fall 2009 – Special Issue: Key Issues in Value-Added Modeling
Would Accountability Based on Teacher Value Added Be Smart Policy? An Examination of the Statistical Properties and Policy Alternatives
Douglas N. Harris of University of Wisconsin Madison
Education Finance and Policy Fall 2009, Vol. 4, No. 4: 319-350.
Available here:
http://www.mitpressjournals.org/doi/pdfplus/10.1162/edfp.2009.4.4.319
Abstract
Annual student testing may make it possible to measure the contributions to student achievement made by individual teachers. But would these “teacher value added” measures help to improve student achievement? I consider the statistical validity, purposes, and costs of teacher value-added policies. Many of the key assumptions of teacher value added are rejected by empirical evidence. However, the assumption violations may not be severe, and value-added measures still seem to contain useful information. I also compare teacher value-added accountability with three main policy alternatives: teacher credentials, school value-added accountability, and formative uses of test data. I argue that using teacher value-added measures is likely to increase student achievement more efficiently than a teacher credentials-only strategy but may not be the most cost-effective policy overall. Resolving this issue will require a new research and policy agenda that goes beyond analysis of assumptions and statistical properties and focuses on the effects of actual policy alternatives.
6. CONCLUSION
A great deal of attention has been paid recently to the statistical assumptions of VAMs, and many of the most important papers are contained in the present volume. The assumptions about the role of past achievement in affecting current achievement (Assumption No. 2) and the lack of variation in teacher effects across student types (Assumption No. 4) seem least problematic. However, unobserved differences are likely to be important, and it is unclear whether the student fixed effects models, or any other models, really account for them (Assumption No. 3). The test scale is also a problem and will likely remain so because the assumptions underlying the scales are untestable. There is relatively little evidence on how administration and teamwork affect teachers (Assumption No. 1).

Related: Value Added Assessment, Standards Based Report Cards and Los Angeles’s Value Added Teacher Data.
Many notes and links on the Madison School District’s student information system: Infinite Campus are here.

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D.C. charter schools face unfunded mandates

Deborah Simmons:

D.C. schools open their doors Monday morning for the start of a new year, and charter parents and advocates say a new problem is compounding an old one.
This school year, the D.C. Healthy Schools Act mandating new feeding and physical-education policies takes effect. But charter schools are scrambling to meet some requirements of the new law, which says schools must feed students locally produced fruits and vegetables and offer students overall healthier meals. The act also raises the bar on physical fitness.
“The majority of charter schools are going in commercial buildings,” said Robert Cane, executive director of the advocacy group Friends of Choice in Urban Schools. (FOCUS). “We support good food and exercise, but charter schools have scrambled to meet requirements.”
Charter and traditional schools often lack cafeterias, and most charters lack green space for children to play or hold gym classes. Many don’t have a swimming pool, gymnasium, football field, tennis court or a track course.

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K-12 Tax & Spending Climate: New Jersey at the Frontier: A Sovereign Debt Crisis of Our Own

Erik Gerding:

As usual, New Jersey leads the nation. Today, rather than Snooki showing the country a new level of reality t.v. debauchery, we have the Garden State itself becoming the first state of the union ever charged with violating federal securities laws.
According to the SEC release, New Jersey failed to disclose in 79 state bond offerings between 2001 and 2007 (totaling $26 billlion) that two public employee pension funds were underfunded. According to the SEC, the failure to disclose masked
the fact that New Jersey was unable to make contributions to [the pension funds] without raising taxes, cutting other services or otherwise affecting its budget. As a result, investors were not provided adequate information to evaluate the state’s ability to fund the pensions or assess their impact on the state’s financial condition.
Given that this post is about securities law from a securities law professor, I should note that Ma Gerding is a New Jersey state employee.
New Jersey is a special state in many ways, but my gut instincts tell me this SEC action is just the vanguard of a coming wave of state and municipal securities litigation. We have all the ingredients for an epidemic:
Start out with the dire budget situation of states and municipalities squeezed by the financial crisis.

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Where newspaper goes in rating teachers, others soon will follow

Alan Borsuk

So you want to know if the teacher your child has for the new school year is the star you’re hoping for. How do you find out?
Well, you can ask around. Often even grade school kids will give you the word. But what you hear informally might be on the mark and might be baloney. Isn’t there some way to get a good answer?
Um, not really. You want a handle on how your kid is doing, there’s plenty of data. You want information on students in the school or the school district, no problem.
But teachers? If they had meaningful evaluation reports, the reports would be confidential. And you can be quite confident they don’t have evaluations like that – across the U.S., and certainly in Wisconsin, the large majority of teachers get superficial and almost always favorable evaluations based on brief visits by an administrator to their classrooms, research shows. The evaluations are of almost no use in actually guiding teachers to improve.
Perhaps you could move to Los Angeles. The Los Angeles Times began running a project last Sunday on teachers and the progress students made while in their classes. It named a few names and said it will unveil in coming weeks specific data on thousands of teachers.

Related: Value added assessment.

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Raising a Left-Brain Child in a Right-Brain World

Katharine Beals, Trumpeter Books, 2009 Reviewed by Barry Garelick, via email

Many school parents question the value of today’s homework assignments. They rightly wonder whether their children are getting the education they need in order to succeed in college. For the most part, they are well-meaning parents who were educated from the 1950’s through the 1970’s in a different style–a style derided by the current power elite in graduate schools of education and school administration. They describe the schoolroom remembered by today’s parents as: sitting in rows, facing front, listening passively to a teacher who talked to the blackboard, “memorizing by rote”, and thinking uncritically. In today’s classrooms, students are given a minimal amount of instruction, and instead are presented with a question–say a math problem–told to form groups and work out an approach to solving the problem. Or if not a math problem, they are told to discuss an aspect of a book they are reading. Homework assignments are often art projects, in which students must construct dioramas of the climactic event of a story they read, or decorate a tissue box with German phrases to help them learn the language, or put together a family tree with photographs and label each with the Spanish term for their place in the family.
In Raising a Left-brain Child in a Right-brain World, Katharine Beals explores today’s classrooms and describes in detail why this approach is particularly destructive and ineffective for students who are shy, awkward, introspective, linear and analytic thinkers. She is careful to explain that her use of the term “left brained” is her way of categorizing students who are linear thinkers–who process information by learning one thing at a time thoroughly before moving on to the next. (I use the term in the same fashion in this review.)
A particularly powerful passage at the beginning of the book describes the difficulties that left-brained children face and provides a stark and disturbing contrast with the traditional classrooms that the parents of these children remember:

Making matters worse is how today’s informal discussions favor multiple solutions, personal opinions, and personal connections over single correct answers. In previous generations the best answer, exerting an absolute veto power, favored the studious over the merely charismatic; how that there is no best answer, extroversion is king. … To fully appreciate the degree to which today’s classrooms challenge our children, we should consider how they might have fared in more traditional schools. Imagine how much more at ease they might be in general, and how their attitudes toward school might improve, if they enjoyed the privacy of quietly listening to teachers lecture instead of having to talk to classmates. …Imagine if they could read to themselves instead of to a group, do math problems on their own, and find, in the classroom, a safe haven from school yard dynamics. (p. 23)

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Putting Teachers to the Test

Carl Bialik

My print column this week examines the debate over so-called value-added measures for teachers, which evaluate their performance based on how much they improve their students’ standardized test scores.
Douglas Harris, associate professor of educational policy and public affairs at the University of Wisconsin, is a cautious advocate of these measures, but points out that concerns about teaching to the test could be heightened if teachers, as well as principals and school districts, are evaluated based on test results. “Teacher can generate high value-added measures by drilling the test over and over,” Harris said.
If these measures catch on, they could also encourage more teachers to cheat. “If we start to place a lot of weight on these things, [you] have to expect some degree of malfeasance,” said Frederick Hess, director of education policy studies at the American Enterprise Institute. “You want the benefits to outweigh the costs, and you want to police it in a smart way.”
Will the benefits outweigh the costs? “That’s the big unknown,” Michael Hansen, a researcher in the Urban Institute’s Education Policy Center in Washington, D.C., wrote in an email. “What is known is that the way most districts currently hire, evaluate, and pay teachers is misaligned with the public goal of increasing overall student learning.”

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The National Council on Teacher Quality, an Ed Reform organization posing as a think tank, has issued another report on Seattle.

Charlie Mas

The National Council on Teacher Quality, an Ed Reform organization posing as a think tank, has issued another report on Seattle. This one explores the proposals discussed in the negotiations over the teachers’ contract.
I have reviewed their report and found it to be a mixed bag.
I agree with the District and the NCTQ regarding teacher assignment.
I, too, would like to see principals have more authority to determine who works in their schools. I support the District proposal to eliminate super-seniority privileges and the forced placement of any teacher in any school. I also support mutual consent hiring for all teachers regardless of the reason a teacher is transferring schools or when the position is being filled. Under such a system, excessed teachers would be able to remain in the displaced pool for a limited amount of time while they search for a new position: 12 months for teachers on a continuing contract; 6 months for teachers on a provisional contract. After this period, they would be subject to layoffs. If teachers cannot find a principal in the District willing to hire them, then they don’t work here anymore.

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Oregon Board of Education tackles parent choice and virtual schools

Kimberly Melton

Fewer than one percent of Oregon students are enrolled in online public schools. But for nearly five years, the funding, quality and financial management of these virtual schools have been dominating conversation in State Capitol hearing rooms and school district board rooms.
In Oregon, education dollars follow the students. And this issue pits parent choice against school district stability.
Initially, each of six members of the state board suggested slightly different solutions. After nearly three hours of discussion, however, most board members said they would support parent choice but only if there was a cap on how many students could leave an individual school district.
“Parents should have the option to transfer,” said board chairwoman Brenda Frank. “I don’t believe the district has all the answers. But I think there just needs to be a gate.”

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Georgia’s Per Pupil Spending ($8,908) and a Virtual School Battle ($3,200 per student); Madison Spends $15,241 per student

Georgia Families for Public Virtual Education

It has been said that victory is sweetest when you’ve known defeat. Yesterday’s Commission ruling sure felt sweet! Thanks to the energized efforts of Georgia parents, school choice reigns supreme for our 9th grade students. The state school board ruled 8-2 in favor of adding ninth grade to the Georgia Cyber Academy. This decision allowed 660 GCA ninth graders to begin classes on September 7.
The Atlanta Journal Constitution’s Aileen Dodd was there to cover the story live. She writes, “After the outcries of parents and the embarrassment of having two approved cyber schools call off August openings, leaders of the Georgia Charter Schools Commission admitted that they may have low-balled the cost of virtual public education. The board has agreed to rethink its figures.”

Related: Madison’s 2009-2010 budget was $370,287,471, according to the Citizen’s Budget, spending $15,241 per student (24,295 students)..

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Integrating Differentiated Instruction and Understanding by Design

by Carol Ann Tomlinson and Jay McTighe, Association for Supervision and Curriculum Development, 2006; Reviewed by Barry Garelick, via email:

The premise of this book is enticingly simple . It presents two solutions to two prevalent problems in education . The first is the vast amount of content required to be taught because of various state standards, and how one can thread that maze and “teach for understanding .” That is, how can educators get students to apply what they’ve learned to new and unfamiliar problems? The second is the diverse nature of today’s classrooms, the result of heterogeneous grouping of students of different abilities . How does an educator differentiate instruction to accommodate such diversity in a single classroom?
I read this book in a math teaching methods class a few years ago . One event in that class stands out regarding this textbook . In a chapter on assessing understanding, a chart presents examples of “Inauthentic versus Authentic Work” (p . 68) . For example, “Solve contrived problems” is listed as inauthentic; “Solve ‘real world’ prob- lems” is listed as authentic . The black-and-white nature of the dis- tinctions on the chart bothered me, so when the teacher asked if we had any comments, I said that calling certain practices “inauthentic” is not only pejorative but misleading . Since the chart listed “Practice decontextualized skills” as inauthentic and “Interpret literature” as authentic, I asked the teacher, “Do you really think that learning to read is an inauthentic skill?”
She replied that she didn’t really know about issues related to reading . Keeping it on the math level, I then asked why the authors automatically assumed that a word problem that might be contrived didn’t involve “authentic” mathematical concepts . She answered with a blank stare and the words “Let’s move on .”
That incident remains in my mind because it is emblematic of the educational doctrine that pervades schools of education as well as this book . The doctrine holds that mastery of facts and attaining procedural fluency in subjects like mathematics amounts to mind- numbing “drill and kill” exercises that ultimately stifle creativity and critical thinking . It also embodies the belief that critical thinking skills can be taught .
In a discussion of what constitutes “understanding,” the authors state that a student’s ability to apply what he or she has learned does not necessarily represent understanding . “When we call for an appli- cation we do not mean a mechanical response or mindless ‘plug-in’ of a memorized formula . Rather, we ask students to transfer–to use what they know in a new situation” (p . 67) . In terms of math and other subjects that involve attaining procedural fluency, employing worked examples as scaffolding for tackling more-complex prob- lems is not something that these authors see as leading to any kind of understanding . That a mastery of fundamentals provides the foun- dation for the creativity they seek is lost in their quest to get stu- dents performing authentic work from the start

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L.A. Unified presses union on test scores The district wants new labor contracts to include ‘value-added’ data as part of teacher evaluations.

Jason Song

The Los Angeles Unified School District will ask labor unions to adopt a new approach to teacher evaluations that would judge instructors partly by their ability to raise students’ test scores — a sudden and fundamental change in how the nation’s second-largest district assesses its educators.
The teachers union has for years staunchly resisted using student test data in instructors’ reviews.
The district’s actions come in response to a Times article on teacher effectiveness. The article was based on an analysis, called “value-added,” which measures teachers by analyzing their students’ performance on standardized tests. The approach has been embraced by education reformers as a way to bring objectivity to teacher evaluations.

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What some teachers don’t want you to learn

John Diaz

Knowledge is power, but it is not always welcome. The Los Angeles Times just completed an extensive study of how individual teachers have fared at raising their students’ math and English test scores in the state’s most populous city. The raw data have been available to the L.A. Unified School District for years, but it never bothered to crunch those numbers, let alone share them with parents. The Times has pledged to publish its ratings of 6,000 elementary school instructors.
Reaction of the local teachers union? It has called for a “massive boycott” of the Times.

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Needs Improvement: Where Teacher Report Cards Fall Short

Carl Bialik:

Local school districts have started to grade teachers based on student test scores, but the early results suggest the effort deserves an incomplete.
The new type of teacher evaluations make use of the standardized tests that have become an annual rite for American public-school students. The tests mainly have been used to measure the progress of students and schools, but with some statistical finesse they can be transformed into a lens for identifying which teachers are producing the best test results.
At least, that’s the hope among some education experts. But the performance numbers that have emerged from these studies rely on a flawed statistical approach.
One perplexing finding: A large proportion of teachers who rate highly one year fall to the bottom of the charts the next year. For example, in a group of elementary-school math teachers who ranked in the top 20% in five Florida counties early last decade, more than three in five didn’t stay in the top quintile the following year, according to a study published last year in the journal Education Finance and Policy.

Related: Standards Based Report Cards and Value Added Assessment.

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Too Long Ignored

Bob Herbert:

A tragic crisis of enormous magnitude is facing black boys and men in America.
Parental neglect, racial discrimination and an orgy of self-destructive behavior have left an extraordinary portion of the black male population in an ever-deepening pit of social and economic degradation.
The Schott Foundation for Public Education tells us in a new report that the on-time high school graduation rate for black males in 2008 was an abysmal 47 percent, and even worse in several major urban areas — for example, 28 percent in New York City.
The astronomical jobless rates for black men in inner-city neighborhoods are both mind-boggling and heartbreaking. There are many areas where virtually no one has a legitimate job.

The complete PDF report can viewed here.
Related: They’re all rich, white kids and they’ll do just fine.

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But how well do they teach red-haired kids?

The Economist

WRITING about the same analysis of Los Angeles public school teachers my colleague referenced yesterday, Matthew Yglesias points to the NAEP mathematics 8th-grade test rankings of different major-city public-school systems, which shows Los Angeles performing below average for black, hispanic, and Asian/Pacific Islander students, as well as for low-income students. Los Angeles did okay with middle-class white students. This reminded me of something I learned a couple of months ago: there are other, perhaps better ways of categorising students than race and income, for the purpose of deciding whether they are being well served by their schools. Specifically, parents’ educational attainment. Taking parents’ educational attainment as a baseline is a very effective way to measure whether a “good” school is really doing a standout job of educating its kids, or whether it’s simply benefiting from a student population that has a head start.

This is largely how the Netherlands’ educational inspectorate (Onderwijsinspectie) has been measuring student baselines for the purposes of evaluating schools since 2006. How they got to this measurement is an interesting story, as Helen Ladd and Edward Fiske of Duke University explain in this paper. First, starting 25 years ago the Dutch instituted a system of funding schools based on “weighting” students: students who came from backgrounds presumed to be educationally disadvantaged got more funding, and schools with large populations of “weighted” students ended up with more resources to try and make up the disparities. Initially, the high weights were given to children from immigrant backgrounds, or to children of poor native Dutch parents with very low educational attainment. But as Dutch politics became more right-wing in the 2000s, the idea of giving more funding to children of immigrants than to children of native Dutch parents became unpopular. Hence the idea of weighting children chiefly according to parents’ educational attainment, which was amenable to both right- and left-wing parties: it still tends to weight children from immigrant backgrounds more heavily, unless their parents are wealthy, highly-educated immigrants, in which case they probably didn’t need the extra help anyway. It also directs more resources to children of native Dutch parents from underprivileged backgrounds, and it defuses some of the racial tensions over school funding.

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Administrative Bloat at American Universities: The Real Reason for High Costs in Higher Education

Jay P. Greene

Enrollment at America’s leading universities has been increasing dramatically, rising nearly 15 percent between 1993 and 2007. But unlike almost every other growing industry, higher education has not become more efficient. Instead, universities now have more administrative employees and spend more on administration to educate each student. In short, universities are suffering from “administrative bloat,” expanding the resources devoted to administration significantly faster than spending on instruction, research and service.
Between 1993 and 2007, the number of full-time administrators per 100 students at America’s leading universities grew by 39 percent, while the number of employees engaged in teaching, research or service only grew by 18 percent. Inflation-adjusted spending on administration per student increased by 61 percent during the same period, while instructional spending per student rose 39 percent. Arizona State University, for example, increased the number of administrators per 100 students by 94 percent during this period while actually reducing the number of employees engaged in instruction, research and service by 2 percent. Nearly half of all full-time employees at Arizona State University are administrators.
A significant reason for the administrative bloat is that students pay only a small portion of administrative costs. The lion’s share of university resources comes from the federal and state governments, as well as private gifts and fees for non-educational services. The large and increasing rate of government subsidy for higher education facilitates administrative bloat by insulating students from the costs. Reducing government subsidies would do much to make universities more efficient.

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New Jersey Charged with Fraud by SEC Over Underfunded Teacher Pensions

Mark Robyn

New Jersey has become the first state to ever be charged with civil fraud by the Securities and Exchange Commission. The SEC on Wednesday charged that in the course of selling municipal bonds to investors “the State misrepresented and failed to disclose material information regarding its under funding of New Jersey’s two largest pension plans, the Teachers’ Pension and Annuity Fund (“TPAF”) and the Public Employees’ Retirement System (“PERS”).”
State governments usually sell bonds as a way to raise money to fund specific projects. They borrow from investors with the promise to repay the debt later, plus interest. As a protection to investors, all bond issuers, state governments included, are required to provide investors with the information necessary for investors to make an informed decision regarding the level of risk associated with the investment.
New Jersey sold over $26 billion in bonds between 2001 and 2007, but the SEC charged that the state failed to inform investors that the state has not been fully funding its pension funds and cannot fully fund them in the future without raising taxes or cutting spending, which could impact the state’s ability to repay these bonds. According to the SEC, New Jersey’s

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Study: NJ and Newark lead nation in black male graduation rates

Jay Matthews

It is always news to me when I hear or read something good about the Newark school system, so I took notice when the Schott Foundation for Public Education released a new study saying that both that city, and the state of New Jersey, lead the nation in the percent of black male students graduating from high school.
Schott’s report focused on the abysmal national graduation rate for black males, only 47 percent in the 2007-08 school year, but it heralded the New Jersey results, and gave credit to that state’s heavy spending and innovative measures to raise graduation rates for everyone.
It said New Jersey had a graduation rate for black males of 69 percent in 2007-08, with the next closest states being Maryland (55 percent), California (54 percent) and Pennsylvania (53 percent). In Newark, the graduation rate for black males was 76 percent. The other school districts nearest that level were Fort Bend, Tex. (68 percent), Baltimore County, Md. (67 percent) and Montgomery County, Md. (65 percent). The list only included states with more than 100,000 black male students and districts with more than 10,000 black male students.

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Union leader says parents should know teachers’ ratings

Mitchell Landsberg:

But Randi Weingarten, president of the American Federation of Teachers, urges the L.A. Times not to publish a database showing how teachers may have influenced students’ standardized test scores.
The head of the American Federation of Teachers said Wednesday that she believed parents have a right to know how well their children’s teachers are rated on employee evaluations, but strongly disagreed with The Times’ decision to publish data showing how individual teachers may have influenced the standardized test scores of students.
Such data should be considered only as part of a well-rounded evaluation of a teacher’s performance, Randi Weingarten said, and then should be available only to the teacher, his or her principal, and individual parents. It is wrong, she said, to make such information widely available to the public.

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Where’s the rigor in U.S. schools?

Justin Snider

A quarter-century ago, the nation was transfixed by this question: ” Where’s the beef?”
Now, the question we should be asking ourselves about our nation’s schools is this: ” Where’s the rigor?” Or, “Where’s the academic beef?”
Concerns about the lack of rigor in U.S. schools were renewed recently, when new data were published on how prepared – or not – U.S. high school students are for college. Writing in the Wall Street Journal, Stephanie Banchero said, “New data show that fewer than 25% of 2010 graduates who took the ACT college-entrance exam possessed the academic skills necessary to pass entry-level [college] courses.”
The story, as reported by many outlets, was that the average ACT score has fallen slightly since 2007. But the real story – and the one that Banchero focused on – is that the vast majority of our high school graduates aren’t ready for college or a career. And this holds true even when they follow a supposedly “rigorous” course of study, taking four years of English and three years each of math, science and social studies.
It turns out that much of what U.S. schools offer is “rigorous” in name only. Said differently, a distinct lack of academic rigor is de rigueur.

Related: A deeper look at local National Merit Scholar Results.

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Math, science teachers get paid less, report says

Donna Gordon Blankinship

UW researchers have found that despite the spoken commitment of state officials and lawmakers, teachers in math and science earn less than other high-school instructors.
Researchers at the University of Washington have found that despite the spoken commitment of state officials and lawmakers, math and science teachers earn less than other high-school instructors.
In a report released Wednesday, the Center on Reinventing Public Education found that 19 of the state’s 30 largest school districts pay math or science teachers less than they spend on teachers in other subjects.
The way Washington and many other states pay teachers — with more money going to those with more years of experience and graduate degrees — has led to the uneven salaries.
Jobs that pay better at nearby high-tech companies may also be a contributing factor, because math and science teachers may be recruited away before they have a chance to reach the higher rungs on the pay ladder, said Jim Simpkins, a researcher on the report, with Marguerite Roza and Cristina Sepe.

Jim Simpkins, Marguerite Roza, Cristina Sepe

Washington State recently passed a law (House Bill 2621) intending to accelerate the teaching and learning of math and science. However, in the two subject areas the state seeks to prioritize, this analysis finds that nineteen of the thirty largest districts in the state spend less per math or science teacher than for teachers in other subjects.
Existing salary schedules are part of the problem. By not allowing any differential compensation for math and science teachers, and instead basing compensation only on longevity and graduate credits, the wage system works to create the uneven salaries.
The analysis finds that in twenty-five of the thirty largest districts, math and science teachers had fewer years of teaching experience due to higher turnover–an indication that labor market forces do indeed vary with subject matter expertise. The subject-neutral salary schedule works to ignore these differences.

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Everyone Wins in the Postcode Lottery

Tim Harford

Life expectancy at birth ranges from 80 years in Hawaii to 72 in Washington, DC; and from 83 in Japan to 40 in Swaziland. In vitro fertilisation is available in some regions of the UK within months; in others it takes years. Fill in your own example here, because it is now a commonplace that the price, availability and quality of anything from a nursing home to a good education will vary depending on where you live.
I am not sure whether the British complain more about this than anyone else, but we have developed our own term to describe it: the “postcode lottery”. For community-minded gamblers there is actually a real postcode lottery, in which prizes are shared between winning ticket-holders and those fortunate enough to have homes on the same street. But for most Britons, the term is a lazy shorthand for the fact that where you live affects what you get.
There is a glaring problem with this phrase: while the ticket that gets pulled out of the tombola is chosen at random, the postcodes where you and I live are not. We aren’t serfs. If we want to move and we can afford to move, we can move.
I live in Hackney, a London borough where crime is high and the schools are poor. If I had a few spare million, perhaps I would move to Hampstead or Chelsea. I do not. People who shop at Harrods expect better food than those who shop at Tesco. Ferraris are faster and sexier than Fords. There are many words to describe this state of affairs, but “lottery” is not the one I would choose.

Harford makes an excellent point. It is clearly futile to impose one size fits all approaches, particularly in education. We, as a society are far better off with a diverse governance (many smaller schools/districts/charters/vouchers) and curricular environment.

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Seattle opens next front in education reform effort

Seattle Public Schools administrators are fighting a battle for schoolchildren across the state.
The district has decided to go to the mat over teacher performance evaluations. District officials want teachers to be judged based in part on their students’ academic growth.
The union says the proposal is a no-go. With the school year fast approaching, a strike could be in the offing.
The Seattle Education Association would rather stick to a previous compromise: an evaluation system that would put teachers who rate “basic” or “unsatisfactory” at risk of dismissal.
What a radical notion – that teacher performance should dictate a teacher’s career prospects. Such is what qualifies as “historic change” – union officials’ words – in public education.
The district’s proposal is also rather modest contrary to the union’s characterizations.

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Verona Abandons Student ID Card Display Requirement

Chris Rickert

Students of Verona High School, cast aside your name tags; you are no longer subject to the tyranny of instant identification.
Conceding defeat after only a year, school officials have abandoned a requirement that students wear their ID cards. Compliance with the rule had never reached more than 85 percent.
Eighty-five percent is pretty good in most things, but we’re dealing with identity here. Would you trust an online retailer that could protect your credit card number only 85 percent of the time? Airport screening that stopped 85 percent of the people on the terrorist watch list?
Of course, forcing students to wear their IDs isn’t meant to thwart a terrorist plot, and while the IDs are used to check out books at the library and get on the bus, adorning yourselves with them is not necessary to do either of those things.

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The New Orleans School Voucher Program

Reason TV:

Before Hurricane Katrina ravaged New Orleans in 2005, Orleans Parish public schools were failing miserably. After the storm shut down the public school system completely, there was little reason to be optimistic.
But then something amazing happened.
The state of Louisiana took control over most of the schools in the district and has been chartering those schools ever since. This fall, more than 70 percent of the students in New Orleans will attend charter schools. (Check out reason.tv’s Katrina’s Silver Lining to learn more about the New Orleans charter school revolution.)
And then in 2008, Louisiana enacted the Student Scholarship for Educational Excellence Program, a pilot voucher program designed to allow students in failing schools to attend private schools in the area.

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Charter Proponents Flex Political Muscle

Jacob Gershman

The charter-school movement appears to be catching up to the teachers union in political giving to Albany.
With the help of hedge-fund managers and other Wall Street financiers, charter-school advocates gave more than $600,000 to Albany political candidates and party committees since January, according to the latest campaign filings. That’s more than twice as much as in prior reporting periods, according to allies of charter schools, which are publicly funded but privately run.
Pro-charter donations appear to have surpassed the $500,000 or so that candidates raised from teachers unions during the six-month period.

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Wealthy Seek Special-Ed Cash

Barbara Martinez:

Families in the most affluent New York City school districts, including the Upper East and Upper West sides, file more claims than other parts of the city seeking reimbursement of their children’s private-school tuition, according to Department of Education data.
The department last year spent $116 million in tuition and legal expenses to cover special-education students whose parents sued the DOE alleging that their public-school options were not appropriate. The number is more than double three years ago, and the costs are expected to continue to rise.
Parents have been helped by a series of U.S. Supreme Court decisions that strengthened their legal position to sue school districts. The most recent case was last summer.
“No one begrudges parents the right to send their children to private school,” said Michael Best, general counsel at the DOE. “But this system was not intended as a way for private school parents to get the taxpayers to fund their children’s tuition.”

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Teachers, by the numbers A team of Times reporters is giving the public its first glimpse of some surprising findings on teachers and their performance in the Los Angeles Unified School District.

Los Angeles Times:

The Los Angeles Unified School District has done an admirable job of collecting useful data about its teachers — which ones have the classroom magic that makes students learn and which ones annually let their students down. Yet it has never used that valuable information to analyze what successful teachers have in common, so that others can learn from them, or to let less effective teachers know how they’re doing.
For the record: This editorial says the federal Race to the Top grant program pushed states to make students’ test scores count for half or more of a teacher’s performance evaluation. Although the program has encouraged this by awarding its first grants to states that promised to do so, it has not formally required it.
If it weren’t for the work of a team of Times reporters, this information might have remained uselessly locked away. Now that the paper is reporting on the wide disparities among teachers, the public is getting its first glimpse of some surprising findings.

Marketplace has more as does Daniel Willingham.

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U.S. schools chief endorses release of teacher data

Jason Felch & Jason Song:

U.S. Secretary of Education Arne Duncan said Monday that parents have a right to know if their children’s teachers are effective, endorsing the public release of information about how well individual teachers fare at raising their students’ test scores.
“What’s there to hide?” Duncan said in an interview one day after The Times published an analysis of teacher effectiveness in the Los Angeles Unified School District, the nation’s second largest school system. “In education, we’ve been scared to talk about success.”
Duncan’s comments mark the first time the Obama administration has expressed support for a public airing of information about teacher performance — a move that is sure to fan the already fierce debate over how to better evaluate teachers.
Spurred by the administration, school districts around the country have moved to adopt “value added” measures, a statistical approach that relies on standardized test scores to measure student learning. Critics, including many teachers unions and some policy experts, say the method is based on flawed tests that don’t measure the more intangible benefits of good teaching and lead to a narrow curriculum. In Los Angeles, the teachers union has called public disclosure of the results “dangerous” and “irresponsible.”

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My Thoughts on Test Scores

John Ciani:

With less than a week before school starts, the California Department of Education released the results of the 2010 Standardized Testing and Reporting Program tests.
As I looked at the numbers, I was encouraged as well as concerned.
There was growth in students scoring proficient or above in some grades and declines in others. Looking at the Sierra Sands Unified School District results, I was really tickled to see across-the-board growth at the high-school level. While gains were not overly dramatic, the results show movement in the right direction.
I was also pleased to see growth in the Trona Joint Unified School District elementary grades. This is a good sign, because the elementary school is in program improvement under the federal No Child Left Behind. I hope this growth is a sign of things to come.

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Given Money for Rehiring, Schools Wait and See

Motoko Rich:

With the economic outlook weakening, they argue that big deficits are looming for the next academic year and that they need to preserve the funds to prevent future layoffs. Los Angeles, for example, is projecting a $280 million budget shortfall next year that could threaten more jobs.
“You’ve got this herculean task to deal with next year’s deficit,” said Lydia L. Ramos, a spokeswoman for the Los Angeles Unified School District, the nation’s second-largest after New York City. “So if there’s a way that you can lessen the blow for next year,” she said, “we feel like it would be responsible to try to do that.”
The district laid off 682 teachers and counselors and about 2,000 support workers this spring and was not sure it would be able to hire any of them back with the stimulus money. The district says it could be forced to cut 4,500 more people next year.

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The Value Added by LA Teachers

Elena Silva

There’s already plenty of chatter about Sunday’s LA Times article on the value-added scores of LAUSD teachers, and certainly more to come (comments blowing up here). With access to seven years of math and English scores for hundreds of thousands of 3rd through 5th grade students (under California Public Records Act), the Times hired RAND researcher Richard Buddin to conduct a value-added analysis on LAUSD teachers. Over the next few weeks, and likely beyond that, the Times promises to publish the findings of this analysis in articles and via a full database. For thousands of LAUSD teachers, this means they should expect to see their names and scores in their morning paper. For parents and the rest of the public, it means they will have more information about public school teachers’ performance than ever before.

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Seattle’s Dysfunctional School Board

Charlie Mas:

The Board of Directors of Seattle Public Schools has four primary functions… and they fail to fulfill each of them.
The Board, first and foremost, are the elected representatives of the public, but this Board doesn’t represent the public at all. This Board doesn’t raise the public’s concerns, doesn’t relay the public’s wishes, and doesn’t voice the public perspective. I almost never hear the Board members talk about the public or their constituents saying “People are concerned about..” or “People want…” or “People see it this way…”.
The Board doesn’t voice the public perspective and certainly doesn’t advocate for it. Worse, the Board doesn’t advocate for the public to have a voice for themselves. The Board is no champion of community engagement. The Board regularly approves motions with inadequate community engagement and regularly approves motions with NO community engagement. The Board hasn’t demanded improved engagement from anyone and hasn’t even demanded that the staff provide the community engagement that they promised to do. The Board’s own community engagement is just about the worst of any workgroup in the District. Their primary community engagement practice is testimony at Board meetings and they never respond to the people who come and speak to them there.

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New Scottish Curriculum for Excellence takes effect

BBC

A controversial overhaul of classroom teaching in Scotland will take effect as secondary pupils begin returning to school after the summer break.
The Curriculum for Excellence, which has been four years in the making, aims to give teachers more freedom and make lessons less prescriptive.
Some teachers, unions and opposition parties have expressed concern the curriculum is not ready.
But Scottish ministers have given assurances it will improve standards.
And Education Secretary Mike Russell said the current system was not being largely re-written.

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More university students taking advantage of cheaper community college courses

Daniel de Vise

But Daly returned home from Loyola Marymount University in Los Angeles and headed straight to the local community college for more classes.
Community colleges in the Washington region are doing brisk business this summer with students from four-year universities. The students are taking advantage of increasingly flexible transfer policies to load up on cheap, convenient credits that will help them graduate more quickly and at a lower expense.
Prince George’s Community College enrolled 136 students from four-year colleges this summer, nearly double last year’s number. Tidewater Community College in Virginia has 2,150 four-year college students, up 14 percent. Montgomery College has 3,100 four-year college students, about one-quarter of its summer enrollment. No comparison with last year’s enrollment was available.

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A Deeper Look at Madison’s National Merit Scholar Results

Madison and nearby school districts annually publicize their National Merit Scholar counts.
Consequently, I read with interest Madison School Board member Ed Hughes’ recent blog post:

We brag about how well Wisconsin students do on the ACT, and this is certainly good. But about 30 states have higher cut scores than Wisconsin when it comes to identifying National Merit Scholars, which means that their top 1% of students taking the test score higher than our top 1% do. (We in the MMSD are justly proud of our inordinate number of National Merit semi-finalists, but if – heaven forbid – MMSD were to be plopped down in the middle of Illinois, our number of semi-finalists would go down, perhaps significantly so. Illinois students need a higher score on the PSAT to be designated a National Merit semi-finalist than Wisconsin students do.)

I asked a few people who know about such things and received this response:

The critical cut score for identifying National Merit Semifinalist varies from state to state depending on the number of students who took the test and how well those students did on the test. In 2009, a score of 207 would put a student amongst the top 1% of test takers in Wisconsin and qualify them as a National Merit Semifinalist. However this score would not be high enough to qualify the student as a semifinalist in 36 other states or the District of Columbia.

View individual state cut scores, by year here. In 2010, Minnesota’s cut score was 215, Illinois’ 214, Iowa 209 and Michigan 209. Wisconsin’s was 207.

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New Jersey Charter School Faces Hurdle

JOY RESMOVITS

The September opening of New Jersey’s first Hebrew-language charter school is being challenged over claims it hasn’t met enrollment requirements.
The East Brunswick school board this week asked an appeals court to temporarily block Hatikvah International Academy Charter School’s final charter, saying the school’s enrollment doesn’t meet charter-school regulations and that Hatikvah’s failure to provide enrollment information makes it difficult for the district to plan for the school year. The motion follows an earlier complaint by the school board to the state’s education commissioner, Bret Schundler.
State officials declined to comment on the pending case. “The charter school met requirements when its application was approved,” said a Department of Education spokesman, Alan Guenther. Hatikvah received its final charter from the education commissioner on July 6. New Jersey code requires charter schools to verify 90% of enrollment by June 30; in the case of Hatikvah, that would have been 97 of its 108-student capacity.

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UC Berkeley will not send students DNA results

Victoria Colliver

Under pressure from state public health officials, the professors behind UC Berkeley’s controversial plan to genetically test incoming freshmen and transfer students said Thursday they will scale back the program so that participants will not receive personal results from their DNA samples.
The university raised the ire of genetic watchdog and privacy groups in May when it first launched “Bring Your Genes to Cal.” The voluntary program is believed to be the largest genetic testing project at a U.S. university.
The 5,500 incoming freshman and transfer students for the fall semester received testing kits in the mail and were asked to submit cheek swabs of their DNA to kick off a yearly exercise to involve the new students in a common educational experience centered on a theme. This year’s theme is personalized medicine.
Students were to receive personal information about three of their genes – those related to the ability to break down lactose, metabolize alcohol and absorb folates. This information was to be the basis of lectures and discussions on such topics as the ethical, social and legal interpretations of genetic testing.
But what was meant to be a group educational exercise turned into a lesson for the university on the politics and policy of medical testing.
Assembly hearing
The program was the subject of a state Assembly committee hearing on Tuesday in Sacramento. On Wednesday, officials from the state Department of Public Health said the university must use certified laboratories that meet specific standards, rather than the campus labs, if the school planned to release individualized test results, identified only by barcodes, to students.
“The California Department of Public Health made the determination that what we’re doing isn’t really actual research or education; that what we’re doing is providing medical information, conducting a test,” said Dr. Mark Schlissel, dean of biological sciences at UC Berkeley’s College of Letters & Science and a professor of molecular and cell biology.
Schlissel said he disagreed with that assessment, but said the university will comply with state regulators. UC officials have asked the Department of Public Health to provide legal authority for its interpretation.
The university still plans to analyze the DNA samples in a campus research lab, but students will not have access to their personal results. Instead, the test results will be presented in aggregate to students during lectures and panel discussions this fall.
Schlissel said the controversy and intervention by state regulators has raised interesting questions for the discussions. “Who has authority to tell an individual what they’re allowed to know about themselves?” he said. “I don’t know the answer to that.”
About 700 students have already submitted their samples.
Critics’ concerns
Critics had raised questions about how the genetic information, even seemingly innocuous, could be misinterpreted or misused. For example, students who learn they metabolize alcohol well may mistakenly think they can overindulge without consequence.
Jeremy Gruber, who testified at Tuesday’s hearing before the Assembly Committee on Higher Education in his role as president of the Council for Responsible Genetics, still has lingering concerns about how the samples will be handled and whether students had the proper amount of information before offering consent to provide them.
“The fact it required the intervention of the Department of Public Health before they would act in the best interest of their students is absolutely appalling,” he said.
UC Berkeley officials have said the university will incinerate the samples after they are tested in the next few weeks. Jesse Reynolds, policy analyst at the Center for Genetics and Society in Berkeley, had opposed the university’s program primarily over privacy concerns and what he considered the lack of research into the implications of such a mass experiment.
He said restricting students from receiving information about their personal genetics essentially cancels the “personalized medicine” aspect of the program. He said that although students signed consent forms to participate as part of submitting their DNA samples, he is concerned they have now signed consent forms for what is to be a different program.
“Genetic testing in general and personalized medicine specifically are likely to be an increasing part of our lives,” Reynolds said. “More education is certainly needed, but this was not the way to go about it.”

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Politics steers K-12 stimulus off course

Wisconsin State Journal Editorial:

President Barack Obama and Congress rescued the nation’s financially-strapped schools last week with a new stimulus bill that includes $10 billion in emergency aid for education.
At least that’s the simple, heroic story the president and fellow Democrats tried to tell.
The truth, however, is far more complex and far less heroic. Consider:
While schools will benefit from the additional money, many school districts, including Madison’s, are concerned about the requirements for how the money can be spent. The bill’s lack of flexibility may penalize schools that made tough budget decisions and reward schools that took the easiest way out of fiscal problems.

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Managing education in America

Ray Fisman

In 1983, a presidential commission issued the landmark report “A Nation at Risk: The Imperative for Educational Reform.” The report warned that despite an increase in spending, the U.S. public education system was at risk of failure “If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today,” the report declared, “we might well have viewed it as an act of war.”
New York City Schools Chancellor Joel Klein often quotes the commission before discussing how U.S. schools have fared since it issued its report. Despite nearly doubling per capita spending on education over the past few decades, American 15-year olds fared dismally in standardized math tests given in 2000, placing 18th out of 27 member countries in the Organization for Economic Co-operation and Development. Six years later, the U.S. had slipped to 25th out of 30. If Americans have been fighting against mediocrity in education since 1983, they are losing the battle.
What could turn things around? At a recent event that I organized at the Columbia Business School, Klein opened with his harsh assessment of the situation, and researchers offered some stark options for getting American education back on track. We could find drastically better ways of training teachers or improve our hiring practices so we’re bringing aboard better teachers in the first place. Barring these improvements, the only option left is firing low-performing teachers–who have traditionally had lifetime tenure–en masse.

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K-12 Tax & Spending Climate: Wisconsin Ranks 12th in Per Capita Property Taxes

The Tax Foundation.

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Pay raises for new N.J. teachers contracts are smallest in at least 30 years

Lisa Fleisher

As Gov. Chris Christie campaigned against teacher raises during his first six months in office, unions and school districts agreed to the lowest pay hikes in more than three decades, according to a survey released Thursday by the New Jersey School Boards Association.
Teachers in 75 districts who settled contracts in the first half of the year will see an average raise of 2.03 percent for the 2010-11 school year, the association said. That’s the lowest pay increase in the more than 30 years the group has kept track — and doesn’t include an additional 18 districts that broke into contracts to freeze salaries.
Association spokesman Frank Belluscio said the chief factor was the $1.3 billion in state education aid cut since January, leaving many districts faced with a choice: cut pay or see colleagues fired and positions frozen.

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N.J. Education Commissioner Bret Schundler to tell Senate panel of his priorities

Tom Hester, Sr.

The state Senate Education Committee will meet on Monday to discuss a measure that would revamp New Jersey’s charter school regulation system.
State Education Commissioner Bret D. Schundler, who supports the expansion of charter schools, is scheduled to attend the hearing to outline the Christie administration’s priorities regarding education in New Jersey.
The meeting will also focus on bill S-2198, a measure sponsored by Senate Education Committee Chairwoman Teresa Ruiz (D-Essex) and Senator Sandra Bolden Cunningham (D-Hudson), which would enable Rutgers University to authorize charter schools. The bill is designed to expedite the approval of charter school applications, and permit the authorization of special purpose charter schools.

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Who’s teaching L.A.’s kids? A Times “Value Added” analysis, using data largely ignored by LAUSD, looks at which educators help students learn, and which hold them back.

Jason Felch, Jason Song and Doug Smith

The fifth-graders at Broadous Elementary School come from the same world — the poorest corner of the San Fernando Valley, a Pacoima neighborhood framed by two freeways where some have lost friends to the stray bullets of rival gangs.
Many are the sons and daughters of Latino immigrants who never finished high school, hard-working parents who keep a respectful distance and trust educators to do what’s best.
The students study the same lessons. They are often on the same chapter of the same book.
Yet year after year, one fifth-grade class learns far more than the other down the hall. The difference has almost nothing to do with the size of the class, the students or their parents.
It’s their teachers.
With Miguel Aguilar, students consistently have made striking gains on state standardized tests, many of them vaulting from the bottom third of students in Los Angeles schools to well above average, according to a Times analysis. John Smith’s pupils next door have started out slightly ahead of Aguilar’s but by the end of the year have been far behind.

Much more on “Value Added Assessment” and teacher evaluations here. Locally, Madison’s Value Added Assessment evaluations are based on the oft criticized WKCE.

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Classroom Wars in South Korea: An education paradox

Aidan Foster-Carter

Education in South Korea is a paradox, where two big truths clash. Koreans are incredibly keen, and on many measures do very well. Yet nobody – students, parents, teachers or the authorities – is happy. And now battles are raging, on everything from testing and elitism to teachers’ politics, free school meals and corporal punishment.
Let’s start with the positive. I’m a bit skeptical when Koreans tell you how their Confucian heritage values learning. In theory yes, yet for centuries hardly anyone got to study except a tiny male scholar elite. Modern education – girls not excluded – only arrived with Christian missionaries in the late 19th century. Mass schooling for all is newer still. As recently as 1945, when Japan’s harsh 40-year rule ended, less than a quarter of Korean adults (22%) were literate.
They’ve certainly made up for lost time since. South Korea’s first rulers were no democrats, but they knew that so resource-poor a country needed human capital to develop. Hence even after a terrible war in 1950-53 and despite being poorer than much of Africa – yes, really – at that stage, under Syngman Rhee (1948-1960) primary education was vastly expanded. General Park Chung-hee (1961-1979) extended this to secondary and vocational schooling. By 1987, when South Koreans wrested back democracy from another general (Chun Doo-hwan), one third of high school-leavers went on to higher education: more than in the UK at that time.

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New Jersey Teacher Salary Settlements Drop

New Jersey Left Behind

New Jersey School Boards Association is reporting that recent teacher contract settlements have dropped sharply since January, with annual salary increases averaging 2.03% since January and 1.58% from April to June.
The latter figure includes, according to the press release,

23 districts where teachers have agreed to a wage freeze for the 2010-2011 school year. Overall, since January, 42 teachers’ groups have agreed to a one-year pay freeze for the 2010-2011 school year, and an additional 43 districts have agreed to other givebacks and concessions.

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Learning by doing How schools are trying to inculcate intelligent giving in their pupils

The Economist

CHILDREN can be tender souls. Pitch them a sob story and they often swallow it whole. Reflect the harsh reality outside the school gates, however, and they develop sophisticated strategies for making hard choices. That, at least, is the early experience of an initiative to teach philanthropy to young teenagers.
Two years ago the Big Give, an organisation which collates information about 6,000 charities worldwide in an attempt to foster philanthropy, asked the fee-paying Dragon School in Oxford to run a pilot programme. It gave the school £1,250 to donate to charity and asked 13-year-old pupils to decide where the money should go.

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Group forms to promote Philadelphia charter schools

Martha Woodall

Noting that far more students attend charter schools in Philadelphia than are enrolled in the state’s second-largest school district, a group has formed to represent city charters.
Founders of Philadelphia Charters for Excellence say they want to publicize the successes of charter schools and reassure the public that most of the 74 charters are not being investigated for possible corruption.
The organization requires member schools to meet strict ethical standards and plans to create a website to help parents compare the performance of charter schools.
The nonprofit organization was scheduled to be announced Friday.
“There are 74 of us, and in a typical school district with 74 schools, there would be a public-relations representative,” said Jurate Krokys, chief executive officer of Independence Charter School in Center City and the group’s vice president. “The idea is to be a resource about charter schools in Philadelphia.”
The group’s mission statement calls it “an alliance of high-performing public charter schools committed to creating a path toward academic and personal excellence for all students.”

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Proposed Madison Charter School Receives Major Grant

Channel3000, via a kind reader:

Minutes before the Badger Rock Middle School planning team presented its final proposal to the Madison Metropolitan School District Board of Education Thursday, supporters received news that they had been awarded a planning grant from the Department of Public Instruction in the amount of $200,000.
The proposed Badger Rock Middle School, which would open in the fall of 2011 on Madison’s south side, would be a year-round charter school and be part of a larger Resilience Research Center project spearheaded by the Madison-based Center for Resilient Cities.
The Resilience Research Center project is designed to be a four-acre campus with a working farm, a neighborhood center, café, adjacent city park and the proposed school.

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What Can Parents Expect To See in English Language Arts Classrooms After Common Core’s Standards Begin To Be Implemented? A Worst Case Scenario–But Probably Not Far from Reality

Sandra Stotsky:

In June 2010, the Common Core State Standards Initiative (CCSSI) offered the nation two sets of English language arts standards: one set called “college and career readiness anchor standards,” and the other, grade-level standards that build towards these anchor standards. With few exceptions, both sets of standards consist of content-empty and culture-free generic skills. Why are they so bereft of substantive content? In large part because they reflect a faulty diagnosis of why many American students are unprepared for authentic college-level work. The misdiagnosis comes from CCSSI’s reliance on the results of ACT surveys to guide the development of its standards.
Several years ago, ACT surveyed thousands of post-secondary instructors to find out what they saw as the chief problems in their freshman students. Not surprisingly, the chief complaint was that high school graduates cannot understand the college texts they are assigned to read. Without an explanation for its reasoning, ACT leaped to two conclusions: (1) college students are not expected to read enough complex texts when they are in high school; and (2) they are not given enough instruction in strategies or skills for reading complex texts in high school.

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Seattle Public Schools wrong to tie teacher evaluation to high-stakes tests

Patricia Bailey and Robert Femiano

The Seattle Public Schools administration is proposing to tie teacher evaluations and employment to student test scores — a bone of contention in current negotiations with the Seattle Education Association. Guest columnists Pat Bailey and Robert Femiano, past union board members, argue that the district’s approach is wrong.
The Seattle school district is proposing to tie teacher evaluations and employment to student test scores.
The current teacher evaluation includes student growth as a factor but the district wants an easier path and quicker time frames for teacher dismissals. The district officials’ plan is to use test scores to fire those teachers they claim are responsible for the poverty and racial academic gaps and reward those with high improvements in scores. History shows this carrot-and-stick approach not only fails to reduce the achievement gap but is ultimately unhealthy for good teaching.
One result of high-stakes testing is clear: The inordinate focus on test scores narrows what is taught. Diane Ravitch’s “The death and life of the great American school system” documents this and other unintended consequences. In order to keep their jobs, teachers will teach and re-teach to the test. Lost are the arts, music, PE, civics, science and even recess. Early-childhood experts point to rich school environments as crucial to healthy development, so who wants to cause the opposite?

Clusty search: Robert Femiano and Patricia Bailey.

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Education Reform and Civil Rights

New Jersey Left Behind:

Here’s Sandra Alberti, Director of Math and Science Education at the NJ DOE. in NJ Spotlight:

We have this thing called Algebra I that exists in very different forms, even within the same school.

That’s her admirably candid response to the results of pilot tests of Algebra I and Biology, which demonstrates the gap in proficiency between poor and wealthy students. “On the biology test, just a quarter of the students in the poorest districts were proficient, compared with more than 80 percent in the wealthiest.” For Algebra I, “75 percent of students in the poorest districts were deemed “below basic,” while that number was 11 percent in the richest districts.”
In other words, 75% of NJ’s poor students failed both the biology test and the algebra test while only 20% of NJ’s wealthy students failed biology and 11% failed algebra. Odds are high, based on Alberti’s comment, that the vast majority of the poor students passed their coursework in spite of lack of proficiency.

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Private School Regroups After Leader’s Departure

Jim Carlton

With fall classes around the corner, San Francisco’s Marin Preparatory School has had a bigger challenge than most grammar institutions: coping with its headmaster’s abrupt departure and losing half the incoming first-grade class to his new rival school.
So far, the resignation of Ed Walters in May appears to have had a galvanizing effect on Marin Prep. All three of the school’s kindergarten teachers stayed, and the four incoming first-graders remaining from a class of a dozen have been joined by at least three new classmates. In addition to the six students who went to the rival school, two of last year’s kindergarteners moved this year to schools elsewhere.
Meanwhile, Marin Prep–which started as just a single kindergarten class in 2009–now has four classes including kindergarten, “junior” kindergarten–which acts as a bridge between preschool and kindergarten in some schools–and first grade, totaling 33 students. Eventually, the school in San Francisco’s Castro district plans to grow to a K-8 campus with as many as 250 students.
“The reality is a school is much more than one person,” says Melinda Kanter-Levy, co-founder of the Marin Day Schools system, a company that runs preschools and child-care centers and that established Marin Prep.

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Many Chicago Charter Schools Run Deficits, Data Shows

Sarah Karp

Even as the Obama administration promotes charter schools as a way to help raise the academic performance of the nation’s students, half of Chicago’s charter schools have been running deficits in recent years, an analysis of financial and budget documents shows, calling into question their financial viability.
On Monday, Chicago Public Schools released a bare-bones budget that included a cut of about 6 percent in per-pupil financing for charter schools — to $5,771 from $6,117 per pupil for elementary school students and to $7,213 from $7,647 per pupil for high school students. The cuts are a result of shrinking tax revenue and lagging support from the strapped state government. The city’s 71 charter schools, which enrolled 33,000 students last year and expect to enroll another 10,000 in the 2010-11 school year, stand to lose $15 million under the cuts.
It is difficult to compare the cuts with those that are being made at traditional schools because those schools do not receive money on a per-pupil basis, but district officials said they tried to make the amount of cuts comparable to those being made at traditional schools.

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Chicago wants all schools year-round

Wendell Hutson:

On Monday 100,000 students started school as Chicago Public Schools moves toward a year-round schedule for all its schools.
“Ultimately, we want all our schools to become year-round and we welcome more schools to do so,” Ron Huberman, chief executive officer for CPS, told the Defender. “We do not mandate that schools operate year round. It is voluntary and up to the principals, parents and community.”
Year-round public schools are classified as Track E schools and students who attend these schools generally have better attendance and perform better on standardize tests, Huberman added.
“We will continue to push for more Track E schools,” explained Huberman. “Track E schools offer a safer environment and reduces the amount of time teachers have to spend reviewing work with students to get them caught up after the summer break.”

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Schools Are Given a Grade on How Graduates Do

Jennifer Medina:

Hunching over her notebook at Borough of Manhattan Community College, Sharasha Croslen struggled to figure out what to do with the algebra problem in front of her: x2 + 2x – 8 = 0.
It was a question every ninth grader is expected to be able to answer. (For those who have erased the ninth grade from memory, the answer is at the end of the article.) But even though Ms. Croslen managed to complete three years of math and graduate from high school, she did not know how to solve for x.
“It’s incredibly frustrating,” she said during a break from her remedial math course, where she has spent the last several weeks reviewing arithmetic and algebra. “I know this is stuff I should know, but either I didn’t learn it or I forgot it all already.”

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Critics: Teachers’ Jobs Measure Cheats Children

NPR

Congress is showering schools with $10 billion to bring back teachers who’ve been laid off. States are rushing to submit their applications to qualify for this unexpected summer windfall for school districts. The Education Department estimates the measure will save 160,000 jobs. The GOP says it’s a gift to teachers’ unions.

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Does spending more money per student make a school better?

Tawnell Hobbs

So do school districts that spend more money per pupil perform better? I checked out the financial figures for the 2007-08* school year in Texas and found that more money per pupil doesn’t necessarily make a school better. Of the top 10 school districts and charter schools that spent more money in operating expenses per student, one held the state’s highest rating, “exemplary;” three were “recognized;” and the remaining six were “academically acceptable.” (Go to the jump for a list of these schools).
Carroll ISD, an exemplary school district, spent $8,301 per student, compared to $9,446 per student in the academically-acceptable Dallas ISD.

Related: The report mentions that California’s average per student expenditure is just under $10,000 annually. Madison’s 2009/2010 per student spending was $15,241 ($370,287,471 budget / 24,295 students).

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Why Common Standards Won’t Work

P.L. Thomas:

In 2010, with the blessing and encouragement of the nation’s president and secretary of education, we are establishing “common-core standards” to address the historical claim that our public schools are failures. In the 1890s, a similar lament was voiced by the group known as the Committee of Ten:
“When college professors endeavor to teach chemistry, physics, botany, zoology, meteorology, or geology to persons of 18 or 20 years of age, they discover that in most instances new habits of observing, reflecting, and recording have to be painfully acquired by the students–habits which they should have acquired in early childhood.”

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Is this Education Reform?

Phyllis Tashlik

“The Fight Over Education in Washington” (editorial, July 31) says “teachers unions and other forces of the status quo” are trying to discredit the Obama education initiative, Race to the Top.
There is nothing “retrograde” about objecting to the pernicious effect standardized assessment has had on our children, schools and a generation of teachers. And there is nothing “reform”-minded about a policy — begun under President George W. Bush and adapted by the current administration — that reinforces those negative consequences.

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Elia rated ‘above satisfactory’ by Hillsborough, FL school board

Sherri Ackerman:

Hillsborough School Board members rated superintendent MaryEllen Elia’s overall performance this past school year as “above satisfactory.”
In their annual review of the district leader, board members gave Elia high marks for her leadership, policy-making, organization, management, values and ethics.
Her total score was 282, just two points shy of outstanding and the same score as the previous school year.
Board members applauded Elia’s efforts in landing a $100 million grant from the Bill & Melinda Gates Foundation.
Board members also said Elia was “much more open minded to suggestions … ” while adding, “she needs to listen more.”

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Outsource the Bad, Focus on the Core

Rafael Corrales

The future of education technology is one where schools continually outsource the activities they’re not as good at to focus on their specialty, educating the leaders of tomorrow. At its core, this is simply the law of comparative advantage: the ability of a party (individual or firm) to produce a particular good or service at a lower opportunity cost than another party (per Wikipedia). Basically, if someone does something better than you can, you should allow them to do it for you so you can focus on your specialty. This results in “gains from trade”.
The future of education technology will benefit from such gains. The internet enables schools to gain efficiencies by outsourcing what they can’t do as well to dedicated technologists, allowing more innovative education technology to flow into schools at a lower cost.
We’re already seeing this take place. While developing the LearnBoost Gradebook, we spoke to numerous schools (public and charter) about their technology needs. These were the most common situations we found:
Schools are loyal to their current technology provider despite expensive and inadequate software solutions. Legacy systems and entrenched interests generate steep switching costs and make it difficult to reach a consensus among stakeholders.
Schools are spending too much money outsourcing their data management to a Student Information System (SIS) provider.

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The Missing Mandate: Financial Literacy

Brooke Stephens

As legislators and lobbyists congratulate themselves on the 2300 pages of legalese drafted to reform Wall Street banks and the financial services industry, not one paragraph addresses a major reason why the meltdown occurred: how American consumers learn to manage money. According to several mortgage banking studies, nearly 70 percent of the victims of foreclosure admit they did not understand the terms of the deal they signed or the long-term impact on their lives.
Congress had plenty of chances to address this problem. More than 30 bills focused on financial literacy have been introduced since 2006. All of them died in Senate or House committees. None were included in this recent reform bill.
Money, like sex, is supposed to be taught at home but in a 2008 Charles Schwab study, 69% of parents interviewed reported they were more prepared to discuss sex than money with their children.

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Arguing the Merits

Greg Forster

Last week I noted that Fordham had offered up the Gadfly as a platform for an argument, made by guest columnist Eugenia Kemble, that the next logical step after establishing national standards is a single national curriculum.
Well, my post has drawn a sharp response from Kemble. Of course, she disagrees with me on the substance (the merits of a national curriculum and the badness of teachers’ unions) but that goes without saying. More interestingly, she accuses me of not addressing her argument on the merits, but only being concerned with the significance of her piece having appeared in the Gadfly. The indictment has two counts. First, she accuses me of not offering an argument for my position that “common” standards adopted by the states are really “federal” standards (i.e. controlled by the federal government.) Second, she accuses me of practicing “guilt by association” by insinuating that if Checker publishes a union piece, he must embrace the entire union agenda.
To the second count I plead not guilty. I didn’t insinuate that Checker agrees with the unions about everything. I insinuated that his position in favor of national standards was having the effect – whether intended or not – of advancing the unions’ agenda in one respect. And that the appearance of Kemble’s piece in the Gadfly clearly demonstrates that those of us who have been saying this all along were right. And I stand by that insinuation.

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Ed Balls and Education ‘Apartheid’

Jamie Whyte:

The shadow schools secretary and his ilk think of themselves as opponents of fascism in its various forms. They are mistaken.
The British parliament last month passed the Academies Act, allowing parents to start tax-funded schools free from local-authority control. Ed Balls, the shadow education secretary, does not like the act. He fears it will create “social apartheid” in education.
Most people agree that South Africa’s apartheid laws were abominable. But, after Mr. Balls’s remark, I am not sure we all agree on what was wrong with them. My objection, which I had thought to be universal, is that apartheid limited people’s freedom of association. To take but one outrageous example, it was illegal for a black and a white to marry each other.
But this cannot be what Mr. Balls thinks was wrong with South Africa’s racial apartheid because the social separation that might result from parent-run schools would be voluntary. The Academies Act does not force parents to start schools, it allows them to. Unlike South Africa’s apartheid laws, it does not limit freedom of association but expands it.

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61 special ed school heads make more than NJ gov

Beth DeFalco

It’s not clear whether salary caps that Gov. Chris Christie wants for New Jersey’s school superintendents would apply to private schools funded with tax dollars.
An analysis by The Record newspaper found more than 60 administrators for the state’s 171 private special education schools earn more than the $175,000 cap.
None of the state’s special education private schools had more than 460 students last year.
Education Department spokesman Alan Guenther said the rules still are being drafted and will be presented in September, but the governor’s spokesman indicated that the cap should be consistent for all state-paid school administrator salaries.
Pay levels at special private schools are controlled by the state because most of the money the schools make is from tuition paid by the public schools that send students.
For the 2009-10 school year, the state Education Department capped compensation for administrators at private special education schools at $215,000 no matter how many students there were.

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Houston School District Board Agenda

Houston School District PDF:

WHEREAS, the Houston Independent School District (HISD) has worked to develop a long-term strategic plan for the district that will build upon the Declaration of Beliefs and Visions, will provide a road map for our future, and will transform our district into the top public school system in the nation; and
WHEREAS, the purpose of this long-term Strategic Direction is to provide clarity around our priorities of Placing an Effective Teacher in Every Classroom, Having an Effective Principal in Every School, Instituting Rigorous Instructional Standards, Ensuring Data-Driven Decisions and Accountability, and a Culture of Trust through Action; and
WHEREAS, the development of our long-term strategic plan, which began in February 2010, included diagnostic research to understand the current state of the district across various critical areas such as student achievement and organizational effectiveness to ensure the best ideas were being considered in the planning process. That process helped define the core initiatives for HISD’s transformation; and
WHEREAS, several months of community stakeholder engagement was included in the research process, including input from parents, teachers, principals, students, the business community, nonprofit partners, and the broader community. The feedback derived from the community-engagement process has guided the design of the overall Strategic Direction.
NOW THEREFORE, be it resolved that HISD and the Board of Education believe the key overarching strategies indicated above will help HISD achieve its goals set forth in the long-term Strategic Direction to become the best school district in America.

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K-12 Tax & Spending Climate: Property Taxes Emerge as Latest Front in Housing Crisis

Lee Banville:

Foreclosures make headlines. They are a big focus of the media’s attention as the troubled economy continues to dominate the news. But even where banks aren’t taking over properties, the collapse of the real estate market is having profound effects on local politics and county and city policymaking.
Here in Northwestern Montana, one needs only look at the situation happening on the shores of stunning Flathead Lake to see the housing crisis will continue to haunt communities for years to come. Residents along the largest natural freshwater lake west of the Mississippi had watched as property values climb throughout the 1990s and early 2000s.
Fueled by many out-of-staters looking for a second home with views of the glacier-carved Mission Mountains and only miles from Glacier National Park, property reappraisals including land and home soared to as much as $10,000 per foot of shoreline along the lake.

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