School Information System

Imaginative Transcripts

Heather Alderfer:

It’s not often the words imagination and innovation are used in the context of transcripts, or anything related to most registrar offices. I was lucky this past month to attend the Registrar Forum at the AACRAO Technology Conference, and in the closing session, Tom Black, Associate Vice Provost for Student Affairs and University Registrar at Stanford made me remember how powerful thinking outside the box can be, especially for something I take for granted: a student’s transcript.
Like many Registrars, I came to this profession through a work-study gig. I worked simultaneously in my college IT Help Desk and Registrar’s Office, two offices with different orientations to student computing, but also a lot of overlap. When I was a freshman in the late 1990s, online services under one administrative umbrella were rare, and Wesleyan pioneered electronic portfolios as a wrap-around to most student computing services on campus. While I still think of the e-portfolio as a portal with another name, Tom Black’s presentation made me realize the synergy between the two concepts, and how portfolios can enhance the academic transcript.

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Prejudice lurks even in 3-year-olds

Crystal Chui:

The seeds of prejudice are being planted in the minds of Hong Kong children as young as three, a study has revealed.
Face-to-face questioning of 152 youngsters aged between three and six discovered many hold more negative attitudes towards people with darker skin.
The results of the survey, commissioned by the Equal Opportunities Commission and the first of its kind to be carried out in the city, have prompted calls for better pre-school education and parenting.
The children were asked to describe their attitudes towards different skin colours by rating eight positive and negative qualities, including friendliness, beauty, honesty, courtesy, selfishness and rudeness.

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Student Lending’s Failing Grade

Cristian Deritis:

The student lending industry managed to avoid many of the pitfalls that affected mortgages, auto loans and credit cards during the Great Recession. In fact, volume growth has been steady, if not accelerating, as more individuals sought additional education and training in response to the weak labor market, and as lenders did not tightened standards to anywhere near the degree of other segments. The performance of student loans in recent years has barely changed; delinquency and loss rates on outstanding student loan balances remained steady throughout the recession. While this may sound positive, it is concerning in light of the strong balance and account growth, which would typically push delinquency rates down. In addition, performance of other consumer loan segments has significantly improved as the economy has recovered; performance of student loans has not. In this study, we examine the rapid growth of the student loan industry over the past few years, the weakening per- formance of loan portfolios, and what these trends suggest for future performance and lending volumes.

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UK pupils ‘among least likely to overcome tough start’

Sean Coughlan, via a kind reader’s email:

The UK performs poorly in an international league table showing how many disadvantaged pupils succeed “against the odds” at school.
The Organisation for Economic Co-operation and Development (OECD) has studied how pupils from poor backgrounds can succeed academically.
It says that “self-confidence” is a key factor in whether such pupils succeed.
The UK comes behind Mexico and Tunisia in the table – with the top places taken by Asian countries.

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Face-ID Tools Pose New Risk

Julia Angwin:

As Internet giants Facebook Inc. and Google Inc. race to expand their facial-recognition abilities, new research shows how powerful, and potentially detrimental to privacy, these tools have become.
Armed with nothing but a snapshot, researchers at Carnegie Mellon University in Pittsburgh successfully identified about one-third of the people they tested, using a powerful facial-recognition technology recently acquired by Google.

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Minidoka To Launch Online School Program

Laurie Welch:

Chance Bell does well academically, has played the piano since he was 5 years old and competes with a local swim team in the summer.
But the 12-year-old home-schooled boy from Rupert has hit the age where he wants to be more involved with his peers.
His parents, Jennifer and Mark Bell, are considering enrolling their eldest son in the state-funded Minidoka Virtual Academy that Minidoka County’s school district will launch this fall.
“He wants more friends and he’s interested in playing baseball,” his mother said.
The district’s full-time online program will offer students in grades K-8 core classes in language arts, math and science, along with a variety of electives and access to the district’s extracurricular activities and athletic teams. The program, operated with software from the private online education company K12, includes regular testing after lessons and student participation in the Idaho Standards Achievement Test.

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School, district ratings drop; Austin ISD has 8 underperforming schools, Round Rock has 2

Melissa Taboada:

The Round Rock school district, which earned the state’s second-highest academic rating in 2010, this year has two schools that failed to meet state standards, securing “academically unacceptable” labels that will stick for two years.
The news comes as schools and districts across Texas see their ratings slide this year despite making academic gains. Figures released by the Texas Education Agency on Friday show that more than half of all Texas schools that had the highest rating in 2010, exemplary, fell in their ratings, and five times as many schools were deemed academically unacceptable, the lowest rating.
Locally, eight of the Austin school district’s 112 rated schools missed state academic targets; last year, only one Austin school was rated academically unacceptable. Pflugerville this year has two schools rated unacceptable. Both traditional high schools in Bastrop failed to meet state standards and received the lowest rating. Hutto has two elementary schools that are rated unacceptable.

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Researchers warn of school ‘accountability shock’

Bill Kaczor:

Math teacher Antoine Joseph already had been thinking of leaving Miami Norland Senior High School, so when its annual grade from the state dropped from a D to an F nine years ago that just solidified his decision.
Joseph said it wasn’t just a matter of being stigmatized as a failure – he was just tired of the circumstances behind the failing grade.
“There is a propensity to go to another school where the parents are more involved, the students are more eager to learn and they are more thirsty for knowledge,” he said.
Joseph apparently was not alone. A recent study by a trio of economists showed a disproportionate number of Florida teachers left schools that got lower grades in 2002 after the state changed the way it evaluated them.
The researchers call it “accountability shock.” That’s their term for unexpected results from shake-ups in the way students, teachers, administrators or schools are evaluated, graded, rewarded or punished. The study is timely advice because accountability changes are in the works across the nation due to President Barack Obama’s “Race to the Top” school initiative. The program is providing $4.35 billion in federal stimulus money to Florida, 10 other states and the District of Columbia for innovative changes aimed at improving student achievement.

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Latest counterfeit IDs are so good they’re dangerous

Ashley Halsey, III:

When the fleeing motorcycle hit the curb, scraped past a utility pole and hurled 20-year-old Craig Eney to his death, a bogus South Carolina driver’s license was in the hip pocket of his jeans.
He spent the final hours of his life trading on that phony license to buy shots for his buddies at two downtown Annapolis bars, places so popular among underage drinkers that bouncers are stationed outside to check everyone’s ID.
Yet scores of young people flash fake driver’s licenses and waltz on by to the bar.
The days when faking driver’s licenses was a cottage industry — often practiced in college dorm rooms by a computer geek with a laminating machine — have given way to far more sophisticated and prolific practitioners who operate outside the reach of U.S. law enforcement.
In an era when terrorism and illegal immigration have transformed driver’s licenses into sophisticated mini-documents festooned with holograms and bar codes, beating the system has never been easier.

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PBIS in the Sun Prairie Schools

sp-eye:

PBIS is all the rage in school districts across the country. No…Sun Prairie didn’t just dream this up all by themselves. What, exactly, is PBIS? PBIS stands for Positive Behavioral Interventions and Supports. It’s an offshoot of the IDEA program (Individuals with Disabilities Education Act). You may see/hear it as SWPBS (School-wide Positive Behavior Supports). In a nutshell, PBIS is a system of behavior modification, with three stages of intervention.
Primary intervention is targeted to all students and is s system designed to clearly identify which behaviors are acceptable and which are not. Exhibiting positive behavior is rewarded in some fashion. In theory, about 80-85% of students respond to this primary level of intervention. The overall target is to develop a system in which positive reinforcements (for “acceptable/desired” behaviors) outnumber negative reinforcements (for unacceptable behaviors) by about 4:1. In this way, kids overwhelmingly see that “being good” is the place to be. You get rewards.
PBIS extends further to the 2nd tier, kids that do not respond well to these primary tactics. These kids represent about 10-15% of the population and are those that potentially are at risk for “failure”, or at the very least not realizing their academic potential. This group, however is not in need of individualized attention, but rather is targeted in small groups (a modernized form of “group” therapy). The third tier, which includes about 5-10% of students, covers those students who require individualized attention to develop positive behaviors and squelch those behaviors which are not acceptable.

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Bill Gates Urges Focus On Teachers To Fight Achievement Gap

Bianca Vazquez Toness:

Among the many prominent thinkers attending the Urban League’s annual conference Thursday, Microsoft founder and philanthropist Bill Gates made his case for focusing on teachers.
One of the nation’s oldest civil rights groups, the Urban League, is holding its annual conference in Boston this week.
Much of the conference focused on education Thursday — specifically, the persistent achievement gap between black and Latino students and their white counterparts.
Gates has been in the education reform game for a while, pouring billions of dollars into scholarships, research and trying to improve public schools. Gates said there have been advances on most other civil rights issues, but not much progress on education.

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Autism Risks: Genes May Not Play Biggest Role

NPR:

Up to now, genetics were thought to account for 90 percent of a child’s risk for autism, but a new Stanford University School of Medicine study suggests environmental factors could play a much larger role than previously thought.
The largest study of its kind, the research focused on autism in 192 pairs of twins — 54 identical, 138 fraternal. The surprise came when Stanford researchers found a greater number of fraternal twins shared autism than identical twins. Fraternal twins share only half their genes with each other, thus, when both fraternal twins are autistic, it suggests factors other than genetics are at work.
In fact, “About half of what we see is due to environmental factors, and half of what we see is due to genetic factors,” Dr. Joachim Hallmayer tells Guy Raz, host of weekends on All Things Considered. Hallmayer is the lead author of the study.

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What is the Point of a School Board?

Laurie Rogers:

  • Is the role of a board director accountability and responsiveness to the district — or to voters?
  • Should directors work to support the superintendent and staff? Or, should they work to hold the district accountable for fiscal responsibility and academic outcomes?
  • If the district and the voters disagree on what should happen with taxpayer money and our children, to whom should the board listen?

Your views on this will guide you as you vote. As the only elected officials in our school district, board directors should be accountable and transparent to the people. They approve expenditures of taxpayer dollars, and they oversee the education of our children. There should be very little about their work that’s closed to public view. When the district pushes something the community doesn’t want, the board should pay attention and be inclined to support the electorate.

That’s why, on July 27, I asked Spokane board directors to allow the people to vote on whether the district should spend several million tax dollars on a proposed new data system, and on the new federal vision for public education. As directors contemplate these multi-million-dollar expenditures on (unproved) products – they’re also contemplating cutting people and programs that parents actually want. So, at the July 27 board meeting, I asked the directors to put the proposed expenditures on a ballot. They were silent. They looked at each other. Then, they went on with their meeting.

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Lessons from the Iowa Education summit

Margaret Crocco:

This is an important moment in the history of education in the state of Iowa.
Earlier this week, U.S. Secretary of Education Arne Duncan, Iowa Gov. Terry Branstad, Iowa Education Director Jason Glass and an array of educational experts offered a set of challenges to educators at the two-day Education Summit in Des Moines.
The message was simple: Things need to change if Iowa is to regain its status as one of the strongest educational systems in the nation.
Although the statistics about Iowa students’ performances on the National Assessment of Educational Progress can be used to support diverse narratives about how students are performing compared with their peers across the nation, international comparisons tell an unambiguous story: American schools will need to do better if the United States is going to produce a globally competitive work force for the 21st century.

Margaret Crocco: Clusty Search argaret Crocco

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The New Chinese Exclusion Act

Charles Johnson:

With Washington focused on a last-minute debt deal, one California congresswoman wants her colleagues to turn their attention to an anti-immigration law that’s been off the books for 70 years. Democrat Judy Chu of the 32nd District in Los Angeles County has called on fellow members to join her in a “Resolution of Regret” over the Chinese Exclusion Act of 1882–a bill that House Minority Leader Nancy Pelosi endorsed on Wednesday.
Setting aside Ms. Chu’s sense of priorities, there’s a deep irony in her resolution. Even as she calls public attention to sins committed while Chester A. Arthur was president, Ms. Chu staunchly supports the most harmful form of anti-Asian discrimination in the U.S. today: racial preferences in hiring and university admissions.
Ms. Chu’s resolution rightly notes that the Chinese Exclusion Act was “incompatible with the basic founding principles of equality recognized in the Declaration of Independence and the U.S. Constitution.” It goes on to call on Congress to “reaffirm its commitment to preserving the same civil rights and constitutional protections for people of Chinese or other Asian descent in the United States accorded to all others.” Yet “the same” rights aren’t what Ms. Chu wants for Asians today.

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Is Going Back to School Over 50 Worth It?

Catey Hill:

With unemployment high and retirement savings low, hundreds of thousands of people over 50 are turning to college programs to boost their job skills. But given the rising costs of tuition, is it worth the money?
Drawn by a growing number of college programs targeted at boomers and spurred by the lousy job market, the number of students ages 50 to 64 increased 17% between fall 2007 and fall 2009, according to the latest data available from the National Center for Education Statistics. And colleges have welcomed them with programs specifically designed for older students: In 2008, the American Association of Community Colleges launched its “Plus 50 Initiative” on 15 campuses and has since expanded to 21. And individual schools, including University of California schools in Los Angeles and Riverside, have recently launched boomer-specific programs.

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Will de-funding unravel the academic integrity of universities?

Monica Bulger:

Last week, the New York Times reported that in 2007, Deutsche Bank entered into an agreement with two German universities, Humboldt University and the Technical University of Berlin, to fund a mathematical laboratory. The problematic parts were the ‘secret’ terms: according to the article, the Deutsche Bank could not only influence the hiring process, but bank employees could serve as adjunct professors. Perhaps the most disturbing aspects of the agreement were that the bank had veto power over the laboratory’s research agenda and, more importantly, “was given the right to review any research produced by members of the Quantitative Products Laboratory 60 days before it was published and could withhold permission for publication for as long as two years.”

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Education is Roy Roberts’ secret to success

Jennifer Chambers:

Roy S. Roberts’ path to the top job at Detroit Public Schools began long before he made headlines as General Motors Corp.’s highest-ranking African-American executive.
It began before he stepped into the White House Rose Garden to receive the American Success Award from President George H.W. Bush in 1989.
That path began near a cotton farm in rural Texas in the late 1930s, before Roberts was even born.
“The big white guy in town had a cotton farm. He came down and talked to my father and said: ‘You have seven kids that are old enough to pick cotton. I want them down there Monday morning,'” Roberts, 72, said in his office in Detroit’s Fisher Building, where he serves as emergency manager for DPS.

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Palm Beach County School Board tentatively passes $2.3B 2011-12 budget

Marc Freeman:

The new Palm Beach County public schools budget comes with a slight property tax increase, a $500 raise for all teachers, less than 100 employee layoffs, compliance with state class-size limits, and no major school construction projects.
Following a 20-minute hearing, the School Board on Wednesday voted 5-1 to tentatively approve a $2.3 billion spending plan for the 2011-12 school year. Major changes are not anticipated before the board’s final hearing and vote on Sept. 14.
“I’m not going to support it because we are giving some people raises while laying off others,” said board Vice Chairwoman Debra Robinson. Board member Monroe Benaim was absent, and no one from the public commented before the vote.

The Palm Beach County School District supports 172,664 students and spends $13,320 each, based on a $2,300,000,000 budget. Locally, Madison budget plans to spend about $362,000,000 for 25,000 students; $14,480 per student..

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Chicago needs school vouchers. And Rahm needs to meditate.

John Kass:

Mayor Rahm Emanuel certainly made news over his angry, finger-wagging scolding of NBC Chicago TV reporter Mary Ann Ahern the other day.
Ahern dared ask the Rahmfather whether he’d send his kids to the public schools he controls. He reportedly became indignant, took off his microphone and ended the interview.
Later, and with great courtesy, Emanuel revisited the topic with a rival station — which then reported the big exclusive that the mayor was sending his children to a private school.
Emanuel runs Chicago Public Schools. He’s shown grit to stand publicly and admonish the teachers union to improve the product. But he decided his children will not attend the public schools.

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An Open Letter to the Wisconsin Read To Lead Task Force on Implementing Common Core Academic Standards; DPI: “Leading Us Backwards”

Dan Gustafson, PhD 133K PDF, via a kind email from the Wisconsin Reading Coalition:

WRC recommends reading the following open letter from Madison neuropsychologist Dan Gustafson to the Governor’s Read to Lead task force. It reflects many of our concerns about the state of reading instruction in Wisconsin and the lack of an effective response from the Department of Public Instruction.
An Open Letter to the Read-To-Lead Task Force
From Dan Gustafson, PhD
State Superintendent Evers, you appointed me to the Common Core Leadership Group. You charged that the Leadership Group would guide Wisconsin’s implementation of new reading instruction standards developed by the National Governors’ Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO).
It is my understanding that I was asked to join the group with the express purpose of bringing different voices to the table. If anything, my experience with the group illustrates how very far we need to go in achieving a transparent and reasoned discussion about the reading crisis in Wisconsin.
DPI Secretly Endorses Plan Created by Poor Performing CESA-7
I have grave concerns about DPI’s recent announcement that Wisconsin will follow CESA-7’s approach to implementing the Common Core reading standards. DPI is proposing this will be the state’s new model reading curriculum.
I can attest that there was absolutely no consensus reached in the Common Core group in support of CESA-7’s approach. In point of fact, at the 27th of June Common Core meeting, CESA-7 representative Claire Wick refused to respond to even general questions about her program.
I pointed out that our group, the Common Core Leadership Group, had a right to know about how CESA-7 intended to implement the Common Core Standards. She denied this was the case, citing a “non-disclosure agreement.”
The moderator of the discussion, DPI’s Emilie Amundson, concurred that Claire didn’t need to discuss the program further on the grounds that it was only a CESA-7 program. Our Common Core meeting occurred on the 27th of June. Only two weeks later, on July 14th, DPI released the following statement:
State Superintendent Evers formally adopted the Common Core State Standards in June 2010, making Wisconsin the first state in the country to adopt these rigorous, internationally benchmarked set of expectations for what students should know and are expected to do in English Language Arts and Mathematics. These standards guide both curriculum and assessment development at the state level. Significant work is now underway to determine how training will be advanced for these new standards, and DPI is currently working with CESA 7 to develop a model curriculum aligned to the new standards.
In glaring contrast to the deliberative process that went into creating the Common Core goals, Wisconsin is rushing to implement the goals without being willing to even show their program to their own panel of experts.
What Do We Know About Wisconsin/CESA-7’s Model Curriculum?
As an outsider to DPI, I was only able to locate one piece of data regarding CESA-7’s elementary school reading performance:
4TH GRADE READING SCORES, 2007-08 WKCE-CRT,
CESA-7 IS AMONG THE WORST PERFORMING DISTRICTS.
CESA-7 RANKED 10TH OF THE 12 WISCONSIN CESA’S.
What Claire did say about her philosophy and the CESA-7 program, before she decided to refuse further comment, was that she did not think significant changes were needed in reading instruction in Wisconsin, as “only three-percent” of children were struggling to read in the state. This is a strikingly low number, one that reflects an arbitrary cutoff for special education. Her view does not reflect the painful experience of the 67% of Wisconsin 4th graders who scored below proficient on the 2009 National Assessment of Educational Progress.
As people in attendance at the meeting can attest, Claire also said that her approach was “not curriculum neutral” and she was taking a “strong stand” on how to teach reading. Again, when I pressed her on what these statements meant, she would only reference oblique whole language jargon, such as a belief in the principal of release from instruction. When I later asked her about finding a balance that included more phonics instruction, she said “too much emphasis” had been given to balanced literacy. After making her brief statements to the Common Core group, she said she had already disclosed too much, and refused to provide more details about the CESA-7 program.
Disregarding Research and Enormous Gains Made by other States, Wisconsin Continues to Stridently Support Whole Language
During the remainder of the day-long meeting on the 27th, I pressed the group to decide about a mechanism to achieve an expert consensus grounded in research. I suggested ways we could move beyond the clear differences that existed among us regarding how to assess and teach reading.
The end product of the meeting, however, was just a list of aspirational goals. We were told this would likely be the last meeting of the group. There was no substantive discussion about implementation of the goals–even though this had been Superintendent Evers’ primary mandate for the group.
I can better understand now why Emilie kept steering the discussion back to aspirational goals. The backroom deal had already been made with Claire and other leaders of the Wisconsin State Reading Association (WSRA). It would have been inconvenient to tell me the truth.
WSRA continues to unapologetically champion a remarkably strident version of whole-language reading instruction. Please take a look at the advocacy section of their website. Their model of reading instruction has been abandoned through most the United States due to lack of research support. It is still alive and well in CESA-7, however.
Our State Motto is “Forward”
After years of failing to identify and recommend model curriculum by passing it off as an issue of local control, the DPI now purports to lead. Unfortunately, Superintendent Evers, you are now leading us backward.
Making CESA-7 your model curriculum is going to cause real harm. DPI is not only rashly and secretly endorsing what appears to be a radical version of whole language, but now school districts who have adopted research validated procedures, such as the Monroe School District, will feel themselves under pressure to fall in line with your recommended curriculum.
By all appearances, CESA-7’s program is absolutely out of keeping with new Federal laws addressing Response to Intervention and Wisconsin’s own Specific Learning Disability Rule. CESA-7’s program will not earn us Race to the Top funding. Most significantly, CESA-7’s approach is going to harm children.
In medicine we would call this malpractice. There is clear and compelling data supporting one set of interventions (Monroe), and another set of intervention that are counter-indicated (CESA-7). This is not a matter of opinion, or people taking sides. This is an empirical question. If you don’t have them already, I hope you will find trusted advisors who will rise above the WSRA obfuscation and just look at the data. It is my impression that you are moving fast and receiving poor advice.
I am mystified as to why, after years of making little headway on topics related to reading, DPI is now making major decisions at a breakneck pace. Is this an effort to circumvent the Read-To-Lead Task Force by instituting new policies before the group has finished its scheduled meetings? Superintendent Evers, why haven’t you shared anything about the CESA-7 curriculum with them? Have you already made your decision, or are you prepared to show the Read-To-Lead that there is a deliberative process underway to find a true model curriculum?
There are senior leaders at DPI who recognize that the reading-related input DPI has received has been substantially unbalanced. For example, there were about five senior WSRA members present at the Common Core meetings, meaning that I was substantially outnumbered. While ultimately unsuccessful due to logistics, an 11th hour effort was made to add researchers and leadership members from the Wisconsin Reading Coalition to the Common Core group.
The Leadership Group could achieve what you asked of it, which is to thoughtfully guide implementation of the Common Core. I am still willing to work with you on this goal.
State Superintendent Evers, I assume that you asked me to be a member of the Leadership Group in good faith, and will be disappointed to learn of what actually transpired with the group. You may have the false impression that CESA-7’s approach was vetted at your Common Core Leadership Group. Lastly, and most importantly, I trust you have every desire to see beyond destructive politics and find a way to protect the welfare of the children of Wisconsin.
Sincerely,
Dan Gustafson, PhD, EdM
Neuropsychologist, Dean Clinic

View a 133K PDF or Google Docs version.
Related:
How does Wisconsin Compare: 2 Big Goals.
Wisconsin Academic Standards

Wisconsin Teacher Content Knowledge Requirement Comparison

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US Education Perspective from a Tech CEO

The Financial Times:

Kevin Johnson, chief executive of Juniper Networks, one of the biggest network equipment makers, talks to the FT’s Paul Taylor about cloud computing, innovation, video and his worries about the failure of the US education system to produce home-grown talent

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Chesterton on Dickens on education

Chan Stroman:

It is singular that Dickens, who was not only a radical and a social reformer, but one who would have been particularly concerned to maintain the principle of modern popular education, should nevertheless have seen so clearly this potential evil in the mere educationalism of our time — the fact that merely educating the democracy may easily mean setting to work to despoil it of all the democratic virtues. It is better to be Lizzie Hexam and not know how to read and write than to be Charlie Hexam and not know how to appreciate Lizzie Hexam. It is not only necessary that the democracy should be taught; it is also necessary that the democracy should be taught democracy. Otherwise it will certainly fall a victim to that snobbishness and system of worldly standards which is the most natural and easy of all the forms of human corruption. This is one of the many dangers which Dickens saw before it existed. Dickens was really a prophet; far more of a prophet than Carlyle.

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Indiana private schools open their doors

Marketplace:

They’re out to show private colleges can be affordable.
Weighing the costs of education (iStockPhoto)
KAI RYSSDAL: Here’s something to interrupt the relaxing summer of a lot of high schoolers out there. It’s usually fall of senior year or so that the college search begins in earnest. But really, why wait?
This week, all 31 private colleges in the state of Indiana are opening their doors to prospective students. A lot of states, in fact, now have some kind of private college week.
From the Marketplace Education Desk at WYPR in Baltimore, Amy Scott explains it’s all about perceptions.

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Series Overview: The Cost Of Dropping Out

Cindy Johnston:

Of all the problems this country faces in education, one of the most complicated, heart-wrenching and urgent is the dropout crisis. Nearly 1 million teenagers stop going to school every year.
The impact of that decision is lifelong. And the statistics are stark:
The unemployment rate for people without a high school diploma is nearly twice that of the general population.
Over a lifetime, a high school dropout will earn $200,000 less than a high school graduate and almost $1 million less than a college graduate.
Dropouts are more likely to commit crimes, abuse drugs and alcohol, become teenage parents, live in poverty and commit suicide.
Dropouts cost federal and state governments hundreds of billions of dollars in lost earnings, welfare and medical costs, and billions more for dropouts who end up in prison.
NPR is looking at the dropout crisis through the stories of five people. Three dropped out of school years ago. They talk about why they left school, the forces in their lives that contributed to that decision and its impact in the years since.

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Wisconsin Public School Advocates to Rally at the Capitol, Saturday July 30, 3:00 PM

99K PDF, via a TJ Mertz email:

As hundreds of thousands of public school supporters gather in Washington DC the weekend of July 28 to 30, 2011, Wisconsin advocates will hold a rally in support of the Save Our Schools agenda at 3:00 PM on Saturday July 30, near the State St. entrance to the Capitol.
“Public schools are under attack. There is a need for national, state, and local action in support of our schools. Wisconsin has been ground zero in this; the Save Our Schools demands from the Guiding Principles provide a great framework to build our state movement and work to expand opportunities to learn” said education activist Thomas J. Mertz.
The Save Our Schools demands are:

  • Equitable funding for all public school communities
  • An end to high stakes testing used for the purpose of student, teacher, and school evaluation
  • Teacher, family and community leadership in forming public education policies
  • Curriculum developed for and by local school communities

Doing more with less doesn’t work. “The time to act is now. While phony debates revolve around debt ceilings, students and teachers across the country are shortchanged. We need real reform, starting with finally fixing the school funding formula, and putting families and communities first. What child and what teacher don’t deserve an excellent school?” said rally organizer Todd Price, former Green Party Candidate for Department of Public Instruction and Professor of Teacher Education National Louis University.
The event will feature speeches from educators, students, parents and officials, as well as opportunities for school advocates from throughout Wisconsin to connect and organize around issues of importance in their communities.

For more information, visit: http://www.saveourschoolsmarch.org/ and http://saveourschoolswisconsin.wordpress.com/
Related:

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Caring for the Me Generation

Dr. Sara Goldrick-Rab

During the past semester, a time where I constantly felt split between my academic life and my civic life, I became acutely aware of an attitude among undergraduates that perplexed me. I tried writing about it , describing what readers pointed out (in a far more articulate manner than I’d managed) was a notable lack of empathy among some students.
Since I’ve spent the last 10 years trying to make convince higher education institutions to prioritize their students’ needs and desires, these realizations about who some of the students seemed to be and especially what they seemed to believe, made me pretty depressed. Don’t get me wrong: it’s not that I expect students to speak and act in one voice–far from it, given how much I value the democratic process. I don’t want them to share my opinions or perspectives, but rather simply want them to formulate opinions and perspectives after asking good questions and gathering and evaluating information. But what I hope for, most of all, is their recognition that they are part of a worldwide community of students, and their strength lies in that community. I hope that such a larger sense of the world will guide them to think of more than themselves, and to act for the greater good.

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The upside and downside of Wisconsin Governor Walker’s education vision

Alan Borsuk:

A heat dome has settled over much of American education. Is Gov. Scott Walker just going to add to the stifling atmosphere? Or is Walker right that there are cool breezes in his ideas for how to increase school quality overall?
First, the national perspective: You would think by now, the heat would have been drained from some of the debate about what works in education, especially when it comes to serving urban kids. People have been working on this for decades. Haven’t we figured out answers yet?
In most ways, no. Even a lot of things that seem like answers haven’t been brought successfully to wide use. Things that look good on paper (or in a political speech) have often accomplished little in reality. The profoundly troubling march to perpetuating educational failure, for the most part, continues.
As disappointment grows, the debates between “education reformers” and those who think the “reformers” are going in the wrong directions often have been contentious. If you follow the tweets and postings and such, you’ll find occasional light but a lot of heated rhetoric. Add in this year’s wars over the pay, benefits and unions of public employees, combined with the hyperpartisan nature of the times, and you have an atmosphere that should carry health warnings.

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When teachers weren’t maligned

Craig Barbian:

When I was growing up, there was a special mystique about teachers. They were looked up to and respected. No matter if you liked a teacher or not, you appreciated his or her efforts to educate children and prepare them for their future, no matter what that future would be.
Today, teachers are being portrayed as self-centered union lackeys who feel entitled to extraordinary benefits provided by taxpayers. Teachers appear to have suddenly morphed from members of a noble profession to members of the world’s oldest profession. What a turnaround.
My teachers over the years left an indelible mark on me and the person I became. They helped shape me, gave me encouragement and taught me to think for myself and question the status quo.
My first-grade teacher was Miss Darling (honestly). She was a sweet lady who I remember for her kindness and her patience as I struggled to master the simple act of tying my shoes. It has been almost 50 years since then, but I remember her clearly, drying my tears of frustration and embarrassment and helping me practice until I could finally tie my shoes.

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Was the $5 Billion Worth It? A decade into his record-breaking education philanthropy, Bill Gates talks teachers, charters–and regrets, Mea Culpa on Small Learning Communities; Does More Money Matter?

Jason Riley:

One of the foundation’s main initial interests was schools with fewer students. In 2004 it announced that it would spend $100 million to open 20 small high schools in San Diego, Denver, New York City and elsewhere. Such schools, says Mr. Gates, were designed to–and did–promote less acting up in the classroom, better attendance and closer interaction with adults.
“But the overall impact of the intervention, particularly the measure we care most about–whether you go to college–it didn’t move the needle much,” he says. “Maybe 10% more kids, but it wasn’t dramatic. . . . We didn’t see a path to having a big impact, so we did a mea culpa on that.” Still, he adds, “we think small schools were a better deal for the kids who went to them.”
The reality is that the Gates Foundation met the same resistance that other sizeable philanthropic efforts have encountered while trying to transform dysfunctional urban school systems run by powerful labor unions and a top-down government monopoly provider.
In the 1970s, the Ford, Carnegie and Rockefeller foundations, among others, pushed education “equity” lawsuits in California, New Jersey, Texas and elsewhere that led to enormous increases in state expenditures for low-income students. In 1993, the publishing mogul Walter Annenberg, hoping to “startle” educators and policy makers into action, gave a record $500 million to nine large city school systems. Such efforts made headlines but not much of a difference in closing the achievement gap.
Asked to critique these endeavors, Mr. Gates demurs: “I applaud people for coming into this space, but unfortunately it hasn’t led to significant improvements.” He also warns against overestimating the potential power of philanthropy. “It’s worth remembering that $600 billion a year is spent by various government entities on education, and all the philanthropy that’s ever been spent on this space is not going to add up to $10 billion. So it’s truly a rounding error.”

Much more on Small Learning Communities, here.

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The life and death of a Washington teenager in state care

Linda Thomas:

A new report from the Department of Social and Health Services summarizes a teenager’s life and death in eight pages. After bouncing him through 22 foster homes, it concludes that caseworkers and foster parents should have had more information about the boy’s history so they could have helped him.
Roger Eugene Benson was in state care when he left a group home in January, walked to a freeway overpass, jumped to I-5 below and died after being struck by a van. People who witnessed the suicide were horrified. People who didn’t know what was going were angry by the traffic delays caused when the Interstate was shut down during the afternoon commute.
In calling the State Patrol that day, I found out the victim was 15 years old. That struck me because I have a 15-year-old daughter. This kid, the boy who killed himself on I-5 , was somebody’s son.
What went wrong in his life?
Benson was born in December of 1995. His history with the state began when he was a toddler. His mother was investigated for abuse or neglect of her children, including Benson, six times. The last time CPS was called, in May of 1998, Benson was placed in protective custody. The boy and his siblings were placed in four foster homes within three years. The longest he was in any one home was two years.

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Conversation: Imagination in Education

PBS NewsHour:

JEFFREY BROWN: Welcome once again to Art Beat. I’m Jeffrey Brown. This week the Lincoln Center Institute, which is the education arm of Lincoln Center in New York, is holding what it bills as the first national conference focused on making imagination an integral part of American education. Scott Noppe-Brandon is the executive director of the institute, and he joins us now from New York. Welcome to you.
SCOTT NOPPE-BRANDON: Thanks, Jeff. Great to be with you again.
JEFFREY BROWN: What do you mean by imagination and why a conference?
SCOTT NOPPE-BRANDON: First, imagination for us is the capacity or ability to think of things as if they could be otherwise, to ask the ‘what if’ question. Creativity, by the way, for us is imagination enacted, using the formal language of a discipline to enact that imagination. And we take it to innovation, which for us is a new outcome pushing the forum in some way. The question of why a summit or why a discussion around it — the answer or the reason is that we believe if we can bring together influencers from commerce, culture and education, including science and business, we can have a discussion of why imagination and creativity in relationship to standards and accountability is an important statement for education in the United States today.
JEFFREY BROWN: The argument, if I get from reading the literature, is that imagination is a skill that can and should be taught in the schools.

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Iowa: Schools slip to “mediocrity”

Joe Dejka:

Iowa has slid from a national leader in elementary and secondary education to an average performer over the past 20 years as other states accelerated past it, according to a state report released today.
The Iowa report card — the first released under Republican Gov. Terry Branstad — provides an unvarnished assessment of the state’s academic performance and sounds a clarion call to improve. The report, “Rising to Greatness: An Imperative for Improving Iowa’s Schools,” says performance on various national and state tests show “an alarming slide toward mediocrity.”
In some ways, Iowa public schools have improved over years past, but other states have surged ahead, said Jason Glass, director of the Iowa Department of Education, which produced the report.
Restoring the greatness of Iowa schools will require more than “tinkering around the edges,” he said.

Wisconsin has slid, as well.

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SES and IQ

Steve Hsu:

A collaborator pointed out this nice figure (from the paper below), which is pretty self-explanatory, but let me emphasize the fairly wide SES (socioeconomic status) range of families under consideration. If SES were determined solely by household income the four categories in the graph would range from below $20k to above $100k per annum (2003 US income data).

See related posts SES and IQ and Random microworlds.

Note to Tiger Moms and Sociologists: Shared genes make people more alike, but shared family environment does not (very much). Feel free to disregard, though. Who needs data when you have an opinion? 🙂

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Why Faculty Productivity Data Matters

Rick O’Donnell:

First, a college education costs too much. Middle-class families can no longer afford tuition that increases faster than inflation, per capita personal income, consumer prices and even health insurance. Total student loan debt in America is $1 trillion and exceeds credit card debt. Taxpayer money stretches only so far, with health care, public safety and K-12 education claiming ever larger shares of state budgets.
Second, the higher education industry is undergoing a complete restructuring. Technology is fundamentally altering how courses are created and taught while upending the cost structure of delivery. New entrants – from for-profit white-label degree providers like 2tor to nonprofits like Khan Academy – are bringing disruptive innovation.

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A-plus for Rhode Island mayoral academy

Providence Journal:

Congratulations to the students, teachers and administrators of the Blackstone Valley Mayoral Academy, in Cumberland, who have achieved something extraordinary. All 152 of the kindergarten and first-grade students in the school who took the state Developmental Reading Assessment this year scored proficient, or better.
“To my knowledge, this is the first time in Rhode Island that every student at a school scored proficient or better on this early-grade assessment!” wrote Rhode Island Education Commissioner Deborah Gist in a congratulatory letter.
Literacy in the early grades is obviously a crucial foundation for learning throughout one’s school years, so this unprecedented achievement is one to celebrate.

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Kentucky National Guard Program for At-Risk Youth

Associated Press:

A National Guard school program for at-risk teenagers is scheduled to open in 2012 in eastern Kentucky.
The Appalachian Youth ChalleNGe Academy, to be housed in a renovated former elementary school, will be the second ChalleNGE school in Kentucky. Bluegrass ChalleNGe Academy at Fort Knox opened in 1999.
“Here in Harlan, we found a county with a school system that was willing to help make a program,” said Col. John Wayne Smith, director of the Fort Knox program. “We believe that with an academy here, we will be able to get kids to come who wouldn’t come to Fort Knox.”
The primary recruiting area for the new program is 23 counties in eastern Kentucky, with any remaining openings being offered to teens in the Appalachian region of neighboring states, Smith said last week in the Harlan Daily Enterprise.
“I was looking at the numbers in our target population. I found that Appalachia has a higher rate of these kids, but we also found that because of positive family connections in the area, youth are hesitant to leave and come to Fort Knox. We have had a few come to us, but nothing like the numbers we should be getting,” he said at a community meeting.

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It’s time to stop winking at teacher-student affairs

Bruce Macfarlane:

Universities are keen to present themselves as morally upright organisations committed to the very highest standard of conduct.
In recent years, a lot of attention has focused on ethics in research. Here, universities have introduced tight rules and approval processes for academics wanting to do research on human subjects.
But one of the most significant ethical issues in university life receives far less attention. This is how universities handle romantic and sexual relationships between faculty and students.

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1998 Study Assesses the Illinois Teacher Union’s Future

Mike Antonucci:

Teachers’ Unions: Back to the Future. Back in 1998, the Illinois Education Association commissioned the Global Business Network to assess the union’s direction for the next 10-15 years and help devise options for dealing with possible scenarios. The result, a report titled The Future of the Illinois Education Association [3.1MB PDF], is a fascinating read not just for its insights into the union’s strategic thinking, but for which “predictions” it got right and wrong.
I put the scare quotes around “predictions” because GBN was explicit in stating that the possible scenarios it outlined were not predictions, but merely various possibilities for which the union should plan. As the authors put it, “After imaginatively dwelling in each scenario, participants can develop strategic options that are appropriate to managing in just that scenario.”
GBN developed a matrix of four scenarios, based on the variables of strong vs. weak political environments, and strong vs. weak membership connection with the union. Each of the four contains at least some relevance to current events, although other aspects read like one of those “flying car, food pills” science fiction stories written in the 1930s about life in the 1970s.

Fascinating.

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Anti-PowerPoint revolutionaries unite

Lucy Kellaway:

Last week I saw two women getting into a cab outside an office in central London. Both were in high heels and smart suits and were struggling with a flip chart, its pages flapping in the wind. The quaint sight of the large pad on aluminium legs filled me with longing for the days when people giving presentations wrote things down with felt pens on big sheets of paper.
I might have forgotten this scene, were it not for the fact that the very next day I was sent an invitation to join a brand new political party in Switzerland, the Anti PowerPoint party. “Finally do something!” its slogan says.
Actually I’ve been quietly doing something for years: I’ve been declining to learn how to use the ubiquitous piece of software. As a presenter, I’m a PowerPoint virgin, though as an audience member I’ve been gang raped by PowerPoint slides more times than I can count.

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Left-handed youngsters face a range of problems at school that can be avoided

Julie McGuire:

My son is left-handed, has very messy handwriting and an awkward pencil grip that slows his writing hugely. I’ve tried to show him a more comfortable grip but find it difficult as I’m right-handed. I’ve also mentioned it to the teacher but it hasn’t made any difference.
Handwriting is certainly trickier for left-handers. They are often unable to see what they have just written so it is not unusual for them to develop an awkward grip and an uncomfortable posture, often tilting their paper to severe angles. It’s a hard habit to change.

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Foster parenting can be fulfilling for couples, but the well-being of the child is the main thing

Lau Kit-wai:

Leung Yuk-yin had enrolled her son in kindergarten in the early 1990s when she saw a television commercial calling for people to sign on as foster families. The recruitment drive rolled out at just the right time. Her boy was settling in nicely in the nursery, so the housewife from Tuen Mun suddenly found herself with time to spare.
“I like babies, and I enjoy the feeling of being a mother, so I made the call and got started,” she says.

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Parents Promote Disruptive Innovation

Tom Vander Ark:

Michael Horn spoke to the National Coalition Public School Options today in Washington DC. NCPSO is an extraordinary network of parents that advocate for educational options for families particularly online learning.

Horn is a coauthor of Disrupting Class and a leading advocate for online learning. He gave the roomful of discerning parents a little history of disruption.

In 1989, Clay Christensen joined the faculty of the Harvard Business School and began studying why successful organization fail. He found that the factors that had promoted success were often cause of the demise. These organizations would add sustaining innovations–think computers and cars–that made models a little better and a little more expensive every year. This cycle of product improvement leaves room for new competitors to fulfill similar needs for substantially less.

These “disruptive innovations” often replace non-consumption for under served consumers. In education non-consumption includes credit recovery, dropout recovery, and home education.

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The Internet Will Reduce Teachers Union Power Online learning means fewer teachers (and union members) per student.

Terry Moe:

This has been a horrible year for teachers unions. The latest stunner came in Michigan, where Republicans enacted sweeping reforms last month that require performance-based evaluations of teachers, make it easier to dismiss those who are ineffective, and dramatically limit the scope of collective bargaining. Similar reforms have been adopted in Wisconsin, Ohio, New Jersey, Indiana, Tennessee, Idaho and Florida.
But the unions’ hegemony is not going to end soon. All of their big political losses have come at the hands of oversized Republican majorities. Eventually Democrats will regain control, and many of the recent reforms may be undone. The financial crisis will pass, too, taking pressure off states and giving Republicans less political cover.
The unions, meantime, are launching recall campaigns to remove offending Republicans, initiative campaigns to reverse legislation, court cases to have the bills annulled, and other efforts to reinstall the status quo ante–some of which are likely to succeed. As of today, they remain the pre-eminent power in American education.
Over the long haul, however, the unions are in grave trouble–for reasons that have little to do with the tribulations of this year.
The first is that they are losing their grip on the Democratic base. With many urban schools abysmally bad and staying that way, advocates for the disadvantaged are demanding real reform and aren’t afraid to criticize unions for obstructing it. Moderates and liberals in the media and even in Hollywood regularly excoriate unions for putting job interests ahead of children. Then there’s Race to the Top–initiated over union protests by a Democratic president who wants real reform. This ferment within the party will only grow in the future.

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How to make college cheaper: Better management would allow American universities to do more with less

The Economist:

DEREK BOK, a former president of Harvard, once observed that “universities share one characteristic with compulsive gamblers and exiled royalty: there is never enough money to satisfy their desires.” This is a bit hard on compulsive gamblers and exiled royals. America’s universities have raised their fees five times as fast as inflation over the past 30 years. Student debt in America exceeds credit-card debt. Yet still the universities keep sending begging letters to alumni and philanthropists.
This insatiable appetite for money was bad enough during the boom years. It is truly irritating now that middle-class incomes are stagnant and students are struggling to find good jobs. Hence a flurry of new thinking about higher education. Are universities inevitably expensive? Vance Fried, of Oklahoma State University, recently conducted a fascinating thought experiment, backed up by detailed calculations. Is it possible to provide a first-class undergraduate education for $6,700 a year rather than the $25,900 charged by public research universities or the $51,500 charged by their private peers? He concluded that it is.
Mr Fried shunned easy solutions. He insisted that students should live in residential colleges, just as they do at Harvard and Yale. He did not suggest getting rid of football stadiums (which usually pay for themselves) or scrimping on bed-and-board.

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The State of Education Today: Where Has All The Money Gone? Administrative Bloat

Dr. Mark H. Shapiro:

[ Ed. Note: In the immediate aftermath of the CSU Board of Trustees approving a salary of $400,000 — 25% more than his predecessor was paid — for the new President of San Diego State University on July 12, 2011, this piece is particularly appropriate.]
Higher education is very important to California — to the students, to their parents, to the employers who hire the graduates, and to the people and organizations that fund the portion of the costs that is not covered by tuition. Therefore it is extremely important that educational funding be spent as efficiently as possible, and even more so in this time of financial distress.
I have taught at two campuses in the California State University system since 1998. My personal experiences at those schools raised concerns about administrative practices. Further research revealed statistics that all the stakeholders should be aware of, because of their effects on both the cost and quality of the education we provide.
For example, based on data in the California State University Statistical Abstract, the number of full-time faculty in the whole CSU system rose from 11,614 to 12,019 between 1975 and 2008, an increase of only 3.5 percent. In the same time period the total number of administrators rose 221 percent, from 3,800 to 12,183. In 1975, there were three full time faculty members per administrator, but now there are actually slightly more administrators than full-time faculty. If this trend continues, there could be two administrators per full-time faculty in another generation.
I currently teach at Cal Poly in Pomona, where the trends for the whole system also are visible. In 1984 we had 90 “Management Personnel Plan” employees, but in 2010 there were 132. Based on data provided by the chief financial officer, the total compensation of those employees, including fringe benefits, was $20.6 million in 2010.
To put this total into perspective, if the administrators were reduced by 42 to return to the same level as in 1984, the university could hire over 50 full-time faculty (who are typically paid less than administrators). These additional faculty could teach over 300 additional classes per year, which would make it easier for students to graduate in a more timely fashion. The additional instructors would also make it unnecessary to eliminate academic programs as is currently being proposed.

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Where Have All the Girls Gone?

Mara Hvistendahl:

How did more than 160 million women go missing from Asia? The simple answer is sex selection — typically, an ultrasound scan followed by an abortion if the fetus turns out to be female — but beyond that, the reasons for a gap half the size of the U.S. population are not widely understood. And when I started researching a book on the topic, I didn’t understand them myself.
I thought I would focus on how gender discrimination has persisted as countries develop. The reasons couples gave for wanting boys varies: Sons stayed in the family and took care of their parents in old age, or they performed ancestor and funeral rites important in some cultures. Or it was that daughters were a burden, made expensive by skyrocketing dowries.
But that didn’t account for why sex selection was spreading across cultural and religious lines. Once found only in East and South Asia, imbalanced sex ratios at birth have recently reached countries as varied as Vietnam, Albania, and Azerbaijan. The problem has fanned out across these countries, moreover, at a time when women are driving many developing economies. In India, where women have achieved political firsts still not reached in the United States, sex selection has become so intense that by 2020 an estimated 15 to 20 percent of men in northwest India will lack female counterparts. I could only explain that epidemic as the cruel sum of technological advances and lingering sexism. I did not think the story of sex selection’s spread would lead, in part, to the United States.

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Teachers, recent education grads, getting a lesson in supply and demand

George Basler:

Fresh out of graduate school, Ann Marie Eckerson is looking for her first full-time teaching job. The 26-year-old Apalachin woman has complied a list of credentials that experts say she will need in her search — a master’s degree from Binghamton University’s School of Education; teaching certifications in a number of areas; and two semesters of student-teacher experience in the Union-Endicott Central School District.
She also has the enthusiasm to follow in the footsteps of her father and mother, who were both teachers, and her brother and sister, who also went into the profession.
“I believed from a young age there was no better way to make an impact,” said the graduate of Seton Catholic Central High School.

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Teacher Evaluation and the Triumph of Empiricism

Kevin Carey:

A year ago, Adrian Fenty was the mayor of Washington, DC and Michelle Rhee was the chancellor of DC Public Schools. Rhee had made overhauling the DC system of teacher evaluation the centerpiece of her controversial and widely noted reforms. Instead of the standard system of seniority-based raises and nobody ever being fired for bad teaching, Rhee wanted to give the best teachers big raises and show the worst teachers the door.
The American Federation of Teachers was so alarmed by the prospect of the DC teachers union acceding to this plan that AFT President Randi Weingarten shoved aside local leadership and forced Rhee into a protracted series of negotiations. But because teacher evaluation is legally excluded from collective bargaining in DC, Rhee was able to put her system in place unilaterally. After a year of evaluations under the new IMPACT evaluation system, she made good on her promise: big raises for the highest performers in a time when teacher salaries were being cut and frozen in other cities, pink slips for the lowest performers, and a one-year grace period for hundreds more “minimally effective” teachers who would be fired if they didn’t improve. Unable to stop the plan through negotiations, the AFT turned to raw politics, pouring $1 million into Vincent Gray’s campaign to unseat Fenty. Gray won, and Rhee’s divisive tenure soon came to an end.

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Wisconsin Governor Walker instructs us on future of schools; Notes on Teacher Content Knowledge Requirements

Alan Borsuk:

Scott Walker, the governor who set the stage for a burst of educational excellence? The guy who helped teachers make their work more successful and more rewarding (at least intangibly)?
Goodness, turning those question marks into periods is going to be a project. It’s hard to imagine how Walker’s standing among teachers could be lower.
But Walker thinks that will be the verdict several years from now.
By winning (as of now) the epic battle to cut school spending and erase almost all collective bargaining powers for teachers, as well as other educational battles, Walker has changed the realities of life in just about every school in the state, including many private schools.
The focus through our tumultuous spring was on money, power and politics. Now the focus is shifting to ideas for changing education itself.
So what are Walker’s ideas on those scores?
In a 40-minute telephone interview a few days ago, Walker talked about a range of education questions. There will be strong criticism of a lot of what he stands for. Let’s deal with that in upcoming columns. For the moment, I’m going to give Walker the floor, since, so far this year, the tune he calls has been the tune that the state ends up playing. Here are some excerpts:

Much like our exploding federalism, history will certainly reveal how Walker’s big changes played out versus the mostly status quo K-12 world of the past few decades. One thing is certain: the next 10 years will be different, regardless of how the present politics play out.
I found the interview comments on the teacher climate interesting. Watching events locally for some time, it seems that there is a good deal more top down curricular (more) and pedagogy (teaching methods) dogma from administrators, ed school grants/research and others.
Other states, such as Minnesota and Massachusetts have raised the bar with respect to teacher content knowledge in certain subjects.
Wisconsin teacher license information.
Related: 2 Big Goals for Wisconsin.

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Debt fears drive US youth away from college

Hal Weitzman:

The eldest of Pamela Fettes’ three sons only recently celebrated his 15th birthday, but she is already worrying about the cost of their college education.
Ms Fettes, a 46-year-old single mother, lives in Belvidere, a blue-collar town 70 miles north-west of Chicago. She earns $50,000 a year as a regional healthcare co-ordinator, putting her right at the US’s median household income – although she also works two nights a week as a hospital clerk and decorates cakes on the side. She took on the extra work after being diagnosed with breast cancer in 2008 and getting divorced last year, both of which involved considerable expense.
Ms Fettes says she has about $200 left each month after all her bills are paid, but she is also trying to pay down $8,000 in credit card debt and has little saved up, meaning she will be unable to contribute to the cost of her sons’ higher education.

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When Teachers Cheat–And Then Blame the Test

Kyle Wingfield:

Only two years ago, Atlanta Public Schools were the toast of the educational establishment. Scores on standardized tests had been rising–skyrocketing, in some cases–for a decade. In February 2009, schools chief Beverly Hall was feted as national superintendent of the year.
Two months later, dozens of Ms. Hall’s teachers and principals engaged in the annual ritual required to produce such success: They cheated on the state standardized test.
The difference between 2009 and previous years of cheating (dating back at least as far as 2006, and perhaps 2001) was that reporters at my newspaper, the Atlanta Journal-Constitution, questioned the schools’ remarkable scores on Georgia’s Criterion-Referenced Competency Test. Those articles prompted an investigation by then-Gov. Sonny Perdue, and this month the devastating final report arrived. It uncovered cheating by adults in 44 schools, covering 1,508 classes–almost all of them serving low-income, minority students.

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School District Competition & Budgets

Bryan Setser:

A typical school district’s reaction to tight budgets is to cut, cut, cut. While cutting education waste can sharpen focus, cutting into innovation leaves your district extremely vulnerable to competition. School districts are no longer just competing against the local private school; rather they are competing with education over the net and the global market place as well. Now more than ever we need contenders.
With the right trainers, district leaders or contenders can become innovation champions for kids. Here’s four ways you can step into the ring and put on the gloves for the upcoming education fight with the rest of the world.
Complete an Open Education Resource Scan – What are you paying for in your district with educational technology? What outcomes have you realized? Is there an open free alternative? Can this resource be shared among multiple users for multiple purposes? Example: Are you paying for a learning management system and creating your own content? Or, are you using a free engine and wrapping it around content not just for instruction but for professional development as well.

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Beyond the Bubble Test: How Will We Measure Learning in the Future?

Tina Barseghian

Last September, Secretary of Education Arne Duncan announced: “Today is a great day! I have looked forward to this day for a long time-and so have America’s teachers, parents, students, and school leaders.”
Duncan was excited about a new way of testing students, one that goes “beyond the bubble test,” the standardized assessments students take every year that have long been criticized as not only useless in measuring any kind of real learning, but actually detrimental to the entire education system.
Ask most teachers, and you’ll hear a litany of reasons why they detest these assessments. They contend the current tests have no bearing on student learning. They waste time that could be better spent in class (the former president of United Teachers Los Angeles, “dismisses the weeks before spring testing as ‘Bubbling-In 101,'” according to a Los Angeles Times article.) They complain about having to teach to the tests, leaving them little time to try new ways of engaging students. And in some states, teachers are evaluated based on those very scores.

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More Race to Top Winners Push Back Promises

Michele McNeil:

The list of delays states are encountering in implementing their Race to the Top plans keeps getting longer.
Every state but Georgia has now amended its Race to the Top plan in some way, usually to push back a timeline or scale back an initiative. In all, the dozen winners from the $4 billion competition have changed their plans, so far, 25 times, according to the list of amendments approved by the U.S. Department of Education. Remember, the winners were chosen based, at least in part, on their promises in those plans.
The changes includes a 32-page amendment with dozens of changes to New York’s plan, including one of the first amendments I’ve seen that doesn’t just push back a timeline, but eliminates a small piece of the state’s plan. That particular amendment eliminates a $10 million program to provide competitive grants for charter school facilities in New York, and redistributes the money across a few other programs, including a general “school innovation fund.” This may–or may not–be a big deal, but it’s at least worth noting.

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Credit for life experiences available at two-year schools

Rob Moritz:

A new program beginning this fall will allow some older students attending Arkansas’ two-year colleges to receive credit for their life experiences.
Ed Franklin, executive director of the Arkansas Association of Two-Year Colleges announced today that Chicago-based Council for Adult and Experiential Learning will offer a six-week evaluation and assessment class to students who are interested to see if their life experiences can be turned into college credit.
CAEL currently offers similar programs to more than 80 colleges in all 50 states, said Mark Campbell, vice president of LearningCounts.org, the online portal where students take the six-week assessment and evaluation class.

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Internet Use Affects Memory, Study Finds

Patricia Cohen:

The widespread use of search engines and online databases has affected the way people remember information, researchers are reporting.
The scientists, led by Betsy Sparrow, an assistant professor of psychology at Columbia, wondered whether people were more likely to remember information that could be easily retrieved from a computer, just as students are more likely to recall facts they believe will be on a test.
Dr. Sparrow and her collaborators, Daniel M. Wegner of Harvard and Jenny Liu of the University of Wisconsin, Madison, staged four different memory experiments. In one, participants typed 40 bits of trivia — for example, “an ostrich’s eye is bigger than its brain” — into a computer. Half of the subjects believed the information would be saved in the computer; the other half believed the items they typed would be erased.

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State bans unhealthy food sales in schools

Kay Lazar:

Sugary soft drinks, diet sodas, and artery-clogging food will be a thing of the past at Massachusetts public school snack shops, vending machines, and a la carte cafeteria lines under rules unanimously approved yesterday by state health regulators.
The nutrition standards adopted by the Public Health Council take effect in the 2012-2013 school year and are believed by advocates to be among the most comprehensive in the country.
But the council – an appointed panel of doctors, consumer advocates, and professors – delayed a ban on sweetened, flavored milk until August 2013 to give schools more time to find other ways to encourage children to drink milk.

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Atlanta School Scandal Sparks House Cleaning

The Economist:

The interim superintendent of Atlanta’s public schools promised to reform the district and remove teachers and supervisors implicated in one of the nation’s biggest cheating scandals.
Erroll Davis Jr. removed the city’s four area superintendents as well as two principals this week, pending further investigation into cheating on standardized tests. At the same time, a former Atlanta deputy superintendent agreed to go on paid leave from a Texas school district that hired her earlier this year.
All were named in an 800-page state report released last week that outlined widespread, systematic cheating by students, teachers and administrators on standardized tests required annually at Georgia’s elementary and middle public schools. The cheating, which was intended to raise scores to meet performance benchmarks, involved practices such as teachers erasing incorrect answers on the standardized tests.

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The Innovative University

Clay Christensen & Henry Eyring

Clayton Christensen and Henry Eyring, building on Christensen’s contribution to business, health care and K-12 education, apply Christensen’s model of disruptive innovation to higher education. Unlike the many doom-and-gloom books of recent years, this work offers a hopeful analysis of the university and its traditions and how it must find new models for the future.
“The Innovative University” builds upon the theory of “disruptive innovation” and applies it to the world of higher education. The concept, originally introduced by Christensen in his best-selling book “The Innovator’s Dilemma,” holds that sustaining institutions or models exist, until change “disrupts” the traditional or “sustaining” model. In the case of higher education, the disruptor to the traditional university might be a recession, the rise of for-profit schools or the prevalence of high-quality online programs. The authors suggest that to avoid the pitfalls of disruption and turn the scenario into a positive and productive one, universities must change their institutional “DNA.”

More, here.

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Grading New Mexico schools? Proceed with caution

The New Mexican:

As part of Gov. Susana Martínez’s education-reform effort, she persuaded the New Mexico Legislature to pass a bill by which our public schools will be given grades.
It’s an exercise in teacher/administrator accountability, and pretty clearly the public needs more accountability from those folks; our state for years has been at the bottom of national rankings in education, and toward the top when it comes to dropouts.
Education and jobs tend to be a chicken-and-egg proposition — so, figure the governor and her choice as education secretary, Hanna Skandera, let’s begin where we have the chance, and the challenge, of improving the poultry.
But the new school year and the school-grading process are fast approaching. Some superintendents question the state’s readiness to apply A’s, B’s, C’s, D’s and F’s — especially considering the damage those last two letters might do.

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Oregon education reform bills aim to create more flexible, individualized public schools with proficiency grouping

Bill Graves:

In the typical Oregon public school classroom, students of the same age work at achievement levels that often vary by two or three grades, sometimes more.
That didn’t make sense to Mary Folberg. When she launched Northwest Academy, a private college preparatory school for grades 6-12 in downtown Portland, she grouped students the way she did as a dance instructor at Jefferson High, by proficiency rather than age.
That’s the seismic shift Gov. John Kitzhaber wants to make in the state’s public school system through a package of education bills passed by the Legislature last month.
At the heart of the package is one bill pushed by Kitzhaber to create paths from pre-school through college on which students advance at their own paces. The bill creates a 15-member Oregon Education Investment Board, chaired by the governor, to control the purse strings on all levels of education from preschool through college — about $7.4 billion or half of the state general fund.

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Highly rated instructors go beyond teaching to the standardized test

Teresa Watanabe:

Some Southern California teachers are finding ways to keep creativity in the lesson plan even as they prepare their students for standardized tests.
Even as the annual state testing season bore down on her this spring, fourth-grade teacher Jin Yi barely bothered with test prep materials. The Hobart Boulevard Elementary School teacher used to spend weeks with practice tests but found they bored her students.
Instead, she engages them with hands-on lessons, such as measuring their arms and comparing that data to solve above-grade-level subtraction problems.
“I used to spend time on test prep because I felt pressured to do it,” said Yi, who attended Hobart in Koreatown herself and returned a decade ago to teach. “But I think it’s kind of a waste of time. The students get bored and don’t take it seriously and it defeats the purpose.”

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Point/Counterpoint: Message From a Charter School: Thrive or Transfer

In 2008, when Katherine Sprowal’s son, Matthew, was selected in a lottery to attend the Harlem Success Academy 3 charter school, she was thrilled. “I felt like we were getting the best private school, and we didn’t have to pay for it,” she recalled.
And so, when Eva S. Moskowitz, the former city councilwoman who operates seven Success charter schools in Harlem and the Bronx, asked Ms. Sprowal to be in a promotional video, she was happy to be included.
Matthew is bright but can be disruptive and easily distracted. It was not a natural fit for the Success charters, which are known for discipline and long school days. From Day 1 of kindergarten, Ms. Sprowal said, he was punished for acting out.
“They kept him after school to practice walking in the hallway,” she said.
Several times, she was called to pick him up early, she said, and in his third week he was suspended three days for bothering other children.

Eva Moskowitz responds, via Whitney Tilson:

The facts clearly show that Success Academies’ educators are incredibly committed to serving children with special needs, we serve a high percentage, and do not push out children who don’t “thrive.” The Success Academies’ special education population is equal to the citywide average of 12.5%. Our ELL population is 9.6%, and when you factor in children who we have successfully taught English (and are no longer ELL), we clearly educate the same children. As Winerip points out, our student attrition rate is significantly lower than our co-located schools and the citywide average.
As the paper trail examined by Winerip clearly indicates, no one pressured Ms. Sprowal to leave the school. Her son did not have an IEP until 3 years after he left the school. When the family left the school in 2008, Ms. Sprowal wrote effusive emails about how happy she was with how the school handled her situation. Three years later, after coaching from the United Federation of Teachers, his mother is now unhappy. The UFT spent five years hovering over our schools to find hordes of students who were unfairly “pushed” out, and the best they could find was a single story with a happy ending.
Most educators would agree that children are different and don’t all excel in the same settings. That’s why having choices is so important. Different schools are different in their approaches. Some are strict, some less strict, some have bigger class sizes, some smaller etc.. It is our obligation to advise a parent that there might be a better setting for their child.
Our schools are a work in progress, every day we try to do better for the largest number of children. While I don’t believe that the school mishandled the situation, we are always working to improve how we serve children with all types of needs. For next year, we have added a 12:1:1 program at two of our schools and a Director of Special Education at the network-level who comes from the city’s District 75.
What is most troubling about several of Winerip’s recent columns is the suggestion that low-performing schools can’t be expected to do any better. Winerip recently wrote that it wasn’t Jamaica High School’s fault that only 38% of its kids graduate with regents diplomas, because it gets more of the tough-to-serve kids (2% more homeless children, 6% more children with special needs). What school could possibly do better under those circumstances?
The theme is repeated in this story. 33% of 4th graders passed the state ELA test at PS 75, but public schools like PS 75 get more tough-to-serve children. (PS 75 does not, but schools like it do, he argues) When schools like ours have 86% of 4th graders passing the same test, it must be because we don’t have the same kids, because schools can’t possibly be expected to do that well.
Winerip also makes the argument that schools like PS 75 care about children and thus have low test scores while schools like Harlem Success Academy don’t care about children and thus have high test scores.
Those are both false arguments that we must dispel if we’re to improve the quality of public education. Schools with tough-to-serve children can do better and it’s possible to care about children AND want them to perform well on tests.
At Success Academies, we want children to achieve at high levels AND we care deeply about their social and emotional development. We aim to create schools that are nurturing, joyful, and compelling AND that prepare children to excel in whatever their chosen field. I tell our principals, our true measure of success is whether children race through the door each morning and are disappointed to leave each day because school is just that compelling. Do we also want our children to score well on tests? Yes. High performance and joy are not mutually exclusive.
Warmly,
Eva Moskowitz
CEO and Founder

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Colleges in Crisis: Disruptive change comes to American higher education

Clayton M. Christensen and Michael B. Horn:

America’s colleges and universities, for years the envy of the world and still a comfort to citizens concerned with the performance of the country’s public elementary and secondary schools, are beginning to lose their relative luster. Surveys of the American public and of more than 1,000 college and university presidents, conducted this past spring by the Pew Research Center in association with the Chronicle of Higher Education, revealed significant concerns not only about the costs of such education, but also about its direction and goals.
Despite a long track record of serving increasing numbers of students during the past half-century, graduation rates have stagnated. A higher proportion of America’s 55- to 64-year-old citizens hold postsecondary degrees than in any other country–39 percent–but America ranks only tenth in the same category for its citizens aged 25 to 34 (at 40 percent). And none of America’s higher-education institutions have ever served a large percentage of its citizens–many from low-income, African-American, and Hispanic families.
Indeed, the quality of America’s colleges and universities has been judged historically not by the numbers of people the institutions have been able to educate well, regardless of background, but by their own selectivity, as seen in the quality and preparedness of the students they have admitted. Those institutions that educated the smartest students, as measured by standardized tests, also moved up in the arms race for money, graduate students, and significant research projects, which in turn fueled their prestige still further, as faculty members at such schools are rewarded for the quality of research, not for their teaching.

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Teaching Math Right

Conrad Wolfram Video.

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Law Schools Get Practical With the Tight Job Market, Course Emphasis Shifts From Textbooks to Skill Sets

Patrick Lee:

Looking to attract employers’ attention, some law schools are throwing out decades of tradition by replacing textbook courses with classes that teach more practical skills.
Indiana University Maurer School of Law started teaching project management this year and also offers a course on so-called emotional intelligence. The class has no textbook and instead uses personality assessments and peer reviews to develop students’ interpersonal skills.
New York Law School hired 15 new faculty members over the past two years, many directly from the ranks of working lawyers, to teach skills in negotiation, counseling and fact investigation. The school says it normally hires one or two new faculty a year, and usually those focused on legal research.

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Signaling and Education

Tyler Cowen:

p>Pursuing this topic, here are some of the good or interesting papers I discovered:

This UK piece reframes the David Card IV literature in terms of signaling and with UK data estimates that signaling accounts for one-third of the educational wage premium. It uses a “compulsory” instrumental variable from earlier UK schooling reforms.

Here is the Hanming Fang paper (IER): “…productivity enhancement accounts for close to two-thirds of the college wage
premium.” It uses very different techniques, based on simulations, not IV and the like.

This paper shows that rank measure in class doesn’t affect earnings, contrary to what signaling theories should predict. This may be a puzzle for learning theories as well.

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Can Iowa schools regain luster?

Lee Rood:

The last time Iowa was considered No. 1 overall in education, teachers faced fewer challenges in the classroom, students were more homogenous and school districts required less of them to graduate.
That was 1992.
Today, as Gov. Terry Branstad endeavors to restore the state’s standing as a national education leader, teachers, policymakers and politicians fiercely disagree over what it will take to get back on top. Some dispute that Iowa’s students have slid dramatically in performance at all.
What the different factions do agree on is that Iowa is experiencing rapid change in the classroom: Students are significantly poorer, more urban and more diverse than they were in 1992. Course work is more rigorous than it was in the early 1990s but, in an increasingly competitive global economy, that course work is still not believed to be enough.

Change is hard for most organizations. It is easy to live on the “fumes” of the past, until it is too late to change.
How does Wisconsin compare to the world? Learn more at www.wisconsin2.org

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Indiana Website explains vouchers Parents’ 1st step: Apply to an approved private school

Niki Kelly:

The Indiana Department of Education on Friday unveiled a website to provide information about the newly approved state voucher system.
The site includes an initial list of eligible private schools and answers to frequently asked questions.
Lawmakers in April approved vouchers, which will provide state dollars to Hoosier kids who want to attend private or parochial schools.
The amount of money available for a student depends on the household income and the local district’s state funding. . A family of four, for example, could make up to $62,000 and still be eligible for a partial voucher.

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For higher education, the bar keeps getting lower

Paul Greenberg:

Higher education keeps getting lower. And not just in my home state, where the core curriculum at the University of Arkansas’ campus at Fayetteville is being hollowed out. It’s happening all over. In Britain, the study of the humanities is being diluted, too.
Happily, this sad trend has inspired a familiar reaction. Over here, as state universities cut back on required courses that once were considered necessary for a well-rounded education, small liberal arts colleges have taken up the slack. Now comes word from England that A.C. Grayling, the renowned philosopher, has joined with other free-spirited academics to start a new, private College of the Humanities.
These new schools are part of an old tradition. Isn’t that how the first universities in Europe began — as communities of scholars teaching the classical curriculum? They were founded, organized and run by the faculty, not administrators. And out of those universities came a great renaissance, the rebirth of classical education after what we now call the Dark Ages.

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Starting on the right note

Rebecca Tyrrel:

Roger Pascoe, head of music at Hanover primary school in Islington, north London, says 11-year-old Gabriel Millard-Clothier throws himself into everything he does. Gabriel plays the flute, the violin and the bass recorder and has recently been awarded a £1,000 ($1,600) bursary from the London Symphony Orchestra, which means he gets a year’s mentoring from a senior orchestra member. He has already played on stage at the Barbican.
Gabriel’s sister, Phoebe, 13, plays piano (classical and jazz) and the cello. Then comes younger sister, Honey, eight, on piano, flute and descant recorder and finally six-year-old Lucien, who plays classical guitar. Is this a typical family? Is Hanover primary an unusually musical school? Pascoe says the headteacher is keen on music and promotes it. Gabriel thinks Pascoe is an awesome teacher. On the other hand, Gabriel doesn’t like to practise. “No child likes to practise,” says Pascoe. “That would be strange.”
Phoebe has a music scholarship at St Marylebone School in London, a top state school. Competition is intense: for entry in September 2011, the school had more than 200 applicants for eight music places.
The numbers reflect a trend: many children are taking up one, if not two or three musical instruments despite the costs, which can run into thousands of pounds for a family with two or three children and much more for someone such as the writer and broadcaster Rosie Millard, mother of the Millard-Clothier children. While she may be at the extreme end of the spectrum (her children’s regime is detailed in her blog, helicoptermum.com), Millard is certainly not alone in her determination. Many parents have a quiet obsession with making their children learn music, even if they are not musical themselves.

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The days before teachers were labeled

Gary Nosacek:

When I was in grade school, teachers came in two varieties: the “easy and nice ones” and the “mean and strict ones.” We didn’t even have to decide which was which. The older kids filled us in on the playground, so we always knew what we were in for next year.
Now that I’m much older – and, I hope, wiser – I see how silly it was to lump all those teachers into such categories. I see how each one brought a special gift into the classroom and into my life. I wish I would have known that then and shown them the respect and appreciation they deserved.
Unfortunately, teacher labeling has returned. Not by older kids on the playground but by activists and politicians in Madison. Depending on whom you talk to, teachers are either “underpaid and upset that the government is going back on promises” or “unreasonable civil servants who won’t pay their fair share.”

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The curse of India’s castes

Sumit Ganguly, IUB:

In 1950, when newly-independent India adopted a democratic constitution, it formally abolished the seemingly atavistic institution of caste.
Under the Constitution’s terms, the age-old practice of ‘untouchability’, that had helped create and sustain a hierarchical social order with religious sanction, was officially drawn to a close. Subsequently, the Indian state also launched the world’s most extensive affirmative action program (referred to as ‘positive discrimination’) designed to bring redress for more than a millennial-span of discrimination. Later, in 1993, it attempted to implement the recommendations of the Mandal Commission Report of 1980 which had called for sweeping reservations in government employment quotas for the socially-disadvantaged castes.
These efforts to bring about social change through constitutional design and enabling legislation did not prove to be a panacea in addressing this social ill. Still, coupled with powerful social movements during the 1960s, in several of India’s southern states, most notably in Tamil Nadu, a virtual non-violent social revolution took place, dramatically challenging sacerdotal authority.

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Programs try to save students from ‘summer slide’ in academics

Teresa Watanabe

In a corner of the San Fernando Valley, amid auto body shops and Salvadoran pupusa restaurants, a Hawaiian summer is in full swing.
At Camp Akela, located at Noble Avenue Elementary School in North Hills, kindergartners read about rainbow fish and draw them. Other students study volcanoes, create travel journals, dance the hula and even play in a portable pool.
But the students, most of them low-income English learners, are also learning literacy, math facts and science and are honing writing skills with “coaches” dressed in leis, tropical shirts and grass skirts.

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Student Learning and Teachers’ Performance in America

Ann Robertson and Bill Leumer:

The New York Times coverage of the recent National Education Association (N.E.A.) convention focused on the inconsequential, while paying little notice to what harbored fundamental significance. It aimed its spotlight and lingered on what it referred to as a shift in position: “… the nation’s largest teachers’ union on Monday affirmed for the first time that evidence of student learning must be considered in the evaluations of school teachers around the country.” (The New York Times, July 5, 2011).
In fact, there was little in the way of concessions by N.E.A. on this point, as The New York Times article itself conceded: “But blunting the policy’s potential impact, the union also made clear that it continued to oppose the use of existing standardized test scores to judge teachers…” And the Times added that the N.E.A. went on to insist that only those tests that have been shown to be “developmentally appropriate, scientifically valid and reliable for the purpose of measuring both student learning and a teacher’s performance” should be used. This qualification eliminates almost, if not all, conventional tests.
The N.E.A. is right to be cautious about basing teacher evaluations and the fate of teachers on the test scores of their students, as the Obama administration has been single-mindedly promoting. We know that students’ standardized test scores are correlated above all with their economic standing. As Joe Nocera recently pointed out in an op-ed New York Times article (April 25, 2011): “Going back to the famous Coleman report in the 1960s, social scientists have contended — and unquestionably proved — that students’ socioeconomic backgrounds vastly outweigh what goes on in the school as factors in determining how much they learn.”

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Those “So-called” Achievement Gaps

Parker Baxter:

I am disappointed to see Jonathan Kozol, a lion in the struggle for education equity, refer to “so-called” achievement gaps.
Ingraham High School in Seattle, WA, is both racially and economically diverse. Of the 1051 students, half are low income, 30 percent are White, 30 percent Asian, 24 percent African American, and 12 percent Latino. In 2010, 65 percent of Ingraham’s White students were proficient in Math, compared to only 5 percent (yes, 5 percent) of African American students and 16 percent of Latinos.

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Indiana schools to teach children to type instead of joined up handwriting

Nick Allen:

In a sign of the endless march of technology individual schools will no longer be required to instruct pupils in long hand from the age of eight, and they may only learn to print.
The move has led to fears that youngsters could grow up not even knowing how to sign their own name.
According to a memo sent by the Department of Education to schools on April 25 they can continue to teach handwriting of they want, but children will be expected to achieve proficiency with a keyboard.

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Two U of Minnesota schools consider switching to private-funding only

Jenna Ross:

Weary of unreliable public funding, two of the University of Minnesota’s premier schools are planning for a future without it.
The U Law School and the Carlson School of Management are both looking at trading what little is left of their state funding for private fundraising that could give them more control over how they operate.
The two are poised to join a handful of elite schools nationwide in seeking self-sufficiency instead of state support. It might happen in a year, or longer. But already, the U is assessing the idea’s merits. Being self-reliant could accelerate the schools’ fundraising. But some university leaders, students and alumni worry that it could also weaken their commitment to Minnesota.
The final word will rest with new President Eric Kaler, who took charge of the U Friday along with its $3.7 billion budget, millions of dollars in budget cuts and public pressure to tamp down tuition increases.

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Long live the fat American Obesity may threaten life expectancy. Or maybe not

The Economist:

AMERICA’S obesity epidemic is so called for a reason. Roughly one in three adults is obese. In 2008 close to 25m Americans were diabetic, according to a study published on June 25th. Nevertheless, Americans are living longer than ever. In 2007 the average life expectancy at birth was 78 years. This follows decades of progress. The question is whether obesity might change that.
National progress in life expectancy masks wide local disparities, according to a study published on June 15th and written by researchers at the University of Washington and Imperial College London. Men in Holmes County, Mississippi, for example, have a life expectancy of 65.9 years, the same as men in Pakistan and 15.2 years behind men in Fairfax, Virginia. Gaps between America’s counties have widened since the early 1980s. Most alarming, 702 counties, or 30% of those studied, saw a statistically significant decline in life expectancy for women from 2000 to 2007; 251 counties saw a statistically significant decline for men.

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On Recovery School Districts and Stronger State Education Agencies: Lessons from Louisiana

Paul Hill, Patrick J. Murphy:

In May 2011, state education agency representatives from New Jersey, Oklahoma, and Tennessee attended a series of workshops and briefings organized by the Louisiana Department of Education (LDOE). The sessions described the changes that have taken place in Louisiana over the past six years, including the creation of the Recovery School District (RSD) that redeveloped unproductive schools in New Orleans and elsewhere, the restructuring of the LDOE, and efforts to create a new performance-based organizational culture in state and local education agencies.
Presenters included LDOE staff, RSD administrators, academic observers, nonprofit service partners, and education stakeholders. There was a candid discussion of the LDOE’s overall school improvement goals, steps taken to achieve those objectives, and in some cases missteps made in the effort to dramatically turn around a large number of schools in a relatively short time and to prompt improvements in all schools across the state.

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Is Higher Education Worth the Money?

Jim Wolfston:

Promoters of higher education often point to differences in lifetime earnings to justify the price of higher education. Pay for an education today, and the “investment” will pay for itself over the student’s lifetime. Not only will the student make more money, but his or her career will be far more satisfying.
But with the cost of higher education skyrocketing, many families are beginning to question whether a college degree is worth the price. The arithmetic is persuasive. At the stock market’s historical 9% annual return (nominal return over the past 50 years), $100,000 not invested in a four-year college education would be worth over $3 million in 40 years. That return would handsomely eclipse the nominal lifetime earnings difference of $1 million often quoted for college vs. high school graduates. Put aside the fact that the four-year degree is being slowly replaced by the five-year degree, which bumps the cost of higher education even higher.

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More districts offering online summer school

Angie Mason:

Summer school doesn’t necessarily mean hours spent in a school building anymore.
Several York County school districts have started offering summer school — mostly for students who need to make up courses — online. Some school officials said it’s easier to manage with students’ busy summer schedules and offers more tailored programs.
“Summer school has been a hardship for students and their families forevermore,” said Shelly Merkle, assistant superintendent for administration for the York Suburban School District.
Students have always had difficulty committing to a summer schedule, she said. Some split time with parents or have difficulty finding transportation, or previously planned vacations become problematic.:

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Wisconsin DPI Superintendent Evers emerges as fierce advocate of schools in face of massive cuts, privatization efforts

Susan Troller:

About a dozen members of a bipartisan, mostly volunteer organization called Common Ground file into Superintendent Tony Evers’ utilitarian conference room in downtown Milwaukee. The group is exploring how to help Milwaukee’s beleaguered schools, and it has scheduled a meeting with the head of the Wisconsin Department of Public Instruction as part of its research.
Tall, thin and gray haired, Evers has a boyish smile and a welcoming manner. He’s now in a white shirt and tie, sans the suit coat he wore to an earlier meeting with suburban school officials in Pewaukee.
Common Ground, a nonpartisan coalition that includes churches, nonprofits and labor unions, has come to Evers’ office today looking for advice on how best to direct its considerable resources toward helping Milwaukee students, whose performance in both traditional public schools and in taxpayer-funded voucher schools ranks at the bottom of major American cities.
After initial pleasantries and introductions are exchanged, Keisha Krumm, lead organizer for Common Ground, asks Evers a question. “At this stage we’re still researching what issue we will be focusing on. But we do want to know what you can do. What’s your power and influence?”

How does Wisconsin compare to other states and the world? Learn more at www.wisconsin2.org.

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New Study Implicates Environmental Factors in Autism

Laurie Tarkan:

A new study of twins suggests that environmental factors, including conditions in the womb, may be at least as important as genes in causing autism.
The researchers did not say which environmental influences might be at work. But other experts said the new study, released online on Monday, marked an important shift in thinking about the causes of autism, which is now thought to affect at least 1 percent of the population in the developed world.
“This is a very significant study because it confirms that genetic factors are involved in the cause of the disorder,” said Dr. Peter Szatmari, a leading autism researcher who is the head of child psychiatry and behavioral neuroscience at McMaster University in Ontario. “But it shifts the focus to the possibility that environmental factors could also be really important.”

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Without data, you are just another person with an opinion … Without data, you are just another person with an opinion

Amanda Ripley:

U.S. officials defended their schools–blaming poor performance on the relative prevalence of immigrant families in the United States. But Schleicher and his colleagues noted that native-born Americans performed just as unimpressively. In fact, worldwide, the share of children from immigrant backgrounds explains only 3 percent of the variance between countries. A country’s wealth does not predict success, either. Gross domestic product per capita predicts only 6 percent of the difference in scores. Schleicher also noticed, however, that in the U.S. in particular, poverty was destiny. Low-income American students did (and still do) much worse than high-income ones on PISA. But poor kids in Finland and Canada do far better relative to their more privileged peers, despite their disadvantages.
In Germany, the test became a household name and inspired a prime-time TV quiz show, The PISA Show. Even Schleicher’s father began taking his work more seriously. Meanwhile, Schleicher visited dozens of schools and pored over the data. He concluded that the best school systems became great after undergoing a series of crucial changes. They made their teacher-training schools much more rigorous and selective; they put developing high-quality principals and teachers above efforts like reducing class size or equipping sports teams; and once they had these well-trained professionals in place, they found ways to hold the teachers accountable for results while allowing creativity in their methods. Notably, in every case, these school systems devoted equal or more resources to the schools with the poorest kids.
These days, Schleicher travels the world with a PowerPoint presentation detailing his findings. It seems to have more data points embedded in its scatter plots than our galaxy has stars. When his audiences get distracted by the tribal disputes that plague education, he returns to the facts with a polite smile, like C-3PO with a slight German accent. He likes to end his presentation with a slide that reads, in a continuously scrolling ticker, “Without data, you are just another person with an opinion … Without data, you are just another person with an opinion …”

More, from Steve Hsu.
How does Wisconsin stack up against the world? Learn more, here: www.wisconsin2.org.

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Education expert: Pay teachers more, expect more from them

Liz Willen:

Why is the performance of students in other countries surpassing that of U.S. students? It’s a question that Marc S. Tucker, president and chief executive officer of the National Center on Education and the Economy in Washington sought to answer at a May symposium focused on education reforms in other countries, including Canada, China, Finland, Japan and Singapore.
The report, “Standing on the Shoulders of Giants: An American Agenda for Education Reform,” provides some scathing criticism of the U.S. for allowing other nations to catch up and then surpass America in K-12 education.
After the symposium, Tucker spoke about what we can learn from his group’s findings. Below are excerpts of the conversation.
Q: The report indicates that countries outperforming the U.S. have developed strategies we have not. What are the key lessons about high performance we can take away from what is being done elsewhere?

Where does Wisconsin stand globally? Learn more, here: www.wisconsin2.org.

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Questions linger for Indiana school vouchers

Mikel Livingston:

Public schools aren’t the only ones divided over the state’s new private school voucher program that became law Friday and is supposed to be in place by the time classes start in August.
Greater Lafayette private schools are split over the new system — one that some say will expand educational opportunities but others fear could drag state regulations into the mix and restrict freedoms their classrooms currently enjoy.
A handful of Lafayette area schools will be taking advantage of the program. But with such a short time before the new school year starts, the most basic information about how to use the voucher program created by the General Assembly in April still is not available — not even the online application form.
The process likely will face even greater delays in light of a lawsuit filed Friday in Marion County Superior Court by the Indiana State Teacher’s Association. The lawsuit, which seeks an injunction to prevent the disbursement of funds under the new program, will continue to stall the process as it winds its way through the court system. All the while, private schools hoping to participate wait for answers.

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National Education Assocation 2011 Chicago Convention Notes & Links

Brian Slodysko and Tara Malone:

Vice President Joe Biden lambasted what he called an increasingly union-hostile “new” Republican party, during remarks delivered to National Education Association representatives today, raising the specter of high profile labor fights picked by Republican governors with public workers unions across the country.
“There is an organized effort to place blame for budget shortfalls on educators and other public workers. It is one of the biggest scams in modern American history,” Biden said during a speech laden with political red meat, smoothing over past disagreements between teachers unions and the Obama Administration.
“The new Republican party has undertaken the most direct assault on labor, not just in my lifetime … but literally since the 1920s,” he said. “This is not your father’s Republican party. This is a different breed of cat.”
Biden’s remarks to one of the nation’s largest teachers unions, a speech that lasted about 30 minutes, came a day before its members are expected to decide whether to cast their support behind the administration in the 2012 presidential election.

Mike Antonucci

The National Education Association Representative Assembly opened this morning in Chicago with 7,321 delegates attending, which is by far the lowest number since I began covering the convention in 1998.
The atmosphere still resembles a political party convention, with speeches, confetti and deafening music, including the new NEA theme song, “Standing Strong”:
“Standing strong, standing tall. Standing up for what is right and true, NEA is standing up for me and you!”
Coming soon to a Chevy truck commercial near you.
It is customary for the mayor of the host city to welcome the delegates, but since the mayor is Rahm Emanuel, NEA prudently got hold of Illinois Gov. Quinn instead. After the delegates adopted the standing rules for the assembly, it was time for NEA president Dennis Van Roekel’s keynote speech.

Mike Antonucci:

There were two new business items (NBIs) of note debated this afternoon. The first was NBI C, submitted by the NEA Board of Directors, which directs the NEA president to “communicate aggressively, forcefully, and immediately to President Barack Obama and US Secretary of Education Arne Duncan that NEA is appalled with Secretary Duncan’s practice of…” and then lists 13 of Duncan’s most heinous crimes, like “Focusing so heavily on charter schools that viable and proven innovative school models (such as magnet schools) have been overlooked, and simultaneously failing to highlight with the same enthusiasm the innovation in our non-charter public schools.”

Stephanie Banchero:

Widespread unhappiness among teachers about President Barack Obama’s education policies is threatening to derail a National Education Association proposal to give him an early endorsement for re-election.
The political action committee of the NEA, the nation’s largest union, adopted a resolution in May to endorse Mr. Obama. The proposal will come before the NEA’s 9,000-member representative assembly on Monday at the union’s annual convention here.
The union has never endorsed a presidential candidate this early in the campaign cycle, instead waiting to make the decision during the election year. But union leaders, anticipating a tough re-election campaign, wanted to bolster support for the president early on, a move that has run into opposition from union members.

Associated Press:

Vice President Joe Biden says the “new Republican Party” fundamentally doesn’t believe in public education the way Democrats do.
“There is an organized effort to place blame for budget shortfalls on educators and other public workers. It is one of the biggest scams in modern American history,” he was quoted as saying by the Chicago Tribune.

Much more, here.

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Should Tenure Be Abolished?

Andrew Rotherham:

These days tenure for teachers is such a brawl in America’s elementary and secondary schools that it’s easy to forget that it’s more a cornerstone of higher education. When Austan Goolsbee, Chairman of the President’s Council of Economic Advisors, announced earlier this month that he was leaving the White House to return to the University of Chicago it was a reminder just how strong the ties — and inducements — of university tenure can be, and why it has recently come under fire.
At colleges and universities, tenure basically bestows a job for life unless an institution runs out of money. Originally intended to shield professors from meddling by college administrators, donors or politicians, tenure has evolved into one of the most coveted perks in higher education. It signals excellence and it confers employment stability.

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Feds’ website enables college-tuition comparisons

Ben Wolfgang:

Can’t decide between that prestigious culinary school or the community college down the street? A new online tool created by the Department of Education could help students make that decision, with detailed price comparisons for colleges and universities of all types across the country.
If you’re looking to go to school for free, New York’s Webb Institute could fit the bill – if you’re lucky enough to get in. The naval architecture and engineering school has only 80 undergraduates, all of whom get full scholarships, making the annual tuition price $0.

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E. B. White, The Art of the Essay No. 1

Interviewed by George Plimpton and Frank H. Crowther:

In the issue of The New Yorker dated two weeks after E. B. White died, his stepson, Roger Angell, wrote the following in the magazine’s “Talk of the Town” section:
Last August, a couple of sailors paid an unexpected visit to my summer house in Maine: young sailors–a twelve-year-old-girl and an eleven-year-old boy. They were a crew taking part in a statewide small-boat-racing competition at a local yacht club, and because my wife and I had some vacant beds just then we were willingly dragooned as hosts. They were fine company–tanned and shy and burning with tactics but amenable to blueberry muffins and our exuberant fox terrier. They were also readers, it turned out. On their second night, it came out at the dinner table that E. B. White was a near neighbor of ours, and our visitors reacted to the news with incredulity. “No!” the boy said softly, his eyes traveling back and forth over the older faces at the table. “No-o-o-o!” The girl, being older, tried to keep things in place. “He’s my favorite author,” she said. “Or at least he was when I was younger.” They were both a bit old for Stuart Little, Charlotte’s Web, and The Trumpet of the Swan, in fact, but because they knew the books so well, and because they needed cheering up (they had done badly in the racing), arrangements were made for a visit to E. B. White’s farm the next morning.
White, who had been ill, was not able to greet our small party that day, but there were other sights and creatures there to make us welcome: two scattered families of bantam hens and chicks on the lawn; the plump, waggly incumbent dog, name of Red; and the geese who came scuttling and hissing up the pasture lane, their wings outspread in wild alarm. It was a glazy, windless morning, with some thin scraps of fog still clinging to the water in Allen Cove, beyond the pasture; later on, I knew, the summer southwest breeze would stir, and then Harriman Point and Blue Hill Bay and the islands would come clear again. What wasn’t there this time was Andy White himself: emerging from the woodshed, say, with an egg basket or a length of line in his hand; or walking away (at a mid-slow pace, not a stroll–never a stroll–with the dog just astern) down the grassy lane that turns and then dips to the woods and shore; or perhaps getting into his car for a trip to town, getting aboard, as he got aboard any car, with an air of mild wariness, the way most of us start up on a bicycle. We made do without him, as we had to. We went into the barn and examined the vacant pens and partitions and the old cattle tie-ups; we visited the vegetable garden and the neat stacks of freshly cut stove wood; we saw the cutting beds, and the blackberry patch behind the garage, and the place where the pigpen used to be–the place where Wilbur was born, surely. The children took turns on the old single-rope swing that hung in the barn doorway, hoisting themselves up onto the smoothed seat, made out of a single chunk of birch firewood, and then sailing out into the sunshine and back into barn-shadow again and again, as the crossbeam creaked above them and swallows dipped in and out of an open barn window far overhead. It wasn’t much entertainment for them, but perhaps it was all right, because of where they were. The girl asked which doorway might have been the one where Charlotte had spun her web, and she mentioned Templeton, the rat, and Fern, the little girl who befriends Wilbur. She was visiting a museum, I sensed, and she would remember things here to tell her friends about later. The boy, though, was quieter, and for a while I thought that our visit was a disappointment to him. Then I stole another look at him, and I understood. I think I understood. He was taking note of the place, almost checking off corners and shadows and smells to himself as we walked about the old farm, but he wasn’t trying to remember them. He looked like someone who had been there before, and indeed he had, for he was a reader. Andy White had given him the place long before he ever set foot on it–not this farm, exactly, but the one in the book, the one now in the boy’s mind. Only true writers–the rare few of them–can do this, but their deed to us is in perpetuity. The boy didn’t get to meet E. B. White that day, but he already had him by heart. He had him for good.

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Brain Rhythm Associated With Learning Also Linked to Running Speed, Study Shows

Science Daily:

Rhythms in the brain that are associated with learning become stronger as the body moves faster, UCLA neurophysicists report in a new study.
The research team, led by professor Mayank Mehta, used specialized microelectrodes to monitor an electrical signal known as the gamma rhythm in the brains of mice. This signal is typically produced in a brain region called the hippocampus, which is critical for learning and memory, during periods of concentration and learning.
The researchers found that the strength of the gamma rhythm grew substantially as running speed increased, bringing scientists a step closer to understanding the brain functions essential for learning and navigation.

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Winners and losers in the Apple economy

Chrystia Freeland

Once upon a time, the car was the key to understanding the U.S. economy. Then it was the family home. Nowadays, it is any device created by Steven P. Jobs. Call it the Apple economy, and if you can figure out how it works, you will have a good handle on how technology and globalization are redistributing money and jobs around the world.
That was the epiphany of Greg Linden, Jason Dedrick and Kenneth L. Kraemer, a troika of scholars who have made a careful study in a pair of recent papers of how the iPod has created jobs and profits around the world. The latest paper, “Innovation and Job Creation in a Global Economy: The Case of Apple’s iPod,” was published last month in The Journal of International Commerce and Economics.
One of their findings is that in 2006 the iPod employed nearly twice as many people outside the United States as it did in the country where it was invented — 13,920 in the United States, and 27,250 abroad.
You probably aren’t surprised by that result, but if you are American, you should be a little worried. That is because Apple is the quintessential example of the Yankee magic everyone from Barack Obama to Michele Bachmann insists will pull America out of its job crisis — the remarkable ability to produce innovators and entrepreneurs. But today those thinkers and tinkerers turn out to be more effective drivers of job growth outside the United States than they are at home.

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School Braces for Hard Truth

Barbara Martinez:

In a ceremony this week, Harlem Day Charter School celebrated its 13 fifth-graders who are moving on to middle school. They represent roughly one-third of the class.
The other two-thirds will have to repeat fifth grade.
That hard truth is one of many that the teachers, students and parents of Harlem Day have been confronting in recent months as the school prepares to become the city’s first attempt at a takeover of a failing charter school.
Only five of 32 teachers will be returning in September. About 100 of all 247 students in the elementary school are being held back. And administrators are having tough conversations with parents about the true state of their children’s academic progress. Parents are being told that students, who for years were passed from grade to grade, lack basic skills.
At Harlem Day, no students were held back last year, despite recent state tests that showed only 20% of students were on grade level in English and 25% were in math.

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What’s the Best Way to Grade Teachers?

Kristina Rizga:

>Last year, battles over charter schools dominated much of education coverage. This year, the controversy over “teacher evaluations” is poised to be the biggest fight among people with competing visions for improving public schools. For a primer on how these new teacher assessments work, don’t miss Sam Dillon’s recent piece in the New York Times. Reporting from Washington, D.C., Dillon found that last year the city fired 165 teachers using a new teacher evaluation system; this year, the number will top 200.

D.C. relies on a relatively new evaluation system called Impact, a legacy of its former school chief Michelle Rhee, who noticed that, despite the district’s low test scores, most teachers were getting nearly perfect evaluations. Rhee and the proponents of this new evaluation system feel that the old system relied too much on the subjective evaluations by the principal or a few experienced teachers. Opponents of the old system say these internal measurements are not data-driven or rigurous enough to allow principals and districts to identify struggling teachers who need assistance or to find the successful ones who deserve to be recognized and empowered.

Impact or other new evaluation systems are currently being implemented in around 20 states. The basic idea to use performance-based evaluations that use external measures such as test scores in addition to the internal measures mentioned above. Sparked by President Obama’s Race to the Top grants, these "value-added" evaluations rely heavily on kids’ test scores in math and reading. Teachers whose subjects are not measured by test scores are observed in the classroom. For example, D.C. teachers get five yearly classroom observations, three by principals and two by "master educators" from other schools.

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Smartphone app searches other people’s Photos: Finding Your Child

Jacob Aron:

When a child goes missing at a large public event, worried parents and the police would normally search through CCTV footage of the surrounding area. In the future they might try hunting through the photos being taken by smartphone owners instead, using a new system called Theia developed by a team of US researchers.
Privacy concerns aside, searching smartphone photos is a clever idea, but constantly querying someone’s phone sounds like a great way to drain their battery – not a service that many people are likely to sign up for. That’s why Theia is designed to cleverly manage energy usage, while also paying smartphone owners for sharing their photos.
It works like this. People sign up to Theia by downloading a mobile app that can search through photos stored in a folder designated for sharing, while search requests are carried out with a separate piece of software that runs on an ordinary computer. Searchers can select a number of options, such as face and body detection, texture matching, and colour filtering. For example, the system can find pictures of people’s faces against a cloudy sky by combining face detection with a search for cloudy textures and the colour blue.

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New York Union Sues State to Stop Teacher Evaluations

Jacob Gershman:

New York’s largest teachers union is suing the state Board of Regents over the state’s new system for evaluating public-school teachers, a move that could derail plans by the city and hundreds of other school districts to start basing reviews on how well students perform on standardized tests.
In court papers filed in state Supreme Court late Monday, New York State United Teachers claimed that education officials violated the law when they gave school districts the option of assigning significantly more weight to state assessments in their annual reviews of teachers.
Under the law, teachers could lose their jobs if their students continually fail to improve their scores on state standardized tests.
The union, a labor federation representing hundreds of thousands of teachers, claims that the regulations handed down by the Board of Regents run afoul of the evaluation law, which lawmakers approved last year and is set to take effect in July.
The union’s suit is asking a judge to put the evaluation plan on hold until courts rule on whether it’s legal.

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Those Tweedy Old Admissions Deans? They’re All Business Now

Eric Hoover:

Years ago, he wore a tweed jacket and smoked a pipe. He was friendly but aloof, a thoughtful fellow toiling in the shade of mystique.
Back then, he was more of a sage than a salesman. It’s said that he could judge applicants’ potential by reading their essays and absorbing their words in interviews. His college’s bottom line was someone else’s concern; he was paid to counsel students, not to crunch numbers.

Steve Hsu has more.

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Oregon Gov. Kitzhaber’s school reforms mark a decline in teachers’ union influence

Nigel Jaquiss:

The state’s most powerful political force got rolled in the 2011 Legislature.
Last week, Gov. John Kitzhaber and his allies rammed a dozen education bills through roadblocks erected by the 48,000-member Oregon Education Association.
A coalition of Kitzhaber, House Republicans, a few Democrats willing to buck the teachers’ union, and newly emboldened interest groups handed the OEA its biggest policy setbacks in years.
“There is a strong desire for real movement forward on education, and people were willing to break a few eggs to get there,” says Rep. Chris Garrett (D-Lake Oswego), one of three Democrats who voted “yes” on HB 2301, a controversial online charter-school bill that catalyzed the breakthrough.
To be sure, OEA successfully pushed for a $175 million increase in the K-12 budget over Kitzhaber’s opening proposal, and the union helped forestall any significant changes to the Public Employees Retirement System this session. But in terms of educational politics, this session saw substantive bills that have been stymied for many sessions zip through.

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