The Madison School District Board of Education will discuss this “Administrative Response” to the recent Math Task Force [452K PDF]. Links: Math Task Force, Math Forum and a letter to Isthmus from a group of West High School Math Teachers.
When her two young sons first started walking, Lisa Moricoli-Latham, a mother in Pacific Palisades, Calif., would gently push them over. For the sake of their development, she thought it would be better for them to crawl first. A physical therapist had told her so. She kind of enjoyed it, she says. “It gave me this sort of nasty thrill…”
Ms. Moricoli-Latham is featured in a video promoting “True Mom Confessions,” a compilation of admissions of imperfect parenting that arrived in bookstores last week. Landing next month are Ayelet Waldman’s “Bad Mother: A Chronicle of Maternal Crimes, Minor Calamities and Occasional Moments of Grace” and Michael Lewis’s “Home Game: An Accidental Guide to Fatherhood,” two memoirs that focus on the parental failings of the authors. In the fall, parenting Web site Babble.com will publish a compilation of essays from its most popular feature: a column called “Bad Parent.”
Critiquing other people’s parenting has become a sport for many mothers and fathers, aided by the Internet and the sheer volume of available expert advice. Now some parents, hoping to quiet the chorus of opinions, judgments and criticism, are defiantly confessing to their own “bad parenting” moments. They say that sharing their foibles helps relieve the pressure to be a perfect parent — and pokes fun at a culture where arguments over sleep-training methods and organic baby foods rage on. Critics say it’s the latest form of oversharing online — the equivalent of posting your every move on Twitter or Facebook — and only reinforces parents’ worst habits.
Jonathan Leake & Georgia Warren:
FACEBOOK users may feel socially successful in cyberspace but they are more likely to perform poorly in exams, according to new research into the academic impact of the social networking website.
The majority of students who use Facebook every day are underachieving by as much as an entire grade compared with those who shun the site.
Researchers have discovered how students who spend their time accumulating friends, chatting and “poking” others on the site may devote as little as one hour a week to their academic work.
The findings will confirm the worst fears of parents and teachers. They follow the ban on social networking websites in many offices, imposed to prevent workers from wasting time.
About 83% of British 16 to 24-year-olds are thought to use social networking sites such as Facebook, MySpace and Bebo, to keep in touch with friends and organise their social lives.
“Our study shows people who spend more time on Facebook spend less time studying,” said Aryn Karpinski, a researcher in the education department at Ohio State University. “Every generation has its distractions, but I think Facebook is a unique phenomenon.”
Anne McCracken Ehlers’s third-grade daughter was not doing well in accelerated fourth-grade math at Whetstone Elementary School in Gaithersburg. Becca was spending far too long on her assignments. She was confused. She was unhappy. Ehlers is a teacher herself, in the English department at Rockville High School. So she was polite when she asked for a change, but nothing happened.
Finally, the 8-year-old in the drama decided that enough was enough, prompting this e-mail from her teacher to Ehlers on the afternoon of Feb. 5: “I just wanted to let you know that math bunch was held today from 1:00-1:30. Rebecca chose not to come. I asked her several times to please join us and she refused saying that she would come next week. We went over rounding, estimating, and adding decimals. We also reviewed word problems that include fractions. Please encourage Rebecca to take part in these extra math sessions. Thank you very much for your support.”
This paper is a synthesis of case studies of four districts that implemented multifaceted reforms aimed at offering rigorous instruction in mathematics and science for all students as part of a National Science Foundation-supported partnership. A common theory of action aimed for a rigorous curriculum, professional development delivered close to the point of instruction, monitoring of instructional quality, and system coordination. Immersion units would offer an in-depth experience in scientific inquiry to all students. The theory of action was successful in many ways. Excellent access to top management allowed the partnership to assist with multiple aligned dimensions of instructional guidance. The biggest obstacles were turnover in district leadership, loose coupling across departments, attenuation of vertical alignment through overload of instructional guidance, and insufficient budget for adequate school site support (e.g., coaches). Greater coherence resulted from delivery of instructional guidance closer to schools and teachers, as with science immersion. The study suggests that complete, affordable packages of instructional guidance delivered to the school level district-wide might be the best model for district reform.
Related: Math Forum, Madison School District’s Math Task Force and the significant role that the UW-Madison School of Education has had in Madison School District curriculum decisions (see links and notes in this post’s comments)
Wisconsin Center for Education Research, via a kind reader’s email:
Recent developments in social and emotional learning (SEL) have pointed to the reciprocal relations between children’s academic functioning and their socio-emotional health. Professional literature in this field points to the need for including students’ academic skills and competencies as part of mental health intervention research.
University of Wisconsin-Madison psychologist and professor Thomas R. Kratochwill says educators cannot afford to continue offering mental health services for K-12 students in isolation. These services need to be reframed, mainstreamed, and folded into schools’ broader academic mission.
The good news is that schools already have resources, supports, and opportunities that may provide entry points for delivery of expanded mental health services. Virtually all elementary and secondary schools in the U.S. have school psychologists and provide mental health services, Kratochwill says. The bad news is that the proportion of students needing services continues to outpace supply, and mental health services often remain separate from academic programs. Knowledge about mental health programs and educational achievement have developed in isolation from each other.
To identify research directions for future studies of school-based mental health services, Tom Kratochwill and colleagues reviewed scholarly literature to identify evidence- based interventions that target a combination of students’ academic-educational functioning and their mental health functioning.
They studied 2000 articles published between 1990 and 2006; only 64 studies met the methodological criteria for inclusion in this review. Of those 64 studies, 24 tested the effects of a program on both academic and mental health outcomes, while 40 examined mental health outcomes only.
Schools are increasingly held accountable for achieving academic outcomes. Given that, Kratochwill says he was surprised that most of the mental health studies did not include academically relevant outcomes. That means that the impact of school-based mental health interventions on educationally relevant behaviors is under researched and may be poorly understood.
Many children receive mental health services in school settings. Although studies of social and emotional learning have linked social and academic competence, the impacts of mental health interventions on academics, and of academic interventions on mental health, are understudied.
Kratochwill argues for a multi-tiered intervention approach in schools. Varying levels of service intensity are available over time and in different grades for students, especially during transitional periods.
Because schools and districts have tight budgets, it’s important to know which students might benefit most from different types of intervention. And to streamline or adapt effective interventions for dissemination on a larger scale, it’s important to understand how various interventions produce positive outcomes.
A new study conducted by researchers at Michigan State University suggests that playing video games helps foster the development of visual-spatial skills among middle school students. Cultivating the ability to think visually is crucial to excelling in fields like engineering and surgery, and the hand-eye coordination attained through gaming is increasingly important in our digital world. But the total lack of games tailored to girls could be providing boys with an academic advantage over their female counterparts.
“Girls are at a disadvantage by not having that three-dimensional experience,” according to a statement by professor Linda Jackson, who led the three-year long study. “So when they get to medical school and they’re doing surgery in the virtual world, they’re not used to it.”
It’s hard to argue with Jackson’s point. If you had to run out and buy a 12-year-old girl a game for Xbox 360, what title would you purchase? It can be argued that games like Halo 3 are not gender-specific, but they clearly attract a predominantly male audience, and are marketed accordingly. Phone calls to six video game retailers around the country to ask about games designed specifically for girls yielded nothing more than a handful of confused clerks.
India’s lowest castes, the Dalits, are known for their illiteracy and deep poverty. But in rural India, something remarkable is happening: Dalit children are attending elementary school. Peter Wonacott reports from India.
Education pays. That’s the lesson of study after study on the income effects of going to college and graduate school. In general, you make more money if you get a higher degree. Harvard economists Claudia Goldin and Lawrence F. Katz have written that since 1980, “[t]he increase in the relative earnings of college graduates and those with advanced degrees has been particularly large.”
The studies that show this finding typically crunch broad swaths of data. They look at the census, or other large population samples, and show a positive correlation between income and years of education. This means that college and graduate school are generally a good bet. But it doesn’t tell you that every single degree pays off financially at every single point in time.
Legions of high school students equipped with No. 2 pencils have done battle with the SAT, but a new policy is easing the stress for college-bound teenagers. If they take the test more than once, they can send their favorite set of scores with applications and ignore the rest.
Before the policy took effect last month, students had no option: All their SAT scores were reported when they applied to college.
The first time Gabby Ubilla took the test, she said, she fared well on the verbal section but was dissatisfied with her math score. The College Board’s “score choice” policy will allow her to push the reset button with most colleges. “Now that I know what I need to study and what’s on the test, I can study different types of math questions” without worrying about the old score, said Ubilla, 16, an 11th-grader at Dominion High School in Sterling.
While talks between D.C. Schools Chancellor Michelle A. Rhee and the Washington Teachers’ Union remain stalemated over salary and job security issues, one critical question is not even on the bargaining table: how the District’s educators will be evaluated.
For months, Rhee and her chief “human capital” assistant, Jason Kamras, have been working on an overhaul of the evaluation system that would expand the ways teachers are assessed. In addition to a system of classroom observations and conferences, it is likely to include methods to track how students’ standardized test scores grow over time. Several major school systems, including those in Houston, Chicago and Milwaukee, have started limited use of this new “value-added” approach.
Rhee is under no obligation to bargain with the union on evaluations, though the union wants to see it on the table and said so in the contract proposal it delivered a few weeks ago. Congress gave the school system sole authority over the issue in the mid-1990s after the WTU refused to renegotiate the then-existing evaluation system with the District.
It seemed like more troubling evidence that kids these days engage in behavior they wouldn’t want to write home about. Researchers recently found that one in five teenagers have shared nude or semi-nude photos of themselves by cellphone or online. That statistic has become a fixture in articles about “sexting” and its social and legal implications.
But that number may be inflated, because the same teenagers who have engaged in such behavior could be the ones most likely to say they have done so in an online poll. To find out how many teenagers are sharing personal information over new media, researchers last year asked teenagers personal questions using one of those new media, skewing the sample.
“These kinds of samples select Internet cowboys and cowgirls,” says David Finkelhor, director of the Crimes against Children Research Center at the University of New Hampshire, who has used the telephone for his studies of teens and online behavior. “These are more likely to be the kind of people who engage in this kind of activity.” He guesses that online poll-takers might be two to four times more likely to send nude photos of themselves than the average teen.
AP:
Providence schools are set to phase out so-called “bumping” by filling teaching vacancies based on instructors’ qualifications instead of their senior status.
Superintendant Tom Brady said in a letter Wednesday to staff that six schools in the district will end the practice of seniority-based staffing decisions.
The change goes into effect in the next school year. The rest of the district is to use the new plan beginning in the 2010-2011 academic year.
Documents:
he six teenage boys, incarcerated at the District’s Oak Hill juvenile detention facility in Laurel file into their classroom after lunch one late January afternoon. They are surprised to see strangers — five women and two men — sitting in the chairs that the boys typically occupy.
The students find some empty seats and shrug out of their matching brown coats and mismatched scarves. They are curious about the visitors in a lean-back, fold-your-arms, prove-it kind of way.
“I’m James Forman,” begins a 40-something man. “I’m a professor at Georgetown Law School and — ”
“You related to the James Forman?” interrupts 17-year-old Carleto Bailey.
“I’m James Forman Jr.”
“That your father? James Forman your dad?” Carleto demands.
April Redding was waiting in the parking lot of the middle school when she heard news she could hardly understand: Her 13-year-old daughter, Savana, had been strip-searched by school officials in a futile hunt for drugs.
It’s a story that amazes and enrages her still, more than six years later, though she has relived it many times since.
Savana Redding was forced to strip to her underwear in the school nurse’s office. She was made to expose her breasts and pubic area to prove she was not hiding pills. And the drugs being sought were prescription-strength ibuprofen, equivalent to two Advils.
“I guess it’s the fact that they think they were not wrong, they’re not remorseful, never said they were sorry,” April Redding said this week, as she and Savana talked about the legal fight over that search, which has now reached the Supreme Court.
The Institute of Education Sciences (IES) within U.S. Department of Education released a study on April 3 of the D.C. Opportunity Scholarship Program, which provides up to a $7,500 annual voucher for students from low-income families in the District of Columbia to attend private schools. Notably, the study found that students who won the lottery to receive the limited number of available vouchers had significantly higher reading achievement after three years than students who lost the lottery.
Yet last month Congress voted to eliminate funding for the program. Columnists for the Wall Street Journal and the Denver Post, accompanied by the blogosphere, have alleged that Secretary of Education Arne Duncan sat on the evidence of the program’s success. The WSJ writes that, “… in November preliminary results were presented to a team of advisers who work with the Education Department to produce the annual evaluation. Since Education officials are intimately involved in this process, they had to know what was in this evaluation even as Democrats passed (and Mr. Obama signed) language that ends the program after next year.” The Denver Post questions the Secretary’s denial of having known the results of the study prior to congressional action, asserting that he was, “at best … willfully ignorant.”
As director of IES through November 2008, I was responsible for the evaluation that is at the center of the controversy. Given the established procedures of IES it is extremely unlikely that Secretary Duncan would have known the results of the study until recently.
Secretary of Education Arne Duncan argues that we have an obligation to disregard politics to do whatever is “good for the kids.”
Well then, one wonders, why did his Department of Education bury a politically inconvenient study regarding education reform? And why, now that the evidence is public, does the administration continue to ignore it and allow reform to be killed?
When Congress effectively shut down the Washington, D.C., voucher program last month, snatching $7,500 Opportunity Scholarship vouchers from disadvantaged kids, it failed to conduct substantive debate (as is rapidly becoming tradition).
Then The Wall Street Journal’s editorial board reported that the Department of Education had buried a study that illustrated unquestionable and pervasive improvement among kids who won vouchers, compared with the kids who didn’t. The Department of Education not only disregarded the report but also issued a gag order on any discussion about it.
More than 800 students gathered yesterday to hear Nobel prize-winning mathematician, John F. Nash, Jr. (American mathematician), share stories about his early life.
Professor Nash, who was awarded the Nobel Prize in economic sciences in 1994 and whose life was dramatised in an Oscar-winning film, A Beautiful Mind, told a hall packed with students at the Polytechnic University yesterday how problem-solving fascinated him from an early age.
“From a very young age, when we would start working with addition and subtraction calculations … when the standard kids were working with two digits, I was working with three or four digits …
“I got some pleasure from that,” the professor said.
Professor Nash is in Hong Kong for a week-long speaking tour. Yesterday’s talk, organised by the university and the Hong Kong Federation of Youth Groups, was designed to give students an opportunity to pose questions.
Fascinating.
n the 1990s, the Math Wars pitted two philosophies against each other. One side argued for content-based standards – that elementary school students must memorize multiplication tables by third grade. The other side argued for students to discover math, unfettered by “drill and kill” exercises.
When the new 1994 California Learning Assessment Test trained test graders to award a higher score to a child with a wrong answer (but good essay) than to a student who successfully solved a math problem, but without a cute explanation, the battle was on. New-new math was quickly dubbed “fuzzy crap.” By the end of the decade, repentant educators passed solid math standards.
Yet the Math Wars continue in California, as well as in New Jersey, Oregon and elsewhere. In Palo Alto, parent and former Bush education official Ze’ev Wurman is one of a group of parents who oppose the Palo Alto Unified School District Board’s April 14 vote to use “Everyday Mathematics” in grades K-5. Wurman recognizes that the “fuzzies” aren’t as fuzzy as they used to be, but also believes that state educators who approve math texts “fell asleep at the switch” when they approved the “Everyday” series in 2007.
The “Everyday” approach supports “spiraling” what students learn over as long as two or more years. As an Everyday teacher guide explained, “If we can, as a matter of principle and practice, avoid anxiety about children ‘getting’ something the first time around, then children will be more relaxed and pick up part or all of what they need. They may not initially remember it, but with appropriate reminders, they will very likely recall, recognize, and get a better grip on the skill or concept when it comes around again in a new format or application-as it will!” Those are my italics – to highlight the “fuzzies’ ” performance anxiety.
Related: Math Forum.
American schoolchildren need to be in class more — six days a week, at least 11 months a year — if they are to compete with students abroad, Education Secretary Arne Duncan said Tuesday.
“Go ahead and boo me,” Duncan told about 400 middle and high school students at a public school in northeast Denver. “I fundamentally think that our school day is too short, our school week is too short and our school year is too short.”
“You’re competing for jobs with kids from India and China. I think schools should be open six, seven days a week; eleven, twelve months a year,” he said.
Instead of boos, Duncan’s remark drew an unsurprising response from the teenage assembly: bored stares.
The former Chicago schools superintendent praised Denver schools for allowing schools to apply for almost complete autonomy, which allows them to waive union contracts so teachers can stay for after-school tutoring or Saturday school.
It is indeed, time to move away from the current, 19th century agrarian model.
At 10 p.m. on a recent night, high-school senior Scott Landers was having trouble figuring out differential calculus in order to compare rates of change.
With his professor unreachable and the exam set for the next day, he sent a shot in the dark to Cramster, an “online study community” recommended by classmates.
Within two hours, Mr. Landers was surprised to find his answer pop up in his email, followed by a few more responses the next morning, all pointing in the same direction. “I thought it was cool that there were people out there actually willing to help me,” he says.
Web sites such as Cramster aim to revolutionize the way students study, much the way that networking sites like Facebook have changed the way people socialize.
Course Hero, launched last year primarily for college students, already holds a library of more than two million course documents, including homework, class notes and graded essays, uploaded by students enrolled at 3,000 different colleges. Koofers (a nickname at Virginia Tech for old tests passed around at fraternities) allows students from about 25 state universities to submit posts about the difficulty of courses taught by different instructors at their schools. It also offers average semester grades from instructors. Enotes, geared mainly to high-school students, allows peers to form discussion groups and pose questions to experts — usually teachers — who are paid by the Web site.
Hispanics made up nearly half of the more than 1 million people who became U.S. citizens last year, according to a Hispanic advocacy group.
The National Association of Latino Elected and Appointed Officials said the number of Latinos who became Americans in fiscal year 2008 more than doubled over the previous year, to 461,317. That’s nearly half of the record 1,046,539 new citizens overall in 2008, a 58 percent increase from 2007.
“Latinos who naturalize are eager to demonstrate their commitment to America by becoming full participants in our nation’s civic life,” said NALEO president Arturo Vargas, whose nonpartisan group works to improve the citizenship process and increase Latino participation in civic activities.
NALEO based its findings on Homeland Security Department data on the number of new citizens last year who immigrated from predominantly Spanish-speaking countries.
When teacher Deena Randle took over a Portland, Ore., preschool class three years ago, behavior problems were so bad that “kids were bouncing off the walls, pushing and shoving, not listening — it was wild,” she says.
You’d never know it now. When Ms. Randle calls out, “Eyes up here! I need your attention,” one recent day, all 16 pairs of eyes in her class of 3- to 5-year-olds turn toward her. Beyond Ms. Randle’s considerable teaching skill, she and school officials credit a fast-growing curriculum that builds deliberate training in self-control right into the daily routine.
Behavior problems among small children are a growing issue. The possible causes are many: pressure on teachers to stress math and reading over emotional skills; family instability; a decline in playtime; heavy use of child care; or a rise in learning problems such as attention-deficit disorder. Based on preliminary findings from a federal child-care study, discussed last week at a conference for the Society for Research in Child Development in Denver, the slight increase in behavior problems found in children who spent lots of early time in child care persists all the way to age 15, in the form of more impulsivity and risk-taking.
Before the economy collapsed and thrift became a national watchword, a high school senior named Wei Huang was already scouring New York City for bargains, determined to support herself on the $10 a month she had left after she paid her rent.
Ms. Huang, 20, one of 12 high school seniors named New York Times Scholars this year, immigrated to New York from China with her parents in 2007. But when her parents found the transition to American life too hard and returned to China last year, she decided to stay here alone, entranced by the city’s streetscapes and the thought of attending college here one day.
She found a job at a florist paying $560 a month, and a house to share in Ridgewood, Queens, for $550. That leaves $10 a month, which she spends carefully on large bags of rice, chicken leg quarters at 49 cents a pound, and whatever vegetables are cheapest. Throw in the two free meals a day at school, a student MetroCard and the unexpected kind act — her English teacher, for instance, gave her $100 — and she manages to get by.
They say there are two things you should never discuss on a first date or at a dinner party: religion and politics. But there has always been another subject that is so taboo that most people would rather arm wrestle over the other two than dare mention it.
That subject is class.
Americans have never liked discussing class status. Unlike our founding cousins over in England where your status is something bestowed upon you by birth, here we believe in a little something called the American Dream; the idea that any person regardless of race, religion or socio-economic background can become anything they want to be, including president.
But unfortunately that Dream is becoming increasingly out of reach for millions of Americans.
Though Madoff and the Wall Street meltdown have forced some of us to finally become more aware of the world beyond our comfortable middle and upper-middle class bubbles, another issue has been lurking for years that threatens to bring about even greater financial Armageddon for our country down the road: America’s burgeoning dropout epidemic. Before you decide that this issue has nothing to do with you (and therefore decide to move on from this blog post) consider these facts for a moment:
Barry Garelick, via email:
By way of introduction, I am neither mathematician nor mathematics teacher, but I majored in math and have used it throughout my career, especially in the last 17 years as an analyst for the U.S. Environmental Protection Agency. My love of and facility with math is due to good teaching and good textbooks. The teachers I had in primary and secondary school provided explicit instruction and answered students’ questions; they also posed challenging problems that required us to apply what we had learned. The textbooks I used also contained explanations of the material with examples that showed every step of the problem solving process.
I fully expected the same for my daughter, but after seeing what passed for mathematics in her elementary school, I became increasingly distressed over how math is currently taught in many schools.
Optimistically believing that I could make a difference in at least a few students’ lives, I decided to teach math when I retire. I enrolled in education school about two years ago, and have one class and a 15-week student teaching requirement to go. Although I had a fairly good idea of what I was in for with respect to educational theories, I was still dismayed at what I found in my mathematics education courses.
In class after class, I have heard that when students discover material for themselves, they supposedly learn it more deeply than when it is taught directly. Similarly, I have heard that although direct instruction is effective in helping students learn and use algorithms, it is allegedly ineffective in helping students develop mathematical thinking. Throughout these courses, a general belief has prevailed that answering students’ questions and providing explicit instruction are “handing it to the student” and preventing them from “constructing their own knowledge”–to use the appropriate terminology. Overall, however, I have found that there is general confusion about what “discovery learning” actually means. I hope to make clear in this article what it means, and to identify effective and ineffective methods to foster learning through discovery.
Are you stuck on a college waiting list? Frustrating, isn’t it? You feel disrespected, unlucky. But you are not alone. Some selective schools send more wait-list letters than acceptance letters. This year’s economic uncertainties might produce the largest number of wait-listed applicants ever.
What can you do about it? I have some ideas. There is only one job other than newspapering that I would be even remotely qualified for: college admissions consultant. I have written a lot on the subject, including a guidebook. My clients would be careerist, overinvolved parents just like me. In truth, I couldn’t take the pressure, but for fun, let’s pretend that you are paying me $300 an hour to get you off that waiting list. Here’s the plan:
Winning the wait-list game, like getting to the Final Four, is all about commitment. You must decide if a college that wait-listed you is still your first choice. If so, then go after it. (Pick just one school. No others allowed. Otherwise, someone will tell on you, and you will be dead.)
A tug of war erupted last week over L.A.’s new downtown arts high school, with some of its biggest supporters declaring that they had given up on the Los Angeles Unified School District and wanted the $242-million campus turned over to a charter school organization. In response to the critics, who included philanthropist Eli Broad, Supt. Ramon C. Cortines shot back: “There is not a for-sale sign on it.”
The tension had been building for months, fueled in part by the district’s plan to reserve most of the school’s seats for students from the surrounding neighborhood rather than open it up to the most talented students districtwide. It bubbled over after two star principals from the East Coast turned down offers to take charge, leaving the school leaderless less than six months before it opens in September.
“This pace is so slow that we have lost total confidence that the district could open this school in September as a really excellent place for students,” said Maria Casillas, president of Families in Schools, a nonprofit organization that encourages parental involvement in education. She is on the board of Discovering the Arts, an organization created to support the downtown arts school, and was on a design team for the school until she recently resigned in frustration.
Casillas and others have reached out to Judy Burton, the president and chief executive of the Alliance for College Ready Public Schools, a successful charter organization, in hopes that she could run the arts school with Board of Education approval. Burton, a former top official at L.A. Unified, said she would do so only in partnership with the district, and with the blessing of Cortines and board President Monica Garcia.
But the Boston Teachers Union has a message for those eager Teach for America recruits: Thanks, but no thanks.
With the first batch of 20 corps members scheduled to arrive in the fall, just months after probable teacher layoffs, the union has sent a letter to the popular program objecting to its help.
“We already have hundreds of good, ‘surplus’ teachers; we don’t need [Teach for America] to provide us any additional help,” Richard Stutman, the union’s president, wrote in a letter sent this week. “By coming here, you will only make matters worse.”
While public service is a key mission of Teach for America, the program does not provide free help. Participating school districts must pay the recruits the same salary as a beginning teacher in the district, which in Boston would be $46,291.
Recruits must make a two-year commitment and are allowed to run their own classrooms after completing a five-week training program.
First we met Seth Godin at Maison du Chocolat. It was fascinating to hear him riff on music education, Felice’s world. He lamented teachers married to excellence, performance of material that most people were not enamored of. He boiled it down to a sense of mastery. That by learning how to play an instrument, a child experienced a sense of accomplishment. That’s the message of music education, not exposing people to the classics or some extrapolation about IQ improvement. That’s Seth’s gift, the ability to execute an insightful surgical strike, right to the heart of the matter.
Are people ready for it?
Jessica Shepherd, via a kind reader’s email:
Lecturers criticised for setting up £4,000 social media degree are fighting back on Twitter
Academics criticised for offering a masters degree covering Twitter and other social networking websites are defending themselves against the media onslaught – where else, but on Twitter.
Students on the £4,000 one-year Social Media degree, offered by Birmingham City University, will explore how we communicate on the websites and how they can be used for marketing.
Other modules on the course will teach students how to start a blog and podcasting techniques. The course is being advertised through a video on the university’s website.
The course convenor, Jon Hickman, who is posting regularly today on his Twitter feed, responded to media coverage of the course, saying it was not for “IT geeks”.
A U.S. Education Department study released yesterday found that District students who were given vouchers to attend private schools outperformed public school peers on reading tests, findings likely to reignite debate over the fate of the controversial program.
The D.C. Opportunity Scholarship Program, the first federal initiative to spend taxpayer dollars on private school tuition, was created by a Republican-led Congress in 2004 to help students from low-income families. Congress has cut off federal funding after the 2009-10 school year unless lawmakers vote to reauthorize it.
Overall, the study found that students who used the vouchers received reading scores that placed them nearly four months ahead of peers who remained in public school. However, as a group, students who had been in the lowest-performing public schools did not show those gains. There was no difference in math performance between the groups.
The Concord Review
3 April 2009
There is no question that lots of people around the nation are concerned about the literacy of American adolescents. They must be worried about the ability of our students to read and write, one would assume. It might also seem reasonable to take for granted that professionals interested in teen skills in reading books and writing papers would give close attention to those students who are now reading a fair amount of nonfiction and writing really exemplary research papers at the high school level.
At this point, expectations need to be altered a bit. Surely coaches of Adolescent Sports have a tremendous fascination with the best teen athletes in the country. There are lots of prizes and even scholarships for high school students who perform very well in football, soccer, basketball, baseball, etc., and there are even college scholarships for good teen cheerleaders. We might think it odd if all high school coaches cared about was physical education classes and even in those, only those student/athletes who were most un-coordinated and incompetent. Not that it is unimportant to worry about teens who are overweight and cannot take part in sports, but nevertheless, coaches tend to focus on the best athletes, and colleges and the society at large seem to think that is fine for them to do, and is even their job, some would say.
But when it comes to students who read well and write good term papers, the Literacy Community has no interest in them. It is only able to focus on the illiterate and incompetent among Adolescents, and their professional peers seem to think that is fine for them to do, and is even their real job. And it surely is important for them to help those who need help. They should do research and develop curricula and programs to help teens become more literate. They have been doing this for many decades, and yet more than a million of our high school graduates each and every year are in remedial (non-credit) courses when they are “admitted” (conditionally) to colleges around the country.
Perhaps the current approach to literacy training for young people might deserve a second look. The Chronicle of Higher Education surveyed college professors, 90% of whom reported that they thought the freshmen in their classes were not well prepared in reading, doing research, or writing term papers. Their high school teachers had thought they were well prepared, but college professors didn’t see it that way.
No doubt many of those students had the benefit of the Adolescent Literacy Initiatives of AdLit.org, National Council of Teachers of English, National Writing Project, Young Adult Library Services Association (YALSA), Alliance for Excellent Education, Partnership for Reading, National Adolescent Literacy Coalition, Learning Point Associates, Education Development Center, Council of Chief State School Officers, Scholastic, Adolescent Literacy Coaching Project (ALCP), National Governors’ Association, Journal of Adolescent & Adult Literacy, Adolescent Literacy Research Network, Adolescent Literacy Support Project, WGBH Adolescent Literacy website, and the International Reading Association, not to mention the many state and local literacy programs, and yet our students’ literacy still leaves a lot to be desired, even if they can graduate from high school.
To me it seems that, unlike coaches, the literacy pros are almost allergic to good academic work in reading and writing by our teens. I am not really sure why that would be the case, but in the last 20 years of working with exemplary secondary students of history from 44 states and 35 other countries, I have not found one single Literacy Organization or Literacy Program which had the slightest interest in their first-rate work, which I have been privileged to publish in 77 issues of The Concord Review so far. They have heard about it, but they don’t want to know about it, as far as I can tell.
It does seem foolish to me, that if they truly want to improve the reading and writing of adolescents, they don’t take a tiny bit of interest in exemplary reading and writing at the high school level, not only in the students’ work, but even perhaps in the work of the teachers who guided them to that level of excellence, just as high school coaches are interested in the best athletes and perhaps their coaches as well.
They could still spend the bulk of their time on grants given them to do “meta-analyses” of Literacy Strategies and the like, but it seems really stupid not to glance once or twice at very good written work by our most diligent teens (the Literate Adolescents).
Of course, I am biased. I believe that showing teachers and students the best term papers I can find will inspire them to try to reach for more success in literacy, and some of my authors agree with me: e.g. “When a former history teacher first lent me a copy of The Concord Review, I was inspired by the careful scholarship crafted by other young people. Although I have always loved history passionately, I was used to writing history papers that were essentially glorified book reports…As I began to research the Ladies’ Land League, I looked to The Concord Review for guidance on how to approach my task…In short, I would like to thank you not only for publishing my essay, but for motivating me to develop a deeper understanding of history. I hope that The Concord Review will continue to fascinate, challenge and inspire young historians for years to come.” Emma Curran Donnelly Hulse, Columbia Class of 2009; North Central High School (IN) Class of 2005……”The opportunity that The Concord Review presented drove me to rewrite and revise my paper to emulate its high standards. Your journal truly provides an extraordinary opportunity and positive motivation for high school students to undertake extensive research and academic writing, experiences that ease the transition from high school to college.” Pamela Ban, Harvard Class of 2012; Thomas Worthington High School (OH) Class of 2008…
But what do they know? They are just some of those literate adolescents in whom the professional adolescent literacy community seems to have no interest.
“Teach by Example”
Will Fitzhugh [founder]
Consortium for Varsity Academics® [2007]
The Concord Review [1987]
Ralph Waldo Emerson Prizes [1995]
National Writing Board [1998]
TCR Institute [2002]
730 Boston Post Road, Suite 24
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Varsity Academics®
Leigh Buchanan & Robert Sutton:
Forty years ago, Laurence Peter and Raymond Hull invented business satire with the publication of The Peter Principle: Why Things Always Go Wrong. The principle posits that employees are rewarded for competence by being shoved up hierarchies until they reach a position that overwhelms their skills. At that point, they stick. Consequently, “In time, every post tends to be occupied by an employee who is incompetent to carry out its duties,” the authors wrote. Inc. editor-at-large Leigh Buchanan discussed the idea’s enduring relevance with Stanford management professor Robert Sutton, who wrote an introduction to the 40th-anniversary edition. (Peter and Hull died in 1990 and 1985, respectively.)
Success in life depends on intelligence, which is measured by I.Q. tests. Intelligence is mostly a matter of heredity, as we know from studies of identical twins reared apart. Since I.Q. differences between individuals are mainly genetic, the same must be true for I.Q. differences between groups. So the I.Q. ranking of racial/ethnic groups — Ashkenazi Jews on top, followed by East Asians, whites in general, and then blacks — is fixed by nature, not culture. Social programs that seek to raise I.Q. are bound to be futile. Cognitive inequalities, being written in the genes, are here to stay, and so are the social inequalities that arise from them.
What I have just summarized, with only a hint of caricature, is the hereditarian view of intelligence. This is the view endorsed, for instance, by Richard J. Herrnstein and Charles Murray in “The Bell Curve” (1994), and by Arthur R. Jensen in “The g Factor” (1998). Although hereditarianism has been widely denounced as racism wrapped in pseudoscience, these books drew on a large body of research and were carefully reasoned. Critics often found it easier to impugn the authors’ motives than to refute their conclusions.
BY AMERICAN standards, German culture wars are mild affairs. A spat in Berlin over teaching religion in schools may be an exception. Next month the city will vote on whether schools should teach the subject as an alternative to an ethics course. The debate is only partly about how God fits into the classroom; it is also about how Muslims fit into Berlin.
In most of Germany, the constitution already makes religious instruction part of the curriculum (secular students can opt out). But Berlin and two other states are exempt. The city’s godlessness was shaken in 2005 by the “honour killing” of a young Turkish woman. As an antidote, Berlin’s government brought in a non-religious ethics course a year later.
Click here!
For Berlin’s beleaguered believers, this was both threat and opportunity. Enrolment in (voluntary) religious classes outside school hours dropped. But some religious folk spotted a chance to sneak in more traditional teaching. Thus was born Pro-Reli, a movement that has festooned Berlin with red-and-white posters demanding “free choice between ethics and religion” and collected 270,000 signatures to force a referendum.
The debate is over whether religious teaching fosters or hinders tolerance. Pro-Reli’s critics fear that separating schoolchildren by religion may undermine social peace. Supporters retort that people with strong religious convictions respect faith, whatever its form. Christoph Lehmann, Pro-Reli’s leader, defines tolerance as “accepting everyone as he is”. The left, he says, belittles religious differences and calls that tolerance.
There haven’t been many upsets in this year’s NCAA men’s basketball tournament, as big name basketball powerhouses have dominated the hardwood. But evaluate the Sweet Sixteen based on the most important academic competition of studying for and obtaining a meaningful degree and you’ll find that most of the top teams wouldn’t even come close to cutting down the nets in Detroit early next month.
Higher Ed Watch’s third annual Academic Sweet Sixteen examines the remaining teams in the NCAA men’s basketball tournament to see which squads are matching their on-court success with academic achievement in the classroom. And for the third consecutive year, academic indicators produce a championship game match-up that isn’t on anyone’s radar: Purdue versus Villanova, with Purdue’s 80 percent graduation rate trumping Villanova’s 67 percent. The University of North Carolina and Michigan State, meanwhile, round out the Final Four with graduation rates of 60 percent.
Over the years, I’ve often expressed my reluctance to join Howard Fuller in embracing the private school voucher program.
Fuller is a longtime Milwaukee educator and a nationally known leader of the school choice movement. He’s been involved in efforts to improve the education of black children since long before the program’s inception in 1990.
I have tremendous respect for Fuller but never really agreed with his advocacy of this particular educational policy due to my suspicions of where it would ultimately lead. There are a handful of solid private voucher schools in town, but I’ve seen too many examples of failed schools run by well-meaning adults – and in some cases by charlatans and hustlers – that eventually have left students with their studies temporarily interrupted.
There’s also the corrosive political atmosphere that has turned support for school choice into a partisan litmus test – Republicans for, Democrats against. I’ve often wondered why this community spends millions of dollars in taxpayer money to fund two separate school systems when it’s clear there’s not enough money to fund one properly.
Fuller always had a ready answer. For him, the main issue was giving low-income children a quality education. If the public schools couldn’t do that, he reasoned, why not give voucher schools a chance?
Last week, the debate over school choice reached another level after a long-awaited report – based on several studies of Milwaukee’s parental choice program and Milwaukee public schools – found essentially no major difference in the academic success of students in both systems. Fuller said those conclusions, along with recent proposals by Gov. Jim Doyle to increase accountability of choice schools, represented a significant moment for his movement.
Wisconsin is not making as much progress raising student achievement and closing the gaps between have and have-not students as the nation as a whole, according to a report released Tuesday by the Education Trust, an influential, Washington-based nonprofit group.
As with other reports in recent years, the analysis showed the achievement of African-American students remains a major issue overall and that the gaps between black students and white students in Wisconsin are among the largest in the United States.
But it also analyzed the progress made in recent years and found Wisconsin lagging when it came to all racial and ethnic groups – and the news was generally not good across a wide range of measures.
Daria Hall, director of kindergarten through 12th-grade policy for the Education Trust, said, “What you see is when you look at any of the critical milestones in education – fourth-grade reading, eighth-grade math, high school graduation, collegiate graduation – Wisconsin and African-American students in particular are far below their peers in other states. This shows that while there has been some improvement, it is not nearly fast enough for the state’s young people, communities or the economy as a whole.”
For example, consider reading scores for fourth-graders in 1998 and in 2007 in the testing program known as the National Assessment of Education Progress. White students nationwide improved their scores seven points over the nine-year period (on a scale where average scores were in the low 200s), while in Wisconsin, the improvement was one point. For black fourth-graders, the nationwide gain was 11 points, while in Wisconsin it was four. And for low-income students in general, the national gain was 10 points, while in Wisconsin it was two points.
Wisconsin lagged the nation when it came to similar comparisons involving the graduation rate for black students, the percentages of black and Hispanic students graduating college within six years of finishing high school and the degree to which there had been improvements in recent years in the size of black/white achievement gaps.
This pdf chart compares the 50 States and the District of Columbia.
Related: Tony Evers and Rose Fernandez are running for Wisconsin DPI Superintendent in the April 7, 2009 spring election. Capital Newspapers’ Capital Times Editorial Board endorsed Tony Evers today.
Watch or listen to a recent debate here. SIS links on the race.
c Schools, he was seen by some liberal critics as a right wing-toady who had betrayed his old ideology by getting in bed with conservative school choice supporters. That view was always simplistic, as his bold call for reform of school choice, announced last week, proved once again. His new position – which could greatly alter the politics of school choice – raises many questions.
For starters, why the seeming flip-flop by Fuller? The answer is that he’s never been an ideologue. The old Fuller, after all, was a Democrat. He worked to get Democrat Tony Earl elected in 1982 and was rewarded with a position running the state’s Department of Employment Relations. And his commitment to public schools was personified by his work as MPS superintendent from 1991-1995, which included championing an über-liberal referendum to spend some $400 million to construct new schools, which was defeated by the taxpayers.
But Fuller was more often a critic of MPS, among other things proposing (in the late 1980s) to create an all-black school district that would be carved out of MPS. (That idea, too, went down in flames.) Fuller was always a supporter of alternative schools – or any schools, really – that would provide a good education for minority and low-income students. And he was always willing to work with business leaders and politicians of either party to accomplish his ends. For at least the last 10 years, that has meant mostly Republicans, as he embraced school choice as the solution to urban education in Milwaukee.
But the latest results of the five-year study on school choice, reported last week in the Milwaukee Journal Sentinel, showed there is no statistically significant difference in achievement between MPS and voucher schools. The schools are cheaper, but because of the partisan legislation battles over voucher funding, the program’s complicated funding formula awards most of the savings (some $82 million a year) to every place in the state but Milwaukee. This city’s property taxpayers are paying $45 million more annually for a program that appears to be having little positive impact on education.
Rachel Bennett, 12, loves playing soccer, spending time with her grandparents and making jewelry with beads. But since she entered a magnet middle school in the fall — and began receiving two to four hours of homework a night — those activities have fallen by the wayside.
“She’s only a kid for so long,” said her father, Alex Bennett, of Silverado Canyon. “There’s been tears and frustration and family arguments. Everyone gets burned out and tired.”
Bennett is part of a vocal movement of parents and educators who contend that homework overload is robbing children of needed sleep and playtime, chipping into family dinners and vacations and overly stressing young minds. The objections have been raised for years but increasingly, school districts are listening. They are banning busywork, setting time limits on homework and barring it on weekends and over vacations.
Take a look and see what you think of this three-and-a-half minute rant about leveling the preacher-and-congregation model of learning from Jay Cross. I of course love it as you will recognize that is what my knowledge cafes are about. You can hear the story here of how I started the knowledge cafes in response to death-by-powerpoint presentations.
But also read the comments on Jays post. Some people do not agree with him. But note Jay is not saying that we need to get totally away from the teacher-student model of learning more that we need to shift the balance. Jay himself is in preach mode in delivering the rant and I am sure he was well aware of it. My Knowledge cafes also have a chalk-and-talk component.
Growing up poor isn’t merely hard on kids. It might also be bad for their brains. A long-term study of cognitive development in lower- and middle-class students found strong links between childhood poverty, physiological stress and adult memory.
The findings support a neurobiological hypothesis for why impoverished children consistently fare worse than their middle-class counterparts in school, and eventually in life.“Chronically elevated physiological stress is a plausible model for how poverty could get into the brain and eventually interfere with achievement,” wrote Cornell University child-development researchers Gary Evans and Michelle Schamberg in a paper published Monday in the Proceedings of the National Academy of Sciences.
For decades, education researchers have documented the disproportionately low academic performance of poor children and teenagers living in poverty. Called the achievement gap, its proposed sociological explanations are many. Compared to well-off kids, poor children tend to go to ill-equipped and ill-taught schools, have fewer educational resources at home, eat low-nutrition food, and have less access to health care.
At the same time, scientists have studied the cognitive abilities of poor children, and the neurobiological effects of stress on laboratory animals. They’ve found that, on average, socioeconomic status predicts a battery of key mental abilities, with deficits showing up in kindergarten and continuing through middle school. Scientists also found that hormones produced in response to stress literally wear down the brains of animals.
The College Board, via a kind reader’s email:
The AP Annual Conference is a forum for all members of the AP and Pre-AP communities, worldwide, to exchange experiences, strengthen professional ties, and gain a better sense of how they can help their students to prepare for college success.
Clever children are saving themselves from being branded swots at school by dumbing down and deliberately falling behind, a study has shown.
Schoolchildren regarded as boffins may be attacked and shunned by their peers, according to Becky Francis, professor of education at Roehampton University, who carried out a study of academically gifted 12- and 13-year-olds in nine state secondary schools.
The study, to be published in the Sociological Review next year, shows how difficult it is for children, particularly boys, to be clever and popular. Boys risk being assaulted in some schools for being high-achievers. To conform and escape alienation, clever boys told researchers they may “try to fall behind” or “dumb down”.
One boy told researchers: “It is harder to be popular and intelligent. If the subject comes naturally … then I think it makes it easier. But if the subject doesn’t come naturally, they work hard and other people see that and then you get the name-calling.” This may in part explain boys’ perceived underachievement, Francis said.
Ernest Kurnow, a 96-year-old business school professor at New York University, finished his own schooling in the middle of the Great Depression. Now his current students are faced with finding a job in the floundering world of finance after graduation.
By the first week of spring, a crowd of shivering daffodils offered a lonely spray of color to a still-dormant garden outside Hollin Meadows Elementary School. But the bright blooms were not safe for long amid the prying fingers of two dozen curious fourth-graders.
Winter coats guarded the children against a chilly breeze, but their mittens came off as they pulled leaf after buttery leaf from the flower and gave names to each of its parts.
“It’s breathtaking,” said Nikos Booth, 9, as he rubbed the golden pollen from the stamen onto his finger.
Lots of elementary students learn plant anatomy by studying a diagram and labeling the parts or circling terms on a worksheet. At Hollin Meadows in Fairfax County, they get their hands dirty.
Bilingual education is supposed to be expanding to more languages – such as Vietnamese and Arabic – but many school districts can’t find the teachers to handle the two-language classes.
“The teacher shortage that was there for Spanish now translates to other languages,” said Shannon Terry, Garland ISD’s director of English as a Second Language (ESL) and bilingual education.
Area districts are recruiting for next school year, searching for tough-to-staff areas such as math and science. But bilingual teachers are also in high demand.
The state requires any school district that has at least 20 students in a grade level who speak a language other than English to provide a bilingual program in that language.
In 2007, the State Board for Educator Certification expanded the bilingual program to include Vietnamese, Arabic, Chinese, Japanese and Russian. But that doesn’t mean more diverse teachers are lining up for jobs.
“It’s not common knowledge,” said Terry. “The universities aren’t designing programs necessarily yet to support teachers in securing those credentials.”
The Madison School District, in response to Nuestro Mundo’s desire for a middle school charter, plans to implement dual immersion across the District.
Like most principals, Dave Levin believed that parental support was essential to a school’s success. So when many families pulled their kids out of his struggling South Bronx charter school after its first year, he thought he was in trouble.
Some parents called him and his teaching partner, Frank Corcoran, “crazy white boys.” The two had recruited 46 fifth-graders, barely enough to start the Knowledge Is Power Program (KIPP) Academy, and 12 failed to return for sixth grade. Test scores were somewhat better than at other local schools, but Levin’s discipline methods weren’t working. By March of his second year he believed that he had no choice but to close the school.
That was 1997. Twelve years later, the academy, saved by a last-minute change of mind, is considered a great success and a model for the 66 KIPP schools in 19 states and the District. Together, they have produced the largest achievement gains for impoverished children ever seen in a single school network.
A new research study — based on simulations using actual student applications at competitive colleges that require the SAT or ACT for admission — has found that ending the requirement would lead to demonstrable gains in the percentages of black and Latino students, and working class or economically disadvantaged students, who are admitted.
The finding is consistent with what admissions officers have reported at many colleges that have gone SAT-optional. But the basis of this new research goes well beyond the anecdotal information reported by colleges pleased with their shifts. Scholars at Princeton University’s Office of Population Research obtained actual admissions data from seven selective colleges that require the SAT or ACT. Using the actual admissions patterns for these colleges, the scholars then ran statistical models showing the impact of either going SAT-optional or adopting what they called the “don’t ask, don’t tell” approach in which a college says that it won’t look at standardized test scores.
These models suggest that any move away from the SAT or ACT in competitive colleges results in significant gains in ethnic and economic diversity. But the gains are greater for colleges that drop testing entirely, as opposed to just making it optional. (To date, only one institution — Sarah Lawrence College — has taken that step.)
In terms of other measures of academic competitiveness, the study found that going SAT optional would result in classes of students with higher grade point averages. Dropping testing entirely, on the other hand, would result in higher levels of academic achievement in the entering classes at the public institutions studied, but not the privates. The research will be formally presented next month at a conference at Wake Forest University about college admissions, but the Princeton researchers released the findings Wednesday.
The “education president” remained silent when his congressional Democrats essentially killed the Opportunity Scholarship Program (OSP) in the city where he now lives and works.
Of the 1,700 students, starting in kindergarten, in this private-school voucher program, 90 percent are black and 9 percent are Hispanic.
First the House and then the Senate inserted into the $410-billion omnibus spending bill language to eliminate the $7,500 annual scholarships for these poor children after the next school year.
A key executioner in the Senate of the OSP was Sen. Dick Durbin, Illinois Democrat. I have written admiringly of Durbin’s concern for human rights abroad. But what about education rights for minority children in the nation’s capital?
Andrew J. Coulson, director of the Cato Institute (where I am a senior fellow) supplied the answer when he wrote: “Because they saw it as a threat to their political power, Democrats in Washington appear willing to extinguish the dreams of a few thousand poor kids to protect their political base.”
In Craig Kohn’s classroom at Waterford Union High School, students use traditional Punnett square diagrams to study animal genetics.
But they also use 80-pound Foster, the living, breathing class Holstein calf, and talk about his genetics and which of those traits they can predict his offspring may have generations from now.
Using Foster requires more post-lesson cleanup in the school’s agriculture education classroom, but students say Kohn’s lessons bring science alive. It is fun, real and far more engaging than memorizing facts and formulas.
The approach represents part of a revolution in agriculture education that is under way across Wisconsin and the United States.
The so-called “cows and plows” high school curriculum – animal science, plant science and mechanics – once dominated by farm kids in Carhartt jackets and Wranglers has morphed into courses that cover turf management, wildlife ecology, landscape design, biotechnology, organic farming, genetic engineering, sustainable water, biodiesel production and meat science.
The developments have exciting implications, from a wave of new student interest in agri-science to ample post-secondary career prospects.
Many school leaders are harnessing the potential of the programs. The Hartland-Lakeside School District is designing an organic farming charter school; state agriculture officials hope a similar urban agriculture school could take root in Milwaukee.
Bonnie Miller Rubin & Tara Malone:
Anyone who has ever proudly carried Junior’s papier-mache heart into the science fair–only to run into the cardiologist’s kid with the medical school model–has seen what happens when the line between parental involvement and parental takeover gets crossed.
Science fair season is in full swing, but meddling by mom and dad is not limited to budding scientists. It spans childhood, from the Cub Scouts Pinewood Derby to college essays.
Parents may try to help a struggling child, allow a perfectionist streak to get the best of them or get carried away by their own interest in the topic. But one way or another, dad’s or mom’s work gets turned in, giving the student an unfair advantage.
In response, several school districts are opting for more in-class assignments, studying the meaning of grades and flat-out reminding parents not to do their child’s homework.
Advanced Placement English teacher Allison Beers asked her 11th-grade students at Eleanor Roosevelt High School in Prince George’s County to critique my annual rankings, in The Washington Post and Newsweek, of public high schools. I use the Challenge Index, a measure of participation in AP and other college-level tests. Here are excerpts of comments from several students, with some comments from me:
I am an optimist, maybe too much of one. I believe, for instance, that our school dropout problem in many instances takes care of itself. Often teenagers leave school because they just cannot bear sitting in class. Eventually they mature, return to school, graduate and have productive lives. Data show that of the 30 percent of students who do not graduate on time, about half have acquired high school diplomas or General Educational Development certificates (GED) by their late 20s.
Many people find my congenital sunniness on this and other issues annoying. My wife, who married me nearly 42 years ago, has always called me “the Pollyanna From Hell.” She might have a point. Optimism can lead to error. For instance, I have found a impressive new report on dropouts that suggests my laissez faire attitude toward the issue might keep many young people from being yanked back into school in ways that would do them good.
Janine, Derek, Henry and Grandma Cate:
Mission statement: On this blog we explore why homeschooling can be a better option for children and families than a traditional classroom setting. We’ll also explore homeschooling issues in general, educational thoughts, family issues, and some other random stuff.
The school-voucher movement is under assault, as opponents have cut federal funding and states move to impose new restrictions on a form of school choice that has been a cornerstone of the conservative agenda for education overhaul.
Vouchers — which give students public money to pay private-school tuition — have grown since a 2002 Supreme Court decision upheld their use in religious schools. About 61,700 students use them in the current school year, up 9% from last year, according to the Alliance for School Choice, a voucher advocate.
But earlier this month, Congress voted to stop funding a voucher program for the District of Columbia. Two other prominent voucher programs — in Milwaukee and Cleveland — are facing statehouse efforts to impose rules that could prompt some private schools to stop taking voucher students.
Pressure is mounting from other corners as well. President Barack Obama has said he opposes vouchers, and the stimulus bill he signed in February bars its funds from being used to provide financial aid to students attending private schools. On Wednesday, the Arizona Supreme Court ruled that two state voucher programs, benefiting foster children and disabled students, violated Arizona’s state constitution.
As hard as it is, as much as I’d like to avoid it, it’s time to have The Talk with my kids.
I’m not talking about the birds and the bees. I’m talking about the need to cut spending — to downsize my budget to reduce debt and gird for higher-than-expected college costs. I’m finding it surprisingly hard to communicate with my children, 18 and 21, about this. Based on my email and comments on our blog, TheJuggle.com, other parents are struggling too. Some spouses are fighting about how much to tell their children about financial setbacks. Others are just not saying why Daddy or Mommy has suddenly started driving the daily car pool.
In truth, the information we’re trying so hard to hide or dress up for our kids probably doesn’t matter nearly as much to them as how they see us behaving and feeling. “In conversations with kids of any age, how you say it is more important than what you say,” says Ralph E. Cash, president of the National Association of School Psychologists.
In my own case, at least, providing well for my kids has gotten tangled up in my mind with showing my love for them. Separating the two is making The Talk harder.
Legal Pad (Cal Law) via a kind reader’s email:
That’s the gist we got out of the First District’s ruling today, in a constitutional challenge to Berkeley’s way-complicated system for assigning students to different elementary schools, and to different programs in high school. The upshot: The appeals court unanimously said Berkeley’s system is A-OK, despite Prop 209, because it doesn’t consider a student’s own race at all. Instead, all students in a neighborhood are treated the same — and the way the neighborhood is treated is based on a bunch of things, like average income level, average education level, and the neighborhood’s overall racial composition. The court’s opinion calls things like this “affirmative policies” fostering social diversity. That term doesn’t sound familiar at all.
The Opinion 49K PDF
Perhaps this is what new Madison School District Superintendent Dan Nerad had in mind:
Still, Nerad has clearly taken notice. Given the new numbers, he plans to ask state lawmakers to allow Madison to deny future requests based on family income levels, rather than race, to prevent disparities from further growing between Madison and its suburbs.
2009/2010 Madison Open Enrollment information. Much more on Wisconsin Open Enrollment here.
There is no more A for effort at Prospect Hill Elementary School.
Parents have complained that since the new grading system is based on year-end expectations, 4s are generally not available until the final marking period.
In fact, there are no more A’s at all. Instead of letter grades in English or math, schoolchildren in this well-to-do Westchester suburb now get report cards filled with numbers indicating how they are faring on dozens of specific skills like “decoding strategies” and “number sense and operations.” The lowest mark, 1, indicates a student is not meeting New York State’s academic standards, while the top grade of 4 celebrates “meeting standards with distinction.”
They are called standards-based report cards, part of a new system flourishing around the country as the latest frontier in a 20-year push to establish rigorous academic standards and require state tests on the material.
Educators praise them for setting clear expectations, but many parents who chose to live in Pelham because of its well-regarded schools find them confusing or worse. Among their complaints are that since the new grades are based on year-end expectations, 4s are generally not available until the final marking period (school officials are planning to tweak this aspect next year).
“We’re running around the school saying ‘2 is cool,’ ” said Jennifer Lapey, a parent who grew up in Pelham, “but in my world, 2 out of 4 is not so cool.”
Much more on standards based report cards here.
When Mateus Bontempo started preschool at a public school in Long Branch, N.J., he rarely talked and was so shy he’d stand in the classroom doorway until a teacher came to escort him inside.
Anna Dasilva, his mother, says educators worked with Mateus on his social skills, sometimes taking him to other classrooms to meet new children. Four years later, the eight-year-old third grader plays trumpet, participates in math competitions and performs in plays. “They really helped him along,” says Mrs. Dasilva, who thinks all children should have the same preschool opportunity.
So does President Barack Obama. As one of the main goals of his education plan, he wants to spend $10 billion to encourage states to offer universal preschool and expand federal early-learning programs like Head Start. The recently passed stimulus bill includes half that spending goal, or $5 billion, for Head Start and related early-childhood efforts.
But the current economic crisis may blunt state-level efforts to broaden access to preschool. Even in better times, building a “universal” preschool system would likely be a slow and expensive proposition, given the patchwork nature of what currently exists.
And as state and federal efforts target early learning programs toward disadvantaged students, some middle-class parents feel that their children are being left out. According to a recent study by Pre-K Now, families earning more than about $40,000 a year are already ineligible for free preschool in most of the 20 states that use income to determine eligibility.
After school on a recent afternoon, Allonzo Trier, a sixth grader in Federal Way, outside Seattle, came home and quickly changed into his workout gear — Nike high-tops, baggy basketball shorts and a sleeveless T-shirt that hung loosely on his 5-foot-5, 110-pound frame. Inside a small gymnasium near the entrance of his apartment complex, he got right to his practice routine, one he has maintained for the last four years, seven days a week. He began by dribbling a basketball around the perimeter of the court, weaving it around his back and through his legs. After a few minutes, he took a second basketball out of a mesh bag and dribbled both balls, crisscrossing them through his legs. It looked like showboating, Harlem Globetrotters kind of stuff, but the drills, which Trier discovered on the Internet, were based on the childhood workouts of Pete Maravich and have helped nurture his exquisite control of the ball in game settings — and, by extension, his burgeoning national reputation.
One of the Web sites that tracks young basketball prospects reports that Trier plays with “style and punch” and “handles the pill” — the ball — “like a yo-yo.” He is a darling of the so-called grass-roots basketball scene and a star on the A.A.U. circuit — which stands for Amateur Athletic Union but whose practices mock traditional definitions of amateurism.
A high-profile and lauded dropout-prevention program is falling victim to budget cuts — although top Los Angeles school officials insist that they’ll provide a more effective program in its place.
The precarious Diploma Project is emblematic of the financial crisis slowly working its way across the nation’s second-largest school system as ripples of a statewide budget shortfall touch counselors, teachers and other school employees whose work directly affects children enrolled in the Los Angeles Unified School District.
Nearly 9,000 employees — about 10% of the full-time workforce — received notice of a possible layoff this month as the district seeks to cut hundreds of millions of dollars from its nearly $6-billion general fund. But there’s more going on than financial pain.
Reshaping system
After taking the helm in January, Supt. Ramon C. Cortines, one of the country’s most experienced educators, has attempted to reshape the school system. Cortines is seizing the moment to trim or gut some of the central bureaucracy, while also moving dollars and responsibility to schools. The superintendent wants schools to decide for themselves whether to pay for additional counselors, arts programs and librarians, among other things.
The new setup must save money, but it also should be more effective, he said.
Like any successful negotiator, Randi Weingarten can sense when the time for compromise is nigh. On Nov. 17, after the Election Day dust had cleared, Weingarten, the president of both the American Federation of Teachers (AFT) and its New York City affiliate, the United Federation of Teachers, gave a major speech at the National Press Club in Washington, D.C. In attendance were a host of education-policy luminaries, including Weingarten’s sometimes-foe Mayor Michael Bloomberg of New York City, Service Employees International Union President Andy Stern, National Education Association (NEA) President Dennis van Roekel, and Rep. George Miller of California.
“No issue should be off the table, provided it is good for children and fair for teachers,” Weingarten vowed, referencing debates within the Democratic coalition over charter schools and performance pay for teachers — innovations that teachers’ unions traditionally held at arm’s length.
The first openly gay president of a major American labor union, Weingarten is small — both short and slight. But she speaks in the commanding, practiced tones of a unionist. In speeches, newspaper op-eds, and public appearances, Weingarten, once known as a guns-blazing New York power broker, has been trying to carve out a conciliatory role for herself in the national debate over education policy. It is a public-relations strategy clearly crafted for the Obama era: an effort to focus on common ground instead of long-simmering differences.
Notably absent from the audience for Weingarten’s post-election speech was D.C. Schools Chancellor Michelle Rhee. In the summer of 2007, Rhee, a Teach For America alumna and founder of the anti-union New Teacher Project, took office and quickly implemented an agenda of school closings, teacher and principal firings, and a push toward merit pay. These actions met with their fair share of outrage from both parents and teachers and especially from the local teachers’ union. At the time of Weingarten’s speech, Rhee and the AFT-affiliated Washington Teachers’ Union (WTU) were stalemated over a proposed new contract for teachers.
Savana Redding still remembers the clothes she had on — black stretch pants with butterfly patches and a pink T-shirt — the day school officials here forced her to strip six years ago. She was 13 and in eighth grade.
An assistant principal, enforcing the school’s antidrug policies, suspected her of having brought prescription-strength ibuprofen pills to school. One of the pills is as strong as two Advils.
The search by two female school employees was methodical and humiliating, Ms. Redding said. After she had stripped to her underwear, “they asked me to pull out my bra and move it from side to side,” she said. “They made me open my legs and pull out my underwear.”
Ms. Redding, an honors student, had no pills. But she had a furious mother and a lawyer, and now her case has reached the Supreme Court, which will hear arguments on April 21.
State Sen. Robert Ford is putting a new face on the long-running fight over whether to spend public education dollars to pay for private schools.
To the dismay of his African American colleagues, the Charleston Democrat is hawking a bill that would give students a publicly paid scholarship or tuition grant to go to a private school.
So far, the push for school choice has had mostly white faces out front. But Ford, who is seeking the Democratic nomination for governor, is making the case that the students who would benefit most from a voucher-style program in South Carolina are African Americans who attend poorly performing schools.
He dismisses those who say his program would hurt already struggling public schools, framing the argument as a choice between protecting schools or giving children the lifeline they need to succeed.
“You’re damn right I’m hurting public education, because public education is hurting our kids,” Ford said.
Rhonda Bodfield
Arizona Daily Star
Even as schools across the state brace for sky-is-falling budget cuts, the Tucson Unified School District program for gifted and talented students is prepping for dramatic growth in the next school year.
The district plans to double the number of students it tests — up to 10,000 — and will send postcards to every family about testing opportunities.
As a result of state and federal requirements, it also will begin offering gifted classes for kindergartners and for juniors and seniors in high school.
Currently, parents request testing to see if their children qualify. That’s a system that can be full of pitfalls in lower-income areas where parents miss the newsletter because they may be working two jobs, for example, or where language barriers might lead to missed deadlines, let alone confusion over how to access the program.
An online debate at The Economist:: Professor Arthur Caplan:
Emmanuel and Robert Hart Professor of Bioethics and Director, Centre for Bioethics, Penn University
There are, it is increasingly said, plenty of reasons why people you know and many you don’t ought to have access to your DNA or data that are derived from it. Have you ever had sexual relations outside a single, monogamous relationship? Well then, any children who resulted from your hanky-panky might legitimately want access to your DNA to establish paternity or maternity.
Craig Venter, Against:
As we progress from the first human genome to sequence hundreds, then thousands and then millions of individual genomes, the value for medicine and humanity will only come from the availability and analysis of comprehensive, public databases containing all these genome sequences along with as complete as possible phenotype descriptions of the individuals.
Over the next two weeks my eldest son will be rejected by some colleges, accepted by others. And then we’ll likely have to make a hard choice, between cheap state schools and expensive prestigious ones. A colleague told me the best econ paper on this found it doesn’t matter. From its 1999 abstract:
We matched students who applied to, and were accepted by, similar colleges to try to eliminate this bias. Using the … High School Class of 1972, we find that students who attended more selective colleges earned about the same [20 years later] as students of seemingly comparable ability who attended less selective schools. Children from low-income families, however, earned more if they attended selective colleges.
A 2006 NYT article confirms this:
Higher education experts have this message … Pay less attention to prestige and more to “fit” — the marriage of interests and comfort level with factors like campus size, access to professors, instruction philosophy. … A 1999 study by Alan B. Krueger … and Stacy Dale … found that students who were admitted to both selective and moderately selective colleges earned the same no matter which they attended.
The silence is striking at Barsamian Preparatory Center. And so are the violence prevention therapy sessions, where a homework assignment is to tell a caregiver, “I love you.”
Then there’s the low teacher turnover and the one bored and unarmed security guard who keeps watch over 90 teenagers who are judged to be the most violent in Detroit Public Schools.
Barsamian is one of the few places where high school students expelled for violence, drugs, aggression toward school staff or other serious actions can continue their education. Some were kicked out of other schools in the district; others are serving out expulsions from districts around the state.
The expulsions range from a few months to a year. Most of the kids are on probation in the juvenile justice system. Students leave the school after their expulsion period is over.
Students, staff and parents said Barsamian’s small setting and strict rules have worked well. Some wish the students could stay longer.
Most solicitations don’t begin with the words “don’t give,” but that’s the approach being used this year by the private Oakwood School in a clever, celebrity-packed appeal timed to its annual fundraising drive.
In the 3 1/2-minute video, Danny DeVito, Jason Alexander, Steve Carell and other Hollywood stars voice such sentiments as “The economy is in the toilet, so don’t give” and “You’d be stupid to give” before getting to the real point: “Unless you care about your children and their future,” and “Unless you care about families who had a hard year and need some help with tuition.”
Created by parent volunteers, the video is an example of the inventive methods private schools are using this spring to generate giving at a time when traditional benefactors may be hard-pressed themselves.
Oakwood’s “Don’t Give” campaign was a precursor to its major fundraiser, a star-studded event Saturday at The Lot in West Hollywood, featuring comedy, music and an auction. The video was meant to be an internal communication but was distributed on YouTube, said James Astman, Oakwood’s head of school.
You’ve been waiting for this moment for nearly 18 years: Your baby is almost ready for college. Your finances, not so much. The market’s protracted free fall means that your college fund is now worth just a fraction of what you need. Your home’s value has no doubt dropped sharply too – no help there. The only thing that keeps going up, you guessed it, is college tuition. So it’s goodbye, Dream School U., hello, Central State, right?
Wrong. While there’s no denying times are tough, you have more options to help pay for that BA than you think. From targeting the right schools to taking advantage of new financial aid rules and tax breaks, you can get the price to a manageable level. These steps will ensure your kid ends up at a great school you can really afford.
1. Use your savings strategically
The typical 529 college savings plan of a high school junior or senior has dropped 12.5% in value over the past year. And if you didn’t invest in an age-based portfolio that automatically shifted into safer investments as your child got older, your losses may be far worse. The big question before you: Should you try to hold off withdrawing money from the account to give your savings time to bounce back?
Eric Sandow is poised to graduate with a geography degree in May, but career plans A and B – graduate school or a land-planning job – aren’t panning out.
So the 28-year-old University of Wisconsin-Parkside student is seriously considering a pursuit he’s had in the back of his mind for years: the Peace Corps.
The troubled economy and President Barack Obama’s call to service are helping create a surge of interest in the Peace Corps, AmeriCorps and other service opportunities. Meanwhile, the U.S. House last week approved the largest expansion of government-sponsored service programs in years.
Both Peace Corps and AmeriCorps provide modest compensation, student loan deferment and a small scholarship at the end that members can use to pay off debt or pursue more schooling.
“With the job market being the way it is, and my situation, I could definitely do that for two years, then see what the economy’s like and in the process maybe help some people out,” said Sandow, who has contacted a Peace Corps recruiter and is mulling over an application.
Kayla Crowley, 18, is healthy, but she’s lying in a financial institution with a thermometer in her mouth.
Two mornings a week, this basement room in the Oregon Community Bank and Trust has served as a bustling training area — not for lending money, but for lending a hand.
Crowley and 10 other students from Oregon High School are earning both high school and college credit while they prepare for a booming job category: nursing assistant. While courses such as this take place across the region, the Oregon class “has been a real community effort,” said Bill Urban, coordinator for Oregon’s School 2 Career program, which matches students with on-the-job training.
The bank donated space. Meriter loaned two hospital beds. Oregon Manor contributed two wheelchairs and a Hoyer patient lift.
It’s about 9 a.m. on a Friday morning and history teacher Howard Wilen is lecturing on President Theodore Roosevelt’s relationship with labor unions.
Roosevelt, Wilen told the class, helped secure better work hours for coal miners but coal prices increased as a result.
Wilen’s Advanced Placement U.S. history students have brokered a deal of sorts too, taking a tough class in high school that could earn college credit. For those who do well on the placement exam, many colleges will give credit for the AP history class, saving students money and time down the road.
Participation in AP courses has skyrocketed in recent years as many school districts have adopted open-enrollment policies, allowing any student willing to take on the work a chance to try the college-level courses.
But at Alamo Heights High School, where Wilen chairs the social studies department, admission remains restricted to top students. The district is rethinking that policy now.
Published by Robert Pondiscio on March 20, 2009 in Education News and Students:
An upstate New York high school student could teach a course in character to the bonus babies of AIG. Nicole Heise of Ithaca High School was one of The Concord Review’s six winners of The Concord Review’s Emerson Prize awards for excellence this year. But as EdWeek’s Kathleen Kennedy Manzo tells the story, she sent back her prize, a check for $800, with this note:
“As you well know, for high school-aged scholars, a forum of this caliber and the incentives it creates for academic excellence are rare. I also know that keeping The Concord Review active requires resources. So, please allow me to put my Emerson award money to the best possible use I can imagine by donating it to The Concord Review so that another young scholar can experience the thrill of seeing his or her work published.”
The Concord Review publishes research papers by high school scholars. It’s a one-of-a-kind venue for its impressive young authors. Manzo notes TCR “has won praise from renowned historians, lawmakers, and educators, yet has failed to ever draw sufficient funding…It operates on a shoestring, as Founder and Publisher Will Fitzhugh reminds me often. Fitzhugh, who has struggled for years to keep the operation afloat, challenges students to do rigorous scholarly work and to delve deeply into history. His success at inspiring great academic work is juxtaposed against his failure to get anyone with money to take notice.”
Young Ms. Heise noticed. Anyone else?
“Teach by Example”
Will Fitzhugh [founder]
Consortium for Varsity Academics® [2007]
The Concord Review [1987]
Ralph Waldo Emerson Prizes [1995]
National Writing Board [1998]
TCR Institute [2002]
730 Boston Post Road, Suite 24
Sudbury, Massachusetts 01776 USA
978-443-0022; 800-331-5007
www.tcr.org; fitzhugh@tcr.org
Varsity Academics®
Daniel Willingham, via a kind reader’s email:
trange as it may sound, the mind is not designed for thinking–it’s designed to save us from having to think. Because thinking is slow, effortful, and uncertain, we rely on memory, not thought, to guide us whenever possible. Nonetheless, we are curious and we do like to think, so long as the issue or problem at hand is neither too easy nor too hard.
Douglas M. Newman:
It’s irresponsible that Erick Ekholm doesn’t mention well publicized research citing teen pregnancy being tied to racy TV in his article (‘07 U.S. Births Break Baby Boom Record, Mar. 18, 2009).
In the widely published Nov. 3, 2008 Associate Press news release by Lindsy Tanner, Rand Corp. published a study in the November 2008 issue of Pediatrics, linking TV viewing habits and teen pregnancy.
Paraphrasing the AP’s press release and Anita Chandra, lead author of Rand’s study, “teens who watched the raciest shows were twice as likely to become pregnant as those who didn’t. Previous research found that watching lots of sex on TV can influence teens to have sex at earlier ages. Shows highlighting only the positive aspects of sexual behavior without the risks can lead teens to have unprotected sex.”
Perhaps 2007 birth rates just might have been influenced by racy television shows teens are viewing – with parental consent and produced by adults in the name of corporate profits I might add.
Douglas M. Newman
Guilford, Connecticut
Cell: (203) 516-1006
Word count: 148 (after the hyphen in the last sentence, the word count is 166).
Groundbreaking research suggests that pregnancy rates are much higher among teens who watch a lot of TV with sexual dialogue and behavior, compared with those who have tamer viewing tastes.
“Sex in the City,” anyone? That was one of the shows used in the research.
The new study is the first to link those viewing habits with teen pregnancy, said lead author Anita Chandra, a Rand Corp. behavioral scientist. Teens who watched the raciest shows were twice as likely to become pregnant over the next three years as those who watched few such programs.
Previous research by some of the same scientists had already found that watching lots of sex on TV can influence teens to have sex at earlier ages.
Shows that only highlight the positive aspects of sexual behavior without the risks can lead teens to have unprotected sex “before they’re ready to make responsible and informed decisions,” Miss Chandra said.
The more sexual content in television and magazines that teens are exposed to, the more likely they are to have sexual intercourse at an early age, a new study says.
The University of North Carolina study, published in today’s issue of the journal Pediatrics, concludes that white adolescents who view more sexual content than their peers are 2.2 times more likely to have sexual intercourse by the time they are 14 to 16 years old.
“Some, especially those who have fewer alternative sources of sexual norms, such as parents or friends, may use the media as a kind of sexual superpeer that encourages them to be sexually active,” the study authors state.
And, as similar past studies have noted, “one of the strongest protective factors against early sexual behavior was clear parental communication about sex.”
Taylor Betz will make a lot more as a high school math teacher this year than her normal salary might suggest.
There’s the $2,300 bonus she gets for working at a “hard-to-serve school,” the $2,300 for filling a “hard-to-staff position,” the $2,300 that all teachers at her school are likely to get for raising student scores on state tests, the $2,300 “beating the odds” bonus she gets for significantly raising the math scores of her own students, and a few smaller bonuses.
Given the extra money, it’s easy to see why a teacher like Ms. Betz would be an enthusiastic supporter of the “pay for performance” system that Denver has adopted. But even though such systems are proliferating, they’re still both highly controversial and little understood.
Performance pay is one of several areas getting attention right now as education reformers zero in on high-quality teaching as the key to helping students learn. The thinking goes like this: It takes good teachers to improve student achievement, and it will take better pay to lure and keep good teachers.
Not only that, advocates of these plans say, but pay should be more directly linked to how well teachers do. And one way to make that link is by looking at students’ scores on standardized tests.
Veterinary and medical professionals in Wisconsin said Friday that they have been warned about a potentially alarming practice among the state’s rural youth: teenage girls ingesting livestock drugs to cheaply and discreetly end their unwanted pregnancies.
So far, the professionals in animal and human health and the Wisconsin Department of Public Instruction are treating the reports of girls inducing their own abortions with prostaglandins – drugs commonly used by cow breeders to regulate animals’ heat cycles – as rumors, because no cases have been officially confirmed by the Wisconsin Department of Health Services.
But Anna Anderson, the executive director of Care Net Pregnancy Center of Green County in Monroe, maintains that she has identified at least 10 girls ages 14 to 18 in a three-county area who admitted to taking some form of cow abortifacient in the past year.
Anderson said the girls told her they took it because they found it to be a cheap and easy way to end their pregnancies without their parents finding out.
At the American Veterinary Medical Association, Assistant Director Kimberly May said Friday that her organization first heard the rumor about the teenagers in mid-February from the Wisconsin Veterinary Medical Association. Since then, the American Animal Hospital Association has also posted an advisory about the issue on its Web site.
Injected properly in livestock, prostaglandins shorten a heat cycle so a female animal can be bred again, May said.
Woodson Academy teacher William Pow had just finished writing on the blackboard one January afternoon, he said, when he turned to face his algebra class and saw the textbook “Mathematics in Life” hurtling toward his head.
He ducked, he said, but it caught him in the neck and shoulder. His colleagues at Woodson have not been as lucky. English teacher Randy Brown said he was hit just above the left ear by a book thrown by a student last month. He was treated for a concussion and said he has since suffered from headaches and nausea.
“They think it’s a game to hit people in the head,” said Brown, who, like Pow, has not returned to school.
They say the 260-student ninth-grade academy, housed at Ronald H. Brown Middle School in Northeast Washington while a new Woodson High is under construction, is overcrowded and dangerous. Brown and Pow count five other teachers or administrators who they said have been attacked this academic year, including one who was pelted by textbooks and another pinned to a desktop and choked. Other teachers, Brown and Pow said, are routinely subjected to verbal threats of violence.
Tony Evers campaign, via email:
Tony Evers today pledged to continue his long commitment to Wisconsin’s charter schools, which provide innovative educational strategies. Dr. Evers has played a major educational leadership role in making Wisconsin 6th in the nation, out of all 50 states, in both the number of charter schools and the number of students enrolled in charter schools.
“We are a national leader in charter schools and I will continue my work for strong charter schools in Wisconsin,” Evers said. “As State Superintendent, I will continue to promote our charter schools and the innovative, successful learning strategies they pursue as we work to increase achievement for all students no matter where they live.”
Evers, as Deputy State Superintendent, has been directly responsible for overseeing two successful competitive federal charter school grants that brought over $90 million to Wisconsin. From these successful applications, Evers has recommended the approval of over 700 separate planning, implementation, implementation renewal, and dissemination grants to charter schools around the state since 2001.
During the past eight years, the number of charter schools in Wisconsin has risen from 92 to 221 – an increase of almost 150%. The number of students enrolled in charter schools has increased from 12,000 students in 2001 to nearly 36,000 today.
Evers has also represented the Department of Public Instruction on State Superintendent Elizabeth Burmaster’s Charter School Advisory Council. The council was created to provide charter school representatives, parents, and others with the opportunity to discuss issues of mutual interest and provide recommendations to the State Superintendent.
Summit Middle School in Frisco, Colo., is a tobacco-free campus. Students who smoke cigarettes are suspended.
But when a lunchtime crew of sixth-graders last fall started “smoking” Smarties, the tart, chalky candy discs wrapped in cellophane, lunchroom monitors and the school nurse were flummoxed.
The children didn’t light the candy. They crushed it into a fine powder in its wrapper, tore off one end, poured the powder into their mouths and blew out fine Smarties dust, mimicking a smoker’s exhale.
“It was freaky,” says Corinne McGrew, a nurse for Summit School District. “My biggest concern was that they would aspirate the wrapper or a whole Smarties and it would be a choking hazard.”
The fad at Summit Middle School died down after a few days and some harsh words from the lunchroom staff. But at other schools and across the Internet, “smoking Smarties,” as the activity has been labeled, is gaining popularity. Some children have even taken to snorting it, all to the horror of parents, teachers and the 60-year-old company that manufactures the candy.
Last week, President Barack Obama challenged parents, school leaders and teacher unions to raise their expectations for our children’s educational achievement, warning that we cannot maintain our global economic competitiveness otherwise. So Obama has increased the federal government’s financial commitment to education and strongly recommended both an increase in the number of charter schools and merit pay for teachers whose students show progress.
But these two initiatives are stopgaps. The real need is to improve the quality of all our teachers. And that goal starts with the colleges of education that prepare new teachers to enter the classroom.
What we need most is a total revamping of teacher-preparation programs. Until this occurs, we’ll continue to have second-rate schools no matter how much money we spend.
And now is the time to act. In addition to a president who’s identified education as a top priority, we have Secretary of Education Arne Duncan, who led one of our country’s largest school districts and has a reputation for getting things done; teacher unions that support higher standards for new teachers; and, perhaps most importantly, a $5 billion pot of stimulus funds at Duncan’s disposal for educational improvement initiatives.
Seth Jovaag, via a kind reader’s email:
In February 2008, the Madison school board – facing mounting legal pressure – overturned a policy that allowed the district to deny transfer requests based on race. Before that, white students were routinely told they couldn’t transfer. Madison was the only district in the state with such a policy, which aimed to limit racial inequalities throughout the district, said district spokesman Ken Syke.
With that policy gone, Madison saw a nearly 50 percent increase in students asking to transfer, from 435 to 643.
Madison superintendent Daniel Nerad notes that Madison’s numbers had been steadily increasing for years. But he acknowledged that the policy change likely explains some of this year’s jump.
“I think we do see some effect of that, but I’m not suggesting all of it comes from that, because frankly we don’t know,” he said.
Still, Nerad has clearly taken notice. Given the new numbers, he plans to ask state lawmakers to allow Madison to deny future requests based on family income levels, rather than race, to prevent disparities from further growing between Madison and its suburbs.
Other districts that border Madison – including Monona Grove, Middleton and McFarland – are seeing more transfer requests from Madison this year, too.
“The change Madison made … that certainly increased the application numbers,” said McFarland’s business director, Jeff Mahoney.
In addition, Verona school board member Dennis Beres said he suspects many Madison parents are trying to transfer their kids from the chronically overcrowded Aldo Leopold elementary school, which is just two miles northeast of Stoner Prairie Elementary in Fitchburg.
Fascinating. I would hope that the Madison School District would pursue students with high academic standards rather than simply try, via legislative influence and lobbying, to prevent them from leaving…. The effects of that initiative may not be positive for the City of Madison’s tax base.
Related: 2009/2010 Madison Open Enrollment applications. Much more on open enrollment here.
Education Week “Curriculum Matters”
Kathleen Kennedy Manzo 17 March 2009:
It is difficult to figure why some education ventures attract impressive financial and political support, while others flounder despite their value to the field. For years, I’ve written about The Concord Review and the really amazing history research papers it publishes from high school authors/scholars.
The Review has won praise from renowned historians, lawmakers, and educators, yet has failed to ever draw sufficient funding. The range of topics is as impressive as the volume of work by high school students: In 77 issues, the 846 published papers have covered topics from Joan of Arc to women’s suffrage, from surgery during the Civil War to the history of laser technology. (The papers average more than 7,000 words, and all have been vetted for accuracy and quality. Many of the students do these research papers for the experience and knowledge they gain, not for school credit.)
But here’s the kicker: It operates on a shoestring, as Founder and Publisher Will Fitzhugh reminds me often. Fitzhugh, who has struggled for years to keep the operation afloat, challenges students to do rigorous scholarly work and to delve deeply into history. His success at inspiring great academic work is juxtaposed against his failure to get anyone with money to take notice.
Well, if the grown-ups in the world have failed to recognize and reward the Review for its 22 years of contributions, the students themselves have not.
Fitzhugh has shared many of the letters he receives from students whose work has been published in The Concord Review over the years. Yesterday, he shared with me one of the most memorable of those letters, which arrived recently at his Sudbury, Massachusetts, office.
Nicole Heise won one of the Review’s Emerson Prize awards for excellence this year. The senior at Ithaca High School in Upstate New York sent the check back, with this note:
“As you well know, for high school-aged scholars, a forum of this caliber and the incentives it creates for academic excellence are rare. I also know that keeping The Concord Review active requires resources. So, please allow me to put my Emerson award money to the best possible use I can imagine by donating it to The Concord Review so that another young scholar can experience the thrill of seeing his or her work published.”
Donna Foote followed four elite college graduates in the Teach For America program. They were assigned to one of the worst schools in one of the toughest neighborhoods of Los Angeles, and Relentless Pursuit is their story.
TFA recruits are a remarkable group, and the program is an incredibly popular destination for new college grads. In 2008, roughly 10% of Georgetown, Harvard and Yale’s graduating seniors applied.
Thanks to Rick Kiley for the link.
Are Americans flunking science? A new national survey commissioned by the California Academy of Sciences and conducted by Harris Interactive® reveals that the U.S. public is unable to pass even a basic scientific literacy test.
Over the past few months, the American government has allocated hundreds of billions of dollars for economic bailout plans. While this spending may provide a short-term solution to the country’s economic woes, most analysts agree that the long-term solution must include a transition to a more knowledge-based economy, including a focus on science, which is now widely recognized as a major driver of innovation and industry.
Despite its importance to economic growth, environmental protection, and global health and energy issues, scientific literacy is currently low among American adults. According to the national survey commissioned by the California Academy of Sciences:
Only 53% of adults know how long it takes for the Earth to revolve around the Sun.
Kristin Czubkowski, via Jackie Woodruff:
All of the speakers were good, but I will admit I really enjoyed listening to Madison Metropolitan School District Superintendent Dan Nerad talk on the issue of poverty in our schools.
“Oftentimes, the statement is used as follows: Our children are our future. In reality, we are theirs.”
Nerad made one more point I found interesting, which was his explanation for why for every one student that comes into the MMSD, two to three students leave it. While MMSD has been well-recognized for having great schools and students, many of the schools have high concentrations of poverty (17 of 32 elementary schools have more than 50 percent of students on free or reduced lunch programs), which Nerad said can lead to perception issues about how MMSD uses its resources.
“From my perspective, it’s a huge issue that we must face as a community — for every one child coming in, two to three come out right now. I worry that a lot of it is based on this increasing poverty density that we have in our school district … Oftentimes that’s based on a perception of quality, and it’s based on a perception based on that oftentimes that we have more kids in need, that we have more kids with more resource needs, and oftentimes people feel that their own children’s needs may not be met in that equation.”
Recent open enrollment data.
A $4.1 million computer program designed to put Prince George’s County students’ grades, attendance and discipline data online has been plagued with errors in its first year, leading to botched schedules, an over-count of students and report cards that were delayed or, in some cases, simply wrong.
Since going online Aug. 19, SchoolMax has crashed four times, once for 17 hours, said W. Wesley Watts Jr., the school system’s chief information officer. Errors led to the duplication of 3,600 student identification numbers in the 128,000-student system; almost 300 were double-enrolled, leading to an inaccurate count of the student population. The delivery of report cards was delayed last semester, and some students have found they’ve gotten E’s instead of A’s. There have been problems doing things as straightforward as printing an alphabetical directory of students.
The latest hit is a six-day delay in the distribution of third-quarter progress reports, which will be distributed Thursday “due to the closure of schools because of snow on March 2 and a recent computer network outage,” administrators said in a statement.
“There are a lot of issues with SchoolMax. Some of them are technical. Some of them are data-related,” Watts told the school board. “If there is an issue, we need to know what that issue is. Telling us the grade book doesn’t work, or it stinks, doesn’t help me or our team.”
It’s 7:30 in the morning and about 30 high school students are chomping on doughnuts and debating the merits of federal dollars used to fund everything from building child-care centers on U.S. Army bases to lead reduction programs.
The scene is a weekly occurrence at Verona High School where advanced placement students are analyzing the 407-page American Recovery and Reinvestment Act — commonly known as the stimulus bill — as part of an extra credit project.
The students must report the dollar amount appropriated under each title, summarize that section and react to how the money’s being spent.
“I frankly don’t see how that will help the economy or is a pressing need,” Kaitlin McLean, a Verona senior, said of about $90 million going to facilities that deal with passports and training. “Couldn’t $90 million be used to create jobs somewhere else?”
The goal is to have the entire document read by April 3 — an ambitious objective considering many legislators probably haven’t done the same.
Steve Coll has been blogging (and reading) the stimulus/splurge documents.
The first generation comes to America and struggles, but their children do better and the third generation does even better. That’s how it’s supposed to work. But scholars are trying to understand the “immigrant paradox,” reports Education Week. The Americanized children of immigrants often do worse in school than the foreign-born generation, despite fewer English problems. American-born children have more health problems and are more likely to abuse alcohol and drugs and act violently.
A recently released “slideument” from General Motors. This document [PDF or [PPT] “explains” their March, 2009 buyer and dealer incentives. Via the Truth About Cars.
Related: “The Cognitive Style of Powerpoint“, “slideuments“, PowerPoint and Military Intelligence, PowerPoint does Rocket Science and Two Decades of PowerPoint, is the World a Better Place?
I am frequently amazed at the information sent around in such slideuments.
THOUSANDS OF PROFESSIONAL JOBS IN THIS COUNTRY have been downsized or offshored, and the Americans who held them have been laid off. Where are those people now? Few have starved to death or the tabloids would have told us. Few have jumped from bridges or the security camera footage would be all over YouTube. All those poor souls somehow have continued to earn enough for bare subsistence, or better.
Like it or not, the underemployed eventually realize that they have become small-business people. They did not register with the SBA for loans; they just began creating wealth for themselves by selling stuff or services to others.
We live in the most adaptable organism on earth. With a computer and a link to a network, we can use our knowledge to adapt and create wealth.
FARMERS AND FACTORY WORKERS could tell us that economic activity has always had a knowledge component. It’s hard to create much wealth without skills. Now, for the first time in human history, knowledge is becoming the dominating determinant of wealth creation.
There are giant companies, such as Microsoft, that manufacture almost nothing. They don’t ship anything except computer disks loaded with data, and sometimes not even that. Even an old-line “heavy-iron” company like IBM has transformed its manufacturing business into a different kind of wealth-creating enterprise, in which 60% of sales come from service contracts.
When Trevor Patzer was growing up in Ketchum, Idaho, he received an unusual offer from family friend Ric Ohrstrom: get admitted to New Hampshire’s prestigious St. Paul’s School, and Mr. Ohrstrom would foot the entire bill for his schooling there.
Mr. Patzer was accepted and graduated three years later. He says the experience of someone offering to pay for his high-school education had a profound effect on him, and the gift was always in the back of his mind, even as he moved to college and into the work world.
After graduating from Brown University, Mr. Patzer, now 35, headed off to Andersen Consulting to be a systems integration consultant. “It was that or investment banking,” he says. But it didn’t take him long to realize that there was more to life than “coding someone else’s computers,” he says. “I knew it wasn’t the best fit for me. I’m a people person.” Still, he kept plugging away in consulting for two more years.
During one of his vacations in 1998, he decided to visit Nepal and see “the biggest mountain in the world.” While there, Mr. Patzer had another life-changing experience and it had little to do with the majestic awe of Mount Everest. His tour guide for the trip was Usha Acharya, an author and the wife of Nepal’s former ambassador to the United Nations. While they took in various historic sites together, she talked to Mr. Patzer about the plight of poor children in Nepal. He decided on the spot that he wanted to fund the education of a Nepalese child, in the same spirit Mr. Ohrstrom had funded his education. When Mr. Patzer asked Ms. Acharya if she knew of such a child, she spoke of a young girl who could benefit from his philanthropy.
Ayub Abdi is a cute 5-year-old with a smile that might be called shy if not for the empty look in his eyes. He does not speak. When he was 2, he could say “Dad,” “Mom,” “give me” and “need water,” but he has lost all that.
He does scream and spit, and he moans a loud “Unnnnh! Unnnnh!” when he is unhappy. At night he pounds the walls for hours, which led to his family’s eviction from their last apartment.
As he is strapped into his seat in the bus that takes him to special education class, it is hard not to notice that there is only one other child inside, and he too is a son of Somali immigrants.
“I know 10 guys whose kids have autism,” said Ayub’s father, Abdirisak Jama, a 39-year-old security guard. “They are all looking for help.”
Autism is terrifying the community of Somali immigrants in Minneapolis, and some pediatricians and educators have joined parents in raising the alarm. But public health experts say it is hard to tell whether the apparent surge of cases is an actual outbreak, with a cause that can be addressed, or just a statistical fluke.
“Education is so important that you cannot leave it to just one producer” – Sweden’s former Education Minister, Per Unckel; Video by Lance Izumi. Izumi is co-author of “Not as Good as You Think: Why the Middle Class Needs School Choice“.
gradeinflation.com, via a kind reader:
This web site is an outgrowth of an op-ed piece that I wrote on grade inflation for the Washington Post, “Where All Grades Are Above Average” In the process of writing that article, I collected data on trends in grading from about 30 colleges and universities. I found that grade inflation, while waning beginning in the mid-1970s, resurfaced in the mid-1980s. The rise continued unabated at virtually every school for which data were available. By March 2003, I had collected data on grades from over 80 schools. Then I stopped collecting data until December 2008, when I thought it was a good time for a new assessment.
I now have data on average grades from over 180 schools (with a combined enrollment of over two million undergraduate students). I want to thank those that have helped me by either sending information or telling me where I can find it. I especially want to thank Chris Healy and Lee Coursey who, combined, uncovered over 50 web sites with detailed data. Chris Healy has written a research paper with me on the topic of grading at American colleges and universities that we finished March 2, 2009; preprints are available upon request. I also want to thank those that have sent me emails on how to improve my graphics. Additional suggestions are always welcome.
View University of Wisconsin-Madison grades by College and Department from 1998 onward here.
A simple tool lets you opt out of advertising programs that track your Web clicks
Hundreds of thousands of Web sites show ads provided by Google, such as those little text ads that offer you everything from diets to dog training. Now Google has announced plans to track your clicks across all these sites, and then serve up ads personalized to your tastes. Visit a bunch of electronics-related sites, say, and the next site you view may show you an ad for the latest must-have gadget, even if you’re now reading about ways to reduce stress through yogic meditations.
As Big Brother as it sounds, this is actually something that many advertising companies already do. But don’t worry: There’s a way to stop Google–and all the others–from prying.
First, Google has offered up several ways to change and reduce the info it stores about you. Using its new Ads Preferences Manager, you can delete any of the interests that Google believes you have, such as Entertainment or Travel. You can even add interests, if you happen to like personalized advertising.
Create a budget and stick to it. Shop around for the best price. Pay off credit-card balances each month.
Roy Kobert set aside his work as a bankruptcy attorney one Friday morning to teach these and other personal-finance lessons at Boone High School. He starts by showing the 11 students of this senior-level business class a Saturday Night Live sketch in which Chris Parnell touts a book called, “Don’t Buy Stuff You Can’t Afford.” He garners laughs then delves into the basics.
The students listen up. Three say they already have credit cards. One says his dad makes him read books by personal finance expert Suze Orman. All say most of their friends have no idea how to manage money.
“They spend stuff on little stuff,” says Hillary Haskins, a 17-year-old senior. “It adds up.”
Mr. Kobert knows many adults never will master what he’s teaching. But with the economy spiraling, interest in financial literacy is growing. Nationwide, a movement is spreading, with the emphasis on children and young adults who advocates want to reach before credit-card companies do.
Congressional Democrats succeeded this week in crippling a school choice program operating in the nation’s capital. For the last five years, the D.C. Opportunity Scholarships have made private schooling affordable to 1,700 poor children. Rather than reauthorizing the program for another five-year term, Democrats have all but ensured it will die after next year.
House Appropriations Committee Chairman David R. Obey, Wisconsin Democrat, has asked D.C. Public Schools Chancellor Michelle Rhee to prepare for the return of voucher students to the city’s broken public schools.
Sen. Ted Kennedy’s office claims the senator opposed the voucher program from the start because it “takes funds from very needy public schools to send students to unaccountable private schools.” (The House Budget Committee holds hearings today on the U.S. Education Department budget).
But just how needy are D.C. public schools? To find out, I added up all the K-12-related expenditures in the current D.C. budget, excluding preschool, higher-education and charter school items. The total comes to $1.29 billion. Divide that by the official enrollment count of 48,646 students, and it yields a total per-pupil spending figure of $26,555.