School Information System

Debt fears drive US youth away from college

Hal Weitzman:

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

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When Teachers Cheat–And Then Blame the Test

Kyle Wingfield:

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

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High GPAs Have Little Use As Student Motivator or Evaluation Tool for Grad Schools and Employers

Mark Perry:

Stuart Rojstaczer is a retired Duke University professor who has tirelessly crusaded for several decades against “grade inflation” at U.S. universities and maintains a website with lots of historical GPA data and charts (GradeInflation.com).  The chart above illustrates grade inflation at the University of Michigan-Ann Arbor over roughly the last half century (data here), with the average GPA rising from 2.57 in 1951 (C+/B-) to 3.27 by 2008 (B+).  The grade inflation at Michigan is similar to the national trend at most American universities over time.  

Catherine Rampell at the NY Times Economix Blog writes about a new paper by Professor Rojstaczer and co-author Christopher Healy titled “Where A Is Ordinary: The Evolution of American College and University Grading, 1940-2009,” published in the Teachers College Record.  The main findings of the paper appear below, illustrated by this chart: 

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School District Competition & Budgets

Bryan Setser:

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

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

Tina Barseghian

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

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Six percent of D.C. public school employees get separation notes

Molly O’Toole:

The District of Columbia Public Schools has notified 413 employees of their separation as the result of IMPACT evaluations, the DCPS said on Friday.
IMPACT evaluates teacher performance based on student achievement, instructional expertise, collaboration, and professionalism. Other employees are assessed based on criteria specific to their jobs.
The 413 represent just over 6 percent of the 6,500 total DCPS employees. DCPS issued separation notices based on performance and on noncompliance with licensing requirements for the 2010-2011 school year, according to a DCPS statement.

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Tom Vander Ark’s New York-Area Charter Schools Falter

Anna Phillips:

After years spent directing the distribution of more than $1 billion from the Bill and Melinda Gates Foundation into hundreds of schools across the nation, Tom Vander Ark set his sights on the New York area, with a plan to create a network of charter schools of his own.
Mr. Vander Ark, the foundation’s former executive director of education and a national leader in the online learning movement, was granted charters in 2010 to open a high school in Bedford-Stuyvesant, Brooklyn, and two others in Newark. The New York school, Brooklyn City Prep, also got space in a public school building — a precious and controversial commodity — hired a principal, and welcomed applications from 150 eighth graders this spring.
But after spending more than $1.5 million of investors’ money on consultants and lawyers, Mr. Vander Ark, 52, has walked away from the project, and the schools will not open as planned this fall, leaving others involved stunned and frustrated.

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Atlanta School Scandal Sparks House Cleaning

The Economist:

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

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‘The Fall of the Faculty’

Dan Berrett:

Faculty members feeling besieged by, well, take your pick — increased scrutiny of their productivity and the relevance of their research; broadsides against tenure; attacks on their expertise and ability to collectively bargain; or their shrinking role in the affairs of their institutions — will no doubt find succor in a new book to be released next month.
In his polemic, The Fall of the Faculty: The Rise of the All-Administrative University and Why It Matters (Oxford University Press), Benjamin Ginsberg, David Bernstein Professor of Political Science at Johns Hopkins University, takes stock of what ails higher education and finds a single, unifying cause: the growth of administration.

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The Innovative University

Clay Christensen & Henry Eyring

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

More, here.

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

Bill Graves:

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

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Tough Calculus as Technical Schools Face Deep Cuts

Motoko Rich:

Despite a competitive economy in which success increasingly depends on obtaining a college degree, one in four students in this country does not even finish high school in the usual four years.
Matthew Kelly was in danger of becoming one of them.
Tests showed he had a high intellect, but Mr. Kelly regularly skipped homework and was barely passing some of his classes in his early years of high school. He was living in a motel part of the time and both his parents were out of work. His mother, a former nurse, feared that Matthew had so little interest he would drop out without graduating.
Then his guidance counselor suggested he take some courses at a nearby vocational academy for his junior year. For the first time, the sloe-eyed teenager excelled, earning A’s and B’s in subjects like auto repair, electronics and metals technology. “When it comes to practicality, I can do stuff really well,” said Mr. Kelly, now 19.

Related Madison College (MATC) links:

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Highly rated instructors go beyond teaching to the standardized test

Teresa Watanabe:

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

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Harvard Researchers Accused of Breaching Students’ Privacy

Mark Parry:

In 2006, Harvard sociologists struck a mother lode of social-science data, offering a new way to answer big questions about how race and cultural tastes affect relationships.
The source: some 1,700 Facebook profiles, downloaded from an entire class of students at an “anonymous” university, that could reveal how friendships and interests evolve over time.
It was the kind of collection that hundreds of scholars would find interesting. And in 2008, the Harvard team began to realize that potential by publicly releasing part of its archive.
But today the data-sharing venture has collapsed. The Facebook archive is more like plutonium than gold–its contents yanked offline, its future release uncertain, its creators scolded by some scholars for downloading the profiles without students’ knowledge and for failing to protect their privacy. Those students have been identified as Harvard College’s Class of 2009.

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NY Charters Move Away from Traditional Teacher Pension Plans

Elizabeth Ling:

Here is another example of New York charter schools using their greater autonomies to develop innovative practices, in this case achieving operating efficiencies during this time where increasing pension costs are a particular concern for school districts. A recent Fordham Institute study reports that, between 2004 and 2010, district pension costs nationally increased from 12% to over 15% of salaries, amid concern that the public pension plans are underfunded.
The study reports that some New York charter schools are opting out of the traditional teacher-pension system, with only 28% of the state’s charters participating in the state or city teachers retirement systems (NYSTRS and TRSNYC, respectively) in 2008-9. Those that opt-out cite the high cost of employer contributions. In 2009, the annual employer contribution rate to NYSTRS was 6.19% of an employee’s annual salary, and that to TRSNYC was an astonishing 30.8% (by far the highest in this six-state study).
But that doesn’t mean that these charter schools are not interested in helping their employees have a more secure future. Schools that choose not to participate in public pension plans most often provide their teachers with defined-contribution plans (401(k) or 403(b)) with employer matches similar to those for private-sector professionals. Although employer contribution rates vary, they generally range up to 6% of the employee’s salary. Vesting periods range from immediate vesting to five-year vesting schedules.

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

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

Eva Moskowitz responds, via Whitney Tilson:

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

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Testing Gone Wrong

Emily Alpert:

The Atlanta cheating scandal has put a spotlight on how schools could fudge standardized tests.
In California, schools are supposed to report any irregularities in testing and investigate them themselves. The state no longer collects data on erasures, one of the ways that investigators detected cheating in Atlanta. Nor does it do random audits during testing, according to USA Today.
Irregularities can range from teachers accidentally not following exact instructions on how to administer state tests to outright cheating. The state then decides if it needs to adjust school scores to discount some of the test results. California keeps the records of testing irregularities for just one year.
I last requested those records for all schools in San Diego County in April. Keep in mind, these are the school districts that followed the rules and reported irregularities, just like they are supposed to.

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The Best School $75 Million Can Buy

Jenny Anderson:

How do you sell a school that doesn’t exist?
If you are Chris Whittle, an educational entrepreneur, you gather well-to-do parents at places like the Harvard Club or the Crosby Hotel in Manhattan, hoping the feeling of accomplishment will rub off. Then you pour wine and offer salmon sandwiches and wow the audience with pictures of the stunning new private school you plan to build in Chelsea. Focus on the bilingual curriculum and the collaborative approach to learning. And take swipes at established competitors that you believe are overly focused on sending students to top-tier colleges. Invoke some Tiger-mom fear by pointing out that 200,000 Americans are learning Chinese, while 300 million Chinese have studied English.
Then watch them come.
As of June 15, more than 1,200 families had applied for early admission to Avenues: The World School, a for-profit private school co-founded by Mr. Whittle that will not open its doors until September 2012. Acceptance letters go out this week. Gardner P. Dunnan, the former head of the Dalton School and academic dean and head of the upper school at Avenues, said he expected 5,000 applicants for the 1,320 spots available from nursery through ninth grade. “You have to see the enthusiasm,” Mr. Whittle crowed.

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Making Our Schools Better: Letters

Letters to the New York Times:

A lively debate about charter schools, high-stakes testing and impoverished students arose as David Brooks criticized Diane Ravitch, she answered back and readers joined the fray.
THE LETTER
To the Editor:
Re “Smells Like School Spirit,” by David Brooks (column, July 1):
Mr. Brooks has misrepresented my views. While I have criticized charter schools, I am always careful to point out that they vary widely. The overwhelming majority of high-quality research studies on charters shows that some are excellent, some are abysmal and most are no better than regular public schools.
Some charters succeed because they have additional resources, supplied by their philanthropic sponsors; some get better results by adding extra instructional time. We can learn from these lessons to help regular public schools.
Others succeed by limiting the admission of students with disabilities and those who can’t read English, or by removing those with learning problems. These students are then overrepresented in regular public schools, making comparisons between the two sectors unfair.
I don’t want to get rid of testing. But tests should be used for information and diagnostics to improve teaching and learning, not to hand out bonuses, fire teachers and close schools.
When high stakes are attached to tests, people often act in ways that compromise educational values. High-stakes testing incentivizes narrowing of the curriculum, gaming the system, teaching to bad tests and cheating.
Poverty has a strong influence on academic achievement, and our society must both improve schools and reduce poverty.
Top-performing nations like Finland and Japan have taken the time to build a strong public school system, one with a rich curriculum and well-educated, respected teachers. Our desire for fast solutions gets in the way of the long-term thinking and the carefully designed changes that are needed to truly transform our schools.
DIANE RAVITCH
Brooklyn, July 1, 2011
The writer is the education historian.

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Teaching Math Right

Conrad Wolfram Video.

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Reforming Wisconsin education Gov. Scott Walker and state schools superintendent Tony Evers should be inclusive in their efforts.

Milwaukee Journal-Sentinel:

Creating a new system of accountability for schools in Wisconsin could be a great help to parents and school districts and, thus, an important educational reform for the state. If the new system is fair and done right, it would provide plenty of clear information on which schools are achieving the right outcomes.
Ideally, it would measure schools not only on whether they have met certain standards but how much students and schools have improved over a certain time period. It also would measure all schools that receive public funding equally – public, charter and voucher – so that families would have the information they need to make good choices. That’s all important.
Gov. Scott Walker, state schools superintendent Tony Evers and others have signed on to create a new school accountability system and to seek approval from the U.S. Department of Education to allow the system to replace the decade-old, federally imposed one they say is broken. The feds should give that approval, and the state should move forward with this reform and others.

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NEA vs. Teach for America

Laura Cunliffe:

Simmering tensions between the nation’s largest teachers’ union and a highly acclaimed national service program boiled over this week. The National Education Association vowed to “publicly oppose Teach for America (TFA) contracts when they are used in Districts where there is no teacher shortage or when Districts use TFA agreements to reduce teacher costs, silence union voices, or as a vehicle to bust unions.”
Teach for America is a nonprofit organization that recruits graduates from leading universities to teach for two years in some of the nation’s most impoverished school districts. Study after study shows that TFA’s dedicated teachers are effective in lifting achievement levels among the poor and minority students they serve. Why would the NEA want to deprive our neediest kids of good teachers?
NEA member Marianne Bratsanos of Washington, who proposed the anti-TFA resolution, complained that the volunteer group undermines schools of education and accepts money from foundations and other funders who are hostile to unions. The key complaint, however, seems to be that TFA volunteers are displacing more experienced teachers, even in districts with no teacher shortages.
Full disclosure: I’m a TFA alum. You may discount my views accordingly, but the NEA’s indictment is very far from the reality I encountered on the ground teaching Language Arts to inner city kids in Charlotte, N.C.

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Signaling and Education

Tyler Cowen:

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

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

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

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

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Can Iowa schools regain luster?

Lee Rood:

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

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

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For higher education, the bar keeps getting lower

Paul Greenberg:

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

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Starting on the right note

Rebecca Tyrrel:

Roger Pascoe, head of music at Hanover primary school in Islington, north London, says 11-year-old Gabriel Millard-Clothier throws himself into everything he does. Gabriel plays the flute, the violin and the bass recorder and has recently been awarded a ÂŁ1,000 ($1,600) bursary from the London Symphony Orchestra, which means he gets a year’s mentoring from a senior orchestra member. He has already played on stage at the Barbican.
Gabriel’s sister, Phoebe, 13, plays piano (classical and jazz) and the cello. Then comes younger sister, Honey, eight, on piano, flute and descant recorder and finally six-year-old Lucien, who plays classical guitar. Is this a typical family? Is Hanover primary an unusually musical school? Pascoe says the headteacher is keen on music and promotes it. Gabriel thinks Pascoe is an awesome teacher. On the other hand, Gabriel doesn’t like to practise. “No child likes to practise,” says Pascoe. “That would be strange.”
Phoebe has a music scholarship at St Marylebone School in London, a top state school. Competition is intense: for entry in September 2011, the school had more than 200 applicants for eight music places.
The numbers reflect a trend: many children are taking up one, if not two or three musical instruments despite the costs, which can run into thousands of pounds for a family with two or three children and much more for someone such as the writer and broadcaster Rosie Millard, mother of the Millard-Clothier children. While she may be at the extreme end of the spectrum (her children’s regime is detailed in her blog, helicoptermum.com), Millard is certainly not alone in her determination. Many parents have a quiet obsession with making their children learn music, even if they are not musical themselves.

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Regents set English standard for Rhode Island teachers

Associated Press:

A state school board has set a minimum score on a language-competency test for teachers who have not mastered English.
The Providence Journal reports that the state Board of Regents for Elementary and Secondary Education voted on Thursday to set a minimum score. Education Commissioner Deborah Gist described the score as the “bare minimum” of fluency.

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The days before teachers were labeled

Gary Nosacek:

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

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School teacher evaluations are knotty problem

Jamie Munks:

It’s much tougher to implement the law than it is to write it — that’s the lesson educators are learning this summer as they work to implement a complicated new educator evaluation system.
Some area school leaders question how fair the system can be and say they don’t believe it’s possible to get everything done on time with the state’s strict timeline.
“The timetable is practically impossible,” Watertown City School District Superintendent Terry N. Fralick said. “By and large, we feel the timetable cannot be met. But we will do our best to work on it and show good faith.”
District officials will work with the Watertown Education Association and the Watertown Association of Supervisors and Administrators, the unions that cover teachers and principals, respectively. School leaders in other north country districts and across the state will be doing the same thing.

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Sweden eyes Chinese lessons in schools

Andrew Ward:

Sweden could become the first country in Europe to offer Chinese lessons to all schoolchildren under plans floated by the Swedish education minister.
Jan Björklund said giving future generations access to Chinese language tuition was crucial to national competitiveness.
“Chinese will be much more important, from an economic perspective, than French or Spanish,” he told the Dagens Industri newspaper.
Other western countries have also started introducing Chinese to school curriculums in recognition of China’s growing global role, but Mr Björklund’s plan aims to put Sweden ahead of the pack.

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Student Learning and Teachers’ Performance in America

Ann Robertson and Bill Leumer:

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

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Okla. superintendent addresses administrators

Sean Murphy:

Delivering her first State of Education address on Thursday, Oklahoma’s new Republican Superintendent Janet Barresi urged public school administrators and teachers to rise to the challenge of budget cuts totaling $100 million this year to public schools.
Barresi, a dentist and charter school organizer elected in November to replace longtime Democratic Superintendent Sandy Garrett, delivered her address to about 2,500 participants at the annual administrative conference at the Cox Convention Center.

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More cheating, or else! Scandals in the classroom

The Economist:

IT IS not exactly unusual for children to cheat at school. But Indonesians have learned recently that their teachers add a new twist to a familiar tale: ordering their own pupils to cheat, even if they do not want to. Not surprisingly, the revelation has led to an anxious debate about whether anyone can trust the grades of millions of young men and women who come onto the labour market each year in South-East Asia’s biggest economy.
The scandal came to light at the beginning of June when the mother of a 13-year-old boy in Surabaya, in eastern Java, told the local media that her son had been forced by his teachers to share his answers to a national exam with his classmates. The mother, Siami, first complained to the school but was ignored. So she took her story to a local radio station.

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Student mental health: ‘Need far outweighs resources’

Matthew DeFour:

With nearly one in six students exhibiting mental health problems and fewer specialists to monitor their behavior, Madison school and community leaders are launching new efforts to better treat student mental health.
The Madison school district is expanding services this fall, and Superintendent Dan Nerad is calling for a task force from the broader community, including health care providers, to review the issue and devise solutions.
“The need far outweighs the resources that are currently available,” Nerad said.
Local experts say untreated children’s mental health problems such as depression, anxiety and post-traumatic stress can result in lower academic performance, higher dropout rates, and more classroom disruptions, truancy and crime.
The problems are often exacerbated by childhood trauma related to poverty, domestic violence and substance abuse. Madison’s growing number of low-income students, who account for two-thirds of those exhibiting mental health problems, also face barriers to accessing mental health services, local experts and advocates say.

TJ Mertz advocates property tax increases to support additional Madison School District expenditures.

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Opposition brewing to stronger teacher evaluations

Tim Louis Macaluso:

A year ago, everyone from President Obama’s education point man Arne Duncan to then Rochester schools Superintendent Jean-Claude Brizard talked about the need for greater teacher accountability. Even the leaders of teachers unions were talking about the importance of holding teachers and principals accountable through more rigorous evaluations.
So much can change in 365 days.
Last week, the New York State United Teachers union sued the State Education Department over teacher evaluations. The union says that the Board of Regents overreached its authority and violated state law by approving stronger regulations for evaluations than the law required.
The regulations allow school districts to double the weight given to state tests, permitting the use of test results to count for up to 40 percent of a teacher’s evaluation. The law allows student test results to count for 20 percent of a teacher’s evaluation.

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Balanced Budgets and Free Lunches in Kaukauna

Madison School Board Member Ed Hughes:

The provisions of the Budget Repair Bill have gone into effect. For school districts that (unlike Madison) did not extend their collective bargaining agreement with their teachers unions, it is a brand new day.
In those districts, collective bargaining agreements are essentially gone and the districts have much wider discretion over compensation and working conditions for their teachers and other staff.
The Kaukauna School District is one that has taken advantage of the Budget Repair Bill provisions. Like nearly all school districts, Kaukauna now requires its teachers and staff to pay the employees’ share of their retirement contributions, which amounts to 5.8% of their salary, and is also requiring a larger employee payment toward the cost of health insurance, up to 12.6% from 10%.
The district also took advantage of the expiration of its collective bargaining agreement to impose a number of other changes on its teachers. For example, it unilaterally extended the work day for high school teachers from 7.5 to 8 hours and increased the teaching load from five to six high school classes a day.

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

Paul Hill, Patrick J. Murphy:

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

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Is Higher Education Worth the Money?

Jim Wolfston:

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

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Anti-PowerPoint Party In Switzerland Tries To Ban Software

Simon McCormack:

One political party in Switzerland thinks PowerPoint presentations are actually costing the country billions of dollars.
The Anti-PowerPoint Party wants to ban the software from being used in Switzerland. It even compares PowerPoint to a disease.

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Writing About Math

Dan Berrett:

When course requirements at the Massachusetts Institute of Technology shifted 10 years ago, faculty members in the mathematics department found themselves with a new task in their job description. Not only did they have to teach their students to solve equations; they also had to instruct them in writing and communicating effectively on the subject.
This change in duties — which mirrored similar shifts in the teaching of discipline-specific writing at other institutions — gave rise to a host of new challenges, from the administrative to the pedagogic, said Haynes Miller, professor of math at MIT. The math faculty there had to learn how to teach the subject from a different perspective — one in which words, not just numbers and symbols, are given emphasis.

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Atlanta School Cheating

Heather Vogell, Alan Judd and Bill Rankin

State investigators have uncovered a decade of systemic cheating in the Atlanta Public Schools and conclude that Superintendent Beverly Hall knew or should have known about it, The Atlanta Journal-Constitution has learned.
In a report that Gov. Nathan Deal planned to release today, the investigators name nearly 180 educators, including more than three dozen principals, as participants in cheating on state curriculum tests, officials said over the weekend. The investigators obtained scores of confessions.
The findings suggest the national accolades that Hall and the school system have collected — and the much-vaunted academic progress for which she claimed credit — were based on falsehoods. Raising test scores apparently became a higher priority than conducting the district’s business in an ethical manner.

Douglas Stanglin:

Details are beginning to tumble out from a 428-page report by state investigators on alleged cheating in Atlanta Public Schools.
On Tuesday, Gov. Nathan Deal released only a two-page summary of the report showing organized, systemic cheating in Atlantic Public Schools by scores of educators, including 38 principals.
Deal says “there will be consequences” for educators who cheated and has forwarded the findings to three district attorneys as well as state and city education officials.

PBS NewsHour:

GWEN IFILL: Now, an exhaustive new report reveals nearly 200 educators cheated to boost student test scores in Atlanta, a problem that has surfaced in school districts across the country.
The Georgia investigation commissioned by Gov. Nathan Deal found, results were altered on state curriculum tests by district administrators, principals and teachers for as long as a decade. Educators literally erased and corrected students’ mistakes to make sure schools met state-imposed testing standards. And it found evidence of cheating in 44 of the 56 schools examined for the 2009 school year.

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Seattle & Teach for America

Melissa Westbrook:

A couple of key actions have to happen this week for Teach for America to come to Seattle Schools.
One is at the Board meeting on Wednesday night. There is a state entity called the Professional Educator Standards Board (PESB) that grants educational entities the right to create conditional certificate programs. They require School Board approval has to happen prior to “applying for a conditional certficiate for a teacher candidate. Therefore, Board action is required to hire any TFA candidate if any are selected for hire by a school-based hiring team.”
The second action that needs to happen is on Thursday, at the PESB meeting where the UW’s College of Education will present their proposal for their teaching certificate program for TFA recruits (and only TFA recruits; no one else can apply to this program).
If you would like to let the PESB know what you think of the plan, e-mail them at pesb@k12.wa.us before Thursday.

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

Susan Troller:

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

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

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RSS Local Schools Madison schools losing $6.7 million in Redistributed State Tax Dollars

The Madison School District will lose $6.7 million in state aid next year — $2 million more than it anticipated — according to estimates released Friday by the Department of Public Instruction.
The 13.5 percent cut is third-highest in the state among K-12 districts and higher than the 10 percent cut the School Board used to calculate its preliminary budget last week.
The $43.2 million in aid is also nearly one-third less than the $60.8 million the district received from the state four years ago.
Superintendent Dan Nerad said continuous cuts in state aid are hurting the quality of public education.
“School districts like ours cannot continue to be in an environment like this with increased expectations for student performance, and yet we’re not willing to provide the resources,” Nerad said.

Related: 1983-2007 Wisconsin K-12 Spending Growth via WISTAX:

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The Year of School Choice No fewer than 13 states have passed major education reforms

The Wall Street Journal:

School may be out for the summer, but school choice is in, as states across the nation have moved to expand education opportunities for disadvantaged kids. This year is shaping up as the best for reformers in a very long time.
No fewer than 13 states have enacted school choice legislation in 2011, and 28 states have legislation pending. Last month alone, Louisiana enhanced its state income tax break for private school tuition; Ohio tripled the number of students eligible for school vouchers; and North Carolina passed a law letting parents of students with special needs claim a tax credit for expenses related to private school tuition and other educational services.
Wisconsin Governor Scott Walker made headlines this year for taking on government unions. Less well known is that last month he signed a bill that removes the cap of 22,500 on the number of kids who can participate in Milwaukee’s Parental Choice Program, the nation’s oldest voucher program, and creates a new school choice initiative for families in Racine County. “We now have 13 programs new or expanded this year alone” in the state, says Susan Meyers of the Wisconsin-based Foundation for Educational Choice.

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Massachusetts Curbs Bargaining

Jennifer Levitz:

Heavily Democratic Massachusetts on Friday became the latest state to curtail public workers’ collective-bargaining rights, as lawmakers approved a $30.6 billion budget that gives cities and towns greater leeway to force employees to pay more for their health care.
The restrictions come as states including Ohio and Wisconsin, where Republicans control the governor’s office and legislature, have been attacking collective bargaining.
More-recent moves elsewhere show Democrats, long union allies, are starting to demand more savings from public employees as well. In New Jersey, the Democrat-controlled legislature recently passed cuts to pension and health-care benefits pushed by Republican Gov. Chris Christie.
In Massachusetts, House Speaker Robert A. DeLeo, a Democrat, said after Friday’s vote that “this common-sense reform will save $100 million for cities and towns and preserve the jobs of fire-fighters, police officers and teachers.”

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

Amanda Ripley:

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

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

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Education expert: Pay teachers more, expect more from them

Liz Willen:

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

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

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Archaic Method? Cursive writing no longer has to be taught

Sue Loughlin:

Starting this fall, the Indiana Department of Education will no longer require Indiana’s public schools to teach cursive writing.
State officials sent school leaders a memo April 25 telling them that instead of cursive writing, students will be expected to become proficient in keyboard use.
The memo says schools may continue to teach cursive as a local standard, or they may decide to stop teaching cursive altogether.
Greene County resident and parent Ericka Hostetter has mixed feelings about the teaching of cursive. She has three children, and two will be in public schools next fall.
“I’m right in the middle,” she said, noting that she learned about it on Facebook. “I don’t use cursive much. I use keyboard. I use my phone, so even for my generation, I think we use the keyboard more.”

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California “gambling with schools”

Manteca Superintendent William Draa:

I will begin by acknowledging there are many facets of the latest California Budget that are onerous to many organizations. With that said, I will focus on the educational piece.
The latest State Budget by our leaders in Sacramento has not only put education in a precarious and unknown position but also ties the hands of the very people who are supposed to protect and lead school districts.
If in January revenues fall $2 billion or more short of projections the following will happen:
School district revenues would be reduced 4 percent, or $1.5 billion (an average of $250 per student)

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Questions linger for Indiana school vouchers

Mikel Livingston:

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

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Advocating Teacher Content Knowledge: Lessons From Finland #1 – Teacher Education and Training

Bob Compton:

One of the many things I learned producing my film The Finland Phenomenon, was the importance of setting a very high standard for the education and training of teachers.
Finland’s high school teachers are required to have both a Bachelors and Masters degree in the subject they teach (e.g. – math, physics, history, etc) combined with one-year of pedagogical training with very heavy emphasis in real classroom teaching experience under the guidance of an outstanding seasoned teacher.
By contrast, most U.S. States require only a Bachelors degree from a college of education with an emphasis in the subject to be taught – and frequently that subject matter is taught by professors in the Education School, not in the actual subject department. Think of it as content and rigor “light” for teachers.
So, what should America do to apply this obvious lesson from Finland? My thoughts:
1- each U.S. State needs to cut off the supply of teachers not sufficiently prepared to teach this generation at its source. The source is colleges of education. A State legislature and Governor can change the requirements to be a teacher in their State. All it takes is courage to withstand the screams from colleges of education – the sacred cash cow of most universities.
2- To teach at the high school level, a State should require the prospective teacher to have at least an undergraduate degree in the subject they plan to teach and from the department that teaches that subject (e.g. – teaching math? Require a B.S. from the Math department).

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The Gist-Ravitch smackdown

The Providence Journal:

A few weeks back, Governor Chafee invited Deborah Gist, Rhode Island’s commissioner of public schools, to sit in on his meeting, arranged by the Rhode Island Federation of Teachers, with noted education historian Diane Ravitch.
The two energetic foes on school reform reportedly did not get along. Ms. Gist says that Ms. Ravitch kept making points irrelevant to Rhode Island. Ms. Ravitch says Ms. Gist interrupted her discourse repeatedly, and that in encounters with the powerful in America since 1958 (such as Sen. John F. Kennedy [D-Mass.]), she had “never encountered such behavior.”
She demanded an apology from Ms. Gist. They later made peace. Mr. Chafee said he saw nothing inappropriate in Ms. Gist’s behavior.
Both women have egos large enough to encompass their educational ambitions — in fact, Ms. Ravitch has two pedagogical histories under her belt. She was once on Ms. Gist’s “side” on school reform. That changed, says Ms. Ravitch, after she lost confidence in testing and charter schools as the prime strategies for success, and started pushing for more respect (pay) for teachers, less reliance on tests, less hope in charter schools and more trust in — well, so far as we can tell — in the status quo.

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South Korea plans to convert all textbooks to digital, swap backpacks for tablets by 2015

Zach Honig:

Well, that oversized Kindle didn’t become the textbook killer Amazon hoped it would be, but at least one country is moving forward with plans to lighten the load on its future generation of Samsung execs. South Korea announced this week that it plans to spend over $2 billion developing digital textbooks, replacing paper in all of its schools by 2015. Students would access paper-free learning materials from a cloud-based system, supplementing traditional content with multimedia on school-supplied tablets. The system would also enable homebound students to catch up on work remotely — they won’t be practicing taekwondo on a virtual mat, but could participate in math or reading lessons while away from school, for example. Both programs clearly offer significant advantages for the country’s education system, but don’t expect to see a similar solution pop up closer to home — with the US population numbering six times that of our ally in the Far East, many of our future leaders could be carrying paper for a long time to come.

Brian S. Hall has more.

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National Education Assocation 2011 Chicago Convention Notes & Links

Brian Slodysko and Tara Malone:

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

Mike Antonucci

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

Mike Antonucci:

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

Stephanie Banchero:

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

Associated Press:

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

Much more, here.

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Growing Number of Districts Seek Bold Change With Portfolio Strategy

Paul Hill, Christine Campbell, via a Deb Britt email:

A growing number of urban districts across the country are profoundly changing the role of the school district and its relationship to schools in order to bring about dramatically better outcomes for students. New York City, New Orleans, Chicago, Denver, Hartford, Baltimore, and Washington, D.C., are among more than 20 districts pursuing a “portfolio strategy” of continuous improvement. These districts are creating diverse options for families in disadvantaged neighborhoods by opening new autonomous schools, giving existing schools more control of budgeting and hiring, and holding all schools to common performance standards.
CRPE has been studying the development of the portfolio strategy in several cities for the past three years. This interim assessment finds that:

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Teaching and Learning in the Midst of the Wisconsin Uprising

Kate Lyman:

It all started when my daughter, also a Madison teacher, called me. “You have to get down to the union office. We need to call people to go to the rally at the Capitol.” I told her I hadn’t heard about the rally. “It’s on Facebook,” she responded impatiently. “That’s how they did it in Egypt.”
That Sunday rally in Capitol Square was just the first step in the massive protests against Gov. Scott Walker’s infamous “budget repair bill.” The Madison teachers’ union declared a “work action” and that Wednesday, instead of going to school, we marched into the Capitol building, filling every nook and cranny. The excitement mounted day by day that week, as teachers from throughout the state were joined by students, parents, union and nonunion workers in the occupation and demonstrations.
ïżŒïżŒMadison teachers stayed out for four days. It was four exhilarating days, four confusing days, four stressful and exhausting days.
When we returned to school the following week, I debated how to handle the days off. We had received a three- page email from our principal warning us to “remain politically neutral” as noted in the school board policy relating to controversial issues. We were to watch not only our words, but also our “tone and body language.” If students wanted to talk about the rallies, we were to respond: “We are back in school to learn now.”

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Should Tenure Be Abolished?

Andrew Rotherham:

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

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

Interviewed by George Plimpton and Frank H. Crowther:

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

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School Braces for Hard Truth

Barbara Martinez:

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

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What’s the Best Way to Grade Teachers?

Kristina Rizga:

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

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

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

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Using PISA to Internationally Benchmark State Performance Standards

Gary W. Phillips & Tao Jiang via a Dan McGrath email:

This study describes how the Programme for International Student Assessment (PISA) was used for internationally benchmarking state performance standards. The process is accomplished in two steps. First, PISA items are embedded in the administration of the state assessment and calibrated on the state scale. The international item calibrations are then used to link the state scale to the PISA scale through common item linking. The second step is to use the statistical linking as part of the state standard setting process to help standard setting panelists determine how high their state standards need to be in order to be internationally competitive. This process was carried out in Delaware, Hawaii, and Oregon, and results are reported here for two of the states: Hawaii and Delaware.
Key words: Equating, linking, item response theory, international benchmarking.
Introduction
In 2010, the American Institutes for Research obtained permission from the Organization for Economic Cooperation and Development (OECD) to use secure items from the Programme for International Student Assessment (PISA) for purposes of linking state assessments within the United States to the PISA scale. The OECD provided a representative sample of 30 secure PISA items in Reading, Mathematics, and Science. The PISA items covered the 2006 and 2009 PISA assessment cycles. In addition to the PISA items, the Australian Council for Educational Research (ACER), which is the current vender for the OECD contracted to conduct PISA, provided the international item parameters and their standard errors, as well as the linear transformations needed to link the state assessments to the PISA scale. The administration, security, and scoring of the PISA items were carried out by the American Institutes for Research (AIR) based on a License Agreement between AIR and the OECD and monitored by the National Center for Education Statistics (NCES).

Review Wisconsin’s position vs Minnesota, Massachusetts and Singapore, here.

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New York Union Sues State to Stop Teacher Evaluations

Jacob Gershman:

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

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A Letter to Principals About Levers

Tom Vander Ark:

I hope you enjoyed a few days off after a busy year. To the normal craziness of spring, you probably had the heartache of considering budget cuts and layoffs.
You probably work in a state and district that imposes a lot of constraints on your hiring, curriculum, materials, school hours, and facilities. After food and transportation, if your district takes more than 5% for administration your kids are getting shorted.
Let’s think about the improvement levers you’ve been able to influence:
1) Culture: the behavior you model, the tone of your communications, and the way you deal with challenges shape the culture of your school community.
2) Goals: the way you describe and champion learning expectations for your students and goals for your staff may be your most important role. The habits of mind that you encourage could shape student thinking for decades.

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Achieving cultural competency in the classroom

Susan Troller:

A former classroom teacher who grew up in the inner city in Milwaukee, Andreal Davis is the assistant director for equity and family involvement for the Madison Metropolitan School District. She is in charge of making sure resources are allocated fairly among schools, that students come to school prepared and that they have equal access to learning opportunities. And in a district where there are now more students of color than there are white students, and where the number of students from economically disadvantaged families is just a shade under 50 percent, an increasingly important part of Davis’ job is to help teachers, students and their families work together effectively.
Research shows that a strong partnership between home and school is one of the most critical elements in helping all students succeed, but when there’s little common ground or cultural understanding between teachers and the families they are serving, misunderstandings and communication failures are inevitable, and can lead to rocky relationships.

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The GOP Fails Pennsylvania Kids

William McGurn:

The next time some Republican wonders why the African-American community doesn’t just come to its senses and start to vote the GOP ticket, point him to Pennsylvania.
This past November, Republican Tom Corbett successfully campaigned for governor on a platform that included giving Pennsylvania moms and dads more options for where they can send their children to school. Given that he enjoys Republican majorities in both the House and Senate, prospects for making good on this promise were, as the Philadelphia Inquirer recently put it, “once considered a slam dunk.” With just two days before the legislature takes off for the summer, however, the GOP leadership is sending mixed signals. As we go to press, school choice is in political limbo.
At the heart of this debate is Senate Bill 1. Co-sponsored by Republican Sen. Jeffrey Piccola and Democrat Anthony Williams, it would allow parents of a needy child to take the money the state pays to their home school district and apply it to the public, private or parochial school of their choice. The plan would be phased in and expanded over three years. It further includes a $25 million increase in a popular state program that gives tax credits to businesses that donate money for scholarships.

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Labor Pushes Back at Chicago Mayor Emanuel

HUNTER CLAUSS and DAN MIHALOPOULOS:

Barely six weeks after his inauguration as mayor, Rahm Emanuel faced his first open dispute Wednesday with a unionized workforce that largely opposed his candidacy.
In a statement issued Wednesday afternoon, labor officials responded testily to Emanuel’s public threat earlier in the day to lay off hundreds of city workers unless their unions accept his demands for unspecified “work rule changes and efficiencies.”
Emanuel said his proposal would save the city $20 million, and its rejection would force him to lay off more than 600 city workers, but labor leaders shot back that the plan was “unacceptable.”
The impasse came as a two-year contract concession agreement with city worker unions was set to expire Thursday. Under the deal, forged by Mayor Richard M. Daley in 2009, workers took as many as 24 unpaid days off work each year and gave up overtime pay and wage increases.

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Justice approves bill allowing school boards to be removed en masse

Nancy Badertscher and Kristina Torres:

The U.S. Department of Justice on Tuesday approved a new law that gives Gov. Nathan Deal the power to suspend the entire Atlanta school board for jeopardizing the city district’s accreditation.
With that consent, state school board members will hold a hearing that involves the local nine-member board no later than July 31. They will then make a recommendation to the governor.
Deal does not have to follow the state board’s recommendation. But if he suspends local members, Deal will make interim appointments and ousted board members will be allowed to appeal for reinstatement.
“I’m pleased,” said House Majority Whip Edward Lindsey, R-Atlanta, who helped write the bill that gave Deal such extraordinary power over the board’s future. “Now we can focus on the best needs of the 48,000 children in Atlanta Public Schools.”

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WEAC & Teacher Union Dues

Steve Gunn, via a kind reader’s email:

No wonder bullying remains a persistent problem in public schools.
When teachers engage in such behavior, kids can be expected to follow their example.
It’s become apparent that bullying may be necessary to guarantee the survival of the Wisconsin Education Association Council, the state’s largest teachers union.
That’s because state law will no longer bully on behalf of the union.
Until now, anyone who secured a teaching job at a Wisconsin public school automatically became a de facto member of the teachers union. Teachers had the option of avoiding official membership, but dues were still deducted from their paychecks and they were still represented by the union.

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Florida Leads the Nation in the Percentage of High School Students Enrolled in High Level Classes; Some States Still Leave Low-Income Students Behind; Others Make Surprising Gains

by Sharona Coutts and Jennifer LaFleur:

Florida is a state of stark contrasts. Travel a few miles from the opulent mansions of Miami Beach and you reach desperately poor neighborhoods. There’s the grinding poverty of sugar cane country and the growing middle class of Jacksonville. All told, half the public-school students in Florida qualify for subsidized lunches. Many are the first in their families to speak English or contemplate attending college.
In many states, those economic differences are reflected in the classroom, with students in wealthy schools taking many more advanced courses.
The Opportunity Gap
But not in Florida. A ProPublica analysis of previously unreleased federal data shows that Florida leads the nation in the percentage of high-school students enrolled in high-level classes–Advanced Placement and advanced math. That holds true across rich and poor districts.
Studies repeatedly have shown that students who take advanced classes have greater chances of attending and succeeding in college.
Our analysis identifies several states that, like Florida, have leveled the field and now offer rich and poor students roughly equal access to high-level courses.
In Kansas, Maryland and Oklahoma, by contrast, such opportunities are far less available in districts with poorer families.
That disparity is part of what experts call the “opportunity gap.”

Wisconsin’s results are here, while Madison’s are here.

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WEAC sues over law giving Wisconsin Governor Walker power over DPI rules

Jason Stein:

Members of state teachers unions sued Thursday to block part of a law giving Gov. Scott Walker veto powers over rules written by other state agencies and elected officials.
The lawsuit is the latest in a series of legal skirmishes between the GOP governor and public employee unions.
In the case, parents of students and members of the Wisconsin Education Association Council and Madison Teachers Inc. challenge the law for giving Walker the power to veto administrative rules written by any state agency. That law wrongly gives Walker that power over the state Department of Public Instruction headed by state schools superintendent Tony Evers, the action charges.
“The state constitution clearly requires that the elected state superintendent establish educational policies,” WEAC President Mary Bell, a plaintiff in the suit, said in a statement. “The governor’s extreme power grab must not spill over into education policy in our schools.”
The measure, which Walker signed in May, allows the governor to reject proposed administrative rules used to implement state laws.

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Hollowing out the ivory tower

Tim Black:

‘The idea – which I have to say has affected large numbers of politicians – that you can just give people at university a certificate and, hey presto, they’ll earn this amount more and the country will be x-amount richer has always seemed so bizarre to me that I have to pinch myself that so many apparently rational people believe exactly that.’
Professor Alison Wolf is a breathless speaker – as I discovered while trying to keep up during the course of our interview. But as the author of Does Education Matter? Myths About Education and Economic Growth, and more recently of the government-commissioned Review of Vocational Education, Wolf is certainly worth listening to on the plight of British universities. And nowhere is her insight more valuable than when it comes to tackling what she has called ‘the great secular faith of our age’ – namely, the idea that education is the key to economic growth, swelling both an individual’s bank balance and expanding a nation’s GDP.

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

Nigel Jaquiss:

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

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L.A. School District Decides To Go Easier On Homework

Eyder Peralta:

After banning flavored milk, the Los Angeles Unified School District is doing something kids all over will cheer about: They issued a decree that homework can only count for only 10 percent of a student’s grade. The policy goes into effect July 1.
The idea behind the new rule is that it will level the playing field for students who don’t have educational support at home. Also, Los Angeles isn’t alone in this new approach. The Los Angeles Times reports:

In many districts, limits are being placed on the amount of homework so students can spend more time with their families or pursue extracurricular activities like sports or hobbies. The competition to get into top colleges has left students anxious and exhausted, with little free time, parents complain.

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Fog of Common Core (Lessons from Arizona’s Adoption)

David Griffith:

Today marks one year since Arizona adopted the common core state standards, but you wouldn’t know it based on any information provided by public officials or the press in Arizona. Indeed, you would have an impossible time finding any details about the Arizona State Board’s official action to adopt the standards.
Last year, I wrote about the bizarre situation where states that were completely overhauling their K-12 reading and math standards in favor of the more advanced, 21st century common core state standards were not only downplaying this standards transformation, but in some instances, also appeared to be proactively burying the information.
Arizona fell into this last group as I mentioned last July:

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Kaukauna Area School District projects $1.5 million surplus after contract changes to health care, retirement savings; Milwaukee Plans to Lay Off 354 Teachers

Appleton Post-Crescent:

As changes to collective bargaining powers for public workers take effect today, the Kaukauna Area School District is poised to swing from a projected $400,000 budget shortfall next year to a $1.5 million surplus due to health care and retirement savings.
The Kaukauna School Board approved changes Monday to its employee handbook that require staff to cover 12.6 percent of their health insurance and to contribute 5.8 percent of their wages to the state’s pension system, in accordance with the new collective bargaining law, commonly known as Act 10.
“These impacts will allow the district to hire additional teachers (and) reduce projected class sizes,” School Board President Todd Arnoldussen wrote in a statement Monday. “In addition, time will be available for staff to identify and support students needing individual assistance through individual and small group experiences.”

Karen Herzog

Milwaukee Public Schools Superintendent Gregory Thornton announced at a news conference this afternoon that 519 layoff notices would be issued for next school year, including 354 teachers.
Most of the teacher cuts come at the elementary level. The district has about 125 elementary schools. The elementary schools most affected are those that lost funding for a program that reduces class sizes.
The layoffs are the result of a number of budgetary factors, including the loss of $84 million in state aid to MPS for the next fiscal year, Thornton said.
Thornton called on the Milwaukee Teachers’ Education Association to reconsider the district’s request that teachers pay 5.8% of their salaries toward their pensions, which would have reduced the number of layoffs by about 200 teachers.

More on Kaukana, here.

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Wisconsin School District Administrative Cost Comparison

WISTAX via sp-eye:

Phil Frei and his Traveling Pie-in-the-Sky Budget Show like to compare Sun Prairie administrative costs to the state average. And we look great! That trick’s not working so well anymore. As they say in the deep south, “that dog don’t hunt”. Heck even the new associate editor for the STAR, covering the recent budget hearing, asked if we didn’t have a more realistic comparison.
Well… here’s where we rank: 45th. Not even in the top 10%. At least when we look at Administrative costs per student.

Madison spends $1003/student (7.8% of operating expenditures).

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Third Circuit, Landmark Victories for Student Speech Limit Schools’ Ability To Censor Students Online

Erica Goldberg:

Yesterday, the full court for the United States Court of Appeals for the Third Circuit issued two simultaneous opinions to resolve how much control grade schools and high schools may exercise over their students’ off-campus, online speech. In Layshock v. Hermitage School District and J.S. v. Blue Mountain School District, the 14-judge court delivered two landmark victories for free speech, holding that school officials cannot “reach into a child’s home and control his/her actions there to the same extent that it can control that child when he/she participates in school sponsored activities.” In the cases, two students had been disciplined for creating parody MySpace profiles mocking their respective principals. The Third Circuit held that schools cannot punish students’ online speech simply because it is vulgar, lewd, or offensive. In addition to their impact in the grade school and high school settings, these decisions further solidify the robust free speech rights that must be afforded to college students engaging in online speech.
We previously blogged about Layshock and J.S. last year, when separate three-judge panels of the Third Circuit issued contrary decisions despite the very similar facts in the two cases. In Layshock, the Third Circuit had held that a then-senior in high school could not be suspended, placed in a special education class, and banned from extracurricular activities for a parody MySpace profile which described his principal as being a “big steroid freak” and belittled the size of the principal’s penis, among other insults. In J.S., a different panel of the Third Circuit had held that a then-middle school honor student could be suspended, without violating the First Amendment, for her MySpace profile. J.S.’s profile parodied her principal as stating, “I love children, sex (any kind), dogs, long walks on the beach, tv, being a dick head, and last but not least my darling wife [a guidance counselor at the school] who looks like a man.”

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Pro-reform member of state education board will not seek another term

Andrew Vanacore:

One of the more reliable backers of the reform movement that has radically altered public schools in New Orleans is planning to retire from the state board of education.
Glenny Lee Buquet, from Houma, said Monday that she will not run for another term on the state Board of Elementary and Secondary Education, or BESE, when elections come up this fall. Buquet has served on BESE since 1992 and is one of the six-member majority on the 11-member board that has helped push through the controversial reforms championed by former State Superintendent Paul Pastorek.
Nowhere in the state have those reforms been more far-reaching than in New Orleans. The state took over most schools in the city following Hurricane Katrina, and under the state’s Recovery School District, most of those have been transformed into independent charter schools.

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Group works on alternatives for troubled schools

Associated Press:The Indiana Department of Education is spending nearly $700,000 to develop strategies for overseeing troubled schools that don’t involve a traditional school board.
The work by The MindTrust is being done as the state prepares to recommend which of 18 failing public schools should be removed from district control and given to private school operators to attempt a turnaround.
All 18 schools have scored in the lowest category on the state ISTEP+ exam for five straight years. A 1999 state law allows the state to take over schools if test scores are in the lowest category for a sixth consecutive year.
The education department has paid more than $680,000 to The MindTrust in an effort to make sure none of the failing schools — seven of which are in the Indianapolis Public Schools system — return to the hands of a school board that will lead it back to failure.
“The fact that we have as many failed schools in IPS as we do reflects a larger issue in the overall system,” David Harris, chief executive officer of The MindTrust, told the Indianapolis Business Journal. “The state doesn’t want to return schools to a governance structure that isn’t going to produce conditions that are optimal for success.”

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Whan I Retire

Mr. Foteah:

I recently wrote about how having friends at work was never a priority. However, the fact of the matter is I have made some close ones – people I really respect and enjoy being around. That makes work pleasant, as we’re all dealing with similar challenges together, instead of battling alone. Of course, it makes you want to go to work everyday, knowing that you’re going to a place where you are liked and like the people around you.
Now, I’ve heard anecdotes recently from a variety of schools about colleagues not being so supportive of each other, saying nasty things behind others’ backs and the like. I hope no one is doing this to me, and if any of my colleagues have any kind of issue with me, that they can bring it to my attention and we can work it out.
Like everyone else, I want to be recognized for my positive attributes, and I want those to be my hallmarks and form my reputation.
We recently celebrated the end of the school year with our annual party. This one had the added wrinkle of being a defacto retirement party for some much loved members of the staff.
I was moved by the way people spoke about each retiree. I didn’t expect such wonderful things to be said, and more importantly, the honorees were genuinely surprised and touched.

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US Teachers’ Instructional Hours Among the Longest

Phil Izzo:

Students across the U.S. are enjoying or getting ready for summer vacation, but teachers may be looking forward to the break even more. American teachers are the most productive among major developed countries, according to Organization for Economic Cooperation and Development data from 2008 — the most recent available.

Among 27 member nations tracked by the OECD, U.S. primary-school educators spent 1,097 hours a year teaching despite only spending 36 weeks a year in the classroom — among the lowest among the countries tracked. That was more than 100 hours more than New Zealand, in second place at 985 hours, despite students in that country going to school for 39 weeks. The OECD average is 786 hours.

And that’s just the time teachers spend on instruction. Including hours teachers spend on work at home and outside the classroom, American primary-school educators spend 1,913 working in a year. According to data from the comparable year in a Labor Department survey, an average full-time employee works 1,932 hours a year spread out over 48 weeks (excluding two weeks vacation and federal holidays).

Curriculum is certainly worth a hard look.

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Culture and the Achievement Gap

Charlene Collazo:

A couple of weeks ago, I attended the Education Testing Service’s Achievement Gap Symposium, which addressed research and solutions for our education system in Pre-K-third grade, especially for low-income, minority and African American students. What I found most interesting was a comment Jerry D. Weast, Superintendent of the Montgomery County Public Schools and one of the speakers, said: “structure drives your culture and culture drives your expectations.” Weast believes the achievement gap can be solved if a district or school can establish a culture with high expectations.
To do this, teachers should be mentors and role models. All children, especially minority students need someone like Mrs. Menendez, my kindergarten teacher, who told me that I would grow up to be a great lawyer one day. She also told my parents that they needed to make sure they did everything in their power to get me through high school and college. Today, my master’s program is nearly done and law school is next on the schedule. Parents of minority and low-income children need this kind of one-on-one advice.

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Charter school bill passes Delaware House

J L Miller:

Legislation to reform Delaware’s charter school system by requiring background checks for charter founders and board members and placing the schools under tighter financial oversight got a unanimous passing grade in the House Thursday.
House Bill 205, sponsored by Rep. Terry Schooley, D-Newark, was prompted by a News Journal investigation that found the state Department of Education failed to check the credentials or criminal background of the founder of Reach Academy. Reach Academy is facing closure amid serious financial problems and a fight over control of the board.
The legislation, which now moves to the Senate for consideration, would require yearly mandatory external audits for charter schools and allow the Office of Management and Budget to analyze the financial status of a struggling school and manage some of the school’s finances. It also would require that decisions to close a school be made no later than January so parents can enter their children in the school-choice program and meet deadlines to get into charter schools.

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Wisconsin Read to Lead Meeting 5-31-2011 – Live Tweet Stream

Chan Stroman:

Wisconsin’s “Read to Lead” Task Force convened for its second meeting last month to address teacher training and reading interventions. Here’s an excellent debrief (via School Information System) from Wisconsin Reading Coalition on the discussion. And here are my notes from the gallery:

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New Detroit Schools boss vows to cut everything but corners, sets ‘focus on educating kids’

Associated Press:

After only about a month as top boss of Detroit Public Schools, Roy Roberts, a 72-year-old former General Motors executive and private equity firm founder, is well aware that some people already want him gone.
The district’s new financial manager said he’s OK with that reality, adding that differing opinions have value. His only request: Stay out of the way as he tries to turn around one of the nation’s worst public school systems.
I don’t care what people think about me, really … because I know what parents are going to think,” Roberts told The Associated Press during an interview in his Detroit Midtown office. “They’re going to love it because I’m trying to do the right thing for their children, and you won’t find a parent that doesn’t want that. I’m simply going to look at a system and say ‘What is the best system we can put in place to educate these kids?’ I don’t care about the politics.”
What concerns him, he said, is a massive budget deficit and students who either don’t receive a legitimate education or flee the district in search of one. Those mountainous challenges form the ridge that for decades has left the 74,000-student district on the shadowy side of progress.

Related: Ripon Superintendent Richard Zimman’s speech to the Madison Rotary Club.

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Teacher Appreciation

Susan O’Doherty:

I was a little shell-shocked after reading the comments on Aeron’s June 15 post. I hadn’t looked at them when I wrote last week about my enjoyment of her column, and I was amazed at the vitriol. I have taught only a few brief seminars myself, and each has taken a gazillion hours of preparation, as well as intense, sustained focus and concentration during the actual teaching hours. I am in awe of real teachers’ dedication and stamina.
So I want to use this week’s post to express appreciation for a great teacher I am in the process of taking leave of.
Three years ago, when I registered for my first singing class in over 20 years, I had to walk around the block several times to get up the courage to walk in the door. I had been traumatized by a voice teacher, until my singing voice got so small and weak it almost disappeared. I hadn’t tried to sing in front of others for years, until Ben started asking me to sing with him. The thought made me so anxious I knew I needed professional help.
A friend walked me to the first class, to be sure I didn’t succumb to the urge to hightail it home at the last minute. When Martha, the teacher, asked each of us to articulate what it was that we wanted from the class, all I could think to say was, “I want to be able to get through a song without passing out.”

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Providence teachers union wants seniority review

Associated Press:

Providence’s teachers union is asking a Rhode Island education board to review a state official’s decision to prohibit seniority as a basis for assigning teachers.
The union says the state’s education commissioner, Deborah Gist, has taken the position that using seniority alone to assign teachers doesn’t comply with state regulations.

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Baltimore’s Alonso on cheating schools: There will be more

Erica Green:

Baltimore city schools Andres Alonso said last week that while the school district has gone to great lengths to tighten testing security, he anticipates coming before the city again to announce that more schools attempted to game the system.
There are two more investigations pending, from a batch of four schools referred to the state last year. The 2011 Maryland School Assessments will be released next week.
In a news conference last week, Alonso told reporters that it may take one or two more years before cheating is eradicated from the system. He vowed, however, that at some point, “we will emerge from this conversation–it may take one or two years–but we will emerge with our heads held high.”
He also indicated that Maryland’s new teacher evaluation system, which is partly based on student progress, will spur a “perverse incentive to do something wrong.” Baltimore is one of seven districts that will pilot the new state evaluation system in the fall.

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Race to the Top Promises Delayed

Brett Turner:

After months of work across the state to define multiple measures of student growth, the Delaware Department of Education has asked the United States DOE for, and – word is – will receive, permission to delay implementation of our DPAS II teacher evaluation system, which will impact the roll-out of numerous other Race to the Top reforms.
The revised DPAS II evaluation system would have identified teachers as “highly-effective,” “effective,” “needs improvement,” or “ineffective,” ultimately impacting eligibility for various initiatives. Below are programs and policies that will be affected by delaying DPAS II implementation:

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Recovery School District to lay off more than 70 employees

Andrew Vanacore:

The Recovery School District, a state body that oversees the majority of New Orleans public schools, is laying off more than 70 employees at its central office, part of a sweeping organizational overhaul initiated by the district’s new leader.
RSD officials have been saying for weeks that the district will need to downsize as it turns over more of the schools it manages to independent charter operators and closes others. That’s been the RSD’s strategy since it took over schools in the city following Hurricane Katrina.
But in an interview Friday, RSD Superintendent John White said the district has now begun to notify employees who will lose their jobs as a result of cutbacks, which will take the central office head count down by 35 percent, from 220 people to 144.

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Science’s 10 hottest fields

Clive Cookson:

Understanding the genome
The sequencing of the 6 billion chemical “letters” of human DNA was completed in draft in 2000 and in final form in 2003. But clinical benefits have arrived more slowly than the initial hype suggested. This is mainly because the human genome actually works in a much more complex way than predicted by the late-20th-century model.
Twenty-first-century research shows that we have only 21,000 genes, one-fifth of the number predicted when the project started, and that just 1.5 per cent of the genome consists of conventional protein-coding genes. Efforts are under way to understand the vital regulatory and other functions of the non-coding regions of the genome, once dismissed wrongly as “junk DNA”.

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Mandarin in the Sun Prairie Schools?

sp-eye:

Remember how Culver and a group of his peeps were going to explore the possibility of an elementary charter school/ Mandarin Chinese immersion program and report back to the board?
Well skip the board and just sign up because we’re hearing that incorporating Mandarin Chinese into the district is a done deal that will occur by the start of the 2012-1 school year.
POINT – COUNTERPOINT ON THE MANDARIN CHINESE PLAN
POINT
Mandarin Chinese? Really? Don’t go screamin’ “xenophobia”, now, but one has to wonder: Is Culver thinking that the economy is tanking so badly that we all should be brushing up on the new landlords’ language? Or is he still trying to catch up with his district administrator buddy in Verona? And why are we worrying about what ANYBODY is up to instead of just focusing on our own kids?
And while we’re on the subject. We’re hoping that the rumors we’re hearing are just that…rumors. ‘Cause we’d be wondering how much it would cost John Q. TaxPayer to develop this little Mandarin Chinese program.

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New College Board Research on Young Men of Color Stirs Demand for Action

Jamaal Abdul-Alim, via a kind reader’s email

While a panel discussion held by The College Board on Capitol Hill this week was meant to highlight a new report on the lagging rates of educational attainment among non-White men, some of the panelists questioned the need for more research on the subject.
“How much data do we need?” asked panelist Dr. Roy Jones, executive director for the Eugene T. Moore School of Education’s Call Me MISTER Program at Clemson University. (MISTER is an acronym for Mentors Instructing Students Toward Effective Role-models).
His remarks came after a discussion of the new report titled “The Educational Experience of Young Men of Color: A Review of Research, Pathways and Progress,” co-authored by John Michael Lee Jr., a co-panelist and policy director at the College Board’s Advocacy and Policy Center.

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Major Education Reform Bills Pass the Oregon House & Senate

jmartens:

Both the Oregon House and Senate this week passed 3 groundbreaking education bills that are now on their way to the Governor’s desk to be signed into law. The bills bring more choice to Oregon’s public education system and allow students to learn in schools where they best grow, learn and succeed.
From the standpoint of the state Republican party, who sponsored and supported these bills, they accomplish 3 goals:

  1. allow students to enroll in the school district of their choice
  2. raise the enrollment cap on virtual charter schools
  3. empower community colleges and public universities to create charter schools.

“The Legislature is on track to have its most successful session on education reform in decades,” said House Education Committee Co-Chair Matt Wingard (R-Wilsonville). “Together, these reforms help promote choice, accountability and innovation in our educational system. I’m particularly pleased with the progress we’ve made in expanding choice for parents and their children.”

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Letters to the WiSJ on Madison Teachers’ John Matthews

Merle Lebakken:

Following the exploits of Madison Teachers Inc. leader John Matthews in the State Journal makes it obvious that he is a negotiator extraordinaire.
He’s managed to have his people on one side of the “negotiating table” and at least some he helped elect on the other side, so it is not a “bargaining table” but a “collaboration table.”
Maybe, however, he has gone too far in not enthusiastically promoting measuring teacher performance, as encouraged by President Barack Obama. Now it seems Wisconsin’s taxpayers need to take back some of the functions, like measuring employee performance, usually ascribed to management but, through negotiation, given to the employee.

Thomas Kavanagh:

I appreciated the respect for John Matthews’ achievements conveyed by Madison labor mediator Howard Bellman’s comment in Sunday’s article, and his concern about the possible effect of Gov. Scott Walker’s attempt to destroy the Madison teachers union and public employee unions throughout Wisconsin:
“It would be like somebody watching all their paintings burn up… What he’s accomplished over the years would have been just a memory.”
However, that analogy fails to give consideration to the value of his work beyond creating a robust and effective union. For the artist, the joy of the creation might be lasting, but the product of his efforts would be gone. That would not be the case for what Matthew’s efforts have produced.

Bob Hartwig:

fter encouraging Madison teachers in February to stage an illegal sick-out, which robbed children of educational opportunities and caused disruption for many parents, he now says teachers are “ready to do whatever it takes” to continue the protest of state budget reductions. He was also quoted as saying; “It’s going to get down and dirty.”
Wow! This kind of rhetoric coming from a 71-year-old man who receives about $310,000 in annual income and benefits from union fees. Makes you ask the question: What is his priority?

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A growing number of skeptics wonder whether college is worth the time or the cost

Bill Gross:

A mind is a precious thing to waste, so why are millions of America’s students wasting theirs by going to college? All of us who have been there know an undergraduate education is primarily a four year vacation interrupted by periodic bouts of cramming or Google plagiarizing, but at least it used to serve a purpose. It weeded out underachievers and proved at a minimum that you could pass an SAT test. For those who made it to the good schools, it proved that your parents had enough money to either bribe administrators or hire SAT tutors to increase your score by 500 points. And a degree represented that the graduate could “party hearty” for long stretches of time and establish social networking skills that would prove invaluable later on at office cocktail parties or interactively via Facebook. College was great as long as the jobs were there.
Now, however, a growing number of skeptics wonder whether it’s worth the time or the cost. Peter Thiel, an early investor in Facebook and head of Clarium Capital, a long-standing hedge fund, has actually established a foundation to give 20 $100,000 grants to teenagers who would drop out of school and become not just tech entrepreneurs but world-changing visionaries. College, in his and the minds of many others, is stultifying and outdated – overpriced and mismanaged – with very little value created despite the bump in earnings power that universities use as their raison d’ĂȘtre in our modern world of money.
Fact: College tuition has increased at a rate 6% higher than the general rate of inflation for the past 25 years, making it four times as expensive relative to other goods and services as it was in 1985. Subjective explanation: University administrators have a talent for increasing top line revenues via tuition, but lack the spine necessary to upgrade academic productivity. Professorial tenure and outdated curricula focusing on liberal arts instead of a more practical global agenda focusing on math and science are primary culprits.

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If teaching is such a sweet deal, why isn’t everyone doing it?

Tom Breuer:

There’s a certain childlike innocence that goes along with the popular modern sport of teacher bashing. I say this because most people get over the idea that teachers are ultra-powerful beings who live unattainable lives of luxury at around the age of 7, when they realize that rumpled, coffee-stained JC Penney office apparel is not haute couture. Many critics of teachers, however, manage to hang on to this silly notion way past the time when their skulls have fully hardened.
Call me a fuzzy-headed liberal, but I just don’t see the point in bashing people who help train our future workforce.
Of course, the tired old canard that teachers are remorseless, mustache-twisting budget-drainers has been resurrected in the past few months – first when the governor’s budget repair bill touched off mass protests among public employees, and most recently when the Wisconsin Supreme Court removed the final barrier to the bill’s enactment.
Some have reacted to teachers’ and other public employees’ reluctance to lie down and simply accept significant cuts in compensation and the stripping of their collective bargaining rights with everything from derision to rancor.
For example, some local wags took to calling Walkerville – the protest village near the Capitol that was inhabited by disgruntled public employees and their supporters – “Entitledtown.”

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A Rough But Intriguing Metric for School Assessing a School Principal

Bob Sutton:

Yesterday, I did an interview for the BAM network on Good Boss, Bad Boss.  The content expert on line was Justin Snider, who teaches at Columbia and has in-depth knowledge about K-12 schools, as that was the focus of the conversation.  Justin had great questions and comments about bosses in general (see this recent post) and about school principals in particular.  I thought he made especially good comments about how the best principals are PRESENT, constantly interacting with teachers, students, and parents. He especially suggested that school principals think about where their offices are located.. are they in a place that essentially requires them to keep bumping into teachers and parents, or are they in some corner of campus that reduces the amount of interaction.

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A Retrospective Look: Teachers at Work

Renee Rybak Lang:

Teacher at Work: Improving Teacher Quality Through School Design (October 2009)
There is no question that high-quality teachers have an enormous impact on student achievement. Over the years, schools and districts have looked at a variety of ways to attract better teachers to public schools, especially those serving the poorest students.
“But these reforms are likely to disappoint if nothing is done to fundamentally overhaul the way the work of teachers is organized,” Elena Silva argues in Teacher at Work. Better teaching, she says, will in the long run come not only from attracting a strong pool of talent and giving them boosts in pay, but from “changing the nature of the job.”
In the report, Silva highlights promising models of school design, such as Generation Schools in New York City, which provides a school model that focuses on the strategic use of people and time, and calls for a new approach to addressing the teacher quality challenge in public education.
Education Sector: What drew you to this issue in the first place?

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