Josh Mitchell:

Virginia Murphy borrowed a small fortune to attend law school and pursue her dream of becoming a public defender. Now the Florida resident is among an expanding breed of American borrower: those who owe at least $100,000 in student debt but have no expectation of paying it back.

Ms. Murphy pays just $330 a month—less than the interest on her $256,000 balance—under a federal income-based repayment program that has become one of the nation’s fastest-growing entitlements. She plans to use another federal program to have her balance forgiven in about seven years, a sum set to swell by then to $300,000.

Scott Johnson:

“We aren’t teaching students how to think critically!” So goes the exasperated lament you have probably heard and possibly uttered. The thing is, that’s a crazy hard thing to do. It may seem like a logic class should teach you to think in a more disciplined way, for example, but the sad fact is that those mental habits are very unlikely to transfer beyond the walls of the logic course. There are many different styles and contexts of critical thinking, and there is no magic subroutine that we could insert into our mental programming that covers them all.

But despair is not the only option. Effective coursework can build important and useful critical thinking skills. Doug Bonn at the University of British Columbia and Stanford’s N.G. Holmes and Carl Wieman focused on good scientific, quantitative thinking when teaching a group of first-year physics students. And like good critically thinking educators, they put their strategy to the test and published the results so they can be evaluated by others.

In this freshman calculus-based physics course, students worked through weekly experiments in lab sections as most physics students do. But the researchers tried a little something different a couple years ago when a fresh class of 130 students came in. In their early lab sections, the students were guided through comparisons between multiple experimental datasets and between experimental datasets and mathematical models.

By applying some statistics they were gradually learning, they grappled with why their comparisons came out the way they did. Rather than simply chalking up mismatches to “we’re just students, and our measurements probably aren’t perfect,” as students often do, they considered modifying their experiments. How could they reduce their error bars? Were the data telling them the mathematical model was incorrect?

Matt:

Even before I got tenure, folks have told me they’re “looking forward to an academic advice post on tenure.”

I’ve found it easy to write academic posts on just about every topic.

Except this one.

I got tenure over a year ago, yet every time I tried to sum up my views on tenure, I froze.

I think it’s because every path to tenure is inherently unique and non-repeatable.

Even though I got tenure, I wouldn’t wish an exact repeat of the last seven years of my life on even Reviewer Number 3 – for reasons that will soon be obvious.

Victor Fleisher:

WHO do you think received more cash from Yale’s endowment last year: Yale students, or the private equity fund managers hired to invest the university’s money?

It’s not even close.

Last year, Yale paid about $480 million to private equity fund managers as compensation — about $137 million in annual management fees, and another $343 million in performance fees, also known as carried interest — to manage about $8 billion, one-third of Yale’s endowment.

In contrast, of the $1 billion the endowment contributed to the university’s operating budget, only $170 million was earmarked for tuition assistance, fellowships and prizes. Private equity fund managers also received more than students at four other endowments I researched: Harvard, the University of Texas, Stanford and Princeton.

Counternotions:

@counternotions: 2014 Yale allocations for
private equity fund managers to manage ~$8B (⅓ of Yale’s endowment): ~$480M, student tuition assistance: $170M

Rob Williams:

For the millions of parents who wonder when their adult kids will move out of the basement, Goldman Sachs Group Inc. has some insights about what’s holding back the millennial generation.

The lackluster jobs market, housing affordability, student debt and delayed marriage may keep a lid on household formation for years to come, according to the New York-based bank’s analysis.

“The share of young people living with their parents has increased relative to pre-recession rates for all labor force status groups, not just the unemployed and underemployed,” said Jan Hatzius, head economist at Goldman. “The share of 18- to 34-year-olds living at home might not fully return to pre-recession rates.”

Cara Fitzpatrick, Lisa Gartner & Michael LaForgia:

In just eight years, Pinellas County School Board members turned five schools in the county’s black neighborhoods into some of the worst in Florida.

First they abandoned integration, leaving the schools overwhelmingly poor and black.

Then they broke promises of more money and resources.

Then — as black children started failing at outrageous rates, as overstressed teachers walked off the job, as middle class families fled en masse — the board stood by and did nothing.

Today thousands of children are paying the price, a Tampa Bay Times investigation has found.

They are trapped at Campbell Park, Fairmount Park, Lakewood, Maximo and Melrose — five neighborhood elementary schools that the board has transformed into failure factories.

Richard Goldin:

In focusing on the wealthy as the singular source of economic inequality, progressive politics obscures the machineries of privilege which function at all levels of society. Individuals are trapped within these mechanisms; their lives lessened in ways that are far more damaging than the actions of the “one per cent.”

Economic hierarchies are maintained not by brute force, but by strategies which rationalize the privilege of a few and the struggle of many. Within a multitude of economic contexts, structures of inequality are arduously perpetuated, even by those who consistently profess a belief in economic justice. Progressives need to analyze these contradictions and to expose the strategies which are utilized to justify hierarchy.

aCorey Robin:

Wilson’s piece is long and well worth reading, but lest readers overlook three astonishing quotes that Wilson has uncovered, which together comprise a rough definition of what academic freedom at UIUC might mean, I thought I’d highlight them here.

First, education professor Nicholas Burbules, a real piece of work as far as I can see, has emerged in the last few days as one of Chancellor Wise’s close confidants on the faculty. He seems to fancy himself, in these writings at least, as a kind of Machiavellian consigliere. But where Machiavelli’s counselor knew how to mould the prince to his own purposes, Burbules reminds one of nothing so much as those hapless Cold War intellectuals who thought they were taming and influencing the American state—only to discover, after it was too late, that it was it that was taming and influencing them. Christopher Lasch aptly characterized the farce of these buffoons more than a half-century ago:

Matthew Hennessey:

For Wade and her husband, and for city dwellers with concerns ranging from classroom environment to the Common Core, public school is out of the question. And for them, as for many urban middle-class families, paying hefty private school tuition is not a realistic option, either. “It wasn’t so much a decision of what we were going to do—it was what we weren’t going to do,” she says. In the end, the Wades opted to homeschool. “Homeschooling is in some ways the easiest option. We’re driving our children’s education. We’re giving up a lot to do it, but in the end we thought it would make us most satisfied.”

At first, the Wades knew no other homeschoolers, and, like many young parents in the city, they had no family nearby, so they prepared themselves to go it alone. Before too long, however, they found a growing network of urban homeschoolers. “In a city like this, you can find your tribe,” says Wade. “You can find your homeschoolers. And there are a lot of us.”

Not so long ago, homeschooling was considered a radical educational alternative—the province of a small number of devout Iowa evangelicals and countercultural Mendocino hippies. No more. Today, as many as 2 million—or 2.5 percent—of the nation’s 77 million school-age children are educated at home, and increasing numbers of them live in cities. More urban parents are turning their backs on the compulsory-education model and embracing the interactive, online educational future that policy entrepreneurs have predicted for years would revolutionize pedagogy and transform brick-and-mortar schooling. And their kids are not only keeping pace with their traditionally schooled peers; they are also, in many cases, doing better, getting into top-ranked colleges and graduating at higher rates. In cities across the country, homeschooling is becoming just one educational option among many.

Philip Lemon:

Recently, a number of students on Khan Academy found a way to cheat by taking hints offline and not having them counted towards their online profile. When going through exercises on Khan Academy you answer the problems given to you and receive feedback on whether your answer was correct or incorrect. If you get stuck on a problem you are able to take hints and have that problem counted as incorrect. Check out this exercise if you want to try it yourself. The images below show the user getting a correct answer and taking a hint respectively.

Katie Allen:

In the 1800s it was the Luddites smashing weaving machines. These days retail staff worry about automatic checkouts. Sooner or later taxi drivers will be fretting over self-driving cars.

The battle between man and machines goes back centuries. Are they taking our jobs? Or are they merely easing our workload?

A study by economists at the consultancy Deloitte seeks to shed new light on the relationship between jobs and the rise of technology by trawling through census data for England and Wales going back to 1871.

Erik Gilbert

Last year the younger of my two sons went off to college. As we went through the search process, we looked at university and department websites, checked faculty research interests, looked for evidence of faculty involving students in their research, flinched at the prices, marveled at the climbing walls, and considered quality of the food on campus. Basically we did all the things a typical middle-class family would do in a college search, along with a few insider concerns like looking at faculty publications and grants and checking that the university libraries had at least one of my books. In retrospect one question that never crossed my mind was, “I wonder what this place’s assessment program is like?” I suspect I am not alone in this.

My lack of curiosity about assessment when making an important choice about my children’s education probably surprises no one, but it should. It’s unsurprising in that no one, higher-ed insider or not, ever seems to worry about this when choosing a college. No admissions officer ever touted his institution’s assessment results. No parent ever exclaimed, “Suzy just got into Prestigious College X. I hear they are just nailing their student learning outcomes!” But it’s still a little surprising in that I am a professor and an administrator who has been involved in assessment in various forms for a long time. I have been dutifully doing assessment in my classes almost since I started teaching a decade and half ago.

Lisa Krieger:

Mother Nature has always been life’s master architect, working off genetic blueprints that are fine-tuned from one generation to the next.

Until now.

Scientists increasingly are designing life from scratch, using inexpensive, fast and accurate tools to create and assemble strands of DNA like tinkertoys — and instructing cells to do things that nature never imagined.

In industrial clusters in the Bay Area, La Jolla and Boston, the competitive gene-building field is doing for biology what Johannes Gutenberg did for printing — turning what was once a laborious and uneven artisan effort into affordable and accurate mass production. With the potential to create an industry that could lead to products worth hundreds of billions of dollars, the fast-moving field is not only prompting investor funding but also sparking calls for oversight.

Thomas H. Davenport & Julia Kirby

Geoff Colvin’s new book insists that humans are underrated. It’s a fun follow-up declaration to his earlier book, which taught us that talent is overrated.

The two are not as incompatible as it might seem. Colvin’s point in the earlier book was that talented people always succeed in the context of a system, and it’s hard to rate talent independent of its context. As a result, stars usually get more credit for their successes than they’re due. (Boris Groysberg’s research backs this up by showing how the high performance of stars in various fields turns out not to be portable when they are recruited away by other employers.) Indeed, it’s often a well-designed system that makes someone valuable; the best systems are able to get “A” results out of “B” players. If you can build that kind of system as an enterprise, there is no reason to break the bank recruiting superstars or otherwise allow the top percentiles of your talent to walk away with “winner takes all” rewards.

One of my fairly regular subthemes here is the increasing power of algorithms over our daily lives and what Ted Striphas has called “the black box of algorithmic culture”. So I am naturally interested in this interview with Cynthia Dwork on algorithms and bias — more specifically, on the widespread, erroneous, and quite poisonous notion that if decisions are being made by algorithms they can’t be biased. (See also theses 54 through 56 here.)

Jim Epstein:

New York released its annual test scores this week, and Success Academy, the city’s rapidly expanding charter school network, posted remarkable results. Again.

Success Academy schools did well in English—68 percent of students were proficient, compared with 30 percent in the city over all—but in math, the scores were astonishing. Ninety-three percent of Success Academy test-takers were proficient in math, compared with 35 percent citywide.

To put that into perspective, of the 1,282 public schools tested, just 12[*] were part of the Success Academy network, or 1 percent of the total. Yet 5 out of the 10 schools that scored highest in math were part of the Success Academy network. Of the 20 schools that did best in math, 9 were part of the Success Academy network. All twelve schools in the network were ranked in the top 40 for math. Results of this sort were unheard of before Success Academy arrived on the scene.

:

When Pure Math is explained to non-mathematicians, the audience always asks “Why?” and “Of what use is it?” The result is that mathematicians always have to motivate their explanations and give applications for the results:

Pure Number Theory is motivated by applications in cryptography,

Pure Calculus is motivated by applications in ballistics and weather forecasting,

Pure Combinatorics is motivated by analysis of computer networks and data processing,

Pure Statistics is motivated by life assurance, insurance and gambling,
Pure Linear Algebra is motivated by optimization problems and Google’s Page Rank algorithm.

The truth is far simpler. Mathematicians are solving puzzles, and some of those puzzles don’t come from the real world at all, and can’t be motivated in that way.

Why do we care that there are only five Platonic Solids? The true answer is because there is an answer, and it would be intolerable not to know it.

Why do we care if every even number from 4 onwards can be written as the sum of two primes? Answer: We don’t, really. But not knowing is an itch to scratch, and who knows what might turn up in our efforts to solve the problem.

It was said by E.C.Titchmarsh:

Nicklas Wyman:

Two other prominent Democratic Presidential candidates, Vermont Senator Bernie Sanders and former Maryland governor Martin O’Malley issued their own plans to provide relief from rising college tuition costs and increasing student loan debt earlier in the year.

That this issue has come to the forefront of national politics is no surprise. College tuition costs have risen by over 1,000% since the late 1970s, forcing students and their parents to take out ever more excessive loans. The current level of outstanding student loan debt is over $1.2 trillion, and continues to rise.

JOHN O. MCGINNIS And MAX SCHANZENBACH:

Wisconsin Gov. Scott Walker has come under fire from academics nationwide for calling on his state’s Board of Regents to reconsider the scope of tenure in its university system. Evaluations of faculty members “should be based on performance,” he said this summer, “they should be based on merit.”

With state universities struggling to keep up with rising costs and technological change, one would expect administrators and educators to at least consider proposals that would save money and encourage change.

hyperlingo:

Firstly, just to be clear, this article is not about tools designed for the use of cats. That would be a different article. CAT stands for Computer Assisted Translation, and refers to the various productivity tools available to the 21st century translator. CAT is not the same as machine translation, where a translation is produced (often badly) by a computer.

Rather, CAT tools help to automate easily-automatable parts of the translation process, leaving the human (that’s you) to focus on the real business of translating. As an example, a CAT tool might help you to automatically translate all instances of «Le Comte de Monte Cristo» as “The Count of Monte Cristo”, saving you from doing the leg(finger)work. Or it might suggest a pre-defined translation of a technical term or brand name, stored in a Translation Memory (we’ll come to these later), saving you from searching for the correct translation each time you come across it.

neurosciencenews.com:

Carnegie Mellon psychologists uncover critical relationship between working memory and strength of information ‘chunks’.

People have more difficulty recalling the string of letters BIC, IAJ, FKI, RSU and SAF than FBI, CIA, JFK, IRS and USA. The well-established reason is that the amount of information we can hold in our short-term or working memory is affected by whether the information can be “chunked” into larger units.

New research by Carnegie Mellon University psychologists takes this learning principle one step further by uncovering how the strength – or familiarity – of those chunks plays a crucial role. Published in Psychonomic Bulletin Review, they show for the first time that it is easier to learn new facts that are composed of more familiar chunks.

Alan Borsuk:

Nowhere else in America have Catholic schools had a better chance to thrive in the last 18 years than in the city of Milwaukee.

In significant ways, that has happened. Catholic school enrollment has been more stable than in many other urban centers, and there are Catholic schools here that have done reasonably to more-than-reasonably well.

But, frankly, the Catholic roster of schools has problems and the system as a whole hasn’t shown the success anyone would want. Catholic leaders, to their credit, have been increasingly willing to say that.

Now they are moving to act. The Milwaukee Archdiocese is launching what leaders envision will be a four-year effort to establish more control over 26 generally smaller Catholic schools in the city and make changes aimed at improving quality.

Most of the changes are similar to improvement strategies for other schools and school systems: a big emphasis on high quality principals; increased training and mentoring of teachers; good use of data in shaping teaching; and effective oversight by boards both at the parish and archdiocese levels.

Much of the work will be behind-the-scenes: more centralized purchasing, better financial management and more professional personnel management.

But both Archdiocese officials and lay leaders involved in a task force shaping the effort are optimistic it will turn a loose system of schools, some of them poorly led, into a network that is more ambitious and more effective both in academics and in building religious identity.

Erin Richards

The state budget signed by Gov. Scott Walker last month gave Milwaukee County Executive Chris Abele broad authority to oversee a special district in Milwaukee for the city’s most troubled public schools.

So, what happens now?

Abele must soon appoint a commissioner to oversee the Milwaukee schools selected for new management. But there’s no money to pay the commissioner, no engagement yet of the philanthropic community — or parents — in the project, and little talk of who will staff the schools selected for treatment, if not the employees in them already.

Abele, a lifelong Democrat, said he’s committed to giving the Opportunity Schools and Partnership Program developed by Republican lawmakers and passed as part of the state budget a good-faith effort.

“What got passed is nowhere near the optimum, but it’s not the finish line, it’s the starting line,” Abele said in his first interview with the Milwaukee Journal Sentinel about his new role in the city’s education scene.

The program is designed to take some of the district’s lowest-performing schools from the control of the Milwaukee School Board and put them under the control of Abele and the commissioner he selects, or directly under MPS Superintendent Darienne Driver, if she chooses to use that authority.

Michael David Smith:

Anyone who’s ever watched Steelers linebacker James Harrison play football knows that he’s an intense competitor who wants to win at all costs. So perhaps it shouldn’t be surprising that Harrison is passing along that intense competitiveness to his sons.

Harrison took to social media this weekend to lash out at the idea that his sons should receive participation trophies simply for playing sports, saying that when he found out his sons were given such trophies, he demanded that they be sent back. Harrison believes that a trophy should be something you earn by being the best, not something you receive just for trying.

Dan Dempsey, via a kind email:

Washington State should replace its current one-size fits all diploma with three diplomas, similar to New York State’s Local, Regents, and Advanced Regents diplomas.

It is my belief that Washington State needs three different diplomas to radically improve the current system for all students. The current requirements for a diploma are inadequate because they contribute to a system operating largely as a one-size fits-all system instead of respecting the vast diversity in the student population. It fails to provide an appropriate educational opportunity that meets each student’s needs.

Politicians like aspirational goals that are strong on rhetoric and weak on contact with reality. No Child Left Behind was going to have 100% of students proficient by 2014. Our state legislators want “internationally competitive standards” achieved by all. The current plan of one-diploma with high stakes testing and college ready courses, when universally applied to all students as a graduation requirement, has no chance of success because it makes no sense.

On August 5, the State Board of Education lowered the cut score on the SBAC testing for passing to below the “standard score for proficient”. Then explained that this was done to ease the transition for our system and demonstrate fairness to students. This statement was needed to maintain the dual illusions of fairness and quality in this unfair one-diploma system.

Chris Rickery:

At the top of that list might be the district’s decision to continue basing pay and some employment decisions on seniority and degree attainment, even after 2011’s Act 10 would have made it easy to end those practices.

Research has generally found that teachers with advanced degrees don’t improve student performance, and past a teacher’s fifth year or so, neither does seniority. Both can make it harder to retain and reward teachers of color.

The district has also shown little interest in a year-round school calendar, despite research showing the “summer slide” is real and disproportionately affects poor students.

It offers summer school for students who are falling behind, which might be good — or might serve to further stigmatize an already stigmatized group by singling them out as the ones “dumb” enough to need summer school.

Later starts to middle and high school could help, as research has been building for years that adolescents’ brains aren’t ready to learn early in the morning.

Last year, the American Academy of Pediatrics recommended a school start time of no earlier than 8:30 a.m. for middle and high schoolers. The Centers for Disease Control and Prevention echoed that recommendation last week.

Madison has long tolerated disastrous reading results.

By Padraig Belton and Matthew Wall:

Digital technology has certainly had a profound effect on the traditional book publishing and retailing industries, but has it also given the book a new lease of life?

At one point it looked as if the rise of e-books at knock-down prices and e-readers like Amazon’s Kindle and Barnes & Noble’s Nook posed an existential threat to book publishers and sellers.

“Literature found itself at war with the internet,” as Jim Hinks, digital editor of Comma Press, succinctly puts it.

But contrary to expectations, the printed book is still surviving alongside its upstart e-book cousin, and technology is helping publishers and retailers reach new audiences and find new ways to tell stories.

Onion:

Saying the long nights of cramming from the study guide and the constant drilling from flashcards had really worn on his nerves, Arne Duncan told reporters Tuesday that preparing for the upcoming standardized Secretary of Education Test was completely stressing him out. “I know I’ve got the stuff on FSA loans down, but it’s super unrealistic for them to think I’ll memorize every little thing about federal lunch voucher requirements—what if I’m wrong, though?” Duncan said of the yearly four-hour exam, adding that he wasn’t a very good test-taker to begin with and that even thinking about how he would get through the essay portion in just 50 minutes was making him anxious. “Half the multiple-choice questions on the SETs are on things like the Office of Migrant Education that hardly ever come up in everyday life, and the other half seem like they’re designed to trick you. Ugh, why can’t this be over?” Duncan went on to say that he’d probably do far better on the test if he could afford a high-priced tutor like former Education Secretary Margaret Spellings.

Douglas Belkin:

One of the largest providers of massive open online courses is teaming up with several major financial and technology companies to offer new classes this fall, the latest sign MOOC providers are scaling back their ambitions to upend the world of academia to make a profit.

Wall Street Journal Video:

Success Academy Founder and CEO Eva Moskowitz on the latest test score results and the argument for school choice.

Richard Adams

Weeks after students in England, Wales and Northern Ireland sweated through A-level and GCSE exams, their fate is being decided in a windowless basement near the centre of Cambridge – decisions that mean joy for some and despair for others.

There’s a hush of concentration in the room, the only sound the turning of pages and scratching of pens, as the group sit poring over the anonymous exam papers in front of them – but no exams are actually being marked.

Instead, the small group of experts for the OCR examination board is working its way through piles of scripts arranged by score, weighing up where the boundary should fall between an A or B for this particular humanities subject.

This is the most highly regulated and delicate part of the examination system, which the public never sees. OCR, one of the five main examination boards, granted the Guardian exclusive access to its inner workings – revealing a process characterised by caution, rigour and sophisticated technology.

Tanya Abrams, Raul Alcantar and Andrew Good:

Selfies have become the cultural artifacts of our time, the digital mosaic that reveals how society views gender, race, class and sexuality in the 21st century.

In USC’s #SelfieClass — formally known as “Writing 150: Writing and Critical Reasoning: Identity and Diversity” — freshman students critically examine society’s influence on self-identity and how selfies reflect and affect the global culture in which we live.

James Gingell:

ere’s a riddle. I’m a translator, but I only know one language. I can’t talk in my Welsh Mam’s mother tongue and my Francophonic floundering leaves my friends in fits of giggles. I did German GCSE, but plonk me in the middle of Prussia and I’m not certain that asking the way to the nearest Italian restaurant would be enough to keep me out of trouble. I can only speak one language and it’s English.

I call myself a translator because, thanks to five and a bit misguided years doing two biochemistry degrees, I can change things like this:

“p53-p66shc/miR-21-Sod2 signalling is critical for the inhibitory effect of betulinic acid on hepatocellular carcinoma”

into things like this:

“A chemical called betulinic acid can slow down the growth of liver cancer cells, but it’s only effective when a gene called p53 is fully functional.”

It’s now my job to do this every day – to transform scientific language from gibberish and gobbledegook into something more digestible. When I’m feeling particularly puffed up, I think of myself as Hermes, passing messages down to Earth from the gods of science. And while the day-to-day office reality is certainly less grand, I hope that my efforts mean that people can appreciate some of the divine wonder of scientific research without having to spend their youth in dimly lit laboratories and libraries.

Cory Doctorow.

Tara Garcia Mathewson:

Matthew Pittinsky calls it the “quiet revolution.” The CEO of Parchment and co-founder and former CEO of Blackboard has watched the relatively rapid shift from paper to digital transcripts with at least a bit of awe. He admits that as the CEO of a digital credential management company, he’s probably biased, but there’s no denying the fact that 20 years ago, well into the dot-com bubble, virtually no colleges sent or received digital transcripts. It took Parchment — originally Docufide — seven years to send its millionth transcript. Now the service processes that many transcripts every two months.

“Why print and mail transcripts when most receivers of them would prefer to get them as machine readable data and when most students would prefer to request them electronically and have them in digital form?” Pittinsky said.

Higher education institutions have moved en masse toward receiving transcripts digitally, but they’ve been slower to shift when it comes to sending them. Over the last few years, Pittinsky has watched the trend catch on rapidly across institutions. It doesn’t cost more money. Schools already charge for transcripts, so instead of putting that money toward staff time, it goes into vendor contracts. Mostly, Pittinsky said, the delay has been because of culture — getting comfortable with a new internal process, with the idea that digital transcripts are secure, and with the idea that receivers will accept the digital versions.

The Economist:

Student debt in America now totals $1.2 trillion, up more than threefold over the past decade. On August 10th Hillary Clinton announced a $350 billion plan to reduce this sum. It would increase federal subsidies granted to state-school students, and help existing borrowers refinance their liabilities. New loan originations have decreased every year since 2010, and default rates have stabilised.

Daniel Drezner:

The hard-working staff here at Spoiler Alerts has been paying close attention to the War on College for quite some time, and it has concluded that the state of higher education is simply awful. College is just a horrible place to send your children — because you are spending obscene sums of money for a substandard education.

The reasons why it’s a substandard education can get a bit confusing at times, however. Best not to think to much about it.

You still want to think about it? Okay, but I warn you, you’re not going to like my conclusions.

This week two cover stories came out about the state of higher education. Both were very critical of the status quo, but for very different reasons. Let’s start with the Atlantic’s cover story by Greg Lukianoff and Jonathan Haidt, “The Coddling of the American Mind.” Lukianoff and Haidt chronicle the rise of a new wave of political correctness on campuses.

80,000 hours:

Do people know which social interventions work just from hearing about them?

To do a test, we made the following game. We’ve described ten major US social interventions, and you’ll have to guess whether they had a positive effect, no effect or negative effect.

The interventions were taken from those reviewed by the Campbell Collaboration, which brings together all the highest-quality research that’s available on major social interventions to decide whether they’re effective or not. We chose the top ten interventions that were easiest to explain and had the clearest conclusions, so it’s clear what the answers are. There’s no trick!

Alberto Nardelli and George Arnett:

Britons overstate the proportion of Muslims in their country by a factor of four, according to a new survey by Ipsos Mori that reveals public understanding of the numbers behind the daily news in 14 countries.

People from the UK also think immigrants make up twice the proportion of the population as is really the case – and that many more people are unemployed than actually are.

Such misconceptions are typical around the world, but they can have a significant impact as politicians aim to focus on voter perceptions, not on the actual data.

Guardian:

A star is born. Geography, for so long a Cinderella subject, the easy option for students who found physics or chemistry too daunting, is soaring in popularity. According to the Royal Geographical Society, 13% more took the subject at A-level this year than last, up to 37,100 – the biggest jump of any of the major subjects.

Part of the explanation is Michael Gove’s determination to make schools focus on more traditional academic subjects at GCSE and A-level, rather than general studies or critical thinking. That is good for those who can benefit from a narrower academic focus, but not so much for those who struggle. It may be, however, that the bigger reason is that geography is a subject for our times. It is inherently multidisciplinary in a world that increasingly values people who have the skills needed to work across the physical and social sciences. Geographers get to learn data analysis, and to read Robert Macfarlane. They learn geographic information systems. They can turn maps from a two-dimensional representation of a country’s physical contours into a tool that illustrates social attributes or attitudes: not just where people live, but how, what they think and how they vote. They learn about the physics of climate change, or the interaction of weather events and flood risk, or the way people’s behaviour is influenced by the space around them.

Leah Constantine:

Whether we’ve admitted to it or not, we live in an extremely digital world. As you read this, I am able to communicate with you digitally. It is an expansion ubiquitous to technological advances and our enhanced lifestyles. So what does this term “digitalism” mean for the art world? Today, it means a change. Art is one of the oldest forms of visual discourse we’ve ever known. From viewing, to sharing, and even buying, we are seeing the world of art change before us. To study this expansion of digitalism in art, I am visiting an article published in 2014 by Jonathan Bowen from Birmingham City University and Tula Giannini from Pratt Institute titled Digitalism: The New Realism? Through this article and other examples of digital expansion, we can observe the important affects of digitalism in art.

The term “digital” has many definitions depending on the context of its use. Before understanding its meaning in the art world, we need to be able to define it as it is used in the contemporary art world. Bowen and Giannini observed digitalism in a cultural and artistic context in order to define and understand its involvement with society. According to their definition, “digital” in art refers to artists’ use of computers and its involvement in the creation and sharing of the arts.1

Jake Flanagan:

On Aug. 10, Democratic candidate for US president Hillary Rodham Clinton unveiled a $350 billion plan to eliminate college debt and allow young Americans to complete four-year degrees without taking out loans.
Some see Clinton’s plan as a crucial step in the right direction. These days, it’s virtually impossible to self-finance an American college education.

For those not getting help from mom and dad, loans and/or federal grants are a matter of course. “In 2014-2015, the school year just ended, the total of tuition, fees and room and board for in-state students at four-year public universities was $18,943,” reports Anya Kamenetz for NPR. “The maximum Pell Grant didn’t keep pace with that: It was $5,730.” This leaves the average grantee roughly $13,300 to cover annually. (Pell Grants are funded by the US federal government and are based on financial need, as determined by FAFSA.)

Aaron Zitner:

If Donald Trump‘s made-for-tabloid musings have you wondering when the presidential candidates will seriously grapple with important issues, take a look at the brewing debate over college costs.

Even if you don’t carry student debt or have a kid headed to college, the higher-ed debate is worth following. More than any issue, it’s revealing how candidates in both parties plan to show an unhappy public that they have solutions to the current strain of economic anxiety, one arising from wage stagnation, disruptive technologies and tepid growth.

And this debate is yielding a rarity in politics—new ideas—as well as some surprising areas of agreement between the parties.

Cuda Zone:

Deep learning is a rapidly growing segment of artificial intelligence. It is increasingly used to deliver near-human level accuracy for image classification, voice recognition, natural language processing, sentiment analysis, recommendation engines, and more. Applications areas include facial recognition, scene detection, advanced medical and pharmaceutical research, and autonomous, self-driving vehicles.

Mark:

About one year ago, I finished building a book recommender for the Project Gutenberg collection. To do so, I analyzed the style and content of tens of thousands of the books they freely provide (for more details on precisely how I did this, you can read my earlier blog post). Recently it occurred to me to revisit this data with a slightly different aim. Rather than quantifying the similarity of individual books, I could try to estimate the stylistic relationships between authors. From a practical point of view, such an analysis could serve a similar purpose to the book recommender, except at the slightly coarser level of authors. From an academic perspective, determining quantitatively which authors wrote like each other could prove useful to scholars attempting to resolve outstanding problems in literary theory. The results of this effort can be seen below.

Library of Congress:

The Library of Congress, the world’s largest repository of knowledge and information, began a multiyear “Celebration of the Book” with an exhibition on “Books That Shaped America.” The initial books in the exhibition are displayed below.

“This list is a starting point,” said Librarian of Congress James H. Billington. “It is not a register of the ‘best’ American books – although many of them fit that description. Rather, the list is intended to spark a national conversation on books written by Americans that have influenced our lives, whether they appear on this initial list or not.
We hope you will view the list, discuss it with your friends and family, and most importantly, choose to read and discuss some of the books on this list, reflecting America’s unique and extraordinary literary heritage, which the Library of Congress makes available to the world.

Jennifer Maloney:

Last fall, Andrew Vestal found himself rocking his baby daughter, Ada, back to sleep every morning between 3 a.m. and 5 a.m. Cradling Ada in the crook of his arm, he discovered he could read his dimly-lit phone with one hand. That’s how he read David Mitchell’s 624-page science-fiction saga “The Bone Clocks.”

Mr. Vestal’s iPhone has offered him a way to squeeze in time for reading that he otherwise might have given up. He reads on lunch breaks. He even reads between meetings as he walks across Microsoft’s Seattle campus, where he works as a program manager.

Before he tried it, he wondered whether reading in snippets might be dissatisfying. But to his surprise, he found he could quickly re-immerse himself in the book he was reading. “I want reading to be part of my life,” said Mr. Vestal, age 35. “If I waited for the kind of time I used to have—sitting down for five hours—I wouldn’t read at all.”

GREG LUKIANOFF AND JONATHAN HAIDT
SEPTEMBER:

omething strange is happening at America’s colleges and universities. A movement is arising, undirected and driven largely by students, to scrub campuses clean of words, ideas, and subjects that might cause discomfort or give offense. Last December, Jeannie Suk wrote in an online article for The New Yorker about law students asking her fellow professors at Harvard not to teach rape law—or, in one case, even use the word violate (as in “that violates the law”) lest it cause students distress. In February, Laura Kipnis, a professor at Northwestern University, wrote an essay in The Chronicle of Higher Education describing a new campus politics of sexual paranoia—and was then subjected to a long investigation after students who were offended by the article and by a tweet she’d sent filed Title IX complaints against her. In June, a professor protecting himself with a pseudonym wrote an essay for Vox describing how gingerly he now has to teach. “I’m a Liberal Professor, and My Liberal Students Terrify Me,” the headline said. A number of popular comedians, including Chris Rock, have stopped performing on college campuses (see Caitlin Flanagan’s article in this month’s issue). Jerry Seinfeld and Bill Maher have publicly condemned the oversensitivity of college students, saying too many of them can’t take a joke.

Alex:

There is a huge disconnect today in the way we teach computer science to students who wish to become software engineers, and what the industry expects of them when they graduate. Ask a recent graduate what the algorithmic complexity for a binary search of a sorted list, and he’ll (likely) give you the correct answer of O(log(n)), but many recent graduates struggle with designing any kind of complete system from the ground up.

I recently spoke to a friend of mine who graduated from the University of Maryland with a degree in computer science about the interviews he was going through, and he told me about one particular interview where the question asked was how he would design a system to keep track of the positions of all of the trains in the Washington D.C. subway system.

He also told me how he answered it. He spoke of the data structures one would use– binary tree this; linked list that, but when I asked him how he said the data would get from the train to whatever computer his software was running on, he couldn’t give me an answer. Should there be a computer at each station that communicates with a central computer over HTTP? Again, no answer.

Jessica Lahey

I’ve known the mother sitting in front of me at this parent-teacher conference for years, and we have been through a lot together. I have taught three of her children, and I like to think we’ve even become friends during our time together. She’s a conscientious mother who obviously loves her children with all of her heart. I’ve always been honest with her about their strengths and weaknesses, and I think she trusts me to tell her the truth. But when she hits me with the concern that’s been bothering her for a while, all I can do is nod, and stall for time.

“Marianna’s grades are fine; I’m not worried about that, but she just doesn’t seem to love learning anymore.”

Peter Maas:

Unlike the paranoid eavesdropper played by Gene Hackman in The Conversation, or the quiet Stasi agent at the center of The Lives of Others, Socrates lives in the age of Google and data-mining. Like the rest of us, he cannot remain invisible. Socrates was an evangelical Christian for seven years, got married at 19, divorced at 27 and remarried not long after. He is now a registered Democrat and lives in a Maryland suburb with his son and wife, a public school teacher. I’ve seen the inside of their house, thanks to a real estate listing; the home, on a cul de sac, has four bedrooms, is more than 2,000 square feet, and has a nice wooden deck. I’ve also seen pictures of their son, because Socrates and his wife posted family snapshots on their Facebook accounts. His wife was on Twitter.

Conducting surveillance can be a creepily invasive procedure, as Socrates discovered while peering into the digital life of his first diplomatic target, and as I discovered while collecting information about him. In the abstract, surveillance might seem an antiseptic activity — just a matter of figuring out whether a valid security reason exists to surveil a target and then executing a computer command and letting the algorithms do the rest. But it’s not always that clinical. Sheelagh McNeill, the research editor with whom I worked on this story, was able to find Socrates’ phone number, and although he did not respond to voicemails, he eventually got on the line when I called at night.

FRUZSINA EÖRDÖGH:

People want Instagram followers so much, they don’t care if they’re bots—because when it comes to social media, appearances are reality. The businessmen who are happy to oblige those desperate for fake followers are rolling in the monies but at the same time, they’re locked in a weird arms race of algorithms—one where the bot farmers and social media platforms are constantly trying to outsmart the other.

The biggest battle right now is over Instagram, and one group of bot farmers is winning.

BT:

The numbers of parents being taken to court over their child skipping school is rising, with thousands facing action last year.

Figures obtained by the Press Association also show that growing numbers are being convicted of truancy offences, facing fines, and in some cases even being sent to jail.

In total, 16,430 people in England were prosecuted for failing to ensure that a child went to school in 2014 – equivalent to around 86 cases for each day of the school year.

Vincent Roscigno

Equating the administrative bloating of public universities and the harm it has caused as akin to organized crime may seem, at first-glance, far-fetched. Deeper reflection, however, has prodded me to take the possibility seriously. Indeed, what began as a “for fun” sociological thought experiment has led to the sad realization that they are really not as distinct as one might like to believe. To be sure, one is seen as legitimate while the other illegal. Yet, if one openly considers the parallels, including: (1) the hierarchical, bureaucratic and coordinated structure of each; (2) the accruing of riches to those on top, (3) how both require explicit or tacit governmental support, and; (4) the extraction of income from and ultimately harm done to well-intentioned families, to adjuncts and lecturers, and to the intellectual mission of public higher education most broadly, the similarities become more apparent, intriguing and certainly troubling.

Stephen Marche:

These policy decisions eventually have wide-reaching consequences. But I wrote that in the heart of a recession, when it was possible to argue that the problem with the growing gap between poor youth and rich old was simply timing: The young entered the marketplace at the worst possible moment and thus were hapless victims of the cycles of the economy—it sucked, but nobody was to blame. Unfortunately, new research from St. Louis Fed’s Center for Household Financial Stability and the Pew Research Center extinguishes that last glimmer of counter-argument.

Poverty to Power:

I have been researching low-fee private schooling for nearly a decade and a half. In fact, the term did not exist until I coined it.

The first time I dared to speak about low-fee private schooling at an international academic conference in 2004 I was told, not-so politely and somewhat patronisingly, to hush-up. We had more pressing Education for All goals to worry about.

‘But, what about the parents making sacrifices to send their kids to these schools?’, I asked. What about states that secretly support them to show increased universal primary education numbers? (Support is less secret now in countries like India, Pakistan, and Uganda). And shouldn’t we be researching this so that we know more about issues like relative achievement, equity implications, and wider impacts on education systems?

The Economist.

Gretchen McCullough:

Hate vocal fry? Bothered by the use of “like” and “just”? Think uptalk makes people sound less confident? If so, you may find yourself growing increasingly unpopular—there’s a new wave of people pointing out that criticizing young women’s speech is just old-fashioned sexism.

I agree, but I think we can go even further: young women’s speech isn’t just acceptable—it’s revolutionary. And if we value disruptors and innovation, we shouldn’t just be tolerating young women’s speech—we should be celebrating it. To use a modern metaphor, young women are the Uber of language.

Via Steve Crandall.

Jpminda:

This is more than just being offended by a comedian or a class about rape. I think there is a process of infantilization at universities (more so in the US than Canada, but its here too)…often created by universities to retain students, and them reinforced by students. Students and administrators are addicted to comfort. It often starts with a full week of orientation and non-stop entertainment/DJs/bands and activities reminiscent of a summer camp. Then there are offices to help students with anything that could possibly upset them (I suppose to ensure that they remain enrolled and thus paying fees and tuition). My university, like most, has offices for diversity, indigenous student support, sexual orientation, even a mental health office specifically for international students, etc. As a professor, I am frequently asked to make academic accommodations for every religion and every possible religious holiday that might conflict with assignment. I ensure that every disability is accommodated. Most disabilities that I am asked to accommodate seem to be unspecified and are remedied by providing the students with a separate, quiet location and an extra 30 minutes to take an exam.

Phil Hill:

Back in June I had the pleasure of giving the keynote at the Online Teaching Conference (#CCCOTC15) in San Diego, put on by the California Community College system. There was quite a bit of valuable backchannel discussions as well as sharing of the slides. The theme of the talk was:

Emerging Trends in Online / Hybrid Education and Implications for Faculty

As online and hybrid education enter the third decade, there are significant efforts to move beyond the virtualization of traditional face-to-face classroom and move more towards learner-centric approaches. This shift has the potential to change the discussion of whether online and hybrid approaches “can be as good as” traditional approaches to a discussion of how online and hybrid approaches “can provide better learning opportunities”.

Via Noel Radomski.

Audrey Waters:

In 1913, Thomas Edison predicted that “Books will soon be obsolete in schools.” He wasn’t the only person at the time imagining how emergent technologies might change education. Columbia University educational psychology professor Edward Thorndike – behaviorist and creator of the multiple choice test – also imagined “what if” printed books would be replaced. He said in 1912 that

If, by a miracle of mechanical ingenuity, a book could be so arranged that only to him who had done what was directed on page one would page two become visible, and so on, much that now requires personal instruction could be managed by print.

Edison expanded on his prediction a decade later: “I believe that the motion picture is destined to revolutionize our educational system and that in a few years it will supplant largely, if not entirely, the use of textbooks.” “I should say,” he continued, “that on the average we get about two percent efficiency out of schoolbooks as they are written today. The education of the future, as I see it, will be conducted through the medium of the motion picture… where it should be possible to obtain one hundred percent efficiency.”

Indeed, Madison continues to tolerate long term, disastrous reading results. This, despite spending double the national average per student.

Jason Song:

For years, the food bank at Michigan State University was one of the few, if not the only, such organizations in the country. By 2008, only four other groups offered college students free meals.

But as the economy continued to sink, Michigan State began to get a lot of company. There are now 199 similar groups throughout the country, according to the College and University Food Bank Alliance, including food pantries at UC Berkeley and UCLA. The California State University system is conducting a study to determine the number of students on its campuses who do not have regular sources of food and housing. And one student is attempting to convince vendors and restaurants at Santa Monica College to accept food stamps.

Jodi S. Cohen and Christy Gutowski:

University of Illinois senior administrators used personal email accounts to discuss sensitive and controversial issues, and then failed to disclose the records when they were requested by the public.

U. of I. released 1,100 pages of emails Friday on three hot-button issues, some of which would have been responsive to previous open records requests. The documents are related to Steven Salaita, the professor whose job offer was withdrawn last year; the hiring of felon James Kilgore; and the proposal to open a new engineering-based medical school on the Urbana-Champaign campus.

Many of the emails are from the personal account of U. of I. Chancellor Phyllis Wise, who abruptly resigned Thursday.

Daniel Allington:

In a powerful essay cheekily posted on the website of what may be the UK’s most obsessively corporate university (check menu on the right “Get Rid of Academic Leadership”), Suman Gupta bluntly asserts that ‘[t]here is no place for leaders in academia.’ (2015, parag. 1) As he observes, once academics-turned-administrators begin ‘imposing some Great Order… by managing and strategising and propaganda, seeking compliance and exercising opaque executive prerogatives, they start killing off academic work’ (2015, parag. 2). With its recent series of questionable management initiatives, from concentration of resources on bureaucratically-selected ‘strategic research areas’ to development of a (second) free MOOC platform on its paying students’ tab, Gupta’s employer must certainly have provided him with ample opportunity to judge the truth of this proposition. But the relevance of his critique is much wider than a single institution, as we see from the tragic case of Stefan Grimm: a highly successful medical researcher who committed suicide whilst being threatened over his failure to meet arbitrary funding targets (see Parr 2014). While the killing off of scholarly work does not invariably mean the killing off of scholarly workers, it is clear that, across the UK, the term ‘academic leadership’ is ‘now unequivocally taken [to mean] “management of academic workers and institutions from above”’, and those that practise it have come to be ‘regarded as being worth more than academics of any sort.’ (Gupta 2015, parag. 5) In his last words to his colleagues, the late Prof. Grimm put it more forcefully, describing his employing institution in terms that at least some readers of this article may find resonant: as he saw it, it had become ‘a business with very few up in the hierarchy… profiteering and the rest of us… milked for money’, wherein the ‘formidable leaders’ that do the milking ‘treat us like shit.’ (Grimm 2014, parags. 12, 10, 16, reproduced in Parr 2014) It hardly needs pointing out that there has never been an attempt to demonstrate that academic work benefits from ‘leadership’ in the sense described by Gupta and Grimm: top-down control by target-setting, HR-sanctioned procedural bullying, and ‘strategic vision’. The drive for ‘leadership’ is, rather, part of an ideologically motivated investment in management at the expense of labour, clearly seen in the ballooning of executive salaries, both inside and outside educational institutions, during an age of so-called ‘austerity’.

Tim Scott and Deborah Keisch:

Education systems in all societies are designed to serve as the primary institutions that reproduce dominant social and economic orders, customs and beliefs systems. In U.S. public education, this makes schooling a function of capitalism, white supremacy and their intrinsic restraints on democracy and social equality. Current efforts to reform primary and secondary public education are based within the violence of white supremacy aligned with the broader brutality of neoliberalism. Elite, Eurocentric education policymakers continue to espouse a language of equity while simultaneously maintaining private elite schools for their own children, spaces that look nothing like the ones they are designing for the masses. This results in a hyper intensification of the sorting of students based on their “value” as defined by a neoliberal worldview steeped in white supremacy. In this system, those identified to have the least amount of value are ultimately deemed disposable.

This article is composed of several components that seem on the surface distinct but are actually quite connected, and will illustrate the relationship between education reform policies and the lives of children and communities of color in the United States. Essential to this project are selected audio interviews with some of the most powerful U.S. critical education scholars and activists of our time. Alongside our own narrative, we share their voices and stories, collected by Education Radio[1] from July 2011 through June 2012. The two authors of this article were producers for Education Radio, which documented testimony and analysis of the impact of U.S. education reform policies on schools and communities. We have selected pieces of that audio from the Education Radio collection as a way to weave together a narrative of a public education system that is structured—both historically and contemporarily—within the violence of white supremacy. Our hope is that the voices we share will both enhance the story we are telling as well as connect readers more deeply to the issues we discuss.

Danielle Paquette and Peyton M. Craighill:

More than three-quarters of mothers and half of fathers in the United States say they’ve passed up work opportunities, switched jobs or quit to tend to their kids, according to a new Washington Post poll.

While it has long been clear that finding affordable, dependable child care is a daily challenge for parents of young children, the new poll provides rare data on the breadth of the problem and how it’s shaping careers for millions of American parents.

The poll also signals that the issue will figure in the 2016 presidential campaign, with about twice as many Americans saying Democrats would more reliably ensure access to child care than Republicans.

Karen Finney:

Economists have tallied up how much it will likely cost to care for all Americans with autism spectrum disorder (ASD) this year: $268 billion.

In 10 years that number is expected to climb to $461 billion, but they say it could top out at $1 trillion if ASD prevalence continues to increase.

The study is published online in the Journal of Autism and Developmental Disorders.

“The current costs of ASD are more than double the combined costs of stroke and hypertension and on a par with the costs of diabetes,” says study senior author Paul Leigh, professor of public health sciences and researcher with the Center for Healthcare Policy and Research at University of California, Davis. “There should be at least as much public, research, and government attention to finding the causes and best treatments for ASD as there is for these other major diseases.”

Lane Anderson:

After World War II, there was a golden era when Americans, especially those that had an education, could expect to have a job and keep it until retirement and retire with an adequate pension.

Those days, which Allison Pugh, professor of Sociology at University of Virginia, refers to as the “20-year career and a gold watch” model, are over. Between a competitive global market, recession and job automation, and a switch to part-time and contingent workers, Americans now live in a culture of perpetual job insecurity, in which they are easily laid off, at both high and low-level jobs, and can expect to switch jobs, or locations, at least a half dozen times during their careers.

Last year, Hewlett-Packard eliminated 34,000 jobs, and JC Penney and Sprint announced cuts, while JP Morgan Chase has cut 20,000 from its workforce since 2011. In double-earner families, at least one parent reports feeling “insecure” about their job, and in almost half of those both think their job is insecure.

This dynamic creates a constant tension for workers, who are beset by uncertainty. It has bred what Pugh calls the “one-way honor system,” in which workers are beholden to employers, but employers are not, says Pugh, author of “The Tumbleweed Society: Working and Caring in an Age of Insecurity,” out earlier this year.

Alan Borsuk:

If you want to know how kids are doing in school or how a school is doing overall, what do you need?

I’d suggest two things: A clear and steady idea of what you’re trying to accomplish and a clear and steady way of telling whether you’re accomplishing that.

A third thing would seem valuable also: Having a clear and steady plan for what to do if kids or schools are falling short.

All three of these steps are undergoing a lot of change at the federal and state levels. “Clear and steady” is the not the phrase I’d apply to a lot of things.

Worse than the low bar wkce?

David Levin:

Textbooks are expensive. There, I said it.

The high price of print textbooks is something that students and parents have been bemoaning increasingly over the past decade, and understandably so. Enrolling in college requires a significant financial investment from students and their families, and I understand the frustration they feel when, after signing up for years of loans, they see a charge for an expensive textbook appear on their credit card. The icing on a pricey cake.

This – debate around the price of textbooks – and I hesitate to call it a debate, as it only has one side – continues this back-to-school season with a fresh round of criticism over $300 textbooks weighing down backpacks across the U.S. And while I’m tempted to offer a defense of these prices citing the costs involved, I won’t. It’s really yesterday’s conversation, because we now have a better answer: replacing print textbooks with learning technology that’s not only cheaper but – more importantly – way more effective.

Rose Hackman:

“Dad, can you please teach me how to swim?”

Goodson’s answer to his daughter broke his heart. It was no. “I told her I don’t know how to swim myself.”

This summer, the pleas have started again.

Goodson, who’s 37 and works in the restaurant industry, says he would do anything for his daughter. But growing up in Alabama, he was just simply never taught to swim. His story is part of a common narrative, not a singular occurrence.

In the US, swimming ability is starkly divided along racial lines. White Americans are twice as likely to know how to swim as black Americans.

The consequences of this can be deadly: according to the Centers for Disease Control and Prevention, black children aged five to 14 are three times more likely to die from unintentional drowning than their white counterparts. In the US, approximately 10 people die from unintentional drowning every day.

Jeffrey Tucker:

How do these kids get away with this? In fraternities and sororities, it all happens on private property, not public and commercial spaces, and so campus police can look the other way. Most everyone does.

Indeed, being able to drink with friends, and unhampered by authority, is a major appeal of the Greek system on campus. It’s a way to get around the preposterously high drinking age. Getting around this law will consume a major part of the energy and creativity of these kids for the next three years.

As for everyone else who cannot afford to join, it’s all about a life of sneaking around, getting to know older friends, lying and hiding, pregaming before parties just in case there is no liquor there, and generally adopting a life of bingeing and purging, blackouts and hangovers, rising and repeating. And so on it goes for years until finally the dawn of what the state considers adulthood.

Sonya Stinson:

A more intense spotlight on college costs, student readiness and equal access is helping to increase the nationwide interest in programs that let high school students earn college credits. These programs are growing at a rate of about 7 percent per year, according to the National Alliance of Concurrent Enrollment Partnerships (NACEP). Adam Lowe, executive director of NACEP, estimates that more than 20 percent of U.S. high school students are taking at least one college course.

Offering high school students the chance to take college courses for free or a low fee can help offset the rising cost of a college education, Lowe says. In addition, an increased focus on assessing college rea

Justin Ferguson:

To many fans, they’re college football players. But in the eyes of the NCAA and their respective schools, they’re student-athletes.

The first half of that term often gets ignored by those in the stands and watching on TV. When these players hit the football field each weekend, they aren’t only coming off several days of hard practice. They are college students who have also been in the classroom and the study hall.

Jennifer A. Franssen::

“Not all our books will perish, nor our statues, if broken, lie un­repaired; other domes and pediments will arise from our domes and pediments; some few men will think and work and feel as we have done, and I venture to count upon such continuators, placed irregularly throughout the centuries, and upon this kind of intermittent immortality.” —Marguerite Yourcenar,
Memoirs of Hadrian

“How many do you think you’ll get?”

“Well, I have two and Sharon has two, and they should be able to get a few friends to come along, so at least eight or ten.” As I said it, we both tried to look confident that our own daughters would give up their lunch recess.

Alice Zheng:

During my first year in graduate school, I had an epiphany about mathematics that changed my whole perspective about the field. I had chosen to study machine learning, a cross-disciplinary research area that combines elements of computer science, statistics, and numerous subfields of mathematics, such as optimization and linear algebra. It was a lot to take in, and all of us first-year students were struggling to absorb the deluge of new concepts.

One night, I was sitting in the office trying to grok linear algebra. A wonderfully lucid textbook served as my guide: Introduction to Linear Algebra, written by Gilbert Strang. But I just wasn’t getting it. I was looking at various definitions — eigen decomposition, Jordan canonical forms, matrix inversions, etc. — and I thought, “Why?” Why does everything look so weird? Why is the inverse defined this way? Come to think of it, why are any of the matrix operations defined the way they are?

Marilyn Achiron:

The book reviewer for the Wall Street Journal wrote of reading Tyler Cowen’s 2013 book, Average is Over: Powering America Beyond the Age of the Great Stagnation, “with a deepening sense of dread”.
The Economist understatedly called the book “bracing”. What does Cowen, a professor at George Mason University and daily blogger on marginalrevolution.com, say that provokes such fear and trembling in readers? Essentially this: if you’re not among the 10-15% of the population that has learned how to master and complement computers, you’ll be doomed to earn low wages in dead-end jobs. We spoke with Cowen when he was in Paris recently to participate in the OECD Forum. His comments are drawn from both our interview and his presentation at the Forum.

“There are two things people need to learn how to do to be employable at a decent wage: first, learn some skills which complement the computer rather than compete against it. Some of these are technical skills, but a lot of them will be soft skills, like marketing, persuasion and management that computers won’t be able to do any time soon.

But the second skill, and this is a tough one, is to be very good at teaching yourself new things. Right now, our schools are not so good at teaching this skill. The changes we’ve seen so far are just the beginning; 20-30 years from now, we’ll all be doing different things. So people who are very good at teaching themselves, regardless of what their formal background is, will be the big winners. People who do start-ups already face this. They’ve learned some things in school, but most of what they do they’ve had to learn along the way; and that, I think, is the future of education. I’m not convinced that our schools will or can keep pace with that; people will do it on their own.

There has arisen a kind of parallel network – a lot of it is on the Internet, a lot of it is free – where people teach themselves things, often very effectively. But there is a kind of elitist bias: people who are good at using this content are people who are already self-motivated.

The better technology gets, the more human imperfections matter. Think about medicine: the better pharmaceuticals get, the more it matters which people neglect to actually take them in the right doses. Education is entering the same kind of world. There’s so much out there, on the Internet and elsewhere. It’s great; but that means that human imperfections, like just not giving a damn, will matter more and more.

John Agresto:

I was a few minutes early for class. Father Alexander, my high-school sophomore-homeroom teacher, was standing outside the room, cigarette in his mouth, leaning on the doorjamb. “Morning, Father.”

His response was to put his arm across the door. “Agresto,” he said, “I have a question I’ve been thinking about and maybe you can help me.”

“Sure, what’s up?”

“Do you think a person in this day and age can be called well educated who’s never read the ‘Iliad’?” I hadn’t read the “Iliad,” and am not even sure I had heard of it. “Hmmm. Maybe, I don’t see why not. Maybe if he knows other really good stuff . . .” His response was swift. “OK, Agresto, that proves it. You’re even a bigger damn fool than I thought you were.”

Caitlin Flanagan

hree comics sat around a café table in the chilly atrium of the Minneapolis Convention Center, talking about how to create the cleanest possible set. “Don’t do what’s in your gut,” Zoltan Kaszas said. “Better safe than sorry,” Chinedu Unaka offered. Feraz Ozel mused about the first time he’d ever done stand-up: three minutes on giving his girlfriend herpes and banging his grandma. That was out.

This was not a case of professionals approaching a technical problem as an intellectual exercise. Money was riding on the answer. They had come to Minneapolis in the middle of a brutal winter for the annual convention of the National Association for Campus Activities (NACA), to sell themselves and their comedy on the college circuit. Representatives of more than 350 colleges had come as well, to book comics, musicians, sword swallowers, unicyclists, magicians, hypnotists, slam poets, and every kind of boat act, inspirational speaker, and one-trick pony you could imagine for the next academic year.

For the comics, the college circuit offers a lucrative alternative to Chuckle Hut gigs out on the pitiless road, spots that pay a couple hundred bucks and a free night in whatever squat the club owner uses to warehouse out-of-town talent. College gigs pay easily a grand a night—often much more—and they can come in a firecracker string, with relatively short drives between schools, each hour-long performance paid for (without a moment’s ugliness or hesitation) by a friendly student-activities kid holding out a check and hoping for a selfie. For all these reasons, thousands of comics dream of being invited to the convention.

Noam Chomsky:

That’s part of the business model. It’s the same as hiring temps in industry or what they call “associates” at Wal-Mart, employees that aren’t owed benefits. It’s a part of a corporate business model designed to reduce labor costs and to increase labor servility. When universities become corporatized, as has been happening quite systematically over the last generation as part of the general neoliberal assault on the population, their business model means that what matters is the bottom line. The effective owners are the trustees (or the legislature, in the case of state universities), and they want to keep costs down and make sure that labor is docile and obedient. The way to do that is, essentially, temps. Just as the hiring of temps has gone way up in the neoliberal period, you’re getting the same phenomenon in the universities. The idea is to divide society into two groups. One group is sometimes called the “plutonomy” (a term used by Citibank when they were advising their investors on where to invest their funds), the top sector of wealth, globally but concentrated mostly in places like the United States. The other group, the rest of the population, is a “precariat,” living a precarious existence.

On the other hand, we are no longer living in Prussia.

Dian Schaffhauser:

Few institutions of higher education perform academic advising online or have specially trained or equipped counselors ready to help distance learning students with their advising needs. Those are some of the findings in an extensive report from Primary Research Group, which recently published the “Survey of Best Practices in Academic Advising.”

Across a sample of 43 colleges and universities, 15 percent reported that they used online means to deliver advising sessions; the median was 8.5 percent. The practice is more prevalent in private schools than public ones: 21 percent vs. 13 percent, respectively. Schools with annual tuition costs of $8,000 to $25,000 saw the highest level of use at 30 percent. Two in 10 colleges with an enrollment of fewer than 1,200 students had online advising. The use of online advising surfaced more frequently in institutions running specific schools, such as a nursing program, where the average was 28 percent.

Investigation Office of the Independent Monitor:

Following the procedures set forth in Section 14 of the Modified Consent Decree (MCD), the Plaintiffs’ Counsel provided the District with a written notice of intent to file a complaint, as well as declarations and supporting documentation of the alleged complaint, and met and conferred with the District in an attempt to resolve the complaint through mutual agreement. The basis of the complaint was that Individualized Education Program (IEP) teams lack the authority to determine services and placements during IEP meetings and that these decisions are often predetermined by school officials.

Because a resolution could not be met, on September 8, 2014, the Plaintiffs’ Counsel filed a formal written complaint (Attachment A) with the Independent Monitor (IM) alleging that the District was in systemic violation of its obligations under the Individuals with Disabilities Education Act (IDEA) in the following ways:

More.

George Anders:

In less than two years Slack Technologies has become one of the most glistening of tech’s ten-digit “unicorn” startups, boasting 1.1 million users and a private market valuation of $2.8 billion. If you’ve used Slack’s team-based messaging software, you know that one of its catchiest innovations is Slackbot, a helpful little avatar that pops up periodically to provide tips so jaunty that it seems human.

Such creativity can’t be programmed. Instead, much of it is minted by one of Slack’s 180 employees, Anna Pickard, the 38-year-old editorial director. She earned a theater degree from Britain’s Manchester Metropolitan University before discovering that she hated the constant snubs of auditions that didn’t work out. After dabbling in blogging, videogame writing and cat impersonations, she found her way into tech, where she cooks up zany replies to users who type in “I love you, Slackbot.” It’s her mission, Pickard explains, “to provide users with extra bits of surprise and delight.” The pay is good; the stock options, even better.

Cathleen O’Grady:

Language takes an astonishing variety of forms across the world—to such a huge extent that a long-standing debate rages around the question of whether all languages have even a single property in common. Well, there’s a new candidate for the elusive title of “language universal” according to a paper in this week’s issue of PNAS. All languages, the authors say, self-organise in such a way that related concepts stay as close together as possible within a sentence, making it easier to piece together the overall meaning.

Language universals are a big deal because they shed light on heavy questions about human cognition. The most famous proponent of the idea of language universals is Noam Chomsky, who suggested a “universal grammar” that underlies all languages. Finding a property that occurs in every single language would suggest that some element of language is genetically predetermined and perhaps that there is specific brain architecture dedicated to languag

rushter:

A curated list of data science blogs

Analytics Vidhya http://www.analyticsvidhya.com/blog/ (RSS)

Dataaspirant http://dataaspirant.com/ (RSS)

Dr. Randal S. Olson http://www.randalolson.com/blog/ (RSS)

Domino Data Lab’s blog http://blog.dominodatalab.com/ (RSS)

Entrepreneurial Geekiness http://ianozsvald.com/ (RSS)

no free hunch http://blog.kaggle.com

Crains:

There are many paths to failure. But to understand how Illinois’ pension system became the worst in the nation, it’s instructive to look at what happened 10 years ago in the final, hectic days of the annual state legislative session in Springfield.

A dense, 78-page bill aimed in part at curbing pension abuses in downstate and suburban school systems landed in lawmakers’ laps two days before their scheduled May adjournment. One sponsor called it the first “meaningful” reform in 40 years, a reversal of “decades of neglect and bad decisions.” Another predicted that it could save the state up to $35 billion.

Herman Wong:

Seventy years after the United States dropped the world’s first atomic bomb on the Japanese city of Hiroshima, its place in history remains secure. As The Post has written: “It’s seared into the collective global memory — no other time in history has a nuclear weapon been used in war.” But how do the United States and Japan, and the rest of the world for that matter, teach this seminal event so many decades after the world witnessed this incredible display of force.

copaa:

I am an African-American mother of two children in Virginia public schools. Both of them have a learning disability. My husband and I have very high expectations for our children. It has been a struggle to make sure their schools share our high expectations. One day my son Justin’s speech pathologist told me that she was not sure if my son had a “real” speech delay, or if my husband and I were speaking “Black English” to him at home, and that was the cause for my son’s speech delays. I guess she forgot that my husband, and proud father of his children, is White. At that moment, I knew it would take more, than just raising our children to believe that if they work hard, they can and will achieve great things. I would also have to convince their schools to look beyond my children’s race or disabilities and believe that they could be successful in school and in life.

ICDL Foundation

Language barriers have never been more pronounced. Whether in an urban area of a modern country (e.g. the Chicago Public School system has 73 different languages represented in its student population) or the rural areas of a less developed country (e.g. Mongolia, where the ICDL has its first “branch” and where rural schools do not yet support a culture of reading for pleasure), differences in language are making it harder and harder for educational initiatives to bring about success.

As families move from Kenya to Finland or Brazil to Mexico or Viet Nam to California, books published in their native country or in their first language often must be left behind. In their new homelands, it may be difficult, if not impossible, to find children’s books from their cultures and in their mother tongue. Parents have little access to the books and stories from their youth to pass on to the next generation. Many children must grow up without knowledge of their family’s heritage and first language. A fundamental principle of the Foundation is that children and their families deserve to have access to the books of their culture, as well as the majority culture, regardless of where they live. According to a paper published in 2005 by the United Nations Educational Scientific and Cultural Organization (UNESCO) in preparation for the second meeting on the World Summit on the Information Society, “Denial to access to information in one’s mother tongue is equivalent to a denial of a human right.” The report also concludes, “In terms of pedagogy, how do children learn best? In their mother tongue.”

Eva Moskowitz:

Not only does playing games in school develop the kind of social and emotional skills that translate to adult success, it’s also a means by which special needs kids without vocal agility can demonstrate their ability in nontraditional ways. In this video interview, Success Academy Charter Schools CEO Eva Moskowitz shares how playing chess allowed her son the chance to shine. She also delves into the need for schools to allow different types of children with different strengths and growth areas their own opportunities to learn and excel.

Tara García Mathewson:

Nanodegrees from Udacity, microdegrees from Coursera, and other programs like them resemble the trade certificates or extension programs of the past, but some see these new innovations as the latest “game-changers” in higher ed.

The accelerated certificate programs create their curricula with employers to offer a course that directly readies adults for jobs waiting in industries increasingly open to hiring employees without four-year degrees in their fields.

In many cases, the mini degree programs attract college-educated students looking for a career change, but some students are starting to look at them while getting a degree or before college entirely.

Laura Moser:

New data on child well-being released Tuesday by the Annie E. Casey Foundation make for depressing reading on many levels, not least because the findings are so deeply unsurprising. The basic gist is that, despite the economic recovery, more kids are living in poverty (defined by the U.S. Census Bureau as an annual income of $23,834 for two adults and two children) today than during the recession. A lot more, actually—roughly 22 percent, or a total of 16 million kids, were living in poverty in 2013, a jump of 4 percentage points and 3.2 million kids from five years earlier. Break this figure into subgroups and the picture looks even grimmer, with 39 percent of black kids and 33 percent of Hispanic kids in poverty.

Poverty directly affects a child’s educational outcome, and the Casey Foundation also looks at educational data spanning from preschool to the end of high school. The good news, such as it is, is that the U.S. graduation rate has hit an all-time high of 81 percent—although that promising-looking statistic might be at least partially a result of mislabeling students and easing graduation requirements (like offering “alternative diplomas”), among other shady practices, according to a recent NPR report. As for actual skills, here the U.S. remains in dismal shape, with a total of 66 percent of students—55 percent of non-Hispanic white kids, and more than 80 percent of black and Latino kids—not reading proficiently by fourth grade.

Madison’s long term disastrous reading results.

Solutions:
Janet Hilary, head of St. George’s School Battersea, talks about turning failure to success in a high poverty school in South London.
​
Theresa Plummer, specialty teacher at St. George’s, talks about what it takes to successfully teach reading and spelling to all students.

– Via the Wisconsin Reading Coalition.

Douglas Harris:

What happened to the New Orleans public schools following the tragic levee breeches after Hurricane Katrina is truly unprecedented. Within the span of one year, all public-school employees were fired, the teacher contract expired and was not replaced, and most attendance zones were eliminated. The state took control of almost all public schools and began holding them to relatively strict standards of academic achievement. Over time, the state turned all the schools under its authority over to charter management organizations (CMOs) that, in turn, dramatically reshaped the teacher workforce.

Joyce Foundation:

The Education Program has spent more than a decade helping to build the research base to show that teachers are the biggest in-school determinant of student success. Joyce has also invested in efforts that helped transform teacher evaluation policies to ensure they better gauge teacher effectiveness.

Now, with these new tools available, Joyce is funding efforts to promote policies that use teacher evaluations to guide better professional development. As a recent report from The New Teacher Project (TNTP) notes, school districts spend a significant amount of money on professional development for educators – and it’s not always resulting in better teachers. Joyce-funded teacher voice groups, such as Educators 4 Excellence and Teach Plus, also are thinking about this issue and working on potential policy fixes.

Colleen Walsh:

ome might say the pioneering feminist, literary critic, social reformer, teacher, and war correspondent Margaret Fuller died as she lived, determinedly on her own terms.

On a journey back to the United States from Europe, Fuller’s ship, the steamer Elizabeth, ran aground off New York’s Fire Island during a violent storm in the early hours of July 19, 1850. According to Megan Marshall’s Pulitzer Prize-winning biography, Fuller stood firm with her husband and 2-year-old son on the sinking deck.

“Margaret would not leave her family; they would not leave her. Surely first mate Davis would return with the lifeboat now visible on shore,” wrote Marshall of Fuller’s plight and the sailor who had managed to swim to land.

October 5-7: Wilson Reading System Introductory Workshop at CESA #1, N25W23131 Paul Rd., Pewaukee, WI
​
November 5-6: 2015 Fall Reading Institute of the 95% Group in Hoffman Estates, IL, Keynote Speaker Marilyn Jager Adams

There’s a New University in Town!
Wisconsin teachers may now earn their 316 Reading Teacher License by pursuing online coursework in Reading Science from the College of Mount St. Joseph. The Mount’s programs are accredited by the International Dyslexia Association as meeting IDA’s Standards for Teachers of Reading, and are based on the research presented in the Report of the National Reading Panel. LETRS and the Orton-Gillingham Multisensory Reading approach are included. The first Badger joined the August online cohort, and the next cohort will begin in January, 2016, with registration required by mid-December. For more information, you may contact Jack Ballman: jack.ballman@msj.edu.

The following statement from Wisconsin DPI describes the process to transfer the Mount’s coursework toward the Wisconsin 316 license:

Please note that the program for which you have applied is not a formal Wisconsin approved program. The Wisconsin Department of Public Instruction (DPI) has indicated that Wisconsin residents that successfully complete the MSJ Ohio Reading Endorsement program, including the Ohio Assessment for Educator’s Reading Subtests 1 and 2, will be able to transfer this coursework towards the requirements of the Wisconsin Reading Teacher 316 license by completing FORM PI-1612-T and submitting the PI-1612-T form to WI DPI with the required MSJ transcripts and the completion of the Wisconsin Reading Test in addition to any other requirements imposed by DPI. As a Wisconsin resident, DPI states that it is your responsibility to know and understand the DPI requirements related to successful licensure in WI. Further questions regarding the transferability of the Mount St. Joseph University Reading Endorsement coursework for the WI Reading Teacher 316 license should be directed to Ms. Julie Hagen with Wisconsin DPI. Ms. Hagen can be reached by email at Julie.Hagen@dpi.wi.gov.

Laura Waters:

Much of the sturm und drang over higher-level standards and assessments has been provoked by a theme, often evoked by teacher unions and wealthier parents, that students suffer from undue stress created by overwork, especially in high schools. For example, in the film “Race to Nowhere” students are portrayed as depleted by the “pressure-cooker” of high school academics: sleep-deprived afflicted by anxiety and depression, even suicidal. We work them too hard! The director of the film, Vicki Abeles, wrote last September in USA Today that school should be a place to explore “personal passions, participate in [the] wider community, and connect with friends.”

The logical extension of this analysis is that responsible parents should opt their kids out of standardized tests and oppose more challenging course standards.

However, this sentiment is disconnected from the reality of high school graduates who are, oftentimes, ill-prepared for college and careers. Hart Research Associates (sponsored by Achieve) surveyed 767 college instructors and 407 employers who either taught or interviewed 1,347 recent high school graduates.

Alana Semuels:

Had Daniella Kippnick followed in the footsteps of the hundreds of millions of students who have earned university degrees in the past millennium, she might be slumping in a lecture hall somewhere while a professor droned. But Kippnick has no course lectures. She has no courses to attend at all. No classroom, no college quad, no grades. Her university has no deadlines or tenure-track professors.

Instead, Kippnick makes her way through different subject matters on the way to a bachelor’s in accounting. When she feels she’s mastered a certain subject, she takes a test at home, where a proctor watches her from afar by monitoring her computer and watching her over a video feed. If she proves she’s competent—by getting the equivalent of a B—she passes and moves on to the next subject.

Kippnick’s classroom is a small study she’s set up in her home in rural Michigan, where she can stare out at apple trees and the occasional passing deer. She can finish her degree as quickly or as slowly as she wants. It costs her just $5,000 a year.

Ajitvikram Singh:

In a few weeks from now, I will be bringing down the curtain on Fact & Fiction, a small bookshop I started in New Delhi, more than 30 years ago.

It’s not an easy decision to make, but it’s no big deal. Really. Bookshops shut almost every day around the world. For me, though, it is the end of a long road. I have finally accepted this after denying loyal customers for some while now, who have been hearing rumours, and can also see my stock liberally dwindle.

I have been in denial because a part of me still longs to see new books come through the door, believing it is business as usual.

Mike Antonucci:

22 NEA State Affiliates Have Fewer Members Than in 1994. Last April I did a little historical research and discovered that 20 NEA state affiliates actually lost members from 1994 to 2013. Now that I have the union’s 2013-14 membership numbers available, I am updating that figure to 22.

Recent membership losses in the Georgia Association of Educators and the Tennessee Education Association bring them to levels below where they stood in 1994. Here is the complete list: