Alan Borsuk:

Fatigue, indifference, apathy, resignation — they’re in the mix. There are supporters and loyalists, but, frankly, a lot of them are employees of the system.

More important, so much of the power to make hefty decisions shaping MPS — and school districts in general — really lies in Madison and (to a declining degree) in Washington.

With finances and politics the way they are in both Milwaukee and Madison, there doesn’t seem to be much willpower or much of a way to take bold action by the MPS board. For the most part, the thrust of decision making (or lack thereof) involves trying to hold on to what MPS has — buildings, programs, practices, kids — for fear change will be for the worse.

In fairness, there are good things to say about the current school board. It is a less contentious group than boards of 10 or 15 years ago, more focused on getting its business done. It has handled some things well — the MPS financial picture isn’t as gloomy as a few years ago, some better programs (Montessori, for example) are expanding, and the board made a swift but well-grounded choice of a new superintendent, Darienne Driver, in 2014. MPS continues to have some high performing schools and many dedicated, talented teachers.

But the big picture is low on energy and so are these elections.

To the degree there is a policy issue at stake Tuesday, it involves the future of charter schools that are authorized by the school board but operated by separate organizations, not employing MPS teachers.

MPS’ attitude toward these schools has run hot and cold over the years. But lately, the Milwaukee Teachers’ Education Association has been turning up its opposition, and so has the board. Even in the post-Act 10 world, the union remains a powerful force.

Madison has two uncontested candidates on the April 7 ballot.

Laura Waters:

Last week, the Paterson Charter School of Science and Technology held its annual enrollment lottery. There were 1,437 applicants for 99 openings, and so each student had less than a 10 percent chance of selection. Edwin Rodriguez, whose seven-year-old daughter, Natalie, and five-year-old son, Juelz, attend School 6, one of the worst-performing schools in the state, was one of the unlucky parents. He told The Record, “our name is on the waiting list but there are hundreds of names on the waiting list.”

This week the New Jersey Department of Education announced that, after a careful review of its most recent pool of charter applicants, it would authorize the opening of just one new charter school. As such, the D.O.E., as well as the Christie Administration, demonstrates an overabundance of caution that ignores the plight of children like Natalie and Juelz Rodriguez.

But let’s not be too harsh. The politics of charter school authorization in New Jersey is a contact sport. Some suburban voters hate these independent public schools because they envision them siphoning cash from depleted district budgets like petty criminals huddled over the gas tank of an SUV. NJEA leaders and other anti-choice lobbyists describe the growth of charters in urban districts like Paterson (although in this case they were referring to Camden) as an “out-of-control corporate takeover.” N.J.’s 20 year-old charter school law is flawed and obsolete, but the D.O.E. may feel threatened by some proposed revisions skulking around the Statehouse that would further curtail charter expansion. Or maybe this was just a particularly weak pool of contenders.

Michael Lopp:

Introverts are professional listeners. Their natural state is to observe and gather data from the world around them as opposed to their extroverts counterparts who enjoying spending their time talking about the state of the world and all the fascinating data in the world… endlessly. This listening skill is amplified by the fact that introverts don’t much want to talk about themselves, so out of necessity they’ve developed a good conversation toolkit to get others to talk about themselves thus lessening their talking burden.

Fabius Maximus:

That man is not made to be alone is all very well, but who is made to live with him? This is why men and women hesitated before marriage, and courtship was thought necessary to find out whether the couple was compatible, and perhaps to give them basic training in compatibility. No one wanted to be stuck forever with an impossible partner. But, for all that, they knew pretty much what they wanted from one another. The question was whether they could get it (whereas our question today is much more what is wanted). A man was to make a living and protect his wife and children, and a woman was to provide for the domestic economy, particularly in caring for husband and children. Frequently this did not work out very well for one or both of the partners, because they either were not good at their functions or were not eager to perform them.

In order to assure the proper ordering of things, the transvestite women in Shakespeare, like Portia {The Merchant of Venice} and Rosalind {As you Like It}, are forced to masquerade as men because the real men are inadequate and need to be corrected.

Tap to view a larger version of these images.

Martin F. Lueken, Ph.D., Rick Esenberg & CJ Szafir, via a kind reader (PDF):

Robustness checks: Lastly, to check if the estimates from our main analysis behave differently when we modify our models, we conduct a series of robustness checks in our analysis. We estimate models with alternate specifications, disaggregate the spending variable by function, and examine an alternate data set that includes one year of school-level expenditures. Details about these approaches and their results are described and reported in Appendix B. As with our main analysis, we did not find conclusive evidence to indicate that marginal changes in spending had a significant impact on student outcomes.

Conclusion: We do not find reliable evidence in the data that a systematic relationship exists between additional spending and student outcomes. These results are similar to a larger body of research on the effectiveness of spending. Economist Eric Hanushek (2003), for example, systematically reviewed research on the effectiveness of key educational resources in U.S. schools. In examining the impact of per-pupil educational expenditures, he tallied the statistical significance and impact of 163 estimates on the impact of spending on student outcomes and found that 27% of these estimates were positive and statistically significant, while 66% were not statistically significant, meaning no impacts were detected.

Advocates for keeping the status quo argue for increasing education spending to solve problems with our education system. But, it is not the case that resources alone will bring about improvement – even substantial infusions of resources, as was the case with Kansas City’s experience. One plausible explanation may be that districts have reached what economists call diminishing returns. This occurs when an organization reaches a point where additional dollars spent do not produce proportional benefits, holding everything else constant. For example, a dollar spent on education in developing counties, such as India, is more likely to have a greater impact than in Wisconsin – or elsewhere in the United States – which spends more than most of the developed world.

This raises a question for policymakers: Has Wisconsin hit a wall where an additional dollar in education spending will not bring improvements in student outcomes? The results of our research indicate that this may be the case.

….

Funding disparities between schools
As Figure 8 shows, significant disparities in public funding exist among traditional public schools and both private schools in the choice program and independent public charter schools. The amount that independent charters and choice schools receive is set by state law. Currently, the amount of a voucher for the choice programs is $7,210 for K- 8 and $7,856 for grades 9-12.

Independent charters in Milwaukee receive the same amount (state law reflects that). Public school districts, on average, receive $12,512 per pupil. Milwaukee Public Schools (MPS) receives $14,333 per pupil (Figure 8).

This disparity is not new. Since 2000, expenditures increased for public schools statewide by 3% while it decreased for independent charter and private schools in the parental choice program by 7% to 8% (adjusted for inflation, i.e. “real”).43 Notably, revenues for MPS increased by 15% in real terms.

Locally, Madison spends double the national average per student, or more than $15K annually, yet has long tolerated disastrous reading results.

Danielle Douglas-Gabriel:

Remember those 15 people who refused to repay their federal student loans? Their “debt strike” has picked up 85 more disgruntled borrowers willing to jeopardize their financial future to pressure the government into forgiving their student loans.

And the government is starting to listen. The Consumer Financial Protection Bureau has invited the group to Washington on Tuesday to discuss their demand for debt cancellation. Although the CFPB doesn’t have the power to grant that request, the agency’s overture shows that the strike is being taken seriously.

It’s been a month since 15 former students of the failing for-profit giant Corinthian Colleges said they would not pay a dime of their student loans because the school broke the law.

Espinosa, Miguel and Rondon, Carlos and Romero, Mauricio (2012):

There has been so much debate on the increasing use of formal mathematical methods in Economics. Although there are some studies tackling these issues, those use either a little amount of papers, a small amount of scholars or cover a short period of time. We try to overcome these challenges constructing a database characterizing the main socio demographic and academic output of a survey of 438 scholars divided into three groups: Economics Nobel Prize winners; scholars awarded with at least one of six prestigious recognitions in Economics; and academic faculty randomly selected from the top twenty Economics departments worldwide. Our results provide concrete measures of mathematization in Economics by giving statistical evidence on the increasing trend of number of equations and econometric outputs per article. We also show that for each of these variables there have been four structural breaks and three of them have been increasing ones. Furthermore, we found that the training and use of mathematics has a positive correlation with the probability of winning a Nobel Prize in certain cases. It also appears that being an empirical researcher as measured by the average number of econometrics outputs per paper has a negative correlation with someone’s academic career success.

Kirk Carapezza:

“I love it here. I really like the city. I love the culture,” she says. “Cologne is a very open city, a very friendly city. I definitely get the vibe that Germans appreciate a foreign presence in the city.”

Smith is one of almost 100 Americans studying at the University of Cologne. And, like everyone else, she’s doing it tuition-free.

“I wouldn’t have studied my master’s in the United States — just the cost was not an option,” Smith says. “I have enough debt from studying my undergrad, so I didn’t want to pile that on. But when I found this program, I realized it could be an actual option.”

Kerry Hannon:

A month before turning 60, Helen White received her master’s degree in sport management at George Washington University, and now teaches basketball and pickleball and organizes recreational programs and tournaments for older adults throughout the Washington area.

“I wanted to change the stereotype of older adults by getting them to move and enjoy the power of play,” Ms. White said. “The degree opened opportunities for me to do that.”

In a way, it was a back-to-her-roots time for Ms. White, who played basketball and tennis competitively throughout her high school and college years, obtaining her first degree in physical education and recreation. But it was also a bet on her future after leaving AARP, where she had been a manager of information services. Ms. White, who lives in Arlington, Va., spent about $24,000 as a part-time student for four years to prepare for her new life.

Harvard Gazette:

Today, a joint Harvard and MIT research team published one of the largest investigations of MOOCs (massive open online courses) to date. Building on their prior work — a January 2014 report describing the first year of open online courses launched on edX, a nonprofit learning platform founded by the two institutions — the latest effort incorporates another year of data, bringing the total to nearly 70 courses in subjects from programming to poetry.

“We explored 68 certificate-granting courses, 1.7 million participants, 10 million participant-hours, and 1.1 billion participant-logged events,” said the study’s co-lead author, Andrew Ho, a professor at the Harvard Graduate School of Education and chair of the HarvardX research committee. The research team also used surveys to ­gain additional information about participants’ backgrounds and intentions.

Ho and MIT’s Isaac Chuang, professor of physics, professor of electrical engineering and computer science, and senior associate director of digital learning, led a group effort that delved into the demographics of MOOC learners, analyzed participant intent, and looked at patterns that “serial MOOCers,” or those taking more than one course, tend to pursue.

Fox 11:

Lawrence University is one of six colleges to receive grant money to develop course involving online instruction.

The $335,000 grant comes from the Teagle Foundation, which is based in New York City.

University leaders say they will work with Albion College, DePauw University, Grinnell College, Hope College and Wabash College to develop what they call hybrid courses. Teams of faculty from several disciplines are tasked with developing the courses during the rest of this year, with the first courses begin offered in spring of 2016.
While the courses may include some online components, the instruction will still be mostly face-to-face.

Via Noel Radomski.

Secret Teacher:

In recent years the internet has provided an undeniably wonderful platform for teachers to share advice, ideas and experiences. But it has also provided a soapbox for tireless negativity and tiresome self-regard.

The corner of the staffroom where the moaners always congregate – elaborating on how much better things could be – has always been reassuringly easy to avoid. However, give these people a screen and a keyboard and they’ll exercise their thumbs until everyone’s as miserable as them.

It’s worth taking a step back and remembering that teaching is up there with the best jobs in the world. I’m loathe to say the best, for fear of sounding like one of those people who are paid vast amounts of money to come in and fill up half an inset day with disarmingly facile platitudes. Every day is different, every day is a step forward and even when you feel like you’re in a rut, the longest you have to wait for a change is September.

Katharine Stevens:

The problem is that there’s no evidence that universal pre-K comes even close to its touted capacity to move the needle for disadvantaged children. Pre-K advocates widely cite two well-run demonstration projects from a half century ago – Perry Preschool and the Abecedarian Project – as proof that pre-K has lasting benefits for low-income kids. Perry Preschool, run from 1962 to 1967 in Ypsilanti, Michigan, placed a total of 64 three- and four-year-old poor children in morning preschool for two-and-a-half hours per day and made weekly home visits to their mothers. Abecedarian, run from 1972 to 1975 in Chapel Hill, North Carolina, placed a total of 57 poor children in a full-time, full-year, high-quality childcare/preschool setting from infancy through age five. Both programs had major positive impacts on participants’ educational and life outcomes, sustained for decades into adulthood, with big economic benefits to society through lower social welfare costs, decreased crime rates and increased tax revenue over the lifetimes of program participants.

Skeptics point out that Perry and Abecedarian were small, boutique programs, carried out decades ago, with limited applicability to large-scale pre-K in 2015. But perhaps the most important problem is that the design of those programs bears little resemblance to pre-K – much less universal pre-K – in the first place. Perry could just as well have been called the Perry Home Visiting Project, since the weekly home visiting component of the program was at least as intensive as the 15-hours-per-week preschool part. And Abecedarian wasn’t even a pre-K: Children were enrolled full-time starting when they were infants, not at the preschool age of three or four.

Perry and Abecedarian clearly show that it’s possible for early intervention (in the case of Abecedarian, starting shortly after birth), when done correctly, to significantly change the lives of poor children for the better, with considerable benefits to society. But they show absolutely nothing about universal pre-K.

Lynne Cheney:

No one worried much about the College Board having this de facto power over curriculum until that organization released a detailed framework—for courses beginning last year—on which the Advanced Placement tests on U.S. history will be based from 2015 onward. When educators, academics and other concerned citizens realized how many notable figures were missing and how negative was the view of American history presented, they spoke out forcefully. The response of the College Board was to release the sample exam that features Ronald Reagan as a warmonger.

It doesn’t stop there. On the multiple-choice part of the sample exam, there are 18 sections, and eight of them take up the oppression of women, blacks and immigrants. Knowing about the experiences of these groups is important—but truth requires that accomplishment be recognized as well as oppression, and the exam doesn’t have questions on subjects such as the transforming leadership of Martin Luther King Jr.

The framework requires that all questions take up sweeping issues, such as “group identity,” which leaves little place for transcendent individuals. Men and women who were once studied as inspirational figures have become examples of trends, and usually not uplifting ones. The immigrant story that the exam tells is of oppressed people escaping to America only to find more oppression. That many came seeking the Promised Land—and found it here—is no longer part of the narrative.

Critics have noted that Benjamin Franklin is absent from the new AP U.S. history framework, and perhaps in response, the College Board put a quotation from Franklin atop the sample exam. Yet not one of the questions that were asked about the quotation has to do with Franklin. They are about George Whitefield, an evangelist whom Franklin described in the quote. This odd deflection makes sense in the new test, considering that Franklin was a self-made man, whose rise from rags to riches would have been possible only in America—an example of the exceptionalism that doesn’t fit the worldview that pervades the AP framework and sample exam.

Megan McArdle:

A group of student-loan borrowers has declared that they’re not going to repay their student loans, and they are asking the Department of Education to cancel their debt.

They are former students — perhaps I should say “victims” — of a for-profit college operator that lost eligibility for federal student loans last year and has been purchased by a company that specializes in … collecting student-loan debts. The students claim that before the denouement, the school did everything but turn them upside down and shake the loose change out of their pockets. They’re now deeply in debt, with degrees that don’t seem to be worth much. And that’s those who graduated; those who didn’t are in even worse shape. So they want the Department of Education to forgive their loans and allow them to get back on their feet.

I feel their pain acutely. Years ago I paid a five-figure sum in today’s dollars for technical training to a for-profit school, financed not by student loans but by my day job as a secretary and my credit card. That’s how I discovered what too many students have learned since then: My impressive-sounding certification (CNE, for tech types who want to cringe in sympathy) was basically worthless without work experience. Happily, I lucked into a job that was mostly secretarial, with a bit of network admin thrown in, and that gave me just enough experience to get a full-time job in tech consulting when that company went out of business. But most of my classmates were not so lucky. They basically paid a lot of money, much of it borrowed, for a credential they never used. It was a terrible scam, and it has permanently tainted my view of for-profit education services. But I still have to ask: Should the government really have made us whole?

Scott Samuelson:

Once, when I told a guy on a plane that I taught philosophy at a community college, he responded, “So you teach Plato to plumbers?” Yes, indeed. But I also teach Plato to nurses’ aides, soldiers, ex-cons, preschool music teachers, janitors, Sudanese refugees, prospective wind-turbine technicians, and any number of other students who feel like they need a diploma as an entry ticket to our economic carnival. As a result of my work, I’m in a unique position to reflect on the current discussion about the value of the humanities, one that seems to me to have lost its way.

As usual, there’s plenty to be worried about: the steady evaporation of full-time teaching positions, the overuse and abuse of adjunct professors, the slashing of public funding, the shrinkage of course offerings and majors in humanities disciplines, the increase of student debt, the peddling of technologies as magic bullets, the ubiquitous description of students as consumers. Moreover, I fear in my bones that the supremacy of a certain kind of economic-bureaucratic logic—one of “outcomes,” “assessment,” and “the bottom-line”—is eroding the values that undergird not just our society’s commitment to the humanities, but to democracy itself.

Caroline Porter:

A growing number of statehouses are considering measures that would allow school districts, parents and students increasingly to use taxpayer funds to explore alternatives to traditional state-backed public education.

The flurry of new bills—which range from supporting private-school options to putting education dollars directly into parents’ hands—comes amid concerns of federal overreach in schools and a backlash against the widespread implementation of common education benchmarks and standardized testing.

It has also gained momentum from elections last November that increased state legislatures’ numbers of Republican lawmakers—traditionally backers of school choice.

A bill that passed in the Nevada Assembly Thursday proposes tax credits for businesses that support private-school scholarships. Meanwhile, a measure to establish so-called education savings accounts, which put state funds into special savings accounts for some parents to pay for certain services directly, on Thursday passed in both chambers in Mississippi. This latest form of flexibility has caught the eyes of legislators in many states since Arizona and Florida began programs in recent years.

Liana Heitin:

In fact, no African-American students took the exam in a total of 11 states, and no Hispanic students took it in eight states, according to state comparisons of College Board data compiled by Barbara Ericson, the director of computing outreach and a senior research scientist at Georgia Tech.

The College Board, which oversees AP, notes on its website that in 2013 about 30,000 students total took the AP exam for computer science, a course in which students learn to design and create computer programs. Less than 20 percent of those students were female, about 3 percent were African American, and 8 percent were Hispanic (combined totals of Mexican American, Puerto Rican, and other Hispanic).

Deborah Davis, spokeswoman for the College Board, wrote in an email, “We were not surprised by Barbara Ericson’s findings because unfortunately, computing courses have historically been dominated by white, male students.”

Even so, Ericson’s breakdown of the test-takers offers a stark illustration of gender and racial inequities at the high school level. And it comes at a time when the College Board has stepped up its focus on seeing that traditionally underrepresented groups of students have access to AP courses and tests.

<A href=”https://twitter.com/nicktimiraos/status/583996809942401025“>Nick Timiraos</a>. 

Alana Semuels:

One day earlier this month, for instance, she attended a lab from 3 p.m. to 6:45, went to dinner with her mother, and then at midnight went in to work at UPS, where she sorts packages from midnight to 4:30 a.m.

McLin, 21, is training to be a teacher, and so after she got off work and had some breakfast, she drove to an elementary school at 7:40 a.m to observe classes for four hours. That afternoon, she attended a parent-teacher conference, capping off more than 24 straight hours of work and school with no sleep.

It wasn’t an unusual day for McLin, who is attending the University of Louisville for free through a program that pays her tuition if she works the overnight shift at UPS and keeps her grades above a “C.” The program, called Metropolitan College, has been held up as a model of a public-private partnership, helping students pay for school while filling holes in the workforce.

Lenore Skenazy:

There are 18-wheelers with brake problems, hungry bears just stumbling out of hibernation, and lawnmowers that suddenly shift into reverse. And then there’s the unparalleled danger of Double Stuf Oreos. Thank goodness this teacher requires parents to sign off on cookie consumption—if they dare.

Madison Teachers, Inc. Solidarity Newsletter, via a kind Jeannie Kamholtz email (PDF):

The Department of Public Instruction receives 36,000 teacher license applications each year (initial and renewal applications). To help make this process more efficient, DPI created the Educator Licensing Online (ELO) System in December, 2013. DPI no longer accepts paper applications for license renewal; one must complete and submit the renewal application through this online system.

Don’t wait until the last minute to prepare for a license renewal. If your license is set to expire on June 30 of this year, start collecting the required documentation early. You will need to provide information about the certifications currently held (they can all be renewed), and where and when you completed your certification (you can provide multiple IHEs). If you were licensed in 2004 or after, you must have your PDP reviewed and approved. Once that is accomplished, the District will provide that information directly to DPI.

Madison Teachers, Inc. Solidarity Newsletter, via a kind Jeannie Kamholtz email (PDF):

Ed Treleven:

A former Edgewood High School student sued the school, its president and its principal this week over a described pattern of racial harassment and bullying that he said Edgewood was well aware of but took little action to stop.

Blake Broadnax, who was a student at Edgewood High School from 2011 through December 2013, along with his parents, Keith and Rena Broadnax, allege the treatment Broadnax received from students and staff at the high school breached the school’s duty to provide him an education in a safe environment.

“Defendants also have been aware for years that Edgewood had a recurring problem with racial incidents and have allowed a culture of racism and racial bullying to persist and grow at Edgewood,” the lawsuit states.

Ali Meyer:

In constant 2015 dollars, the $1,185,613,000,000 that the federal government collected from October through February in fiscal 2015 was $94,803,620,000 more than the $1,090,809,380,000 it collected in October through February in fiscal 2014.

That $1,090,809,380 that the federal government brought in in October through February of fiscal 2015 is now the second-highest-ever federal tax intake through February.

Although the federal government brought in a record of approximately $1,185,613,000,000 in revenue in the first five months of fiscal 2015, according to the Treasury, it also spent approximately $1,572,149,000,000—leaving a deficit of approximately $386,537,000,000.

Olivia Laing:

At the end of last winter, a gigantic billboard advertising Android, Google’s operating system, appeared over Times Square in New York. In a lower-case sans serif font – corporate code for friendly – it declared: “be together. not the same.” This erratically punctuated mantra sums up the web’s most magical proposition – its existence as a space in which no one need ever suffer the pang of loneliness, in which friendship, sex and love are never more than a click away, and difference is a source of glamour, not of shame.

Shahien Nasiripour:

The figures, released by the Education Department on Thursday, are the first comprehensive look at the delinquency plaguing those who hold federal student loans. By the new metric, which the department has never used before, roughly 33 percent of borrowers were more than five days late on one of their federal student loans as of Dec. 31. (Since the department only released individual figures for its four largest contractors, rather than a total percentage, however, the actual figure may be a few percentage points higher or lower.)

Previous measures had put the delinquency rate much lower, masking the true amount of distress among borrowers trying to make good on their taxpayer-backed debts.

Some 41 million Americans collectively carry more than $1.1 trillion in education loans owned or guaranteed by the Education Department, a total that surpasses every form of consumer credit in the U.S. except home mortgages. Thursday’s figure reflects more than two-thirds of the $1.1 trillion total. The remainder is owned by the private sector as part of a bank-based federal loan program that has since been discontinued.

The new measure of borrower distress comes as the White House urges the Education Department to improve its management of the growing federal student loan program and to give borrowers more protections against unmanageable debt loads.

Frank Hollenbeck:

Productivity increased less than 1 percent on average in the last three years and real wages have flat lined or declined for decades. From mid-2007 to mid-2014, real wages declined 4.9 percent for workers with a high school degree, dropped 2.5 percent for workers with a college degree and rose just 0.2 percent for workers with an advanced degree.

Is the boom being built on broad base investment in plant and equipment? The current average age of working plants and equipment in the US is one of the oldest on record.

Sean McComb:

About this time of year eight years ago, I was a first-year teacher sitting in the purgatory that is hall duty. Between inspecting hall passes and greeting visitors my mind wandered to some dark questions. Why were my students so despondent? Why am I not reaching them? Is this career right for me?

I was teaching tenth grade students English and diligently following inherited wisdom to responsibly prepare my students for the state high school assessment. Sadly, for too long we centered on the minutia of crafting and organizing the five paragraph essays that were a part of that test at the time. Regrettably, we read and analyzed short, dry passages from stories. My students, as students are apt to do, were returning me the exact engagement deserved by the learning experiences I was offering to them.

Molly Beck:

If approved, the referendum would raise property taxes about $62 on the average $237,678 Madison home for 10 years. The district is still paying off $30 million in referendum debt for the construction of Olson and Chavez elementary schools in the late 2000s, according to the district. The final payment, for the Olson project, is due in 2026.

The aggressive school district campaign to get the word out to voters about the proposal and a community group that has been knocking on doors advocating for its passage have largely been met with very little opposition.

“It’s really quiet,” said board vice president James Howard. “I guess we’ll just have to wait until April 7 to find out” whether it has community support.

Board member T.J. Mertz, who has worked closely with the pro-referendum nonprofit Community And Schools Together, said the board has received about a half-dozen emails questioning the increase in property taxes.

“But there is no organized opposition,” Mertz said. “Whether that’s a function of apathy, the political culture of Madison or the lack of a strong Republican Party (in the city), or whether this is a popular measure, it’s impossible to read in the absence of no organized opposition,” adding that there also has not been a conservative school board candidate in about six years.

The proposal comes at a time when the school district faces at least a $12 million gap in its $435 million operating budget for the 2015-16 school year. The maintenance work and $2 million in technology costs also included in the proposal would ease pressure on the district’s budget, Mertz said.

I emailed Michael Barry to confirm Ms. Beck’s $435,000,000 Madison Schools’ budget number, which is 8% or $32,000,000 higher than the previously discussed $402,000,000 2014-2015 budget. I’ve not heard from Mr. Barry.

That said, pity the poor citizen who wishes to determine total spending or changes over time using the District’s published information.

Pat Schneider:

At a forum this week on the referendum projects, many in the crowd on the city’s near west side focused on property taxes and “what we’re doing to save money,” Silveira said Tuesday in a meeting with the Capital Times editorial board.

“People get confused. They think if we pass the referendum, we won’t have the gap on the operating side,” said Silveira, the current president of the school board who is retiring at the end of her term next month.

In fact, cuts in state funding will contribute to a shortfall that, if voters approve the referendum bond sale, would demand a property tax increase next year of up to nearly 5.2 percent to balance the budget, about 1 percent of which would be due to spending approved by the referendum.

Those projects to expand crowded schools, add accessibility and update mechanical systems, as listed in this article about referendum advocacy and detailed on a school district web page.

Wisconsin State Journal:

The State Journal editorial board endorses this reasonable request.

Madison’s per-pupil spending on schools is more than $1,000 above the state average of about $12,000. That’s mostly due to operational costs, including higher pay and benefits for employees.

Madison property taxes are high, too. That’s partly because the state sends less aid to Madison, based on a formula that penalizes communities with higher property value.

But when it comes to construction, the Madison School District has been conservative. The district with nearly 50 schools and 28,000 students has built only three new schools in the last 45 years.

Moreover, Madison’s debt per student is the lowest among all of the school districts in Dane County, and half the state average, according to district figures. At the same time, interest rates are incredibly low.

The proposed maintenance tax & spending referendum includes plans to expand two of the District’s least diverse schools: Van Hise & Hamilton.

Only 20 Percent Turnout Expected Statewide for Tuesday’s Election.

The Economist:

One reason is that universities are wary of undermining the value of their degrees. So the certificates that students get for completing MOOCs do not, by and large, count towards degrees, and are therefore unlikely to make much difference to their earnings. And online degrees tend to be priced so that they do not undercut the traditional, campus-based sort: at ASU they cost $60,000, compared with $40,000 for campus-based degrees for in-state students and $80,000 for out-of-state students. Thus they have not helped hold down costs.

Resistance by faculty also slows down the adoption of new technology. When academics at San Jose State University were asked to teach a course on social justice created for EdX, a MOOC, by Michael Sandel, a Harvard professor, they refused, telling Mr Sandel that such developments threatened to “replace professors, dismantle departments and provide a diminished education for students in public universities”. Similar protests have been echoing around the country. For now, the interests of academics generally prevail over those of students.

Steven Conn:

I’m excited to announce that my university has changed its motto. Out with the old and in with: “Omnia Venduntur!”

Our old motto, “Disciplina In Civitatem,” or “Education for Citizenship,” just sounded so, you know, land-granty, so civic-minded. It certainly doesn’t capture our new ethos of entrepreneurial dynamism and financial chicanery. Besides, the state legislature here, dominated for years now by the GOP, hasn’t been interested in either education or citizenship for a long time.

So instead: “Everything Is for Sale!” (Actually, the trustees originally wanted to carve “Every Asset a Monetizable Asset” into stone, but it turns out “monetizable” doesn’t have a Latin translation.) Yes, sir, we are open for business! And by “open for business” I mean: Make us an offer for something, and we’ll sell it to you like a pair of pants at a department-store closeout.

We’ve been moving in this direction for some time. We were among the first to become a “Coke campus,” which means that in exchange for some cash, we’ve agreed that Coke and Coke products are the only soft drinks permitted on campus. Periodically we all get helpful email reminders of our beverage obligations, which say things like: “If you go to the grocery store to purchase beverages for a university event, you must purchase Coke products regardless of the price of other items.” How else can the university hope to achieve its stated goal of moving from “excellence to eminence”?

Donald Heller:

In his new book, The End of College: Creating the Future of Learning and the University of Everywhere, Kevin Carey lays out a dystopian future for American higher education as we know it. Colleges and universities will cease to exist, with the exception of perhaps “15 to 50” of them, and will be replaced by the “University of Everywhere,” which will provide “abundant and free” educational resources that for centuries have been locked up in the monopoly enjoyed by universities. The reasons for this revolution? Carey ascribes his predictions largely to the availability of massive open online courses and the coming revolution in badging, or microcredentials.

In Carey’s educational future, students will no longer need to spend tens of thousands of dollars per year for four (or often, six) years on a bachelor’s degree. Any courses they could take at an accredited institution will be available for free on the Internet, and third-party certification organizations will crop up that will attest to the learning achieved in each of these courses. These certification badges, in Carey’s model, will verify free or at very low cost the equivalent education and training that students today receive in a bachelor’s-degree program. Voila! The end of college.

Chester Finn, Jr:

The idea for this book was born two years ago, when I read Amanda Ripley’s volume The Smartest Kids in the World. I hate to be promiscuous with compliments, but it’s a very adequate effort. Its title, however, is highly misleading, which I realizedas soon as I checked the book’s index and didn’t see any of my granddaughters mentioned. That’s like Romeo and Juliet without Juliet. The Old Testament without Moses. Black Swan without swans.

So I decided then and there to write a book that’s actually about the smartest kids in the world—and how countries around the globe educate them.

Regular Fordham followers know that we’re not fans of how America’s schools treat gifted students; benign neglect is usually the best they can hope for, like Mary and Kitty Bennet, Jan Brady, and the members of Coldplay not named Chris Martin.

So how do other nations do it? Especially those whose high-achieving kids are knocking the socks off ours? We began with a hypothesis: that the strongest nations would practice what we call the Quarantine Strategy. At the earliest possible moment—never later than preschool—identify children with outstanding academic potential and cordon them off from all exposure to their dim-witted peers, as well as any influence from pop music, competitive athletics, or vaccines. This is what my parents did for me, and it worked like a charm.

Brigid Schulte:

Do parents, especially mothers, spend enough time with their children?

Though American parents are with their children more than any parents in the world, many feel guilty because they don’t believe it’s enough. That’s because there’s a widespread cultural assumption that the time parents, particularly mothers, spend with children is key to ensuring a bright future.

Now groundbreaking new research upends that conventional wisdom and finds that that isn’t the case. At all.

In fact, it appears the sheer amount of time parents spend with their kids between the ages of 3 and 11 has virtually no relationship to how children turn out, and a minimal effect on adolescents, according to the first large-scale longitudinal study of parent time to be published in April in the Journal of Marriage and Family. The finding includes children’s academic achievement, behavior and emotional well-being.

Neil Irwin:

In their simulation, they assume that 10 percent of non-college-educated men of prime working age suddenly obtained a college degree or higher, which would be an unprecedented rise in the proportion of the work force with advanced education.

They assume that these more educated men go from their current pay levels to pay that is in line with current college graduates, minus an adjustment for the fact that more college grads in the work force could depress their wages a bit.

There is no doubt that in this simulated world with a more educated labor force, middle-income workers earn more — $37,060 in simulated 2013 earnings for a person at the 50th percentile, compared with $34,000 in the real world, a 9 percent improvement.

:

Brigid Schulte & Donna St. George:

A familiar debate over how much freedom parents should give their children ignited Monday with the news that a Montgomery County couple had, for the third time, tangled with Child Protective Services for allowing their youngsters to take a walk on their own.

A couple of months after Danielle and Alexander Meitiv were found responsible for “unsubstantiated neglect” for letting Rafi, 10, and Dvora, 6, walk home from a park close to where they live in downtown Silver Spring, they gave the children permission to do it again.

Responding to a call from a citizen, police collected the children and took them to CPS in Montgomery where, 5 1/2 anxious hours later, they were reunited with their parents.

Andy Seal:

There has recently been a spate of essays investigating a striking tendency on campuses across the nation: many undergraduates are seeking more and more to avoid or pre-empt encounters with speech or images that they deem “triggering” or traumatizing. Instead of allowing these encounters to happen (as they would be forced to do in the world after college), they either try to form safe spaces in which they “burrow” as in a “cocoon” or they attempt to secure remedial action by school authorities after the fact.

I’m going to address one of these essays specifically here rather than the genre, Judith Shulevitz’s “In College and Hiding from Scary Ideas,” from the New York Times. Shulevitz references a couple of other similar pieces should you care to catch up, but her piece covers most of the arguments I’ve heard regarding students’ “self-infantilization.” To cut to the chase, I think what she and others have described is neither a process of infantilization nor a process initiated by the students themselves, and her essay badly misdirects readers from the larger transformations in higher education that I believe are actually at issue here.

Let us begin with one of the subtexts of Shulevitz’s essay: that undergraduates today are less mentally strong and flexible than students of yore. Well, it’s not much of a subtext, in fact. She writes, “it’s disconcerting to see students clamor for a kind of intrusive supervision that would have outraged students a few generations ago. But those were hardier souls. Now students’ needs are anticipated by a small army of service professionals — mental health counselors, student-life deans and the like.”

Melonie Fullick:

In my last post I took a look at some of the history and context of Canadian universities’ hiring of contract faculty. While I was digging around for information, I couldn’t help noticing the relevance of some of the material to another ongoing debate in higher education: that of the “overproduction” of PhDs. Since “too many PhDs” is a recurring theme in media commentary about graduate education (e.g. Nature, The Economist), I thought I’d explore the issue in more depth and connect it to some of the research I found. Are we really “producing” too many PhDs, and if so, is this a recent problem?

Let’s start with doctoral enrollment increases: how have PhD numbers increased over time, for example in Ontario? Recent graduate expansion has been significant within a short period. On this COU page, we find the specifics spelled out: “Between 2003 and 2011, the government added funding for 15,000 additional graduate spaces. In the 2011 budget, the government announced funding for an additional 6,000 graduate spaces” to 2015. That’s more than 20,000 places added in about 10 years, some of it clearly an echo of the Double Cohort’s undergraduate enrollment bulge. Over that period, PhD students have comprised about 35 percent of total graduate enrollments.

Miloš Milovanović:

Kevin Carey’s new book, “The End of College: Creating the Future of Learning and the University of Everywhere” has legs. It has been in the New York Times, on NPR and has an active Twitter hashtag (#endofcollege). Carey’s thesis is that technology can make learning happen anywhere. Rather than go to college once or twice, people will go to college forever. Colleges have grown greedy and short-sighted in their quest for prestige. Online degrees and short-term credentials of various sorts can, should, and probably will be the death of traditional higher education. The thesis should sound familiar. It’s been made enough times. But the thesis is better at describing than prescribing because it ignores the faultlines that created the problem: the politics of race, class, gender and inequality.

Carey’s take on higher education disruption is not unique for ignoring politics some people would rather not deal with. Many technological solutions to social problems have a blind spot for politics. And I don’t just mean electoral politics and public policy (although both are major). I mean the politics of how we choose where we live, how we live, and who we are. Fundamentally, most architects of the end of college want an apolitical solution to a political problem. Like Carey, they provide solutions for problems as we wished they worked and not the problems as they actually work.

Megan Erickson:

The point was this: forget the cash. Forget that American teachers spend an average of $500 a year supplying their classrooms with materials. Anything is possible, if you put your mind to it.

Similarly, Design Thinking for Educators, the eighty-one page “design toolkit” made available to teachers as a free download by New York City-based firm IDEO — which has designed cafeterias for the San Francisco Unified School District, turned libraries into “learning labs” for the Gates Foundation, and developed a marketing plan for the for-profit online Capella University — contains no physical tools. Problems ranging from “I just can’t get my students to pay attention” to “Students come to school hungry and can’t focus on work” are defined by the organization as opportunities for design in disguise.

Tim Brown, IDEO’s CEO and a regular at Davos and TED talks, has described design thinking as a way to inject “local, collaborative, participatory” planning into the development of products, organizational processes, and now schools.

Corey Robin:

One of the things that makes me crazy about the media’s discussion of higher education is how much of it is driven and framed by elite schools. During the 90s, when it seemed like every college and university was fighting over whether Shakespeare should give way to Toni Morrison on the syllabus, it occurred to few pundits to look at what was happening in community colleges or lower-tier public universities, where most students get their education. And where the picture looks quite different.

The same goes today for the wars over trigger warnings and safe spaces: on both sides of the debate, this is primarily an argument over elite schools. Which has little to do with a place like Brooklyn College, where I teach. Seriously: just check out Judith Shulevitz’s recent piece on the topic in the Times, which got so much notice. In a 2100-word oped, here are all the institutions that make an appearance: Brown, Columbia, Northwestern, Oxford, Smith, Hampshire, Barnard, and the University of Chicago. There are fewer students in all of these institutions combined than there are at CUNY alone; between them, these colleges and universities enroll less than .5% of all students in America (not counting Oxford, of course, though it wouldn’t really change the numbers).

Ethan Cox:

He was quoted in Le Devoir explaining that the austerity regime enacted by the provincial government would not allow him to pay for a makeup semester in late summer, as was held in 2012. “I don’t see how I can take money away from primary and secondary schools to fund people who decide to walk out the door of their university.”

The minister broke with the government policy of referring to student strikes as “boycotts” by calling on students who opposed the strike to show up to their general assemblies and vote against. Nevertheless, he insisted there was no right to strike accorded to students.

Can the minister follow through on his threat to make students pay if the strike continues? We’ll get to the bottom of it, along with all your burning questions about the current Quebec student strike, in this handy explainer.

Fareed Zakaria:

If Americans are united in any conviction these days, it is that we urgently need to shift the country’s education toward the teaching of specific, technical skills. Every month, it seems, we hear about our children’s bad test scores in math and science — and about new initiatives from companies, universities or foundations to expand STEM courses (science, technology, engineering and math) and deemphasize the humanities. From President Obama on down, public officials have cautioned against pursuing degrees like art history, which are seen as expensive luxuries in today’s world. Republicans want to go several steps further and defund these kinds of majors. “Is it a vital interest of the state to have more anthropologists?” asked Florida’s Gov. Rick Scott. “I don’t think so.” America’s last bipartisan cause is this: A liberal education is irrelevant, and technical training is the new path forward. It is the only way, we are told, to ensure that Americans survive in an age defined by technology and shaped by global competition. The stakes could not be higher.

This dismissal of broad-based learning, however, comes from a fundamental misreading of the facts — and puts America on a dangerously narrow path for the future. The United States has led the world in economic dynamism, innovation and entrepreneurship thanks to exactly the kind of teaching we are now told to defenestrate. A broad general education helps foster critical thinking and creativity. Exposure to a variety of fields produces synergy and cross fertilization. Yes, science and technology are crucial components of this education, but so are English and philosophy. When unveiling a new edition of the iPad, Steve Jobs explained that “it’s in Apple’s DNA that technology alone is not enough — that it’s technology married with liberal arts, married with the humanities, that yields us the result that makes our hearts sing.”

Pascal-Emmanuel Gobry:

The tragedy of the discussion around “school choice” in America is the hidden presumption that “school choice” doesn’t exist already. But it does — for the privileged. This is not only a matter of the privileged being able to afford private schools, but also the fact that, through the public school catchment system, the real estate market is really the market for schools. Every family in America wants to buy a house in a place where there are good schools. Every commonwealth tries to boost real estate values by improving schools. That’s how the system works. The rich get school choice, the poor get… whatever.

The drive for school choice is not a drive to turn schools into a marketplace, it’s only to give the poor a way to access the preexisting market, which is currently closed off to them.

Charter schools are a step in the right direction, but the future should belong to K-12 spending accounts, whereby parents can spend their tuition dollars not just on a specific school but on a broad panel of educational activities, including internships, apprenticeships, and more. Families could pool accounts together and the poor and disabled would received fatter accounts.

I wholeheartedly agree. Madison is exhibit 1. Decades of monolithic K-12 governence combined with spending double the national average per student has failed to address its long term disastrous reading results.

Rowena Lindsay:

Stanford University is the latest in a series of top American universities to admit it has a cheating problem.

With nearly 16,000 thousand students enrolled at Stanford, a few incidences of cheating and plagiarism are expected each quarter. But in a letter sent Tuesday by University Provost John Etchemendy, the school is investigating “an unusually high number of troubling allegations of academic dishonesty,” during the winter quarter.

The school is concerned over incidents in a number of courses, particularly one of the school’s largest introductory courses where one in five students are suspected of having cheated. The University is currently in the process of contacting those students, Dr. Etchemendy wrote.

Rebecca Ratcliffe:

University of Amsterdam, Netherlands
Dutch student protests ignite movement against management of universities
Read more

What’s happening? Students are occupying Maagdenhuis, the university’s main administrative building, calling for a democrastisation of the institution.

What prompted the protest? Protesters want to increase the transparency and accountability of the university decision-making processes and to pause and reconsider its programme of restructuring, cuts and sell-offs.

Elizabeth Stoker Bruenig

Among other collegiate eccentricities, Shulevitz details the somewhat infantile soothing materials set aside in a private room for Brown University students who felt upset by discussions of sexual assault. The walls of this room took on a near apocalyptic metaphorical significance for the chattering class, with the Foundation For Individual Rights in Education worrying that “universities cannot fulfill their vital function as places where students learn how to think, research, and debate if community members strive to avoid speech that makes them uncomfortable.” At the National Review Online, Charles C. W. Cooke adduced the Brown safe space as an apparatus of a new McCarthyism, while Reason’s Robby Soave declared that such accommodation “emboldens [undergraduates] to seek increasingly absurd and infantilizing restrictions on themselves and each other.”

All this coincided with an incident at Reed College in which an undergraduate was asked not to attend discussion sections of a required humanities course after he repeatedly made remarks about rape and feminism that the course instructor deemed disruptive. Conservative outlets took up the cause, convinced that the student’s non-PC perspective was responsible for his censure. As Mary Emily O’Hara pointed out at The Daily Beast, the misguided undergraduate swiftly became a stand-in for all of the conservative angst about political correctness and constitutional issues that would normally fester.

Gorman Lee, via Will Fitzhugh:

The Massachusetts Board of Elementary and Secondary Education’s decision to indefinitely suspend the History and Social Science MCAS in 2009 has placed social studies education in a high risk of marginalization in K-12 public school districts across the Commonwealth. The problem has only exacerbated with increased emphases of English language arts and mathematics in the Common Core State Standards that was adopted in 2010. Therefore it comes to no surprise that once school districts have started to face budgetary constraints, social studies is now among the subject areas first on the chopping block… and it’s already happening.

There have been recent concerning reports of K-12 school districts reducing social studies departments in order to secure support to “high stakes” subject areas, despite the promised commitments to uphold civic ideals and to prepare students to become active and productive adult citizens as described in their mission statements. Many school districts have begun to merge social studies and English language arts departments into a Humanities department, where the social studies curriculum takes a secondary role to support the English language arts curriculum. In some schools, teachers whose primary subject area is other than social studies have been assigned to teach one social studies class; it now appears that “highly qualified” is no longer applicable when it comes to social studies. In some elementary schools, social studies instruction has been reduced to no more than twenty minutes per week so that classes can spend more time for instructions in literature, mathematics, and science.

If we continue to allow social studies education become marginalized in our K-12 schools, our students will continue to graduate from high school with limited knowledge and understanding of their nation’s heritage, government, economy, and role in international affairs. The deterioration of a rigorous social studies curriculum will limit our students’ appreciation of community and national identity. The absence of a comprehensive K-12 social studies education will deny our students crucial learning opportunities to learn and apply higher-order critical thinking skills to address and find solutions to real world problems and issues.

We would like to hear the current status of the K-12 social studies program in your school district. Please go to our online survey and tell us what’s happening in your school district and building. The results of the survey will be collected on March 31, 2015. http://goo.gl/forms/UpJ0yFXOE6 or you can email me at president@masscouncil.org.

Social studies educators must unite and let our elected representatives know that social studies education is facing a serious civic crisis. As President of the Massachusetts Council for the Social Studies, I am recommending that we coordinate a statewide Advocacy Day, where K-12 social studies educators schedule a meeting with their respective elected representatives at their local offices or at the Massachusetts State House in Boston.

If you are doing a special project with your students, I strongly encourage you to invite members of your school committee and your elected local representatives to your classroom and showcase what your students are learning in their social studies classes. It is our civic responsibility to express our collective concerns to our legislators and enlighten them on the importance and necessity to support and promote a strong K-12 social studies education in our public, charter, and private schools across the Commonwealth.

Please forward this letter to your colleagues and staff.

We need your help!
Sincerely,

Gorman Lee, Ed.D.
Mass Council President

Neil Richards, via Will Fitzhugh:

Is the web private enough for you? Maybe you’re OK with every search you’ve made, every site visited, every email sent all being stored in databases linked to your name or account by your service provider, your phone carrier, or Google. Maybe you’re OK with Amazon knowing not just what’s in your Kindle library but also what you’ve actually read from it, and when. Maybe you’re OK with that data not just being stored in the cyberequivalent of a dusty warehouse, but vigorously sought after, bid on, and pursued through coercion by marketers, the police, and spies eager to know you better. Not to mention the aggregated identity and financial information compromised repeatedly by hackers breaching the firewalls of retailers, banks, and government agencies.

It’s just the cost of doing business, right? The trade-off for convenience and safety.

Really? The web is little more than 25 years old. Are we already fatalistically resigned to the intrusiveness that accompanies this infant technology? We shouldn’t be. We should be outraged that the Internet carries with it so much prying, that it has become an electronic panopticon. But to curb these tendencies, we have to channel our indignation into a unified political voice. We must let policy makers and corporate chiefs know that electronic privacy is a primary concern, one that factors into our values, our votes, and our spending.

Freedom of thought and freedom of speech are our most valuable civil liberties because on them depend our lifelong intellectual and emotional development and satisfaction. Sampling ideas, viewpoints, and aesthetics without being unduly judged by or associated with them are part of learning, maturing, becoming individuals, figuring out the world on our own terms. We need the free, unmonitored ability to think, read, and speak with confidants before presenting our ideas for public consumption.

That freedom is an idea with very old roots in our law and culture, and it is the basis for democratic self-government, individuality, diversity, and, yes, also the eccentricity, the vibrant weirdness, that often makes life so delectable.

When we are watched, when we even sense that we might be watched, we act differently. Writers and critics from Bentham to Orwell to Foucault have explored how surveillance drives our behavior toward the boring, the bland, the mainstream.

A growing body of empirical evidence supports these insights. One study at a British university measured the money its tea-drinking professors put into a contribution box for shared milk. The reminders to chip in were changed: The words stayed the same, but the background graphic was switched from flowers one week to eyeballs the next. The penetrating gaze of the eyeballs spurred significantly higher contributions. Other studies have documented the normalizing effects of surveillance in such contexts as drug testing and police ethics. Results are unequivocal: When we are watched, we “behave,” whatever that means in context.

Surveillance is warranted where it deters police brutality, but we shouldn’t deter new or unpopular ideas. In a free society, there is no such thing as a thought crime. Orwell’s warnings about surveillance are particularly resonant here. A recent study at MIT found that after the Snowden revelations, Google users searched far less for the sorts of terms (“dirty bomb” or “homeland security”) that might raise the attention of the U.S. government. More important, it found, the awareness that web searches might be monitored also apparently led people to search less about things having nothing to do with terrorism but that were just personally sensitive or embarrassing (“body odor,” “coming out,” “divorce lawyer,” “erectile dysfunction”). Being watched deters us from the kind of free and fearless inquiry on which political and personal freedoms depend.

Three aspects of intellectual privacy in particular need to be zealously guarded: freedom of thought, the right to read, and confidential communications. Each of these ancient liberties is threatened by new digital technologies and practices.

Freedom of thought: your ability to think and believe what you want, no matter how radical or weird. If any human right is absolute, it is this one. Supreme Court Justice Benjamin Cardozo once called it “the matrix, the indispensable condition, of nearly every form of freedom.” The prohibition on thought crimes is reflected in both the Fourth Amendment’s protection of “papers” and the Fifth Amendment’s protection against self-incrimination. These foundational Bill of Rights guarantees made it much harder to haul radical diarists or dissenting thinkers into court to answer for their beliefs. But our thoughts, once safely hidden in our heads, have started to be revealed by digital technology. As we increasingly use search engines to ask questions or cloud servers to store our documents, we create digital echoes and copies of those thoughts.

When we use search engines, we are thinking with the aid of technology. And when the National Security Agency’s surveillance chills our searches, it curbs our freedom of thought.

Once we have read and thought, we often want to consult our friends to see if our ideas are important, just a bit crazy, or both. Letters have long been protected by both the Fourth Amendment and ancient laws protecting postal privacy. But most modern communications are electronic. The Supreme Court ruled in 1967 that we have a reasonable expectation of privacy in our phone conversations, and that the police must get a warrant supported by probable cause before they listen in. Yet there remain open questions about whether the warrant requirement also protects emails or communication metadata. When it comes to digital technology, the confidentiality of our communications is up for grabs.The right to read is equally fundamental. Making sense of the world requires access to the ideas that other people have written down. Librarians have long protected their patrons’ reading habits, and those professional ethics have been backed up by law. But new technologies create new kinds of records. When the Supreme Court nominee Robert Bork’s movie-rental history was disclosed by a Washington video store, Congress quickly passed the Video Privacy Protection Act, which protects not just old records of VHS rentals but also the confidentiality of your Netflix queue. Bizarrely, though, in most states records of book sales are unprotected. So when Fifty Shades of Grey became a best seller on e-books, it happened under an illusion of reader privacy. No one on the subway might have known what you were reading on your Kindle, but Amazon did, down to the time you read each page and which ones you might have reread.

If we care about intellectual freedom and free speech, we must protect intellectual privacy. Protecting free speech is no good if surveillance stops us from thinking up anything new or original to say. We want to be safe, and we don’t want to regulate businesses needlessly, but sensitive data about our mental activities need special protection. We’ll have some choices to make as we update our laws, but we can create a world in which we have both intellectual privacy and the many benefits of our digital tools.

First, we should interpret the Fourth Amendment to make search results confidential and to require warrants before the government obtains records of Internet searches. When users can trust that sensitive data regarding their thoughts are held securely, they will search more fearlessly, with more confidence in and greater loyalty to their digital intermediaries. Privacy can be good for business, as companies like Mozilla, DuckDuckGo, Apple, and Microsoft are starting to argue.

We should treat records of both digital and paper reading as confidential, as we have done with library and video-rental records. Companies like Amazon provide a helpful service when they recommend books and movies to us on the basis of information we have shared about our preferences, but such data should be used only to help the customer. The information should not be put toward influencing preferences, or sold to the highest bidder, or potentially used for blackmail, as Uber is alleged to have contemplated to silence its critics.

Communications data, including metadata, should also be better protected. We should be able to trust that our digital communications are secure, and that the government can intrude on private confidences only when it establishes probable cause that the parties are involved in crime. Blanket warrantless surveillance of the conversations or metadata of a free people chills discussion and is ultimately inconsistent with self-government.

We must ensure that intellectual privacy is a basic norm of digital life. We should compel our elected representatives to impose fundamental rules of fairness on the companies whose tools increasingly affect our lives and political freedoms. As consumers, we should encourage companies to protect our privacy against the state through the use of encryption, and we should reject government calls to weaken encryption through “back doors.” A back door to our security services can be used by malicious hackers and criminals as well as by the state. Rather than weaken encryption, we should rely on impartial judges and the tested strengths of the legal process.

Some might argue that intellectual privacy, like other civil liberties, could make us less safe, that we must trade some liberty for security in a dangerous world. We should certainly strike a thoughtful balance — but one that preserves our ability to think, read, and communicate on our own terms. We already have tested methods for investigation and prosecution of crimes, ways that preserve the basic presumption that free people must be trusted with dangerous ideas and dangerous books.

And we already make trade-offs between freedom and safety in other areas. We allow people to drive fast cars and eat unhealthful cheeseburgers. We have chosen to live with the risk of car accidents and heart attacks. Such freedoms matter to us despite their dangers because, on balance, they make life better. In the seductive glow of our electronic age, let’s not give away the far more crucial liberties of intellectual privacy.

Alexandra Petri, via Will Fitzhugh:

Stepping back from State Legislatures And Their Strange Hobbies, if you wanted to object to AP U.S. History—which is run by the College Board, a private company, not, as many legislators seem to suspect, a Vast Conspiracy To Take Over State Control Of Learning — a better case might be not that it was Insufficiently Nice To America but that maybe, just maybe, that it should require the mention of some specific facts, any facts at all.

I understand that it is supposed to be an advanced course, operating at the college level, under the assumption that this is not students’ first exposure to American history. As the authors of its framework note in an open letter, “The AP U.S. History course is an advanced, college-level course—not an introductory U.S. history course—and is not meant to be students’ first exposure to the fundamental narrative of U.S. history. Because countless states, districts, and schools have their own standards for U.S. history teaching, we did not want to usurp local control by prescribing a detailed national curriculum of people, places, and events. As a result, we created a framework, not a full curriculum, so that local decision makers and teachers could populate the course with content that is meaningful to them and that satisfies their state mandates.”

If the students learning AP U.S. History already know U.S. history, they will not have any problems. If, however, there are any gaps—well, there’s the rub.

So far the people in the anti-APUSH movement have complained, “How dare you not mention Martin Luther King or George Washington at any point in your 142-page framework!” and the people behind the framework have replied, “No, no, you don’t understand. We don’t mention ANYONE! It’s just a framework that you can fill in with facts of your own choosing!”

That’s to say, the framework lists everything you should learn about American history to get college credit—except, er, specific facts about American history.

I appreciate that this is how we do things now. This is the way courses work. We emphasize “critical thinking skills” and “approaches” and “concepts,” and we have put rote memorization behind us. Dates, names, places? Please. Google exists.

This is the product of something called Backward Design. Here’s how it’s described in “Getting to the Core of Literacy for History/Social Studies, Science, and Technical Subjects,” a book put together by Vicky M. Giouroukakis and Maureen Connolly to assist teachers in meeting Common Core standards in these content areas (yes, I know the Common Core and AP are different, but the principle of Backward Design is the same):

“Many teachers initially think about their teaching—what they will teach and how— without considering what student outcomes they want at the end of their instruction. In other words, they are concerned with inputs rather than outputs first. For example, they select a topic (civil rights), then the text (Martin Luther King’s Letter From Birmingham Jail), followed by instructional methods (discussion and cooperative learning) and learning experiences (close reading and analysis of text, identification of rhetorical devices, and argument writing), to help students meet the state standard. In contrast, BD ensures that teachers identify first the standards that they want their students to meet, followed by student results called for by the standards, and then learning activities that will lead to the desired results.” (Wiggins & McTighe, 2001, pp. 7-8).

The College Board has been answering critics of the framework’s suggestions by making the case that any good teacher will know which facts to teach to fill the framework, which is why the framework did not mention them.

“When the new framework was first reviewed by AP U.S. History teachers,” the framework notes, “they indicated that it would be useful to provide examples for teaching some of the concepts. For most concepts, AP U.S. History teachers know exactly what figures, events, and sources they will focus on, but for others, they asked that the framework provide suggestions.” (bold mine)

But, well, how did those teachers know what figures and events to focus on? Because someone at some point taught them specific facts from the American past and said that those facts were worth knowing and other facts were less worth knowing—if only because they were more connected to the mass of facts around them. This incident inspired pamphlets and cartoons and protests; this one didn’t. Citing this one strengthens your argument more than citing that one does. In other words, it matters which facts you use to make your arguments.

The problem is not that we need to be nicer to the Founders, that we must insist they were angels who rode golden clouds to form cities on hills while falling short zero times. That’s not history. That’s hagiography. It’s not that we should not take new cases for beginning and ending historical periods into account, or give short shrift to minority experiences.

But is it worth making sure you know certain names and dates? Not just so you can use Paul Revere and John Adams as examples in your essay on how “The resulting independence movement was fueled by established colonial elites, as well as by grassroots movements that included newly mobilized laborers, artisans and women, and rested on arguments over the rights of British subjects, the rights of the individual, and the ideas of the Enlightenment”—but so you can move freely about arguments for the rest of your life? I think it is.

If you really want to argue with the College Board, don’t argue that AP U.S. History isn’t nice enough to America. Argue that which specific facts you use to teach U.S. history— even at an advanced level—isn’t something you can just handwave like this. As the state legislators are demonstrating when they try to craft their own requirements, which facts and documents you include and which ones you don’t makes a difference. Do you want speeches by Ronald Reagan and sermons by John Edwards, or speeches by Lyndon Johnson and poems by Walt Whitman? This choice is nontrivial. You’d think the AP would have some interest in making certain there’s a balanced diet of facts—not just laudatory, not just condemnatory, but somewhere in between, where history is.

Alexandra Petri writes the ComPost blog, offering a lighter take on the news and opinions of the day.

Jenee Desmond-Harris:

This year marks the 50th anniversary of sociologist-turned-US Senator Daniel Patrick Moynihan’s 1965 study, The Negro Family: The Case for National Action. Generally referred to as the Moynihan Report, it primarily blames black poverty on “ghetto culture,” failure to marry, and absent black fathers, in an analysis that was instantly controversial and is still debated today.

But the report’s focus on the weakening of the black nuclear family as the key explanation for racial inequality has largely fallen out of favor in academic circles. Why? Some believe liberal backlash against the report has had a chilling effect on research that focused on so-called “cultural pathologies” — versus structural issues — for problems faced by African Americans.

But University of Maryland sociologist Philip N. Cohen, author of The Family: Diversity, Inequality, and Social Change, says that’s ridiculous. The shift in sociology to a “new, less victim-blamey perspective” about the black experience in America, Cohen wrote in a recent blog post, wasn’t because liberal scholars were scared to look at black culture as a way to explain black poverty and inequality. Rather, he said, it was that they simply didn’t agree those factors were the real problem.

I spoke to Cohen about why he says the narrative about liberals stifling studies like Moynihan’s doesn’t make sense, and how it connects to modern-day complaints about “political correctness.”

Mark Johnson:

The end may be near for one of the University of Wisconsin-Madison’s most celebrated humanities projects, the half-century-old Dictionary of American Regional English. In a few months, the budget pool will drain to a puddle. Layoff notices have been sent, eulogies composed.

“It’s a damned shame. It’s a shame that this country can no longer support scholarly work of this magnitude,” says Grant Barrett, co-host and co-producer of the public radio show, “A Way With Words.” “It’s one of the great reference works.”

The dictionary, often referred to by its acronym DARE, pulls together regional words from 1,002 communities across the country, drawn from newspapers, novels, maps, menus, diaries, obituaries and, most of all, from long interviews with ordinary Americans willing to plow through a survey of more than 1,800 questions. Planned in 1963 by its first editor Frederic Gomes Cassidy, the project stretched far beyond its first deadline of 1976, and even beyond Cassidy’s death in 2000 at the age of 92.

DARE finally reached the final volume including “Z” in 2012. A digital version was published in December 2013, by which time editors already had begun working to update the early volumes.

Alan Borsuk:

While the proposal didn’t specify a targeted zone, there were more than 40 Milwaukee public schools in the state’s lowest performance category (“fails to meet expectations”) in the most recent round of school report cards.

Kooyenga said in an interview last week that he and Darling wanted to get feedback before they created a formal proposal. And they’ve gotten plenty.

That includes adamant opposition from the Milwaukee School Board and the Milwaukee teachers union. For example, the board brought to Milwaukee three people last week who are critics of what has happened in New Orleans since Hurricane Katrina in 2005. And the union has been making opposition to charter schools outside of MPS one of its urgent focal points.

But the feedback also includes advice from some who are more favorably inclined, including some charter leaders in Milwaukee. Their message: Go slow, mostly because there isn’t much alternative. The higher quality existing charter operators in town are not interested in growing rapidly and know the difficulties of doing that. And better national charter organizations are not eager to enter the Milwaukee scene, given the frustrations and difficulties such operations have encountered already.

“Doing it wholesale, taking every school that doesn’t meet expectations, and (saying) let’s flip those schools around next year, is a scaling problem,” as Kooyenga put it.

But a small number of schools — that’s different. Kooyenga said the goal is for legislative action before summer and to launch the “turnaround” schools in 2016. Kooyenga said he and Darling are working on what to propose when it comes to specifics, such as how schools would be picked and who would have oversight.

Sarah Kendzior:

Will your Ph.D. lead to an academic job? To answer that question, prospective students are often encouraged to see how recent graduates fared — a task easier said than done. Department placement lists are catalogs of untold stories, a logroll of the disappeared. Those who left academia are erased: According to my own alma mater, for example, I never existed, along with the majority of my colleagues who failed to find academic jobs in the Great Recession. There is no placement list for the displaced.

A more useful indicator of whether your doctoral program is a pathway to employment lies in whom the department hires. Because chances are, you will see the same few institutional names again and again. During my own time in graduate school, my department hired several faculty members, all with different specialties and skills, all with one thing in common: Harvard, Harvard, Harvard, Harvard.
– See more at: https://chroniclevitae.com/news/929-academia-s-1-percent#sthash.P9IHjPLv.dpuf

Karina Attar & Lynn Shutters:

Many academic projects are born out of naïveté, a not knowing just how much work an article or book will involve. This was certainly true of us when we conceived the idea for our recently published collection of essays: Teaching Medieval and Early Modern Cross-Cultural Encounters (Palgrave Macmillan, December 2014). We’re both literature professors, of medieval English and early modern Italian, who share an interest in European literary representations of Christian-Islamic relationships. One evening at Kalamazoo 2011, we were commiserating on the difficulty of actually teaching our research. Because cross-cultural encounters involve multiple languages, cultures, geographical regions, and academic fields, they are challenging to both study and teach. Wouldn’t it be great, we thought, to put together a volume of essays on these challenges, a volume that would present the experiences of instructors from a wide range of disciplines? How hard could it be?

In some ways, it was easy. We received submissions from a great group of contributors who are passionately invested in teaching, and whose innovativeness in the classroom, as expressed in their essays, continually surprised and inspired us. Questions raised by contributors included: How did nineteenth-century translations of Beowulf for children shape British imperialism in India? What cultural work motivates the adaptation of early modern Italian epics featuring Christians and Muslims in nineteenth- and twentieth-century folk theatre? How might Shakespeare’s Othello help us theorize questions regarding President Obama’s religion and nationality that surfaced in the 2008 campaign? Most broadly, how is our twenty-first-century study of the medieval and early modern pasts itself a cross-cultural encounter, and how can we make that encounter relevant to our students?

anonymous students ucsc:

Before dawn on Tuesday, March 3, a group of six students at the University of California Santa Cruz went to the fishhook connecting Highways 1 to 17. Evoking the practice of highway blockades popularized during the Black Lives Matter movement, they chained themselves to aluminum trashcans filled with cement and blocked traffic for nearly five hours. The traffic jam this caused stretched over the hill to snarl Silicon Valley commutes, an act of peaceful civil disobedience that has since become the most controversial of the “96 Hours of Action” declared across the UC system for the first week of March, in protest against tuition hikes and police violence. After their arrest, the students were informed in jail that the university had suspended them indefinitely, leaving the campus residents homeless and without access to dining plans or healthcare.

Since then, student activists have vigorously debated whether such tactics can effectively build towards a mass movement – all while insisting on defending these six students from excessive and unprecedented punishment. In the meantime, we have been drawn into a difficult discussion with community members and apolitical UC students who fail to see why a protest of tuition hikes and police violence warranted this level of public disruption – and what these two topics have to do with each other in the first place.

Ironically, UC president Janet Napolitano has herself already laid out the political stakes for us, in a recent article for the Washington Post. “Too many states, including California,” she writes, “spend more money on prisons than on higher education.” Such lopsided priorities, which emphasize repressive policing at the expense of our futures, expose the deep hypocrisy of the state’s budget cuts. Even the former Secretary of Homeland Security recognizes that it’s a problem when our society is more interested in locking people up than sending them to school.

Of course, Napolitano did not refer to the highway blockade, let alone the Black Lives Matter movement. Her impassioned defense of higher education wasn’t intended as a critique of the state’s prioritization of incarceration over education – it was part of a process of backroom politicking and closed-door negotiations with the state, in which talk of “university privatization” was used as a bargaining ploy. In November 2014, the UC Regents, an unelected board composed of politicians, CEOs, and investment bankers, voted to raise tuition by 28% over the following five years. This decision was met with widespread outrage, attracting student protest across the state and consistent opposition by Governor Jerry Brown. Yet both Brown and Napolitano have tried to use students as pawns in their game. Their decisions have resulted in a very real crisis at the UC – a crisis of governance.

Tom LaMont:

Failure is universal in a way that success is not. A failure confessed tends to make somebody endearing, while their successes, told aloud, may make us want to bite them. And still it is success we dwell on. Search your social media newsfeeds for admissions of failure, and you’ll find them; but the success story, the achievement post, rules.

My daughter loved the app. Her friends loved it. And, of course, you feel this is going to be the next Snapchat
I became interested in failure having got up close to a good few success stories myself. As a writer, I’ve profiled people who have got somewhere close to where they want to be: high in the album charts, at a Cup final or in a CEO’s chair, front and centre in a Hollywood film. Research and retell the histories of enough achievers, and their rise begins to look less talent-fuelled – not so much the result of hard, solitary toil – and more like a bet that has paid off. The flourishing musician, the medal-winning sportsperson, the profitable entrepreneur: all of them took a punt, once, and we come to consider their story because that punt came good.

There’s another narrative we’ve become familiar with: failure as a past-tense business, something overcome. It’s a narrative that fuels a self-help industry, books titled Success Through Failure, How To Fail Most Successfully, How I Raised Myself From Failure, Fail Better, Fail Up and Failure: The Womb Of Success. But I wonder what there is to learn from the countless others we don’t hear about, those relative failures without whom there could be no corresponding successes. The people who simply fail.

What does failure feel like in the low, crummy moment of it? I speak to a couple of musicians, hopefuls who had high ambitions in rock or pop and for whatever reason had to shelve them. It is possible to get by as perfectly OK teachers, lawyers, chefs or journalists, but there are certain pursuits that seem to insist on binary dealings with success and failure, and the music industry is one.

Gothamist:

The tipster who sent it works in admissions, and said that the request was widely perceived as “tone deaf,” though “unfortunately somewhat indicative of the culture within the university, particularly within the upper echelons of the administration.”

“The ever-increasing tuition is very much a concern for our students and some of our administration, so that request to employees for money to help subsidize financial aid awards is absurd and asinine,” the tipster writes. “Especially when you factor in the millions of dollars spent on expansion of the University’s presence around the world and NYC.”

So where is the money going? That’s the question posed by Professor Mark Crispin Miller, who teaches media studies at the school. “It’s not going to the faculty,” he said, adding that he and his colleagues receive, on average, raises of 2.5 percent—a “stark contrast” to the princely sum poured into the coffers of the higher-ups.

Nor, he said, is it going to the “lower administrative level.” After the Princeton Review ranked the school’s financial aid and administration the worst in the country, Miller said the quality has only continued to diminish: “There just aren’t enough people who know how to get things done—they’ve been kind of squeezed out,” he said.

<A href=”http://www.paloaltoonline.com/news/2015/03/25/guest-opinion-the-sorrows-of-young-palo-altans”>Carolyn Walworth</a>: <blockquote>We are not teenagers. We are lifeless bodies in a system that breeds competition, hatred, and discourages teamwork and genuine learning. We lack sincere passion. We are sick.

We, as a community, have completely lost sight of what it means to learn and receive an education.

Why is that not getting through to this community? Why does this insanity that is our school district continue?

It is time to rethink the way we teach students. It is time to reevaluate and enforce our homework policy. It is time to impose harsher punishments upon teachers who do not comply with district standards such as not assigning homework during finals review time. It is time we wake up to the reality that Palo Alto students teeter on the verge of mental exhaustion every single day. It is time to realize that we work our students to death. It is time to hold school officials accountable. Right now is the time to act.</blockquote> 

Oxford:

ARE you sitting comfortably? Here is the Story of the Decline of the Academic Library.

Once Upon A Time libraries were the gatekeepers to most of the information students and academics needed. Books had the information and libraries had the books. Then one day the Big Bad Internet came along and made hundreds of millions of books, articles and manuscripts freely available to anyone with access to a computer. The library was no longer the only game in town. Most of today’s students have used computers since a young age and Googling is second nature to them. Why would they go to a library when they could find the answers from the comfort of their own home — or Starbucks?

Vanessa Romo:

But Hilary McLean, communications director for CORE, says the absence of an agreement on a three-tier system is not a deal breaker. Even without an agreement, “we believe that LAUSD will be in a position to submit an application,” she told LA School Report.

“This is also a somewhat iterative process,” McLean added, explaining that even after the district plans are submitted, “CORE is constantly in communication with the Department of Education so even as we meet certain deadlines on the calendar, we continue sharing information for their review purposes.”

The district will submit a proposal regardless of whether it can strike a deal with UTLA. But Cortines said in a statement today, “I think it’s important we do this together…It’s more powerful if we do it together.”

Teacher evaluations have been part of the current contract negotiations between the district and the union, which are now in the hands of a federal mediator who is not scheduled to meet with the sides again until April 6 and April 15.

The Economist:

“AFTER God had carried us safe to New England, and we had builded our houses, provided necessaries for our livelihood, reared convenient places for God’s worship and settled Civil Government, one of the next things we longed for and looked for was to advance learning and perpetuate it to posterity.” So ran the first university fundraising brochure, sent from Harvard College to England in 1643 to drum up cash.

America’s early and lasting enthusiasm for higher education has given it the biggest and best-funded system in the world. Hardly surprising, then, that other countries are emulating its model as they send ever more of their school-leavers to get a university education. But, as our special report argues, just as America’s system is spreading, there are growing concerns about whether it is really worth the vast sums spent on it.

The American way
The modern research university, a marriage of the Oxbridge college and the German research institute, was invented in America, and has become the gold standard for the world. Mass higher education started in America in the 19th century, spread to Europe and East Asia in the 20th and is now happening pretty much everywhere except sub-Saharan Africa. The global tertiary-enrolment ratio—the share of the student-age population at university—went up from 14% to 32% in the two decades to 2012; in that time, the number of countries with a ratio of more than half rose from five to 54. University enrolment is growing faster even than demand for that ultimate consumer good, the car. The hunger for degrees is understandable: these days they are a requirement for a decent job and an entry ticket to the middle class.

Akane Otani:

For a report released this week, the Georgetown University Center on Education and the Workforce analyzed job postings on 15,000 websites to see where jobs were most plentiful. Massachusetts, Delaware, and Washington produced the most job ads per college-educated worker, while West Virginia, Rhode Island, and South Carolina produced the fewest. “If you look at college degrees on average, the numbers on the payoff [for a degree] are very positive and powerful,” says Anthony Carnevale, director of the center and one of the report’s authors. But the return on investment for a college degree “really depends on not just your major, but also what part of the country you’re in.”

David Johns:

This school year is the first in U.S. history where the majority of public school students are non-white. Long referred to as “minority,” the term no longer applies.

This has huge implications for our schools and kids. As we seek to do more to support the learning and development of our most diverse group of American students yet, we face a major challenge. Today, while student demographics shift, our teaching force remains mostly white. African-American and Latino teachers comprise less than 15 percent of the teaching workforce. In over 40 percent of public schools there is not a single teacher of color. Working to close the teacher diversity gap stands as a critical element of our work to close the educational opportunity gap more broadly. As in all industries, we need leaders as diverse as the people they serve.

Erin Richards:

The new standardized state achievement exam has been in the works for years, and is expected to be a much better gauge of student performance than the old pencil-and-paper, fill-in-the-bubble Wisconsin Knowledge and Concepts Exam.

The Badger Exam will be taken online and should be tougher, because it will align with the more rigorous Common Core academic standards.

It was also designed to feature test questions that would automatically adapt to individual students’ skill levels, but that feature was dropped because it wasn’t ready.

Because of concerns about testing time, DPI also eliminated a set of performance tasks that were to accompany the English portion of the exam.

State officials blamed the problems on Educational Testing Service, the company it contracted to administer the exam. It has not yet paid anything to the company, DPI Spokesman John Johnson said in an interview Thursday.

Pasi Sahlberg:

Finland’s plans to replace the teaching of classic school subjects such as history or English with broader, cross-cutting “topics” as part of a major education reform have been getting global attention, thanks to an article in The Independent, one of the UK’s trusted newspapers. Stay calm: despite the reforms, Finnish schools will continue to teach mathematics, history, arts, music and other subjects in the future.

But with the new basic school reform all children will also learn via periods looking at broader topics, such as the European Union, community and climate change, or 100 years of Finland’s independence, which would bring in multi-disciplinary modules on languages, geography, sciences and economics.

It is important to underline two fundamental peculiarities of the Finnish education system in order to see the real picture. First, education governance is highly decentralised, giving Finland’s 320 municipalities significant amount of freedom to arrange schooling according to the local circumstances. Central government issues legislation, tops up local funding of schools, and provides a guiding framework for what schools should teach and how.

Miriam Jordan:

scholarships offered by oil-rich Gulf states such as Saudi Arabia.

Cash-strapped public universities also are driving the trend, aggressively recruiting students from abroad, especially undergraduates who pay a premium compared with in-state students.

There are 1.13 million foreign students in the U.S., the vast majority in college-degree programs, according to a report to be released Wednesday by the Department of Homeland Security. That represents a 14% increase over last year, nearly 50% more than in 2010 and 85% more than in 2005.

Phil Hill:

While I am entirely sympathetic to the need and desire to lower textbook and course material prices for students, no one is served well by misleading information, and this information is misleading. Let’s look at the actual sources of data and what that data tells us, focusing on the aggregate measures of changes in average textbook pricing in the US and average student expenditures on textbooks. What the data tells us is that the answer is that students spend on average $600 per year on textbooks, not $1,200.

First, however, let’s address the all-too-common College Board reference.

The Economist:

The SHSAT also faces a legal challenge. The NAACP, the country’s biggest civil-rights legal defence fund, joined others in 2012 to file a suit demanding changes in admissions procedures. New York City’s public schools, the suit claims, are among the most racially segregated in the country.

Do they have a case? Asians make up more than 70% of pupils at Stuyvesant; blacks and Hispanics combined make up 3%, and falling. White pupils took 80% of places in 1970; now it is less than 25%.

But Asian-Americans are also a minority, says Tina Jiang, Harvey’s 16-year-old sister, who already goes to Stuyvesant. And many are also poor. Almost half of Stuyvesant’s pupils qualify for free lunches. The difference, according to Clara Hemphill, who runs a service that reviews public schools, is the “culture of test prep” among Asians: “Even families of modest means will put their kids through that.”

Chalkdust.

Carl Campanile:

More parents than ever are trying to get their kids into Success Academy charter schools, according to figures released Monday.

With 10 days until the deadline, 19,000 applications have already been filed for 2,688 seats this fall — or about seven requests for every opening, the charter network reported. Last year, there were 14,400 students trying to snare 2,870 slots.

The number of applicants has soared 57 percent over two years ago as top-performing Success Academy expands its foothold.

“These numbers reveal the sad truth about the lack of educational options in New York City,” said Success Academy founder and CEO Eva Moskowitz. “Parents are desperate for better schools. It’s heart-breaking that the wait lists just grow longer each year.”

Charles Murray:

Spring is here, which means it’s time for elite colleges to send out acceptance letters. Some will go to athletes, the children of influential alumni and those who round out the school’s diversity profile. But most will go to the offspring of the upper middle class. We all know why, right? Affluent parents get their kids into the best colleges by sending them to private schools or spending lots of money on test preparation courses. Either way, it perpetuates privilege from generation to generation.

The College Board provides ammunition for this accusation every year when it shows average SAT scores by family income. The results are always the same: The richer the parents, the higher the children’s SAT scores. This has led some to view the SAT as merely another weapon in the inequality wars, and to suggest that SAT should actually stand for “Student Affluence Test.”

It’s a bum rap. All high-quality academic tests look as if they’re affluence tests. It’s inevitable. Parental IQ is correlated with children’s IQ everywhere. In all advanced societies, income is correlated with IQ. Scores on academic achievement tests are always correlated with the test-takers’ IQ. Those three correlations guarantee that every standardized academic-achievement test shows higher average test scores as parental income increases.

Sophie Monk:

A few days ago, audio emerged from negotiations between university management and members of the Free Education occupation of Rootes Building from last term. The recording features our Academic Registrar Mike Glover and head of security Mark Kennel telling students that the only way to make their complaint heard is through something called the ‘democratic channels’ of the university.

In other words, if you have a problem, it can only be mediated through the student’s union. We are certainly lucky to have an SU that supports and sympathises with our aims, but how is it that the terms of our dissent are now being dictated to us by the object of that dissent – by the very structure we oppose?

This is problematic firstly because the notion that the university is responsive and cooperative with our legitimate concerns, is patently a lie. Since presenting our reasons for fossil fuel divestment to the university’s finance managers last spring, followed by submissions of letters of support from members of our sabbatical team and university staff, we have been persistently ignored and stalled at every turn. Every attempt at dialogue has been met with shallow attempts to distract and repress us, and the promise of these issues being taken to Council has been repeatedly postponed, from February, to May, to July.

Kate Taylor:

“In New York last year, about 99 percent of the teachers were rated effective while only 38 percent of high school graduates are ready for college or careers,” he wrote in an op-ed article in Newsday this month. “How can that be?” (During his State of the State address, he was even more blunt, calling it “baloney.”)

The governor’s proposal, which is strongly opposed by the state’s teachers’ unions, would reduce the weight of principals’ observations to just 15 percent of a rating. The judgment of an independent evaluator from outside the school would make up 35 percent. Fifty percent would be based on how much students improved, or slipped, on state exams; alternative measures would be used for teachers whose subjects do not include state exams, like art and physical education.

Whether the Legislature will go along with his plan is still unclear. But if nothing else, the fight between the governor and what seems like every principal, teacher and parent-teacher group in the state shows the enduring difficulty of finding an evaluation system that works.

Mariko Oi:

A few hours later, they queue quietly before being served their lunch.

Towards the end of their education this conformist attitude is still evident. Each year, more than half a million university students start looking for work together.
The first step is to perfect a handwritten resume, or CV, because many in Japan believe that students’ characteristics and personalities can be judged by the way they write.
All dressed in a black “recruit suit”, they then visit hundreds of companies. Bold hues of black, navy or dark grey are the recommended colours for their job-hunting suits.
Stripes are not encouraged. According to the teachers and career counsellors, it is considered risky to be fashionable.

<A href=”http://www.nytimes.com/2015/03/25/business/economy/grading-teachers-by-the-test.html?smprod=nytcore-ipad&smid=nytcore-ipad-share“>Eduardo Porter</a>: <blockquote>The question is, what will happen when teachers are systematically rewarded, or punished, based to some extent on standardized tests? If we really want our children to learn more, the design of any system must be carefully thought through, to avoid sending incentives astray.

“When you put a lot of weight on one measure, people will try to do well on that measure,” Jonah Rockoff of Columbia said. “Some things they do will be good, in line with the objectives. Others will amount to cheating or gaming the system.”

The phenomenon is best known as Goodhart’s Law, after the British economist Charles Goodhart. Luis Garicano at the London School of Economics calls it the Heisenberg Principle of incentive design, after the defining uncertainty of quantum physics: A performance metric is only useful as a performance metric as long as it isn’t used as a performance metric.</blockquote> 

The Economist:

GOING into the offices of the National Co-ordinator of Education Workers (CNTE) in Oaxaca, a city 350km (220 miles) south-east of Mexico’s capital, is like entering a world of rebellious teenagers rather than teachers. Graffiti are scrawled on the walls and posters denounce “state terrorism”. The trade union’s radio station, Radio Plantón (Demonstration Radio), rails against President Enrique Peña Nieto’s education reforms, which it blames on the IMF and other capitalist bogeymen.

In the main square nearby, the CNTE’s Oaxaca chapter, known as Section 22, maintains a campsite occupied by teachers not a bit repentant about abandoning their classrooms for weeks on end. Drivers have adopted a pragmatic response to the teachers’ frequent road blocks: they use a GPS app called, appropriately, S-22 to avoid them. The state government is just as anxious to keep out of the way. It is wary of a repeat of a crisis in 2006, when a teachers’ strike turned into a violent rebellion that shut down parts of the city for months.

Max Ehrenfreund:

Finland’s classrooms are very different from America’s — far more permissive, with less of an emphasis on academics. There are no standardized tests until high school, and children get 15 minutes of recess in between lessons — more than an hour of recess a day. “Play is important,” one Finnish teacher told the Smithsonian magazine. “We value play.”

Yet Finnish kids always get good grades on comparisons of student achievement between countries. Their average scores on the Program for International Student Assessment, a test that’s given to 15-year-olds in 65 countries, are among the highest in the developed world. As a result, critics of education reform in the United States often cite the Finnish example. It’s a stark contrast to America’s reliance on using test scores in public school teacher evaluations, or the strict, “no-excuses” model of discipline in charter schools that many have touted as improving academic results.

Now, Finnish schools are embracing an even more radical approach to teaching. One major initiative is to encourage teaching by topic instead of by subject. According to The Independent, instead of teaching geography and foreign language classes separately, teachers will ask kids to name countries on a map in a foreign language. Instead of separate lessons on history and economics, they’ll talk about the European Union.

Charles Hugh-Smith:

ote to the higher education industry: issuing diplomas doesn’t magically create new jobs in the real world.

By virtually any standard, wealth inequality has soared to historic levels in the six years of “recovery” since the Great Recession of 2008-09. Economist Emmanuel Saez, who has long collaborated with Thomas Piketty, described the recent extremes of wealth inequality in a recent paper Striking it Richer: The Evolution of Top Incomes in the United States, which provides an in-depth look at the widening gulf between the top 1% and the bottom 90% from 2009 to 2012.

Here is a chart of the top 10% share of income, based on their research (the note in red marking the beginning of financialization in 1982 is my own):

Drew Magory:

I never took an AP course in high school. I’m pretty sure it was because I never qualified for it (I went straight B-minuses throughout my high school career), but it was also because I went to school back when taking AP courses wasn’t the dire necessity that it is for today’s students. According to this article, taking just one AP course now doubles your odds of getting a college degree; according to this other article, “Approximately 85 percent of selective colleges and universities reported that they looked at whether or not a student had taken an AP course to make their admissions decision.”

In other words, if you haven’t taken an AP class, you are fucked. Or, at the very least, you will feel as if you are inadequate, dumb, and doomed to a life of washing cheese off of fajita platters at the local Don Pablo’s. Students and parents alike know all this by now: They also know that doing well in an AP course gets you college credit (and I like that you can learn so much in high school that expensive colleges will be like, “Yeah, you don’t have to learn as much here”). I wonder if there are advanced placement courses WITHIN the AP infrastructure, so that Harvard can only admit kids who have taken AP AP AP AP calculus. I have children in the public school system, and I’m already a bit intimidated by all this potential AP jockeying. It lords over everything.

Jonathan Grey:

On 24 February 2015, mounted police, live television crews, protestors and crowds of onlookers surrounded a building called the Bungehuis, a six storey art deco style construction that currently houses the University of Amsterdam’s humanities faculty. The building is scheduled to be converted into a luxury hotel and spa complex as part of an international chain of private members’ clubs called Soho House.

Only 11 days earlier dozens of students had occupied the Bungehuis in response to a programme of sweeping changes that the university’s administration was apparently unwilling to discuss.

The students’ demands for a “new university” included greater democratisation of university governance, greater transparency of the university’s finances, halting plans to restructure and cut a number of departments, a referendum on plans for departmental mergers with other universities, better conditions and protections for temporary staff, and an end to risky financial and property speculation with university funds.

The pretext for the cuts and structural changes being opposed is an unprecedented crisis in the university’s finances – including a deficit rumoured to be up to €12m or €13m, according to an internal letter sent by a professor.

Alan Smith:

After 114 years of educating young women in rural Virginia, Sweet Briar College recently announced that the 2015 academic year would be its last. It’s closing its doors, administrators say, because its model is no longer sustainable.

There are plenty of people coming out of the woodwork to explain Sweet Briar’s problems. Dr. James F. Jones, the school’s president, claims that there are simply not enough people who want to attend an all-women’s rural liberal arts school (though application numbers and some pundits disagree); he blames the discount that the school was giving to low-income students for the institutional budget shortfall. Billionaire investor Mark Cuban says that Sweet Briar has fallen victim to the student loan bubble and that students are unwilling to commit the money to attend, which sounds a lot like the blame-the-homeowner narrative that came out of the 2008 financial crisis. Others are wringing their hands that small colleges in general are doomed.

These takes are varied and complex, but they are all missing an important point: that predatory banking practices and bad financial deals played an important and nearly invisible role in precipitating the school’s budget crisis.

A quick look at Sweet Briar’s audited financial reports (easily available in public records) reveals enough confusing and obfuscating financial-speak to last a lifetime, but a few days of digging did manage to unearth a series of troubling things.

Ricardo Lopez:

More than two-thirds of Minnesotans believe performance, not seniority, should be the deciding factor in determining which teachers keep their jobs when public schools conduct layoffs.

The Star Tribune Minnesota Poll, taken March 16-18, found that 68 percent of the state’s residents say layoffs should be based on a teacher’s performance, as measured by recently implemented state evaluation standards.

Support for performance over seniority was strong across the state, among all age groups, and across party lines.

Fewer than one in five Minnesotans agree that seniority should continue to be the primary factor in determining who loses their jobs, as currently dictated by state law and union contracts.

“Experience does come with teaching for a number of years, but I don’t think it should be the only factor in teachers being laid off,” said Janelle Kanz, 77, a retired educator and Winona resident. “Seniority is for the advantage of the teacher. Performance is for the advantage of the student.”

Matthew T. Hora and Ross J. Benbow and Amanda K. Oleson :

While touring a factory in northern Wisconsin that makes millions of aluminum cans on a daily basis, we asked the plant manager whether he thought regional colleges and universities were meeting his company’s needs. He looked surprised by the question and answered, “You can’t teach [in a classroom] the way we make cans here.” If he had employees with basic skill sets in the field, he said, his company could train new hires to use their machinery and learn their procedures.

Similarly, the human resources director of a large plastics manufacturer told us, “As long as [employees] have the basic knowledge and certain abilities, we can typically teach them the skills that they need on the job — that’s the bottom line.”

Such responses beg the question: What are these fundamental, even nonnegotiable skill sets that employers seek in their employees? This is a question that our research group is investigating within the biotechnology and advanced manufacturing industries in Wisconsin. As part of a three-year study, we have interviewed over 150 C.E.O.s, plant managers and human resource directors in companies large and small, as well as educators and administrators at two- and four-year colleges and universities across the state, asking them about the skills and aptitudes required to succeed.

Evan Osnos:

His message centered on the key to answering that question and is at the heart of the mission of the Zeidman lecture: knowledge. The more average citizens of each country know about each other, the better off the relationship between the two countries will be.

That knowledge, however, has to be accurate.

In pre-Obama, pre-iPhone 2007, a study of Chinese high school students asked them to think of America and name the first five words that came to mind. Bill Gates, Microsoft, the NBA, Hollywood, democracy, presidential elections, 9/11, Bin Laden, McDonald’s, oil, “police officer to the world,” and Harvard and Yale made the list.

“That’s a kaleidoscopic image of the US to us,” says Evan, adding that this is the same kind of partial-picture portrait that we have of China.

He noted that, “For a long time, those things were so out of reach for most people. That’s changing incredibly fast.” Chinese citizens, mainly the middle class, are traveling to the West more than ever now. And, as he personally saw while living there, they are extraordinarily hungry for information about the rest of the world—information that they did not have access to, and still need more of.

Anne Cadet:

“My parents are psyched,” said student Sarah Fader.
“My fake parents are psyched,” said Ms. Devereux.

“I need to find some parents,” said Mr. Chu.

During the arts-and-crafts session, Ms. Fader, a 35-year-old Park Slope mother of two, decorated a folder with purple finger paint and sequins. “I despise organization, so I’m trying to embrace this,” she said.

She is a substitute teacher, blogger and the CEO of a fledgling mental-health nonprofit with chapters around the globe. There is not much time in her schedule for fun. “It sounded so freeing, to go play and not deal with adult problems,” she says of the preschool.

The very notion of a preschool for adults has inspired a lot of negative commentary online, much of it unprintable.

Michael Conway:

Before the release of Selma, I wonder how many people ever reflected on President Lyndon B. Johnson’s attitude toward the 1965 marches in Selma. I wonder if anybody thought that conventional wisdom afforded him either too much or too little credit for the Voting Rights Act. I imagine that Johnson’s legacy was not on the average American’s radar until Selma ripped it into the public consciousness.

The movie compelled many Americans to reconsider their perceptions of Johnson. The curators of his legacy lambasted the film for portraying the 35th president as a prickly antagonist to Martin Luther King Jr., asserting that the film unfairly reduces Johnson to an irascible politician who was forced by King into advancing the Voting Rights Act. Joseph A. Califano Jr., Johnson’s top assistant for domestic affairs from 1965 to 1969, wrote in the Washington Post that Selma distorts these facts so considerably that the movie “should be ruled out this Christmas and during the ensuing awards seasons.” Selma director Ava DuVernay fired back, tweeting that the “notion that Selma was LBJ’s idea is jaw dropping.”

Robert Eaglestone:

These seem to be very bad times for graduate research students in the arts and humanities, the intended audience for this book. The job market is not great; funding is scarce; casualisation, which might appear to serve grad students but actually exploits them, proceeds apace; the smooth, high walls of the ivory tower seem ever more exclusive and imposing; the groves of academe (odd, I’ve always thought, to have groves inside a tower) ever more remote. Even from the pages of Times Higher Education, our little world’s local paper, opinion pieces declare that, to prevent them getting “exalted notions of themselves” (forfend!), researchers in the arts and humanities should realise that they are simply “trainspotters in their field” about whom no one cares (wait: trainspotters in a…field?). Instead of doing research, it’s argued, they should simply teach, concentrating, as Jorge of Burgos demands, in Umberto Eco’s bestselling 1980 novel The Name of the Rose, on “the preservation of knowledge” or at best “a continuous and sublime recapitulation” of what is known.

Into this bleak picture comes the first English translation of Eco’s How to Write a Thesis, continuously in print in Italy since 1977. That was a long time ago in academia, and, at first sight, lots of this book looks just useless, rooted in its historic and specific Italian context. Who uses index cards any more? (I mean, I used to, but I wrote my PhD on a computer with no hard drive, using 5¼-inch diskettes, when the internet was still for swapping equations at Cern or firing nukes at Russia.) Who has typists copy up their thesis? The sections on using libraries and research sources sound like an account of a lost, antediluvian culture.

Corey Robin:

Facebook can be a weird place on Martin Luther King Day. Some of my friends post famous passages from MLK’s speeches. Others post statistics on racial inequality. Still others, mostly white parents, post photographs of their children assembled in auditoriums and schoolyards. These are always hopeful images, the next generation stirring toward interracial harmony. Except for one thing: nearly everyone in the photos is … white.

In her public school this year, my first-grade daughter learned that Daisy Bates helped integrate the Little Rock schools. She knows that Ella Baker, someone I’d never heard of till I went to college, was part of the civil rights movement. Meanwhile, her school has a combined black and Latino population of 15 percent, down from nearly 30 percent just seven years ago.
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In school, white children are taught to be conscious of race and racism in a way I never was when I was as a kid in the 1970s. Yet they go to schools that are in some respects more segregated now than they were in the 1970s. In 1972, under Richard Nixon, 36 percent of black students in the South attended white-majority schools. By 2011, under Barack Obama, that number had plummeted to 23 percent. In every region of the country, a higher percentage of black students go to nearly all-minority schools than was the case in 1988. The same is true of Latino students in the South, the West and the Midwest.

Related: One size fits all vs. increased rigor and expanding the least diverse schools.

Room for Debate:

A recent article about the demand for welders in Texas and the Gulf Coast region highlighted a growing partnership between the energy industry and community colleges. As the economy still struggles, and a so-called skills gap persists, who should pay for workers’ training?

Yet, we spend more than any other country. What’s missing?

Margaret Andrews:

I’ve worked in management education for over fifteen years and continue to do so because I believe that developing management talent is important, the need is universal and growing, and that how we develop talent will continue to evolve. While educating managers is expensive, not educating them is even more costly – to the individuals they manage, the companies they run, and the societies in which they live.

All of this said, the management education landscape is evolving rapidly, offering both opportunities and threats for universities and their business schools. New players are entering the market, students have an expanding array of offerings – and providers – from which to choose, the need for internationally-savvy managers is increasing, society questions the value of what business schools produce in terms of research and student skills, and technology is changing the way we think about and deliver education – and has the potential to create new winners and losers in the m

American Academy of Arts & Sciences (PDF), via a kind Richard Askey email:

The Academy is also working with the university community to identify steps that could be taken on campuses across America to advance the recommendations from Restoring the Foundation. Com- mittee member Venkatesh Narayanamurti (Harvard University) presented the report at the November 2014 annual meeting of the Association of Public and Land-grant Universities as part of a panel moderated by Kelvin Droegemeier, Vice President for Research at the University of Oklahoma and Vice Chair of the National Science Board. The Academy is now working with Dr. Droegemeier to orga- nize a conference in the summer of 2015 that will convene univer- sity research vice presidents and state officials from nsf epscor (Experimental Program to Stimulate Competitive Research). The objective of the meeting is to foster new interinstitutional collab- orations that encourage the sharing of experience and the rapid adoption of innovative policies and practices.

The conversations taking place across the country will provide a venue for a system-wide assessment of progress on overcoming barriers to the discovery of new scientific knowledge and technol- ogies, the translation of these discoveries to business and industry, and the training of a future stem workforce that is commensurate with maintaining America’s position of scientific leadership in the world. Together, they will ensure that Restoring the Foundation–and similar reports from other organizations–do not fade from the col- lective consciousness, but continue to drive thoughtful discussions for years to come.

Robert D. Ballard video presentation.

Alan Borsuk:

Some of the best schools in Milwaukee are independent charters, Ziebarth said, and he’s right. Later Wednesday, I got a news release from a reputable research organization known as CREDO at Stanford University, which found that students in independent charter schools in Milwaukee were making more progress overall than students in Milwaukee Public Schools.

Why aren’t there more green lights to create such schools? Ziebarth asked. Good question.

Then, in the afternoon, I got a call encouraging me to take an interest in a statement signed by the leaders of more than 30 government and nongovernment bodies involved in Milwaukee’s complex education scene. A lot of them aren’t known for cooperating with one another, and this was an encouraging example of working together, initiated by the Milwaukee Succeeds campaign.

Many of the signers have bigger fish to fry with the Legislature and state budget now. But they set that aside to support a relatively modest request for $250,000 in each of the next two years to increase tutoring in reading for children in all types of schools. One of the most shocking statistics about Milwaukee as a whole is that close to six out of seven third-graders do not read proficiently.

Madison School District (PDF):

Purpose Overview

“Great teaching matters most! Great teaching, when well defined and supported, benefits all students and should serve as the foundation for success” (MMSD Strategic Framework, 2013). This will serve as the focus of our teacher teamwork. Teacher teams will use data to inform their long-term and short-term planning and to monitor implementation and outcomes throughout the year. Teams will demonstrate effective data use, analysis, and instructional planning that is communicated with other school teams as needed. The Teacher Team Toolkit provides a set of guidelines and resources to support the important work of teacher teams.

Overview
The Teacher Team Toolkit begins with the MMSD Great Teaching
Framework. This is followed by information on Multi-Tiered System
of Supports (MTSS) and how teacher teams fit into MTSS. Together,
these frame MMSDs effective teaching practices and the work of
highly effective teacher teams. The toolkit is then organized into
five sections. The first section, Prepare for Success, provides
guidance on developing collaborative and effective teacher
teams. This is followed by the components of the Great Teaching
cycle. At the center is Culturally & Linguistically Responsive Practices. Around this is Plan, Teach, Reflect & Adjust. As teacher teams move through the cycle, they intentionally ask and answer: What do we want all students to know and be able to do? How will we know they have learned it? What instructional strategies will we use? and How will we respond when they haven’t learned it? or What do we do for those who already know it?

Within each of these components, the toolkit provides:

An overview of the section
The actions teacher teams take
The purpose
The tools and resources to support actions

Great Teaching Matters Framework (PDF):

Strengthening core instruction through weekly planning that focuses on the Great Teaching cycle.

Great Teaching Matters (PDF):

Research shows that the teacher is the strongest school-based predictor of student success (Cantrell, S. & Kane, T., 2013). MMSD’s Great Teaching Matters Framework communicates the district’s vision and goals for effective teaching that is responsive to the cultural and language assets of all students. This vision is grounded in a commitment to all students as we prepare them to be college, career and community ready. Culturally and linguistically responsive practices are at the center and embedded throughout Great Teaching. The plan, teach, reflect and adjust cycle represents key teacher actions that advance students learning.

Solidarity Newsletter, via a kind Jeanie Kamholtz email (PDF):

Plan now to attend one of the MTI ALL-MEMBER meetings scheduled for the week of March 23. Because of the importance of the Employee Handbook, MTI has scheduled meetings, hopefully one convenient to all members, on March 23, 24 and 26.

Governor Walker’s 2011 Act 10 eliminated all public employee collective bargaining agreements (except for police and firefighters) and mandated that terms and conditions of employment be placed in an “employee handbook.” Of 424 Wisconsin school districts, MTI members have the benefit of the only Contracts which run through the 2015-16 school year. It has been agreed that the various current Collective Bargaining Agreements will be the foundation of the handbook. A joint Union/District committee is now in the process of developing the handbook. Union committee members include five MTI appointees; two from AFSCME and one from the Building Trades Council. Three building principals and five other administrators round out the joint committee.

The handbook will replace the Collective Bargaining Agreements when they expire at the end of the 2015-16 school year. Come and learn about the handbook development process, and share your thoughts about what you believe the Union’s priorities should be.

Much more on the “employee handbook“, here.

Kabir Chibber:

Finland already has one of the best school education systems. It always ranks near the top in mathematics, reading, and science in the prestigious PISA rankings (the 2012 list, pdf) by the Organisation for Economic Co-operation and Development. Teachers in other countries flock to its schools to learn from a country that is routinely praised as just a really, really wonderful place to live.
But the country is not resting on its laurels. Finland is considering its most radical overhaul of basic education yet—abandoning teaching by subject for teaching by phenomenon. Traditional lessons such as English Literature and Physics are already being phased out among 16-year-olds in schools in Helsinki.

Instead, the Finns are teaching phenomena—such as the European Union, which encompasses learning languages, history, politics, and geography. No more of an hour of history followed by an hour of chemistry. The idea aims to eliminate one of the biggest gripes of students everywhere: “What is the point of learning this?” Now, each subject is anchored to the reason for learning it.

Stephanie Simon:

But Pearson is hardly the only company keeping a watchful eye on students.

School districts and colleges across the nation are hiring private companies to monitor students’ online activity, down to individual keystrokes, to scan their emails for objectionable content and to scrutinize their public posts on Twitter, Facebook, Vine, Instagram and other popular sites. The surveillance services will send principals text-message alerts if a student types a suspicious phrase or surfs to a web site that raises red flags.

Juniper Russo:

My first clue that I gave my child autism came when she was in the middle of an evaluation by a speech-language pathologist at two and a half years of age. The therapist had noted that her eye contact was poor, but acceptable for her age.

“Oh,” I explained, looking straight at my lap, “Well, that’s probably a learned behavior. We just don’t really ‘do’ eye contact in our little family. I’ve never been much of an eye contact type.”

The speech therapist bit her lip.

The same pattern was played out time and time again as we danced between physical therapists, occupational therapists, speech therapists, neurologists, psychologists, and teachers.

“No, she’s not potty-trained, but I still had accidents all the way into second grade. It just runs in the family.”

“Hyperlexia? Yeah, she’s a great reader. My family is full of early readers.”

“Picky eating is just something she got from me. I don’t like food much. And as a kid, I would completely flip out if someone tried to make me eat with a spoon or eat foods that had touched each other on my plate. No big deal.”

“Clumsiness runs in the family. I couldn’t ride my bike until I was eight, so the motor delays are just in her DNA, that’s all.”

“Oh, sure, she won’t wear her pants correctly, but that’s just another thing she got from me. You should have seen how I use to shriek if someone put a turtleneck on me!”

Jim Schutze:

From the very beginning, top Texas legislators and key officials at the University of Texas have offered only one response to revelations of wrongdoing brought forward by UT System Regent Wallace Hall of Dallas — absolute denial, backed up by a yee-haw hog-hunting bloodlust for Hall’s scalp. The more they do it, the deeper they dig.

In the last few days, the corrupt practices discovered by Hall — funny money at the law school, secret backdoor admissions for relatives of legislators, bogus accounting of endowment funds and more — have spurred a cascade of negative external consequences for UT.
Plaintiffs in the longstanding Abigail Fisher reverse discrimination litigation this week filed a new writ in the U.S. Supreme Court charging that the university’s system for achieving racial diversity “is a sham,” citing evidence first discovered by Hall and confirmed in subsequent investigations.

The American Council of Trustees and Alumni in Washington yesterday issued a blistering condemnation of efforts we told you about here Monday by a state senator who wants to pass a law against university trustees asking too many questions. Citing the Enron debacle, the council warns that putting directors in blindfolds and handcuffs is exactly the wrong way to go in seeking institutional responsibility.

No shit.

See also: Senate Bill Aims to Improve UT Oversight by Blinding Regents

Just in case somebody thought there was anything “conservative” about Amarillo Republican state Senator Kel Seliger’s attempt to hog-tie university trustees and regents, the Texas Public Policy Foundation, a conservative think tank in Austin, weighed in yesterday: Thomas K. Lindsay, director of the foundations’ Center for Higher Education, wrote an open letter to Seliger explaining to him the concept of fiduciary responsibility:
“‘Fiduciary'” derives from the Latin fiducia, for ‘trust,'” Lindsay told Seliger. “A trustee possesses the legal power and duty to act on behalf of others, both the school and the Texas citizenry, under conditions requiring both complete trust and complete openness.”

It’s the same thing lawyers hired by a faked-up impeachment committee in the Legislature told the committee about the charges it wanted to bring against Hall for asking too many questions: Asking questions was the dude’s job, people. You’re supposed to ask questions, too, you know.