Alan Borsuk:

When people talk about how to improve a school, they often focus on things such as reading or math programs.

These can be important. But if you’re looking for the real drivers of quality, look to the people working at the school and the culture they create. That’s the conclusion of a team of veteran educators that looked at five successful schools in Milwaukee over the last couple years.

The five schools have a range of approaches on how and what to teach. With such differences among them, the team, including four University of Wisconsin-Milwaukee education professors and a retired suburban principal, wanted to find out what the schools have in common that underlies their success.

“That’s what the struggle is — trying to find, what is it? What is it?” said Julie Kremer, the retired principal.

So, with underwriting from the Suzanne & Richard Pieper Family Foundation, they immersed themselves in the schools. The five researchers were Robert Kattman, a former North Shore superintendent and retired director of the UWM charter schools office; Paul Haubrich, also a retired head of the charter office; Alfonzo Thurman, former dean of the UWM School of Education; William Kritek, a retired professor; and Kremer.

The five schools they examined were Milwaukee College Prep, Woodlands School, Bruce-Guadalupe Community School, Seeds of Health Elementary School and Young Leaders Academy. As part of the shrinkage of the Milwaukee YMCA, which previously ran Young Leaders, that school is now part of Milwaukee College Prep. At least 90% of the students at all but Woodlands are either African-American or Hispanic.

The report cards for individual schools and districts across Wisconsin, released last week by the state Department of Public Instruction, show why the five deserved attention.

Richards Adams:

Birmingham’s troubled maintained and academy schools are to be overseen by education troubleshooter Sir Michael Tomlinson, the former Ofsted chief inspector, the Department for Education has announced.

Tomlinson, 71, is to take charge of the city’s state schools for a year and attempt to repair the damage done by the so-called Trojan Horse affair that alleged the existence of an attempted takeover of several schools in Birmingham orchestrated by conservative Islamists.

Dan Berrett:

Student course evaluations are often misused statistically and shed little light on the quality of teaching, two scholars at the University of California at Berkeley argue in the draft of a new paper.

“We’re confusing consumer satisfaction with product value,” Philip B. Stark, a professor of statistics at Berkeley, said in an interview.

“An Evaluation of Course Evaluations,” which he wrote with Richard Freishtat, senior consultant at Berkeley’s Center for Teaching and Learning, lays out a mathematical critique of the evaluations and describes an alternative vision for analyzing and improving teaching.

Even though evaluations have become ubiquitous in academe, they remain controversial because they often assume a high-stakes role in determining tenure and promotion. But they persist because they are easy to produce, administer, and tabulate, Mr. Stark said. And because they are based on Likert scales whose results can be added and averaged, he said, they offer the comfort of a number. But it is a false kind of security. “Averages of numerical student ratings have an air of objectivity,” the authors write, “simply because they are numerical.”

Erin Richards:

Less than a year after shunning a cash offer from a private school operator for the empty Malcolm X Academy building, MPS is cutting ties with the developer it commissioned to renovate the site — but not before paying at least about $500,000 toward the $1 million worth of work the developer has billed so far.

The split marks the end of a public-private partnership championed by former Milwaukee Public Schools Superintendent Gregory Thornton as “probably the best deal in town” for taxpayers just 11 months ago. The district now says it will proceed independently and hire a new construction manager for the building and sprawling 5-acre parcel at 2760 N. 1st St.

The latest twist was set in motion by a new agreement the Milwaukee School Board approved after meeting in closed session.

At the moment, the district and the developer — 2760 Holdings LLC, formed by Dennis Klein of KBS Construction and James Phelps of JCP Construction — disagree on how much it will cost to settle up on the work done so far. The developers want close to $1 million; MPS says it has determined the cost of the work done to be just under $500,000. The parties are meeting Tuesday to discuss the situation.

The reason for the split depends on whom you talk to.

Erbert Johnson, chief of staff in MPS, said the developer made what the district considered a “questionable request,” prompting the district to seek another partner.

63 Page Madison School District 2MB PDF.

Reading goes unmentioned, despite the District’s long standing disastrous results.

Maura Smale and Mariana Regalado

Information and communications technology (ICT) has become indispensable in the twenty-first century and is integral to the undergraduate student experience. From standard productivity software to specialized multimedia applications, from online research to course management systems, undergraduates use technology throughout their academic experience. Despite the persistence of the digital native image in the media, however, not all college students own and use these technologies to the same extent, which can hamper their ability to use ICT effectively for academic purposes. At the same time, budget pressures and restructuring discussions mean that colleges increasingly adopt academic technologies to help address some of the challenges facing higher education. How does this rising use of academic ICT change students’ experiences?

Academic institutions and higher education research organizations use data to make decisions about student services and academic technologies, yet much of the data collected is quantitative. Although surveys can show how many students own a smartphone or how long each student commutes to campus, they tell us little about the lived experiences of our students. In contrast, qualitative research lets us hear student voices and can add valuable detail about the college experience; that, in turn, can inform and guide faculty and administrative decisions about instructional technologies for student use.

This article explores aspects of how students use ICT in college. During a multi-year qualitative study of undergraduates at six colleges at the City University of New York (CUNY), we interviewed students and faculty to learn how, where, and when students accomplished their academic work. Among many findings, our study gave us a glimpse into the student experience of using technology, including its use in visible places such as the classroom, library, and computer lab, as well as in places we rarely see students, such as in the home and on the commute. We learned from students about how their uses of ICT — including cellphones and laptops, printers and computer labs — both enabled and constrained their academic work while on and off campus.

Jonah Birch & Paul Heideman

The only thing more predictable than riots in the United States’ dilapidated cities is the outpouring of moralizing pseudo-explanations that accompany them. In this, as in so much else, Ferguson has been no exception. Between riffs on the venerable trope of “outside agitators,” commentators groping for an explanation of the uprising have seized on another, equally well-established mythology: the idea of a culture of poverty among black Americans.

Racists began blowing on this particular dog-whistle as soon as the murder of Michael Brown began to attract national attention. No doubt in the coming months it will only get louder. As the sheer scale and brutality of racial inequality in the US comes, however hazily, into popular focus, conservatives across the country will, much like Zionists suddenly concerned with the fate of the Syrian uprising, suddenly evince an intense preoccupation with the lives of black Americans. We will hear how welfare has made blacks dependent on the government, has broken up the black family, and has encouraged a culture of criminality and violence (as evidenced by all that rap music).

Amy Binder:

In 2010, Bastian Nichols moved into his freshman dorm at Harvard without much thought of what he would do after graduation. He felt sure that in time he’d find a career that matched his passions (among them, journalism and travel), but while in college he would experiment at becoming “a more interesting person.”* His concentration in psychology and comparative literature matched his general philosophy. So did his choice of summer jobs, which ranged from leading a bike trip through Austria and working in a theater in Croatia to doing post-production work in an Italian film company.

Yet, as senior year approached, Nichols began to feel anxious about life after Harvard. He described being “scared because I was like, ‘Crap, I’ve got a year left, and I just don’t even know what I could possibly do.’” Feeling he had few choices, in the early weeks of his senior year Nichols began working with Harvard’s Office of Career Services to find a job in management consulting. Much to the dismay of peers who thought that at least he would be a holdout, he will begin his job at one of the country’s top three consulting firms this fall.

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

Governor Walker’s Act 10 requires public sector unions, except police & fire, to engage in annual recertification elections, in order to retain their status as the representative of the employees in their bargaining unit. Even though MTI’s certification goes back to 1964, and it has represented MMSD employees and negotiated Contracts for them beginning with the 1964 Collective Bargaining Agreement for teachers, Walker’s signature legislation Act 10 mandates that MTI participate in a recertification election. The election by all MTI represented District employees will be conducted between November 5 and November 25 via telephone or on-line balloting (more detailed information will be forthcoming).

Why is recertification important? The recertification election will determine whether MTI will continue to be the legally recognized “certified representative” for the following year. While there were processes available in prior law for a Union’s certification to be challenged by dissatisfied employees, Walker’s Act 10 forces such elections annually. And to make recertification more difficult, unlike political elections where the candidate with the most votes wins, Act 10 requires that to win recertification, the union must win 51% of all eligible voters. Between now and November 25 we will use this space to highlight a number of reasons why recertification, and your participation in it, is important.

Reason #1- Standing Together – When one votes to recertify MTI, that individual is voting to “stand together” to support one’s profession and colleagues. A YES vote sends a message to policymakers that employee groups stand together on important issues that affect their profession, schools and students – such as reasonable class size, sufficient planning time, effective professional development, fair compensation and a host of other work-related, professional and economic issues. Standing together provides a stronger voice than one has individually.

Ry Rivard:

A trio of senior college enrollment officials gave a peek into how they decide which students to recruit. The process now involves number-crunching students’ demographic and economic information — not just sending chipper ambassadors to every nearby high school, mailing glossy books to students’ homes and relying on gut instincts.

The discussion, during a session at the annual meeting of the National Association for College Admission Counseling, was one of many to take place here about how to hunt for students. The search for students involves a web of data points, formulas and consulting firms that perhaps few parents and students are aware of.

Don Munce, the president of the National Research Center for College and University Admissions, or NRCCUA, offers a modeling service meant to predict which high school students are most likely to enroll at a particular institution. The center sells data on students to college admissions officials.

Stephen Burd:

Fifty years ago, the federal government committed itself to removing the financial barriers that prevent low-income students from enrolling in and completing college. For years, colleges complemented the government’s efforts by using their financial aid resources to open their doors to the neediest students. But a new report from New America suggests those days are in the past, with an increasing number of colleges using their financial resources to fiercely compete for the students they most desire: the “best and brightest” — and the wealthiest.

Along with the report, we’re releasing an interactive web application, presenting the data used in the report on 1,400 private and public colleges across the United States:

Ira Glass:

With primary elections in five states this week, the last primary elections this year, we have this not very typical example of majority rule and what a mess it can make. Our story takes place in a suburban school district an hour north of New York City, East Ramapo, New York. Picture yards, strip-mall sprawl, box stores. Super diverse– you’ve got big Latino and Haitian and African American populations, some white enclaves, working-class and poor and well-off areas.

And for a long time now, Hasids have been moving in in large numbers. Hasids are, you know, ultra-religious Jews. You’ve seen the ones in the long black coats and the hats. The men have beards. The women keep their heads covered in public. Like the Amish, they prefer to keep to themselves, so they don’t send their kids to public schools. They send them to religious schools called yeshivas, where Yiddish is spoken as the primary language. And in East Ramapo, mostly the Hasids are poor or lower middle class.

And here is the situation. Because they’re living in the suburbs, they’re paying high property taxes, which, of course, are high because they’re paying for local public schools, which their kids don’t go to. And then they’re also paying for these private schools, these yeshivas. So they’re getting squeezed, right?

Michael Merenze & Christopher Newfield:

My thinking about the formation of “UC Ventures” is influenced by the fact that today I am flying from London to Berlin to film some thin-film solar photovoltaic researchers and executives who have been living for years in the “valley of death” between important research results and commercial revenues. The photo is of the May, 2011 inauguration of the flagship building for Soltecture, one of the world’s best thin-film PV companies that promised to bring zero-energy capabilities to old and new buildings a few years from then. When I stood in front of the building one year after this photo, it had closed, and the company was gone.

Thus my questions about UC Ventures start with whether it will actually help avoid the collapse–or non-start– of socially valuable technologies for lack of patient, long-term, adequate financial support. Will UC Ventures be a “patient investor” that sides unequivocally with the technology–and with the future public that will use it? Will it offer something special to late-stage technology by entering when others have left? Will it help original, early-stage research with long-term commitments? Is it fish or is it fowl, or some other, political species?

Ben Kesling, Miguel Bustillo & Tamara Audi:

A federal program that has drawn criticism in recent weeks for supplying surplus military gear to local police has also provided high-powered rifles, armored vehicles and other equipment to police at public schools, some of whom were unprepared for what they were getting.

In the wake of school shootings in Newtown, Conn., and elsewhere, some school security departments developed SWAT teams, added weapons and called on the federal government to help supply gear. But now, the program is facing renewed scrutiny from both outside observers and schools using it.

The Los Angeles Unified School District stocked up on grenade launchers, M16 rifles and even a multi-ton armored vehicle from the program. But the district is getting rid of the grenade launchers, which it never intended to use to launch grenades or use in a school setting, said Steven Zipperman, chief of the Los Angeles Schools Police Department. The launchers, received in 2001, might have helped other police in the county disperse crowds by shooting rubber munitions, he said.

Andrew Kelly & Kevin James:

Democrats face an uphill battle in their quest to hold the Senate in November. In their effort to get an edge, they’ve targeted one group in particular: college-educated voters with student-loan debt. Democratic plans to help student-loan borrowers have been a key talking point on the campaign trail this year, and sit at the center of the party’s “Fair Shot” agenda.

Massachusetts Sen. Elizabeth Warren has become the party’s chief evangelist on the issue, thanks to her proposal that would allow borrowers to refinance their student loans at current rates, supposedly paid for with a tax increase on millionaires. After Republicans blocked Sen. Warren’s bill in June, she went straight to Kentucky to campaign against Minority Leader Mitch McConnell, and has accused him and fellow Republicans of “choosing to side with billionaires instead of with students.” This week Sen. Warren and her fellow Democrats raised the issue again as the campaigns enter the home stretch.

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Madison School District 4MB PDF:.

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Related: Madison has long tolerated a very wide range in school diversity:

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Notes and links on wide variation in school diversity.

Radiolab:

3 months later a specialist sat Ron and Cornelia down and said the word that changed everything for them: Autism.

In this episode, the Suskind family finds an unlikely way to access their silent son’s world. We set off to figure out what their story can tell us about Autism, a disorder with a wide spectrum of symptoms and severity. Along the way, we speak to specialists, therapists, and advocates including Simon Baron-Cohen, Barry and Raun Kaufmann, Dave Royko, Geraldine Dawson, Temple Grandin, and Gil Tippy.

Lee Kottner:

A favorite trope of science fiction dystopias is a classroom of students wearing metallic skull caps wired to a blinking, monolithic computer, and staring vacantly into space while the propaganda and “facts” that pass for knowledge and education are downloaded directly into their brains. That scenario may be coming soon to a college campus near you, if in a somewhat more refined manner.

Consider the state of higher education today. Since the late 1970s, the total of poorly paid untenured and contingent faculty has far outstripped the number of tenured faculty on college campuses all over the world and now accounts for roughly 76 % of faculty in U.S. higher education.

The shrinking number of tenured academics has been paralleled by a growing number of very well-paid administration positions, filled by MBAs or Educational Administration doctorates who have spent little or no time in the actual educational trenches. The current corporate administrative pattern emphasizes a profit model of efficiency, cost control, and knowledge delivery, which is fundamentally different from the academic and pedagogical model of knowledge creation, a messy, individualistic but often life-changing process. This new emphasis is evident in the constant rise of tuition (going to grandiose building projects and bloated administrative salaries mirroring the corporate world), increasing demands for the quantification and standardization of instruction, larger class sizes, and the devaluing of educators’ professionalism, expertise, mentoring, innovative pedagogy, and the kind of student-centered, highly personalized learning opportunities I had at my small liberal arts college in the 1980s.

Ry Rivard:

A trio of senior college enrollment officials gave a peek into how they decide which students to recruit. The process now involves number-crunching students’ demographic and economic information — not just sending chipper ambassadors to every nearby high school, mailing glossy books to students’ homes and relying on gut instincts.

The discussion, during a session at the annual meeting of the National Association for College Admission Counseling, was one of many to take place here about how to hunt for students. The search for students involves a web of data points, formulas and consulting firms that perhaps few parents and students are aware of.

Don Munce, the president of the National Research Center for College and University Admissions, or NRCCUA, offers a modeling service meant to predict which high school students are most likely to enroll at a particular institution. The center sells data on students to college admissions officials.

Munce moderated the panel of three college admissions officials who use his predictive modeling service. One of the college officials joked he bought so many student names from NRCCUA that he probably paid for Munce’s yacht.

Munce advocates a “smart approach” — which is the brand name of the modeling service he sells — that would help colleges target the students most likely to enroll.

Erin Richards:

How long you’ve lived in Milwaukee and Wisconsin likely correlates with how you heard of Howard Fuller.

As director of Marquette University’s Institute for the Transformation of Learning and board chair of charter school Milwaukee Collegiate Academy? Young, or recent transplant.

As the former superintendent of Milwaukee Public Schools and initial champion of the Milwaukee private-school voucher program? You’re older or familiar with education matters.

As the former head of Milwaukee County’s Health and Human Services Department, former dean of general education at the Milwaukee Area Technical College, or former secretary of the department of employment relations under then-Gov. Anthony Earl? You’re a lifer.

In a new book, Fuller discloses details about the rest of his extensive career — graduating from North Division High School, becoming a community activist in the South, founding an all-black university in North Carolina, advocating for African liberation, even briefly selling life insurance before quitting with an outrageous exit speech.

Barry Garelick, via a kind email:

A video about how the Common Core is teaching young students how to do addition problems is making the rounds on the internet: http://rare.us/story/watch-common-core-take-56-seconds-to-solve-96/

Much ballyhoo is being made of this. Given the prevailing interpretation of Common Core math standards, the furor is understandable. The purveyors of these standards claim that they neither dictate nor prohibit any pedagogical approach, but the wave of videos and articles sweeping the internet like the one above suggest the opposite may be true: that, in fact, the Common Core math standards are dictating how teachers are to teach math.

I believe that CC math, while not dictating particular teaching styles, has given the math reform movement that has been raging for slightly more than two decades in the United States a massive dose of steroids. Reform math has manifested itself in classrooms across the United States mostly in lower grades, in the form of “discovery-oriented” and “student-centered” classes, in which the teacher becomes a facilitator or “guide on the side” rather than the “sage on the stage” and students work so-called “real world” or “authentic problems.” It also has taken the form of de-emphasizing practices and drills, requiring oral or written “explanations” of problems so obvious they need none, finding more than one way to do a problem, and using cumbersome strategies for basic arithmetic functions. The big reason behind all of this is that math reformers believe such practices will result in students understanding how numbers work—as opposed to just “doing” math. In fact, reformers tend to mischaracterize traditionally taught math as teaching only the “doing” and not the understanding; that it is rote memorization of facts and procedures and that students do not learn how to think or problem solve.

“But we do have an example of the kind of approach to standard-setting I admire that should be getting much more attention than it has yet received: the work of Will Fitzhugh, publisher of The Concord Review”—It was [is] the examples, not the declarative statements of the standards, that really ‘set the standard.’”

Marc Tucker:

Years ago, when we were putting our New Standards project together, Phil Daro, the director of New Standards, and the standards design team, headed by Ann Borthwick, decided to do something very important. They built the standards around examples of student work that met the standards. We had statements of the usual sort—the student should know this and be able to do that—but they felt that these statements were necessarily abstract. To know what they really meant, both student and teacher would need examples of work that actually met the standards. Ann had previously directed the effort to build the famous Victorian Certificate standards in Victoria, Australia, which peppered their standards document with examples, but New Standards was the first to make the examples the very heart of the work.

Our standards consisted mainly of a series of performance tasks given to students and, for each task, an example of exemplary student work (actual student work, in fact). Each piece of student work was annotated to show which piece of the student work illustrated the relevant standard, with a note about why the work met the standard. Any given piece of student work would typically contain sections illustrating several different standards.

Both students and teachers would look at our standards books, and, say, over and over again, “Oh, now I know what they mean. I can do that.” Or, they might say, “I cannot do it yet, but now that I know what is wanted, I know what I have to do to meet the standard.” Teachers would post examples of work that met the standards on classroom walls. Students would critique their own work in relation to the examples. It was the examples, not the declarative statements of the standards, that really “set the standard.”

In a way, there was nothing new in this. For many years prior, most of the top performing countries had issued their standards and then published—nationally, sometimes in the newspapers—both the questions asked—all of them—and the highest scoring responses, often in the form of short essays, because all or most of the questions demanded essays or worked out problems, not checked boxes in multiple choice format. Both teachers and students in those countries routinely pored over the answers with the best marks to understand what the people scoring the tests were looking for. Because of the way the questions were asked and the kind of constructed response that was required, there was no way to “test prep” for these exams. The only way to succeed on them was to demonstrate real command of the material and be able to respond with the kind of analysis, synthesis and just plain good writing that was called for.

I was very disappointed when I saw that the Common Core did not follow the New Standards example. Like the Victorian Certificate, some examples were included, but the standards were not built around them. Most important, I see that, although the two consortia building tests set to the Common Core will be releasing sample questions, most of the prompts will call for choices among multiple choice responses. There will be many fewer performance tasks calling for open-ended responses of the kind just described than they had promised when they began their work. I do not doubt that their tests will be much better than the vast majority of the tests that states have been using for accountability purposes, but they will still, in my opinion, fall well short of what they could and should have been had it not been for federal policy that requires far more testing than will be found in the any of the high performing countries.

But we do have an example of the kind of approach to standard-setting I admire that should be getting much more attention than it has yet received: the work of Will Fitzhugh, publisher of The Concord Review, a journal of high school student history essays refereed by Fitzhugh. I say “refereed” because Fitzhugh’s standards are very high and the quality of the essays is consistently remarkable.

The Concord Review is arguably the world standard for history writing at the high school level, a true benchmark. Fitzhugh has published standards for the essays that appear there, but the published essays themselves really set the standard. Students and teachers know that, and they study the essays hard to understand what it takes to get an essay published in the journal. I might say that the standard is not just a standard for history writing, but, at the same time, a standard for writing.

If you have read what I have written here with a note of skepticism, perhaps you will believe the testimony of a high school history teacher, John Wardle, head of the history department at Northern Secondary School in Toronto, Ontario (I forgot to mention that publication in The Concord Review is open to high school students all over the world, which it why it can reasonably claim to set an international benchmark for the quality of high school history writing). Here’s what Wardle had to say in a letter to Fitzhugh:

“Please find enclosed four essays for your consideration. All of these girls were students in my Modern Western Civilization class here at Northern Secondary School.

I would also like to compliment you on the consistently high standards of The Concord Review. Our collection of them has proven to be a terrific tool for my senior students. For a few, it gives them ideas for topics of their own. For many more, it provides outstanding material for their own research. For all of them it is the benchmark against which they can measure their own writing and historical skills. Since we began setting aside class time for reading them, student essay writing has improved considerably.

From a teacher’s point of view, it is tremendously rewarding to see students get engrossed in topics of their own choosing, enthusiastically pursue them and then produce strong, correct papers. The discussions before, during and especially after this creative process are always memorable. Almost without exception, the students feel that, by the end, they have gained a solid understanding and mastery of a particular aspect of history. By producing first-rate work, they also know they are ready for, and able to handle, post-secondary education.

When I returned their essays this year, for example the first question they posed each other was not ‘What was your mark?’ but rather ‘Can I read your paper?’ They spent the entire 76 minute period sharing essays, exchanging thoughts and genuinely learning from each other. I merely watched and listened. Professionally, it was a wonderful experience. As a catalyst, The Concord Review deserves a great deal of the credit for this kind of academic success.”

For years, Fitzhugh has been trying to find a foundation that would supply him with the modest amount of money needed to find a successor to run The Concord Review when he retires, which will happen rather sooner than later, as Fitzhugh is getting on in years. So far, there have been no takers. Which is deeply puzzling to me. If I were a foundation that had expressed an interest in doing whatever is necessary to bring American education up to a world standard, especially if I were interested in promoting what has come to be called “deeper learning,” I do not think I could find a more productive use of my funds than to invest them in the preservation of this treasure, truly a global benchmark not only in the field of history but in the kind of disciplined inquiry and first class writing that ought to be the hallmark of high standards everywhere.

Matthew DeFour

The average score for all districts statewide was 72.1, up from 71.5 last year. That translates to a rating near the top of the “meets expectations” scale.

Madison also improved its overall score, from 68.5 to to 69.8. Its score remained among the bottom third of districts statewide, but moved up, from 11th to eighth, among 15 school districts located in cities. It also moved up one spot among Dane County districts from lowest score to second-lowest, ahead of Belleville.

Waunakee scored highest in Dane County and had the 12th-highest score in the state.

Milwaukee Public Schools once again was the only district that received a “fails to meet expectations” rating.

No schools in Madison received the lowest rating, but eight received the second-lowest . That’s an improvement from 11 last year. Four Madison schools received the highest rating: Franklin, Shorewood Hills and Van Hise elementary schools and Hamilton Middle School. Van Hise had the highest score in Dane County and 13th-highest in the state.

Madison Superintendent Jennifer Cheatham said she was pleased with the results, including that the district’s growth score was above the state average. Growth scores tend to correlate less with student poverty levels than the overall scores.

Related: the oft criticized WKCE.

Jeannie Whalen:

Once a week, members of a Wellington, New Zealand, book club arrive at a cafe, grab a drink and shut off their cellphones. Then they sink into cozy chairs and read in silence for an hour.

The point of the club isn’t to talk about literature, but to get away from pinging electronic devices and read, uninterrupted. The group calls itself the Slow Reading Club, and it is at the forefront of a movement populated by frazzled book lovers who miss old-school reading.

Slow reading advocates seek a return to the focused reading habits of years gone by, before Google, smartphones and social media started fracturing our time and attention spans. Many of its advocates say they embraced the concept after realizing they couldn’t make it through a book anymore.

Abigail Becker:

The Research & Program Evaluation Office studied the hypothetical possibility of moving students from crowded schools to others in the district and took into account six considerations the School Board adopted in 2007 when evaluating boundary changes.

These considerations include reasonable bus routes, a rule to keep students from moving schools more than once in five years, grandfathering fourth and fifth grades, desirable school size, avoiding low-income concentrations and keeping neighborhoods intact.

The report studied the possibility of moving some students between schools: Sandburg to Mendota; Midvale and Van Hise to Thoreau; Hamilton to Cherokee; Hawthorne to Lowell; and Kennedy to Allis.

Each proposed boundary change except one, Hamilton to Cherokee, failed to live up to the six-consideration framework, leading researchers to conclude that future long-term facilities solutions will be “more comprehensive, less politically controversial and less challenging for MMSD students and families than changing school attendance boundaries,” according to the report.

The district is proposing $27 million in additions and renovations at several schools to address crowding and other issues. Over the next several weeks it plans to seek feedback from the public.

At its Monday meeting, the School Board briefly debated the merits of using boundary changes instead of renovations.

Related: Madison School District considers school boundaries, might low income distribution be addressed?.

Eric Hoover:

If your college guide says nothing about finding dates or getting laid, your college guide is woefully incomplete.

I reached that conclusion while thumbing through an entertaining old book my editor plucked on a whim from The Chronicle’s library this summer. With its drab, tattered cover, The Ivy League Guidebook, published in 1969, looks as inviting as a frat-basement couch.

But the pages within hold treasures, like this sentence: “With over twenty-five thousand young ladies attending one college or another in the Boston area, there is many a fertile field for the sowing of wild oats.” And this one: “When an Ivy Leaguer or a girl who has dated in the Ivy League thinks of a Dartmouth man, he or she does not call to mind a thin, pale, introspective boy with thick glasses sitting rapt in an obscure corner of the biology laboratory reading about the sex life of a mushroom.”

Tim Cassedy:

REMOVED

Jessica Luther:

In this month’s issue of the Texas Observer, I have a feature on the history of race and football in Austin. It was months in the making and I’m proud of the work. You can now read it online at their site.

The feature goes from the segregated Jim Crow days of the early 1940s through to the present day and the hire of Charlie Strong as the first black head coach of a men’s team at UT, which just happens to be the most lucrative team in all of college football. Austin has a long, troubled history with segregation and inequality (and inequity) that is still very much alive in the geography of the city, inequality in education and income levels, effect of skyrocketing land values and subsequent property taxes, etc. Austin also has a pretty amazing football history that highlights a lot of the changing social landscape of this place over the last century. I tried to bring all of this together in the piece.

Print publishing is a strange phenomenon when you are used to writing something, sending it off to an editor, and seeing it online within a day, if not hours. I’ve been sitting with this completed story for a month or so now. And the first draft was due on August 1 and then there were a series of edits (and bless my editor, Brad, who worked on this piece with me – I sent him a mess and he polished it into this final form).

Stephen Foley:

Openings for graduate-level jobs have stalled over the past 18 months, while demand for less-skilled workers continues to improve

Should you invest in equities, bonds or property – or a college education?

The start of the university year has brought a new round of angst about whether a US university degree is worth the money, after years of inflation-busting fee increases, mounting student debt and disappointing job prospects for graduates.

Comparing a university degree with an investment in stocks and bonds leaves out great unquantifiable benefits of higher education, but the return on such an expensive outlay is a vital consideration for parents, children and society at large, even if it is often felt instinctively rather than spelt out or calculated.

In the US, where tuition fees have more than tripled in real terms since the 1970s, the student debt burden now sits at $1.2tn. One in seven recent borrowers defaulted on student loans within three years – a rate that suggests college has become unaffordable in too many cases. With countries including the UK moving rapidly towards a US-like model, the debate has resonance around the world.

Stacey Patton

This summer, as street clashes erupted over a police officer’s shooting of an unarmed teenager in Ferguson, Mo., Chanda Hsu Prescod-Weinstein monitored the events, many miles away, through television, Facebook, and Twitter. A postdoctoral fellow in physics at the Massachusetts Institute of Technology, Prescod-Weinstein—who identifies as black—found herself crying through her calculations as she saw a middle-American suburb turned into a war zone.

Watching and reading about the killing of Michael Brown—followed by the indelible scenes of tear-gas canisters and armored tanks—she looked down at her research on theoretical cosmology and thought to herself: “I can’t do this.”

“Who cares about cosmic inflation during the first seconds of the universe’s existence when black people are getting shot left and right by police officers and vigilantes?” she remembers thinking. “I felt guilty. I wanted to go to Ferguson. I wanted to be a body in the streets and a barrier between the police and my people.”

She was not alone.

A number of professors have told me that a summer’s worth of racial turmoil—most prominently in Ferguson, but in a number of other American cities as well—has taken an emotional toll on students of color pursuing advanced degrees. Although mass-media attention to Ferguson has already begun to subside, those students are still struggling as the fall semester gets under way.

Choire Sicha:

Whitman College, the gem of a small private liberal arts school in Walla Walla, Washington, has long been a mainstay of the Colleges That Change Lives lineup, along with schools like Antioch, Cornell and Marlboro. Whitman is an excellent, beautiful, and fairly safe college that students are lucky to attend. If you are applying there now, it just might be the right fit for you.

The school is also now in the middle of a search for a new president. At the same time, the college is being strangled by a long-serving, insular and controlling board of trustees, a weak and poorly rated president who inspired a faculty revolt, and an intentionally toothless board of overseers, mostly alumni. The school has turned its back on needs-blind admissions and on any reasonable commitment to diversity. Because of this, the school has gotten its comeuppance in a New York Times analysis of private schools that places the college absolutely dead last in terms of economic diversity.

This ranking was no accident. This was Whitman’s goal. An analysis of the school’s common data set from 2001 to 2013 shows how they did it.

Malcolm Harris:

The fight documented in Dana Goldstein’s The Teacher Wars may be a lost cause

The tag line to Dana Goldstein’s new book The Teacher Wars is “A history of America’s most embattled profession.” That Goldstein, an education journalist now at the fledgling Marshall Project, can make that claim without ruining her credibility before the first page speaks to the unique role educators play in American society. They’re (mostly) unionized government employees, but they spend their time working alone. We ask that they produce standardized results and demonstrate individualized care at the same time. We say their work is invaluable and pay them as if they were semiskilled. They come under frequent attack from all corners of the political map. Whether that necessarily makes teachers more embattled than psychologists or babysitters or coal miners or housewives I’m not sure, but they are certainly curious.

The biggest reason teachers are so embattled is that their unions still exist. While other segments of American organized labor have declined in size dramatically over the past few decades, educators have managed to hold on, at least until recently. As a result, the debate around the teaching profession is incredibly polarized: Union members and their allies are fighting an existential battle for their jobs, while their opponents are constantly devising new schemes to chip away at what the unions have left. Both sides have made support for teachers a question of character, with little room for good faith in between: Either you believe teachers’ unions are important and must be protected, or you think they’re a moribund obstacle to “reform.” I confess that when I began Goldstein’s book, I feared it would be a pro-union pity plea, but her writerly commitments are to the historical record, and she gives readers a solid and critically detached account.teacher-wars-cover picDana Goldstein The Teacher Wars Doubleday (368 pages)

At the beginning of the teacher wars in the 1830s, progress was built on a foundation of pseudoscience, malarky, and personal psychology. Horace Mann, the architect of American public education, was also an avid phrenologist. Goldstein is careful to point out that skull-­measuring—though racist and fully fraudulent—was considered innovative and liberal compared with early 19th century Protestantism. At least phrenologists believed people could learn.

Mann pushed forward a unified and compulsory Massachusetts state school system based on a similar Prussian model. From the start, Mann imagined teaching as women’s work, and not just any women: “Mann depicted these cost-effective female educators as angelic public servants monitored by Christian faith: wholly unselfish, self-abnegating, and morally pure.” Women weren’t just cheaper to hire; they were also assumed to be naturally nurturing and pious enough to teach godly behavior. “Teaching,” Goldstein writes, “was promoted as the female equivalent of the ministry: a profession whose prestige would be rooted not in worldly rewards, such as money or political influence, but in the pursuit of satisfaction that came from serving others.” In other words, you can pay teachers in work.

Lucy Kellaway:

While it is depressing that vast riches are a socially acceptable status symbol for 18-year-olds, they are no worse than more traditional ways of lording it over others.

Two of my children have recently graduated from two different British universities and tell me that to stand out, money helps a bit, though not nearly as much as being cool. This is – and was – the top way of differentiating yourself and is done by following six pernicious and foolish cool rules.

The first way to be a Very Cool Fresher is to treat with disdain everything laid on by the university, shunning all freshers’ activities and holding your own parties instead – which is hard if you don’t know anyone. Next you must act unfriendly to almost everyone, save a few people you’ve deemed cool enough. This rather defeats the point of university which is to broaden, not narrow, horizons.

The first way to be a Very Cool Fresher is to treat with disdain everything laid on by the university
Taking drugs, getting very drunk, chain-smoking roll-ups all help at being cool – as they always did – and they are still just as bad for you.

Being from London is eternally cool. Being from Swansea, anywhere in the countryside, Southampton, Hull, and everywhere else in the world save a few capital cities – is eternally not cool. This is tough, since there is not a lot you can do about where your parents live.

Looking gorgeous is cool. And looking thin. So is wearing the right clothes. The first is unfair, the second dangerous, and the third a lot of hard work.

Being clever is also cool, and getting good marks in all assignments and getting a first-class degree is very cool – the catch being that visibly working hard is not. Being in the library at opening time is only cool if you’ve been up all night.

While all these rules are familiar to me, they are more lethal now as the cool bar is set far higher. On my first day at university I felt passably cool in my apple green OshKosh dungarees – but that was only because half the girls were in tweeds and twinsets. Now that everyone can buy the same clothes online, to be really cool you have to spend half a lifetime combing vintage shops.

Dave Zweiful:

Last Sunday’s Wisconsin State Journal carried a front-page story about a new phenomenon in our public schools that’s a fallout from Gov. Scott Walker’s Act 10 — the teacher as “free agent.”

According to some, Act 10’s virtual destruction of teachers unions unleashed good teachers from the shackles of their union contracts so they can now peddle their expertise to districts that can come up with a better deal.

In fact, the story informed us, teachers with expertise in special disciplines like technology and engineering are being offered bonuses, higher salaries and better fringe benefits to jump ship — apparently sort of a mini-version of what Prince Fielder did to the Brewers a few years back.

Some districts are able to offer higher salaries to those with expertise in hard-to-fill positions because Act 10 has freed up money that had been going to teachers under union contract for pensions and health benefits.

Notes and links on Act 10, here.

Fred Inglis:

The Responsibility of Intellectuals, Noam Chomsky’s classic essay, is now approaching its 50th anniversary. His mighty polemic was written as his country, the US, moved deeper and deeper into national and international crisis. The tonnage of high explosive dropped on Vietnam finally exceeded the entire total of Allied bombs dropped on Europe during the Second World War. The American nation’s response to this horrifying display of brute power was a combustible mixture of more-or‑less approving indifference and, especially in the universities, passionate dissent, ardent opposition and, on the part of some thousands of young men awaiting conscription, the criminal, high-minded and public burning of draft cards.

Chomsky was completely on their side. He joined the famous march on the Pentagon in 1967 and – as elderly academics perhaps now recall with a faint reheating of once-radical blood vessels – was arrested and charged with Norman Mailer while demonstrating alongside Robert Lowell, Father Berrigan and Dr Spock. At the same time as this enactment of his public duty, Chomsky, the leading theoretical linguist in the world, was writing an astounding sequence of lengthy essays, each mustering the requisite and copious machinery of bibliographic reference that the most exacting scholar could demand, variously detailing the policies of the official elite in the Pentagon and the White House as they sought, in the happily chosen phrase of the day, “to bomb Vietnam back into the Stone Age”, a policy more or less fulfilled by Richard Nixon.

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

Governor Walker’s signature legislation, the 2011 anti-public employee, anti-union Act 10, which took away nearly all the bargaining rights of public employees, is once again on the front burner for those represented by MTI. MTI had initially challenged the legislation and gained a Circuit Court decision from Judge Colas that Act 10 was unconstitutional. This ruling allowed MTI and the MMSD to bargain Agreements for the 2014-15 and 2015- 16 school years. Now that the Wisconsin Supreme Court has overturned Judge Colas’ decision and upheld Act 10, certain portions of Act 10 are now applicable to MTI, specifically the Act 10 requirement that public sector unions undergo a certification election to determine whether the union will maintain its status as the “certified representative” of the workers covered by the union. Under Act 10, this will have to be done each year.

Given the above, MTI has filed petitions with the Wisconsin Employment Relations Commission (WERC) for recertification elections for each of MTIs five (5) bargaining units (Teachers, Educational Assistants, Supportive Education Employees, Security Assistants and Substitute Teachers). The elections will be conducted in November, 2014.

Unlike political elections which require that the prevailing candidate win the majority of votes cast, Act 10’s recertification elections require a public sector union to win 51% of all eligible votes in order to remain the certified agent. This means that “non-votes” are considered “no” votes. If this standard were applied to any United States political election, with low turnout rate, no candidate would be seated (for example, Governor Walker won only about 30% of all eligible votes during the 2012 recall). Fortunately, the experience has been much different for union recertification elections in Wisconsin. During recertification elections held in 2013, over 500 local Unions representing over 56,000 teachers, secretaries, aides, bus drivers, custodial workers and other school employees resulted in a 70% turnout statewide. And an overwhelming 98% of those voting, voted to recertify their Union. But even knowing this, MTI needs every vote possible.

Much more on Act 10, here.

Steven Elbow, via a kind reader:

Last year’s “Race to Equity” report set off an impassioned discussion about the vast disparities in the quality of life for African-Americans and whites. But that discussion was restricted to Dane County.

Now the authors have issued a new report that they hope will take the discussion to the rest of Wisconsin. The report, drawing on data from across the country, shows that the state is dead last in providing for the well-being of its African-American kids.

“We’ve been working exclusively in Dane County on this,” said Ken Taylor, executive director of the Wisconsin Council on Children and Families. “So we need to broaden the discussion, because obviously it’s not just a Dane County issue.”

The WCCF, which issued the “Race to Equity” report last October, this week unveiled a new report, “Race for Results,” based on data compiled by the Annie E. Casey Foundation’s “Kids Count” report. Now in its 25th year, “Kids Count” has in the past focused on the overall well-being of kids by state, last year ranking Wisconsin 12th overall. But this year, researchers zeroed in on race. White Wisconsin kids tied with California for 10th. But the welfare of the state’s African-American kids ranked dead last, finishing behind Mississippi for the dubious distinction.

Tutankhamun Assad, via a kind reader:

I am a blue collar African-American man and the proud father of two black boys. I enjoyed reading the Rev. Alex Gee’s eloquent piece about racial disparities, and the many spot-on articles that have followed. While fully appreciating the concern exhibited by the white community for these very real issues, I have to ask: What is the role of the African-American community in these racial disparities? Are we enabling the drivers of disparity by lowering our own expectations? Where is the honest conversation about our accountability in helping reduce those disparities?

I attended many of the disparity meetings and noticed one glaring omission: the secret truths we as African-Americans understand about what is oppressing our culture and our refusal to discuss what we do to sabotage our own cultural advancement. We fully expect transparency and accountability from white Madison, so why can’t we be honest with ourselves? For instance, while we expect many things from the school system — and it is glaringly obvious it is failing us — it should be equally obvious that we are failing ourselves. We are sending children out of the house who are not prepared to survive, much less thrive.

The African-American community needs to talk about three topics that have not been addressed: 1. The public demeanor of our youth. Too often black adults see disgraceful behavior exhibited by our children and we simply stand by and allow it to continue. In malls, schools, at sports functions, or in any public place, our children often are not conducting themselves as if we have taught them how to behave. We must admit this and acknowledge that we are responsible for said behavior. How many of us have challenged kids about their behavior? Then again, when a responsible adult talks to us about our children’s actions, we respond with this: “You talk to me, not my kid!” Well, where were you when your kid was acting out? We want the whole community to baby-sit our kids, but then we get mad when someone attempts to functionally act as a parent. Far too frequently we sabotage positive African-American role models in our communities, all the while genuflecting to the white power elite.

Related: The proposed Madison Preparatory Academy IB Charter School, rejected by a majority of the Madison School Board.

Alan Borsuk:

Five years later, a quarter-century later, what has been accomplished? What do we need to change to earn more success? Are we willing to do it?

A lot of people ought to be asking questions like that, both locally and nationally, as so little improves in educational outcomes. And maybe that’s a lesson Teach for America can model for everybody.

A quarter-century after its start, Teach for America is a major player in American education. It has helped shape debate over urban education and it has been a launching point for some of the most influential figures in education. But its core idea — get bright, idealistic twentysomethings to spend their first two years after graduation as teachers in high-needs classrooms — needs, at minimum, serious review.

Five years after its arrival in Milwaukee, TFA’s track record has positives. For one thing, it’s still committed to Milwaukee, while other efforts have come and gone. But TFA hasn’t been the big shot in the arm backers seemed to expect at the start.

If Teach for America needs change, it’s getting it. Leaders have been doing a lot of rethinking, and the resulting steps signal broader changes in coming years.

There’s a lot to like about TFA. I’ve been consistently impressed with the people involved. Even as it grew into a big business with hefty ties to a lot of the nation’s richest education funders, TFA remained fueled primarily by people who had this Peace Corps-like idealism.

But does TFA’s core idea work? Can you get good results by taking even the brightest, giving them a few weeks of intensive summer training, and placing them in challenging classrooms? If it’s well established (and it is) that the first year is usually a struggle for teachers and most don’t hit their stride until several years in, what can you expect from teachers who, by definition, are in their first or second year?

Petula Dvorak:

Avery Gagliano is a commanding young pianist who attacks Chopin with the focused diligence of a master craftsman and the grace of a ballet dancer.

The prodigy, who just turned 13, was one of 12 musicians selected from across the globe to play at a prestigious event in Munich last year and has won competitions and headlined with orchestras nationwide.

But to the D.C. public school system, the eighth-grader from Mount Pleasant is also a truant. Yes, you read that right. Avery’s amazing talent and straight-A grades at Alice Deal Middle School earned her no slack from school officials, despite her parents’ begging and pleading for an exception.

“As I shared during our phone conversation this morning, DCPS is unable to excuse Avery’s absences due to her piano travels, performances, rehearsals, etc.,” Jemea Goso, attendance specialist with the school system’s Office of Youth Engagement, wrote in an e-mail to Avery’s parents, Drew Gagliano and Ying Lam, last year before she left to perform in Munich.

Joy Cardin @ Wisconsin Public Radio (43 Minuted MP3 Audio) interviews WEAC’s (Statewide Teacher Union Umbrella) President Betsky Kippers and Jim Bender President of School Choice Wisconsin.

Wisconsin Public Radio’s Joy Cardin show.

www.weac.org. SIS notes and links.

www.schoolchoicewi.org/. SIS voucher notes and links.

Madison Teachers, Inc. Solidarity Newsletter, via a kind Jeanne Kamholtz email:

The Progressive Magazine is revving up its movement to save public schools. On their website, created specifically for the anti-voucher/save public schools project, www.publicschoolshakedown.org, they are pulling together education experts, activists, bloggers, and concerned citizens from across the country.

PUBLIC SCHOOL SHAKEDOWN is dedicated to EXPOSING the behind-the-scenes effort to privatize public schools, and CONNECTING pro-public school activists nationwide.

“Public School Shakedown will be a fantastic addition to the debate”, says education historian and former Secretary of Education Diane Ravitch. “The Progressive is performing a great public service by helping spread the word about the galloping privatization of our public schools”.

Penn Radical Working Group:

Penn has become essential to preserving the present state of affairs. Not only does it literally reproduce America’s ruling class, sending more graduates off to Wall Street than any other university, it plays the far more important function of ensuring the reproduction of capitalism as a whole. Whatever its intentions, Penn’s structural function, like those of all educational institutions, is to transform students into precisely the kind of subject – trained with certain skills, molded for certain roles, guided by certain values, blindly wedded to certain ideological assumptions – needed to keep the exploitative gears of class society turning. So although it cultivates an image of civic entrepreneurialism, pathbreaking innovation, and social opportunity, Penn ultimately works to prop up a failing society. With its institutional values completely dominated by Wharton, the university boasts a “pre-professional” atmosphere: students compete like rats for the internships that will put them on the fast track to helping this society stay the same, or are shaped into the professional ideologues who will go on to craft capitalism’s next media soundbite or justify America’s next imperialist war.

Michael Maranze:

Marina Warner has a fascinating essay in the latest London Review of Books. Seeking to explain why she resigned from her position at the University of Essex, Warner describes a rapid collapse of the University’s traditions of scholarly openness and institutional democracy under the pressure of the Coalition government’s new funding model and (lack of) scholarly commitments. As she reveals, the tentacles of the new audit technocracy are infiltrating the University by means of the faculty review process.

Describing a meeting presided over by the Vice-Chancellor Anthony Forster, Warner describes a situation that may sound all too familiar:

David Greene:

College students are settling in for the fall semester and more and more it is happening in privately owned housing – instead of dorms. Over the past decade investors have been cashing in on this growing market. From Atlanta, Susanna Capelouto reports.

SUSANNA CAPELOUTO, BYLINE: Just on the edge of the Georgia Tech campus in Midtown Atlanta, lots of new dorms are in the making, though Stuart Bruening doesn’t call them dorms.

STUART BRUENING: I mean, it’s luxury apartment living catered towards college students.

Ed Stannard:

If you stroll up Chapel Street, Yale buildings rise up on either side of you.

On one side, between College and High streets, is the Old Campus quad.

On the other side is Claire’s Corner Copia, an Elm City vegetarian institution and Union League Cafe. Their landlord is Yale — through its University Properties office.

If you’re in downtown New Haven, whether on Chapel, York Street, Broadway or at Whitney Avenue and Audubon Street, it’s a good bet you’re near a Yale-owned building (click here to see chart and map).

It’s not true, though it may seem so, that “the city is the university,” as a visitor from Brazil, Susana Moreira, said recently on Broadway during a tour of the Northeast with her daughter.

Reed Jordan:

Fifty million children will start school this week as historic changes are under way in the U.S. public school system. As of 2011 48 percent of all public school students were poor* and this year, students of color will account for the majority of public school students for the first time in US history.

What is surprising about these shifts is that they are not leading to more diverse schools. In fact, the Civil Rights Project has shown that black students are just as segregated today as they were in the late 1960s, when serious enforcement of desegregation plans first began following the passage of the 1964 Civil Rights Act.

Despite our country’s growing diversity, our public schools provide little contact between white students and students of color. We’ve mapped data about the racial composition of US public schools to shed light on today’s patterns at the county level. These maps show that America’s public schools are highly segregated by race and income, with the declining share of white students typically concentrated in schools with other white students and the growing share of Latino students concentrated into low-income public schools with other students of color.

Join WEAC's Betsy Kippers in a #WPR conversation about school #vouchers at 7 a.m. Wednesday on @JoyCardinShow. http://t.co/ERTnY69RiW

— WEAC (@WEAC) September 9, 2014

Jason Stanford:

Rebellions sometimes begin slowly, and Walter Stroup had to wait almost seven hours to start his. The setting was a legislative hearing at the Texas Capitol in the summer of 2012 at which the growing opposition to high-stakes standardized testing in Texas public schools was about to come to a head. Stroup, a University of Texas professor, was there to testify, but there was a long line of witnesses ahead of him. For hours he waited patiently, listening to everyone else struggle to explain why 15 years of standardized testing hadn’t improved schools. Stroup believed he had the answer.

Using standardized testing as the yardstick to measure our children’s educational growth wasn’t new in Texas. But in the summer of 2012 people had discovered a brand-new reason to be pissed off about it. “Rigor” was the new watchword in education policy. Testing advocates believed that more rigorous curricula and tests would boost student achievement—the “rising tide lifts all boats” theory. But that’s not how it worked out. In fact, more than a few sank. More than one-third of the statewide high school class of 2015 has already failed at least one of the newly implemented STAAR tests, disqualifying them from graduation without a successful re-test. As often happens, moms got mad. As happens less often, they got organized, and they got results.

Texas Education Commissioner Robert Scott, long an advocate of using tests to hold schools accountable, broke from orthodoxy when he called the STAAR test a “perversion of its original intent.” Almost every school board in Texas passed resolutions against over-testing, prompting Bill Hammond, a business lobbyist and leading testing advocate, to accuse school officials of “scaring” mothers. State legislators could barely step outside without hearing demands for testing relief. So in June 2012, the Texas House Public Education Committee did what elected officials do when they don’t know what to say. They held a hearing. To his credit, Committee Chair Rob Eissler began the hearing by posing a question that someone should have asked a generation ago: What exactly are we getting from these tests? And for six hours and 45 minutes, his committee couldn’t get a straight answer. Witness after witness attacked the latest standardized-testing regime that the Legislature had imposed. Everyone knew the system was broken, but no one knew exactly why.

Thomas Donlan:

Maybe they’re doing something right: American colleges and universities are highly regarded by an important subset of their students. One-fifth of students from other countries who study abroad are studying here in the U.S.

A recent Brookings Institution report found more than 800,000 foreign students in the U.S. in 2012, a record, and five times as many as were here in 2001. About 25% are from China, 15% from India, 10% from South Korea, and 5% from Saudi Arabia.

Some were sent here by their governments, others by their parents or their employers. Some come by their own unaided effort, making large financial sacrifices. No matter where the money comes from, foreign students mostly pay full freight to their institutions. From 2001 through 2012, they paid an estimated $56.5 billion in tuition and fees. Their living expenses added another $39.1 billion to U.S. gross domestic product.

The University of Southern California had the greatest number of foreign undergraduates, followed closely by Columbia University, the University of Illinois, New York University, and Purdue University.

Scott Jaschik & Doug Lederman:

Higher education is facing great pressure to change, and elsewhere in the PBS Newshour Rethinking College series, you’ll learn about some of the most visible trends that are unfolding.

Below are a handful of less-visible developments on college and university campuses — some of which have implications big and small for students and their families.

rethinkingcollegeGoodbye Mr. Chips

Many Americans — especially those who went to four-year, residential colleges — tend to think that professors have it easy: full-time work, summers off and, once they earn tenure, a job for life.

Three decades ago, that described a significant majority of college professors, with three in four either tenured or on a track to earning that status. Today, however, fewer than a third of all college instructors work full time and have a shot at tenure. More than half work part time, and while some do so by choice — the businesswoman or artist who teaches a little on the side — increasing numbers are trying to stitch together a living by teaching courses at multiple campuses, usually without benefits.

Michael Shapira:

In Uses of the University Clark Kerr talks about the multiversity combining the best of the German research university, the best of the English liberal arts model, and best aspects of American entrepreneurialism. Santa Cruz was meant to be part of the system as a beacon of UC’s commitment to undergraduate education, given the increased scale of enrollments as laid out by the California Master Plan (CMP). Do you think there was something salutary in the way that the UCSC experiment approached the growing imbalance between research, or graduate education, and undergraduate education, or the liberal arts tradition? Do you think that there can be something extracted from this initial period given that this pure college model is something that has been subsequently deemphasized at UCSC?

[Laughter] I suppose my laughter is part of the answer. When I was the chair of the campus budget committee, our then chancellor hired a management consultant to advise her on how UCSC could raise private funding by capitalizing on its advantages. The consultant said that our principle advantage was a loyal and successful alumni base from our early years who were still absolutely devoted to the college system — which had ceased to have any academic role in the way UCSC reorganized after it stopped growing by adding new colleges. That model was dead, so the consultant recommended that we turn one or more of the now-vestigial colleges into burial plots-with-a-view that could be sold to rich alumni who believed in the college system and still wanted to support it. I was willing to support this recommendation, but with the addition that we rename the college “Sunset College,” so that you could look west over the Pacific and contemplate your own sunset along with that of the college model. Despite my enthusiasm, the idea of colleges-as-graveyards was dropped and the chancellor said I hope you won’t mention this to anyone else — but here it is.

Going back to your question on the college model, Dean McHenry, who created my position as a junior faculty member to fill the gap left by the departure of Sheldon Wolin to Princeton, envisioned that Santa Cruz would grow and develop graduate programs slowly as the University of Oxford had, but in a way that was more deliberate and creative. Instead of competing with other new campuses to buy up the latest disciplinary fads, we would add college each year that defined an interdisciplinary model and that had as provost an interdisciplinary leader. In McHenry’s vision the science college would have someone like Ken Thimann as its first provost, an eminent interdisciplinary biologist, followed by Stephen Toulmin, who arrived when I did but didn’t last more than a year. The idea was that the provost in a science-themed college would develop an interdisciplinary faculty of scientists who were interested in the history and philosophy of science, alongside philosophers who were trained like [Thomas] Kuhn in the sciences in which they did their philosophy, and so on and so forth. Eventually, UCSC would develop more traditional disciplinary programs out of cross-college committees — we called them “Boards of Studies” — consisting of people from different disciplines who would set examining standards and course requirements for degrees in those disciplines that would be awarded by the campus, but through the student’s college.

William E. Tunmer, James W. economic communities. Disparities Chapman & Keith T. Greaney (PDF):

In this LDA Bulletin article, we summarise arguments and evidence reported in a detailed paper (Tunmer, Chapman, Greaney, Prochnow & Arrow, 2013) showing that New Zealand’s national literacy strategy has failed and particularly the role of Reading Recovery in contributing to that failure.

In response to growing concerns during the 1990s about New Zealand’s relatively “long tail” of literacy underachievement, the government established a Literacy Taskforce to provide recommendations aimed at raising the literacy achievement of all students but with particular attention given to “closing the gap between the lowest and highest students” (Ministry of Education, 1999, p.7). The recommendations of the Taskforce constituted the national literacy strategy for reducing the large disparity in reading achievement outcomes between good and poor readers.

A decade later, concerns were still being expressed about the literacy achievement gap. In December 2011, the New Zealand Ministry of Education’s Briefing to the Incoming Minister following the New Zealand general election (Ministry of Education, 2011) stated that:

“…the gap between our high performing and low performing students remains one of the widest in the Organization of Economic Cooperation and Development (OECD). These low performing students are likely to be Mãori or Pasifika and/or from low socio-economic communities. Disparities in education appear early and persist throughout learning” (p.8).

Based on these findings, the Briefing concluded that, “The greatest challenge facing the schooling sector is producing equitable outcomes for students” (p.23). This conclusion can be taken as an admission that the national literacy strategy was failing to reduce the gap.

Related: Reading Recovery in madison….. 28% to 58%; lags national effectiveness average…..

Much more on Reading Recovery, here.

Via the Wisconsin Coalition on Reading:

Yet another research paper shows the ineffectiveness of Reading Recovery. Reading Recovery and the failure of the New Zealand national literacy strategy, by Tunmer, Chapman, Greaney, Prochnow, and Arrow, was published in November of 2013, and has been getting some more publicity lately. Aside from the Reading Recovery program itself, which is still in use in many schools in our state, Leveled Literacy Intervention (LLI) is based on the same instructional principles.

Check out this dyslexia PSA produced by students in Oregon.

Robert Milburn:

As the cost of a college education soars ever higher, private bankers are starting to deliver a harsh message to parents and grandparents: You may not be able to pay for it all yourself. The fear is that folks picking up the whole tab—perhaps more than $500,000 for two or three kids—may be putting the quality of their own retirements at risk.

“Students can always find ways to supplement their tuition costs via part time jobs, scholarships and loans,” says Katie Nixon, chief investment officer of Northern Trust Wealth Management. “And quite frankly, there isn’t a loan program available for retirement. Plus, I would note that ideally, education funding is accomplished through a coordinated, team effort among parents and both sets of grandparents.”

In other words, these are no longer times to go it alone, even for the wealthy Americans.

Madison School District (PDF):

1. What are our legal obligations?

2. What will be different this year?
– Advanced Learner IRT
– Identification process -Services for advanced learners -Monitoring progress
3. What have we done to prepare for these changes?

4. What’s next?
-Update on DPI Requirements for 2014-15

Who is an Advanced Learner?
A student who demonstrates high performance capability or the potential for high performance in one or more of the following domains: general intellectual, specific academic, visual and performing arts, leadership and creativity.

Madison Schools found non-compliant on Wisconsin Department of Public Instruction Talented & Gifted Standards.

Amy Joyce:

Say your kid has a problem with a roommate. Maybe one “borrowed” his favorite t-shirt. Maybe your daughter’s roommate leaves old, stinky Chinese take out in the mini-fridge. Perhaps your child is so upset about this he texts you five times a day to complain.

Here’s the thing: Don’t call the college president to ask him to handle the situation. (Yes, that happens.)

Jonathan Gibralter, president of Frostburg State University, has had parents call him at his office to talk about a squabble their child is having with a roommate. “Don’t you trust your child to deal with this on his own?” he asks. “Rather than telling a son or daughter to talk to a [resident assistant] or [resident director], parents will immediately call my office. And that I consider to be a little over the top.”

Joanne Weiner:

Poor Sally. She has spent tens of thousands of dollars and four long years to get her college degree and has $26,000 in student loans to pay off, yet she can’t find a job that puts her degree to good use. Sally and her parents may be asking whether college was “worth it.”

Sally epitomizes many of her fellow college graduates who wonder why college graduates can’t find good jobs.

The experts give all sorts of explanations for Sally’s plight.

Eugene Volokh:

When you think you’re pretty well-off — and then you send your kids to private school, and see that you’re actually among the poorest families there.

(Not quite our family, as it happens, and not that it’s anything to be ashamed of; indeed, the school-poor families are probably the ones who are sacrificing the most for their children’s educations. But I’ve noticed people talking about this before, both from their own perspective and from the perspective they imagine their children taking, and it strikes me as an interesting phenomenon.)

Caroline Porter & Melanie Trottman:

Teachers unions are fighting back against a California ruling that gutted two things they hold sacred: tenure laws and seniority provisions. But they face an uphill battle to reshape their image as opponents—and even some allies—say they are standing in the way of needed improvements in education.

California’s teachers unions on Wednesday filed an appeal of the ruling, referring to the state judge’s decision as “without support in law or fact.” The move followed a separate appeal by Gov. Jerry Brown.

Meantime, the group behind the California case, called Students Matter and headed by Silicon Valley entrepreneur David Welch, says it is exploring potential action in other states.

Last month, the New York state attorney general filed a motion to combine two related New York cases, one filed by a group called the New York City Parents Union and one brought by Partnership for Educational Justice, a group backed by former CNN anchor Campbell Brown.

Sol Stern & Peter Wood

he political fortunes of the Common Core are fast changing. When the Common Core first caught public attention in early 2010, it seemed like an unstoppable locomotive. It had the support of President Obama, and within a matter of a few months forty states and the District of Columbia had formally adopted it. Six more states soon followed. Republican and Democratic governors endorsed it. The Common Core was roaring ahead not just with bipartisan political support but with widespread enthusiasm from teachers unions, the press, and much of the D.C.–based education establishment.

As I write in the summer of 2014, the prospect is a bit different. That locomotive is nowhere to be seen and may be lying on its side in a dry gulch. The proponents of the Common Core are in retreat and fighting a defensive battle. Their dream of a one-size-fits-all set of national educational standards integrated with meaningful national tests is in ruins. The best they can now hope for is a remnant of the original idea: a handful of stalwart blue states that stick with the Core and a delayed and then watered-down system of tests.

To say that the larger project has failed the test of political support and public popularity, however, doesn’t necessarily mean that the Common Core was a bad idea. Could Randi Weingarten, the president of the American Federation of Teachers, be right when she says the Common Core was a great idea marred by poor implementation? In a word, no.

The Common Core was never a good idea. It was a sneaky idea—and sneaky ideas in American public policy tend to have exactly the lifespan that Common Core has had. The main sneakiness of the Common Core is that it was (and still is) presented as a state-level project. In reality, from the get-go it was intended to be a national project. Its official name is “The Common Core K–12 State Standards,” but the truth is that the Common Core is designed to work as a de facto set of national standards.

Via Will Fitzhugh.

Michael Meranze & Christopher Newfield

Very bad. Textbook prices are outrageous. Who gets to explain the problem? Dan Rosensweig, the chief executive of Chegg, an education services company. “Learning has been an inefficient market,” he says. This fits with the stereotype that teaching is inefficient and teachers like it that way, so they are just fine with overpriced texts. Chegg.com’s comparative shopping service is apparently the answer – improving price information will make textbooks a more efficient market and thereby lower prices.

Actually, no. Students aren’t price gouged by universities or their generally sad, post-book “bookstores” that sell big gulp water bottles and school sweatshirts. Students aren’t price gouged by faculty, who have zero control over text pricing. Students are price gouged by publishing monopolies, who set prices on a captive audience. Academic publishers are gradually strangling university libraries to get 20-36% profit margins on scientific journals, where investigators review for free but pay to publish. The same goes for textbooks. You can’t write a good article on excessive textbook prices unless you can say “exploitative economics of academic publishing,” but that’s what this ed-tech article does. Textbook prices have risen because for-profit educational services make as much money as they possibly can off students, and seek market positions that protect this pricing power. Sure enough, Chegg charges for tutoring and job placement services that universities currently provide their students for free. And yet we are supposed to think that Chegg-style for-profit services will cure cost problems that their sector has produced

Chris Rickert

District spokeswoman Rachel Strauch-Nelson acknowledged that some teachers had been evaluated “inconsistently” but noted that the new evaluations, while time-consuming, will be limited to once every three years.

School Board President Arlene Silveira also said the board has made it clear to Superintendent Jennifer Cheatham that evaluations are a priority and “the hope is that they will be more of a focus.”

The Department of Public Instruction says the new Wisconsin Educator Effectiveness System can be used “as one piece of data” when making “high-stakes human resource decisions,” such as termination and giving pay raises.

That’s not going to happen anytime soon in Madison, the only district in the state that, according to Lipp, still has a collective bargaining agreement three years after the union-killing Act 10.

“As long as we have a union contract, it won’t,” he said.

Strauch-Nelson said “the new system won’t change how the district makes employment decisions or compensation,” but it “will be used to tailor support for teachers and inform professional development.”

Bennett Carpenter and Laura Goldblatt and Lenora Hanson:

When Starbucks announced in June that the company would offer many of its employees a discounted online college education through Arizona State University, social theorists, business analysts, and education commentators quickly weighed in, often with compelling analyses of the relative (de)merits of digital and distance learning,the commodification of knowledge, and the future of higher ed. Such responses are right to point out the self-serving nature of the initiative and the ways that it furthers a two-tiered educational system.

Yet Starbucks’ actions collect a set of issues that have long dogged debates about the future of the university into a single body—that of the low-income-worker-as-student. As Svati Kirsten Narula points out, a student without financial aid or family resources would have to work 48 hours a week at minimum wage in order to cover the costs of tuition—a feat that, as she puts it, “would require superhuman strength, or maybe a time machine.” Low-income students thus often face a “choice” between accruing crippling financial debt or, as the Starbucks example illustrates, pursuing a second-tier education at a for-profit institution.* Meanwhile, the university contains a large number of low-income food and service workers whose labor ensures the smooth functioning of the educational system but who are themselves denied access to educational opportunities.

Joseph Fruscione:

Editing a column like this is different when the contributors are good friends and former colleagues.

Because Katie and Shonda are friends and colleagues, their pairing took on a life of its own. I originally put them together not only because they knew each other but also because they’re very aware of the many issues facing adjunct faculty. I knew they’d work out a focus for the column, so I essentially told them to just do their thing. I spent 15+ years working and teaching at their university — one becoming increasingly known for rampant pay disparity between senior administrators and others — so I have an insider’s knowledge of some issues they allude to or discuss, such as adjunct working conditions. All in all, I’m thrilled with the smart, engaging work they did here with issues of labor, activist rhetoric, and maintaining their multifaceted professional roles.

Madison 2005 (reflecting 1998):

When all third graders read at grade level or beyond by the end of the year, the achievement gap will be closed…and not before
On November 7, Superintendent Art Rainwater made his annual report to the Board of Education on progress toward meeting the district’s student achievement goal in reading. As he did last fall, the superintendent made some interesting claims about the district’s success in closing the academic achievement gap “based on race”.

According to Mr. Rainwater, the place to look for evidence of a closing achievement gap is the comparison of the percentage of African American third graders who score at the lowest level of performance on statewide tests and the percentage of other racial groups scoring at that level. He says that, after accounting for income differences, there is no gap associated with race at the lowest level of achievement in reading. He made the same claim last year, telling the Wisconsin State Journal on September 24, 2004, “for those kids for whom an ability to read would prevent them from being successful, we’ve reduced that percentage very substantially, and basically, for all practical purposes, closed the gap”. Last Monday, he stated that the gap between percentages scoring at the lowest level “is the original gap” that the board set out to close.

Unfortunately, that is not the achievement gap that the board aimed to close.

In 1998, the Madison School Board adopted an important academic goal: “that all students complete the 3rd grade able to read at or beyond grade level”. We adopted this goal in response to recommendations from a citizen study group that believed that minority students who are not competent as readers by the end of the third grade fall behind in all academic areas after third grade.

As of 2013, the situation has not changed, unfortunately.

Madison, 2014, the view from Milwaukee:

The largest state teachers union, the Wisconsin Education Association Council, gave $1.3 million last month to the Greater Wisconsin Committee, a liberal group that has been running ads critical of Walker. Two of WEAC’s political action committees have given a total of $83,128 to Burke directly.

On the other side, the American Federation for Children said last year in a brochure that in the 2012 elections in Wisconsin, including the recalls that year, it had spent $2.4 million supporting pro-voucher candidates.

Along with family members, Dick and Betsy DeVos have given about $343,000 to Walker since 2009. The Grand Rapids, Mich., couple made their fortune in the marketing firm Amway and now support the voucher school movement.

The elections are critical because in general, each candidate’s stance on the issue of vouchers is largely dictated by their political party affiliation. If Republican candidates maintain control of both houses and the governor’s seat, voucher-friendly legislation is more likely to pass.

Democrats are trying to take control of the state Senate. Republicans hold the chamber 17-15, with one GOP-leaning seat vacant. Republicans have a stronger majority in the Assembly and the election is unlikely to change that.

Senate Democrats would oppose the expansion of voucher schools until standards and requirements are established that put those private schools on the same footing as public schools, Senate Minority Leader Chris Larson (D-Milwaukee) said.

…….

Walker on Wednesday also challenged Burke’s record on the Madison School Board.

He noted that the graduation rate for black students in Madison is lower than the graduation rate for black students in MPS.

Walker said Burke has had a chance to use his Act 10 law to save the taxpayers millions in Madison, and put those dollars toward alleviating the achievement gap.

“She’s failed to do that,” Walker said.

Burke responded that Madison is a fiscally responsible district that is one of the few in the state operating under its levy cap.

Madison still has a contract because the teachers union there challenged the Act 10 law in court, and a circuit court judge ruling initially swung in its favor. The teachers union subsequently bargained a contract this year and next year with the district.

Then this summer, the Wisconsin Supreme Court upheld Walker’s Act 10 law.

Madison 2014, gazing into the mirror:

Gov. Scott Walker took the campaign against Democratic opponent Mary Burke to her front door Wednesday, accusing the one-term Madison School Board member of not doing enough to improve black students’ graduation rates in Madison.

Walker argued that the Madison School Board could have put more money toward raising graduation rates and academic achievement if it had taken advantage of his controversial 2011 measure known as Act 10, which effectively ended collective bargaining for most public workers, instead of choosing to negotiate a contract with its teachers union for the 2015-16 school year earlier this summer.

“Voters may be shocked to learn that the African-American graduation rate in Madison (where Mary Burke is on the board) is worse than in MKE,” Walker tweeted Wednesday morning.

Burke shot back that Walker’s comments were “short sighted” and showed “a lack of knowledge” of how to improve student academic achievement.

In 2013, 53.7 percent of black students in Madison graduated in four years. In Milwaukee, the rate was 58.3 percent, according to state Department of Public Instruction data. That gap is smaller than it was in 2012, when the 4-year completion rate among black students was 55 percent in Madison and 62 percent in Milwaukee.

Overall, the 2013 graduation rates for the two largest school districts in Wisconsin was 78.3 percent in Madison and 60.6 percent in Milwaukee.

Under Superintendent Jennifer Cheatham, the district has made progress in the last year toward improving overall student achievement, Burke said in a call with reporters. School Board president Arlene Silveira also said Wednesday the district has started to move the needle under Cheatham.

“Is it enough progress? No. We still have a lot of work to go, and whether you’re talking about African-American (graduation rates) in Madison or talking about (rates) in Milwaukee, they are too low,” Burke said. “But the key to improving student learning, that anyone who really looks at education knows, is the quality of the teacher in the classroom.”

Decades go by, yet the status quo reigns locally.

A few background links:

1. http://www.wisconsin2.org

2. Wisconsin K-12 Spending Dominates “Local Transfers”.

3. Mandarins vs. leaders The Economist:

Central to his thinking was a distinction between managers and leaders. Managers are people who like to do things right, he argued. Leaders are people who do the right thing. Managers have their eye on the bottom line. Leaders have their eye on the horizon. Managers help you to get to where you want to go. Leaders tell you what it is you want. He chastised business schools for focusing on the first at the expense of the second. People took MBAs, he said, not because they wanted to be middle managers but because they wanted to be chief executives. He argued that “failing organisations are usually over-managed and under-led”.

Mr Bennis believed leaders are made, not born. He taught that leadership is a skill—or, rather, a set of skills—that can be learned through hard work. He likened it to a performance. Leaders must inhabit their roles, as actors do. This means more than just learning to see yourself as others see you, though that matters, too. It means self-discovery. “The process of becoming a leader is similar, if not identical, to becoming a fully integrated human being,” he said in 2009. Mr Bennis knew whereof he spoke: he spent a small fortune on psychoanalysis as a graduate student, dabbled in “channelling” and astrology while a tenured professor and wrote a wonderful memoir, “Still Surprised”.

2009: The elimination of “revenue limits and economic conditions” from collective bargaining arbitration by Wisconsin’s Democratically controlled Assembly and Senate along with Democratic Governer Jim Doyle:

To make matters more dire, the long-term legislative proposal specifically exempts school district arbitrations from the requirement that arbitrators consider and give the greatest weight to revenue limits and local economic conditions. While arbitrators would continue to give these two factors paramount consideration when deciding cases for all other local governments, the importance of fiscal limits and local economic conditions would be specifically diminished for school district arbitration.

A political soundbyte example:

Candidate Burke’s “operating under its levy cap” soundbyte was a shrewd, easily overlooked comment, yet neglects to point out Madison’s property tax base wealth vs. Milwaukee, the District’s spending levels when state revenue limits were put in place and the local referendums that have approved additional expenditures (despite open questions on where the additional funds were spent).

I hope that she will be more detailed in future comments. We’ve had decades of soundbytes and routing around tough choices.

Madison’s challenges, while spending and staffing more than most, will continue to be under the political microscope.

I hope that we see a substantive discussion of K-12 spending, curriculum and our agrarian era structures.

The candidates on Education:

Mary Burke:

Education has always offered a way up to a good job and a better life. It’s the fabric of our communities, and it’s the key to a strong economy in the long term.

As co-founder of the AVID/TOPs program, a public-private partnership that is narrowing the achievement gap for low income students, Mary knows that every Wisconsin student prepared to work hard can realize their dreams if given the support they need. By bringing together area high schools, the Boys & Girls Club, technical colleges, businesses and the University, Mary made a real difference for students, many of whom are the first in their family to attend college. The first class graduated last spring, and in September, over 90% of those students enrolled in post-secondary education.

Mary believes Wisconsin schools should be among the best in the nation—and she knows that making historic cuts isn’t the way to do it. She’ll work every day to strengthen our public education system, from K-12 to our technical colleges and university system. Mary strongly opposed the statewide expansion of vouchers—as governor, she’ll work to stop any further expansion, and ensure that all private schools taking public dollars have real accountability measures in place.

Scott Walker:

“We trust teachers, counselors and administrators to provide our children world-class instruction, to motivate them and to keep them safe. In the vast majority of cases, education professionals are succeeding, but allowing some schools to fail means too many students being left behind. By ensuring students are learning a year’s worth of knowledge during each school year and giving schools the freedom to succeed, Wisconsin will once again become a model for the nation.” — Scott Walker

For years, Wisconsin had the distinction of being a national leader in educational reform. From the groundbreaking Milwaukee Parental Choice Program to policies aimed at expanding the role of charter schools in communities across the state, Wisconsin was viewed as a pioneer in educational innovation and creativity.

Wisconsin used to rank 3rd in fourth grade reading, now we’re in the middle of the pack at best with some of the worst achievement gaps in the nation.

Fortunately, Wisconsin has turned a corner and is once again becoming a leader in educational excellence by refocusing on success in the classroom. This has been done by pinpointing the following simple but effective reforms:

• Improving transparency
• Improving accountability
• Creating choice

We are working to restore Wisconsin’s rightful place as an education leader. Our students, our teachers, and our state’s future depend on our continued implementation of reform.

A look at District spending:

Per student spending: Milwaukee’s 2013-2014 budget: $948,345,675 for 78,461 students or $12,086/student. Budget details (PDF).

Madison plans to spend $402,464,374 for 27,186 students (some pre-k) this year or about $14,804/student, 22% more than Milwaukee. Details.

And, finally, 2010: WEAC: $1.57 million for four senators.

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

Members of MTI’s Board of Directors, Bargaining Committee and Union staff greeted the District’s 200+ newly hired teachers at New Teacher Orientation last Monday. Sixty- five have already joined the union.

MTI Executive Director John Matthews addressed the District’s new teachers during Monday’s gathering. In doing so, Matthews provided a brief history of the Union, its reputation of negotiating outstanding Collective Bargaining Agreements which provide both employment security and economic security, and in explaining the threat to both, given Act 10, said all MTI members would need to pull together to preserve the Madison Metropolitan School District as a quality place to teach.

Molly Beck

A new way to evaluate teachers, known as the Wisconsin Educator Effectiveness System, begins this school year across Wisconsin — giving equal weight to teachers’ performance in the classroom as judged by principals and student academic achievement.

The evaluations are mandated as part of Wisconsin’s waiver to the No Child Left Behind requirements. Under the program, each teacher sets a student performance goal.

Madison Teachers Inc. president Mike Lipp said teachers welcome the new evaluations as a way to improve their instruction, noting that some longtime teachers haven’t been reviewed in decades.

Now, principals and assistant principals will need to evaluate each of their teachers in a more extensive way once every three years — the same for principals, who will be evaluated by Cheatham and other administrative staff.

Principals have received training to help them balance their new load of administrative duties with what’s already on their plate, including working with parents, Cheatham said.

Richard Kallenberg & Halley Potter:

ALTHOUGH the leaders of teachers unions and charter schools are often in warring camps today, the original vision for charter schools came from Albert Shanker, the president of the American Federation of Teachers.

In a 1988 address, Mr. Shanker outlined an idea for a new kind of public school where teachers could experiment with fresh and innovative ways of reaching students. Mr. Shanker estimated that only one-fifth of American students were well served by traditional classrooms. In charter schools, teachers would be given the opportunity to draw upon their expertise to create high-performing educational laboratories from which the traditional public schools could learn.

Mr. Shanker was particularly inspired by a 1987 visit to a public school in Cologne, Germany, which stood out for a couple of reasons. Teams of teachers had considerable say in how the school was run. They made critical decisions about what and how to teach and stayed with each class of students for six years. And unlike most German schools, which are rigidly tracked, the Cologne school had students with a mix of abilities, family incomes and ethnic origins. Turkish and Moroccan immigrants were educated alongside native German students in mixed-ability groups. Sixty percent of the school’s students scored high enough on exams to be admitted to four-year colleges, compared with 27 percent of students nationally.

Mr. Shanker argued that charter schools could help reinvigorate the twin promises of American public education: to promote social mobility for working-class children and social cohesion among America’s increasingly diverse populations. There is considerable research to back up this vision. Richard M. Ingersoll, a sociologist at the University of Pennsylvania, has found that where teachers have more say in how their school is run, the school climate improves and teachers stay longer — trends that have been independently associated with increased student learning. And data from the National Assessment of Educational Progress in Mathematics show that low-income fourth graders who attend economically integrated schools are as much as two years ahead of low-income students stuck in high-poverty schools.

Alan Borsuk

In recent years on this Sunday, the last before most kids start school, I have offered thoughts on what is new and worth watching on the school scene in Wisconsin and particularly in Milwaukee.

I started to make up a list for this year and was struck by how, um, boring it was. Permit me to try a different approach, namely, a debate with myself (I win!) over this proposition:

Wisconsin education is suffering a serious case of the blahs.

In defense of this statement, I point to how few new schools, new programs and initiatives there are this year, particularly in Milwaukee.

With its large voucher and charter sectors and with Milwaukee Public Schools frequently undergoing changes, you could count on Milwaukee to offer new developments each fall in recent years.

This year, there’s not much. A few programs are being launched or growing, such as the addition of parent centers in many Milwaukee schools that didn’t have them until now. But it’s really kind of status quo out there. And it’s a status quo in which less than one in five MPS students are rated as proficient or better in reading.

Consider my snapshot summary of the three big sectors of Milwaukee schools:

Unfortunately, status quo governance has become the norm in Madison and generally across the Badger State. Our agrarian era K-12 governance structures persist, mostly on the fumes of the past. Yet, spending continues to grow, with Madison’s $15,000+ / student double the national average, despite long term disastrous reading results. A 2012 comparison with the Austin, TX school district is worth a look.

Wall Street Journal:

1. Set up a student bank account.

Entering college comes with many new responsibilities, including being accountable for your money, whether acquired from your parents or from your own efforts. Setting up a bank account is a good place to start! Keep track on a regular basis of what goes in and what goes out. Balance a checkbook! Also, make sure you understand all of the account fees and their justification before signing up. In addition, setting up an account will make it easy for your parents to send you money; the best way to do this is to find out what banks have branches located on your college campus, and then see if any of them also have a branch in your hometown.

2. Learn to budget your expenses and don’t overspend.

Make a budget and stick to it. Here are some small ways to get the most out of what you have:When you go out to eat, order an appetizer. Appetizers are usually meant to be shared by a party of four, yet are cheaper than an entree.

Buy as much food as you can in bulk (from Costco, COST 0.00% if you can), and don’t waste any of it. If fruit starts to go bad, then freeze it and make it into a smoothie later.

Peggy Noonan:

Tenderfoot is in big sky country. On the drive from the airport to the ranch, the Tetons, a range of great splendor and dignity that Tenderfoot had thought were two mountains called Grand, are spread before her. It is dusk. To the left the Snake River curls softly against the road. To the right, open fields, working ranches, herds of buffalo. In the air the scent of sage. The sky is huge, a dome of softening blue. All this is expected—this is how the West looks—yet the real thing startles and overwhelms. You stare dumbly at the wonder of it.

“God’s country,” her host says, not as a brag but with awe still in his voice after more than 20 years here.

Tenderfoot’s host, a friend of many years, a substantial and numeric man, tells her Wyoming facts. There are fewer people in this state than any other. (“They must be lonely,” she thinks.)

Tenderfoot doesn’t really like to be in a place where there aren’t a lot of . . . witnesses. She’s from the city and knows the canyons of downtown, the watering holes of the theater district. She knows her Brooklyn, her Long Island, her Jersey, is a walker in the city and a lost rube in the country. She is here because she loves her friends and will go far to see them. She does have a relationship with the American West and does in fact love it, but it is the West as mediated by John Ford, Cormac McCarthy and Larry McMurtry. She doesn’t really know the real one.

Welcome to campus, class of 2018!

You’ve survived the modern college admissions rat race and wrangled your mother into buying you that overpriced shower caddie at Bed Bath & Beyond. BBBY 0.00% It would seem the hard part is over, but not so fast.

Sure, you’ve crossed your t’s and dotted your i’s, but you haven’t yet learned to “check your privilege.” That’s what orientation is for. Perhaps you’re only now learning that white is a synonym for racist. Brace yourselves for lectures all week on how to spot diversity and workshops about how to ensure your room is a safe space.

Here are some tips for surviving PCU, the politically correct university of your choice:

Your course catalog may include offerings like “Transnational Transgender Social Formations: Political Economies and Health Disparities” (at Columbia) or “Romantic Extremities: Madness, Revolution, Sublimity, and the Celtic Fringe” (Wesleyan) or “Made from Scrap: The Poetics and Politics of Salvage in the Americas” (Berkeley). If you don’t know what any of that means, you’re not alone.

Stick to classes where you understand every word in the course title. Subjects with two syllables are a good bet: Econ. Latin. Great Books. Con Law. Plato. Austen. Milton. Dante. Nietzsche.

Sue Shellenbarger:

One great way to make yourself cringe is to watch video of yourself as a teenager. If only you could go back in time and give yourself a little advice to ease the way forward.

Young adults from the York School Class of 2004 in Monterey, Calif., were confronted with their teenage hopes and dreams when they gathered earlier this month for their 10-year high school reunion. Each viewed a video “message to my future self” recorded more than a decade ago during senior year. The videos—mostly about a minute long—are a 15-year tradition at York, a private high school with a diverse enrollment of 230 students, 35% to 40% of them on financial aid.

While the videos elicited plenty of laughter and eye-rolling, the 14 members of York’s 53-student Class of 2004 who attended the reunion saw value in pausing to revisit goals set long ago. Many found that their teenage selves had sketched out achievable road maps—though they’d underestimated the confidence and patience needed to pursue them.

The members of the York Class of 2004 were unusually well-equipped to achieve their ambitions. Nearly all York students attend college and 83% graduate in four years, more than twice the national average. Still, they exited college into a recession, and most of them had trouble building the careers they wanted.

T. Keung Hui

North Carolina’s home schools are growing at a record rate and are now estimated to have more students than the state’s private schools.

New figures from the state show there were 60,950 home schools in the 2013-14 school year, a 14.3 percent increase from the prior year and a 27 percent increase from two years ago. The state estimates there are 98,172 home-schoolers, marking the first time that North Carolina’s home-school enrollment has surpassed the number in private schools.

Last school year, there were 95,768 students at the state’s private schools, a total that’s been dropping annually since the 2007-08 school year.

“If you’re dissatisfied with public education, you really have two routes,” said Kevin McClain, president of North Carolinians For Home Education, a statewide support group. “You can send your child to a private school – which is really expensive – or you can home-school. The economy means that, for many people, you home-school.”

Emily Badger, via a kind reader:

In the beginning, when they knew just where to find everyone, they pulled the children out of their classrooms.

They sat in any quiet corner of the schools they could claim: the sociologists from Johns Hopkins and, one at a time, the excitable first-graders. Monica Jaundoo, whose parents never made it past the eighth grade. Danté Washington, a boy with a temper and a dad who drank too much. Ed Klein, who came from a poor white part of town where his mother sold cocaine.

They talked with the sociologists about teachers and report cards, about growing up to become rock stars or police officers. For many of the children, this seldom happened in raucous classrooms or overwhelmed homes: a quiet, one-on-one conversation with an adult eager to hear just about them. “I have this special friend,” Jaundoo thought as a 6-year-old, “who’s only talking to me.”

Later, as the children grew and dispersed, some falling out of the school system and others leaving the city behind, the conversations took place in McDonald’s, in public libraries, in living rooms or lock-ups. The children — 790 of them, representative of the Baltimore public school system’s first-grade class in 1982 — grew harder to track as the patterns among them became clearer.

Margaret Sullivan:

Last year, as a college freshman, Jack Fischer decided to put some casual observations to the test.

He had noticed during his college search that public colleges and universities seemed to get short shrift in many publications, including The Times, while the Harvards and Dartmouths of the world were celebrated and constantly mentioned.

As the 19-year-old recalls: “It just seemed like there wasn’t much being said about a lot of public institutions, especially in light of the intense coverage of similar private schools. I don’t know who said it, but there’s a quote that goes something like ‘The most exciting thing isn’t ‘Eureka!’ but ‘That’s funny …’.”

Molly Beck, via a kind reader:

One in three black students was chronically absent from school during the 2013-14 school year, according to a Madison School District report.

Thirty-six percent of the district’s black students have an attendance rate lower than 90 percent. That corresponds to missing, on average, one half day of school every week, or 18 days during the year. The rate has remained steady for the past three school years.

Overall, 20 percent of students were chronically absent last school year, up from 19 percent during the two previous school years, according to the report, which was presented to the School Board on Monday. The district’s total attendance rate was 93 percent.

Nearly one in three students from low-income households was chronically absent compared to one in 10 students who didn’t qualify for free or reduced-price meals.

Superintendent Jennifer Cheatham and board members said the data illustrate the need to further emphasize school attendance — especially as the district seeks to close the achievement gap between white and minority students and as it works to increase academic rigor in middle and high schools.

“On average the district does pretty well, but we have subgroups that we simply need to be sure they are in school more,” said James Howard, board vice president. “You can’t learn if you’re not in school — it’s just that simple.”

How to Get Kids to Class: To Keep Poor Students in School, Provide Social Services

FOR the 16 million American children living below the federal poverty line, the start of a new school year should be reason to celebrate. Summer is no vacation when your parents are working multiple jobs or looking for one. Many kids are left to fend for themselves in neighborhoods full of gangs, drugs and despair. Given the hardships at home, poor kids might be expected to have the best attendance records, if only for the promise of a hot meal and an orderly classroom.

But it doesn’t usually work out that way. According to the education researchers Robert Balfanz and Vaughan Byrnes at Johns Hopkins, children living in poverty are by far the most likely to be chronically absent from school (which is generally defined as missing at least 10 percent of class days each year).

Amazingly, the federal government does not track absenteeism, but the state numbers are alarming. In Maryland, for example, 31 percent of high school students eligible for the federal lunch program had been chronically absent; for students above the income threshold, the figure was 12 percent.

Thanks to groundbreaking research compiled by Hedy Nai-Lin Chang, the director at Attendance Works, we have ample proof that everything else being equal, chronically absent students have lower G.P.A.s, lower test scores and lower graduation rates than their peers who attend class regularly.

The pattern often starts early. Last year in New Mexico, a third-grade teacher contacted the local affiliate of Communities in Schools, the national organization that I run, for help with a student who had 25 absences in just the first semester. After several home visits, we found that 10 people were living in her two-bedroom apartment, including the student’s mother, who had untreated mental health issues. The little girl often got lost in the shuffle, with no clean clothes to wear and no one to track her progress. Nor was there anything like a quiet place to do homework.

Bill Glauber

“I’m a conformist,” said Henry Tyson, superintendent of St. Marcus Lutheran School. “I like rules and I like order.”

To hear that Tyson considers himself a conformist is a surprise, given his background and his mission.

How this British-born educator came to Milwaukee is the stuff of chance, circumstance and an intense personal faith to live, work and educate children in the inner city.

Tyson’s ability to shake up the education establishment in recent years has made him a target of critics, who see him as an interloper.

Even those who are not intimately involved in the hothouse of education politics in Milwaukee may have heard of Tyson’s so-far unsuccessful quest to buy empty Milwaukee Public Schools buildings and expand the private voucher school he oversees.

On Friday, St. Marcus announced a deal to lease space for an early childhood education center at a non-MPS building, the Aurora Weier Educational Center building at 2669 N. Richards St.

The move marks a truce, of sorts. Yet the fight likely isn’t over. For his part, Tyson has been stung by criticism.

“What absolutely shocked me is that I became the nemesis of public education,” Tyson said. “Like I have always articulated, we will not move this city forward enough, or at least significantly, until the fighting stops.”

Last week, the fall term began at St. Marcus’ main campus at 2215 N. Palmer St. The sparkling facility buzzed with the energy of 730 students in grades K-8 and more than 100 staff. Nearly all of those students — 93% — attend on a taxpayer-paid voucher. The student body is 89% African-American, Tyson said.

Listen to an interview with Henry Tyson.

Molly Beck:

Madison School District Superintendent Jennifer Cheatham has “brought a fresh lens to the district,” and exceeded the School Board’s expectations, according to her first evaluation by the board.

The work completed in the district under Cheatham is “moving in the right direction,” board members wrote in a seven-page evaluation.

Cheatham was hired in the spring of 2013.

There will be no changes to Cheatham’s pay or benefits associated with the evaluation, according to district spokeswoman Rachel Strauch-Nelson. Cheatham is currently paid $235,000 annually.

Cheatham exceeded expectations in the areas of organizational climate and culture, instructional leadership, talent performance and management and in relations with the Madison community.

“You stepped into the leadership role of an organization experiencing many stresses,” board members wrote. “You did not shy away from taking control and setting direction.”

Communication with board members, budget and operations management were areas where Cheatham “met expectations.”

Much more on Superintendent Reviews, here.

Alan Borsuk:

Grit — it’s been a hot term in education. To succeed, students need grit, meaning determination, persistence, the capacity to deal with challenges, and resilience when something doesn’t go right.

Schools need grit, too. That’s true in any circumstance, but it’s especially true for schools starting up in places where the challenges are bigger.

Sure enough, grit is one of the character traits highlighted on a wall near the entrance of the Milwaukee Environmental Sciences School, 6600 W. Melvina St., which used to be the Sixty-Fifth Street School of Milwaukee Public Schools.

The goal of opening a school such as this is to add something better and different to the education scene. But launching a school is tough for something like 10,000 reasons, and growing it to fulfill its goals is even harder.

A year ago, I singled out three new schools that I thought were especially worth following. I should have made Milwaukee Environmental Sciences the fourth. As a new school year gets started, I decided to check up on the four — and the reports seem fairly encouraging.

David Perry:

Until a few weeks ago, Steven G. Salaita was on his way to join the University of Illinois at Urbana-Champaign as a tenured professor in its American Indian studies program. He had left his position at Virginia Tech and was prepared to move across the country with his family. All that was left was the usually pro-forma step in which the chancellor sends the appointment to the university’s board for approval. In this case, shockingly, Chancellor Phyllis M. Wise decided to block his appointment. The alleged reason was that he was too rude when criticizing Israel on Twitter.

This case has arrived in the wake of numerous others in which online speech has resulted in censure and, in some cases, the enactment of new policies intended to restrict public speech. The decision to void Salaita’s hiring over criticizing Israel, already a polarizing topic in American academic culture, escalates the situation.

I come to this topic not as a partisan in the specifics of Salaita’s situation but as an advocate for faculty engagement with the public. Over the last year, I have written periodic columns for The Chronicle about the ways that academics can and should write for general audiences. Recently, I even suggested that “sustained public engagement” of any sort should count for hiring, tenure, and promotion.

Tracey Meares:

Ad ay after his visit to Ferguson, Missouri, Attorney General Eric H. Holder stated in a press conference that, “History simmers beneath the surface in more communities than just Ferguson.” To what history was he referring? Many assumed General Holder meant the longstanding tensions between the mostly black residents of Ferguson and the mostly white police force, but I believe General Holder meant a deeper and broader history that goes well beyond policing. The anger in Ferguson is not just in reaction to shabby treatment by the police, but also the city’s housing, educational, and other civic institutions.

The history of racial mistrust in Ferguson can be found in the legacy of residential segregation in the St. Louis metropolitan area, enforced from the early to the middle twentieth century through mechanisms such as racially restrictive covenants, zoning laws, realtors agreements, and assessors ratings, as research by Professor Colin Gordon demonstrates. Because of these longstanding policies, black Ferguson residents today are disproportionately renters without a strong political stake in the town’s governance and geographically concentrated in areas without economic power.

Teresa Watanabe:

Michael Davis experienced firsthand the negative effects of campus discipline when he received a police citation for tardiness in middle school and later was removed from class for failing to wear the school uniform at Manual Arts High in South Los Angeles.

After years of fighting for change, Michael and others Tuesday celebrated the unveiling of a groundbreaking move by Los Angeles Unified school police to stop giving citations for fighting, petty theft and other minor offenses. Students instead will be referred to counseling and other programs.

“So often students are just thrown to the cops and put in handcuffs without getting to the root of their problems,” said Michael, a 17-year-old senior. “This new policy is such an accomplishment and will definitely make a difference.”

Ned Resnikoff:

Hungry students don’t enter the on-campus food pantry at New York’s LaGuardia Community College; instead they sit in an office in the college’s financial services center while a staff member or volunteer runs upstairs to get their food, bringing them unmarked grocery bags to take home.

Little more than an unlabeled office, containing a series of unmarked file cabinets, the pantry goes undetected to most – and that’s the point.

Dr. Michael Baston, the college’s vice president of Student Affairs, says the whole process is designed to be invisible.

“We did this because we feel like it is a stigma reducing strategy,” he said. “Because we want students to feel like whatever the resource they need to sustain themselves, that would be available to them.”

Battling stigma is a challenge for food pantries of all stripes, but the struggle appears to be especially pronounced on college campuses. After all, universities are supposed to be islands of relative privilege. If you can afford to spend thousands of dollars a year on a college education, the thinking goes, you can’t possibly be hungry enough to require emergency food assistance.

David Bromwich:

Andrew Rossi’s documentary Ivory Tower prods us to think about the crisis of higher education. But is there a crisis? Expensive gambles, unforeseen losses, and investments whose soundness has yet to be decided have raised the price of a college education so high that today on average it costs eleven times as much as it did in 1978. Underlying the anxiety about the worth of a college degree is a suspicion that old methods and the old knowledge will soon be eclipsed by technology.

Indeed, as the film accurately records, our education leaders seem to believe technology is a force that—independent of human intervention—will help or hurt the standing of universities in the next generation. Perhaps, they think, it will perform the work of natural selection by weeding out the ill-adapted species of teaching and learning. A potent fear is that all but a few colleges and universities will soon be driven out of business.

It used to be supposed that a degree from a respected state or private university brought with it a job after graduation, a job with enough earning power to start a life away from one’s parents. But parents now are paying more than ever for college; and the jobs are not reliably waiting at the other end. “Even with a master’s,” says an articulate young woman in the film, a graduate of Hunter College, “I couldn’t get a job cleaning toilets at a local hotel.” The colleges are blamed for the absence of jobs, though for reasons that are sometimes obscure. They teach too many things, it is said, or they impart knowledge that is insufficiently useful; they ask too much of students or they ask too little. Above all, they are not wired in to the parts of the economy in which desirable jobs are to be found.

Patrick Jakeway

The classic novel Brave New World describes a future in which people have lost all of their liberty and in which they have become drugged robots obedient to a central authority. It also details how this control was first established. First, the rulers had to erase all history and all the people’s memory of a time before their bondage.

Today, the history of George Washington’s leadership has been erased in the new Advanced Placement (AP) U.S. History test/curriculum, taking effect in the fall of 2014. The College Board, the organization that publishes the Scholastic Aptitude Tests (SAT) and AP tests, has also decided to completely blot out Benjamin Franklin, Thomas Jefferson, and James Madison, among others. In this newly revised course, General Washington merits one fleeting mention in one sentence, in reference to his Farewell Address.

American history without George Washington? That is like the Beatles without Paul McCartney or the Super Bowl without Vince Lombardi. A former AP U.S. history teacher, Larry Krieger, provides insightful analysis of these sweeping changes here. The rebuttal of Trevor Parker, senior vice president for AP programs at the College Board, can be found here, and Mr. Krieger’s defense here. As an aside, it should be noted that the College Board’s new president, David Coleman, is also one of the major architects of Common Core.

The 98-page College Board AP U.S. History curriculum framework can be read here. Mr. Krieger’s analysis makes clear that this deletion was by design and not by accident. The new College Board U.S. history defines the USA as a racist, genocidal, imperialist nation. Their whole point is that America is bad so of course they leave America’s heroes out.

Some examples of this theme can be observed in the “Key Concepts” of the framework enumerated in each historical period as key guidelines for teachers:

Period 1: 1491-1607

Key Concept 1.1. Before the arrival of Europeans, native populations in North America developed a wide variety of social, political and economic structures based in part on interactions and each other. (Page 31)

Translation: American Indians lived in a natural state of peace in harmony with nature before the Europeans arrived. No mention of brutal inter-tribal wars and practices such as scalping.

Period 2: 1607-1754

Key Concept 2.1 Differences in imperial goals, cultures and the North American environments that different empires confronted led Europeans to develop diverse patterns of colonization.

Section II, A: English colonies attracted both males and females who rarely intermarried with native people or Africans, leading to the development of a rigid racial hierarchy. (Page 35)

Translation: The colonizing of the New World was one large imperialist, racist scheme. No mention of the Pilgrims on the Mayflower seeking religious freedom here.

Key Concept 2.2 European colonization efforts in North America stimulated intercultural contact and intensified conflict between the various groups of colonizers and native peoples.

Section II, A: “Continuing contact with Europeans increased the flow of trade goods and diseases into and out of native communities. Teacher’s example: population collapse of Catawba Nation” (Page 38)

Translation: The imperial efforts at cultural conquest resulted in genocide of the Native Americans. Left unmentioned are the millions of people who fled European wars in the 1600s, such as the “Pennsylvania Dutch” settlers fleeing the 30 Years’ War in Germany. Not exactly an imperialist effort.

Section II, B: “The resulting independence movement was fueled by colonial elites, as well as some grassroots movements.” (Page 42)

Translation: This war was mainly driven by a lot of well-connected, self-interested rich guys. Apparently, the overthrow of a monarchy by citizen militiamen seems not to merit as overthrowing “elites.”

Sample Test Questions:

Question 1: Some historians have argued that the American Revolution was not revolutionary in nature. (Page 114)

Sample Good Answers (Page115):

“Individuals who were wealthy, powerful and influential before the event continued to possess wealth, power and influence later. George Washington, John Adams and Thomas Jefferson could serve as examples.”

Translation: The poor continued to be oppressed by the rich. George Washington, John Adams, and Thomas Jefferson were rich bad guys.

“Other good responses might analyze the absence of revolutionary change for groups such as women, slaves, and Native Americans following the Revolution.” (Page 115)

Translation: The Revolution was actually bad. The Founding Fathers were racist and sexist.

So what does this “brave new history” hold for our children?

After suffering the blizzards of Valley Forge, improbably enduring for five years against the world’s superpower at that time, Great Britain, and prevailing at Yorktown, the victorious General Washington rejected all power after the War of Independence, rebuked those who would have made him king, and simply retired to his farm in Virginia. How could the College Board convince our children that our country is founded upon and hell-bent on conquest after learning about the father of our country? The answer is they could not. So the College Board had to erase the story of George Washington’s inimitable life.

The College Board explicitly instructs teachers to teach the history of the United States from the first settlers through the Declaration of Independence and into the present as being one long continuous period of racist, imperialist conflict. Thomas Jefferson is omitted from the framework. Yet “we hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, among them, life, liberty and the pursuit of happiness” captured the spirit and hearts of a people yearning for freedom. In the words of John Adams, “the Revolution was effected before the war commenced. The Revolution was in the minds and hearts of the people.” You cannot teach young people that our nation is inherently racist and also conduct an in-depth review the historical impact of Thomas Jefferson’s writing of the Declaration of Independence, up to and including its influence on the Civil War and the Civil Rights movement. So Thomas Jefferson had to be erased. Dr. Martin Luther King, Jr. also was deleted.

After gaining our liberty, James Madison was one of the key people responsible for the creation of the world’s first limited government of the people, by the people and for the people. This explains leaving James Madison out of this “brave new history.” You can’t omit the founding of the American republic based on individual liberty and limited government with a Bill of Rights if you discuss James Madison’s work. So “the Father of the Constitution” had to be erased.

This is more than just an academic spat among history teachers. America today is the freest, most prosperous land the world has ever known. Everything everyone has in this country exists because of the original gift of liberty bequeathed to us by General George Washington and our Founding Fathers. Let’s also not forget that hundreds of millions, if not billions, of people around the globe owe their current freedom to the United States of America and, by extension, to our Founding Fathers.

Benjamin Franklin was asked a question upon exiting Independence Hall after finishing the Constitution. “What kind of government have you given us, Dr. Franklin?” He replied, “A Republic, if you can keep it.” If your child never learns about Benjamin Franklin’s story or about how the Revolutionary War was won or about the Gettysburg Address or about the D-Day landing at Normandy (all erased in this “brave new history”), then he will never know that it is up to us to keep our Republic. It is for us the living never to forget our forefathers, who fought and sacrificed for us that we might live a life of liberty. It is for us to be dedicated here to the unfinished work they so nobly advanced.

Erasing the Founding Fathers from the premier U.S. history course for secondary students is unconscionable and intolerable. We must protect them from being erased. The list of people who make up the College Board’s Board of Trustees can be found in the Appendix below, listed alphabetically by state. Many of them are employed by public secondary school systems or state universities.

I suggest the following course of action:

If you are a parent of high school age students, boycott AP U.S. History with them together, and do not enroll.
Call-write your governor and state representatives and demand that they pass a resolution to drop the AP U.S. History course offering until the curriculum change is reversed.
Tell your state representatives that they should require each member of the Board of Trustees of the College Board who is a public employee (see list below) to renounce the new AP U.S. History course curriculum and vote to abolish it as a condition of his or her continued employment.
Consider the ACT as an alternative to the SAT for your college-bound teenager. The SAT has a dominant market position and has a powerful hold on the American mind as “the” vehicle to college. The security of this dominant position has bred arrogance in the College Board. I would not advocate that someone put his or her child’s future educational opportunities at risk; however, nowadays, universities readily accept both the ACT and SAT.

Our national anthem ends with a question. The College Board has answered and will be directing the teachers of America to instruct your children and mine that the USA is the land of the imperialist and the home of the racist. Now, you might ask yourself: will that star-spangled banner yet wave over the land of the free, or will it hang limp over the Brave New World? As for me and my children, I can confirm that the spirit of ’76 will not be erased.

Appendix

College Board of Trustees:

Arizona: Karen Francis-Begay, Asst. Vice President, University of Arizona, Tucson, AZ

California: Nathan Brostrom, Executive Vice President, University of California, Oakland, CA

California: Karen Cooper, Director of Financial Aid, Stanford University

Connecticut: Caesar Storlazzi, Director of Financial Aid, Yale University

D.C.: Daniel J. Rodas, Isaacson Miller

Florida: Luis Martinez-Fernandez, Professor of History, University of Central Florida

Hawaii: Belinda W. Chung, Director of College Counseling, St. Andrew’s Priory School, Honolulu

Indiana: Pamela T. Horne, Associate Vice Provost, Purdue University, Lafayette, IN

Indiana: Mary Nucciarone, Director of Financial Aid, Notre Dame University

Illinois: Margareth Etienne, Associate Dean for Academic Affairs, University of Illinois, Champaign, Illinois

Illinois: Von Mansfield, Superintendent, Homewood-Flossmor High School, Flossmor, Illinois

Minnesota: Pam Paulson, Senior Director, Perpich Center for Arts Education, Golden Valley, MN

New Mexico: Margie Huerta, Special Assistant to the President, New Mexico State University, Las Cruces, NM

New York: Shun Fang Chang, Assistant Principal, Bronx High School of Science, Bronx, NY

North Carolina: Shirley Ort, Vice Chair, Associate Provost, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina

Oklahoma: Paul W. Sechrist, Oklahoma City Community College

Pennsylvania: Maghan Keita, Chair, Villanova University, Philadelphia

Pennsylvania: Daniel Porterfield, President, Franklin and Marshall College, Lancaster, PA

Rhode Island: Jim Tilton, Director of Financial Aid, Brown University, Providence, Rhode Island

South Carolina: Scott Verzyl, Associate Vice President, University of South Carolina, Columbia, SC

Texas: Terry Grier, Superintendent, Houston Independent School District, Houston, TX

Texas: Michael Sorrell, President, Paul Quinn College, Dallas, TX

Texas: Paul G. Weaver, District Director of Counseling, Plano Independent School District, Plano, TX

Washington: Philip Ballinger, Associate Vice Provost, University of Washington, Seattle, Washington

Washington: Chio Flores, Assistant Dean of Students, Washington State University, Pullman, WA

via Will Fitzhugh.

Bill Korach:

Will Fitzhugh, Publisher of The Concord Review, told The Report Card: “Exceptional students are often left to their own devices to develop their unique gifts. TCR surveys show that public school teachers don’t have the time to cultivate exceptional student. So we are announcing a coaching program to help these students develop superb writing and research skills.”

Mr. Fitzhugh should know, fully 42% of students published in The Concord Review are accepted at Ivy League schools and in addition, other top schools like The University of Chicago, and Stanford. Harvard agrees with Mr. Fitzhugh:
William R. Fitzsimmons, Dean of Admissions and Financial Aid at Harvard College, has written: “All of us here in the Admissions Office are big fans of The Concord Review.”

Caroline Porter:

In a conciliatory move to appease opponents of recent testing policies, the U.S. Department of Education will give some states leeway in tying teacher evaluations to students’ test scores for the coming school year.

Education Secretary Arne Duncan made the announcement during a back-to-school meeting on Thursday with teachers at a District of Columbia public school.

In a blog post summarizing the news, Mr. Duncan said “the bottom line is that educators deserve strong support as our schools make vital, and urgently needed, changes.”

After Congress failed to reauthorize the No Child Left Behind Act, the Obama administration granted waivers from the legislation to 43 states, Puerto Rico and the District of Columbia. Those waivers require that states make certain reforms, including tying student test scores to teacher evaluations.

Under the new policy, states can request a one-year delay in implementing the new evaluations, as long as they agree schools will collect student test scores and growth metrics and that schools will still share those metrics with teachers.

Not every state with a waiver will be able to take advantage of this delay, which only applies to the some 40 states that are transitioning to new tests this spring.

Hannah Gold:

By the time I was 7 years old I knew drugs were bad. I didn’t need a parent to sit me down on their knee and tell me this because Saturday morning cartoons were frequently interrupted by an advertisement brought to me by Partnership for a Drug-Free America in which an 18-year-old Rachael Leigh Cook smashed an egg, and then her entire kitchen, and told me this was so.

I didn’t know this mid-90s commercial was a revamp of an even more famous 1987 advertisement featuring a white, male authority figure and that same sinister egg. I didn’t know about the war on drugs, but I knew that Cook had the haircut I wanted. I couldn’t have known from this advertisement that kids not too much older than myself, swept up in the hysterical rhetoric of an inner-city epidemic of drugs and violence, were being locked up in droves, and that increasingly, these were children of color. The advertisement said drugs crack kids’ brains on stovetops; the other, silent reality was that the war on drugs cracked kids’ brains in solitary.

Make a minimum contribution to Truthout and receive Burning Down the House: The End of Juvenile Prison. Obtain it by clicking here.

That’s still the reality today. In the United States, it tends to be the case that the real wars we’re fighting are behind walls. The war on children has been one of those, and is, perhaps, the country’s greatest shame.

According to Nell Bernstein’s new book, Burning Down the House, there are currently 66,332 young people confined in juvenile facilities, two-thirds of them in long-term placement. Her impressive and immersive new book focuses on the criminalization of American young people, from the mid-80s when the trend first exploded to the present day when the United States incarcerates more of its kids than any other industrialized nation.

Ry Rivard:

Over much of the past half-century, state governors have helped keep public college tuition artificially low during gubernatorial election years, according to a new peer-reviewed article. But the study suggests more is at play than a governor’s own career.

The study, published in the June issue of Empirical Economics by Kent State University Professor C. Lockwood Reynolds, found inflation-adjusted tuition is 1.5 percent lower in gubernatorial election years than in other years.

“If you’re a sitting governor up for re-election you would prefer that voters are receiving good signals about the state of the state,” Reynolds said. “And one of those might be tuition at a four-year institutions, because it’s announced pretty close to an election, and lots of people want to send their kids to college, and they probably don’t want to pay for it.”

For a natural control group, Reynolds, an economist, looked at private college tuition during the same period, from 1972 to 2003. It didn’t follow the same pattern as in-state tuition sticker prices at all. Instead, he found that private college tuition went up slightly more in gubernatorial election years than in non-election years, although the percentage increase was statistically insignificant.

Pew Trusts

This report provides a first-of-its kind analysis of the costs and characteristics of state employee health plans, and offers a nationwide benchmark against which states can be compared.

Collectively, states spent about $31 billion to insure 2.7 million employee households in 2013, a slight uptick in spending from 2011 and 2012 after adjusting for inflation. The average per-employee per-month premium for employees’ and dependents’ coverage was $963. States paid $808 (84 percent) of the total on average, and employees covered the remaining $155 (16 percent). However, this average masks sharp differences across the states, due to factors such as plan richness, average household size, provider price and physician practice patterns, as well as the age and health status of enrollees.

Edgar Mendez:

The goal in Wauwatosa was to better attract and retain top-flight educators; the method was to change the way teachers are compensated.

A new compensation model, approved in February, calls for teachers to earn anywhere between $40,000 and $80,700 a year, based largely on their performance.

But teachers had concerns: Would principals alone determine the initial salary they’d start at in the new model? Did years of service matter at all anymore? Or was everything based on performance evaluations?

Those concerns still linger as Wauwatosa and other Wisconsin districts roll out new teacher compensation models this fall, thrusting the issue of teacher pay back in the spotlight.

The new compensation models are a result of Act 10, the legislation passed three years ago that limited collective bargaining and allowed districts to untether themselves from salary schedules in union contracts that called for pay increases based solely on years spent teaching and on higher-education credits.

Some districts, such as Hartland-Lakeside and Cedarburg, were early adopters of new performance-based models resembling what people often see in the private sector.

But many more districts are debuting new models this year. The timing coincides with a new statewide educator evaluation system rolling out this year.

Nazmi Al-Masri:

Over the one-year period from July 2013 to July 2014, I was supposed to participate in six international academic conferences and meetings as a partner in four international projects: three EU-funded projects (two from Erasmus-Mundus, one Tempus) and one British Arts and Humanities Research Council-funded project. Because of the siege and the current war, I could not participate in any of these academic gatherings, which were held in the UK, France, Spain, Germany, Jordan, and Cyprus. Many other colleagues have similar problems.

The Islamic University of Gaza (IUG) is currently a partner in four Erasmus Mundus exchange projects and about 50 students and staff members have won full scholarships to join about 30 universities in 14 European countries including the UK, Italy, France, Spain, Germany, Portugal, Greece, Sweden, Finland, Poland, Cyprus, Belgium, Austria and Czech Republic. All these grant holders were supposed to get visas in July and join their orientation and study programs in August or September, but it seems this is not going to happen.

On Saturday 2nd August 2014, the Islamic university of Gaza (IUG) was deliberately attacked as described by the Israeli “Defense” Minister Moshe Yaalon in a press conference held on the same day. The arts and education faculties, the university personnel and finance departments and other departments were reduced to rubble in a matter of minutes. This is not the first time Israel has destroyed higher education facilities in Gaza: in December 2008, two other buildings hosting the engineering and science faculties were leveled to the ground.

Maggie McGrath:

Despite the windowless, bunker-like atmosphere inside the Erie conference room of the Sheraton in downtown Chicago, Galen Graber has to be impressed by his audience: a swath of the 1,500 top admissions and financial aid officials from 635 different schools who have gathered to set policies that determine which kids get into which college and how much money they’ll receive.

Cutting to the chase, Graber, a consultant, launches by taking a poll: “How many of you would say that the primary motivation for offering students merit scholarships is to reward academic achievement?”

Not a single person raises his or her hand.

That response goes a long way to explain college tuition rates that have risen 12% in the last decade while median household income has declined 6% over the same period. And why student debt levels have hit $1.2 trillion, a burden that surpasses even U.S. household credit card debt.

Elite universities like Harvard, Stanford and others on the top of the FORBES list exist in their own orbit–they admit students without factoring in need, their multibillion-dollar endowments providing generous grants for the middle-class and poor. (Get into any Ivy League school with a family income of less than $60,000 and you can pretty much expect a free ride.)

Alexei Koseff:

Last spring, representatives from the University of California, Davis, made 20 trips to China to encourage admitted students to accept their offer to study in the United States.

The director of admissions at UC Santa Cruz met one young man in New Delhi, India, who had traveled hundreds of miles to make the case that he belonged at the coastal university thousands of miles from his home.

Overseas students interested in UC Riverside can request a Skype appointment with one of six international admissions counselors.

Pushed to look for alternative sources of revenue amid the deep budget cuts of the economic recession, schools in the UC system increasingly are recruiting nonresident applicants, who likely will make up a fifth of all freshman for fall 2014.

Even as state funding has begun to recover, campuses rely on substantial additional fees paid by out-of-state and international students who have brought in hundreds of millions of dollars for the university system in recent years.

Despite criticism from some parents and politicians, admissions officers at UC’s nine undergraduate campuses defend the shift as a mutually beneficial strategy, allowing them to broaden the undergraduate population with diverse perspectives and subsidize more seats for California students.

Walter Robinson, who directs undergraduate admissions at UC Davis, said it’s a necessary strategy in the current higher education environment.

University of California-Berkeley:

Everyone notices the academic superstars and failures, but what about the tens of millions of American teens straddling these two extremes? A new study from the University of California, Berkeley, has spotlighted a high school subculture that has made an art of slacking – even with ample educational resources – and may be destined to perpetuate the nation’s struggling lower-middle class.

UC Berkeley sociologist Michele Rossi studied white teenage girls in their last year of a well-funded high school. What she found was a group she dubbed “getting-by girls,” whose coping strategies include paying attention in class, placating teachers and other authority figures, copying one another’s schoolwork or cheating, avoiding challenges and bringing home B-average report cards.

But while getting-by girls put in just enough effort to meet the demands of schoolwork, athletics, school clubs and partying, their practice of sufficing keeps them from making the most of the academic resources at their disposal. The U.S. National Assessment of Educational Progress shows that reading, math and social science scores among 17-year-olds have flatlined since the 1980s while scores among middle school and elementary students have risen. Peer groups and school culture are said to have a major impact on academic achievement, particularly in high school, and Rossi’s two-year investigation reinforces this dynamic.

Robin Straaijer:

There’s a fair chance that at some point you’ve been told that you’re using hopefully wrong: Purists insist that it can only mean “in a hopeful manner” and not “it is to be hoped that.” But who are these purists, and when did people first start giving this advice? More generally, there’s a lot of advice about English usage that we largely take for granted, from split infinitives to dangling participles, but where did anyone get these ideas in the first place?

We can trace back this history to sources much older than your eighth-grade English teacher by looking at usage guides. These books that tell you how you should write English range from the venerable, like Henry Fowler’s Dictionary of Modern English Usage, to the modern, like Merriam-Webster’s Dictionary of English Usage. When usage guides from different eras or countries agree or disagree with each other, this tells us something about which changes in the English language were happening when and how noticeable they were.

But we can do better than merely comparing a few guides offhand. For the past two and a half years, I’ve been working on a database of more than 75 usage guides and 123 usage problems in the English language, spanning a period of nearly 250 years. My two assistants and I call this project the Hyper Usage Guide of English or HUGE database and it’s based out of Leiden University in the Netherlands.

Sarah Jaffe:

Carolyn Hill still remembers the night, two years ago, when the Philadelphia Department of Human Services (DHS) came to take her nieces away. The girls, ages 1 and 2, had been placed with her about a year earlier, after being removed from their mother’s custody due to her mental health issues. Hill thought she’d begun the process of adopting the girls: She’d taken parenting classes at the request of the agency and had begun paperwork so that she could go forward with adoption.

But on Tuesday April 3, 2012, Hill got a call from the Lutheran Children and Family Service (LCFS), a nonprofit that had taken over her case the previous fall (Philadelphia’s DHS farms out its caretaking services to a number of nonprofits). The caller said that she needed to speak with Hill that day. The social worker who had called Hill arrived at her home after 5pm and, without prior warning, took Hill’s nieces away. “She didn’t even let them finish eating—I had stopped to get them some food, but she just took them right on out,” Hill tells In These Times. (LCFS did not return a request for comment.)

When Hill called DHS to find out why the girls had been removed from her care, she was told that everyone was on Easter vacation (Easter would fall on the following Sunday, a full five days away). “It felt like it was a set-up for them to come get the kids [at a time] when I can’t get in touch with anybody,” she says. Hill went to court the following Monday. She says she was not informed by the agency of how she could fight the removal: “I was supposed to go within 30 days [of the court hearing] and file an appeal—file for standing—but nobody told me about that.”

Two years later, she still isn’t sure why the girls were removed from her custody. The answers, she says, keep changing. The agencies brought up a drug conviction for which she served six months’ probation in 1999—something the city knew about when she first took custody of her nieces, she says—and accused her of having mental health issues because she possessed Ambien to help her sleep. They also complained that she did not have a GED.

Adam Gopnik:

Whence, and where, and why the English major? The subject is in every mouth—or, at least, is getting kicked around agitatedly in columns and reviews and Op-Ed pieces. The English major is vanishing from our colleges as the Latin prerequisite vanished before it, we’re told, a dying choice bound to a dead subject. The estimable Verlyn Klinkenborg reports in the Times that “At Pomona College (my alma mater) this spring, 16 students graduated with an English major out of a student body of 1,560, a terribly small number,” and from other, similar schools, other, similar numbers.

In response, a number of defenses have been mounted, none of them, so far, terribly persuasive even to one rooting for them to persuade. As the bromides roll by and the platitudes chase each other round the page, those in favor of ever more and better English majors feel a bit the way we Jets fans feel, every fall, when our offense trots out on the field: I’m cheering as loud as I can, but let’s be honest—this is not working well.

The defenses and apologias come in two kinds: one insisting that English majors make better people, the other that English majors (or at least humanities majors) make for better societies; that, as Christina Paxson, the president of Brown University, just put it in The New Republic, “ there are real, tangible benefits to the humanistic disciplines—to the study of history, literature, art, theater, music, and languages.” Paxson’s piece is essentially the kind of Letter To A Crazy Republican Congressman that university presidents get to write. We need the humanities, she explains patiently, because they may end up giving us other stuff we actually like: “We do not always know the future benefits of what we study and therefore should not rush to reject some forms of research as less deserving than others.”

Edgar Mendez:

Standing out is not easy at Rufus King International High School, recently named the third best high school in Wisconsin by U.S. News and World Report and one that consistently produces top scholars.

Meet Helen Fetaw. Last year’s senior class president. Swim and forensics team member. Head of a student organization and member of the Youth Health Service Corps.

And one other thing: She’s just 16 years old.

In a few weeks, the high-achieving Fetaw will be a freshman at the Ivy League’s University of Pennsylvania.

“I’ve never had one so young,” said Jill Boeck, guidance counselor at King, as she discusses the many successful students that walk through her door.

Boeck, who counsels 400 other college aspiring students a year, said to stand out among them, students have to work a little harder, and be more insistent.

“She seeks out opportunities when she sees them,” Boeck said. ‘She’s puts evertything into what she does.”

It’s a trait she learned from her parents, Fetaw said. They’re originally from Eritrea, which borders Sudan and Ethiopia, but emigrated to Italy, where Helen was born, before moving to the U.S. when she was 3.

Like many immigrants, her parents didn’t wait for opportunities to improve the family’s prospects. They went out and worked hard, she said.

Fetaw said she’d watch while her mother, Maria, sat for hours a day in the small kitchen table of their northwest side home, poring over her nursing books for school, all while also caring for Helen and her two sisters.