Category Archives: Uncategorized

William & Mary faculty approve new general education curriculum

William & Mary

Academic departments and programs already have been reviewing their course offerings in relation to the new curriculum, looking at possible changes in courses that already exist, new courses, and courses that will no longer be needed. That planning ramps up in Spring 2014 with more formal assessments conducted with the A&S Dean’s Office. Simultaneously, Provost Halleran will join President Taylor Reveley in a full review of the proposed curriculum, including projected costs.
There will be some development and transition costs, Halleran said, as faculty design and implement the new courses, and some modest increased permanent costs in expanding the engaged learning model that characterizes a W&M education. Now that faculty have approved the new curriculum, the A&S Dean’s Office will conduct a formal assessment of temporary costs, associated costs such as increased faculty support and new, direct costs.
“From what I’ve seen so far, those costs appear to be reasonable and appropriate,” said Halleran, adding the College will support the new curriculum through a combination of resources, including reallocation of existing funds, budget priorities through W&M’s annual strategic planning process and private donations.

William & Mary.

Closing the achievement gap: Not failing, but too slow

Chris Rickert:

Lead researcher Sara Goldrick-Rab also said the most recent study — released Monday, of the 2012-13 school year — provides better evidence that the advancements probably come as a result of the program (i.e., they aren’t just a coincidence or a result of other causes).
This is good news for a district that has seen the percentage of low-income students reach 50 percent and now enrolls more students of color than whites.
But it’s not as if these demographic changes were sudden, and the district’s failure to reach low-income, minority students is longstanding.
The achievement gap is clear in state testing data online that goes back to 1996, but it almost certainly existed for many years before that.

Much more on the achievement gap, here.

Parents say they don’t need state test results

Jay Matthews:

Last month, I asked whether parents and grandparents were worried about threats to annual testing caused by the national switch to the Common Core standards.
U.S. Education Secretary Arne Duncan had warned that California would be shortchanging students and their families if it held to its plan not to report school test averages next year. Almost everyone who responded to me said Duncan was wrong.
I proposed in that column a year’s respite from reporting state test results, while teachers adjusted to the new Common Core lessons and tests. “Schools can give the new tests but use the results only for improving teaching methods, not for assessing students and teachers,” I wrote.
Virginia parent Wendy Hoskins was among many who think that was a good idea. In fact, she said she would be happy if her kids didn’t take the tests at all.
“Standardized tests do not give a true sense of a child’s abilities,” she said. “If it’s so great, why don’t private schools jump on the bandwagon?”

Comments made by Wis. superintendents on Common Core standards released

channel3000.com:

Responses from nearly 100 school superintendents across Wisconsin with their feelings about the Common Core academic standards have been released by a legislative committee.
The special panel created by Republicans to study the standards released results of the four-question survey on Tuesday. The committee is expected to release its recommendations related to the Common Core curriculum on Wednesday and vote on it Thursday.
The survey was sent to all 426 public school districts in Wisconsin and 94 superintendents responded. Their comments can be seen online.

View the complete report, here (24mb PDF).

When Professors Oppose Grad Student Unions

Corey Robin:

Rick Perlstein has a great piece on how faculty respond to grad student unions.
He quotes at length from a letter that a professor of political science at the University of Chicago sent to graduate students in his department who are trying to organize a union there.
What always amuses me about these sorts of statements from faculty is how carefully crafted and personal they are — you can tell a lot of time and thought went into this one — and yet somehow they still manage to attain all the individuality of a Walmart circular. No union contract was ever as standardized or as cookie-cutter as one of these missives. The very homogenization and uniformity that faculty fear a union will foist upon their campus is already present in their own aversion.
Anyway, here’s what the good professor has to say:

The west is losing faith in its own future

Gideon Rachman:

What defines the west? American and European politicians like to talk about values and institutions. But for billions of people around the world, the crucial point is simpler and easier to grasp. The west is the part of the world where even ordinary people live comfortably. That is the dream that makes illegal immigrants risk their lives, trying to get into Europe or the US.
Yet, even though the lure of the west remains intense, the western world itself is losing faith in its future. Last week Barack Obama gave one of the bleakest speeches of his presidency. In unsparing terms, the US president chronicled the increasing inequality and declining social mobility that, he says, “pose a fundamental threat to the American dream, our way of life and what we stand for around the world”.
A Pew Research Center opinion survey, conducted in 39 countries this spring, asked: “Will children in your country be better off than their parents?” Only 33 per cent of Americans believed their children would live better, while 62 per cent said they would live worse. Europeans were even gloomier. Just 28 per cent of Germans, 17 per cent of Brits, 14 per cent of Italians and 9 per cent of French thought their children would be better off than previous generations. This western pessimism contrasts strongly with optimism in the developing world: 82 per cent of Chinese, 59 per cent of Indians and 65 per cent of Nigerians believe in a more prosperous future.

AUTODIDACT

The term “autodidact” is usually reserved for those who, like Benjamin Franklin, Abraham Lincoln, Andrew Carnegie, and so on, did not have the advantages of spending much time in school or the help of schoolteachers with their education.
I would like to suggest that every student is an autodidact, because only the student can decide what information to accept and retain. Re-education camps in the Communist world, from Korea to Vietnam to China, no doubt made claims that they could “teach” people things whether they want to learn them or not, but I would argue that the threat of force and social isolation used in such camps are not the teaching methods we are searching for in our schools.
And further, I would claim that even in re-education camps, students often indeed reserve private places in their minds about which their instructors know very little.
My main point is that the individual is the sovereign ruler of their own attention and the sole arbiter of what information they choose to admit and retain. Our system of instruction and examination has no doubt persuaded many sovereign learners over the years to accept enough of the knowledge we offer to let most of them pass whatever exams we have presented, but the cliché is that after the test, nearly all of that information is gone.
Teachers have known all this from the beginning, and so have developed and employed all their arts to first attract, and then retain, the attention of their students, and they have labored tirelessly to persuade their students that they should decide to attend to and make use of the knowledge they are offering.
One of the best arguments for having teachers be very well-grounded in the subjects they are teaching is that the likelihood increases that they will really love their subject, and it is easier for teachers to convince students of the value of what they are teaching if they clearly believe in its value themselves.
It should not be forgotten, however, that the mind is a mercurial and fickle instrument, and the attention of students is vulnerable to all the distractions of life, in the classroom and out of it. I am distressed that so many who write about education seem to overlook the role of students almost entirely, concentrating on the public policy issues of the Education Enterprise and forgetting that without the attention and interest of students, all of their efforts are futile.
It seems strange to me that so little research is ever done into the actual academic work of students, for instance whether they ever read a complete nonfiction book, and whether they every write a serious academic paper on a subject other than themselves.
For many reformers, it seems the only student work they are interested in is student scores on objective tests. Sadly, objective tests discover almost nothing about the students’ interest in their experiences of the complexity of the chemistry, history, literature, Chinese, and other subjects they have been offered.
There was a time when college entrance decisions were based on essays students would write on academic subjects, and those could reveal not only student fluency and knowledge, but something of their attachment to and appreciation for academic matter.
But now, we seem to have decided that neither we nor they have time for extended essays on history and the like (except for the International Baccalaureate, and The Concord Review), and the attractions of technology have led examiners to prefer tests that can be graded very quickly, by computer wherever possible. So, when the examiners show no interest in serious academic work, it should not surprise us that students may see less value in it as well.
The Lower Education teachers are still out there, loving their subjects, and offering them up for students to judge, and to decide how much of them they will accept into their memories and their thoughts, but meanwhile the EduPundits and the leaders of the Education Enterprise [Global Education Reform Movement = GERM, as Pasi Sahlberg calls it], with lots of funding to encourage them, sail on, ignoring the control students have, and always have had, over their own attention and their own learning.
——————————-
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The School-to-Prison Pipeline Is Targeting Your Child

Zerlina Maxwell

Most of us have heard the term the “school-to-prison” pipeline, but perhaps you aren’t completely clear on what it is or how it works. A new video by the Advancement Project that uses throwback clips of classic television shows, “The Cosby Show” and “Saved By the Bell,” is meant to illustrate exactly what drives the mass incarceration of Black and Latino youth. The video highlights the fact that kids today are more poorly behaved than in the past, but that punishment for even minor disciplinary infractions in school casts them criminals. When Zach Morris was disciplined for using a phone in class, we didn’t see Mr. Belding calling the cops.
“It has been this way for a long time but in the 1980s, there was a shift in the discourse around young people and there was this new term used to describe them, ‘superpredator.’ Young people had been dubbed superpredators right in the middle of the crack cocaine epidemic and the height of the war on drugs,” Judith Browne Dianis, co-director of the Advancement Project, told EBONY.com. “The intersection of these things, were the leading cause to a crackdown on young people’s [behavior].”
“Schools then started to adopt ‘zero tolerance policies’ along with drug sniffing dogs and metal detectors. Then came the 1990s, with the Drug Free School Zones Act which requires expulsion for carrying a gun on school grounds. Zero tolerance policies are the kind of discipline that requires a particular kind of exclusion and it is a practice of harsh discipline.”
It wasn’t always like this. Before and during part of the 1980s, kids engaged in many of the same behaviors that are the grounds for suspension and expulsion now. Talking on a cell phone, having a food fight in the cafeteria, lateness, dress code violations,disrupting class—-minor infractions that used to result in a trip to the principal’s office and maybe a few days of detention. Now, these types of behaviors can result in criminal penalties, fines, and young people getting caught up in the criminal justice system with ramifications that can last a lifetime.

MOOCs as Neocolonialism: Who Controls Knowledge?

Philip G. Altbach:

Massive open online courses, or MOOCs, are the latest effort to harness information technology for higher education. While they are still in a nascent stage of development, many in academe are enthusiastic about their potential to be an inexpensive way of delivering an education to vast audiences.
Yet one aspect of the MOOC movement has not been fully analyzed: who controls the knowledge. MOOCs are largely an American-led effort, and the majority of the courses available so far come from universities in the United States or other Western countries. Universities and educators in less-developed regions of the world are climbing onto the MOOC bandwagon, but it is likely that they will be using the technology, pedagogical ideas, and probably significant parts of the content developed elsewhere. In this way, the online courses threaten to exacerbate the worldwide influence of Western academe, bolstering its higher-education hegemony.
For the most part, MOOC content is based on the American academic experience and pedagogical ideas. By and large, the readings required by most MOOC courses are American or from other Western countries. Many of the courses are in English, and even when lectures and materials are translated into other languages, the content largely reflects the original course. The vast majority of instructors are American. It is likely that more diversity will develop, but the basic content will remain the same.

The Case for SAT Words

James Murphy, via Carrie Zellmer:

On several occasions in the past year, David Coleman, the president of the College Board, which administers the SAT, has suggested that changes need to be made to the vocabulary tested on the exam. In a talk he gave at the Brookings Institution a year ago, Coleman remarked, “I think when you think about vocabulary on exams, you know, how SAT words are famous as the words you will never use again? You know, you study them in high school and you’re like, gosh, I’ve never seen this before, and I probably never shall.” Coleman co-opted an old criticism of the SAT, that it forced students to learn difficult vocabulary that is useless for much of anything other than scoring well on the exam. He went on, “Why wouldn’t it be the opposite? Why wouldn’t you have a body of language on the SAT that’s the words you most need to know and be ready to use again and again? Words like transform, deliberate, hypothesis, right?”
Jim Montoya, the College Board’s Vice President of Higher Education, in an interview on NPR, reiterated Coleman’s criticism of “SAT words.” Asked why the SAT is “always [testing] the word ‘unscrupulous’,” Montoya replied, “Yes, you’re right. It’s one of those words people identify as an SAT word. All I can say is that as we move forward, one of the things we want to make absolutely certain of is that the vocabulary that students are expected to know will be vocabulary that they will be able to use as college students, and which will be valuable to them.”
Coleman’s comments on vocabulary provoked little response at the time, although one commentator accused him of “sending a message that devalues language.” The notion that some words are not worth knowing is bound to raise the hackles not only of people who love the wealth and power of all kinds of words, including fancy ones, but also of people who know just how much importance educational experts attribute to what they call “lexical richness,” or a large and diverse vocabulary. Coleman just so happens to be both of those kinds of people, and he understands that the question is less what vocabulary students should learn vocabulary than how they should learn it.

Learn some Mandarin but master English too

Michael Skapinker

If they are to make progress, children should start learning early. But Mandarin is very different from European languages and harder for an English speaker to learn than French or German. Also, in the race to learn other languages, the Chinese are way ahead in learning English. Although the English-language component of the Chinese university entrance exam has been reduced, there are 50,000 English-language teaching companies in the country. Internationally-minded companies regard English as important. Lenovo, the Chinese computer company, has made it its official language.
Throughout Europe, English is now essential for anyone wanting to reach a senior corporate position. It is a given, a background skill like knowing how to create a PowerPoint presentation or find your way to the office.
That will be the case in China too. Foreign Mandarin speakers may establish better contacts and win business. But if China follows the European pattern, its future young executives will listen as their anglophone counterparts struggle a while in their school-learnt Mandarin and they will then switch to English because it wastes less time.

Teachers Union CNTE Gives Mexico a Harsh Lesson

Jose de Cordoba:

During a recent teachers strike in this Zapotec Indian town in the poor southern state of Oaxaca, parents who brought in replacement instructors discovered that the children hadn’t been taught the words to Mexico’s national anthem. Instead, they had been trained to sing a popular leftist song which acts as an unofficial anthem to a local chapter of the teachers union.
“We don’t know the words to the Mexican anthem,” said Leticia Diego, a student, apologizing to a visitor one recent morning. About a dozen seventh-graders then shyly sang the leftist anthem, “The People United Will Never Be Defeated.”
The union here is the National Coordinator of Educational Workers, or CNTE, a radical and powerful wing of the country’s national teachers union. Analysts say it has long maintained an iron grip over some of Mexico’s poorest states–one that goes beyond what children are taught, and extends to lengthy strikes, disruptive protests and violent clashes. Now, as Mexican President Enrique Peña Nieto begins to implement an overhaul of Mexico’s troubled public school system, the CNTE has stepped up its efforts to fight the government.

At $10,000 per child yearly, high-quality early education is a bargain.

Austin Goolsbee:

Most of us watching the looming budget showdown do so with a sense of dread. The last one left congressional approval at 9%, the president’s popularity at a new low, and consumer confidence at levels not seen since the 2008 financial crisis. The trouble, of course, is finding common ground on a 10-year budget framework or even on a six-week punt. Hopefully, they will find common ground.
If we are committed to evidence, though, there’s one area where we ought to be able to agree: early-childhood education. Investments in pre-kindergarten education have among the highest payoffs of any government policy, and whatever budget agreement emerges should restore the country’s long-standing commitment to early education.
The budget-sequester cuts agreed to in 2011, under the guise of saving money, have knocked as many as 70,000 kids out of such programs. How myopic. It doesn’t save money beyond the narrowest definition of the immediate term. Incarceration, special education, teen pregnancy, low earnings–avoiding these outcomes will actually save money, and early education helps achieve that.

Has UC Berkeley mortgaged itself to football?

Peter Schrag:

Release of the numbers last month, amplified by an attention-getting analysis authored by retired UC Berkeley Vice Chancellor John Cummins and graduate student Kirsten Hextrum, has sent shock waves around the campus. The department of athletics and its friends are playing full-court damage control.
Sandy Barbour, Berkeley’s director of athletics, acknowledged the problem and promises to turn things around. Early indicators of academic progress in the past year are encouraging, she says, “But, we need to do better.”
A year ago she fired football coach Jeff Tedford, in part, say her friends, because he failed to do enough to help his players succeed academically. In the sports world, the explanation was simpler: Tedford’s three losing seasons. Barbour told me it was some of both: “downward trends” both on the field and in the classroom.
But in the eyes of some Berkeley professors and administrators – and for many beyond the campus – the attention given the new numbers about athletes’ graduation rates seems to raise the specter of older and more fundamental issues.

John Cummins and Kirsten Hextrum (PDF):

This white paper is based on a larger project being conducted with the Regional Oral History Office at the Bancroft Library. The purpose of the research is to explore the history of the management of Intercollegiate Athletics at UC Berkeley from the 1960s to the present. The project began in 2009 and will include, when completed, approximately 70 oral history interviews of individuals who played key roles in the management of intercollegiate athletics over that period of time – Chancellors, Athletic Directors, senior administrators, Faculty Athletic Representatives, other key faculty members, directors of the Recreational Sports Program, alumni/donors, administrators in the Athletic Study Center and others. The interviews are conducted by John Cummins, Associate Chancellor – Chief of Staff, Emeritus who worked under Chancellors Heyman, Tien, Berdahl and Birgeneau from 1984 – 2008. Intercollegiate Athletics reported to him from 2004 – 2006. A publication of the results is underway and will be co- authored by Cummins and Kirsten Hextrum, a PhD student in the Graduate School of Education, a member and two-time national champion of Cal Women’s Crew from 2003 – 2007, and a tutor/adviser in the Athletic Study Center since 2009. This paper addresses administrative and management issues that typically concern those responsible for the conduct of a Division I-A intercollegiate athletics program. It assumes that such a program will continue for many years to come and that it provides important benefits for the Cal community. Its focus is principally with the market driven, multi-billion dollar phenomenon of the big-time sports of Men’s football and basketball, their development over time and their intersection with the academic world. The Olympic or non-revenue sports at UC Berkeley more closely resemble the amateur intercollegiate ideal with high graduation rates and successful programs. Even these sports programs, however, are gradually being pulled into the more highly commercialized model.
In the spring of 1999, a Professor in Ethnic Studies provided passing grades to two football players who did little or no work for his course. The NCAA cited Cal for academic fraud and a lack of institutional control, and placed the department on probation for five years. These kinds of incidents exact an emotional toll on the AD and the senior administration. They are a major embarrassment for the campus and remain so. In the NCAA’s own accounting of schools by major violations in its history, Cal, along with a few other schools including UCLA, with 7, ranks just behind Oklahoma (8) and Arizona State and Southern Methodist University (9). Stanford has none. Future work by these authors will investigate the nature of these violations, the culture that led to them and suggest efforts to mitigate further infractions. This paper primarily addresses the academic issues.
…..
Kasser did complete the Haas Pavilion during his watch despite the conflicts and difficulties associated with it, unquestionably a major accomplishment. He made great strides in addressing the inequities between the Men’s and Women’s programs. He upgraded the coaching in some of the Olympic Sports and his appointment of Ben Braun as the Men’s Basketball coach, who brought an inclusive, team oriented approach to management boosted the morale of the department. Kasser valued the Rec Sports program as part of the merged department and was an excellent public ambassador for Cal.
…..
The graduation rate for UC Berkeley’s revenue generating teams are the lowest in the department. Men’s basketball went four years with none of their scholarship student athletes graduating. This brought down their average to a 58% graduation rate over this eight year period. Football also has sub-par graduation rates. Over the past eight years, football graduation rates have ranged from a high of 72% to a low of 31%. Football has the lowest average team graduation rate with only 50% of their scholarship athletes graduating. The numbers are even more grim when broken down by race. In particular, the black scholarship football players, many of whom are special admits, have gone from a high of 80% to a low of 18%. The NCAA also tracks graduation rates by compiling four-year averages to even-out any anomalies. In this data set, the black graduation rates range from a high of 63% to a low of 30%. Three of the seven four-year averages mark the black graduation rate in the 30s.
…..
With a new Chancellor, a new football coach, a new stadium and high performance center, a larger and more monied conference, the present surely marks a transitional period for intercollegiate athletics at UC Berkeley. These changes all signal Cal’s continued escalation as a Big-Time sports program, and the difficult dilemmas campus administrators face. To fund an intercollegiate program of this magnitude they cannot alienate a substantial donor base. The recent blowback after the elimination, and subsequent reinstatement of five varsity sports, makes the possibility of cutting sports again as a cost saving measure extremely remote for years to come. Further, the athletic deficit places enormous pressures to win. This increases the temptation to gain an extra edge on the competition whether through newer facilities, higher-paid coaches, or longer practices. All this must be achieved on the backs of student athletes who are enrolled in a full-time course load at one of the most prestigious academic universities in the world. Rather than resolving the dilemma of how to maintain a nearly $70 million per year athletic enterprise while still providing a world-class education for the participants, campus administrators continue to muddle through.

The Flipped Classroom: Can watching lectures at home and doing homework in school improve high school learning?

Dana Goldstein:

Is school backward? In the latest education trend, “flipped learning,” students watch video lectures at home, and then do what is often traditionally thought of as homework–problem solving, writing, or hands-on activities–in the classroom, with personal assistance from their teachers. Who’s excited about this? Tech companies, app developers, and some teachers have eagerly embraced “the flip.” But other educators are skeptical. Is more screen time what our kids need? In this episode, I talk to Jonathan Bergmann, a teacher and educational technology advocate, and Frank Noschese, a science teacher and blogger who is skeptical of flipping.

High schools jump into Monday night football tradition with shifted playoff schedules

Matt Wixon:

The start of the week was expected to include football teams preparing for UIL semifinals and celebrating TAPPS state titles. Instead, on the day when the Cowboys play the Chicago Bears on Monday Night Football, high school teams are joining the party.
A dozen teams from North Texas will be playing Monday, starting with the 1 p.m. showdown of DeSoto (13-0) and Euless Trinity (11-2) at Waco ISD Stadium. Both schools are releasing students early so they can head south for the Class 5A Division I Region I final.
Playing on Monday won’t be a big adjustment, DeSoto coach Claude Mathis said.
“But playing in the cold weather? That’s something different,” he said. “But we’ve played some in the cold, too.”

Why Government Institutions Fail to Deliver on Their Promises: The Public Choice Explanation

Veronique de Rugy:

Chairman Issa, Ranking Member Cummings, thank you for the opportunity to testify today regarding the limitations of government intervention.
Despite Washington’s recent focus on the disastrous Affordable Care Act website rollout, policymakers are missing what the rollout glitches symbolize: the fundamental flaws that imbue government intervention.
The work of public choice economists such as Nobel laureate James Buchanan, Gordon Tullock, Mancur Olson, and William Niskanen has shown that, despite good intentions and lavish use of taxpayer resources, government solutions are not only unlikely to solve most of our problems–they often make problems worse.
Public Choice Economics: Politics without Romance
Congress spends a great deal of time discussing the need to address market failures such as monopolies and pollution.
However, even when such a problem does exist, the policies implemented to address it are often ineffective or undesirable.1 That’s because, as public choice economists have pointed out, while there may be market failures, there are also government failures. In his Nobel Prize acceptance speech, popularized in his famous essay “Public Choice: Politics without Romance,” James Buchanan explains why looking to government for solutions often results in more harm than good.2

‘We Cannot Forget People Who Did Not Graduate From High School’

Fawn Johnson:

LaGuardia Community College is a GED machine. At this urban school, near the Long Island Expressway in the New York City borough of Queens, the prep courses for the state’s high school equivalency exam aren’t just textbook reviews–they are professional-development classes. There is a course for would-be health workers, another for business students, and yet another for anyone interested in technology and engineering.
LaGuardia’s free classes, funded by state, city, and foundation grants, have a months-long waiting list. Students willing to pay for courses (at about $3.50 per hour of instruction) can usually get a spot in the next scheduled class, although those fill up, too. Most students are black or Latino.
Gail Mellow, LaGuardia’s president, says postsecondary educators who don’t reach out to high school dropouts are ignoring many of the young people who most need their help. In big cities such as New York, almost 40 percent of students who enter high school don’t finish. “To really educate the American populace,” she says, “we cannot forget people who did not graduate from high school.”

School Spotlight: Foam boards help students understand math

Pamela Cotant:

The foam board models of dream homes created by seventh-grade students at Glacial Drumlin School in Cottage Grove sported extra features like swimming pools, an airplane and the “world’s biggest hot tub.”
While they were busy conceptualizing their fantasy homes, the students were using math as they learned how to create something to scale.
Trenton Herber, 12, and Henry Huston, 13, decided to make a house in the shape of a pyramid, which was spray-painted gold and taken apart in three pieces to reveal the interior, which included a basketball court.
“It was pretty hard because all the angles had to be like perfect or it would just fall apart,” Trenton said.
Peyton Blang, Anissa Dimmig and Ali Dorn, all 12 years old, had a Cape Cod-style home in mind when they used Popsicle sticks to create siding for their home. The group ended up making adjustments when they realized their blueprints didn’t account for the thickness of the foam board.

Man Doesn’t Know How Parents Ever Going To Pay Off Massive Student Loan Debt

The Onion:

Recent Wesleyan University graduate Zach Wallace confided to reporters Thursday that he has no clue how his parents are supposed to earn enough money to settle his $40,000 in student loan debt. “My God, they’ll be lucky if they’re able to pay this off while they’re still in their 70s,” said the 23-year-old film studies major and unpaid intern, noting the minimum monthly payments his father and mother will need to make just to keep their heads above water. “The student loan system takes advantage of a lot of parents who simply don’t realize what they’re getting into. Then four years later it’s like, ‘Welcome to the real world, Mom and Dad!'” Citing the present trend of tuition hikes and stagnant wages, Wallace added that his parents might well be forced into bankruptcy by the time he has completed a decent Ph.D. program.

WYSO founding conductor and music educator Marvin Rabin dies

Gayle Worland:

He went on to found the Kentucky Youth Symphony in Louisville, and later was hired by Boston University to start the Greater Boston Youth Symphony Orchestra, which performed for President John F. Kennedy at the White House. At age 50, Rabin was lured to Madison to help shape and lead WYSO.
Rabin received countless service awards, including the 2000 Wisconsin Governor’s Award in Support of the Arts. Both WYSO and the American String Teachers Association named awards for outstanding arts leaders in his honor.
“Marvin Rabin was the most passionate advocate for youth orchestras that the world has ever known,” said Bridget Fraser, executive director for WYSO, which plans to memorialize Rabin at its Winterfest concerts in March.
“He really believed in making music accessible, and not an elitist thing,” his son Ralph told the State Journal in a 2011 profile. “As a teacher, he makes students feel the importance of who they are and what they can become.”

A great example of what one person can accomplish. I am thankful for the many arts opportunities available to our students. Much more on Marvin Rabin, here.

Teachers unions face moment of truth

Stephanie Simon:

It’s designed to be an impressive show of force: Thousands of unionized teachers plan to rally Monday in cities from New York to San Francisco to “reclaim the promise of public education.”
Behind the scenes, however, teachers unions are facing tumultuous times. Long among the wealthiest and most powerful interest groups in American politics, the unions are grappling with financial, legal and public-relations challenges as they fight to retain their clout and build alliances with a public increasingly skeptical of big labor.
“I do think it’s a moment of truth,” said Lance Alldrin, a veteran high-school teacher in Corning, Calif., who has split from his longtime union after serving for a decade as the local president.
The National Education Association has lost 230,000 members, or 7 percent, since 2009, and it’s projecting another decline this year, which will likely drop it below 3 million members. Among the culprits: teacher layoffs, the rise of non-unionized charter schools and new laws in states such as Wisconsin and Michigan freeing teachers to opt out of the union.
The American Federation of Teachers has been able to grow slightly and now represents 1.5 million workers — but because many new members are retirees or part-timers who pay lower dues, union revenue actually fell last year, by nearly $6 million, federal records show.

After Years of Troubles, Largest Student-Loan Servicers Get Stepped-up Oversight

Marian Wang:

Sallie Mae and other large student-loan servicers — the companies that act as a go-between for borrowers and lenders — will soon be getting some regular oversight from the Consumer Financial Protection Bureau, the watchdog agency announced this week.
ProPublica and others have long documented student borrowers’ troubles with the companies that handle the day-to-day collection of student-loan payments and communicate with borrowers.
“Student loan servicers can have a profound impact on borrowers and their families,” CFPB Director Richard Cordray said Monday in a call with reporters. “Given how quickly this market has grown and the recent uptick in delinquency rates, it is important for us to ensure that borrowers receive appropriate attention from their servicers.”

Madison schools look to make discipline about growth, not punishment

Pat Schneider:

But statistics showing African-American students in the district were eight times more likely to get an out-of-school suspension than white students last year raises questions about whether the discipline code works against efforts to close the achievement gap.
Among big school districts reconsidering such measures is Broward County in Florida, where a zero-tolerance policy led to arrests for such infractions as possessing marijuana or spraying graffiti, the New York Times reports. That district, which had more than 1,000 arrests in the 2011 school year, entered into an agreement last month with community organizations to overhaul its policies to de-emphasize punishment. School districts in Los Angeles, Baltimore, Chicago and Denver are undertaking similar reviews of get-tough policies.
“Everybody knows that suspensions don’t always achieve a change in behavior,” says Tim Ritchie, dean of students at Madison Memorial High School. “When we send some kids out of school (on suspension) they don’t have anywhere appropriate to go — their homes can be very chaotic environments.”

Related: Gangs & School Violence Forum.

Encouraging Competitive Madison School Board Elections

Wisconsin State Journal Editorial:

t would be terrific if three or more people run for Passman’s open seat, triggering a Feb. 18 primary, followed by the general election April 1. That would allow more debate — and community engagement — on the future of our schools.
The School Board seat held by president Ed Hughes also is up for election this spring. We admire Hughes for his public service. He’s capable and level-headed.
But incumbents shouldn’t get a free pass. We hope someone — or more than one challenger — will step forward to give voters a choice.
When it comes to School Board elections, the more candidates, the better. Our community deserves the best leaders possible.

Much more on the 2014 Madison School Board election, here.

Unfilled Substitute Assignments (Madison); Class Covering Compensation

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

The District is currently experiencing a shortage of substitute teachers, which has led to a high number of unfilled assignments when a teacher or SEA is absent. As a result, many principals are asking teachers and other professional staff to cover for the absent teacher. When this occurs, members of MTI’s “Teacher” Bargaining Unit are likely to qualify to receive “class coverage compensation.” Class coverage pay is $22 for each hour of covering another teacher’s students. The Contract mandates that in the event a teacher’s absence cannot be covered by a substitute, volunteers must first be solicited to cover the classes. If no volunteers come forward, the building administrator can assign other certified staff.
Compensation for class coverage is provided by Section III-R of the Collective Bargaining Agreement and is paid under the following conditions:

One Size Fits All Commentary

Greg:

But this year, thanks to Ohio’s Third Grade Reading Guarantee and State Board of Education, the magic number is 28 points. Score more than 27 and it is presumed that the child is wholly prepared to advance forward without required intervention while a score of 27 or less forces the child, the school, and the parents to engage in interventions that may not be appropriately aligned to any particular reading deficiency nor specifically aligned to the exact struggles the child is dealing with.
It is this type of one-size-fits-all educational approach that has widespread opposition from a diverse group of education advocates on the left and the far right:
“When it comes to learning, one size does not fit all.” – School Choice Ohio
“In this environment, and especially in this age of sophisticated data, we shouldn’t put too much stock in an instrument as crude as a “one size fits all” standardized test.” – NEA President Dennis Van Roekel
“I think one of the problems that we have had in public education is thinking that one size fits all, and we just know that doesn’t work for all children.” – Ohio Superintendent Richard Ross

O.E.C.D. Warns West on Education Gaps

DD Guttenplan:

Like a school principal handing out a clutch of C grades, Andreas Schleicher unveiled the results from the latest round of the Program for International Student Assessment tests last week.
For Britain, the United States and most of Western Europe, the results ranged from “average” to “poor.” British students, for example, scored exactly average in mathematics and slightly above average in reading and science. French students were slightly below average in science and slightly above in reading and mathematics. The United States were below average in mathematics and science but slightly above in reading.
For Asian countries, the news was much more encouraging, with students from Shanghai topping the chart by a considerable margin, but with students from Singapore, Hong Kong, Taiwan and South Korea all closely bunched at the high end.
Mr. Schleicher, the head of education at the Organization for Economic Cooperation and Development, which administers the tests every three years to about half a million 15-year-olds in 65 countries around the world, also noted significant improvement in Vietnam. He described it as a poor country whose students outperformed peers from many wealthier nations — and did even better once differences in income were taken into account.
“On a level playing field, the British look even worse,” he said at a press conference here.
Western countries, Mr. Schleicher warned, should not to comfort themselves with the myth that Asian high performance is the result of education systems that favor memorization over creativity.

“Clever” Raises $10M to Develop Standardized API For School Data

Ryan Lawler

Clever launched about a year and a half ago to provide a standardized API for K-12 schools that allows them to unlock and share data with outside developers. It’s managed to get 10,000 schools signed up to use its tools since then. Now, according to our sources, the company has raised $10 million in funding led by Sequoia Capital.
The funding comes as Clever is finding ways to make schools more connected and accessible for developers. Most schools today use a variety of legacy Student Information Systems (SIS) as a way to store student data. But many of those systems tend to be outdated or custom-built, meaning that the information held within — which includes class lists, attendance, and grades — can’t be shared or accessed by outside developers.
For developers, that means integrating with individual schools on a one-to-one basis, and that just doesn’t scale. Clever, by contrast, provides a single, universal API that will allow developers and education companies to access all the data that has been locked up in legacy silos and use it in their apps.

When is a Collective ? An Address to High School Students

Ravi Sinha:

It is unusual for school students to be worrying about the “collective”. But, then, yours seems to be an unusual school. When I was here the last time, you were pondering the “continuum”. I find it truly remarkable. To grapple with issues and concepts that are deeply philosophical and at the same time of immense practical value – and doing so at a young age – is an ingredient that goes into the making of great civilizations. In a world that seems to revel in everything that is crass and commercial, and in a country that appears like a continent of cacophony and shallowness, this is not expected of you. You and your teachers must be congratulated for swimming against the tide.
Collective is something that falls between a collection and the composite. There is ample space between these two categories, and where exactly does a collective fall in this space depends on what kind of collective we are talking about. But let us first talk a bit about the endpoints of this space.A collection can be gathering together of arbitrary and distinct elements as in a mathematical set. A set comprising of a frog, a princess, a pencil and a magic wand will qualify as a collection. A collection can also be of identical but distinct elements. A collection of four identical horses pulling Raja Dasharath’s chariot – or ten identical horses pulling King Solomon’s chariot – is also a collection, although you could also call it a team of horses. You may notice that we are already shifting from the concept of an arbitrary collection, although you would still not say that the chariot is being pulled by a collective of horses.

Missouri High School to Offer College Courses Online

Sarah Johnson:

For some juniors and seniors at Union High School, their choice of electives will soon be seemingly endless.
The R-XI school board unanimously approved a program that will allow these students to take Massive Open Online Courses, or “MOOCs” for a half a credit next semester.
The class will be pass/fail and will not count toward the student’s overall grade point average.
MOOCs are offered by universities worldwide, including some of the most highly accredited U.S. institutions such as Harvard, Yale or MIT.
They cover just about any subject imaginable, from The Beatles to the Big Bang Theory, or foreign languages to physics.
Dr. Justin Tarte, director of curriculum and support services, said about 40 students are already in the required application process to take these courses next semester.
Students must go through an interview process with their guidance counselor and other officials to justify why they want to take MOOCs. Once approved for the program, students will be responsible for finding enough of them to fill an 18-week semester.

Standardized testing reaches crossroads: Test more or test better?

Alan Borsuk:

The test results aren’t good. Get different tests.
That may sound like a kill-the-messenger response to why American kids keep getting unsatisfying results on standardized tests. Tests don’t give wrong answers — kids do.
But that’s one way of looking at the huge changes afoot for testing, including in Wisconsin. At the same time, criticism of testing is gaining momentum and may have an effect I would not have expected even recently. There is a chance we could see, in Wisconsin and nationwide, a much better, more insightful world of standardized tests soon. And there is a chance we’re heading toward a colossal testing mess.
“I think the country is at a moment of truth on testing, a really important one,” Marc Tucker, CEO and president of the National Center on Education and the Economy and a major figure in national efforts to raise education standards, said last week. Tucker spoke in response to release of a high-profile round of international tests that showed no progress for American kids in reading and math and a growing number of nations doing better than the United States.
The building heat around testing has several big themes.
For one, it is the partner issue with the controversies over the Common Core standards that are being implemented in 90% of states, including Wisconsin, and which are drawing increasing criticism. Standards are goals for what children should learn. Broad-scale tests are the way to find out how they’re doing and compare kids in, say, your school or state with kids in another school or state. But that is valid only if the tests are worthy of the task — which is where a lot of debate lies.

The Man Who Would Teach Machines to Think

James Somers:

“It depends on what you mean by artificial intelligence.” Douglas Hofstadter is in a grocery store in Bloomington, Indiana, picking out salad ingredients. “If somebody meant by artificial intelligence the attempt to understand the mind, or to create something human-like, they might say–maybe they wouldn’t go this far–but they might say this is some of the only good work that’s ever been done.”
Hofstadter says this with an easy deliberateness, and he says it that way because for him, it is an uncontroversial conviction that the most-exciting projects in modern artificial intelligence, the stuff the public maybe sees as stepping stones on the way to science fiction–like Watson, IBM’s Jeopardy-playing supercomputer, or Siri, Apple’s iPhone assistant–in fact have very little to do with intelligence. For the past 30 years, most of them spent in an old house just northwest of the Indiana University campus, he and his graduate students have been picking up the slack: trying to figure out how our thinking works, by writing computer programs that think.

Effective teachers, lackluster test scores?

Susannah Newsmith:

Two big evaluations of education in the Sunshine State came out this week–and readers can be excused for feeling a bit confused, because they tell rather different stories about the state of Florida’s schools.
Eleven newspapers around the state went front-page this week with stories highlighting the release of teacher evaluation data. The vast majority of Florida teachers–98 percent–were rated “effective” or “highly effective.”
Meanwhile, two papers–the Lakeland Ledger (which ran wire copy) and The Palm Beach Post (subscription-only) gave A1 placement to stories about Florida’s results on the Program for International Student Assessment, which tests students in more than 60 countries. (Florida was one of three US states to pay for state-specific results.) The numbers weren’t sparkling: Florida kids fared roughly in line with the US and international averages in reading, and similar to the lackluster US average but well below the international standard in science. In math, the state’s results were worst of all: well below the US average and “similar to Croatia,” as the Post story put it, with 30 percent of students scoring as “low achievers.”
The demographic challenges in Florida’s schools are real, but still there’s an obvious question here: How can the state’s teachers be doing such a great job while students can’t compete with international peers and struggle to keep up with already-middling US scores?

Politics & Common Core

Jessica Vanegeren:

When asked if politics and the resistance from the tea party had eroded the chances of Common Core moving forward in Wisconsin, Evers said the politics surrounding the issue have created a lot of misinformation.
“It’s important for everyone, including those on these committees, to realize that this is about our students being college and career ready,” Evers said. “These standards have been embraced by districts across the state for the past three years. I think it is the right thing to do for the kids to keep the standards in place. That’s the bottom line.”

Average Student Debt Climbs, Again

Michael Stratford:

The average debt that borrowers of student loans had at graduation continued to rise last year, climbing to $29,400 for the class of 2012, according to a new report released Wednesday by the Institute for College Access and Success (TICAS).
This year’s figure is up by almost 10 percent compared with the group’s estimate last year of $26,600 and increased an average of 6 percent each year from 2008 to 2012, the report says. TICAS derives its estimates from data the federal government collects every four years as well as information that colleges report on a voluntary basis to an annual survey by Peterson’s college guide.
As in previous years, the report shows a wide variation in average student debt loads across different states and institutions. Delaware and New Hampshire lead the list of the highest-debt states, with average debt levels of $33,649 and $32,698, respectively. Meanwhile, New Mexico’s average student debt of $17,994 gives the state the distinction of the lowest-debt state. California was the second-lowest-debt state with $20,269.

Is College Necessary? Ask Recent Graduates

Susan Newman:

Lately the question “Is College Necessary?” has been under debate. One factor sparking the debate is the record 85 percent of recent college grads living with their parents. While economists and academics argue about the benefits of a college education and the loan debt incurred by many students, what are recent college grads thinking, especially those who can’t find jobs or if they do, cannot support themselves?
In this guest post, Cristina Schreil, a 2011 graduate of New York University who majored in English Literature and Journalism, investigated how her generation feels about the expectations they had and what they feel now–diplomas in hand. Like many of her peers, she admits, “in no way am I supporting myself 100 percent, but I am still pursuing the goal of working in journalism full time. I think it’s going to be a long journey.” Here is what Cristina learned about her peer’s attitudes and struggles:

Waving Bye-Bye Linked to Babies’ Development

Ann Lukits:

Learning how to wave bye-bye is an important milestone for an infant that usually occurs between the age of 10 months and a year. A study in Pediatrics International found premature infants mastered the bye-bye gesture significantly later than full-term babies and used different hand and wrist motions.
Babies are born with an innate ability to imitate that develops throughout infancy. Research has shown this ability is controlled by circuitry in the brain that regulates the development of the visual and fine motor skills required to imitate others. The timing of bye-bye imitations and the type of hand motions used may be an important indicator of a premature infant’s developmental state, the researchers said.
The study in Japan compared bye-bye waving in 597 full-term and 95 premature infants, using their corrected age, or their age if they had been born full term. (Corrected age estimates a premature baby’s developmental age by subtracting the number of weeks the infant was premature from his chronological age.)
Mothers reported the age at which their babies started to wave bye-bye. The infants’ hand motions were analyzed from video recordings made at well-baby checkups, where researchers said goodbye to each infant orally and with hand motions.

PISA 2012: What Makes a School “Successful”

OECD Publishing:

Students in 2012 were more likely than their counterparts in 2003 to have attended at least one year of pre-primary education.
While more 15-old students reported to have enrolled in pre-primary education during the period, many of the students who reported that they had not attended pre-primary school are disadvantaged – the students who could benefit most from pre-primary education.
If offered a choice of schools for their child, parents are more likely to consider such criteria as “a safe school environment” and “a school’s good reputation” more important than “high academic achievement of students in the school”.

School Transfer Commentary

St. Louis Post-Dispatch:

Missouri’s most pressing public policy problem is what to do about school districts in urban areas that fail to make the grade. When the Missouri Legislature returns in January, resolving both the issue of what to do with unaccredited school districts, and how to make sure students in those districts have an opportunity to attend quality schools, should be the top priority.
Unfortunately, as is too common in Missouri, the two primary sides of the debate — the education establishment and reformers who want some form of school choice — are once again at odds.
Make no mistake: This fight is personal, particularly for education commissioner Chris Nicastro and suspended Ferguson-Florissant schools superintendent Art McCoy, who are battling for their jobs for daring to support elements of the reform movement.

School Nannies and the Death of Common Sense

Abby Wisse Schachter:

It sounds like the opening line of a joke, “A father walked up to his kid’s school and gets arrested…” but watch the video of Jim Howe trying to pick up his kids from South Cumberland Elementary School in Cumberland County, Tennessee, and you’ll sooner cry than laugh. That’s because Howe’s alleged crime waswalking into the school building and asking to take his children now that classes were over. Howe was supposed to wait, you see. All walking parents are supposed to cool their heels until a long line of drivers have picked up their kids, and only then retrieve their own children. That’s because school authorities are convinced that making parents drive up to school for pick-up is somehow safer than allowing choice in the matter.
“Previously, parents were coming out to pick up children, they were just getting out of cars and coming to school,” Donald Andrews, the director of Cumberland County Schools told the Huffington Post. “In this day in age, the PTO [parent teacher organization] was concerned that it was a safety issue, someone could come up and grab [any] kid.”

A Few Additional Points About The IMPACT Study

Matthew DiCarlo:

The recently released study of IMPACT, the teacher evaluation system in the District of Columbia Public Schools (DCPS), has garnered a great deal of attention over the past couple of months (see our post here).
Much of the commentary from the system’s opponents was predictably (and unfairly) dismissive, but I’d like to quickly discuss the reaction from supporters. Some took the opportunity to make grand proclamations about how “IMPACT is working,” and there was a lot of back and forth about the need to ensure that various states’ evaluations are as “rigorous” as IMPACT (as well as skepticism as to whether this is the case).
The claim that this study shows that “IMPACT is working” is somewhat misleading, and the idea that states should now rush to replicate IMPACT is misguided. It also misses the important points about the study and what we can learn from its results.
First, to reiterate from our first post about the study, the analysis focuses solely on the teachers who are near the minimally effective (ME) and highly effective (HE) cutoff points. It is not an “overall” assessment of the system, as there is no way to know how teachers who are not close to these thresholds (i.e., the vast majority of teachers) are responding to the system. And improvement among all teachers is an extremely important outcome (as is how the system might affect the teacher labor supply).

‘We have no accountability measures’ for parents, says lawmaker of education

Andrew Adams:

A Utah lawmaker says compulsory education in Utah wrongly places too much emphasis on attendance and not on outcomes, and he now plans to introduce three bills in the upcoming legislative session to shift the focus.
“We have no accountability — no meaningful accountability measures — on parents and students when it comes to the educational outcome,” said Sen. Aaron Osmond, R- South Jordan on Tuesday.
The state senator’s plan, first outlined in a post on the Utah Policy website, would require parents to attend parent-teacher conferences and agree to support children in completion of homework assignments, while exempting children being educated at home or in private schools from state requirements like classroom time and testing.
Osmond said to this point, too much has been expected and required of teachers.
“For us to turn all of that responsibility over to the teachers is not right,” Osmond said.

Teachers’ Union Vows Appeal of Detroit Bankruptcy Ruling

Melanie Trottman:

American Federation of Teachers President Randi Weingarten said the bankruptcy court ruling that Detroit is eligible for bankruptcy protection is morally and legally troubling, and her union will be part of an appeal.
U.S. Bankruptcy Judge Steven Rhodes’s Tuesday ruling dealt a major blow to unions, which had argued that pension cuts are protected by a provision in Michigan’s constitution. During his 90-minute presentation outlining his ruling, Judge Rhodes said the power of the federal court superseded that state provision.
“Pension rights are contract rights under the Michigan constitution” and contracts are at risk for cuts under federal bankruptcy law, Judge Rhodes said. The state is one of only seven with constitutional provisions protecting government-worker pensions, according to the Center for Retirement Research at Boston College.
Ms. Weingarten sees it differently. “Pension benefits are deferred wages” that people expected to get and need, she told reporters Wednesday morning at a Christian Science Monitor breakfast in downtown Washington, D.C.

Taboo Subject

Colleen Flaherty:

Is talking about race at Minneapolis Community and Technical College grounds for punishment if white students are offended? That’s what some supporters of a professor recently under investigation for talking about race there are asking. One supporter went so far as to create a parody logo of the college with its initials and the text: “Making it a Crime to Talk about Color.”
Minneapolis media and activists have been following the story of Shannon Gibney, a full-time adjunct professor of English. She says a student complaint about a recent lecture on structural racism triggered a meeting with administrators about her conduct and that the meeting was followed by a written letter of reprimand. She also says she was directed to the college’s chief diversity officer for sensitivity training.
But the college denies her account, saying it never reprimanded her for talking about structural racism — what it calls an important topic for students and faculty.

China is Cheating the World Student Rankings System Read more: World Student Rankings: China Is Cheating the PISA System

David Stout:

The results from a global exam that evaluates students’ reading, science and math skills are in and, once again, Chinese students appear to be reigning supreme while American students continued to underperform.
But before you shake your head ruefully and scoff at the decline of Western-style education, take a look at how the data is organized.
The OECD’s Program for International Student Assessment (PISA) exams are held every three years. Coming first and third respectively in the 2012 exams are the Chinese cities of Shanghai and Hong Kong.
However, China is uniquely not listed as a country in the rankings — unlike the U.S., Russia, Germany, Australia and other nations judged on the basis of their country-wide performances. Instead, China only shares Shanghai’s score with PISA. (Hong Kong, a Special Autonomous Region of China, sends its own data.)

The Student Loan Debacle: a Clear Moral Hazard

Gary Jason:

Here, in a nutshell, is the human toll of the student-loan mess: it is forcing many recent grads to defer marriage and having children; it is hobbling many prospective entrepreneurs that our economy badly needs and may well delay the retirement of new grads by 11 or 12 years.
The total student-loan debt hit $1 trillion dollars two years ago, eclipsing total durable goods debt, and credit card debt. It is now one-fifth higher, at about $1.2 trillion. Student loan debt tripled between 2004 and 2012, with more than 40% of 25-year-olds now carrying student loan debt, averaging $24,000 per debtor. And remember, it is nearly impossible to discharge student-loan debt in bankruptcy.
By “debacle,” I mean this sad process: the ramping up of federal government guarantees for banks lending money to more and more students over the last 15 years (culminating in the complete nationalization of Sallie Mae in 2008), which led to an explosion in college tuition and consequently an explosion in total loan debt.

New Madison school district standards for program operators helpful, says Urban League CEO

Pat Schneider:

The agreement for Scholars Academy was one of about 10 being developed as part of a process to make sure that all programs provided by outside organizations are in alignment with the school district’s strategic plan for closing the achievement gap, says Jessica Hankey, director of strategic partnerships and innovation for the district.
As part of a policy for community partnerships adopted by the district in February, the district is looking critically at how programs that partners offer are benefiting students, Hankey says.
There are more of those programs than you might imagine. Hankey says a “diverse portfolio” of up to 150 programs is offered to school district students by outside organizations. Some, like 100 Black Men of Madison’s Backpacks for Success, involve minimal participation by the district. Others, like some MSCR programs, are not focused primarily on academics.
The agreements now being developed in collaboration with the partnership organizations are focusing on programs with “high intensity” alignment with the district’s mission. They cover such things as goals, collaboration with school principals, program staff structure, sharing of data and metrics to measure outcomes, Hankey says.

Are current school district programs held to the same standard?

PISA 2012 Results & Commentary: “US Mediocre, Expensive”

:

PISA 2012 is the programme’s 5th survey. It assessed the competencies of 15-year-olds in reading, mathematics and science (with a focus on mathematics) in 65 countries and economies.
Around 510 000 students between the ages of 15 years 3 months and 16 years 2 months participated in the assessment, representing about 28 million 15-year-olds globally.
The students took a paper-based test that lasted 2 hours. The tests were a mixture of open-ended and multiple-choice questions that were organised in groups based on a passage setting out a real-life situation. A total of about 390 minutes of test items were covered. Students took different combinations of different tests. They and their school principals also answered questionnaires to provide information about the students’ backgrounds, schools and learning experiences and about the broader school system and learning environment.

Laura Waters:

Among the 34 OECD countries, the United States performed below average in mathematics in 2012 and is ranked 26th…Performance in reading and science are both close to the OECD average. The United States ranks 17 in reading, (range of ranks: 14 to 20) and 21 in science (range of ranks: 17 to 25). There has been no significant change in these performances over time.
Mathematics scores for the top-performer, Shanghai-China, indicate a performance that is the equivalent of over two years of formal schooling ahead of those observed in Massachusetts, itself a strong-performing U.S. state.
While the U.S. spends more per student than most countries, this does not translate into better performance. For example, the Slovak Republic, which spends around USD 53 000 per student, performs at the same level as the United States, which spends over USD 115 000 per student.
Just over one in four U.S. students do not reach the PISA baseline Level 2 of mathematics proficiency – a higher-than-OECD average proportion and one that hasn’t changed since 2003. At the opposite end of the proficiency scale, the U.S. has a below-average share of top performers.
Students in the United States have particular weaknesses in performing mathematics tasks with higher cognitive demands, such as taking real-world situations, translating them into mathematical terms, and interpreting mathematical aspects in real-world problems. An alignment study between the Common Core State Standards for Mathematics and PISA suggests that a successful implementation of the Common Core Standards would yield significant performance gains also in PISA.

Dana Goldstein::

While these results always make news, this year there is an added tempest in the teapot of the education policy world: The OECD and the Obama administration worked in advance with a selected group of advocacy organizations to launch a media campaign called PISA Day. Which organizations? The College Board, ACT, America Achieves, and the Business Roundtable–all key architects of the Common Core, the new national curriculum standards whose increased rigor and standardized tests have led to a much-publicized protest movement among some parents, teachers, and kids. Groups that support the Core have an interest in calling attention to low American test scores, which today they will use to argue that the Core is the solution not only to our academic woes, but also to reviving the American economy. Happy PISA Day!
But the truth is that the lessons of PISA for our school reform movement are not as simple as they are often made out to be. PISA results aren’t just about K-12 test scores and curricula–they are also about academic ability tracking, income inequality, health care, child care, and how schools are organized as workplaces for adults.

Julia Ryan:

Not much has changed since 2000, when the U.S. scored along the OECD average in every subject: This year, the U.S. scores below average in math and ranks 17th among the 34 OECD countries. It scores close to the OECD average in science and reading and ranks 21st in science and 17th in reading.
Here are some other takeaways from the report:
America Is Struggling at Math
The U.S. scored below the PISA math mean and ranks 26th out of the 34 OECD countries. The U.S. math score is not statistically different than the following countries: Norway, Portugal, Italy, Spain, Russian Federation, Slovak Republic, Lithuania, Sweden, and Hungary.
Do American Schools Need to Change? Depends What You Compare Them To
On average, 13 percent of students scored at the highest or second highest level on the PISA test, making them “top performers.” Fifty-five percent of students in Shanghai-China were considered top performers, while only nine percent of American students were.

Stephanie Banchero:

For the last few years, many U.S. educators and policy makers have looked to Finland, noting its high test scores and laser-like focus on attracting and retaining the best teachers. Although Finland still posts high scores, they have slid in the past few years.
Poland, on the other hand, has seen sharp improvement. The only European country to have avoided the recession, Poland undertook a host of education overhauls in 1999, including delaying by one year the system that places students into academic or vocational tracks, and crafting better systems to identify struggling students and get them help.
“Poland launched a massive set of reforms and, while we cannot say for sure they caused the improvement, they certainly are…a sort of plausible explanation,” said Andreas Schleicher, deputy director for education and skills at the OECD.
In Massachusetts, educators and policy makers credit the good showing, in part, to a 1993 effort that boosted spending and ushered in rigorous standards and achievement tests that students have to pass to graduate.

Related: www.wisconsin2.org

The college-for-all model isn’t working

Tamar Jacoby:

After years of disfavor, vocational education is being transformed for young people seeking jobs that require more than high school but less than college.
Instead of going through Congress and making the initiative bipartisan, President Obama acted alone in mid-November, promising $100 million in grants to specialized high schools — such as New York City’s Pathways in Technology Early College High School — that prepare students for technical careers. The president’s on the right track, but why make it partisan? Schools like P-TECH are an idea whose time has come — one that can be adopted by both parties and by business as well as government.
Vocational education fell from favor decades ago because it was seen as an inferior track for less able students. More Americans attend college today than ever before: this year, 42% of young people 18 to 24 years old. Even among high school students in the bottom quarter of their class, 90% expect to go to college. And there’s no question that, for many Americans, college is a ticket to the middle class.
But there’s also mounting evidence that the college-for-all model isn’t working. Nearly half of those who start a four-year degree don’t finish on time; more than two-thirds of those who start community college fail to get a two-year degree on schedule. Even students who graduate emerge saddled with debt and often without the skills they need to make a decent living.

How to fix peer review

The Economist:

PEER review, many boffins argue, channelling Churchill, is the worst way to ensure quality of research, except all the others. The system, which relies on papers being vetted by anonymous experts prior to publication, has underpinned scientific literature for decades. It is far from perfect: studies have shown that referees, who are not paid for their services, often make a poor fist of spotting serious mistakes. It is also open to abuse, with reviewers susceptible to derailing rivals or pinching their ideas. But it is as good as it gets.
Or is it? Marcus Munafò, of Bristol University, believes it could be improved–by injecting a dose of subjectivity. The claim, which he and his colleagues present in a (peer-reviewed) paper just published in Nature, is odd. Science, after all, purports to be about seeking objective truth (or at least avoiding objective falsity). But it is done by scientists, who are human beings. And like other human endeavours, Dr Munafò says, it is prone to bubbles. When the academic herd stampedes to the right answer, that is fine and dandy. Less so if it rushes towards the wrong one.
To arrive at their counterintuitive conclusion the researchers compared computer models of reviewer behaviour. Each began with a scientist who had reached an initial opinion as to which of two opposing hypotheses is more likely to be true. The more controversial the issue, the lower the confidence. He then sends the manuscript supporting one of the hypotheses to a reviewer, who also has a prior opinion about its veracity, and who recommends either rejecting or accepting the submission. (In this simple model journal editors are assumed to follow reviewers’ advice unquestioningly, which is not always the case in practice.) Subsequently, the reviewer himself writes and submits his own paper advocating one of the hypotheses to the journal, and the process repeats itself.

Schooled: Does Class Size Matter?

Dana Goldstein:

Polls show that smaller class sizes are incredibly popular with parents and teachers. But with the Great Recession forcing school budget cuts, class size is once again a matter of debate, with Education Secretary Arne Duncan, megaphilanthropist Bill Gates, and New York Mayor Michael Bloomberg all suggesting that larger class sizes could be a good idea.
What do we really know about how class size affects student learning? Is there an ideal class size? In this episode, I talk to Larry Ferlazzo, a public school teacher and blogger, and Matthew Chingos, a class-size researcher at the Brookings Institution.

Substantiating Fears of Grade Inflation, Dean Says Median Grade at Harvard College Is A-, Most Common Grade Is A

Matthew Clarida & Nicholas Fandos:

The median grade at Harvard College is an A-, and the most frequently awarded mark is an A, Dean of Undergraduate Education Jay M. Harris said on Tuesday afternoon, supporting suspicions that the College employs a softer grading standard than many of its peer institutions.
Harris delivered the information in response to a question from government professor Harvey C. Mansfield ’53 at the monthly meeting of the Faculty of Arts and Sciences.
“A little bird has told me that the most frequently given grade at Harvard College right now is an A-,” Mansfield said during the meeting’s question period. “If this is true or nearly true, it represents a failure on the part of this faculty and its leadership to maintain our academic standards.”
Harris then stood and looked towards FAS Dean Michael D. Smith in hesitation.
“I can answer the question, if you want me to.” Harris said. “The median grade in Harvard College is indeed an A-. The most frequently awarded grade in Harvard College is actually a straight A.”

The New York Times Gets an ‘F’ on Education Policy

Ann Robertson & Bill Leumer:

A recent New York Times editorial took a moment out to lecture mayor-elect of New York City Bill de Blasio on how he should treat teachers and their unions. We hope he doesn’t listen.
The editorial began by endorsing a pay raise for New York City teachers, but insisted that “any sort of raise will require concessions in exchange,” including loosening “work rules that stifle innovation and favor senior teachers over younger ones who may in fact be more talented.” This general philosophy was spelled out on a number of different fronts.
For example, the editorial continued: “Seniority trumps everything and is treated as a proxy for excellence. Under current rules, a school that has an enrollment shortfall or budget problem and has to cut one of its five math teachers cuts the least senior teacher, period. In progressive systems, like the one in Washington, D.C., which has made big gains on federal assessment tests, decisions about which teachers to cut are based on a combination of factors, including how they stack up on evaluations and whether they possess special skills. The goal is to keep the most talented teachers.”
There are a number of problems here. First, The New York Times editorial board is simply accepting – no questions asked – that in the richest country in the world it makes sense for schools to cut teachers because of a “budget problem.” The U.S is engaged in an insane, entirely irrational campaign of underfunding its public schools on a massive basis, thereby robbing the country of the benefit of a future well-educated citizenry. How The New York Times expects any teacher to succeed in nurturing critically thinking students, when they are surrounded by policy makers who lack any semblance of logic and who give corporations generous tax breaks rather than adequately fund schools, is at least, questionable.

Mary Burke’s campaign to revise website after initially not mentioning her Madison School Board role

Matthew DeFour:

Democratic gubernatorial candidate Mary Burke launched a new, more detailed website Tuesday with one notable omission: her only experience in elective office, as a Madison School Board member.
But after the State Journal inquired about it, the campaign said it would update the site to include her role on the board.
A campaign spokesman called the omission an “oversight.” However, the website in several places downplays Burke’s ties to the city where she lives.
The website focuses on Burke’s experience as a top executive at Waterloo-based Trek Bicycle, which her father founded, and her time as Commerce secretary in the Gov. Jim Doyle administration.
Burke, the only Democrat so far who announced plans to run against Gov. Scott Walker next fall, launched burkeforwisconsin.com in October with a video announcement and ways for supporters to provide an email and donate to the campaign.

Madison schools’ academic challenges and above average spending & taxes will likely receive greater scrutiny during the upcoming gubernatorial election.
That said, a healthy debate on Madison’s long time, agrarian era governance model vs the more dynamic school choices available in most urban areas would be welcome.
– Phil Hands

New database allows users to compare sports and academic spending

Doug Lederman:

Wondering how much more your college’s sports program spends per athlete than your institution does in academic funds per student? What your university spends on coaching salaries per player? What your campus pays to subsidize its sports program out of institutional funds?
Then the Knight Commission on Intercollegiate Athletics has the database for you.
The commission, which next year will mark 25 years since issuing its first report on college sports reform, is today releasing a database designed to provide campus officials, policy makers, reporters and others with better — and more accessible — statistical information about how colleges in the National Collegiate Athletic Association’s Division I finance their sports programs. It does so by marrying data from several existing sources in a unique way.

Unschool of Hard Knocks: Kids Starting Their Own Businesses

Unschoolery:

I tell all my kids they should start their own businesses someday. I think it’s an amazing way to make a living, an amazing mindset to have, and it’s a school like no other that you keep learning from all the time.
Besides marrying my wife and having my kids, starting my business is the best thing I’ve done.
And then a little while ago, I realized that there’s nothing stopping them from starting a business now, while they’re young.
Yesterday my 14-year-old daughter Maia became the first to officially launch her business: a vegan cupcake venture!
I encouraged her to start one a few months ago, and in that time she’s experimented with a handful of recipes, doing taste tests with her siblings (who have absolutely loved the process of course). She’s found recipes that worked.

The Great Stratification

Jeffrey Williams:

Imagine a diorama in an American Museum of Occupations showing the evolution of the professor. The exhibit starts in the early 1800s with an austere, black-suited man in a minister’s collar, perhaps looking over the shoulder of a student at a rustic desk, with a Greek text open in front of him. In the next scene, from around 1900, he morphs into a pince-nez-wearing gentleman in starched collar and cravat, at a podium delivering a lecture. The professor of 1950 adopts the rumpled bearing of a tweed jacket, pointing with his pipe to a poem or a physics equation on a chalkboard. In the next frame, circa 1990, she wears jeans and is sitting in front of a computer screen.
How would the diorama represent the professor of 2020?

Why Millennials Can’t Grow Up Helicopter parenting has caused my psychotherapy clients to crash land

Brooke Donatone:

Amy (not her real name) sat in my office and wiped her streaming tears on her sleeve, refusing the scratchy tissues I’d offered. “I’m thinking about just applying for a Ph.D. program after I graduate because I have no idea what I want to do.” Amy had mild depression growing up, and it worsened during freshman year of college when she moved from her parents’ house to her dorm. It became increasingly difficult to balance school, socializing, laundry, and a part-time job. She finally had to dump the part-time job, was still unable to do laundry, and often stayed up until 2 a.m. trying to complete homework because she didn’t know how to manage her time without her parents keeping track of her schedule.
I suggested finding a job after graduation, even if it’s only temporary. She cried harder at this idea. “So, becoming an adult is just really scary for you?” I asked. “Yes,” she sniffled. Amy is 30 years old.

Atlanta school board elections bring heavy turnover

Mark Niesse:

Two-thirds of Atlanta’s school board will be filled with new representatives following a runoff election Tuesday that ousted the board’s chairman.
Reuben McDaniel, an investment banker who led the school board during the last two years, lost re-election to attorney Cynthia Briscoe Brown, who collected 66 percent of the vote.
Brown, an attorney, criticized McDaniel’s leadership of the school system following the nation’s largest cheating scandal, scrutiny from the school system’s accrediting body and an investigation of racism allegations at North Atlanta High School.
McDaniel was the only incumbent facing a runoff challenge. Three other runoff races decided Tuesday involved political newcomers for seats in which incumbents didn’t seek re-election.

Run for Madison School Board: 2014 Election Key Dates; Incumbents Marj Passman Won’t Run, Ed Hughes Seeks Re-Election



The City of Madison Clerk has posted a helpful candidate guide (PDF), here.
Two Madison School Board seats will be on the spring, 2014 ballot: Seat 6 and Seat 7. It is never too early to run for school board, particularly in light of the District’s long term, disastrous reading results.
The 2014 Spring Primary will be held on February 18, 2014 if necessary. The spring election is scheduled for April 1, 2014.
Much more on Ed Hughes and Marj Passman. Incumbent Ed Hughes has not had a competitive race in his previous two elections.

How To Sharpen Pencils, An Instructional Film on Proper Sharpening Technique with Expert Sharpener David ReesDavid Rees

EDW Lynch:

How To Sharpen Pencils, An Instructional Film on Proper Sharpening Technique with Expert Sharpener David Rees
by EDW Lynch on November 29, 2013
Expert pencil sharpener David Rees provides exacting instructions for proper pencil sharpening in the short film “How To Sharpen Pencils” by Kenneth Price. You can order a newly sharpened #2 pencil on Rees’ Artisan Pencil Sharpening website (sold out until 2014), and read his book on pencil sharpening, How to Sharpen Pencils: A Practical & Theoretical Treatise on the Artisanal Craft of Pencil Sharpening. We previously posted about Rees’ artisan pencil sharpening business back in 2012.

How Academia Resembles a Drug Gang

Alexandre Afonso:

In 2000, economist Steven Levitt and sociologist Sudhir Venkatesh published an article in the Quarterly Journal of Economics about the internal wage structure of a Chicago drug gang. This piece would later serve as a basis for a chapter in Levitt’s (and Dubner’s) best seller Freakonomics. [1] The title of the chapter, “Why drug dealers still live with their moms”, was based on the finding that the income distribution within gangs was extremely skewed in favor of those at the top, while the rank-and-file street sellers earned even less than employees in legitimate low-skilled activities, let’s say at McDonald’s. They calculated 3.30 dollars as the hourly rate, that is, well below a living wage (that’s why they still live with their moms). [2]
If you take into account the risk of being shot by rival gangs, ending up in jail or being beaten up by your own hierarchy, you might wonder why anybody would work for such a low wage and at such dreadful working conditions instead of seeking employment at Mc Donalds. Yet, gangs have no real difficulty in recruiting new members. The reason for this is that the prospect of future wealth, rather than current income and working conditions, is the main driver for people to stay in the business: low-level drug sellers forgo current income for (uncertain) future wealth. Rank-and file members are ready to face this risk to try to make it to the top, where life is good and money is flowing. It is very unlikely that they will make it (their mortality rate is insanely high, by the way) but they’re ready to “get rich or die trying”.

Closing the achievement gap

Rhema Thompson

The search for a few good men and women, a few good readers, writers and artists are in focus this week.
Escambia County School District officials will soon be forming a new task force to help close the achievement gap among the district’s students.
During a special workshop earlier this month, Escambia County Schools Superintendent Malcolm Thomas said he would be working with the school board’s new chairwoman Linda Moultrie to organize a committee of community members dedicated to “solution-finding” in the coming months.

Home-school group takes stance in Florida mom’s case

Jeffrey Solochek:

A Florida mother’s child visitation court battle has become the Home School Legal Defense Association’s latest cause.
The mom, Therese Cano, had been home-schooling her children and, according to the HSLDA, a court psychologist had found the kids were doing well academically. But a guardian ad litem for the children told the court she believed they would benefit from the socialization aspects of public schooling.
The judge then ordered the children into public schools, overruling a court order permitting the home schooling. The HSLDA quotes the judge as saying, “When are they going to socialize? Is homeschool going to continue through college and/or professional schooling? At which point are these children going to interact with other children, and isn’t that in their best interest?”

Florida private schools hit by funding change to dual enrollment

Sherri Ackerman:

ome Florida private schools face an unexpected dilemma this school year: Find extra dollars to pay for state college courses their high school students want to take – or deny them the option.
The problem stems from a new law requiring public school districts and individual private schools to cover tuition for students enrolled in the state’s popular dual enrollment program.
Though it’s unclear how many private school schools and students are affected, the change has left some schools curbing participation and others anxious about what they’ll do if local colleges, prompted by the new law, end up hiking charges.
The change “caught everybody off guard,” said Howard Burke of the Florida Association of Christian Colleges and Schools, and immediate past president of Florida Association of Academic Nonpublic Schools (FAANS). “This is a hardship for parents already paying taxes for public schools and paying for private school.”

Report urges Michigan to replace MEAP with Smarter Balanced test

Jennifer Chambers:

A new report urges state lawmakers to proceed with plans to introduce the Smarter Balanced exam as a replacement for the Michigan Educational Assessment Program, saying it remains the only viable option for the 2014-15 school year.
Michigan education officials released the 23-page report Monday outlining options for a new state assessment tool to be used as early as next year to test K-12 students under Common Core state standards. State schools administered the MEAP for what is supposed to be the last time this fall.
The report, requested by lawmakers in late October after they removed a funding block for implementation of Common Core, examines 12 test options in the marketplace.
The report provides summaries on the cost of each test, scoring and reporting methods, test security transparency and overall design.
Of the 12 options, only Smarter Balanced and two other tests were aligned to Common Core, a more rigorous set of standards adopted by the State Board of Education in 2010 for math and English. The other exams aligned to the standards are Measured Progress and PARCC.

Colleges Substitute Western Greats With Gender Studies

Investors Business Daily:

Education: Parents pay a fortune to send their kids to big-name colleges, and they expect strong scholarship in return. More and more, what they’re getting ranges from drivel to leftist indoctrination.
Manhattan Institute scholar Heather Mac Donald shocked a New York City audience at the 2013 Wriston Lecture this month with some examples of what leftist academics have done to the American college curriculum.
“Until 2011,” she noted, “students majoring in English at UCLA had been required to take one course in Chaucer, two in Shakespeare, and one in Milton — the cornerstones of English literature.

A British Teacher’s Archive of Confiscated Toys

Rebecca Onion:

These “confiscation cabinets,” assembled by veteran teacher and artist Guy Tarrant, are an unusual archive: toys taken from London schoolchildren in 150 different schools, over thirty years.
Tarrant became interested in the toys as tokens of resistance to school routines and teacherly discipline. He enlisted other teachers to donate their own confiscated items to his project. In all, he made eight such cabinets, which are currently on display at the Victoria & Albert Museum of Childhood in London.
Besides showcasing the creativity of some rebellious children–improvised pea shooters, World Cup finger puppets, and mix CDs feature in the collection–the grouping lets us see some differences between American and British toys.
A “Scooby doo” appears in the girls’ cabinet, and seems to be some kind of a friendship bracelet. In the boys’ cabinet, there’s a Sikh kirpan, or ceremonial sword, reflecting the large Sikh immigrant population in the UK. (Recently, Sikh advocacy groups have fought the confiscation of such items as a restriction of religious freedom.) And there’s a “39’er,” which appears to be a “conker” (or horse chestnut) used in the traditional British kids’ game.

The Problem With Youth Activism

Courtney Martin:

“Do you think this is the right color ribbon?” asked a petite brunette, her hair pulled back in a haphazard ponytail, her college sweatshirt engulfing her tiny frame. “And do you think these are the right length of sections I’m cutting? I don’t want it to be all funky when we pin them on.”
“Mmm … I’m not sure,” said the guy next to her, sucking on a lollipop, his football-player physique totally evident in his tight band T-shirt.
“Looks good to me,” his roommate said without even glancing over at the ribbon or the girl.
Meet the college anti-war movement.
I just got back from a two-week campus speaking tour during which I had the privilege of hanging out in a women’s center at a Catholic college, eating bad Mexican food with Mennonite feminists, and chatting with aspiring writers and activists at a college in which half the students are the first in their families to experience higher education. I heard the stories of transgender youth in Kansas City, jocks with food addictions in Jacksonville, and student organizers who are too overwhelmed to address all the world’s problems in Connecticut.

A Real Opportunity for Higher Education

Miles Lasater:

Congress and the administration have recently been talking a lot about access to and affordability of higher education. The administration has proposed an ambitious overhaul of our entire higher-education system, including the development of a college scorecard to ensure that students and their families have all of the information they need to make an informed decision about their postsecondary education.
The college scorecard will be hugely useful for families only if the data used to create it are readily available and accurate. Innovative technology companies have already developed this technology and have been collecting and analyzing student and institution data and can be an effective partner to policymakers in creating a scorecard and other higher-education policies that will help families with one of the biggest financial decisions they will make.
The Higher Education Act, the federal law that governs all higher education, was first enacted in 1965 to pave the way for millions of students to access higher education. Once a vehicle of access to higher education, the law is now more than 1,000 pages long and has most recently been a barrier to innovation. The Higher Education Act includes pages and pages of regulations added during the 2008 reauthorization that have never been enforced. If Congress continues down this path, the next reauthorization of the Higher Education Act, due next year, will likely create hundreds of pages of more regulations that are never enforced and programs that are never funded.

‘Record IQ is just another talent’

Hwang Jurie:

What will people think of 16-month-old wonder child Jonathon Rader, able to play various musical instruments, if he decides not to pursue a career as a musician?
The answer seems to be “a failure,” when hearing the story from Kim Ung-yong, a 48-year-old record holder for the world’s highest intelligence quotient, in an interview with The Korea Herald.
“I was famous for having a 210 IQ and being able to solve intricate math equations at the age of four,” Kim said, adding, “Apparently, the media belittled the fact that I chose to work in a business planning department at Chungbuk Development Corporation.”

‘It Feels Like Education Malpractice”

Hope Reese:

Laurel Sturt was a 46-year-old fashion designer in New York City whose career trajectory took an unlikely shift one day on the subway. A self-proclaimed social activist, Sturt noticed an ad for a Teaching Fellows program. Then and there, she decided to quit her job in fashion design and shift her focus to her real passion: helping others. She enrolled in the two-year program and was assigned to teach at an elementary school in a high-poverty neighborhood near the South Bronx.
A decade later, Sturt has written about the experience in her provocative memoir Davonte’s Inferno: Ten Years in the New York Public School Gulag. I spoke with her about how her time in the classroom affected her views on education today.
You got into teaching at the age of 46, which is later than most. What spurred you to make the big life change?
I had always been a social activist and felt there was a responsibility for the “haves” to help the “have-nots.” I used to fulfill that obligation by tutoring inner-city kids, but my actual career was in fashion design and illustration. I remember thinking: When someone’s on their deathbed, are they really going to think about the dress I designed for them? Not to put down fashion design, but it’s just not enough. I decided to flip the equation and instead of doing social activism part-time, make it a full time job.

Students to present ‘Snow’ projects to Nobel Prize-winning author

Molly Beck:

“Snow” is this year’s pick for the Great World Texts program facilitated by UW-Madison’s Center for the Humanities, a 9-year-old literacy initiative that provides Wisconsin teachers like Gibson with sets of novels chosen for their cultural and literary value, teaching guides and professional development, and provides students with a chance to respond to such work with projects of their choice that cover a theme of the book.
The culmination of that effort unfolds Monday, when about 500 students from 15 Wisconsin schools will meet at the Great World Texts conference at UW-Madison. The students will have a chance to meet and hear from the author they have been studying all semester, and to present and discuss their work together. Nine students have been chosen to have lunch with Pamuk.
The book was chosen for its global perspective, said program coordinator Heather DuBois Bourenane, but also because it is a text that is frequently asked about on Advanced Placement exams but not frequently taught in schools.

NEA’s $131,000,000 Spree

Rishawn Biddle:

The National Education Association filed its 2012-2013 LM-2 financial disclosure to the U.S. Department of Labor, and once again, the nation’s largest teachers’ union spent big to preserve its influence over education policymaking. The NEA spent $131 million on lobbying and contributions to like-minded groups in 2012-2013, a four percent increase over its $125 million spend in the previous year. These numbers don’t include the $51 million the union spent in 2012-2013 on so-called representational activities, which are often just as much geared toward political activity; that number, by the way, is little changed from spending levels in 2010-2011 and 2011-2012.
wpid-threethoughslogoAn analysis of the NEA’s spending shows that while it attempts to use some strategy in order to leverage its contributions to like-minded groups, it remains as scatter-shot as it has been in previous years. Over the past year, the NEA has attempted to get social justice groups it funds to echo its messaging and work more-closely with it in order to advance its agenda. This included meetings between the union’s executive director, John Stocks, with the top executives of past and current recipients. All this effort, however, has not ensured that NEA recipients are any more loyal to the union’s mission than at any other time.
For example, the NEA handed $30,000 to the Leadership Council for Civil and Human Rights, one of the leading civil rights-based players in the school reform movement, and dropped $75,000 into the National Council of La Raza’s political action fund even though the outfit is also a major reform player. Another recipient of NEA largesse is Al Sharpton’s National Action Network. It picked up $100,000 from the union in 2012-21013 in spite of the civil rights leaders longtime support of expanding the very charter schools the NEA opposes, $75,000 more than in the previous fiscal year.

Duty Free Lunch: Teachers and “Open Classroom”

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

MTI’s Teacher Collective Bargaining Agreement provides that all members of MTI’s teacher bargaining unit will be provided with a daily duty-free lunch period of at least 30 continuous minutes. The 30 minutes cannot be abridged by one being directed to walk with students to the lunchroom.
More recently, once again, some teachers have been requested to open their classroom so students can have “a place to go”. Directing a teacher to sacrifice any portion of their 30 minute duty-free lunch period violates the Contract. If a teacher volunteers to do so, they are to be compensated at $9.10 per hour, with such computed in one-half hour lots.

Madison School Climate, Achievement, Rhetoric & The New Superintendent







In light of Alan Borsuk’s positive article, I thought it timely understand the mountain to be climbed by our traditional $15k/student public school district. The charts above are a brief update of the always useful “Where have all the Students Gone” articles.
Further, early tenure cheerleading is not a new subject. Those interested might dive into the Capital Times & Wisconsin State Journal Superintendent (recently easily searched, now rather difficult) archive:
Cheryl Wilhoyte (1,569) SIS
Art Rainwater (2,124) SIS
Dan Nerad (275) SIS
That being said, Superintendent Cheatham’s comments are worth following:

Cheatham’s ideas for change don’t involve redoing structure. “I’d rather stick with an imperfect structure,” she said, and stay focused on the heart of her vision: building up the quality and effectiveness of teaching.
Improving teaching is the approach that will have the biggest impact on the gaps, she said.
“The heart of the endeavor is good teaching for all kids,” Cheatham said in an interview. Madison, she said, has not defined what good teaching is and it needs to focus on that. It’s not just compliance with directives, she said.

Perhaps the State Journal’s new K-12 reporter might dive into what is actually happening in the schools.
Related: Madison’s long term disastrous reading results and “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“.

Thin data analysis of Wisconsin Teachers in Training

Molly Beck:

The 2.8 percent decrease between 2010 and 2012 at University of Wisconsin System campuses comes after a 6.8 percent increase between 2008 and 2010, according to System data reported to the federal Education Department provided to the State Journal by the UW System in response to a request for enrollment data for the System’s teacher-training programs. 
The numbers do not include students seeking teaching licenses with majors not classified by the UW System as education majors.
It’s unclear why the number of students enrolled in teacher-education programs has dropped, but Cheryl Hanley-Maxwell, associate dean of the UW-Madison School of Education, said some graduates there are now reporting feeling ill prepared for what they call the political atmosphere surrounding teaching.
“Until our most recent surveys, we’ve never had a complaint that ‘you didn’t prepare us for the political atmosphere'” of teaching, said Hanley-Maxwell about surveys the school sends to graduates who have been teaching for about three years.
She said about 60 percent of the school’s graduates respond to the after-graduation surveys that question how well the school prepared them for the teaching profession.

Related: When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?.

The Eliminative Turn in Education: An Interview with David Blacker

C. Derick Varn:

David Blacker studied at the University of Texas and holds degrees in philosophy and education from the University of Illinois. He is currently Professor of philosophy of education and Director of Legal Studies at the University of Delaware (USA). His books include Dying to Teach: The Educator’s Search for Immortality (Columbia University Teachers College), Democratic Education Stretched Thin: How Complexity Challenges a Liberal Ideal (SUNY), a US-state specific book series on law, ethics and education for education students. His most recent book is The Falling Rate of Learning and the Neoliberal Endgame (Zero Books, forthcoming this December). His is now working on a project concerning Spinoza and the idea of permaculture. Before becoming corrupted by the comforts of academia, he worked at the (sadly) now-defunct Guardian newspaper (“an Independent Radical Newsweekly”) in New York City.
What has led to both the increase in credentialization in higher education and the elimination of much of the funding of higher ed at the same time? And why is the political economy of education so little discussed directly?
These questions admit several layers of response, concentric causal circles converging on the contemporary trends. Let me take the funding question first. In the United States, the immediate cause of the funding crisis in higher education, particularly public higher education, is the decades-‘long withdrawal of the historic commitment to these institutions by state and local governments. In this sense, U.S. higher education has been a leading edge of austerity avant la lettre, well before opposition to “austerity” became a rallying cry of dissent. A generation or two ago, our leading public universities received most of their operating funds from the public coffers. Now at the marquee universities, the level of such funding has dwindled to the single digits. For example, the University of Virginia–long a symbol of American public education because of its Jeffersonian origins–now receives around 6% of its budget via public funds. A mere 6%! At this point it is fair to ask, in what sense are our “public universities” actually public anymore?
A second layer of answer to the funding question has to do with shifting policy justifications for state support of education that reflect general movements in ideology. While one must be careful to guard against a narrative of decline that implies some kind of golden age of public spiritedness, there was a certain degree of liberal idealism present in the nineteenth-century founding of American public universities qua “land grant” institutions charged with contributing to the public good. There has at times been a strong sense that there is a collective interest in maintaining a strong network of such institutions, a palpable sense that everyone benefits from them. Now, however, a relatively narrow and crabbed economism holds sway that fails to honor the “public good” nature of these institutions and instead regards them mainly as private benefits exclusive to the individuals involved in them. At a collective level they are at best “good for business” and economic development; in particular their educational side is seen as a pipeline for a shrinking elite corporate workforce. These expensive institutions are regarded as justified insofar as they add value to “human capital” for employers and also as in effect off-site research and development centers for corporations, particularly those in the high tech sectors. So at the aggregate level, education is viewed as a literal “investment.”

Only Some of Our Young Are Now Independent Americans

Nat Hentoff:

I often worry about today’s young growing up in a country where everybody is liable to be under secret government surveillance, with nearly all of these Americans never having violated any law. How much expectation of individual constitutional liberty can these young citizens have?
But now I am somewhat heartened by the results of a recent (reliable) poll by Quinnipiac University described in a Nov. 18 lead editorial in the New York Post:
“In 2008 and 2012, millennials — voters between ages 18 and 30 — came out in a big way for Barack Obama.”
But now, “something’s changed. The poll has young voters disapproving of the president by a 54 percent to 36 percent margin … Only 43 percent of the under-30s say the president is honest and trustworthy. By contrast, a majority — 51 percent — say he’s not.”
Moreover, “60 percent of young voters disapprove of the way the president’s handling the economy. Fifty-six percent disapprove of Obama’s handling of health care. Fifty-three percent disapprove of his handling of foreign policy” (“Young voters turn against President Obama,” New York Post, Nov. 18).

Zombie MOOCs: UC Online’s “Pilot Project Cross-Campus Courses”

reclaimuc:

If you’ve been paying attention to the MOOC debate over the last year or so, you may have seen that for all intents and purposes the debate is pretty much over. MOOCs are dead. Sebastian Thrun, the founder of Udacity, recently acknowledged that his company makes a “lousy product.” Soon after, Daphne Koller admitted that her company Coursera could in no way compete with the traditional, brick-and-mortar university which teaches through face-to-face interaction: “The best place to acquire [much deeper cognitive skills] is by coming and getting an education at the best universities.”
But UC Online has always been, well, a ways behind everybody else. From the beginning, the project was unable to raise the private capital needed to get off the ground. The head of the project, former UC Berkeley Law School Dean Chris Edley, infamously claimed that he “should be shot” if he wasn’t able to raise that money himself — he was only able to put together the paltry sum of $748,000 — but in the end he had to crawl back to the administration begging for an interest-free, $6.9 million loan.

Education’s Inflated Value: Your education is not more important than any other struggle

nodiplomacy:

I recently got into an argument with a professor online over the value of education and why people may still be politically sympathetic to “the cause,” but simply will not ever cancel classes. This is the single most common reason given for why faculty and graduate students would not abide the strike.
First of all, I would like to say that I thought we kind of already made the choice to join the union to protect our individual liberties, so we should probably stand up for our fellow colleagues. Because when we are injured we would want our colleagues to stand up and defend us… right?
Here is my most important point: generalizing “education as more important than” creates a very slippery dichotomy that erases the labor people of color have put into building the university and making it run every day, including today. At the strike in my University, it was not surprising that most of the rally and the picket chants were in Spanish. In fact, if you participated and did not know Spanish, chances were that you understood about 20% of what was conveyed. The reason for this is very simple: most AFSCME workers are people of color, predominately Latino service workers. This reality is very specific to the University of California, and it is a reality that the University management exploits every day with unlivable wages, unaffordable health care, and blatant discrimination and intimidation. No, your education is not more important than the struggles of these workers; in fact, it does not even come close. Your education is not more important than the actual daily struggle of having to put food on the table, or having to tell your children why you don’t have enough money to pay the rent. In fact, your education is not more important than any other struggle. It is simply not OK to argue that missing one day (or one week, or whatever that length of duration of a strike is) is comparable to the misery and pain of not earning a decent wage. It is also not OK to delegitimize a strike as unimportant or not a “real strike,” because there was not a hunger strike involved. Let’s set this straight – management has already proven that it does not care about its workers and its students, why in your right mind would you think they would care about your health? A hunger strike is a very risky form of protest, and I would not recommend it to anybody. It is largely contingent on whether you can get public awareness and sympathy to your struggles, and in a world where political struggles easily become marginalized and delegitimized (key word of the day), populism is a tough shot to guarantee your demands will be met without serious health repercussions.

Teaching While Black and Blue

Shanon Gibney:

I. I am waiting for a letter to arrive in the mail. It will be short, no more than one page, and will be covered in black ink, with the occasional flourish of institutional logo. The signature at the bottom will belong to a high-ranking officer at my Midwestern college of 12,000 students, and the words that preface it will briefly explain the method and, more importantly, the verdict, of an almost three-week long investigation, in which students, faculty, and staff were questioned by the school’s legal staff as to if, in fact, I had committed acts constituting an official case of racial harassment.
What happened to me in 2008 did not happen because I am a young, Black female faculty member at school that has over 50 percent students of color; what happened to me occurred because I turned the world backwards on an angry White male student. We were in a regular weekly meeting of the newspaper staff, and the students were discussing the fact of the new edition, how well it had turned out, and the editor-in-chief said that although he was proud of the paper’s developments, he was not pleased with the fact that so few students regularly picked up the publication. Theories were thrown around as to why this was–the aesthetics were all wrong, the design didn’t pop, the stories could be flashier. Out of the corner of my eye, I thought I saw a noose hanging from the ceiling. When I looked again, it was gone.

23andMe Is Terrifying, But Not for the Reasons the FDA Thinks

Charles Seife:

If there’s a gene for hubris, the 23andMe crew has certainly got it. Last Friday the U.S. Food and Drug Administration (FDA) ordered the genetic-testing company immediately to stop selling its flagship product, its $99 “Personal Genome Service” kit. In response, the company cooed that its “relationship with the FDA is extremely important to us” and continued hawking its wares as if nothing had happened. Although the agency is right to sound a warning about 23andMe, it’s doing so for the wrong reasons.
Since late 2007, 23andMe has been known for offering cut-rate genetic testing. Spit in a vial, send it in, and the company will look at thousands of regions in your DNA that are known to vary from human to human–and which are responsible for some of our traits. For example a site in your genome named rs4481887 can come in three varieties. If you happen to have what is known as the GG variant, there is a good probability that you are unable to smell asparagus in your urine; those blessed with the GA or AG varieties are much more likely to be repulsed by their own pee after having a few spears at Spargelfest.
At first, 23andMe seemed to angle its kit as a fun way to learn a little genetics using yourself as a test subject. (“Our goal is to connect you to the 23 paired volumes of your own genetic blueprint… bringing you personal insight into ancestry, genealogy, and inherited traits,” read the company’s website.) The FDA had little problem with the company telling you why you had dry ear wax (rs17822931) or whether you’re likely to sneeze when you look at a bright light (rs10427255).

Is Giftedness Real? The problems with treating some students as especially talented.

Dana Goldstein:

Is your child “gifted”? What does that even mean? Some schools use old-fashioned IQ tests to identify gifted students. Others use teacher recommendations. A few schools are ending gifted programs altogether and are trying to implement gifted-level instruction for all kids. Which of these methods is fair? What should schools do to make sure that gifted tracks aren’t an option only for socio-economically advantaged children? In this episode, I talk to Sandy Darity, a researcher on giftedness at Duke, and Jeff Danielian, a Rhode Island teacher and giftedness advocate.

A Ghost Town With a Quad: Is that the future of the American university?

Rebecca Schuman:

If you’re planning to attend either Minnesota State University Moorhead or the University of the District of Columbia, best get in your Romeo and Juliet now–and while you’re at it, you should probably learn the formulas for velocity and momentum, and study up on the Spanish-American War. Because soon, these regional public universities may have no departments of English, physics, or history–nor a host of other programs often associated with “college,” including political science (MSUM), philosophy (MSUM), computer science (MSUM), and even economics (UDC).
What is confounding about these universities’ plans to possibly obliterate nearly half of their departments is why both institutions, faced with budget crises, went straight for the academic jugular. And not just by cutting highfalutin artsy disciplines, but with an eye toward fields of study that are actually valued in today’s cruel and fickle market. Nobody seems to notice that the structure of today’s higher-ed “business” model is backwards: It’s far easier to cut academics than it is to cut anything else, so that’s what universities are doing. The irony that the very raison d’être of a university–education!–is also its most disposable aspect seems lost on everyone (perhaps because nobody studies English, philosophy, or French anymore, so nobody recognizes irony or knows what a raison d’être is).

Is London Mayor Boris Johnson right about IQs?

Mona Chalabi:

In a rousing attempt to capture the spirit of the former prime minister, Boris Johnson delivered the keynote speech at the annual Margaret Thatcher lecture last night. In it, he sought to justify his belief that inequality could be desirable “for the spirit of envy and keeping up with the Joneses” by claiming that inequality is inevitable. Why? Because of differences in our IQ.
Whatever you may think of the value of IQ tests it is surely relevant to a conversation about equality that as many as 16% of our species have an IQ below 85 … Over 16% anyone? Put up your hands.
Muted laughter followed. He then turned his attention to the 2% of the population who have an IQ above 130. We check those numbers.

I’m a Teen, Watch Me Shop

Sara Germano:

Upon entering the massive Forever 21 store here at the Oak Park Mall, Goldia Kiteck and three of her close friends scattered like spilled marbles.
The high-school seniors were on separate missions and pursued them through corridors filled with clingy leggings, racks of chunky necklaces and tank tops with kittens across the front.
“It has all my favorite things, in one place,” Ms. Kiteck said of the store, where she spent $51 on a skirt, a pair of earrings and a black sweatshirt with the words “Super Awesome” emblazoned in gold print across the chest.
Fast-fashion chains such as Forever 21 and H&M HM-B.SK -0.11% are eating the lunch of traditional teen retailers like Abercrombie & Fitch, American Eagle Outfitters AEO +1.06% and Aéropostale. The sector’s onetime leader, Abercrombie, posted a loss of $11.5 million in the nine months ended Nov. 2, as sales fell nearly 7%.
To learn more about where teens are shopping and why, The Wall Street Journal went on an extended tour of the mall with two groups of committed shoppers, and it is clear why fast fashion is winning.
Teens’ tastes can be fickle, but on the Journal trips, buying decisions were almost invariably driven by two considerations: developing an individual style, and doing so for less.

Recasting high school, German firms transplant apprentice model to U.S.

Howard Schneider, via a kind Rick Kiley email:

As a high school junior, Hope Johnson thought she had things figured out. She’d been hit with wanderlust during an academic trip to Brazil, set her sights on London’s Richmond University and hoped to pursue a career in diplomacy.
It was just the kind of white-collar job that would take her far from the confines of this Southern city and please her dad, an elevator repairman who wanted his daughter to graduate from a four-year college.
That was before the 16-year-old was offered a life-defining choice by Siemens, the German industrial conglomerate: Drop everything, enroll in a competitive European-style apprenticeship, and get a free technical education and a job in return.
Johnson opted for the job. The allure of traditional college life was strong, she said, “but you gotta pay the bills.”

American Association of Educators Contacts Madison Teachers

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

Teachers in Madison recently received an email inviting them to join AAE, and for a very inexpensive fee. For only $15 per month, they say, one can be eligible to apply for a scholarship, receive a publication, and information on professional development. Plus, they claim none of their income will be spent on political action, and a member receives protection via liability insurance. The facts are, that none of what AAE offers is needed.

  • MTI negotiates a Collective Bargaining Agreement, and enforces the Collective Bargaining Agreement via grievance and arbitration.
  • MTI represents teachers who are challenged by the District.
  • The District is responsible by Statute to provide liability insurance and MTI members receive additional liability coverage provided through membership as a result of MTI’s
    affiliation with WEAC & NEA.
  • AAE is anti-union. They even tried to stop the Kenosha
    School Board from ratifying the new recently agreed-upon Contracts.
According to the Massachusetts Teachers Association, “The American Association of Educators, is a group backed by some of the deepest pockets in the anti-public education movement (think Koch brothers). The AAE is partnering with the National Right to Work Committee to encourage educators to give up their (Union) membership and join an organization that has affiliates covering just six states. Right-wing foundations provide nearly all of the money to (operate) the AAE Foundation.”
AAE was able to write to each Madison teacher because they obtained teachers’ email addresses via an open records request from the District.

No more elite training classes for ‘smart’ kids? Chinese tiger parents are not impressed

Raymond Li:

Tang Wanyuan, the father of a sixth grader in Beijing, said he has not paid much attention to the Communist Party’s decision to ban the practice of putting the elite pupils in special classes. Like most young parents, he has little faith in such initiatives.
The resolution of the Central Committee’s third plenum earlier this month said that educational authorities should no longer designate elite classes or elite schools for pupils who outperform their peers, or come from privileged families. The move was part of an effort to address inequality in the access to quality teaching.
“These schools are almost certain to continue operating the way they have, only under a different name such as ‘model schools’ or ‘schools with special characteristics’,” Tang said.
“If anything, parents want transparency over enrolments at elite schools. That way we’ll know what chance, if any, we stand of having our children admitted. Parents want policies that don’t cause more stress for us.”
Tang is more concerned about where his son will attend middle school, where standards of teaching differ tremendously.
These schools are almost certain to continue operating the way they have, only under a different name.

Don’t Give Up on the Lecture

Abigail Walthausen:

Students in a lecture class can give the impression of lethargy: Maybe a student sleeps in the back of the classroom, maybe others fidget and doodle. The students who are paying attention may be too focused on their notebooks to flash a look of understanding and inspiration.
Perhaps because of this negative initial impression, lectures are under attack these days. The Common Core standards place far greater value on small-group discussion and student-led work than on any teacher-led instruction. The term “lecture” is entirely out of fashion, as is the unqualified word “lesson.” On recent planning templates released by New York’s Department of Education, only the term “mini-lesson” is used. The term gets its diminutive status because of the fact that only 10 to 15 minutes on the hour are allotted for teacher-disseminated information, while the rest of the class period is focused on student-centered practice in groups or project based learning. But the mini lesson is not even accepted as the most progressive way of teaching. Champions of the “flipped classroom” relegate lectures to YouTube channels. In a recent interview here at The Atlantic, futurist David Thornburg declared that lectures created a depressing experience for him in school.
The tendency to see lecture-based instruction as alienating and stifling to student creativity is not altogether new. In Paulo Friere’s 1970 Pedagogy of the Oppressed, the lecturing teacher was cast as an arrogant imperialist. Alison King coined the flip expression “sage on the stage” in a 1997 article and, although more than half of King’s article consists of ideas for working small group approaches into otherwise lecture-centric courses, demonstrating that she was in no way looking to eliminate the lecture entirely, everyone from Common Core advocates to edtech disrupters has co-opted “sage on the stage” as license to heckle the “out-of-touch expert.” Nevertheless, there is immense value in lecture, and it must not be written off as boring and ineffective teaching.

Black Scholars: Explaining Your Work May Mean Fighting For It

Noliwe Rooks:

“You have to be twice as good as them to get half of what they have.” It’s a line familiar to many African Americans, but when the political fixer Olivia Pope delivered it last month in an episode of ABC’s Scandal, black Twitter and Facebook came to life anyway.
I couldn’t help thinking that it was resonant for academics, too. It’s not necessarily the case that “blackademics” have to put in twice as many hours of literal toil as others seeking promotion, tenure, and a successful academic career. But too often, we have to work twice as hard to convince powerful committee members that our scholarly work has value. This is especially true when our work touches on subjects that are controversial, challenge or–worse yet–almost completely foreign to those whose approval we need.
After almost 20 years in the highly racialized terrain of the academy, I know that support and consent are no small things. At most four-year institutions, fewer than 10 percent of professors are people of color, so when it comes to promotion and tenure, those professors aren’t often in positions of authority. The problem this creates is clear: If we aren’t able to convince the faculty powerbrokers we do have that the subjects we want to pursue, familiar or not, are worthy of support, we may not get as far down the road as we want to go.

Continue reading Black Scholars: Explaining Your Work May Mean Fighting For It

Academics face the cybercreeps alone

Chris Parr:

Universities do not have effective systems to help staff who have been subjected to online bullying and sexual harassment.
This is the opinion of Sara Perry, lecturer in cultural heritage management at the University of York, who surveyed professionals about their experiences of being harassed online after she was herself targeted by colleagues in the higher education sector.
“In one case, I was sent a message about my appearance, which included…photographs [of a sexual nature] detailing the things that they would like to do to me if we were not in a professional context,” she told Times Higher Education.
“Subsequent to that I moved institutions and had the same thing happen – first with a person in the university and then with someone from a different university. Some of them were academics, others were…supporting my work.”

Pop-Up Schools Could Radically Improve Global Education

Dayo Olopade:

Most of the buildings in Machakos, the former capital of Kenya, are made of concrete, with neat fences, informal gardens, indoor plumbing, and electricity, however erratic. By contrast, the local schoolhouse of Bridge International Academies is beyond basic: walls of corrugated tin, a plywood frame. There’s no electrical wiring in sight. A pair of latrines adjoin an open courtyard that doubles as a lunch and recreation area. A few young children loll on the patchy grass, engaged in unhurried conversation.
Yet this school is by no means a failure — in fact, it recently passed a 700-point inspection and is running exactly as planned. This is just one of 212 Bridge Academies that have opened in Kenya during the past four years. Bridge’s “schools in a box” spring up seemingly overnight: In January of 2013, the company launched 51 schools at once, while in September it opened another 78. Bridge now educates roughly 50,000 students in Kenya every day, and its global aspirations may transform the entire project of education for poor youth around the world.

(2013 version) Why does Finnish give better PISA results?

Taksin Nuoret:

Ever since December 2001, when the results of the first PISA survey were made public, the Finnish educational system has received a lot of international attention. Foreign delegations are flocking to Finland, in the hope of discovering Finland’s secrets. Finland is also trying to take advantage of its PISA success by exporting its knowledge in education [1]; this strategy is supported by talks given in international events by representatives of the Finnish Ministry of Education and Culture [2].
The explanation widely accepted is that the Finnish educational system is better. For example, the following aspects have been pointed out:
Schools routinely provide tutoring for weak students.
Each school has a social worker (“koulukuraattori”).
Substitute teachers are often provided when the teacher is ill.
Teachers are seldom on strike.
The methods used for teaching mother tongue are solid. Finnish first graders learn to read first by learning letters, then syllables, then words, then sentences. For example, throughout grade 1 (and most of grade 2), words are often printed with syllables separated by hyphens [3]. Adventurous approaches (such as starting with words or sentences as wholes) are not used.
Schools have more autonomy than in many countries. For example, schools can dismiss teachers if they are not satisfied with their work.
The profession of teacher is better recognized than in many countries.
Transition from low to high grades of the Finnish curriculum is smoother than in many countries.
Finnish students have a free canteen at their disposal.
Explanations not related to the educational system have also been proposed, including:
The Finnish society is homogeneous. The number of foreigners is lower than in most OECD countries (3.6% at the end of 2012 [4]), which makes the teachers’ job easier.
Finnish spelling is regular, thus easing Finnish students’ task.
Foreign TV programs are subtitled, instead of dubbed as in many OECD countries, thus easing acquisition of foreign languages.