Five candidates are competing for three seats on the Madison school board, with the general election on April 2, 2013.
The political context for the races is explosive, given Gov. Scott Walker’s revolutionary proposals for education in Wisconsin: cuts to public school funding, an expansion of the voucher program, and a revamping of teachers’ evaluations and bargaining rights.
In Madison, the issues are particularly complex, with the intense disagreements over the district’s achievement gap between white and minority students.
In the race for Seat 3, former La Follette High School teacher and low-income housing provider Dean Loumos is running against retired Madison police lieutenant Wayne Strong. The winner will replace retiring school board member Beth Moss.
In this competitive series of elections, there are numerous candidate forums and listening sessions under way, and we thought we’d pose our own questions to candidates.
This week, we ask the candidates about where they think incoming superintendent Jennifer Cheatham should direct her attention. We also ask about the changes in collective bargaining wrought by Act 10: How have they affected the district, and how should it respond to this new policy?
I was just asked a question by a faculty member about using Web of Science citation tracking as a preparation for tenure review. While I would never, at this point in time, advise anyone to NOT look or not make sure they have these figures in hand, the situation has gotten more complicated in recent years. For that reason, I wanted to share a lightly edited portion of my response to this faculty member, as possibly being of interest to others.
What we did last time was to search Web of Science for your articles and citations to them, and you helped identify which of the articles were yours and not someone else with a similar name. You also helped identify citations to your articles that were variations of the right citation, but which still meant your article.
“Complacent” British universities that fail to respond to the rise of online universities will be swept away by global competition, says a report into the future of higher education.
Sir Michael Barber, chief education adviser for Pearson, says online courses will be a “threat and opportunity” for the UK’s universities.
This “avalanche” could see some middle-ranking universities closing, he says.
“There are too many universities doing the same thing,” says Sir Michael.
The report, An Avalanche is Coming, argues that higher education faces an unpredictable global revolution, driven by the impact of the rise in online universities.
Madison Prep was the mouse that roared. How can you explain the fear and loathing Madison’s power elite directed at the Madison Urban League’s proposed charter school?
The Urban League’s Madison Prep charter school would have been just one school amid 50 Madison public schools. It would have taught 800 kids out of 27,000 enrolled in the district. The school board would have retained the ultimate authority to shut it down. So why the sturm und drang over this niche school? Two reasons:
• Because it would have been non-union.
• Because it might have succeeded. The Democratic Party cannot allow one small chink in the solid teachers union barricades.
How else does one explain Sarah Manski’s endorsement from the leader of the State Assembly Democrats, Peter Barca of Kenosha? How else does one explain an endorsement from the leader of the State Senate Democrats, Chris Larson of Milwaukee?
The purpose of the Manski campaign was all about staving off any threat to the teachers union hegemony. The power structure encouraged her to run after Ananda Mirilli, an immigrant Latina who supports the charter school (a public school, by the way), entered the race.
Husband Ben Manski said as much in his notorious December email blast.
When campus president Wallace Loh walked into Juan Uriagereka’s office last August, he got right to the point. “We need courses for this thing — yesterday!”
Uriagereka, associate provost for faculty affairs at the University of Maryland in College Park, knew exactly what his boss meant. Campus administrators around the world had been buzzing for months about massive open online courses, or MOOCs: Internet-based teaching programs designed to handle thousands of students simultaneously, in part using the tactics of social-networking websites. To supplement video lectures, much of the learning comes from online comments, questions and discussions. Participants even mark one another’s tests.
MOOCs had exploded into the academic consciousness in summer 2011, when a free artificial-intelligence course offered by Stanford University in California attracted 160,000 students from around the world — 23,000 of whom finished it. Now, Coursera in Mountain View, California — one of the three researcher-led start-up companies actively developing MOOCs — was inviting the University of Maryland to submit up to five courses for broadcast on its software platform. Loh wanted in. “He was very clear,” says Uriagereka. “We needed to be a part of this.”
Over the last 50 years, Milwaukee has been at the center of a series of experiments in public education — desegregation and “school choice,” as well as the rise of specialty schools and the expansion of a nationally known voucher system.
But these experiments, as well as the economic collapse of manufacturing in this blue-collar American city, have left a school system filled with massive inequalities, argues author Barbara J. Miner in “Lessons From the Heartland: A Turbulent Half-Century of Public Education in an Iconic American City.”
In the book, Miner, a Milwaukee resident and former reporter for both the Milwaukee Journal Sentinel and Rethinking Schools, a teacher-led education publication, looks at the story of public education in Milwaukee. “Lesson From the Heartland” is both a history of the school system and a look at the ways that education intersects with housing, economic opportunity and the values of democracy; Miner tries to discern how Milwaukee fell from grace and whether there is a chance for redemption in the years to come.
Miner comes to the book with both professional and personal experience, having worked as a reporter and writer in Milwaukee and being a parent of daughters who graduated from the Milwaukee Public School System. From that background, Miner positions herself as critical of the decisions that led to the current state of education in Milwaukee, while still recognizing that there are teachers, students and schools that are thriving.
Chinese doctors have performed more than 330m abortions since the government implemented a controversial family planning policy 40 years ago, according to official data from the health ministry.
China’s one-child policy has been the subject of a heated debate about its economic consequences as the population ages. Forced abortions and sterilisations have also been criticised by human rights campaigners such as Chen Guangcheng, the blind legal activist who sought refuge at the US embassy in Beijing last year.
China first introduced measures to limit the size of the population in 1971, encouraging couples to have fewer children. The one-child rule, with exceptions for ethnic minorities and some rural families, was implemented at the end of the decade.
Since 1971, doctors have performed 336m abortions and 196m sterilisations, the data reveal. They have also inserted 403m intrauterine devices, a normal birth control procedure in the west but one that local officials often force on women in China.
A red flag is signaling the potential deterioration of quality at a significant number of law schools. LSAT medians rise and fall by a point or two over time at many law schools, usually in conjunction with changes in the size of the overall applicant pool and the standing of a particular school. That in itself is not a concern–problems arise, however, when law schools accept students who would not have gained admission in years past. Applicants with low LSAT/GPA scores, in particular, have a higher risk of failing out and a higher risk of not passing the bar exam.
Rapidly rising acceptance rates provide ample reason to worry. A decade ago, for the entering class of 2003, only 4 law schools accepted 50% or more of their applicants (the highest at 55.4%).
Jump ahead to 2009, when 35 law schools admitted 50% or more of their applicants to the entering class. Within this total, at 31 law schools the acceptance rate was between 50% and 59%; 4 schools accepted between 60% and 69%, and zero law schools accepted 70% or above.
Mining asteroids on the moon; background reports on job applicants and internet metasearch. It’s quite a broad portfolio for one entrepreneur, and yet Naveen Jain still finds time for philanthropy and running the World Innovation Institute. Bdaily recently talked $10bn global problems and re-thinking our approach to education with Jain. In part one of our interview, Jain discusses his thoughts on education.
“Often, when people are trying to tackle large global problems, they’re coming from a philanthropic angle. They’re not using the latest technological innovations or the entrepreneurial principles which will serve them in solving the problem,” he says.
“If you look at education, many people think you need more schools; better lighting in schools; better training of teachers, and so on. The problem is that billions of people around the world that have no access to education.
New Jersey’s new criteria for grading teachers ultimately will benefit students. Last week the New Jersey Department of Education (DOE) released regulations for AchieveNJ, the blueprint for an entirely new rubric for teachers and even principals. It puts more emphasis on student performance as a benchmark for how well educators are doing.
Under the new proposal, teachers who instruct students in areas that have standardized tests will have between 35% and 50% of their evaluations based on student academic growth. (The DOE recommends the lower number.) For those who teach in untested areas, 15% of evaluations will be based on general school test scores. The rest of the annual evaluation, which eventually results in a rating on a scale that ranges from ineffective to highly effective, will be based on traditional subjective measures like classroom observations, lesson plans, classroom management, etc.
Will there be teachers and administrators who are misjudged? Sure. It happens in every profession. Is AchieveNJ new and imperfect? Of course, but it’s better than our vestigial, adult-centric system that defaulted in favor of teachers. Now we can default in favor of kids
Legislation will be introduced in the California Senate on Wednesday that could reshape higher education by requiring the state’s public colleges and universities to give credit for faculty-approved online courses taken by students unable to register for oversubscribed classes on campus.
If it passes, as seems likely, it would be the first time that state legislators have instructed public universities to grant credit for courses that were not their own — including those taught by a private vendor, not by a college or university.
“We want to be the first state in the nation to make this promise: No college student in California will be denied the right to move through their education because they couldn’t get a seat in the course they needed,” said Darrell Steinberg, the president pro tem of the Senate, who will introduce the bill. “That’s the motivation for this.”
For Peter Sokolowski, a high-profile event like the 9/11 attacks or the 2012 vice-presidential debate is not just news. It’s a “vocabulary event” that sends readers racing to their dictionaries.
Sokolowski is editor at large for Merriam-Webster, whose red-and-blue-jacketed Collegiate Dictionary still sits on the desk of many a student and editor. In a print-only era, it would have been next to impossible for him to track vocabulary events. Samuel Johnson, the grand old man of the modern dictionary, “could have spent a week or a month writing a given word’s definition and could never have known if anyone read it,” he says.
Today, Sokolowski can and does monitor what visitors to the Merriam-Webster Web site look up–as they’re doing it.
With the spread of digital technologies, dictionaries have become a two-way mirror, a record not just of words’ meanings but of what we want to know. Digital dictionaries read us.
The days of displaying a thick Webster’s in the parlor may be past, but dictionaries inhabit our daily lives more than we realize. “There are many more times during a day that you are interacting with a dictionary” now than ever before, says Katherine Connor Martin, head of U.S. dictionaries for Oxford University Press. Whenever you send a text or an e-mail, or read an e-book on your Nook, Kindle, or iPad, a dictionary is at your fingertips, whether or not you’re aware of it.
LearnBoost launched at the beginning of this recent resurgence in ed-tech entrepreneurialism, and in many ways, I thought it encapsulated much of the promise that new ed-tech startups are supposed to hold: great technology, great product, great team, grassroots adoption, freemium pricing, and so on.
To me, Corrales’ departure now serves to highlight some of the serious tensions, if not grave problems, that this new “ed-tech ecosystem” is facing. Indeed, what sort of “ed-tech ecosystem” are we really building here? Will it thrive? Which startups will survive? Whose values does this “ecosystem” reflect?
On VC-Backed Companies and Expectations for Growth: What happens when a startup raises venture capital? What happens when it raises a little bit of capital (e.g. LearnBoost)? What happens when it raises a lot (e.g. Edmodo)? Do the expectations of investors — for growth, for revenue, for a “return on investment” and for the timeline in which that will happen — match the needs of education (particularly public education) (e.g. Coursera)? Are investors looking at the right signals (growth in signups versus, say, intellectual growth of users)? Can venture-backed startups build long-term, sustainable, non-exploitative businesses in education? Or is “the exit” always on the horizon once VCs get involved?
On Business Models and Marketing: Can startups really be “lean” and find success in building for and selling to schools? Can a startup afford to eschew building a giant marketing team? And can education afford an ed-tech industry that cares more about marketing than product? Is the freemium business model, combined with grassroots user adoption, a viable path to sustainable revenue, particularly when startups are up against those enterprise corporations with deep pockets and deep talons — contracts, licenses, and so on — deep into schools and districts?
A powerful California lawmaker wants public college students who are shut out of popular courses to attend low-cost online alternatives – including those offered by for-profit companies – and he plans to encourage the state’s public institutions to grant credit for those classes.
The proposal expected today from Darrell Steinberg, a Democrat and president pro tem of the state Senate, aims to create a “statewide system of faculty-approved, online college courses,” according to a written statement from Steinberg’s office. (A spokesman for Steinberg declined to discuss the bill.)
Faculty would decide which courses should make the cut for a pool of online offerings. Likely participants include Udacity and Coursera, two major massive open online course providers, sources said. Another option might be StraighterLine, a low-cost, self-paced online course company.
Those online providers are not accredited and cannot directly issue credit. But the American Council on Education (ACE) offers credit recommendations for successfully completed StraighterLine courses and is currently reviewing MOOCs for credit recommendations, with five from Coursera already gaining approval. Potentially credit-bearing MOOCs will likely include efforts to verify students’ identities and proctored exams.
The consultant the Madison School Board hired to conduct its recent superintendent search defended its work in a statement Thursday, saying that the district hired “a top-notch leader” and that the company provided the board with detailed background information about all candidates.
The statement from Gary Ray, president of Ray and Associates of Cedar Rapids, Iowa, which the board hired for $31,000, comes more than a month after the district hired Jennifer Cheatham, a Chicago Public Schools administrator who will start April 1.
It says the company provided the board “with all of the Internet information” regarding Springfield, Ill., superintendent Walter Milton Jr. before he was named with Cheatham as a finalist for the job on Feb. 3 and said reports to the contrary are “totally erroneous.”
Ray also issued a statement on Madison School Board letterhead dated Feb. 11 stating, “Ray and Associates did make the board aware of earlier allegations about Dr. Milton as well as Dr. Milton’s assurances that the claims were unfounded.”
In mathematical logic, Tarski’s high school algebra problem was a question posed by Alfred Tarski. It asks whether there are identities involving addition, multiplication, and exponentiation over the positive integers that cannot be proved using eleven axioms about these operations that are taught in high school-level mathematics. The question was solved in 1980 by Alex Wilkie who showed that such unprovable identities do exist.
Mayor Paul Soglin said it is important for school districts to address parental involvement because it is one of the essential ways to create successful education. He explained it is important to engage parents in school and make them feel they have significant say in the education of their child.
“It is not good enough to send a note home in a backpack,” Soglin said. “That is not engagement.”
Soglin also emphasized the importance of getting parents involved in their children’s education early. He cited efforts in other cities to engage parents started with talking to parents before their children are even born.
The community also needs to focus on specific needs of students, according to Soglin. It is a tremendous challenge to learn in schools today, he said. Many households do not have computers, and if that is not recognized, it can impede ability of students to succeed, he said.
Because he hasn’t, Caire is shunned. The latest instance is the upcoming ED Talks Wisconsin, a progressive-minded education-reform conference sponsored by the UW School of Education, the Center on Wisconsin Strategy, the mayor’s office and other groups. Discussion of “a community-wide K-12 agenda” to address the achievement gap is a featured event. A fine panel has been assembled, including Mayor Paul Soglin, but Caire is conspicuously absent.
How can progressives not bring the Urban League to the table? Agree or disagree with its failed plan for the single-sex Madison Prep charter school, the Urban League has worked the hardest of any community group to bridge the achievement gap. This includes launching a scholars academy, the South Madison Promise Zone, ACT test-taking classes and periodic events honoring young minority students.
But Caire is branded as an apostate because he worked with conservative school-choice funders in Washington, D.C. So in Madison he’s dismissed as a hapless black tool of powerful white plutocrats. Progressives can’t get their head around the idea that the black-empowerment agenda might coincide with a conservative agenda on education, but then clash on a dozen other issues.
The Madison School District stands to lose millions of dollars in state aid under Gov. Scott Walker’s budget proposal, district officials said Wednesday.
The district is projecting an $8.7 million, 15 percent reduction in state aid, Superintendent Jane Belmore said in an interview.
She cautioned that the amount is a preliminary estimate based on the governor’s 2013-15 budget proposal, which could undergo changes by the Legislature.
The district is preparing its 2013-14 budget, and it’s unclear when a proposal will be finalized. School districts typically develop spending plans for the following year before knowing exactly how much money they’ll get in state aid.
Walker’s budget calls for a 1 percent increase in state aid, but Belmore said when district staff put the amount through the state’s complicated funding formula it resulted in the reduction. State Department of Public Instruction officials couldn’t verify the district’s estimate.
This year’s $394 million school budget included $249.3 million in property taxes, a 1.75 percent increase over the previous year.
One would hope that any budget article should include changes over time, which DeFour unfortunately neglects. Madison received an increase of $11.8M in redistributed state tax dollars last year.
In addition, DeFour mentions that the current budget is 394,000,000. The most recent number I have seen is $385,886,990. where has the additional $8,113,010 come from? where is it being spent? was there a public discussion? Per student spending is now $14,541.42.
Related: Ed Hughes on School District numbers in 2005: in 2005::
This points up one of the frustrating aspects of trying to follow school issues in Madison: the recurring feeling that a quoted speaker – and it can be someone from the administration, or MTI, or the occasional school board member – believes that the audience for an assertion is composed entirely of idiots.
Starting in second grade, I took a school bus from my middle-class neighborhood to downtown Louisville, Ky., where my grade school was surrounded by public housing projects, as part of an effort to desegregate schools. The year I started there, I was identified as “gifted” and put in a separate, accelerated class, where my classmates were mostly other white boys and girls from the suburbs.
In 1975, the school system in Louisville had launched the district-wide “Advance Program,” which offered an enriched curriculum, just as the desegregation plan went into effect. All Louisville schools were required to have a mix of black and white students so that the number of black students never fell below or rose above a certain cutoff. (It varied over the years, but the range was around 20 to 40 percent.) In the Advance Program, however, the rules didn’t apply because classroom assignments within schools were exempt. The percentage of black students in the gifted program was 11 percent.
I had the choice to leave the school in fourth grade, as did my suburban peers, but most of us stayed at our inner city school because our parents liked the program so much. From second grade until my senior year in high school, my classes never had more than two black students at a time.
In her budget address before the Legislature, Gov. Maggie Hassan pledged to repeal the nascent Opportunity Scholarship Act, which grants tax credits to businesses that help low– and middle-income students afford independent and home schooling.
If the governor’s goal is saving money, as she claims, then she should oppose the repeal. The fiscal note prepared by the Department of Education states that repealing the OSA would actually cost the state half a million dollars over the next biennium.
The OSA was designed to aid low– and middle-income families while saving money. The maximum average scholarship size is only $2,500, significantly lower than the more than $4,300 that the state allocates for each public school student, and vastly lower than the total public school spending figure of $15,758 per pupil.
Those with a mind for controversy or whimsy may recall the outrage last year over a certain talking pineapple on the New York State eighth-grade reading exam. The unfortunate pineapple passage was sliced, diced, and served up as an example of all that is wrong with standardized testing. Asking students to inhabit the shared mental landscape of some chatty anthropomorphized forest animals and tropical fruit, as the questions did, was deemed both ridiculous and unfair. The author of the excerpted passage criticized the exam’s adaptation of his story as “barely literate.” And the state quickly announced that it would not count on the test’s scoring.
And so the talking pineapple joined the long tradition of conflict and contention over educational reform in America, from Thomas Jefferson’s revolutionary plan for public education in Virginia, to the Texas State Board of Education’s recent demotion of Jefferson from its ranks of revolutionary thinkers. The current obsession with testing (and pineapples) belongs to the standards movement, which began in the nineteen-eighties. Now, one of its more unusual battles is being fought in Seattle, where, in December, teachers at Garfield High School voted to boycott the Northwest Evaluation Association’s Measures of Academic Progress (MAP) exam.
The Garfield teachers are not boycotting all standardized tests. Their complaints, as outlined by Kris McBride, the school’s testing coordinator, are focussed squarely on the MAP, which, as an assessment tool, can be categorized as a low-stakes test: according to the MAP-makers at the N.W.E.A., it is an “interim assessment.”
Sebastian Thrun left his tenured teaching job at Stanford University after 160,000 students signed up for his free online version of the course “Introduction to Artificial Intelligence.” The experience completely changed his perspective on education, he said, so he ditched Stanford and launched the private Web site Udacity, which offers online courses. “Having done this, I can’t teach at Stanford again,” Thrun said. “You can take the blue pill and go back to your classroom and lecture to your 20 students, but I’ve taken the red pill and I’ve seen Wonderland.” (Thrun is staying at Stanford as a research professor, but will not be teaching there).
What exactly was the “Wonderland” that Thrun saw that sent him into such euphoric zeal that he discarded his position at a premier institution of higher education like he was trading in an old clunker at the car dealer? He saw those phenomenal numbers signing up for his class, and it made him dizzy with delight. Anybody with a Twitter account or Facebook page can understand the feeling. Your number of followers or friends can be a source of affirmation, proof that what you have to say is important. I was on Twitter for several weeks following anybody I found remotely interesting, and then someone told me that it is better to have more followers than followees, so I promptly started culling my list. I didn’t want to be a Twitter loser. But surely those adolescent impulses don’t affect scholars like Thrun.
Many in the world of higher education suspect they are witnessing the beginning of a revolution. The agent provocateur is the Mooc (massive open online course) and, if some pundits are proved correct, it could change the way all students experience learning – including those at business schools – and put a few professors out of a job.
Why the nerves? Moocs are free, millions have signed up and no one knows what the scene will look like after the dust has settled. Anant Agarwal, professor of electrical engineering and computer science at MIT and president of edX, a Mooc provider, thinks the result will be positive.
“I view online learning as a rising tide that will lift all boats. It will not only increase access, it will also improve the quality of education at all our universities.”
When asked about the use of social media tools in the classroom, Mike Nicholson, director of global learning at Durham University Business School in the UK, fondly remembers an ex-colleague, now retired, who used to position a bucket of water at the front of his classroom with the label: Phone disposal unit.
“He actually would drop phones into it if he found students using them in class,” he says, laughing at how times have changed since then. Indeed, in spite of his own initial misgivings, he has adapted his teaching technique to suit the growing trends of social media in education.
Or, as he would say, “flipped” things round so that he delivers lectures via YouTube video clips, to be watched at home and then sets his students work to do when they come to class, integrating Twitter and Vine, a mobile app by Twitter that enables its users to create and post short video clips.
“It’s working really well,” Dr Nicholson says. When he first set the task of using Vine to explain what Apple should do next, his students split into groups and were moving all round the school filming things. The six second limit of Vine worked like the 140 character limit of Twitter in ensuring they remained succinct in their responses.
For the first time, probably in UW-Madison’s history, we are enrolling more legacy students than first-generation students.
Enrollment of Wisconsin residents is at an historic low, while enrollment of international students is at an historic high.
Enrollment is a function of applications, admit rates, and yield. Arguably, changes in policies around cost and campus climate (e.g. the Madison Initiative for Undergraduates– see below) most often affect the yield. So let’s look at the yield rates– the percent of students who accept the admissions offer and choose to attend Madison. They are quite stable for some groups, but declining for others.
Like many interested observers around the country, I’ve been following the school board elections in Los Angeles. That’s partly out of general interest in a high profile drama involving the politics of education, the same way I’d pay some attention to a large district election almost anywhere in the country. It’s also a personal interest in my hometown, in a district where I was a student, and where I have friends and relatives attending the schools and teaching in them. Yet at the same time I think every Californian involved in education is affected to some extent by what happens in Los Angeles Unified School District. I’ve referred to that district as the Jupiter of our solar system. Looking at the situation less metaphorically, consider the significance of LAUSD in our state legislature. This one huge district covers a densely populated area represented by at least a dozen state legislators. Meanwhile, my state legislators in the San Francisco Bay Area might be representing dozens of school school districts.
So, yes, I pay attention to the gravitational force of LAUSD politics and policy. I also pay close attention to the words people choose, perhaps just as part of my nature or perhaps as a result of many years teaching English. Looking at a recent report on the LAUSD school board elections, I found some very interesting word choices in this article posted at L.A. School Report: “Defiant Mayor Promises Continued Involvement.”
The Madison School Board will face difficult, perhaps definitional, choices in the next several years. To make those choices, the board must have the right mix of members. Members must be absolutely committed to public education. Yet that’s not enough. They must have varied experience and bold visions for how to address the district’s challenges. With this in mind, we recommend: Howard, Mertz (Primary winner Sarah Manski dropped out of the race, remains on the ballot), Strong
Five candidates are competing for three seats on the Madison school board, with the general election on April 2, 2013.
The political context for the races is explosive, given Gov. Scott Walker’s revolutionary proposals for education in Wisconsin: cuts to public school funding, an expansion of the voucher program, and a revamping of teachers’ evaluations and bargaining rights.
In Madison, the issues are particularly complex, with the intense disagreements over the district’s achievement gap between white and minority students. TJ Mertz, an Edgewood College history instructor and education blogger, is running unopposed after Sarah Manski dropped out of the race for Seat 5 following the February primary. Her name will appear on the ballot, but she is moving to California. Mertz will replace retiring school board member Maya Cole.
In this competitive series of elections, there are numerous candidate forums and listening sessions under way, and we thought we’d pose our own questions to candidates. This week, we ask the candidates about where they think incoming superintendent Jennifer Cheatham should direct her attention. We also ask about the changes in collective bargaining wrought by Act 10: How have they affected the district, and how should it respond to this new policy?
Five candidates are competing for three seats on the Madison school board, with the general election on April 2, 2013.
The political context for the races is explosive, given Gov. Scott Walker’s revolutionary proposals for education in Wisconsin: cuts to public school funding, an expansion of the voucher program, and a revamping of teachers’ evaluations and bargaining rights.
In Madison, the issues are particularly complex, with the intense disagreements over the district’s achievement gap between white and minority students.
In the race for Seat 4, incumbent James Howard is running against Greg Packnett, a Democratic legislative aide.
In this competitive series of elections, there are numerous candidate forums and listening sessions under way, and we thought we’d pose our own questions to candidates. This week, we ask the candidates about where they think incoming superintendent Jennifer Cheatham should direct her attention. We also ask about the changes in collective bargaining wrought by Act 10: How have they affected the district, and how should it respond to this new policy?
This is the time of year when high school seniors across the country are checking the mail obsessively. They’re rushing down the driveway whenever an unusually loud car goes by, hoping the letter carrier has delivered that all-important, life-altering piece of paper: the acceptance letter to their dream school.
You should know, however, that not everyone is paying attention to the mailbox. Some teenagers are making plans to engage in self-directed learning.
All your life, parents, teachers, and guidance counselors have drilled the idea into your head that you must go to college. It has been made clear that if you don’t get good grades and attend a four-year college, the rest of your life will be a dismal failure.
I’m arguing that all of this is wrong. The social cues that defined what you thought about education ought to be questioned.
There is a community of people who are making a different choice. Instead of going into debt, they are taking the future into their own hands. They are using the real world to find mentors and learn practical skills. They are traveling, volunteering, interning and apprenticing.
The minute you walk through the door, the clock is ticking on time to connect with your kids.
According to a recent study, what happens in the first couple of minutes after parents return home from work makes a big difference in how parents and kids relate to each other for the rest of the evening.
The study, described in this article in The Atlantic, was conducted by a team of UCLA researchers who tracked the lives of 32 dual-earning, middle-class families living in Los Angeles between 2001 and 2004.
To students in Jennifer Burg’s computer science classes, making music is the main objective. But her goal is to get them to understand how the underlying technology works–and to love it so much they decide on a science-based career path.
And that, Burg’s study has shown, has helped Wake Forest University fulfill the national imperative to increase the number of majors in the STEM disciplines of science, technology, engineering and math.
The results of Burg’s research, “Computer Science ‘Big Ideas’ Play Well in Digital Sound and Music,” will be published during the upcoming Special Interest Group on Computer Science Education conference, on March 9 in Denver. The study was funded through two National Science Foundation grants totaling $700,000.
My students might have a coronary if I fail to answer an email at 10pm on a weekend.
With the creation of email, Facebook, Twitter, and Google+, it’s near impossible for the human part of a teacher to go without notice in settings less familiar than school. Comfortably seated with my iPad and iPhone on either side of me and my Macbook Pro serving as heating pad to my belly, I’m in bed conferencing with my students using powerful new social mediums.
Whether answering quick project direction questions, putting out fires of uncooperative technology when an assignment is due, or chasing down newspaper leadership to make sure deadlines are met, I’m certain some of my older colleagues would writhe with discomfort at how available I am to my students.
The entrance to Henley Business School’s Greenlands campus is reminiscent of a Jane Austen film, with its sweeping driveway leading to a stunning white country house. Indeed, once inside, most corners of the 19th-century building are conducive to afternoon tea. Oversized sofas and armchairs face each other, windows overlook the river Thames and nearby tables are stacked with selections of hot drinks.
Queen Elizabeth I is known to have visited the house on more than one occasion. But today, those most likely to be found drinking tea at the now triple accredited business school, founded in 1945, are students and faculty from the its executive education programmes, including the three-year flexible MBA which blends online learning with optional face-to-face workshops.
Since merging with the University of Reading in 2008, there is also the Whiteknights campus in Reading – a former country estate of the Marquis of Blandford – where Henley’s undergraduate, postgraduate taught masters, professional management and PhD programmes are delivered.
Amid the fanfare surrounding the nascent massive open online course (Mooc) movement have been looming questions concerning their economic viability. Leading platforms, including Coursera and edX, have committed themselves to providing higher education content online for free.
Until now, the costs of developing Moocs have been shouldered by the platforms themselves and the universities supplying courses, rather than consumers of the content.
Coursera, a for-profit Mooc platform that has more than 2.8m students, has raised venture capital to cover development costs. A $16m injection from Silicon Valley-based Kleiner Perkins Caufield & Byers – an early investor in Amazon and Google – has been the most notable. Udacity, a for-profit platform that does not partner with universities, has raised more than $21m in venture capital.
A MacBook, or any laptop, is usually the default educational tool of choice for students but there are signs that our latter-day electronic versions of slates are making serious inroads in modern education.
Apple disclosed in February that it had sold more than 8m iPads directly to educational institutions worldwide, quite apart from the unquantified number sold to individual students.
With Android and Windows devices benefiting from updated operating systems and software, as well as student-friendly accessories such as digital pens, tablets are set to storm the bastions of education.
In terms of screen size, Apple recognised the popularity of the 7in category when it launched the iPad mini in October.
James Dean: ‘Using traditional education as the gold standard is outmoded’
Can an online MBA programme be of the same high quality as a campus-based programme?
From a teaching and learning perspective, there can no longer be any doubt that online education can match and, in some ways, exceed the performance of conventional education.
Online MBA programmes match or exceed the quality of on-campus programmes when done right. Doing it right does not mean simply transmitting taped lectures or using Powerpoint slides with a voice-over lecture. It does mean:
Massachusetts lawmakers are considering eliminating a cap on the number of charter schools that can operate in the lowest-performing school districts, including here in the capital city.
While other states also have weighed lifting caps, charter advocates point to left-leaning Massachusetts as a somewhat unlikely model for the movement. “This demonstrates that charter schools are a viable reform,” said Nina Rees, president of the National Alliance for Public Charter Schools, a nonprofit aimed at advancing the movement. “If it can happen in Massachusetts, it can happen anywhere.”
Charter schools receive public funding but, unlike public schools, employ mostly nonunion teachers and have autonomy in school districts, which allows them to set their own conditions, such as longer school days. They have long been embraced by Republicans for introducing choice in education, but have been assailed by some teacher unions and others as hurting traditional public schools.
Google Docs is being used for phishing. Oxford University felt that it had to block the service because Google isn’t responding to takedown requests quickly enough.
Think about this in light of my essay on feudal security. Oxford University has to trust that Google will act in its best interest, and has no other option if it doesn’t.
Traditional red brick universities risk extinction unless they respond creatively to growing competition from free online courses, private providers and increasing globalisation in higher education, a former government education adviser has warned.
The study, “An Avalanche is Coming”, is published after global university rankings this month showed a greater polarisation between elite “superbrands” such as Oxford and Cambridge, and others such as Leeds, which has dropped out of the top 100 for the first time. The league, compiled by the Times Higher Education magazine, signals that British universities are losing ground to institutions in emerging Asian economies.
Sir Michael Barber, the report’s author, is a former adviser to Tony Blair and chief education adviser at Pearson, which owns the Financial Times. He identified “the ordinary red brick university that just ticks over” as most vulnerable, but said it was hard to predict when the “avalanche” would strike.
Higher education is entering a new era in which educational technology will bring – as the president of Stanford University John Hennessy put it recently – a tsunami of change. The MBA will be no exception. But how should it change?
Rooted in Silicon Valley among some of the most innovative organisations in the world, people ask me: “Why not make the MBA an online degree?” My answer? While technology can greatly enhance the learning experience, it simply cannot replace the faculty-student interaction, experiential learning and self-discovery that occur in the MBA classroom.
The issue is an incremental experience versus a transformational one. The two-year, residential MBA is an immersive experience that delivers a life-changing process for those who embrace it.
In Stanford’s two-year programme, students learn about themselves and how they want to lead others through highly interactive eight-person leadership labs in which coaches and fellow students provide real-time, personal feedback. They engage in hands-on, multidisciplinary classes where new products or processes go through brainstorming exercises and rapid prototyping sessions with scores of ideas flying across work tables as one student builds on another’s idea. MBAs serendipitously bump into potential business partners in the dining pavilion, which draws engineering, law and other students.
The physical sciences all went through “revolutions”: wrenching transitions in which methods changed radically and became much more powerful. It is not widely realized, but there was a similar transition in mathematics between about 1890 and 1930. The first section briefly describes the changes that took place and why they qualify as a “revolution”, and the second describes turmoil and resistance to the changes at the time.
The mathematical event was different from those in science, however. In science, most of the older material was wrong and discarded, while old mathematics needed precision upgrades but was mostly correct. The sciences were completely transformed while mathematics split, with the core changing profoundly but many applied areas, and mathematical science outside the core, relatively unchanged. The strangest difference is that the scientific revolutions were highly visible, while the significance of the mathematical event is es- sentially unrecognized. The section “Obscurity” explores factors contributing to this situation and suggests historical turning points that might have changed it.
For years, Illinois officials misled investors and shortchanged the state pension system, leaving future generations of taxpayers to foot the bill, U.S. securities regulators allege.
The Securities and Exchange Commission on Monday charged Illinois with securities fraud, marking only the second time the agency has filed civil-fraud charges against a state.
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But the agency and the state also announced that a settlement had already been reached in which Illinois won’t pay a penalty or admit wrongdoing.
Education historian Diane Ravitch, a fierce critic of current education reform trends, is launching a new advocacy organization that will support political candidates who oppose high-stakes testing, mass school closures, and what her group calls the “privatizing” of public schools.
The new Network for Public Education is meant to counter state-level forces such as Democrats for Education Reform, Stand for Children, and Students First–all of which are promoting their own vision of education reform and supporting candidates for office, including with donations. That agenda backs things such as charter schools and teacher evaluations tied to student growth. Other powerful outside groups are also pushing such an agenda, though without the political donations, including former Gov. Jeb Bush’s Foundation for Excellence in Education and Chiefs for Change.
Although Kevin Werbach has made his name teaching about games, there are some things that the Wharton business school professor takes very seriously. One of those is the latest generation of online courses – Moocs, or massive open online courses – and just how his Ivy League institution, the University of Pennsylvania, can take advantage of them.
“They are an extraordinary opportunity for us,” says Professor Werbach. “For me it’s a platform to experiment on … I think these online resources free us up to do in the classroom the things that can only be done in the classroom.”
Though Moocs have been around for less than a year, they are one of the trendiest topics in education, says Jeff Seamen, co-director of the Babson Survey Research Group, which publishes an annual report on online learning. “What we see at the moment is a genuine excitement that this represents a fundamental change in the way we can deliver education.”
On campus, business schools have often been quick off the mark to adopt the latest technologies. From Kindles to iPads, and from videoconferencing to the latest online networking, MBA programme directors have been enthusiastic adopters.
The honeymoon’s over. After years of attacking Gov. Christie and his education agenda full throttle – and losing authority, gravitas, and public support – NJEA’s leadership had seemed to undergo a makeover, fully backing the bipartisan bill that reformed teacher evaluation and tenure in New Jersey. Heck: NJEA even backed the Urban Hope Act, which allows charter operators to take over some of our worst-performing schools in Trenton, Camden, and Newark.
Of course, the Legislature made a huge concession to NJEA in negotiations over TEACHNJ, the tenure reform bill, at the last minute deleting the section of the bill that would have eliminated seniority-based lay-offs. Nonetheless, the resulting resolution was a huge step in partnership and collaboration.
Judging by today’s NJ Spotlight story, however, NJEA’s leadership has suffered a relapse, reverting back to the reactionary stance that undermined its brand in the first days of the Christie Administration. The first symptom was NJEA President Barbara Keshishian’s screechy response to Gov. Christie budget proposal, which increases state school aid, although not to the unattainable levels of Corzine’s School Funding Reform Act. The second symptom is covered in the Spotlight story, which recounts the union leadership’s retro reaction to the DOE’s proposed regulations for implementing the new tenure law.
The value of the university once lay in its providing a nurturing space for what English poet and essayist Matthew Arnold called “the free play of the mind upon all subjects,” which would foster the “instinct prompting [the mind] to try to know the best that is known and thought in the world, irrespective of practice, politics, and everything of the kind.”
Critical to these enterprises is the notion of academic freedom–the ability to study, teach, and talk about subjects, no matter how controversial, without fear of retribution or censorship. For only by discussing openly a wide range of subjects can the liberally educated mind “make the best prevail,” as Arnold put it, and turn “a stream of fresh and free thought upon our stock notions and habits, which we now follow staunchly but mechanically.”
During her sophomore year at Madison East High School, Awa Fofana was facing a personal health crisis and her parents’ divorce when a teacher recommended she join the AVID/TOPS program.
Now a senior and headed to UW-Madison next fall to study nursing, Fofana credits the program, a partnership between the Madison School District and Boys & Girls Club of Dane County, with helping her succeed where other students facing similar challenges at home often do not.
“It’s hard to find someone who would support you through times like that,” Fofana said. “(AVID/TOPS) has been that push to do the things I need to do.” AVID/TOPS — a college preparatory program for students in the academic middle — is one of the central pieces of an ambitious $15 million expansion the local Boys & Girls Club is planning over the next six years.
The expansion represents a shift for the organization from recreational after-school programming to academic support services. It comes as the School District renews its focus on raising low-income and minority student achievement, and reflects increasing ties between the club and the district.
Social graces are just as important to success as mastering astrophysics or engineering. But how do you take someone who’s grown up in the world of pocket protectors and get them thinking about suits, bow ties and the proper way to hold a wine glass, be it of red or white?
To help the next generation of nerd overlords be as socially savvy as they are smart, the Massachusetts Institute of Technology runs an annual day of etiquette classes it calls Charm School.
Founded in 1993, Charm School just celebrated its 20th birthday with classes in alcohol and gym etiquette, how to dress for work (for men and for women) and how to visit a contemporary art museum. There are also classes on how to make a charming first impression, the right way to tweet and even how to dance at weddings.
“We’re giving our students the tools to be productive members of society, to be the whole package,” Alana Hamlett of MIT’s Student Activities and Leadership Office told the Los Angeles Times. “It gets them thinking about who they are and what their impact and effect is, whether they’re working on a team in an engineering company, or in a small group on a project, or interviewing for a job.”
Because, as Charm School’s course listing says, “What you do or don’t do in the interview can make the difference in getting the job.”
When President Barack Obama unveiled plans to vastly expand preschool access across the U.S., he singled out Oklahoma as a model–a state that shows the promise and the challenges of the undertaking.
In 1998, Oklahoma lawmakers passed one of the nation’s first state-funded preschool programs for all 4-year-olds. Since then, the number of children enrolled in preschool programs has soared to 40,000 this year, up from 9,000 when the program first started.
Many Oklahoma children now arrive in elementary school so well prepared that some districts have overhauled their kindergarten curricula.
Kim Jones, a kindergarten teacher at Western Oaks Elementary School near Oklahoma City, has seen the difference. She used to teach her students to recognize capital letters, add numbers up to five, follow directions and take turns. Now, most arrive from preschool with that knowledge. “We can jump right into the academics the first week,” Ms. Jones said.
Tuition at public colleges jumped last year by a record amount as state governments slashed school funding, the latest sign of strain in the U.S. higher-education sector.
The average amount that students at public colleges paid in tuition, after state and institutional grants and scholarships, climbed 8.3% last year, the biggest jump on record, according to a report based on data from all public institutions in all 50 states to be released Wednesday by the State Higher Education Executive Officers Association. Median tuition rose 4.5%.
The average state funding per student, meanwhile, fell by more than 9%, the steepest drop since the group began collecting the data in 1980. Median funding fell 10%. During the recession, states began cutting support for higher education, and the trend accelerated last year.
How high do we want to turn up the heat? Where’s the line between “justifiable and productive” and “we’ll be sorry”?
Not questions that are easy to answer, but they deserve very serious thought, especially as the state budget process heats up. The questions involve money, of course, but they also involve the huge amount of change that is going on within schools – the pressure for better results, major changes in learning standards and teaching styles, and new approaches to evaluating teachers and principals that could carry big career implications.
I’ve visited several schools lately, both city and suburban, and I’ve seen some really big changes in what is going on, much of it appealing and promising when it comes to how students get engaged in their learning and what is expected of them. Cool stuff.
But I’ve also talked to teachers who went from describing great work with their students, and, within seconds, have tears in their eyes when talking about how things are going for them personally and for their schools. These are people – some of the best we have in classrooms – working under enormous stress. It is in everyone’s long-term interest for teaching to be good and ultimately doable work. Negative forces can – and are – putting that at risk.
For the moment, let’s focus on how much money public schools will get for the next two years, to be determined by the state budget to be set this spring.
Andrew Statz recalls playing the city-building computer game SimCity in the mid-1990s when UW-Milwaukee called to offer him a teaching position in their urban planning graduate program.
His assignment: teaching college students how to play SimCity.
“It was serious geekdom,” said Statz, 43, the Madison School District’s chief information officer since January 2011.
Statz, who lives on the East Side with his wife, Ronda, worked as a state budget analyst under three governors before becoming former Madison mayor Dave Cieslewicz’s efficiency expert.
Now as the School District’s numbers guru (he also oversees the enrollment office and information technology), Statz is applying his love for systems analysis to helping the district make data-driven decisions.
Andrew has always been most cordial, professional and helpful in my experience.
The past year has been a watershed year for learning online. At one end of the market, highly-ranked business schools have realised the value of teaching online, launching high-cost programmes for high-calibre students. But the past year has also seen an exponential growth in the number of free courses, or Moocs. Can these different types of programme co-exist?
On Wednesday, March 13, 2013, between 14.00 and 15.00 GMT, a panel of experts will answer these questions and others here on FT.com. Post your questions now to ask@ft.com and they will be answered on the day.
Why are children so, well, so helpless? Why did I spend a recent Sunday morning putting blueberry pancake bits on my 1-year-old grandson’s fork and then picking them up again off the floor? And why are toddlers most helpless when they’re trying to be helpful? Augie’s vigorous efforts to sweep up the pancake detritus with a much-too-large broom (“I clean!”) were adorable but not exactly effective.
This isn’t just a caregiver’s cri de coeur–it’s also an important scientific question. Human babies and young children are an evolutionary paradox. Why must big animals invest so much time and energy just keeping the little ones alive? This is especially true of our human young, helpless and needy for far longer than the young of other primates.
One idea is that our distinctive long childhood helps to develop our equally distinctive intelligence. We have both a much longer childhood and a much larger brain than other primates. Restless humans have to learn about more different physical environments than stay-at-home chimps, and with our propensity for culture, we constantly create new social environments. Childhood gives us a protected time to master new physical and social tools, from a whisk broom to a winning comment, before we have to use them to survive.
The request caught the attention of Dr Mary Cartwright, lecturer in mathematics at Girton College Cambridge. She was already working on similar “very objectionable-looking differential equations” (as she later described them).
She brought the request to the attention of her long-term colleague at Trinity College, Professor JE Littlewood and suggested that they combine forces. In a memoir written later in her life, she explained that he already had the necessary experience in dynamics, having worked on the trajectories of anti-aircraft guns during World War I.
Background Information: The Model School concept, to develop culturally relevant teaching practices, was approved as part of the Achievement Gap Plan.
The recommendation for a Cultural Practices that are Relevant (CPR) Model School addresses three primary needs:
The need for the creation of better programs and services to increase achievement for underserved students. The need to create better support for teachers around implementing Response to Intervention (RtI) with cultural relevance at the core, according to the state and national RtI models, and
The need for a school-based professional development environment on culturally and linguistically responsive practices, with an emphasis on promoting rigor in the content areas–beginning with literacy.
Additionally, the CPR model school’s combination of culturally responsive instruction, high expectations for achievement, early and extended learning, character development, and strong community partnerships will serve as an incubator for instructional improvement efforts in the district.
During last month’s Committee meeting, we presented a new, rewritten Policy 10000. At that time, we explained that the changes contained therein were intended to reflect the time the Board has spent reviewing and discussing Dr. Julie Mead’s work regarding principle-based policymaking. Over the course of the last meeting, several members suggested changes for and improvements to Draft 1 of the rewritten Policy 10000. Tonight we present Draft 2, which we believe incorporates the Board’s suggestions and input. Attached hereto is a redline draft highlighting the differences between Draft 1 of the rewritten policy and Draft 2.
The changes include:
Express language stating only instrumentality schools will be considered (p. 10-1)
Refinement of the guiding principles (pp. 10-1and10-2)
Revisions to the timeline to include more Board involvement and specificity (p.10-3)
Board review and approval of Initial Applications (p. 10-5)
Clarification of the timing of the Superintendent’s Administrative Analysis (p. 10-6)
Removal of the term “qualified” in Section IV (p. 10-7)
The changes in Draft 2 do not reflect any of the proposed statutory amendments contained in Governor Walker’s biennial budget. At this time, the changes are only proposals and may or may not be passed as law. Obviously, if any of the proposed changes, which primarily relate to independent and instrumentality charter schools, do become law, we will need to review Policy 10000 again to insure compliance.
Harvard secretly searched the e-mail accounts of several of its staff members last fall, looking for the source of news media leaks about its recent cheating scandal, but did not tell them about the searches for several months, people briefed on the matter said on Saturday.
The searches, first reported by The Boston Globe, involved the e-mail accounts of 16 resident deans, but most of them were not told of the searches until the last few days, after The Globe inquired about them. Resident deans straddle the roles of administrators and faculty members, teaching classes as lecturers while living in Harvard’s undergraduate residential houses as student advocates and advisers.
In August, an administration memo to the resident deans, on how to advise students being brought up on cheating charges before the Administrative Board, a committee of faculty members responsible for enforcing regulations, made its way to news organizations. The e-mail searches were intended to find the source of leak, but no one was disciplined in the matter.
One small governmental entity has shown the way. The West Bend School District went self-insured years ago, then bid out its network needs, then went CDHP and now is putting in its own on-site clinic. It’s in the vanguard in learning from the private sector payers about what works and being a fast-follower.
Result? It is delivering first class health care for less than $10,000 per employee. That’s half of what many districts are playing for fully insured plans.
Think about the numbers. At a savings of $10,000 per employee and about 1000 employees, it is saving the taxpayers $10 million per year.
The district is giving raises; it has found funds for deferred maintenance; it found $5 million in reserves to put against a $25 million bond program for school construction.
In 2004, fresh off the plane in Beijing, I was asked to judge an English competition for high-school seniors. My two co-judges were pleasantly cynical middle-aged sociologists, both professors at Tsinghua University. After listening to the umpteenth speech about how China used to be poor, but was now rich and powerful, I remarked to one of them that the students seemed a little sheltered.
‘They don’t know anything!’ she spat. ‘They don’t have any idea about how people live. None of this generation do. They’re all so spoilt.’
It’s a view I’ve heard time and again over the past eight years, and one of which the Chinese media never tire. The young get it from left and right. This January alone, the jingoistic Major General and media commentator Luo Yuan condemned the young for being physically and mentally unfit, ranting: ‘Femininity is on the rise, and masculinity is on the decline. With such a lack of character and determination and such physical weakness, how can they shoulder the heavy responsibility?’ Meanwhile the writer and social critic Murong Xuecun blasted them in the US magazine Foreign Policy because ‘fattened to the point of obesity with Coca-Cola and hamburgers [ …] the young generation only believes official pronouncements; some even think contradicting the official line is heretical. They do not bother to check the details’.
Note the irony here: The only education system that actually worked for him was the self-education kind. And it is what is going to help him work his way into the highest-paying career.
His top-20 law school and private education in general are not to blame; they’re in the business (yes, the business) of providing a service that’s in demand, no matter how misinformed their “customers” may be. If you’ve got foolish customers who will overpay for something worthless, who’s really to blame? Oh, right, the institutions that hand them the money, at high rates of interest, so they can buy the goods–law degrees, for instance–that won’t work for them. Cheap financing of education can put a young life underwater, just as junk loans for McMansions did in the housing market, where older lives were put underwater. Too much debt, too little equity in the product itself: the worker or the house.
The current administration has pursued a cheap-money approach to student loans in order to produce as many four-year-degree students (and not always graduates) as possible. Instead, the goal should be to assess which schools and degrees can be the quickest to bring well-trained workers to market. When workers emerge from their initial education and find jobs, they’ll soon learn what skills can drive their careers forward; that’s the time for graduate school or further training courses. That’s when speculation turns into investment: a known need, and then a wise outlay to meet it. Our economy needs the most cost-effective education/hire ratio possible, and we should also measure retention to make sure schools are meeting needs. Mr. Overqualified trusted that his expensive education was an investment; instead, it was a fraud. Let’s stop this nonsense.
Matthew Stoltzfus could never get his students to see chemistry like he sees chemistry until he added a digital component to his lesson plan.
Stoltzfus, a chemistry lecturer at Ohio State University, struggled for years to bring complex chemical equations to life on the blackboard, but always saw students’ eyes glaze over. Then he added animations and interactive media to his general chemistry curriculum. Suddenly, he saw students’ faces light up in understanding.
“When I see a chemical reaction on a piece of paper, I don’t see coefficients and symbols, I see a bucket of molecules reacting,” Stoltzfus said. “But I don’t think our students see that big bucket of molecules. We can give students a better idea of what’s happening at a molecular level with animations and interactive elements.”
And many such students are getting this multi-faceted education on tablets. Tablets are reinventing how students access and interact with educational material, and how teachers assess and monitor students’ performance at a time when many schools are understaffed and many classrooms overcrowded. Millions of grade school and university students worldwide are using iPads to visualize difficult concepts, revisit lectures on their own time and augment lessons with videos, interactive widgets and animations.
Yale’s libraries amassed new physical and digital holdings and expanded their influence on academia during the 2011-’12 academic year, University Librarian Susan Gibbons said in an annual report posted on the library’s website last week.
After working at the University for nine years, former University Librarian Alice Prochaska announced in June 2009 that she would be leaving Yale for a position at Oxford. Over the next two years, Yale’s libraries faced a rapidly changing digital world and significant cuts to library budgets under two interim University librarians, Gibbons told the News. But the library gained a measure of stability in July 2011 when Gibbons took over Prochaska’s position, and Gibbons said in her annual report that Yale’s librarians took great strides last year toward meeting modern needs for digital content while balancing their simultaneous roles as librarians, educators and teachers.
“This first year felt as if we were trying to reset ourselves, adjust to the new economic realities and chart a new course forward,” Gibbons said.
Children have long been graded not just for academics, but also for elements of “character” — particularly behavior and emotional maturity. However, in the last few decades, socially eccentric children have seen their awkwardness or aloofness factored into their grades in math, language arts, and social studies. Ironically, this trend has coincided with a rise in diagnoses of autistic spectrum disorders.
For children on the autism spectrum, new social studies curricula pose a particular challenge. Once restricted to readings, worksheets, and essays on history, government, and politics, the subject increasingly requires students to reflect on their connections within their local communities. They are asked to present projects to their classmates (even in primary school), spend much of class time working in groups, and evaluate scenarios such as this one, from a worksheet for 3rd graders:
The gangly young American Van Cliburn’s victory in the inaugural International Tchaikovsky Piano Competition in Moscow in 1958, six months after the first Sputnik went into orbit, was more than just a pianistic event. The innocent Texan (who died last month) suddenly became one of the key players in the cold war – or a cold war anti-warrior, an American emissary in a counter-war of peace and culture. While nuclear submarines and missiles squared up to each other across the Bering Strait, Van Cliburn’s sensitive fingers became one of the prime instruments of American soft power, matching or even outdoing the Soviets at what they thought they did best.
He became, in other words, part of a diplomatic great game which was bound, in the end, to swallow and swamp his pianistic gifts. The game was played with considerable skill by both American and Soviet political machines. When the jury at the Tchaikovsky in 1958 wanted to award Cliburn the first prize, it felt it had to ask permission from the Soviet leader Nikita Khrushchev. “If he is the best, give it to him,” Khrushchev is reported to have replied. He was either being scrupulously honest and open, or playing a blinder by seeing that the USSR would gain by granting the prize to an American – showing its lofty impartiality and adherence to artistic standards, and keeping the Tchaikovsky as the gold standard of piano competitions.
Here’s a novel way to address the problems caused by rising income inequality: give children the vote.
One virtue of this iconoclastic idea, recently advanced by the Canadian economist Miles Corak, is that it sidesteps the usual partisan debates. After all, the right and left have profound moral disagreements about economic inequality. But whatever your political stripe, you almost certainly believe in equality of opportunity.
Unfortunately, some of Corak’s most celebrated work has been to show that rising income inequality and declining social mobility go together. This relationship, which Alan B. Krueger, the head of President Barack Obama’s Council of Economic Advisers, has dubbed the Great Gatsby Curve, is one of the most powerful reasons to care about rising income inequality.
That’s where the kids come in. In a policy paper published last month by Canada 2020, a Canadian progressive research group, Corak points out that the group that suffers most from declining social mobility is the young. As it happens, this is also one of the last human constituencies that doesn’t have the right to vote. That relationship may not be coincidental.
“Older individuals, and those with more education working in higher-skilled occupations, are more likely to vote,” Corak writes in the paper. “But, in addition, there is a broad bias by virtue of the simple fact that children are disenfranchised. Children’s rights are not adequately recognized and they have a reduced political voice in setting social priorities.”
Corak has a simple and radical solution to that bias: Give children the vote. “When you first hear about it, it sounds like a crazy idea, and that was my first reaction,” Corak told me, speaking by phone from Ottawa.
#1: The gobsmacking amount of holidays
This is the main incentive or loving the exam days. The holidays. In our school (which is one of the meanest there), we get only 1 holiday between exams (as opposed to the 3 or 4 the others generously give).
But let’s not complain. Holidays are great. They are certainly one of my most productive times. This blog was started during my half-yearlies for example.
#2: Half-days
Even on the days we have school (3/7 in a week), we have half-days — i.e., we’re left at 11:30 instead of 1:30. That might not seem like much, but it’s a huge difference, really.
Sleepless nights at a train station and state-sponsored discrimination. This is the story of how my father came to finally attend college as a teenager in the Soviet Union.
In 1970 my father was 17 years old, living with his parents and brother in Tashkent, Uzbekistan. He was interested in radio electronics, having built radios and clocks as a teenager. His father (my grandfather) was an electrical engineer, working at the time for the Uzbekistan Department of Auto-Transportation. My grandfather was a military man, having fought and been wounded at the Battle of Stalingrad in 1943. He encouraged my father to pursue a military career in electronics and telecommunication.
My father graduated from Tashkent High School #94 in May 1970. He knew he wanted to study telecommunications but his father insisted it be at a military university. At the time, my dad was reading electronics textbooks published by professors working at St. Petersburg’s Navy Academy. This specific academy trained sailors to man the country’s nuclear submarine fleet. The school had one of the premier telecommunication programs in the country, so my dad decided to apply there.
According to an alarming new report published Wednesday by the International Association for the Evaluation of Educational Achievement, third-graders in China are beginning to lag behind U.S. high school students in math and science.
The study, based on exam scores from thousands of students in 63 participating countries, confirmed that in mathematical and scientific literacy, American students from the ages of 14 to 18 have now actually pulled slightly ahead of their 8-year-old Chinese counterparts.
“This is certainly a wake-up call for China,” said Dr. Michael Fornasier, an IEA senior fellow and coauthor of the report. “The test results unfortunately indicate that education standards in China have slipped to the extent that pre-teens are struggling to rank among even the average American high school student.”
“Simply put, how can these third-graders be expected to eventually compete in the global marketplace if they’re only receiving the equivalent of a U.S. high school education?” Fornasier added.
Fornasier stressed that while the gap is not yet dramatically sizable, it has widened over the past two years after American high schoolers tested marginally higher in algebra, biology, and chemistry than, shockingly, most of China’s 8- and 9-year-olds.
Now that budget sequestration is under way, it looks less like the fiscal apocalypse that had been predicted and more like a long-overdue intervention with politicians who are addicted to borrowing and spending.
I agree with President Obama that sequestration’s across-the-board rather than specific cuts are a “dumb” way to reduce spending. That is why I voted against the plan two years ago. But if sequestration is dumb, it’s even dumber not to cut spending at all.
Cutting spending can be a powerful pro-growth strategy, but the outcome of sequestration depends on how the administration chooses to cut. Not all dollars are spent equally: The Obama administration’s decision to spend federal dollars studying how cocaine affects the reproductive habits of Japanese quail didn’t multiply anything other than quail.
Shifting money to working families from quail research–and thousands of other frivolous expenditures–would mean fewer government workers furloughed. The $181,000 quail study alone could prevent 62 furloughs. If the federal government stopped sending unemployment checks to millionaires, it could save $14.8 million a year (according to IRS data) and prevent 5,103 furloughs. Smart savings would mean that single moms and others on a tight budget don’t have to work as much to finance wasteful government spending–and can keep more of their own money to spend, fueling economic growth in the process.
Sequestration will force cuts to waste that wouldn’t otherwise be cut. The administration has claimed that its hands are tied and terrible things will happen, yet its warnings seem calibrated to sound scary but not too scary. Transportation Secretary Ray LaHood said that cuts to air-traffic control will force flight delays but won’t compromise safety or cause air disasters.
Should students who want to attend medical school have to slog through a year of physics, memorize the structures of dozens of cellular chemicals or spend months studying for the MCAT? Not necessarily.
There are a few nontraditional paths into medical school. The Icahn School of Medicine at Mount Sinai in New York City, for example, has admitted a quarter of its incoming students for the last 25 years through a program that gave early admittance to humanities students who didn’t have to take the full premed slate of science classes.
“It was designed to attract humanities majors to medicine who would bring a different perspective to education and medical practice,” says Dr. Dennis Charney, dean of the school. And it worked so well, he says, that the school expanded the program on Wednesday.
Lost in the burgeoning debate in Madison over Special Needs Scholarships that would provide some public funding for children with disabilities in private schools is the fact that the current system already does exactly that – although not in a fair or logical or effective way.
The current system in Wisconsin is similar to the one in most other states.
It is driven by the federal law that entitles each child with a disability to a “free, appropriate public education” through the age of 21. The current method recognizes, at the same time though, that parents and public school officials often differ over what constitutes an “appropriate” education for a child with a disability. So it contains provisions designed to assure that such children in private schools — while they do not have the same absolute right to public resources — are assured of “equitable participation” in some federal funding and services.
Unfortunately, that doesn’t always happen for a variety of reasons.
The current system gives responsibility for finding, identifying and evaluating children with disabilities — including those attending private schools — to local education agencies, or LEAs, that are almost always local school districts. It also essentially gives the local districts responsibility for ensuring the so-called equitable participation by private school children as a group.
It happens every time. As I hand the test out to my middle school students, one of them will invariably look up, pencil at the ready, and ask, “Does spelling count?”
Let’s ignore the fact that my students should know better than to even ask this question in the first place. I’ve answered it more times than I care to remember, usually in the fall of the new school year, and it goes something like this:
Yes. Spelling counts. I have lots of witty quips loaded up in my quiver about why it counts, but my new favorite comes from homeschooling mom of four Jodi Jackson Stewart who tweeted me with her answer to this question: “Spelling counts here because spelling counts out there.”
Students in the Madison Metropolitan School District’s Advancement Via Individual Determination (AVID) and the Boys & Girls Club’s Teens of Promise (TOPS) programs (www.avidtops.org) are achieving higher GPAs, enrolling in more advanced placement courses, and scoring higher on tests, according to a new analysis of the programs provided by the Wisconsin Center for the Advancement of Postsecondary Education (WISCAPE).
“We are so pleased that our ongoing partnership with the Boys & Girls Club is having a consistently positive impact on our students,” Superintendent Jane Belmore said. “It is because of this success that we have expanded AVID to middle schools this year. I want to thank the Boys & Girls Club for their work to make this partnership so effective.”
A week or so ago, we gave my five year old son a little solar powered pocket calculator to play with. He explored the key pad and it didn’t take long before he had a question we didn’t really know how to answer. He saw the square root symbol and wanted to know what it was.
We — adults, generally — understand them, at least in a cursory way. The square root of 4 is 2, or 9 is 3, of 16 is 4, etc. until probably 100 or 144. But we learned it a long time ago, and we probably can’t remember how we learned it. And almost certainly, we learned the concept well after preschool. So not only do we not know how to teach the concept generally, but we certainly aren’t good at teaching it to people who are much, much younger than typically learn it.
But five year olds can be persistent so I gave it a go. I don’t know how much he understands the concept, but my son definitely gets some of it.
The secrecy that attended the Madison School District’s pick of a new superintendent was bad form and bad public policy.
Prior to making its selection, the district announced just two finalists, one of whom was found to have a closet full of skeletons that prompted his withdrawal. The remaining finalist, Jennifer Cheatham, got the job.
State law requires that at least the top five contenders for such a position be named, but does not specify when. The Madison School District decided to do so after it was too late to matter.
And then, to add insult to injury, the district’s lawyer, Dylan Pauly, dissed the disclosure law that the district complied with only belatedly.
“We believe that by releasing these names, pursuant to our legal obligation, we are negatively contributing to the chilling effect that is occurring across the state with respect to school boards’ abilities to recruit and hire highly qualified individuals as superintendents,” she wrote.
When Miriam Oakleaf was 10 months old, her parents noticed something was wrong.
By 2 1/2 she had been formally diagnosed with autism, epilepsy and a rare skin and central nervous system condition called linear nevus sebaceous syndrome.
Now 8 and in second grade at Crestwood Elementary School in Madison, Miriam’s schooling requires extensive support and planning from a variety of education professionals – administrators, therapists, teachers and aides – in addition to her parents.
The story of Miriam and children like her is at the heart of a $21 million proposal in Gov. Scott Walker’s state budget that would allow 5% of kids with disabilities in Wisconsin to attend private or public schools outside their home districts on a taxpayer-funded voucher.
The proposal has driven a wedge through the state’s network of special-needs parents. Some believe it would open up more schooling options for their children while others contend it will drain more resources from their local public schools.
“I think this is a special time for technology in education,” he began. But then he immediately cautioned, perhaps in light of some less-than-successful early Gates-funded initiatives (such as small high schools within high schools), “we try not to be naïve about how complex it’s going to be.”
On cost. During the last wave of interest and investment in education technology in the 1990s, Gates said that “it could cost several hundred dollars to store an hour of video on the Internet.” The balance in the money equation has now changed, and that same video storage costs pennies, he said.
But although most costs for educational technology are coming down, “Internet access is the most expensive piece” of edtech — even more so than student hardware devices. That, he said, has to change, since Internet access is not just important in the classroom, but for learning to continue at home.
On investment. Despite concerns over whether the recent increase in investor and tech press interest in edtech and startups may be overheated, Gates said the question should be if the investment in education is commensurate with its importance: “I would say absolutely not.” Instead, he contended not enough money is going into education R&D compared with other important sectors. “It would,” he said, “be rational for society for it to be a lot larger.”
When Facebook FB -0.72% founder Mark Zuckerberg hosted a fundraising event at his home in Palo Alto, Calif., last month for New Jersey Gov. Chris Christie, the event set tongues wagging. The billionaire’s interest in the New Jersey politician was thoroughly dissected by the chattering class. Too bad there hasn’t been as much interest in analyzing Mr. Zuckerberg’s $100 million commitment to support the struggling public schools in Newark, N.J., or in studying the effectiveness of the many other education grants made by foundations to help in Newark.
To be fair, it is difficult to judge how well the philanthropy in Newark is working because precious few data have been collected. Truly useful metrics, therefore, haven’t been developed. The gap between good intentions and measurable results will be familiar anywhere in the country where philanthropies join efforts to improve education.
To address the shortfall in Newark, our organization, the Newark Trust for Education, has undertaken an effort to collect information about the foundations’ work that will help clarify for school administrators, principals, teachers, parents and students how best to improve K-12 public education.
Our primary objective: follow the money. Which philanthropies are spending how much, to do what, in which schools? No one really knew. In collaboration with the funding community, we created a tool called the NET Navigator. It allows anyone with an interest in tracking the tens of millions of philanthropy dollars now flowing into Newark schools to conduct online searches by funder, by school or by specific program. Soon the database will include individual school achievement data.
A new assessment released today by the United Nations Children’s Fund estimates that some Syrian children have missed out on as much as two years of education in the midst of their country’s ongoing civil struggle.
“The education system in Syria is reeling from the impact of violence,” said Youssouf Abdel-Jelil, UNICEF’s Syria representative, in a statement. “Syria once prided itself on the quality of its schools. Now it’s seeing the gains it made over the years rapidly reversed.”
According to the report, schools are increasingly being used by armed groups and displaced persons seeking shelter. More than 1,500 schools have been damaged or converted into shelters, a problem illustrated in the map above.
The Department of Public Instruction and several state education organizations plan to hold a school safety summit this summer. In announcing the event, State Superintendent Tony Evers didn’t mention last December’s massacre at a Connecticut elementary school that killed 20 children and six adults. But he referred to the national debate about school safety that has emerged since.
“Providing safe and respectful schools is an essential piece of our work to ensure every child can graduate ready for college and career,” Evers said. “As a state, and as a country, we have made this a serious focus, and building on that proactive tradition is as important as ever.”
Billed as the first “Wisconsin School Safety Summit,” the event will focus on four topics: policies and procedures, physical environment, climate and culture, and mental health services.
It’s a painful irony for Ananda Mirilli that the School Board run she tried to use to call the community to come together to do better for Madison kids ended up embroiled in such controversy.
“I’m seeing an even bigger divide in the community, and I’m sad that we are in that place,” Mirilli told me Wednesday. “But I’m hoping to continue to work to find healing in our community. We really need to have a conversation about the achievement gap.”
Mirilli, a Latina who lost her bid for Seat 5 on the Madison School Board in the Feb. 18 primary, decided against a write-in campaign when primary winner Sarah Manski dropped out of the race just two days later. But Mirilli hasn’t given up hope that the election — despite Manski’s surprise withdrawal and the allegations of dirty politics and hypocrisy it incited — can yet be made an occasion to bring together people now sometimes working at odds to improve education in Madison schools.
And as the Restorative Justice Program manager at YWCA Madison, Mirilli is wondering if restorative justice principles might be the way to do it.
“I’m wondering if we could hold a circle — not to find out the truth, but to see how we can move forward on this,” Mirilli told me.
Mirilli says she was wrongly depicted by Manski as pro-voucher because of a supposed association with Kaleem Caire of the Urban League of Greater Madison. Caire on Wednesday resurrected allegations of double-dealing by leaders of Madison Teachers Inc. in negotiating his Madison Preparatory Academy charter proposal that was rejected by the School Board two years ago.
Much more on the 2013 Madison School Board elections, here.
I appreciate Schneider’s ability to add links to her articles. This continues to be a rare event in Madison’s traditional media circles.
As The Capital Times prepares to make endorsements in Madison School Board races that will be decided April 2, our editorial board will ponder issues ranging from the reactions of candidates to Gov. Walker’s voucher plan, the achievement gap and the challenge of maintaining quality schools in a time of funding cuts and shortfalls.
Our editorial board will make endorsements in two contested races, for Seat 3 between former La Follette High School teacher and low-income housing provider Dean Loumos and retired Madison police lieutenant Wayne Strong, and for Seat 4 between incumbent James Howard and challenger Greg Packnett, a legislative aide. The candidates all have strengths, and present voters with distinct options.
In the third race, there isn’t really a race. Candidates TJ Mertz and Sarah Manski won the primary Feb. 19. Then Manski surprised the community by dropping out of the contest several days later — announcing that her husband has been admitted to graduate school in California and that she would not be able to finish a term. We didn’t editorialize about the primary race. But after Manski dropped out, we said she had done the right thing because it would have been entirely inappropriate to maintain a campaign for a term she could not complete. But, as a board, we were disappointed by the loss of competition and urged the candidate who finished third in the primary, Ananda Mirilli, to make a bid as a write-in contender.
Mirilli made a great impression during the primary race and, had she waged a write-in campaign, she would have done so as an innovative thinker about how best to make great public schools work for all students. As the parent of an elementary-school student and a big proponent of public education, I’m familiar with a number of the people who organized Mirilli’s primary campaign, and who would have supported a write-in run. They form an old-fashioned grass-roots group that recalls the sort of organizations that traditionally backed School Board candidates in Madison. They could have mounted a fine campaign. But I also respect Mirilli’s decision not to run. The race would have been expensive and difficult. We’ve spoken several times, before the primary and since, and I’m convinced Mirilli’s voice will remain a vital one in local and state education debates. There’s a good chance she will eventually join the School Board, just as current board member Marj Passman was elected a year after she lost a close race to another current School Board member, Maya Cole.
Unfortunately, with Mirilli out of the running, the Seat 5 race is an uncontested one. That’s focused a good deal of attention on Manski, who I’ve known since she was writing for the Daily Cardinal on the University of Wisconsin campus. Among the several boards I have served on over the years, including those of the media reform group Free Press and Women in Media and News, I’ve been on the board of the reform group Liberty Tree, for which Manski has done fundraising work. Manski’s husband, Ben, worked for Liberty Tree before he left to manage Green Party candidate Jill Stein’s presidential run.
Kaleem Caire, president of the Urban League of Greater Madison, is speaking out against the campaign of deception waged against people of color and others who support doing something now about Madison’s yawning achievement gap instead of blaming Gov. Scott Walker. In a statement issued this week, Caire writes, “As the 2013 Madison school board race continues, we (the Urban League) are deeply concerned about the negative politics, dishonesty and inaccurate discussions that have shaped the campaign. … We are concerned about how Madison Prep has become a red herring ….”
Walker had not even been sworn in as governor when the Urban League proposed establishing a charter school, Madison Preparatory Academy, to address an achievement gap in which barely half of black and Hispanic children graduate from high school in the Madison public schools.
Caire mentioned as the two worst offenders in this campaign of dishonesty T.J. Mertz, candidate for School Board seat #5, and Green Party activist Ben Manski.
Manski’s wife, Sarah, jumped into the seat #5 race hoping to squeeze out an already announced candidate, Latina immigrant Ananda Mirilli. Sarah Manski’s candidacy was apparently encouraged by both Mayor Paul Soglin, who gave her a glowing campaign testimonial, and teachers union boss John Matthews, to whom Soglin referred Sarah Manski. On Dec. 30, Ben Manski blasted an email containing this outright distortion of minority candidate Ananda Mirilli’s position:
Five candidates are competing for three seats on the Madison school board, with the general election on April 2, 2013.
The political context for the races is explosive, given Gov. Scott Walker’s revolutionary proposals for education in Wisconsin: cuts to public school funding, an expansion of the voucher program, and a revamping of teachers’ evaluations and bargaining rights.
In Madison, the issues are particularly complex, with the intense disagreements over the district’s achievement gap between white and minority students. TJ Mertz, an Edgewood College history instructor and education blogger, is running unopposed after Sarah Manski dropped out of the race for Seat 5 following the February primary. Her name will appear on the ballot, but she is moving to California. Mertz will replace retiring school board member Maya Cole.
In this competitive series of elections, there are numerous candidate forums and listening sessions under way, and we thought we’d pose our own questions to candidates. We start by asking the candidates about their experience, and how they would address the achievement gap in the district.
Sarah Manski did a lot of damage to Madison on her way out of town.
When she won the school board primary, sucking up endorsements from prominent local officials — apparently knowing all the while that she might not be hanging around to sit on the board — she did a major disservice to our community. As Madison Times editor A. David Dahmer observed, her highhanded use of the school board seat as a “backup plan” smacks of contempt for the people who care deeply about what is happening in our schools. Those people happen to include both of Manski’s opponents: school-policy blogger and educator TJ Mertz and Ananda Mirilli, a longtime advocate for Madison youth who’s on the board of the Spanish immersion charter school Nuestro Mundo.
Since Manski withdrew after she won the primary, her name — and not third-place finisher Mirilli’s — will appear on the ballot. That has convinced a lot of people of color that white liberals, including school board member Marj Passman, deliberately colluded to keep a woman of color off the board.
You don’t want to get caught texting in Andrew Reiner’s class.
At the beginning of each semester, Reiner, a lecturer at Towson University in Maryland, makes his cellphone policy crystal clear.
“If there’s one thing that you will do that will really (tick) me off, that will completely send me through the roof, have your cellphone in your lap, under the desk, texting,” Reiner says.
EARLIER this week, I spotted, among the job listings in the newspaper Reforma, an ad from a restaurant in Mexico City looking to hire dishwashers. The requirement: a secondary school diploma.
Years ago, school was not for everyone. Classrooms were places for discipline, study. Teachers were respected figures. Parents actually gave them permission to punish their children by slapping them or tugging their ears. But at least in those days, schools aimed to offer a more dignified life.
Nowadays more children attend school than ever before, but they learn much less. They learn almost nothing. The proportion of the Mexican population that is literate is going up, but in absolute numbers, there are more illiterate people in Mexico now than there were 12 years ago. Even if baseline literacy, the ability to read a street sign or news bulletin, is rising, the practice of reading an actual book is not. Once a reasonably well-educated country, Mexico took the penultimate spot, out of 108 countries, in a Unesco assessment of reading habits a few years ago.
This probably sounds familiar: You are with a group of friends arguing about some piece of trivia or historical fact. Someone says, “Wait, let me look this up on Wikipedia,” and proceeds to read the information out loud to the whole group, thus resolving the argument. Don’t dismiss this as a trivial occasion. It represents a learning moment, or more precisely, a microlearning moment, and it foreshadows a much larger transformation–to what I call socialstructed learning.
Socialstructed learning is an aggregation of microlearning experiences drawn from a rich ecology of content and driven not by grades but by social and intrinsic rewards. The microlearning moment may last a few minutes, hours, or days (if you are absorbed in reading something, tinkering with something, or listening to something from which you just can’t walk away). Socialstructed learning may be the future, but the foundations of this kind of education lie far in the past. Leading philosophers of education–from Socrates to Plutarch, Rousseau to Dewey–talked about many of these ideals centuries ago. Today, we have a host of tools to make their vision reality.
Socialstructed learning is an aggregation of microlearning experiences driven not by grades but by social rewards.
Update: Kendra from Harvard sez, The online course called CopyrightX is a version of the HLS Copyright course taught on edX by Prof. Fisher. It’s facilitated by the Berkman Center for Internet and Society and the efforts of a number of HLS students. The materials are free and accessible at Prof. Fisher’s website: http://cyber.law.harvard.edu/people/tfisher/CopyrightX_Homepage_2013.htm The site linked in the current post is a student created website – not an official part of the course.
Sarah Carr, a former Milwaukee education reporter who moved to New Orleans in 2009 to cover schools in the aftermath of Hurricane Katrina, sees some similarities in both troubled public education systems.
“I think they both have their strengths and their weaknesses,” Carr said in a recent interview.
“I think both places have great and awful schools.”
In her new book , titled “Hope Against Hope: Three Schools, One City and the Struggle to Educate America’s Children,” Carr writes about the New Orleans school system by focusing on the personal lives of various figures struggling to educate students in a city still suffering from the aftermath of Katrina.
Her book reports the progress of three different New Orleans schools in a city where charter reform movement has brought about drastic change for poor minority students , administrators and teachers. Carr took a personal approach to interviewing her subjects in order to tell the greater story of the challenges involved in a community where social conditions have a large impact on the education of students.
It’s an education bombshell.
Nearly 80 percent of New York City high school graduates need to relearn basic skills before they can enter the City University’s community college system.
The number of kids behind the 8-ball is the highest in years, CBS 2′s Marcia Kramer reported Thursday.
When they graduated from city high schools, students in a special remedial program at the Borough of Manhattan Community College couldn’t make the grade.
They had to re-learn basic skills — reading, writing and math — first before they could begin college courses.
The suicide of the Internet wunderkind Aaron Swartz has given rise to a great deal of discussion, much of it centered on whether the penalty sought against him by the prosecutor was proportional to his “crime.”
The consensus so far has been that Swartz did something wrong by accessing and releasing millions of academic papers from the JSTOR archive. But perhaps it is time to ask whether Swartz did in fact act wrongly. We might entertain the possibility that Swartz’s act of civil disobedience was an attempt to help rectify a harm that began long ago. Perhaps he was not only justified in his actions but morally impelled to act as he did. Moreover, we too might be morally impelled to take action.
To put it bluntly, the current state of academic publishing is the result of a series of strong-arm tactics enabling publishers to pry copyrights from authors, and then charge exorbitant fees to university libraries for access to that work. The publishers have inverted their role as disseminators of knowledge and become bottlers of knowledge, releasing it exclusively to the highest bidders. Swartz simply decided it was time to take action.
WITH Republican control of state government now firmly consolidated, Mississippi is poised for wholesale education reform. In his state-of-the-state address in January, Governor Phil Bryant proposed a robust, if rather familiar, basket of reforms: expansion of the state’s current (and highly restrictive) charter-school laws, merit pay for teachers, and higher standards for teacher training. More controversially, Mr Bryant proposed allowing students to enroll in schools outside of the district in which they live (so-called open enrollment), as well as privately-funded scholarships for students to attend private schools. With the exception of these last, the proposals have been enthusiastically embraced by the state legislature.
The question is whether they will work. Some charter schools have proven successful and the much-touted KIPP programme has produced marked improvement in test scores for low-income children. The worst fears of sceptics (that charter schools would siphon better teachers and better prepared students away from traditional public schools; that the result would intensify economic and ethnic segregation) have not been realised. But taken as a whole, school choice has failed to produce across-the-board improvements in student learning.
That’s H.F. No. 826, which requires schools — including private schools that get any “public funds or other public resources” — to ban, among other things, “bullying” at school, defined as
use of one or a series of words, images, or actions, transmitted directly or indirectly between individuals or through technology, that a reasonable person knows or should know, under the circumstances, will have the effect of interfering with the ability of an individual, including a student who observes the conduct, to participate in a safe and supportive learning environment. Examples of bullying may include, but are not limited to, conduct that:
Five candidates are competing for three seats on the Madison school board, with the general election on April 2, 2013.
The political context for the races is explosive, given Gov. Scott Walker’s revolutionary proposals for education in Wisconsin: cuts to public school funding, an expansion of the voucher program, and a revamping of teachers’ evaluations and bargaining rights.
In Madison, the issues are particularly complex, with the intense disagreements over the district’s achievement gap between white and minority students.
In the race for Seat 4, incumbent James Howard is running against Greg Packnett, a Democratic legislative aide.
In this competitive series of elections, there are numerous candidate forums and listening sessions under way, and we thought we’d pose our own questions to candidates. We start by asking the candidates about their experience, and how they would address the achievement gap in the district.
The Times Higher Education World Reputation Rankings employ the world’s largest invitation-only academic opinion survey to provide the definitive list of the top 100 most powerful global university brands. A spin-off of the annual World University Rankings, the reputation league table is based on nothing more than subjective judgement – but it is the considered expert judgement of senior, published academics – the people best placed to know the most about excellence in our universities.
An impasse over the shape of the federal budget keeps boiling down to this basic plotline: Democrats say the solution to high deficits must include more tax revenue, while Republicans say the fundamental problem is spending.
Failure to reach a middle ground has prompted automatic spending cuts known as the “sequester” to go into effect. This wasn’t Plan A, or even Plan B, for either side.
As the politicians look for a way forward, conservative lawmakers say that new budget projections make their case for them. Federal tax revenue is forecast to hit a record $2.7 trillion this year, according to the Congressional Budget Office (CBO).