Annalyn Kurtz:

Getting a college degree still helps your chances of getting a job, but not necessarily a good one.
Some Americans are becoming overeducated for the jobs that are available to them, as data shows more college educated workers are taking low-skill jobs that are clearly below their qualifications.
Take taxi drivers for example. About 15%, or more than than 1 in 7, had at least a bachelor’s degree in 2010, according to Bureau of Labor Statistics data.
Compare that to 1970 when less than 1% of taxi drivers had college degrees. And the job description hasn’t changed much, if at all, since then.
“A lot of people, particularly people with bachelor’s degrees, are getting jobs, but not good jobs,” said Richard Vedder, an economist at Ohio University.

Heather Bernard:

“You never really know what you have till it’s gone.” It is these words that have a profound resonance with my experience here as a Battle Creek Area Catholic School (BCACS) student.
I tried to think of a way to describe the BCACS experience, and no other description did it justice other than the one above.
We hear these 10 words time and time again, mostly by adults or advice givers for consolation or a bit of wisdom to an unexpected ending.
But, I can say these words are inspiration to every student that passes through the doors of St. Joseph Elementary, Middle School, and St. Philip High School. They are inspiration to remember how lucky we are to go to a Catholic school.

Reuters:

Thousands of Portuguese teachers marched through Lisbon on Saturday to protest against cuts in education imposed as part of the government’s austerity program.
Teachers union Fenprof estimated 30,000 teachers marched through Lisbon city center, demanding the resignation of the education minister and protesting against pay cuts and what they called a deterioration in working conditions.
“I am here to protect the public school, and, above all, I am here to defend the future of our country and the future of my children who are still growing,” teacher Anabela Mendes told Reuters.
The protest was the biggest so far this year. Relative patience with the terms of Portugal’s 78 billion euro ($105 billion) bailout from the European Union and International Monetary Fund ran out in the middle of last year and protests and strikes have become more common.

Matthew DeFour:

Not even two months old, Madison Memorial High School’s new science bowl team is headed to Washington in April to represent the state in the National Science Bowl Championship.
The team of seniors Srikar Adibhatla, Sohil Shah, Thejas Wesley and William Xiang and sophomore Brian Luo won the state regional qualifier at the Milwaukee School of Engineering on Saturday.
Madison has sent a team to the national middle school National Science Bowl Championship for the past two years, but has never fielded a high school team since the fast-paced quiz competition began in 1991. No Wisconsin team has won the championship.
A second team from Memorial, with seniors David Ho, Kevin Cao and Trang Nguyen, junior Rutvi Shah and sophomore Newton Wolfe, placed third at the regional qualifier. Neither team had lost a match until they faced off against each other in the semifinals, Coach Sowmya Partha said.

Tim Worstall:

One of the most hidebound areas of the modern economy, and this applies in Europe just as much as the US, is higher education. Productivity has actually been falling in the sector in recent decades: there are now more employees per student graduated than there used to be. Good grief, they still use medieval technology like the lecture.
So there’s been some hope that all the lovely things being done on this internet might be able to shock the sector out of its indolence. Online lectures being only a part of it: physical libraries are becoming less important and so on.

Mark Cuban:

I’ve been getting a lot of questions from High School kids asking whether or not they should go to college. The answer is yes.
College is where you find out about yourself. It’s where you learn how to learn. It’s where you get exposure to new ideas. For those of us who are into business you learn the languages of business, accounting, finance, marketing and sales in college.
The question is not whether or not you should go to school, the question for the class of 2014 is what is your college plan and what is the likelihood that your college or university you attend will still be in business by the time you want to graduate.
Still in business ? Yep. When I look at the university and college systems around the country I see the newspaper industry.
The newspaper industry was once deemed indestructible. Then this thing called the internet came along and took away their classified business. The problem wasn’t really that their classifieds disappeared. It was more that they had accumulated a ton of debt and had over invested in physical plant and assets that could not adapt to the new digital world.
When revenue fell the debt was still there, as were all the big buildings they had purchased, all those presses they had bought and the acquisitions they had made declined in value, but the debt accumulated to pay for them never went away.
They were stuck with no easy way out.
The exact same thing is happening to our 4 year schools. You can’t go to a big state university and not see construction. Why ?

Chris Rickert:

Madison learned last week that it might not be able to blame its long-standing achievement gap on outsiders, as a school district analysis of testing data throws cold some water on a theory making the rounds of some of Madison’s opinion brokers.
Suggested by a previous district report and championed by Mayor Paul Soglin, the theory is that minority students are doing worse academically than their white peers because many of them have transferred in from other (presumably worse) districts.
Had they spent their whole careers in the (presumably better) Madison schools, goes the theory, they would be doing better.
Unfortunately for theory proponents, when controlling for demographic factors such as race and income, district number crunchers didn’t find much difference between the test scores of students who grew up in the district and the scores of those who didn’t.
The analysis suggests the achievement gap is a much more frightening, wholly owned subsidiary of the district; in other words, not something Madisonians can mentally file under “out of our control.”
The question now is: Are we ready to believe it?

Related: When all third graders read at grade level or beyond by the end of the year, the achievement gap will be closed…and not before (November, 2005).
Achievement gap exists for both longtime, new Madison students.

Sara Goldrick-Rab:

On June 19, the University of Wisconsin System announced an initiative called the Flex Degree which was described as competency-based online instruction. That day, I blogged about it, noting that while I certainly had some concerns, there were enough potential positive effects of the program to withhold full judgment either way.
Friends on both sides were surprised. Colleagues who know and respect the priority I place on access and affordability for all potential students thought I should have been more strongly supportive of the “innovative” initiative that has the promise to drive down costs. Others, of the liberal activist persuasion, noted Governor Scott Walker’s involvement, and the strong likelihood of negative repercussions for faculty job security and the quality of education delivered. Still, I demurred, deciding to wait to hear more.
Unfortunately, information hasn’t exactly been forthcoming. I keep up to speed, reading the papers and blogs, and talking with those “in the know” and yet, I still have no clear picture what this Flex Degree really is. Perhaps it’s because where I spend most of my time, UW-Madison, isn’t involved? Maybe faculty at Parkside and Milwaukee have a clearer picture of what’s happening? Maybe this initiative doesn’t involve us tenured faculty at all, leaving the process to the administrators? I’ve tried to check things out– and am hoping this blog stirs discussion so I can learn more. All I’ve heard thus far is that the faculty at Parkside are seriously concerned about the effort, and had a disagreement about the program with their Chancellor, resulting in the displacement of their Provost.

Matthew DeFour:

Educators across Wisconsin blame 20 years of state-imposed limits on how much revenue they can generate from state aid and property taxes for perennial program cuts and increasing class sizes. When former Gov. Tommy Thompson introduced the limits in 1993 to help keep a lid on property taxes, he also committed the state to covering two-thirds of the cost of K-12 education, but the state share has declined to about 62 percent.
“The revenue limit is the villain,” said Jamie Benson, superintendent of the River Valley School District just west of Dane County, which recently approved $630,000 in cuts, including 13 layoffs that affect art, English, business, technical education and computer classes.
The layoffs were based on the state increasing funding $50 per student. An increase of $200 per student might spare three of those layoffs, Benson said. Portage’s layoffs are based on no increase.
“You can’t have a revenue cap increase per year that goes up at 2 percent or less when your expenses, whether it’s lighting, gas, books, technology or staff, go up at a higher rate,” Benson said.

Related: Madison School District’s Final 2012-2013 Budget: $385,911,793. 2012-2013 enrollment is 27095 PK-12. 2012-2013 per student spending is $14,242.

Della Bradshaw & Laurent Ortmans:

The MBA degree, often seen as the quickest route to a fat salary, no longer delivers the purchasing power it once did.
Students on the top US MBA programmes in the mid-1990s saw their salaries triple in five years, but those who graduated from the same schools in 2008 and 2009 saw that increase halved, according to data collected for the FT’s annual Global MBA rankings.
At the same time, MBA fees have risen by 7 per cent a year. MBA students who enrolled in 2012 paid 62 per cent more in fees – up 44 per cent in real terms – than those who began their programmes in 2005, even though the increases in post-MBA salaries remained in line with inflation.

The Financial Times.

Alan Borsuk:

Rodney Lynk grew up on the north side. He went to Frederick Douglass School and the Milwaukee School of Languages, both part of the Milwaukee Public Schools system. He graduated from the University of Wisconsin-Madison with a degree in finance, but signed up for a two-year stint teaching in high-needs schools instead of going off into the business world.
That was almost four years ago and Lynk is still at it, working in education in his hometown. “It doesn’t feel right to leave something when it’s solvable,” he says. “It’s our duty to solve it.”
Frankly, I’ve seen so many people with praiseworthy determination come and go. Probably more important, I’ve seen so many organizations, campaigns and reforms with such determination come and go.
But I’m betting that Lynk is going to be in it for the long haul when it comes to working on better education outcomes in Milwaukee.
“This is where my passion lies,” he says. “When you get bit by the bug . . .”

Matthew Di Carlo:

In October of last year, the education advocacy group ConnCAN published a report called “The Roadmap to Closing the Gap” in Connecticut. This report says that the state must close its large achievement gaps by 2020 – that is, within eight years – and they use to data to argue that this goal is “both possible and achievable.”
There is value in compiling data and disaggregating them by district and school. And ConnCAN, to its credit, doesn’t use this analysis as a blatant vehicle to showcase its entire policy agenda, as advocacy organizations often do. But I am compelled to comment on this report, mostly as a springboard to a larger point about expectations.
However, first things first – a couple of very quick points about the analysis. There are 60-70 pages of district-by-district data in this report, all of it portrayed as a “roadmap” to closing Connecticut’s achievement gap. But it doesn’t measure gaps and won’t close them.
ConnCAN simply calculates, for 30 individual towns/districts, how many individual students (per grade, per year) would be required to improve in order for these systems to achieve 80 percent at grade level on state tests and 90 percent graduation, as well as the annual percentage point increase needed to get to an average SAT score of 1550. The first two targets correspond roughly to the proficiency and graduation rates among white students, while the third is the “college ready” benchmark score for the SAT.

Tim Harford:

How much do parents value a safe environment, green spaces and a good education for their children? Such things are priceless – except that, of course, they are not. The best things in life may be free, but buying a house in the vicinity of the best things in life is expensive.
Economic researchers use house prices like a movie jewel-thief uses an aerosol spray. The aerosol isn’t important by itself, but it reveals the otherwise invisible laser beams that will trigger the alarm. The house prices aren’t necessarily of much direct interest, but indirectly they reveal our willingness to pay for anything from a neighbourhood free of known sex offenders to the more familiar example of a popular school.
In principle this is easy. Compare the market price of two otherwise identical houses, one of which enjoys the amenity in question (a nice view, a quiet street, access to an excellent school) while the other does not. In practice, houses are rarely identical, and all sorts of valuable amenities from good schools to good neighbours to low crime are likely to be jumbled up together.

Ta-Nehisi Coates:

I went on a Twitter rant yesterday because I’d finished Isabel Wilkerson’s phenomenal The Warmth Of Other Suns. The book is a narrative history of the Great Migration through the eyes of actual migrants. Several points stick out for me.
1) The Great Migration was not an influx of illiterate, bedraggled, lazy have-nots. Wilkerson marshalls a wealth of social science data showing that the migrants were generally better educated than their Northern brethren, more likely to stay married, and more likely to stay employed. In fact, in some cases, black migrants were better educated than their Northern white neighbors.
2) In this sense, the migrants to Northern cities resembled immigrant classes to whom black people in these same cities are often unfavorably compared to. There’s a quote in Wilkerson’s book which I can’t find where a supervisor basically says that blacks are the favored workers because they will work hard at the worst jobs for relatively little money. You would have thought the guy was talking about Hispanic farm-hands today.

John Markoff:

The robot equipment industry has one word for the alarmist articles and television news programs that predict a robot is about to steal your job: Fiddlesticks!
Well, that wasn’t actually the word used this week at the Automate 2013 trade show held here through Thursday, but the sentiment was the same. During a presentation on Monday, Henrik I. Christensen, the Kuka Chair of Robotics at Georgia Institute of Technology’s College of Computing, sharply criticized a recent “60 Minutes” report on automation that was based on the work of the M.I.T. economists Andrew McAfee and Erik Brynjolfsson.
The two economists in 2011 wrote “Race Against the Machine,” a book that renewed the debate about the relationship between the pace of automation and job growth. They argue that the pace of automation is accelerating and that robotics is pushing into new areas of the work force like white-collar jobs that were previously believed to be beyond the scope of computers.

Jeff Selingo

The results of the annual survey of college freshmen, released this week by researchers at UCLA, confirm that the fragile economy continues to weigh heavily on the minds of today’s students. Since 2006, freshmen have listed getting a better job as the most important reason to go to college, and this year, 88 percent of them said so, an all time high.
Previously, first-year students had said that learning about things that interest them was the number one reason to go to college. Nearly 3 in 4 students now say that making more money is a very important reason to go to college.
It’s no wonder that economic concerns now dominate the discussion about the value of college. List prices for colleges continue to rise as the incomes of Americans lag. The median net worth of American families hasn’t been this low since 1992, so tuition is eating up a greater share of income, now nearly 38 percent of median income, up from 23 percent in 2001.

From the report (4MB PDF):

The past year saw intensified discussion about almost everything connected with higher edu- cation, but especially the increasing cost of attending college and the worth of a college degree, graduation rates, what the impact of the massive open online course (MOOC) will be, and various takes on “disruption.” While many differing viewpoints are espoused, one certainty is that well-conducted and relevant educational research is necessary. The Higher Education Research Institute (HERI) is a leading source of such information, and the past year saw a variety of research published using CIRP data, some of which we highlight below.

Money

I once looked at the MBA as the crème de la crème of business degrees, but now I realize I’m a dime a dozen.
I have an MBA in media management from Metropolitan College of New York and a master’s in organizational leadership from Mercy College. I am in debt to the tune of $120,000, and for me, it just wasn’t worth it.
After graduating, I applied for jobs in New York for at least a year. In interviews, I was either overqualified, or high risk.

The Economist:

How Children Succeed: Grit, Curiosity and the Hidden Power of Character. By Paul Tough. Houghton Mifflin Harcourt; 256 pages; $27. Random House; £12.99. Buy from Amazon.com, Amazon.co.uk
THE young teenagers who graduated from a special South Bronx middle school in 1999 became nationally famous. All black and Hispanic and largely from low-income families, the students had been recruited four years earlier to participate in an experimental programme called KIPP (ie, the Knowledge Is Power Program), designed to close the achievement gap between privileged and poor students. The experience seemed to pay off: in a citywide test, these students earned the highest scores of any school in the Bronx, and the fifth-highest in all of New York City. Most won admission to top high schools, often with full scholarships. They all seemed destined for college, and for successful, precedent-bucking, demographic-defying lives.
But six years after their high-school graduation, only about a fifth of KIPP’s first class had completed a four-year college degree. Most ended up dropping out, reaffirming America’s growing class divide on college campuses. KIPP’s founders were distraught, particularly because a college degree has never been more valuable, enabling Americans to earn some 80% more than people with only a high-school diploma. So how had KIPP failed to prepare these students for college? What did they do wrong?

Scott Jaschik:

Stories abound of college graduates working at Starbucks, living at home and facing an uncertain economic future. And many of these stories have led to increased questioning of the value of a college degree.
But a report released today says that — despite the current economic hardships faced by people at all levels of education — the value of a college degree remains strong.
The unemployment rate for recent four-year college graduates is 6.8 percent, higher than the rate for all four-year graduates of 4.5 percent. But the 6.8 percent is much, much better than the 24 percent rate for recent high school graduates. These figures, and a series of others, appear in “The College Advantage: Weathering the Economic Storm,” from the Center on Education and the Workforce at Georgetown University.
As the name of the report suggests, the report does not claim that college graduates have been immune from the recession. The report’s summary begins with this sentence: “When it rains hard enough and long enough, everyone gets a little wet.”
But the report seeks to distinguish between reports of the real difficulties facing recent graduates and the idea that these hardships mean that their degrees lack genuine economic value.

sp-eye:

The question of the day is: WHY is the SPEA Negotiating Team dragging out negotiations for 2012-13 (Hello! We’re beyond the midway point! Time to start working for 2013-14!!!)
The school board offered a very fair package which addresses what SPEA (and WEAC) have declare o be a primary mission: raising the starting wage for teachers. But that’s not good enough. You see, in order to do that with the pot of money available, a significant portion must be earmarked for those teachers with 1-6 years of experience. That means that a small amount would be available to more tenured teachers, most n the form of a stipend (as opposed to a base salary builder).
It’s called compromise, people! You are getting to do some serious good for starting teachers. But you’re not willing to accept that because this plan calls for either a small token stipend (or perhaps nothing) for those teachers that already earn like…say…$86,000 in base salary. REALLY? Is THAT what unions are all about?

and, a related post Sun Prairie’s budget.

Laurie Rogers, via a kind email:

Many of America’s public schools have incorporated “student-centered learning” models into their math programs. An adoption committee in Spokane appears poised to recommend the adoption of yet another version of a “student-centered” program for Grades 3-8 mathematics.
It’s critically important that American citizens know what that term means. Aspects of the Common Core State Standards initiatives are leading many districts to adopt new curricular materials that have “student-centered learning” as a centerpiece.
In Spokane Public Schools, student-centered learning (also known as “inquiry-based” learning or “discovery-based” learning or “standards-based” learning) has been the driver of curriculum adoptions for nearly 20 years. This approach has not produced graduates with strong skills in mathematics. Spokane now suffers from a dearth of math skills in most of its younger citizens.
Nor is Spokane alone with this problem. Student-centered learning has largely replaced direct instruction in the public-school classroom. It was pushed on the country beginning in the 1980s by the National Council of Teachers of Mathematics, the federal government, colleges of education, and various corporations and foundations. Despite its abject failure to produce well-educated students, student-centered learning is coming back around, again pushed by the NCTM, colleges of education, the federal government and various corporations and foundations.

Jacob Thomas:

Sure, we have laptops in high schools and most college professors are finally embracing electronic forms of communication and instruction, but that doesn’t cut it. The technological forces and service industries of this country are being innovated in leaps and bounds, yet the educational foundation that is being set for future generations is, in many ways, pathetic. Since the system itself doesn’t innovate, how can it stress and pass on an innovative mindset to pupils? It can’t!

James Panero:

We now live in the early part of an age for which the meaning of print culture is becoming as alien as the meaning of manuscript culture was to the eighteenth century. “We are the primitives of a new culture,” said Boccioni the sculptor in 1911. Far from wishing to belittle the Gutenberg mechanical culture, it seems to me that we must now work very hard to retain its achieved values.
–Marshall McLuhan, The Gutenberg Galaxy, 1962
Technological revolutions are far less obvious than political revolutions to the generations that live through them. This is true even as new tools, for better and worse, shift human history more than new regimes do. Innovations offer silent coups. We rarely appreciate the changes they bring until they are brought. Whether or not we become the primitives of a new culture, as the Futurist Umberto Boccioni observed, most of us still live behind the times and are content to do so. We expect the machines of the present to fulfill the needs of the past even as they deliver us into a future of unknowns.

Conor Friedersdorf:

Adults are typically grateful that social media didn’t exist when they were teenagers — that their Facebook photos and status messages date to their college years at the earliest, not their first years of high school or middle school. Would you retroactively give your 13-year-old self the power to permanently put anything he or she wanted on the Web? I’d sooner incapacitate him with arcade-prize finger traps, the unexpectedly hazardous technology of my youth.
What I’d never pondered, until a friend questioned me about it last weekend, is when I’ll stop using Facebook. Assuming it endures as a company, will there be an age at which most people abandon it? Right now, I’m a light user who mostly exploits the platform to share links to my articles.
Some people in my “stream” do the same. We’ll all follow the crowd.
As I reflect on the way most of my friends from high school and college have used Facebook in the past and how they use it today, I’d say that their activity is more often than not tied to life changes. A new “relationship status.” A new job. A move to a new city. A wedding proposal, followed by photographs from the bachelorette party, the wedding, and the honeymoon. A pregnancy, followed by photos of the baby, her first steps, her second birthday, her last day of school, and her spot on the bronze medal podium after placing third in a state college swim meet.

It was a privilege to talk with author and adventurer Hugh Pope [website, International Crisis Group, Twitter] recently regarding education. Pope has lived and worked in the “Middle East” for three decades. His books (all highly recommended) include: Dining with al-Qaeda: Three Decades Exploring the Many Worlds of the Middle East, Sons of the Conquerors: the Rise of the Turkic World and Turkey Unveiled: a History of Modern Turkey.
Here’s an excerpt:

In your education as you think about growing up, when did your light go off about critical thinking and observation as opposed to just accepting? Was it your education, was it your experience? Was it your parents? What was decisive?
Hugh: Well, I think that I never felt that I had a particular base group to relate and I was born South Africa and lived the first nine years of my life there and saw things from a, I suppose, a English speaking South African perspective. Then I, because of political reasons we had to move out of South Africa…and the apartheid regime had made things difficult for my father, so we moved to England and I was put in a completely different area and they took, it was very puzzling because I spoke English, I thought it was English but it turned out that actually there’s more to English that’s being English than just language. I don’t think that I ever completely fit in, and so I always saw things as a bit of an outsider there. I think that when you are an outside you take a much more careful view of everything that’s going on. You see things rather more distinctly than someone who’s always been inside it, so perhaps that was the critical thing for me, moving at the age of nine. Not that I would particularly recommend it as a course of action, I don’t think it’s a very…It’s quite traumatic. I think that’s where it comes from if anything.
Jim: If we could turn on the time machine and take you back to 18 or 16, would you study the same thing? Would you pursue the same career? What would you do, Hugh?
Hugh: Well, I always remember at the Oriental institute, in my University, that we used to really pity the people that were studying Chinese and Turkish, because when we were 18 those two countries really seemed to be completely pointless. What were they ever going to contribute? Everyone clamored to learn Arabic and Persian because those were oil-rich countries that were clearly going to be much better for peoples’ careers, and of course it turned out to be exactly the other way around. [laughs] I suppose it’s a bit like those advertisements about investments, don’t judge past performance as an indication of future profits. It’s very difficult to choose what to do. I think I was very lucky in that I was one of the last generation of people educated for free in Britain.
It actually didn’t matter what one chose, because there was no debt associated with it. Nowadays if you go into University I think you’ve got to be much more aware of, “Whether this is going to be a possible investment of time and money?” because that debt is going to hang over people, isn’t it? If I was going today I think I would be a bit more commercially minded, in a sense that I would choose something that was not just of intellectual interest.
Still, I did love learning Persian, and I think that was a benefit in itself, I still think that the Persian poetry we were taught about made a deep impact on me. I wouldn’t change that. There are many things about the Middle East that make one really frustrated but at the same time there is a liveliness and an instantaneous about the Middle East which you don’t find in Europe.
The way that countries like Turkey and elsewhere change rapidly is much more exciting than a country in Europe where everything is planned many, many years ahead. People start thinking about their pensions in their 20’s.

I found Pope’s comments on languages interesting as well. I hope you enjoy the conversation and appreciate Hugh’s time.
Read the transcript or listen to the mp3 audio file.

John Millman:

As growing numbers of Chinese students seek a college education in the U.S., many are turning to American high schools as a steppingstone. The resulting surge in Chinese enrollment has helped private high schools, and religious academies in particular, reap much-needed revenue.
There are now 23,795 Chinese students in U.S. private high schools, up from 4,503 in 2008, according to federal figures.

Derek Thompson:

Here’s what everybody knows about education in the United States. It’s broken. It’s failing our poorest students and codding the richest. Americans are falling desperately behind the rest of the developed world.
But here’s what a new study from the Economic Policy Institute tells us about America’s education system: Every one of those common assumptions is simplistic, misguided, or downright wrong.
When you break down student performance by social class, a more complicated, yet more hopeful, picture emerges, highlighted by two pieces of good news. First, our most disadvantaged students have improved their math scores faster than most comparable countries. Second, our most advantaged students are world-class readers.
Why break down international test scores by social class? In just about every country, poor students do worse than rich students. America’s yawning income inequality means our international test sample has a higher share of low-income students, and their scores depress our national average. An apples-to-apples comparison of Americans students to their international peers requires us to control for social class and compare the performances of kids from similarly advantaged and disadvantaged homes.
That’s precisely what Martin Carnoy, a professor at the Stanford Graduate School of Education, and Richard Rothstein have done in their new paper, “What Do International Tests Really Show About U.S. Student Performance?” Carnoy and Rothstein dive into international standardized tests and compare U.S. performance, by social class, to three post-industrial countries (Germany, the UK, and France) and three top-scoring countries (Canada, Finland, and Korea).

Related: www.wisconsin2.org

John Simpson:

The early modern period was an era of great change for the English language. According to the OED’s record, the number of words ‘available’ to speakers of English more than doubled between 1500 and 1650. Many of the new words were borrowed into English from the Latin or Greek of the Renaissance (for example, hypotenuse), or from the far-off countries visited by travellers and traders (e.g. pangolin), and must have seemed hard to understand to many of the population.
At the same time, there were significant demographic shifts in Britain towards an urbanized culture based in the big cities, such as London: the population of London increased eightfold over these years. In retrospect, one can argue the growing availability of books and other printed matter as the period developed–alongside the emergence of the grammar school as a focus for education (especially for boys)–meant that the scene was set for the emergence of the English dictionary.

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

JUST CAUSE does not mean “just because”. It sets standards and procedures which must be met before an employee can be disciplined or discharged. Fortunately, for those in MTI’s bargaining units, all have protection under the JUST CAUSE STANDARDS. They were negotiated by MTI to protect union members.
There are seven just cause tests, and an employer must meet all seven in order to sustain the discipline or discharge of an employee. They are: notice; reasonableness of the rule; a thorough and fair investigation; proof; equal treatment; and whether the penalty reasonably meets the alleged offense by the employee.
MTI’s various Contracts enable a review and binding decision by a neutral arbitrator as to whether the District’s action is justified and the burden of proof is on the District.
These steps are steps every employer should have to follow. They are not, but MMSD must follow them because of MTI’s Contracts. Governor Walker’s Act 10 destroys these protections. MTI is working to preserve them.

Laura Waters:

Last week the U.S. Court of Appeals for the 4th Circuit in Richmond, VA found that, according to the National Association of School Boards, “a disabled student unilaterally placed in a private school is not entitled to special education services under Section 504 of the Rehabilitation Act (Section 504).”
While the ruling hasn’t received much notice (beyond this write-up in Education Week), it has significant implications for students throughout the country who are enrolled in religious schools but receive services because of a diagnosed disability. In this particular case, the child, D.L., attends a yeshiva in Baltimore and is diagnosed with A.D.H.D. His parents sought services from the local Baltimore school, where he is not enrolled.

Sue Shellenbarger:

Mr. Mom is dead.
At least, the pop-culture image of the inept dad who wouldn’t know a diaper genie from a garbage disposal has begun to fade. In his place, research shows, is emerging a new model of at-home fatherhood that puts a distinctly masculine stamp on child-rearing and home life.
At-home dads aren’t trying to be perfect moms, says a recent study in the Journal of Consumer Research. Instead, they take pride in letting their children take more risks on the playground, compared with their spouses. They tend to jettison daily routines in favor of spontaneous adventures with the kids. And many use technology or DIY skills to squeeze household budgets, or find shortcuts through projects and chores, says the study, based on interviews, observation of father-child outings and an analysis of thousands of pages of at-home dads’ blogs and online commentary.

Caroline Porter:

David Lando plans to start working toward a diploma from the University of Wisconsin this fall, but he doesn’t intend to set foot on campus or even take a single online course offered by the school’s well-regarded faculty.
Instead, he will sit through hours of testing at his home computer in Milwaukee under a new program that promises to award a bachelor’s degree based on knowledge–not just class time or credits.
“I have all kinds of credits all over God’s green earth, but I’m using this to finish it all off,” said the 41-year-old computer consultant, who has an associate degree in information technology but never finished his bachelor’s in psychology.
Colleges and universities are rushing to offer free online classes known as “massive open online courses,” or MOOCs. But so far, no one has figured out a way to stitch these classes together into a bachelor’s degree.

www.online.uwc.edu
ecampus.wisconsin.edu
distancelearning.wisconsin.edu/

Katie Dean, via a kind reader’s email:

Madison West teachers Holly Walker and Kelle Adams choreographed this teacher flash mob for students as a surprise before finals.
Enjoy this medley of Gangnam style moves with One Direction, the Spice Girls and more!

Linda Shaw:

Eleven years ago, Rachel Eells saw value in the tests that she and other teachers at Seattle’s Garfield High School are now refusing to give their students.
Back then, she was a new middle-school teacher in the Highline School District, and the Measures of Academic Progress (MAP) helped her identify the strengths and weaknesses of her students in reading.
But Eells grew disenchanted with the MAP, saying it was, at best, a rough diagnostic tool that often left her with more questions than answers, especially with her older students. She couldn’t tell why, for example, a student would do well on literary terms one time, then poorly the next.
So when a Garfield colleague asked Eells last month whether she would consider boycotting the MAP, she said yes so quickly the colleague paused, a little taken aback.

Mitch Daniels:

Words on paper cannot adequately convey the sense of honor and gratitude with which I joined your ranks this week. I accepted Purdue’s presidency last June with a sense of profound respect for all that this historic institution represents, but the intervening half year has only served to deepen that conviction.
I have tried to use the time afforded by the first-semester interim to learn all I could from and about you. I have made spare-time and weekend “field trips” to the campus, totaling some seventeen days. These trips have featured briefings on all the major functions of the school and tours of many major facilities.
Daniels Speaking
I have spoken to a host of experts across the spectrum of higher education, including more than a dozen current and past university presidents. I have visited campuses including Harvard, Yale, and Chicago, and attended seminars on topics such as the impact of technology and the restructuring of student assistance. And I have read as much as I could manage of the gusher of books, articles, and interviews which are everywhere these days, predicting major change or even upheaval in American higher education.

James Paul Halloway & David Fontenot:

University is necessary. It is necessary as an institution because of the value that it brings to students, and through them to society. The education it provides is necessary for young people because of the discipline and structure that a university provides for intellectual development. This provides the strong foundation on which their future contributions to society are built.
Some of my readers are already chewing on what they imagine my arguments will be, searching for a single counter example. These are easy to find: Bill Gates. But of course Gates did go to college; he simply did not graduate. Michael Dell. Oops, same story. Andrew Carnegie! Never went to college at all. Success! University is not necessary! (And if you accept this argument, then university is exactly right for you.)
Of course Andrew Carnegie did endow a college, which is now a rather good place called Carnegie Mellon University. If university is not necessary, why did he do such a thing? Because Carnegie recognized the importance of education, as do Gates, and Dell. All three have supported higher education broadly, with significant sums. It is not useful to draw conclusions about the value of higher education from successful entrepreneurs like these. Carnegie was a singularity, as are Gates and Dell. They are not like everybody else: they were lucky, especially in their timing, they were wicked smart, they were hugely ambitious and driven, and they were not typical.

Richard Ingersoll and Lisa Merrill (PDF):

Has the elementary and secondary teaching force changed in recent years? And, if so, how? Have the types and kinds of individuals going into teaching changed? Have the demographic characteristics of those working in classrooms altered? To answer these questions we embarked on an exploratory research project to try to discover what trends and changes have, or have not, occurred in the teaching force over the past few decades. We were surprised by what we found. We discovered that the teaching force has been, and is, greatly changing; yet, even the most dramatic trends appear to have been little noticed by researchers, policy makers, and the public.
To explore these questions, we used the largest and most comprehensive source of data on teachers available–the Schools and Staffing Survey (SASS) and its supplement, the Teacher Follow-Up Survey (TFS). These data are collected by the National Center for Education Statistics (NCES), the statistical arm of the U.S. Department of Education. NCES has administered six cycles of SASS over a 20-year period–1987-88, 1990-91, 1993-94, 1999-2000,
2003-04 and 2007-08 (for information on SASS, see NCES, 2005). In each cycle, NCES administers questionnaires to a nationally representative sample of about 50,000 teachers, 11,000 school-level administrators and 5,000 district-level officials, collecting an unusually rich array of information on teachers, their students, and their schools. We decided to take advantage of both the depth and duration of these data to explore what changes have taken place in the teaching force and teaching occupation over the two decades from 1987 to 2008. Below, we summarize seven of the most prominent trends and changes; we found the teaching force to be:

Children’s Education Alliance:

Last month, the Missouri Department of Elementary and Secondary Education (DESE) released a working draft of the new Missouri School Improvement Program (MSIP) 5 Annual Performance Report (APR) for school districts. MSIP is the system used by DESE to classify the performance of school districts.
MSIP 5 is slated to go into effect later this year. Once the new system is in place, districts will be classified based on the percentage of points they score on a 140-point system, instead of the number of points they score on a 14-point system.
School districts that earn 90% and above of the points on the MSIP 5 scale will be “Accredited with Distinction”
School districts that earn 70%-89.9% will be “Accredited”
School districts that earn 50% to 69.9% will be “Provisionally Accredited”
School districts that earn 0%-49.9% will be “Unaccredited”

Chris Cook:

On the Today programme last week, Sir Michael Wilshaw, the chief inspector of schools, announced that Ofsted, the inspectorate, will start trying to piece together which local authorities are good at driving school improvement and which are weak.
This plan, intended to focus fire on local government, could end up drawing attention to the Department for Education. This is because Sir Michael will hold the local authorities to account for all local schools – including academies, independent state charter schools.
On the radio, he was up against David Simmonds, a Tory councilor from Hillingdon representing the Local Government Association, who pointed out that there is a particular problem with academies. He noted that academies, which now constitute half of all secondaries, answer directly to civil servants in the DfE – not to their local authority.

Matthew DeFour:

Results from a fall kindergarten test that gauges school readiness show Madison’s 4-year-old kindergarten program may help raise achievement levels of minority students, according to a new district analysis.
The analysis found attending 4K in Madison reduced a student’s chance of being deemed unprepared for school by 5.5 percent and increased scores on the Phonological Awareness Literacy Screening (PALS) test by 2.7 points (an average score is 59).
The data also show black, Asian and multiracial 5-year-olds who attended Madison’s 4K program scored higher on the test than those who didn’t. Hispanic students who attended Madison’s 4K program scored lower and white students scored about the same.
The results are only a first look at 4K effectiveness and future test results from the same group of students may show different outcomes, the analysis notes. But “these early results are encouraging and suggest that 4K in Madison has made an immediate and observable impact on kindergarten student literacy.”
Students who attended 4K last year were more likely to be minority, low-income and from families with lower education levels than those didn’t, the analysis found.

James Causey:

Over the age of 25? Then the name, Chief Keef, doesn’t ring a bell, does it? But this Chicago-based rapper, who glorifies violence, speaks for many young hip-hop heads in urban neighborhoods.
And we’re losing a street battle him and others, the street rappers, the drug dealers and the family members who don’t have the best interests of our kids at heart.
Urban neighborhoods, in fact, are losing a generation of young men to senseless violence and incarceration.
When I hear rappers such as Keef glorifying all that with their filthy lyrics – and offering no solutions – it’s apparent to me that they are part of the problem.
When kids can recite word-for-word the lyrics from Keef’s hit “Don’t Like” – words I won’t subject you to – but then struggle to read, then we have a serious problem.
Keef is only 17, and he made news last week when he was sentenced for violating probation on a gun charge. The violation was not the news; it was how he reacted when a Chicago judge sentenced him to 60 days in juvenile detention.

Dennis Chong:

Pupils who study a foreign language at secondary schools must take the university entrance exam for the subject months before the tests in mainstream subjects are held, leading to a potentially high drop-out rate, teachers say.
The exam authority offers its own Chinese and English tests but exams for other language subjects must be outsourced to overseas providers, and that complicates the scheduling.
The teachers say an emphasis on foreign-language training, which the recent academic reforms stress as important, will amount to a waste of public resources if the situation is not fixed.

Chris Cook:

Last week, the TES, the leading UK teachers’ magazine, ran a number of fascinating pieces on the “EBC”, the proposed successor to the GCSE – the exam taken by English children at the age of 16. The basic point is that the Department for Education has come up with a plan for a new qualification that is causing grave concern within Ofqual, as has been made public, as well as among school leaders, inspectors and its own civil servants.
When the plan to reform GCSEs was originally leaked to the Daily Mail, it contained the claim that the new GCSE would only be for the brightest three-quarters of children. I wrote at the time that this would be problematic. The Lib Dems insist this aspect of the plan has gone. Some rightwingers appear to hold the opposite impression.
For their part, DfE officials are working under the assumption that children will need to know more to reach the lowest passing grade on the new qualification. But they also assume children will respond to the exam changes by learning more, so no more children will fail. This is, it is fair to say, an assumption resting on a rather thin evidence base.

Lynn Messina:

My 4-year-old son, Emmett, swallows a spoonful of cereal and asks me if I know what a gentleman is. Surprised, I tell him I have some idea; then I ask what the word means to him.
“A gentleman lets girls go first,” he says, explaining that every day at naptime all the girls go to the bathroom before the boys.
His explanation, along with the quiet solemnity with which he delivers it, is completely endearing and yet it makes my heart ache. This adorable little boy, who is only beginning to learn the ways of the world, just got his first lesson in sexism — and from a teacher who, I don’t doubt, believes she’s doing something wonderful for womankind.
She isn’t the only one.
Start to complain about your preschooler adopting gentlemanly behavior and you quickly discover how out of step you are with the rest of the world. Almost everyone I mention it to thinks it’s lovely and sweet. What’s the harm in teaching little boys to respect little girls?

Mark Peters & Douglas Belkin:

The federal health-care overhaul is prompting some colleges and universities to cut the hours of adjunct professors, renewing a debate about the pay and benefits of these freelance instructors who handle a significant share of teaching at U.S. higher-education institutions.
The Affordable Care Act requires large employers to offer a minimum level of health insurance to employees who work 30 hours a week or more starting in 2014, or face a penalty. The mandate is a particular challenge for colleges and universities, which increasingly rely on adjuncts to help keep costs down as states have scaled back funding for higher education.
A handful of schools, including Community College of Allegheny County in Pennsylvania and Youngstown State University in Ohio, have curbed the number of classes that adjuncts can teach in the current spring semester to limit the schools’ exposure to the health-insurance requirement. Others are assessing whether to do so, or to begin offering health care to some adjuncts.

Retired High School Teacher Rose Locander:

The public schools in Wisconsin are some of the best in the country. Over the years, businesses have moved into this state knowing their employees will be able to feel confident sending their children to the local public schools.
What will happen as the years go by and the public schools in this state lose their ability to meet the expectations of excellence in education? Exactly what will attract businesses to this state when the public schools are no longer quality schools? Are we going to woo companies with the promise of our wonderful weather?
Too many of us have taken our public schools for granted. From early childhood through high school, we have become used to well-trained, dedicated teachers, quality educational programs, identification and early intervention of learning issues and a host of other resources found only in the public schools. We expect this of our public schools, but with Act 10, these opportunities that were of great value to all of our children will continue to disappear.

Related: www.wisconsin2.org

Pamela Cotant:

The plan is for six new quilts sewn by students to hang in Lowell Elementary School by the end of the school year.
The second and third graders are nearly finished with the first installment of four quilts that depict the seasons and will hang side-by-side.
“I’ve been surprised and amazed by how much the kids have gotten into it and how much they’ve enjoyed it,” said Zoe Rickenbach, a Lowell parent and quilt artist who has been instrumental in the project. “I just didn’t expect it to be so wonderful.”

Matthew DeFour:

The data showed the same result overall, but found new students are disproportionately low-income or minorities. Comparing students in similar racial and income groups, the district found time spent in the district did not explain the difference in test results.
The new district analysis challenges Mayor Paul Soglin’s focus in recent months on students moving to Madison from larger cities such as Milwaukee and Chicago. Soglin has called for alternative programs specifically geared toward new students to help improve low-income and minority student achievement.
“The practical fact is that mobility and newness are things we take into consideration, but when we plan how we’re going to address learning needs, they’re not the most important factors,” Superintendent Jane Belmore said.

I’m glad Mr. DeFour continues to look into this important issue.
Related links:
“When controlling for demographic characteristics, the effects of additional years in MMSD on WKCE scores are largely ambiguous”. An Update on Madison’s Transfer Students & The Achievement Gap.
Madison Mayor Paul Soglin: “We are not interested in the development of new charter schools”.

Michael Horn:

The potential of a competency-based (or mastery-based) education system powered by digital learning to customize for each individual student’s needs and bolster learning excites many. A question some ask though is: What about the unmotivated students? Won’t they be left behind?
Furthermore, in light of the recent publicity around the research on the importance of grit–defined as “sticking with things over the very long term until you master them”–to life success, some further suggest that although competency-based learning and blended learning are nice, unless we solve the problem of instilling grit or perseverance in all students, isn’t it true that those next-generation learning things won’t matter?
These questioners raise good questions. As we discussed in the Introduction to Disrupting Class, the fact that our education system does not intrinsically motivate a large percentage of students is a root cause of the country’s education struggles. Solving this is imperative to improving the nation’s schools.

KC Ng:

More school outings, more encouragement from teachers and less homework would make pupils happier, a survey by members of the Boys and Girls Clubs Association has found.
A total of 513 pupils from Primary Four up to Form Three were asked to rank a list of what schools could do to make their time in school more pleasant.
The survey found that 70 per cent of respondents wanted schools to organise more outings or field trips, instead of only conducting “boring” lessons in class. Ideally, they said, there should be one or two trips each month.

Jay Matthews:

In the course of reporting Wednesday on the allegations of test tampering in the D.C. schools, I discovered a study commissioned by the school system that they apparently have never released. It may be unrelated to the greater issue of whether educators changed wrong answers to right ones to make their schools look good, but I thought I ought to report it even though it did not fit in my piece about Adell Cothorne.
D.C. schools spokeswoman Melissa Salmanowitz said D.C. leaders asked Caveon Test Security to interview educators at certain schools in 2011 about testing procedures on the DC-CAS annual test in 2010. Caveon had done an investigation of 2009 testing, some of which the school system revealed. But this 2010 testing study appears to have remained hidden and, according to Salmanowitz, will remain that way.
She told me about the study because she is trying to discredit Cothorne’s account, a version of events Cothorne has told PBS, a federal court and me. Cothorne has said that she found signs of test tampering at the Noyes Educational Campus when she was principal there from 2010 to 2011. Cothorne does not appear to remember a visit by Caveon to Noyes that Salmanowitz said took place on March 17, 2011, when she was asked about test security in 2010.

Emily Chertoff, via a kind reader’s email:

A teaching approach meant to perk up the children of war is popular at a handful of posh American schools. But wouldn’t it make more sense to use it with underprivileged kids?
It’s relatively rare to hear a preschool described as “luxurious.” But in 2007 the New York Times used just that word in praising one on the Upper East Side. What did the reporter mean, exactly? Artisanal carob cookies? Cashmere blankets at nap time?
Not quite. The article was describing a school run on the principles of Reggio Emilia, an educational method that privileges beauty and art. Reggio, which is named after a town in the Emilia-Romagna region of Italy, often appears in the U.S. as part of the pedagogy of ultra-elite private schools — but it was developed to help the humblest children.
On April 25, 1945, Allied forces in Italy, and their counterparts in the country’s transitional government, declared an end to the Mussolini regime. Some Italians marked Liberation Day by throwing parties or pouring out into the streets. The residents of one small village near Bologna celebrated by founding a school.
The town of Reggio Emilia and its surrounding villages had been flattened by years of bombings and ground warfare. The Germans, who had retreated through the area, left behind tanks and ammunition in fine condition, but these were of no use to the townspeople.

Recall that the Madison Studio School (Wisconsin State Journal Article), rejected as a charter school by the Madison school board was based on the Reggio Emilia model.
Related: Madison Mayor Paul Soglin: “We are not interested in the development of new charter schools”

Jim Catalano:

Steven Strogatz wants to take the mystery and fear out of math — and make it fun, even thrilling, in the process.
Whether it’s through his New York Times columns, speaking engagements, appearances on National Public Radio’s “Radiolab” or his new book “The Joy of x: A Guided Tour of Math, from One to Infinity,” Strogatz — the Schurman professor of applied mathematics at Cornell University — strives to explain how and why mathematics are present in everyday life in a clear and compelling fashion.
Strogatz describes his mission to make mathematical concepts more accessible as “an act of friendship” that “feels very natural to me.”
“I find in my daily life — either with my kids, who are 10 and 12, or my wife, who’s not mathematical, or with friends — when they ask me what I’m working on, I have to find a way to explain,” he said. in an interview at his Cornell office last month.
“So I’ve just always lived my whole professional life trying to communicate with people about what I’m doing and why I like doing it. It’s not hard to do, but maybe hard to do well. But I do like trying to do it.”

What So Proudly We Hail, via a kind reader’s email

Introduction
Are we at last one nation, with liberty and justice for all? In this ebook, we reflect on the life and legacy of Martin Luther King Jr. and the Civil Rights Movement, and assess their efforts to overcome racial discrimination and to promote racial equality and integration. The first chapter explores the origins and traditions of the Martin Luther King Jr. birthday celebration, with particular attention to the American character of the holiday. The second chapter presents powerful accounts of the black American experience during the era of racial segregation–from Booker T. Washington, W. E. B. Du Bois, and Zora Neale Hurston, to Langston Hughes, Ralph Ellison, and James Baldwin–with a focus on showing the need for civil rights. The third chapter brings us to the Civil Rights Movement itself, evaluating the goals, strategies, and tactics of the Movement’s various leaders. The final chapter raises questions about the challenging and vexed issues left open in the wake of the successes of the Civil Rights Movement: equality; family, religion, and culture; and identity.
Each selection includes a brief introduction by the editors with guiding questions for discussion. Also unique to this collection is a never-before published letter by coeditor Leon R. Kass about his and his wife Amy’s experience working with civil rights activists in Mississippi during the summer of 1965.

“A civics and history curriculum done right”.

Carl Silverman:

I agree with Mayor Paul Soglin. Tackling our “urban problems” is preferable to soft-pedaling them and relying instead on improved public relations.
Given the wide achievement gap and the portion of black and Latino kids in our schools, it’s hard to believe Superintendent Jane Belmore’s claim that most of our school kids are doing very well. If, as Soglin believes, much of the gap is related to the many kids who transfer from other districts and are behind grade level upon entry, maybe the district should place them in grades appropriate for their achievement levels rather than basing placement solely on age. Similar reasoning might lead to abandoning present widespread use of social promotion, and promoting only those kids who have achieved grade level skills by the end of the year.

Related: “When controlling for demographic characteristics, the effects of additional years in MMSD on WKCE scores are largely ambiguous”: An Update on Madison’s Transfer Students & The Achievement Gap.

Ray Long:

Gov. Pat Quinn’s administration is projecting a $400 million reduction in education spending in the next budget after the state failed to rein in government worker pension costs.
If that holds up, the governor would unveil a financial blueprint that would result in state education funding going down for the third consecutive year. The move also would be part of a broad-based, across-the-board slice made throughout most of state government. Among major exceptions would be health care spending for the poor, which is expected to rise after cuts last year, and public safety, an area projected to be mostly flat after the recent closure of two prisons, according to new preliminary figures.
“The explosive growth in the state pension payments means every other part of the budget has less money,” said Abdon Pallasch, Quinn’s budget spokesman. “The pain’s going to get worse and worse every year before we fix this pension problem.”

Jay Matthews:

Twelve years ago, I stumbled across a story that seemed too good to be true. A Catholic high school in Chicago ensured its financial survival by having students help pay their tuition by working one day a week in clerical jobs at downtown offices.
This was a new idea in U.S. secondary education. New ideas are not necessarily a good thing, because they often fail. But the creator of Cristo Rey Jesuit High School was an educational missionary named John P. Foley who had spent much of his life helping poor people in Latin America. I was not going to dump on an idea from a man like that without seeing how it worked out.
Now I know. The Cristo Rey network has grown to 25 schools in 17 states, including a campus in Takoma Park, where more than half the students are from Prince George’s County and more than a third are from the District. It is blossoming in a way no other school, public or private, has done in this region.

regalia.com:

There was a man named Lewis Terman who believed that only knowing the IQ of a person could predict their success in life and this potential could be measured since childhood, that’s why he sent his colleagues to California schools and gave the children a few IQ tests, identifing 1500 children whose IQs averaged 150 points.
Terman took for granted that these children were going to make great contributions to their disciplines in the future.
After 35 years Terman error was obvious, the majority had regular careers, and a surprising number ended up with careers that even Terman considered failures. Nor were there any Nobel Prize winners in his group of geniuses.

Alex Kasman:

Do you like fiction and mathematics? Are you looking for a book or story that might be useful for the students in your math class? Are you interested in what our society thinks about mathematicians? Then you’ve come to the right place. This database lists over one thousand short stories, plays, novels, films, and comic books containing math or mathematicians

mailgun:

This post is written by Kevin Wang, Chief Instructor at Tealeaf Academy. Tealeaf Academy is an online school for developers, and offers intensive, project based online bootcamps on web development. If you think this post is useful, you should check them out!
At Tealeaf Academy, creating a “Study Together, Progress Together” experience for our students is at core of our way of teaching. One of our core tools is the discussion board where students ask questions, share ideas, collaborate on homework assignments, and teachers quickly jump in to help students get unstuck on problems. One of our recent priorities was to reduce friction in discussion board usage and encourage more discussions with a complementary email notification and a “reply-to email to post on discussion board” workflow. Once we implemented the below code using the Mailgun Routes API, activity on our discussion board increased three fold, and questions are now typically getting answered within an hour, sometimes even minutes, and students are able to move on the next set of tasks a lot quicker. Here’s how we did it:

Ed Treleven:

A man who wore a three-dimensional Bucky Badger hat when he allegedly robbed an East Side credit union last week told police that he wants to go to prison and needed the money because he has $250,000 in student debt.
Randall H. Hubatch, 49, of Madison, was charged Friday with armed robbery for the Jan. 11 robbery of the Summit Credit Union, 1799 Thierer Road. What stood out about the robbery was Hubatch’s choice of apparel, which included the Bucky Badger hat.
“If the district attorney agrees to send me to prison for a long time, then I will confess and plead guilty,” Hubatch told Madison police Detective Tom Helgren after his arrest on Monday, according to a criminal complaint. “Otherwise, I have nothing else to say, and if released I will do it again.”

Gary E. Myrah, Janis Serak and Lisa Pugh:

As a new legislative session gets underway, a statewide group concerned about the education of students with disabilities is waving a yellow caution flag.
Parents often say what is most important to them about their children’s education is that they receive quality instruction, they are safe and feel like they belong. Parents of children with disabilities are no different.
There is statewide disagreement about what ingredients go into creating a successful education for students with disabilities, but there is now a threat to students with disabilities that has the potential to harm not just them but all public school districts in Wisconsin.
Key legislative leaders have indicated that a proposal to expand school choice through “special needs scholarships,” commonly known as vouchers, is in the works. We, Wisconsin proponents for quality education for students with disabilities, believe this is a shallow solution that funnels public funding to private schools without accountability.
Children with disabilities have a right to an Individualized Education Program, or IEP, where educators and parents collaborate to design a successful educational program. This includes expectations and accountability for what children learn, how they will learn it and the supports required. These rights are the result of decades of parent struggle and advocacy to move children with disabilities out of church basements and kitchen classrooms to the neighborhood school, where they are included and educated alongside their siblings and neighbors.

Rachel Halliburton:

Not that Marcus du Sautoy – who, as well as being a professor of mathematics at Oxford university, has succeeded Richard Dawkins as Simonyi professor for the public understanding of science – can adequately be summed up by the word “mathematician”. For a start there’s the hurricane force of his personality (journalists have a lot of fun talking about his bright clothes), and the range of his ambition (theatre is a passion, as is the desire to be a chef). We meet at his home in Stamford Hill in north London and, as he waves his arms around talking about everything from turn-of-the-century polymath Poincaré to palindromes, his enthusiasm for music makes him resemble a follically challenged Simon Rattle.
I talk to du Sautoy about the riots that greeted Schoenberg’s work. Why did atonal music disturb people so much? “I think musicians wanted to upset audiences,” he replies. “They were breaking the complacency of previous music – people were expecting to reach one destination through harmony or rhythm, and suddenly they were pulled away to somewhere completely different. What’s so exciting for me is how different that soundscape was – it was a time of complete change. In some ways one does have to go through the whole gamut of history to understand 20th-century music.”

Afraj Gill:

The purpose and meaning of education is widely misunderstood and wrongly presented.
This is why the education system needs “reinventing, not reforming,” according to Harvard Innovation Education Fellow Tony Wagner. We’re creating a culture – reinforced by society and habitually drilled into students from an early age and well into their teens – that revolves around textbooks, lectures, GPAs and exams, where failing or not doing well are either unacceptable or wrongly considered a sign of weakness or a lack of intellect.
Education is not confined to the walls of a classroom; it stretches well beyond that. Valuing success above all else is a problem plaguing the schooling systems, at all levels, of many countries including Canada and the United States, and undermining those very qualities that are meant to foster an educated and skillful society.
This very issue took a toll on my own educational career, not in terms of academic performance, but other aspects considerably more important.
Less than three years ago, I graduated high school. I was a driven student who scored a 100 per cent average, served as the students’ council president and class valedictorian, earned over 16 scholarships/awards, etc. The bottom line is that I was a high achiever, but I mistakenly defined achievement in a way most do: with my GPA. It was only until a couple of years ago, when I began to question my own educational career, that I realized something profound: The academic portion of my high school life was spent in the wrong way, with cloudy motivations. I treated schooling and education synonymously. I had been directed not by my inner voice, but by societal pressures that limited my ability to foster personal creativity.

Keith Bradsher:

Zhang Xiaoping’s mother dropped out of school after sixth grade. Her father, one of 10 children, never attended.
But Ms. Zhang, 20, is part of a new generation of Chinese taking advantage of a national effort to produce college graduates in numbers the world has never seen before.
A pony-tailed junior at a new university here in southern China, Ms. Zhang has a major in English. But her unofficial minor is American pop culture, which she absorbs by watching episodes of television shows like “The Vampire Diaries” and “America’s Next Top Model” on the Internet.
It is all part of her highly specific ambition: to work some day for a Chinese automaker and provide the cultural insights and English fluency the company needs to supply the next generation of fuel-efficient taxis that New York City plans to choose in 2021. “It is my dream,” she said, “and I will devote myself wholeheartedly to it.”

Alan Borsuk

So let’s ask some detailed questions as a way of getting a glimpse of the education decisions that will be made between now and June. Walker has spoken only in generalities so far, including in his “state of the state” address last week. It’s clear that supporters of charter, voucher and virtual schools are going to be a lot happier than a lot of folks involved in public schools. And Walker has talked a lot about creating ways to include the success (or lack thereof) of a school in decisions about how much money it gets. But talking points aren’t policy.
So here are a dozen policy questions:
1: What will the governor propose for the revenue cap on public school students? Two years ago, the cap was cut by 5.5%, or $550 per student, in the first year of the budget, with most schools getting a $100 increase in the second year. That was dramatic after years in which the cap went up $200-plus each year. Walker appears on track to increase the cap this time. Will he go along with the $200 per year figure some, including some Republicans, are suggesting?
2: How much will state aid to schools go up? The revenue cap covers generally money that comes from the state and local property taxes combined. The more state aid, the less pressure on property taxes. Again, Walker has indicated he will support increasing state education spending. How much? And what portion will be in general aid increases and what portion in special funds such as money to reward high performing schools?
3: Walker said in the “state of the state” address, “We will lay out plans to provide a financial incentive for high-performing and rapidly improving schools.” What does he mean by that? There’s not much evidence nationally on what is really effective on this front. And Walker has been urged by people such as influential Republican Sen. Luther Olsen not to count on the new state report cards on schools as a basis for decisions. Olsen is among those saying it may be several years until the grades will be useful that way. Will Walker use the grades anyway as the basis for rewards and punishments?
4: What will Walker propose for the per-student payment for voucher and charter school students? The voucher payments have been held flat for four years at $6,442, while independent charter schools get $7,775 per student. (Depending on how you figure it, Milwaukee Public School gets something around $13,000 per student overall.) Charter and voucher leaders are pushing hard for sizable increases in the payments, and for high school vouchers to be worth more than grade school vouchers, just because high school is more expensive. Walker is clearly sympathetic.

Related: Comparing Milwaukee Public and Voucher Schools’ Per Student Spending. I’m glad Mr. Borsuk compared per student spending.
www.wisconsin2.org

L. Alan Sroufe:

THREE million children in this country take drugs for problems in focusing. Toward the end of last year, many of their parents were deeply alarmed because there was a shortage of drugs like Ritalin and Adderall that they considered absolutely essential to their children’s functioning.
But are these drugs really helping children? Should we really keep expanding the number of prescriptions filled?
In 30 years there has been a twentyfold increase in the consumption of drugs for attention-deficit disorder.
As a psychologist who has been studying the development of troubled children for more than 40 years, I believe we should be asking why we rely so heavily on these drugs.
Attention-deficit drugs increase concentration in the short term, which is why they work so well for college students cramming for exams. But when given to children over long periods of time, they neither improve school achievement nor reduce behavior problems. The drugs can also have serious side effects, including stunting growth.

Andrew Edgecliffe-Johnson & Chris Cook:

Higher education online courses are growing in popularity but their business model is uncertain
Your keystrokes will find you out. Students tempted to enlist outside help for their college tests risk disqualification if the pace and style with which they type their answers does not fit their unique “keystroke biometrics”.
This novel method of verifying that students are doing their own work is being pioneered by Coursera, one of the digital education start-ups that is rattling ivory towers and intriguing investors with so-called “Moocs” – “massive open online courses”.
Cheating in your essays is just one time-honoured practice in higher education that is being upended by technology. In the past year, Coursera has signed up 33 leading universities to offer more than 200 online courses to 2.2m users – and to do it for free.

Todd Zywicki:

The impulse to impose Sarbanes-Oxley on universities is tempting. Indeed, formal legal mandates on conflicts of interest and the other attributes of good governance might be even more appropriate for universities than for public corporations, as universities lack many of the safeguards of good governance, such as the ability to measure performance through profitability and engaged shareholders with incentives to monitor performance.
It has traditionally has been assumed that universities, as ostensibly charitable organizations, would be run with an eye on the public good, thus formal restraints on self-dealing, conflicts of interest, and rules that apply to private corporations would not be necessary. Today, however, universities are big businesses riven with self-interest. And there is little evidence that charitable purpose plays any role in their behavior. University president’s salaries routinely reach into the seven figures–Dartmouth’s recent president, for example, earned over one million dollars a year and demanded millions of dollars of renovations to the college president’s house and access to a private jet as part of his compensation package, even while laying off dozens of staff members and issuing hundreds of millions of dollars in debt (to be financed by future generations of students and parents) to close a massive budget deficit caused when the endowment cratered in the wake of the financial crisis.

The Economist:

Far from the Tree: Parents, Children and the Search for Identity. By Andrew Solomon. Scribner; 962 pages; $37.50. To be published in Britain by Chatto & Windus in February; £30. Buy from Amazon.com, Amazon.co.uk
ANDREW SOLOMON never knew a time when he was not gay. He chose pink balloons over blue ones and described operas on the school bus rather than trade baseball cards. He was teased at school for being effete and ignored by children issuing party invitations. In his teens Mr Solomon began to suffer from depression. His parents, supportive and understanding, would have preferred their son to be straight and encouraged him to marry a woman and have a family. The recognition that he was gay came only when he understood that gayness was not a matter of behaviour, but of identity; and identity is learned by observing and being part of a subculture outside the family.

Torrey Jaeckle:

This year over 41,000 students took advantage of Wisconsin’s open-enrollment policy to transfer to public schools outside their home district, according to the Department of Public Instruction. An additional 37,000 students attend over 200 charter schools. Over 25,000 students participate in the Milwaukee and Racine voucher programs, while 137,000 students attend over 900 private schools. Clearly demand for choice by parents and students is strong.
Yet choice is not without its critics. Some argue school choice is an effort to “privatize” public education. But Wisconsin is constitutionally required to provide public schools. And certainly families who are happy with traditional public schools (of which there are many) are not going to abandon them.
This fear of “privatization” begs the question: Is the goal of public education to achieve an educated public, or the creation of a certain type of school? Focusing on form over function is a mistake.
Others believe choice starves public schools of critical funding. But as the number of families exercising choice over the past few decades has grown dramatically, so have public school expenditures. According to the Wisconsin Taxpayers Alliance, from 1999 to 2011 real inflation-adjusted per pupil public school expenditures in Wisconsin have increased almost 16 percent, from $10,912 to $12,653.
In addition, a University of Arkansas study on the Milwaukee voucher program estimates it saved Wisconsin taxpayers nearly $52 million in 2011 due to the voucher amount being far less than what Milwaukee public schools typically spend per student. Arguing that choice has hurt public school finances is not supported by the evidence.
Another frequent criticism of school choice is the objection to taxpayer money being spent on private educational institutions. But our government spends taxpayer dollars on products and services from private companies all the time. Why is it OK to pay private contractors to build our schools, private publishing companies to provide the books and private transport companies to bus our children, but when the teacher or administrator is not a government employee we cry foul?
Our focus should be on educating children and preparing them for life, through whatever school form that might take.

Patrick J. Wolf & John F. Witte:

Education expert Diane Ravitch wrote in a Jan. 11 op-ed that Milwaukee should abandon its long-running school choice programs involving private and public charter schools and instead concentrate all education resources on a single, monopolistic public school system.
The actual research on school choice in Milwaukee argues against such a move. At the request of the State of Wisconsin, we led a five-year study of school choice in Milwaukee that ended last February. We found that school choice in Milwaukee has had a modest but clearly positive effect on student outcomes.
First, students participating in the Milwaukee Parental Choice (“voucher”) Program graduated from high school and both enrolled and persisted in four-year colleges at rates that were four to seven percentage points higher than a carefully matched set of students in Milwaukee Public Schools. Using the most conservative 4% voucher advantage from our study, that means that the 801 students in ninth grade in the voucher program in 2006 included 32 extra graduates who wouldn’t have completed high school and gone to college if they had instead been required to attend MPS.
Second, the addition of a high-stakes accountability testing requirement to the voucher program in 2010 resulted in a solid increase in voucher student test scores, leaving the voucher students with significantly higher achievement gains in reading than their matched MPS peers. Ravitch claimed in a Nov. 5 blog post that private schools no longer have to administer the state accountability test to their voucher students and post the results, but that assertion is and always was false.

Notes and links on school choice in Milwaukee. Comparing Milwaukee Public Schools and Voucher school per student spending.

The Economist:

SCIENCE has few more controversial topics than human intelligence–in particular, whether variations in it are a result of nature or nurture, and especially whether such variations differ between the sexes. The mines in this field can blow up an entire career, as Larry Summers found out in 2005 when he spoke of the hypothesis that the mathematical aptitude needed for physics and engineering, as well as for maths itself, is innately rarer in women than in men. He resigned as president of Harvard University shortly afterwards.
It is bold, therefore, of Jonathan Wai, Martha Putallaz and Matthew Makel, of Duke University in North Carolina, to enter the fray with a paper that addresses both questions. In this paper, just published in Current Directions in Psychological Science, they describe how they sifted through nearly three decades of standardised tests administered to American high-school students to see what had been happening to the country’s brightest sparks.

Al Baker:

A day after New York City’s failure to create a new teacher evaluation system cost it hundreds of millions of dollars in state aid, an exasperated state education official on Friday threatened to withhold more than $1 billion more from the city, including its share of federal Race to the Top grants.
John B. King Jr., the state education commissioner, said Obama administration officials had expressed such concern over the breakdown in the state’s largest school system that the state’s entire $700 million Race to the Top grant was also in danger.
Plans for evaluating teachers had to be in place by midnight Thursday for nearly 700 school districts in New York. When many of them were lagging behind a year ago, Arne Duncan, the federal education secretary, warned that the state could be a “national leader” or lose money from sliding back on commitments for reform. The city was one of only four districts to fail to submit a plan that is envisioned as an informed way to identify superior teachers and rid schools of ineffective ones.

Stephanie Banchero:

A Vermont town’s plan to close its only public grade school and reopen it as a private academy puts an unusual twist on efforts by parents and residents nationwide to seize more control of educational opportunities.
Moves to overhaul control of public schools have usually sought to improve institutions that are low-performing. But in the case of North Bennington Graded School, parents are satisfied with its academic showing.
Richard Beaven for The Wall Street Journal
John Ulrich teaches children at North Bennington Graded School in Vermont. Mr. Ulrich said he is conflicted about changing the school’s status.
Instead, their move was launched, in part, to ward off a state push for consolidation that the group fears could have led to the North Bennington, Vt., school being merged with another.

Richard Van Noorden:

Mathematicians plan to launch a series of free open-access journals that will host their peer-reviewed articles on the preprint server arXiv. The project was publicly revealed yesterday in a blog post by Tim Gowers, a Fields Medal winner and mathematician at the University of Cambridge, UK.
The initiative, called the Episciences Project, hopes to show that researchers can organize the peer review and publication of their work at minimal cost, without involving commercial publishers.
“It’s a global vision of how the research community should work: we want to offer an alternative to traditional mathematics journals,” says Jean-Pierre Demailly, a mathematician at the University of Grenoble, France, who is a leader in the effort. Backed by funding from the French government, the initiative may launch as early as April, he says.

Adam Thomson:

¿Hablas inglés? If the answer is no, help is at hand: Carlos Slim, the world’s richest man, has just signed an agreement to translate the Khan Academy’s online classes into Spanish.
Through his Carlos Slim Foundation, the largest of its kind in Latin America, the Mexican telecoms tycoon has pledged to support the now-famous online academy founded by Salman Khan and popularised on Youtube.
The educational videos on subjects such as mathematics and science have racked up more than 225m views so far and the Khan Academy’s youtube channel has 550,000 subscribers.

Jonathan Rabinovitz:

Socioeconomic inequality among U.S. students skews international comparisons of test scores, finds a new report released today by the Stanford Graduate School of Education and the Economic Policy Institute. When differences in countries’ social class compositions are adequately taken into account, the performance of U.S. students in relation to students in other countries improves markedly.
An accurate comparison of nations’ test scores must include a look at the social class characteristics of the students who take the test in each country, says Stanford education Professor Martin Carnoy.
The report, What do international tests really show about U.S. student performance?, also details how errors in selecting sample populations of test-takers and arbitrary choices regarding test content contribute to results that appear to show U.S. students lagging.
In conducting the research, report co-authors Martin Carnoy, a professor of education at Stanford, and Richard Rothstein, a research associate at the Economic Policy Institute, examined adolescent reading and mathematics results from four test series over the last decade, sorting scores by social class for the Program on International Student Assessment (PISA), Trends in International Mathematics and Science Study (TIMSS), and two forms of the domestic National Assessment of Educational Progress (NAEP).
Based on their analysis, the co-authors found that average U.S. scores in reading and math on the PISA are low partly because a disproportionately greater share of U.S. students comes from disadvantaged social class groups, whose performance is relatively low in every country.

The Journal-Times:

“They just can’t present themselves — they have alcohol on their breath, bad hygiene, or some just kind of keep putting their foot in their mouth: They say they’re looking for a job because their unemployment compensation is about to run out.”
Nor are these just the extreme examples, stories swapped by business owners in a “you won’t believe this one” conversation. There’s a noticeable, serious lack of “soft skills” — the skills you would need at any job, regardless of the field, just to remain in good standing with your employer — among those looking for work, or newly employed, in Racine County .
Most of us learned these fundamental soft skills at home, at an early age: Show up for work every day you’re scheduled, unless you’re truly too sick to go in. Show up on time, ready to work. When you’re on the clock, you’re expected to be working.

Ryan Whiteside:

Whether it’s reading more novels or keeping up with industry blogs, just imagine what it would be like if you could read 2, 3, or even 4 times faster than you do now.
The reality is you can do it… and it’s much easier than you think!
My name is Ryan Whiteside and I’m a personal development junkie. I’ve read (literally) hundreds of personal development books over the past five years. One of those books that I gained incredible value from was called Breakthrough Rapid Reading by Peter Kump.
Before that book I had never taken the subject of speed reading seriously. Like most people I was a bit skeptical it was even possible to learn speed reading, and if it was I thought it would be too difficult for me to learn.
As it turns out, speed reading was much easier than I expected. In only a matter of a few hours of practice with the drills in the book, I went from reading 180 WPM (slightly below average) to 450 WPM (top 1% fastest in the world). I couldn’t believe it!
I’ve been a slow reader my entire life, but now all of a sudden I was able to read over twice as fast as I did previously. A book that would normally take me 20 hours to read would now take me less than 10. I could now read 4-5 books a month instead of just 1-2.

Joshua Silver:

Sir, You identify the life-changing potential of glasses for children in the developing world, shortlisted for the Design Museum’s Design of the Year award (“Design shortlist balances form against function“, January 14), but credit for the design belongs not to me personally but to the team at the Centre for Vision in the Developing World, of which I am CEO, and consultants Goodwin Hartshorn.
The true innovation of these glasses is not that their size is adjustable but that the wearer can – under the supervision of, for instance, a schoolteacher – adjust the power of each lens to correct his or her own vision.
Clinical trials (references are available at cvdw.org) have shown that young people aged 12-18 as well as adults are able to achieve good correction by this process of self-refraction. We estimate that today at least 60m short-sighted children in the developing world lack access to accurate vision correction.

Matthew DiCarlo:

In 1998, the National Institutes of Health (NIH) lowered the threshold at which people are classified as “overweight.” Literally overnight, about 25 million Americans previously considered as having a healthy weight were now overweight. If, the next day, you saw a newspaper headline that said “number of overweight Americans increases,” you would probably find that a little misleading. America’s “overweight” population didn’t really increase; the definition changed.
Fast forward to November 2012, during which Kentucky became the first state to release results from new assessments that were aligned with the Common Core Standards (CCS). This led to headlines such as, “Scores Drop on Kentucky’s Common Core-Aligned Tests” and “Challenges Seen as Kentucky’s Test Scores Drop As Expected.” Yet, these descriptions unintentionally misrepresent what happened. It’s not quite accurate – or at least highly imprecise – to say that test scores “dropped,” just as it would have been wrong to say that the number of overweight Americans increased overnight in 1998 (actually, they’re not even scores, they’re proficiency rates). Rather, the state adopted different tests, with different content, a different design, and different standards by which students are deemed “proficient.”
Over the next 2-3 years, a large group of states will also release results from their new CCS-aligned tests. It is important for parents, teachers, administrators, and other stakeholders to understand what the results mean. Most of them will rely on newspapers and blogs, and so one exceedingly simple step that might help out is some polite, constructive language-policing.

Steve Volk:

All of the videos are voyeuristic–surveillance-quality film of a construction site. The worst ones, shot from three different angles on a sunny day in July 2012, involve the fence:
On the screen we see an engineering contractor who wants to enter the controversial Goldtex construction site at 12th and Wood streets, only to find his path blocked by eight union men. With mincing steps, the non-union contractor–a middle-aged man in a blue short-sleeved shirt–tries to sneak in behind them, sidling through a narrow gap between a temporary chain-link fence and a stone wall. But the union men spot him, move toward the fence, and start to lean against it. Then we see four of them take turns pushing–using the fence like a microscope slide to fix the contractor against the wall. In one of the videos, you can hear the man start to cry out, his voice tremulous as he’s crushed. Finally, he slumps to the ground.
The most troubling part, though, isn’t the sight of the men trapping the contractor; it’s the brief glimpse of one of the protesters grinning as the contractor wails. And the way the union guys stroll casually away from the scene when their victim collapses.

Sandra Stotsky:

The defeat of Tony Bennett as Indiana’s State Superintendent of Public Instruction was attributed to many factors. Yet, as one post-election analysis indicated, the size of the vote for his rival, Glenda Ritz, suggests that the most likely reason was Mr. Bennett’s support for, and attempt to implement, Common Core’s badly flawed standards.
Common Core’s English language arts standards don’t have just one fatal flaw, i.e., its arbitrary division of reading standards into two groups: 10 standards for “informational” text and nine for “literature” at all grade levels from K to 12. These are just the most visible; its writing standards turn out to be just as damaging, constituting an intellectual impossibility for the average middle-grade student, for reasons I hadn’t suspected. The architects of Common Core’s writing standards simply didn’t link them to appropriate reading standards, a symbiotic relationship well-known to reading researchers. Last month, I had an opportunity to see the results of teachers’ attempts to address Common Core’s writing standards at an event put on by GothamSchools, a four-year-old news organization trying to provide an independent news service to New York City schools.
The teachers who had been selected to display their students’ writing (based on an application) provided visible evidence of their efforts to help their students address Common Core’s writing standards — detailed teacher-made or commercial worksheets that structure the composing of an argument. It was clear that their students had tried to figure out how to make a “claim” and show “evidence” for it, but the problems they were having were not a reflection of their teachers’ skills, or their own reading and writing skills. The source of their conceptual problems could be traced to the standards themselves.

magical math:

Through a Japanese friend on twitter I came across this method and it shows how Japanese pupils learn to multiply in lessons. You do not need to learn Japanese to master this method. They are taught this method in Japanese primary schools at a very early age and learn this process.
This is an amazing video that needs to be watched to learn this Japanese method! It makes you ponder how we are teaching Mathematics to the kids of tomorrow in the west in comparison to the learning of Japanese students.
To learn how the Japanese do it and to get a better understanding watch the video showing the Japanese learning process.

Jason Richwine & Lindsey Burke:

He has 10 years of experience working in the engineering division of Lockheed Martin, and he’d like to share some of his extensive knowledge with high school students in Northern Virginia, where he lives. He’d prefer to take a couple of hours each day to teach a class on physics or calculus, which would enable him to stay in his current job. Bill imagines that this part-time teaching job will give him the opportunity not just to teach, but to mentor local students aspiring to science careers.
So Bill goes to the principal of the local public high school with his proposal. Before we detail the vast array of statutes and regulations governing who is allowed to teach in public schools, let’s pretend–for a moment–that those regulations don’t exist. Just consider how, in an ideal world, the principal would react to Bill’s offer.
First, the principal needs to verify that Bill can be an effective teacher. How might the principal do that? Perhaps require him to give practice presentations of difficult material. Then maybe Bill should shadow seasoned teachers for a period of time to get a feel for classroom management and lesson planning. When Bill does get his own classroom, the principal will want to check each year that his students are learning what they’re supposed to learn.

Related: MTEL teacher content knowledge requirements arrive in Wisconsin (in a very small way).

BBC:

We chase “fast culture” at our peril – unusual words and difficult art are good for us, says Will Self.
We are living in a risk-averse culture – there’s no doubt about that.
But the risk that people seem most reluctant taking is not a physical but a mental one: just as the concrete in children’s playgrounds has been covered with rubber, so the hard truth about the effort needed for intellectual attainment is being softened by a sort of semantic padding.
Our arts and humanities education at secondary level seems particularly afflicted by falling standards – so much so that universities are now being called upon to help write new A-level syllabuses in order to cram our little chicks with knowledge that, in recent years, has come to seem unpalatable, if not indigestible – knowledge such as English vocabulary beyond that which is in common usage.

Melinda Wenner Moyer:

One morning last September, my husband dragged himself out of bed at 5 a.m. and rode his bike to a nearby preschool. The moonlit block was empty but for the first seeds of a sleepy line forming outside the school’s doors–he was the sixth person to join it. By 8 a.m., the line stretched all the way down the block and disappeared around the corner. Eventually, my husband was invited inside, where he handed a stranger an application and a check for $50 and promptly left. So began our son’s preschool application process for the 2013/2014 academic year, 12 months in advance.

Peter Morici:

Universities charge too much, deliver too little and channel too many students into a lifetime of debt. Genuine reform requires market disciplines be brought to bear on those abuses.
Overall, college graduates in America still earn more and are less likely to be unemployed than their peers who never get a college degree. However, with so many recent graduates serving cappuccino and treading water in unpaid internships after graduation, a four-year diploma is not quite the solid investment it once was, and should not be so-often viewed as such a necessity by society.
Since 2007-08, the average pay for recent four-year graduates has fallen nearly 5 percent, while the average earning of a typical American worker, as tracked by the Bureau of Labor Statistics, is up 10 percent.

Counternotions

The technology, when packaged into a smartphone, for example, can be used to help some of those with Asperger’s syndrome to read facial expressions. But it can also be used in a videotelephony app as a surreptitious “lie detector.” It could be a great tool during remote diagnosis and counseling in the hands of trained professionals. But it could also be used to record, analyze and track people’s emotional state in public venues: in front of advertising panels, as well as courtrooms or even job interviews. It can help overloaded elementary school teachers better decipher the emotional state of at-risk children. But it can also lead focus-group obsessed movie studios to further mechanize character and plot development.
The GPU in our computers is the ideal matrix-vector processing tool to decode facial expressions in real-time in the very near future. It would be highly conceivable, for instance, for a presidential candidate to be peering into his teleprompter to see a rolling score of a million viewers’ reactions, passively recorded and decoded in real-time, allowing him to modulate his speech in synchronicity with that real time feedback. Would that be truly “representative” democracy or abdication of leadership?

Larry Gordon:

High school graduates will face less competition for college admission in the next decade due to a demographic decline in their ranks, according to a report on education enrollment trends released Wednesday.
At the same time, Latinos and Asian Americans will constitute larger shares of high school populations and the numbers of white and black students will drop.
“Over the last two decades, colleges and universities have been able to count on an annually growing number of students graduating from the nation’s high schools. But it appears that period of abundance will soon be history,” said the study, Knocking at the College Door, issued by the Western Interstate Commission for Higher Education.
Postsecondary campuses will have to recruit more heavily, possibly reaching beyond typical geographic territories and turning to older adults and other nontraditional populations, the report said.
The number of high school graduates increased nationally for a decade, peaking at 3.4 million in 2010-11, but then lower birth rates and less immigration contributed to a decline. Estimates show 3.21 million graduates are expected in 2013-2014, according to the report. Then it projects small ups and downs until 2023-24, when high school graduates will reach 3.4 million again.

Katy Murphy:

I’ve been at San Jose State today, learning about an online education experiment that could affect high school and college students – and would-be college students – alike.
The latest idea is to offer three entry-level or remedial courses online, for CSU credit, at $150 each. San Jose State professors created the course using the platform of a Palo Alto-based online education startup, Udacity.
The pilot will start with just 300 students – 150 from San Jose State and another 150 from community colleges and the two high schools Gov. Jerry Brown started when he was the mayor of Oakland — Oakland Military Institute and Oakland School for the Arts.
If the experiment works – and, as Udacity CEO Sebastian Thrun acknowledges, it might not — the courses might be available to students throughout the U.S. as soon as this summer.
The three courses to launch at the end of the month are already offered at some high schools: entry level mathematics, elementary statistics and college algebra. Often, in college, these same courses have waiting lists, especially at the community college level. As a result, students get caught up in a “bottleneck” as they wait to take and pass them. The failure rate is high. Some drop their college studies after that.

Chris Cook:

I wrote a piece yesterday on the continued astonishing rise of London’s state schools. One of my brilliant colleagues posed an interesting question: what happens if a child moves into London?
Below, I have published how children who lived outside London at the age of 11 went on to do in their GCSEs (using our usual point score) at the age of 16.
I have divided this set of pupils twice: first, by whether they had moved into London by the age of 16 or not and second by how well they did in standardised tests at the age of 11.

Tim Brown:

Design Thinking is the confidence that everyone can be part of creating a more desirable future, and a process to take action when faced with a difficult challenge. That kind of optimism is well needed in education.
Classrooms and schools across the world are facing design challenges every single day, from teacher feedback systems to daily schedules. Wherever they fall on the spectrum of scale–the challenges educators are confronted with are real, complex, and varied. And as such, they require new perspectives, new tools, and new approaches. Design Thinking is one of them.

Linda Shaw:

Eleven teachers and instructional assistants at ORCA K-8 have decided that they, too, will boycott district-required tests known as the MAP, according to ORCA teacher Matt Carter.
The Orca staffers join the staff at Garfield High, where all teachers who were scheduled to administer the Measures of Academic Progress exams are refusing, with the backing of nearly all their colleagues, who signed a letter supporting them. In the letter to district administrators, the Garfield staff members listed nine reasons why they oppose the test, which range from how few students take it seriously to how much time it takes away from class instruction and whether it measures what teachers are supposed to be teaching.
The middle school teachers at ORCA will not refuse to give the tests because they hope to get a grant from the city that requires that they give them, Carter said. But 11 of the 16 teachers and instructional assistants in kindergarten through grade 5 have decided to do so, Carter said. ORCA is an alternative school in the Rainier Valley.
If ORCA parents want their children to take the MAP exams anyway, the principal has told them that she will find other people to proctor the test, Carter said.

Alan Borsuk:

My wife grew up on the northwest side of Milwaukee and went to her neighborhood grade school, junior high and high school.
The grade school is now a Montessori school. The junior high is a charter school serving almost 1,000 Hmong children. The high school is a “gifted and talented” sixth through 12th grade program. There’s a lot of good going on in those buildings, but none is a neighborhood school in the way the term is usually used.
The neighborhood school idea has just about died in Milwaukee. I believe the notion of the neighborhood school may be weaker in Milwaukee than anywhere else in the country. I tried unsuccessfully a few years ago to come up with data to prove that. But I do know that in recent years, only about a third of kindergarten through eighth grade students in Milwaukee Public Schools went to their “attendance area” school. In some cases, the children living in a specific attendance area were enrolled in more than 75 schools across the city.
The figures may be a bit more neighborhood-oriented now. MPS officials couldn’t come up with current numbers late last week, but the system has tried to rein in busing options (and costs). Nonetheless, there are few schools of any kind in Milwaukee that are genuine neighborhood schools.

Julie Carr Smyth:

Did your kids moan that winter break was way too short as you got them ready for the first day back in school? They might get their wish of more holiday time off under proposals catching on around the country to lengthen the school year.
But there’s a catch: a much shorter summer vacation.
Education Secretary Arne Duncan, a chief proponent of the longer school year, says American students have fallen behind the world academically.
“Whether educators have more time to enrich instruction or students have more time to learn how to play an instrument and write computer code, adding meaningful in-school hours is a critical investment that better prepares children to be successful in the 21st century,” he said in December when five states announced they would add at least 300 hours to the academic calendar in some schools beginning this year.

Madison Teachers, Inc. Solidarity newsletter via a kind Jennie Bettner email (PDF):

As the Madison Metropolitan School District has evolved, so too has the membership of MTI. All public education employees face challenges that require collaboration to best serve the students and the staff. Given that many MTI members are now working in instructional, training and non-pupil contact positions such as Teacher Leaders, Instructional Resource Teachers and Dean of Students, it is important to remember that all MTI members are your fellow brothers and sisters in the union regardless of their work. What kind of union member you choose to be is dependent on your actions, not a job title; helping one another address concerns rather than pointing fingers, lending a hand when a colleague is struggling, and sticking together to achieve a shared goal. We have more strength when we work together, and in these changing times, we should not allow ourselves to be divided by dramatizing differences. Simply because one of your fellow MTI members works “downtown” or in an office, rather than a classroom, does not make them any more or less “union.” If we want to succeed, we must work together, even when we disagree, to advocate what is best for the membership, the District and the students we serve.