Adolfo Guzman-Lopez:

Southern California researchers are finding that foundations, set up to raise money for public schools, are reintroducing funding inequality that was supposed to be eliminated back in the 1970s, when the California Supreme Court ruled on the Serrano vs. Priest case.

“The court said spending needs to be equitable between school districts, you can’t have Beverly Hills spending twice as much as the other guys, per pupil, because a child’s education should not be dependent on the wealth of the area in which they happen to live,” said Cal State Fullerton professor Sarah Hill.

She and two colleagues have compiled information from about 1,500 education foundations and other fundraising groups such as booster clubs and PTAs, along with Internal Revenue Service data, to create a database Hill said is the first of its kind.

“We’re doing more of a sophisticated analysis looking at how wealth matters for which school districts are able to raise money. How demographics matter,” she said.

Some Northern California public school foundations are raising additional funds of about $2,000 per student. Researchers say that figure is a significant addition to the roughly $8,000 per student the state gives public schools each year. California’s current level of per pupil spending is the second lowest in the country.

Adam Liptak:

It was the last Monday in June, and the Supreme Court had just issued its latest decision on affirmative action. The debate was starting about how much the court had restricted the use of race in college admissions.

But Edward Blum, the legal entrepreneur who had orchestrated the case, wasted no time. He made a prediction that sounded a little like a threat.

“Those universities that continue using race-based affirmative action,” he said, “will likely find themselves embroiled in costly and polarizing litigation.”

It is now almost a year later. Admissions letters have just gone out, and there is no particular reason to think the court’s decision in Fisher v. University of Texas affected how students were selected. And the lawsuits Mr. Blum predicted have not materialized.

Abigail Fisher, who was denied admission to the University of Texas at Austin, said her race was held against her.Justices Step Up Scrutiny of Race in College EntryJUNE 24, 2013
There are reasons for that, Mr. Blum told me last week. One is that it is hard to find plaintiffs willing to call attention to having been rejected by a prestigious institution, to blame that rejection on race discrimination and to persevere through years of litigation.

Alyssa Abkowitz:

Chinese businessman Li Sheng is looking for a $900,000, four-bedroom home in Australia, where he hopes his two children will someday attend college. At this point, neither child has finished grade school—one is still in diapers—but Mr. Li hopes to buy a family home in Melbourne in the next year.

Mr. Li, who lives in Harbin, an industrial city in northern China, sees the purchase as a good investment in both his real-estate portfolio and his children’s future. While China has plenty of universities, he and other affluent parents say they want their children to experience life abroad, where the educational system is less rigid. “In Chinese families, the parents make the choice for their kids,” Mr. Li, 40, says. When his children get older, “I don’t want to make choices for them. I want them to do it themselves.”

In an effort to increase the likelihood of their children studying abroad, a growing group of Chinese buyers is snapping up high-end real estate in college towns around the world. Some Chinese buyers are using the properties to meet the universities’ residency requirements. Luxury homes also offer their children an upscale alternative to dorm life. Most important, many hope that real-estate purchases will help pay the costly university tuition.

Center on Reinventing Public Education, via a kind Deb Britt email:

Tennessee’s state-run Achievement School District (ASD) has again received high marks on its implementation of the portfolio strategy for managing and improving schools. New York City, Denver, and the Recovery School District (RSD) in New Orleans also continue to lead among districts implementing these reforms.

The Center on Reinventing Public Education (CRPE) at the University of Washington has released the new rankings as part of its work supporting a national network of over 40 portfolio school systems.

CRPE’s Portfolio Implementation Snapshot Tool rates each school system’s progress on portfolio reforms. The twice-yearly assessments are based on interviews with district or other system leaders and measure implementation progress on the strategy’s seven key components: good options and choices for all families, school autonomy, pupil-based funding, a talent-seeking strategy, new sources of support for schools, performance-based accountability, and extensive public engagement.

Districts can use the online tool to track progress (or lack of it) and see how they line up with best-in-class portfolio practices and other districts in the Portfolio School District Network. “These ratings show cities where they are and where they want to be,” says Christine Campbell, CRPE’s policy director. “The cities that invest the time in these interviews and bravely open themselves up for review are making a big step forward, whether they are currently at the top or the bottom of this list. In six months’ time, some of those just getting started will see big gains because they are becoming strategic about their work and actively making use of the network’s resources.”

Marni Bromberg & Christi Theokas (PDF):

Nationally, there are 61,250 students of color and 60,300 students from low-socioeconomic backgrounds who perform among the top 25 percent of all students in reading and math at the beginning of high school.

Many high-achieving students of color and students from low-socioeconomic backgrounds, however, leave high school with lower AP exam rates, lower SAT/ACT scores, and lower GPAs than their high-achieving white and more advantaged peers — a reality that influences their choices beyond high school.

Schools can take action to better serve these students. Interviews with the principal of one successful school and with high-achieving students from around the country provide insight on what practitioners can do.

Related: “They’re all rich, white kids and they’ll do just fine” — NOT!

Two of the most popular — and most insidious — myths about academically gifted kids is that “they’re all rich, white kids” and that, no matter what they experience in school, “they’ll do just fine.” Even in our own district, however, the hard data do not support those assertions.

When the District analyzed dropout data for the five-year period between 1995 and 1999, they identified four student profiles. Of interest for the present purpose is the group identified as high achieving. Here are the data from the MMSD Research and Evaluation Report from May, 2000:

Charles Kenny:

It is college acceptance season, and letters with financial aid offers attached are dropping on doormats nationwide. Many students and an even greater number of parents are facing the sticker shock associated with tertiary education. As college prices rise—the average annual cost hit $18,497 in 2010-11, according to the National Center for Education Statistics—the question inevitably arises: Is it worth it? For the average student in the U.S. and worldwide, the answer is affirmative: Education remains a fantastic investment for individuals. The tougher question is whether education at all levels is such a great investment for societies as a whole.

In the U.S., education leads to higher wages. Median weekly earnings in 2013 were $472 for someone with less than a high school diploma, according to the Bureau of Labor Statistics. That number rises to $1,108 for those with a bachelor’s degree and $1,714 for those with a professional degree such as an MBA or J.D. A recent National Bureau of Economic Research paper suggested that the educational payoff for “marginal” college students—the ones who might not attend if it weren’t for government support, for example—may be a lot lower. Still, for most students, the high cost of college is well worth it.

That’s true worldwide as well. Recent estimates (PDF) for Ghana, for example, suggest that each additional year a child stays in school translates into an average annual income 7 percent higher. In China, that figure is 12 percent.

Q&A with Christopher Chatham:

It’s happens to all of us: times when we simply cannot stop ourselves mid-action, whether running a yellow (or red) light, making an inappropriate comment, or reaching for our buzzing phone during dinner. Most of the time, adults can overcome these impulses. Children, however, are notoriously different – most of the time seemingly incapable of curbing impulsive responses. New research suggests the problem is not an inability to stop but rather that they lack awareness of their environment.

Our ability to proactively monitor our surroundings is what allows us to stop mid-action, says Yuko Munakata of the University of Colorado Boulder, who will presenting new work at the CNS conference on Tuesday. She, along with Nicolas Chevalier of the University of Edinburgh and Christopher Chatham of Brown University, tested this idea in 7- to 9-year-olds, seeing if monitoring their environments improved their ability to subsequently stop behaviors compared to simply telling them to stop.

Chatham, who will be co-chairing the session at the CNS meeting about response inhibition, talked with CNS about this new research and how it fits into the big picture of differences between children’s and adults’ capabilities.

Harold Wilde:

College presidents—and I was one for 22 years—have few more thankless jobs than procuring (and that’s the right word) commencement speakers.

The expectation of graduates and their families is that a big-time speaker will be there to put the cherry on top of the sundae that was their college experience (and all those tuition dollars). So expectations are high. The ideal commencement speaker is a household name, has landed on the moon, won a Nobel Prize and a few NBA championships, was on the cover of last week’s People magazine … and will bring front-page publicity to the school (like George Marshall’s announcement of the Marshall Plan at Harvard’s 1947 commencement), forever glorifying their graduation day.

This is a fantasy, and the commencement speaker may be a tradition that long ago outlived its usefulness. But the college president, sharing the platform with the speaker, has no choice but to be personally involved. Few mistakes on his or her watch will be more visible, or more challenging to avoid, than the wrong commencement speaker.

Start with the constituents. At many schools, the students are polled every year on their preferred list of speakers. The ones you’ve heard of (probably less than half, e.g., the rap artists) either carry a speakers bureau charge of $25,000 to $100,000— or will cost you even more in the support you lose from your biggest donors. And, anyway, you have no money to pay for a commencement speaker. “The honor of the occasion, receiving an honorary degree, it should be enough.” Right! That may work in the Ivy League and at flagship state universities, but not at 3,400 other institutions across the country.

The Hechinger Report:

Here’s a modest test result to bolster the argument of those who say the American educational system isn’t so terrible. On a new creative problem-solving test taken by students in 44 countries and regions, U.S. 15-year-olds scored above the international average and rank at number 18 in the world. That’s much better than the below-average performance of U.S. students on the PISA (Program for International Student Assessment) reading and math tests conducted by the Organization for Economic Cooperation and Development (OECD).

“We think teaching through problem solving is already more developed in the US than in other countries,” said the OECD’s Pablo Zoido, in explaining why US students have higher problem-solving scores than expected.

Still, Asian countries and regions dominate the top 10 spots in creative problem solving, with Singapore, Korea and Japan taking first, second and third place. Canada, Australia and Finland were the only non-Asian nations to make it into the top 10. Shanghai, which topped the PISA charts in math and reading, was relatively weaker in problem solving at number 6.

Pew Research:

More moms are staying home: The share of mothers who do not work outside the home has risen over the past decade, reversing a long-term decline in stay-at-home mothers. (In the U.S. today, 71% of all mothers work outside the home.) Two-thirds are “traditional” married stay-at-home mothers with working husbands, but a growing share is unmarried.

2 Americans say a parent at home is best: Despite the fact that most mothers in the U.S. work at least part time, 60% of Americans say children are better off when a parent stays home to focus on the family, while 35% say they are just as well off when both parents work outside the home.

Can someone please tell me why this isn't more informative than the unemployment rate? pic.twitter.com/SaZoaDIQmG

— Amir Sufi (@profsufi) April 9, 2014

Related: Madison’s planned $39,500,000 fall property tax increase referendum.

Minding The Campus:

s students and their families rethink the value of the liberal arts, defenders of traditional education are understandably ambivalent. On the one hand, the diminished stature of the liberal arts seems long overdue, and this critical reevaluation might lead to thoughtful reform. On the other, this reevaluation might doom the liberal arts to irrelevance. To that end, Minding the Campus asked a list of distinguished thinkers a straightforward question: should we be unhappy that the liberal arts are going down? Here are responses from Heather Mac Donald, Thomas Lindsay, and Samuel Goldman.

Heather Mac Donald, Manhattan Institute

We shouldn’t only be unhappy if the liberal arts are “going down.” We should be ashamed. Our highest duty as a civilization is to keep alive those works from the past that gave birth to our present freedoms and that constitute the most profound expressions of what it means to be human.

I see no evidence that a “critical evaluation” of the liberal arts is underway, beyond an ignorant flight on the part of some college students towards more allegedly marketable majors. This idea of a job-ready major is a fallacy; outside of vocational training and some select STEM fields, few majors, whether economics or philosophy, have a direct connection to most jobs.

But while the marketable major is an illusion, there is no question that the conceit is driving many students away from humanistic study. The irony is that colleges are themselves wholly responsible for endangering those fields that were once their very raison d’être. For it is their sky-high tuitions that are fueling this migration into purportedly more bankable fields and their adolescent politicization of the humanities that is failing to give students a reason to look back.

Tuition levels are the result of universities’ own decision-making–above all, their insatiable drive to expand their student services bureaucracy. No branch of that endlessly growing bureaucracy is more senseless and self-indulgent than the diversity superstructure, founded as it is on a demonstrable lie: that colleges are bastions of discrimination against minorities and females.

Sue Shellenbarger:

Those early childhood memories, which are so quick to fade, are important in influencing decisions in later life. WSJ’s Sue Shellenbarger reports on Lunch Break. Photo: Getty Images.

What you can remember from age 3 may help improve aspects of your life far into adulthood.

Children who have the ability to recall and make sense of memories from daily life—the first day of preschool, the time the cat died—can use them to better develop a sense of identity, form relationships and make sound choices in adolescence and adulthood, new research shows.

While the lives of many youngsters today are heavily documented in photos and video on social media and stored in families’ digital archives, studies suggest photos and videos have little impact. Parents play a bigger role in helping determine not just how many early memories children can recall, but how children interpret and learn from the events of their earliest experiences.

“Our personal memories define who we are. They bond us together,” says Robyn Fivush, a psychology professor at Emory University in Atlanta and an author of dozens of studies on the topic. Children whose parents encourage reminiscing and storytelling about daily events show better coping and problem-solving skills by their preteens, and fewer symptoms of depression, research shows.

Douglas Belkin & Caroline Porter:

More companies are entering partnerships with colleges to help design curricula, as state universities seek new revenue and industry tries to close a yawning skills gap. Doug Belkin reports on Lunch Break. Photo: T.J. Kirkpatrick for The Wall Street Journal.

The University of Maryland has had to tighten its belt, cutting seven varsity sports teams and forcing faculty and staff to take furlough days. But in a corner of the campus, construction workers are building a dormitory specifically designed for a new academic program.

Many of the students who live there will be enrolled in a cybersecurity concentration funded in part by Northrop Grumman Corp. NOC -0.35% The defense contractor is helping to design the curriculum, providing the computers and paying part of the cost of the new dorm.

Such partnerships are springing up from the dust of the recession, as state universities seek new revenue and companies try to close a yawning skills gap in fast-changing industries.

Kingsley R. Browne:

Implicit in the materials for this conference is the assumption that any gap that exists between men and women in the workplace (at least if the gap seems to disfavor women) should be eliminated. The question is asked, “how can this gap be explained and rectified?,” implying that “rectification” should follow irrespective of how the gap is explained.

There are many statistical disparities between the sexes in our world, but only some become the subject of widespread concern. Ones that are perceived as favoring men are labeled “gaps,” while those that favor women are simply facts. Outside the workplace, men are arguably disadvantaged in a variety of arenas, whether in terms of health and longevity, crime and violence, domestic relations, or education. In the workplace, men are far more likely than women to be killed and to work long hours. None of these disparities is generally viewed as a “gap” deserving of intervention, however. Men earn a disproportionate number of Ph.Ds in some fields, while women earn a disproportionate number in others. Only the former set of disparities, however, is typically viewed as a “gap.”

Neil Munshi:

The Illinois legislature has passed a plan to overhaul two of the funds in the Chicago pension system, by far the most underfunded of any large US city.

The move is an important first step toward shoring up the combined $27bn unfunded liability the city and its school district have racked up after years of the government failing to pay its share. The massive liability has caused the city to suffer multiple credit rating downgrades in recent years.

The bill now moves to the desk of Governor Pat Quinn, who has not indicated whether he will sign it into law.

The reform addresses the pension funds for municipal employees and labourers, which are 37.6 per cent and 56.3 per cent funded, respectively. The bill would increase the funding levels to 90 per cent by 2055 through benefit cuts and increases in employee contributions.

Erin Richards & Kevin Crowe:

Reading and math proficiency for students attending private, mostly religious schools in Milwaukee with the help of taxpayer-funded vouchers ticked up in 2013 from 2012, according to the latest state standardized test score results.

On average, students in Milwaukee’s private-school voucher program still performed lower than students in the city’s traditional public school system.

The Wisconsin Department of Public Instruction released fall test score data for the taxpayer-funded private voucher schools on Tuesday, one day after allowing media to review the fall 2013 state test score results for public schools.

In all, reading and math achievement on the Wisconsin Knowledge and Concepts Examination for both the public and private voucher schools, especially in Milwaukee, continued to be low. That’s due in part to the state raising the bar for what’s considered a proficient score on the state test.

The WKCE will be replaced next year by a new, computer-based assessment in reading and math that is aligned to national standards and will allow for better comparisons of achievement between states.

Another issue that has cropped up is an increasing number of voucher-school families opting their children out of taking the state exams altogether — a legal option, but one seemingly at odds with the statewide push toward more transparency for schools.

Gov. Scott Walker signed two bills into law Tuesday that will bring more accountability to the private schools receiving taxpayer money.

Meanwhile, the latest state test results showed:

About 16% of Milwaukee voucher students who took the state test met or exceeded the bar for proficiency in math, and about 12% did the same in reading.

Much more on the oft criticized WKCE, here.

Sophia Grene:

Financial education falls into the motherhood and apple-pie category – almost everyone is in favour of it. So the news that a number of asset managers have taken part in an initiative by Redstart to provide financial education to English schoolchildren appears positive.

The move has raised concerns, however, chiefly the potential conflicts of interest. Should the vendors of financial products also be allowed to provide education about them?

The founders of Redstart hail from Redington, the investment consultancy. The company has little to gain from getting its name in front of schoolchildren. Redington does not deal with the retail market, so has neither products to push nor brands to promote.

But asset managers, who have proved happy to become involved, are likely to count on schoolchildren being their future customers.

“If financial institutions want to fund financial education, that is all well and good, as long as they have no part in designing it or delivering it,” says Mick McAteer, founder and director of The Financial Inclusion Centre, a think-tank. “If they are serious about doing it for public policy reasons, not just as a Trojan horse marketing stunt, let them fund financial education charities.”

Princeton Press (PDF):

The mathematics of ancient Iraq, attested from the last three millennia BCE, was written on clay tablets in the Sumerian and Akkadian languages using the cuneiform script, often with numbers in the sexagesimal place value system (§1.2). There have been many styles of interpretation since the discovery and decipherment of that mathematics in the late nineteenth and early twentieth centuries CE (§1.1), but this book advocates a combination of close attention to textual and linguistic detail, as well as material and archaeological evidence, to situate ancient mathematics within the socio-intellectual worlds of the individuals and communities who produced and consumed it (§1.3)

Iraq—Sumer—Babylonia—Mesopotamia: under any or all of these names almost every general textbook on the history of mathematics assigns the origins of ‘pure’ mathematics to the distant past of the land between the Tigris and Euphrates rivers. Here, over five thousand years ago, the fi rst systematic accounting techniques were developed, using clay counters to represent fixed quantities of traded and stored goods in the world’s earliest cities (§2.2). Here too, in the early second millennium bce, the world’s first positional system of numerical notation—the famous sexagesimal place value system—was widely used (§4.2). The earliest widespread evidence for ‘pure’ mathematics comes from the same place and time, including a very accurate approximation to the square root of 2, an early form of abstract algebra, and the knowledge, if not proof, of ‘Pythagoras’ theorem’ defining the relationship between the sides of a right-angled triangle (§4.3). The best-known mathematical artefact from this time, the cuneiform tablet
Plimpton 322, has been widely discussed and admired, and claims have been made for its function that range from number theory to trigonometry to astronomy. Most of the evidence for mathematical astronomy, however, comes from the later fi rst millennium bce (§8.2), from which it is clear that Babylonian astronomical observations, calculational models, and the sexagesimal place value system all had a deep impact on the later development of Old World astronomy, in particular through the person and works of Ptolemy. It is hardly surprising, then, that ever since its discovery a century ago the mathematics of ancient Iraq has claimed an important role in
the history of early mathematics.

Cultural progressives often talk about something called “hegemonic masculinity.” By this progressives and feminists mean the standards we use to determine what an ideal man is in a particular culture. Michael Kimmel and Amy Aronson, in The Gendered Society Reader, describe American hegemonic masculinity this way:

In an important sense there is only one complete unblushing male in America: a young, married, white, urban, northern, heterosexual, Protestant, father, of college education, fully employed, of good complexion, weight, and height, and a recent record in sports . . . Any male who fails to qualify in any one of these ways is likely to view himself–during moments at least–as unworthy, incomplete and inferior.

With this definition, progressives and feminists are on what seems to be a campaign to “dismantle” any sense of “American” masculinity. Additionally, part of the mission is to redefine all of America’s problems in terms of what males, especially white males, have done to ruin society. As many have argued before, the first step in solving social ills is to pathologize boyhood and numb it into oblivion.

Esquire Magazine recently ran a story titled “The Drugging Of The American Boy” which highlights the seemingly settled disposition that developing masculinity is something to be diagnosed as ADHD and, therefore, a problem to be solved. The article cites this data:

Thomas Lin:

Freeman Dyson — the world-renowned mathematical physicist who helped found quantum electrodynamics with the bongo-playing, Nobel Prize-winning physicist Richard Feynman and others, devised numerous mathematical techniques, led the team that designed a low-power nuclear reactor that produces medical isotopes for research hospitals, dreamed of exploring the solar system in spaceships propelled by nuclear bombs, wrote technical and popular science books, penned dozens of reviews for The New York Review of Books, and turned 90 in December — is pondering a new math problem.

“There’s a class of problem that Freeman just lights up on,” said the physicist and computational biologist William Press, a longtime colleague and friend. “It has to be unsolved and well-posed and have something in it that admits to his particular kind of genius.” That genius, he said, represents a kind of “ingenuity and a spark” that most physicists lack: “The ability to see further in the mathematical world of concepts and instantly grasp a path to the distant horizon that’s the solution.”

Priyamvada Gopal:

The once highly-regarded British public university is not quite dead but it is in terminal care. After half a century of global success on public funding that amounted to less than 1.5% of Britain’s GDP, in the space of two years we’ve seen the partial withdrawal of the state from the sector, and it is expected that this is a precursor to full withdrawal followed by extensive privatisation.

With the overnight tripling of tuition fees in 2010 (in the face of widespread protests) and with further rises in the offing, the student has been reframed as a consumer buying private goods in the form of a degree. Combine this with a mortgage and you have a large number of citizens who are unlikely to be debt-free at any point in their life.

Formerly known as a university, the service provider of higher education is now to sink or swim in response to the pressures of competition, as degree-awarding corporations rather than sites of inquiry and learning. Ironically, however, it turns out that the new fees regime which David Willetts, the Universities Minister, keeps bizarrely insisting is fairer than the previous one, is actually costing the exchequer more, through the rising costs of subsidising student loans.

Eva Dou:

In a concession to student protesters, Taiwan Legislative Speaker Wang Jin-pyng said Sunday a review of a contentious services trade pact with China will be delayed until an oversight mechanism for cross-strait agreements is enacted.

The announcement is the largest gesture of conciliation from Mr. Wang since students stormed the legislature three weeks ago and barricaded themselves inside to protest the services trade agreement, which was signed last year.

The protesters have said negotiations between Taipei and Beijing weren’t transparent and demanded that the government set up a legally binding mechanism to oversee all cross-Strait deals, including the services trade pact, to ensure proper oversight and public input.

Pressure is mounting on the government to resolve an impasse over the trade pact that has moved thousands of students to camp inside and outside the legislature since March 18. More than 100,000 protesters gathered outside Taiwan’s Presidential Office Building in downtown Taipei last Sunday.

Alan Borsuk:

“It’s all about teacher quality,” Eric Hanushek said.

“What improves student achievement is improved instruction,” said Michael Casserly.

What’s needed, said Paul Hill, is “a mechanism to drive (the search for improvement) beyond the comfort zone of the school providers.”

If you were looking for one answer for improving American education outcomes, you didn’t find it in Milwaukee last week. But if you were looking for food for thought, the week brought rich offerings.

An unusual number of the nation’s — and in some cases, the world’s — leading thinkers and voices on education were involved in two separate events, one public, one invitation-only.

The public event, at Marquette University Law School, focused on what Milwaukee can learn from urban school systems where there are signs of improvement. (I was involved in organizing the session and moderated part of it.)

The private event was hosted by the low-profile but influential Kern Family Foundation, based in Waukesha County with more than a half billion dollars in assets and a strong interest in education.

Kern brought together 15 to 20 researchers and advocates at a downtown Milwaukee hotel to work on strategies for increasing U.S. success in international educational competitiveness. I sat in on several presentations (and will say more on what I learned later).

Ashley Jochim:

Lyndon B. Johnson once quipped, “Good politics is good government.” Johnson realized that whether a given public policy achieves its intended objectives is rarely a matter solely of technical design. Rather, success depends both on the quality of the plan and whether it is implemented fully enough to stand the chance of having an impact—a process that may take years.

It has been more than a decade since my colleagues at the Center on Reinventing Public Education, Paul Hill and Christine Campbell, wrote It Takes a City: Getting Serious About Urban School Reform along with James Harvey. But its lessons about urban school reform are as relevant now as they were then. In analyzing systemic education reform in six cities, the authors posed a question of enormous consequence: How can city leaders construct reform strategies that promise to be powerful enough and last long enough to make a difference?

Fixing urban schools, they argued, requires more than lofty goals or incomplete strategies. The reform plans in the studied cities too often relied on “zones of wishful thinking”—assuming that teachers, principals, and district administrators would do what was right, rather than creating a plan that provided the incentives, freedom, and capacity for them to do so. Combining the best elements of each, the authors put forth three new reform models, including one option that would provide community oversight of a system of autonomous schools, much like the portfolio strategy does today.

Anne Tergesen:

As more couples delay having children, their parents have to wait longer for their first grandchild. Anne Tergesen joins Lunch Break with a look at the broader societal impact of couples having children later. Photo: Videoblocks.

It’s a natural part of growing older. People start to long for grandchildren—and many start to pressure their adult child, in overt or subtle ways, to produce those grandchildren.

For the current generation of would-be grandparents and their children, those desires are getting more urgent—and the pressure is getting a lot more intense.

It comes down to simple arithmetic. More individuals are waiting until their 30s and beyond to have their first child. Perhaps they want to get their finances or career in order first, find the right partner or take on other big projects like an advanced degree or world travel.

Whatever the reason, the result is that their parents have to wait longer for their first grandchild—perhaps to age 70 instead of age 60. They have to worry about whether they will be healthy enough to help out and enjoy the time they have with their grandchildren. Or if they’ll be alive at all.

Madison School District (PDF):

Understand the status of the MMSD evaluator certification process
Understand who will be evaluated and when

Understand the evaluation workflow

Understand professional development calendar to support implementation

When will staff be evaluated?

MMSD will “reset” the evaluation schedule, balancing one-third of evaluations, for each building, across the next 3 years

All new teachers to MMSD must be evaluated in their first year of employment

Referenced edu-jargon translation:

The Danielson Framework: Duck Duck Go | Google | Bing.

The Teachscape Evaluator: Duck Duck Go | Google | Bing.

The Annie E. Casey Foundation:

In this policy report, the Annie E. Casey Foundation explores the intersection of kids, race and opportunity. The report features the new Race for Results index, which compares how children are progressing on key milestones across racial and ethnic groups at the national and state level. The index is based on 12 indicators that measure a child’s success in each stage of life, from birth to adulthood, in the areas of early childhood; education and early work; family supports; and neighborhood context. The report also makes four policy recommendations to help ensure that all children and their families achieve their full potential.

Nicholas Simmons:

I’m a seventh-grade math teacher at Success Academy Harlem West, a public charter school. On April 30 and May 2, 3, the 272 students at my school, along with some 480,000 other New York City public school children, will sit for the state math exam. Last year, 89% of my seventh-graders and 83% of our sixth-graders passed the test, more than half scoring at the highest level.

But only 29% of all sixth-grade public-school students in the city passed the New York State Mathematics Test last year. Among sixth-grade black and Latino kids, only 15% and 17% passed, respectively. Among my sixth-graders, 97% are African-American or Latino, and three out of four of them are from low-income families.

Many teachers and parents—as well as New York City’s school chancellor and the mayor, have said there is too much emphasis on testing. But at Success Academy, we believe internal assessments and the results from state exams are essential feedback for how well we as teachers have done our job in the classroom. Students and teachers embrace academic rigor and take pride in having some of the top math scores in the city, in many cases outperforming the city’s gifted and talented programs.

Bill Korach, via Will Fitzhugh:

Delaney Moran, a senior at Lenox Memorial High School in Lenox, MA, has written an evocative account about the legendary Savoy Ballroom in Harlem for The Concord Review. “Stompin’ at the Savoy” the hit song written by Edgar Sampson and recorded separately by Benny Goodman and Chick Webb recalls the great days of the Savoy Ballroom in the 1930’s and 40’s. Since 1987, The Concord Review has been publishing the best high school papers in America. Each quarter, Will Fitzhugh, TCR publisher and his reviewers select the best papers for publication. The papers, from 6000-20,000 words represent the gold standard in high school writing. Fitzhugh and many others in education believe that reading and writing are the best way to learn and think. Writing was once an obvious and basic educational tool, but today as schools are dumbing down their students serious writing has all but vanished from the classroom. Happily, TCR continues to find and publish excellent work.

Delaney Moran’s paper opens with this account:

The entrance to the Savoy was at street level. You went down one flight to check your coat, then you walked back up two flights to the ballroom which was on the second floor. as I was climbing the steps that led to the ballroom, I could hear this swinging music coming down the stairwell, and it started seeping right into my body. I got to the top step, went through the double doors, and stopped for a moment with my back to the bandstand, taking it all in. When I turned around and faced the room…well, I just stood there with my mouth open. The whole floor was full of people—and they were dancing! The band was pounding. The guys up there were wailing! The music was rompin’ and stompin’. everyone was movin’ and groovin’.1
These were the remarks of Frankie Manning, a black dancer from Harlem, upon entering the Savoy Ballroom for the first time. This scene depicts a typical night at the Savoy Ballroom in 1930s Harlem. The Savoy was the most popular nightclub in the city and home to the best jazz and the best dancers New York had to offer.2 Remarkably, it was completely integrated from its inception in 1926, despite segregation in almost every other section of the country, including New York City.

Eleanor J Bader:

While we may tend to romanticize universities as bastions of free thought and intellectual rigor, Piya Chatterjee and Sunaina Maira’s new book, The Imperial University: Academic Repression and Scholarly Dissent, demonstrates their subjection to the same ideological underpinnings as the general body politic.

The Imperial University: Academic Repression and Scholarly Dissent, Edited by Piya Chatterjee and Sunaina Maira University of Minnesota Press, 400 pages, $29.95.

For the past 10 years, I’ve taught English at a large, public community college in Brooklyn, New York. Most of my students are the first in their families to attend a university – and while some are disaffected, the majority are engaged and eager, hopeful that the promise of a higher education will open doors and provide them with a stable future. They’re also largely immigrants, and it is not uncommon for 28 students from 20 countries to find themselves sitting side-by-side in a classroom, arguing and debating about the meaning of a particular text.

Daisy Christodoulou, via Will Fitzhugh:

In 2007, I trained as a teacher and started teaching English in a secondary school in Southeast London that enrolls stu- dents between the ages of 11 and 18. One of the first things that struck me when I was teaching was that my pupils seemed to know so little. Even the bright and hard-working pupils seemed to me to have big gaps in their knowledge.

Before I became a teacher, I’d read newspaper articles about pupils lacking knowledge, but I had always assumed these reports had been exaggerated by the media. I wondered if my experiences were unusual, but the experiences of colleagues at other schools seemed similar to mine. Pupils who didn’t know where milk came from, who didn’t know the name of the British prime minister, who could barely name any foreign countries, and who had no idea of when important world-changing technologies had been invented.

I started researching the issue, and I found that my experiences weren’t atypical. I also found that many American teachers had the same experiences. For example, there’s a study showing that two-thirds of Americans can’t name the three branches of the United States government.1 In the United Kingdom, there’s a study showing that a third of pupils think the House of Lords is elected.

Hamilton Nolan:

America’s student debt burden has been on the rise for years, along with America’s class of incredibly well-educated retail workers. A new report reveals who’s driving the train to debt hell: grad students. Don’t do it!

Do you really need to go to grad school? For the vast majority of those of you considering going to grad school, the answer is “probably not.” So consider this a bit of data to encourage you to skip it. Take a year off. Travel the world. Hitchhike. Join the Peace Corps. Be a bartender. Huddle in a remote cabin and write your novel. Learn the trombone. All of these are good, affordable activities to pursue as you consider the findings of today’s New America Foundation report, which shows that the increase in the debt load of graduate students in the past decade makes the student debt load for undergrads look paltry by comparison. From the Wall Street Journal:

Jason Read:

“Whenever you have a ‘southern’ or a ‘northern’ or an ‘eastern’ or a ‘western’ before an institution’s name, you know it will be wildly underfunded.” –Richard Russo

On March nineteenth the Chancellor of the University of Maine System, as well as the President, and select members of the Board of Trustees gathered in front of a crowd of students, faculty and staff in the Hannaford Lecture Hall, a spacious and new lecture hall (more often rented out than used for classes) to unveil the University of Southern Maine’s new vision as a “Metropolitan University.” Two days later, on the twenty-first, twelve members of the faculty from such programs as economics, theater, and sociology met with the provost of the University to be “retrenched.” Both of these events followed the proposal to eliminate four programs (American and New England Studies, Geosciences, Recreation and Leisure Studies, and Arts and Humanities at the Lewiston Auburn Campus) the week before. It was a strange and tumultuous week, and one that I fear offers a frightening glimpse of a future of higher public education in the US.

All of these events, the rebranding and the cuts, were in a response to a system wide budget shortfall of $35 million, of which USM is slated to absorb $14 million in cuts. Claims of poverty on the part of public universities need to be contextualized against the massive decrease in state allocations, on the one hand, and the increasing connection between the university and financial services, on the other (on this point in general see Edward Kazarian’s post) in which bond ratings matter more than educational mission. With respect to the former the University of Maine system has followed the national trend of divestment in higher education. In 1999 appropriations accounted for 63 percent of the university’s budget while tuition and fees made up 37 percent, by 2014 this was reversed to 62 percent from tuition and 38 from allocation. During this period Maine went through the largest tax cut in its history, cutting taxes on inheritance and otherwise making it easier for the wealthiest to keep their money. A tuition freeze instituted in 2012 followed closely on the heels of this cut. (The latter is a perfect example of faux-populism, taking measures to supposedly cut college costs while failing to address the real cause of those costs.) During this same period USM added several new buildings, such as the lecture hall noted above. As enrollment dropped by six percent from 2008-2012 the combination of reduced appropriations, fixed tuition, and decreased enrollment led to a perfect storm of budget problems.

Eddie Small:

Kevin Floerke has been down this route before.

A student at Santa Rosa Junior College in Northern California, Floerke, 26 years old, already graduated in 2010 from UCLA, where he majored in archaeology.

This time, however, he’s not after a degree. He’s just trying to master a set of techniques and technologies that will help him verify the details he finds while doing fieldwork.

“I’m really there to learn the program itself and be able to use it in a professional setting,” he said.

Floerke, who leads tours for the National Geographic Society, is part of a group of students known as “skill builders” who are using conventional colleges in an unconventional way: not to get degrees but simply to learn specific kinds of expertise, without spending time or money on courses they don’t think they need.

It’s a trend being driven by the rising price of higher education and a growing emphasis on paying for training in only the most marketable skills.

Al Shanker via Will Fitzhugh:

Usually when I write this column, I’m trying to convince thousands of people about something. This time, I’m trying to reach one or two people. I don’t even know who they are, but they’ll have to be people receptive to spending some money on a good cause. Here’s the story.

Over the past several years, I’ve looked forward to seeing a quarterly history journal called The Concord Review come across my desk. The articles are a pleasure to read; they’re fresh, lively, well-researched and sometimes elegant. Their range is impressive. Among the essays I’ve found most interesting were ones on the Pullman Strike of 1894; on Lillie A. James, an African-American woman who pioneered education for African-Americans in Pensacola; and George W.G. Ferris, the inventor of the Ferris Wheel, which he meant to be the American answer to the Eiffel Tower. If you just picked it up and started reading, you’d never know the most extraordinary thing about The Concord Review—that all the essays are the work of high school students.

Editor Will Fitzhugh quit teaching and founded the journal five [27] years ago. He was impressed by the essays some of his own students produced, and he became convinced that there must be lots of other terrific history essays out there. Why not recognize, and encourage excellence by publishing some of them? The results have been wonderful. The essays come from both public and private school students, and they exemplify the level kids can achieve when they are interested in what they are doing and encouraged to pursue it.

The Review has won plenty of friends and admirers among people who are concerned about raising the standards of achievement in American education: Diane Ravitch, noted historian and assistant secretary in the U.S. Department of Education; Chester Finn, a former assistant secretary of education; Harold Howe, a former U.S. Commissioner of Education; James Freedman, president of Dartmouth College; and Theodore Sizer, founder of the Coalition of Essential Schools, have all written in its support. I wrote an earlier column myself.

People in the front lines have been enthusiastic, too. Teachers from all over the world have sent student essays and money for subscriptions. And a commercial publisher has chosen four essays that appeared in the Review for a series on writing dedicated to secondary school students. One of Fitzhugh’s favorite testimonials is from an official of a foundation that didn’t offer the Review an financial support. Apparently, the man picked up a copy to glance at one essay and ended up reading the entire 150-page issue [now typically 270 pages].

But praise doesn’t pay the bills. The Review now [1992] has subscribers in 44 states and 15 foreign countries but nowhere near the number needed to make it self-supporting. This is no surprise. Fitzhugh, who has financed the journal largely with his own money, has never had the funds to promote it properly. And, as he points out, even Sports Illustrated, a magazine with mass-market appeal, and a yearly swim suit issue, took 10 years to break even. Unfortunately, he’s now at the point where he will have to close down operations in March—unless he can find the corporate or foundation support that has so far eluded him.

What’s the problem? Fitzhugh says some people have suggested that excellence of the kind that he is trying to encourage is elitist. In other words, the standards The Concord Review sets is too high for most kids. I don’t think that’s true. Jaime Escalante has shown us that expecting more of kids means you get more. This is as much the case with history as it is with math. If we encouraged students to raise their sights, many of them could measure up to the standards set by the Review; many more would enjoy reading essays written by other students and discussing them in class. And working with the journal would inspire everyone to do better—just the way watching a good runner inspires kids to go out and do as well as they can. Even if they have no hope of beating his record, they can try to break their own.

Or maybe the problem is that The Concord Review is ahead of its time. It’s a new idea so it doesn’t fit into the categories and priorities that foundations have identified. Fitzhugh says that when a foundation turns him down, that’s often what they tell him.

Something like this happened when he applied to the National Endowment for the Humanities (NEH). This federally funded agency is interested in history and it’s interested in raising standards. It also funds summer seminars for teachers. But NEH can’t consider Fitzhugh for a grant because he isn’t a teacher; they don’t fund student projects; and they don’t fund publications. In other words, The Concord Review falls through the cracks. And that, more or less, is the story with every foundation or agency that Fitzhugh has applied to.

Will Fitzhugh needs $150,000 a year [$250,000 needed 22 years later] and some time to build on the solid base he has already laid. There must be one or two people or a business or a foundation out there that can bend its guidelines so that this extraordinary publication won’t disappear.

© 1992 by Albert Shanker

Wu Nan:

Allegations that kindergartens gave prescription drugs to pupils without parents’ consent have led to calls for the laws governing them to be tightened.

It is alleged the drugs were administered to ensure high attendance rates and fees.

Lan Liqiang, a medical legal consultant advising some parents whose children were given the medicines, said the rules covering the operation of nursery schools were vague, out of date and in need of an overhaul.

“How could kindergartens as children’s guardians trade their health for money? The government should establish strict rules to prevent such incidents from happening again,” Lan said.

Parents are threatening legal action and some fear more kindergartens around the country may have fed pupils the anti-flu drug moroxydine hydrochloride without permission.

Some 10 nursery schools in Xian , Shaanxi , Jilin city in Jilin province, and Yichang in Hubei are so far thought to have given children the medicine.

Another kindergarten in Gansu province is said to have given pupils another antiviral treatment to ward off hand, foot and mouth disease.

The Ministry of Education and the National Health and Family Planning Commission have ordered nationwide inspections at all kindergartens and primary and middle schools to check the scale of the problem.

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

At the March 18 meeting of the MTI Faculty Representative Council, nominations were finalized for MTI Officers, as well as for the MTI Bargaining Committee relative to vacancies caused by terms ending in May, 2014. Nominated for President-Elect was current President Peg Coyne (Black Hawk). She will again serve as MTI President for the 2015-16 school year. Peg previously served as President during the 2011-12 school year. She is also a member of the Bargaining Committee. In addition, others nominated were Art Camosy (incumbent -Memorial) for Vice-President; Liz Donnelly Wingert (incumbent -Elvehjem) for Secretary; and Greg Vallee (incumbent – Thoreau) for Treasurer. Mike Lipp (West), who was elected last spring, will serve as President for the 2014-15 school year.

Nominated for the MTI Bargaining Committee were: High School Representative – Art Camosy (incumbent-Memorial); Middle School Representative – Nichole Von Haden (incumbent-Sherman); Elementary School Representative – Laurie Solchenberger (incumbent – Lincoln); At-Large Representative – Steve Pike (incumbent-West); Educational Services Representative-Middle School – Gabe Chavez (incumbent-Jefferson). The Bargaining Committee, from which the Bargaining Team is selected and which is the body responsible for MTI’s Teacher Contract negotiations, consists of 15 members, of which five are elected each year. MTI’s general election will be held April 28-30.

Kelsey Snell:

Millions of taxpayers struggling with student loan debt are being pitched what may seem like a dream come true this tax season: lower monthly payments and a chance to see a chunk of their debt disappear.

But there’s a catch: the potential for a huge tax bill down the road.

The new push from the Departments of Treasury and Education uses tax time to promote the opportunity for a borrower to have their entire debt repaid after 20 or 25 years. The agencies are partnering with TurboTax, the tax software used by more than 18 million Americans, to advertise the deal.

It’s part of an administration-wide effort to make college affordable, but consumer advocates worry that the tax-time pairing fails to fully disclose that the debt forgiveness counts as income and will likely lead to a bill from the Internal Revenue Service. Some even liken it to the too-good-to-be-true mortgages that played a role in the collapse of the housing market.

W. Michael Cox & Richard Alm

Education looms as both cause and cure for the decline of the middle class and the widening gap between rich and poor.

In today’s knowledge-based economy, poorly performing public schools leave many U.S. workers ill-equipped for jobs that pay middle-class wages.

So it follows that improving education is the only way to raise up the poor, reduce inequality and restore the American middle class.

We all want better schools — right-wingers, left-wingers, even business and labor are on board. Most proposals for improving education come down to the same thing — spend more of the taxpayers’ money.

But that’s what we’ve been doing for two or more generations, and it hasn’t worked. Andrew J. Coulson, director of the Cato Institute’s Center for Educational Freedom, calculates that inflation-adjusted spending per pupil more than doubled from $5,500 a year in 1970 to more than $12,500 in 2010.

…..

So why do some states have better public schools — if it’s not a matter of money? Statistical regressions using the adjusted spending and demographic data find that test scores improve significantly as parents get more education and earn higher incomes.

The intuitive story goes like this: Better educated and richer parents tend to appreciate the value of schooling. They insist on better schools for their children and stress education in the home. School districts that spend more tend to be those where the cost-of-living is higher, where income is higher and where adults are better educated.

It’s not the spending that improves scores, it’s the parents’ high expectations and emphasis on education.

Money can buy a lot in public schools — smaller classes, better teachers, modern facilities, computers and other technologies. So why hasn’t spending paid off in better educational outcomes? The biggest impediment is a government-run school system resistant to innovation, indifferent to student needs and mired in mediocrity.

Wisconsin ranks 12th in dollars spent and 24th in achievement among the 50 US states.

State Education Trends by Andrew Coulson:

ong-term trends in academic performance and spending are valuable tools for evaluating past education policies and informing current ones. But such data have been scarce at the state level, where the most important education policy decisions are made. State spending data exist reaching back to the 1960s, but the figures have been scattered across many different publications. State-level academic performance data are either nonexistent prior to 1990 or, as in the case of the SAT, are unrepresentative of statewide student populations. Using a time-series regression approach described in a separate publication, this paper adjusts state SAT score averages for factors such as participation rate and student demographics, which are known to affect outcomes, then validates the results against recent state-level National Assessment of Educational Progress (NAEP) test scores. This produces continuous, state-representative estimated SAT score trends reaching back to 1972. The present paper charts these trends against both inflation-adjusted per pupil spending and the raw, unadjusted SAT results, providing an unprecedented perspective on American education inputs and outcomes over the past 40 years.

Locally, Madison spends double the national average per student.

Center for Research on Education Outcomes (PDF):

Across the country, charter schools occupy a growing position in the public education landscape. Heated debate has accompanied their existence since their start in Minnesota two decades ago. Similar debate has occurred in California, particularly in Los Angeles, with charter advocates extolling such benefits of the sector as expanding parental choice and introducing market-based competition to education. Little of that debate, however, is grounded in hard evidence about their impact on student outcomes. This report contributes to the discussion by providing evidence for charter students’ performance in Los Angeles for four years of schooling, beginning with the 2008-2009 school year and concluding in 2011-2012.

With the cooperation of the California Department of Education (CDE), CREDO obtained the historical sets of student-level administrative records. The support of CDE staff was critical to CREDO’s understanding of the character and quality of the data we received. However, it bears mention that the entirety of interactions with CDE dealt with technical issues related to the data. CREDO has developed the findings and conclusions independently.

This report provides an in-depth examination of the results for charter schools physically located within the Los Angeles Unified School District boundary. It is the first separate analysis by CREDO of the performance of Los Angeles’ charter schools. However, charter schools in Los Angeles were included in the CREDO report on all California charter schools, which can be found on our website.1 This report has two main benefits. First, it provides a rigorous and independent view of the performance of the city’s charter schools. Second, the study design is consistent with CREDO’s reports on charter school performance in other locations, making the results amenable to being benchmarked against those nationally and in other states and cities.

The analysis presented here takes two forms. We first present the findings about the effects of charter schools on student academic performance. These results are expressed in terms of the academic progress that a typical charter school student in Los Angeles would realize from a year of enrollment in a charter school. The second set of findings is presented at the school level. Because schools are the instruments on which the legislation and public policy operate, it is important to understand the range of performance for the schools. These findings look at the performance of students by school and present school average results.

Compared to the educational gains that charter students might have had in a traditional public school (TPS), the analysis shows that in a year’s time, on average, students in Los Angeles charter schools make larger learning gains in reading and mathematics. Results for Hispanic charter students, especially Hispanic students in poverty, are particularly notable. At the school level, we compare the average performance over two growth periods to the average results for the school’s control group. The results in Los Angeles are among the strongest observed in any of the previous CREDO studies. Larger shares of schools outperform their local market in reading and math than was reported in the national study that was released in 2013.2

Meanwhile, a majority of Madison School Board members rejected the Madison Preparatory Academy IB Charter school a few years ago. The traditional – Frederick Taylor -, non diverse governance model remains well entrenched here.

Karl Zinsmeister:

Many have been puzzled by New York Mayor Bill de Blasio’s skepticism toward charter schools, his calls for ending space-sharing and charging them rent, and his $210 million cut of a construction fund important to the schools. Education reformers are also anxious about the failure of President Obama and Education Secretary Arne Duncan to defend charter schools in the face of these prominent reversals of New York City policy. Is this just about teacher-union politics, or are there perhaps legitimate performance reasons for tapping the brakes on charter schools in public education today?

The first thing to remember about charter schools is how recent an invention they are. Born in the 1990s, it wasn’t until 2006 that total enrollment reached a million children—out of 55 million pupils in the country. More than half of the charters in New York City are less than five years old.

With huge waiting lists for every available seat, though, charters are now beginning to mushroom. Well before Mr. de Blasio faces re-election in 2017, charters will educate 10% of New York City’s public-school students, and they already enroll a quarter of all pupils in some of the city’s poorest districts. Nationwide, charter schools will enroll five million by the end of this decade.